This portfolio is a collection of my experiences, reflections, and learning from Field Study 1: Observing the Teaching-Learning Process and Field Study 2: Participation and Teaching Assistantship. These courses have given me the incredible opportunity to observe, analyze, and even take part in actual classroom settings. 

Through this portfolio, I want to share the key insights I’ve gained, the challenges I’ve faced, and the contributions I’ve made during my time in the cooperating school. This journey has not only helped me grow as an aspiring educator but has also deepened my understanding of the teaching-learning process in a way that I could never fully grasp through textbooks alone.

Certificate of Recognition

Acknowledgement

My deepest gratitude extends to everyone who contributed to the enriching experience of my Field Studies 1 and 2. This journey has been an invaluable opportunity for growth, learning, and professional development, shaping me into the educator I aspire to be.

I am particularly indebted to Ms. Charmaine Glorina G. Tolosa, my Critique Teacher. Her unwavering support, insightful guidance, and dedicated mentorship were instrumental to my learning. Her patience and encouragement, especially during challenging moments, fostered a truly transformative experience, for which I am deeply grateful.

I also extend my sincere appreciation to Mr. Julius Sauza, our Department Head. His leadership and consistent support have been a guiding force in our academic and professional development. His commitment to excellence serves as a true inspiration.

To Mrs. Rovelina Jacolbia, my Field Study 1 and 2 Adviser, I offer my heartfelt thanks. Her valuable insights, constructive feedback, and dedication to nurturing our growth during this pivotal phase of our teacher training were invaluable. Her wisdom and encouragement have significantly shaped my understanding of what it means to be an effective educator.

My fellow student teachers deserve special recognition. Sharing this journey with such a supportive and collaborative cohort made the experience not only educational but also deeply meaningful and memorable. The camaraderie and mutual encouragement we shared were invaluable.

Finally, to my family and friends, thank you for your unwavering love, encouragement, and belief in me. Your support has been my constant source of strength, and I am eternally grateful for your understanding and motivation.

This accomplishment is a testament to the collective support I have received. Thank you, from the bottom of my heart, for being part of this journey and for inspiring me to become the best educator I can be.

Learning Journals

Learning Journal 1: The School and the Learning Environment

On October 18, 2024, we officially began our FS1 and FS2 journey at Quirino High School under the guidance of Mrs. Amores. Excited and eager to start, I woke up early and arrived at the school well before 7:30 am. As I walked into the campus, I was greeted by a lively environment, with students bustling about, and heading to their respective classrooms. The warm smiles and greetings from students, security guards, and teachers created a welcoming atmosphere that immediately made me feel at ease. It was inspiring to see how organized and clean the school was, which reflected the discipline and dedication of everyone within the institution.

Our day began with an orientation led by the school Principal, who explained the policies, guidelines, and expectations of Quirino High School. This session gave us a clear understanding of the school’s values and procedures, emphasizing the importance of professionalism and respect in the school community. Afterward, we were introduced to Mr. Julius Sauza, the Department Head of T.L.E. He gave us a brief tour of the school’s facilities, pointing out key areas as we made our way to the Faculty office. During the tour, Mr. Sauza also provided an overview of the policies within his department, ensuring we were well-informed before starting our respective assignments.

I was then assigned to Ms. Charmaine Tolosa as my critic teacher. Her classroom immediately stood out due to its modern and innovative setup. Unlike traditional classrooms with desks and chairs facing the blackboard, her classroom is a fully equipped laboratory for drawing and design. Each student has a workstation with a drawing box, stylus pen, and pad. Instead of using the blackboard, Ms. Tolosa conducts her lessons using a large television located near her desk, allowing for a more interactive and visually engaging teaching approach.

The classroom is air-conditioned, ensuring comfort for both students and teachers. It is meticulously maintained, with tiled floors that add to its clean and professional appearance. Additionally, there is a private comfort room adjacent to the classroom, which is kept locked. To use it, we must borrow the key from either Ms. Tolosa or Mr. Acal, adding a sense of order and security.

Overall, my first day at Quirino High School left a positive impression on me. The school environment is not only conducive to learning but also fosters a culture of respect, organization, and collaboration. I am excited to immerse myself further in this experience and contribute to this dynamic learning community.

Learning Journal 2: Learner Diversity

During my second week at Quirino High School, I gained a deeper understanding of the diversity in students' developmental characteristics, needs, and interests through my observations in Ms. Tolosa's classes. Each class displayed unique behaviors, attitudes, and engagement levels, which highlighted the importance of tailoring teaching methods to meet the varied needs of learners.

In the ABM Grade 12 class, the students demonstrated a clear division in engagement. Those seated at the front were highly active, consistently participating in discussions, and eagerly raising their hands to answer questions posed by Ms. Tolosa. Their enthusiasm reflected their interest in the subject matter and their comfort in expressing their thoughts. Conversely, the students at the back were less attentive, occasionally engaging in quiet conversations during the lecture. Despite their seemingly lower focus, the class as a whole performed well during a short quiz, which indicated that even the less active students were able to grasp the lessons effectively. An inspiring observation in this class was the close bond between some students and Ms. Tolosa. These students openly shared personal challenges with her, seeking her advice and support. This dynamic underlined the importance of fostering positive teacher-student relationships to cater to students' emotional and personal needs, which can significantly impact their academic performance and well-being.

The animation classes for Grades 11 and 12 presented a different scenario. These students were generally quieter and less interactive during discussions, with fewer questions or contributions to class conversations. However, they demonstrated exceptional skills in applying the lessons to their outputs and drawings. Their focus and creativity became evident in their work, showing that they preferred hands-on learning to theoretical discussions. Interestingly, this group had smaller class sizes, with only about 20 students per section compared to the 40-plus students in the ABM class. This smaller group size likely allowed for more individualized attention from the teacher, which may have contributed to their strong performance in practical tasks.

However, challenges were also apparent. A few students in the animation classes exhibited disruptive behaviors, such as sleeping during activities, roaming around the classroom, or engaging in conversations that disturbed others. These behaviors highlighted the need for strategies to address classroom management and ensure that all students stay engaged and productive. These instances also underscored the importance of understanding students' underlying issues, such as lack of motivation or personal challenges, that may contribute to such behaviors.

These observations emphasized the diversity in learners' characteristics, needs, and interests across different classes. It became evident that no single teaching approach can effectively address the needs of all students. Teachers must adapt their strategies to accommodate varying levels of engagement, learning preferences, and personal circumstances. Additionally, creating an inclusive and supportive classroom environment is essential for fostering not only academic success but also personal growth and development. Through these experiences, I have realized the importance of being attentive and responsive to learner diversity as a key to becoming an effective educator. 

Learning Journal 3: Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion

To be honest I am not fully aware of what are the needs or interests of all the students that I am Observing students in a diverse educational setting has provided valuable insights into their varying needs, strengths, and personal experiences. Admittedly, since it is only my third week of observation and I am limited to a few hours every three days, my understanding of each student’s background and specific needs remains limited. However, with the guidance of Ms. Tolosa, who has shared her prior observations and experiences with the students, I have gained an initial understanding of their diverse characteristics.

One key observation shared by Ms. Tolosa is the case of a student dealing with anxiety. This student is particularly uncomfortable disclosing or writing their age because they are older than most of their classmates. This demonstrates the importance of fostering an inclusive and non-judgmental classroom environment where students feel safe and accepted regardless of their circumstances. Additionally, another student requires consistent reminders and one-on-one communication to help them stay on track with assignments and tasks across various subjects. This highlights the importance of personalized support to address individual needs and ensure no student is left behind.

In terms of gender identity, several students in the class identify as part of the LGBTQ+ community. It is heartening to note that these students are openly accepted and embraced by their classmates. This inclusivity reflects the positive shift in societal attitudes toward gender diversity, creating a more supportive environment for all students to thrive without fear of discrimination or exclusion.

From a cultural and religious perspective, while I have not yet observed significant diversity within this particular group of students, it remains crucial for educators to be mindful and respectful of these factors. Students’ cultural and religious backgrounds significantly influence their values, behaviors, and learning styles. By acknowledging and integrating these elements into classroom practices, teachers can create a more inclusive and holistic learning experience.

In summary, the diversity in gender, needs, strengths, and personal experiences among students underscores the importance of a flexible and empathetic approach to teaching. Building strong teacher-student relationships, maintaining open communication, and fostering inclusivity are key to addressing these differences and creating an environment where every student feels valued and supported. Through continued observation and interaction, I hope to gain a deeper understanding of these dynamics and contribute meaningfully to each student's learning journey.

Learning Journal 4: The Community and Home Environment

The environment at home and within the community plays a crucial role in shaping a student’s attitude, behavior, and overall learning experience. A student's upbringing and interactions within their immediate environment influence their habits, priorities, and focus in school.

For instance, some students come from households where parents are highly strict, regulating their use of gadgets and closely monitoring their activities. While this approach can instill discipline, it may also lead to unintended consequences. One example involves a student who is prohibited from using a phone at home but compensates by overusing it during school hours, even during discussions. This behavior disrupts their learning focus, dividing their attention between classwork and personal activities.

On the other hand, the community also has a significant influence on students’ behavior. Peer groups and the individuals they idolize in their surroundings can either motivate them to pursue positive goals or, conversely, lead them astray. For example, some students are frequently absent from school due to peer pressure, engaging in activities outside school that negatively impact their attendance and academic performance.

The combined effects of home and community influence highlight the importance of creating a balanced support system. Parents, guardians, and educators need to work together to guide students in managing their time, choices, and social interactions. Communities should also foster an environment that inspires positive values and supports students’ growth, while schools can provide mentorship and activities to keep students engaged. By addressing these factors, students can achieve a healthier balance between their home, community, and academic life.

Learning Journal 5: Classroom Management and Classroom Routines

Effective classroom management and well-established routines are crucial in fostering a conducive learning environment. In Ms. Tolosa's classroom, attention to organization and cleanliness is a top priority. Every morning, the first task is to prepare the classroom. This includes switching on the lights, electric fans, and air conditioning, as well as sanitizing chairs and tables to ensure the space is clean and welcoming for students.

When students arrive, they greet Ms. Tolosa and any visitors, which helps establish a respectful and positive classroom atmosphere. Before starting the lesson, attendance is taken to ensure every student is accounted for. This step allows the teacher to monitor participation and identify students who may need additional support.

At the end of the class, routines are followed to maintain the cleanliness of the space. Students tuck chairs back into tables, pick up trash, and ensure the floor and corners of the classroom are tidy before leaving. This shared responsibility instills a sense of discipline and accountability among students, reinforcing the importance of maintaining a clean environment.

These structured routines not only ensure the physical upkeep of the classroom but also create a disciplined and organized learning space. They help students focus better on their studies and foster mutual respect between the teacher and students. Such practices reflect a collaborative effort to maintain a classroom environment that supports both teaching and learning effectively.

Learning Journal 6: Close Encounter with the School Curriculum 

This learning journal reflects on my close encounter with the school curriculum during my 120-hour field study (FS) rendering for FS 1 and FS 2. While I didn't have the opportunity to teach Ms. Tolosa's class directly, my time was spent observing her instruction and engaging with the curriculum in other meaningful ways. This experience, though different from what I initially anticipated, provided valuable insights into curriculum planning, implementation, and the realities of classroom life.

My primary interaction with the curriculum stemmed from my curiosity about the upcoming lessons. Since Ms. Tolosa hadn't yet received the 4th-quarter module, she provided me with the curriculum guide. This document became my primary resource for understanding the intended learning outcomes and the sequence of topics for the remainder of the school year. Navigating the curriculum guide offered a firsthand look at how learning objectives are structured and how content is organized within a specific subject and grade level. I was able to trace the progression of concepts and begin to consider how I might design lessons that effectively build upon prior knowledge. This process gave me a tangible sense of the scope and sequence of the curriculum, moving beyond theoretical discussions in our FS courses to a practical engagement with the actual document used by teachers.

Furthermore, my involvement in creating Ms. Tolosa's daily lesson log (DLL) provided another valuable perspective on curriculum implementation. While I wasn't creating my own lessons, assisting with the DLL allowed me to see how the curriculum guide translates into daily instructional plans. I observed how Ms. Tolosa broke down broader learning objectives into specific daily activities, selected appropriate resources, and planned for assessment. This experience highlighted the crucial role of the DLL in bridging the gap between the written curriculum and the actual classroom experience. It underscored the teacher's role as an interpreter and facilitator of the curriculum, adapting it to the specific needs and context of their students. Seeing the practical application of curriculum design in the DLL creation process solidified my understanding of the cyclical nature of teaching – planning, implementing, assessing, and then using assessment data to inform future planning.

Although I was initially disappointed not to have direct teaching experience, the time spent observing Ms. Tolosa's classroom proved beneficial. I was able to witness her teaching strategies, classroom management techniques, and interactions with students. Observing her approach to differentiation, addressing diverse learning needs, and fostering a positive learning environment provided valuable models for my future practice. While observation is not a substitute for hands-on teaching, it allowed me to analyze the complexities of classroom management and instructional decision-making in a relatively low-pressure environment.

One particularly memorable moment occurred during the school's Christmas party. While not directly related to formal curriculum instruction, my brief interaction with the students during the raffle provided a glimpse into their personalities and enthusiasm. It was a small moment, but it reinforced the human element of teaching and the importance of building rapport with students. Even in a non-academic setting, I felt a connection with the students and a renewed sense of purpose in my chosen profession.

Reflecting on this experience, I recognize the value of engaging with the curriculum in multiple ways, even beyond direct instruction. Analyzing the curriculum guide, assisting with the DLL, and observing classroom practice provided a multifaceted understanding of how the curriculum functions in a real-world setting. While I still yearn for the opportunity to teach, I am grateful for the insights gained during this field study. These experiences have laid a solid foundation for my future teaching practice and have reinforced the importance of careful curriculum planning and thoughtful implementation. Moving forward, I will carry these lessons with me, recognizing that a "close encounter" with the curriculum can take many forms, all of which contribute to our growth as educators.

Sample Powerpoint Presentation

FS 1 Performance Assessment Instrument

FS 2 Performance Assessment Instrument

Evaluation Instrument for the Resource Teacher

Field Study Highlights