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ortfolioPField Study 1Republic of the Philippines BICOL UNIVERSITY College of Education Experiential Learning OfficeJESSA MAE C. GAMBALBSEd ENGLISH 4 Prof. LOUIE BALFS1 PROFESSORIn partial fulfillent of the requirement for the subject Educ 12: Observation of Teaching and Learning in Actual School Environment
cknowledgementAI would like to express my deepest gratitude to everyone who contributed to the completion of my Field Study 1 portfolio. This would not have been possible without the guidance, support, and encouragement of those who have been with me throughout this meaningful learning journey. First and foremost, I would like to thank the Almighty and loving God for granting me the wisdom, strength, and perseverance to fulfill the requirements of this course and face the challenges I encountered each day. His guidance and grace have been my source of strength and inspiration as I continue pursuing my dream of becoming a teacher. I would also like to express my heartfelt appreciation to my Field Study 1 professor for providing valuable insights and guidance as I began my journey at my cooperating school. The knowledge and lessons shared have deepened my understanding of the teaching-learning process and helped me appreciate the responsibilities and realities of the teaching profession. I would also like to extend my sincere gratitude to Tabaco National High School for welcoming us warmly and to the Grade 7 English faculty, who served as our mentors throughout this journey. Their willingness to accommodate us and share their knowledge allowed me to observe authentic classroom practices, teaching strategies, learner behavior, and the overall school environment. I am equally grateful to my cooperating teacher, Ma'am Melany, and her dear students, who became essential parts of my field study experience. Their cooperation and willingness to share their authentic experiences helped me learn and realize the importance of creating a positive, inclusive, and effective learning environment. Through these meaningful encounters, I gained valuable insights that will guide me in my future teaching practice. To my family and friends, thank you for your unwavering support, understanding, and motivation, which continue to inspire me to pursue my dream of becoming an inspiring and dedicated teacher. Your encouragement has given me the strength to persevere, especially during challenging moments. Finally, I would like to extend my sincere appreciation to everyone who contributed, in one way or another, to the completion of this portfolio. Without your generous support and encouragement, I would not have gained the valuable knowledge and authentic experiences that have inspired me to become a competent, patient, compassionate, and responsible educator in the future. May God bless us all! I would like to express my deepest gratitude to everyone who contributed to the completion of my Field Study 1 portfolio. This would not have been possible without the guidance, support, and encouragement of those who have been with me throughout this meaningful learning journey. First and foremost, I would like to thank the Almighty and loving God for granting me the wisdom, strength, and perseverance to fulfill the requirements of this course and face the challenges I encountered each day. His guidance and grace have been my source of strength and inspiration as I continue pursuing my dream of becoming a teacher. I would also like to express my heartfelt appreciation to my Field Study 1 professor for providing valuable insights and guidance as I began my journey at my cooperating school. The knowledge and lessons shared have deepened my understanding of the teaching-learning process and helped me appreciate the responsibilities and realities of the teaching profession. I would also like to extend my sincere gratitude to Tabaco National High School for welcoming us warmly and to the Grade 7 English faculty, who served as our mentors throughout this journey. Their willingness to accommodate us and share their knowledge allowed me to observe authentic classroom practices, teaching strategies, learner behavior, and the overall school environment. I am equally grateful to my cooperating teacher, Ma'am Melany, and her dear students, who became essential parts of my field study experience. Their cooperation and willingness to share their authentic experiences helped me learn and realize the importance of creating a positive, inclusive, and effective learning environment. Through these meaningful encounters, I gained valuable insights that will guide me in my future teaching practice. To my family and friends, thank you for your unwavering support, understanding, and motivation, which continue to inspire me to pursue my dream of becoming an inspiring and dedicated teacher. Your encouragement has given me the strength to persevere, especially during challenging moments. Finally, I would like to extend my sincere appreciation to everyone who contributed, in one way or another, to the completion of this portfolio. Without your generous support and encouragement, I would not have gained the valuable knowledge and authentic experiences that have inspired me to become a competent, patient, compassionate, and responsible educator in the future. May God ble
ontentsCTable OfTITLE PAGEI.Ii.Iii.Iv.V. TABLE OF CONTENTS INTRODUCTION FIELD STUDY STUDENT’S PRAYER ACKNOWLEDGEMENT
ontentsCTable OfCERTIFICATE OF COMPLETIONVI.Vii. CURRICULUM VITAEViIi.IX.X. VISION, MISSION, MANDATES, AND CORE VALUES OF DepEd BICOL UNIVERSITY VMGO MY PEROSNAL EDUCATIONAL PHILOSOPHY
ontentsCTable OfRULES AND REGULATIONS OF THE SCHOOL/CLASSROOMXI.Xii.XiIi.XIV. LEARNING EPISODESXIV. APPENDICES SCHOOL ORGANIZATIONAL CHART SCHOOL SITE AND CLASSROOM
ntroductionICourse Description This is the first experiential course, which will immerse a future teacher in actual classroom situations and learning environments where direct observation of teaching-learning episodes that focus on the application of educational theories learned in content and pedagogy courses will be made. Observations on learners’ behavior, motivation, teachers’ strategies, classroom management, and assessment in learning, among others, shall be given emphasis. A portfolio shall be required in the course. Course Learning Outcomes 1. Formulate one’s philosophy of teaching. 2. Describe how a safe and secure learning environment contributes to the physical, socio-emotional, and cognitive development of learners. 3. Determine ways of addressing learners’ diversity in terms of gender, needs, interests, cultural background, and difficult circumstances. 4. Illustrate the teaching-learning process and the use of ICT to promote quality, relevant, and sustainable education process. 5. Assess the various classroom management strategies observed in the class. 6. Analyze concepts, theories, and principles in curriculum development in an actual classroom setting. 7. Evaluate assessment and reporting practices done in the classroom. Course Description This is the first experiential course, which will immerse a future teacher in actual classroom situations and learning environments where direct observation of teaching-learning episodes that focus on the application of educational theories learned in content and pedagogy courses will be made. Observations on learners’ behavior, motivation, teachers’ strategies, classroom management, and assessment in learning, among others, shall be given emphasis. A portfolio shall be required in the course. Course Learning Outcomes 1. Formulate one’s philosophy of teaching. 2. Describe how a safe and secure learning environment contributes to the physical, socio-emotional, and cognitive development of learners. 3. Determine ways of addressing learners’ diversity in terms of gender, needs, interests, cultural background, and difficult circumstances. 4. Illustrate the teaching-learning process and the use of ICT to promote quality, relevant, and sustainable education process. 5. Assess the various classroom management strategies observed in the class. 6. Analyze concepts, theories, and principles in curriculum development in an actual classroom setting. 7. Evaluate assessment and reporting practices done in the classroom.FIELD STUDY 1
Field StudyAHeavenly Father, Thank You for blessing me with the opportunity to pursue my dream of becoming a teacher. As I continue this journey as a pre-service teacher, guide me with Your wisdom, strengthen me through challenges, and open my heart and mind to the lessons and experiences that will help me grow. Lord, grant me patience in times of difficulty, humility in times of success, and courage whenever I feel uncertain. Help me understand every learner, learn from the teachers who guide me, and recognize the true meaning of being an educator. Teach me to lead with kindness, compassion, and a heart willing to serve. Help me in knowing and doing Your will in all things. May this always be my prayer in every decision I make and every path I take. When I feel overwhelmed or doubt my abilities, remind me that I am never alone and that Your plans are always worth trusting. Prepare me for the responsibilities that await me. May the knowledge and experiences I gain throughout this journey shape me into a competent, compassionate, and dedicated teacher who inspires others and makes a meaningful difference in the lives of learners. I entrust to You my dreams, my efforts, and my future. May everything I learn and do bring me closer to Your purpose for my life. In Your holy name, I pray. Heavenly Father, Thank You for blessing me with the opportunity to pursue my dream of becoming a teacher. As I continue this journey as a pre-service teacher, guide me with Your wisdom, strengthen me through challenges, and open my heart and mind to the lessons and experiences that will help me grow. Lord, grant me patience in times of difficulty, humility in times of success, and courage whenever I feel uncertain. Help me understand every learner, learn from the teachers who guide me, and recognize the true meaning of being an educator. Teach me to lead with kindness, compassion, and a heart willing to serve. Help me in knowing and doing Your will in all things. May this always be my prayer in every decision I make and every path I take. When I feel overwhelmed or doubt my abilities, remind me that I am never alone and that Your plans are always worth trusting. Prepare me for the responsibilities that await me. May the knowledge and experiences I gain throughout this journey shape me into a competent, compassionate, and dedicated teacher who inspires others and makes a meaningful difference in the lives of learners. I entrust to You my dreams, my efforts, and my future. May everything I learn and do bring me closer to Your purpose for my life. In Your holy name, I pray.studENT’S PRAYER
y personalMI believe that every learner is unique and has different abilities, interests, experiences, and learning needs. As a future teacher, I believe that students can learn and improve when they are given proper guidance, encouragement, and opportunities to participate. Not all learners learn at the same pace, and I understand that teaching requires patience, understanding, and a willingness to adjust to their needs. I want to create a classroom where students feel safe, respected, and comfortable expressing themselves without being afraid of making mistakes. Learning should go beyond memorizing lessons and answering questions. Students should understand what they are learning and how they can apply it to their daily lives. As a future English teacher, I want to help my students develop their reading, writing, speaking, and critical-thinking skills while also building their confidence in using the language. I recognize that some students may struggle with English or feel shy about participating, so I want to provide activities and opportunities that encourage them to learn at their own pace and gradually become more confident. I also believe that students' backgrounds and experiences can be valuable parts of learning, and I want to make my lessons meaningful and relatable to them. Being a teacher is not only about delivering lessons but also about understanding students and helping them recognize their potential. I want to practice patience, fairness, and kindness while maintaining clear rules and appropriate boundaries in the classroom. I will recognize students' efforts and provide constructive feedback to help them understand their mistakes and improve. I also understand that being a good teacher does not mean knowing everything or always getting things right. There will be challenges, and I will need to reflect on my teaching, listen to feedback, and continue learning so I can become better at what I do. Lastly, I believe that teaching is a shared responsibility. Building positive relationships with students, fellow teachers, parents, and other school stakeholders is important in supporting learners' academic progress and personal development. As a future teacher, I want to be someone my students can learn from, not only through my lessons but also through my actions and the way I treat others. I know that becoming an effective teacher takes time, experience, and continuous effort. Although I still have much to learn, I am willing to grow, improve my teaching practices, and do my best to help my students become more confident, responsible, and independent learners. For me, teaching is not about being a perfect teacher but about being committed to helping students learn and improve, one step at a time. I believe that every learner is unique and has different abilities, interests, experiences, and learning needs. As a future teacher, I believe that students can learn and improve when they are given proper guidance, encouragement, and opportunities to participate. Not all learners learn at the same pace, and I understand that teaching requires patience, understanding, and a willingness to adjust to their needs. I want to create a classroom where students feel safe, respected, and comfortable expressing themselves without being afraid of making mistakes. Learning should go beyond memorizing lessons and answering questions. Students should understand what they are learning and how they can apply it to their daily lives. As a future English teacher, I want to help my students develop their reading, writing, speaking, and critical-thinking skills while also building their confidence in using the language. I recognize that some students may struggle with English or feel shy about participating, so I want to provide activities and opportunities that encourage them to learn at their own pace and gradually become more confident. I also believe that students' backgrounds and experiences can be valuable parts of learning, and I want to make my lessons meaningful and relatable to them. Being a teacher is not only about delivering lessons but also about understanding students and helping them recognize their potential. I want to practice patience, fairness, and kindness while maintaining clear rules and appropriate boundaries in the classroom. I will recognize students' efforts and provide constructive feedback to help them understand their mistakes and improve. I also understand that being a good teacher does not mean knowing everything or always getting things right. There will be challenges, and I will need to reflect on my teaching, listen to feedback, and continue learning so I can become better at what I do. Lastly, I believe that teaching is a shared responsibility. Building positive relationships with students, fellow teachers, parents, and other school stakeholders is important in supporting learners' academic progress and personal development. As a future teacher, I want to be someone my students can le
ompletionCCertificate of
urriculumCVITae
ISSIONMA university for Humanity characterized by productive scholarship, transformative leadership, collaborative service, and distinctive character for sustainable societies. A university for Humanity characterized by productive scholarship, transformative leadership, collaborative service, and distinctive character for sustainable societies.ISIONVBicol University commits to continually strive for excellence in instruction, research, and extension by meeting the highest level of clientele satisfaction and adhering to quality standards and applicable statutory and regulatory requirements. Bicol University commits to continually strive for excellence in instruction, research, and extension by meeting the highest level of clientele satisfaction and adhering to quality standards and applicable statutory and regulatory requirements.BICOL UNIVERSITY vmgoThe Bicol University shall give professional and technical training, and provide advanced and specialized instruction in literature, philosophy, the sciences and arts, besides providing for the promotion of scientific and technological researches (RA 5521, Sec 3.0). The Bicol University shall give professional and technical training, and provide advanced and specialized instruction in literature, philosophy, the sciences and arts, besides providing for the promotion of scientific and technological researches (RA 5521, Sec 3.0).QUALITY POLICY
ISSIONMWe dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders. We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.ISIONV The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency. The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development. The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency. The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.DEPED VISION, MISION, MANDATES, & CORE VALUESTo protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners. To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.MANDATESCOREVALUES Maka-Diyos Maka-tao Makakalikasan Makabansa Maka-Diyos Maka-tao Makakalikasan Makabansa
STabaco National High School, established in 1945 in Barangay Panal, Tabaco City, is one of the most prominent public secondary schools in Albay. The school has grown into a respected institution that serves thousands of students and plays a vital role in shaping future leaders in the Bicol Region. Known locally as TNHS, it offers a wide range of academic and extracurricular programs that reflect its dedication to excellence and community involvement Tabaco National High School, established in 1945 in Barangay Panal, Tabaco City, is one of the most prominent public secondary schools in Albay. The school has grown into a respected institution that serves thousands of students and plays a vital role in shaping future leaders in the Bicol Region. Known locally as TNHS, it offers a wide range of academic and extracurricular programs that reflect its dedication to excellence and community involvementchool & cLASSROOMwalkthroughTabaco National High SchoolClick the logo for the walkthrough
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