PORTFOLIO

IN
FIELD STUDY
1&2

Submitted by: Ferline de la Piña

Submitted to: Mrs. Dobielyn Ombajin
 Lord, thank you for the gift of teaching. Equip
me to teach with wisdom and truth, and
empower me to teach with vision and with love.

Cover each child, teacher, and school in our

nation and bless them abundantly. Let your light
shine through all that I do so that every child
knows your unselfish grace.

I pray for leadership, guidance, patience, and

strength, as I help my students explore, stretch,
achieve, and grow.
 I am a Teacher.
I will do my very best to help each student reach their full potential both
physically and mentally.
I will give every student the opportunity to achieve success and build
pride in themselves, their school, and their community.
I will instill courage, leadership, teamwork, and a selfless sense of duty
to learn.
I will insist that each student meets and maintains the school standards
and expectations for discipline and academic success.
I will demand respect for self and others.
I will encourage students to become positively engaged and active
participants in school activities and social functions.
I will demonstrate the highest integrity, consistency, and fairness when
handling student discipline.
I will work diligently to learn and adapt to changes in our society in
order to meet the educational needs and standards of the school.
I will work cooperatively and collaboratively with other educators in
order to enhance the educational performance of our students.
I will never place my own needs above those of my students.
Most importantly, I will work hard every day to become a better teacher.
I am a teacher.
Philippine Professional Standards for Teachers
REFLECTIONS

A teacher with pedagogical content knowledge is one who is knowledgeable about the
subject they are teaching as well as how to teach it effectively. In terms of pedagogies used
to teach students, content knowledge is frequently seen as the what. In other words,
knowledge and content knowledge are the same. Meanwhile, pedagogy is the vehicle
through which students demonstrate mastery of the content. If a teacher take the time to
create cooperative learning environments that invite complex learning processes like
analysis, evaluation, and creation, pedagogy can improve the quality of teaching and the
way students learn. Students will gain a deeper understanding of the subject matter as a
teacher assist them in applying their knowledge to their own personal experiences outside
of the classroom. What the teacher will teach and how a teacher will teach are inextricably
linked. The development of both by a teacher is critical to the continued impact they have
on students in the classroom. As a future teacher, I will use my personal experiences and
knowledge to share with my students for them to reflect and understand better. I will let
them out of their comfort zones for them to express themselves to better understand the
content.

The role of teachers in creating secure, supportive, fair, and safe learning environments to
encourage student responsibility and achievement is one of this domain's highlights. It
focuses on establishing a learning-centered environment where teachers may successfully
control students' behavior. It emphasizes the importance of teachers using a variety of
materials and providing intellectually challenging and exciting activities in order to foster
positive classroom relationships that lead to high learning standards. By showing respect,
encouragement and empathy to students can lead to a positive and engaging learning
environment. I will hold them to the same high standard of positive, encouraging behavior,
and I will provide opportunities for them to build relationships with me and with one
another throughout the whole class activities. I believe I can create a learning environment
full of daily opportunities for students to learn both about the curriculum and about
themselves by creating an engaging, organized physical space, holding students to high but
realistic expectations, and providing opportunities for students to succeed every day.

The importance of the teacher in fostering inclusive learning settings is highlighted in this
domain. It highlights the value of teachers' knowledge, comprehension, and respect for
learners' varied traits and experiences as inputs to the planning and design of learning
opportunities. It promotes the celebration of diversity in the classroom and the importance
of differentiated teaching practices in order to prepare all learners to be successful citizens
in a changing local and global environment. To give and take respect for everyone,
whatever he/she is in the classroom is very important for me as a future teacher. This will
be the first step to do to engage in the positive learning environment. I believe showing
respect is giving value for him/her as a person. Students may vary of life experiences,
attributes, and diverse learning needs have a right to access a full and engaging education
on the same basis as their peers.

It focuses on how instructors interact with and understand the demands of the local and
national curricula. Their ability to transform course material into learner-relevant learning
activities that are based on reliable teaching and learning concepts is included in this
category. It calls for teachers to use their knowledge to carefully organize and develop
sequential classes, either alone or in partnership with other teachers. These lesson plans
and associated learning initiatives should be responsive to the requirements of students,
contextually relevant, and include a variety of teaching and learning tools. The domain
anticipates that teachers will share learning objectives in order to encourage student
engagement, comprehension, and achievement. Effective curriculum and planning place
students and their learning needs at the center. This principle allows teachers to design
experiences that help students become lifelong learners and responsible citizens. This
dimension is supported by a shared set of values as well as clear goals for teaching and
learning.

It is concerned with the processes associated with a variety of assessment tools and
strategies used by teachers in monitoring, evaluating, documenting, and reporting on the
needs, progress, and achievement of their students. It is concerned with the various uses of
assessment data to inform and improve the teaching and learning processes and programs.
It is about teachers giving learners the necessary feedback on learning outcomes. This
feedback informs the reporting cycle and allows teachers to choose, organize, and
implement effective assessment processes. To use multiple measures accurately and
effectively, teachers must first understand the characteristics, uses, advantages, and
limitations of the various types of assessments for evaluating how students learn, what they
know and can do, and what kinds of experiences and technology will support their growth
and development.

This domain affirms teachers roles on establishing school-community partnerships aimed

at enriching the learning environment and engaging the community in the educational
process. It expects teachers to recognize and respond to opportunities that connect
classroom teaching and learning to the experiences, interests, and aspirations of the school
community and other key stakeholders. It emphasizes the significance of teachers
understanding and carrying out their responsibilities to uphold professional ethics,
accountability, and transparency in order to foster professional and harmonious
relationships with students, parents, schools, and larger community. Creating a professional
learning network for teachers is especially important because it allows educators to expand
their influence outside of the classroom, share curricula, and learn new teaching strategies.

This domain is concerned with the personal and professional development of teachers. It
emphasizes teachers proper and high personal regard for the profession by upholding
qualities that uphold the dignity of teaching, such as a caring attitude, respect, and integrity.
This places a premium on personal and professional reflection and learning in order to
improve practice. It recognizes the significance of teachers taking responsibility for their
own personal growth and professional development in order to promote lifelong learning.
 PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service education to in-service
training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined
domains, strands, and indicators that provide measures of professional learning, competent
practice, and effective engagement. This set of standards makes explicit what teachers should
know, be able to do and value to achieve competence, improved student learning outcomes, and
eventually quality education. It is founded on teaching philosophies of learner-centeredness,
lifelong learning, and inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that can help teachers reflect
on and assess their own practices as they aspire for personal growth and professional development.

PPST has seven domains. These are the following:

➢ Domain 1: Content Knowledge and Pedagogy
➢ Domain 2: Learning Environment
➢ Domain 3: Diversity of Learners
➢ Domain 4: Curriculum and Planning
➢ Domain 5: Assessment and Reporting
➢ Domain 6: Community Linkages and Professional Engagement
➢ Domain 7: Personal Growth and Professional Development
FS 1. The School Environment

Objectives:
1. Visit a school through viewing selected videos on YouTube or other sources. Look into facilities
and support learning areas in the campus, then in the classroom.
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
1. Descriptive paragraph c. Sketch or drawing
2. Photo Essay d. Poem, Song, or rap

1. Exploring the School Campus

OBSERVE:
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 available, and say how each will contribute to the
students’ learning and development.
Facilities ✓ Description Will it contribute to the students’ learning and
development? Why?
Office of the ✓ A place wherein the Yes. Having a a school principal that leads the students
Principal school principal stays and teacher achieved a better future .
and do their job like
making of school
reports.
Library ✓ A learning place filled Yes. Library helps students and teachers find answers to
with lots of different whatever you are curious about. May it be in history,
books economics, politics and many more.
Counseling
Room
Canteen/ ✓ A place with different Yes. After a long hours of class, students deserve to
Cafeteria foods that you can relax and pause a few minutes into a place with the food
choose to eat you loved to eat and just get fueled with energy for the
next class.
Medical Clinic
Audio Visual/
Learning
Resource
Center
Science
Laboratory
Gymnasium ✓ A huge place perfect Yes. In this place, physical activities happened and also
for outdoor activities many things you'll learn in here like dancing, singing
and playing sports.
Auditorium
Outdoor/ ✓ An area filled with Yes. Introducing outdoor or garden inside the school
Garden almost green plants campus contributes to students learning and
development. Pleasing to the eyes and the fresh air
brings calmness and relaxation after being stress out
from class.
Home ✓ A room with different Yes. The availability of the Home Economics room in
Economics tools and equipments school contributes to the students learning and
Room development. Especially when it comes to gardening,
livestock raising, agriculture and many more which is
related into our day to day routine.
Industrial
Workshop Area
PTA Office
Comfort Room ✓ A place with lavatory Yes. After class students feel exhausted and this is the
for Boys and all necessary for right place to feel theirselves again.
proper hygiene
Comfort Room ✓ A place with lavatory Yes. After class students feel exhausted and this is the
for Girls and all necessary for right place to feel theirselves again.
proper hygiene
Others (Please
specify.)

1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table
located? How are the tables and chairs/ desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?
Write your observation report here.
Name of the School Observed : Catigbian National High School
Location of the School : Sitio Bugho, Poblacion, Catigbian, Bohol
Date Observe : March 13, 2022

Inside the classroom of Grade 8 section Sunflower, there are some artifacts posted in the walls like the
Philippine Presidents, Philippines' National Anthem, Prayer, classroom rules and some announcements
like bulletin boards. While examining the room, i saw that the teachers table is at the back portion in the
center facing the chalkboard and the students chairs is leading in front of her desk. Well arranged
bookshelves, broom sticks and dust pan at the side part of the windows. Since our country is facing a
health problem the Covid-19 pandemic, there are no classes and i can't share any observation regarding
on how the students behave inside the class and how many are they. All in all the classroom is well-lit
and well-ventilated, a good place for acquiring new learning and development.

ANALYZE:
1. How do the school campus and the classroom in particular impact the learning of the students going
to school? What are the conclusions?
2. How does this relate to your knowledge of the child and adolescent development? How does this
relate to your knowledge of facilitating learning?
Answers:
1. It is a learning environment that helps the students be motivated to go to school and perform what
are the things needed to be done. Therefore, it a life cycle and already a part of one's student life or
daily routine to go to school and learn something new.
2. Being aware of the diverse characteristics of each student you have inside the class is the knowledge
i can relate to child and adolescent development. In relation to facilitating learning, it is the ways
on how to handle a class compose of different behaviors.

REFLECT:
1. Would you like to teach in the school environment you just observed? Why?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?
4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learnings and insights here.
Answers:
1. Yes, I would like to teach in the school environment i just observed. The availability of learning
materials and equipment needed for quality teaching is in there as well.
2. A school campus wherein a student feel the security and his safety while being in class. Clean,
well-ventilated rooms and kind teachers and staff.
3. A classroom that has a well arranged chairs, clean and net floors and windows which gives addition
to be motivated in going to class.
4. In the future, with great passion and determination i will achieve a conducive classroom for my
future student and teach them effectively as what I acquired during my undergraduate degree.
5. Observing a class really helps me a lot as for my future reference. Many lessons and knowledge
added on how to handle and how should be inside the classroom.

2. Observing the bulletin board displays

OBSERVE:
As you watch the video and examine the 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. Watch and examine the board displays. How many board displays do you see?
2. Where are the display boards found? Are they in places where target viewers can see them?
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?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
 6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take photos of the display boards.

Based on the questions on the observation guide, write/ accomplish your observation report.
Observation Report
(You may paste pictures of the Board Displays here.)

Based on my observation inside the office of the principal, there are two board displays located in the
hallway wherein a place the viewers can see it properly. It is about the growth of schools enrollment
numbers showing that through the years it increases without any drop outs as shown in a way of
graphic organizer printed in a long white bondpaper. So far, there are no misspelled words, grammar
inconsistencies and the like, the messages were clear and easy to understand. It really got my attention
because of how artistic the board display is designed that keeps me reading all the information written
on it.

ANALYZE:
1. What do you think was the purpose of the board display?
2. Did the board display design reflect the likes/ interests of its target audience? Why? Why not?
3. Was the language used clear and simple for the target audience to understand? Why? Why not?
4. Was the board display effective? Why? Why not?
5. What suggestions can you make?
Answers:
1. It's purpose is to convey or dissiminate information about the schools achievement or
announcements.
2. Yes, because it do really attract me in a way that i did read all the information being posted in the
board display.
3. Yes. Clear and easy to understand the language and words being used in the posted informations.
4. Yes it effective because as i've said it attracted the target audience to read and comprehend what
is in the board displays.
5. It is not a suggestion but mere appreciation. Appreciating the creativity on how the presentation
of the display board has.
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.
2. Which of the skill you named in number 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
3. Which skills do you need to develop? What concrete steps will you take on how you can improve
on or acquire these skills?
Answers:
1. Industrious, resourceful, creative, flexible and wise are the skills that a teacher should have to be
able to come up with effective board displays.
Industrious- a skill that knows how to create things.
Resourceful- a skill that a teacher needs to find alternatives if there is an absence of a certain
material.
Creative- a skill that beautyfies everything, attracts the audience with its unique designs and such.
Flexible- a skill that take things vulnerably to achieved what is the main goal
Wise- a skill that think all things in goal driven product or process, making everything successful
2. Being creative. As i remembered having the highest score because the teacher loved the
combination of colors and design of my board displays. Simply loving my passion in arts, i draw and do
colors thats how i practice these skills.
3. Maybe its the being wise. It is easy to be smart because you tend to study a certain thing to be
smart at it but being wise on how to a handle a situation is very rare and you really need to learned it.
Maybe seeing all the situation in a tough way and always think rationale on how to handle it in a wiser
way.

SHOW YOU LEARNING ARTIFACTS

Present an illustration showing your idea of an effective school environment through any of the
following:
• A descriptive paragraph
• A photo essay
• A sketch or drawing
• A poem, song or rap

My Personal Illustration of an Effective School Environment

Clean, neat, well-lit and well ventilated classroom for a better teaching and learning. A school ground
with gymnasiums used for outdoor activities, fresh flowers at the side part for relxation when stressed
out from the heavy physical activities. A school canteen with all the foods you can choose for boosting
and giving back of energy being lost from a long and tiring class. A library room filled with lots of
books, chairs and tables to used for researches and readings. Clean comfort rooms for girls and boys,
 expressing all the exaustion feeling. This is how i describe my own idea of an effective school
environment.

Reference: Maria Rita D. Lucas, Milagros L. Borabo, Purita P. Bilbao, Brenda B. CorpuzPublisher: Lorimar
Publishing, Inc.Copyright: 2020. Field Study 1 - Observations of Teaching-Learning in Actual School
Environment.
FS 1. Episode 2. Observing learner characteristics at different stages

Objectives:
1. Observe 3 groups of learners from different levels (preschool, elementary, and high school)
through viewing selected videos on YouTube or other sources.
2. Describe each of the learners based on my observations.
3. Validate my observation by interviewing a learner.
4. Compare them in terms of their interests and needs.

OBSERVE:
Use the observation guide and matrices provided 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.

Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up to
the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
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 they showed problem solving
abilities.

Learner’s Development Matrix

Record the data you gathered about the learners’ characteristics and needs in the 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 or researched.
Development Preschooler Elementary High School
Domain (Age range of children (Age range of children (Age range of children
__5-6___) _7-12__) _13-18___)
Physical -Children at this ages -Upon their arrival inside -Students are paying
Gross-motor skills loves to run all the time, the classroom, they enjoy attention to the teacher’s
roam around asking exploring the classroom. discussion. Already know
questions about the - At this stage, their skills where are the designated
Fine-motor skills things they are in writing and drawing are classrooms.
unfamiliar with. slowly developing and - Can identify simple
- Children are able to enhancing. grammar composition and
Self-help skills
write their names with - Sometimes pupils cautious about what they
the guidance of the require assistance from write and draw.
Others teacher. Can write and their teacher with some - Already independent, no
draw shapes, lines and certain activities. longer require much
curves. guidance from their
- At this stage, they teacher regarding in
always requires help or various tasks. As long as
assistance in all they understand the topic
activities designed by being discussed.
their teacher.
Social -They are keen to -Some are hesitant to -Confidently interact with
Interaction with answer their teachers’ speak with the teacher, their teacher, sharing their
Teachers inquiry without especially if they have opinion but some also at
hesitations either it is questions or difficulties. this stage became
correct or incorrect. They start to build close introverts.
Interaction with - Comfortable friendship to their - Different circle of
classmates/friends communicating with classmates. friends arise inside the
their teacher and -Became more interested classroom.
classmates with the when it comes to sports - They are interested
Interest
thoughts of them as and academic activities. particularly on fashion
their playmates. trends and also in
romantic relationship and
crushes.
Emotional -Children are very -They switch moods -Already aware of their
Moods and expressive, they do easily according to their feelings.
temperament, according to what they interactions inside the - Can validate and
expression of feel. class. manage their feelings and
feelings - If they want to play, - Not fully aware and on emotions, but may also
they play excitedly and how to handle their conceal their true feelings
when they cry, they cry emotions. just to fit in with others.
Emotional out loud.
independence

Others
Cognitive -They communicate -At this stage, deliberately -Students communicate
Communication with their teacher and developing their effectively at this stage,
skills classmates in their communication skills in have an average learning
mother tongue. expressing their self. strategies.
- Considers a lot of things
Thinking skills in problem solving that
 - They can answer some - Starting to understand tends to have difficulties
questions based on their what are the applications in decision-making.
Problem-solving experiences. of the teachers lessons. - Understanding the topic
- And at this stage, they - They can already solve is better when their
don’t have yet the simple problems. learnings is applied in
Others
problem solving, they actual situation.
focus on writing and
drawing while still
enjoying.

ANALYZE:
Write the most salient developmental characteristics of the learners. Based on these characteristics, think
of implications for the teacher.
Example:
Level Salient Characteristics Implications to the Teaching-Learning Process
Preschool • Preschoolers like to • Therefore, the teacher should remember to use
Age range of move around a lot. music and movement activities not just in PE
learners 3-4 but in all subject areas.
• Therefore, teachers should not expect
preschoolers to stay seated for a long period of
time.

Level Salient Characteristics Implications to the Teaching-Learning

Process
Preschool They are always curious about the Therefore, teacher should answer their
Age range of things they see and surrounds on them questions for the children will not be curious
learners _____ that they tend to always ask questions. anymore. And in fact, it is an added
knowledge and learning for them.
Elementary At this stage, they start to socialize Therefore, teacher should always check the
Age range of and build friendship. They always students if they are listening and ask questions
learners _____ talks even the teacher is discussing. to know if they do really understand what is
being discussed.
High School Using gadgets and taking with their Therefore, teacher should put on hold
Age range of classmates secretly when the teacher students’ gadgets before starting the class. Be
learners _____ is discussing. creative on your teaching techniques to catch
the attention of the students.

REFLECT:
1. While answering, did you recall your own experiences when you were their age? What similarities
or differences do you have with the learners?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he or not help
you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
3. Share your insights.
Answers:
 1. Yes. I remember when I was a preschooler, I really like to play with my classmates running all
around the classroom. Always curious and ask questions to the things that is new for me. In my
elementary days, I started to play sports and plays a lot. And during my high school years, I became
more focus on academics and graduated senior high school with flying colors.
2. I met this teacher during my high school years. She was literally a second mother to me. A great
motivator who always encourage and inspires me to do good an be a better person inside and outside
the school. All of her advices leads me now taking up a bachelor degree in education because I was
inspired by her dedication and passion. And that is what I wanted also to happen for me in the
future, to inspire and impart knowledge to the students and be the best they can be.
3. Recognizing our students as well as their differences allows us as teachers to make a difference in
their lives. Teachers as an instrument for the student to achieved success and greatness. And that is
a wonderful chance and a great privileged for the teacher to be part of their success.

Reference: Maria Rita D. Lucas, Milagros L. Borabo, Purita P. Bilbao, Brenda B. Corpuz. Lorimar Publishing,
Inc. Copyright: 2020. Field Study 1 - Observations of Teaching-Learning in Actual School Environment.
FS 1. Episode 3. Creating an Appropriate Learning Environment

Objectives:
1. Observe a class setting videos in YouTube and other sources.
2. Plan on how to manage time, space and resources.
3. Provide a learning environment appropriate to the learners and conducive to learning.

OBSERVE
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

ANALYZE
Analyze and answer the questions on observed classroom management practices. Write your notes below,
then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes? (storage of teaching aids, books, students’
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for
specific purposes are not present?
Answer: Upon observing the classroom, there are areas for specific purposes like storage of teaching
aids, books, students belongings, supplies, etc. A designated corner inside the classroom where they
 are placed giving a big difference if these areas for specific purposes are not present. These tend to
arranged and organized the teachers and students file and information regarding on the growth of
their learnings.

2. Are the rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
Answer: There are rules posted inside the classroom in which reinforce positive behaviors of the
students.
Rules:
• Do not be late
• Listen when there is someone talking in front
• GADGETS are not allowed during class hours

3. Observe the noise level in the classroom. How is this managed?

Answer: Calling the attention of the students and ask what was the commotion or sudden noise is all
about, is the way how teacher managed the noise level in the classroom.

4. If a learner is not following instruction or is off-task, what does the teacher do? Describe the
behavior strategies used.
Answer: In each class, this situation will really occur just like in having an oral recitation. The
teacher will just say “From the class, who can help him or who knows the answer?” and let the
student take his seat.

5. What does the teacher do to reinforce positive behaviors? (behavior strategies)

Answer: Making an agreement of having a classroom rules to follow between teacher and students.

6. How did the classroom organization and routines affect the learners’ behavior?
Answer: The classroom organization and routines affect the learners behavior. By the help of the
organization that they have, they can develop their capabilities to be a responsible member of their
group. The daily routines such as praying, can develop students spiritual life to be a good citizen of
the society.

7. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
Answer: On every decision that the teacher would choose, it has an impact on his students or clients
should take place first. On a design, he should consider the maturation development and level of
 understanding of the learners so that they will become more productive citizen of the society aided
with scholastic motivation.

8. Which behavior strategies were effective in managing the behavior of the learners? In motivating
students? Why were they effective?
Answer: Corporal punishment is not the answer in managing the behavior of each student but with
an integration of values and deep communication to each other. In motivating students, the teachers
should be aware that in this stages it shows diverse personality that you need to be creative and
unique in the teaching styles. Giving the boost in there moods to be more participative and
cooperative.

REFLECT
Reflection as a future teacher. Write your insights.
1. Why do you need to enforce positive discipline?
Answer: The need to enforce positive discipline is very important to managed the students behavior
inside the classroom and at the same time for them to learn how to fit and compromised being on a
group of people with different perspectives.
2. Imagine yourself organizing your classroom in the future. In what grade level do you see yourself?
What routines and procedures would you consider for this level? Why?
Answer: I see myself handling a senior high school students. Attentive, flexible, creativity in all the
activities and task to be done. Students at this age, get easily bored, so being unique in every class
session is a must to achieve students attention and participation and the learning objective and outcome
is achieve
3. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
Answer:
Rules:
• Be participative and attentive
• Listen when someone is talking in front
• Do not hesitate to share ideas
• GADGETS are prohibited during class hours
• Maintain the classroom clean
• Shouting is not allowed
I choose these rules for the students to learned academically and also grow as a person. Able to know
how to socialize and understand the importance of diversity.
4. Should learners be involved in making the class rules? Why?
 Answer: Learners should be involved in making the class rules because they are the main reason of the
implementation of these rules. Collecting their ideas and opinion on how to managed a healthy and
productive environment inside the classroom.
SHOW YOU LEARNING ARTIFACTS
Paste pieces of evidences of classroom rules that work in class. You may also put pictures of the
physical space and learning stations which contribute to the effective implementation of classroom
management.

Answer:

Reference: Maria Rita D. Lucas, Milagros L. Borabo, Purita P. Bilbao, Brenda B. Corpuz. Lorimar Publishing,
Inc. Copyright: 2020. Field Study 1 - Observations of Teaching-Learning in Actual School Environment.
FS 1. Episode 4. Professional Development Through MOOCS

Objectives:
1. Review the seven domains of PPST and identify the competencies you like to develop more.
2. Visit the MOOC providers and explore the courses offered that are relevant to PPST domains you
like to work on.
3. Reflect on how you can continue developing your skills through MOOCS.

OBSERVE
1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identified. You may
try these sites:
• https://www.teachthought.com/technolgy/list-75-moocs-teachers-students/
• https://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.shtml
• http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/
• https://www.mooc-list.com/categories/teacher-professional-development
• http://ww2/kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-
mooc-madness
4. Indicate the MOOC provider. You might need to create an account in the different MOOC providers
to explore their MOOCS.
PPST Competencies I want to MOOCs related to the MOOC
work on competency/ies (Include a short Provider
description)
1. Content Proficiency in Socializing Creativity innovation and Coursera
Knowledge as a better Citizen to the transformation helps to grow our
and Pedagogy society to promote high sense of responsibility, transform our
quality economic inner world into higher moral and
standards. ethical stability.
2. The Learning Have a good and fair A positive learning environment is Coursera
Environment learning environment to the one where learners feel involved
learn effectively and and responsible for their learning
clearly as well as their while being comfortable enough to
behavior. fully participate in group and
individual activities.
3. Diversity of Students in our nation's Sharing, setting boundaries, and Coursera
Learners classrooms today are problem solving all come from
more diverse than ever. socializing and interacting. Children
They represent different learn to have empathy for other
races, ethnicities, people; recognize when their friends
cultures, and are sad or mad or even happy! Kids
socioeconomic eventually will start to use these
backgrounds skills at home with their parents,
siblings, or even pets.
 4. Curriculum I want to identify the In this course you will learn how to Coursera
and Planning learner’s needs, strengths, design lesson plans around the needs
weaknesses and interests. of your ELL students and their
language level through the analysis
of content.
5. Assessing and In term of assessing and It will also be useful to trainee Coursera
Reporting reporting, as a future teachers, school leaders, teacher
teacher gathering some educators and curriculum and
feedbacks from the assessment specialists, providing
students would be a great them with an understanding of the
help for future growth as challenges associated with teaching
an educator. and assessment of 21st century skills
6. Community A never-ending learnings This course is designed for educators Coursera
Linkages and based on experience in who wish to improve their
Professional the field. knowledge of what identifies quality
Engagement blended learning in the K12
classroom; improve the quality of
their existing blended lessons; and
grow their professional peer network
7. Personal Proper qualifications and Work on computer literacy as it Coursera
Growth and acquired knowledge from provides variety of exploration that
Professional school professional serves a big help in meeting new
Development seminars that relates to learnings.
effective learning.

ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most appropriate
for you. Describe the MOOCs below.
1. MOOC Title: Diversity of Learners
Provider: Coursera
Objectives of the MOOC:
• Demonstrate knowledge and understanding of differentiated teaching to suit the learners’
gender, needs, strengths, interest and experiences.
• Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-
economic and religious backgrounds.

Content Outline:
• Learners’ gender, needs, strengths, interests and experiences.
• Learners’ linguistic, cultural, socio-economic and religious backgrounds.

Why did you pick this MOOC?

Answer: I pick this MOOC to further study what and how elevate the importance of having diverse
characteristics and cultures of the learnings and to find an exact way to enhance the effectivity of
the teaching strategy.
2. MOOC Title: The Learning Environment
Provider: Coursera
Objectives of the MOOC:
• Demonstrate knowledge of policies, guidelines and procedures that provide safe and
secure learning environment.
• Demonstrate understanding of learning environments that promote fairness, respect
and care to encourage learning.

Content Outline:
• Learner safety and security
• Fair learning environment
• Support learner participation

Why did you pick this MOOC?

Answer: I pick this MOOC because it apply comprehensive knowledge of and act as a resource person
for, policies, guidelines and procedures that relate to the implementation of safe and secure learning
environments for learners.

3. MOOC Title: Curriculum and Planning

Provider: Coursera
Objectives of the MOOC:
• Prepare developmentally sequenced teaching and learning process to meet curriculum
requirements.
• Identify learning outcomes that are aligned with learning competencies.
• Demonstrate knowledge in the implementation of relevant and responsive learning
programs.

Content Outline:
• Planning and management of teaching and learning process.
• Learning outcomes aligned with learning competencies.
• Relevance and responsive of learning programs.

Why did you pick this MOOC?

Answer: I pick this MOOC because it exhibit high-level skills and lead in setting achievable and
challenging learning outcomes that are aligned with learning competencies towards the cultivation of a
culture of excellence for all.
REFLECT
1. How can MOOCs help you in the future career as a professional teacher and as a lifelong learner?
Answer: MOOCs help me in the future career as a profession teacher and as a lifelong learner by
providing what’s new in terms of teaching strategies and techniques used for effective learning to
happen. It serves as a tool for educators to impart learning with the use of technologies to the learners
in an easy way.

2. What did you learn from the way the providers use technology to teach in the MOOCs?
Answer: From the way the providers use technology to teach in the MOOCs, I learned that while the
technology is still improving, the learning experience is both enjoyable and satisfying. From my
personal perspective, there are areas that stand out for different MOOC providers: forum interaction is
a huge bonus for anyone who likes to interact with others in a more social context. Not only does this
make learning more fun, but the buzz of energy from tens of thousands of student participants helps
motivate engagement and course completion. I believe the clear leader for forums is Coursera. MOOCs
present information in different ways. Another way MOOC providers differentiate themselves is how
they structure coursers.

3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday teach
MOOC?
Answer: MOOCs give teachers a chance to see how other teachers work. I have always
believed in the value of learning about pedagogy from observing other teachers. As a future
educator this was one of the main reason why I need to participate in MOOCs. They allow me to observe
how they are designed and taught, and to learn from how other participants react.

SHOW YOU LEARNING ARTIFACTS

1. Include here the pictures/illustration of the materials used by the teacher. Put your
comments/annotations about what you observed.
2. Visit www.teachnology.com or the teacher resource websites. Print useful instructional materials
(worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate how they might
be useful considering your major or area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and
share how these tools can be helpful to you as a teacher.
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn more about.
How can this gadget/material be useful in instruction/teaching?
FS 2. Episode 1 . The Teacher We Remember

Objectives:
a. Review the qualities of good teachers based on PPST (Philippine Professional Standards for
Teachers) Southeast Asia Teachers' Competency Framework, Code of Ethics for Professional Teachers.
b. View TEDx talks on "What makes a good teacher great" and "The Power of a Teacher.
c. Analyze and reflect on what were noticed.

ANALYZE
1. From the PPSTs, Southeast Asia Teachers Competency Standards and the TEDx videos that you
viewed, what competencies do a great teacher possess?
Answer: From the PPSTs, Southeast Asia Teachers Competency Standards and the TEDx videos that i
viewed, the competencies do a great teacher possess are being chill, who eats apple, thinks like a kid but
acts like an adult, understand the students have a life outside of school, helps students if they notice a
struggle and a great teacher sings.
2. Are these competencies limited only to professional competencies?
Answers: These competencies are limited only to professional competencies. How come I'm saying this?
Professional associations and or organizations place a high priority on certain abilities, knowledge and traits
known as professional competencies. Or to put it another way, it wouldn't be suitable if non-professionals
utilized it. We must remember that these skills are related to our potential career.
3. For a teacher to be great, is it enough to possess the professional competencies to plan a lesson,
execute a lesson plan, manage a class, assess learning, compute and report grades? Explain your answer.
Answer: I think it is adequate to be able to supervise a class, organize and carry out lessons, evaluate student
learning, compute grades and report them. They will be better able to do their duties id they possess
professional competencies. In addition to imparting knowledge in the classroom, a great teacher will be
able to inspire and motivate students to go beyond what is taught there. I firmly believe that excellent
instructors possess subject-matter expertize and are able to interact with learners in a polished and
competent manner. Therefore, in my opinion, having the necessary professional competencies is more than
enough to make someone an excellent teacher.
4. For a teacher to be great, which is more important- personal qualities or professional competencies?
Answer: Both professional competencies and personal qualities are crucial for a teacher and I believe that
without either of them, a teacher would be lacking. Teachers must possess certain personal traits, such as
effective communication skills, in order to cater the needs of their students. Professional competencies or
abilities are also necessary since they enable you to understand the core teaching strategies, tricks and
practical experience needed to cope with a variety of students. A teacher who possesses these two traits
also has an advantage because they will help them become an excellent instructor. To sum up everything
I've mentioned, so far, a teacher is a whole package if they have the two qualities.
5. Who are the teachers that we remember most?
Answer: In my opinion, teachers who are kind to us are the ones we remember the most, who has left an
imprint on us. The teacher who is capable of developing a positive relationship with us. Also, the teacher
who has the patience to explain things to us. Lastly, a teacher who is dedicated to teaching and engaging us
in learning.
REFLECT:
1. Which personal traits do I possess? Not possess? Where do I need improvement in?
Answer: When a teacher speaks or do a speech in front of the class, j have this ability to listen and
comprehend what she says. I am an artistic person which is beautifying my works with arts full of flowers.
My insecurities is that I am not that good or fluent in speaking english which is commonly used in having
a good communication skills. In which I am still working now to improve at least and I must work on it
because I know that one of the key of becoming a great teacher is good in communicating others and easy
to understand what mag the situation is.
2. Which professional competencies am I strongly capable of demonstrating?
Answer: Not to brag but just an honest answer, having a creative and artistic ability is one of the professional
competencies I am capable of demonstrating. Able to portray and express the situation through painting or
drawing. Not that professionally but through continuous practice, all of my works will be better day by
day.
3. In which competencies do I need to develop more?
Answer: Competencies I used to develop among the professional competencies, I believe that global
perspective is the one in which I should focus my attention and time to be technologically updated on what
are those global teaching techniques that are on trend. So, in the future, I can apply those skills and
techniques and have development in my own teaching styles.
4. Who are the teachers that we remember most?
Answer: Teachers who are kind to us are the ones we remember the most. The bond and relationship created
because of her dedication to teaching and engaging us in learning.

WRITE ACTION RESEARCH PROMPTS

1. OBSERVE I Observe that personal traits such as the ability to listen well to the needs of her students
and professional competencies like assessment and coaching were least/ not displayed and as a
result, students were/class was experiencing such difficulties and problems in her class facing such
difficulties and problems in her class.
2. REFLECT The lack of these personal traits and professional competencies (mentioned in number
1) may be caused by misinformation or lack of information, didn't have enough research to some
reliable sources in knowing the various personal traits and professional competencies a teacher
must possess.
3. PLAN I would like to address this problem (mentioned in number 2) by conducting an action
research on the coping mechanism and challenges of senior high school students, specifically grade
11 students.
4. ACT
a. The main objective of my action research is to identify the difficulties and coping mechanism in
senior high school students, specifically grade 11 student.
b. My specific research questions are: what is the student profile in terms of age, gender, and family
monthly income? What are the challenges they face while learning their subject? What coping strategies
does the respondents use to help them learn their subject?.
c. To answer my specific research questions, I will use the descriptive method.

WORK ON MY ARTIFACTS.
Attach your reflections here.
Personal qualities and professional competencies were imparted to me. I have discovered that encouraging
students and expanding their knowledge horizons through the use of professional competency in teaching,
help students feel safe in the knowledge they obtain from the teacher. Another thing I learned is the in order
to provide your student the proper treatment for their challenges, you as a competent teacher must identify
all of their needs. I also learned that as future educators, we must prioritize what is best for our students
overall else because it is one of the most important aspects of being a teacher. Furthermore, it gives me an
understanding of how these two qualities assist you in achieving your objectives and collaborating
effectively with your student.
I came to understand that in order to meet the requirements for a great teacher, you must demonstrate a
certain set of competencies. I also understand that having the two qualities will benefit me as a teacher in
the future. Additionally, it would be wonderful if I possessed these two qualities because they would be
very helpful to me given that we would soon be practicing teaching. I will greatly benefit from developing
these abilities or attributes through the course I'm now enrolled in. Although I know it won't be simple, I'm
prepared to put in a lot of effort to develop these talents through the course I'm presently enrolled in.

Reference: Maria Rita D. Lucas, Milagros L. Borabo, Purita P. Bilbao, Brenda B. CorpuzPublisher:
Lorimar Publishing, Inc.Copyright: 2020. Field Study 2 – Participation and Teaching Assistantship.
FS 2. Episode 2. Embedding Action Research for Reflective Teaching

Objectives:
a. Be familiar about action research as a reflective teacher.
b. Underscore the importance of doing action research.

Making a List of Completed Action Research Titles by Teachers in the Field.

1. Make online search of the different Completed Action Research Titles conducted by Teacher.
2. Enter the list in the matrix similar to the one below.
Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Titles Author/s
Ex. Differentiated Instruction in Teaching English for Grade Four Classes Mary Joy Olicia
1. Increasing the Awareness in Global Warming of Grade 5 Pupils of Ryan Sulivas
Anas Elementary School Through the Use of “Present-Engaged-
Build Infographic Utilization Technique”
2. Improving Mathematics Performance among Grade 11 Students Pede I. Casing
Through Jigsaw Technique
3. Action Research in Mathematics Education: A Study of a Master’s Sarah Ultan Segal
Program for Teachers
4. The Use of Fast Feedback Methods in Teaching Physics for Grade Karen R. Alcantara
7 Science and Lydia S. Roleda
5. Effects on Student Performance of Using Hands-On Activities to Darlene Hoke
Teach Seventh Grade Students Measurement Concept

Questions My Answer
1. What have you noticed 1. Identified problem to be solved in title No.1. The
about the action research researcher aims to developed a technique on utilizing
titles? Do the action of infographics materials to test if the technique on
research (AR) titles imply utilization of infographic materials would increase the
problems to be solved? Yes awareness of the pupils in global warming.
) ✓ No _____

If yes, identify the

problems from the title you
have given. Answer in the 2. Identified problem to be solved in title No.2. This aimed
space provide. to improve the mathematics performance of the Grade 11
students of Buug National High School students.
 3. Identified problem to be solved in title No.3. The
purposed of this study is to better understand these claims
about the benefits of action research.

4. Identified problem to be solved in title No.4. This study

intends to see the effects of using the Fast Feedback Methods
as embedded formative assessment on the students mastery of
the content.

5. Identified problem to be solved in title No.5. The purpose

of this study was to examine how changing my teaching
methods to include hands-on activities affected student
performance through data source using qualitative and
quantitative methods.
2. What interpretation about Title of the Action Research:
action research can you make out of Increasing the Awareness in Global Warming of Grade 5
your answer in Question No.1.? Pupils of Anas Elementary School Through The Use
Of “Present-Engaged-Build Infographic Utilization
Technique”

3. Write the Title and your From the title, I think, the study:
interpretation of the study from the Where teacher collaborate in jointly evaluating his practice,
title. raising of his personal theory, articulating a shared
conception of utilizing infographics trying out new strategies
or techniques to test if the utilization of infographics would
share awareness and thus develop a shared theory of teaching
by research practice.
4. What do you think did the I think the author/s:
author/s do with the identified Observes the situations of the identified difficulties, then
problem as presented in their titles? develops various forms of research procedures to follow, as a
consequence of which they obtain the information needed to
answer or rectify their research questions.

ANALYZE
KEY QUESTIONS MY ANSWER
1. From what source do you think, did the authors identify Choices:
the problems of their action research? _____ Copies from research books
 _ ✓_ From daily observation of their
teaching practice
✓ From difficulties they observed
of their learners
✓ From their own personal
experience
_____ From the told experiences of
their co-teachers
2. What do you think is the teacher’s intention in Choices:
conducting the action research? ✓ To find a solution to the
problematic situation
✓ To comply with the
requirement of the principal
✓ To improve teaching practice
_____ To try out something, if it
works
_____ To prove oneself as better than
the others
3. What benefits do you get as a student in FS2 in Choices:
understanding and doing action research? ✓ Prepare me for my future job
_____ Get good grades in the course
✓ Learn and practice being an
action researcher
✓ Improve my teaching practice
_____ Exposure to the realities in the
teaching profession
_____ Become a better teacher
everyday

REFLECT:
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that conducting action research not only aids in the improvement of the instructors or
professors, but also aids in the learning of the students.

2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes ✓ No____. If yes, complete the sentence below.
I realized that there is a need to be an action researcher as a future teacher because it can help
determine my failings in terms of my teaching skills.

WRITE ACTION RESEARCH PROMPTS

1. OBSERVE From what teaching principles of theories can this problem be anchored?
• I have observed and noticed that Action Research begins with a problem or a problematic
situation.
 Write an example of a problematic situation that you have observed and noticed
Due to the so-called “new normal” we are in and the fact that we are learning online, I have seen
that students are disengaged and that there is a low level of participation from the students during the virtual
conversation. I can say that I am one of those students. There may be more distractions than usual when
students study from home or another location, especially if family and possibly younger siblings are present.
Even if you have class, your parents might ask you to do the dishes, which would keep you from
participating fully in an online course. In conclusion, students don’t participate as much during the virtual
class discussions and some necessary skills can’t be mastered.

2. REFLECT What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution. Write a probable solution to
the problematic situation above
I advise incorporating a virtual lab because we do online learning. In this approach, students can
still take part in the educational process. Another benefit is that even if they lack actual experience, they
can still develop the necessary abilities. However, it is much better if students can carry out the duties
themselves. Let’s just go with the flow because the pandemic is already underway and make the seemingly
impossible happen.

3. PLAN What strategies, activities, innovations can I employ to improve the situation or solve the
problem?
• As a future action researcher, I can plan for an appropriate intervention like looking for a
free virtual reality laboratory on the internet. I believe that by searching, I will be able to
assist learners in participating and developing the necessary skills. Furthermore, if I come
across a free virtual reality laboratory, I will make sure that the entire class can use it to do
some hands-on activities. Furthermore, I will ensure that they are able to learn the skills
required by the topics by guiding them through the use of the virtual reality laboratory.
That is the plan that I believe will assist them in resolving their problem with low
participation.

4. ACT If I conduct or implement my plan, what can be its title?

• If will implement my doable plan in the future, my title would be integrating a virtual
reality laboratory in Science to improve and enhance the performance of science students.
WORK ON MY ARTIFACTS.
Your artifact will be an Abstract of a completed action research.

Action Research on the Implementation of Active Learning

at an Elementary School in Aceh
Syamsul Bahri Ys,* M. Nasir Mara, M. Yamin, Suid A. B., and Cut Nya Dhinb
Abstract
Teachers in the state elementary schools and state Islamic elementary schools of the Indonesian province
of Aceh have been trained repeatedly over the past several years on a variety of educational reform
initiatives. One of the most important of these has been the effort to promote teaching for active learning
in Acehnese schools. Research in other countries, and past experience with teacher training efforts in
Aceh, suggest that such a transformation in classroom practice will not be easy. In order to investigate
whether and how teachers were transferring their training in active learning into actual classroom
practice, a team of lecturers from three universities in Banda Aceh conducted an action research project in
one state elementary school. We found that teachers’, principals’, and school supervisors’ understanding
of teaching for active learning remained extremely tentative months after receiving training in active
learning, and their tentative understanding prevented their active experimentation with what they had
learned. A brief retraining session focused on arriving at a common understanding of the concept,
committed school leadership, and learning from peers appeared to have a significant impact on teachers’
willingness and ability to try to teach for active learning.

Reference: Maria Rita D. Lucas, Milagros L. Borabo, Purita P. Bilbao, Brenda B. CorpuzPublisher:
Lorimar Publishing, Inc.Copyright: 2020. Field Study 2 – Participation and Teaching Assistantship.
 FS 2. Episode 3. Matching Problematic Learning Situation with Probable Action

Objectives:
a. Analyze teaching learning problems prevailing in the classroom.
b. List matching action as a probable solution to the teaching-learning problems.

ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. This scenario might also be
similar to the class you have observed and noticed.

Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty learners in her class. One half
of them cannot classify animals into vertebrates and invertebrates. She has been repeating the same science
lesson for two weeks, yet no progress was observed. This situation has been bothering Miss Fely.

• Can you identify, Miss Fely’s problem?

• Miss Fely's problem was that half of her students still cannot classify animals into vertibrates
and invertebrates in which she has been repeating the same science lesson for two weeks and
there's still no progress was observed.
• Can you find a solution to solve her problem? ____ Give your own two suggestions.
a. Apply a one on one method teaching on each of the students to observe more what could
be the reason behind the late progress.
b. Be creative in discussing the topic like in classifying the animals into vertibrates and
invertabrates, create a melody and sing it like a song repeteadly to easily remember it just
like singing a regular song.
• What solution can solve Miss Fely’s problem?
How? For me, the option B would be the solution to solve Miss Fely's problem. Base on my
experience during highschool, our science teacher made us memorize the periodic table and it
was really hard for us because there's a lot to memorize on a periodic table. What she did was
she gave us an idea, giving us a melody and sang with the periodic tables elements as the lyrics.
The techniques was quite effective, living us with amusement as we able to fully memorize the
elements of the periodic table by singing it.
Are they matched with the problem? Yes, they are matched with the problem.

Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners come from families that are
disrupted, either with single parents or with guardians who stand only as parents. They are deprived of the
necessary food, clothing and shelter.
• Can you identify the most probable teaching-learning problem/s in the class of Sir Ryan?
a. Students going to school unmotivated.
b. Possible high number of students absences.
• Can you propose a solution to solve one of the problems that you have identified?
As a teacher you need to be flexible when it comes to teaching. Assessing and looking for
alternatives or other techniques to make students love to go to school. In a way to make students
 feel motivated to go to school. Allow them to be participated to those activities that is fun and at
the same time they can get learnings. Always says motivational phrases for them also to feel
motivated everyday.

REFLECT
After reading the two scenarios given above, how would identifying problematic situations and
finding solutions to these problems help you to become a better teacher?
Explain: Identifying problematic situations and finding solutions to these problems do really help me to
become a better teacher. Assessing the situations and deliberating possible solutions to the problems makes
me feel like I am an effective educators.

WRITE ACTION RESEARCH PROMPTS

Using any one example of the problems in this activity, answer the AR prompts that follow:

1. OBSERVE What problematic situation prevails in the classroom?

Connectivity, participation, home life, and social standing are all potential source of difficulty in
the classroom and can all have an effect on how well teachers and students are able to teach and
learn. According to scenario two, Sir Ryan’s students also hailed from a low-income metropolitan
area, with bulk of them coming from disorganized homes. There is a chance that they cannot
concentrate on every lesson that teacher Ryan provides, that there are more students dropping out,
that there are more students absent, and that they are uninterested in the lessons.

2. REFLECT What changes do you want to achieve?

I want to start by giving students a purposeful teaching-learning experience while simultaneously
engaging in social interaction with them. Second, I want them to take part in all the events and
understand that there is help and hope out there for them. Third, I want them to know and believe
that I will do everything in my power to assist them in becoming better versions of themselves. I
also want them to know that I will work to make their educational experiences more cooperative
and enjoyable. Finally, I want people to adopt a different perspective and have confidence in their
capacity to change for the better for their own advantages.
3. PLAN What strategies will you use to improve the situation?
I intend to visit them at their home frequently in order to get to know them personally and build a
good relationship with their parents in order to ameliorate the existing scenario. As a teacher, I will
be flexible and sensitive. I will arrange a meeting with the parents and create a group called the
"Parents-Teacher Association." It should be possible for parents and students to voice their worries.
I will present myself as a role model to win their trust because I am a firm believer that fostering a
positive attitude in the classroom starts with me. And because praising pupils for their great conduct
is an easy yet effective way to push them to accomplish their best, I will reinforce and reward
positive actions.
4. ACT What would be the title of your Action Research should you conduct the study?
The Effectiveness of a Strategic Intervention in Improving the Social Status of Grade 3 pupils will
be my action research title.
 Add: Solutions/ actions
As a teacher, I'll conduct this study since I'm sure it will be beneficial to parents and students alike. I will
request permission to perform this study from the Principal and get the required materials ready. I'll look
for an in-kind donation to help me address some of my students' and parents' needs as part of the research
process.

WORK ON MY ARTIFACTS.
Your artifact will be an Abstract of a completed action research.
I.Title of Action Research : Implementation of Active Learning at an Elementart School in Aceh
II.Author/s: Syamsul Bahri Y.s., M. nasir Mara, M. Yamin, Suid A.B., Cut Nya Dhin

III. Abstract: Teachers in the state elementary schools and state Islamic elementary schools of the
Indonesian province of Aceh have been trained repeatedly over the past several years on a variety
of educational reform initiatives. One of the most important of these has been the effort to
promote teaching for active learning in Acehnese schools. Research in other countries, and past
experience with teacher training efforts in Aceh, suggest that such a transformation in classroom
practice will not be easy. In order to investigate whether and how teachers were transferring their
training in active learning into actual classroom practice, a team of lecturers from three
universities in Banda Aceh conducted an action research project in one state elementary school.
We found that teachers’, principals’, and school supervisors’ understanding of teaching for active
learning remained extremely tentative months after receiving training in active learning, and
their tentative understanding prevented their active experimentation with what they had learned.
A brief retraining session focused on arriving at a common understanding of the concept,
committed school leadership, and learning from peers appeared to have a significant impact on
teachers’ willingness and ability to try to teach for active learning.
III. Identify the Problem of the Study : The teachers’, principals’, and school supervisors’
understanding of teaching for active learning remained extremely tentative months after
receiving training in active learning, and their tentative understanding prevented their active
experimentation with what they had learned.

V. Identify the Action Taken in the Study : A brief retraining session focused on arriving at a
common understanding of the concept, committed school leadership, and learning from peers
appeared to have a significant impact on teachers’ willingness and ability to try to teach for active
learning.
Reference: Maria Rita D. Lucas, Milagros L. Borabo, Purita P. Bilbao, Brenda B. CorpuzPublisher:
Lorimar Publishing, Inc.Copyright: 2020. Field Study 2 – Participation and Teaching Assistantship.
FS 2. Episode 4. Enhancing a Face-to-Face Learning Environment

Objectives:
a. Describe classroom environment during the face-to-face learning;
b. Identify common problem during face-to-face learning environment.

CLARIFY YOUR TASK

Enhancing a Face-To-Face or In-Person Classroom Environment for Learning
In a face-to-face classroom, students and the teacher are physically present. They meet at a time set in
the classroom. The teacher prepares activities, provides instruction and evaluates students’ learning.
Equipment and instructional materials are made available in the classroom where teaching and learning
take place most of the time.
Some advantages of a face-to-face learning environment for the students are:
• Less distraction and more concentration than when studying at home or elsewhere.
• Greater understanding and real world examples from teachers and classmates.
• Greater chance of completing course work by doing it in the classroom space.
• Learn more easily and more comfortably in familiar, traditional classroom situation.
• Access more relevant information from teachers and classmates interactions.
• Greater opportunity to connect and socialize, network and solve problems together with
classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.
• Learning space is physical. Both the teacher and learner can see and hear each other from
the same contained safe place called the classroom.
• Lessons are delivered with the teacher physically facilitating. Reading assignments are
from textbooks and other resources provided or referred.
• Class meetings occur regularly on a specific time or schedule.
• Teacher leads the conversation, within a limited amount of time.
• Assessment is done face-to-face and usually during the class meeting.

REVISIT THE INFORGRAPHIC/S (refer to the attachment)

Given the concepts and the infographic, how can you participate and assist in a face-to-face learning
environment?
Face to face classes has been implemented most all of the school in the country after the widespread
of COVID-19 pandemic. Back at the school to learn physically with the teacher is being liked by the
majority of the students after all those 2 years being home schooled. Can now actively listen, participate,
and focus in the activities given by the teacher. The queries and difficulties of the student is addressed easily
and probable action is taken.

NOTICE
 Having been exposed to the traditional classrooms in your basic education, it seems that everything is
familiar. However, as teaching-learning theories evolve over time there are changes that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
The classroom is filled with students. Only 10 limited students are allowed to attend
the class.
In entering the classroom, you will see a lot of learning Just a plain wall paint, chairs, and chalkboard.
artifacts.

ANALYZE
What do you think brought changes in the face-to-face learning environment now?
Answer: I think it changes brought in the face-to-face learning environment now is having a limited students
allowed inside the classroom. It gives a quiet and peaceful environment to learn and focus more on your
studies. The chairs where students is seated are in social distancing. Before entering the school there will
be scanning of QR code for identification as for safety protocols. Wearing of mask inside the school and
practicing personal hygiene simply washing your hands.
From the changes that you identified, choose one that you can do. How will you do it?
Answer: It would be the quiet and peaceful environment to focus more on my studies. The classroom vibes
that serves as motivation to finished all the activities on time.

REFLECT
Do you think making learning environment conducive for a face-to-face classroom will enable the
learners to achieve better outcomes? Yes ✓ No _____
Explain: An environment that is supportive and encouraging is essential for learning. A student feels at ease
in a welcoming setting where they can develop strong bonds with their classmates and teachers. In a
supportive environment, learning becomes a process that students can easily become used to and enjoy.
Young kids need to be fostered with love, care, and support in order to create this environment. As we all
know, learning in a classroom today entails more than just being exposed to knowledge and prescribed
material.

WRITE ACTION RESEARCH PROMPTS

1. OBSERVE What common problem have I noticed in face-to-face learning environment?

Answer: Common problem I have noticed in face-to-face learning environment is that social
interaction from the teacher and classmates is limited due to safety protocols followed by the
school.
Can I translate this problem into a question?
Answer: Maybe yes .
2. REFLECT How would I solve the problem?
 Answer: The better solution for this problem is to just follow and obey the school rules for this was
implemented for the safety of the students, teachers, and staffs die to the pandemic. Instead make
an alternative or creative teaching styles with less social interaction but still learning is achievable.
Will it improve my teaching? _____ How?
Answer: Understanding your classroom situation is already an improvement for your teaching
career. Able to identify what are the problems situation be address and take possible action is
already a big step to become a better educator.

3. PLAN What will I do to solve the problem? Describe briefly how you will do it?
Answer: Formulate a plan that will addressed the problem. List all the possible solution and then
take action.

WORK ON MY ARTIFACTS.

PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment

Describe the physical environment: During my class schedule for face-to-face classes, the environment
was far from 2 years ago. The school has only limited students allowed to enter. Inside the classroom
there were only 10 students and the teacher. The chairs were in social distancing and wearing of mask
inside the school. There are arrows painted on the floor serves as a guide for the students in practicing
social distancing.

Describe the psychological environment: The environment was very quiet and peaceful. You can really
focused on studying and finishing the activities on time.

Describe the social environment: The school grounds is not crowded with students and limited social
interactions is allowed. During vacant time, it is necessary to stay inside the classroom only you can go
out when going to the comfort room.