STUDENT TEACHER

CRITIQUE TEACHER

CERTIFICATE OF RECOGNITION

ACKNOWLEDGEMENT

I would like to extend my heartfelt gratitude to the individuals who have played a significant role in the successful completion of my Field Study 1 and 2. Their support, guidance, and encouragement have been invaluable, and I am deeply indebted to them. 

First and foremost, I would like to thank Mr. Julius Sauza, the TLE Department Head of Quirino High School, for providing me with the opportunity to undertake my Field Study 1 and 2 at the school. His trust in me has been a great motivator, and I appreciate the experience I gained under his supervision. 

I would also like to express my sincere appreciation to my Cooperating Teacher, Ms. Sharmine Baga. Her professionalism and expertise have been a constant source of inspiration, and I have learned a great deal from her. Her guidance and support have been instrumental in my growth as a teacher, and I am grateful for the opportunity to have worked with her. 

To my students in Grade 8 and 10, namely Maaasahan, Magalang, Calderon/Mabini, Mapagkawanggawa, Masigasig, and Masipag, I would like to thank you for your cooperation and enthusiasm throughout my Field Study. Your participation and engagement have made my experience both enjoyable and rewarding. 

Lastly, I would like to acknowledge the divine guidance and support that I have received from God Almighty. Throughout the ups and downs of my Field Study journey, I have felt His presence and guidance, and I am grateful for the strength and wisdom that He has provided me. 

LETTER TO THE STUDENTS

I hope this message finds you all in great spirits! As we continue on this journey of learning together, I want to take a moment to remind you of the incredible potential each of you holds. Every day is a new opportunity to explore, discover, and grow, both academically and personally.

I encourage you to embrace challenges as valuable stepping stones on your path to success. Remember, it’s okay to stumble along the way; what matters most is how you rise and learn from those experiences. Each challenge you face is an opportunity to develop resilience and strength, qualities that will serve you well throughout your lives.

Support one another in your endeavors. Collaboration and teamwork can lead to amazing outcomes, and the friendships you build now will last a lifetime. Don’t hesitate to reach out to your peers or to me if you need assistance or guidance. We are all here to help each other succeed.

Stay curious and open-minded. Ask questions, seek answers, and never stop exploring the world around you. Your thirst for knowledge will fuel your growth and inspire those around you. Remember, learning is a lifelong journey, and every step you take brings you closer to your goals.

I believe in each of you and your ability to achieve amazing things. Keep pushing forward, stay focused, and most importantly, believe in yourselves. You are capable of greatness, and I am excited to see all that you will accomplish.

Keep shining bright and striving for excellence!

LEARNING JOURNALS

Learning Journal 1: The School and Learning Environment

When we first entered Quirino High School, we noticed that the school was big enough to accommodate many students of different grade levels. There are assigned buildings to each grade level and each building has its name. It helped other people to find the students because they can easily find them just by asking the building of the grade level they are looking for. There is also a big covered court or what they called “Dome” in the center of the school where different events are happening. I noticed that there are respective cleaning staff for each building designed to maintain its cleanliness. The faculty of TLE Department are not air conditioned but there are electric fans available to each teacher. 

After our orientation with the school principal, the head of the tle department also informed us about school policies and the proper attitude of a pre-service teacher taking field study before he assigned us to our respective coordinating teacher. I was assigned to Mr. Lorenz Acal and he is teaching in the computer lab. I am satisfied that the computer lab is fully air conditioned as it helps the computer to prevent it from overheating. In my first week of field study, I’ve only met one of her classes and I have noticed that the computers available are not enough for all the students but I have seen many laptops available. I asked him about it the following week and he said that the DepEd was the one who provided those laptops.The computer lab is clean so I helped them to maintain its cleanliness. Mr. Acal also told the students after a semester to clean the computer they have used to teach them about cleaning responsibility. When he teaches, he uses the modern way of teaching with the use of a projector. The cool atmosphere of the room helped the students to learn and study without distraction.

Overall, the Quirino High School facilities are decent and the learning environment of the students is better than what I have experienced during my junior high school years. I am glad that the school has the technologies available especially for the students who have courses related to computers. 

Learning Journal 2: Learner Diversity: Developmental Characteristics, Needs and Interests

I observe that my students have their own unique needs, interests, and developmental characteristics, which makes each day in the classroom an enriching experience. It’s fascinating to see how diverse they are; for instance, most of them are even taller than I am! This physical growth is just one aspect of their development, but it also reflects their maturity and the different stages they are in. They also appear well-groomed, and it’s clear that they understand the importance of hygiene, which is a positive sign of their upbringing and self-care.

As I engage with my students, I notice that some of them struggle to grasp the lessons we cover in class. However, I believe in taking a patient approach. We take it slow, ensuring that every student has the opportunity to understand the material in a way that resonates with them. I often use different teaching methods, such as visual aids, hands-on activities, and group discussions, to cater to various learning styles. It’s rewarding to see the moment when a student finally “gets it,” and I make it a point to celebrate those small victories.

Among my students, there is one who is particularly shy but demonstrates remarkable talent in written work. Despite his reserved nature, his essays and assignments are insightful and well-crafted. I often encourage him to share his thoughts in class, reminding him that his voice is valuable. On the other hand, I have students who shine in public speaking. Their confidence and ability to articulate their ideas captivate their peers, and I make sure to provide them with opportunities to lead discussions or present their work to the class.

The diversity of interests among my students is truly inspiring. Some are passionate about the arts, while others are drawn to sports or science. What I particularly appreciate about this school is its focus on nurturing the talents and skills of the students. The administration recognizes that education goes beyond academics; it encompasses the development of the whole child.

For instance, the school has a program called “dance sport,” where students are taught various dance styles. This not only allows them to express themselves creatively but also promotes physical fitness and teamwork. Additionally, there are opportunities for students to participate in other sports like volleyball and basketball. The school encourages participation without being overly strict, which creates a relaxed and enjoyable environment for the students.

I love seeing the excitement on their faces when they perform or compete. There are numerous events throughout the year, such as talent shows and sports days, where students can showcase their abilities. These activities foster a sense of community and belonging, allowing students to support one another and celebrate each other’s achievements.

Overall, I feel fortunate to be part of a school that values learner diversity and provides ample opportunities for students to explore their interests and talents. It’s a joy to witness their growth, not just academically but also personally and socially. Each student brings something unique to the classroom, and I am committed to helping them thrive in an environment that respects and nurtures their individuality.

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

Our students have varying levels of learning, which adds a rich diversity to our classroom environment. Among them, we have students from the province who bring unique perspectives and experiences, some who identify as part of the LGBT community, and others who exhibit different attitudes toward their studies. This diversity is a strength, and we recognize the importance of catering to these differences in every lesson we teach.

To ensure that all students feel included and engaged, we carefully plan our activities to align with their interests and learning styles. For instance, when our lesson focused on ratio and proportion, we decided to incorporate a popular cultural reference to make the topic more relatable and enjoyable. We organized a "mingle game" inspired by the hit show "Squid Game." In this activity, the students formed a large circle, with everyone participating, and we played music. When the music stopped, they had to group themselves based on specific criteria related to the lesson, such as forming groups of different ratios.

This approach not only made the lesson more dynamic but also allowed the students to interact and have fun before diving into the academic content. Through this experience, I realized that they prefer to enjoy themselves before starting the class, which significantly enhances their engagement and willingness to participate. It was heartwarming to see their laughter and excitement, and I could tell that this playful atmosphere set a positive tone for the rest of the lesson.

Another instance that stood out was when our topic was about converting units. During this lesson, I noticed that some students excelled in computations and thrived on the challenge presented by the exercises. They were eager to tackle complex problems and enjoyed the mental stimulation that came with it. To further encourage this enthusiasm, I introduced competitive elements, such as timed challenges and group problem-solving activities. This not only motivated those who excelled but also inspired their peers to push themselves and engage more deeply with the material.

I observed that when students are challenged in a supportive environment, they become more invested in their learning. The excitement in the classroom was palpable as they collaborated, shared strategies, and celebrated each other's successes. This collaborative spirit fostered a sense of community, where students felt comfortable taking risks and asking questions.

Overall, these experiences have reinforced my belief in the importance of recognizing and embracing learner diversity. By tailoring our lessons to meet the varied needs and interests of our students, we create an inclusive environment that promotes engagement and fosters a love for learning. It is incredibly rewarding to witness their growth and enthusiasm, and I am committed to continuing to find innovative ways to connect with each student in my classroom.

Learning Journal 4: The Community and Home Environment 

In some of my classes, we have students whose family situations significantly affect their studies. Many of them face challenging family problems that can create emotional and psychological stress, making it difficult for them to focus on their academic responsibilities. These issues can range from financial difficulties to conflicts within the household, and they often manifest in the students' behavior and performance in school. It’s heartbreaking to see how these external factors can weigh heavily on their young shoulders, sometimes leading to decreased motivation or engagement in class.

Additionally, some students frequently deal with health issues, whether they are chronic conditions or temporary illnesses. These health challenges can disrupt their attendance and hinder their ability to keep up with lessons. I make it a point to check in with these students regularly, offering support and understanding. I try to provide them with resources and accommodations to help them catch up on missed work, ensuring they feel included and valued despite their circumstances.

On the other hand, we also have working students who manage to balance their jobs and studies effectively. These students often demonstrate remarkable resilience and time management skills. For some of them, their work does not negatively affect their academic performance; in fact, they are able to juggle both responsibilities successfully. I admire their dedication and commitment, as they often have to navigate long hours at work while still completing assignments and studying for exams.

I’ve noticed that these working students often bring a unique perspective to the classroom. Their experiences in the workforce can enrich class discussions, as they share real-world applications of the concepts we learn. They tend to be more mature and focused, understanding the value of education and how it can impact their future.

To support all of my students, I strive to create an inclusive and understanding environment. I encourage open communication, allowing students to share their challenges without fear of judgment. By fostering a supportive classroom culture, I hope to empower them to overcome their obstacles and succeed academically.

Learning Journal 5: Classroom Management and Classroom Routines

Our class routine begins with a prayer, which serves as a meaningful way to center ourselves and set a positive tone for the day. Each day, we have a designated student who leads the prayer, and the schedule is arranged alphabetically to ensure that everyone has a chance to participate. This practice not only fosters a sense of community but also encourages students to take responsibility and develop their public speaking skills.

After the prayer, we remind the students to tidy up their personal belongings, arrange their chairs, and pick up any litter that may be on the floor. This part of the routine is essential, as it instills a sense of discipline and respect for our shared learning environment. I often emphasize the importance of maintaining a clean and organized classroom, as it contributes to a more conducive atmosphere for learning. The students have become accustomed to this routine, and I can see that they take pride in keeping our space tidy.

Following this, we engage in a motivational activity or energizer that is related to the topic we will be discussing. These activities are designed to stimulate their minds and get them excited about the lesson ahead. We might start with a quick quiz or a fun fact that piques their curiosity. This not only helps to set a positive tone for the lesson but also encourages active participation from the very beginning. I’ve noticed that when students are engaged in these energizers, they are more likely to be attentive and enthusiastic during the main lesson.

Once the energizer is complete, we transition into the main lesson. I strive to make the lessons interactive and relevant, incorporating various teaching methods to cater to different learning styles. This could include group discussions, hands-on activities, or multimedia presentations. Importantly, we no longer allow students to copy notes into their notebooks during class time. Instead, they are encouraged to write their notes at home. This change has allowed us to maximize our class time for discussions and activities, ensuring that students are actively engaged rather than passively copying information. I believe that this approach not only enhances their understanding but also encourages them to take ownership of their learning.

If there is still time left in the class after the main lesson, we may conduct another activity that reinforces the concepts we’ve covered. This could be a group project, a creative assignment, or even a brief review game. I find that these additional activities provide students with the opportunity to apply what they’ve learned in a fun and collaborative way. However, if time is running short, we will assign homework instead. I make sure that the assignments are meaningful and manageable, allowing students to continue their learning at home without feeling overwhelmed.

Learning Journal 6: Close Encounter with the School Curriculum 

We consistently engage in Learning Action Cell (LAC) sessions with our Teaching and Learning Enhancement (TLE) faculty teachers. These collaborative meetings provide us with a valuable opportunity to deepen our understanding of the Matatag Curriculum. Through these sessions, we explore various aspects of the curriculum, including its objectives, teaching strategies, and assessment methods.

The Matatag Curriculum emphasizes the importance of holistic education, aiming to develop not only academic skills but also critical thinking, creativity, and social responsibility among students. During our LAC sessions, we discuss best practices for implementing the curriculum effectively in our classrooms, share insights and experiences, and address any challenges we may face in the process.

Additionally, these sessions foster a supportive community among educators, allowing us to learn from one another and enhance our teaching methodologies. By collaborating with our TLE faculty teachers, we are better equipped to create engaging and meaningful learning experiences for our students, ultimately contributing to their overall growth and development.

SAMPLE POWERPOINT

FS 1 Performance Assessment Instrument

FS 2 Performance Assessment Instrument

Evaluation Instrument for the Resource Teacher

Field Study Attendance Sheet

Field Study Highlights