Fs 1

Republic of the Philippines
University Of Southeastern Philippines

COLLEGE OF EDUCATION
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 Facilitataing Learning.
The focus of Field 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 the classroom facilities, and
the otganizational set-up of the school. The PSTs shall observe their behavior of the learners
in the actual learning environment. Based on their observations of learners , PSTs shall
develop their undertanding on feasible approaches to facilitate learning considering the
various phrases 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.
This Course Information Booklet contains the course overview, objectives, learning content,
expected learning competencies, and assessment item/s strategies. It includes the 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 PST’s.
FS 1 Page 1
CURRICULUM VITAE
Name: Roberto E. Artajo

Nickname: Jun2x
Sex: Male
Age: 18 years old
Date of Birth: January 03, 1998
Place of Birth: Catitipan, Davao City
Civil Status: Single
Citizenship: Filipino
Height: 5'6
Weight: 50 kilograms
Religion: Roman Catholic
Mother's Name: Florida Eliab Artajo
Father's Name: Roberto Lasaga Artajo Jr.
Educational Attainment
Elementary AFPLC Elementary School,

Camp. Panacan, Davao City
Secondary F. Bustamante National High School,
Tibungco, Davao City
Tertiary University of Southeastern Philippines,
Bo. Obrero St., Davao City
As a future educator, I do believe that being a teacher is being a foundation to the younger generation towards the
building of their dreams. And for me I see teaching as a passion not just a profession because teaching is a one of a kind
job that a passionate person can only do, it is working beyond the limited time and it is becoming a mother to a numerous
student. I JUST LOVE TEACHING!!
FS 1 Page 2
STATEMENT OF PURPOSE
This compilation was prepared and developed to provide and share experiences for those
who will undergo the same undertakings. Through the experiences written, some latest
innovations and strategies in teaching were shared their applicability will vary depending on
whatever and whenever it will suit to the classrooms situation. Some classroom problems
were also mentioned whether they are severe or not, they are somehow in reaching
experiences that will guide and teach future mentors in performing teaching endeavors.
Another purpose of this practice teaching portfolio is that it assesses the pre-service
teacher’s learning for the preparation in future life in facing the real world of teaching. The
pre-service teacher must do always their best in imparting knowledge to the students. Just
love your students so in return your students will be embracing you too, with the great things
you’ve done to them not only in cognitive side but in affective and psychomotor
development.
FS 1 Page 3
1. Course Description
Field Study 1 will introduce student observers to the learner’s behavior in the different
phases of development, school environment and the school community. It 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:
1. Conduct a mini case study of one learner;

2. Familiarize with the structure of the cooperating school as spelled out in the
organizational chart;
3. Adapt with the different facilities and amenities found in the cooperating schools that
promote child friendly school system;
4. Abide by the policies, guidelines, rules and regulations set by the school.
Expected outcomes/ Course Requirements
Each student will:
1. Produce a case study report on the learner.

2. Produce a chart of the school organization and identify personnel/key positions of
the structural set-up of the cooperating school.
3. Identify facilities of school and describe their status and conditions.
4. List and explain the policies, rules and regulations set by the school.
Assessment Items
Using the results Chart 1 and Chart 2 the students shall write a narrative report of findings
that will serve as Journal Entry1. The students will be assessed using Assessment Item 2
found in the Appendix (page21).
FS 1 Page 4
2. 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 I, 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 PST’s in
the suitability of teaching as a career path.
To quote then Sec Florencio Abad, commencement speech, UP College of Education
(April.22, 2005)” A central strategy we are developing is to transform our Dep-Ed regional
offices exemplary teacher practitioners in public schools. What we might want to build are
networks of master teachers in public schools. What we might want to build our networks of
master teachers in public schools who take on student teacher apprentices enrolled in TEI’s.
Such networks can then accelerate the development of the teacher craft in ways that use the
best practices combining formal instruction and field practice that starts while teachers are
still in teacher education courses but continues when they work in day-today instruction at
public schools.”
Its purpose is to connect the theories learned at the university and their application in the
field. Starting Field Study early will guide PSTs to decide whether teaching is an appropriate
career choice.
Links to Dep-Ed’s National Competency –Based Teacher Standards (NCBTS):
Domain 1-Social Regard for Learning
Competencies:
1.1 Acts as positive role model for students
1.1.1 implements school policies and procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students
Domain 2-Learning Environment
Competencies:
2.1 Creates an environment that promotes fairness.
2.2 Makes the classroom environment safe and conductive 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 intelligences and needs
of
learners.
3.2 Demonstrates concern for holistic development of learners.
* Employs integrative & interactive strategies for meaningful & holistic development of
learner.
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3. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS1

Teacher Education Institutions (TEI’s)
The Teacher Education Institution shall:
1. Determine the readiness of the student teachers to go on off-campus/extended field
study or FS1;
2. Request the City Division Office to designate cooperating school in the city;
3. Conduct conference /orientation among the selected school on the FS1 objectives;
The TEI Practicum Supervisor shall:
1. Prepare the program of activities of the student teachers.

2. Coordinate with Schools Division Superintendent in the selection of cooperating
schools.
3. Prepare and implement the MOA between the TEI and the Dep-Ed Division Office.
4. Coordinate regularly with the principal and cooperating teachers regarding the
performance of student teachers.
5. Coordinate with the Principal of the cooperating school regarding the activities and
needs of student teachers relative to their observation of classes.
6. Prepare the student observers for their off campus observation and activities.
7. Coordinate regularly with the Principal/Head Teacher/Cooperating Teacher
regarding the performance of the student observers.
8. Conduct debriefing, interview, case studies of student observers.
The Pre-Service Teachers shall:
1. Perform in accordance with the Basic Professional Expectations detailed in these

guidelines.
2. Attend all sessions.
3. Meet the individual objectives for performance as described.
FS 1 Page 6
4. Offer and perform services to the school at an appropriate level, in return for the
services which the school provides.
5. Operate and Co-operate with the school community and its requirements and
expectations.
6. Operate and embrace the ethics of the profession including suitable attire and
punctuality.
7. Maintain a journal of the experience
Department Of Education (Dep-ED)
Role of the Cooperating Principal
2. Identify cooperating teachers to handle the student teachers’ exposure.
3. Coordinate with the TEI’s supervisor concerning student teacher’s assignments and
problems.
The Cooperating Teacher
1. Provide opportunities for the Student Teacher to carry out the activities appropriate
for the stage of the Student’s Course.
2. Act as a role-model for the aspiring young teacher. While this activity occurs
consciously during demonstration sessions, it is of course, in operation all the time.
3. Help the Student relate activities within school to the University Program.
4. Evaluate the effectiveness of the activities of the Student Teacher on a continuing
basis, and to provide feedback so that progress can be made towards the aims of the
program.
FS 1 Page 7
GRADING SYSTEM
Criteria/Components Weight Rater Rating
CT
Attendance 10%
PS
Journal Entries/ Reflection
a. Journal 1- organizational chart & checklist
on facilities 40% Practicum
b. Journal 2- after 2 class observation Supervisor
c. Journal 3- communication skills
d. Journal 4- after 3rd and 4th class observation
20% Practicum
Professional Portfolio Supervisor
PST Projects outputs on:

1. Classroom diagram
2. Organizational chart 30% Cooperating
3. Class list Teacher
4. Seat plan
5. Checklist of Child-friendly School
Total 100%
Assessment Tools
1. Marking Guide for Reflection/Journal Entries

2. Rubric for Portfolio
3. Rubric for journal writing
4. Attendance record
a. Daily Time Record
b. Daily logbook on PST’s activities duly signed by the Cooperating Teachers
FS 1 Page 8
4. SCHEDULE OF ACTIVITIES
VENUE/ TIME Site/OBSER-

FRAME VATION ACTIVITY DETAILS
An orientation/ briefing with workshop
TEI Audio Visual is conducted to student teachers to
verify the behavior of the child in the
1st 3 hours/ day Room Briefing/Workshop actual classroom settings and PSTs are
expected to reflect all observation
through journal writing.
A “Campus Tour” is conducted by the
cooperating Principal who brings the
pre-service teachers around the campus
to showcase a “Child-Friendly school”.
DepEd. School site Familiarization / This includes orientation of school
2nd School conference Campus tour policies, rules and regulations. Pre-
3 hours/day room service teachers are expected to come
up with a classroom layout and a fully
accomplished organizational structure
and seating arrangement of learners.
This is the actual observation in 2
different classrooms. The focus of
observation is child behavior and the
Classroom A Classroom school environment. This includes
3rd DepEd. observation of interaction between student teacher and
School Classroom B learners and school his/her buddy that enhances skills in
3 hours/day facilities communication as well as the
observation of learner’s interaction and
the school facilities.
This is the second school visit
Classroom C Classroom observing two classrooms different
from the first. This observation will
DepEd. observation of provide them opportunity to make a
4th School Classroom D learners and school classroom lay out/diagram, and a
3 hours/day facilities chance to open cabinets and divans.
PSTs also observe learners action in
relation to the school environment.
Classroom E Classroom The focus here is to see whether
DepEd. observation of furniture and fixtures, seat plans, room
arrangements, divans, are in place.
5th School Classroom F learners and school Available technology gadgets or
3 hours/day facilities facilities are also observed.
This is the last in a series of six
Debriefing/ activities. Debriefing is conducted to
ensure that all issues and concerns are
6th TEI Audio Visual Submission of discussed and clarified. This is the time
3 hours Room requirements when Practicum Supervisor collects
requirements such as; journals,
portfolios, and other relative to FS1.
Total 18 hrs.
FS 1 Page 9
SECTION 1
LEARNERS PROFILE
FS 1 Page 10
A. Learner’s Profile
Name: Jade C. Pineda Height: 150 cm

Age: 13 years old Sex: Female Weight: 42 kg.
Ordinal Position in the Family: 3
Parent’s name:(Father) Efren M. Pineda Occupation: Sheriff
(Mother) Maria C. Pineda Occupation: Office Clerk
Religion: Roman Catholic Ethnic group: None
Barangay: Bucana, Boulivard
Grade School Level: Grade 7
Section: Daffodil
Class Adviser: Mrs. Juliet T. Bacara
Club affiliation: None
Most liked Subject(s): Mathematics
Why? Interesting
Least liked Subject(s): Journalism

Why? Hard to understand
Hobbies: Reading Books, Surfing the net

Favorite color: Red
Favorite Flower: Daffodil
Favorite Song: Love story
Favorite TV Program: PBB
Favorite Movie: Civil war (Avengers)
Favorite Game: None
2 things I like about the school are..
The teacher and supportive classmate
2 things I would like to change about the school are..
The comfort rooms and Facilities
FS 1 Page 11
B. Learner’s Profile
Name: Jojenelle R. Tepait Height: 162 cm

Age: 12 years old Sex: Male Weight: 52 kg.
Ordinal Position in the Family: Youngest
Parent’s name:(Father) Jonnel P. Tepait Occupation: Janitor

(Mother) Jessica R. Tepait Occupation: House Keeper
Religion: Jesus Christ of Latter Ethnic group: none
Barangay: Brgy. 19-B
Grade School Level: Grade 7
Section: Daffodil
Class Adviser: Mrs. Juliet T. Bacara
Club affiliation: N/A
Most liked Subject(s): E.S.P
Why? I want this subject because it helps me
to improved my behavior.
Least liked Subject(s): Math

Why? I don’t want this subject because I don’t like numbers
Hobbies: Badminton and writing stories
Favorite color: Blue
Favorite Flower: Chrysanthemum
Favorite Song: Closer
Favorite TV Program: PBB
Favorite Movie: Horror Movies
Favorite Game: Online Games
2 things I like about the school are...
My friends and the activities conducted by the school.
2 things I would like to change about the school are...
The priority thing and facilities.
FS 1 Page 12
Task 2: Observe the two students for one lesson. In your journal, reflect on the learners in
terms of their behavior, attentiveness and interactions with others.
Observation of the two-learner’s involvement in activities:
• Jade C. Pineda – She participates well in activities and lessons set by the teacher and
the reporters. She always leads her group mates and takes down notes during
discussions. Also, she behaves satisfactorily at class.
• Jojenelle R. Tepait – He is a very good listener when it comes to discussions and

participates actively on class. He leads his group mates in class activities. He always
takes down notes on every lecture and he behaves well in class.
CTs comment about the two learners:
The two students are really good in class, and they participate well. Actually, both of
them are top in class.
Assessed by: Mrs. Juliemar O. Puno
FS 1 Page 13
SECTION 2
THE SCHOOL ENVIRONMENT
FS 1 Page 14
HISTORY OF DAVAO CITY NATIONAL HIGH SCHOOL
The Davao City National High School, first known as the Davao Provincial High
School had its humble beginning in 1922. Housed in a nipa hut at Magallanes Street, it
opened its doors to 67 eager students with Mr. Dominador Fernandez as Officer-in-Charge
and later by Mr. Adolfo Casolan as Principal with three teachers to help him guide the sixty
seven (67) students who were enrolled at the time.
When the municipality of Davao became a chartered city by virtue of Commonwealth

Act No. 51, series of 1937, the name of school was fittingly changed to Davao City High
School
To accommodate the increasing enrollment, a building was constructed at its present

site in 1941. Unfortunately, this building was completely demolished by American bombs in
April 1945.
After liberation, classes were resumed temporarily at the Chavez Building at Claveria
Street but later in March 1946, the school moved to a more spacious site at Villa-Abrille
Street. In 1950, Davao City High School finally transferred to its present site along
Florentino Torres Street with the area of 62,657 square meters. The spacious site was
donated by the Tionko Family.
With the Nationalization of all Secondary Schools in the country, the school is now
called Davao City National High School. Today, it is on its 81st year of existence, it has
acquired 36 buildings, an Auditorium, School Library, Learning Centers, Rizal Shrine,
Heroes Tree Park and several mini-gardens, Covered pathways, and new comfort room are
among the added improvements in the school. The population has soared to more than 8,000
students in 150 sections. It has 270 teachers and 32 administrative and non-teaching staff
members.
FS 1 Page 15
VISION:
The school envisions to harness the best of the Filipino Youth through
quality education imbued with values and relevant academic and non-
academic preparations in order to attain peace, justice and
development for GOD, Country and People.
MISSION:
Davao City National High School endeavors to cater to the needs of the
community for basic education in preparing the youth for global
competitiveness through the search of the National Culture of
Excellence, thus, making it as the center for community
transformation.
GOALS:
Davao City National High School is a public secondary institution
which provides a system:
1. Where education will be characterized by active learning
2. Where education provides opportunities for service learning —

where students are exposed to real world problems and realities and
instill in them the desire to work for the common good; and
3. That helps individual become capable of adapting to a changing

world.
FS 1 Page 16
ORGANIZATIONAL STRUCTURE
Completed by: Roberto E. Artajo Jr.
FS 1 Page 17
THE SCHOOL STRUCTURE
FS 1 Page 18
MAPEH ORGANIZATIONAL CHART
DR. WENEFREDO E. CAGAPE
Principal IV
MARGARITA L. LABORTE
HT-III
Lindley C. Emia Mardy P. Delalamon

MT-1 MT-1
SST-II Cesar D. Monday

Ronald P. Gallardo
SST-III
SST-III
Almee O. Langahid
Daisy D. Hernandez Jonna P. Correlo
Ma Michelle B. Alcain
SST-III Cristy T. Balbon SST-III
Juvy S. Tiongson Emma A. Flores

SST-III SST-III
Yvonne B. Valdez Fernando D. Maturan

SST-III SST-III
SST-1
Perseus P. Enano Rosemarie T. Reporte
Segundo P. Sotto Jr. Nazareno S. Porras
Vladimer L. Casenas Russel C. Zilmar
Melchien C. Garcia Jay Reeve P. Guerrero
Joel E. Felicida Princess Erili G. Maningo
Maricor R. Somosot James Joel L. Masi
Rex F. Ano Genevieve L. Sang-an
Juliemar O. Puno Lea D. Momoc
FS 1 Page 19
Chart 2
Checklist of School Facilities
Direction: Check on the facilities of the school whether 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 functional, not functional, not
functional, etc.)
IF AVAILABLE, WRITE THE

B. School Available Not SPECIFICATION
Available Number Status Condition
1. Library with 1 Construction Functional
adequate number Completed
of holdings
2. Laboratory with 2 Construction Functional
adequate number Completed
of equipment’s
3. 7 Construction Functional
Canteen/Cafeteria Completed
4. Comfort Rooms 12 Construction Functional
with lavatory Completed
5. Reading Center 2 Construction Functional
Completed
6. Home 5 Construction Functional
Economics Room Completed
7. Industrial Art 5 Construction Functional
Shop Completed
8. Audio Visual 2 Construction Functional
Room Completed
9. Printing/ 1 Construction Functional
Mimeographing Completed
Room
10. Counseling 1 Construction Functional
Room Completed
11. Gymnasium 1 Construction Functional
Completed
12. Oval 1 Construction Functional
Completed
SUMMARY:
In summation, Davao City National High School had its school facilities that are
suitable to accommodate the students’ needs in terms of their academic, extra-
curricular activities (e.g. library, laboratory, home room economics, oval, and
gymnasium and audio visual rooms) and necessities such as comfort rooms and
cafeterias. These school facilities can help the students in their studies at DCNHS.
FS 1 Page 20
Chart 3
Checklist of a child-friendly School
Direction: the following checklist should be accomplished by the pre-service teacher to

reflect whether the school is “Child-Friendly”.
If YES, give an example

INDICATORS YES NO of this…
The school have oval,
1. The school has facilities gymnasium, volleyball court,
and equipment for sports basketball court etc.
and recreation.
2. The school has The school has a mini-garden
sufficient lawn space and sufficient enough for planting
vegetation. trees and flowers.
3. The school has a duly DCNHS have security guards in
assigned personnel in- the entrance/exit gates,
charge of securing its inspecting every person entering
premises, its properties the school and the schools also
and those of the pupils and have a prefect of discipline for
teachers. counseling of the persons within
the school.
4. The school has a The school has programs for
program for children with special children’s such as the
special needs. following:
DORP- (Drop out Reach
Program)
SPS- (Special Projects for
Sports)
SPA- (Special Program for Arts)
5. The school coordinates Traffic Enforcer, Counseling and
with the barangay and Civilian Defense Unit are
local authorities to ensure examples of the local authorities
the safety and protection that the school is coordinating
of the students. with.
6. The teachers use non- The teacher’s way of teaching is

threatening modes of not offensive and they are very
discipline. approachable. On the other hand
a student who behaves badly is
sent to the guidance office for
counseling.

FS 1 Page 21
SECTION 3
THE CLASSROOM
ENVIRONMENT
FS 1 Page 22
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 processed, construction nearing completion, etc. while condition may mean
functional, not functional, not functional, etc.)
A. Classroom: Available Not SPECIFICATIONS

Available
Number Status Conditio
n
1. two (2) doors
(1 entrance, 1 exit) 1 Only one Functional
door
2. ceiling fan
4 Construction Functional
Completed
3. comfort room with 1
lavatory Only Functional
Lavatory
4. chairs/desks Construction Functional
36 Completed
5. teacher’s table Construction Functional
1 Completed
6. cabinets None Construction
Completed N/A
7. shelves
N/A N/A
8. bulletin boards 2
Construction Functional
Completed
9. racks and stand 2
Construction Functional
Completed
10. benches None
N/A N/A
11.Water Dispenser Construction
1 Completed Functional
12. Trashcan Construction
1 Completed Functional
SUMMARY:
The classroom of grade 7 Daffodil is not really complete in some things but base on
my observation those lacking things within their classroom do not hinder them to
listen to their teacher and to learn more. On the other hand, the students tend to
provide a substitute to what is lacking in their classroom.
FS 1 Page 23
THE CLASSROOM DIAGRAM
(GRADE 7-DAFFODIL)
Completed by: Roberto E.
Assessed by: Mrs. Juliema
FS 1 Page 24
NARRATIVE REPORT about
THE CLASSROOM DIAGRAM OF GRADE 7 DAFFODIL
The classroom of Grade 7 section Daffodil was not that complete in terms of
classroom facilities but it has the capability to provide the students’ needs. The classroom
has 34 chairs in all but there were just 33 students according to Mrs. Puno’s master list. It
has one blackboard only placed at the front view of the students’ chairs. The classroom
contains one door for entrance and exit. They have 5 electric fans; the 1 st electric fan was
placed at the front the two fans were on the left and right side of the classroom, and the last
two fans were placed at the ceiling. The classroom has one bulletin board, 4 big windows
and 1 trash can. They also have a lavatory and one dispenser. And lastly their room has a
teachers table and chair of course.
The incompleteness of the said classroom does not hinder the students to continue
studying well, that’s what I have observed in the classroom of Grade 7 section Daffodil
FS 1 Page 25
CLASS LIST
GRADE 7-DAFFODIL
SY:2016-2017
MALE: FEMALE:
1. Adaza, Jan Lorenz Jakosalem 1. Agbon, Mae Joy Canon

2. Espejon, Lawrence Delos Santos 2. Amad, Christine Joyce Ubungen
3. Bandayanon, Lerejenn Ilog
3. Faelnar, Paolo Cansancio 4. Bedico, Johanna Louise Libaton
4. Flores, Jude Alex 5. Corales, Judilene Caras
6. Delena,Chloe mae Saligumba
5. Magandi, Brent Andrie Cordova 7. Dilaya, Princess Liana
6. Malasado, Jhon Kyle Lariosa 8. Dolleson, Missy Estomo
9. Dorado, Aziza Dorothy Bacerra
7. Manggubat Jr., Renato Erosa 10. Ferrando, Edsel Maria Esquadra
8. Tepait, Jojenelle Rivera 11. Gestopa, Smooky Ocaba
12. Gutierrez, Dulce Carmen
13. Hinay, Fiona Nicole Payot
14. Lajos, Jaliah Ann Orcullo
15. Madrid, Monica Dereka Dicen
16. Magante, Nianne Toshi Mantua
17. Magdua, Teonie Sheen Jayme
18. Manggubat, Christine Competente
19. Marapao, Shy Loraine Allanie
20. Monion, Sweet Angel Alforque
21. Penalosa, Mary Kristine Baloy
22. Pineda, Jade Chug
23. Sinet. Daniella Rozelle Caro
24. Joqueco, Angelo Veronne Fontanan
25. Tecson, MaryJoy Deme
FS 1 Page 26
SEAT PLAN
GRADE 7-DAFFODIL
Fiona, Toshi, Shy, Daniella, Christine Jan, Lorejenn, Judilene, Edsiel,

Hinay Magante Marapao Sinet , Adaza Bandava Corales Ferrando
Manggu non
bat
Paolo, Kyle, Sweet, Fione, Mae Christine Mary Joy, Dulce,

Faelnar Monion Magdua Joy, , Gutierez
Malasado Agbon Amad Tecson
Judilene Princess, Johanna, Dorothy, Chloe, Jsde, Mary, Angela,

Corales Dilaya Bedico Dorado Delena Pineda Penalosa Sogueco
Lawrenc Brent, Renato, Jaliah, Missy, Monica, Smooky,

e, Magandi Mangubat Lajos Dolleson Madrid Gestopa
Espejon
FS 1 Page 27
Chart 5
Checklist for Communication Skills
Communication Skill Always Usually Sometimes Seldom Never

Observed Observed Observed Observed Observed
5 4 3 2 1
1. Manifests positive Me
attitude in
communicating with
student buddy.
Buddy
2. Listens to and Me
shares information
with buddy.
Buddy
3. Ideas are focused, Me
clear and specific.
Buddy
4. Voluntarily speaks Me
at appropriate times.
Buddy
5. Uses non-verbal Me
cues (eye contact,
facial expression,
posture).
Buddy
6. Shares well- Me
developed, pertinent
information in a
concise way.
Buddy
7. Word choice is Me
clear and accurate.
Buddy

FS 1 Page 28
SECTION 4
MY
JOURNALS
FS 1 Page 29
Journal no. 1
“The Orientation”
September 7, 2016
“Everyone sits in the prison of his own ideas; he must burst it open, and that in his
youth, and so try to test his ideas on reality.” – Albert Einstein
September 7, 2016 the very first day of our field study and the first day towards
my dream to become a teacher. Our FS teacher is Dr. Mancao and she assigned us to
have our Field study 1 at Davao City National High School. I admit at that moment I
felt very edgy but at the same time agitated.
7:30 am I and my classmates are finally in there. Dr. Mancao calls us and started
to have the orientation for the Field Study 1. She discussed about what was inside our
FS module, the tasks that we are assigned to do so and the chores we must fulfill.
Moreover, Dr. Mancao told us that we must act as a mature one, that we must behave
according to what profession we can be soon to be a good example to the students
since we are a future educators. She also said that we must perform well, obey the
rules, respect the teachers, and be quiet.
After the orientation Dr. Mancao introduced us to our assigned department

which is the MAPEH department. I and my classmates are happy but, nervous at the
same time, because it is our first day and we don’t know what to do that time. So,
without further ado Dr. Mancao divided the class into groups with two members and
my buddy was Chelsa Bagtilay.
And finally, I and my buddy were assigned in grade 7 section Daffodil and we
met our cooperating teacher who is Mrs. July Puno. Mrs. Puno introduced as in the class
and gave us the momentum to introduce ourselves. And by that time Mrs. Puno start
to discuss her topic to the class which is “Arnis”
I can now conclude that in this field study 1, we could learn something and we
could apply our skills and develop them thoroughly. Through this subject we could be
expose in the field of teaching, we would know the different ways of teaching and the
diverse approaches to the students with altered personalities.
FS 1 Page 30
Journal no. 2
The Observation
September 13, 2015
“The important thing is not to stop questioning; curiosity has its own reason for
existing.”
- Albert Einstein
Today would be the day where I and my buddy would begin our observation in
students within the classroom we were assigned to. I arrived at Davao City National
High School as early as 7 o’clock in the morning; I had attended the flag ceremony with
few of my classmates and other field study students. After the flag ceremony we
hurried to go to the Mapeh department area and waited for our time to come in in
our respective classrooms. While waiting for our time I and my buddy prepared our
DTR or Daily Time Record so that we could let our CT to sign it as a proof or
attendance.
It was already time, it’s time to go to our assigned classroom. I and Chelsa
hurried so that we couldn’t be late and fortunately we weren’t. The classroom of
section Daffodil has a gate-liked door so we entered the room together with mam
Puno. So we have entered the classroom and we started the class with the prayer and
the class heralded. They have their discussions and answering of assignments and
activities. As what I could observed there are numerous of students that day unlike the
first time we entered that classroom, I think they’ve learned their lessons already. I have
learned that in being a teacher it is not just about teaching the subject but also the
power to discipline your students.
As their class was on going I perceived that there were students that were not
listening; few students keep on talking, laughing and others looked so sleepy but I was
surprised by Mrs. Puno because although her students were not listening he has in own
unique way in catching their attention back, I was pleased that he has this teaching
technique that a student loves to interact with and I myself loves to learn or to know
that way of teaching.
The day was accomplished; I conclude that the class observations can be a help
to me as a future teacher because it will give me a great contribution in my way of
interacting to students. Once you are a keen observer I do believe that you can be an
effective teacher because being observant would let me learn the happenings inside
the classroom and through it I could established a technique or ways to response to it. I
learned an important lesson today, I feel excited for the next days to come because I
know I can learn more.
FS 1 Page 31
Journal no. 3
The Communication Skills
“Communication is not only the essence of being human, but also a vital property of
life.”
– John A. Piece
In everyday living of a student it is normal to interact with someone; classmates,

teachers, and other people around us. Communication or interaction with others is a
way to exchange ideas, thoughts and feelings with other people. In communicating we
listen, we speak and we observe. It is a one way or a key to personal and career
success.
As for me and my co-future educators communicating would be a very

important skill that must be attained. We should attain this skill so that we may
interact with other people like our students and other teachers. With attaining this
communication skill, we can effectively provide their needs and talk to them in an
appropriate manner.
In my case with my buddy, we gabbed a lot about what we are going to do

with the task that we must accomplish. She shares her ideas and me too, we also
discussed about the strategies we must apply to easily finish it. We both share our
understanding about what’s inside the module and we tried to collaborate on each
other’s ideas. In discussing the thing, we must do we first read the instructions given in
the module before we do it, we tackled about what’s the first and so on and so forth
things to do. We both want everything to be organized so with communication we can
easily express our notions so that our task will easily be done without any hard feelings
because communication leads to understanding and that’s why I and my buddy can
easily interrelate and we can both agree with our concepts.
On the other hand, communicating with the students is different we need to

talk to them in a manner that is approachable but at the same time would end up
that they still respect us as we are their elders and soon to become future educators. So,
in talking we must check our words first before talking to so that we can filter it and
deliver it correctly.
In conclusion, communication is a part of our lives and the opportunity to open

other chapter of one’s own life. With communication, many relationships are build
many opportunities are given and dreams are achieved.
FS 1 Page 32
Journal no. 4
Last Observation
September 18, 2016
“It’s not about DESTINATION, It’s about the JOURNEY.”
It’s the final day of our observation, the last day of observing our dear section
Daffodil here at Davao City National High School. I am quite sad because those
experiences that we had experienced are now just a part of our memories. The section
Daffodil today is just discussing and having a review since their exam is fast
approaching. Mrs. Puno doesn’t have the idea that I and my buddy would say
goodbye at that point of time since we will still come back there for some stuff but
that’s the last day that we would enter their classroom.
After their class, we went to the MAPEH Department faculty and we

approached mam Puno and we gave her a token as a thanksgiving for being a great
CT to us, though we were just silent in their classroom deep in me I learned a lot from
her so I and Chelsa was blessed to have her, so after we gave the token we said thank
you and good bye to Ms. Puno.
As I am walking along the grounds of the school I reminisce the first day and
until my last day there and it was so amazing because the experienced I have there is a
very good adventure for me since it’s my first time. One event that I couldn’t forget
about my journey in DCNHS was that when there are two students who step aside and
let me have my way and they greeted me ‘good morning sir”’ that time was so
amazing I felt very joyous it feels so good to be respected and to hear the students
treat you as a teacher though I’m still studying.
In all of my experiences there, I can definitely conclude that being a teacher is

not just for job but it’s the passion to teach the students. And in addition, as a future
educator we must learn nonstop but not just to learn but also to train our minds to
think and imagine because imagination embraces the entire world, and all there ever
will be to know and to understand that was according to Einstein, and with that idea
we can share something to everyone.
FS 1 Page 33
Journal no. 5
Personal Reflection about the

Portfolio
As long as I am breathing it’s never too late; every day is a new beginning.
As I woke up now, staring at my portfolio about my journey in Davao City National
High School, I could reminisce all that we’ve been through there.
This serves as a testimony of what we have conquered. This testifies all that we’ve
been through and we’ve learned in just a small span of time.
During the time, I am working with my portfolio it makes me think that this is worth it.
And yes, it is, this portfolio signifies as my achievement or reward in all the money,
effort, strength, time and etc. that I’ve exerted with it.
I feel so relieved glancing with this portfolio, that finally I’ve done something worth
remembering and I am so proud of myself that I made FS 1 portfolio it makes me feel
that sooner all later I won’t do just a portfolio but a thesis.
In Isaiah 58:11 God said “and I will always guide and satisfy you with good things”
PRAISE HIM! For I know God is always with me by the time I am in the process of
doing my portfolio and until forever.
This is a big milestone towards my dreams; this is a step on the road in becoming a
teacher.
Ps: on board, I’m on my way in becoming a teacher
FS 1 Page 34
Cooperating Teacher’s Comments
As their cooperating teacher, I noticed that Robert

and Chelsa was punctual and always observed the
students and facilities.
I also observed the ethics of the profession

including proper uniform and punctuality.
Juliemar O. Puno
Cooperating Teacher
FS 1 Page 35
APPENDICES
FS 1 Page 36
Assessment of PSTs
Criteria for Assessment Item 1
Direction: prepare a diagram and an accompanying description of the classroom layout.

Your output will be rated through the foregoing RUBRIC.
Criteria: the diagram should:

-show the layout of the room (cupboards, etc.),
-be scaled.
-include labels.
The explanation should describe the layout of the classroom clearly and concisely.
Constructive comments and suggestions about how you might design your own
classroom based on your observation should be included.
5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Diagram is Diagram is Diagram is Diagram lacks No diagram

accurate, accurate, accurate, accuracy and presented and
scaled and clearly labeled according to the the explanation the explanation
enhanced and and scaled and lay out and the barely supports is missing or
the explanation the explanation explanation is the diagram. incomplete.
contains critiques the clear and
suggestions for classroom supported
alternatives in layout references (e.g.
the classroom DepEd)
layout
(alternative are
feasible)
(Adopt: School Facilities Checklist p.34 of ELC as Assessment Item 1B)
FS 1 Page 37
Criteria for Assessment Item 2
a reflective Journal
Assessment task for student teachers
Produce a journal that describes your observations and reflections of each school and
classroom visit. The first entry is to be done after the orientation of the campus and
school rules and regulations. This includes classroom diagram and checklist of school
and classroom facilities. The second entry will be written after two classroom visits; the
third entry is on communication skills and the last entry is to be accomplished after the
final visit. Write a one-page reflection about your experiences and your thoughts about
becoming a teacher.
Criteria:
- a journal is kept during school visits
- The journal contains classroom and school observations per visit
- The journal contains reflections per school visit
- The final section of the journal contains a summary reflection of about half to
one page on
experiences and thoughts related to becoming a teacher.
5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Reflections The journal Observations The journal No journal
indicate an contains and reflections has all visits presented
ability to examples of are clearly and recorded.
evaluate the ability to logically However, the Or
observations synthesize recorded. The observations
and provide information journal and The journal
comments gathered provides reflections are does not
about during school comments on superficial. include
environments and classroom specific observations
that enhance observations. observations and reflections
learning. The student and indicates for every
These are can relate this thinking about classroom visit.
supported by to being a the teaching
examples of teacher. profession.
observations
and
experiences
in school.
FS 1 Page 38
Appendix C: Making Guide for Reflection/Journal Entries
Performanc 5 4 3 2 1
e
Level
Criterion Excellent Proficient Satisfactory Developing Needs
improvemen
t
Presents Presents Presents Presents Presents no
Reflection comprehensiv very clear some few description
journal e description description description description of
entry of worthwhile of of of worthwhile
includes experiences, worthwhile worthwhile worthwhile experiences,
PCTs explains sound experiences experiences experiences explains
learning judgment on , explains , explains , explains sound
experiences, persona sound sound sound judgment on
judgments, strengths and judgment judgment judgment personal
performanc weaknesses on personal on personal on personal strengths
e and other anchored on strengths strengths strengths and
insights many theories and and and weaknesses
gained in learned. weaknesses weaknesses weaknesses.
the course. anchored on anchored on
some few theories
theories learned.
learned.
Legend:
1 – Needs improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 –Excellent (95-100)
FS 1 Page 39
APPENDIX D: RUBRIC for Pre-Service Teacher FS PORTFOLIO (PRODUCT)
Criteria DESCRIPTION
5 4 3 2 1
1. Contents of Has 90- Has 75- Has 60- Has 59% of Has 40% of the
the 100% of 89% of the 74% of the needed needed
portfolio the needed needed the content content
content content needed
content
2. Objectives Objectives Objectives Objective Some Most
of the are Smart are Smart s are objectives objectives are
portfolio and cover but cover Smart but are Smart not Smart and
the whole only covers and do not cover only
course minimum only less cover the minimum of
of 75% of than 75% whole the whole
the whole the whole course course
course course
3. Quality Of Entries are Entries are Entries Some Few entries
Entries best of better are of entries are tries are
quality, quality, acceptabl of acceptable
well well e quality, acceptable quality, not
selected selected some are quality , well selected
and very and very well limited and very
substantial. substantial selected selection minimal
and and substance
substanti substantial
al
4. Presentatio Creative, Creative, Creative, Minimal No creativity
n of entries neat and neat and neat and creativity, in disarray no
has a very has a has an neat and impact/
strong strong average minimal appeal
impact/ap impact/ap impact/ impact/ap
peal peal appeal peal
Submitted Submitted Submitte Submitted Submitted 31
5. Promptnes ahead of on d 10 days from11-30 or more days
s in the schedule schedule after days after after schedule.
submission schedule schedule
Legend: 1-Needs Improvement (75-79) 4-Proficient (90-94)
2-Developing (80-84) 5- Excellent (95-100)
3- Satisfactory (85-89)
FS 1 Page 40
DAILY TIME RECORD
FS 1 Page 41
Pictorials
FS 1 Page 42
I AND MY BUDDY
FS 1 Page 43
FS 1 Page 44
FS 1 Page 45
FS 1 Page 46
COOPERATING TEACHER WITH LEARNERS
FS 1 Page 47
GRADE 7 DAFFODIL
FS 1 Page 48
Libraries and Reading centers
FS 1 Page 49
FS 1 Page 50
Oval, Gymnasium, Bulletin boards

and others
FS 1 Page 51
Guidance office, Clinic, Cashier, and Publication
FS 1 Page 52
C.R, AVR and other buildings
FS 1 Page 53
Canteens and Science Lab.
FS 1 Page 54
FS 1 Page 55
Vocational Rooms
FS 1 Page 56
SELF RATING COMPETENCY CHECKLIST FORFS1

Name: Roberto E. Artajo Jr. Course: BPE-SPE Year and section: 2B
Direction: Check the appropriate column that best describes your current level of mastery of each
listed competency.
Competency I cannot do I am I can do this but I I can do

this yet learning need to learn this very
how to do more and well
this improve.
1. Determines an
environment that provides
social, psychological and
physical environment
supportive of learning.
2. Differentiate learners of
varied learning
characteristics and needs.
3. Manages time, space, and
resources to provide an
environment conducive to
learning.
4. Recognizes multi-cultural
background of learners
when providing learning
opportunity.
5. Determines teaching
approaches and
techniques appropriate to
the learners.
6. Determines, understands
and accepts the learner’s
diverse background.
7. Relates the learner’s
background and
performance.
8. Reflects on the impact of
home and family life to
learning.
9. Expounds on one’s
understanding of the
learning processes and
the role of the teacher in
facilitating these
processes.
10. Accepts personal
accountability to learner’s
achievement and
FS 1 Page 57
performance.
FS 1 Page 58

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Republic of the Philippines

University Of Southeastern Philippines

Name: Roberto E. Artajo

Elementary AFPLC Elementary School,

1. Conduct a mini case study of one learner;

Expected outcomes/ Course Requirements

Each student will:

1. Produce a case study report on the learner.

3. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS1

The TEI Practicum Supervisor shall:

1. Prepare the program of activities of the student teachers.

The Pre-Service Teachers shall:

1. Perform in accordance with the Basic Professional Expectations detailed in these

The Cooperating Teacher

Criteria/Components Weight Rater Rating

PST Projects outputs on:

1. Marking Guide for Reflection/Journal Entries

VENUE/ TIME Site/OBSER-

Name: Jade C. Pineda Height: 150 cm

Least liked Subject(s): Journalism

Hobbies: Reading Books, Surfing the net

Name: Jojenelle R. Tepait Height: 162 cm

Parent’s name:(Father) Jonnel P. Tepait Occupation: Janitor

Least liked Subject(s): Math

Observation of the two-learner’s involvement in activities:

• Jojenelle R. Tepait – He is a very good listener when it comes to discussions and

CTs comment about the two learners:

Assessed by: Mrs. Juliemar O. Puno

HISTORY OF DAVAO CITY NATIONAL HIGH SCHOOL

When the municipality of Davao became a chartered city by virtue of Commonwealth

To accommodate the increasing enrollment, a building was constructed at its present

1. Where education will be characterized by active learning

2. Where education provides opportunities for service learning —

3. That helps individual become capable of adapting to a changing

Completed by: Roberto E. Artajo Jr.

Assessed by: Mrs. Juliemar O. Puno

THE SCHOOL STRUCTURE

MAPEH ORGANIZATIONAL CHART

DR. WENEFREDO E. CAGAPE

Lindley C. Emia Mardy P. Delalamon

SST-II Cesar D. Monday

Juvy S. Tiongson Emma A. Flores

Yvonne B. Valdez Fernando D. Maturan

Assessed by: Mrs. Juliemar O. Puno

IF AVAILABLE, WRITE THE

Checklist of a child-friendly School

Direction: the following checklist should be accomplished by the pre-service teacher to

If YES, give an example

6. The teachers use non- The teacher’s way of teaching is

Completed by: Roberto E. Artajo Jr.

Checklist of Classroom Facilities

A. Classroom: Available Not SPECIFICATIONS

Completed by: Roberto E.

Assessed by: Mrs. Juliema

NARRATIVE REPORT about

THE CLASSROOM DIAGRAM OF GRADE 7 DAFFODIL

teachers table and chair of course.

1. Adaza, Jan Lorenz Jakosalem 1. Agbon, Mae Joy Canon

Fiona, Toshi, Shy, Daniella, Christine Jan, Lorejenn, Judilene, Edsiel,

Paolo, Kyle, Sweet, Fione, Mae Christine Mary Joy, Dulce,

Judilene Princess, Johanna, Dorothy, Chloe, Jsde, Mary, Angela,

Lawrenc Brent, Renato, Jaliah, Missy, Monica, Smooky,

Checklist for Communication Skills