FIELD STUDY 1

LEARNING EPISODE 1
The School Environment

Resource Teacher: Maria Teresa A. Garingan Teacher’s Signature: ___________

School: NVGCHS Grade/Year Level: Grade 7 Subject Area: MAPEH Date:___________

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in
the campus, then in the classroom.
2. Observe and use the checklist as you move around the school
premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that
promotes learning.
5. Present your idea of a good school environment through any of
these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap

OBSERVE
As you move around the campus, observations forms are provided for
you to document your observations. It is advised that you read the entire
worksheet before proceeding to the school site. A good understanding of the
activities and tasks to be accomplished in the activity sheets will yield better
learning results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are

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available, and say how each will contribute to the students' learning and
development.

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 Facilities / Description Will it contribute to the
students’ learning and
development. Why?
Office of the  Clean and neat. The The office of the principal
Principal arrangement of papers is where the head of the
and documents are in school wofk and
proper places. accomplishes his/her
roles and responsibilities.
This means that the
presence of this office
greatly contributes to
learning and
development of students
through guiding the
established curriculum
attain its educational
goals such as providing
what the students need to
know or need to posses.
Library  The books are properly It give them opportunity
arranged in designated to learn independently
place. through seeking and
researching for the
information they need.

Counseling Room  Small but clean and A counseling room

neat. You will be contributes to the
comfortable when you learning and
are inside. development of students
in terms of helping them
with their academic
performance and

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personal problems that
affect their academic
status in school.

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Canteen/Cafeteria  They are many tables The canteen provides
and chairs in the area. healthy foods for the
Its very clean. students which aid them
to improve their leaning
performance.
Medical Clinic  There is a school nurse Despite the fact that the
who is assigned to take medical clinic does not
of the facility anfd directly contrinutes to
monitor the students. learning and
development of students,
it still provide urgent
service to those who need
it and also give students
important health
reminders that may help
their leaning and
development.
Audio x
Visual/Learning
Resource Center
Science Laboratory x

Gymnasium  The gym is clean and The gymnasium is

very spacious. beneficial for learning
sports and indoor
activities which are part
of Physical Education
subject. With this facility,
learning P.E is more
easier and experimental
for students.

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Auditorium x

Outdoor/Garden  There are many plants Outdoor garden is where

and flowers. the students are able to
show their love for plants

Home Economics  Home economics room In Technology, Livelihood

Room has one dining table, Education Subjects, a
refrigerator, a stove, Home Economics Room is
long cupboards and 1 important. This is where
room. all the activities in Home
Economics takes place.
This is important to help
student develop the skills
they need while applying
their prior knowledge.
Industrial x
Workshop Area

PTA Office  The room has proper PTA office is important

ventilation, clean, wide, because this is where
space and organized in teachers and parents
terms of lighting and collaborate towards
ventilation. achieving a goal. This goal
is to make the school a

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 better place for students.
Comfort Room for  Every building has The comfort room
Boys comfort room for boys. provides therapeutic
environment where boys
can calm nthemseleves.

Comfort Room for  Every building has The comfort room

Girls comfort room for girls. provides therapeutic
environment where girls
can retouch themselves.

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation
report on the space provided.

Guide Question Classroom Observation Report

1. Describe the The school is surrounded by houses and barangay hall
community or but even though it is in that community they can still
neighborhood where maintain the cleanliness outside of the school.
the school is found.

3. Pass by the offices. The offices are structured and organized. They are
What impression do located conveniently so people would find them
you have of these easily. They have bulletin board displayed outside
offices? their offices to keep people informed of the legates
announcements and memos.
4. Walk through the The school halls are clean and quite. There are
school halls, the students in the library, silently reading their books,
library, the cafeteria. some are working on their activities and the books are
Look around and find organized. The cafeteria looks small and has few
out the other facilities chairs and tables nut can accommodates students
that the school has. well. The classroom are clean, organized and well-
ventilated.

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 1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you see
posted?
 Each classroom displays various information in their walls. All of
them has the vision, mission, goals and objectives of the school
which are put in a big frame. There is a picture of the Principal and
the classroom prayer in the center of the wall. Other visual aids
posted include the names of cleaners, important reminder.
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/desk arranged?
 Some classroom have tables for teachers but located center in
front of the blackboard. The chair/desk are arranged 5 in each side
left and right and 3-4 rows.
3. What learning materials/equipment are present?
 The learning materials that each room have is blackboard, chalk, tv
and laptop.
4. Observed the students. How many are occupying one room?
 Each room is being occupied by a minimum of 30 students but not
more than 45 students. They are seated according to a seat plan
created by the teacher.
5. Is the room well-lit and well-ventilated?
 Each room is lit, clean and ventilated. The windows are open in the
morning but they close them after the class. The room has 2 ceiling
fan and 4 fluorescent light. Overall, each classroom provides a
comfortable space for students to learn well.

An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix
to record your data.

CLASSROOM FACILITIES MATRIX

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 Description
Classroom Facilities
(location, number, arrangement, condition)

1. Wall Displays There’s a lot of wall display in classroom

The teachers table is located in the front so that the teacher

2. Teacher's Table
can monitor easily what the students do.

The desk for the students is enough for them to move

3. Learner's Desks
freely and it’s comfortable.

4. Blackboard The blackboard is quite small

5. Learning Materials / The teacher use power point for discussion.

Visual Aids

Write your observation report here.

Name of the School Observed: Nueva Vizcaya General Comprehensive High
School
It is very important on how it will became conducive learning, so that students
become active in class discussion because they are comfortable. During my
observation, I can say that good ;interaction is very important in the
classroom.

ANALYZE
How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?

Environment is also a big impact when it comes to studying and learning.

Classroom must be clean. Good environment helps students to think and
motivate them to study.

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How does this relate to your knowledge of child and adolescent
development/How does this relate to your knowledge of facilitating learning?

According to my own observation, the knowledge of a particular student that we

had observed was moderate while in facilitating learning, I can say that the
students will learn a lot even the teacher will use power point presentation and
what is important that each student learns from the discussion.

REFLECT
1. Would you like to teach in the school environment you just observed?
Why? Why not?

Yes, I would like to teach NVGCHS because it is a big school and

challenging, the teachers are humble. Students are respectful and
cooperative.

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

A school campus is a conducive to learning if the school is structurally

organized, has an environment that is free from distraction during classes,
population free area and has the complete facilities for the learning
process.

3. What kind of classroom is conducive to learning?

A conducive learning classroom is with complete books and charts that

molds the students learning process the classroom which has effective
teacher to teach their student in what way they must learn.

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

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 They must internalize each lesson by conducting enjoyable activities that
enhance their learning process. I will be using colorful, catchy graphic
organize, charts and visual aids to catch their attention.

5. Write your additional learning and insights here.

Learning is not just inside the wall of school. We can learn outside, we can
learn through our experiences. Everything around us can affect our
learning, mind and behavior.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

The display board, or what we more commonly refer to as bulletin board, is one
of the most readily available and versatile learning resources.

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To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at the
entrance, lobby, hallways and classrooms 2. Pick one and evaluate the display. 3
Propose enhancements to make the display more effective.

OBSERVE
As you look around and examine board displays, use the observation guide
and forms provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board
displays do you see?

 As I count the display board, the school board has 20 display board.

2. Where are the display boards found? Are they in places where target
viewers can see them?

 Display board are found in front of the classroom, near the principal’s
office, at the gate, at the gymnasium and at the cafeteria. Yes, I can
definitely say that the display boards were posted to the places that
could easily be seen by the target viewers.

3. What are the displays about? What key messages do they convey? What
images and colors do you see? How are the pieces of information and images
arranged?

 The display boards are about the history of the school, announcements,
organizational charts, vision, mission and goals of the school. It conveys
messages like showing the history, changes, works in progress and

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 some achievements: important announcements, showing schools,
faculties, staffs and school personnel from the highest position to the
lowest. I can see the image of all faculties and staffs on the
organizational chart and a picture of seminars of teachers and
achievements of students. Information were arranged depends on the
target viewers and most information were elevated or much bigger
than the other.

4. What materials were used in making the displays? Are borders used?

 Materials being used were bond papers, colored papers and tarpulins.
Some displays have borders that are hand-made and other have none.

5. Do you notice some errors? (misspelled words, grammar inconsistencies

and the like)

 So far, I did not notice any error or inconsistencies of grammars or

spellings. There are no misleading information’s too. The prints are
correctly spelled, grammatically free from errors, simple and friendly to
common audience.

6. Are the messages clear and easily understood?

 The messages are clear in each boards, they only input important
details and information’s the target students need.

7. Think about what got your attention. Why did it get your attention?

 The teachers and students achievements.

8. Take a photo of the

display boards (if
allowed).

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Based on the questions on the observation guide, write your observation
report:

As I count the display board, the school 20 display boards. Display boards are
found near the principal office, along aside the corridor, at gymnasium and at the
cafeteria. Yes I can definitely say that the display boarders where posted to the
places that could easily be seen by the target viewer. The display boards are
about the history of school, announcement, organizational charts, vision, mission
and goals of school. It conveys messages like showing the history, work in
progress and some achievement, important announcement, showing school
faculties, staffs on the organizational charts and a picture of seminars of teachers
and achievement of students. Colors along played white, yellow, blue and red.
Information were arranged depends on the target viewers and most important
information were evaluated or much bigger than the other. Materials being used
were bond papers, colored papers, glue and tarpulins. Some display have
boarders that are hand-made and others have none. I don’t see any misspelled or
error in the grammar.

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 Observation REPORT
(You may paste pictures of the Board displays here.)

As I count the display board, the school 20 display boards. Display boards are
found near the principal office, along aside the corridor, at gymnasium and at
the cafeteria. Yes I can definitely say that the display boarders where posted to
the places that could easily be seen by the target viewer. The display boards
are about the history of school, announcement, organizational charts, vision,
mission and goals of school. It conveys messages like showing the history,
work in progress and some achievement, important announcement, showing
school faculties, staffs on the organizational charts and a picture of seminars of
teachers and achievement of students. Colors along played white, yellow, blue
and red. Information were arranged depends on the target viewers and most
important information were evaluated or much bigger than the other.
Materials being used were bond papers, colored papers, glue and tarpulins.
Some display have boarders that are hand-made and others have none. I don’t
see any misspelled or error in the grammar.

From among the board displays that you saw, pick the one that you got most
interested in. Evaluate it using the evaluation form below.

BOARD DISPLAYS EVALUATION FORM

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Topic of the Board Display
Location of the Board Display in School

Check the column that indicates your rating. Write comments to back up your
ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs

Improvement

Criteria NI S VS O Comments
1 2 3 4
Effective Communication  The message is
It conveys the message clearly and quickly
quickly and clearly. understood.

Attractiveness  Arrangement of
Colors and arrangement posters and
catch and hold interest. materials are less
organized but still
hold interest among
students.
Balance  The arrangement is
Objects are arranged, so good. Its sections
stability is perceived. has the same size
and proper
distances that could
not overlap the
other information.
Unity  Its unity is excellent
Repeated shapes or because it didn’t use
colors or use of boarders different shapes and
hold display together. borders. The design

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 is consistent with
the use of shapes.
Interactivity  Its interactivity is
The style and approach outstanding because
entice learners to be if the learners read
involved and engaged. it they could easily
understand it.
Legibility
Letters and illustrations
can be seen from a good
distance.
Correctness  No grammatical
It is free from grammar errors, misspelled
errors, misspelled words, words or syntactic
ambiguity. errors.
Durability  The materials are
It is well-constructed, durable using
items are securely masking tape or
attached. adhesive tape.

Bulletin Board Evaluated by: Edlyn Mae F. Castro

Location:
Brief Description of the Bulletin Board:

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 Evaluation
Strengths Weaknesses
Description of the It is well-decorated and It legibility needs
Bulletin Board layout informative. Images improvement because
were clear and the color letters were too little for
used in decorating is the viewers to read.
appealing to the eyes.
Evaluation of It is full information Some materials are not
educational content and about the safety health updated.
other aspects. protocol and
infographics about
corona virus. The VGMO
is properly posted as
well as the pictures of
Grade 7 teachers and
coordinator.
Recommendations or Suggestions for improvement
Images at the bottom part should be arranged properly because it seems not fit
on the whole.

Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay-out. You may present
your output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage

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 My Board Display Lay-out

ANALYZE

What do you think was the purpose of the board display?

 I think the main purpose of the board display is to orient and provide
information to the learners and teachers. By means of board displays an
individual tend to be more aware on the events inside their school.

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Did the board display design reflect the likes/interests of its target audience?
Why? Why not?

 With the board’s overall theme, I think it reflects the interest of its target
audience who are the students. But the other board display is lacking
creative a spect although the labes used are cut-out letters glued in
colored paper. Although it target the audience’s interest it is still not
affective.
Was the language used clear and simple for the target audience to understand?
Why? Why not?
 The language used is English. It uses simple words as the label of the
information or materials posted. The font size are also legible from a
distance.
Was the board display effective? Why? Why not?
 The board display is effective informational aspect. It conveys the
information well.
What suggestions can you make?
 To improve the board display, I’m suggesting to pay attention to the
design and lay-out of the materials because these aspect are the key of
effectiveness of the board display.

Based on the suggestions, propose an enhanced version of the display board. Use
the form below.

My Proposed Board Display

Theme:
Nutrition Month Celebration
Board Title:
Healthy eating to have good nutrition

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 Rationale:
(Purpose)
To appreciate the importance of vegetable and fruits in our body

Objectives:
 To remind the students about eating healthy foods.
 To make the students realize that healthy eating is healthy living.
Best features of my proposed bulletin enhancement:
Quotation about healthy foods.

Content Resource (Name each needed resource and give each a brief
description): the pictures are come from the internet.

Materials for aesthetic enhancement:

 Cartolina
 Colored
 Plastic cover

REFLECT
1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.

 Creativity – he/she must think beyond the box, he/she must be optimistic
and original creator of unique ideas.
 Innovative – must be his/her main goal, board display are common but a
teacher must create incomparable board display or at least produce
something that exceeds the commonality.
 Resourceful – buying new materials is not wise, a teacher must be able to
utilize creativity available resource which will also contribute in reducing
more waste.
 Critical thinking – creating board display requires critical thinking as facts
and evidences are important in board display, z teacher must be able to

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 understand the source of information and identify the unnecessary
information.
 Confident – believing and trusting oneself is the most important thing
when creating a work of art , a teacher must manifest confident in his/her
work because that will give him/her the mindset that the result will be
successful.

2. Which of the skills you named in #1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
 I have a lot of experiences in creating display and the skills that I have are
the keys why I was able you come up effective board display during our
High School. Being confident, creative and innovation are what really
made me succeed in creating board display.

3. Which skills do you still need to develop? What concrete steps will you take on
how you can improve on or acquire these skills.
 Among the aforementioned 5 skills that a teacher must have, what I still
need to develop are the resourcefulness and critical thinking. As I am a
fan of shopping, buying materials really excite me when creating project
but as I have realized its not wise. I am planning to research on reusing
materials so that I could gain ideas what can still be useful or how to
transform and use it in other way. In terms of critical thinking, I should
work gather information, double checking what’s valid and credible and
assessing the sources since these are necessary steps in writing papers.

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SHOW Your Learning Artifacts

My personal Illustration of an Effective

School Environment

An effective school environment, I picture it, would like to be safe

environment and a child friendly school. That can provide learning and
growth to its learner or students. An ample space to develop their
social, emotional, psychological and intellectual capacity as an
individual in society to contribute positively in their own personal and
social well being. This stage of their development is one step of
becoming a full pledge person with mature and a sense od deeper
understanding of what and how important life is and struggles are just
a part of learning. It is at this stage the personal connection and
interaction happens. We find life-long friendships at this stage of our
lives and start to identify ourselves as a person individual.

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 Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation questions/ observation observation questions/
Sheet completely tasks not answered / questions/tasks tasks not answered /
answered/ accomplished. not answered / accomplished.
accomplished. accomplished.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered completely; answered observation questions
completely; answers are clearly completely; answers were not answered;
answers are with connected to theories; are not clearly answers not connected
depth and are grammar and spelling connected to to theories; more than
thoroughly are free from errors. theories; one (1) to four (4) grammatical/
grounded on three (3) spelling errors.
theories; grammatical /
grammar and spelling errors.
spelling are free
from error.
Reflection Profound and Clear but lacks depth; Not so clear and Unclear and shallow;
clear; supported supported by what shallow; rarely supported by
by what were were observed and somewhat what were observed
observed and analyzed supported by and analyzed
analyzed what were
observed and
analyzed
Learning Portfolio is Portfolio is reflected on Portfolio is not Portfolio is not reflected
Artifacts reflected on in the in the context of the reflected on in the on in the context of the
context of the learning outcomes. context of the learning outcomes; not
learning Complete; well learning outcomes. complete; not
outcomes; organized, very relevant Complete; not organized, not relevant
Complete, to the leaming outcome organized. relevant
wellorganized, to the learning
highly relevant to outcome
the learning
outcome
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the deadline deadline the deadline or more after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00. 3.5 5.00
99 96 9 90 87 84 81 78 75 72 71-
3 Below

MARIA TERESA A. GARINGAN

Signature of FS Teacher above Printed Name Date

Directions: Read the items given below and encircle the correct answer.

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1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT _________________.
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. build many professional linkages
D. establishes and maintain consistent standards of learner’s behavior

2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III and IV D. III and IV

3. What physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings

4. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive
B. Informational
C. Motivational

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 D. Decorative

6. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Decorative, informational

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