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Republic of the Philippines
University of Southeastern Philippines
College of Teacher’s Education and Technology
Tagum Campus
Apokon, Tagum City
Portfolio
For
Field Study 2
Classroom Management Skills in the Teaching
Learning Process
Submitted by:
CHRISTINE E. GARCIAPre-Service Teacher
Submitted to:
MRS. JANETTE C. BALAGOTFS-Supervisor
February 2012
AcknowledgementThe author wishes to express her heartfelt gratitude and appreciation to the
following persons and institutions who contributed much to the success of this study. For
the assistance they extend to her, and for their unwavering support, motivation and
encouragement to make her study possible.
Foremost, to God Almighty, for His guidance and divine interventions.
To Mrs. Janette C. Balagot , their FS supervisor, for guiding them in every
activity and visits they have and for sharing knowledge and experiences in accomplishing
their Field Study 2.
To Mrs. Gracelinda P. Balagon and the pupil of grade IV section Lorro for their
support and cooperation during the conduct of the Field Study 2. To their valuable time
and effort in accommodating them every time they have their visits.
To University of Southeastern Philippines, for offering this course to help the
aspiring future educators prepare and expose to them the true nature of the profession
they choose.
To Mangga Elementary School headed by Mr. Edgar V. Sangalang, the Principa,l
for allowing them to conduct their exposure or Field Study 2 in their school.
To her buddy, Pritsgel P. Espartero, for the constant help and information.
To her friends and classmates (BEED-2D3), for their words of encouragements
and continued friendship and support despite of the busy schedules.
To her parents and siblings, for their undying support and guidance, piece of
advice, and financial support in all the undertakings of the author.
You ever consoling concern, understanding and support made the author
persevere to the complete of this study.
The Author
TABLE OF CONTENTS
Title Page
Title Page ……………………………………………………………………….. i
Acknowledgement ……………………………………………………………… ii
Table of Content ………………………………………………………………… iii
Introduction …………………………………………………………………….. 1
Background of Cooperating School …………………………………………….. 2
Vision and Mission of Cooperating School …………………………………….. 3
Cooperating Teacher Profile ……………………………………………………. 4
Pre-Service Teacher Profile …………………………………………………….. 5
CLASS LISTS
Class List ……………………………………………………………….….…….. 6
Class Schedule ……………………………………………………………..….…. 7
APPENDICES
Appendices A-Reflective Journals Entries
Journal #1………………………………………………………………... 8
Journal #2………………………………………………………………… 9
Journal #3………………………………………………………………… 10
Appendices B-Checklist for Effective Classroom Management………………… 11
Appendices C- Competency Checklist…………………………………………… 12
Appendices D- Checklist for Communication Skills(Part 1- My Buddy and I)……………………………………......... 13
-Checklist for Communication Skills(Part 2- My Cooperating Teacher and I)………………………….. 14
Rubrics…………………………………………………………………………….. 15
Documentation…………………………………………………………………….. 16
DTR……………………………………………………………………………….. 17
Clearance………………………………………………………………………….. 18
IntroductionField Study 2 is the second in a series of six sequential studies of BEED and
BSED offered by the Teacher Education Institution (TEI’s). It is also an integral part of
the new teacher education curriculum. The focus of this study is about the observations of
every Pre-Service Teacher to the ways and techniques used the Cooperating Teacher in
managing the teaching-learning process inside the classroom like for example on how the
mentor discusses her lessons based on student’s diversity; the strategies used in
maintaining the peace and harmony inside the classroom; and the instructional method
used in teaching every topic of the lesson. This study will also help the Pre-Service
Teachers to be able to learn and identify different methods in teaching which are very
important tools to be used to become a future effective teacher.
This field study has special reference to aspects such as creating a conducive
teaching-learning atmosphere, observing child-friendly school environment, discipline,
use and care of supplies and reference materials, the physical features of the classroom
and general housekeeping. These aspects or techniques will then be described by the Pre-
Service Teacher through a narrative report reflected as journal entries. These teaching-
learning process and classroom management will provide students with opportunities to
examine their application in the teaching-learning environment.
To consist in their transition, the student will be paired with a “buddy”. Included
in FS 2 is the enhancement of the student’s communication skills with his/her buddy
since they are expected to be adequate in the language they will be using in their hand-on
tending in the remaining field studies.
It also contains the course overview or objectives such as: providing PSTs with
opportunities to observe and examine the different classroom management, techniques
applicable in the learning environment; enriching PSTs knowledge of the teaching
methods, strategies learning activities and appropriate instructional materials used by
teachers; to reflect on the importance of a well-managed classroom in creating a
conducive and healthy teaching-learning atmosphere; and to develop PST’s
communication skills as he/she interacts with the buddy and cooperating teacher. Rubrics
are used to assess the Pre-Service Teachers.
Background of the School
Every institution possesses a PAST which it fondly looks back to, a PRESENT
which it carefully nurtures and develops and a FUTURE which it eagerly looks forward
to.
Mangga Elementary School is no exception. In 1987, the Family Bagares opened
an annex of the Visayan Village Central Elementary School, Visayan village, Tagum
City. The annex was located in the humble house of Mr. and Mrs. Rodolfo Baggares with
only two classes, the first and second grades, composing of 82 pupils. After a month from
its inception, it had been temporarily moved to the Chapel of San Roque in July 16, 1987
while the construction of its school building was then underway. Mrs. Ceferina C.
Bagares served as School – In – Charge from 1987 to 1993.
In 1990, Mangga Elementary School was officially a separate school from
Visayan Village Central Elementary School. Mrs. Ceferina Bagares was appointed as
Head teacher from 1993- 1999 and became fully fledged principal in the year 1999-2007.
In 2003 through Mayor Rey T. Uy, who was then a mayor before, constructed 14
classrooms taken from the City’s Local School Board Fund and was pursued by Mayor
Gelacio Gemetiza. Former Governor Prospero Amatong and former Congressman
Baltazar Sator shared their valuable contributions by providing additional buildings and
other infrastructure projects. This was the time also that the school population increased
to 1,407 enrolled pupils with 32 faculty members.
Through the reshuffling of Principals, in July 2007, Dr. Nestor C. Satinitigan took
the leadership of the school. On May 17, 2009, Dr. Edgar V. Sangalang heads the school
till the present. He pursued the painstaking Accreditation Program for Public Elementary
Schools (APPES) complying the different criteria in the seven (7) components namely:
The School Head, The Learner, The Teacher, The Curriculum and Instruction, The
School Plant, Facilities and Services and the Community Stakeholders that evaluated and
assessed last January 31, 2011 for the Division Level and March 17, 2011 for the
Regional Level and fortunately, the Department of Education, Region XI, granted the
school a level I status last April 28, 2011 at the National Educators Academy of the
Philippines (|NEAP) Leadership and Development Center, Elpidio Quirino Avenue,
Davao city.
On September 1, 2011, Mangga Elementary School is a recipient of AGAPP
Foundation School building Program for preschoolers, with two (2) classrooms
sponsored by PETRON CORPORATION. Ms. Aurora “Pinky” Aquino Abellada,
CHAIRPERSON, AGAPP FOUNDATION INCORPORATED visited and turned over
the Silid Pangarap.
Mangga Elementary School still moves forward to meet the demands of an
increasing student population and new programs vis- vis academic excellence.
VisionThe school shall produce quality graduates through competent and committed teachers
provided with adequate and functional resources by the strong partnership of the stake
holders.
MissionThe school exists to offer relevant and functional curriculum that caters to the needs of
the learners and the community by providing quality instruction through competent and
committed teachers and the strong partnership of the stakeholders equipped with
adequate and functional resources
CT’s Profile
Name: Mrs. Gracelinda P. Balagon
Birthday: June 08,1972
Address: Visayan Village, Tagum City
Years of teaching experience: 15 years
Civil Status: Married
If Married;
Name of Spouse: Ruben Balagon
Occupation: Government Employee
Name of Children: Urben Paul P. Balagon
James Yalph Stefano P. Balagon
Educational Background:
Elementary: Magugpo Pilot Central Elementary School
High School: Mangga National High School
College: University of Southeastern Philippines:Elementary BEED Units
University of Mindanao Tagum College : BSE English Graduate with 27
units masters
PST’s Profile
Name: Chrisitine E. Garcia
Birth date: April 18, 1992
Birthplace: Prk. 3, Pob. Mawab Compostella Valley Province
Address: Prk. 3, Pob. Mawab Compostella Valley Province
Educational Background:
School Year graduated
Mawab Central Elementary School 2005
Nuevo Iloco National High School 2010
Who is your role model?
My mother
Why did you choose that person to be your role model?
Because she inspires me a lot through showing or teaching me good values and on
how to act properly especially in front of many people.
Educational Philosophy:
I want to pursue the profession I chose, which is being a teacher, because for me
teachers are very important nowadays because the immoral actions are rampant in our
modern world today. I want to be a teacher because I want children to be aware from
these evil doings and to keep them away from these. I also believe the quote, “we learn
good things through good teaching”.
Motto in life:
“God is good all the time”
Class List
FEMALE1. Agus, Vissae Bel I.
2.Alvarez, Clair Q.
3.Alvarez, Mary Joy Q.
4.Almarillo, Christine S.
5.Antonio, Kathleen Mae D.
6.Astrero, Antonet MaeP.
7.Belarmino, Mary Jane D.
8.Bitang, Janine Kate C.
9.Caliguid, Eileen Mae M.
10.Camingawan, Rea Mae A.
11.Canalija, Eljean N.
12.Carcasona, Gucenie Pearl M.
13.Condova, Ma. Myra Bernadeth S.
14.Densing, Flonie M.
15.Densing, Leila M.
16.Enriquez, Kyla Faye Ysabel A.
17.Goc-ong, Rachel Ann D.
18.Gonzales, Cindy Ella C.
19.Lausa, Carla Mae M.
20.Lumawan, Zonavy T.
21.Magallano, Mariz M.
22.Napoles,Jashel M.
23.Pagalan, Apple Jean S.
24.Pasco, Josie Jean S.
25.Tampus, Kyla Celiza Marie V.
26.Tirador, Kristine Leigh Dominique
27.Varquez, Leogene Ann C.
28.Villafuerte, Diane L.
29.Hermino, Jellian F.
30.Sacasan, Sheila Mae
MALE1.Abarca, Christian M.
2.Aguilar, Raymond A.
3.Bautista, Jeriel Dann Q.
4.Cabag, Jerric
5.Caňete, Mike N.
6.Clarion, Reymond M.
7.Codilla, Ed Kervin D.
8.Costan, Jorry P.
9.Cosie, Mark Oliver D.
10.Delapoz, Medardo
11.Desales, Jerwin B.
12.Dumas, Kenkermetz Q.
13.Eramel, Ryan A.
14.Galapon, Bick Lee
15.Lucero, Marjon L.
16.Mongondato, Omar A.
17. Omalia, Luiz Angelo G.
18. Paglanson, Jeffrey O.
19. Panugas, Rejoel C.
20.Peňanueva, Peter N.
21.Sarminto, Carl B.
22.Sumog-oy, Jade Charles L.
23.Wating, Joel P.
24.Wayagwag, Kenneth Harvey E.
25.Zamora, Nelmar H.
Adviser:
Mrs. Gracelinda P. Balagon
Class Schedule Grade IV-LORRO
Morning Session
TIMENO. OF
MINUTESSUBJECTS TEACHERS
7:15-7:30 15 min. Flag Ceremony
7:30—7:50 20 min.Character
EducationMrs. Gracelinda P. Balagon
7:50-8:50 60 min. English Mrs. Gracelinda P. Balagon
8:50-9:50 60 min. Math Mrs. Anita E. Eyo
9:50-10:05 15 min. Recess
10:05-11:05 60 min.MAKABAYAN
(HeKaSi/MSEP)Mrs. Gracelinda Balagon
11:05-11:30 25 min.Remedial
IntructionMrs. Gracelinda Balagon
Afternoon Session
TIMENO. OF
MINUTESSUBJECTS TEACHERS
1:00-2:00 60 min. Filipino Mrs. Dioscora H. Mamugay
2:00-3:00 60 min. Science Mrs. Marilou V. Ampurado
3:00-3:40 40 min.MAKABAYAN
(EPP)Mrs. Gracelinda P. Balagon
3:40-4:10 30 min. Essential Services Mrs. Gracelinda P. Balagon
4:10-04:30 20 min. Flag Retreat
Activity Sheet 1
Enriching Learning Experiences(a.)
Teaching
Methods/StrategiesLearning Activities
Instructional
Materials
1. Discussion
method
2. Reporting
method
Quizzes
Group activities
Free-exchange of
ideas
Individual and group
activity
Relay game
Visual aids
Flash cards
Chalk board
Illustration board
(b.)
Subject MatterLesson
Objectives
Teaching
Strategies
Activities
Assessment
Strategies used
English To read &
comprehend
what they are
Oral
recitation
Group
Individual
and group
study
Activity Sheet 1 Enriching Learning Experiences
reading.
activity
Group
activity
Oral reading
Silent reading
(c.)
Write the reflection on how the teacher’s teaching strategies, learner’s activities and
instructional materials helped facilitate an effective teaching learning process.
Based from what I have observed every time the teacher discusses her lessons, she will
give them first an icebreaker or energizer so that the students will be ready for the activity.
She uses different kinds of instructional materials such as visual aids, recorder and
microphone which really help the students to be more attentive to the topic to be
discussed. She uses different types of methods of teaching like the discussion method, in
which also an effective tools to use in order for the students to understand more the
lessons that is being taught. Then, after the teacher discussed her lessons, she usually gave
the students different activities for her to know if the method she used is effective.
Appendix A: Reflective Journals Journal # 1 Journal # 2 Journal #3
Appendix B: Checklist for Effective Classroom Management
Appendix C: Competency ChecklistPST’s OBSERVATION OF COMPETENCY
CHECKLIST
Appendix D: Checklist for Communication Skills
My Buddy and I My Cooperating Teacher and I
Appendix E: Rubrics for Journal
Appendix A. Reflective JournalsName: Christine E. Garcia Date: February 24, 2012
Course/Year/Section: BEED-2D3 Rating:
Reflective Journal #11. Why are the class list and a seat plan important in checking attendance of
the students / pupils?
The class list and seat plan is very important in checking the attendance of
the pupils because using these things or strategies, it would be easier to check and
the teacher could easily notice who among the students are absent or present.
2. How and in what ways students / pupils are organize for the activities? Are
the learners given respect regardless of gender, culture, and ability?
Every time the teacher gives activities, sometimes the pupils are group by
row whenever they have difficult subjects or lessons to be answered but there are
also times that they did it individually especially when the teacher knows that it
would be difficult for them to participate. The teacher also uses strategies that
would suit to every learner’s capability and uses electronic gadgets to entertain
her pupils and awakened them, example of this are electronic gadgets such as,
microphone and karaoke which is related in their subject matter. Yes, the pupils
are all given respects regardless of gender, culture, religion and abilities; they are
all have given freedom to exercise their human rights; express their feelings
towards something, and choose the person whom they want to be with.
3. How is the classroom arranged and structured to facilitate mobility of
students during class activity which is free from hazards and destructions?
The classroom of Grade IV – Lorro is well managed and organized. It is
very conducive for learning. In every corners of their classroom, the different
learning facilities are all available such as the comfort room. It is also free from
hazards and destructions.
4. Describe how the teacher and the learners respond to questions.
The teacher is always ready and approachable in answering the questions
every time the students asks, she always make sure that her student would clearly
understand the lessons while the students are sometimes not responding.
5. Describe how materials and equipment are used during the lesson.
The materials and equipment are used in accordance with what subject
matter the teacher is going to discuss in the class. It is used as a tool for learning,
it contains a lot of important information about the subject matter, and it is very
conducive for learning of every pupils.
Name: Christine E. Garcia Date: February 24, 2012
Course/Year/Section: BEED-2D3 Rating:
Reflective Journal #2
1. What examples of classroom management skill have been observed and
applied by the cooperating teacher?
The example of classroom management skills that have been observed and
applied by our cooperating teacher was that she really checked the attendance
of her pupils every day by assigning the secretary of the class officer to check
it. She also uses a variety of techniques and strategies in handling her class;
and most especially, the way she treated us.
2. What skills in classroom management were observed by you? What
implication can you draw out of this activity as a pre – service teacher? As a
future teacher?
The skills in classroom management that was I have observed are: on how
our cooperating teacher interacts with her pupils; how she handled classes
properly; how she cared for her pupils; how she teaches her pupils the good
manners and right conduct. Our cooperating has its own unique techniques on
how to have a harmonious relationship between her and her students. As a
future teacher I have realized that being an effective teacher someday, I
should have a unique techniques and strategies to catch the attention of my
future pupils.
3. How did your observations influence your thoughts about your career choice
as a teacher? About the teaching profession in general?
My observations really influenced my thoughts about my career choice as
a future educator. I have realized and discovered that teaching is not merely a
profession but it is a vocation instead. We must be committed to our goal in
life and cherish every moment with our dear pupils; we must show love,
respect, and sympathy towards our future pupils.
4. What other learning insights were gained out of your observations on your
classroom management?
Based from what I have observed, the classroom environment has a great
impact on the learning of every pupil. If the environment is not clean and
noisy, the pupils could not concentrate and give their full attention to their
class discussion because they are being disturbed by the environment. But, if
it is clean and quite, the attentiveness of the students is observed.
Name: Christine E. Garcia Date: September 5, 2011
Course/Year/Section: BEED-2D3 Rating:
Reflective Journal #31. What have you observed regarding the general atmosphere of the classroom?
Was the instructional environment conducive to learning?
Based from my observations, during the conduction of our Field Study 2, the
general atmosphere of the classroom and the instructional environment was
very conducive for learning. Their classroom has a different classroom
facilities which of great help in teaching – learning process; example of those
facilities are Karaoke with tape recorder, microphone, books and etc.
2. Was there a system in distributing and collecting materials of instructor?
Describe how the teacher handled the following routine in order to
economize on time and energy in teaching and learning:
a. Roll call of attendance
b. Distribution and collection of resource materials and devices such as:
examination papers (quizzes, activity sheets.)
c. Use of resource materials such as books, apparatus, equipments, etc.
d. Asking and answering questions posed by the teacher or by the students
e. Proper behavior in entering and leaving the classroom.
Yes, there is a system in distributing and collecting materials of the
teacher, it is done by row in which the teacher collects or distributes the
learning materials.
a) Our CT assigned the secretary of the class to check the attendance.
b) In terms of collecting the resources materials and devices such as
examination papers, quizzes and activity, sometimes she assigns one pupil in
each row to collect those materials but there are also times that she will be the
one to collect..
c) Our CT uses textbooks in her class discussion as a guide for the topic she
will be going to discuss in the class.
d) Our CT is ready and very attentive in answering the question that was
asked by her pupils while sometimes, the students are not responding every
time their teacher asks.
e) There are also proper etiquette of the students upon entering and leaving
the classroom. Each student should say the word “good morning”; “good
afternoon”; “sorry were late, may we come in?”, and “yes, please come in,
please have a seat”.
3. What is your concept on discipline and its importance in maintaining a well
managed classroom? What are some routine activities that contributed to
good classroom management?
Imposing discipline inside the classroom is very important in maintaining
a well – managed classroom because when your pupils are all behave and
respectful it can help in creating a harmonious relationship that may led to a
well – managed classroom. The some routine activities that contributed to a
good classroom management were the camaraderie between the pupils, their
cooperation and support in every activities and most especially their
immeasurable love for each other.
4. Describe an observed classroom courtesy that helped maintain harmonious
relations between the teacher and learners, and among the learners
themselves.
Our CT has its own classroom courtesy that would help in maintaining a
harmonious relationship between her and the pupils; example of this
classroom courtesy were the respect of the pupils to their teacher; the
camaraderie between the pupils, and most especially the love of their teacher
to them.
5. How does the teacher respond to the learners’ questions? How do students
respond to the teacher’s questions?
The teacher was ever ready in responding to every question that the pupils
posed, and the pupils are also very attentive in asking questions to their
teacher whenever there is something in their lessons that they don’t clearly
understood.
6. Cite two (2) misbehaviors observed from students and the behavior
management techniques used by the cooperating teacher to change the
behavior.
The two (2) misbehaviors that I have observed from the pupils of Grade
IV – Lorro is that there is such time that they tend to be very noisy, especially
when their teacher is not around. And there are also times that they only
playing even the teacher discusses.
7. Was a child friendly atmosphere observed in the classroom? Cite some
instances where this observed.
Yes, a child friendly environment was observed in the classroom in some
instances. Their classroom was clean and very comfortable. Their teacher
always makes sure that her pupils would really clean their classroom to free
them from any destructions and hazards.
Appendix B: Checklist for Effective Classroom ManagementClassroom Management YES NO An example of this…
1. The teacher checked attendance using the learner’s name in assigning their proper seat arrangement.
2. There was a definite place for storage of materials needed and used in the classroom.
Cabinet and Bookshelf
3. The teacher systematically distributed or collected materials.
Instructional materials (portfolio, manila paper, etc)
4. There was a system observed on how students enter/leave the classroom.
Avoid going outside specially during the discussion
5. The teacher interacted positively and effectively with the learners.
Communication skills
6. The learner’s behaviors were addressed and given attention by the teacher.
If a student is noisy, the teacher will call her/him and keep them quite.
7. The teacher used some techniques to control disruptive behavior of the learners.
The teacher will give them some icebreakers or use body languages.
8. The teacher was fair, open-minded and consistent in dealing with the learners’ inappropriate behavior.
If there are students who tease/fight each other, the teacher will not only give advice to one student but to both of them.
9. The teacher has an effective approach in grouping learners for different learning activities.
By giving them different tasks.
10. Classroom was structured to enhance learning (display boards, lights, ventilation, etc.)
Lights, display boards, ceiling fan, karaoke.
11. Board work, visual aids and instructional materials were prepared ahead of time.
It is already made and paste it on the board before she teaches.
12. The teacher was flexible in his/her The teacher manages her
time management. time wisely.13. The teacher maintained order and
discipline in classroom. Classroom rules and
regulations14. The teacher used nonthreatening
styles of discipline. Non threatening modes of
teaching15. There was a provision for the
safety and security of students.
Security Guard
16. The teacher reinforced students for appropriate behavior and refrained from using physical punishment.
The teacher did not used physical punishments
Appendix C: Competency ChecklistPST’s OBSERVATION OF COMPETENCY CHECKLIST
COMPETENCY OBSERVED EXAMPLE
1. Provides lessons with a variety of learning experiences.
The teacher will not only give those quizzes or assignments but she also gives different activities such as making comic strips.
2. Designs or selects learning experiences suited to the different kinds of learners.
Giving effective strategies or techniques suited to student diversity.
3. Adopt strategies to addressed needs of differently-able students.
4. Identifies varied method and strategies used in the learning environment.
Giving activities such as practice reading and having interaction with one another.
5. Selects, prepares and utilizes instructional materials appropriate to the learners and to the objects of the lesson.
Using visual aids, tape recorder or karaoke, microphone in teaching.
6. Engages and sustains learner’s interest in the subject through the use of appropriate audio-visual materials.
7. Provides varied enrichment activities to nurture the desire for further learning.
Letting students think their own idea such as in making comic strip or answering questions.
8. Creates stress-free Giving some energizers,
environment. telling some stories and jokes.
9. Encourages free expression of ideas.
Letting students make or create objects using their own ideas.
10. Recognizes that every learner has strength and worth as a person.
Giving appreciation or lessons to every student.
11. Recognize multi-cultural background of the learner.
Appendix D: Checklist for Communication Skills
Part 1- My Buddy and I
Communication Skill
Always Observed
UsuallyObserved
SometimesObserved
SeldomObserved
NeverObserved
1. Consistently uses correct grammars.
2. Uses language in effective ways that enhance the meaning of the message.
3. Listens
attentively and interacts with buddy and cooperating teacher.
4. Expresses thought fluently.
5. Responds appropriately to both verbal and non-verbal messages.
6. Uses appropriate vocabulary.
Part II- My Cooperating Teacher and I
Communication Skill
Always Observed
UsuallyObserved
SometimesObserved
SeldomObserved
NeverObserved
7. Consistently uses correct grammars.
8. Uses language in effective ways that enhance the meaning of the message.
9. Listens
attentively and interacts with buddy and cooperating teacher.
10. Expresses thought fluently.
11. Responds appropriately to both verbal and non-verbal messages.
12. Uses appropriate vocabulary.
Mangga Elementary School
During their class
During their class
My CT, Buddy and I
My CT and I My CT& My Buddy
