1. 1 | F i e l d S t u d y 1
This course is designed to help the Field Study Students verify the behavior of the child in
the actual learning environment. It will require them to recognize feasible approaches to facilitate
learning considering the learner’s different phases of development and social environment.
Field Study 1 can be anchored on these Professional Education subjects:
● Child and Adolescent Development
● Facilitating learning
● Social Dimensions of Education
GENERAL OBJECTIVES
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social, and
emotional development of the children or adolescents as manifested in the
actual classroom setting
2. Observe and reflect on the different approaches employed by the teacher in
dealing with learners in the different stages of development
3. Analyze how the teaching and learning process should be conducted
considering the different phases of child development
FOCUS SPECIFIC TASKS
LEARNING
EVIDENCE
DOMAIN COMPETENCIES
School as a
Learning
Environment
Peace Concept
in Focus:
“Building
Friendship”
Learner’s
Characteristics
and Needs
Episode 1
• Visit a School, Look
into its facilities and
areas that support
learning (i.e.,
classroom, library,
playground, canteen).
• Describe the school
environment
• Prepare an
observation log
Episode 2
YOU AND I ARE
DIFFERENT
• Observe #3 groups
An illustration of
a school that is
supportive of
learning or a
“child-friendly
school” through
any of the
following :
• A descriptive
paragraph
• a photo essay
• Narrative
Learning
Environment
Curriculum
Diversity of
Determines an
environment that
provides social
psychological and
physical environment
supportive of learning
Differentiate Learners

2. 2 | F i e l d S t u d y 1
of learners from
different
levels(preschool,
elementary, and high
school)
description of
Diversity Among
Children
Learners of varied
characteristics and
needs
FOCUS SPECIFIC TASKS
LEARNING
EVIDENCE
DOMAIN COMPETENCIES
Peace Concept
in Focus:
“Valuing
Diversity”
Classroom
Management
and Learning
Peace Concept
In Focus:
“Inclusivity”
Learner’s
Characteristics
• Describe each
group of learners
based on your
observations
• Validate your
observation by
interviewing the
learners
• Compare them in
terms of their
interests and needs
Episode 3
‘’IN AND OUT”
• Observe a class
• Using a checklist,
find out the evident
classroom
components
• Describe how the
classroom is
structured/ designed
to allow everyone to
participate in the
learning activities
• Relate the data in
your checklist to the
learner’s behavior
• Reflect on how
classroom
management affects
learning
Episode 4
TRAITS CHECK
Checklist on
classroom
management
components
Photo
Documentation
of the
classroom
setting
Reflection paper
on activities that
allow inclusivity
among learners
Collection of
Classroom
activities written
on card boards
of rainbow
colors
A Reflection
paper on the
Learning
Environment
Diversity of
Learners
Learning
Environment
Manages time, space
and resources to
provide an
environment
appropriate to the
learners and
conductive for
learning
• Recognizes multi-

3. 3 | F i e l d S t u d y 1
and Learning
activities
Individual
Differences and
the learning
Process
(Difference in
ability level)
Peace concept
in focus:
“Sameness in
differences”
Individual
Differences
And the
Learning
Process
(social and
cultural
diversity)
Peace Concept
In Focus:
“Unity In
diversity”
• Observe a class on
a regular day
• Take note of
characteristics of the
learner’s in the class
• Enumerate and
describe the activities
that took place in the
class.
• Analyze how the
activities facilitated
learning considering
the learner’s
characteristics.
Episode 5
• Observe learners of
different learning
abilities but the same
grade/ year
• Interview them to
gather their
background
information
• Observe them as
they participate in a
classroom activity
• Write a narrative
report.
Episode 6
• Observe a class on
a regular day
• Take note of
characteristics of the
learners in the class
focusing on gender
and cultural diversity
• Interview our
resource teacher
about principles and
practices that he/she
uses in dealing with
diversity in the
classroom.
congruence or
match of
learning
activities to the
learner’s
characteristics
• Reflection on
the interaction
of learners
despite
differences
Learner’s profile
Narrative
Report
Narrative
description of
diversity Among
Children
Description on
how the teacher
instills among
children the
values and
knowledge on
differences in
gender, social
and cultural
backgrounds.
Diversity of
Learners
Diversity of
Learners
Diversity of
Learners
cultural backgrounds
of learners when
providing
opportunities
• Determines
Teaching approaches
and techniques
appropriate to the
learners
• Determines,
understands and
accepts the learners;
diverse background
• Relates the learners
background to their
performance in the
classroom
• Recognizes-cultural
Backgrounds of
learners when
providing learning
opportunities.

4. 4 | F i e l d S t u d y 1
Home-School
Link
Peace Concept
in Focus:
Interdependen
ce and
Cooperation
Episode 7
Home-School Link
CONNECT ME
• Select a learner
from the class that
you have observed
• Conduct a home
visit to your selected
learner
• Describe the family
in terms of
- number of
siblings
- number of
siblings in school
• Interview the
parents about
1. rules they
implement at home
concerning their
child’s schooling
2. the learner’s
activities and
behavior while at
home
Home visitation
report
Reflection on
the impact of
home ‘and
Family Life to
Learning
Community
Linkage
Learning
Environment
• Reflects on the
impact of home and
family life to learning

5. 5 | F i e l d S t u d y 1
THE SCHOOL AS A LEARNING ENVIRONMENT
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will be competent in determining a school environment that
provides social, psychological, and environment supportive of learning.
My Map
A general observation of the campus and the classroom is an exciting way to start my
observation.
My mission is to do the following tasks:
1. Visit a school. Look into
facilities and support
learning areas in the
campus, then in the
classroom
2. Accomplish the checklist as
you move around the school
premises.
3. based on your gathered data
in the checklist, describe the
school environment.
4. Make a reflection on the
characteristics of a school
environment that promotes
learning.
5. Present your idea of a good school environment through any of
these:
a) Descriptive Paragraph; b) Photo Essay;
c) Sketch a drawing; d) Poem, song or rap
Episode 1

6. 6 | F i e l d S t u d y 1
My Tools
As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school
site. A good understanding of the activities and tasks to be accomplished in the activity sheets will
yield better learning results.
SCHOOL FACILITIES CHECKLIST
Familiarized yourself with the different areas and facilities of the school. Check the
column to description of those that are available on the last column.
Facilities Available Not Available Description
Office of the Principal
Library
Counseling Room
Canteen / Cafeteria
Medical Clinic
Audio Visual / Media
Center
Reading Center
Speech Laboratory

7. 7 | F i e l d S t u d y 1
Facilities Available Not Available Description
Science Laboratory
Gymnasium
Auditorium
Home Economics
Room
Industrial Workshop
Area
PTA Office
Comfort Room for
Boys
Comfort Room for
Girls
Others (Please
specify.)

8. 8 | F i e l d S t u d y 1
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on
the provided space.
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus. What colors do you see? What is the condition of the
buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, and the cafeteria. Look around and find
out the other facilities that the school has.
Name of the School Observe _______________________________________________
School Address _________________________________________________________
Date of Visit ____________________________________________________________

9. 9 | F i e l d S t u d y 1
An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the
matrix to record your data.
1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table
located? How are the tables and chairs/desks arranged?
3. What learning materials/equipment is present?
4. Observe the students. How many are occupying one room?
5. In the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desk
4. Blackboard
5. Learning Materials/ Visual
Aids
6.
7.
8.

10. 10 | F i e l d S t u d y 1
Write your observation report here.
Name of School Observed
Location of the School
Date of Visit

11. 11 | F i e l d S t u d y 1
My Analysis
How do the school campus and the classroom in particular impact on the learning of the students
going to school? What are your conclusions?
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How does this relate to your knowledge of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
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12. 12 | F i e l d S t u d y 1
My Reflections
1. Would you like to teach in the school environment you just observe? Why? Why not?
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2. What kind of School Campus is conductive to learning?
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3. What kind of classroom is conductive to learning?
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13. 13 | F i e l d S t u d y 1
4. In the future, how can you accomplish your answer in number 3?
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5. Write your additional learning’s and insights here.
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14. 14 | F i e l d S t u d y 1
My Portfolio
My Personal Illustration of an Effective
School Environment

15. 15 | F i e l d S t u d y 1
Episode 2
THE LEARNERS CHARACTERISTICS AND NEEDS
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will gain competence in differentiating the characteristics and
needs of learners from different development levels.
My Map
To reach your target, do the following tasks:

16. 16 | F i e l d S t u d y 1
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist
if a more detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they can carry themselves. How they move,
walk, run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood shift)
2. How do they express their wants/needs?? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportunities for problem solving? Describe how did they show problem
solving abilities.

17. 17 | F i e l d S t u d y 1
Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You
may add other aspects which you may have observed.
Development
Domain
Preschooler
Indicate age range of
children
observed:__________
Elementary
Indicate age range of
children
observed:__________
High School
Indicate age range of
children
observed:__________
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interactions with
teacher
Interaction with
Classmates/friends
Interest
Others
Emotional
Moods and
temperament,
expressions of
feelings
Emotional
independence
Others
Cognitive
Communication skill
Thinking skill
Problem- solving
Others
Learners Development Matrix

18. 18 | F i e l d S t u d y 1
My Analysis
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.
Example:
Level
Salient Characteristics
Observed
Implications To The Teacher-
Learning Process
Preschool
Age range of Learners
Observed 3 - 4
 Preschool like to
move around a lot.
 Therefore, the teacher should
remember to use music and
movement activities not just in
PE but in all subject area.
 Therefore, teachers should
not expect preschoolers to
stay seated for a long period
of time.
Level
Salient Characteristics
Observed
Implications To The Teacher-
Learning Process
Preschool
Age range of Learners
Observed ____
Elementary
Age range of Learners
Observed ____
High School
Age range of Learners
Observed ____

19. 19 | F i e l d S t u d y 1
My Reflections
1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?
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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, and cognitive)? How did it affect
you?
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3. Share your other insights here.
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20. 20 | F i e l d S t u d y 1
My Portfolio
Which is your favorite theory of development? How can this guide you as a future teacher?
Clip some reading about this theory and paste them here.

21. 21 | F i e l d S t u d y 1
Episode 3
CLASSROOM MANAGEMENT AND LEARNING
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
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.
My Map
To reach your target, do the following tasks:
 Observe a class
 Using a checklist, find out the evident
classroom components.
 Describe how the classroom is
structured/designated to allow everyone to
participate in the learning activities.
 Relate the data in your checklist to the
learners’ behavior.
 Reflect on how classroom management
affects learning.

22. 22 | F i e l d S t u d y 1
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the provided space
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behaviour. Are they already able to manage their own behaviour?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
Name of the School __________________________________________________________
Observed___________________________________________________________________
Location of the School_________________________________________________________
Date of Visit_________________________________________________________________

23. 23 | F i e l d S t u d y 1
An Observation Guide for Classroom Visit
Be guided by these questions as you do your observation of the classroom management.
It is also good to ask the teacher for additional information so you can verify your
observation. Write your notes below; and then organize your data in the table as follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas.
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2. Are these rules and procedures posted in the room?
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3. Did the students participate in making the classroom rules? (Ask the resource Teacher.)
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4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
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5. Is there a seating arrangement? What is the basis of this arrangement?
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6. Observe the noise level in the classroom. How is this managed?
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24. 24 | F i e l d S t u d y 1
7. If a learner is not following instructions or is off-task, what does the teacher do? Describe
the behavior strategies used.
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8. What does the teacher do to reinforce positive behaviors? (behavior strategies).
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Observation Notes:

25. 25 | F i e l d S t u d y 1
CLASSROOM MANAGEMENT MATRIX
Aspect of the Classroom
Management
Description
Effect on the Learners
(to be filled up after you
answer the analysis
questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling misbehavior/off-task
behavior
7. Reinforcement of Positive
Behavior
8.
9.
10.

26. 26 | F i e l d S t u d y 1
My Analysis
1. How did the classroom organization and routines affect the learners’ behavior?
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2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
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3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
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27. 27 | F i e l d S t u d y 1
My Reflections
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?
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2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
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3. Should learners be involved in making the class rules? Why?
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28. 28 | F i e l d S t u d y 1
My Portfolio
Include here pictures of the classroom/s you observed. Write descriptions/annotations
about what you observed in each photo.

29. 29 | F i e l d S t u d y 1
Episode 4
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(focusing on differences in gender, racial and religious backgrounds)
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
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.
My Map
The learners’ individual differences and the type of interaction they bring surely
affect the quality of teaching and learning. This episode is about observing and gathering
data to find out how student diversity affects learning
To reach your target, do the following tasks:
Step 1. Observe a class in different
parts of a school day. (beginning of
the day, class time, reces, etc.)
Step 2. Describe the characteristics
of the learners in terms of age, and
social and cultural, diversity.
Step 3. Describe the interaction
that transpires inside and outside
the classroom.
Step 4. Interview your Resource Teacher
about the principles that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of
individual differences on
learners' interaction.

30. 30 | F i e l d S t u d y 1
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
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During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact more
with the teacher than others.
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31. 31 | F i e l d S t u d y 1
2. Observe the learners seated at the back and at the front part of the room. Do they
behave and interact differently?
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3. Describe the relationship among the learners. Do the learners cooperate with or
complete against each other?
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4. Which students participate actively? Which students ask for most help?
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5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands so that the teacher will
call them instead?
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32. 32 | F i e l d S t u d y 1
Outside class:
1. How do the students group themselves outside class? Homogenously, by age
by age? By gender? By racial or ethnic groups? Or are the students in mixed
social groupings? If so, describe the groupings.
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2. Describe how the learners interact with each other. What do they talk about?
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33. 33 | F i e l d S t u d y 1
OBSERVATION REPORT
Name of the School Observe ____________________________________________________
School Address ______________________________________________________________
Date of Visit _________________________________________________________________

34. 34 | F i e l d S t u d y 1
My Analysis
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?
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2. Are the students coming from the minority group accepted or rejected others? How is
this shown?
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3. How does the teacher influence the class interaction considering the individual
differences of the students?
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4. What factors influence the grouping of the learners outside the classroom?
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35. 35 | F i e l d S t u d y 1
My Reflection
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?
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2. In the future, how would you want the learners in your classroom to interact? How will
you make this happen?
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36. 36 | F i e l d S t u d y 1
My Portfolio
Post a collection of quotations advocating for celebrating diversity in the classroom. Using
these quotations, explain how you will encourage all learners, regardless of religious, ethnic or
racial background to interact and participate well.

37. 37 | F i e l d S t u d y 1
Episode 5
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(focusing on different levels of abilities)
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
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.
My Map
1. Observe two or more learners of
different abilities but from the same
grade or year level.
3. Observe them as
they participate in
a classroom
activity.
2. Find out some information about
their background.
4. Write a narrative report and a
brief reflection on your
experience.

38. 38 | F i e l d S t u d y 1
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for Individual Differences
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observation by asking the teacher about the background (family, socio-
economic, presence of some learning disability, etc.) of these children.
4. Observe the behavior of both the high achieving and low-achieving learners. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.

39. 39 | F i e l d S t u d y 1
OBSERVATION REPORT
Name of the School Observe ____________________________________________________
School Address ______________________________________________________________
Date of Visit _________________________________________________________________

40. 40 | F i e l d S t u d y 1
My Analysis
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 the answer, responding to teacher’s directions, etc.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

41. 41 | F i e l d S t u d y 1
My Reflection
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?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

42. 42 | F i e l d S t u d y 1
My Portfolio
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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

43. 43 | F i e l d S t u d y 1
Episode 6
HOME-SCHOOL LINK
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
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.
My Map
 Select a learner from the class whom you have observed.
 Interview the teacher about the learner’s characteristics.
 Conduct a home visit to your selected learner’s residence
 Interview the parents about
- The rules they implement at home concerning their child’s schooling.
- The learner’s activities and behavior while at home.
 Describe the family in terms of
- Number of siblings.
- Number of siblings in school.
 Identify the factors in the home environment that might affect the learner’s school
performance.
 Reflect on how a teacher can communicate effectively with the home.

44. 44 | F i e l d S t u d y 1
My Tools
Use the activity form provided for you to document your observation.
Read the following carefully before you begin to observe/interview. Then write your
observation report on the provided space.
The Learner
1. Make a general observation of the learner. Describe him in each of the domains of
development:
 Physical-body built and height (thin, chubby, underweight, overweight) Level of physical
activity (fast, slow, lethargic active, etc.
 Social Interaction with teachers and classmates (loner, shy, sociable, friendly, gets into
fights, liked by others etc.)
 Emotional moods , temperament ,cries easily ,loses temper ,happy ,shows enthusiasm
,excited ,indifferent ,etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional dispositions ,
behavior and discipline, sense of responsibility ,study habits academic performance
relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
Agree on?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room.
2. Use Interview Questions. Just ask the questions in which you feel comfortable.
An Observation Guide for Home-School Link

45. 45 | F i e l d S t u d y 1
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth: Age:
Grade/Year Level: Gender:
Number of Siblings:
Birth order:
Parents
Mother:
Age:
Occupation: Educational Attainment:
Father:
Age:
Occupation: Educational Attainment:
Learner’s physical Aspect:
Health
Mother’s health during the pregnancy with the learner:
Ailments or health problems of the learners as a child:
Age of the learner when he/she started to walk/talk:
Food preferences of the learner as a child and at present:
Who took care of him/her as a child?

46. 46 | F i e l d S t u d y 1
Learner’s Social Aspects:
Describe your child’s sociability (friendly, outgoing or shy, loner
Who were the learner’s playmates?
As a child then was he/she allowed playing outside?
Is he/she allowed to go out with friends?
Do you have rules for him/her to follow regarding going out?
What are these rules?
Emotional-Moral
What are your expectations of your child?
How do you provide a nurturing environment for your child>
Does your child got o you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
What do you do when he/she is not successful in something?

47. 47 | F i e l d S t u d y 1
How do you discipline your children?
Do you have rules in the house? What are they?
How do you impose the rules?
What are the consequences of breaking the rules?
Learner’s Cognitive Aspects
What are the child’s interests?
What is he/she good at in school?
In what subject/s does he/she have difficulty
How do you monitor his/her performance in school? How do you motivate him/her?
Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?

48. 48 | F i e l d S t u d y 1
After you have gathered all the necessary dat. Write the Learner’s development profile using the
outline below. Type the profile in a separate sheet and attached it to this learning episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learner’s Development Profile
Name of the Learner ________________________________________________________
School___________________________________________________________________
Date of Home Visit__________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Age:
Occupation: Educational Attainment:

49. 49 | F i e l d S t u d y 1
Physical Development
Social Development
Emotional-Moral Development
Cognitive Development
Findings
Conclusions
Recommendations

50. 50 | F i e l d S t u d y 1
My Analysis
Your findings and recommendation in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced by
the learner? Explain your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Does the communication between the home-school have an affect on the learner? If yes, what
are these effects?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

51. 51 | F i e l d S t u d y 1
My Reflections
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

52. 52 | F i e l d S t u d y 1
My Portfolio
1.

53. 53 | F i e l d S t u d y 1
2.
H-
O-
M-
E-
S-
C-
H-
O-
O-
L-
L-
I-
N-
K-

54. 54 | F i e l d S t u d y 1
My Performance (How I Will Be Rated)
Field Study 1 The Learner’s Development and Environment
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
All or nearly all
Tasks were done
with high quality
Nearly all tasks
were done with
acceptable
quality
Fewer than half of
tasks were done; or
most objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis
Question were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
exemplary
grammar and
spelling
Analysis
questions were
answered
completely
Clear connection
with theories
Grammar and
spelling are
superior.
Analysis
Questions were
Not answered
completely.
Vaguely related
To the theories
Grammar and
spelling
acceptable.
`Analysis questions
were not answered.
Grammar and
spelling
unsatisfactory.
4 3 2 1
My Reflection Reflection
statements are
profound and
clear, supported
by experiences
from the
episode.
Reflection
statements are
clear, but not
clearly supported
by experiences
from the
episode.
Reflection
statements are
shallow;
supported by the
experiences from
the episode
Reflection
statements are
unclear shallow and
are not supported
by experiences
from the episode.
4 3 2 1
My Portfolio Portfolio is
complete, clear,
well organized
and all
supporting
documentation
are located in
sections clearly
designated.
Portfolio is
complete, clear,
well organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked
locations.
Portfolio is
incomplete
supporting
documentation is
organized but is
lacking.
Portfolio has many
lacking
component’s;
unorganized and
unclear’
4 3 2 1

55. 55 | F i e l d S t u d y 1
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
Submission
Before deadline On the deadline A day after the
deadline
Two days or more
after the deadline
4 3 2 1
Sub totals
Over-all Score
Rating:
(Based on
Transmutation)
_______________________________ _____________________
Signature of FS Teacher Date
above Printed Name