Field Study 1 Learning Experience 2

Field Study 1 – Observation of Teaching-Learning in
Actual School Environment
NAME: Jerald C. Oloya DATE: October 1, 2021
PROGRAM & SECTION: BSE 3 MATH INSTRUCTOR: Maria Rizalyn C.

Flores
LEARNING EXPERIENCE II
The Classroom for Learning
Learning Experience 2 was supposed to bring you face-to-face with the

actual world of
learning for the basic education of children. As you have experienced as a young
learner, the
classrooms serve as your home in the school. Here is where the learners are exposed
to
strategies that can effectively nurture the developmental stage they are in. LE2
then focuses on
the classroom structure and displays used by teachers. Observe how a teacher
structures a
classroom in order to promote active learning for the developmental level of their
students.
Domain: Intended learning outcome:

Learning Environment Recommend an appropriate
Strand: classroom structure and display
for promoting
Management of classroom structure learning.
and activities
Support for learner participation
Promotion of purposive learning
Your Experiential Task Your Reflection Trigger
2.1 Exposure How should a classroom be
structured to
Observe features of two classrooms of enhance learning?
different grade levels
2.2 Participation A classroom, according to the
dictionary, is
Recognizing differences in the structure traditionally a room in a school
where a class
and display of classrooms of two different is taught. The word classroom
is commonly
levels used to refer to such a room at
every level of
2.3 Identification education, including elementary
school, high
school, and college. Well
structured room will
Identifying the purpose of the resources
contribute to the learning of
the students.
found in the classroom
Moreover, it is needed to
structure every
2.4 Internalization
classroom due to the learners
ability to digest
Matching the classroom resources with learning and knowledge taught to
them by the
the learner characteristics instructors.
2.5 Dissemination
Designing an ideal classroom structure
that can promote active learning for a
given developmental stage
© Field Study 1 Observation of Teaching-Learning in Actual

School Environment
Marcela J. Leus, Ed.D.

Estefania
S. de Guzman, Ph. D.
2.1 EXPOSURE
OBSERVING FEATURES OF TWO CLASSROOMS OF DIFFERENT GRADE LEVELS
Try to remember your most favorite classrooms when you were still in
elementary/high school.
Choose classrooms of two different levels (e.g. Grade 7 and Grade 9 classroom)
which you
could still remember really well and accomplish this task. Using the Classroom
Resources
Checklist below, note down the features/displays found in each classroom. Separate
your
observation notes for the two classrooms. Check the YES column if present or
available in the
classroom.
Classroom Resource Checklist
CLASSROOM 1
Grade: Grade 9
Room:_________________
FURNITURE
Furniture How
many?
● Learners’ desks Yes ✓
42
● Teacher’s table Yes ✓

2
● Book cabinets Yes ✓

1
● Book shelves Yes ✓

1
● Learners’ lockers Yes ___

0
● Teacher’s locker Yes ✓

2
● Sofa Yes ✓
1
DISPLAYS
Displays Location
(Left, Right, Front,
Back)
● Visuals for new or current Yes ✓
Front
lesson
● Learners’ art works Yes ✓

Back
● Honor roll Yes ✓

Front
● Group Yes ✓
Right
tasks/responsibilities
● Attendance Yes ✓
Front
● Experiments Yes ✓
Back
© Field Study 1 Observation of Teaching-Learning in

Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual
School Environment
● Projects Yes ✓ Right
● Rules & Standards Yes ✓ Front
● Others
TEACHING AIDS
Teaching Aids Location (Left,
Right, Front,
Back)
● Musical Instruments Yes ___
● Maps/Globes Yes ✓ Back
● Math Kits Yes ✓ Back
● Arts Kits Yes ✓ Back
● Charts Yes ✓ Front
● Flannel Board Yes ___
● Computers Yes ___
● LCD Yes ___
● Story Books/Trade Books Yes ___
● Reference Books Yes ✓ Back
● Audio Tapes Yes ___
● Blackboards Yes ✓ Front
● Bulletin Boards Yes ✓ Front
● Others:

School Environment

Estefania S.
de Guzman, Ph. D.
Classroom Resource Checklist
CLASSROOM 2
Grade: Grade 10 Room:_________________
FURNITURE
Furniture How many?
● Learners’ desks Yes ✓ 40
● Teacher’s table Yes ✓

2
● Book cabinets Yes ✓

1
● Book shelves Yes ✓

1
● Learners’ lockers Yes __

0
● Teacher’s locker Yes ✓

2
● Others
DISPLAYS
Displays Location
Back)
● Visuals for new or current Yes ✓
Front
lesson
● Learners’ art works Yes ✓

Right
● Honor roll Yes ✓

Right
● Group Yes ✓
Left
tasks/responsibilities
● Attendance Yes ✓
Front
● Experiments Yes ___
● Projects Yes ___
● Rules & Standards Yes ✓

Front
● Others
TEACHING AIDS
Teaching Aids Location
Back)
● Musical Instruments Yes ___
● Maps/Globes Yes ___


School Environment
● Math Kits Yes ______
● Arts Kits Yes ✓ Back
● Charts Yes ✓ Front
● Flannel Board Yes ___
● Computers Yes ___
● LCD Yes ___
● Story Books/Trade Books Yes ___
● Reference Books Yes ✓ Back
● Audio Tapes Yes ___
● Blackboards Yes ✓ Front
● Bulletin Boards Yes ✓ Right
● Others:
2.2 PARTICIPATION
RECOGNIZING DIFFERENCES IN THE STRUCTURE AND DISPLAY OF CLASSROOMS

USED BY TWO DIFFERENT LEVELS
Study well your notes for the two classrooms and answer the questions that follow:
1. What resources are available in both classrooms? Write those common resources in
the
matrix.
COMMON RESOURCES
● FURNITURE Learner's desks, Teacher's

table, Book
cabinets, Book shelves, and
Teacher's
lockers.
● DISPLAYS Visuals for new or current
lesson,
Learner's artworks, Honor
roll, Group
tasks/ responsibilities,
Attendance,
Rules & Standards.
● TEACHING AIDS Arts kits, Charts, Reference
Books,
Blackboards, and Bulletin
Boards.

School Environment

Estefania S.
de Guzman, Ph. D.
School Environment
2. What resources are exclusively found only in one classroom?
RESOURCES Classroom 1 (Lower Classroom 2

(Upper
Grade) Grade)
● FURNITURE
Learner's desks, Teacher's Learner's
desks,
table, Book cabinets, Book Teacher's
table, Book
shelves, Sofa, and cabinets,
Book shelves,
Teacher's locker. and
Teacher's lockers
● DISPLAYS
Visuals for new or current Visuals for
new or
lessons, Learner's artworks, current
lessons,
Honor roll, Group tasks/ Learner's
artworks,
responsibilities, Attendance, Honor roll,
Group tasks/
Experiment, Projects, Rules
responsibilities,
& Standards. Attendance,
Rules &
Standards.
● TEACHING AIDS
Maps/ Globes, Math kits,
Arts kits,
Charts,
Arts kits, Charts, Reference
Reference
Books,
Books, Blackboards, and
Blackboards, and
Bulletin Boards.
Bulletin
Boards.
3. What could have significantly made the type of resources in the two classrooms
different?
● It's different kinds and arrangements of all furniture, displays, and
teaching aids
because of the year level. Also, some teachers prefer to be more simply
than full
of those resources.
● Second, It depends on the guidelines from the head of the school. That's
why
teachers are not allowed to put everything inside the classroom; they
must
follow the guidelines.
● Lastly, Lack of space because public schools usually have a large
population of
students so not all of that resources were put inside the classroom.

School Environment

Estefania S.
de Guzman, Ph. D.
School Environment
2.3 IDENTIFICATION
IDENTIFYING THE PURPOSE OF THE RESOURCES FOUND IN THE CLASSROOM
You have identified the resources found in the two classrooms, particularly the
classroom
displays. Based on what you have learned before in your professional education
course,
give a possible reason for putting on the various displays in a classroom for a
beginning
grade and for an upper grade. Do the two classrooms share the same purpose or
reason
for the displays? You may consult the teacher in the room to specify the purpose.
Classroom Display Classroom 1 Classroom

2
(Lower Grade) (Upper
Grade)
1. Materials for new It helps students to be It helps students

to be
lesson prepared and can make prepared and can
make
advance study of the new advance study of
the new
lesson. lesson.
2. Model art works Provide an environment for Provide an

environment for
interactive student interactive
student
engagement. It helps engagement.
It helps
students to show their students to show
their
skills, creativity and skills,
creativity and
appreciation to their works. appreciation to
their works.
3. Honor roll Through this students can Through this

students can
boost their confidence and boost their
confidence and
give motivation to pursue give motivation to
pursue
studying and work hard. studying and work
hard.
4. Group It will serve as their It will serve as

their
tasks/assignments/ guidelines and reminders. guidelines and
reminders.
responsibilities This allows students to This allows
students to
strengthen their strengthen
their
communicative skills. communicative
skills.
5. Student projects/ Through this students help Through this

students help
experiments to build their ownership of to build their
ownership of
the new idea and use it to the new idea and
use it to
scaffold learning. scaffold learning.
6. Exemplary learners’ Some of the students are Some of the students are
written output not good in oral, so through not good in oral, so through
this it helps to students this it helps to students

School Environment

Estefania S. de
Guzman, Ph. D.
gain confidence in their gain confidence in

their
writing abilities. writing abilities.
7. Supplementary books The learners are enabled The learners

are enabled
and other materials to understand and grasp to understand
and grasp
the information from a the
information from a
given text. And also given
text. And also
through this help motivate through this
help motivate
the learners. the learners.
8. Rules and standards These are set to teach These are set
to teach
for class to follow students a proper and safe students a
proper and safe
way to act within the way to act
within the
classroom and thus, classroom
and thus,
improve the student improve
the student
learning. Every minute in learning.
Every minute in
school is important. school is
important.
Do the two classrooms always share the same purposes or reasons for having those
displays?
What could be the reason why they vary?
Yes, Because both of the classrooms focus on the abilities and skills the students
must gain.
These displays are a brilliant and effective way to help to teach and learn in a
hassle-free easy
process. And it can be for teachers and students such as tools to help with marking
or learning
tools to help students understand subjects and get the most out of their learning.
Additionally,
Classrooms always share the same purposes because it is constant and to help
students to
mold their skills.

School Environment
Estefania
2.4 INTERNALIZATION
MATCHING THE CLASSROOM RESOURCES WITH THE LEARNER
CHARACTERISTICS
● Given the physical, social, and intellectual characteristics you have learned
of lower grade
learners, how do you describe or characterize the resources that must be found
in their
classroom?
Suggested
Basic Resources of Classrooms
Characteristics/Descriptions/Contents
1. Learners’ desk The learner's desk should be
comfortable,
arranged in columns row
depending on the
number of the students and
should be
cleaned.
2. Bulletin Boards The Bulletin Board should be
always posted
announcements or reminders for
the
students.To give notices and
information to
students
3. Books The Books should be organized
to be easy
to find in their book shelves
for the students.
4. Learning Kits The Learning Kits should be
complete or
concrete to help students'
performance.
5. Learning Stations The learning Stations should be
the stations
that have problems to solve,
activities be
fairly straightforward and also
important
concepts be stated explicitly
by the students.
It is effective in enhancing
student learning.
6. Play Materials The Play Materials should be
open space for
playing and is equipped with
play material
that helps in the development
of their gross
motor skills.
7. Musical devices Musical devices should be in
one place
whereas instruments are easy to
find and
use. It helps students to
improve their skills
in Music.
8. Others: _______________
● Given the physical, social, emotional, and cognitive/intellectual

characteristics of upper
grade learners, what activities will interest them to carry out inside or
outside their
classroom? What classroom resources should be available to carry these out?
Interesting Activities for Upper Grade Learners Useful

Resources


Estefania
School Environment
1. Quiz Bee Competition •Chairs

•Markers
•Board
•Projector
•Laptop
•Microphone
2. Journalism •Microphone
•Manuscript
•Camera
•Television
•Laptop
3. Dance Competition •Costume
•Props
•Stage
•Speaker
4. Debate Activity •Script
•Microphone
•Chairs
•Tables
5.Sports Activity •Sports Equipment
•Shoes
•Uniform
6. Spelling Bee Competition •Microphone
•Board
•Markers
•Chairs
•Projector
•Laptop
●

School Environment

Estefania
2.5 DISSEMINATION
DESIGNING AN IDEAL CLASSROOM STRUCTURE THAT CAN PROMOTE ACTIVE
LEARNING FOR A GIVEN DEVELOPMENTAL STAGE
Based on the observations you have made of classrooms in your school, reflect on
what can be
an ideal classroom that can promote active learning for a given grade.
● Write a narrative of your idea of a classroom for a grade level of your choice.
Given the
characteristics of your learners, describe what the classroom should have and
what
activities you can make them do inside this classroom.
GROWTH PORTFOLIO ENTRY 2A
My Idea of a Classroom for Grade 10
My Idea of a classroom for Grade 10 as a future educator I need to be a key in

creating a
positive learning environment. A classroom with a good layout facilitates learning
and
success. And have an intellectual environment where the students have the
opportunity to
grow and develop physically and emotionally during this important time of their
lives. In order
to provide this type of environment for the students. So, I will set up the
classroom with such
a good ambiance and organize all materials. My classroom should have rules and
regulations, learner's lockers, teacher lockers, learner's desk, bookshelves with
book
cabinets, teacher corner, bulletin board, attendance , best work, honor roll, and
also kits like
first aid kits, arts kits, etc. I will make my expectations for my ideal classroom
clear, and the
consequences for going against my expectations equally as clear. The basis of the
classroom will be built on mutual respect and trust. I plan on creating this mutual
trust and
respect by developing close relationships with all of the students. Through these
close
relationships, I plan on using students’ interests and strengths to make my ideal
classroom
and assignments as interesting for students as possible. I also plan to make
students feel as
though they are a crucial factor in the classroom unit as a whole. I think students
are
basically good, although some students may have disruptive tendencies. Students are
just
seeking approval and attention. I believe these students may need some guidance to
behave
appropriately in my classroom, so I will make sure they know how important being
respectful
is because through this students build their feelings of trust, safety and well
being. Lastly,
Discipline of the students through this helps students stay focused on their
academics. Over
time, this teaches them how to focus in other ways. A disciplined student is able
to stay
focused on his goals and keep his work as a top priority.

School Environment

Estefania
School Environment
● Sketch the interior of your classroom that will show the pieces of furniture,
various displays,
and teaching aids. Consider a floor plan that will allow for collaborative work
and other
group activities.
GROWTH PORTFOLIO ENTRY 2B
My Ideal Classroom for Grade _9_

School Environment

Estefania
Field Study 1 – Observation of Teaching-Learning in Actual School Environment
GROWTH PORTFOLIO ENTRY 2C
✓Grade 9 Classroom
✓Grade 10 Classroom
© Field Study 1 Observation of Teaching-Learning in Actual School Environment

School Environment
ASSESSMENT
For use of the FS Program Coordinator

Criterion: Comprehensiveness of Plan
Rubric
Score: Description:
Plan shows comprehensiveness in meeting all the significant
91-100
developmental needs of learners.
Plan can meet many of the significant developmental needs
81-90
of the learners.
Plan covers only needed academic classrooms for the
71-80
learners.
Plan shows very little bearing on development needs on the
61-70
school learners.
51-60 No plan was presented at all
Rating for LE2: ___________________
___________________________________
Signature of the FS Program Coordinator

School Environment

Estefania S. de
Guzman, Ph. D.

Field Study 1 Learning Experience 2

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Field Study 1 – Observation of Teaching-Learning in

Actual School Environment

NAME: Jerald C. Oloya DATE: October 1, 2021

PROGRAM & SECTION: BSE 3 MATH INSTRUCTOR: Maria Rizalyn C.

The Classroom for Learning

Learning Experience 2 was supposed to bring you face-to-face with the

Domain: Intended learning outcome:

© Field Study 1 Observation of Teaching-Learning in Actual

Marcela J. Leus, Ed.D.

Classroom Resource Checklist

● Teacher’s table Yes ✓

● Book cabinets Yes ✓

● Book shelves Yes ✓

● Learners’ lockers Yes ___

● Teacher’s locker Yes ✓

● Learners’ art works Yes ✓

● Honor roll Yes ✓

© Field Study 1 Observation of Teaching-Learning in

Marcela J. Leus, Ed.D.

Estefania S. de Guzman, Ph. D.

● Projects Yes ✓ Right

● Rules & Standards Yes ✓ Front

● Maps/Globes Yes ✓ Back

● Math Kits Yes ✓ Back

● Arts Kits Yes ✓ Back

● Charts Yes ✓ Front

● Flannel Board Yes ___

● Computers Yes ___

● LCD Yes ___

● Story Books/Trade Books Yes ___

● Reference Books Yes ✓ Back

● Audio Tapes Yes ___

● Blackboards Yes ✓ Front

● Bulletin Boards Yes ✓ Front

© Field Study 1 Observation of Teaching-Learning in Actual

Marcela J. Leus, Ed.D.

Classroom Resource Checklist

● Teacher’s table Yes ✓

● Book cabinets Yes ✓

● Book shelves Yes ✓

● Learners’ lockers Yes __

● Teacher’s locker Yes ✓

● Learners’ art works Yes ✓

● Honor roll Yes ✓

● Experiments Yes ___

● Projects Yes ___

● Rules & Standards Yes ✓

● Maps/Globes Yes ___

© Field Study 1 Observation of Teaching-Learning in

Marcela J. Leus, Ed.D.

Estefania S. de Guzman, Ph. D.

● Math Kits Yes ______

● Arts Kits Yes ✓ Back

● Charts Yes ✓ Front

● Flannel Board Yes ___

● Computers Yes ___

● LCD Yes ___

● Story Books/Trade Books Yes ___