Yhelene fs 1 final

Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION
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INTRODUCTION
The TCPNEP at the University of Southeastern Philippines in the College of Education,
student will conduct Field Study 1 to comply the requirements what is a real classroom
situation and observe what a learner behavior is. Field Study 1 is linked with a professional
education subject. It is the prerogative of the TEI to match with an appropriate 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 during transition, the students will be paired with a “buddies”. 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.
This course Information Portfolio contains the course overview, objectives, learning
content, expected learning competencies, and assessment items / strategies. It include
the roles and expectations of Teacher Education Institutions (TEIs), Practicum Supervisor,
Pre-service Teachers, Cooperating Teachers and Cooperating Principals. It has
Checklists and rating scales to assess school and classroom facilities and, a schedule of
visits and activities related to Field Study 1. Rubrics are used to assess the PST’s.
Curriculum vitae / Resume

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PERSONAL DATA:
Last Name: CAÑEDA
First Name: YHELENE
Middle Name: OLORVIDA
Address: MATINA PANGI KM 8 DAVAO CITY
Mobile No.: +639129218945
Email: yhelenecaneda17@gmail.com
Marital Status: Single
Date of Birth: March 17, 1996
Gender: Female
Nationality: Filipino
EDUCATION:
 ELEMENTARY
Matina Pangi Elementary School S.Y. 2008-2009
MATINA PANGI KM 9 DAVAO CITY
 SECONDARY
Daniel R. Aguinaldo National High School S.Y. 2012-2013
MATINA CROSSING APLAYA DAVAO CITY
 COLLEGE
University of Southeastern Philippines S.Y 2013-2018
BO. OBRERO DAVAO CITY
WORK HISTORY:
Job Title, Organization, Address, Start and End Date (Mo/Year), Name of Supervisor
OJT - Staff
CAAP office
Buhangin National Airport Davao City
January 2018 – May 2018
Mrs. Agnes Ugadang
Staff - Personal Assistant
Councilor 1st
district
Sangguniang Panglunsod
San Pedro St. Davao City
June 2018 – August 2018
Dr.Pilar C. Braga

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Purpose of the Portfolio
To impart knowledge for those student who will become future educators.
That they may understand that observation is the foundation of learning, they have
to go through all of this first before heading on the teaching stage.
This will foreshadow every experience that they will undergo. In observing
a class, patience and humanity must be observed as the student will be working
with head teacher and coordinating teachers. The school administrator, through
this portfolio, will realize how beneficial to students that through strict
implementation of the course, Teacher Certificate Program for Non- Education
Professionals, TCPNEP students can grasp the importance of this stage.
This portfolio shall serve as their guideline as part of the final requirement
for field study.
COURSE DESCRIPTION

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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,theschool 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.
Objectives
At the end of the course, Field Study 1, the student observers will be able to:
1. conduct a mini case study of one learner;
2. familiarize with the structure of the cooperating school as spelled out in the
organizational chart;
3. adapt with the different facilities and amenities found in the cooperating schools
that promote child friendly school system;
4. abide by the policies, guidelines, rules and regulations set by the school.
Expected Outcomes/ Course Requirements
Each student will:
1. Produce a case study report on the learner.
2. Produce a chart of the school organization and identify personnel/ key positions of
the structural set-up of the cooperating school.
3. Identify facilities of school and describe their status and conditions.
4. List and explain the policies, rules and regulations set by the school.
Assessment Items
Using the results of Chart 1 and Chart 2 the students shall write a narrative report of
findings that will serve as Journal Entry 1. The students will be assessed using
Assessment Item 2 found in the Appendix.

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RATIONALE
Practicum is the core of pre-service teacher education program. This model uses
a graded, developmental, and sequential approach. It captures the essence of CHED
Memorandum Order No. 30 where Field Study 1 is the first in a series of six field study
courses.
This one unit course, Field Study I, is linked to a professional subject at the
university. It is focused on observation of the learner’s development and school
environment, the school community, the teaching profession, and interpersonal
communication. It is geared to guide the PSTs in the suitability of teaching as a career
path.
To quote then Sec Florencio Abad, commencement speech, U P College of
Education (Apr.22, 2005) “A central strategy we are developing is to transform our Dep-
Ed regional offices as orchestrators of teacher professional development that links teacher
education institutions with exemplary teacher practitioners in public schools. What we
might want to build are networks of master teachers in public schools who take on student
teacher apprentices enrolled in TEI’s. Such networks canthen accelerate the development
of the teacher craft in ways that use the best practices combining formal instruction and
field practice that starts while teachers are still in teacher education courses but continues
when they work in day-to-day instruction at public schools.”
Its purpose is to connect the theories learned at the university and their application
in the field. Starting Field Study early will guide PSTs to decide whether teaching is an
appropriate career choice.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 1 - Social Regard for Learning
Competencies:
1.1 Acts as positive role model for students
1.1.1 implements school policies and procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students
Domain 2 - Learning Environment
Competencies:
2.1 Creates an environment that promotes fairness
2.2 Makes the classroom environment safe and conducive to learning
* maintains a safe, clean and orderly classroom free from distraction.
2.5 Create a healthy, psychological climate for learning.
* creates stress-free environment
Domain 3 - Diversity of Learners
3.1 Determines, understands and accepts the learners’ diverse backgrounds,
knowledge and experiences.
* Obtains information on the learner’s learning style, multiple intelligences
and needs of learners.
3.2 Demonstrates concern for holistic development of learners.
* Employs integrative & interactive strategies for meaningful & holistic
development of learner.
ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1

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Teacher Education Institutions (TEI’s)
The Teacher Education Institution shall:
1. Determine the readiness of the student teachers to go on off-campus/extended
field study or FS1;
2. Request the City Division Office to designate cooperating school in the city;
3. Conduct conference/orientation among the selected school on the FS1 objectives;
The TEI Practicum Supervisor shall:
1. Prepare the program of activities of the student teachers.
2. Coordinate with Schools Division Superintendent in the selection of cooperating
schools.
3. Prepare and implement the MOA between the TEI and the Dep-Ed Division Office.
4. Coordinate regularly with the principal and cooperating teachers regarding the
performance of the student teachers.
5. Coordinate with the Principal of the cooperating school regarding the activities and
needs of student teachers relative to their observation of classes.
6. Prepare the student observers for their off campus observation activities.
7. Coordinate regularly with the Principal/Head Teacher/Cooperating Teacher
regarding the performance of the student observers.
8. Conduct debriefing, interview, case studies of student observers.
The Pre-service Teachers shall:
1. Perform in accordance with the Basic Professional Expectations detailed in these
guidelines.
2. Attend all sessions
3. Meet the individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return for the
services which the school provides.
5. Operate and co-operate with the school community and its requirements and
expectations.
6. Observe and embrace the ethics of the profession including suitable attire and
punctuality.
7. Maintain a journal of the experience
Department of Education (DepEd)
Role of the Cooperating Principal
1. Identify cooperating teachers to handle the student teachers’ exposure.
2. Coordinate with the TEI’s supervisor concerning student teachers assignments
and problems.
The Cooperating Teacher
1. Provide opportunities for the Student Teacher to carry out the activities appropriate
for the stage of the Student’s Course.
2. Act as a role-model for the aspiring young teacher. While this activity occurs
consciouslyduring demonstration sessions, it is of course, in operation all the time.
3. Help the Student relate activities within the school to the University program.
4. Evaluate the effectiveness of the activities of the Student Teacher on a continuing
basis, and to provide feedback so that progress can be made towards the aims of
the program.

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GRADING SYSTEM
Criteria/Components Weight Rater
Attendance 10% Cooperating
Teacher
Journal Entries/ Reflection
a. Journal 1- organizational chart & checklist on
facilities
b. Journal 2- after 2 class observation
c. Journal 3- communication skills
d. Journal 4- after 3rd
and 4th
class observation
40% Practicum
Supervisor
Professional Portfolio
20% Practicum
Supervisor
PST Projects outputs on:
1. Classroom diagram
2. Organizational chart
3. Class list
4. Seat plan
5. Checklist of Child-friendly School
30% Cooperating
Teacher
Total 100%
Assessment Tools
1. Marking Guide for Reflection/Journal Entries
2. Rubric for students Teaching Portfolio
SCHEDULE OF ACTIVITIES
VENUE/ TIME
FRAME
Site/OBSER-
VATION ACTIVITY DETAILS

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1st
TEI
3 hours/ day
Audio Visual
Room
Briefing/Workshop An orientation/briefing with workshop is
conducted to studentteachers to verify
the behavior of the child in the actual
classroom settings and PSTs are
expected to reflect all observation
through journal writing.
2nd
DepEd. School
3 hours/day
School site
conference
room
Familiarization /
Campus tour
A “Campus Tour” is conducted by the
cooperating Principal who brings the
pre-service teachers round the campus
to showcase a “Child-Friendlyschool”.
This includes orientation ofschool
policies,rules and regulations.Pre-
service teachers are expected to come
up with a classroom layoutand a fully
accomplished organizational structure
and seating arrangementoflearners.
3rd
DepEd. School
3 hours/day
Classroom A
Classroom B
Classroom observation
of learners and school
facilities
This is the actual observation in 2
different classrooms.The focus of
observation is child behavior and the
school environment.This includes
interaction between studentteacher and
his/her buddythat enhances skills in
communication as well as the
observation of learner’s interaction and
the school facilities.
4th
DepEd. School
3 hours/day
Classroom C
Classroom D
facilities
This is the second school visitobserving
two classrooms differentfrom the first.
This observation will provide them
opportunity to make a classroom lay
out/diagram,and a chance to open
cabinets and divans.PSTs also observe
learners action in relation to the school
environment.
5th
DepEd. School
3 hours/day
Classroom E
Classroom F
facilities
The focus here is to see whether
furniture and fixtures, seatplans,room
arrangements,divans,are in place.
Available technologygadgets or
facilities are also observed.
6th
TEI
3 hours
Audio Visual
Room
Debriefing/Submission
of requirements
This is the lastin a series ofsix
activities. Debriefing is conducted to
ensure thatall issues and concerns are
discussed and clarified.This is the time
when Practicum Supervisor collects
requirements such as;journals,
portfolios,and other relative to FS1.
Total 18 hrs.
HISTORICAL BACKGROUND
The Davao City National High School, first known as the Davao Provincial High
School had its humble beginning in 1922. Housed in a nipa hut at Magallanes Street, it

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opened its doors to 67 eager students with Mr. Dominador Fernandez as Officer-in-Charge
and later by Mr. Adolfo Casolan as Principal with three teachers to help him guide the sixty
seven (67) students who were enrolled at the time.
When the municipality of Davao became a chartered city by virtue of
Commonwealth Act No. 51, series of 1937, the name of school was fittingly changed to
Davao City High School
To accommodate the increasing enrollment, a building was constructed at its present site
in 1941. Unfortunately, this building was completely demolished by American bombs in
April 1945.
After liberation, classes were resumed temporarily at the Chavez Building at
Claveria Street but later in March 1946, the school moved to a more spacious site at Villa-
Abrille Street. In 1950, Davao City High School finally transferred to its present site along
Florentino Torres Street with the area of 62,657 square meters. The spacious site was
donated by the Tionko Family.With the Nationalization of all Secondary Schools in the
country, the school is now called Davao City National High School. Today, it is on its 81st
year of existence, it has acquired 36 buildings, an Auditorium, School Library, Learning
Centers, Rizal Shrine, Heroes Tree Park and several mini-gardens, Covered pathways,
and new comfort room are among the added improvements in the school. The population
has soared to more than 8,000 students in 150 sections. It has 270 teachers and 32
administrative and non-teaching staff members.
DCNHS has been referred to as the premier public secondary school in Region XI
(Davao Region). It has become a leader school in Science, Math, English and the Arts. It
is an avenue in implementing different thrusts and programs of DECS/DepEd. In 1994, it
implemented the Engineering and Science Education Program (ESEP), a curriculum of
DOST catering students good in Science, Math and English and preparing them for
engineering courses. In 1997, DCNHS launched Project EASE (Effective, Affordable
Secondary Education), an alternative learning system for students who want to finish high
school but cannot attend classes regularly because of their disadvantaged situation. In
2000, DCNHS was one of the schools selected to offer the Special Program of the Arts, a
nationwide program for students who have demonstrated talents or potentials in the arts
like music, visual, theatre and media arts, creative writing and dancing.
RULES AND REGULATION OF DCNHS
In an effort to ensure the utmost safety of students, personnel, as well as school
properties and facilities, compliance to the following security measures and policies is
hereby enjoined, to wit:
1. NO ID, NO ENTY for students.

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2. Wearing of PRESCRIBED UNIFORM for students is a must.
3. School gates will be opened to students for lunch break and dismissal only on the
following time – 10:00 AM and 3:00 PM.
4. Observance of proper DRESS CODE for visitors, employees and students is
necessary. Wearing of the following is not allowed:
- SANDO for male
- SLIPPERS
- Blouses/ shirts with PLUNGING NECKLINES
- Blouses/ shirts with SPAGHETTI STRAPS
- FITTING and EXTRA REAVEALING short pants or skirts
- Purposely TORN pants
5. Student and visitors are not allowed to stay beyond 7:00 PM unless with written
consent from the Office of the Principal
6. Activities scheduled on weekends and holidays must secure the necessary
approval of the School Principal, otherwise, guards on detail may restrain
students/guest from entering the school.
7. Visitors/ guests shall be asked to logbook their names and purpose/s and shall be
required to wear the VISITOR’S PASS ID within the campus.
8. Student/s who will be requested by teacher/s to transact business outside the
campus must present a STUDENT PASS SLIP to the guards on detail, otherwise,
they will not be permitted to go out.
THE VISION, MISSION AND GOALS OF DCNHS
VISION
Imbued with values and relevant academic and non-academic preparations in
order to at the school envisions to harness the best of the Filipino youth through quality
education in peace, justice and development for God, country, and people.
MISSION
Davao City National High School endeavors to cater to the needs of the community
for basic education in preparing the youth for global competitiveness through the search
of the National Culture of Excellence, thus, making it as the center for the community
transformation.
GOALS
Davao City National High School is a public secondary institution which provides
a system:
1. where education characterized by active learning;
2. where education provides opportunities for service learning – where students are
exposed to real world problems and realities and instill in them the desire to work
for the common good; And
3. that helps individual become capable of adapting to a changing world.
Learner's Profile
Name: Eduardo D. Donaire
Age: 17
Sex: Male
Height: 5’5
Weight: 50Kls
Parent’s name Father: Eduardo
Donaire
Occupation: Farmer

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Mother: Evelyn Donaire
Weight: 50Kls.
Occupation: Housewife
Ordinal position in the family: 3rd
Religion: Catholic
Favorite TV Progrm: Probinsyano
Favorite movie: Action movie
Favorite Game: Dota
Ethnic Group: Bisaya
Barangay: Ladesma Davao City
Grade School Level: 7
Section: B
Class Adviser: Ricardito F. Gadiane
Club affiliation: N/A
Most liked Subject(s): Filipino
Why? Because it is easy to understand.
Least liked Subject(s): Math
Why? Because it is hard to comprehend
Hobbies: Playing basketball
Favorite Color: Red
Favorite Flower: Rose
Favorite Song: Atik Ra
2Things I like about the school are: Teachers and the surroundings
2Things I would like to change about the school are: Comfort Rooms and add more
rooms
Learner’s Profile
Name: Vanessa Valiente
Age: 14
Sex: Female
Height: 5’4
Weight: 55Kls
Parent’s name
Father: Ramil Valiente
Occupation: Driver
Mother: Mary Ann Valiente
Occupation: Housewife
Ordinal position in the family: 7
Religion: Catholic
Ethnic Group: Bisaya
Barangay: R. Castillo Ubalde
Class Adviser: Ricardito F. Gadiane
Club affliction: N/A
Grade School Level: 7
Section: B
Most liked Subject(s):Math
Why? I love solving numbers
Least liked Subject(s): Science
Why? Because it is hard to comprehend
Hobbies: Reading Books
Favorite Color: Black Favorite Flower:
Sun Flower
Favorite TV Program: Showtime
Favorite Movie: Korean Drama
Favorite Song: Sundo
Favorite game:Mobile Legend
2Things I like about the school are: Inside the classroom with classmates and the
teacher also.
2Things I would like to change about the school are: Change or add the classroom with
more creative design and the gardening and make comfort rooms clean.
Task2. Observe the student for one lesson. In your journal, reflect on the learners in
terms of their behavior, attentive and interactions with others.

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Observation of the two learner’s involvement in activities
She is a very mature and helpful student who always tries her best and she is an exceptional
teacher helper. She is very responsible student and willing to learn.
He is actively participating in almost in activities that the subject teachers are giving. He also told
me during the interview that his parents serve us his inspiration towards his studies. He also
hopes graduate in college someday.
CT’s comment about the two learners:
She is a very bright student who is a joy to have in the classroom. She is an exemplary student
and always willing to help others.
He is a very responsible student because I can trust him inside the classroom. He is also a
potential leader someday because of him charisma and position attitude towards her comrades.
PERSONAL REFLECTION ON THE INTERVIEW CONDUCTED
DAY 2
On the third Sunday of our observation at Davao City National High School, we
were tasked to conduct an interview to a student. As I look ahead for a student to be
interviewed I see these 2 students namely Eduardo Donaire and Vanessa Valiente I
noticed that the two are just silent while listening as their adviser discussed their lesson.
As what I observed to Vanessa she is the type of student that has a silent type in attitude,
despite her silence she is that kind of student that is friendly and loves taking selfie. In fact
as I interview her she even asked for a selfie together. Upon my observation to Eduardo
he is a silent type of student too and often talk, he is a little bit shy as I asked him questions

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about himself. He is friendly too as I noticed when they are having a recess he talks with
friends/classmates outside. The students I interviewed attend school on a Sunday
because during weekdays they work as house helper.
This particular program opens another shed light for so many out of school youths
waiting to be guided and mentored by good teachers. As I interview these inspiring
students I realized that achieving goals in life and pursuing your dreams are possible with
determination and perseverance in achieving it. There might be so many obstacles that
we might encounter in life but one thing is for sure moving forward and dreaming big will
never be impossible.
Given the opportunity to observed and meet this wonderful people in DCNHS is
one of a kind experienced. My encounter and experienced is indeed remarkable, an
experience worth remembering as I continue my journey on becoming a teacher.

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Journal 1
THE SCHOOL ENVIRONMENT
The environment is an important factor in the development of a student. In my
observation in Davao City National High School I see the school as convenient place for
learning because of the trees, flowers, spacious space and good scenery of nature. The
students inside the classroom are very comfortable because they are given individual
seats. The ventilation is also well planned because the fresh air can get in through. The
classroom is well managed with the cooperation of students, officers and teachers
maintaining the cleanliness and arrangement of the classroom.
The schoolhas trash can inside and outside the classroom put in designated areas
where students can throw their garbage properly. Training the students in this manner is
a good start of self-discipline and awareness in taking care of the environment. I also
observe that the students are neat and clean with their beautiful uniforms.
Environment is important for the welfare and good education of the students. A
well-managed classroom and clean environment reflects good education and you can see
and observe it in Davao City National High School. The teachers are well groomed and
great leaders of environment awareness and discipline. The teachers always make sure
that students are comfortable, well educated, polite and respectful.

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Chart 1: The School Structures/ Organization Chart
ADMINISTRATIVE HEADS
WENEFREDO E. CAGAPE, Ed.D., Ph.D. – Principal IV
REMEDIOS B. BLANCO – Head Teacher VI Science
PERLITAA. PEDROSA – Head Teacher VI TLE
DIOSDADA B. MOLINA – Head Teacher VI Math
JOCELYN O. SIMAFRANCA – Master Teacher I SPA
ROLANDO P. CAPUL – Head Teacher IV English
LETICIAM. CERENCIO – Head Teacher III Filipino
FRANICK DOMINIC R. LLAPITAN – Teacher III TLE Business Technology
CORAZON FERNANDEZ – Teacher III VE
EVANGELINE L. MANGUILIMOTAN – Master Teacher II – TLE Business
Technology
HEDELIZA B. DECOLONGON – Master Teacher I Aral Pan
MARGARITA L. LABORTE – Teacher III MAPEH
LUCIA T. BARMARONA – Administrative Officer 4
VIRGINIA T. RAVINA – Guidance Counselor III
MILAGROSA S. NOVABOS – DCNHS TEWAPresident.
Organizational Structure
Davao City National Highschool Organizational Structure

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School Map of DCNHS

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School Facilities

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PAGE 20
Child-friendly School

PAGE 21

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Chart 2: Checklist of School Facilities
Direction: Check on the facilities of the school 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.)
B. School Available Not
Available
IF AVAILABLE, WRITE THE
SPECIFICATIONS
NUMBER STATUS CONDITION
1. Library with adequate
number of holdings.
/ 1 Available Functional
2. Laboratory with
adequate number of
equipments.
3. Canteen/Cafeteria / 6 Available Functional
4. Comfort Rooms with
lavatory
/ Available Functional
5. Reading Center / 1 Available Functional
6. Home Economics
Room
7. Industrial Art Shop / 2 Available Functional
8. Audio Visual Room / 2 Available Functional
9.Printing/Mimeographing
Room
10. Counselling Room / 1 Available Functional
11. Others (specify) Clinic Available Functional
12. Others (specify)
Property Storage
Available Functional
SUMMARY
The facilities of the school are available and functional. These facilities are very necessary in
catering the needs of the students. The availability of the library, laboratory, audio visual room
reinforces the learning (academics)of the students. The comfortrooms,clinic, guidance office
best serves the students on their personal necessities.
Completed by: YHELENE O. CAÑEDA
Assessed by: _____________________________

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CHART 3: Checklist of a child-friendly school
Name of School: Davao City National High School
Chart 3
Checklist of a Child-friendly School
INDICATORS YES NO
If YES, give an example of
this…
1. The school has facilities and
equipment for sports and
recreation.
The school holds oval,
gymnasium, volleyball court,
basketball court etc.
2. The school has sufficient
lawn place and vegetation.
The schools have a mini-
garden sufficient enough for
planting trees and flowers.
3. The school has a duly
assigned personnel in-charge
of securing its premises, its
properties and those of the
pupils and teachers.
The schools have security
guards in the entrance gates,
janitors, and have a prefect of
discipline for counseling.
4. The school has a program
for children with special needs.
SPA- (Special Program for
Arts)
DORP- (Drop out Reach
Program)
SPS- (Special Projects for
Sports)
5. The school coordinates with
the barangay and local
authorities to ensure the safety
and protection of the students.
Traffic Enforcer, Counseling
and Civilian Defense Unit
6. The teachers use non-
threatening modes of
discipline.
The teachers give pieces of
advice to the students with
minimal offence while students
with maximum offence are

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sent to the guidance office for
counseling.
THE CLASSROOM ENVIRONMENT
The classroom’s physical environment, including the amount of space and type of
equipment, can influence the structure of the group and relationships among its members.
Therefore, it has to be safe and secure for work, study, and play and has a relatively quiet,
attractive, orderly and healthy learning atmosphere.
ACTIVITY 1: NARRATIVE EXPLANATION ON CLASSROOM DIAGRAM
The room is located at the 2nd floor of NAB building. It is spacious and well
ventilated. The classroom is conducive for learning environment. Moreover, the students
can easily run through the canteen on recess time.

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Journal 2
The classroom Environment
When I entered the room, I observed a classroom and different seating
arrangement and surrounding. One thing that is evident during that particular time is the
proper ventilation; rooms with enough windows wherein the cold scented breeze could
pass through, the chairs are more than enough with proper arrangement, the students
take off their shoes during the first and second period time, so that their room so tidy and
they always swipe the floor every now and then. This reminds me of all the discussion we
had in class, about how to properly managed classrooms, chairs and good seating
arrangements.
Effective classroom management is essential to good teaching. Classroom
management refers to the wide variety of skills and techniques that teachers use to keep
students organized, orderly, focused, attentive, on task, and academically productive
during a school day.
Sir Gadiane the class adviser of Grade 7 section B, I noticed does many things to manage
his classroom, I should learned through observation his students and begin to practice to
apply someday a future teacher.
Hence, I was able to realize classroom management is a good tool and key for
learners to learn more. We must always remember that a well-planned classroom
management can affect the learning of every student.

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PAGE 27
CLASS LIST OF GRADE 7B STUDENTS OF DCNHS SY 2015-2016

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Chart 4: 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.)
SUMMARY
Facilities of the school are available and functional. These facilities are very
necessary in catering the needs of the students. The availability of the library, laboratory,
audio visual room reinforces the learning (academics)of the students. The comfortrooms,
clinic, guidance office best serves the students on their personal necessities.
Assessed by: _____________________________
A. Classroom: Available
Not
Available
S P E C I F I C A T I O N S
Number Status Condition
1. two (2) doors
(1 entrance, 1
exit)
/ Available Functional
2. ceiling fan / Working Functional
3. comfort room
with lavatory /
4. chairs / desks / 56 Good Functional
5. teacher’s table / Good Functional
6. cabinets / Good Functional
7. shelves /
8. bulletin boards / Good Functional
9. racks and
stand
/ Good Functional
10. benches /

PAGE 30
Journal 3
Communication Skills
A skill that is always evolving and can be used in all aspects of life, communication
can be developed and improved on at any time to help you succeed personally and
professionally. Good communication can be the catalyst in creating a positive experience
for patients each time they talk. It can be the difference in effectively overcoming barriers,
helping professionals connects with their patients and making them feel comfortable in
expressing any anxieties they may have. Therefore, communication skills is essential,
because it helps the student using voice and practice speaking skills is really important
so that when we do reader's theater, the student can really get into the part of the
character. Hence, it is an indispensable tool in teaching and its effective use entails
powerful impact.
My buddies are Ms.Janine and Ms. Manilyn, a beautiful woman that fears the Lord,
the two of she is my classmate in TCPNEP Section B. Ms. Janine and Ms. Manilyn has
good communicationskills too. As we becomepartners in Field Study 1 and 2, I would like
to tell that two of she is very responsible in every task assigned to us by our adviser. Really
tries her best to exert more effort for the benefit of our tandem. Thus, I know that someday
my buddies will become a very good teacher because the two of she possess a very good
outlook towards the students. I know that someday my buddies will inspire a lot of people.
Lastly, I would like to say my heartfelt gratitude to my buddies for being not just my buddies
but also for being wonderful friends.
When I entered the school premises I see couple of vendors in the gate selling
flowers, balloons and stuffs for WorldTeacher’s Day celebration. I immediately went inside
the classroom and I see students holding balloons, flowers and a heart shape balloons to
give their teachers. It’s a great feeling knowing that they value their teachers so much. I
feel happy too hearing them “Happy Teachers Day Ma’am/Sir” as their teachers go inside
the classroom.It’s an overwhelming feeling as soon to be teacher because as teacher you
are able to share knowledge and values to all the students. Their influenced in our lives
are eternal. Becoming a teacher is being able to touch the lives of this future generation.

PAGE 31
.
“MY BUDDIES”
“LEARNERS”

PAGE 32
Chart 5: Checklist for Communication Skills
Name of School: Davao City National High School
Assessed by: _____________________________
Communication Skill Always
Observed
5
Usually
Observe
d
4
Sometimes
Observed
3
Seldom
Observed
2
Never
Observed
1
1. Manifests positive
attitude in
communicating with
student buddy.
Me
Buddie
s
2. Listens to and
shares information with
buddy.
Me
Buddie
s
3. Ideas are focused,
clear and specific.
Me
Buddie
s
4. Voluntarily speaks at
appropriate times.
Me
Buddie
s
5. Uses non-verbal
cues (eye contact,
facial expression,
posture).
Me
Buddie
s
6. Shares well-
developed, pertinent
information in a concise
way.
Me
Buddie
s
7. Word choice is clear
and accurate.
Me
Buddie
s

PAGE 33
Journal 4
Post Conference
“Life is meaningful if you know how to sacrifice yourself for the sake of others”. I
do believe that teachers have a lot of sacrifices in order for their students to learn. In the
last day of our observation, we were able to say goodbye and thank you to our cooperating
teacher Mr. Gadiane as well as the students. I know it was not easy to say goodbye to the
students who became close to our hearts and to our cooperating teacher who is very kind
and understanding. We were able to prepare an exit conference to all our cooperating
teachers and gave a token of thanks. All TCPNEP students offered presentation on the
stage to all of them who welcomed us with all their heart since the beginning. I personally
told the students to study hard and do their best to finish their studies because it’s the only
treasure that cannot be stealing from them.
Having my field study in Davao City National High School is too short but I
know that it is so meaningful because of the people I have met along the way. In this
particular experience, I fully understand that each student has their own journey in life. As
a teacher, you are the replica of their success and failure in the future. So, as a teacher
we need to become a role model in the society in order to inspire other people. This
experience will help me to build my foundation into becoming a good educator in the future.

PAGE 34

PAGE 35
Journal
Personal Reflection
Good teacher have desire, show kindness to student, colleagues, parents and
those around her/ him. Being kind teacher helps student feel welcome, cared for and
loved. A teacher is always positive. Being a positive person is not an easy task. Being a
positive teacher is even harder when were always met with problems with every limited
solutions. However, staying positive when it’s tough can have such a tremendous positive
impact on the students and everyone around us. Looking on the bright side always seems
to help make things better. A good teacher knows what motivates each student as a
partner in learning and also teacher is competent, creative and caring.
Every start has an ending. I really hope that this day won’t come, a day to say
goodbye to Davao City National High School Family. I do believe that the goodness in the
heart of all the teachers and the humility of the eager students will make their environment
harmonious to live. As we end our observation days in DCNHS, me and my classmates
had a tour to see once again every corners and facilities of the school. I personally insisted
for the said activity because maybe we could still come back someday, but for sure it will
never be the same again. In that particular time, I was able to realize that in a journey of
thousand miles, there is an irrevocable beauty in every ending.
This is also the time when we had a bonding with our Field Study Mentor Professor
Benjie Badon. I would like to extend my full thanks and gratitude to him because of the
undying love and support that he gave for us. He is a kind of teacher who will motivate his
students to do better and endure up to the end. He is also a cool Professor who mingles
with his 21st
century students or so called the millennial. I gave my 100 percent salute sir
Badon. “You have changed my life from your good examples”. So, as a final salvo, we had
our lunch time last October 07, 2018 to symbolize our strong bonding and unity. Truly, our
section TCPNEP 1B is not just a class section, but it has transformed into an extended
family where people share their love and support for each other.
Comment of the Cooperating Teacher

PAGE 36
GLOSSARY OF TERMS

PAGE 37
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 microteaching, 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/He 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.

PAGE 38
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
DepEd.
Secondary Years -These refer to the four year levels of
the secondary courses using the
Basic Education Curriculum of the
DepEd.
Briefing -Serves as 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 DepEd.
Department of Education Schools -Serve as the laboratory of the
Extended School Experience of the
student teachers.

PAGE 39
APPENDICIES
Assessment of PSTs
Criteria for Assessment Item 1

PAGE 40
Direction: prepare a diagram and an accompanying description of the classroom layout.
Your output will be rated through the foregoing RUBRIC.
Criteria: The diagram should:
-show the layout of the room (cupboards, etc.),
-be scaled.
-include labels.
The explanation should describe the layout of the classroom clearly and concisely.
Constructive comments and suggestions about how you might design your own
classroom based on your observation should be included.
5
(Outstanding)
4 3
(Satisfactory)
2 1
(Unacceptable)
Diagram is
accurate,
scaled and
enhanced and
the explanation
contains
suggestions for
alternatives in
the classroom
layout
(alternative are
feasible)
Diagram is
accurate,
clearly
labelled and
scaled and the
explanation
critiques the
classroom
layout
Diagram is
accurate,
according to
the lay out and
the explanation
is clear and
supported
references
(e.g. DepEd)
Diagram lacks
accuracy and
the
explanation
barely
supports the
diagram.
No diagram
presented and
the explanation
is missing or
incomplete.
(Adopt: School Facilities Checklist p.34 of ELC as Assessment Item 1B)

PAGE 41
Criteria for Assessment Item 2
A reflective Journal
Assessment task for student teachers
Produce a journal that describes your observations and reflections of each school and
classroom visit. The first entry is to be done after the orientation of the campus and school
rules and regulations. This includes classroom diagram and checklist of school and
classroom facilities. The second entry will be written after two classroom visits, the third
entry is on communication skills and the last entry is to be accomplished after the final
visit. Write a one-page reflection about your experiences and your thoughts about
becoming a teacher.
Criteria:
- a journal is kept during school visits
- The journal contains classroom and school observations per visit
- The journal contains reflections per school visit
- The final section of the journal contains a summary reflection of about half to
one page on
experiences and thoughts related to becoming a teacher.
5
(Outstanding)
4 3
(Satisfactory)
2 1
(Unacceptable)
Reflections
indicate an
ability to
evaluate
observations
and provide
comments
about
environments
that enhance
learning.
These are
supported by
examples of
observations
and
experiences in
school.
The journal
contains
examples of
the ability to
synthesize
information
gathered
during school
and classroom
observations.
The student
can relate this
to being a
teacher.
Observations
and reflections
are clearly and
logically
recorded. The
journal
provides
comments on
specific
observations
and indicates
thinking about
the teaching
profession.
The journal
has all visits
recorded.
However, the
observations
and reflections
are superficial.
No journal
presented
Or
The journal
does not
include
observations
and reflections
for every
classroom visit.

PAGE 42
Appendix C: Making Guide for Reflection/Journal Entries
Performance
Level
Criterion
5 4 3 2 1
Excellent Proficient Satisfactory Developing Needs
improvement
Reflection
journal entry
includes PCTs
learning
experiences,
judgements,
performance
and other
insights gained
in the course.
Presents
comprehensive
description of
worthwhile
experiences,
explains sound
judgement on
persona
strengths and
weaknesses
anchored on
many theories
learned.
Presents
very clear
description of
worthwhile
experiences,
explains
sound
judgment on
personal
strengths
and
weaknesses
anchored on
some
theories
learned.
Presents
some
description of
worthwhile
experiences,
explains
sound
judgment on
personal
strengths
and
weaknesses
anchored on
few theories
learned.
Presents few
description of
worthwhile
experiences,
explains
sound
judgment on
personal
strengths
and
weaknesses.
Presents no
description of
worthwhile
experiences,
explains
sound
judgment on
personal
strengths
and
weaknesses
Legend:
1 – Needs improvement (75-79)
2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 –Excellent (95-100)

PAGE 43
APPENDIX D: RUBRIC for Pre-Service Teacher FS PORTFOLO (PRODUCT)
Criteria DESCRIPTION
5 4 3 2 1
1. Contents of the
portfolio
Has 90-100% of the
needed content
Has 75-89% of
the needed
content
Has 60-74% of
the needed
content
Has 59% of
the needed
content
Has 40% of the
needed content
2. Objectives of
the portfolio
Objectives are Smart
and cover the whole
course
Objectives are
Smart but cover
only minimum of
75% of the
whole course
Objectives are
Smart but
covers only
less than 75%
the whole
course
Some
objectives are
Smart and do
not cover the
whole course
Most objectives
are not Smart
and cover only
minimum of the
whole course
3. Quality Of
Entries
Entries are best
quality, well selected
and very substantial.
Entries are of
better quality ,
well selected and
very substantial
Entries are of
acceptable
quality , some
are well
selected and
substantial
Some entries
are of
acceptable
quality ,
limited
selection and
substantial
Few entries tries
are acceptable
quality , not well
selected and
very minimal
substance
4. Presentation of
entries
Creative , neat and
has a very strong
impact/appeal
Creative , neat
and has a strong
impact/appeal
Creative , neat
and has an
average
impact/
appeal
Minimal
creativity,
neat and
minimal
impact/appeal
No creativity in
disarray no
impact/
appeal
5. Promptness in
the submission
Submitted ahead of
schedule
Submitted on
schedule
Submitted 10
days after
schedule
Submitted
from11-30
days after
schedule
Submitted 31 or
more days after
schedule.
Legend:
1- Needs Improvement (75-79)
2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)
Appendix E: Daily Time Record

PAGE 44
DAILY TIME RECORD

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