DEPARTMENT OF

TEACHER EDUCATION

FIELD STUDY 1 MODUL

FS 1 1 The Learning Environment

Name of FS Student Maanuel JB C. Bandalan

Course, Year and Section BEEd 3-A
Name of Resources Teacher Mr. Albert M. Nolla
Date February 06, 2025

Lesson 1.1: Learner Safety and Security

LESSON SUMMARY

A learning environment is more than its physical components. It refers to any

space where learners' needs are met, interactions occur, and relationships are
formed for effective learning.
The term "learning environment" refers to any setting in which learning is
intended to occur. It could be a physical space, such as a classroom, laboratory, or
any other room. Additionally, it may refer to a non-formal learning environment, such
as distance education or online or virtual learning, where the teaching-learning
process occurs (Bernard, 2012). In other words, the learning environment
encompasses more than physical elements. It refers to any space in which learners'
needs are met, interactions occur, and relationships are formed for learning to occur
effectively.

INTENDED LEARNING OUTCOMES

At the end of this Episode, the FS student must be able to explain how safety
and security practices impact teaching and learning.

DISCUSSION

The environment is critical to learning (Hannah, 2013). Certain requirements

must be met for learning to occur. Students will struggle to concentrate on their
studies if their minds are preoccupied with something other than the lesson at hand.
Abraham Maslow, a psychologist, developed a hierarchy of needs. It states that each
level must be completed before proceeding to the next. Security and safety are two
of Maslow's basic needs. Students should be able to move, speak, and interact
freely without jeopardizing their physical, psychological, or emotional health. This
INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE
Visayas State University Villaba PAGE 1 of 6
Email: [Link]@[Link]/villaba@[Link] TP-IMD-08
Website: [Link]
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

can be accomplished by establishing routines, clearly defining rules, and explicitly

explaining policies. Knowing what to expect enables students to manage their
behavior in a predictable learning environment (Burleson & Thoron, 2014).

Best Practices for Creating Safe and Successful Schools:

1. Completely integrate learning supports (e.g., behavioral, mental health, and
social services), instruction, and school administration into a comprehensive,
cohesive approach that facilitates multidisciplinary collaboration.

2. Establish multitiered systems of support (MTSS) that include prevention,

wellness promotion, and interventions that increase in intensity in response to
student needs while fostering close school community collaboration.

3. Increase access to school-based mental health supports by ensuring

adequate staffing levels of mental health professionals trained to integrate
prevention and intervention services into the learning process and integrate
services provided through school–community partnerships into existing school
initiatives.

4. Integrate ongoing positive climate and safety efforts with crisis prevention,
preparedness, response, and recovery efforts to ensure that crisis training
and plans: (a) are contextually appropriate for the school setting, (b) reinforce
learning, (c) make the best use of available staff resources, (d) facilitate
effective threat assessment, and (e) are reviewed and practiced consistently.

5. Strike a balance between physical and psychological safety to avoid overly

restrictive measures (e.g., armed guards and metal detectors) that could
jeopardize the learning environment and instead combine reasonable physical
security measures (e.g., locked doors and monitored public spaces) with
efforts to improve school climate, foster trusting relationships, and encourage
students and adults to report potential threats.

6. Use effective, positive school discipline that is: (a) consistent with efforts to
improve school safety and climate; (b) not punitive (e.g., zero tolerance); (c)
clear, consistent, and equitable; and (d) reinforces positive behaviors. Using
security personnel or school resource officers as a substitute for effective
discipline policies does not contribute to school safety. It may contribute to the
perpetuation of the school-to prison pipeline.

7. Take into account the unique context of each school and district, and provide
services that are most needed, appropriate, and culturally sensitive to each
INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE
Visayas State University Villaba PAGE 2 of 6
Email: [Link]@[Link]/villaba@[Link] TP-IMD-08
Website: [Link]
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

school's unique student populations and learning communities. 8. Recognize

that lasting and effective change takes time, that individual schools vary in
their readiness to implement improvements, and that they should be given the
time and resources necessary to sustain change over time.

LEARNING TASK

Now is the time for observation and investigation. Investigate the educational
environment that you are observing.

Every Monday the flag ceremony will be in the plaza Tuesday-Friday the flag
ceremony will be conducted inside the classroom. When the students arrived at the
classroom and if the teacher is not around, they will clean the classroom without
someone telling them to clean. During the flag ceremony inside the classroom the
teacher tells me to assigned his students who will lead or beat Philippine Anthem,
Panatang Makabayan, Panunumpa sa Watawat and DepEd Hymn the students
actively participates who will lead after the flag ceremony the teacher opens the
television and plays a dance video and the students will follow the steps if the
students will not dance the teacher will say that if they don’t dance they will be
dancing solo but the students are actively participates, after the dance video the
teacher will play a story video with questions at the end of the story as I observed
the students pays attention at the video.

INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE

Visayas State University Villaba PAGE 3 of 6
Email: [Link]@[Link]/villaba@[Link] TP-IMD-08
Website: [Link]
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

ASSESSMENT TASK

Instruction: Check (/) the box that corresponds to the physical learning environment
observed in the class.
The learning environment… Yes No Remarks
1. allows students to express their thoughts and
ideas freely.
/
2. allows students an opportunity to take part in the
formulation of classroom rules and policies.
/
3. has teachers who are calm and respectful
/
4. encourages students to explore and learn on their
own.
/
5. gives students opportunities to correct mistakes
/
6. encourages students to resolve conflict peacefully.
/
Answer the following questions based on what you have observed in class.
1. What can you say about the physical learning environment in terms of
psychological aspect (e.g., interaction patterns, non-threatening
environment)?
I can say that the physical learning is that the teacher well managed the
students and also they can learn without hazards.
2. In your opinion, how can a school’s learning environment be improved?

INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE

Visayas State University Villaba PAGE 4 of 6
Email: [Link]@[Link]/villaba@[Link] TP-IMD-08
Website: [Link]
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

In my opinion a school’s learning environment can be improved if they can

have a bigger classroom because when I observed in Grade 5 there
classroom is small, for me it is better if they can have a bigger classroom so
that the teacher can put literacy area and numeracy area that if the students
has a free time they can read books so that they can learn.
3. How does Maslow's theory explain the vital role of security and safety in
facilitating learning?
By allowing all students to move, speak, and interact freely without
jeopardizing their physical.

References:
BIBLIOGRAPHY
Vega, M. G. (2022). Field Study 1: Observations on Teaching-Learning in
Actual School Environment.

Shindler, J. (2010). Transformative Classroom Management: Positive

Strategies to Engage All Students and Promote a Psychology of Success.
USA: Jossey-Bass.

Bilbao, P. (2010). Field study 6: on becoming a teacher. Quezon City: Lorimar

Publishing. Borabo, M. & Borabo, H.(2010). Field study 4: Exploring the
curriculum. Quezon City: Lorimar Publishing.
INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE
Visayas State University Villaba PAGE 5 of 6
Email: [Link]@[Link]/villaba@[Link] TP-IMD-08
Website: [Link]
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

Corpuz, B. (2010). Field study 2: Experiencing the teaching - learning

process. Quezon City: Lorimar Publishing.

Corpuz, B. (2015). Field study 5: Learning assessment strategies. Quezon

City: Lorimar Publishing. Lucas, M. R. (2010). Field study 3: Technology in the
learning environment. Quezon City: Lorimar Publishing.

Lucas, M. R., Borabo, M., Bilbao, P. & Corpuz, B. (2019). Field study 1:
Observations of teaching and learning in actual school environment. Quezon
City: Lorimar Publishing.

Pawilin, G.T., Reyes, E.M., Rivera, J.A.A., & Sison, T.M.J (2019). Field Study
1: A Guide for 21st century Student [Link] Rex Book Store, Inc.
ISBN 978-621-04-0096-0

INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE

Visayas State University Villaba PAGE 6 of 6
Email: [Link]@[Link]/villaba@[Link] TP-IMD-08
Website: [Link]
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022