Field Study 1 Portfolio University of So

Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
.6
Presented to: Submitted to:

MR ANTHONY LARUTIN DR. AURELIO DIVINAGRACIA
Cooperating Teacher Field Study 1 Adviser
FIELD STUDY 1
Observation of Learner’s Development and
the School Environment
Submitted by:
MR. JUSTIN BRYLLE VILLARIAS
ED ENGLISH II
CLEARANCE
This is to certify that JUSTIN BRYLLE C. VILLARIAS, a pre-service teacher of

University of Southeastern Philippines has successfully completed his Field Study
Activities at Sto. Tomas National High School and that she is cleared of the properties
and accountabilities of the said school, this 1st semester, school year 2016-2017.
MR. ANTHONY LARUTIN

Cooperating teacher
MRS. MARTINA S. MARIN

School Principal
FS 1: Observation of Learner’s Development and the School Environment

TABLE OF CONTENTS
Introduction ………………………………………………………………………...1

INTRODUCTION
Field Study 1 is the first in a series of six sequential studies in Bachelor of

Elementary education and the Bachelor of Secondary Education programs
(BEED and BSED) offered by Teacher Education Institutions (TEIs). Filed 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 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 “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.
This Portfolio contains the course view, objectives, learning content,

expected learning competencies, and assessment items//strategies. It includes
the roles and expectations of Teacher Education Institutions (TEIs), Practicum
Supervisor, Pre-service Teachers, Cooperating Teachers and Cooperating
Principal. It has checklist 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 PSTs.
Field Study 1 is the first step to envision myself in the future that helped
me understand and realize the responsibilities of being a teacher since this is the
first time that I have been exposed to the school environment. This helped me a
lot to fully understand everything especially on how the students behave in a

class and what should be the proper thing to handle their different behavior. This
also serves as our training to prepare us and to know more of how to be a
teacher someday.
This is my portfolio and it is my pleasure to present to you all my
hardships and efforts just to finish this. All that you'll be seen here is the product
of my talent, skills and of course by the help of my family, friends and teachers.
ACKNOWLEDGEMENT
I wholeheartedly saying thanks to the following individuals for the time, support
And the help that they have given for the success of the observations that we
have made during our visits to our cooperating school.I proudly and greatly
thanks to following persons for helping and accompanying me on finishing this
portfolio.
 First and foremost, to our Lord God, for giving us our lives, sharpness of
mentality and a healthy body. For listening to our prayers and for giving us

the will to finish this FS1 Portfolio on time.for giving me life, strength, and
wisdom in finishing this. For keeping me safe on conducting my observation.
 We consider ourselves as the luckiest of all Field study students because we

have two CT’s. First,Secondly, to Sir Anthony Larutin who gave us the
warmest welcome and for imparting essential wisdoms which we can use as
we go on to our chosen paths. Second, to Sir Anthony Larutin, forwho never
failed to keep the atmosphere that was set by the said first CT. He instillinged
in our minds that it is not a choice to educate, but a path to take.
 To Ma’am Joanalle Pacatang who always renders her time, patience and for
considering our situations and for our FS supervisor, Mr. Aurelio Divinagracia
who loved us very much.
 Last but not the least, Tto my ever-loving family and the undying supports of
my classmates who are always at my side no matter what the situation is for
motivating me despite the pressure to finish this thing.
Thank you so much, everyone..
Student’s Curriculum Vitae
Name : Justin Brylle Carbonell-Villarias

Age : 17 years old
Gender : Male
Birthdate: February 03, 1999
Birthplace: Fd.rd. #3 Purok #8, Sto. Tomas, Davao del Norte
Citizenship: Filipino
Father: Reynaldo Royo-Villarias Occupation: Businessman
Mother: Mispha Grace Alaban-Carbonell Occupation: Kindergarten Teacher
EDUCATIONAL BACKGROUND
Elementary : Sto. Tomas Central Elementary School

Fd. Rd. #3, Sto. Tomas, Davao del Norte
Secondary : Sto.Tomas National High School

Menzi, Sto.Tomas Davao del Norte
College : University of Southeastern Philippines

Sto. Tomas External Studies Program
Fd. Rd 4, Sto. Tomas, Davao del Norte
Bachelor of Secondary Education mMajor in English
MY AUTOBIOGRAPHY
The author of this portfolio was the third child of Mr.Eleuterio Sr. and Gemma
Gamit.She has two brothers namely; El jamebert who financially and morally

support us in school and Elueterio Jr. who was now in first year and a scholar
college student and three sisters namely; Emmalyn the eldest ,Engeneath a
nineteen years old, who were next to her and also her classmate at the same
time and lastly,Ericka Jane the youngest in the family.I am Engelie
Gamit,Bachelor of Secondary Education major in English(BSeD-English) is quiet
difficult and a challenging course for me but I still choose to took up this course
because even before my favorite subject is English and my brother who
supported and sent us to school was very good in English,he was an AB-English
graduate in Holy Cross in Calinan and so, he was my inspiration why i chose this
course. I, the author of this portfolio, am Justin Brylle Carbonell-Villarias,
born on the 3rd of February in the year 1999 at Tagum City Regional Hospital.
Brought to life by God through my parents, namely, Mispha Grace Alaban-
Carbonell and Reynaldo Royo-Villarias. I have a brother whose name is Jasper
Kent Villarias.
To be honest, I reaaallyl didn’t y don’t plan to take this course. I didn’t

have any other plans either. It just happened that my family owns a Kinder
School under the Philippine Baptist Christian College of Mindanao, and so, they
suggested that if I got an Education degree, it would be easier for me to get a job
for they have connections. So I did.

STATEMENT OF THE PURPOSE
The primary purpose in making this portfolio is for the compliance of

the requirement of FS1 which is the Observation of Learner's Development
and the School Environment.
This is also the evidence that I enrolled this course and to be

recognized as a student on the FS 1.
Through this requirement, I can really express my experience and

share to others on what I have learned during the field study that varied
about the differences of a child's characteristic, needs and about the
environment on where they are engaged at.

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.
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 (page 21)
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

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 DepEd 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 can then 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

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
consciously during 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.

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 observations
40% Practicum Supervisor
c. Journal 3- communication skills
d. Journal 4 - after 3rd and 4th class observations
Professional Portfolio 20% Practicum Supervisor
PST Project outputs on:

1. Classroom diagram
2. Organizational chart
3. Class List 30% Cooperating Teacher
4. Seat Plan
5. Checklist of Child-friendly School
Total 100 %
Assessment Tools
1.Marking Guide for Reflection/Journal Entries

2.Rubric for Portfolio
3.Rubric for journal writing
4.Attendance record
a.Daily Time Record
b. Daily logbook on PST’s activities duly signed by the Cooperating Teachers
SCHEDULE OF ACTIVITIES
VENUE/
SITE/OBSE
TIME ACTIVITY DETAILS
RVATION
FRAME

An orientation / briefing with workshop is

st TEI conducted to student teachers to verify the
1 Audio Visual
3 hours/day Briefing/ Workshop behavior of the child in the actual classroom
Room
settings and PSTs are expected to reflect all
observations through journal writing.
A “Campus Tour” is conducted by the
cooperating principal who brings the pre-
service teachers around the campus to
showcase a “Child-friendly school”. This
DepEd. School School Site
2nd Familiarization/ includes orientation of school policies, rules
3 hours/day Conference
Campus Tour and regulations. Pre-service teachers are
room
expected to come up with a classroom
layout and a fully accomplished
organizational structure and seating
arrangement of learners.
This is an actual observation in 2 different
DepEd School Classroom A classrooms. The focus of observation is
3 hours/day Classroom child behavior and the school environment.
3rd Classroom B Observation of This includes interaction between student
Learners and School teacher and his/her buddy that enhances
Facilities skills in communication as well as
observation of learner’s interaction and the
school facilities.
DepEd School This is the second school visit observing
3 hours/day Classroom C two classrooms different from the first. This
th Class Observation observation will provide them opportunity
4
Classroom D of Learners and to make a classroom lay-out/diagram, and a
School Facilities chance to open cabinets and divans. PSTs
also observe learners action in relation to
the school environment.
DepEd School Classroom E The focus here is to see whether furniture
Class Observation
5th 3 hours/day and fixtures, seat plan, room arrangements,
of Learners and
Classroom F divans, are in place. Available technology
School Facilities
gadgets or facilities are also observed.
This is the last in a series of six activities.
Debriefing is conducted to ensure that all
Debriefing/ issues and concerns are discussed and
6th TEI Audio Visual
Submission of clarified. This is the time when Practicum
3 hours Room
requirements Supervisor collects requirements such as;
journals, portfolio, and others relative to
FS1.
Total 18 hrs

LOGICAL PRESENTATION
AND
DOCUMENTATION OF
PORTFOLIO
CONTENTS/ ENTRIES



A. Learner’s profile
Name: Joseph D. Badayos Height: 5'7”
Age: 19 yrs. old Sex: M ale Weight: 55 kg
Ordinal Position in the Family: 2
Parent’s name: (Father): Edwin Badayos Sr. Occupation: None
(Mother): Sevesa Dadizon Badayos Occupation: None
Religion: Catholic Ethnic group:
Barangay: Tibal-og , Sto.Tomas
Grade School Level: Grade 10
Section: Quezon
Class Adviser: Mrs. Cherilou Pardillo
Club Affiliation:
Most like subject(s): English
Why? It is because it helps me to enhance my grammar.
Least liked subject(s): Math
Why? I hate numbers.
Hobbies: Playing Computer Games
Favorite Color: Blue
Favorite Flower: Rose
Favorite Song: Forever
Favorite TV Program: Till I Met You
Favorite Movie: Expendables
Favorite Game: Basketball
2 Things I like about the school are:
1. To learn new.
2. To have a new friends.
2 Things I would like to change about the school are:
1. My attendance in class.
2. My behavior.
B. Learner’s Profile
Name: Ma. Therezze Ivan G. Luga Height: 118

Age: 15 yrs. old Sex: Female Weight: 25

Ordinal Position in the Family: 3
Parent’s name-Father: Lolito Luga Occupation:Farmer
Mother : Marilou Luga Occupation: Banana Plantation
Religion: Catholic Ethnic group:
Barangay: Fd. 4, StoTomas Davao del Norte
Grade School Level: Grade 10
Section: Quezon
Class Adviser: Mrs. Cherilou Pardillo
Club Affiliation:
Most like subject(s): Filipino, Aral-Pan, English, and Science
Why? It can challenge me as a student.
Least liked subject(s): Math
Why? It's very difficult to solve sometimes.
Hobbies: Watching TV
Favorite Color: Violet
Favorite Flower: Rose
Favorite Song: Terrified
Favorite TV Program: ABS-CBN
Favorite Movie: Train to Busan
Favorite Game: Volleyball
2 Things I like about the school are: Listening and reviewing.
2 Things I would like to change about the school are: Being talkative and
late sometimes.


A. Learner’s Profile
Name: Cleere P. Mayono Height:1.9m.

Age: 12 Sex: Female
Ordinal Position in the Family: 2nd child Weight: 38 kg.
Parent’s name: (Father): Lilybeth P. Mayono Occupation: Store owner
(Mother): Pastor B. Mayono Occupation: Businessman
Religion: Judism Ethnic group:Bisaya
Barangay: Tibal-og
Grade School Level: Grade-7
Section: Euphorbia
Class Adviser: Mr.Walter Willy Batosalem
Club Affiliation: ARMS Club/ P.I.O
Science Club/ Member
Most liked Subject(s): English
Why? Ever since I was a kid I always want to write stories and I use English
as my medium of writing.
Least liked Subject(s): Math

Why? It’s hard and complicated.

Hobbies: Writing, editing stories and surfing the net
Favorite Color: Violet
Favorite Flower: None
Favorite Song: Whistle
Favorite TV Program: M Countdown
Favorite Game: Mind Craft
2 Things I like about the school are: The chance to interact and the chance to
learn new things
2 Things I would like to change about the school are: The canteen is too
crowdy and I want to put designated lines for waiting.
Name: Howard James Costanza Height:1.54cm.

Age: 12 Sex: Male
Ordinal Position in the Family: Third child Weight: 47 kg.
Parent’s name: (Father): Nilo Costanza Occupation: Businessman
(Mother):Marites Costanza Occupation: Businesswoman

Religion: Roman Catholic Ethnic group: Bisaya

Barangay: Tibal.og
Grade School Level: Grade-7
Section: Euphorbia
Class Adviser: Mr.Walter Willy Batosalem
Club Affiliation: ARMS Club/Member
Science Club/Member
Most liked Subject(s):All
Why? They challenged me
Least liked Subject(s): Science
Why? It’s difficult.
Hobbies: Dancing
Favorite Color: blue
Favorite Flower: Danang
Favorite Song: One Call Away
Favorite TV Program: Ang Probinsyano
Favorite Game: Computer Games
2 Things I like about the school are: My specialization and my friends
2 Things I would like to change about the school are: The classroom and the
guard
STUDENT’S LISTS

SPA
(Grade-7 Euphorbia)
Boys Girls
Blanco John Dave Adorador Tarrah Loisa
Bucio Jared Glenn Alcos Marie Fe
Calabio Mark Stephen Alicante Angel Mae
Casas Clent Kristopher Arcipe Kristine Mae
Calapuan Leomel Baoy March Cindy
Colaljo Hanz Barcena Cathy
Dela Gente Christian Bastasa Queen Claire
Estrera Joey Bastasa Terriz Thea
Labrador Kristian Rey Beldia Tiffany
Lim Mark Jeric Caballes Jessalyn
Lipardo Orly Castillo Shane Leslie
Lovitos Arnold Ashi Cerbito Anna Riza
Magbiray John Ravyl Cosep Angel Mae
Manzo Justine Dave Cuestas, Jessa Mae
Tapia Jo Vic Liorenz Dacasin, Jaicaros
Torres Victor Loyd Dapitan, Leah

Quimado Caryl Derecho, Vivian Marie
Enenorya, Razel

OBSERVATIONS
Task2. Observe the two students for one lesson. In your journal, reflect on the learners
in terms of their behavior, attentiveness and interactions with others.
Observation of the two learner’s involvement in activities:
The learners that I have chosen are interactive and they are very
participative. They always have an idea about the given topics.
CTs comment about the two learners:


CChart 1
The School Structure/ Organizational Chart
Name of School: Sto. Tomas National High School
Direction: Fill in the boxes with names of school personnel as reflected in the
organizational chart of DepEd. List two (2) main duties and responsibilities of
each as spelled out during the orientation program. (This may vary in
appearance as each school has a different way of presenting their organizational
structure.

MRS. MARY
GRACE
ALABE
Chart 2
Checklist of School Facilities
IF AVAILABLE, WRITE THE

Not
B. School Available SPECIFICATIONS
Available
Number Status Condition
1. Library with
adequate number of
 2 Completed Functional
holdings
2. Laboratory with Completed &
adequate number of 3 purchased being Functional


equipment’s processed
3. Canteen / Cafeteria  6 Completed Functional
4. Comfort Rooms
Completed
with lavatory  5 Functional
5. Reading Center  1 Completed Functional
6. Home Economics
Room
 1 Completed
Functional
Construction on-
7. Industrial Art Shop  1
going
Functional
8. Audio Visual Room  1 Completed Functional
9. Printing /
Mimeographing 
Room
10.Counseling Room  1 Completed Functional
11.Others (specify)
Com. Lab.
 3
Completed Functional
12.Others (specify)
SUMMARY
 They have better facilities that helped students a lot in their different activities. This
enhances their skills in many aspects.
Chart 3
Checklist of a Child-friendly School
INDICATORS YES NO If YES, give an

example of
this…
-Tennis Court
1. The school has facilities and
 -Basketball
equipment for sports and recreation.
Court
-Soccer Field
2. The school has sufficient lawn space -Vegetable
and vegetation.
 Garden
3. The school has a duly assigned
personnel in-charge of securing its
premises, its properties and those of
 -Security Guard
the pupils and teachers.
4. The school has a program for
children with special needs.
 -SPED Class
5. The school coordinates with the
barangay and local authorities to
ensure the safety and protection of
 -LGU
the students.
6. The teachers use non-threatening
modes of discipline.
 -Motivation
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.)
Availabl Not SPECIFICATIONS

A. Classroom:
e Available
Number Status Condition
1. two (2) doors
(1 entrance, 1  (1) Goodgoog Ffunctional
exit)
Needs-
2. ceiling fan  (1)
improvement
functional
3. comfort room  (1) No lavatory

with lavatory
4. chairs / desks  (45) durable functional
5. teacher’s table  (1) good functional
6. cabinets 
7. shelves 
8. bulletin boards  good functional
9. racks and stand 

10. benches 
11. others
(specify)
12. others
(specify)
Summary:

Communication Checklists
Learning Content
The pre-service teacher manifests positive attitude in communicating with

student buddy while observing the learners, school and the classroom
environment. This is enhanced through his/her interaction by sharing notes,
information and ideas with his/her buddy, hence, establishing interpersonal
relations.
Objective
1. To enhance oral and written communication skills with buddy.
Expected Output/ Course Requirement

1. Journal entry number 3 which reflects responses to questions found in
Assessment Item number 2 (see page 21).
Activity
Task 1
Complete the seven-item questionnaire for communications skills competency.
This will be assessed by the buddy as well as self-evaluation (use the checklist
for communication skills on page 14).
Task 2
Discussion with student buddy. Discuss your recorded observation with your
buddy and compare it with his/her observation of your communication skills.
Guide questions:

 What are common?
 What are different?
 What will you do to improve your interpersonal communication skills?
 Write your responses in your journal entry as number 3.
Chart 5
Checklist for Communication Skills
Always Usually Sometimes Seldom Never

Communication
Observed Observed Observed Observed Observed
Skill
5 4 3 2 1
1. Manifests positive 
Me
attitude in
communicating
with student 
Buddy
buddy
Me 
2. Listens to and
shares information
with buddy.
Buddy 
Me 
3. Ideas are
focused, clear and
specific.
Buddy 
Me 
4. Voluntarily speaks
at appropriate
times.
Buddy 
5. Uses non-verbal Me 

cues (eye contact,

facial expression, 
posture). Buddy
6. Shares well-
Me
developed, 
pertinent
information in a
Buddy
concise way. 
Me
7. Word choice is
clear and 
accurate.
Buddy

CLASSROOM DIAGRAM
T.V door
Black board
and
speake
r
C Teacher’s table
a
b
i
n C C C C C C C C C C
e
t
C C C C C C C C C C
C C C C C C C C C C
C C C C C C C C C C
C C C C C C C C C C
C C C C C C C C C C
Teacher’s C
table a door
Comfort
room b
lavator bench i
The classroom has 2 doors, the exit and entrance. In the upper portion are 2
fans, 4 ceiling fans, and 2 stand fans. At the center of the wall is the black board
beside of it are the TV and speakers above of it are the switch and breaker that
are functioning. At the corner is the cabinet for students output and projects then
dustpan, trash bin. There is also a comfort room and then lavatory and flourished
well. Then 3 cabinets beside the comfort room, the teachers table and the divan,
and the chairs of the students. Their switch was new and not prone to commit
any danger. They have a safety environment inside the room.
Class List

MALE FEMALE
1. Ababa, Joshua 1. Aguirre, Charlene
2. Asna, Joshua 2. Albarino, Cherrybelle
3. Avila, Glenn 3. Algabre, Cherry
4. Badayos, Joseph 4. Arendain, Hope
5. Barreto, Dexter 5. Auditor, Abigail
6. Bonajos, Merwin 6. Baguio, Jaira
7. Bustillos, Francis 7. Banac, Sheila Grace
8. Campos, Ellizer 8. Bangalao, Chris Vianca
9. Carandang, Joseph Michael 9. Batiansela, Gerde Mae
10. Caparida, Tranquiliano 10. Batoon, Mailyn
11. Casas, Sherwin 11. Beloguto, Joy
12. Corpuz, Sandrex 12. Bucio, Michelle
13. Cuizon, Rustom 13. Buenavente, Juvy Shane
14. Daniel, Christian Jay 14. Cabana, Maria Fe
15. Dante, Janjerson 15. Del Rosario, Craizia Jane
16. Fuentes, Janpaul 16. Dela Salde, Kimberly
17. Largo, Reynaldo 17. Delfino, Karen
18. Osin, Arman 18. Demasuhid, Loren Mae
19. Pamlian, Nashradin 19. Esmaya, Sunna Mae
20. Petelo, Ryan 20. Garanganao, Jessa
21. Romeo, Chrichton 21. Grandia, Abby Gayle
22. Sabanal, Rheo 22. Inigo, Princess
23. Jose, Louren Kate
24. Larita, Angelica
25. Luga, Ma. Therezze
26. Nadela, Catherine
27. Oyan-oyan, Sherimaz
28. Pablo, Jenny Fe
29. Pamplona, Honey Grace
30. Panagsagan, Marilou
31. Pascua, Mary Rose
32. Remolino, Lovelyn
33. Prado, Kyziah Bless
34. Samson, Aeris
35. Saquibal, Rosell
36. Visca, Marian

JOURNAL 1
My observations made me think and agree more that I've made the right
choice to be a teacher. I've realized that being a teacher is not a profession but a
passion, because during my class observation I've noticed that the teachers value
a lot their students even if this consist their patience and love just to handle a
class accurately that made them an effective teacher.
There are so many things that I've learned about the child and on the
community they were on. School Facilities such as COMPLAB, laboratories and
etc. really help the students to grow more in knowledge because this focuses on
hands on learning that broaden their mind to explore more and learn more
through this.

JOURNAL 2
We listen and speak information through our observation and suggest to

enhance our interaction also by sharing notes and ideas. We also help each other
if there are things that we found hard to understand then explained by the one
who knows about it.
The things that we have in common with my buddy who is Marchie

Vitualla, is that we manifest strong and positive attitude in communicating with
each other that binds more our good relation.
I have learned that being a teacher is not an easy job because there are a
To improve more my interpersonal communication skills, I will learn more
lot of things you need to consider. I've also realized that it's very hard in terms of
how to communicate properly and make more conversation or interactions which
handling the students, and of course I've also learned how to make interactions
I'll be able to share different information. And of course, I'll listen to the one who’s
with the students, how to make them listen and cooperate in a class activity and
speaking or in short, listener to speaker then vice versa.
that all the students have different characteristics and unique in their own way.
I was surprised that as a teacher, you need to make techniques, strategies

or tricks to catch their attention and that there are many students who need
attention in terms of understanding, care and love that not all students are fast
learner and that not all are given the chance to shine.
I was pleased that even if how hard and difficult to be a teacher is that they
can still paint a smile on their face as a sign that they love what they do and they
live what they love. And I was also pleased that there are still students who
listens and respect their teachers. I want to know if those who are very quiet and
shy type in class have problems and if what the reasons are, why there are
students who excel in class but the others do not.
The class observations can be of help to me as a future teacher because

this leads me on how to handle a class and how to be an effective teacher. This
Journal 3
helped me to understand the differences of a child and makes me realized that
we don’t have to just focused on the excellent students but also to those who are
not that good in class in order to boost their confidence because sometimes they
are the ones who are taken for granted.

JOURNAL 4
School facilities are very important in the learning of students because this
helps them to learn faster and easier. By this facilities, this contribute to a sense
of safety and security, personalization and control, privacy as well as sociality.
The performance of some students from well-equipped facilities are better

who are in school with less equipped facilities because this enhances student’s
academic performance.
The quality of teaching and learning that takes place in any educational
establishment determines the level of academic excellence. Facilities such as
learning aids, well-painted classroom, adequate chairs, laboratories and etc.
make students be able to listen attentively.
Sto. Tomas National High School has facilities for the students to improve
their academics which are also safe for them to use. This just signifies that this
school has a perfect facilities for the students that produces a world class

Post Conference
After making four classroom observations, a post conference will be

held in the TEI to gather information/insights from your experience. A
fourth entry in the Reflective Journal will be submitted as entry number 4.
Guide Questions:
 What do my experiences in Field Study 1 mean to me as a pre-service
teacher? As a future teacher?
 What influence do my observations have on my thoughts about my careers

choice as a teacher? The teaching profession in general?
 Other learnings/insights maybe included in the journal.

Personal Reflection
Everything that I have experienced and seen during my observations were
so memorable. I and my buddy were really glad that we have done the
observation already. We’re also so happy that we have learned so much from a
just a few days of being with our CT. We have found and discovered important
things like, students have different moods and character and so as the teacher,
we need to balance their characteristics and make their learnings equal.
In total, I can say that I am blessed for we have undergone this Field
Study 1, and this surely contributes to my future dream.

Rater: Cooperating Teacher
Components Weight Grade
Attendance 10%
PST Projects outputs on:

1. Classroom Diagram
2. Organizational Chart
3. Class List 30%
4. Se at Plan
5. Check of Child-friendly School
Total 40%
MR. ANTHONY LARUTIN

Cooperating Teacher

APPENDICES
A. Criteria for Assessment Item 1
B. Criteria for Assessment Item 2 ( A Reflective Journal)
C. Marking Guide for Reflection/Journal Entries
D. Rubric for Student Portfolio
E. Sample Portfolio Format in Field Study Courses
Assessment of PSTs

Criteria for Assessment Item 1

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 observations should be included.
5 4 3 2 1
(Satisfactory)
(Outstanding) (Unacceptable)
Diagram is Diagram is Diagram is Diagram lacks No diagram

accurate, scaled accurate, accurate accuracy and presented
and enhanced clearly labeled according to the explanation
and scaled layout and the barely supports and the
and the and the the diagram
explanation explanation is explanation is
contains explanation clear and missing or
suggestions for critiques the supported by incomplete
alternatives in the classroom references (e.g.
classroom layout layout DepEd)
(alternatives are
feasible)
( Adopt: School Facilities Checklist p.34 of ELC as Assessment Item 1B)
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 about observations 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
3 1
5 (Outstanding) 4 2
(Satisfactory) (Unacceptable)
Reflections The journal No journal

indicate an ability Observations presented
contains
to evaluate and reflections
examples of
observations and are clearly and
the ability to The journal
provide logically
synthesize has all visits Or
comments about recorded. The
environments information recorded.
journal provides
that enhance gathered However, the
comments on
learning. These during school observations The journal
specific
are supported by and classroom and does not
observations
examples of observations. reflections are include
observations and
and indicates
The student superficial. observations
experiences in thinking about
can relate this and reflections
school. the teaching
to being a for every
profession.
teacher. classroom visit.

Appendix C: Marking Guide for Reflection/Journal

Entries
Performance 5 4 3 2 1
Level Needs
Improvement
Excellent Proficient Satisfactory Developing
Criterion
Presents Presents very Presents Presents few Presents no

comprehensiv clear some description of description of
Reflection e description description of description of worthwhile worthwhile
journal entry of worthwhile worthwhile worthwhile experiences, experiences,
includes experiences, experiences, experiences, explains does not
PSTs explains explains explains sound explain sound
learning sound sound sound judgment on judgment on
experiences, judgment on judgment on judgment on personal personal
judgments, personal personal personal strengths and strengths and
performance strengths and strengths and strengths and weaknesses. weaknesses.
and other weaknesses weaknesses weaknesses
insights anchored on anchored on anchored on
gained in the many theories some few theories
course. learned. theories learned
learned.
.
Legend:
1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)
Appendix D: RUBRIC for Pre service Teacher FS

PORTFOLIO (PRODUCT)

Criteria Description
5 4 3 2 1
1. Contents Has 90-100% Has 75-89% of Has 60-74% of Has less than Has less than
of the of the needed the needed the needed 59% of the 40% of the
Portfolio content content content needed content needed content
Objectives are Some

Objectives are Most objectives
2. Objectives are SMART but objectives are
SMART but are not SMART
Objectives SMART and cover only a not SMART
cover only less and cover only
of the cover the minimum of and do not
than 75% of a minimum of
Portfolio whole course 75% of the cover the whole
the course the course
course course
Few entries are

Entries are of Some entries
Entries are of Entries are of of acceptable
acceptable are of
best quality, better quality, quality, not
3. Quality quality, some acceptable
well selected many are well well selected,
of Entries are well quality, limited
and very selected and and very
selected and selection and
substantial. substantial. minimal
substantial. substantial.
substance.
Creative, neat Minimal

4. Creative, neat Creative, neat No creativity,
and has a very creativity, neat
Presentation and has strong and an average in disarray, no
strong with minimal
of Entries impact/appeal impact/appeal impact/appeal
impact/appeal impact/appeal.
5.
Submitted Submitted 10 Submitted from Submitted 31 or
Promptness Submitted on
ahead of days after 11-30 days after more days after
in the schedule
schedule schedule. schedule schedule
submission
Legend:
1 – Needs Improvement (75-79)
2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

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 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.

Name of PST: Marchie Vitualla Year and Course: BSEd-English II

Observation Period: October 3-October 14, 2016
CRITERIA PT’s FINAL RATING
Reflective journals
(40%)
Professional portfolio
(20%)
Total
( 60%)
DR. AURELIO DIVINAGRACIA

FS Adviser
COMMENTS OF THE COOPERATING TEACHER


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Republic of the Philippines

University of Southeastern Philippines

Presented to: Submitted to:

This is to certify that JUSTIN BRYLLE C. VILLARIAS, a pre-service teacher of

MR. ANTHONY LARUTIN

MRS. MARTINA S. MARIN

FS 1: Observation of Learner’s Development and the School Environment

FS 1: Observation of Learner’s Development and the School Environment

Field Study 1 is the first in a series of six sequential studies in Bachelor of

The focus of Field Study 1 is observation of learners, school structure and

To assist during transition, the students will be paired with a “buddy’.

This Portfolio contains the course view, objectives, learning content,

lot to fully understand everything especially on how the students behave in a

FS 1: Observation of Learner’s Development and the School Environment

also serves as our training to prepare us and to know more of how to be a

This is my portfolio and it is my pleasure to present to you all my

FS 1: Observation of Learner’s Development and the School Environment

 We consider ourselves as the luckiest of all Field study students because we

Thank you so much, everyone..

Student’s Curriculum Vitae

Name : Justin Brylle Carbonell-Villarias

FS 1: Observation of Learner’s Development and the School Environment

Age : 17 years old

Birthdate: February 03, 1999

Birthplace: Fd.rd. #3 Purok #8, Sto. Tomas, Davao del Norte

Father: Reynaldo Royo-Villarias Occupation: Businessman

Mother: Mispha Grace Alaban-Carbonell Occupation: Kindergarten Teacher

Elementary : Sto. Tomas Central Elementary School

Secondary : Sto.Tomas National High School

College : University of Southeastern Philippines

FS 1: Observation of Learner’s Development and the School Environment

To be honest, I reaaallyl didn’t y don’t plan to take this course. I didn’t

FS 1: Observation of Learner’s Development and the School Environment

STATEMENT OF THE PURPOSE

The primary purpose in making this portfolio is for the compliance of

This is also the evidence that I enrolled this course and to be

Through this requirement, I can really express my experience and

FS 1: Observation of Learner’s Development and the School Environment

FS 1: Observation of Learner’s Development and the School Environment

This one unit course, Field Study I, is linked to a professional subject at

To quote then Sec Florencio Abad, commencement speech, U P College of

FS 1: Observation of Learner’s Development and the School Environment

Links to DepEd’s National Competency-Based Teacher

Domain 1- Social Regard for Learning

Domain 2- Learning Environment

FS 1: Observation of Learner’s Development and the School Environment

2.1 Creates an environment that promotes fairness

Domain 3- Diversity of Learners

ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1

The Pre-service Teachers shall:

FS 1: Observation of Learner’s Development and the School Environment

1. Perform in accordance with the Basic Professional Expectations detailed in these

Department of Education (DepEd)

The Cooperating Teacher

FS 1: Observation of Learner’s Development and the School Environment

Criteria/Components Weight Rater

FS 1: Observation of Learner’s Development and the School Environment

Attendance 10% Cooperating Teacher

Professional Portfolio 20% Practicum Supervisor

PST Project outputs on: