This document provides guidance for observation experiences in field studies. It discusses the importance of observing teaching attitudes, beliefs, and classroom practices. It emphasizes that observation requires purpose, focus, and intentionality. Guidelines are provided for conducting observations, including focusing on specific aspects, documenting with tools like checklists and notes, and analyzing and reflecting on what was observed. Suggested guidelines for field study students include requirements like completing 54 hours, following school policies, demonstrating proper conduct, and preparing a portfolio for assessment. The overall aim is for students to gain awareness of teaching approaches through intentional observation experiences.

1. NOTES ON
OBSERVATION
BY:
VENIE P. PESITO, PHD

2. • Observation experiences will make you aware of teaching
attitudes, beliefs and, classroom practices that are
in teaching and learning, by witnessing up close,
experienced teachers in the actual teaching-learning
situations.

3. TEACHING ATTITUDES
Teaching Attitudes: Teaching attitudes refer to the underlying
dispositions, feelings, and perspectives that educators hold towards
their role as teachers and the process of teaching and learning.
These attitudes shape a teacher's approach to interacting with
students, designing lessons, and managing the classroom. Positive
teaching attitudes may include enthusiasm, empathy, patience,
flexibility, and a genuine interest in the success and growth of
students.

4. BELIEFS
Beliefs in the context of teaching encompass a teacher's
personal convictions and understandings about education,
learning, and student development. These beliefs guide
instructional decisions, interactions with students, and
classroom management strategies. Teachers' beliefs can be
influenced by their own experiences, cultural background,
educational philosophy, and training. They play a significant role
in shaping the teacher's instructional practices and decisions.

5. CLASSROOM PRACTICES
Classroom practices refer to the methods, strategies, and techniques that teachers
employ to facilitate effective teaching and learning within the classroom
environment. This includes how teachers design lessons, engage students,
manage classroom behavior, assess learning, and provide feedback. Classroom
practices are grounded in a combination of teaching attitudes, beliefs, and
pedagogical approaches. Effective classroom practices consider the diverse needs
and learning styles of students while fostering an environment conducive to learning
and growth

6. TEACHING STRATEGY
A teaching strategy refers to a general plan or approach that
educators use to achieve specific learning goals. It outlines the
overall framework for teaching and learning. Strategies guide how
teachers organize their lessons, select resources, and engage
students. They are broader in scope and provide a structure for
achieving desired learning outcomes. Examples of teaching
strategies include problem-based learning, cooperative learning,
project-based learning, and inquiry-based learning.

7. TEACHING METHOD
• A teaching method refers to a systematic way or procedure that
educators use to deliver content and facilitate learning. It outlines
the steps, techniques, and tools used in the teaching process.
Methods are more specific than strategies and provide a structured
approach for conveying information and engaging students.
Examples of teaching methods include lecture, discussion, role-
playing, case studies, and demonstrations.

8. TEACHING TECHNIQUE
A teaching technique refers to a specific action, activity, or approach that
teachers use within a teaching method to engage students and enhance
learning. Techniques are practical and actionable elements that are used to
support the chosen teaching method. They are the specific tools or strategies
employed to convey information, foster understanding, and maintain student
engagement. Examples of teaching techniques include brainstorming,
questioning, group work, simulations, and multimedia presentations.

9. Therefore, teaching strategies provide the overarching framework
for instruction, teaching methods outline systematic approaches to
delivering content, and teaching techniques are the specific tools or
activities used within a method to facilitate learning and engagement.
These three concepts work together to create effective and dynamic
classroom experiences.

10. BEFORE AND DURING OBSERVATION
As you go to the field to learn about the
environment, the teacher and the learners,
remember that OBSERVING is NOT simply
SEEING NOR LOOKING. A skilled observer
learns with a purpose, focus, and
intentionality,

11. PURPOSE
Before starting any field observation activity, make sure you
clearly understand the intended outcomes of the activity.
Remember that you are a non-participant observer. You
need to remain unobtrusive meaning, you should be as
"invisible" as you can, and not to attract attention to
yourself. Strive not to cause any unintended effect on the
environment, learners, and teachers.

12. FOCUS
As a Field Study student, you are often overwhelmed by the
many things going on as you observe. There is just too much to
see and you do not know what to observe, at one time. When
your purpose is clear, it is easier to tune in and select what to
observe. For example, if you are observing the behavior of the
students in class, focus your observation on specific rows of
learners at a time, rather than attempting to observe everyone
at the same time. Make your observation multi-sensorial. Use
your senses. Look closely. Listen intently. Note the smell of the
surroundings, even the learners and teachers. (Discreetly, of
course.)

13. INTENTIONALITY
In every step of the way, you are guided by the
purpose as you consider details of how you will go
about your observation. Crucial here is distinctly
knowing how you will record and document
your observations. Choose the best strategy from
among the following to record and document
efficiently:

14. 1. Use tables/matrices, checklists that you can fill out with data as you are
observing.
2. Write brief notes of details you see while using a checklist.
3. Have a small notebook, pad or, sticky notes ready for jotting additional
notes.
4. Use apps to record your observation data.
5. Draw sketches or observational drawings.
6. Tally behaviors. An example would be noting how many times a learner
got up from his or her chair within the whole class period.

15. 7. Make lists. An example would be making a list of the words that a toddler used within
specified time.
8. Write transcripts. This strategy is useful when you pair your observation with interview
or when or you are documenting what you observed in a specific incident and you are
writing an anecdotal record.
9. Use audio or video gadget/equipment to record data with permission from the
teacher and
the learner/s. Some schools require parents' consent.
10. Take pictures with permission as well.

16. AFTER OBSERVATION
Once you have collected your observation data, you are
now ready to analyze the data. Be guided by the analysis
questions. Remember to be objective and non-judgmental.
While it is important to connect what you observed with
your prior knowledge and experience, it is vital to be aware
of your own biases that may affect your analysis.

17. After you have analyzed, you must now reflect on what you
learned from your observation. Ponder and contemplate
and derive insights on how the experience connects to you.
Express how your perspectives have been reinforced or
have been changed. Share how your Field Study experience
links to your future role as a teacher.

18. OBSERVE - I shall look and see and listen and hear. I should be able to
record what I see and hear.
ANALYZE - I shall examine closely what I observed, relate it to the
theories, principles and concepts that I already know.
REFLECT - I shall think deeply of what I have observed, connect it to
my past experiences, present undertakings and future goals and plans
as a teacher.

19. SUGGESTED GUIDELINES FOR
FIELD STUDY STUDENTS
The Field Study students:
1.are required to accomplish successfully the activities in at least 54
hours in one semester to earn a one unit credit.
2. secure appropriate Field Study permits and undergo
orientation/briefing before they are deployed in cooperating schools.

20. 3. observe classes and may work with a partner. A Field
Study partner is one whom one can discuss and work with
after the FS experience.
4. wear official school/university uniform during the Field
Study in the cooperating school.

21. 5. demonstrate personal qualities that reflect a good image of a
teacher. These qualities include courtesy, respect, honesty, diligence,
open-mindedness, critical thinking and
others.
6. demonstrate proper behavior in the presence of the learners,
teachers, school personnel, administration and parents.

22. 7. request the signature of the Resource Teacher or the Field Study
faculty immediately after the activity has been done.
8. are required to prepare a portfolio for every Field Study course. The
FS teacher is encouraged to use a rubric for authentic assessment of
the portfolios. This rubric can be discussed with the students as part
of the orientation so they would know what criteria will be used and
how the portfolio will be assessed.