fs1 the learners development

Republic of the PhilippinesUniversity of the Southeastern Philippines

COLLEGE OF EDUCATIONIñigo St. Obrero, Davao City 8000

1st Semester, SY 2014 – 2015

A Portfolio

Presented to Prof. Alter Rivera

_____________________________

Field Study 1

Observation of Learner’s Development and the School Environment

Davao City National High School

F. Torres St., Davao City

_____________________________

By

Grace Joy M. Mahusay

September 14, 2014

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Republic of the PhilippinesUNIVERSITY OF SOUTHEASTERN PHILIPPINES

COLLEGE OF EDUCATIONIñigo St., Obrero, Davao City, 8000

Republic of the PhilippinesDepartment of Education

Region XIDavao 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. IntroductionII. Student’s curriculum Vitae/ ResumeIII. Statement of PurposeIV. FS Course Description, Rationale & NCBTS LinkV. FS Grading SystemVI. FS Schedule ActivitiesVII. Logical Presentation & Documentation of Portfolio ContentVIII. Reflective JournalsIX. AppendicesX. DTRXI. PicturesXII. Student’s 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 Joy M. Mahusay228 Purok-4 Santol, La Filipina, Tagum CityApril 28, 1989E-mail: bloosomgrace04@yahoocom

OBJECTIVE:

To obtain an entry level position in the IT field where I can utilize my education to contribute to company’s operations.

WORK EXPERIENCE:

OPIS+ in-charge

UniGlobal Link Corporation March 2010 - PresentSeminary Drive, Magugpo West, Tagum CityJob 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(Teller’s Department)Social Security System (SSS) of Tagum OJT (On the Job Training)Lapu – Lapu St., Tagum City March 2008 – June 2008Job Description:

Encodes the receipt in the system. Make a balance report.

EDUCATIONAL ATTAINMENT:

Tertiary : UM Tagum College, Tagum City Year 2008-2009Arellano St., Tagum City

Course : BS in Computer ScienceThesis Title : ComScitiary (Illustrated Computer Science Dictionary)

Secondary : Tagum City National High School Year 2004-2005Mangga, Visayan Village, Tagum City

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

PROGRAM SPECIALIZATION



VISUAL BASIC 6.0C++Adobe Photoshop CS3MICROSOFT OFFICE

PowerPoint Excel Word

SEMINARS:

Pre Employment Seminar for Local Employee (PESLA)February 18, 2009AVR, Um Tagum College Tagum City

AFFILIATIONS

Computer Science Department Treasurer School Year 2008-2009 Computer Science Department President (Morning Session) School Year 2007-2008

CHARACTER REFERENCES:

Name Position

Ms. Alicia Masunag Human Resource Supervisor (084)655-7139

Uniglobal Link CorporationTagum City

Mr. Albert Balinigit Distributor Business Manager0998-553-6281Smart Communication Inc

Ms. Lawrence Daramayo Operations Manager0939-654-9777Prime 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 learner’s development and school

environment, the school community, the teaching profession, and interpersonal

communication. It is geared to guide the PSTs in the suitability of teaching as a career

path.

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

Education (Apr.22, 2005) “ A central strategy we are developing is to transform our Dep-

Ed 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 TEI’s. 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.”

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Its purpose is to connect the theories learned at the university and their

application in the field. Starting Field Study early will guide PSTs to decide whether

teaching is an appropriate career choice.

Links to DepEd’s National Competency-Based

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 one’s 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 learner’s learning style, multiple inteliigneces and

needs for learners.

3.2. Demonstrates concern for holistic development of learners,

*Employs integrative &interactive strategies for meaningful & Holistic

development of learner.



GRADING SYSTEM

Criteria/Components Weight RaterAttendance 10% Cooperating

TeacherJournal Entries/Reflection

a. Journal 1 – organizational chart & checklist on facilitiesb. Journal 2 – after 2 class observationsc. Journal 3 – communication skillsd. Journal 4 – after 3rd and 4th observations

40% Practicum Supervisor

Professional Portfolio 20% Practicum Supervisor

PST Project outputs on:1. Classroom diagram2. Organizational chart3. Class list4. Seat plan5. Checklist of Child-Friendly School

30% Cooperating Teacher

Total 100%Assessment Tools

1. Marking Guide for Reflection/Journal Entries2. Rubric for Student Teaching Portfolio

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Schedule of Activities

VENUE /TIME FRAME

SITE /OBSERVATION

ACTIVITY DETAILS

1st TEI3 hours

Audio Visual Room

Briefing / Workshop

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.

2nd

Davao City National High

School3 hours/day


SchoolClassroom

Familiarization / Campus Tour

A “Campus Tour” is conducted by the cooperating principal who brings the pre-service teachers around the campus to showcase a “Child-Friendly School”. This 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.

3rd


School3 hours/day


SchoolNAB 3

Classroom Observation of Learners and

School Facilities

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 learner’s interaction and the school facilities.

4thDavao City

National High School

3 hours/day

NAB 3Classroom

Observation of Learners and

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.

5th


School3 hours/day

NAB 3

Classroom Observation of Learners and

School Facilities

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.

6thTEI

3 hours


School

Debriefing / Submission of Requirements

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.

TOTAL 18 hours

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A.

LEARNERS PROFILE and BEHAVIOUR

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Observation of the learner

Observation of the two learner’s involvement in activities:

Mae is responsible to their group. She is cooperative, attentive and active.

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Learner AName: Mae CanuyAge: 15 yrs. OldSex: FemaleHeight: 5’1”Weight: 42 kls.Ordinal Position in the Family:

2nd

Father's Name: Noli CanuyOccupation: FarmerMother's Name Leah CanuyOccupation: HousewifeReligion: Roman CatholicEthnic Group: MandayaBarangay: Brgy. 7-A, Davao CityGrade School Level: Grade 7Section: AClass Adviser: Mrs. Virginia CuratoClub Affiliation: NoneMost like Subject(s): Math and Fiipino

Why?I love solving and writing a poem in Filipino

Least liked Subject (s): ScienceWhy? I don’t like experiments.Hobbies: SingingFavorite Color: PinkFavorite Flower: OrchidsFavorite Song: Pretty Boy – M2MFavorite TV Program: Ms. No GoodFavorite Movie: Korean MovieFavorite Game: Chinese Garter2 Things I like about the school are:

1. Near to my house. 2. I have lots of friends.

2 Things I would like to change about the school are:

1. I would like to maintain the cleanliness in the school.2. I would like to open the school facilities like libraries even Sunday especially to us a Sunday class student.

Learner BName: Wilkins M. AmigoAge: 18 yrs. OldSex: MaleHeight: 5'5"Weight: 38 kls.Ordinal Position in the Family:

3rd

Father's Name: Wison AmigoOccupation: Taxi DriverMother's Name Thelma AmigoOccupation: HousewifeReligion: Roman CatholicEthnic Group: NoneBarangay: Matina Pangi, Davao CityGrade School Level: Grade 7Section: AClass Adviser: Mrs. Virginia CuratoClub Affiliation: NoneMost like Subject(s): Math

Why? I like solving.

Least liked Subject (s): ScienceWhy? I don’t like experiments.Hobbies: Playing basketballFavorite Color: Sky BlueFavorite Flower: RoseFavorite Song: Anak - Freddie AguilarFavorite TV Program: One PieceFavorite Movie: The PossessFavorite Game: Basketball2 Things I like about the school are:

1. No cutting classes.2. I have lots of friends.

2 Things I would like to change about the school are:

1. To have a strict policy.

2. Open facilities in Sunday for Sunday students.



Wilkins is quite looks so shy but he cooperates in the group discussion and also contributed an idea.

CTs comment about two learners:

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.

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B.

SCHOOL ENVIRONMENT

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1. School Organizational Chart

Completed by: Grace Joy M. Mahusay

Assessed by: Kharine C. Lumahang

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2. Checklist of School Facilities

B. School Available Not Available IF AVAILABLE, WRITE THE

SPECIFICATIONS

Number Status Condition1. Library with adequate

number of holdings✓ 2 Currently

usedFunctional

2. Laboratory with adequate number of equipment’s

✓ 4 Currently used

Functional

3. Canteen / Cafeteria ✓ 7 Currently used

Functional

4. Comfort Rooms with lavatory

✓ 6 Boys and girls are separate. Both currently used.

Functional

5. Reading Center ✓ 1 Currently used

Functional

6. Home Economics Room


Functional

7. Industrial Art Shop ✓ 8 Currently used

Functional

8. Audio Visual Room ✓ 2 Currently used

Functional

9. Printing / Mimeographing Room


Functional

10.Counselling Room ✓ 1 Currently used

Functional

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.

Completed by: Grace Joy M. Mahusay Pre-Service Teacher

Assessed by:Miss Virgilia Curato Cooperating Teacher

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3. Checklist of a Child-friendly School

INDICATORS YES NO If YES,give an example of this…

1. The school has facilities and equipment for sports and recreation.

✓ The school has a wide oval where students can play sports such as soccer. In addition there are two basketball courts and a volleyball court to play the said sports.

2. The school has sufficient lawn space and vegetation.

✓ It has been observed that there is an area in the school where some plants are grown and taken care of.

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.

✓ 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.

5. The teachers use non-threatening modes of discipline.

✓ The teacher calls the attention of the student when he or she is misbehaving in class. There’s no verbal abuse or physical abuse.



C. CLASSROOM

ENVIRONMENT

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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.

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4. Checklist of Classroom Facilities

A. ClassroomAvailable Not

AvailableSPECIFICATIONS

Number Status Condition1. Two (2) doors (1

entrance, 1 exit)✓ 2 The entrance

door is used while the other is kept locked.

Entrance door is functional.

2. Ceiling fan ✓ 3 The two are conveniently located on both sides of the room. Currently used

Functional but needs cleaning.

3. Comfort room with lavatory

✓ 0

4. Chairs / desks ✓ 34 Currently used Can be used but some needs repairing.

5. Teacher’s table ✓ 1 Currently used Can be used but some needs repairing.

6. Cabinets ✓ 1 Currently used Functional 7. Shelves ✓ 0 Currently used Functional8. Bulletin boards ✓ 19. Racks and stand ✓ 010. Benches ✓ 1

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.

Completed by: Grace Joy M. Mahusay Pre-Service Teacher Assessed by: Miss Virgilia Curato

Cooperating Teacher

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SEAT PLAN

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DAVAO CITY NATIONAL HIGH SCHOOLF. Torres St., Davao City

SUNDAY HIGH SCHOOL PROGRAM

GRADE 7

Section A Class list

MALE

1. Alegado, Jefferson D.

2. Amigo, Wilkins M.

3. Bando, Erwin

4. Bensorto, Jhon Nilo

5. Bondad, John Phonse P.

6. Dano, Rex T.

7. Espina, Joel S.

8. Flores, Aleg Lenn Y.

9. Gambis, Joven B.

10. Gonzaga, Ken B.

11. Lanus, Joar T.

12. Maning, Jayd S.

13. Milano, Angelito V.

14. Redera, Nathaniel John

15. Silongan, Eliezer

16. Sumampong, Joash S.

17. Sumampong, Joshua s.

18. Torres, Jesse James S.

19. Yangon, Benjack T

DAVAO CITY NATIONAL HIGH SCHOOLF. Torres St., Davao City

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.



D.COMMUNUCATION

SKILLS

5. Checklist for Communication Skills

Communication Skill

Always Observed

Usually Observed

Sometimes

Seldom Observed

Never Observed

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5 4 Observed3

2 1

1. Manifests positive attitude in communicating with student buddy

Me

Buddy

✓

✓2. Listens to and

shares information with buddy.

Me

Buddy

✓

✓3. Ideas are focused,

and clear and specific.

Me

Buddy

✓

✓4. Voluntarily speaks

at appropriate times.

Me

Buddy

✓

✓5. Uses non-verbal

cues (eye contact, facial expression, posture)

Me

Buddy

✓

✓6. Shares well-

developed, pertinent information in a concise way.

Me

Buddy

✓

✓7. Word choice is

clear and accurate. Me

Buddy ✓

✓

Completed by: Grace Joy M. MahusayAssessed by: Kharine C. Lumahang

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E.REFLECTIVE JOURNALS

Reflective Journal No. 1

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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.

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• 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 teacher’s 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.

• 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 don’t mind their uneasy feeling. Maybe it is because their teacher doesn’t

mind it too.

• 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 CT’s 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 CT’s treatment to her students, Grade7

Section A are excited in Math Subject and it is the reason of the smile in their faces.

• 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.

• 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




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.

With regards on how we communicate to each other and our skills in

communicating to each other, we don’t have any trouble encountered for both of

us show willingness and interest to share our observations.

What are common?

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.

What are different?

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.

What will you do to improve your interpersonal communication skill?



In order for me improve my interpersonal communication skill, the 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 I’ll take it. In improving

this, I must also boost my self confidence and lessen my anxiety




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.

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.

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.

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. Curato’s 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 learning’s 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.

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.



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.

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

However, having knowledge about the Cognitive Learning Theory of Piaget and

others, we could manage the learner’s 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 Gardner’s Multiple Intelligence, we can make

use of varied instructions for the diverse thinking of our learners

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.



Comments of the Cooperating Teacher

Mrs. Virgilia CuratoCooperating Teacher



APPENDICES



Rubric for Journal Entries

5(Outstanding)

4 3(Satisfactory)

2 1(Unacceptable)

Reflections indicate an ability to evaluate observations and provide comments about environments that enhance learning. These are supported by examples of observations and experiences in school.

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

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

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

No journal presented

Or

The journal does not include observations and reflections for every classroom visit.



Rubric for Diagrams/Projects

5(Outstanding)

4 3(Satisfactory)

2 1(Unacceptable)

Diagram is accurate, scaled and enhanced and the explanation contains suggestions for alternatives in the classroom layout (alternatives are feasible)

Diagram is accurate, clearly labelled and scaled and the explanation critiques the classroom layout.

Diagram is accurate according to layout and the explanation is clear and supported by references (e.g. DepEd)

Diagram lacks accuracy and the explanation barely supports the diagram.

No diagram presented and the explanation is missing or incomplete



Rubric for the Pre Service Teacher FS PORTFOLIO (PRODUCT)

Criteria Description5 4 3 2 1

Contents of the Portfolio

Has 90-100% of the needed content



Has less than 59% of the needed content

Has less than 40% of the needed content

Objectives of the Portfolio

Objectives are SMART and cover the whole course

Objectives are SMART but cover only a minimum of 75% of the course

Objectives are SMART but cover only less than 75% of the course

Some objectives are not SMART and do not cover the whole course

Most objectives are not SMART and cover only a minimum of the course

Quality of Entries

Entries are of best quality, well selected and very substantial

Entries are of better quality, many are well selected and substantial

Entries are of acceptable quality, some are well selected and substantial

Some entries are of acceptable quality, limited selection and substantial

Few entries are of acceptable quality, not well selected, and very minimal substance

Presentation of Entries

Creative, neat and has a very strong impact/appeal

Creative, neat and has strong impact/appeal

Creative, neat an average impact/appeal

Minimal creativity, neat with minimal impact/appeal

No creativity, in disarray, no impact/appeal

Promptness in the submission

Submitted ahead of schedule

Submitted on schedule

Submitted 10 days after schedule

Submitted from 11-30 days after schedule

Submitted 31 or more days after schedule

Legend:

1 – Needs Improvement (75 – 79)

2 – Developing (80 – 84)

3 – Satisfactory (85 – 89)



4 – Proficient (90 – 94)

5 – Excellent (95 – 100)



GRADING SYSTEM

RATER

Cooperating

Teacher

Practicum

Supervisor

Reflective Journal Writing ______ ______

Portfolio ______ ______

Outputs

Classroom Diagram

Organizational Chart

Class List

Seat Plan

Checklist of Child-friendly School

______ ______

Attendance in scheduled school visits ______ ______

TOTAL ______

fs1 the learners development

Documents

school structure

school year

davao city clearance

field study activities

remaining field studies

grace joy

professional education

observations of learners