MABALACAT CITY COLLEGE

Dolores, Mabalacat City, Pampanga

Institute of Teacher Education

Bachelor of Secondary Education
Major in Science

FIELD STUDY 1
Observations of Teaching-
Learning in Actual School
Environment

MODULE 1:
The Learners’ Development
and Environment
(Episodes 1-4)

Celter Cris P. Torres, LPT

Course Instructor

April joy De leon

Field Study Student
 Episode 1: School as a Learning Environment

Name of FS Student : April joy De leon

Program : Bachelor of Secondary Education Major in Science
Resource Teacher : Abigael R. Pineda Signature :
Cooperating School : Duquit High School

Your Target:
At the end of this activity, you will be competent in determining an effective
learning environment that provides social, psychological, and supportive learning.

Your Map:
A general observation of face-to-face learning and the offline classroom is an
exciting way to start your observation.
Your mission is to do the following tasks:

Accomplish the checklist Based on your gathered

Observe a class. Look
data in the checklist,
into course materials,
as you observe the describe the
and teaching platform.
classroom. environment

Present your idea of a good face-to-face learning

Make a reflection on the
environment through any of these:
characteristics of face-to-face

A.Descriptive Paragraph, B. Photo Essay C. learning environment that

Sketch or Drawing D. Poem, E. Song/Rap promotes learning.

Your mission is to do the following tasks Offline:

1. Visit a school. Look 2. Accomplish the

3. Based on your
into facilities and checklist as you move
gathered data in the
support learning areas around the school
checklist, describe the
in the campus, then in premises.
school environment.
the classroom.

5. Present your idea of a good school environment through 4. Make a reflection on the
any of these: characteristics of a school
environment that promotes
a) Descriptive Paragraph; b) Photo Essay; c) Sketch or
learning.
drawing; d) Poem, Song or Rap

YOUR TOOLS
As you engage in the classroom, activity forms are provided to document your
observations. You are advised to read the entire worksheet before observing a class. A
good understanding of the activities and tasks in the activity sheets yields better learning
results.

OBSERVATION GUIDE FOR THE FACE-TOFACE

CLASSROOM
Read the following statements carefully. Then write your observation report on the
provided space.
1. Describe the learning environment.
2. Describe the teaching and learning in class.
 OBSERVATION REPORT

Name of School Observed : Mabalacat City College

School Address : Bagong Lipunan St.,
Duquit, Mabalacat City, Pampanga 2010

Date of Visit: August 27-30, 2024

Every grade 10 student shares the same learning or classroom. It is not visually
appealing because you would not see any decorations like academic posters, charts,
etc. like before, every classroom is not colorful; it is just plain not inviting. Some of
the classrooms are generally noisy and chaotic, but some of them are quiet. Student
participation is available for all the classrooms we handle. Still, because some
classrooms have small televisions, it makes it hard for the students at the back to see
the presentation and keep track of the lesson, making the lesson die or not interesting
for them.

The way that my cooperating teacher teaches the class is great. I can see many
strategies from her. She gets her students' attention throughout the lesson by having
my cooperating teacher check in with each student, asking questions, and providing
feedback to help them understand the material. She encourages students to ask
questions and seek help when they need it, creating a safe and supportive learning
environment
 OBSERVATION GUIDE FOR THE CLASSROOM
OBSERVATION
Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.
1. What learning materials/ equipment are present?
2. Observe the students. Do students participate in the class?
3. Do teachers deliver their lesson effectively?
4. What are the pros and cons of face-to-face classroom?

OBSERVATION REPORT ON CLASSROOM VISIT

CLASSROOM OBSERVATION MATRIX
DESCRIPTION
PowerPoint presentation

1. LEARNING
MATERIALS/EQUIPME
NT

2. STUDENTS’ PARTICIPATION The five (5) sections that my

cooperating teacher is handling are
participative; most of them remember
what was yesterday's lesson, but
sometimes their participation is their
way to create noise and be chaotic, but
then there you see the authority she
holds even though she is friendly to her
students

3. DELIVERY OF THE LESSON The delivery of the lesson was great.

My cooperating teacher started with her
motivation, which was a video where
they needed to sing and dance to
energize the students, then she would
recall her students on yesterday's topic,
and after that, she would start her
lesson. I can see that she always makes
 her students involved in the lesson; she
asks them to read or she asks questions
about the lesson.
4. PROS AND CONS OF FACE I can say that the advantages of face-to-
TO FACE- LEARNING face learning are that the teacher can
guard every move of the students when
discussing the lesson, there will be no
gadget distractions or noise from the
outside, they can fully focus on the
teacher and the lesson, and they can
build connection and friendship with
the other students and teachers. The
disadvantage of face-to-face learning is
that it is not budget-friendly because it
costs a lot to go to school for a transport
fee.

OBSERVATION REPORT

Name of School Observed : Mabalacat City College

School Address : Bagong Lipunan St.,
Duquit, Mabalacat City, Pampanga 2010

Every grade 10 student shares the same learning environment or classroom. It is

not visually appealing because you would not see any decorations like academic
posters, charts, etc. like before, every classroom is not colorful; it is just plain not
inviting. Some of the classrooms are generally noisy and chaotic, but some of them are
quiet. Student participation is available for all the classrooms we handle. Still, because
some classrooms have small televisions, it makes it hard for the students at the back to
see the presentation and keep track of the lesson, making the lesson die or not
interesting for them.

The way that my cooperating teacher teaches the class is great. I can see many
strategies from her. She gets her students' attention throughout the lesson by having
my cooperating teacher check in with each student, asking questions, and providing
 feedback to help them understand the material. She encourages students to ask
questions and seek help when they need it, creating a safe and supportive learning
environment

ANALYSIS

1. How do face-to-face learning and classroom in particular impact on the learning of the
students? What are your conclusions?
A face-to-face setup and classroom contribute a lot to students' learning because there
are no distractions such as gadgets, noise from the outside, or noise from the family.
After all, not every student has room to study. Being in a classroom with your
classmates brings so much to students that it can encourage them to study. The teacher
can focus on teaching them and personally evaluate them if there is progress in the
student's knowledge and behavior.

2. How does this relate to your knowledge of child and adolescent development? How
does this relate to your knowledge of facilitating learning?
As I step into the practice teaching setup, I witness the fascinating journey of children
evolving into adolescence. While some swiftly adapt to the rapid changes, others take
their time to bloom. This firsthand experience enhances my understanding of
facilitating learning, enabling me to connect with students on a deeper level.
Understanding their emotions and individual pace of development empowers me to
guide them effectively.

REFLECTION

1. Would you like to teach in the face-to-face environment you just observed? Why?
Yes, because I know that the environment is great. All the teachers, head teachers, and
principals are kind, easy to get along with, and willing to help. The students are also easy
to get along with; they may be noisy and chaotic sometimes, but they still know when to
behave and respect.

2. What kind of face-to-face class is conducive to learning?

Teaching means you have to have diverse teaching methods to meet all your students'
needs and deserves.

That's why I believe the kind of face-to-face that is conducive to learning has active
learning, where students can engage with each other and the teachers, in that they can
build collaborative learning that can nourish their social interaction, which will help them
to figure out and discover things on their own, and their newly gained knowledge they
can use in a real-world application, and then give your teacher feedback to improve
themselves and eliminate unnecessary qualities.

3. In the future, how can you accomplish your answer to number 2?

The things I can do to accomplish all that, the first thing I need to do is prepare. I need to
prepare myself before I enter the room. I need to prepare engaging activities so the
students will get motivated and energized before the lesson so the students are
encouraged to participate. I need to use a variety of teaching methods when I am teaching
in front of the students to accommodate everyone's needs. I need to establish a strong
student-teacher interaction to know every student and connect with them.

4. Write your additional learning and insights here.

During my observation, I realized that beyond only having professional skills, a great
teacher must also be innovative, passionate, and invested in their students. These qualities
must all be combined to create a positive learning environment that inspires and
motivates students to improve themselves. I noticed how dedicated my cooperating
teacher was to delivering her lesson and how determined she was to make the students
grasp what she was teaching.
 MY PERSONAL ILLUSTRATION OF AN
EFFECTIVE LEARNING ENVIRONMENT

created this illustration because I wholeheartedly believe this kind of

teaching/classroom setup is the best approach for students. After all, it fosters
collaboration, empowering students to brainstorm with their peers/classmates and
boosting their confidence The teacher in this setup is teaching the mechanics, checking
every student to their work, and practicing the student-teacher interaction.
 Episode 2: Learners’ Characteristics and Needs Shool as a
Learning Environment

Name of FS Student : April joy De leon

Program : Bachelor of Secondary Education Major in Science
Resource Teacher : Abigael R. Pineda Signature :
Cooperating School : Duquit High School

Your Target:
At the end of this episode, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.

Your Map:

Step 1 Step 2
Observe 3 groups of Describe each of the learners
learners from different levels. based on your observations.

Step Step 4
3 Compare them

Validate in terms of their interests and

your observation by needs.

interviewing the learners.

YOUR TOOLS
Use the activity form provided for you to document your observations.

AN OBSERVATION GUIDE FOR THE LEARNERS’

CHARACTERISTICS

Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation checklist if a
more detailed observation is preferred.

Social
1. Describe how they interact with teachers.
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how did they show
problem solving activities.
 LEARNERS’ DEVELOPMENT MATRIX
Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at
different levels. The items under each domain are by no means exhaustive. These are just
sample indicators. You may add other aspects which you may have observed.

High School
Development Domain Indicate age range of children observed: 14-16 yrs old

SOCIAL
Interaction with teachers The social interaction is great because you can see
that they all know each other very well, but
sometimes, because of that closeness, they lack
respect or boundaries.
Interest

Others

EMOTIONAL
Moods and temperament, As I observed, the student's mood is always the
expression of feelings same; they are always hyped, bubbly, and happy. I
can see them join in-jokes and always socialize with
their classmates. And they can easily express what
they want because they are very vocal about it.
Emotional independence Regarding the students' emotional independence, I
noticed that they learned to become aware of others'
or their classmates' feelings, because there was this
one time when one of their classmates was crying
silently and they noticed, and they immediately
comforted that classmate. The student's ability and
awareness of the feelings of others are visible, and
their way of managing to communicate effectively
with their peers is great.
Others

COGNITIVE
Ability to use words The ability of the students to use words when it
comes to social interaction with their peers is natural
 because they can use the language they are
comfortable with. But when it comes to interaction
with their teacher for participation using the English
language, they struggle; they cannot convey their
thoughts.
Ability to figure out things Based on my observation, I can say that their ability
to figure things out is not at its best because they
have a hard time understanding things when they are
not explained by their teacher.
Problem Solving I can say that in terms of their problem-solving
skills, they still need some help from their teachers
because they still struggle to comprehend things
sometimes.

ANALYSIS
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics think of implications for the teacher
Salient Characteristics Implications to the
Level
Observed Teaching-Learning Process
The salient characteristic Therefore, the teacher
that I observed is that they should be authoritative at
High School
are all friendly; they will all times and should be
Age range of learners say things even when the aware
discussion is going on that
observed: 14-16 can distract the lesson.

REFLECTION:

1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
Yes, while observing the students, I remember when I was in high school because
we were so much like that back then: close to our teachers, noisy, chaotic. The
difference is that when I’m in 10th grade, the whole class can read and
communicate in English, solve mathematics problems, and comprehend things on
our own.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
The teacher I remember the most is our 10th teacher, Ma’am Ciara because she is
so good at teaching. With the patience she put into teaching us, she always made
sure that no one was left behind, and she is the reason why I want to be a teacher
—I want to be like her.

3. Which is your favorite theory of development? How can this guide you as a future
teacher?
My favorite theory of development is the development theory of Jean Piaget
because his theory shows how development progresses. In his theory knowledge,
we can see the step-by-step progress of students in acquiring

4. Share your other insights here.

I realize now that the students are far from before; their behavior is tolerable and
still controllable, but the way they comprehend, grasp the lesson, and handle
situations on their own is hard to handle; even though it is explained to them
thoroughly, they still struggle to grasp it and construct ideas on their own, as if
the lesson did not get to them at all sometimes. As I see it now, it feels normal to
see a grade 10 student who cannot read properly or has low reading
comprehension and cannot solve a simple division in mathematics.
 Episode 3: Individual Differences and learner’s
Interaction – A Multicultural Approach (focusing
on differences in gender, racial, and religious
background)

Name of FS Student : April joy De leon

Program : Bachelor of Secondary Education Major in Science
Resource Teacher : Abigael R. Pineda Signature :
Cooperating School : Duquit High School

Your Target:
At the end of this episode, you will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.

Your Map:
The learners’ individual differences and the type of interaction they bring surely
affect the quality of teaching and learning. This episode is about observing and gathering
data to find out how student diversity affects learning.
To reach your target, do the following tasks:

Step 1. Observe a class in different parts of a school day. (beginning of

the day, class time, recess, etc.)

Step 2. Describe the characteristics of the learners in terms of age,

gender, and social and cultural diversity.

Step 3. Describe the interaction that transpires inside and outside the
classroom.

Step 4. Interview your resource teacher about the principles and

practices that she uses in dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on the learners’

interaction.
YOUR TOOLS
Use the activity form provided for you to document your observations.

AN OBSERVATION GUIDE FOR THE LEARNERS’

CHARACTERISTICS

Read the following statements carefully before you begin to observe. Then write
your observation report on the space provided on the next page.
Find out the number of students. Gather data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
During class:
1. How much interaction is there in the virtual classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact more
with the teacher than the others.
2. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
3. Which students participate actively? Which students ask for most help?
4. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands so that the teacher will
call them instead?
 OBSERVATION REPORT

Name of School Observed : Mabalacat City College

School Address : Bagong Lipunan St.,
Duquit, Mabalacat City, Pampanga 2010

As I observed, there is no virtual classroom because they now have full-blast

face-toface classes, but when there is a suspension of class, there will be a module
(ADM). My cooperating teacher will send the module to Messenger. Here, I noticed
that this is not an effective alternative because most of the students would not
cooperate; most of them will not open the message of my cooperating teacher, but
when they do open the message, their response is memes from the internet, and they
will joke around as if they are playing.

I believe the students who participate the most are the students in the 3rd section
because when my cooperating teacher is in that classroom, I can see how participative
they are; they always volunteer to read the slides and fill in the blanks when my
cooperating teacher is discussing; they ask questions and help if they get stuck on
something or if they do not understand the topic. When my cooperating teacher asks
someone about the lesson and the students cannot answer, other students volunteer to
help them. I do not see any competition among students; they help one another.

ANALYSIS

1. the persons who play key roles in the relationship and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker,
an attention seeker, a litter teacher, a doubter/pessimist?
I believe the student who plays a key role is their class president; they are always the
one who represents the whole class and the voice of the class. I also observed that
their president is the one who plays the leader and the mini-teacher because the class
president is the one who keeps them all on their best behavior and respect.
I also noticed that the class president is the one who reminds them to do their
remaining activities and when to pass them.

2. What makes the learners assume these roles? What factors affect their behavior?
Because the title is given by their classmate and teacher, they are selected to be the little
teacher in the classroom. and they are just taking responsibilities to their duties as little
teachers to help their classmates and peers to clarify doubts and explain the concept,
represent peers, encourage participation, and maintain order when the teacher is not yet in
the classroom.

3. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by the others?
How is this shown?
As of now, I have not noticed any students who seem left out, because they all bond
together and are friendly.

4. What does the teacher do to address issues like this?

As of now, there is still no issue about that, so I do not have any idea how my
cooperating teacher will handle it.

REFLECTIONS

How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
Yes, I believe they see each other as family. I see how they care about each other; the
way they comfort each other and make them smile is awesome. Every student tries to
help one another in every way possible.
 Episode 4: Individual Differences and learner’s
Interaction – A Multicultural Approach (focusing
on different levels of abilities)

Name of FS Student : April joy De leon

Program : Bachelor of Secondary Education Major in Science
Resource Teacher : Abigael R. Pineda Signature :
Cooperating School : Duquit High School

Your Target:
At the end of this activity, you will gain competence in determining,
understanding and accepting the learners’ diverse backgrounds; and in relating the
learners’ background to their performance in the classroom.

Your Map:

Observe two or more learners of different abilities but from the

same grade or year level.

Find out some information of their background.

Observe them as they participate in a classroom activity.

Write a narrative report and a brief reflection on your experience.

YOUR TOOLS
Use the activity form provided for you to document your observations.

AN OBSERVED GUIDE FOR INDIVIDUAL

DIFFERENCES

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
1. Observe the virtual class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem
to be behind.
3. Validates your observations by asking the teacher about the background (family,
socio-economic, presence of some learning disability, etc.) of these children.
4. Observe the behavior of both high achieving and low-achieving learners. Note
their dispositions, pace in accomplishing tasks, interaction with teacher, and
interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class.
 OBSERVATION REPORT

Name of School Observed : Mabalacat City College

School Address : Bagong Lipunan St.,
Duquit, Mabalacat City, Pampanga 2010

As I observed, there is no virtual classroom because they now have full-blast face-
toface classes, but when there is a suspension of class, there will be a module (ADM).
My cooperating teacher will send the module to Messenger. Here, I noticed that this is
not an effective alternative because most of the students would not cooperate; most of
them will not open the message of my cooperating teacher, but when they do open the
message, their response is memes from the internet, and they will joke around as if
they are playing.

I believe the students who participate the most are the students in the 3rd section
because when my cooperating teacher is in that classroom, I can see how participative
they are; they always volunteer to read the slides and fill in the blanks when my
cooperating teacher is discussing; they ask questions and help if they get stuck on
something or if they do not understand the topic. When my cooperating teacher asks
someone about the lesson and the students cannot answer, other students volunteer to
help them. I do not see any competition among students; they help one another.
ANALYSIS

1. Did your observation match the information given by the teacher? Were you able to
correctly identify who among the students performed well and who did not? What
behavior helped you identify them? (volunteering to answer, responding to teacher’s
directions, etc.)
Yes, all the information that was given to me by my cooperation teacher matches
my observation. At first, I did not notice which students performed well and the
students who performed poorly, because when I first entered their classroom they
were having an activity, but when the discussion started,

I almost immediately recognized the students who excelled in the subject.

Because they always participate and answer the question in a great way, they
always try to elaborate their answer so everyone will understand. Also, they
always try to challenge my cooperating teacher's knowledge about the topic
because they ask questions that you will not expect. On the other hand, the
students who cannot perform well are easily recognized, because when my
cooperating teacher asks them to read, they cannot read the slide; the students just
mumble words, and they cannot answer simple questions. Then, when I handled
them, I noticed they could not answer the arithmetic problem even though the
step-by-step procedure was there.

2. Describe the differences in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those that are not?
Yes, I believe the classroom is heterogeneous, and that is why the gap between
the students is easy to distinguish. The students who perform well mostly
participate, are active in any way possible and are part of a group that competes
for the school. The student who does not perform well cannot read properly,
cannot recite, or cannot write and spell.

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher?
My cooperating teacher uses a variety of teaching methods to engage students;
when discussing the lesson, she always checks in with each student to make sure
everyone can follow, and if she sees someone who cannot follow, she asks what
that student does not understand and explains once again.

REFLECTION
1. Recall the time when you were in the elementary or high school. Recall the high and
low achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?
I remember when I was in high school, the class I was in was a high section, so
most of my classmates participated in every subject we had; we excelled in
recitation and written work. I still remember that our teacher always used
different motivations every day to energize us; we danced, we collaborated, and
we did art for activities. Our teacher always checks on us while discussing; she
always makes sure we are involved in every part of the discussion. She always
challenges us by giving us surprise quizzes and recitations.

2. With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both the
high and low achievers in your class?
I think the variety of methods I will be using in the future are the methods I
observed with my cooperating teacher and the teachers who handled us in the
past. When I will teach, I will make sure I challenge my students. I will be
providing complex activities that will encourage them to think critically, improve
their problem-solving skills, and encourage them to join competitions.
Disclaimer:
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Mabalacat City College.
In addition, this module or no part of it thereof may be reproduced, stored in a
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