Field Study I

I can do
this very
Page | 1
SELF-RATING COMPETENCY CHECKLIST FOR FS1
Name: Daryl S. Melo Course: B.S.Ed. Year & Section: II-B
DIRECTION: Check (/) the appropriate column that best describes your current level of
masteryof each listed competency.
COMPETENCY
I
cannot
do this
yet.
I am
learning
how to do
this.
I can do this but I
need to learn more
and improve.
( ) Pre-Assessment Date Accomplished: Rater’s Signature
well
1. Determines an environment that
provides social, psychological, ad
physical environment supportive of
learning.
2. Differentiates learners of varied
learning characteristics and needs.
3. Manages time, space, and
resources to provide an environment
conducive to learning.
4. Recognizes multi-cultural
background of learners when
providing learning opportunities
5. Determines teaching approaches
and techniques appropriate to the
learners.
6. Determines, understands, and
accepts the learners’ diverse
background.
7. Relates the learners’ background
to their performances in the
classroom.
8. Reflects on the impact of home
and family life to learning.
9. Expounds on one’s
understanding of the learning
processes and the role of the teacher
in facilitating these processes in their
students.
10. Accepts personal accountability
to learners’ achievement and
performance.

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Name of FS Student: Daryl S. Melo
Course: BSED Year & Section: 2-B
Resource Teacher: Mrs. Rhea T. Prado Signature:__________________
Cooperating School: Sagay National High School
At the end of this activity, I will be competent in determining a school
environment that provides social, psychological, and physical environment supportive of
learning.

Page | 4
Facilities
Available
Not
available
Description
Office of the Principal
It is located between the registrar office
and accounting office.
Library
The library books are well-arranged. It has
a T.V. and 2 computers set; lots of trophies
arranged above the cabinet.
Counseling Room
The floor is made-up of tiles and not well
lighted.
Canteen/Cafeteria
Nutritious foods are sold at low price.
Medical Clinic
The Medical Clinic has complete facilities
and medicines.
Audio Visual/Media Center
Reading Center
It has enough space, neat and clean.
Speech Laboratory
It is well-ventilated with complete facilities
and can accommodate one class.
Science Laboratory
Equipped with different apparatuses. Used
by students during their Science classes.

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Gymnasium
Auditorium
Home Economics Room
Well-arrange furniture; the floor is made-up
of tiles; new, neat and clean.
Industrial Workshop Area
It is crowded and not well-lighted.
P.T.A. Office
It is small but full of facilities and well-arranged
furniture.
Comfort Room for Boys
It has vandals on wall; smells bad and
dirty.
Comfort Room for Girls
It has vandals on wall; smells bad and
dirty.
Grandstand
The grandstand is surrounded with green
grasses and big tress.
Alumni Hall
It is color white with green; newly painted
andhas a big mirror.
E-classroom
Complete facilities and air-conditioned
room.

Page | 6
Name of the School Observed: Sagay National High School
School Address: National Highway, Poblacion II, Sagay City, Negros Occidental
Date Visited: July 28, 2014
Sagay national High School is a public school along National Highways where big
trucks, cars and tricycles pass by. It is near at Sagay Terminal Bus, and in the left side,
St. Joseph Parish and mercury Drugstore located.
The school campus is surrounded with closed wall where the students are not
allowed to go outside during class hours. Majority of the color I saw is green because
the land covered with green grasses and surrounded with big tress. And there are old
and newly constructed buildings that is conducive to learning.
As I pass the offices of the school, my first impression is, it is old building but it
is well-lighted, well-ventilated and fully air-conditioned where all students can
accommodate well.
The school library has a T.V. and two sets of computer. There are lots of
trophies arranged above the cabinet, the reading areas are spacious where the students
can move easily and the books are new and well-arranged. In the Computer
Laboratory, it is well- lighted, well-ventilated and fully air-conditioned. And in the
cafeteria or school canteen, nutritious foods are sold at low prices where all students
can afford to buy it.

Page | 7
Classroom Facilities
Description
(location, number, arrangement,
condition)
1. Wall Displays It has three (3) displays that are arranged vertically
and those are PTA officers, homeroom officers and
classroom cleaners.
2. Teacher’s Table The teacher’s table is located in the front of students’
learners desk facing them when the teacher having
the class discussions.
3. Learner’s Desks It has fifty (50) learner’s desks which located in the
middle of the classroom facing the teachers table.
4. Blackboard It has a rectangular shape, wide and clean.
5. Learning Materials/Visual Aids The learning materials used by the teacher are
chalks, blackboard and books. She also provides
colorful visual aids.
6. Ceiling Fan A total of 4 ceiling fans are present inside.

1. How do the school campus and the classroom in particular impact on the
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learning of the students going to school? What are your conclusions?
The school campus and the classroom impact on the learning of the
students to go school through the following: the school campus should be
surrounded by closed walls, clean and green so that the students breath fresh
air and free from unnecessary distraction, and a classroom that is clean and
orderly set-up, well ventilated, well-lighted and well-arranged furniture.
Therefore I conclude that the learning environment that surrounds the
learner will influence his/her learning. “The better the learning environment,
the better the learner’s learning.
2. How does this relate to your knowledge of child and adolescent development?
How does this relate to your knowledge of facilitating leaning?
In the subjects child and adolescent development, we learned that the
learning environment is the place where teaching and learning can take place
in the most effective and productive manner. Also, a physical environment
that is clean, orderly, well ventilated, well lighted, spacious that allows
movement and free from unnecessary distracters is conducive to learning.

1. Would you like to teach in the school environment you just observed? Why?
Page | 9
Why not?
2. What kind of school campus is conducive for learning?
The school campus that is conducive to learning: should be surrounded by
closed walls to avoid any unnecessary distraction, the environment is clean
and green so that the students can breathe fresh air.
3. What kind of classroom is conducive to learning?
The kind of classroom that is conducive to learning: the classroom should
be clean, well-ventilated with proper lighting that could maximized the
learning process and it should be also have the complete facilities and
equipment for the learner’s needs. And lastly it should not be too crowded
that might affect the learning of the students.
4. In the future, how can you accomplish your answer in number 3?
As a future educator, I will do the same and change everything that
someday would sum up my classroom into better. I will be the one to
facilitate instructing my classroom and letting my students involve a particular
task. I will organized my room in order for my students to learn well and I
will put my classroom with complete facilities so that they may feel
comfortable and can play attention to the discussion.
5. Write your additional learning’s and insights here.
This subject helps me to learn everything that is necessary to the students
as future educators to observe the classroom condition. This helps me to
become aware that on how to achieve good and effective school environment
and give me an idea on how to have a good classroom conducive to learning.

Page | 11
Resource Teacher: Mrs. Rhea T. Prado Signature:
At the end of this activity, I will gain competence in differentiating the characteristics
and needs of learners from different levels.

Page | 12
Development
Domain
Preschooler
Indicate age range of
children observed: 4-5
Elementary
children observed:9-13
High school
children observed: 12-
14
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Preschoolers
like walking, running
and moving around
the room.
Most of them
love to write, draw
and put every color.
They are still
dependent on their
parents and teacher.
Elementary pupils
carry themselves in
different way
compare to
preschoolers.
They move
actively walk there
and here, going in
and out of the room.
They can do
physical activities
themselves but they
need the support of
their parents and
teacher.
High School
students carry and
manage
themselves alone.
Their fine motor
skills are well-developed
compared to the
preschoolers and
elementary pupils.
They are non-independent
in
some ways.

Page | 13
Social
Interaction with
Teachers
Interaction with
Classmates/Friends
Interests
Most of them
follow what their
teacher say and ask.
They are still
not mature of the
things surround
them.
They enjoy
their time playing
with their peers.
Most of them
interact to their
teacher with a
respect like their
parents.
They are busy
talking with their
seatmates.
They are
interested in playing.
Most of them
are aware of the
rule and regulations
of their teacher.
They ask
question to their
classmates
regarding to their
assignments.
Their interest in
different activities
developed most in
sports both boys
and girls.
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
The mode of
this learner’s shift
most of the time
and some would
easily cry.
They are
honest.
They express
themselves without
hesitation.
Conflicts among
them exist.
They can
handle and control
their emotions
compared to the 2
level.
They have
already crushes as
their inspiration to
go school.
Cognitive
Communication
skills
Thinking skills
Problem-solving
They are
talkative and speak
not clearly.
They can
express their
thinking but not in a
proper way.
They cannot
comprehend easily.
They are still in
the stage of
developing two
languages (Filipino
and English).
Few of them are
good in
memorization.
They can perform
problem solving
with the help of
their teacher.
They know
already the two
languages. They
speak clearly and
good compare to
the 2 level.
They already
apply critical and
creative thinking.
They can
already perform
problem solving.

Write the most salient developmental characteristics of the learners you observed.
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Level
Salient Characteristics
Observed
Implications to the
Teaching-Learning Process
Pre-school
Age range of
learners
Observed: 5-6
years old
Preschoolers have short span of
attention and they cannot
control their emotions.
Therefore, as teachers we
should engage these learners in
activities that they can
participate and enjoy such as
games, role playing, singing
and dancing activities.
Elementary
Age range of
learners
Observed: 8-10
years old
Elementary students easily
bored if the topic is not of their
interests. They answer in
chorus from teacher’s
questions.
should have a sense of humor
in discussing our lessons. We
should also lead our learners to
have the best student-teacher
interaction during the teaching-learning
process.
High school
Age range of
learners
Observed: 12-15
years old
High school students like to
share ideas from their own
experiences and leanings.
should guide these students to
explore their knowledge.

1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with the
learners you observed?
When I’m observing the learner, I recall my childhood years like them; I’m
also naughty that time. I loved to play all the time with my peers and participate
in the class discussion. My experience that time was so memorable and
enjoyable.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
During my elementary yeas in Old Sagay Elementary School, Mrs. Rosalie
Boreros is my Grade 3 adviser. She is s teacher that I cannot forget for the rest
of my life. She is the one who taught me how to be brave and strong person.
She gave me foods when I’m hungry, water when I’m thirsty and advices when
I’m in trouble, she’s like my real mother that time and the best teacher I ever
had.
3. Which is your favorite theory of development? How can this guide you as a
Page | 15
future teacher?
Kohlberg’s Theory of Moral Development is one of my favorite theories of
development. It guides me as a future educator to help my students identify

their current behavioral standards. For me, this is helpful in knowing how to
respond to students in terms of motivating them not only to behave but to do
their homework, participate and achieve all-around in my classroom.
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4. Share your insights here.
As a future teacher, I should relate lessons that are relevant to the needs,
problems and interests of the learners to explore their ideas by engaging them in
oral discussions or group activities where they can participate and will be
motivated to learn.

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Resource Teacher: Mrs. Rhea T. Prado Signature:______________
At the end of this activity, I will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive
to learning.

Page | 18
School Address: PoblacionII, Sagay City, Negros Occidental
Date Visit: August 18, 2014
For the past two weeks of my observation, I was able to observe every learners
regarding on their different behaviors. I a class where I am observing, the range of
their age is 12-15 years old. There are 43 students in all, 29 girls and 14 boys. Based
on what I have observed, the learners are impendent with their teacher. In terms of
their attention, they have better span of attention to that the lower levels. Based on
their concentration in the class some of them understand the said task of their teacher
and some are not.

Aspect of Classroom Management
Description
Effect on the Learners
Page | 19
1. Specific Areas in the Classroom Teacher’s table and
blackboard.
The students become more
responsible in their room
organized and clean.
2. Classroom Rules Rules that is followed by
the students.
aware on their duties and
limitations inside the
classroom.
3. Classroom procedures The lesson plan of the
teacher.
attentive on the discussion.
4. Daily Routines It refers to the daily
activities of the students.
The students learn to follow
their daily schedule.
5. Seating Arrangement Concerns on the seating
arrangement of the
students
The students will be properly
arranged and they will know
their proper seats.
6. Handling Misbehavior/off-task
behavior
These concerns on the
teacher’s strategy to
handle the misbehavior
of the students.
The students will be aware
on the things that they will
do whether it is right or
wrong.
7. Reinforcement of Positive
Behavior
It refers to the activities
given by the teacher to
motivate the students.
The students enjoy while
learning and they will be
motivated to listen to their
teachers’ discussion.

1. How did the classroom organization and routines affect the learner’s behavior?
The classroom organization and routines affect the learners’ behavior in a
sense that it serves as a guide for the students on how to manage their task and
it also serve as a guide for them to change their bad attitude into a good one.
2. What should the teacher have in mind when he/she designs her classroom
organization and routines? What theories and principles should you have in
mind?
The teacher should put in his mind when he designs the classroom
organization and routines the effects of those to the learners and what would be
the outcome of those things if it is effective or not.
3. Which behavior strategies were effective in managing the behavior of the
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learners? Why were they effective?
Behavior strategies like giving rewards to students such as adding plus
points on their quizzes, or a treat for snack. These behavior strategies are
effective because the students will not only be motivated to learn but they will
also minimize their misbehaviors inside the classroom.

1. Imagine yourself organizing your classroom in the future. In what grade/year
level do you see yourself? What routines and procedures would you consider for
this level? Why?
I’m imagining myself as a fourth year section one adviser teaching T.L.E.
subject. If ever I will be organizing a classroom, the routine that I will practice
first is, the class will start with a prayer, checking of attendance and review the
past lesson. I would also do different exercises to measure their learning. And I
want them to become a respectful and hospitable and obedient student.
2. Make a list of the rules you are likely to implement in this level. Why would you
Page | 21
choose these rules?
Here are the list of rules I would like to implement inside the classroom:
 Come on class on time.
 Wear complete and proper uniform with I.D.
 Raise your hand before speaking.
 Listen to others and participate in class discussions.
 Do your assignments.
 Cooperate with your group.
 No cheating during exam and test.
 Pass the project on time.
I’m choosing these rules to discipline my students to be responsible and to
have a discipline to their selves.
3. Should learners be involved in making the class rules? Why?
For me yes, the learners should be involved in the class rules so that they
will be aware of the do’s and don’ts inside the classroom and o make them know
that their limitations when they are inside the classroom.

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Resource Teacher: Mrs. Rhea T. Prado Signature:______________
At the end of this activity, I will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.

Page | 23
School Address: Poblacion II, Sagay City, Negros Occidental
Date of Visit:

1. Identify the persons who play key role in the relationships and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
2. Are students coming from the minority group accepted or rejected by the others?
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How is this shown?
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher should provide group activities, combine low achievers to
high achievers in order that these low achievers may encourage in participating
and learning the lesson. And by also allowing her students to voice out and share
their opinions and knowledge in the teaching-learning process.
4. What factors influence the grouping of learners outside the classroom?
“Birds of the same feather, flocks together”. This is comparable to the
groupings of the learners outside the classroom. The persons having common
interest with one another are in one group. The factors that manipulated the
groupings of learners outside the classroom are there gender, racial, ethnic and
religious background. For instance, one student has a preference to choose a
friend who has the same gender and racial group with him.

1. How did you feel being in that classroom? Did you feel a sense of oneness or
Page | 25
unity among the learners and between the teacher and the learners?
I feel glad and comfortable in observing that classroom since our
cooperating teacher acknowledge our presence and the students are very polite
to us. I could tell that the teacher is well respected by her students because they
listen attentively and participate during class discussion. In that way, I can sense
the oneness among the students and the teacher.
2. In the future, how would you want the learners in your classroom to interact?
How will you make this happen?
As a future educator, I want my learners to be an active learner. I could
make this happen by implementing rules and regulations that would discipline
them. I will provide positive and good classroom atmosphere and effective
teaching strategies in order for them to be an active learner.
3. How will you encourage all learners, regardless of religious, ethnic or racial
background to interact and participate?
As a future educator, most likely I will treat my students fairly. I will
inculcate in the minds of them the value of being just and respectful. If ever I
ask them a certain question and respond me with a wrong answer. Of course I
will not discourage them so that they could feel the so called unity towards each
other regardless of their religious, ethnic or racial background. Further, I will
initiate to them that their religious, ethnic, and even their racial backgrounds are
not the major concern of education and it is not a gigantic blockade to their
success in participating within the classroom. The total achievement lie on their
hands not on the system they have on their background.

Page | 26
Resource Teacher: Mrs. Rhea T. Prado Signature: ______________

At the end of this activity, I will gain competence in determining, understanding
Page | 27
and accepting the learners’ diverse backgrounds; and in relating the learners’
background to their performance in the classroom.
School Address: Poblacion II, Sagay City, Negros Occidental
Date Visit: September 01, 2014
Learners have different skills and abilities. They possess their skills in areas they
are good. Some of them are fast learners, while there are also slow learners that the
teacher tends to repeat the lesson in-order for them to understand. Girls performed
well than boys. Most of the girls got high score in every tests, while boys got low score.
According to the teacher, students who are slow learners are those belong to lower
class society. Their parents don’t have time to teach them because they are busy
striving hard for food and money. Both high achieving and low achieving learners have
different way of accomplishing tasks. High achievers use complex way while slow
achievers use simple way. They interact with their teacher and others with respect and

kindness. The teacher uses inductive method to meet the learning needs of the
students. She begins from general to specific by breaking down the lessons into parts
Page | 28
through giving many examples so that they will understand accurately.
1. Did your observation match the information given by the teacher? Were you able
to correctly identify who among the students perform well and who did not?
What behavior helped you identify them?
My observation match the information given by the teacher when the
teacher told us the way of living and socio-economic status of students which
are the factors that affect the learning of the students. I was able to identify
who among the students performed well and who did not because of the way
of they behave and interact in class discussion. Those active learners
participate in class discussion and raise their hands while the slow learners are
students who seat at the back and looks at you with an empty mind.
2. Describe the differences in ability levels of the students in the class. Is there a
wide gap between the students who are performing well and those that are not?
Definitely yes, there is a wide gap between the students who are
performing well and those that do not. This is because those students that are
performing well, keen observer, well behaved and participated in class while the
low achievers do the opposite.
3. Describe the methods used by the teacher in handling the students’ differences
in abilities. How did the students respond to the teacher?

Teacher used collaborative approach in handling the students’ differences.
She gives chances to the student to share ideas to his/her classmates to improve
their self-confidence.the student responds the teacher by participating in the
class activity.
1. Recall the time when you were in the elementary or high school. Recall the high
and low achievers in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?
As I recall the time when I were in high school, I remember that there
were really high and low achievers in our class. Those high achievers are
students who belong in Top 10, participate in class discussion and raising their
hands when the teacher ask question regarding with their topic. And those low
achievers, who did not know how to study the lessons and they have difficulty
identifying important information during lectures.
2. With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the
needs of both the high and low achievers in your class?
In classroom setting, no learner is the same with others. Every individual
is unique and has different ways of learning. The teacher should have
collaborative approach in order for the students to learn with each other and tey
Page | 29

may come up with the best solution or answer to a particular problem given.
Having a group work is the best way for them to share ideas.
Page | 30

I can do this but I
need to learn more
I can do
this very
Page | 41
mastery of each listed competency.
COMPETENCY
I
cannot
do this
yet.
I am
learning
how to do
this.
and improve.
( ) Post--Assessment Date Accomplished: Rater’s Signature
well
provides social, psychological, ad
physical environment supportive of
learning.
3. Manages time, space, and
resources to provide an environment
conducive to learning.
4. Recognizes multi-cultural
background of learners when
providing learning opportunities
5. Determines teaching approaches
and techniques appropriate to the
learners.
6. Determines, understands, and
accepts the learners’ diverse
background.
7. Relates the learners’ background
to their performances in the
classroom.
8. Reflects on the impact of home
and family life to learning.
9. Expounds on one’s understanding
of the learning processes and the role
of the teacher in facilitating these
processes in their students.
10. Accepts personal accountability to
learners’ achievement and
performance.

I can do this
but I need to
learn more and
I can do
this very
Page | 44
mastery of each listed competency.
COMPETENCY
I cannot
do this
yet.
I am
learning
how to do
this.
improve.
( ) Pre-Assessment Date Accomplished: Rater’s Signature
well
provides social, psychological, ad physical
environment supportive of learning.
3. Manages time, space, and resources
to provide an environment conducive to
learning.
4. Recognizes multi-cultural background
of learners when providing learning
opportunities
5. Determines teaching approaches and
techniques appropriate to the learners.
6. Determines, understands, and accepts
the learners’ diverse background.
7. Relates the learners’ background to
their performances in the classroom.
8. Reflects on the impact of home and
family life to learning.
9. Expounds on one’s understanding of
the learning processes and the role of the
teacher in facilitating these processes in
their students.
10. Accepts personal accountability to
learners’ achievement and performance.

Page | 45
Criteria
Description
5
4
3
2
1
1.Contents of
the Portfolio
Has 100 %
of the
needed
content
Has 95 % of
the needed
content
Has 90 % of
the needed
content
Has less than
85 % of the
needed
content
Has less than 80
% of the needed
content
2.Objectives of
the Portfolio
Objectives
are SMART
and cover
the whole
course
Objectives are
SMART but
cover only a
minimum of
80 % of the
course
Objectives
are SMART
but cover
only less
than 80 %
of the
course
Some
objectives are
not SMART
and do not
cover the
whole course
Most objectives
are not SMART
cover only a
minimum of the
course
3.Quality of
Entries
Entries are
of best
quality,
well
selected
and very
substantial
Entries are of
better quality,
many are well
selected and
substantial
Entries are
of
acceptable
quality,
some are
sell selected
and
substantial
Some entries
are of
acceptable
quality, limited
selection and
substantial
Few entries are
of 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 strong
impact/ appeal
Creative,
neat and an
average
impact/
appeal
Minimal
creativity, neat
with 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 11-
30 days after
schedule
Submitted 31 or
more days after
schedule

Field Study I

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Field Study I