Northeastern Cebu Colleges, Inc.

P.G. Almendras St., Danao City

Portfolio
in
Field Study 1

(Observations of Teaching-Learning in Actual School Environment)

LEORY JANE D. BACUNAWA

November, 2021
Teacher’s Prayer
 Words of Wisdom
(Paste at least four pictures from other proponents and yours at the bottom
part)
Table of Contents
(1.5 line spacing)
 Course Guide in
Field Study 1
(Observations of Teaching-Learning Actual School Environment)

Credit : 3 units
Time Duration : 54 hours
Course Description:
This is the first experiential course, which will immerse a future teacher to
actual classroom situation and learning environment where direct observation of
teaching learning episodes that focus on the application of educational theories
learned in content and pedagogy courses will be made. Observations on
learners’ behavior, motivation, teacher’s strategies of teaching, classroom
management, assessment in learning among others shall be given emphasis. A
portfolio shall be required in the course.

Course Intended Learning Outcomes:

1. Describe how a safe and secure learning environment contributes to the
physical, socio-emotional and cognitive development of learners.
2. Determine ways of addressing learner’s diversity in terms of gender,
needs, interests, cultural background and difficult circumstances.
3. Appraise how teacher manifests her/his personal and professional
competencies.
4. Illustrate the teaching-learning process and the use of ICT to promote
quality relevant and sustainable educated process.
5. Assess the various classroom management strategies observed in the
class.
6. Analyze concepts, theories and principles in curriculum development in
actual classroom setting.
7. Evaluate assessment and reporting practices done in the classroom.
8. Formulate one’s philosophy of teaching.
Tasks:
1. Visit/observe actual classes in the field or virtual discussion.
2. Accomplish successfully the activities in at least 54 hours in one
semester.
3. Secure appropriate Field Study permits and undergo orientation/briefing
before they are deployed in cooperating schools.
4. Wear official school uniform during the Field Study.
5. Demonstrate personal qualities that reflect a good image of a teacher.
6. Demonstrate proper behavior in the presence of the learners, teachers,
school personnel, administration and parents.
7. Request the signature of the Resource Teacher of Field Study faculty
immediately after the activity has been done.
8. Prepare a portfolio.

OBSERVE – I shall
look and see and
listen and hear. I ANALYZE – I shall
should be able to examine closely what
record what I see and I observed, relate it to
hear. the theories,
principles and
concepts that I
already know.

REFLECT – I shall
think deeply of what I
have observed,
connect it to my past
experiences, present
undertakings and
future goals and plans
as a teacher.
 Learning Episode 1

The School Environment

School Visited: Northeastern Cebu Colleges, Inc.

Date: _______________

School Facilities Observation Checklist

Familiarize yourself with the different areas and facilities of the school.
Check the blank space to indicate their availability.

_____ 1. Office of the Principal

_____ 2. Library
_____ 3. Counseling Room
_____ 4. Canteen/Cafeteria
_____ 5. Medical Clinic
_____ 6. Audio Visual/Learning Resource Center
_____ 7. Science Laboratory
_____ 8. Computer Laboratory
_____ 9. Gymnasium
_____ 10. Auditorium
_____ 11. Outdoor Quadrangle/Playground
_____ 12. Garden
_____ 13. Home Economics Room/ School Kitchen
_____ 14. Industrial Workshop Area
_____ 15. PTA Office
_____ 16. Comfort Room for Boys
_____ 17. Comfort Room for Girls
_____ 18. ____________ (Others: Please specify.)
_____ 19. ____________ (Others: Please specify.)
_____ 20. ____________ (Others: Please specify.)
 Classroom Facilities Matrix

Section: ______________
Room No: _____
Date of Observation: _______________

Choose a classroom. Check the blank space to indicate their availability in

that room.

_____ 1. Teacher’s table

_____ 2. Learner’s Desks
_____ 3. Blackboard/Chalkboard/Whiteboard
_____ 4. Flash cards, cut outs, charts
_____ 5. Posters, diagrams, drawings, tables, other graphics
_____ 6. Display boards
_____ 7. Models, specimens, actual objects
_____ 8. Maps, globes, atlas
_____ 9. Tapes, filmstrips and slide projectors
_____ 10. Overhead projector
_____ 11. Movie projector
_____ 12. CD’s, VCD, DVD, cassette
_____ 13. Computers, power point
_____ 14. Print Media (newspapers, magazines, bulletins)
_____ 15. Non-Print Media (radio, audio-visual, television, VHS)

LEORY JANE D. BCUNAWA

(Signature Over Printed Name of the Student Observer)

_______________________________
(Signature Over Printed Name of the Room Adviser)
School and Classroom Facilities Documentation
(Paste at least 6 pictures)
 Learning Episode 2

Learner Diversity: Developmental Characteristics, Needs and Interests

School Visited: Northeastern Cebu Colleges, Inc._ Date:

Grade level: Number of students/Pupils in class visited:

Instruction to the field observer:

You are to observe six actual teachings/virtual classes to see the natural
characteristics of children/adolescents and to discover if they have attained
normal development in the following aspects: physical, motor, linguistic,
cognitive, social and emotional.

Below are student behaviors/abilities indicative of different phases of human

development. Observe closely and assess the class as a whole on each of these
competencies based on the following criteria:

1 – Very good; Highly developed

2 – Good; Satisfactory developed
3 – Normally developed
4 – Poorly developed
5 – Retarded

1. Physical/Motor Development
1.1 Pupil/Students physically developed appropriate to their age
1.2 Motor Skills
1.3 State of Health
1.4 Status of Nutrition (Well nourished; Mal nourished)
1.5 Absence of Physical handicap
1.6 Agility and Alertness
1.7 General appearance

2. Language Development and Literacy Skills

2.1 Ability to speak orally using English or Filipino
2.2 Ability to convey their ideas
2.3 Ability to read
2.4 Ability to answer questions/to respond to the teacher
2.5 Ability to comprehend

3. Social and Emotional Development

3.1 Ability to behave well in the class
3.2 Ability to act according to age level
3.3 Ability to interact with other pupils and to teachers
3.4 Ability to control emotion such as joy, anger, fear disappointment
 3.5 Ability to respond to disciplinary measures in the classroom
3.6 Ability to cooperate and perform his roles in the classroom
3.7 Ability to perform leadership roles

4. Moral Development
3.1 Ability to show courtesy and respect to the teachers and other
students
3.2 Ability to show honesty in dealing with other students and
teachers
3.3 Ability to demonstrate responsibility and self-reliance
3.4 Ability to distinguish right from wrong
3.5 Ability to serve as models to other students
3.6 Ability to show decency in words and actions

5. Cognitive Development
3.1 Ability to think critically and skillfully
3.2 Ability to follow instructions
3.3 Ability to analyze and synthesize learning
3.4 Mental reaction to situations in the classroom
3.5 Ability to apply learning situations
3.6 Ability to make decisions
3.7 Ability to solve problem efficiently and effectively

LEORY JANE D. BACUNAWA

(Signature Over Printed Name of the Student Observer)

_______________________________
(Signature Over Printed Name of the Room Adviser)
 Learning Episode 3

Focus on Gender, Needs, Strengths, Interests, Experiences

Language, Race, Culture, Religion, Socio-economic Status,
Difficult Circumstances, and Indigenous Peoples

School Observed: Northeastern Cebu Colleges, Inc.

Date: ______________

Curriculum Design, Competencies, Answer each question based on

and Content your observation.
1. Does the school foster a sense of
belonging to one’s ancestral
domain, a deep understanding of
the community’s beliefs and
practices? Cite examples.
2. Does the school show respect of
the community’s expression of
spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach skills
and competencies in the
indigenous learners that will help
them develop and protect their
ancestral domain and culture?
5. Does the curriculum link new
concepts and competencies to
the life experience of the
community?
6. Do the teaching strategies help
 strengthen, enrich, and
complement the community’s
indigenous teaching-process?
7. Does the curriculum maximize
the use of the ancestral domain
and activities of the community
as relevant settings for learning
in combination with classroom-
based sessions? Cite examples.
8. Is cultural sensitivity to uphold
culture, beliefs and practices,
observed and applied in the
development and use of
instructional materials and
learning resources? How? (For
example, Culture bearers of the
Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community values and
culture? How?
10. Do assessment and processes
include application of higher
order thinking skills?
 Learning Episode 4
Learner Diversity: The Community and Home Environment

Name of Learner:
Date of Birth: _______________________ Age: _______
Grade/Year Level ___________________ Gender: __________
Number of Siblings:__________________
Birth Order: ________________________
Parents: _________________________________________________
Mother: __________________________________________________
Age: ________ Occupation: ___________________ Educational Attainment:
______________
Father: _______________ Occupation: _____________ Educational Attainment:
___________

Learner’s Physical Aspect:

Health:
1. Mother’s Health during pregnancy with the learner:

2. Ailments or health problems of the learner as a child:

3. Age of the learner when he started to walk/talk:

4. Food preferences of the learner as a child and at present:

5. Who took care of him/her as a child?

Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).

2. Who were the learner’s playmates?

3. As a child then, was he/she allowed to play outside?

4. Is he/she allowed to go out with friends?

5. Do you have rules for him/her to follow regarding going out?

6. What are these rules?

Emotional- Moral
1. What are your expectations of your child?

2. How do you provide a nurturing environment or your child?

3. Does your child go to you when she/he feels down or has a problem? What do
 you do to meet his/her emotional needs?

4. What do you do when she/he is not successful in something?

How do you discipline your children?

1. Do you have rules in the house? What are they?

2. How do you impose the rules?

3. What are the consequences of breaking the rules?

Learner’s Cognitive Aspect:

1. What are the child’s interests?

2. What is he/she good at in school?

3. In what subject/s does he/she have difficulty?

4. How do you monitor his/her performance in school? How do you motivate

him/her?

5. Do you have rules at home to help him develop good study habits?

6. What are these rules? How are they implemented?

The Learner’s Development Profile

The Learner’s Development Profile
Name of the Learner: _______________________________
School: __________________________________________
Date of Home Visit: ________________________________
Date of Birth: ___________________ Age: ___________
Grade/Year Level: _______________Gender: _________
Family Profile:
Number of Siblings:
Birth Order:
Parent:
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development

Social Development

Emotional-Moral Development

Cognitive Development

Findings

Conclusions

Recommendations
 Learning Episode 5

Creating an Appropriate Learning Environment

Resource Teacher: ________________ Teacher’s Signature: _____________ School: ___________

Grade/Year Level: _________________ Subject Area: ___________________ Date: ____________

OBSERVE:

1. As you observe the class, look into the characteristics of the learners. Note their ages.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

 Learning Episode 6

Classroom Management and Classroom Routines

Teacher: ________________________ Teacher’s Signature: ___________

School: Northeastern Cebu Colleges, Inc. Grade/Yr. Level: ___________
Subject: _______________ Date: ________________

Checklist on Classroom Routines

Observe the classroom routines of the six Resource Teachers by

accomplishing the given checklist. Check (√) if observed and (x) if not
observed.

Classroom Routines Observed Not Observed

(√) (x)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/comfort room/washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/group
8. Tardy students
9. Absent students
10. Submission/collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
 Learning Episode 7

Physical and Personal Aspects of Classroom Management

Teacher: ________________________ Subject: _______________

School: Northeastern Cebu Colleges Inc. Grade/Yr. Level: ____________
Date: ________________

Observe six Resource Teachers and their classrooms by accomplishing the

given checklist.
Check (√) if observed and (x) if not observed.

Aspects of Classroom Management Observed Not Observed

(√) (x)
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she
demands respect from the learners?
1.2 Is the teacher’s voice modulated and can
be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive
attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide
better interaction?
2.5 Is the design/structure of the room
inviting to classroom activities?
2.6 Is the physical space/learning station
clear from obstruction?
 Learning Episode 8
Close Encounter with the School Curriculum

School: Northeastern Cebu Colleges, Inc.

Date: ______________

Curricula in the School Setting

Type of Curriculum Where did you find? Description

1. Recommended
Curriculum
2. Written Curriculum
(Teacher’s Lesson
Plan)
3. Taught Curriculum
(Teaching-Learning
Process)
4. Supported
Curriculum (Subject
Textbook)
5. Assessed
Curriculum
(Assessment
Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
 Learning Episode 9
Preparing for Teaching and Learning

School Visited: Northeastern Cebu Colleges, Inc. Date:

Teacher: Grade level:
Number of Students in class visited:

Instruction to the field observer:

You are to observe six actual teachings/virtual discussions to see how the
teaching – learning process is taking place with respect to some dimensions of
learning namely: developmental aspect, learning factors and application of
learning principles and theories.

Respond to the following questions based on your observations:

1. Do you see clearly teaching – learning process actually taking place?
 Yes  Not clear  No
2. Is there an observable or engaging interaction between pupils/students
and teacher?
 Yes  Not clear  No
3. From your point of view who is the more active participant in the teaching
– learning process you have observed?
 Teacher  Learners  Both
4. From your class visits, you have observed many roles of teachers. Rank
the following teacher’s roles in their importance with 1 as the highest and
10 as the lowest.
 Principal Source of knowledge
 Provider of facts and information to pupils/students
 Motivator of learning
 Facilitator of learning
 Instructional planner
 Classroom manager
 Leader in classroom interaction
 Cognitive skills trainer
 Evaluator of learning
 Cultivator of human values
2. In your class visits you have gained insights on the interplay of the
different learning factors. Rank the following learning factors according to
their importance in the teaching – learning process with 1 as the highest
rank and the 10 as the lowest rank.
 The learners themselves
 The teacher competencies
 Classroom environment
 Teaching materials and educational technology; learning resources
 Curriculum
 Teaching approaches, methods, strategies
 Classroom management
 Support of parents and community
 Support of the government
 Global situation
3. From your class visits you are made aware that learners have attained
stages of development in the different dimensions. In your opinion which
of the following developmental dimensions should be given priority in the
elementary level (secondary level)? Prioritize the following dimensions in
the order of 1 to 4 with 1 as the highest priority and 4 as the lowest
priority.
 Physical and motor development
 Cognitive development
 Emotional development
 Social development
4. Our educational system has been criticized for inefficiency and in
effectiveness and producing incompetent graduates. Below are learners’
competencies that need to be upgraded in the basic education levels.
Prioritized these skills on the urgency of their upgrading, from 1 to 10 with
1 as the most urgent need and 10 as the least urgent.
 Values formation
 Cognitive skills, critical thinking
 Reading comprehension
 Mathematical skills
 Science aptitude
 Social skills
 Emotional intelligence
  Multiple intelligence
 Physical and motor skills
 Linguistic and literacy skills
5. After having done field study related to Facilitating Learning what insights
have you internalized? Please check:
 The most important duty of a teacher is to let learners learn.
 The teacher is the most important resource of learning.
 Any graduate of the BSED or BEED degree can be a good teacher.
 Who dares to teach must never cease to learn.
 Teaching is just like the filling of a pail, or the pouring of facts and
ideas into the learner.
 The different subjects in the curriculum must be learned separately
since they are distinct from each other.
 All pupils in the classroom must be taught the same way on the
same subject matter.
 All learners must be respected and properly guided with due regard
for their individual differences.
 To teach is to facilitate learning
 Pre – service education for prospective teachers is acquiring
readiness to be an effective facilitator of learning.
 Learning Episode 10
The Instructional Cycle

Teacher: _____________________________ Subject: _______________

School: Northeastern Cebu Colleges, Inc. Grade/Yr. Level:
____________
Date: ________________

Observe six Resource Teachers. Check (√) if observed and (x) if not observed.

Techniques/Methods Observed Not Observed

(√) (x)
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining/expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Asking ideas from students
11. Encouraging through non-verbal behavior
12. Criticizing student for his/her answer
13. Scolding for misbehavior
14. Overusing expressions such as “okay” or
“right”
15. Discriminating student capacity or ability
16. (Others: Please specify)
 Learning Episode 11
Utilizing Teaching-Learning Resources and ICT

School Observed: Northeastern Cebu Colleges, Inc.

Name of Observer: Leory Jane D. Bacunawa
Date of Observation: ________________
Check (√) if observed and (x) if not observed.

Available Learning Resources Observed Not Observed

(√) (x)
1. Print Resources
1.1 Books
1.2 Modules
1.3 Hand-outs
1.4 Magazines
1.5 Newspapers
1.6 Flashcards
1.7 Pamphlets
2. Audio Resources
2.1 Radio
2.2 Tape-recorded
2.3 Audio Cassette Player
2.4 Speakers
2.5 Microphones
3. Non-electronic Visual Resources
3.1 Pictures/charts
3.2 Blackboards/ Whiteboards
3.4 Chalk/Whiteboard Marker
4. ICT Resources
4.1 Computers
4.2 Overhead Projector
4.3 Telephone
 4.4 CDs/DVDs
4.5 Photocopiers
4.6 Fax Machines

Learning Episode 12 and 13

Assessment for Learning, Assessment as Learning and
Assessment of Learning

School Visited: Northeastern Cebu Colleges, Inc.

Teacher Observed: ___Grade level: _______
Number of Students/pupils: ________ Date:

Instructions to the field observer:

You are to observe six actual teachings/virtual discussions to see and verify the
ways by which the teacher assess/evaluate and measure student performance.
Based on your observations, respond to the questionnaire below.

1. Which of the following conventional assessment tools of student performance

(product) were done by the teachers in your class visit. Please check.
 Teacher made test verbally given to the class (quizzes)
 Teacher made test (printed test paper)
 Checking of homework
 Grading of projects
 Grading of student performance during class recitations
 Grading group performance
 Periodic tests
 Formative test
 Diagnostic test
 Summative test
 Achievement test (division or regional or national exams)

2. Which of the following non-test instruments were used by the teacher?

Please check.
 Anecdotal record
 Checklist scale
  Rating scale
 Observation report
 Inventory
 Progress chart
3. Which of the following qualities of good test instruments are observed in the
tests given by the teachers? Please check.
 Validity
 Reliability
 Objectivity
 Practicality

4. The following are concepts, ideas, practices, descriptions, characteristics and

statements regarding conventional assessment tools. Indicate with a check
those statements which you think good, true or desirable, and mark with a
cross those statements you think are undesirable or not true.
 Student performance in the classroom should be regularly assessed
and evaluated by the teacher.
 Pencil and paper test is the most effective way of measuring student
performance.
 Students/pupils should also be given a chance to assess themselves.
 Test items should assess the attainment of the specific objective of the
lesson.
 Test items should assess the learnings in the different levels of
cognitive domain.
 A test has validity if it measures properly what it intends to measure.
 A good test should be easy to administer and easy to score.
 The essay type test is the best way of assessing student’s thinking
skills.
 In constructing tests, the use of similar statements from the book must
be observed.
 Essay examination is easy to construct but hard to score.
 A test has high reliability when it gives consistent estimates of
whatever it measures.
 The nature of the test must determine the conditions under which the
test is to be administered.
 An essay type test has high reliability.
 Objective test encourages cheating and guessing.
  A performance test measures what has been learned by students of
subject matter taught.
 A diagnostic test predicts how well a student is likely to do in a certain
school subject or task.
 Usability is the degree to which the measuring instrument can be
satisfactorily used by teachers and administrators without undue
expenditure of time, money and effort.
 Multiple-choice test consists of a series of items where it admits only
one correct response in each item from three or four constant options.
 The essay test measures the student’s ability to express
himself/herself in writing.
 To be able to write good tests, the instructional objectives must be
specified and the test items must be consistent with them.
 For a test to be valid the teacher should first prepare a test plan or
table of specifications.
 An aptitude test determines the student’s weakness or a strength in a
given subject area.
 The teacher’s effectiveness in teaching is measured by means of an
achievement test.
 The most psychologically sound method of reporting pupil’s
performance to parents is by means of the report card.
 A norm reference test assesses the students’ performance in relation
to the performance of the group.
 The mean of test scores is the average of the group score.

5. What are the ways used by the teacher assess the outputs or products of
students? Check
 Checking of homework as to quality of work.
 Grading of projects made by students.
 Using a checklist.
 Evaluating learning competences against the Phil. Elementary
Learning Competencies (PELC) and Phil. Secondary School Learning
Competencies (PSSLC).
 Evaluation of completed work of students such as reading reports,
concept maps, graphs, journal entries, reflection.

6. Which of the following learnings areprocess skills? (Please check)

Creativity
 Comprehension  Drawing conclusion/generalization
 Making decisions
 Rendering judgments
 Making reports
 Reflections
  Analysis
 Synthesis
 Application
 Critical thinking
7. What are the ways used by the teacher to assess process skills?
 Asking thought-provoking questions.
 Asking students to give insights on certain issues.
 Construction of test questions that require the use of cognitive skills.
 Focusing on the process skills instead of just assessing the learning
products in every class activity.
 Inventory of process skills using a checklist.
 Progress chart
 Use of rubrics to assess process skills.

8. What are the ways by which the teachers assess the affective learnings
(values)?
 Checklist
 Situational analysis
 Rating Scales
 Class Reports
 Written Records
 Group feedback
 Anecdotal Records
 Reflection by students
 Buzz sessions
 Learning Episode 14
The Teacher as a Person and as a Professional

Teacher Observed: ____________________________ Date:_______________

Observe six different teachers and identify some personal and professional traits
they possess.

1. What personal characteristics have you observed? Please check.

_____ Shows self-confidence
_____ Gives rapport with students
_____ Prepares and focuses on the teaching activity
_____ Shows promptness in starting school activity
_____ Speaks English or Filipino proficiently
_____ Manages time properly
_____
_____ Shows good grooming
Well-prepared for the days lesson
_____
_____ Demonstrates positive
Well-established and pleasant attitude
class routines
_____ Classroom properly managed
2. What professional attributes have you observed? Please check.
_____ Use of appropriate teaching approaches and techniques
_____ Knowledge of subject matter
_____ Knowledge of how to teach
_____ Effective motivation of students
_____ Good questioning techniques
_____ Use of interactive and collaborative techniques with pupils
_____ Use of student-centered learning activities
_____ Classroom environment conducive to learning
_____ Proper Assessment of student learning
_____ Well-maintained classroom discipline
_____ Respect for students and warm psycho-social climate in the classroom
 Learning Episode 15
Towards Teacher Quality: Developing a Glocal Teacher of the 21 st Century

Teacher: _____________________________ Subject: _______________

School: Northeastern Cebu Colleges, Inc. Grade/Yr. Level: ____________
Date: ________________

Observe six Resource Teachers. Check (√) if observed and (x) if not observed.

Teacher’ Major Responsibility Observed Not Observed

(√) (x)
1. Actual Teaching
This teacher…
1.1 is learner-centered.
1.2 acts as a facilitator of learning.
1.3 has mastery of subject matter.
1.4 sees to it that learning outcomes are
achieved.
1.5 is pleasant and fair in dealing with
learners.
2. Management of Learning
2.1 allows all learners to participate in the
lesson.
2.2 considers the needs of the learners in
the seating arrangement.
2.3 uses instructional support materials to
help learners understand the lesson.
2.4 sees to it that learning is achieved within
the period.
 2.5 dismisses the class on time.
3. Administrative Work
3.1 keeps records of learner’s attendance.
3.2 keeps record of learner’s tests.
3.3 submits reports on time.
3.4 does other tasks requested by superiors.
3.5 cooperates with peers and staff in the
cleanliness and safety of the school.

Learning Episode 16
On Teacher’s Philosophy of Education

School: Northeastern Cebu Colleges, Inc.

Teacher: ___________________________ Date: ______________

Observe six Resource Teachers. Check (√) if observed and (x) if not observed.

Philosophies of Education Observed Not Observed

(√) (x)
1. Essentialism – teach mastery of the basics;
curriculum is prescribed; subject matter –
centered, objective values; inculcate values
in subject matter
2. Perennialism – teach those that last, the
classics; there are universal values;
inculcate the universal, objective values

3. Progressivism – very child-centered; teach

those that interest the child; one learns by
experience; learners learn by doing; teaching
is experiential; values are subjective; no
inculcation of values since they are
subjective; instead teachers help students
clarify their values
4. Reconstructionism – school is agent of
change; schooling is preparing students for
the social changes; teaching is involving the
 students in discussions of moral dilemmas
5. Existentialism – teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd; one who does
not make a choice and so simply follow
others; do not leave meaningful life
6. Pragmatism – that which is useful, that which
is practical and that which works is what is
good; that which is efficient and effective is
that which is good. e.g. showing a video clip
on mitosis is more efficient and more
effective and therefore more practical than
teacher coming up with visual aid by drawing
mitosis on a cartolina or illustration board
7. Rationalism – emphasizes the development
of the learners’ reasoning powers;
knowledge comes through reason; teacher
must develop the reasoning power of the
learner
8. Utilitarianism – what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples
9. Empiricism – source of knowledge is through
the senses; teacher must involve the senses
in teaching-learning
10. Behaviorism – behavior is shaped
deliberately by forces in the environment and
that the type of person and actions desired
can be the product of design; behavior is
determined by others, rather than by
person’s own free will; teacher must carefully
shape desirable behavior; drills are
commonly used to enhance learning;
rewards reinforce learning.
11. Constructivism – learners are capable of
constructing knowledge and meaning;
teaching-learning therefore is constructing
knowledge and meaning; teacher does not
just “tell” or dictate but asks learners for
knowledge they construct and meaning of
 lesson
12. Other Philosophies

Learning Insights
(3 paragraphs only, 1.5 line spacing, Arial, 12 font size, justified text)
APPENDICES
 Appendix A
Daily Log Sheet/Attendance
Teacher’s Name Date of Observation Signature

Mr. Clyde Vincent Tano

Ms. Jessa Matugas

Ms. Elsie Gestopa

 Mr. Crisanto Gulane

Ms. Darlene Mae Oliverio

Ms. Roxanne Bueno

 Appendix B
Approved Letter
 Appendix C
Memorandum of Agreement
 Appendix D
Certificate of Completion