San Jose Community College

San Jose Malilipot Albay

2nd Semester S.Y 2020 - 2021

THE LEARNERS DEVELOPMENT

AND ENVIRONMENT

FIELD STUDY 1

Ma. Lourdes Brutas Bragais Jeffrey Beloso bas BSED FIL 3-B

SUBMITTED TO : SUBMITTED BY:

 THE PURPOSE

This practice teaching portfolio was prepared and developed to provide and share experiences
for those who will undergo the same undertakings. Some classroom difficulties and problems
that she had encountered are mentioned, and the lesson that she had learned. The greatest
value of this practice teaching portfolio is that it serves as the mirror of the practice teacher for
their progress and achievement in their practice teaching. And also this practice teaching
portfolio was prepared to expose the pre-service teacher experiences so that they can use it in
relating their theories learned inside the classroom to become globally competitive. Another
purpose of this practice teaching portfolio is that it assess the pre-service teacher’s

learning for the preparation in future life in facing the real world of teaching. The pre-service
teacher must do always their best in imparting knowledge to the students. Just love your
students so in return your students will be embracing you too, with the great things you’ve
done to them not only in cognitive side but in affective and psychomotor development.

ACKNOWLEDGMENT
 The preparation of this important document would not have been possible without the
support, hard work and endless effort of large number of individuals and institutions.

My heartfelt thanks to the San Lorenzo National High School and to its faculty for
equipping me all the tools and skills I needed for my course.

I am particularly grateful for supportive supervisors of different field study courses for their
valuable contributions and guidance in performing the best that we can in every task.

I wish to extend my heartfelt gratitude to this school for giving us the opportunity to serve the
school and for letting us conduct our field study on their educational institutions.

I would like also to thank all the school heads and critic teachers for assisting me and for
helping me experience those meaningful learning experiences that molded me to be a better
future educator and for making into a reality this portfolio of learning.

I would like also to express my gratitude to those entire people that helped me in the duration
of the said Experimental Course.

To my friends who supports and helped me in conducting different tasks and to my different
colleagues who became part of my Study, thank you very much.

I would like also to express my deepest gratitude to the person who inspires me in performing
my task and for his help in completing this course.

INTRODUCTION
Field Study 1 is the first in a series of six sequential studies in the Bachelor of Elementary
Education and the Bachelor of Secondary Education Programs (BEED and BSED) offered by the
Teacher Education Institutions (TEIs) Field study 1 is linked with a professional education
subjects. It is the prerogative of the TEI to match wiith anappropriate subject such as Child and
Adolescent Development Principles of Teaching or Facilitating Learning.

The focus of Field Study 1 is observation of the learners, school structure and the community.
Since this is the first time the student teachers have been exposed to the school environment,
they are expected to take note of the school and classroom facilities and the organizational set -
up of the school. The PSTs shall observe the behavior of the learners in the actual learning
environment. Based on their observations of learners, PSTs shall develop their understanding
on feasible approaches to facilitate learning considering the various phases of growth and
development. To assist their transition, the students will be paired with a "buddy" included in
FS 1 is the enhancement of the students/communication skills with his/her buddy since they
are expected to be adequate in the language they will be using during their hands,on teaching
in the remaining field studies

Course Description

Field Study 1 will introduce student observers to the learner/s behavior in the different phases
of development, school environment and the school community. It offers them opportunities
and prospects for career development as they observe the school structure, the classrooms, the
school facilities, the teachers, the parents, and the students. This observation course provides
them avenues to enhance their communication skills as they exchange ideas with their buddy,
with the cooperating teachers, with pupils, and with parents. This observation includes the way
teachers interact with each other, with students, with parents, and other stakeholders

Course Objectives

At the end of the course, Field Study 1, the student observers will be able to:

 Adapt with the different facilities and amenities found in the cooperating schools that
promote child friendly school system.
  Abide by the policies, guidelines, rules and regulations set by the school.

Expected Outcomes

Each student will:

 Identify facilities of school and describe their status and conditions.

 List and explain the policies, rules and regulations set by the school

VISION
We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.
 MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen. Family, community, and other stakeholders are
actively engaged and share responsibility for developing life-long learners.

CORE VALUES
Makadiyos

Makatao

Makabayan

Makakalikasan

SCHOOL GOALS

Curriculum and Management Goal.

 Implement a define curriculum that will cater to the needs and abilities for the total
development of a life-long.

Staff Management and Develpment Goal.

  Ensure teachers effectiveness through continues professional development and
aneffective performance management mechanism.

Learning Environment Goal.

 Provide a safe, caring, tolerant and welcoming environment that encourages positive
contributions from everyone.

Resource Mobilization and Management Goal.

 Provide adequate resources effectively and efficiently manage the support

accomplishment of targets

Community Partnerships Goal.

 Establish school and community networks and linkages for continue school
improvement process.

HISTORICAL BACKGROUND

San Lorenzo National High School is committed to provide a high quality education
through the concerted efforts of the teacher and other stakeholders. Our mission is for every
student to reach their full potential through rigorous teaching and learning in a child-friendly
school.
 This is the only public national high school which situated in Barangay San Lorenzo. It
caters educational services to its locality with an immensely diverse culture. It was established in
January 1, 1978 with simple beginning with multi grades classes.

San Lorenzo National High School is one of the public high schools in Albay. It is three
(5) kilometers away from the Tabaco City. It is situated at a strategic location because of its
nearby existing public and private high schools and colleges where by majority at its graduates
pursue secondary education and higher learning.

It terms of school performance, San Lorenzo National High School does not lag behind
from other schools of Albay Division. The fact, some of its pupils have garnered several awards
in the local, school, division, regional and national competitions both academic and non-
academic aspects. This is a truly indications that the school has nurtured its students into a well-
rounded individual.

At present, San Lorenzo National High School has a fast growing enrolment, the school
had re-engineered its goals, programs and projects consistent to the need of their students and
community as well. Likewise, the school sets out to tap and mobilize human resources, parents
and other stakeholders to attain its vision and mission to produce quality graduates by providing
quality education.

SCHOOL DIAGRAM
 The School
Environment

CHECKLIST OF CLASSROOM FACILITIES

Direction: Check on the facilities of the classroom whether available or not available and specify
the number, status, and condition. (Status may mean construction on going, purchase being
processed, construction nearing completion, etc. while condition may mean functional, not
functional, etc.)
 Classroom Available Not SPECIFICATIONS
Available Number Status Condition

1.two (2) doors (1 ✓ 2 Functional

entrance, 1 exit)

2. ceiling fan ✓ 2 Functional

3.comfort room with ✓ 4 Functional

lavatory

4. chairs ✓ 55 Functional

5. teacher’s table ✓ 2 Functional

6. cabinets ✓ 2 Functional

7. shelves ✓ 2 Functional

8. bulletin boards ✓ 2 Functional

9.benches ✓ 1 Functional

11.others (specify) ✓ 1 Functional

DOCUMENTATION

SAN LORENZO NATIONAL HIGH SCHOOL

ENTRANCE
SOME LABORATORIES IN SCHOOL
 Reflective
Journals

ORIENTATION

The first day of our visit is the orientation of our field study at San Lorenzo National

High School. As we enter the place, I suddenly felt excitement as I’ve seen those bubbly faces of

the students wide and awake. Attentively, I also have the feeling that the institution is a child

friendly school. We have met our CT’s (Cooperating Teachers) and also the Principal. We have
our orientation and we met our cooperating teacher. After the orientation, I’ve approached my

CT and went to my CT’s classroom.

As our CT introduced us to her students. I was surprise yet felt warmed inside because

the students welcomed us in a respectful manner. I was pleased that almost all of our students in

our CT’s class are smart. For the first time, I experienced how to handle children and interact

with them as a Pre-Service teacher..

 The classroom is painted white with yellow. They have bulletin boards in the back which

shows necessary information. Other facilities are floor fan placed near at the main door, a

comfort room, and cabinet. All in all, the classroom is spick and span. The floors are shiny and

there are no vandalisms in the walls. The students are also disciplined about their classroom rules

and regulation specifically at throwing garbage in an appropriate trash bins, cleaning and

flushing the toilet after using it. In conclusion, that first day was an amazing memory for us to

have an honor to represent our school as a pre-service teacher.

THE SCHOOL AS LEARNING ENVIRONMENT

In this day, we have given a task which is to observe the facilities and have our campus

tour. When I arrive in classroom in the school I saw my classmates busy preparing for our task.

Later on, I went to my assigned classroom. After I ask my CT to have a permission to conduct a

campus tour, she allowed me to do it, I also ask some random students to guide me in touring the

campus.

When we started our campus tour, the student introduces first the principal’s office then

the library which is also the reading center. Third the comfort room, the canteen, and their

playground which is also their basketball court. Later on, we also went to the vegetation lawn.

There are some buildings that is still under construction and some of their playground is very

risky to the students to play because there are some construction materials and woods.

In General, my own overview of the school as learning environment was slightly

moderate. The school has an awesome environment yet it’s still has some parts which is still
constructing, perhaps in the near future it will become a perfect school for the learners with no

hazards.
 COMMUNICATION SKILLS

Communication skills are important for an educator. Through this subject we can

measure our level in communication skills. While answering the communication skills checklist,

I’d observed that my buddy and I has similarities like manifesting positive attitude in

communicating. We share and listen to the information and ideas that me and my buddy

observed. We also used non-verbal cues.

Occasionally, we are going to argue about some matters especially if who will be the one

to approach and talk to our CT. Later on, we gathered enough self confidence and realize that if

you are going to be a teacher, talking with different kinds of people in one of the job

descriptions.

To improve my communication skills, I must get used in talking and dealing with other

people and boost my self-esteem so that I will be a good communicator as well as an educator.
 CLASSROOM MANAGEMENT

In enrolling FS1, I experienced things that made me realize that being a teacher isn’t that

easy, you must adjust in the attitudes of your students, not the other way around in order to gain

their respect. Because of my experiences during classroom observations, I have learned various

ways in handling a class. I am somehow motivated and inspired to pursue the teaching career.

My experiences in FS 1 are also genuine, because of this I have an overview about how

the real teacher is. Making some valued experiences in field study 1, must mold me as a best

teacher in the future. It really offers me an opportunities and prospects for career development as

we observed the school structure, the classroom, the teacher, the parents and the students. My

thoughts about the teacher in the past, is gradually happening today. The Field Study 1, taught

me new and sufficient strategy that maybe we can use it in the future.

Being a teacher someday in not easy as 1,2,3 and A,B,C because there are a lot of things

that a teacher must count and especially to the different kind of behaviour of the students.

Therefore, if you really want to be a teacher you should be prepare and be sure that you are really

dedicated to that particular profession At the end the observations went well, the observations

influenced and strengthen my decision in my career choice. Through this, I learned to be patient

and understanding when it comes to the students because they are just kids and needed to be

guided.

San Jose Community College

San Jose Malilipot Albay
 2nd Semester S.Y 2020 - 2021

FS 1 DTR
Pre-service Teacher Education Unit

SCHEDULE FOR SCHOOL VISIT BY PRE-SERVICE TEACHER

Name of PST : Jeffrey Beloso Bas

Field Study : FS 1

Description : Observation Of Learner’s Development and School Environment

Cooperating School : San Lorenzo National High School

Cooperating Teacher : Ma Lourdes Brutas Bragais

Semester/Year : 2nd Semester/2021

Signature
Visit Target Time Time
Purpose/Activity Cooperating FS1
No. Date In Out
Teacher Supervisor

11:00
1 08/10/21 7:00 Orientation
am
Ms. K. Soria

2 08/10/21 7:00 11:00 Campus Tour

am
 Ms. K. Soria

Classroom
11:00 Observation of
3 08/13/21 7:00
am Learners and School
Facilities Ms. K. Soria

11:00
4 08/15/21 7:00 Observation
am
Ms. K. Soria

11:00
5 08/20/21 7:00 Observation
am
Ms. K. Soria

11:00
6 08/30/21 7:00 Post Conference
am
Ms. K. Soria

San Jose Community College

 San Jose Malilipot Albay
2nd Semester S.Y 2020 - 2021

FS 1 Clearance

Pre-service Teacher Education Unit

Pre-service Teacher :

School :

Cooperating Teacher :

Date :

I, ________________________________, declare that I have returned all items

(Pre-service Teacher’s Name)

that have been borrowed from ____________________________________________

(Name of Cooperating School)

on _________________.
(Date)

Signed: ___________________
(Pre-service Teacher)

I, ______________________________ agree that _______________________

(Cooperating Teacher’s Name) (Pre-service Teacher’s Name)

has returned all items that were borrowed during their FS 1 period.

Signed: ___________________
 (Cooperating Teacher)

GLOSSARY OF TERMS

Student Observers - University students of Bachelor in Elementary

Education and Bachelor in Secondary Education
who are enrolled in Field Studies assigned to
observe classes in the DepEd schools.

Pre-service Teachers(PSTs) - University students of BEED and BSED who are

enrolled in the higher Field Study Courses and are
involved in micro teaching, team teaching, and
teaching whole lesson.

Supervising Teachers (CTs) - University faculty directly responsible for

supervising, monitoring and providing support to
the university student in on/off campus school
experience.
Cooperating Teacher (Mentor) - Normally a classroom teacher at the laboratory
school directly responsible for providing mentoring
support to the student teacher. He/She may also be
called Mentor.

School Coordinator - He/She is responsible for assigning students in

classrooms and scheduling classes for observation
and participation who is usually the Principal of the
Cooperating School.

Site Coordinator - He/She is responsible for assigning pre-service

students in the classrooms and in scheduling classes
for observation and participation who is usually the
Principal of the Cooperating School.

Practicum - This is referred to as the Field Experience or Field

Study Course which involves exposure to all types
of schools of the DepEd.

Elementary Grades - These refer to the six grade levels of the primary and
elementary under the Basic Education Curriculum
of the DEP-ED.

Secondary Years - These refer to the four year levels of the secondary
course using the Basic Education Curriculum of the
DEP-ED.

Briefing - Serves as are general orientation and workshop on

what are to be done at the practicum program.

Debriefing - It is a critical appraisal done by student teachers in

their observations at the field study courses.
Teacher Education Institutions (TEIs) - Refer to the colleges and universities offering
Teacher Education Courses with Curriculum
aligned with that of CHED. There are twenty one
 of these from Regions XI, XII & ARMM which
established partnership with BEAM and Dep-Ed.

Department of Education Schools - Serve as the laboratory of the Extended School

Experience of the student teachers