field study 1 episode 1-5

_____________________________________________________________________________________

Name of FS Student __________ARJEL A. DIONGSON__________________________________

Course ________BSEd_______ Year and Section ______II-A_____________________________

Resource Teacher _______Ruby B. Jonota____________________________________________

Cooperating School _______SNHS-Old Sagay Extension_________________________________

At the end of this activity, I will be competent in determining a school environment that

provides social, psychological, and physical environment supportive of learning.

TARGET

TOOLS

Facilities Available Not available Description

Office of the PrincipalThe office of the principal

is small but clean and well-

organized.

Library

The library is found inside

the principal’s office where

in the books are well-

arranged.

Counseling Room

Counseling Room is in

every classroom of the

school campus excluding

laboratory rooms.

Canteen/ Cafeteria

The canteen is small and is

located beside the

principal’s office. Native

foods as well as biscuits

and soft drinks are sold

inside the canteen.

Medical Clinic

CLASSROOM FACILITIES CHECKLIST

Name of the School Observed ________SNHS- Old Sagay Extension________

School Address ____________________Old Sagay, Sagay City_____________

Date if Visit _______________________July 31, 2012___________________

The school is near to “Bahay-Kalinga” wherein hundreds of families are residing and in

Vasquez’s Cemetery, the largest cemetery in the Baranggay. The people in the community

where the school is found are cooperative in terms of programs presented/organized by the

school.

It has the color of nature; the wall is yellow, the roof is green, and the ceiling of every

classroom is white. The trees around the school campus make the school’s atmosphere airy.

Some buildings are newly built and some are not.

The offices are small but well-organized. These offices are clean and from the facilities being

mentioned in the checklist, the school also has a telescope and microscope which can be used

during experiments.

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description(location, number, arrangement,

Condition)

Wall Displays

There are ecological and educational wall

displays and sayings posted on the four walls

of the classroom.

Teacher’s Table

The teacher’s table is located at the back

portion of the classroom. It is neatly covered

with plastic and several science textbooks are

on top.

Learner’s Desk

There are 46 steel chairs in the classroom. The

chairs look rusty but comfortable to sit. And

these chairs are arranged in 4 rows with 5

columns.

Blackboard

The blackboard is wide and clean. It has a

rectangular shape and is located in front of the

learners’ desks facing the sunset.

Learning Materials/ Visual Aids

The visual aids are arranged above the

cabinet. There are also educational pictures

posted in the bulletin board at the back

portion of the classroom.

Trash Cans The classroom has 3 small trash cans which

are located near the back door of the

classroom.

1. How do the school campus and the classroom in particular impact on the learning of the

students going to school? What are your conclusions?

The school campus and the classroom in particular impact on the students learning

going to school by its conducive learning environment, facilities and also the availability

of resources. Therefore I conclude that a school having sustainable educational

resources and facilities motivates the students to go there even if it is far from them.

2. How does this relate to your knowledge of child and adolescent development? How does this

relate to your knowledge of facilitating learning?

This relate to my knowledge of facilitating learning that in order to facilitate learning,

we must consider the learning environment where teaching and learning takes place.

ANALYSIS

1. Would you like to teach in the school environment you just observed? Why? Why not?

No, because the school lacks some educational resources and facilities that could

better help the students to be motivated to learn inside the classroom. Also because the

school is far and the road going there is sometimes muddy and it looks not safe.

2. What kind of school campus is conducive to learning?

A school campus that is free from noise. A school campus that has the availability of

sustainable resources and facilities that could provide and motivate the students to

learn. And a school campus that promotes a physical environment supportive of

learning.

3. What kind of classroom is conducive to learning?

A classroom that is well-lighted and well-ventilated. A classroom that is not

overcrowded. A classroom that has facilities which could motivate the students to learn.

A classroom that has available resources needed for every discussion/lesson.

4. In the future, how can you accomplish your answer in number 3?

By providing facilities that could enhance the skills of my learners. By also posting

educational pictures on the walls that will help them better understand the subject

matter.

REFLECTIONS

5. Write your additional learnings and insights here.

I learned that a conducive learning environment greatly motivates the students to learn.

I also learned that a school environment which provides socially, psychologically and

physically positive image facilitates better learning.

My Personal Illustration of an Effective School Environment

_____________________________________________________________________________________





At the end of this activity, I will gain competence in differentiating the characteristics

and needs of learners from different developmental levels.

Preschooler Elementary High school

TARGET

TOOLS

LEARNERS’ DEVELOPMENTAL MATRIX

Development Domain

Indicate age range of children observed:

5-6 years old


8 – 10 years old


12-16 years old

PhysicalGross-motor skills

Fine-motor skills

Self-help skills

They learn how to button their uniforms and tie their shoes. They are restless; they always walk around inside the classroom.

They can complete simple puzzles. They can hold the pencil but they cannot write well.

If they know already about something, they insist to do it on their own. They need supervision from their parents.

They could perform simple dance steps. They could lift their chairs from one place to another.

They can draw simple lines, boxes and shapes.

They can take water from a jug without spilling. They can go to the CR independently. And they can eat their lunch alone using utensils.

They can lift the teacher’s table and the chairs. They can also drag cabinets from one place to another. They can get water from the faucet using containers and sprinklers and then pour it to the plants.

They can construct a sketch and an artistic drawing. They can also write letters with artistic designs.

They can make their own reports. They can play and surf on the computer.

SocialInteraction with Teachers

They always swallow what their teacher is teaching to them. They are dependent from their teacher.

Whenever the teacher asks questions, they raise their right arms before answering but

They sometimes answer in chorus but they share their own ideas about something which is

Interaction with Classmates/Friends

Interests

Their mood is changeable. They quarrel for a while but they become friends again.

They are interested in colorful objects. They always want to do something that they could enjoy such as games, singing and dancing activities.

sometimes they answer directly in chorus.

They like to compete with their classmates. They always want to know the scores of their friends.

They are interested in an oral discussion and in games that makes the class laugh.

related to the topic.

They always go with their friends. They consult something in their classmate before answering to teacher’s question.

They are interested to learn new concepts and ideas by means of a group activity or discussions that are related to them.

EmotionalMoods and temperament, express of feelings

Emotional Independence

They express what they feel. If you look like a good and friendly person to them, they will really make a move that make them close to you.

They cannot control their emotions. If their mother goes somewhere, they easily cry without considering others

They hide their feelings to their peers. They easily bore if the topic is not interesting.

Some can control their emotions. Some frankly tell what they feel for someone.

They are sometimes expressive. If they love the person, they let some students know about their feelings.

They can easily control their emotions; they can hide it.

inside the classroom.

CognitiveCommunication Skills

Thinking Skills

Problem-Solving

They cannot clearly express their idea of something unless guided by their teacher. They listen to a story told by their teacher. They have the idea on the story but they cannot retell it to the class.

They could count numbers from 1-20 in their vernacular language. They always think that teachers are correct. They can easily understand the topic if you show them pictures that they can relate.

They can do simple problems like adding simple numbers and completing simple puzzles.

They always respond to their teacher. Some are active participant and some talk less in the class during the discussion.

They could add, subtract, multiply and divide simple numbers. They think of something that makes us laugh.

They can solve problems independently if it is easy but they ask help from their classmates if they don’t know it.

They could retell stories and answer the teacher’s question.

They could understand complex topics if elaborately discussed by their teacher. They think something related to their topic. And they could distinguish the cause and effect relationship of something.

They can solve problems which are related to their lessons. They can also identify a substance if it is an acid or a base.

ANALYSIS

Level Salient CharacteristicsObserved

Implications to the Teaching-Learning Process

Pre-schoolAge range of learners

Observed: 5-6 years old

Preschoolers have short span of attention and they cannot control their emotions.

Therefore, as teachers we should engage these learners in activities that they can participate and enjoy such as games, role playing, singing and dancing activities.

ElementaryAge range of learners

Observed: 8-10 years old

Elementary students easily bored if the topic is not of their interests. They answer in chorus from teacher’s questions.

Therefore, as teachers we should have a sense of humor in discussing our lessons. We should also lead our learners to have the best student-teacher interaction during the teaching-learning process.

HighschoolAge range of learnersObserved: 12-16 years

old

Highschool students like to share ideas from their own experiences and learnings.

Therefore, as teachers we should guide these students to explore their knowledge.

REFLECTIONS

1. While you were observing the learners, did you recall your own experiences when you

were their age? What similarities or differences to you have with the learners you

observed?

When I was in elementary, I was so different from my classmates. Instead of listening to

the teacher, I used to watch the window looking outside and thinking in depth. On that

time, I was weird because I don’t care about something inside the classroom different

from the learners I had observed.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he

help or not help you with your needs (physical, emotional, social, cognitive)? How did

it affect you?

Ma’am Jackielee Anacleto is the teacher that I cannot forget because of some positive

reasons. First, she always implements a zero-cheating management. This means that if

the student will be caught cheating, he/she will be marked zero for that day. Second,

she gives a reward if someone could perfect her exam. And third, she always discussed

every lesson where we can relate as students. Due to these reasons, she inspired me to

study more. In fact, she is one of the reasons why I took education as my profession due

to that because of her, I started to love the teaching profession.

3. Which is your favorite theory of development? How can this guide you as a future

teacher?

The psychoanalytic theory which focuses on the psychosexual stages of personality. As a

future teacher, this theory will guide me on how sexuality starts from a very young age

and develop through various fixations. This theory will also help me to know the

personality of a child from a oral stage until puberty and then going onward.

4. Share you other insights here.

The teacher should relate lessons that are relevant to the needs, problems and interests

of the learners to explore their ideas by engaging them in oral discussions or group

activities where they can participate and will be motivated to learn.

_____________________________________________________________________________________





At the end of this activity, I will gain competence in managing time, space and

resources to provide an environment which is appropriate to the learners and conducive to

learning.

TARGET

TOOLS

Name of the School Observed: ________SNHS-Old Sagay Extension___________

Location of the School : __________Old Sagay, Sagay City___________________

Date of Visit: __________ August 28, 2012__________________________

There are learners that are silent type and there are also learners that are talkative but

these learners cooperate actively in the teaching-learning process.

There are 29 boys and 22 girls in the class. Their age ranges from 12-16. Some students

can manage their own behavior but there are few who really need to be guided by their

teacher.

Most of them can work independently but sometimes it depends upon the complexity of

the test/activity provided by their teacher.

They can focus for a long period of time but their listening skills and ability to concentrate

depend upon on their interest about the topic being presented by the teacher.

CLASSROOM MANAGEMENT MATRIX

Aspect of ClassroomManagement

Description Effect on the Learners(to be filled up after answer the analysis questions)

Specific Areas in the Classroom

There is a comfort room but it is not functional.

Some students become busy going outside and the tendency is their concentration to the lesson will be affected.

Classroom RulesLate students are considered as absent. The room must be always clean.

The students go to school early in order for them not to be late.They become responsible in cleaning the room.

Classroom Procedures

Daily Routines

Seating Arrangement

There’s no such seating arrangement implemented inside the classroom. Every student has the choice to choose in what chair he/she wants to sit.

The tendency is some students feel comfortable and some are not. That will become a disadvantage to some students if taller students want to sit in the front seats and if students with poor eyesight will have no choice but to sit at the back portion of the classroom

due to that most of their classmates wants to sit in front.

Handling misbehavior/off-task behavior

The teacher guides her students to modify their misbehaviors by decreasing points on their attitude and by saying “It is not a good manner to do it.”

Some students do not anymore misbehave because they don’t want that their points would be deducted.

Reinforcement of Positive Behavior

The teacher gives plus points to students who participate actively in every class discussion.

The students are motivated to participate in the discussion in order to get plus points (reward) from their teacher.

1. How did the classroom organization and routines affect the learners’ behavior?

If the classroom organization and routines are implemented well among students, it will

help them lessen their misbehaviors. It will also create a positive outcome in the

teaching-learning process especially on the student-teacher relationship inside the

classroom. And it can motivate the students especially if the classroom is well-

organized.

2. What should the teacher have in mind when she/he designs the classroom

organizations and routines? What theories and principles should you have in mind?

The teacher must consider routines that are best suited to the level of learners he had.

He must also consider a classroom organization that could help build his learners

motivation to learn. Therefore I should have the third guiding principle in the Selection

ANALYSIS

of Teaching Strategies which states that “A non-threatening atmosphere enhances

learning”. This principle focuses on the psychological and physical climate of the

classroom that is supportive for learning. This principle will guide me in setting an ideal

classroom management in the future.

3. Which behavior strategies were effective in managing the behavior of the learners? In

motivating students? Why were they effective?

Behavior strategies like giving rewards to students such as adding plus points on their

quizzes, or a treat for snack. These behavior strategies are effective because the

students will not only be motivated to learn but they will also minimize their

misbehaviors inside the classroom.

1. Imagine yourself organizing your classroom in the future. In what grade/year level do

you see yourself? What routines and procedures would you consider for this level?

Why?

In the future, I see myself teaching in the highschool level specifically in first year. In this

level, I must consider routines and procedures such as assigning them to clean the room

before and after class, motivating them to study by giving rewards and by assigning

them roles inside the classroom so that they will develop a sense of self-responsibility. I

will start the class with a prayer followed by an action song so that they will be

energized and motivated in learning the new lesson.

REFLECTIONS

2. Make a list of the rules you are likely to implement in this level. Why would you

choose these rules?

The room must be clean before the class starts.

Students must wear complete uniform.

Cellphones must be turn off during the discussion.

A student will be given a reward if he/she could perfect the exam.

Every student must be responsible in beautifying the classroom and in

minimizing their voice during discussion.

I choose these rules because I want to develop their sense of self-responsibility

having a good character and discipline inside and outside the classroom.

3. Should learners be involved in making the class rules? Why?

Yes, because class rules must be agreed by the learners. So if you don’t involve them in

making the class rules, there will be having a bias. Remember, what is good for you

might not be good to others. One way of understanding our learners is to involve them

in making the class rules so that there will be unity among them.

_____________________________________________________________________________________





At the end of this activity, I will gain competence in determining teaching

approaches and techniques considering the individual differences of the learners.

TARGET

TOOLS

Name of the School ________Observed SNHS-Old Sagay Extension__________

School Address Old _________Sagay, Sagay City_________________________

Date of Visit _______________August 30, 2012__________________________

The students are noisy due to that they answer in chorus during the discussion of the

lesson. The students who sit at the front part of the room are mush attentive and responsive

than the students sitting at the back portion of the room. They do not compete against each

other. Instead, they cooperate with the teacher to really understand every lesson. And as I

observed, most of the boys participate actively every class discussion. I also noticed that there

are students who still need guidance from their teacher. These are students who usually sit at

the back portion of the classroom. And when a student cannot answer the teacher’s question,

some of his/her classmates try to help him but there also some students specifically boys who

really raise their hands so that their teacher will call them.

Based on what I have observed, students group themselves according to gender,

hobbies and interests. Girls prefer to play with some other girls (ex. In playing Chinese garter)

OBSERVATION REPORT

and boys prefer to play with some other boys (ex. In playing soccer).

There are times that they agree with their classmates if they are interested with the

subject/topic. They sometimes talk about their love life, projects, assignments, school works

and memorable experiences that happened in their lives such as fieldtrips and family reunions.

1. Identify the persons who play key roles in the relationships and interactions in the

classrooms. What roles do they play? Is there somebody who appears to be the

leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

As I observed, the boys play key roles in the relationships and interactions in the

classroom. These boys usually appear as a leader due to that they always lead their

classmates during the discussion. They also act as a little teacher. They always remind

their classmates about their mistakes and on how to handle their behaviors in a good

manner.

2. Are the students coming from the minority group accepted or rejected by the others?

How is this shown?

There’s no such minority group in this section.

3. How does the teacher influence the class interaction considering the individual

differences of the students?

ANALYSIS

By providing group activities, combine low achievers to high achievers in order that

these low achievers may encourage to participate and learn the lesson. And by also

allowing her students to voice out and share their opinions and knowledge in the

teaching-learning process.

4. What factors influence the grouping of learners outside the classroom?

As I observed, I noticed that gender is one of the factor which may influence the

grouping of students outside the classroom. Boys and girls differ in terms of their

hobbies and interests. Unlike girls, boys like to play soccer. However, girls like to play

Chinese garter but boys do not.

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity

among the learners and between the teacher and the learners?

I feel accepted being on that classroom. The students don’t bother to mingle us and the

teacher sometimes asks if we were still okay. As I observed, there is really unity among

the students. They are aiming only one thing and that is “to learn”. And also between

the students and the teacher, the teacher is fair in terms of how she usually treats her

students inside and outside the classroom.

2. In the future, how would you want the learners in your classroom to interact? How

will you make this happen?

REFLECTIONS

I want my learners to participate actively in the teaching-learning process. I also want

them to show respect with their teacher as well as to their classmates. To let this

happen, I will allow my learners to share their own ideas and knowledge during class

discussion. I will guide them on how to become a good person with good character.

3. How will you encourage all learners, regardless of religious, ethnic or racial

background, to interact and participate?

By giving them the opportunity to speak out, participate and interact during discussion.

By not just respecting but also accepting their beliefs, views and opinions in every

lesson. And by treating them fairly in terms of student-teacher relationship.

_____________________________________________________________________________________





At the end of this activity, I will gain competence in determining, understanding

and accepting the learners’ diverse backgrounds; and in relating the learners’ background to

their performance in the classroom.

TARGET

Name of the School Observed ______ SNHS-Old Sagay Extension________

School Address ______________Old Sagay, Sagay City ___________

Date of Visit __________________________________________________

As I observed the class of Mrs. Rubi B. Jonota, I noticed that the learners differ in terms of

their abilities. There are learners that seem to be performing well during the teaching-learning

process. These are the high-achieving learners usually the boys who always actively respond

and participate in the discussion. There are also learners that seem to be behind. These are the

low-achieving learners who usually sit at the back portion of the classroom.

I asked the teacher about the background of her learners and I found out that most of her

learners came from poor families with low income. I had also found out that most of the low-

achieving learners came from poor families.

High-achieving learners always lead their classmates in the student-teacher interaction

even during the teaching-learning process. They usually accomplish tasks easily/quickly. They

can also answer complex problems independently. However, low-achieving learners can’t easily

TOOLS

OBSERVATION REPORT

answer complex problems unless guided by their teacher. They are hesitated to answer the

questions because they don’t want to be laughed by their classmates if they cannot derive the

correct answer.

As I observed, the teacher uses different methods in addressing the learning needs of her

learners. Methods as using visual aids like laptop and manila paper; giving/conducting group

activities; Q and A method to ensure the learning of the learners.

1. Did your observation match the information given by the teacher? Were you able to

correctly identify who among the students performed well and who did not? What

behavior helped you identify them? (volunteering to answer, responding to teacher’s

directions, etc.)

Yes, I was able to identify the well-performing students and the less-performing

students. Students who performed well usually volunteer to answer and always respond

to their teacher during the teaching-learning process. They are very attentive during the

discussion. Whereas students who did not performed well were always shy to share

their ideas because they are afraid that their classmates will laugh at them if they can’t

answer correctly.

ANALYSIS

2. Describe the differences in ability levels of the students in the class. Is there a wide

gap between the students who are performing well and those that are not?

In terms of the differences in ability levels of the students in the class, there is really a

wide gap between the students that are performing well than those that do not. The

students who perform well are those who are taken cared by their parents in terms of

physiological needs. As I observed, students who are less-performing in the classroom

are those students came from poor families. Some students come to school without

breakfast. This really affects the student’s willingness to perform inside the classroom.

3. Describe the methods used by the teacher in handling the students’ differences in

abilities. How did the students respond to the teacher?

The teacher uses methods and learning styles in handling the student’s differences in

abilities such as Q and A method, discussing the lesson with concrete objects and

conducting experimentation by means of individual or group activities. Due to these

methods, some students are motivated and they respond actively to their teacher.

1. Recall the time when you were in the elementary or high school. Recall the high and

low achievers in your class. How did your teacher deal with differences in abilities?

Was your teacher effective?

REFLECTIONS

When I was in Elementary, I can still recall how my teacher in math help both the high

and low achievers in our class. Every student was forced to memorize the multiplication

table because one of his policies was that “A student cannot enter the classroom if

he/she could not memorize the multiplication table from 1 to 10”. He used concrete

objects like geometrical shapes made up of blocks and fruits such as apple and melon in

presenting the topic. He used these fruits in his discussion of fractions wherein he let us

sliced the fruit in front of the class. I think his strategy was effective because he let us

involved in the teaching-learning process and of giving us responsibility by means of

memorizing the lesson.

2. With the principle of individual differences in mind, what methods and strategies will

you remember in the future to ensure that you will be able to meet the needs of both

the high and low achievers in your class?

As a future teacher, I will treat my students fairly. I will not compare each one of them.

Instead, I will guide them to build a classroom that could be considered as a market

place of ideas where every student has the freedom to participate and share their own

knowledge and opinions with respect to their abilities, social backgrounds and levels of

intelligence. I will provide group activities with simple/basic to complex problems

engaging low achievers to high achievers to ensure the needs of the students with

individual differences.

Name Diongson, Arjel A. Course BSEd Year & Section II-A

Direction: Check (/) the appropriate column that best describes your current level of mastery of each

listed competency.

I cannot do this yet

I am learning how to do this

I can do this but I need to learn more and improve

I can do this very well

1. Determines an environment that provides social, psychological and physical environment supportive of learning.

2. Differentiates learners of varied learning characteristics and needs.

3. Manages time, space and resources to provide an environment conducive to learning.

4. Recognizes multi-cultural background of learners when providing learning opportunities.

5. Determines teaching approaches and techniques appropriate to the learners.

6. Determines, understands and accepts the learners’ diverse background.

7. Relate the learners’ background to their performance in the classroom.

8. Reflects on the impact of home and family life to learning.

9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

10. Accepts personal accountability to learners’ achievement and performance.

( ) Pre-Assessment Date Accomplished: Rater’s Signature

( ) Post-Assessment

Name Diongson, Arjel A. Course BSEd Year & Section II-A

Direction: Check (/) the appropriate column that best describes your current level of mastery of each

listed competency.

I cannot do this yet

I am learning how to do this

I can do this but I need to learn more and improve

I can do this very well

1. Determines an environment that provides social, psychological and physical environment supportive of learning.

2. Differentiates learners of varied learning characteristics and needs.

3. Manages time, space and resources to provide an environment conducive to learning.

4. Recognizes multi-cultural background of learners when providing learning opportunities.

5. Determines teaching approaches and techniques appropriate to the learners.

6. Determines, understands and accepts the learners’ diverse background.

7. Relate the learners’ background to their performance in the classroom.

8. Reflects on the impact of home and family life to learning.

9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

10. Accepts personal accountability to learners’ achievement and performance.

( ) Pre-Assessment Date Accomplished: Rater’s Signature

( ) Post-Assessment

100 95 90 85 80

1. Content of the Portfolio

has 100% of the needed

content

has 95% of the

needed content

has 90% of the needed content



2. Objectives of the Portfolio

Objectives are SMART and cover the whole course

Objectives are SMART but cover only a minimum of 80% of the course

Objectives are SMART but cover only less than 80%of the course

Some objectives are not SMART and do not cover the whole course

Most objectives are not SMART and cover only a minimum of the course

3. Quality of Entries

Entries are of best quality, well selected and very substantial

Entries are of better quality, many are well selected and substantial

Entries are of acceptable quality, some are well selected and substantial

Some entries are of acceptable quality, limited selection and substantial

Few entries are of acceptable quality, not well selected, and very minimal substantial

4. Presentation of Entries

Creative, neat and has a very strong impact/appeal.

Creative, neat and has strong impact /appeal.

Creative, neat and an average impact/appeal.

Minimal creativity, neat with minimal impact/appeal.

No creativity, in disarrange, no impact/appeal.

5. Promptness in the Submission

Submitted ahead of schedule

Submitted on schedule

Submitted, a week after the schedule

Submitted 2 weeks after the schedule

Submitted 3 weeks or more after the schedule.

LORD, Help me to be a fine teacher,

To keep peace in the classroom,

Peace between my students and myself,

To be kind and gentle to each and every one of my students.

Help me to be merciful to my students,

To balance mercy and discipline in the right measure for each student,

To give genuine praise as much as possible,

To give constructive criticism in a manner that is patentable to my students.

Help me remain conscientious enough to keep my lessons always interesting,

To recognize what motivates each of my students,

To accept my student's limitations and not hold it against them.

Help me not to judge my students too harshly,

To be fair to all,

To be a good role model,

But most of all Lord,

Help me to show your love to all of my students.

Amen.

By Joanna Fuchs

A teacher is like Spring,

Who nurtures new green sprouts,

Encourages and leads them,

Whenever they have doubts.

A teacher is like Summer,

Whose sunny temperament

Makes studying a pleasure,

Preventing discontent.

A teacher is like Fall,

With methods crisp and clear,

Lessons of bright colors

And a happy atmosphere.

A teacher is like Winter,

While it's snowing hard outside,

Keeping students comfortable,

As a warm and helpful guide.

Teacher, you do all these things,

With a pleasant attitude;

You're a teacher for all seasons,

And you have my gratitude!

I. Student’s Resume ----------------------------------------------

II. Statement of Purpose -----------------------------------------

III. Self-Rating Competency Checklist(Pre-Assessment)----

IV. Organization of Portfolio Entries ---------------------------

a. Episode 1 -----------------------------------------------------

b. Episode 2 -----------------------------------------------------

c. Episode 3 -----------------------------------------------------

d. Episode 4 -----------------------------------------------------

e. Episode 5 -----------------------------------------------------

V. Entries of Evidences--------------------------------------------

a. Clippings ------------------------------------------------------

b. DTR -------------------------------------------------------------

VI. Additional Entries------------------------------------------------

a. Teacher’s Prayer-----------------------------------------

b. Teaching Philosophy------------------------------------

c. Poem of a Teacher--------------------------------------

VII. Self-Rating Competency Checklist(Post-Assessment)--

VIII. Personal Reflection---------------------------------------------

IX. Comments of the Faculty-------------------------------------

X. Rubric for FS Portfolio-----------------------------------------

PERSONAL DATA

Name: Arjel A. Diongson

Address: Taba-ao, Sagay City, Negros Occidental

Age: 19

Gender: Male

Height: 5’7 ½

Place of Birth: Cabanglasan, Bukidnon

Date of Birth: May 17, 1993

Civil Status: Single

Nationality: Filipino

Religion: Roman Catholic

Contact Number: 09469268169

Hobbies: Playing Chess, Singing, Dancing, Texting, etc.

EDUCATIONAL BACKGROUND

Received Awards

Elementary: P. R. Katalbas Elementary School Valedictorian

Secondary: NONESCOST Laboratory High School 5th Honorable Mention

Tertiary: NONESCOST Certificate of Merit

Course: Bachelor of Secondary Education

Major: Physical Science

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