Rescue Asd
Rescue Asd
Rescue Asd
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.
CURRICULUM VITAE
Personal Data:
Name
Age :
Address :
Provincial Address
Birthday :
Birthplace :
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
College :
Course :
GRADING SYSTEM
RATER
CT
Reflective Journal Writing
-------------------------------------------------- 50%
--------------------------------------------------------------------- 30%
-Classroom Diagram
-Organizational Chart
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,
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
14 years old.
Height:
Sex :
Female
145 cm.
Weight: 40 kilograms.
Occupation: Farmer,
Occupation: Elementary
Teacher
Religion:
Cebuano
Roman Catholic
Ethnic
Group:
Leaners Profile
14 years old.
Sex :
Height:
Male
Weight:
5'6 ft.
46 kg.4
Occupation: Housewife
Religion:
Roman Catholic
Barangay:
Zone III
Class list
Students name
Male
Female
Section
Set plan
Table
Table
Table
YES
The
School
has
facilities and
equipment for
sports and recreation
The
school
has
sufficient lawn space
and
vegetation
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:
GRADING SYSTEM
RATER
CT
PS
Reflective Journal Writing
--------------------------------------------------- 50%
-------------------------------------------------------------------------------- 30%
-Classroom Diagram
-Organizational Chart
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
13 years old.
Height:
Sex :
Female
Weight:
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:
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.
Objectives:
At the end of the three consecutive sessions on class observation, the student observes
will be able to:
1.
2.
3.
4.
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
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
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:
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.
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
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.