FIELD STUDY 1

OBSERVATION OF LEARNERS DEVELOPMENT AND THE SCHOOL

ENVIRONMENT
A JOURNAL
PRESENTED TO
KIRT ANTHONY DIAZ, Ph.D.

THE FACULTY OF EDUCATION

COR JESU COLLEGE
IN PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE DEGREE
BACHELOR OF SECONDARY EDUCATION
BY
SURPOSA ADELA LUZ DAKILA MARQUEZ

ACKNOWLEDGEMENT

I would like to extend my heartfelt gratitude to the people behind the completion
of this study. Their help resulted in complete achievement of this empirical undertaking.
To my Cooperating teacher, Madam Cielito D. Paro, who had shared her
knowledge by giving correction and suggestions that had helped a lot in polishing and
had improved this journal.
To my supportive practicum supervisor, Sir Kirt Anthony Diaz, his patience, and
invaluable assistance and suggestions making this journal possible.
To my beloved mother, Luzminda Marquez for her undying love, patience,
understanding, moral, spiritual, and financial support and encouragement which served as
my inspiration and strong determination to finish requirement successfully.
Above all, to the Almighty Father , the source of everything, the wisdom,
blessing and privileges and strength that I was able to surmount all hardship along my
way, especially in the duration of my journal.

TABLE OF CONTENTS

PRELIMINARY PAGES
ACKNOWLEDGEMENT
TABLE OF CONTENT
Introduction
Rationale
Links to DepEds National Competency-Based Teacher Standards (NCBTS)
Roles and Expectations of Stakeholders in FS 1
Grading system
Reflective Journal Writing
Journal Entry 1- Organizational Chart and Checklist of Facilities
Journal Entry 2- After two (2) Class Observations
Journal Entry 3- Communication Skills
Journal Entry 4- After 3rd and 4th Class Observations
Projects
The School Structure/Organizational Chart
Duties and Responsibilities of School Personnel
Policies, Rules and Regulation of DICNHS
Checklist of School Facilities
Checklist of Classroom Facilities
Checklist for Communication Skills
Checklist for Child-Friendly-School
Professional Portfolio
Classroom Diagram
Class List
Learners Profile
Seat Plan
Curriculum Vitae
References
Pictures

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.
Field Study 1 will introduce student observers to the learners behavior in the
different phases of development, school environment and the school 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. It also 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. PSTs shall develop their understanding on feasible approaches to facilitate
learning considering the various phases of growth and development.
To assist their 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 Course Information Booklet contains the course overview, objectives,
learning content, expected learning competencies and assessment items/ strategies. It
includes roles and expectations of Teacher Education Institutions (TEIs), Practicum
Supervisor, Pre-service Teachers, Cooperating Teachers and Cooperating Principals. It
has checklists and rating scales to assess school and classroom facilities and, a schedule
of visits and activities related to Field Study 1. Rubrics are used to assess the PSTs.

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 1, is linked to a professional subject at the
university.

It is focused on observation of the learners development and the 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 the Sen Florencio Abad, commencement speech, UP 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 TEIs. 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.
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 school
that promote child-friendly school system;
4. Abide by the policies, guidelines, rules and regulations set by the school.

Links to DepEds 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 ones 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.
2.3 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 intelligences and needs of
learners.
3.2 Demonstrates concern for holistic development of learners.
* employs integrative & interactive strategies for meaningful & holistic development of
learners.

ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1

Teacher Education Institution shall:

1. Determine the readiness of the student teachers to go on off-campus/extended
field study of FS 1;
2. Request the City Division Office to designate cooperating school in the city;

3. Conduct conference/orientation among the selected school on the FS 1

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;
Observe and embrace the ethics of the profession including suitable attire and
punctuality;
7. Maintain a journal of the experience.
6.

CURRICULUM VITAE
Personal Data:
Name

Age :
Address :
Provincial Address
Birthday :
Birthplace :

Surposa Adela Luz Dakila Marquez

23 years old
Punta Biao, Cogon, Digos City
Davao del Sur
March 5, 1992
Punta Biao, Cogon, Digos City

Civil Status :
Height :
Weight :
Religion :
Sex
:
Fathers Name :
Occupation :
Mothers Name :
Occupation :
Their Address :

Single
50 Ft.
40 Kg.
Roman Catholic
Female
Pablo Surposa (decease)
(decease)
Luzminda Marquez
Pre-school teacher
Punta Biao, Cogon, Digos City

Languages or Dialects can speak:

English, Tagalog, and Vernacular
Person to be contacted in case of
Emergency :
Luzminda Marquez
Address :
Punta Biao, Cogon, Digos City
EDUCATIONAL BACKGROUND:
Elementary School :
Pedro Garcia Elementary School, Digos City
High School
College :
Course

College :
Course :

Digos City National High School

Southern Philippines Agri-business and Marine and Aquatic
School of Technology
Bachelor of Science in Agri-Business major in
Enterprise management (2011-2012)
Cor Jesu College
Teacher Program for Professionals

GRADING SYSTEM
RATER
CT
Reflective Journal Writing

-------------------------------------------------- 50%

-Journal Entry no. 1, organizational chart & checklist on facilities

- Journal Entry no. 2, after 2 class observations
-Journal Entry no. 3, Communication skills
-Journal Entry no. 4, after 3rd and 4th class observations
Project

--------------------------------------------------------------------- 30%
-Classroom Diagram
-Organizational Chart

Professional Portfolio ------------------------------------------------------------ 20%

-Class List
- Seat Plan
- Checklist of Child-friendly School

PS

Chart 1
The School Structure/ Organizational Chart

The Digos City National High School (DiCNHS ) was one of the best institution here in
Davao del Sur that composes of different leaders that manage and facilitate the school in
order to maintain the good quality of education through the hard work and team work of
all the leaders, school heads, administrators, faculty and staff, and non-teaching staff.
The school success headed by the school principal Mr. Roger A. Manapol,
Principal II, as the school administrators these are the part of their responsibilities to
insure the physical feature and the school structure and environment; and the other school
services and facilities such as Guidance and Counseling office, library and school clinic
and sports and recreation that has different responsibilities to carry out the vision, mission
and goals of the school that provide good quality and excellent services to all. They give
their best and so much effort and dedication to the schools success.
For the school facilities, the comfort room with lavatory which is very important to every
establishment was lack of maintenance supervision by those who belong in maintenance
department; Comfort room must also be one of the priorities of the school, for it is in use
by daily activities. Teachers, visitors, students and others who are at school must be
comfortable in using the comfort room anytime, although there are lot of comfort rooms
in the school, it was just the cleanliness of the place to let users be more comfortable.
Second are the benches, in the front area of the school there are benches for
parents and visitors. But in the farm land, where Tech-Voc was there, there are no
benches provided to the parents and visitors. Although students can sit in the trunk of the
tree provided as bench under the mango tree. It is also comfortable if there are also
benches provided just like in the front of the school.
The third one is trash bins for the proper disposal of garbage. To lessen the disorganized
garbage found in different part of the school. And to let students to be more organized in
dealing with their proper disposal of garbage.
The classroom where I assigned to observe were very organized and a lot of materials to
use for the students to learn more and perform well. For the tables and chairs are in good
quality, the computers and other educational technology are that I have observed were
lack of good qualities of chairs which are not enough for the students. The size of the
rooms is not suitable for the number students. However, the management made some
alternative just to solve this concern; in fact I have seen some teachers conducted their
classes under the bleachers or inside the gymnasium. They were using sacks which serve

as their seats of the floor. But then as the years passed by since the number of students
were fast increasing the school administrators also were oblique to improved their school
facilities just to fulfill the needs of the students.
There were also in need for additional ceiling fans since most of those were already
malfunctioned. It was very discomfort for the part of the students where in they were
suffering the limited size and unventilated classroom. They were not able concentrate the
lesson that has been discussed by the teacher. Conducive leaning environment is
necessary in the full development of the cognitive and appetitive faculties of the learner.

Completed by:
Assessed by:
Chart 2
Checklist of School Facilities
B. School

Available

IF
AVAILABLE,
Not Available SPECIFICATIONS
Number

1. Library with
adequate
number
of
holding
2.
Laboratory
with adequate
number
of
equipment
3.
Canteen/
Cafeteria
4.
Comfort
Rooms
with
lavatory

Status

WRITE

THE

Condition

5.
Reading
Center
6.
Home
Economics
Room
7. Industrial Art
Shop
8. Audio Visual
Room
9.
Printing/
Mimeographing
10. Counseling
Room
11.
Others
(Specify)
12.
Others
(Specify)
SUMMARY

Completed by:
Assessed by:
REFLECTIVE JOURNAL WRITING NO. 2
After two (2) Class Observations
As for me, since I only observe one (1) class in a day for my field study 1, I
observed that the students have different characteristics, personalities and learning styles
in the classroom setting which are the fundamental aspects that the teachers need to be
aware of. Enable for the teacher to adjust students different behaviors and to provide
various learning activities just to know their potentials and where are they going to fit in.
And what are strategies and approaches they will be using to different students in order
for them to listen, learn and participate the classroom activities. Madam Paro,

REFLECTIVE JOURNAL WRITING NO. 3

Communication Skills

REFLECTIVE JOURNAL WRITING NO. 4

After 3rd and 4th Class Observations

CLASSROOM DIAGRAM
lecture area (black board)
Teacher
personal
computer

Computer
for lecture

3 unit
of
compu
ter
set

DOOR

Table

Table

Cabin
et

Comp
uter
Cabi
nett

Table
8 unit of computer set

Comfort
room

Teacher's
table

Cabinet

Door

Personal corner

The classroom measurement is 830 cm. lenght, 236 width and 378 cm height set by
DepEd. The classroom number 5 at tech-voc, was meet the standard measurement set by
DepEd. The classroom was well vintelated and wide. It is big and more comfortable for
11 students, the classroom has water supply, comfort room and even personal corner has
space for the students conveniences. the materials they needed was already provided to
them. The instructional materials and the educational technology help for thier learning
was at thier reach. Newly materials for thier educational learning has a big contribution
for the learners to understand well and learned more efficient anout thier lesson. As for
Computer Hardware System, the ompiter they need was provided to each o the students.
They had enough time to learn and manipulate the computer for their learnings. The
classroom was also set comfortably, the computer s, tables and chairs, the lecture area
and the teacher's table, the teacher's personal computer was set into Place for student not
to disturb their learnings. For me, the cup boxes was set into place that the space was use
very wisely and systematically. Arrange all the materias needed for students learning. The
classroom was an ideal room for students to learn more, and it is a condusive learning
environment . According to

ORGANIZATIONAL CHART

Leaners Profile

Name: Dea Dee H. Diacosta

Age:

14 years old.

Height:
Sex :

Female

145 cm.

Weight: 40 kilograms.

Ordinal Position in the family 3rd

Parents name: (Father): Rodolfo T. Diacosta
Chicken
(Mother): Annaliza H. Diacosta

Occupation: Farmer,

Occupation: Elementary

Teacher
Religion:
Cebuano

Roman Catholic

Ethnic

Group:

Barangay: Zone III

Grade School Level: Grade 9
Section: Heron
Class Adviser: Cheyl B. Valdez
Club Affiliation: Math Club, Girls Scout of yhe Philippines, YECS
Most liked Subject(s): English, Math, Social Studies
Why? I like mathematics for it is so challenging and interesting, for the social
studies it boost my coriousity and interest about the history of the world and in
our country.
Least like subject(s): Science
Why? So complicated subject.
1.
2.
3.
4.
5.
6.

Hobbies: Household chores

Favorite Color: Green
Favorite Flower: sunflower
Favorite Song:
Favorite TV Program: Forevermore,
Favorite Movie: The habhit, Charly and the chocolate facory

7. Favorite Game: Patentero, Hide and sick

2 Things I Iike about the school are: Environmental friendly, Affordable
2 Things I would like to change about the school are: Garbage proper disposal,

Leaners Profile

Name: Jupit James D. Rivera

Age:

14 years old.

Sex :

Height:
Male

Weight:

5'6 ft.
46 kg.4

Ordinal Position in the family 1st (eldest)

Parents name: (Father): Jupiter E. Rivera

Occupation: Tricycle driver

(Mother): Jennifer D. Rivera

Occupation: Housewife

Religion:

Roman Catholic

Ethnic Group: Cebuano

Barangay:

Zone III

Grade School Level: Grade 9

Section: Toucan
Class Adviser: Jesse James Ruiz
Club Affiliation: None
Most liked Subject(s): Math and Social Studies
Why? Interesting and challenging
Least like subject(s): Science
Why? So complicated subject
8. Hobbies: Basketball, Volleyball
9. Favorite Color: Red, Violet
10. Favorite Flower: None

11. Favorite Song: Alaala

12. Favorite TV Program: Pinoy Big Brother
13. Favorite Movie: One Piece
14. Favorite Game: League of Legend
2 Things I Iike about the school are:Strict in school regulation, and affordable
2 Things I would like to change about the school are: None

Class list
Students name

Male

Female

Section

Set plan

Table

Table

Table

Checklist of a Child-friendly School

INDICATORS

YES

The
School
has
facilities and
equipment for
sports and recreation
The
school
has
sufficient lawn space
and
vegetation

2. The school has a

duly
assigned
personnel
incharge of securing
its premises, its
properties
and
those of the pupils
and teachers.

3. The school has a

program
for
children
with
special needs

NO

If YES, give an
example of this..

The school
coordinates with the
barangay and local
authorities to ensure
the safety
and protection of the
students
The teachers use
non-threatening
modes of discipline.

Task 2. Observe the two students from one lesson. In your journal, reflect on the learners
in terms of their behavior, attentiveness and interactions with others.

COURSE DESCRIPTION
Field Study 1 will introduce student observers to the learners behavior in the different
phases of development, school environment and the school community. Its 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:

5. 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 school
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 a Journal Entry no. 1. The students will be assessed using
Assessment item 2 found in the Appendix (page 21)

GRADING SYSTEM
RATER
CT
PS
Reflective Journal Writing

--------------------------------------------------- 50%

-Journal Entry no. 1, organizational chart & checklist on facilities

- Journal Entry no. 2, after 2 class observations

-Journal Entry no. 3, Communication skills

-Journal Entry no. 4, after 3rd and 4th class observations
Project

-------------------------------------------------------------------------------- 30%
-Classroom Diagram
-Organizational Chart

Professional Portfolio ------------------------------------------------------------ 20%

-Class List
- Seat Plan
- Checklist of Child-friendly School

5. COURSE CONTENT
LEARNING CONTENT
Observation is an effective means of learning how to be competent teachers and it is done
before actual teaching. The pre-service teacher has to determine whether the school
environment is conducive to learning because it is a major factor in a number of

environmental influences that condition the learners growth. This is done through
observation of the learner, school structure, facilities, physical plant, rules and
regulations, policies and guidelines of the cooperating school.
A. Learners Behavior: After observing learners, PSTs will choose one learner for
their case study for learners behavior.
Task 1. Ask your CT to select two pupils (1 boy and 1 girl) in a friendly
environment. Interview each individually. Use this format to find out about the
learners. Record the information in your notebook.
A. Leaners Profile

Name: Dea Dee H. Diacosta

Age:

13 years old.

Height:
Sex :

Female

Weight:

Ordinal Position in the family

Parents name: (Father):

Occupation:

(Mother):

Occupation:

Religion:
Baranggay:
Grade School Level:
Section:
Class Adviser:
Club Affiliation:
Most liked Subject(s):
Why?
15. Hobbies:
2. Favorite Color:
3. Favorite Flower:

Ethnic Group:

4.
5.
6.
7.

Favorite Song:
Favorite TV Program:
Favorite Movie:
Favorite Game:

2 Things I Iike about the school are:

2 Things I would like to change about the school are:
Task 2. Observe the two students from one lesson. In your journal, reflect on the learners
in terms of their behavior, attentiveness and interactions with others.
Observation of the two learners involvement in activities:
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------CTs comment about the two learners:
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------B. The School Environment
Observe your cooperating schools structure and organization.
Fill out the following chart as your guide.
1. School Structure and Organization
2. School Facilities
3. Child-friendly School

Chart 1
The School Structure/ Organizational Chart
Name of 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).

Completed by:
Assessed by:
Chart 2
Checklist of School Facilities
Direction: Check on the facilities of the school whether the 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 functioning, not functional, etc.)
B. School

Available

Not Available
Number
Status
Condition

1. Library with
adequate number
of holding
2. Laboratory with
adequate
number
of
equipment
3.
Canteen/
Cafeteria
4. Comfort Rooms
with lavatory
5. Reading Center
6.
Home
Economics Room
7. Industrial Art
Shop
8. Audio Visual
Room
9.
Printing/
Mimeographing
10.
Counseling
Room

IF
AVAILABLE,
SPECIFICATIONS

WRITE

THE

11.
Others
(Specify)
12.
Others
(Specify)
SUMMARY

Completed by:
Assessed by:

Chart 3
Checklist of Child-friendly School
Direction: The following checklist should be accomplished by the pre-service teacher to
reflect whether the school is Child-Friendly.
INDICATORS
The
School
has
facilities and
equipment for
sports and recreation
The
school
has
sufficient lawn space
and
vegetation
The school has a duly
assigned
personnel in-charge of
securing
its
premises,
its

YES

NO

If YES, give an
example of this..

properties
and
those of the pupils
and teachers.
3. The school has a
program
for
children
with
special needs
The school
coordinates with the
barangay and local
authorities to ensure
the safety
and protection of the
students
The teachers use
non-threatening
modes of discipline.

C. The Classroom Environment

Learning Content
The classrooms physical environment including the including the amount of space and
type of equipment, can influence the structure of the group and relationships among its
members. Therefore, it has to be safe and secure for work, study, and play and has a
relatively quiet, attractive, orderly and healthy learning atmosphere.
The students will have an opportunity to observe six classroom setting during FS 1. In
order to give the students a wider range of classroom setting, the principal shall assign the
students (by buddies) in the following manner:
For BEED: Three classrooms from the primary level.
Three classrooms from the intermediate level.
For BSED: Three classrooms from the first and/or second year levels
Three classrooms from the third and/or fourth year levels

Objectives:
At the end of the three consecutive sessions on class observation, the student observes
will be able to:
1.
2.
3.
4.

Familiarize with the structure of the classroom;

Adapt the different facilities found in the classroom;
State the standard size and features of the classroom set by Dep-Ed;
Observe teaching-learning process.

Expected Outcome/Course Requirement

Prepare and describe the actual classroom lay-out and make a critique of the classroom in
relation to the standards set by Dep-Ed.
Activity 1
Prepare a classroom diagram (with the narrative explanation) for one of the six classroom
observation made.
Activity 2
After completing two classroom observations, write reflective journal using the following
phrases:
After two class observations:
I have learned that
I was surprised that
I was pleased that
I want to know
The class observations can be of help to me as a future teacher because/by

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 proceed, construction nearing completion, etc. while condition may mean
functional, not functional, etc.)
A. Classroom

available

Not
available

SPECIFICATIONS
NUMBER

1. Two (2) doors

(1entrance, 1
exit)
2. Ceiling Fan

STATUS

CONDITION

3. Comfort Room
with Lavatory
4. Chairs/ desks
5. Teachers Table
6. Cabinets
7. Shelves
8. Bulletin Boards
9. Racks and
Stand
10. Benches
Others
(specify)
11. Others (specify)
SUMMARY

Completed by:
Assessed by:
D. Communication Skills
Learning Content
The pre-service teacher manifests positive attitude in communicating with the 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.
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 the 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
Direction: Using the checklist below, tick the appropriate box that assesses the
communication skills of your buddy and yourself.
RUBRICS for Communication Skills
Communication
Skills

Always
Observed
5

Usually
Observed
4

Sometimes
Observed
3

Seldom
Observed
2

Never
Observed
1

1. Manifests
positive attitude
in
communicating
with student
buddy
2. Listens to and
shares
information with
buddy
3. Ideas are
focused, clear
and specific

Me

Buddy
Me

Buddy
Me

Buddy
4. Voluntarily Me
speaks at
appropriate
times.
Buddy
5. Uses non-Me
verbal cues (eye
contact, facial
expression
posture).
6. Shares welldeveloped, Me
pertinent
information in a
concise way.
7. Word choice is
clear and
accurate.

Buddy

Buddy
Me

Buddy
Completed by:
Assessed by:
E. 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 experience 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 learning/insights maybe included in the journal.

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.
Included 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
(Outstanding)
Diagram is
accurate, scaled
and enhanced
An the
Explanation
contains
suggestions for
Diagram is
accurate clearly
labeled and
scaled
alternative in the
classroom layout
(alternatives are
feasible)

3
(Satisfactory)
And the

And the
Explanation
critiques the
Diagram is
accurate
according to
layout
classroom
layout

Explanation is
clear and And the
Diagram lacks
accuracy
supported by
references
(e.g DepEd)

2
Explanation No
diagram
presented
barely supports
the diagram.

1
(Unacceptable)
And the
Explanation is
missing or
incomplete

Criteria for Assessment Item 2

A Reflective Journal

Assessment task for student teachers

Produce a journal that describes your observation and reflections for 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.

5
(Outstanding)
Reflections
indicate an ability
to evaluate
observations and
provide
comments about
environments that
enhance learning.
These are
supported by
examples of
observations and
experience in the
school.

4
The journal
contains
examples of the
ability to
synthesize
information
gathered during
school and
classroom
observations.
The student can
relate this to
being a teacher.

3
(Satisfactory)
Observations and
reflections are
clearly and
logically
recorded. The
journal provides
comments on
specific
observations and
indicates
thinking about
the teaching
profession.

2
The journal has
all visits
recorded.
However, the
observations
and reflections
are superficial

1
(Unacceptable)
No journal
presented
Or
The journal does
not include
observations and
reflections for
every classroom
visit.