Reflection

Engaging in Field Study 2 has been an enlightening experience that has deepened my
understanding of the educational environment and the complexities involved in teaching and
learning. This field study was conducted at Bongabong High School, where I had the
opportunity to observe and participate in various classroom activities, interact with students,
and collaborate with educators. The insights gained from this experience are invaluable as I
continue my journey towards becoming an effective teacher.

During my time at Bongabong High School, I was able to observe the diverse ways in which
lessons were delivered and the different pedagogical strategies utilized by instructors. One
of the most striking observations was the importance of creating an inclusive and supportive
classroom environment. I noticed how teachers employed various techniques to engage
students with different learning styles, emphasizing that differentiation is key to meeting the
needs of all learners. One particular lesson that stood out involved about painting. The
teacher skillfully incorporated technology and hands-on activities, which not only captured
the students’ attention but also fostered collaboration among them. This experience
highlighted the significance of making learning relevant and interactive, which ultimately
enhances student engagement and understanding.

My interactions with the students were equally rewarding. I had the opportunity to interview
about there self. These moments allowed me to build rapport and gain insight into the
students’ perspectives. I learned that many students face personal challenges that can affect
their academic performance, underscoring the need for empathy and understanding in the
classroom. Through conversations with students, I also discovered their motivations and
interests, which informed my understanding of how to tailor lessons to better engage them.
This reinforced the idea that recognizing and valuing students' voices can greatly enhance
their learning experience.

Collaboration with the teachers was another essential aspect of my field study. I observed
co-planning sessions and gained insight into how educators work together to address
curriculum goals and student needs. The discussions about assessment and reflection
revealed the continuous cycle of teaching and learning, where feedback plays a crucial role
in shaping future lessons and improving student outcomes. The mentorship I received from
the educators was invaluable. They shared their experiences, challenges, and successful
strategies that they implemented in their classrooms. I appreciated their openness and
willingness to guide me through the intricacies of effective teaching practices.

Learning Episode 1: Enhancing a Face-to-Face Learning Environment : A conducive

learning environment can contribute to a better learning outcome of the students. A well-
ventilated classroom can create an ambiance to gauge or motivate students to learn. In the
reopening of face-to-face classes I have observed that the school where I was deployed is
physically ready for the students to learn because the environment is well pleased to the eye
of the learners. As shown in the physical classroom environment of the learners still
following the health protocols like using face masks and alcohol. In addition to this, I learn
that teachers should build a good connection between him and the students. And the
teacher must establish positive climate where students able to share their thoughts without
feeling of fear or low self-esteem. In that way students are can openly share his ideas or
thoughts without thinking for any criticism judgement.

Furthermore, in the modern era of education where the teaching modality is present through
ICT. The rampant of technologies brought teaching pedagogy into its newest version where
teachers practically use presentation in laptop connected in the TV installed in different
classrooms. It is effective and practical for teachers rather than writing the lesson in
traditional way. Moreover, in terms of the academic achievement of the students since the
shifting of learning environment was changed into face-to-face learning environment
meaning there is always a pace for adjustments made by the students. As I said teachers
must not employ idealistic approach rather be realistic because students are on their difficult
time in coping to be aligned on what we expected to be. Thus, teachers must be patient in
teaching students and not expect too much from their performance.

Learning Episode2: Establishing My Own Classroom Routines and Procedures in Face-to-

Face : I learned from this episode that all the routines and processes that teachers applied
to us before are crucial in order to preserve the organization of the class and in developing
good behavior. As I thought back to all of our teachers from elementary, high school, and
college. When considering these routines and processes that I want to use in my class as a
future teacher. I realized that I needed to think more deeply and understand what
expectations I should have for my students in order to create the right routines and
procedures for the class. However, I should make sure that they understand how to do it or
that the directions are clear before giving them this. Thus, they can practice them in this way
day by day.

Learning Episode 3: Utilizing Applications (Apps) for Teaching and Learning : We are
dealing with a generation where technology is rampant and influential, thus our knowledge of
ICT is necessary for this episode. It is a need for us to be digitally literate because we are
the instructors of the twenty-first century, whether we are called to be practice teachers nor
even professionals. Numerous applications are employed in teaching and learning, not only
to simplify our lives but also to divert students' attention. Our teaching becomes more
creative and learning becomes more relevant when we use an application like PowerPoint.
In order to achieve the objectives or results of our lessons, it is our responsibility as
educators to use the most appropriate materials or teaching strategies. Teachers must be
able to select and produce resources and materials that are not reliant on ICT despite the
ubiquity of technology-based instructional materials. Educators have to be creative in order
to navigate traditional nor digital learning resources and materials. In addition to this, we
don't have to limit our knowledge only in familiarizing the function of a particular application
rather enable to create something out of that application to gauge the interest of the learners
using it. Exploring such is an effective way toaddress what strategy would best to apply to
the learners.

Learning Episode 4: Using Traditional and Authentic Types of Assessment for Formative and
Summative Purposes : It can be either a traditional assessment or an authentic assessment
when giving assessments to students. The learning activities created to achieve the learning
outcomes are align with the teaching strategies and assessment. They don't employ both
conventional and real evaluations. Results are produced in a short amount of time. While
authentic assessment calls for students to complete a task based on the object they are
given, traditional assessment involves students choosing an answer. Authentic assessment
are real world tasks, whereas conventional evaluation is manufactured.

Learning Episode 5 Grading and Reporting : They might say grades are just numbers but in
a nut shell, grades reflect on how responsible a student could be. Grading and reporting
serve a vital role to teachers especially in communicating the parents what is the real status
of a student inside the classroom and also provide self-reflection informing the students what
are the areas they need to improve. As a teacher, this can be a tool in identifying the best
program to lift the student's level of knowledge and measure the effectiveness of pedagogy
in teaching employed. I learned during our field study participation and observation that
grading and reporting student progress is one of the most difficult aspects of teaching
because there are so many variables to take into account. Our grading systems ought to
reflect the fact aligned with the principles we use to follow readiness to participate in
conversational learning, observing dates assigned, deciding on the right level of difficulty,
and getting along with others are all qualities that should be rewarded. Unquestionably, a
more effective and efficient grading and reporting system will be produced by fusing these
abilities with current knowledge of good practice. Students must be guided toward a
meaningful engagement.

Learning Episode 6 - Writing and Delivering My Lesson Plan : Lesson planning is essential
to our success as teachers. By planning the lesson before the class, we give ourselves the
chance to be ready to deliver a fully developed instruction with appropriate cohesion and
transitions that successfully target a specified goal. Thus, it is our responsibility to prepare
and make the lesson organize ahead of time. This significance was demonstrated by the
evaluation made by our resource teachers in delivering my lesson. As a prospective teacher,
it is essential for me to practice lesson planning. Not only does it highlight our obligation to
prepare ahead of time and give our students the most comprehensive and effective lesson
possible, but it also gives the ourselves time to collect thoughts and concentrate on how we
will continue the strategic teaching. Another crucial part of efficient lesson planning is my
lesson reflection. It allows the teacher to better understand how the class functioned,
whether there were any difficulties during instruction, potential fixes, whether the goal was
achieved, and how the class will move on to the next. It sets an example for figuring out what
went wrong or what factors made the class successful, and how the trend can be kept going
for efficient teaching.
 RESTROSPECTION
Field Study 2, a pivotal stage in the journey of becoming a teacher, marked a significant shift
from the theoretical realm of education to the practical realities of the classroom. It was a
period of intense immersion, where I navigated the complexities of teaching, honed my skills,
and discovered the transformative power of firsthand experience. This essay reflects upon
the key takeaways from Field Study 2, the challenges I encountered, and the profound
impact it has had on my understanding of the teaching profession.

Stepping into the classroom, even in a limited capacity, unveiled the true nature of teaching.
The responsibility of shaping young minds, fostering a love of learning, and creating a
conducive environment for growth became palpable. The initial excitement of applying
theoretical knowledge was tempered by the realization that teaching is a multifaceted and
demanding profession. Managing a classroom of energetic grade 10 students, each with
their unique learning styles and personalities, proved to be a challenging but rewarding
experience. It highlighted the importance of flexibility, patience, and effective communication
in creating a positive and productive learning environment.

Lesson planning emerged as a critical skill, demanding meticulous attention to detail and a
deep understanding of curriculum alignment. Crafting lessons that cater to diverse learning
needs, promote meaningful engagement, and address all learning domains – cognitive,
psychomotor, and affective – became a central focus. This process required careful
consideration of learning objectives, appropriate teaching strategies, and the integration of
various assessment methods. The experience of developing learning activities and
worksheets further emphasized the importance of diverse perspectives on education and
teaching strategies. Exposure to different approaches broadened my understanding of the
educational landscape and fostered critical thinking skills.

Field Study 2 was not without its challenges. Building confidence as a teacher, navigating
the complexities of classroom management, and adapting to the dynamic nature of the
learning environment required constant self-reflection and a willingness to learn from my
mistakes. These challenges, however, served as invaluable opportunities for growth and
development. The feedback received from experienced teachers, coupled with my own
observations and reflections, provided valuable insights into my strengths and areas for
improvement.

The experience of Field Study 2 underscored the importance of lifelong learning for
educators. The saying "education never stops" resonated deeply, reminding me that
teachers must continuously seek opportunities to learn, relearn, and unlearn, adapting to
new information and evolving pedagogical practices. This commitment to continuous
professional development is essential for staying current with best practices, research
findings, and the ever-changing landscape of education.

In conclusion, Field Study 2 was a transformative experience that profoundly shaped my

understanding of the teaching profession. It provided a platform for practical application, self-
reflection, and professional growth. The challenges I encountered, the lessons I learned, and
the insights I gained have equipped me with the knowledge, skills, and resilience necessary
to navigate the complexities of the classroom. As I embark on my journey as a teacher, I
carry with me the invaluable lessons learned during Field Study 2, a testament to the
ongoing process of learning and growth that defines the teaching profession.
 RESTROSPECTION
Field Study 1, the initial foray into the world of education beyond the confines of the
classroom, was a transformative experience that laid the foundation for my journey as an
aspiring teacher. It was a period of observation, exploration, and initial engagement with the
complexities of the teaching profession, offering a unique window into the dynamic world of
classrooms and the multifaceted roles of educators. This reflects upon the key takeaways
from Field Study 1, the challenges I encountered, and the profound impact it has had on my
understanding of the teaching profession.

Stepping into the classroom for the first time, albeit as an observer, was a humbling
experience. Witnessing experienced teachers in action, navigating the intricate dance of
classroom management, engaging students in meaningful learning experiences, and
fostering a positive and supportive learning environment, ignited a sense of awe and
inspiration. It became evident that teaching is not simply about delivering information but
about nurturing young minds, fostering a love of learning, and creating a space where every
student feels valued and empowered.

The opportunity to observe different teaching styles and approaches was particularly
insightful. From the structured and traditional to the more learner-centered and inquiry-
based, each teacher brought their unique perspective and pedagogical approach to the
classroom. This exposure broadened my understanding of the diverse ways in which
knowledge can be transmitted and learning can take place. It also highlighted the importance
of adapting teaching strategies to meet the specific needs of individual students and the
dynamic nature of the learning environment.

Field Study 1 also provided a valuable introduction to the curriculum and its implementation
in different contexts. Observing how teachers aligned their lessons with curriculum
objectives, developed engaging activities, and assessed student learning, provided a
practical understanding of the pedagogical process. This exposure laid the groundwork for
future lesson planning and curriculum development, equipping me with the knowledge and
skills necessary to design effective learning experiences.

However, the journey was not without its challenges. Overcoming initial nervousness and
engaging actively in the observation process required a conscious effort to step outside my
comfort zone and embrace the learning opportunities presented. Adjusting to different
teaching styles and approaches, some of which were unfamiliar or even challenging to my
own understanding of effective teaching, required a willingness to be open-minded and to
learn from diverse perspectives.

Field Study 1 also emphasized the importance of developing critical thinking skills.
Observing classroom dynamics, analyzing teaching strategies, and reflecting on my own
learning experiences fostered a deeper understanding of the complexities of the educational
process. It encouraged me to question assumptions, to analyze evidence, and to develop my
own informed opinions about effective teaching practices.

In conclusion, Field Study 1 was a pivotal experience that provided a foundation for my
journey as an aspiring teacher. It offered a unique window into the world of classrooms,
exposing me to the diverse roles and responsibilities of educators, the complexities of the
teaching profession, and the importance of continuous learning and professional
development. The insights gained during this initial stage have shaped my understanding of
education, fueled my passion for teaching, and equipped me with the knowledge and skills
necessary to embark on my own journey as an educator.