Field Study 1

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FS 1
The Learners Development and E
FIELD STUDY
COURSE DESCRIPTION
This course is designed to help the Field Study. Students verify the behavior of the
child in the actual learning environment. It will require them to recognize feasible
approaches to facilitate learning considering the learners different phases of
development and social environment.
Field Study 1 can be anchored on these professional education subjects:
Child and Adolescent Development
Facilitating learning
Social Dimensions of Education
GENERAL OBJECTIVES
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and
emotional development of the children or adolescents as manifested in the actual
classroom setting.
2. Observe and reflect on the different approaches employed by the teacher in
dealing with learners in the different stages of development.
3. Analyze how the teaching and learning process should be conducted considering
the different phases of child development.
Field Study 1: The Learners Development and Environment | 2

LEARNING
FOCUS SPECIFIC TASK DOMAIN COMPETENCIES
EVIDENCE
School as a EPISODE 1
FS 1
Learning Visit a school; look into An illustration of a Learning Determines an
Environment its facilities and areas school that is Environmen environment that
that support learning supportive of t provides social,
(i.e., classroom, library, learning or a child- psychological and
FIELD STUDYplayground, and friendly school
through any of the
physical
environment
canteen).
Describe the school following: supportive of
environment A descriptive learning.
Episode 1 SCHOOL AS A LEARNING ENVIRONMEN
Prepare an observation
paragraph Curriculum
A photo essay
log
Learners EPISODE 2
Characteristic YOU AND I
s and Needs ARE
DIFFERENT Narrative Diversity of Differentiate
Observe 3 groups of description of Learners learners of varied
learners from different Diversity among characteristics and
levels. children needs
Describe each group of
learners based on your
observations
Validate your
observation by
interviewing the
learners
Compare them in terms
of their interests and
needs.
Classroom EPISODE 3
Management IN NOT OUT
and Learning Observe a class Checklist on Learning Manages time,
Using a checklist, find classroom Environmen space and
out the evident management t resources to
classroom components components provide an
environment
Describe how the
Photo appropriate to the
classroom is structured/
documentation of Diversity of learners and
designed to allow
the classroom Learners conducive for
everyone to participate
setting learning.
in the learning activities
Relate the data in your Reflection paper on
checklist to the activities that allow
learners behavior inclusively rather
Reflect on how than exclusively
classroom management among learners
affects learning.
Individual EPISODE 4
Differences Observe a class on a Narrative Diversity of Recognizes cultural
and the regular day description of learners backgrounds of
Learners Take note of Diversity among learners when
Interaction characteristics of the children providing learning
learners in the class opportunities.
(social and focusing on gender and Description on how
cultural cultural diversity the teacher instills
diversity) among children the
Interview our resource
values and
teacher about
knowledge on
principles and practices
differences on
that he/she uses in
gender, social and
dealing with diversity in
cultural
the classroom.
background
Individual EPISODE 5
Differences Observe learners of Reflection on the Diversity of Determines,
and the Field Study
different 1: The
learning Learners
interactionDevelopment
of learnersand Environment
understands and | 3
Learners abilities but the same learners despite accepts the
Name of FS Student: Cathryn Dominique B. Tan
Course: BSED Fl 3-1N
Resource Teacher: Mrs. Angeline Pangilinan
Cooperating School: Norzagaray National High School
My
At the end of this activity, you will be competent in determining a school
environment that provides social, psychological, and physical environment supportive of
learning.
My
A general observation of the campus and the classroom is an exciting way to start
your observation. Your mission is to do the following tasks:
1. Visit a school. Look

into facilities and 2. Accomplish the
checklist as you move
support learning areas in
around the school
the campus, then in the premises.
classroom.
3. Based on your 4. Make a reflection on

gathered data in the the characteristics of a
checklist, describe the school environment that
school environment. promotes learning.
5. Present your idea of a good

school environment through any
of these:
a) descriptive paragraph;
b) photo essay
c) sketch or drawing
d) poem, song or rap

My
As you move around the campus. Activity forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to
the school site. A good understanding of the activities and tasks to be accomplished in
the activity sheets will yield better learning results.
SCHOOL FACILITIES CHECKLIST (EXTENSION CAMPUS)

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available on
the last column.
NOT
FACILITIES AVAILABLE DESCRIPTION
AVAILABLE
Office of the Principal
Library
The area looks comfortable to

Counseling Room
stay and discuss matters
Spacious. Offers affordable and
Canteen/Cafeteria
healthy food.
Small space, enough medicines
Medical clinic
and equipments
Audio Visual/Media
Center
Reading center Few books, small space
Speech laboratory
Science laboratory
Gymnasium
Auditorium
Home Economics
Room
Industrial Workshop
area
PTA Office
Comfort room for boys Needs proper maintenance
Comfort room for girls Needs proper maintenance
Computer laboratory
An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.
1 Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcements, do you see posted?

2 Examine how the furniture is arranged. Where is the teachers table located? How
are the tables and chairs/desks arranged?
3 What learning materials/equipments are present?
4 Observe the students. How many are occupying one room?
5 Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
DESCRIPTION
CLASSROOM FACILITIES
(location, number, arrangement, condition)
Found everywhere inside the classroom, 2 bulletin
1 Wall displays
boards.
2 Teachers table Adjacent to the door, facing the chairs of the pupils.
3 Learners desk Some are old and has defects.
4 Blackboard Big, found in front of the students
5 Learning Materials Modules, PowerPoint Presentation
6 Lightings There are two big fluorescent lamps
7 Book shelves Found near the door; big but few books are there
8 teachers stand Found at left corner facing to the chairs of the pupils
9 Fan There are two ceiling fans available
Found at the back corner, full of broomsticks and
10 Broom Stand
scrubs.
Write your observation report here:
Name of School Observed: Norzagaray National High School

Location of the School: Norzagaray, Bulacan
Date of visit: February 15, 2016
Norzagaray National High School has two campuses: the main campus
that accommodates the students from Grade 9 and 10 and the extension
campus where the rooms for Grade 7 and 8 are located. I was assigned by the
principal to observe in the extension campus because the Filipino
Department is located there. As I roam around the campus, I noticed that
some of the classrooms have broken doors, seats and windows. Their canteen
is quite spacious. The comfort rooms are not so clean and it has many
vandals at the wall and trashes are not placed properly.
As I entered the room of the advisory class of my resource teacher, she
greeted the class and introduced me to them. I was given a seat at the back.
While she was discussing the lesson for that day, I noticed that the room is
here are a lot of wall displays in the classroom like quotations, classroom
officers, birthdays, class schedule and others. There are two fluorescent
lamps located at the center of the ceiling. There are two ceiling fans in the
room but only one is functioning which is okay because the windows are open
which makes the wind free to enter the room. The teachers table is located
at the front of the room and it well-varnished and looks new. The students
desks are arranged by rows but some of the desks are unoccupied. The
students at the front are paying attention to their teacher and those
students at the back are not attentive to their lesson.
My

1. How do the school and the classroom in particular impact on the learning of the
students going to school? What are your conclusions?
The school campus creates the learners environment so that the

school campus and the classroom must be conducive to learning. Proper
lighting and ventilation should be enhanced in any classroom so that
pupils/students would feel comfortable.
2. How does this relate to your knowledge of child and adolescent development/ how
does this relate to your knowledge of facilitating learning?
In child and adolescent development, I learned that the childs

cognitive level is still developing and theyre still acquiring and
constructing knowledge into their minds while in facilitating learning,
topics should involve the appropriate level or mental operations for a
child of given age. I must avoid asking pupils to perform tasks that are
beyond their current cognitive capabilities.
My
1. Would you like to teach in the school environment you just observed? Why? Why
not?
Yes, because the school campus is located in a peaceful

environment. Although some of the facilities are not provided or not
enough, its up to me, the teacher, on how would I attend to the needs of
my students.
2. What kind of school campus is conducive to learning?
The school campus is conducive to learning if it has a calm

atmosphere, plants are visible to give fresh air, offices and halls must be
well-organized and accommodating, must have complete facilities to
accommodate the students needs.
3. What kind of classroom is conducive to learning?
The kind of classroom that is conducive to learning has proper

ventilation and lighting for the students to do their learning in a peaceful
environment. The classroom has its own learning resources like books
and computer units. There are also quotations all around the classroom
that would motivate the students to keep on trying and achieve their
goals in life. The teacher is open-minded.
4. In the future, how can you accomplish your answer in number 3?
In the future, I could accomplish these plans through a careful

planning. Re-building a classroom to be conducive to learning would be
tough if I wont have an open mind. I should consider the characteristics
and needs of the students carefully so that the learning would be
possible.
5. Write your additional learnings and insights here:
I realized that every learner needs a learning environment that

would help them in processing their knowledge and skills effectively
taught by their teachers.

MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL
ENVIRONMENT

FS 1
FIELD STUDY
Episode 2LEARNERS CHARACTERISTICS AND NEE

My
At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.
My
To reach your target, do the following tasks:
STEP 1
Observe 3 groups of learners from different levels.
(preschool, elementary and high school)
STEP 2
Describe each of the learners based on your
observations.
STEP 3
Validate your observation by interviewing the
learners.
STEP 4
Compare them in terms of their interests and
needs.

My
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following statements carefully. Then write your observation report
on the provided space. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred
PHYSICAL
1. Observe their gross motor skills. How they carry themselves. How they move,
walk, run, go up the stairs. Etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What to do they talk about? What are
their concerns?
EMOTIONAL

1. Describe the emotional disposition or temperament of the learners (happy, sad,
easily cries ,mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
self-conscious?
COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.
Learners Development Matrix
Record the data you gathered about the learners characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at
different levels.
Development Preschooler Elementary High school

Domain 3-5 years old 6-12 years old 13-17 years old
Physical
Moves freely; runs Moves, runs, walk with Their actions are done
Gross-motor without attention on deliberation. They deliberately but
skills who and what they would now pay sometimes they would
will bumped with; not attention on still run and walk
Fine-motor so good in writing, whom/what they will freely especially if
skills drawing, mostly made hit if they move so they are playing.
of lines fast. Very active, can Could write legibly,
Self-help skills write and draw read with
already. comprehension and
some can draw well.
Social
Some of the students They respect their Listens attentively but
Interaction answers need the teachers and could sometimes engaged in
with teachers follow-up by the follow their talking to their
teachers. Always ask instructions well. They seatmates. Teachers
Interaction questions and seek share ideas, stories are well respected.
with the help of the that build their self Choose friends whom
classmates/ teacher when they confidence. Watching they get along well,
friends didnt understand the and observing, talking where they could
lesson and sharing about share similar
Interests their experiences experiences.

Emotional
Mostly stubborn, Stubborn but behaves They could hide their
Moods and shows their emotions when scolded or dealt feelings, from being
temperament, when they feel like well with the teacher. happy to sad. (Mood
expression of crying, laughing out Express feelings but swings). They could
feelings loud when they are with limitations. handle their emotions
happy. Express Emotions are now. Shy or ashamed
emotions freely, say expressed on their of crying and showing
Emotional things without proper closest friends. emotions in public.
independence thinking. Depends on
teachers to ease their
feelings.
Cognitive
Simple words can be Can talk and Talks with sense. Ideas
Communicatio expressed, but some communicate well. are expresses freely,
n skills cant be pronounced Words are pronounced communicates well.
well or clearly. Ideas well and clear. Ideas Their opinions are
Thinking skills mostly came from are being expressed mostly based from
their experiences. with the sense and their experiences and
Problem- Problem solving is thought. Good enough the teaching they
solving always depending in solving problems. gathered.
from the teachers.
others
My
Write the most salient developmental characteristics of the learner you observed.
Think of the implications, as the teacher, based on these characteristics.
Salient characteristics Implications to the Teaching-Learning

Level
observed Process
Preschool Preschoolers like pictures. They Therefore, the teacher should use visual aids
3-5 years like to listen to stories and could and instructional materials that would catch
old be easily motivated with their attention like pictures, drawings and if
pictures and drawings. possible, videos/film showing.
Elementa These pupils are now Teachers should impose rules and guidelines to
ry independent. They could do make teaching-learning process effective.
6-12 years their assigned tasks, and could Discipline of the students especially in their
old listen attentively to teachers study habits should be imposed to develop good
attitude values.
High Very observant. Could speak Therefore, teachers should be a role model
school well and talks with sense. Can because the students will adapt to his/her
13-17 read using their eyes only environment in developing his/her values.
years old
My
1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?
While Im observing the learners, I remembered those days when I

was at their age. The similarities are being active in discussions and
having a good relationship to my classmates and teachers. The difference

is, when I got warned by the teacher, I immediately behave myself. Some
kids today disrespects their teachers.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you? remember
The teacher that I could not forget was Sir Peter. I idolized him for
his intelligence, and kindness. He was the one who encouraged me to
audition and join the radio broadcasting team of our school which
developed my self-esteem and skills in news reporting.
3. Which is your favorite theory of development? How can this guide you as a future
teacher?
I choose Eriksons theory of Psychosocial Development because it is

indeed true that personality is determined by experiences during
childhood and adulthood. Development has a series or stages where it is
determined by crisis. As a person grows up, she/she will acquire and
construct knowledge and different characteristics that fit on his/her age
depending on the stage he/she belongs.

FS 1
FIELD STUDY
Episode C
3 LASSROOM MANAGEMENT AND LEARN

Course: BSED FL 3-1N
My
At the end of this activity, you will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive
to learning.
My
1. Observe a class
2. Using a checklist, find out the evident classroom components.
3. Describe how the classroom is structured/designed to allow

everyone to
participate in the learning activities.
4. Relate the data in your checklist to the learners behavior.
5. Reflect on how classroom management affects learning.

My
An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom
management. It is also good to ask the teacher for additional information so you
can verify your observation. Write your notes below, and then organize your data
in the table that follows:
1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students belongings, supplies, etc.)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions is off-task, what does the teacher do?
(behavior strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior
strategies)
OBSERVATION NOTES:
There are areas in the classroom where they store teaching aids,
books as well as the students belongings and supplies that can be found
in the corner of the classroom. There are rules and regulations posted
the Dos and Donts that should be followed in the classroom.
Their daily routines are cleaning inside and outside the classroom
before 7:00 am, then the flag ceremony, after that they will have warm-
up activities, a short program and the rest in the lesson proper.
Their seating arrangement consists of five rows and two columns. The
students are arranged by alternating boys and girls. Their noise level is
manageable; the teacher let them take turns in speaking so that
everybody can hear them. If a certain pupil is not following instructions
or misbehaving, the teacher calls her/his attention and talk to the pupils
after the class.
The strategies that the teacher used to reinforce positive behavior are
giving praises and rewards.

CLASSROOM MANAGEMENT MATRIX
Aspect of
Classroom Description Effect on the Learner
Management
The pupils are comfortable

1. Specific Areas in Books and students belongings
inside the classroom since the
the classroom are properly arranged.
areas are well arranged
Pupils are very careful in not

The rules are posted on the
breaking the rules because
2. Classroom Rules wall, the Dos and Donts to be
there is an equivalent
followed by the pupils
punishment for it.
The procedure such as NO

3. Classroom Pupils follow the instructions to
LOITTERING between class
Procedures continue the lesson smoothly
hours to avoid distractions.
Cleaning inside and outside the Pupils are responsible enough

4. Daily Routine classroom, flag ceremony, to do their responsibilities and
prayer and warm-up activities the rules and procedures.
Their seating arrangement

consists of five rows and two
5. Seating The pupils are comfortable in
columns. The students are
Arrangement their seating arrangement
arranged by alternating boys
and girls.
6. Handling The pupils/students would

The teacher calls the attention
misbehavior/ behave when called by the
of the pupils/students, and later
off task teacher but frightened of
on they will talk after class.
behavior whatever the consequences.
7. Reinforcement Praises the students good

The pupils are motivated to
of positive performance and giving awards
study harder.
behavior like an extra points on grades
My
1. How did the classroom organization and routines affect the learners behavior?
The classroom organization and routines affects the learners

behavior because if the classroom and the routines are organized then
the student will be interested to learn. It will provide a good atmosphere
for the students to learn because they know that all is well-organized so
everything will go well. Good classroom organization + good classroom
routine = productive students.
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
Teacher should put in his/her mind that designing the classroom

organization and routines that would avoid some of the distractions that
keeps the students from functioning effectively and would affect the
students behavior and learning. Behaviorist theory should be
considered, that the teachers role is to establish rules and procedures

and to communicate these rules clearly to students to implement
appropriate reward and punishment for the compliance of the rules.
3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
The behavior strategy that is effective in managing the behavior of

the learner is being a role model to the pupils, meaning to say that
teachers should show that they are responsible if they want pupils to be
responsible as well.
My
1. Imagine yourself organizing your classroom in the future. In what grade/year level
do you see yourself? What routine and procedures would you consider for this
level? Why?
If I were a teacher, I will prefer to teach in Grade 10 class because
at this stage, they are more mature than in lower grades. They are still
manageable though they are independent, they can work in their own
without being told by the teacher. I would impose routines like cleaning
inside and outside the classroom before and after the class.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
The following rules are:
Students are strictly advised to wear their proper uniforms.
Speak kindly and respectfully to each other.
Take care of the classroom equipment
Late comers will not be tolerated.
Always maintain the cleanliness of the classroom.
I would choose theses rules because they are observable and achievable
that would prevent the students from misbehaving.
3. Should learners be involved in making class rules? Why?
Yes, because its one way of the learners to express their opinions
or point of views about the classroom rules. This can be done the
classroom is democratic and all are open to share and speak out,
however the students should know their limits because teachers are still
higher than them. It depends on the teacher if he/she will let his/her
students be involved in making the class rules or the teacher will alone
establish the rules because for him/her, the classroom must be
autocratic.

FS 1
FIELD STUDY
INDIVIDUAL
Episode 4 DIFFERENCES AND THE LEARNERS IN
(SOCIAL AND CULTURAL DIVERSITY)

My
At the end of this activity, you will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.
My
The learners individual differences and the type of interaction they bring surely
affect the quality of teaching and learning. This episode is about observing and gathering
data to find out how student diversity affects learning. To reach your target, do the
following tasks:
My
OBSERVE.
Observe a class in different parts of a school day. (beginning of the day,
class time, recess etc)
TAKE NOTE.
Describe the learners in terms of age, gender and asocial cultural
diversity.
Describe the interaction that transpires inside and outside the
classroom.
INTERVIEW.
Interview your resource teacher about the principles and practices that
she uses in dealing with the diversity in the classroom.
Analyze the impact of individual differences on learners interaction.

Use the activity form provided for you to document your observations:
An Observation Guide for the Learners Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students; gather data as to their ages, gender, and racial
groups, religious and ethnic backgrounds.
DURING CLASS:
1. How much interaction is there in the classroom? Describe how the students
interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
complete against each other?
4. Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teachers question, do the
classmates try to help them? Or do they raise their hands so that the teacher will
call them instead?
OUTSIDE CLASS:
1. How do the students group themselves outside the class? Homogeneously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed social
groupings? If so, describe the groupings.
2. Describe how the learners interact with each other? What do they talk about?
OBSERVATION REPORT
Name of the School Observed: Norzagaray National High School
School Address: Norzagaray, Bulacan
Date of Visit: February 17, 2016
I visited a Grade VII classroom under the advisory of Mrs. Angeline
Pangilinan with 46 pupils only. There are 27 girls and 19 boys. They have
different religious beliefs but then they respect each other, just like when
they pray for those who are not Catholic they just bow their heads and they
do not have to do the sign of the cross.
Although they are many, the teacher can still accommodate the needs
of her students. She makes sure that all of them participate in the class. Each
of them is called to answer the questions or do the board-work exercises.
Their seating arrangement does not affect their learning. There are really
good students who excel and answer the questions correctly. But there are
instances that a certain pupil could not give the answer correctly due to
frequent absences. Other pupils will raise their hands to help him. In a group
activity, each group has their own leader and reporter, while the members
share their ideas to compete with other group.
Outside the class, the pupils play with each other. They run, walk and
move freely. They like to talk about their favorite artists in the movie, or any
soap operas in television, the places they want to go and favorite sports or
anime characters. They were grouped according to their gender. Boys grouped
themselves and girls also grouped themselves. Some are mixed social
groupings, students from one section mingles and interacts to students to the

My
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
In a classroom, In terms of relationships and interactions in the

classroom, I can see that all is having a good relationship and interaction
with each other. They talk to each other, laugh, play, study, etc. If there is
no teacher involved in the interaction, there are students who appear to
be the entertainer of the class. He jokes and makes the class laugh, then
after that, they will tease and talk to each other and I can see it that
theyre having fun. If everything goes wrong, of course there is a little
teacher who will manage the class and ensures that interaction must be
good and favorable.
2. Are students coming from minority group accepted or rejected by the others? How
is this shown?
The students were of different cultures since each family has a

culture of their own. Some pupils who belonged to minority group were
still accepted by their classmates. At their age, they just want to have
fun together because they respect each other despite their differences in
attitudes, skills, socio-economic status and abilities. The teacher also
shows that they are accepted and they belong in the class by making her
classroom a perfect place to be.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher influences the class interaction by encouraging

learners to share their personal experiences through sharing to the class
or by groups; students will be made to realize that they have something
in common with the rest though they possess some differences. Another
way is using varied instructional methods to accommodate student
diversity.
4. What factors influence the grouping of learners outside the classroom?
The factors that bring about the grouping of learners outside the
classroom are; socio-economic status, thinking/learning styles and
exceptionalities. When the class is done, I can see students grouping
outside the classroom. They grouped themselves by their age and
gender. Boys go with boys and girls go with girls. They also grouped
accordingly to their interests like those students who love to play games
and go outside and also those students who want to study will group
themselves and just stay in the room.

My
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
I feel glad and comfortable in observing that classroom since the

teacher acknowledge our presence and the students very polite to us. I
could feel that the teacher is well respected by her pupils because they
listen attentively and participate during discussions. In that way, I can
sense the oneness among the students and the teacher. Learners unite
when there are groupings or in every questions or problems that they
find difficult to solve. The teacher and the learners unite when you can
see that the classrooms atmosphere is good and favorable because you
can see that everyone is participating and active in the class.
2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
I want my learners in the future to be active learners. I could make

this happen by imposing rules and regulations that would discipline my
pupils to make them behave in the class that provide a positive
classroom atmosphere. Through good classroom management and
teaching strategies that would consider student diversity, I could
effectively make my pupils competitive learners.
3. How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?
I could encourage all learners regardless of religious, ethnic or racial

background to interact and participate by initiating co-curricular
activities/experiences that are aimed to promote diversity awareness
such as Linggo ng Wika, cultural shows and intramurals, exposing them
to other students with diverse backgrounds and experiences also serves
to help students focus on their awareness of themselves.

FS 1
FIELD STUDY
INDIVIDUAL
Episode 5 DIFFERENCES AND THE LEARNERS IN
(DIFFERENCE IN THE ABILITY LEVEL)
My
At the end of this activity, you will be competent in determining, understanding
and accepting the learners diverse background. You can also easily relate the learners
background to his/her performance inside and outside the classroom.
My
Observe two
Write a
or more
Find out Observe narrative
learners of
some them as they report and a
the different
information participate in brief
abilities but
about their a classroom reflection on
from the
background. activity. your
same grade
experience.
or year level.

My
An Observation Guide for Individual Differences
Read the following carefully before you begin to observe. Then write
your observation report on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that
seem to be behind.
3. Validate your observations by asking the teacher about the background

(family, socio-economic, presence of some learning disability, etc.) of these
children.
4. Observe the behavior of both the high achieving and low achieving
learners. Note their dispositions, pace in accomplishing tasks, interaction
with teacher, and interaction with others.
5. Observe the teachers method in addressing the individual learning needs

of the students in his/her class.
OBSERVATION NOTES:
Performing well commonly girls at the front
Seem to be left behind commonly students who are seated at the back
High Achieving Students actively participates during discussions and

gets high scores in quizzes.
Low Achieving Students theyre just quite in their seats and depend on
their leaders when they are grouped, however theyre trying to cope with
the lessons.
Method of the Teacher Shes encouraging everyone to participate and

raise their hands especially to those low achievers in the class.

The Learners Development Profile
Name of the learner: Audrey Jill Sardallaaa a Age: 13 years old

School: Norzagaray National High School a a a Gender: Female
Date of Birth: February 8, 2003
Grade/ Year Level: Grade VII
FAMILY PROFILE
Number of Siblings: 4 siblings
Birth order: Fourth child
PARENTS
Mother: Nilda Sardalla aaaaaaaaaaaaaaa Father: Wilmer Sardalla
Age: 40 years old Age: 43 years old
Occupation: Dressmaker aOccupation: Government
Employee
Educational attainment: College Level aEducational attainment: College
Level
NARRATIVE REPORT
Name of the School Observed: Norzagaray National High School

School Address: Norzagaray, Bulacan
Date of Visit: February 17, 2016
As I have observed in the Grade VII class, I noticed that there are
individual differences among the learners not only in physical aspects
but also with their abilities. There are pupils who have the ability to
become good leaders, an active learner who participate in the class
though some pupils are passive learners and absentees.
As I validate the teacher about the background of one student

who makes frequent absences about 3 to 4 days a week without any
valid reasons. the teacher said that his parents are busy in their
business and tried to send them letters but didnt respond to it, so she
planned to visit them at home to let them know the behavior of their
son and to know the reason of his absences.
As I observed the behavior of the high achieving and low

achieving learners; the high achieving learner is active and well
participated during discussions or even group works while the slow
learner just sits on his chair and non-participating.
The teacher uses differentiated learning activities so that slow

learners will participate and also the high achieving learner will not get
weary on doing activities which they think that are very easy for them.

My
1. Did your observation match the information given by the teacher? Were you able
to correctly identify who among the students performed well and who did not?
What behavior helped you identify them? (Volunteering to answer responding to
teachers directions, etc.)
Yes the information given by the teacher matched my observation. I

could identify the students who performed well since they are the ones
who raise their hands when the teacher asks some questions and got a
high score in exams. Others would just listen and preferred to be called
by the teacher first before they answer and sometimes hesitates in
giving answers.
2. Describe the differences in ability levels of the students in the class. Is there a wide
gap between the students who are performing well and those that are not?
The class that I have observed has a huge number of students but
there isnt a wide gap between the students who are performing well and
those are not. Since the teacher is effective, she can still accommodate
their needs, as a result, almost all of them could perform well in class.
3. Describe the methods used by the teacher in handling the students differences in
abilities. How did the students respond to the teacher?
The teacher uses student-centered learning procedures such as

class discussions and small group work. But it always depends on the
subject matter. The teaching strategies vary from time to time.
My
1. Recall the time when you were in the elementary or high school. Recall the high
and low achievers in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?
When I was in high school, our teacher would deal with our differences
in abilities by engaging us into group works. Our teacher would group us
by distributing the high and low achievers in every group. In this way, the
high achievers could help the low achievers to cope up with the lessons.
The method that our teacher used was effective because the low
achievers can participate somehow in class discussions.
2. With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs
of both the high and low achievers in your class?
With the principle of individual differences in mind, I can ensure

that I will be able to meet the needs of both high and low achievers by
engaging them into group works. Through this strategy, the high
achievers would be avle to share their ideas to the low achievers that
would result to the betterment of their learning. I could also use an
assessment on the low achievers so that I can identify their weaknesses.
This would help me teach the low achievers in my class.
FS 1
FIELD STUDY
Episode 6 HOME-SCHOOL LINK

My
At the end of this activity you will gain competence in reflecting on the
impact of home and family life to learning.
My
Select a Conduct a
learner home visit
from the Describe Interview
to your
class that the family. the parents.
selected
you have
learner.
observed.

My
An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/ interview. Then write your
observation report on the provided space.
The Learner
1. Make a general observation of the learner. Describe him in each of the domains
of development.
Physical-body built and height (thin, chubby, underweight, overweight)
level of physical activity (fast, slow, lethargic, active, etc.)
Social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, likes by others, etc.)
Emotional moods, temperament, cry easily, lose temper, happy, show
enthusiasm, excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the lessons, excels,
lags behind, showing reasoning skills, turns in assignments and
requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? Agree on?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. ( home is orderly,
family pictures in the living room)
2. Use the interview questions on the next page. Just ask the questions with which
you feel comfortable.

The Learners Development Profile
Name of the learner: Audrey Jill Sardallaaa a Age: 13 years old

School: Norzagaray National High School a a a Gender: Female
Date of Birth: February 8, 2003
Grade/ Year Level: Grade VII
FAMILY PROFILE
Number of Siblings: 4 siblings
PARENTS
Mother: Nilda Sardalla aaaaaaaaaaaaaaa Father: Wilmer Sardalla
Occupation: Dressmaker aOccupation: Government
Employee
Educational attainment: College Level aEducational attainment: College
Level
PHYSICAL DEVELOPMENT
The child is physically fit and healthy. She is very active in all activities.
She can work independently without the assistance of others.
SOCIAL DEVELOPMENT
The learner is friendly and sociable. She interacts with her teacher,
classmates and friends outside the school. She learns to communicate with
other respectfully. She knows how to socialize other people in a good way.
EMOTIONAL-MORAL DEVELOPMENT
The child grows with self confidence and assurance that her family will
support her all the way. From authoritative type of parenting she received love,
respect and warmth from her parents.
COGNITIVE DEVELOPMENT
Her cognitive aspect continuously developed as she comes to school and
study. She is not the same as the other learner. She learns fast and participates
actively during class activities.
FINDINGS
I found out that the child is friendly, active and she likes to socialize with
her peers. She likes to play volleyball that is why most of her friends are boys.
She also participates in school activities. The teacher that makes the child
motivated to learn. She is responsible in carrying and molding the cognitive,
affective, psychomotor skills as well as the total personality of the leaner.
CONCLUSIONS
I conclude that the school and home contributes a great impact in developing the
cognitive, affective, psychomotor and so as to the total personality of the
pupils. Hence the learning of the child begins at home. The child learns values,
good attitude and discipline. However, school plays a vital role in molding the
child. Since the school is made for the purpose of developing physical,
social, emotional-moral and cognitive aspect of the learner. The total
development of the child depends in school as well as the teacher which is
the most important person in school that bears knowledge and values to share
with the learner.
RECOMMENDATIONS
For the parents, they are responsible in guiding and disciplining their
children. They must be open with their children. They should ask them about
their study and give encouragement to focus and study hard so as to become
successful in their life. For the teachers, the use of technologies is a great to
enhance learning which they impart to the students to have a good quality of
teaching.
Parent Interview Guide
Name of learner: Audrey Jill Sardalla

Date of Birth: February 8, 2003 a Age: 13 years old
Grade/ Year Level: Grade VIIa Gender: Female
Number of Siblings: 4
Parents
Mother: Nilda Sardalla Father: Wilmer Sardalla
Occupation: Dressmakera Occupation: Government
Employee
Educational Attainment: College Level Educational Attainment: College
Level
LEARNERS PHYSICAL ASPECT:

Is the child healthy?
- She is healthy and physically fit. The level of physical activity is very
active.
Mothers health during pregnancy with the learner?
- The mother during pregnancy is in good health.
Ailments or health problem of the learner as a child?
- The child just suffers colds and fever sometimes.
Age of the learner when he started to walk/talk?
- She started to walk when she was 9 months old and talk when she was
1 year old.
Food preferences of the learner as a child and at present?
- She likes finger foods such as fried chicken or fried fish.
Who took care of him/her as a child?
- Both the parents take care of the child, but since the father is in work,
the mother got a lot of time taking care of the child.
LEARNERS SOCIAL ASPECT:

Describe your child sociability (friendly, outgoing or shy, loner)
- She is friendly, easy to deal with peers.
Who were the learners playmates?
- She usually plays with her classmates, neighbors mostly boys.
As a child then was he/she allowed playing outside?
- Yes, she is allowed with an adults supervision.
Is he/she allowed to go out with friends?
- Yes.
Do you have rules for him/her to follow regarding going out? What are these rules?
- Yes, the mother allows her but there are rules, ask permission either

the mother or to the father before going out, Go home early, be careful
when crossing the streets glimpsed on both sides just to be sure there
is no vehicle coming.
EMOTIONAL MORAL ASPECT:

What are your expectations of your child?
- I expect that she can handle herself well and be good on her studies.
How do you provide a nurturing environment for your child?
- I provide a nurturing environment for my child through exposing her to
circle of her friends whom I can trust with.
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?
- Yes, sometimes she asks for my advices, I do my best to give her good
advices to comfort her.
What do you do when he/she is not successful in something?
- I encourage her not to give up and support her in all ways to strive
harder.
How do you discipline your children?
- I will discipline my children through giving a punishment when they
have done something wrong.
Do you have rules in the house? What are they?
- Yes, I have rules, by cleaning the house, doing assignments/ projects,
ask permission if they go out with friends.
How do you impose the rules?
- I impose the rules by explaining to them that there is an equivalent
punishment once they fail to obey the rules.
What are the consequences of breaking the rules?
- The consequences of breaking the rules are to be whipped by a piece of
broom stick and distrust to the child.

LEARNERS COGNITIVE ASPECT:
What are the childs interests?
- The child is interested into sports especially in playing volleyball.
What is he/she good at in school?
- She is good in all the subjects. She is also good in playing volleyball.
In what subject does he/she have difficulty?
- She finds Mathematics a difficult subject.
How do you monitor his/her performance in school? How do you motivate him/her?
- I ask the teacher about her progress in school. I motivate her through
reviewing her lessons and supporting her in all activities in school.
Do you have rules at home to help him develop good study habits? What are these
rules? How are they implemented?
- Yes, she will do her homework/ projects, and no watching TV after
dinner because she has to study her lessons.
My
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
From the home I visited and interviewed, they practice the

authoritative style of parenting. Parents achieve a good blend. They are
firm yet loving. They treat children with respect and warmth; make
children understand consequence of their behavior.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
The family factors that contribute to the development and over-all

adjustment of the learner in school are first, the emotional-moral
development; on how the learners are nurtured by his parents, second is
the financial setting and last is the cultural background of the family.
3. Does the communication between the home-school have an effect on the learner?
If yes, what are these effects?
Learner can absorb the way they communicate in their home, they
can bring this in school which reflects how the learner nurtured and
reared by his parents at home because I believe that education begins
at home.
My
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
In my own experiences, the type of parenting style is authoritative.

They have a clear and reasonable expectations and limitations for us. For
instance, my mother would let me play and go with my friends outside
but never too far away so that she can see us easily and to make sure we
are safe. She also encourages us to participate in any school activities
depends on our skills and interest. She always told us the old saying Do
not do unto others the things that you dont want others do to you.
2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?
As a future teacher to be, I will build a good working relationship to

the parents. Their collaboration would be a great help in regards to
home-school link. I will make sure that they will do their job in providing
the needs of their children. I can work well with the parents through
consulting the behavior of the child in their house. I can help them
through reporting the childs progress and performance in school.
My

Field Study 1

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FieldStudy1TheLearnersDevelop

Field Study 1: The Learners Development and Environment | 2

1. Visit a school. Look

3. Based on your 4. Make a reflection on

5. Present your idea of a good

Field Study 1: The Learners Development and Environment | 4

SCHOOL FACILITIES CHECKLIST (EXTENSION CAMPUS)

Office of the Principal

The area looks comfortable to

Comfort room for boys Needs proper maintenance

Comfort room for girls Needs proper maintenance

An Observation Guide for the CLASSROOM VISIT

Field Study 1: The Learners Development and Environment | 6

Write your observation report here:

Name of School Observed: Norzagaray National High School

Field Study 1: The Learners Development and Environment | 7

The school campus creates the learners environment so that the

In child and adolescent development, I learned that the childs

Yes, because the school campus is located in a peaceful

2. What kind of school campus is conducive to learning?

The school campus is conducive to learning if it has a calm

3. What kind of classroom is conducive to learning?

The kind of classroom that is conducive to learning has proper

4. In the future, how can you accomplish your answer in number 3?

In the future, I could accomplish these plans through a careful

5. Write your additional learnings and insights here:

I realized that every learner needs a learning environment that

Field Study 1: The Learners Development and Environment | 8

Field Study 1: The Learners Development and Environment | 10

Episode 2LEARNERS CHARACTERISTICS AND NEE

Name of FS Student: Cathryn Dominique B. Tan

Field Study 1: The Learners Development and Environment | 12

An Observation Guide for the Learners Characteristics

Field Study 1: The Learners Development and Environment | 13

Learners Development Matrix

Development Preschooler Elementary High school

Field Study 1: The Learners Development and Environment | 14

Salient characteristics Implications to the Teaching-Learning

While Im observing the learners, I remembered those days when I

Field Study 1: The Learners Development and Environment | 15

I choose Eriksons theory of Psychosocial Development because it is

Field Study 1: The Learners Development and Environment | 16

Name of FS Student: Cathryn Dominique B. Tan

2. Using a checklist, find out the evident classroom components.

3. Describe how the classroom is structured/designed to allow

4. Relate the data in your checklist to the learners behavior.

5. Reflect on how classroom management affects learning.

An Observation Guide for the CLASSROOM VISIT

Field Study 1: The Learners Development and Environment | 18

The pupils are comfortable

Pupils are very careful in not

The procedure such as NO

Cleaning inside and outside the Pupils are responsible enough

Their seating arrangement

6. Handling The pupils/students would

7. Reinforcement Praises the students good

The classroom organization and routines affects the learners

Teacher should put in his/her mind that designing the classroom

Field Study 1: The Learners Development and Environment | 19

3. Which behavior strategies were effective in managing the behavior of the

The behavior strategy that is effective in managing the behavior of

The following rules are:

Students are strictly advised to wear their proper uniforms.