fs1 The Learners Development

Republic of the Philippines
University of the Southeastern Philippines

COLLEGE OF EDUCATION
Iigo St. Obrero, Davao City 8000
1st Semester, SY 2014 2015
A Portfolio
Presented to Prof. Alter Rivera
_____________________________
Field Study 1
Observation of Learners Development and the School Environment
Davao City National High School

F. Torres St., Davao City
_____________________________
By
Grace Joy M. Mahusay
September 14, 2014

1
UNIVERSITY OF SOUTHEASTERN PHILIPPINES

Iigo St., Obrero, Davao City, 8000

Department of Education
Region XI
Davao City National High School
F. Torres Street, Davao City
CLEARANCE
This is to certify that Ms. Grace Joy M. Mahusay, a Pre Service
Teacher of the University of Southeastern Philippines has
successfully completed his Field Study Activities at Davao City
National High School and that he is cleared of the properties and
accountabilities of the said, this 1st Semester, School year 2014
2015.
Ms. Virgilia Curato
Cooperating Teacher
Mr. George N. Wong
Cooperating School Principal
TABLE OF CONTENTS
I.
II.
III.
Introduction
Students curriculum Vitae/ Resume
Statement of Purpose

IV.
FS Course Description, Rationale &

NCBTS Link
V. FS Grading System
VI. FS Schedule Activities
VII. Logical Presentation & Documentation of Portfolio Content
VIII. Reflective Journals
IX. Appendices
X. DTR
XI. Pictures
XII. Students Self Rating Competency

Introduction
Field Study 1 is the first in a series of six sequential studies in the Bachelor of
Elementary Education and the Bachelor of Secondary Education Programs (BEED and
BSED) offered by the Teacher Education Institutions (TEIs). Field Study 1 is linked with
a professional education 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 Filed Study 1 is observation of the learners, school structure and the
community. Since this is the first time the student teachers have been exposed to the
school environment, they are expected to take note of the school and classroom
facilities, and the organizational set-up of the school. The PSTs shall observe the
behaviour 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.
Grace
228
April
E-
Joy M. Mahusay
Purok-4 Santol, La Filipina, Tagum City
28, 1989
mail: bloosomgrace04@yahoocom
OBJECTIVE:
To obtain an entry level position in the IT field where I can
utilize my education to contribute to companys operations.
WORK EXPERIENCE:
OPIS+ in-charge
UniGlobal Link Corporation
March 2010 - Present
Seminary Drive, Magugpo West, Tagum City
Job Description:
Operates the OPIS+ (Online Purchase Inventory System) Smart online system.
Record and encode the Sales of the agent.
Compute the Smartload Sales of the agents.
Encoder
(Tellers Department)
Social Security System (SSS) of Tagum
Lapu Lapu St., Tagum City
OJT (On the Job Training)

March 2008 June 2008
Job Description:
Encodes the receipt in the system.
Make a balance report.
EDUCATIONAL ATTAINMENT:
Tertiary
Course
:
Thesis Title :
UM Tagum College, Tagum City

Year 2008-2009
Arellano St., Tagum City
BS in Computer Science
ComScitiary (Illustrated Computer Science Dictionary)
Secondary
Tagum City National High School
Year 2004-2005

Mangga, Visayan Village, Tagum City

Elementary
Magugpo Pilot Imelda Elem School
2000-2001
Sobrecary St., Tagum City
Year

PROGRAM SPECIALIZATION
VISUAL BASIC 6.0
C++
Adobe Photoshop CS3
MICROSOFT OFFICE
PowerPoint
Excel
Word
SEMINARS:
Pre Employment Seminar for Local Employee (PESLA)
February 18, 2009
AVR, Um Tagum College Tagum City
AFFILIATIONS
Computer Science Department Treasurer
Computer Science Department
President (Morning Session)
School Year 2008-2009

School Year 2007-2008
CHARACTER REFERENCES:
Name
Position
Ms. Alicia Masunag
Human Resource Supervisor

(084)655-7139
Uniglobal Link Corporation
Tagum City
Mr. Albert Balinigit
Distributor Business Manager

0998-553-6281
Smart Communication Inc
Ms. Lawrence Daramayo
Operations Manager
0939-654-9777
Prime Alliance Coca Cola Dist
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 sic\x field study
courses.
This one unit course, Field Study 1, is linked to a professional subject at the
university. It is focused on observation of the learners 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 officer as orchestrators of teacher professional development that links
teacher education institutions with exemplary teacher professional 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 TEIs. Such networks can then be 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 in public
school 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 DepEds National Competency-Based Tecaher

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 ones behavior on students
Domain 2- Learning Environment
2.1 Crates 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 learners learning style, multiple inteliigneces and
needs for learners.
3.2. Demonstrates concern for holistic development of learners,
*Employs
integrative
development of learner.
&interactive
strategies
for
meaningful
&
Holistic
GRADING SYSTEM
Criteria/Components
Attendance
Journal Entries/Reflection
a. Journal 1 organizational chart & checklist on
facilities
b. Journal 2 after 2 class observations
c. Journal 3 communication skills
d. Journal 4 after 3rd and 4th observations
Professional Portfolio
PST Project outputs on:
1. Classroom diagram
2. Organizational chart
3. Class list
4. Seat plan
5. Checklist of Child-Friendly School
Total
Assessment Tools
1. Marking Guide for Reflection/Journal Entries
2. Rubric for Student Teaching Portfolio
Weight
10%
Rater
Cooperating Teacher
40%
Practicum
Supervisor
20%
Practicum
Supervisor
30%
Cooperating Teacher
100%
Schedule of Activities
VENUE /
TIME FRAME
1st
2nd
3rd
4th
5th
6th
TOTAL
SITE /
OBSERVATION
ACTIVITY
TEI
3 hours
Audio Visual
Room
Briefing /
Workshop
Davao City
National High
School
3 hours/day
Davao City
National High
School
Classroom
Familiarization /
Campus Tour
Davao City
National High
School
3 hours/day
Davao City
National High
School
NAB 3
Classroom
Observation of
Learners and
School Facilities
Davao City
National High
School
3 hours/day
Davao City
National High
School
3 hours/day
TEI
3 hours
18 hours
NAB 3
NAB 3
Davao City
National High
School
Classroom
Observation of
Learners and
School Facilities
Classroom
Observation of
Learners and
School Facilities
Debriefing /
Submission of
Requirements
DETAILS
An orientation or briefing with workshop is
conducted to student teachers to verify the
behavior of the child in the actual classroom
settings and PSTs are expected to reflect all
observations through journal writing.
A Campus Tour is conducted by the
cooperating principal who brings the preservice teachers around the campus to
showcase a Child-Friendly School. This
includes orientation of school policies, rules
and regulations. Pre-service teachers are
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 two different
classrooms. This focus of observation is
child behavior and the school environment.
This includes interaction between student
teacher and his/her buddy that enhances
skills in communication as well as
observation of learners interaction and the
school facilities.
This is the second school visit observing
two classrooms different from the first. This
observation will provide them opportunity to
make a classroom lay-out diagram, and a
chance to open cabinets and divans. PSTs
also observe learners action in relation to
the school environment.
The focus here is to see whether furniture
and fixtures, seat plan, room arrangements,
divans are in place. Available technology
gadgets or facilities are also observed.
This is the last in a series of six activities.
Debriefing is conducted to ensure that all
issues and concerns are discussed and
clarified. This is the time when Practicum
Supervisor collects requirements such as;
journals, portfolio and others relative to FS
1.
A.
LEARNERS
PROFILE and
BEHAVIOUR
Name:
Name:
Age:
Age:
Sex:
Sex:
Height:
Height:
Weight:
Weight:
Ordinal Position in the
Ordinal Position in the
Family:
Family:
Father's Name:
Name:
Father's
Occupation:
Occupation:
Mother's Name
Name
Mother's
Occupation:
Occupation:
Religion:
Religion:
Ethnic Group:
Group:
Ethnic
Barangay:
Barangay:
Grade School
School Level:
Level:
Grade
Section:
Section:
Class Adviser:
Adviser:
Class
Club
Affiliation:
Club Affiliation:
Most like
like Subject(s):
Subject(s):
Most
Why?
Why?
Learner
Learner A
B
Mae Canuy
Wilkins M. Amigo
15 yrs. Old
18 yrs. Old
Female
Male
51
5'5"
42 kls.
38 kls.
3rd
2nd
Noli Canuy
Wison Amigo
Farmer
Taxi Driver
Leah Canuy
Thelma Amigo
Housewife
Housewife
Roman Catholic
Roman Catholic
Mandaya
None
Brgy. 7-A, Davao City
Matina Pangi, Davao City
Grade 7
Grade 7
A
A
Mrs. Virginia Curato
Mrs. Virginia Curato
None
None
Math and Fiipino
Math
I love
I likesolving
solving.and writing a
poem in Filipino
Science
Least liked
liked Subject
Subject (s):
(s):
Least
Science
I dont like experiments.
Why?
Why?
I dont like experiments.
Singing
Hobbies:
Hobbies:
Playing basketball
Pink
Favorite
Color:
Favorite Color:
Sky Blue
Orchids
Favorite
Flower:
Favorite Flower:
Rose
Pretty Boy M2M
Favorite
Song:
Favorite Song:
Anak - Freddie Aguilar
Ms. No Good
Favorite TV
TV Program:
Program:
Favorite
One Piece
Korean Movie
Favorite
Movie:
Favorite Movie:
The Possess
Chinese Garter
Favorite
Game:
Favorite Game:
Basketball
1. Near to my house.
2
Things
I
like
about
the
2 Things I like about the
1. No cutting classes.
school are:
are:
2. I have lots of friends.
school
2. I have lots of friends.
1. I would like to maintain the
2 Things I would like to
1. To have a strict policy.
cleanliness in the school.
change
about
the like
school
2 Things
I would
to
2.2.I would
like to open
the
Open facilities
in Sunday
are:
change about the
school
facilities
like
libraries
for Sunday students.
school are:
even Sunday especially to us
a Sunday class student.
discussion and also contributed an idea.
CTs comment about two learners:
Observation of the learner
Observation of the two learners

involvement in activities:
Mae is responsible to their

group. She is cooperative,
attentive and active.
Wilkins is quite looks so shy
but he cooperates in the group
Mae Canuy can express her ideas clearly and has a strong determination to
finish schooling. A good listener and can easily grasp the lessons given to them.
Wilkins Amigo has regular attendance. He showed interest to learn and can goes
well with his classmates. He has a positive outlook in life.
B.
SCHOOL
ENVIRONMENT
1. School Organizational Chart
Completed by: Grace Joy M. Mahusay

Assessed by: Kharine C. Lumahang
2. Checklist of School Facilities

B. School
Available
Not
Available
IF AVAILABLE, WRITE THE

SPECIFICATIONS
1 Library with
adequate number of
holdings
2 Laboratory with
adequate number of
equipments
3 Canteen / Cafeteria
Number
2
Status
Currently
used
Condition
Functional
Currently
used
Functional
Currently
used
Boys and
girls are
separate.
Both
currently
used.
Currently
used
Currently
used
Currently
used
Currently
used
Currently
used
Functional
4 Comfort Rooms with

lavatory
5 Reading Center
6 Home Economics
Room
7 Industrial Art Shop
8 Audio Visual Room
9 Printing /
Mimeographing
Room
10 Counselling Room
Functional
Functional
Functional
Functional
Functional
Functional
Currently Functional
used
SUMMARY: The checklist suggests that the school has adequate facilities that will
facilitate students learning. As part of providing a conducive environment for learning,
the school maintains the availability of these facilities.
Pre-Service Teacher
Assessed by:Miss Virgilia Curato
Cooperating Teacher
3. Checklist of a Child-friendly School
INDICATORS
YES
1 The school has facilities

and equipment for sports
NO
If YES,give an
example of this
The school has a
wide oval where
and recreation.
2 The school has sufficient

lawn space and
vegetation.
3 The school has a

program for children with
special needs.
4 The school coordinates
with the barangay and
local authorities to
ensure the safety and
protection of the
students.
5 The teachers use nonthreatening modes of

discipline.
students can play

sports such as
soccer. In addition
there are two
basketball courts
and a volleyball
court to play the
said sports.
It
has
been
observed that there
is an area in the
school where some
plants are grown
and taken care of.
The school in
cooperation with the
barangay protects
the welfare of the
students by having
guards at the gate,
and there is even a
police mobile
outside the campus.
The teacher calls
the attention of the
student when he or
she is misbehaving
in class. Theres no
verbal abuse or
physical abuse.
C.
CLASSROOM
ENVIRONMENT
Classroom diagram and observation
As what I observed in different classroom they have the same layout but differ in
the arrangement of furniture.
The classroom of Grade 7-A has a very nice bulletin board were in fact the
classroom won their contest of most beautiful bulletin board in career guidance.
4. Checklist of Classroom Facilities

Available
A Classroom
1
Two (2) doors (1

entrance, 1 exit)
Not
Available
SPECIFICATIONS
Number
2
Status
The entrance
door is used
while the
Condition
Entrance
door is
functional.
Ceiling fan
3
4
Comfort room with

lavatory
Chairs / desks
34
Currently
used
Teachers table
Currently
used
Cabinets
Shelves
Currently
used
Currently
used
8 Bulletin boards
9 Racks and stand
10 Benches
other is kept
locked.
The two are
conveniently
located on
both sides of
the room.
Currently
used
1
0
1
Functional
but needs
cleaning.
Can be
used but
some needs
repairing.
Can be
used but
some needs
repairing.
Functional
Functional
SUMMARY:
A classroom is our second home thus it should be like a place where we belong and that exactly
I saw to these classrooms. The bulletin board is full of inspirational and reminders that
education is the key from scarcity. The facilities are functional and are important factors in
making the room conducive for learning.

Pre-Service Teacher
SEAT PLAN
Assessed by: Miss Virgilia Curato

Cooperating Teacher
DAVAO CITY NATIONAL HIGH SCHOOL

SUNDAY HIGH SCHOOL PROGRAM
GRADE 7
Section A Class list
MALE
1.
Alegado, Jefferson D.
11.
Lanus, Joar T.
2.
Amigo, Wilkins M.
12.
Maning, Jayd S.
3.
Bando, Erwin
13.
Milano, Angelito V.
4.
Bensorto, Jhon Nilo
14.
Redera, Nathaniel John
5.
Bondad, John Phonse P.
15.
Silongan, Eliezer
6.
Dano, Rex T.
16.
Sumampong, Joash S.
7.
Espina, Joel S.
17.
Sumampong, Joshua s.
8.
Flores, Aleg Lenn Y.
18.
Torres, Jesse James S.
9.
Gambis, Joven B.
19.
Yangon, Benjack T
10.
Gonzaga, Ken B.
DAVAO CITY NATIONAL HIGH SCHOOL

SUNDAY HIGH SCHOOL PROGRAM
GRADE 7
Section A Class list
FEMALE
1. Angoy, Shella B.
2. Aydao, Aica Y.
3. Baan, Aibe S.
4. Barrios, Shella Mae
5. Batislaon, Wendy Rose
6. Bernat, Windy B.
7. Bodiong, Jeneza
8. Bondad, Ronalyn G.
9. Camanse, Maricel
10. Canuy, Mae A.
11. Formentera, Hazmen
12. Jabillo, Domielyn A.
13. Jabillo, Honey Joy E.
14. Laginan, Sarina M.
15. Lasib, Mary Jane R.
16. Lendio, Ronelyn S.
17. Lutang, Jerelyn P.

18. Macaluwa, Pauline M.
19. Mandabon, Mary
20. Masinto, Nelsan T.
21. Narvas, Christine Joy
22. Ompad, Mariz Ann
23. Panuda, Mariz B.
24. Penza, Marchie C.
25. Pitogo, Jean Marie D.
26. Samillano, Milky B.
27. Tablo, Mailyn T.
28. Tupiasan, Ederles P.
29. Vallozo, Marivel D.
30. Vicente, Rhea
31. Viran, Levy F.

32.
33.
34.
35. D.
36. COMMUNUCAT
ION SKILLS
37.
38.
39.

5. Checklist for Communication Skills
40.
41. Communica
tion Skill
42.
43.
44.
45. Al
wa
ys
Ob
ser
ve
d
46. 5
47.
48.
49. Us
ual
ly
Ob
ser
ve
d
50. 4
51.
52. Som
etim
es
Obs
erve
d
53. 3
54.
55. Sel
do
m
Ob
ser
ve
d
56. 2
57.
58. Ne
ver
Ob
ser
ve
d
59. 1
Manifests positive
attitude in
communicating
with student buddy
60.
Me
61.
65.
66.
67.
68.
69.
70.
71.
72.
73.
79.
80.
81.
82.
83.
84.
85.
86.
87.
92.
93.
94.
95.
96.
97.
98.
99.
62.
63.
64.
Bu
2
Listens to and
shares information
with buddy.
74.
Me
75.
76.
77.
78.
Bu
Ideas are focused,

and clear and
specific.
88.
Me
89.
90.
91.
Bu
Voluntarily speaks
at appropriate
100.
Me
104.
108.
112.
113.
114.

times.
101.
102.
103.
Bu
Uses non-verbal
cues (eye contact,
facial expression,
posture)
115.
Shares welldeveloped,
pertinent
information in a
concise way.
Word choice is
clear and accurate.
116.
Me
117.
118.
119.
120.
Bu
130.
Me
131.
132.
133.
134.
Bu
144.
Me
145.
146.
147.
Bu
105.
109.
106.
110.
107.
111.
126.
127.
128.
129.
140.
141.
142.
143.
152.
153.
154.
155.
121.
122.
123.
124.
125.
135.
136.
137.
138.
139.
148.
149.
150.
151.
157.
158.
156.
Assessed by: Kharine C. Lumahang
159.

160.E.
161. REFLE
CTIVE
JOURNALS
162.
163.
164.
165.

166.

167.
Reflective Journal No. 1
168.
169.
August 3, 2014 marks the day of our observation in Davao City
National High School Sunday class. Our target on this activity is to gain
competence in determining teaching approaches and techniques considering the
individual differences of the learners. The community or neighbourhood where
the school is found is peaceful, clean and safe. It is located near the road. The
area of the school is wide enough. Good management and discipline of the
community is present. Although the school is near the road side but it is safe
hence the school is surrounded by fence with a gate so that the students cannot
easily escape from school. The school campus has a cool ambiance. It is
surrounded by many trees. The school is well-fenced. The foundation of the
buildings is good because it is well-planned and built. It has an oval for sports
activity. The classrooms, offices, and buildings are conducive for student
learning. It develops students social interactions. Conducive physical learning
Environment is safe, clean, and orderly. The school is found in place where the
students can make their projects like computer shops. My impression on the
offices was good. I want in this school environment because the facilities, the
classrooms and the offices are conducive for the student learning. The school is
located at the town. Beautification and cleanliness were undertaken of this school
by tree planting and proper waste disposal.
170.

171.
I have learned that number of students in the classroom affects
the situations in the classroom. According to the DepEd order no. 17, s. 2012, or
the guidelines on the implementation of the regular school building program
(RSBP), the standards of the school building design should adopt the 7m x 9m
dimension, still it is not enough to cater 50 students as what Section A has.
Sometimes, students were too noisy in answering the teachers questions
especially when they are interested and motivated in the topic. Good thing that
this section was oriented to behave well in class that when Mrs. Curato asks
them to keep quiet, immediately they follow. I also learn that class is composed
of unique individuals. Students have different attitudes inside the classroom.
During my observation, I have witness how students behave in class. Some are
busy fixing their selves, some were playing and others are busy texting. But
despite of these attitudes, students of Section A are serious when it comes to
group activity.
172.
I was surprised that the students were able to maintain their
eagerness and energy in participating in the lesson despite of their situation.

Their classroom was small. They dont mind their uneasy feeling. Maybe it is
because their teacher doesnt mind it too.
173.
I was pleased that their teacher has a wonderful and effective way
in dealing with her students. She treated her students as her friends. With my
CTs style, students are not hesitant to participate in the class. They feel

comfortable to talk and to answer her questions. I believe that because of my

CTs treatment to her students, Grade7 Section A are excited in Math Subject
and it is the reason of the smile in their faces.
174.
I want to know the difference of the Sunday classes and the
regular class in terms of academic achievements. I am curious if they have the

same learning in the regular class.
175.
The class observations can be of help to me as a future
teacher because I got to know and experience the real classroom setting. I got to
observe students to their learning and making me realize what their needs are, in
terms of providing a good classroom environment and how to address their
different style of learning. As a future teacher, I will be able to realize what my
students needs in terms of their learning process. Through this experience I have
realized that the teacher plays the important rule in learning process of the
students
176.
177.
178.
179.
180.

181.
182.
183.
184.
I was assigned to a Grade 7 Math class under Mrs. Virginia Curato.
Together with my buddy Kharine C. Lumahang, we conducted an observation

started last August 3, 2014.
185.
With regards on how we communicate to each other and our skills
in communicating to each other, we dont have any trouble encountered for both
of us show willingness and interest to share our observations.
186.
What are common?
187.
My buddy and I both shows positive attitude in sharing our
observations. We both listen to each other. We both open topic every time we
can observe something and most of all we both respect each other observations.
188.
What are different?
189.
We had different way of expressing ideas. Of course every
individual has its own way of sharing our thoughts. I am more vocal and confident
in expressing what I want to say. I am also fun of using non-verbal cues in
opening topic and responding to her. But in spite of these differences, we were
able to make our conversation fruitful.

190.
What will you do to improve your interpersonal communication
191.
In order for me improve my interpersonal communication skill, the
skill?
best thing that I will do is to practice myself in speaking. And if given a chance,
using the English Language in speaking with my buddy then Ill take it. In
improving this, I must also boost my self confidence and lessen my anxiety
192.
193.
194.
195.
196.
197.
198.
199.
200.
201.
202.

203.
204.
205.
206.
My experiences in FS 1 will help me a lot to become better in my studies. The
learning I had gathered from my Cooperating teacher, Mrs. Virginia Cuarato and from my buddy
Kharine C. Lumahang and Higher FS students who were under with my CT will be always in my
mind.
207.
As a pre-service teacher, FS 1 shows me the real classroom situation. It exposes
me to what students really are. Their unique behavior and how they behave in class is an eye
opener to me. I was afraid at first but my experiences makes me more determined to pursue my
dream to become an Educator.
208.
This experience I had for sure will be of big help in the future when I am already
in the field. It will be easy for me to adjust with the behavior of the students for I had witness
once class. It will make me an effective teacher. In teaching, the role of the teacher is not only to
talk, teach, record grades and submit it to the authority. The main purpose of teaching is
focused on the learners. They are the center of instructions that is why we must know their
nature and how they act in school.
209.
When I had witness what kind of students my CT has, I asked myself this
question mag teacher pa ko?. But when I saw Mrs. Curatos courage and determination to
teach her students it made me more proud to be enrolled in this program (TCPNEP). I was
encouraged to be pursuant in my dream. I know it would not be easy for me to become a

teacher, but I know that my learnings I have in my FS 1 and the things that I am going to learn
in the next FS will be enough for me to be ready as teacher.
210.
I made my choice. I enrolled in this program. The experience I had will serve as
my inspiration and not the reason to quit of the profession I choose.
211.
212.
Personal Reflection on the Portfolio
In teaching, the role of a teacher is not only to talk, teach, record grades
and submit it to the authority. The main purpose of teaching is focused on the learners.
They are the center of our instructions that is why we must know their nature and how
they act in school.
213.
There are learners who are very active and seemed restless. Some are
just quiet and timid. Some have unpolished talents and some have well-exposed skills.
As a future teacher, I realized that I should know each of my students. I should know
their nature. I should impose some questions like why are they acting that way? Are
their nature suits my teaching? Despite their individual differences, could they be
interested on how I will manage my instruction? Does my instruction fit my learners? Do
the smart ones be reinforced with this method? Could the sloe learners understand well
if I will make this instruction? Is the environment conducive to learning? All of these
must be answered by the teacher
214.
However, having knowledge about the Cognitive Learning Theory of
Piaget and others, we could manage the learners ability to think. We could estimate our
instructions if it suits their level of thinking. Being knowledgeable about learners

behavior as what Pavlov, Skinner and Thorndike have proposed, it would be easier for
us to manage their behavior in some relative situations. Knowing how Bandura
explained his Social Learning Theory, we could facilitate them by giving examples of
behavior you want them to do. Furthermore, equipping ourselves on the learning
theories proposed by Ausubel, Lewin and Gardners Multiple Intelligence, we can make
use of varied instructions for the diverse thinking of our learners
215.
Indeed as a teacher, I should be very much aware of the needs and
behaviors of our learners in order for me to plan and make my instruction effective I
should be knowledgeable enough on their behavior so that I could encourage them and
so that I could catch their field of interest. I believe that if they find learning interesting, it
would continue throughout their lives.
216.
217.
218.
219.
220.
221.
222.
223.

224.
225.
226.
227.
228.
229.
230.
231.
232.
233.
234.
235.
236.
237.
238.
239.
Comments of the
Cooperating Teacher

240.
241.
242.
Mrs. Virgilia
Curato
Cooperating
Teacher
243.
244.
245.
246. APPENDIC
ES

247.
248.
249.
250.
251.
252.
254.
5
255.
(
Outstan
ding)
262.
R
eflection
s
indicate
an ability
to
evaluate
observat
ions and
provide
commen
ts about
environ
ments
that
enhance
learning.
These
253.
Rubric for Journal Entries
256.
263.
T
he
journal
contains
example
s of the
ability to
synthesi
ze
informati
on
gathered
during
school
ad
classroo
m
observat
257.
3
258.
(S
atisfact
ory)
264.
O
bservati
ons and
reflectio
ns are
clearly
and
logically
recorded
. The
journal
provides
commen
ts on
specific
observat
ions and
indicates
259.
265.
T
he
journal
has all
visits
recorded
.
However
, the
observat
ions and
reflectio
ns are
superfici
al.
260.
1
261.
(U
naccept
able)
266.
N
o journal
presente
d
267.
268.
Or
269.
270.
T
he
journal
does not
include
observati
ons and
reflection
s for
every
classroo

are
supporte
d by
example
s of
observat
ions and
experien
ces in
school.
ions.
The
student
can
relate
this to
being a
teacher.
thinking
about
the
teaching
professi
on.
m visit.
271.
272.
273.
274.
275.
276.
277.
278.
279.
280.
281.
282.
283.
Rubric for Diagrams/Projects

284.
285.
5
286.
(O
utstandi
ng)
287.
4
288.
3
289.
(S
atisfact
ory)
290.
2
291.
1
292.
(Un
acceptab
le)

293.
Dia
gram is
accurate,
scaled
and
enhanced
and the
explanatio
n contains
suggestio
ns for
alternative
s in the
classroom
layout
(alternativ
es are
feasible)
298.
299.
300.
301.
302.
303.
304.
305.
306.
307.
308.
309.
294.
Diagram
is
accur
ate,
clearly
labelle
d and
scaled
and
the
expla
nation
critiqu
es the
classr
oom
layout
.
295.
Di
agram is
accurate
according
to layout
and the
explanati
on is
clear and
supporte
d by
reference
s (e.g.
DepEd)
296.
Diagram
lacks
accur
acy
and
the
expla
nation
barely
suppo
rts the
diagra
m.
297.
No
diagram
presented
and the
explanation
is missing
or
incomplete

310.
311.
312.
Rubric for the Pre Service Teacher FS PORTFOLIO

(PRODUCT)
313.
314.
Criteria
316.
322.
Contents
of the
Portfoli
o
328.
Objectives
of the
Portfoli
o
334.
Quality of
Entries
315.
317.
5
323.
Has 90100
% of
the
need
ed
cont
ent
329.
Objectiv
es
are
SMA
RT
and
cove
r the
whol
e
cour
se
335.
Entries
are
of
best
quali
ty,
well
Description
318.
319.
320.
321.
4
324.
Has 7589%
of the
neede
d
conten
t
3
325.
Has 6074%
of the
neede
d
conten
t
330.
Objectives
are
SMAR
T but
cover
only a
minim
um of
75%
of the
course
331.
Objectives
are
SMAR
T but
cover
only
less
than
75%
of the
course
336.
Entries
are of
better
quality,
many
are
well
337.
Entries
are of
accept
able
quality,
some
are
2
326.
Has less
than
59%
of the
neede
d
conten
t
332.
Some
objecti
ves
are
not
SMAR
T and
do not
cover
the
whole
course
338.
Some
entries
are of
accept
able
quality,
limited
1
327.
Has less
than
40% of
the
neede
d
conten
t
333.
Most
objecti
ves
are not
SMAR
T and
cover
only a
minim
um of
the
course
339.
Few
entries
are of
accept
able
quality,
not

340.
Presentati
on of
Entries
351.
Promptne
ss in
the
submi
ssion
357.
358.
359.
360.
361.
362.
363.
364.
365.
sele
cted
and
very
subs
tanti
al
select
ed and
substa
ntial
well
select
ed and
substa
ntial
selecti
on and
substa
ntial
341.
Creative
,
neat
and
has
a
very
stron
g
impa
ct/
342.
appeal
352.
Submitt
ed
ahea
d of
sche
dule
343.
Creative,
neat
and
has
strong
impact
/
344.
appeal
345.
Creative,
neat
an
averag
e
impact
/
346.
appeal
347.
Minimal
creativ
ity,
neat
with
minim
al
impact
/
348.
appeal
353.
Submitted
on
sched
ule
354.
Submitted
10
days
after
sched
ule
355.
Submitted
from
11-30
days
after
sched
ule
Legend:
1 Needs Improvement
2 Developing
3 Satisfactory
4 Proficient
5 Excellent
(75 79)
(80 84)
(85 89)
(90 94)
(95 100)
well
select
ed,
and
very
minim
al
substa
nce
349.
No
creativ
ity, in
disarra
y, no
impact
/
350.
appeal
356.
Submitted
31 or
more
days
after
sched
ule

366.

367.
GRADING SYSTEM
368.
369.
371.
370.
372.
373.
RATER
375.
C
racti
ating
cum
eacher
379.
380.
382.
377.
uper
visor
383.
381.
Reflective Journal Writing
ooper
374.
378.
376.
_____
384.
____
_
385.
Portfolio
386.
_____
389.
Outputs
387.
390.
Classroom Diagram
Organizational Chart
Class List
Seat Plan
Checklist of Child-friendly School
392.
395.
393.
396.
visits
394.
Attendance in scheduled school
388.
____
_
_____
391.
____
_
397.
_
_____
398.
____
_

399.
400.
402.
TOTAL
401.
______

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Republic of the Philippines

University of the Southeastern Philippines

Davao City National High School

Grace Joy M. Mahusay

September 14, 2014

Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

Republic of the Philippines

Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

FS Course Description, Rationale &

Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

they are expected to be adequate in the language they will be

OJT (On the Job Training)

UM Tagum College, Tagum City

Tagum City National High School

Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

Mangga, Visayan Village, Tagum City

Magugpo Pilot Imelda Elem School

Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

School Year 2008-2009

Ms. Alicia Masunag

Human Resource Supervisor

Mr. Albert Balinigit

Distributor Business Manager

Ms. Lawrence Daramayo

Links to DepEds National Competency-Based Tecaher

Acts as positive role model for students.

1.1.1. Implements school policies and procedures

CTs comment about two learners:

Observation of the learner

Observation of the two learners

Mae is responsible to their

1. School Organizational Chart

Completed by: Grace Joy M. Mahusay

2. Checklist of School Facilities

IF AVAILABLE, WRITE THE

4 Comfort Rooms with

8 Audio Visual Room

3. Checklist of a Child-friendly School

1 The school has facilities

2 The school has sufficient

3 The school has a

5 The teachers use nonthreatening modes of

students can play

Classroom diagram and observation

4. Checklist of Classroom Facilities

Two (2) doors (1

Comfort room with

Completed by: Grace Joy M. Mahusay

Assessed by: Miss Virgilia Curato

DAVAO CITY NATIONAL HIGH SCHOOL

Bensorto, Jhon Nilo

Redera, Nathaniel John

Bondad, John Phonse P.

Flores, Aleg Lenn Y.

Torres, Jesse James S.

DAVAO CITY NATIONAL HIGH SCHOOL