About the field desk
A School for Patient Market Observation
We teach market observation as a craft: mark the structure, weigh participation, measure pace, and make uncertainty visible.
Why Sensor Fieldpoint exists
Sensor Fieldpoint began in 2018 as an after-hours chart circle in Ortigas. Founder and lead educator Rafael Navarro noticed that learners could name dozens of indicators yet struggled to explain a single bar in context. The circle became a teaching practice centred on observation, evidence and the humility to say that a chart is inconclusive.
Rafael spent fourteen years in market operations and brokerage education before concentrating on independent instruction. He holds the Chartered Market Technician designation. His credentials inform the curriculum; they do not turn classroom examples into recommendations.
Programme coordinator Leah de Guzman prepares the historical chart packets, manages class access and reviews every handout for plain language. She is often the first person a learner speaks with when choosing between Foundations and the Intensive.
How we work
We use Philippine and international examples because market structure travels, while liquidity and session character vary. Students cover later bars, make an observation, name contrary evidence, then reveal what followed. Correct guesses receive less attention than clear reasoning.
Our values are modest and practical:
- Evidence before narrative. A compelling story cannot replace turnover, structure and follow-through.
- Warnings labelled as warnings. Divergence and fading momentum call for attention, not automatic action.
- Education with boundaries. We teach interpretation and never sell tips, guaranteed outcomes or account management.
- A classroom where doubt can be spoken. Learners are expected to revise their marks without embarrassment.
The Pasig classroom keeps groups small enough for discussion. We also offer private review by video call when distance or mobility makes attendance difficult.
Our relationship with learners
The work continues after a class through a limited follow-up exercise, not a stream of alerts. Our aim is for each learner to leave with a shorter checklist, better questions and a record that exposes inconsistent reasoning.