Field Study 1
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About This Presentation
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Slide Content
Field Study 1
The Learner’s Development and Environment
October 2014
The Learner’s Development and Environment
October 2014
The Contributors
Jenevie Butacan
“A creative teacher is not limited to his/her
textbooks, but rather has a clear understanding
the learner’s level of grasp & undertanding,
and thus provide mere avenues of growth
learning by maximazing and maintaining the
stimuli affeting the learning skills.”
Geniva Timbang
“Teaching is not just a profession it’s
a passion”. Means as teacher we must
love what we are doing. If we will
teach just for sake of saying it’s our
job we won’t be an effective teacher.
We must teach by heart not just by
book.
Jenevie Butacan
“A creative teacher is not limited to his/her
textbooks, but rather has a clear understanding
the learner’s level of grasp & undertanding,
and thus provide mere avenues of growth
learning by maximazing and maintaining the
stimuli affeting the learning skills.”
Geniva Timbang
“Teaching is not just a profession it’s
a passion”. Means as teacher we must
love what we are doing. If we will
teach just for sake of saying it’s our
job we won’t be an effective teacher.
We must teach by heart not just by
book.
Bianca Rosario
“A teacher can make or break a child. We
can make our student to become a good and
better person in the future by teaching
them right things and experiences they can
treasure in the future. Also in the same way,
we can break them if we will not guide them
in the right path. As a teacher we must build
our students confidence”
Namerah Basmala
“Education is not the learning of facts,
but the training of the mind to think”.
- Albert Einstein
“A teacher can make or break a child. We
can make our student to become a good and
better person in the future by teaching
them right things and experiences they can
treasure in the future. Also in the same way,
we can break them if we will not guide them
in the right path. As a teacher we must build
our students confidence”
Namerah Basmala
“Education is not the learning of facts,
but the training of the mind to think”.
- Albert Einstein
Leonardo Cadeleña Jr.
“Teach what is right to the eyes of the
people and most of all to the eyes of God”.
Submitted to:
Dr. Dane B. Jacinto
“Teach what is right to the eyes of the
people and most of all to the eyes of God”.
Submitted to:
Dr. Dane B. Jacinto
Preface
Setting new directions in education is one of the primary concerns of Teacher
Education Institutions (TEI). This FS1 book aligns the learner’s experiences with the
National Competency-Based Teacher Standards (NCBTS). The learning experiences
embedded in every lesson were intended to create meaningful and rewarding
encounters to ensure that the students will feel the joy of teaching and learning.
FS1 is focused on The School as Learning Environment; The Learner’s
Characteristics and Needs; Classroom Management and Learning; Individual
Differences and Learner’s Interaction (focusing on differences in gender racial, religious
backgrounds); Individual Differences and Learner’s Interaction (focusing on Different
Levels of Abilities); and Home-School Link.
Features of the Book
This Book is divided into Learning Episodes. Each Learning Episode contains
the following components
My Target
This specifies the goals, objective and
purposes of the learners. T he
objectives were stated in a specific,
measurable, attainable, realistic and
time bound (SMART) manner.
My Performance
This makes use of an analytic scoring
rubric that is processed-and product-
oriented. It evaluates the quality of
the process of observation -
documentation, analysis, reflection
and submission. It also evaluates the
quality of product or output of the FS
student portfolio. It is primarily a
tool intended for the Field Study
teacher to rate the FA student upon
completion of the episode. It can
likewise be used by the FS student
for self-rating purposes after
completing the episode. It is placed
immediately after My Target to give
an idea to the FS student on what
points will be evaluated at the end of
the learning episode.
Setting new directions in education is one of the primary concerns of Teacher
Education Institutions (TEI). This FS1 book aligns the learner’s experiences with the
National Competency-Based Teacher Standards (NCBTS). The learning experiences
embedded in every lesson were intended to create meaningful and rewarding
encounters to ensure that the students will feel the joy of teaching and learning.
FS1 is focused on The School as Learning Environment; The Learner’s
Characteristics and Needs; Classroom Management and Learning; Individual
Differences and Learner’s Interaction (focusing on differences in gender racial, religious
backgrounds); Individual Differences and Learner’s Interaction (focusing on Different
Levels of Abilities); and Home-School Link.
Features of the Book
This Book is divided into Learning Episodes. Each Learning Episode contains
the following components
My Target
This specifies the goals, objective and
purposes of the learners. T he
objectives were stated in a specific,
measurable, attainable, realistic and
time bound (SMART) manner.
My Performance
This makes use of an analytic scoring
rubric that is processed-and product-
oriented. It evaluates the quality of
the process of observation -
documentation, analysis, reflection
and submission. It also evaluates the
quality of product or output of the FS
student portfolio. It is primarily a
tool intended for the Field Study
teacher to rate the FA student upon
completion of the episode. It can
likewise be used by the FS student
for self-rating purposes after
completing the episode. It is placed
immediately after My Target to give
an idea to the FS student on what
points will be evaluated at the end of
the learning episode.
My Map
This presents the means / directions,
processes, ways which the learners
need to undertake to attain the
target.
My Tools
This part gives the learners the
instruments that they have to use r
activities to undertake in the Learning
Episodes to sharpen their skills.
My Analysis
This phase highlights the FS student’s
ability to break the information
learned and experiences undergone
into parts for an in depth and incisive
study of the same.
My Reflections
This empowers the FS student to get
engaged in higher thinking process
skills. This phase will help to improve
metacognitive skills as engaged in
solving problems, making judgments
and formulating inferences
My Analysis
It is the student’s learning in capsule,
an authentic form of assessment. A
suitcase of the learner’s proofs and
documents in various forms
(photographs, illustrations,
organizers, songs, rhymes, acronyms
and the like).
This presents the means / directions,
processes, ways which the learners
need to undertake to attain the
target.
My Tools
This part gives the learners the
instruments that they have to use r
activities to undertake in the Learning
Episodes to sharpen their skills.
My Analysis
This phase highlights the FS student’s
ability to break the information
learned and experiences undergone
into parts for an in depth and incisive
study of the same.
My Reflections
This empowers the FS student to get
engaged in higher thinking process
skills. This phase will help to improve
metacognitive skills as engaged in
solving problems, making judgments
and formulating inferences
My Analysis
It is the student’s learning in capsule,
an authentic form of assessment. A
suitcase of the learner’s proofs and
documents in various forms
(photographs, illustrations,
organizers, songs, rhymes, acronyms
and the like).
Table of Contents
The Contributors…………………………………………………………………..
Preface …………………………………………………………………………….
Introduction…………………………………………………………………………
Field Study Subjects Matrix ……………………………………………………..
Field Study 1 – The Learner’s Development and Environment ………..
FS 1 – Episode 1 – The School as a Learning Environment ……………
FS 1 – Episode 2 - The Learner’s Characteristics ad needs ……………
FS 1 – Episode 3 – Classroom Management and Learning ……………
FS 1 – Episode 4 – Individual Differences and Learner’s
Interaction (focusing in differences in
Gender, racial, racial backgrounds)…………………………………..
FS 1 – Episode 5 – Individual Differences and Learner’s
Interaction (focusing on Different Levels
of Abilities)……………………………………………… ………….........
FS 1 – Episode 6 – Home-school Link …………………………………..
The Contributors…………………………………………………………………..
Preface …………………………………………………………………………….
Introduction…………………………………………………………………………
Field Study Subjects Matrix ……………………………………………………..
Field Study 1 – The Learner’s Development and Environment ………..
FS 1 – Episode 1 – The School as a Learning Environment ……………
FS 1 – Episode 2 - The Learner’s Characteristics ad needs ……………
FS 1 – Episode 3 – Classroom Management and Learning ……………
FS 1 – Episode 4 – Individual Differences and Learner’s
Interaction (focusing in differences in
Gender, racial, racial backgrounds)…………………………………..
FS 1 – Episode 5 – Individual Differences and Learner’s
Interaction (focusing on Different Levels
of Abilities)……………………………………………… ………….........
FS 1 – Episode 6 – Home-school Link …………………………………..
Introduction:
As we observe students, we need to consider their goals. What Effects are they
trying to create? We observe their actions and listens to their comments to determine
the strategies they choose to attain their goal.
In order to have a meaningful conversation with a child we need to know what
the child think can be done in real situation (possible goals) and we need to know the
procedures that the child believes will make things happen (possible strategies).
Considering children’s theories requires more than a careful transcription of what they
say and do.
We have to dig, to abstract the meaning of elliptical sentences, aborted
movements, or confusing explanation, request or description. Children are
spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved;
competent and naïve; talkative and quiet. To be childlike is to experience an almost
unpredictable array of discoveries, emotions, and levels of energy. Children are unique
and complex and thus often difficult to comprehend. And they do not readily engage us
in dialogue in order to explain the reasons for their caprice as they explore the world
that surrounds them. Yet, as teachers, it is important for us to know our children deeply,
to flow with their currents, and to extend their nascent theories about how the world
works.
Given the delightful yet often enigmatic characteristics of young children, We
learned that in order to comprehend children we must begin by observing them as they
play. But what do we see as we observe, and how we use our observation to enhance
our effectiveness as teachers?
Children are competent learners, but as teachers, we have to slow down,
carefully observe and study our documented observation in order to understand the
ideas that they are attending to convey. In addition to slowing down, observing
children’s theories requires a general knowledge of child develop and a willingness to
speculate.
As we observe students, we need to consider their goals. What Effects are they
trying to create? We observe their actions and listens to their comments to determine
the strategies they choose to attain their goal.
In order to have a meaningful conversation with a child we need to know what
the child think can be done in real situation (possible goals) and we need to know the
procedures that the child believes will make things happen (possible strategies).
Considering children’s theories requires more than a careful transcription of what they
say and do.
We have to dig, to abstract the meaning of elliptical sentences, aborted
movements, or confusing explanation, request or description. Children are
spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved;
competent and naïve; talkative and quiet. To be childlike is to experience an almost
unpredictable array of discoveries, emotions, and levels of energy. Children are unique
and complex and thus often difficult to comprehend. And they do not readily engage us
in dialogue in order to explain the reasons for their caprice as they explore the world
that surrounds them. Yet, as teachers, it is important for us to know our children deeply,
to flow with their currents, and to extend their nascent theories about how the world
works.
Given the delightful yet often enigmatic characteristics of young children, We
learned that in order to comprehend children we must begin by observing them as they
play. But what do we see as we observe, and how we use our observation to enhance
our effectiveness as teachers?
Children are competent learners, but as teachers, we have to slow down,
carefully observe and study our documented observation in order to understand the
ideas that they are attending to convey. In addition to slowing down, observing
children’s theories requires a general knowledge of child develop and a willingness to
speculate.
FS 1 The Learner’s Development and Environment
Course Description
This course is designed to help 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.
General Objectives
1. Identify the stage of 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
School as a
learning
environment
SPECIFIC TASK
Episode 1
• Visit a School,
Look into its
facilities and
areas that
support learning
(i.e., classroom,
library,
playground,
canteen).
• Describe the
LEARNING
EVIDENCE
An illustration of
a school of
learning or a
“child friendly
school” through
any of the
following:
- A descriptive
paragraph
- a photo essay
DOMAIN
Learning
environment
COMPETENCIES
Determines an
environment that
provides social
psychological and
physical
environment
supportive of
learning.
Course Description
This course is designed to help 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.
General Objectives
1. Identify the stage of 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
School as a
learning
environment
SPECIFIC TASK
Episode 1
• Visit a School,
Look into its
facilities and
areas that
support learning
(i.e., classroom,
library,
playground,
canteen).
• Describe the
LEARNING
EVIDENCE
An illustration of
a school of
learning or a
“child friendly
school” through
any of the
following:
- A descriptive
paragraph
- a photo essay
DOMAIN
Learning
environment
COMPETENCIES
Determines an
environment that
provides social
psychological and
physical
environment
supportive of
learning.
Peace Concept in
Focus:
“Building
Friendship”
Learner’s
Characteristics
and Needs
Peace Concept in
Focus:
“Valuing
Diversity”
Classroom
Management and
Learning
school
environment
• Prepare an
observation log.
• Describe the
school
environment
Episode 2
YOU AND I ARE
DIFFERENT
• Observe 3
groups of
learners from
different levels
(preschool,
elementary, and
high school)
• Describe each
group of learners
based on your
observations
• Validate your
observations by
interviewing the
learners
• Compare them
in terms of their
interests and
needs
Episode 3
“IN NOT OUT”
• Observe the
class
• Using a
checklist, find out
the evident
classroom
• Narrative
descriptions of
Diversity among
Children
Checklist on
classroom
management
components
Photo
documentation of
Curriculum
Diversity of
Learners
Learning
Environment
Diversity of
Differentiate
Learners of varied
characteristics and
needs
Manage time,
space and
resources to
provide an
environment
appropriate to the
learners and
conductive for
Focus:
“Building
Friendship”
Learner’s
Characteristics
and Needs
Peace Concept in
Focus:
“Valuing
Diversity”
Classroom
Management and
Learning
school
environment
• Prepare an
observation log.
• Describe the
school
environment
Episode 2
YOU AND I ARE
DIFFERENT
• Observe 3
groups of
learners from
different levels
(preschool,
elementary, and
high school)
• Describe each
group of learners
based on your
observations
• Validate your
observations by
interviewing the
learners
• Compare them
in terms of their
interests and
needs
Episode 3
“IN NOT OUT”
• Observe the
class
• Using a
checklist, find out
the evident
classroom
• Narrative
descriptions of
Diversity among
Children
Checklist on
classroom
management
components
Photo
documentation of
Curriculum
Diversity of
Learners
Learning
Environment
Diversity of
Differentiate
Learners of varied
characteristics and
needs
Manage time,
space and
resources to
provide an
environment
appropriate to the
learners and
conductive for
Learner’s
Characteristic and
Learning activities
Individual
Differences and
the Learning
Process
components
• Describe how
the classroom is
structured/design
ed 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
• Observe a
class on a
regular day
• Take note of
characteristics of
the learners 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
learner of
different learning
abilities but the
the classroom
setting
Reflection paper
on activities that
allow inclusivity
rather than
exclusivility
among learners
Collection of
Classroom
activities written
on card boards
of rainbow colors
A reflection
paper on the
congruence or
match of learning
activities to the
learners’
characteristics
• Reflection on
the interaction of
learners despite
differences
Learner’s profile
Learners
Learning
Environment
Diversity of
Learners
Diversity of
Learners
learning
• Recognizes
multi-cultural
backgrounds of
learners when
providing
opportunities
• Determines
Teaching
approaches and
techniques
appropriate to the
learners
• Determines,
understanding and
accepts the
learners; diverse
Characteristic and
Learning activities
Individual
Differences and
the Learning
Process
components
• Describe how
the classroom is
structured/design
ed 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
• Observe a
class on a
regular day
• Take note of
characteristics of
the learners 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
learner of
different learning
abilities but the
the classroom
setting
Reflection paper
on activities that
allow inclusivity
rather than
exclusivility
among learners
Collection of
Classroom
activities written
on card boards
of rainbow colors
A reflection
paper on the
congruence or
match of learning
activities to the
learners’
characteristics
• Reflection on
the interaction of
learners despite
differences
Learner’s profile
Learners
Learning
Environment
Diversity of
Learners
Diversity of
Learners
learning
• Recognizes
multi-cultural
backgrounds of
learners when
providing
opportunities
• Determines
Teaching
approaches and
techniques
appropriate to the
learners
• Determines,
understanding and
accepts the
learners; diverse
Peace concept in
focus:
“Sameness in
differences”
Individual
Differences And
the Learning
Process
Peace concept In
Focus:
“Unity In
Diversity”
Home-school Link
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.
Episode 7
Home-School
Link
CONNECT ME
• Select a learner
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
Home visitation
report
Community
Linkage
background
• Relates the
learners’
background to
their performance
in the classroom
• Recognizes-
cultural
backgrounds of
learners when
providing learning
opportunities
• Reflects on the
impact of home
and family life to
learning
focus:
“Sameness in
differences”
Individual
Differences And
the Learning
Process
Peace concept In
Focus:
“Unity In
Diversity”
Home-school Link
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.
Episode 7
Home-School
Link
CONNECT ME
• Select a learner
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
Home visitation
report
Community
Linkage
background
• Relates the
learners’
background to
their performance
in the classroom
• Recognizes-
cultural
backgrounds of
learners when
providing learning
opportunities
• Reflects on the
impact of home
and family life to
learning
Peace Concept In
Focus:
Interdependence
And
Cooperation
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
Reflection on the
impact of home
and Family Life
to Learning
Learning
Environment
Focus:
Interdependence
And
Cooperation
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
Reflection on the
impact of home
and Family Life
to Learning
Learning
Environment
Episode 1
THE SCHOOL AS A LEARNING
ENVIRONMENT
v
THE SCHOOL AS A LEARNING
ENVIRONMENT
v
My Target
At the end of this activity, I will gain competence in managing time, space and
resource to provide an environment which is appropriate to the learners and conductive
to learning.
My Performance (How will I Be Rated)
FIELD STUDY Episode 1- The School As a Learning Environment
Focused on: Determining a school environment that provides social,
psychological, and physical
Environment supportive of learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
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
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
At the end of this activity, I will gain competence in managing time, space and
resource to provide an environment which is appropriate to the learners and conductive
to learning.
My Performance (How will I Be Rated)
FIELD STUDY Episode 1- The School As a Learning Environment
Focused on: Determining a school environment that provides social,
psychological, and physical
Environment supportive of learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
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
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
4 3 1
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
My Map
A general observation of the campus and the classroom is an exciting way to an
observation.
My mission is to do the following tasks:
1. Visit a school. look into
facilities and support learning
areas in the campus, them 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) Setch or drawing; d) Poem, song or rap
A general observation of the campus and the classroom is an exciting way to an
observation.
My mission is to do the following tasks:
1. Visit a school. look into
facilities and support learning
areas in the campus, them 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) Setch or drawing; d) Poem, song or rap
My Tools
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available
FACILITIES AVAILABLE NOT AVAILABLE DESCRIPTION
Office of the
Principal
The Principal’s
office is very clean
and organized
Library The books are
properly arranged in
its designated place
Counseling Room
Canteen
Clinic The clinic is well
ventilated and
there’s a nurse in
case there’s a
student who needs
assistance
Audio
Visual/Media
Center
Reading Center
Speech Laboratory
Science
Laboratory
Gymnasium
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available
FACILITIES AVAILABLE NOT AVAILABLE DESCRIPTION
Office of the
Principal
The Principal’s
office is very clean
and organized
Library The books are
properly arranged in
its designated place
Counseling Room
Canteen
Clinic The clinic is well
ventilated and
there’s a nurse in
case there’s a
student who needs
assistance
Audio
Visual/Media
Center
Reading Center
Speech Laboratory
Science
Laboratory
Gymnasium
Auditorium The auditorium is a
bit small for the high
school students
Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room for
Boys
The comfort room is
slightly dirty and
need to be cleaned
Comfort Room for
Girls
Comfort room for
girls is clean unlike
boys CR
Others(Please
Specify)
bit small for the high
school students
Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room for
Boys
The comfort room is
slightly dirty and
need to be cleaned
Comfort Room for
Girls
Comfort room for
girls is clean unlike
boys CR
Others(Please
Specify)
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 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 this offices?
4. Walk through the school hall, the library, the cafeteria. Look around and find out
the other facilities that the school has
Name of the School Observed St. Therese
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
1. The school is surrounded by houses, but even though it is in that
environment they can still maintain the cleanliness outside of the school. .
2. The school campus is very clean, the blue and white color is very
refreshing in the eye.
3. Their offices is a place where you won’t get lazy to work because it’s
clean and air-conditioned.
Read the following statements carefully. Then write your observation report on
the provided space.
1. Describe the community or neighborhood where 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 this offices?
4. Walk through the school hall, the library, the cafeteria. Look around and find out
the other facilities that the school has
Name of the School Observed St. Therese
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
1. The school is surrounded by houses, but even though it is in that
environment they can still maintain the cleanliness outside of the school. .
2. The school campus is very clean, the blue and white color is very
refreshing in the eye.
3. Their offices is a place where you won’t get lazy to work because it’s
clean and air-conditioned.
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 the 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 chair/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description
(location, number,
arrangement, condition)
1. Wall Displays There isn’t wall display in the
classroom
2. Teacher’s table The teacher’s table is located in
the front so that the teacher can
monitor easily what the children
do
3. Learner’s Desks The desks for student is enough
for them to move freely and it’s
comfortable
4. Blackboard The blackboard is quite small
5. Learning Materials/Visual
aids
The teacher only uses chalk for
discussion
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 the 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 chair/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description
(location, number,
arrangement, condition)
1. Wall Displays There isn’t wall display in the
classroom
2. Teacher’s table The teacher’s table is located in
the front so that the teacher can
monitor easily what the children
do
3. Learner’s Desks The desks for student is enough
for them to move freely and it’s
comfortable
4. Blackboard The blackboard is quite small
5. Learning Materials/Visual
aids
The teacher only uses chalk for
discussion
Write your observation report here.
Name of the School Observed St. There School
Location of the school 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
I found out that in every classroom, it is very important on how it will become
conducive to learning, so that students become active in class discussion
because they are comfortable.
During my observation, I can say that good interaction is very important in the
classroom. Teachers must know how to get their students interest so that they will
listen and also the student must do their responsibility so they will have a smooth
discussion, a fun and exciting learning and teaching.
Name of the School Observed St. There School
Location of the school 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
I found out that in every classroom, it is very important on how it will become
conducive to learning, so that students become active in class discussion
because they are comfortable.
During my observation, I can say that good interaction is very important in the
classroom. Teachers must know how to get their students interest so that they will
listen and also the student must do their responsibility so they will have a smooth
discussion, a fun and exciting learning and teaching.
My Analysis
1. How do the school campus and the classroom in particular impact on the
learning of the students going to school? What are your conclusions?
Jenevie: An environment has a great factor when it comes in learning. An
unclean environment can make a student lazy and at the same tie he/she will not
be motivated to learn.
Geniva: I think the environment has a big impact on students learning because
environment contributes to the learner’s mood, actions and learning of course.
Bianca: Environment is also a big impact when in comes to studying and
learning. Classrooms must be clean, well ventilated. Good environment also
helps student to think and motivate them to study.
Namerah: The school has been operating for more than 2 decades. This only
shows that they have done a great impact of learning to the lives of their
students.
Leo: The school campus has a particular impact on the learning of the student by
motivating them like having some disciplinary rules that each of them
understands well. As for the classroom, I think it is not good for learning
purposes most especially if it is not well ventilated even the science laboratory
must be ventilated as well for students to have a good learning process.
2. How does this relate to your knowledge of the child and adolescent
development/ how does this relate to your knowledge of facilitating
learning?
Jenevie says: There are several reasons why students need to go to school but
to me, the top three reasons are getting an educations helps to go further in life,
it is required until you reach a certain age and will help them to comfortable in
talking to people. Of course, conducive classroom atmosphere contributes to the
learning of the students while they are pin school.
1. How do the school campus and the classroom in particular impact on the
learning of the students going to school? What are your conclusions?
Jenevie: An environment has a great factor when it comes in learning. An
unclean environment can make a student lazy and at the same tie he/she will not
be motivated to learn.
Geniva: I think the environment has a big impact on students learning because
environment contributes to the learner’s mood, actions and learning of course.
Bianca: Environment is also a big impact when in comes to studying and
learning. Classrooms must be clean, well ventilated. Good environment also
helps student to think and motivate them to study.
Namerah: The school has been operating for more than 2 decades. This only
shows that they have done a great impact of learning to the lives of their
students.
Leo: The school campus has a particular impact on the learning of the student by
motivating them like having some disciplinary rules that each of them
understands well. As for the classroom, I think it is not good for learning
purposes most especially if it is not well ventilated even the science laboratory
must be ventilated as well for students to have a good learning process.
2. How does this relate to your knowledge of the child and adolescent
development/ how does this relate to your knowledge of facilitating
learning?
Jenevie says: There are several reasons why students need to go to school but
to me, the top three reasons are getting an educations helps to go further in life,
it is required until you reach a certain age and will help them to comfortable in
talking to people. Of course, conducive classroom atmosphere contributes to the
learning of the students while they are pin school.
Geniva: As for my own understanding, children learn in different ways. This is
what we so called “Multiple Intelligences”. We’re also motivated in different ways,
some wants a reward and some needs to be punished for them to learn.
Bianca: Students learn differently, they have different distractions. But having a
nice, clean and friendly atmosphere room can help all the students to boost their
motivation to study. Also for me teacher must go beyond the pen and paper, the
one way teaching. I do believe in progressive learning and hands on experiences
to make the learning more enjoyable.
Namerah: Learning is a two-way process; the teacher teaches the lesson at the
same time listens to the students. The students do not only listen to the teacher
but also shares and be include in class discussions. So to facilitate learning, the
school as the learning environment must be considered.
Leo: According to my own observation, the knowledge of a particular student that
we had observed was moderate while in facilitating learning, I can say that the
students will learn a lot even the teacher will use a power point presentation, and
what is important that each student learns from the discussion.
what we so called “Multiple Intelligences”. We’re also motivated in different ways,
some wants a reward and some needs to be punished for them to learn.
Bianca: Students learn differently, they have different distractions. But having a
nice, clean and friendly atmosphere room can help all the students to boost their
motivation to study. Also for me teacher must go beyond the pen and paper, the
one way teaching. I do believe in progressive learning and hands on experiences
to make the learning more enjoyable.
Namerah: Learning is a two-way process; the teacher teaches the lesson at the
same time listens to the students. The students do not only listen to the teacher
but also shares and be include in class discussions. So to facilitate learning, the
school as the learning environment must be considered.
Leo: According to my own observation, the knowledge of a particular student that
we had observed was moderate while in facilitating learning, I can say that the
students will learn a lot even the teacher will use a power point presentation, and
what is important that each student learns from the discussion.
My Reflections
1. Would you like to teach in the school environment you just observed?
Why? Why not?
Jenevie: Yes, because the students are motivated to learn although they are not
that exposed to new technologies in teaching learning process. The school is
already conducive to learning.
Geniva: Not really. Because the classroom is not surrounded by windows. It’s
an open classroom, so I’ll be having a hard time making my voice high because I
might disturb other classes.
Bianca: Yes and no. Yes because, I can see that students have the passion to
study and to listen. And no because, The classroom are open, I have a soft voice
sometimes, so I think that I’ll be having a hard time talking to them and for them
to understand me.
Namerah: Yes, I would like to teach at St. Therese school because the
environment is very warm, the teachers are so humble, it has good
administration, the students are very respectful and cooperative, and the rooms
and offices are very conducive.
Leo: To be honest I don’t like to teach in the school that I have had observed
because the classrooms were not ventilated. I want to feel comfortable when I
am going to teach.
2. What kind of school campus is conductive to learning?
Jenevie: School campus with good facilities. Well maintain libraries where the
students my assess different kinds of books for them to discover things of
themselves . It must have a good ambience for child friendly school to motivate
the learner effectively.
Geniva: School campus that is clean and good to see. And a school that is
complete in facilities.
Bianca: School campus with well organized, clean and complete facilities. Also a
campus must also have effective teachers. Teachers who has passion in
teaching.
Namerah: A school campus is conducive to learning if the school is structurally
organized, has an environment that is free from distractions during classes,
pollution-free area and has the complete facilities for the learning process.
1. Would you like to teach in the school environment you just observed?
Why? Why not?
Jenevie: Yes, because the students are motivated to learn although they are not
that exposed to new technologies in teaching learning process. The school is
already conducive to learning.
Geniva: Not really. Because the classroom is not surrounded by windows. It’s
an open classroom, so I’ll be having a hard time making my voice high because I
might disturb other classes.
Bianca: Yes and no. Yes because, I can see that students have the passion to
study and to listen. And no because, The classroom are open, I have a soft voice
sometimes, so I think that I’ll be having a hard time talking to them and for them
to understand me.
Namerah: Yes, I would like to teach at St. Therese school because the
environment is very warm, the teachers are so humble, it has good
administration, the students are very respectful and cooperative, and the rooms
and offices are very conducive.
Leo: To be honest I don’t like to teach in the school that I have had observed
because the classrooms were not ventilated. I want to feel comfortable when I
am going to teach.
2. What kind of school campus is conductive to learning?
Jenevie: School campus with good facilities. Well maintain libraries where the
students my assess different kinds of books for them to discover things of
themselves . It must have a good ambience for child friendly school to motivate
the learner effectively.
Geniva: School campus that is clean and good to see. And a school that is
complete in facilities.
Bianca: School campus with well organized, clean and complete facilities. Also a
campus must also have effective teachers. Teachers who has passion in
teaching.
Namerah: A school campus is conducive to learning if the school is structurally
organized, has an environment that is free from distractions during classes,
pollution-free area and has the complete facilities for the learning process.
Leo: I must say that a school campus is conducive to learning when the students
don’t have a chaotic environment. If the environment was comfortable and nice to
the eye of the student then it is conducive to learning
3. What kind of classroom is conductive to learning?
Jenevie: With complete books and charts that molds the students learning
process. The classroom which has effective teacher to teach their student in
what way they must learn.
Geniva: A classroom that is conductive in learning is the room that is well
ventilated and air-conditioned. And also has charts of school stuffs
Bianca: Classrooms that has enough space for the students and teachers to
move. Classrooms must have a designs or charts that will get the attention of the
students to study. Teachers must give students a hand on experience in learning
like experiments, drawings, coloring etc. So they can enjoy learning
Namerah: A classroom that is conducive to learning is clean, has well-arranged
and complete furniture and materials, provided with proper lighting and
ventilation and must have enough space to cater all the students’ needs.
Leo: Kind of classroom that is conducive to learning if it is well ventilated, at least
it is air-conditioned for the learners will feel comfortable and can concentrate to
their studies.
4. In the future, how can you accomplish your answer in number 3?
Jenevie: They must internalize each lesson by conducting enjoyable activities
that enhance their learning process. Also I will be using colorful and catchy
graphic organize, charts, mock and visual aids to catch their attention.
Geniva: As Jenevie says, I agree that the classroom should have learning
charts.
Bianca: As a future preschool teacher, I will put charts like ABC’s numbers
colorfull charts. I will also put a bulletin board where will I post the writings or
drawing exercises of my students.
Namerah: Being a teacher someday, I will ask my commitment in changing the
lives of my students. Therefore, I will apply my knowledge to come up with a
classroom conducive to learning and be effective and efficient in my
responsibilities in the learning process.
don’t have a chaotic environment. If the environment was comfortable and nice to
the eye of the student then it is conducive to learning
3. What kind of classroom is conductive to learning?
Jenevie: With complete books and charts that molds the students learning
process. The classroom which has effective teacher to teach their student in
what way they must learn.
Geniva: A classroom that is conductive in learning is the room that is well
ventilated and air-conditioned. And also has charts of school stuffs
Bianca: Classrooms that has enough space for the students and teachers to
move. Classrooms must have a designs or charts that will get the attention of the
students to study. Teachers must give students a hand on experience in learning
like experiments, drawings, coloring etc. So they can enjoy learning
Namerah: A classroom that is conducive to learning is clean, has well-arranged
and complete furniture and materials, provided with proper lighting and
ventilation and must have enough space to cater all the students’ needs.
Leo: Kind of classroom that is conducive to learning if it is well ventilated, at least
it is air-conditioned for the learners will feel comfortable and can concentrate to
their studies.
4. In the future, how can you accomplish your answer in number 3?
Jenevie: They must internalize each lesson by conducting enjoyable activities
that enhance their learning process. Also I will be using colorful and catchy
graphic organize, charts, mock and visual aids to catch their attention.
Geniva: As Jenevie says, I agree that the classroom should have learning
charts.
Bianca: As a future preschool teacher, I will put charts like ABC’s numbers
colorfull charts. I will also put a bulletin board where will I post the writings or
drawing exercises of my students.
Namerah: Being a teacher someday, I will ask my commitment in changing the
lives of my students. Therefore, I will apply my knowledge to come up with a
classroom conducive to learning and be effective and efficient in my
responsibilities in the learning process.
Leo: In the future I can accomplish a classroom that is conducive to learning by
providing them a room that is ventilated, that is nice to their eyes, an environment
that can help them to learn.
5. Write your additional learning’s and insights here
Jenevie: School environment/ condition may affect the student’s interest in
learning
Geniva: I learned that we not learn only in the school but also outside where the
real world is.
Bianca: Learning is not just inside the walls of school. We can also learn outside,
we can learn through our experiences. Everything around us can affect our
learning, mind and behavior.
Namerah: Observing a school and a classroom setting somewhat awakes me of
what I will be doing someday. It helps me with what should I expect and should I
do with my classroom, to have a conducive learning environment for my
students.
Leo: As I observe the school campus, though it is a place for a students to learn
they should add a ventilation to make the students comfortable while they
learning.
providing them a room that is ventilated, that is nice to their eyes, an environment
that can help them to learn.
5. Write your additional learning’s and insights here
Jenevie: School environment/ condition may affect the student’s interest in
learning
Geniva: I learned that we not learn only in the school but also outside where the
real world is.
Bianca: Learning is not just inside the walls of school. We can also learn outside,
we can learn through our experiences. Everything around us can affect our
learning, mind and behavior.
Namerah: Observing a school and a classroom setting somewhat awakes me of
what I will be doing someday. It helps me with what should I expect and should I
do with my classroom, to have a conducive learning environment for my
students.
Leo: As I observe the school campus, though it is a place for a students to learn
they should add a ventilation to make the students comfortable while they
learning.
My Portfolio
My Personal Illustration of an Effective School Environment
The environment that a student thrust into an aggressive aspect of the
learning process. A student is expected to learn from their school environment.
Share, inspire, and contribute. Each of us is facing the difficulties and agonies
over studies because we want to achieve the quality education that we are
seeking for.
Share which means imparting any interesting stories and lessons inside and
outside of the classroom which could be helpful for the interaction between the
teacher and students.
Inspire which means inspiring the world with the joy and fulfillment as an
advocate education someday.
Contribute which means working towards the betterment of the Education in the
country. This could help in shaping new effective school. Environment that would
provide each of the learners a copy of their implication.
As a future educator, I know and I am aware of myself that an effective
learning lies on how the particular school become effective in doing the
environment conducing to learning in gaining process.
My Personal Illustration of an Effective School Environment
The environment that a student thrust into an aggressive aspect of the
learning process. A student is expected to learn from their school environment.
Share, inspire, and contribute. Each of us is facing the difficulties and agonies
over studies because we want to achieve the quality education that we are
seeking for.
Share which means imparting any interesting stories and lessons inside and
outside of the classroom which could be helpful for the interaction between the
teacher and students.
Inspire which means inspiring the world with the joy and fulfillment as an
advocate education someday.
Contribute which means working towards the betterment of the Education in the
country. This could help in shaping new effective school. Environment that would
provide each of the learners a copy of their implication.
As a future educator, I know and I am aware of myself that an effective
learning lies on how the particular school become effective in doing the
environment conducing to learning in gaining process.
Episode 2
THE LEARNER’S
CHARACTERISTICS AND
NEEDS
THE LEARNER’S
CHARACTERISTICS AND
NEEDS
My Target
At the end of this activity, we will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.
My Performance (How will I Be Rated)
FIELD STUDY Episode 2- The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of learners from
different developmental levels.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
1
My Reflection Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
4
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
At the end of this activity, we will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.
My Performance (How will I Be Rated)
FIELD STUDY Episode 2- The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of learners from
different developmental levels.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
1
My Reflection Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
4
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
My Map
To reach your target, do the following tasks:
STEP 1:
Observe 3 groups of leaners from different
levels
(pre-school, elementary and high school)
STEP 3:
Validate your observation by
interviewing
the learners.
STEP 2:
Describe each of the
learners based on your
observations.
STEP 4:
Compare them in
terms of their
interests and needs.
TASKS
To reach your target, do the following tasks:
STEP 1:
Observe 3 groups of leaners from different
levels
(pre-school, elementary and high school)
STEP 3:
Validate your observation by
interviewing
the learners.
STEP 2:
Describe each of the
learners based on your
observations.
STEP 4:
Compare them in
terms of their
interests and needs.
TASKS
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
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 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-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as show 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 they
showed problem solving abilities.
Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
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 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-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as show 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 they
showed problem solving abilities.
Learner’s Development Matrix
Record the data you gathered about the learner’s characteristics and needs in
this matrix. This allows you to compare the characteristics and needs of learners at
different levels. The items under each domain are no means by exhaustive. These are
just samples of 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
They know how to
tie their shoe lace
and button their
uniform.
They dance, they
could perform
simple steps.
They can carry their
chairs and table .
Fine-motor skills
Completing simple
puzzles and hold a
pencil.
They can draw a
line, boxes and
other different
shapes.
They can now
construct a sketch
and a detailed
drawing.
Self-help skills
They draw simple
things without the
help of others.
They can go to the
CR alone.
They can make their
own reports.
Others
Social
Interaction with
teachers
They keep in mind
what their teacher is
teaching them.
They raise their
hands to answer
and sometimes in
chorus
They share their
own ideas and
relate I to the topic.
Interaction with
classmates/friends
Introducing one’s
self and make
friends.
They’re competing
at each other.
They do a research
together with
friends.
Interests
They’re interested in
art stuffs like
drawing and other
colorful objects.
Interested in oral
recitation and in
games.
Interested to learn
new concepts and
ideas by means of
group activity.
Others
Emotional
Moods and
temperament,
expression of
feelings
They’re so sensitive
that if you see
something wrong
about their work
they will cry.
They hide their
feelings and are
influence by their
peers.
They are showy.
Emotional
Independence
They cannot control
what they feel at
times that will tend
Some can control
their emotions some
are not.
They can hide their
feelings by smiling
even though they
Record the data you gathered about the learner’s characteristics and needs in
this matrix. This allows you to compare the characteristics and needs of learners at
different levels. The items under each domain are no means by exhaustive. These are
just samples of 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
They know how to
tie their shoe lace
and button their
uniform.
They dance, they
could perform
simple steps.
They can carry their
chairs and table .
Fine-motor skills
Completing simple
puzzles and hold a
pencil.
They can draw a
line, boxes and
other different
shapes.
They can now
construct a sketch
and a detailed
drawing.
Self-help skills
They draw simple
things without the
help of others.
They can go to the
CR alone.
They can make their
own reports.
Others
Social
Interaction with
teachers
They keep in mind
what their teacher is
teaching them.
They raise their
hands to answer
and sometimes in
chorus
They share their
own ideas and
relate I to the topic.
Interaction with
classmates/friends
Introducing one’s
self and make
friends.
They’re competing
at each other.
They do a research
together with
friends.
Interests
They’re interested in
art stuffs like
drawing and other
colorful objects.
Interested in oral
recitation and in
games.
Interested to learn
new concepts and
ideas by means of
group activity.
Others
Emotional
Moods and
temperament,
expression of
feelings
They’re so sensitive
that if you see
something wrong
about their work
they will cry.
They hide their
feelings and are
influence by their
peers.
They are showy.
Emotional
Independence
They cannot control
what they feel at
times that will tend
Some can control
their emotions some
are not.
They can hide their
feelings by smiling
even though they
to make them cry are not happy
Others
Cognitive
Communication
skills
Can’t speak longer. They can speak
fluently but has
limitation.
They speak fluently.
Thinking skills
They think
innocently
They can memorize
long phrases and
poems
They think broadly
Problem-solving
Cannot complicated
problems.
Can solve problems
with the help of
others.
Can solve problems
all by themselves
without anybody
helping them.
Others
Others
Cognitive
Communication
skills
Can’t speak longer. They can speak
fluently but has
limitation.
They speak fluently.
Thinking skills
They think
innocently
They can memorize
long phrases and
poems
They think broadly
Problem-solving
Cannot complicated
problems.
Can solve problems
with the help of
others.
Can solve problems
all by themselves
without anybody
helping them.
Others
My Analysis
Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implications for the teacher
Level Salient Characteristic
Observed
Implications to the
Teaching-Learning Process
Preschool
Age range of children
observed:
Preschoolers have a short
span of attention and they
cannot control their emotions.
As a future teacher, we
should engage these
learners in activities that
they will participate and
enjoy.
Elementary
Age range of children
observed:
Elementary students get easily
bored. They lose interest in the
topic at times.
We should have a sense of
humor in discussing our
lesson. We should crack a
joke sometimes for them to
not get bored.
High school
Age range of children
observed:
High school students like to
share their own experiences
and applying it on the topic
they’re discussing.
We should guide them in
learning new thingf.
Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implications for the teacher
Level Salient Characteristic
Observed
Implications to the
Teaching-Learning Process
Preschool
Age range of children
observed:
Preschoolers have a short
span of attention and they
cannot control their emotions.
As a future teacher, we
should engage these
learners in activities that
they will participate and
enjoy.
Elementary
Age range of children
observed:
Elementary students get easily
bored. They lose interest in the
topic at times.
We should have a sense of
humor in discussing our
lesson. We should crack a
joke sometimes for them to
not get bored.
High school
Age range of children
observed:
High school students like to
share their own experiences
and applying it on the topic
they’re discussing.
We should guide them in
learning new thingf.
My Reflections
1. While you were observing the learners, did you recall your own
experiences when you were in their age? What similarities or difference do
you have with the learners you observed?
Jenevie: When I was in elementary years, I am really quite but I do participate in
all the activities and in class discussions.
Geniva: When I was on their age I used to be friendly. I socialized and make
friends with them. The only differences are that sometimes I have my own world
and I don’t care about some things they’re doing.
Bianca: During my elementary days, I’m a very quiet and shy student. I’m not
that really friendly but despite that I still do join activities in the classroom.
Namerah: When I was in high school, I remember joining as many activities as I
can. I was so active with extracurricular activities without neglecting my
academics responsibilities
Leo: Yes there are similarities; I was like throwback the time when I was in
elementary. I am always active but there are also lots of differences like the
teacher is just ignoring the student on whatever they are doing.
2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help you or not help you with your needs (physical, emotional,
social, and cognitive)? How did it affect you?
Jenevie says: I have this teacher that’s always get mad when we do something
wrong. I got trauma a little bit I overcome it when I enter high school.
Geniva says: When I was in elementary, I have this teacher that is very
dedicated in teaching us. Even though she’s sick she still goes to our class just to
teach us. I study more that time because I know her make effort to share her
knowledge and it’s my turn now to return the favor.
1. While you were observing the learners, did you recall your own
experiences when you were in their age? What similarities or difference do
you have with the learners you observed?
Jenevie: When I was in elementary years, I am really quite but I do participate in
all the activities and in class discussions.
Geniva: When I was on their age I used to be friendly. I socialized and make
friends with them. The only differences are that sometimes I have my own world
and I don’t care about some things they’re doing.
Bianca: During my elementary days, I’m a very quiet and shy student. I’m not
that really friendly but despite that I still do join activities in the classroom.
Namerah: When I was in high school, I remember joining as many activities as I
can. I was so active with extracurricular activities without neglecting my
academics responsibilities
Leo: Yes there are similarities; I was like throwback the time when I was in
elementary. I am always active but there are also lots of differences like the
teacher is just ignoring the student on whatever they are doing.
2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help you or not help you with your needs (physical, emotional,
social, and cognitive)? How did it affect you?
Jenevie says: I have this teacher that’s always get mad when we do something
wrong. I got trauma a little bit I overcome it when I enter high school.
Geniva says: When I was in elementary, I have this teacher that is very
dedicated in teaching us. Even though she’s sick she still goes to our class just to
teach us. I study more that time because I know her make effort to share her
knowledge and it’s my turn now to return the favor.
Bianca: I studied in public school in my elementary days; the positive reason that
motivates me to study is, even though we are crowded in the classroom I can
see the eagerness of my teacher to teach us for us to learn. The negative is,
because of the number of student she doesn’t have that time to check on us
about our feelings or some things that concerns us.
Namerah: I cannot afford to forget my chemistry professor. She was an old
woman, but very effective and efficient in teaching. I got high grades in her class.
I used to have given praises by her. I used to love the subject because of her.
Leo: The teacher that I cannot forget is my teacher in social studies, because he
always told us that no one will love you 100 percent except yourself. There were
also negative things like he kicked the chair of one of my classmates.
3. Share your insights here.
Jenevie: Teachers will always be our second parents.
Geniva: The teacher is not just a teacher but also our second parents because
they’re the one who’s taking care of us when we were in school.
Bianca: Teachers are our second parents, they must know also how to
appreciate their students and something for us students we’re their children so
we must also give them respect and love.
Namerah: Children are of different levels of learning abilities. Some may not be
good academically but excel in different fields of their own interest. Therefore,
there is no reason to compare on from the other. And as teachers, we have to
understand this, thus we have to apply different teaching approaches for the
benefit of everybody not just by an individual.
Leo: In my experienced, I can say that the learners just need some other
learners to learn more and enable to release one’s potential in every field of each
one studies and abilities.
motivates me to study is, even though we are crowded in the classroom I can
see the eagerness of my teacher to teach us for us to learn. The negative is,
because of the number of student she doesn’t have that time to check on us
about our feelings or some things that concerns us.
Namerah: I cannot afford to forget my chemistry professor. She was an old
woman, but very effective and efficient in teaching. I got high grades in her class.
I used to have given praises by her. I used to love the subject because of her.
Leo: The teacher that I cannot forget is my teacher in social studies, because he
always told us that no one will love you 100 percent except yourself. There were
also negative things like he kicked the chair of one of my classmates.
3. Share your insights here.
Jenevie: Teachers will always be our second parents.
Geniva: The teacher is not just a teacher but also our second parents because
they’re the one who’s taking care of us when we were in school.
Bianca: Teachers are our second parents, they must know also how to
appreciate their students and something for us students we’re their children so
we must also give them respect and love.
Namerah: Children are of different levels of learning abilities. Some may not be
good academically but excel in different fields of their own interest. Therefore,
there is no reason to compare on from the other. And as teachers, we have to
understand this, thus we have to apply different teaching approaches for the
benefit of everybody not just by an individual.
Leo: In my experienced, I can say that the learners just need some other
learners to learn more and enable to release one’s potential in every field of each
one studies and abilities.
My Portfolio
Which is your favorite theory of development? How can this guide you as a
future teacher?
Geniva:
Erik Erikson’s psychosocial development is my favorite theory of development
because it’s an step by step procedure that will help me identify the learners situation in
terms of studying and own personality.
Bianca:
As as s future teacher I think the Sociocultural Cognitive Theory of Vygotsky
can really help me to be an effective teacher. Because this theory emphasize how
culture and social interaction that will guide and help the cognitive development of the
student. And as we all know a person cannot be easily separated with the culture he or
she is used to. And social interaction plays a big role in education.
Which is your favorite theory of development? How can this guide you as a
future teacher?
Geniva:
Erik Erikson’s psychosocial development is my favorite theory of development
because it’s an step by step procedure that will help me identify the learners situation in
terms of studying and own personality.
Bianca:
As as s future teacher I think the Sociocultural Cognitive Theory of Vygotsky
can really help me to be an effective teacher. Because this theory emphasize how
culture and social interaction that will guide and help the cognitive development of the
student. And as we all know a person cannot be easily separated with the culture he or
she is used to. And social interaction plays a big role in education.
Episode 3
CLASSROOM MANAGEMENT
AND LEARNING
CLASSROOM MANAGEMENT
AND LEARNING
My Target
At the end of this activity, we will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive
to learning.
My Performance (How will I Be Rated)
FIELD STUDY Episode 3- Classroom management and Learning
Focused on: competence in managing time, space and resources to provide an
Environment which is appropriate to the learners and conductive
to learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
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
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
At the end of this activity, we will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive
to learning.
My Performance (How will I Be Rated)
FIELD STUDY Episode 3- Classroom management and Learning
Focused on: competence in managing time, space and resources to provide an
Environment which is appropriate to the learners and conductive
to learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
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
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
4 3 1
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
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/designed 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.
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/designed 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.
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s 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 behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe the span of attention.
6. Look into their listening skills and ability to concentrate.
Name of the School St. Therese School
Observed Grade 7 students
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 06, 2014
Jenevie:
There are slow, fast and average learners on the listening ability skills, they
concentrate and they can easily grab information. The teacher gives different strategies
in teaching.
Geniva:
I observed that the learners actively participate in the discussion and the teacher has a
technique on how she’ll be able to facilitate learning.
Bianca:
During my observation, I can see that the students are attentively listening because at
Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s 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 behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe the span of attention.
6. Look into their listening skills and ability to concentrate.
Name of the School St. Therese School
Observed Grade 7 students
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 06, 2014
Jenevie:
There are slow, fast and average learners on the listening ability skills, they
concentrate and they can easily grab information. The teacher gives different strategies
in teaching.
Geniva:
I observed that the learners actively participate in the discussion and the teacher has a
technique on how she’ll be able to facilitate learning.
Bianca:
During my observation, I can see that the students are attentively listening because at
the same time the teacher is lively in teaching. She using different strategies in teaching
that gets the attention of the students.
Namerah:
Grade 3 pupils are very cooperative and active in their class discussions. They showed
great respect for their teachers and visitors. Some age 9, while others are 10 years old.
Still they managed their behavior with the assistance /supervision of their teacher. They
can work independently, following the instructions given by their teacher. Some are
attentive, others if the teacher is not looking at them, tend to talk to their seatmates.
Leo:
7 students in third year of St. Therese School are in range of 14-15 years. Old. They
are matured enough that they listen to their teacher attentively. As I enter their room,
there are 15 students, 7 of them are girls and 8 of them are boys. Third year students
know how to manage their own behavior, they can already work independently for they
are already old enough to do it. Some of them tend to get bored that is why they try to
do other things like not sitting properly and others are taking down notes. Some of them
also are passive they tend to only listen towards what the teacher says while the others
are active they participate and ask questions.
that gets the attention of the students.
Namerah:
Grade 3 pupils are very cooperative and active in their class discussions. They showed
great respect for their teachers and visitors. Some age 9, while others are 10 years old.
Still they managed their behavior with the assistance /supervision of their teacher. They
can work independently, following the instructions given by their teacher. Some are
attentive, others if the teacher is not looking at them, tend to talk to their seatmates.
Leo:
7 students in third year of St. Therese School are in range of 14-15 years. Old. They
are matured enough that they listen to their teacher attentively. As I enter their room,
there are 15 students, 7 of them are girls and 8 of them are boys. Third year students
know how to manage their own behavior, they can already work independently for they
are already old enough to do it. Some of them tend to get bored that is why they try to
do other things like not sitting properly and others are taking down notes. Some of them
also are passive they tend to only listen towards what the teacher says while the others
are active they participate and ask questions.
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
that follows
1. Are there areas in the classroom for specific purposes (storage of
teaching aids, books, student’s belongings, supplies, etc.) Describe these
areas.
Jenevie: None, because I notice that the students have a lot of books and they
just put on the floor but they have locker where they can put and leave they
books there. They just bring home the books that they need.
Geniva: They don’t have anything in the classroom just the teacher’s table
chalkboard and the chairs of the students. Students put their books under their
chairs.
Namerah: Yes, there are areas in the classroom for the storage of teaching aids.
Books. Student’s belongings and supplies are put on shelves and mini-cabinets.
Leo: There was a pocket chart I saw on the left side of the blackboard where I
see names of the students. At the back there is a storage for teaching aids like
cartolina and manila paper it was made of wood.
2. Are there rules and procedures posted in the room?
Jenevie : None, I can’t see anything that posted on the wall.
Geniva : Nothing
Namerah: Yes, there are rules and procedures posted in the room. They are
posted like standard for oral reading and standard for silent reading.
Leo: There are no rules and procedure posted on the wall for the third year
students.
3. Did the students participate in making the classroom rules? (Ask the
Resource Teacher.)
Jenevie: Some, but others did not
Geniva: I don’t think so.
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
that follows
1. Are there areas in the classroom for specific purposes (storage of
teaching aids, books, student’s belongings, supplies, etc.) Describe these
areas.
Jenevie: None, because I notice that the students have a lot of books and they
just put on the floor but they have locker where they can put and leave they
books there. They just bring home the books that they need.
Geniva: They don’t have anything in the classroom just the teacher’s table
chalkboard and the chairs of the students. Students put their books under their
chairs.
Namerah: Yes, there are areas in the classroom for the storage of teaching aids.
Books. Student’s belongings and supplies are put on shelves and mini-cabinets.
Leo: There was a pocket chart I saw on the left side of the blackboard where I
see names of the students. At the back there is a storage for teaching aids like
cartolina and manila paper it was made of wood.
2. Are there rules and procedures posted in the room?
Jenevie : None, I can’t see anything that posted on the wall.
Geniva : Nothing
Namerah: Yes, there are rules and procedures posted in the room. They are
posted like standard for oral reading and standard for silent reading.
Leo: There are no rules and procedure posted on the wall for the third year
students.
3. Did the students participate in making the classroom rules? (Ask the
Resource Teacher.)
Jenevie: Some, but others did not
Geniva: I don’t think so.
Namerah: Yes, they participated and followed classroom rules. They use it as
their guide on what to do during class.
Leo: According to their teacher the student participated in making rules in their
classrooms.
4. What are the daily routines done by the teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
Jenevie: Prayer, attendance, assignment of monitors, then lecture
Geniva : Yes. Daily routine like prayer, attendance and discussion of the lesson.
Namerah: First the teacher conducts a prayer then check the attendance, review
classroom rule, collect assignments, review previous lessons then proceed to a
new one.
Leo: According to their teacher the student participated in making rules in their
classrooms.
5. Is there a seating arrangement? What is the basic of this arrangement?
Jenevie: Yes, it is alphabetically arrangement.
Geniva: Yes, it’s alphabetically arranged.
Namerah: Yes they have a seating arrangement following an alphabetical order.
Leo: Yes there was a sitting arrangement. And they sited alphabetically.
6. Observe the noise level in the classroom. How is this managed?
Jenevie : It is managed by the teacher by giving activities that is related to the
lesson, seat works and class recitation.
Geniva: The teacher will tell the students to keep quiet and encourage them to
listen in the lesson
Namerah: The pupils were really behaved. The noise started when they had
group activity, but the teacher had managed it effectively. She just whispered,
then the students kept quiet.
their guide on what to do during class.
Leo: According to their teacher the student participated in making rules in their
classrooms.
4. What are the daily routines done by the teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
Jenevie: Prayer, attendance, assignment of monitors, then lecture
Geniva : Yes. Daily routine like prayer, attendance and discussion of the lesson.
Namerah: First the teacher conducts a prayer then check the attendance, review
classroom rule, collect assignments, review previous lessons then proceed to a
new one.
Leo: According to their teacher the student participated in making rules in their
classrooms.
5. Is there a seating arrangement? What is the basic of this arrangement?
Jenevie: Yes, it is alphabetically arrangement.
Geniva: Yes, it’s alphabetically arranged.
Namerah: Yes they have a seating arrangement following an alphabetical order.
Leo: Yes there was a sitting arrangement. And they sited alphabetically.
6. Observe the noise level in the classroom. How is this managed?
Jenevie : It is managed by the teacher by giving activities that is related to the
lesson, seat works and class recitation.
Geniva: The teacher will tell the students to keep quiet and encourage them to
listen in the lesson
Namerah: The pupils were really behaved. The noise started when they had
group activity, but the teacher had managed it effectively. She just whispered,
then the students kept quiet.
Leo: As I observed the teacher manage it well.
7. If a learner is not following instructions or is off-task, what does the teacher
do? Describe the behavior strategies used.
Jenevie: If the students are not following instructions the teacher will call his/her
attention.
Geniva: The teacher will address the student to be quiet
Namerah: The teacher repeats the instructions for everybody to understand
Leo: The teachers give attention to a certain student and tell the instruction
again. The teacher really did a good job handling the student by giving her
instruction.
8. What does the teacher do to reinforce positive behaviors? (behavior
strategies)
Jenevie : The teacher gives activities in a way the students will enjoy while
learning. The teacher will give incentives or reward.
Geniva: The teacher will give an activity regarding the lesson.
Namerah: The teacher integrate values to her lessons and explain it well to the
class to reinforce positive behaviors.
Leo: He giving honor and acknowledging the student who does well in the class.
And encourage them to do it consistently.
7. If a learner is not following instructions or is off-task, what does the teacher
do? Describe the behavior strategies used.
Jenevie: If the students are not following instructions the teacher will call his/her
attention.
Geniva: The teacher will address the student to be quiet
Namerah: The teacher repeats the instructions for everybody to understand
Leo: The teachers give attention to a certain student and tell the instruction
again. The teacher really did a good job handling the student by giving her
instruction.
8. What does the teacher do to reinforce positive behaviors? (behavior
strategies)
Jenevie : The teacher gives activities in a way the students will enjoy while
learning. The teacher will give incentives or reward.
Geniva: The teacher will give an activity regarding the lesson.
Namerah: The teacher integrate values to her lessons and explain it well to the
class to reinforce positive behaviors.
Leo: He giving honor and acknowledging the student who does well in the class.
And encourage them to do it consistently.
CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom
Management
Description Effect on the Learners
1. Specific Areas in the
Classroom
Their desk is just enough
for them to write
The students are not
Comfortable
2. Classroom Rules Requires them to follow
and listen while the
teacher is discussing the
lesson.
They follow the teacher’s
rules but other are really
hard headed.
3. Classroom Procedures Requires student ‘s
awareness and
participation
Guide the learners on
what to do at school in a
day to day basis.
4. Daily Routines Habitual procedures done
by the teacher and the
students
Conditions the students
5. Seating Arrangement Alphabetically arranged It is faster in checking the
attendance
6. Handling
misbehavior/off-task
behavior
Calmly calling attention ,
correcting error without
embarrassment
The teacher does not
discourage participation in
class.
7. Reinforcement of
Positive Behavior
The teacher will give plus
points to those who
participate actively,
appreciation thru
acknowledgement
The students are
motivated to participate.
Aspect of Classroom
Management
Description Effect on the Learners
1. Specific Areas in the
Classroom
Their desk is just enough
for them to write
The students are not
Comfortable
2. Classroom Rules Requires them to follow
and listen while the
teacher is discussing the
lesson.
They follow the teacher’s
rules but other are really
hard headed.
3. Classroom Procedures Requires student ‘s
awareness and
participation
Guide the learners on
what to do at school in a
day to day basis.
4. Daily Routines Habitual procedures done
by the teacher and the
students
Conditions the students
5. Seating Arrangement Alphabetically arranged It is faster in checking the
attendance
6. Handling
misbehavior/off-task
behavior
Calmly calling attention ,
correcting error without
embarrassment
The teacher does not
discourage participation in
class.
7. Reinforcement of
Positive Behavior
The teacher will give plus
points to those who
participate actively,
appreciation thru
acknowledgement
The students are
motivated to participate.
My Analysis
1. How did the classroom organization and routines affect the learners’
behavior?
Jenevie says: If the classroom organization and routines are implemented well
among students, it will help them lessen their misbehavior. It will also create a
positive outcome in the teaching learning process especially on the student
teacher relationship inside the inside the classroom is well organized.
Geniva says: It will help them to move freely if their classroom is well organized.
It will also help them to interact easily with their classmates when they’re having
a discussion.
Bianca: If the classroom is well organized it is much easier for the students to
move and at the same time to think. An effective routine in the classroom like
following some rules will lessen the unnecessary behavior the students.
Namerah: Classroom organization and routines, can be used to develop and
enhance the physical, emotional, intellectual and social skills of the learners
behaviors.
Leo: Once a classroom in conducive to learning where there are implemented
rules to follow and daily routines it affects much to the learners’ behavior, they
will be discipline for knowing the do’s and dont’ s, they are aware of what will be
the consequences of their actions. And they know the benefit they could get once
they did it well
2. What should the teacher have in mind when he/she designs the classroom
organization and routines? What theories and principles should you have
in mind?
Jenevie says: The teacher must consider routines that are best suited to the
level of learners she had. She must also consider a classroom organization that
1. How did the classroom organization and routines affect the learners’
behavior?
Jenevie says: If the classroom organization and routines are implemented well
among students, it will help them lessen their misbehavior. It will also create a
positive outcome in the teaching learning process especially on the student
teacher relationship inside the inside the classroom is well organized.
Geniva says: It will help them to move freely if their classroom is well organized.
It will also help them to interact easily with their classmates when they’re having
a discussion.
Bianca: If the classroom is well organized it is much easier for the students to
move and at the same time to think. An effective routine in the classroom like
following some rules will lessen the unnecessary behavior the students.
Namerah: Classroom organization and routines, can be used to develop and
enhance the physical, emotional, intellectual and social skills of the learners
behaviors.
Leo: Once a classroom in conducive to learning where there are implemented
rules to follow and daily routines it affects much to the learners’ behavior, they
will be discipline for knowing the do’s and dont’ s, they are aware of what will be
the consequences of their actions. And they know the benefit they could get once
they did it well
2. What should the teacher have in mind when he/she designs the classroom
organization and routines? What theories and principles should you have
in mind?
Jenevie says: The teacher must consider routines that are best suited to the
level of learners she had. She must also consider a classroom organization that
could help build his learners motivation to learn. Therefore, I should have the
third guiding principle in the selection of teaching strategies which states” A non
threatening atmosphere enhances learning” This principle focuses on the
psychological and physical climate of the classroom that is supportive for
learning. This principle will guide me in setting an ideal classroom management
pin the future.
Geniva says: The teacher should consider the child’s interest in designing and
organizing the classroom. Having an organized classroom will motivate children
to study hard and focus more on their learning.
Bianca: When doing organizations and routines the teacher must consider the
interest of the students so at the same time they will follow and know their limits
in what is and what is not for them to do. The teacher must also consider the
effects of the routines that he or she will implement.
Namerah: The pupils become guided by the designing classroom organizations
and routines. They become motivated because they are always expecting
novelty of materials and something new to happen during discussion.
Leo: The teacher should consider the ages and levels of the learners, the
characteristics and behavior in designing or organizing the classroom and its
routines. For me, the theory of john piaget, theory of cognitive development in
which stages children pass through. Children pass through the development ion
thinking process in which the changes in behavior in each children varies at the
changes in one’s ability to reason out about the things that surrounds him.
3. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
Jenevie says: Behavior strategies like giving rewards or incentives to the
students such as adding plus points to their quizzes, or a treat for snack and
third guiding principle in the selection of teaching strategies which states” A non
threatening atmosphere enhances learning” This principle focuses on the
psychological and physical climate of the classroom that is supportive for
learning. This principle will guide me in setting an ideal classroom management
pin the future.
Geniva says: The teacher should consider the child’s interest in designing and
organizing the classroom. Having an organized classroom will motivate children
to study hard and focus more on their learning.
Bianca: When doing organizations and routines the teacher must consider the
interest of the students so at the same time they will follow and know their limits
in what is and what is not for them to do. The teacher must also consider the
effects of the routines that he or she will implement.
Namerah: The pupils become guided by the designing classroom organizations
and routines. They become motivated because they are always expecting
novelty of materials and something new to happen during discussion.
Leo: The teacher should consider the ages and levels of the learners, the
characteristics and behavior in designing or organizing the classroom and its
routines. For me, the theory of john piaget, theory of cognitive development in
which stages children pass through. Children pass through the development ion
thinking process in which the changes in behavior in each children varies at the
changes in one’s ability to reason out about the things that surrounds him.
3. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
Jenevie says: Behavior strategies like giving rewards or incentives to the
students such as adding plus points to their quizzes, or a treat for snack and
encouraging them for their accomplishments. These behavior strategies are
effective because the students will not only be motivated to learn but they will
also minimize their misbehaviors inside the classroom.
Geniva says: I think one of the effective motivating the learners is praising them.
Praising the learner if they do something right will show that the teacher
appreciate the effort that they spend in doing a particular task given by their
teacher. Also taping the back of the student who answer a wrong question will
still motivate the learner because tapping the back is saying that you can do it,
don’t give up.
Bianca: The effective managing behavior for me is giving reward and
punishment, also the half way meeting process like talking to the student what is
wrong, what he or she needs to do. In reward and punishment extrinsic reward
of course motivates them but as a teacher we must also explain to them the
importance of intrinsic motivation. In punishment of course not the kind of
punishment that they will be hurt physically and emotionally.
Namerah: The teacher should plan and decide effective behavior strategies
towards the classroom by just praising students so they will be motivated to learn
and repeat what they have done. With disciplinary problems, the teachers can
talk to the student alone after the class, so she will know what the child did is
experiencing or has in mind.
Leo: In my own opinion, it is very effective when the teacher should be strict in
terms of their discussion in order for the learner to strive hard and ensure
themselves to participate in class discussion. The teacher may be strict but also
must possess a sense of humor in order for the learner not to be afraid of them
and can participate well. If the learners are very passive give them some
seatwork and activities to mold them in order for their mind to think what is the
relevant of the topic.
effective because the students will not only be motivated to learn but they will
also minimize their misbehaviors inside the classroom.
Geniva says: I think one of the effective motivating the learners is praising them.
Praising the learner if they do something right will show that the teacher
appreciate the effort that they spend in doing a particular task given by their
teacher. Also taping the back of the student who answer a wrong question will
still motivate the learner because tapping the back is saying that you can do it,
don’t give up.
Bianca: The effective managing behavior for me is giving reward and
punishment, also the half way meeting process like talking to the student what is
wrong, what he or she needs to do. In reward and punishment extrinsic reward
of course motivates them but as a teacher we must also explain to them the
importance of intrinsic motivation. In punishment of course not the kind of
punishment that they will be hurt physically and emotionally.
Namerah: The teacher should plan and decide effective behavior strategies
towards the classroom by just praising students so they will be motivated to learn
and repeat what they have done. With disciplinary problems, the teachers can
talk to the student alone after the class, so she will know what the child did is
experiencing or has in mind.
Leo: In my own opinion, it is very effective when the teacher should be strict in
terms of their discussion in order for the learner to strive hard and ensure
themselves to participate in class discussion. The teacher may be strict but also
must possess a sense of humor in order for the learner not to be afraid of them
and can participate well. If the learners are very passive give them some
seatwork and activities to mold them in order for their mind to think what is the
relevant of the topic.
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?
Jenevie says: In the future I see myself teaching preschoolers, my classroom
will be the rooms of the “little angels”.
Geniva says: As a future Sped teacher I will organize my classroom by posting
charts that are interesting and good to look at. Post the house rules and some
quotations that will inspire them to study harder.
Bianca: I’m seeing myself teaching preschool students. Of course I will design
my room with educational charts, different corners that will exercise different
developments.
Leo: I see myself organizing my classroom in the future in secondary level by
following what is in my lesson plan. I will consider in this level that all my students
will do well.
2. Make a list of the rules you are likely to implement in this level. Why would
you choose these rules?
Jenevie says: Listen when someone is reciting.
Geniva says: I will post rules in the classroom like, “Learning zone”
Bianca: “Classroom Rules”. Listen when someone is talking. Hands are use in
hugging, writing and learning (Means no hitting or hurting each other). Feet are
use in walking (means no running in the classroom). When going out always fall
in line.
Leo: I will follow the rules and regulations of the school.
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?
Jenevie says: In the future I see myself teaching preschoolers, my classroom
will be the rooms of the “little angels”.
Geniva says: As a future Sped teacher I will organize my classroom by posting
charts that are interesting and good to look at. Post the house rules and some
quotations that will inspire them to study harder.
Bianca: I’m seeing myself teaching preschool students. Of course I will design
my room with educational charts, different corners that will exercise different
developments.
Leo: I see myself organizing my classroom in the future in secondary level by
following what is in my lesson plan. I will consider in this level that all my students
will do well.
2. Make a list of the rules you are likely to implement in this level. Why would
you choose these rules?
Jenevie says: Listen when someone is reciting.
Geniva says: I will post rules in the classroom like, “Learning zone”
Bianca: “Classroom Rules”. Listen when someone is talking. Hands are use in
hugging, writing and learning (Means no hitting or hurting each other). Feet are
use in walking (means no running in the classroom). When going out always fall
in line.
Leo: I will follow the rules and regulations of the school.
3. Should learners be involved in making the class rules? Why?
Jenevie says: Yes, because it’s their own rule anyway.
Geniva says: For them to really obey the rules.
Bianca: Yes, but in a way that your just considering them not in a way that I will
do it with them
Leo: Yes we have to include the learners because they are the one who needs it
to guide them to be better persons.
Jenevie says: Yes, because it’s their own rule anyway.
Geniva says: For them to really obey the rules.
Bianca: Yes, but in a way that your just considering them not in a way that I will
do it with them
Leo: Yes we have to include the learners because they are the one who needs it
to guide them to be better persons.
My Portfolio
Include here the pictures of the classroom/s you observed. Write descriptions/
annotations about what you observed in each photo.
During a Science Investigatory class.
Their topic was all about different organs of the body and the picture captured the
different layer of the skin.
Include here the pictures of the classroom/s you observed. Write descriptions/
annotations about what you observed in each photo.
During a Science Investigatory class.
Their topic was all about different organs of the body and the picture captured the
different layer of the skin.
Episode 4
INDIVIDUAL DIFFERENCES
AND
LEARNER’S INTERACTION
INDIVIDUAL DIFFERENCES
AND
LEARNER’S INTERACTION
My Target
At the end of this activity,, we will gain competence in determining, understanding
and accepting the learners’ diverse backgrounds
My Performance (How will I Be Rated)
FIELD STUDY Episode 4- Individual Differences and Learner’s Interaction
Focused on: Differences in gender, racial, religious backgrounds
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
1
My Reflection Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
4
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
At the end of this activity,, we will gain competence in determining, understanding
and accepting the learners’ diverse backgrounds
My Performance (How will I Be Rated)
FIELD STUDY Episode 4- Individual Differences and Learner’s Interaction
Focused on: Differences in gender, racial, religious backgrounds
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
1
My Reflection Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
4
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
Step 1: Observe a class in different parts of
school day(beginning of the day, class time,
recess, etc)
Step 2: Describe the characteristics of the
learners in term of age , gender, 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 and practices that she uses in
dealing with diversity in the classroom
Step 5: Analyze the impact of individual
differences on learners' interaction
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:
school day(beginning of the day, class time,
recess, etc)
Step 2: Describe the characteristics of the
learners in term of age , gender, 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 and practices that she uses in
dealing with diversity in the classroom
Step 5: Analyze the impact of individual
differences on learners' interaction
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:
My Tools
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.
Find out the number of students. Gather data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the
students interact with the teacher. Are there groups that interact more with
the teacher. Are the groups that interact more with the teacher than others.
Jenevie: Student-teacher relation is very nice. Students are listening attentively.
Geniva: The students actively participate in the discussion. When the teacher
ask questions the students will raise their hand and they will recite
Namerah: There are 54 students in the class. All are Filipinos and almost all are
Roman Catholic.
2. Observe the learners seated at the back and the front part of the room. Do
they have and interact differently?
Jenevie: I observe that children at the back are doing other stuffs and they’re
chitchatting and they’re not listening to the discussion.
Geniva: Most of the student in front is reciting, while students are the back is
doing other businesses
Namerah: Interaction from the learners is varied. There are times that students
interact actively when they found the lesson easy. When it comes to difficult
problems only few are raising their hands, those seated in front.
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.
Find out the number of students. Gather data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the
students interact with the teacher. Are there groups that interact more with
the teacher. Are the groups that interact more with the teacher than others.
Jenevie: Student-teacher relation is very nice. Students are listening attentively.
Geniva: The students actively participate in the discussion. When the teacher
ask questions the students will raise their hand and they will recite
Namerah: There are 54 students in the class. All are Filipinos and almost all are
Roman Catholic.
2. Observe the learners seated at the back and the front part of the room. Do
they have and interact differently?
Jenevie: I observe that children at the back are doing other stuffs and they’re
chitchatting and they’re not listening to the discussion.
Geniva: Most of the student in front is reciting, while students are the back is
doing other businesses
Namerah: Interaction from the learners is varied. There are times that students
interact actively when they found the lesson easy. When it comes to difficult
problems only few are raising their hands, those seated in front.
3. Describe the relationship among the learners. Do the learners cooperate
with or compete against each other?
Jenevie: They’re cooperating and they help one another.
Geniva: The learners are so close to each other. They help each other they
didn’t compete,
Namerah: Yes, unlike other classroom scenario, third year students of St.
Therese were well-trained. They behave properly, listens attentively and eagerly
joined class discussion regardless of their seating arrangements.
4. 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?
Jenevie: Some students raise their hands.
Geniva: The students will help the one who cannot answer the question.
Namerah: The learners cooperate with each other. When one is answering, the
others listen. In checking papers, they have maintained the silence and order
within the classroom.
Outside class:
1. How to the students group themselves outside class? Homogenously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed
social groupings? If so, describe the groupings.
Jenevie: Some students go with some other sections.
with or compete against each other?
Jenevie: They’re cooperating and they help one another.
Geniva: The learners are so close to each other. They help each other they
didn’t compete,
Namerah: Yes, unlike other classroom scenario, third year students of St.
Therese were well-trained. They behave properly, listens attentively and eagerly
joined class discussion regardless of their seating arrangements.
4. 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?
Jenevie: Some students raise their hands.
Geniva: The students will help the one who cannot answer the question.
Namerah: The learners cooperate with each other. When one is answering, the
others listen. In checking papers, they have maintained the silence and order
within the classroom.
Outside class:
1. How to the students group themselves outside class? Homogenously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed
social groupings? If so, describe the groupings.
Jenevie: Some students go with some other sections.
Geniva: Boys go together with their friends who are boys, same as the girls.
Namerah: Typically, fast learner students participated actively while slow
learners often raise their hands. Students seated in front and middle are those
who participates in class discussions.
2. Describe how the learners interact with each other. What do they talk
about?
Jenevie says: They talk about studies and making friends with others.
Geniva says: Based on my observation, they talk about their experiences like
playing outside school. Basketball stuffs for boys and girl talk for girls.
Namerah: If a student cannot answer the question, the teacher still recognize the
answer given then called for those students raising their hands who wanted to try
answering the question.
Namerah: Typically, fast learner students participated actively while slow
learners often raise their hands. Students seated in front and middle are those
who participates in class discussions.
2. Describe how the learners interact with each other. What do they talk
about?
Jenevie says: They talk about studies and making friends with others.
Geniva says: Based on my observation, they talk about their experiences like
playing outside school. Basketball stuffs for boys and girl talk for girls.
Namerah: If a student cannot answer the question, the teacher still recognize the
answer given then called for those students raising their hands who wanted to try
answering the question.
OBSERVATION REPORT
Name of the School Observed St. Therese
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
Jenevie:
The pupils interact with their classmates when they have activities. The learners
usually compete with each other. Pupils who are seated in front are those who
participate actively, compare to the students seated at the back.
There are instances that when the teacher ask question to the student and will not
able to answer it, the student seating beside him/her will try to help him/her in answering
the question given and then someone from the other side will raise hand to answer the
question . The teacher has a good sense of humor
Geniva:
The pupils are very active in the discussion. They actively participate in the given
activities to them by the teacher. And also I notice that the students in front are the ones
who participate actively while the students in the last rows re noisy and they have other
businesses.
Name of the School Observed St. Therese
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
Jenevie:
The pupils interact with their classmates when they have activities. The learners
usually compete with each other. Pupils who are seated in front are those who
participate actively, compare to the students seated at the back.
There are instances that when the teacher ask question to the student and will not
able to answer it, the student seating beside him/her will try to help him/her in answering
the question given and then someone from the other side will raise hand to answer the
question . The teacher has a good sense of humor
Geniva:
The pupils are very active in the discussion. They actively participate in the given
activities to them by the teacher. And also I notice that the students in front are the ones
who participate actively while the students in the last rows re noisy and they have other
businesses.
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?
Jenevie: The boys play key roles in the relationship and interactions in the
classroom. These boys usually appear as a leader that they always lead their
classmates during the discussions. They also act as a little teacher. They always
remind their classmates about their mistakes and on how to handle their
behaviors in a good manner.
Geniva: For me, boys interact more than the girls. Girls are quiet but they recite.
Namerah: Both the students and the teachers play the key roles in the
relationship and interactions in the classroom. The teacher aims to let the
students understand and learn from the lesson at the same time listen to them
too. Students must listen to the teacher and join the class discussion for the
success of a learning process.
2. Are the students coming from the minority group accepted or rejected by
the others? How is this shown?
Jenevie: There’s no such as minority group in this section.
Geniva: There’s no minority group in the classroom we’ve observed.
Namerah: Students from minority group were given equal treatment and being
accepted by others as such. No discrimination observed. They were welcomed
and became friends with others.
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?
Jenevie: The boys play key roles in the relationship and interactions in the
classroom. These boys usually appear as a leader that they always lead their
classmates during the discussions. They also act as a little teacher. They always
remind their classmates about their mistakes and on how to handle their
behaviors in a good manner.
Geniva: For me, boys interact more than the girls. Girls are quiet but they recite.
Namerah: Both the students and the teachers play the key roles in the
relationship and interactions in the classroom. The teacher aims to let the
students understand and learn from the lesson at the same time listen to them
too. Students must listen to the teacher and join the class discussion for the
success of a learning process.
2. Are the students coming from the minority group accepted or rejected by
the others? How is this shown?
Jenevie: There’s no such as minority group in this section.
Geniva: There’s no minority group in the classroom we’ve observed.
Namerah: Students from minority group were given equal treatment and being
accepted by others as such. No discrimination observed. They were welcomed
and became friends with others.
3. How does the teacher influence the class interaction considering the
individual differences of the students?
Jenevie: By providing group activities, combining low achievers to high achievers
to encourage them to participate and learn the lesson. Also, by allowing her
students to voice out and share their opinions and knowledge in the teaching in
the teaching – learning process.
Geniva: The teacher is a very good teacher. She explains very well the lesson,
she really mastered it that’s why she taught it very well and the term she used is
simple.
Namerah: Considering the individual differences of the students the teacher
showed no biase, instead gave equal treatment to all the students. She
encouraged those who were ashamed, to join the discussion, further instilling
that all ideas are greatly appreciated.
4. What factors influence the grouping of learners outside the classroom?
Jenevie: Gender is one of the factors which may influence the groupings of the
students outside the classroom. Boys and girls differ in terms of their hobbies
and interest. Unlike girls. Boys like to play soccer, however girls like to play
Chinese garter but boys do not.
Geniva: As Jenevie says, gender is one of the factors which influence the
groupings of the students. Boys and girls differ in the way they think,
understanding and also they differ in the same interests, hobbies and games.
Namerah: Factors that influenced the grouping of learners outside the classroom
are age, gender and interests.
individual differences of the students?
Jenevie: By providing group activities, combining low achievers to high achievers
to encourage them to participate and learn the lesson. Also, by allowing her
students to voice out and share their opinions and knowledge in the teaching in
the teaching – learning process.
Geniva: The teacher is a very good teacher. She explains very well the lesson,
she really mastered it that’s why she taught it very well and the term she used is
simple.
Namerah: Considering the individual differences of the students the teacher
showed no biase, instead gave equal treatment to all the students. She
encouraged those who were ashamed, to join the discussion, further instilling
that all ideas are greatly appreciated.
4. What factors influence the grouping of learners outside the classroom?
Jenevie: Gender is one of the factors which may influence the groupings of the
students outside the classroom. Boys and girls differ in terms of their hobbies
and interest. Unlike girls. Boys like to play soccer, however girls like to play
Chinese garter but boys do not.
Geniva: As Jenevie says, gender is one of the factors which influence the
groupings of the students. Boys and girls differ in the way they think,
understanding and also they differ in the same interests, hobbies and games.
Namerah: Factors that influenced the grouping of learners outside the classroom
are age, gender and interests.
My Reflections
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?
Jenevie: I feel accepted being on that classroom. The students are not bothered
to mingle with us and the teacher. There is really unity among the students. They
are aiming for one thing and that is “to learn”. The teacher is fair in terms of how
she usually treats her students outside and inside the classroom.
Geniva: Definitely! They help each other especially those who are indeed.
Namerah: It was an honor being with this group. The teacher was very good by
profession and humble in assisting us. The students were as respectful too and
friendly.
2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen?
Jenevie: I want my learners to participate in the teaching- learning process. I
want them to show respect with their teacher as well as to their classmates. To
let this happen, I will allow my learners to show their own ideas and knowledge
during class discussions. I will guide them on how to become a good person with
a good character.
Geniva; I would like them to interact not just inside the classroom nut also
outside. I’ll give them activities that will surely stick the together.
Namerah: Interaction is very important in the classroom. It helps in the
development of cognitive, affective and psychomotor skills of the students. I will
give my students the courage to participates in class discussions and activities,
share their ideas and ask questions for clarifications. I would like to instill in their
minds that admitting you don’t understand or know something from the lesson,
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?
Jenevie: I feel accepted being on that classroom. The students are not bothered
to mingle with us and the teacher. There is really unity among the students. They
are aiming for one thing and that is “to learn”. The teacher is fair in terms of how
she usually treats her students outside and inside the classroom.
Geniva: Definitely! They help each other especially those who are indeed.
Namerah: It was an honor being with this group. The teacher was very good by
profession and humble in assisting us. The students were as respectful too and
friendly.
2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen?
Jenevie: I want my learners to participate in the teaching- learning process. I
want them to show respect with their teacher as well as to their classmates. To
let this happen, I will allow my learners to show their own ideas and knowledge
during class discussions. I will guide them on how to become a good person with
a good character.
Geniva; I would like them to interact not just inside the classroom nut also
outside. I’ll give them activities that will surely stick the together.
Namerah: Interaction is very important in the classroom. It helps in the
development of cognitive, affective and psychomotor skills of the students. I will
give my students the courage to participates in class discussions and activities,
share their ideas and ask questions for clarifications. I would like to instill in their
minds that admitting you don’t understand or know something from the lesson,
will not make you a better person. They can also I would know how to make the
lesson easier for them to understand.
lesson easier for them to understand.
My Portfolio
Post collections 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.
By giving them the opportunity to speak out, participate and interact during
discussion. Not just respecting but also accepting their beliefs, views of opinions.
Also , by treating them fairly in terms of student teacher relationship.
Religions are many and diverse, but reasons and goodness are one.
Diversity may be the hardest thing for a society to live with, and perhaps
the most dangerous thing for a society without it.
If you judge people, you have no time to love them.” – Mother Teresa
“Love is the foce capable of turning an enemy into a friend” – Dr.
Martin Luther King, Jr.
“Peace cannot be kept by force, it can only be achieved by
understanding” – Albert Einstein
“The highest result of education is tolerance” – Hellen Keller
“We all live with the objective of being happy; our lives are all
different and yet the same.” – Anne Frank
“If we cannot end now our differences, at least we can help make
the world safe for diversity.” – John F. Kennedy
“Prejudice is a burden that confuses the past, threatens the future
and renders the present inaccessible” – Maya Angelou
Post collections 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.
By giving them the opportunity to speak out, participate and interact during
discussion. Not just respecting but also accepting their beliefs, views of opinions.
Also , by treating them fairly in terms of student teacher relationship.
Religions are many and diverse, but reasons and goodness are one.
Diversity may be the hardest thing for a society to live with, and perhaps
the most dangerous thing for a society without it.
If you judge people, you have no time to love them.” – Mother Teresa
“Love is the foce capable of turning an enemy into a friend” – Dr.
Martin Luther King, Jr.
“Peace cannot be kept by force, it can only be achieved by
understanding” – Albert Einstein
“The highest result of education is tolerance” – Hellen Keller
“We all live with the objective of being happy; our lives are all
different and yet the same.” – Anne Frank
“If we cannot end now our differences, at least we can help make
the world safe for diversity.” – John F. Kennedy
“Prejudice is a burden that confuses the past, threatens the future
and renders the present inaccessible” – Maya Angelou
Episode 5
INDIVIDUAL DIFFERENCES
AND LEARNERS’
INTERACTION
INDIVIDUAL DIFFERENCES
AND LEARNERS’
INTERACTION
My Target
At the end of this activity, we will gain competence in determining teaching
approaches and techniques considering the learners’ differences in level of abilities.
My Performance (How will I Be Rated)
FIELD STUDY Episode 1- Individual Differences and Learner’s Interaction
Focused on: Determining teaching approaches and techniques considering
The learners’ differences in level of abilities.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
1
My Reflection Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
4
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
At the end of this activity, we will gain competence in determining teaching
approaches and techniques considering the learners’ differences in level of abilities.
My Performance (How will I Be Rated)
FIELD STUDY Episode 1- Individual Differences and Learner’s Interaction
Focused on: Determining teaching approaches and techniques considering
The learners’ differences in level of abilities.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
1
My Reflection Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
4
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences
from the
episode
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
incomplete
supporting
documentation
is organized
but is lacking
2
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
incomplete
supporting
documentation
is organized
but is lacking
2
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
My Map
To reach your target, do the following tasks:
1. Observe two or ore
learners of different abilities
but from the same garde or
year level
2. Find out some
information about their
background
3. Observe them as they
participate in a
classroom activity
4. Write a narrative
report and a brief
reflection on your
experience
To reach your target, do the following tasks:
1. Observe two or ore
learners of different abilities
but from the same garde or
year level
2. Find out some
information about their
background
3. Observe them as they
participate in a
classroom activity
4. Write a narrative
report and a brief
reflection on your
experience
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.
1. Observe the class to see the differences in abilities of the learners
2. Tyr to identify the students who seem to be performing well and those that seem
to be behind
3. Validate your observations 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.
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.
1. Observe the class to see the differences in abilities of the learners
2. Tyr to identify the students who seem to be performing well and those that seem
to be behind
3. Validate your observations 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.
OBSERVATION REPORT
Name of the School Observed St. Therese School
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
I noticed that the learners differ in terms of their abilities. There are learners
that seem to be performing well during the teaching learning process. There are the
high achiever learner learners, usually the boys who always actively respond and
participate in the discussion. There are learners that seem to be behind. These are low-
achievers who usually sit at the back portion of the classroom.
High achievers always lead their classmates in the student-teacher interaction
even during the teaching learning process. They usually accomplish task easily. They
can also answer complex problems independently, while the low learners can’t easily
answer complex problems unless guided by their teacher. They are hesitated to answer
the questions because they don’t want to be laughed by their classmates if they cannot
derive the correct answer.
The teacher uses different methods in addressing the learning needs of her learners
Name of the School Observed St. Therese School
School Address 27 Aurora Drive Vergonville Subd.
Date of Visit September 6, 2014
I noticed that the learners differ in terms of their abilities. There are learners
that seem to be performing well during the teaching learning process. There are the
high achiever learner learners, usually the boys who always actively respond and
participate in the discussion. There are learners that seem to be behind. These are low-
achievers who usually sit at the back portion of the classroom.
High achievers always lead their classmates in the student-teacher interaction
even during the teaching learning process. They usually accomplish task easily. They
can also answer complex problems independently, while the low learners can’t easily
answer complex problems unless guided by their teacher. They are hesitated to answer
the questions because they don’t want to be laughed by their classmates if they cannot
derive the correct answer.
The teacher uses different methods in addressing the learning needs of her learners
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 to
answer responding to teacher’s directions, etc.)
Jenevie: Yes, I was able to identify the well performer students and the less
performer students. Students who performed well usually volunteer to answer
and always respond to their teacher during the discussions. Whereas students,
who did not performed well always shy to share their ideas because they are
afraid that their classmates will laugh at them if their answers are incorrect.
Geniva: Yes! I’m able to identify who perform well.
Namerah: My observation matched with the information given by the teacher. It
was the family and their ways of living are the factors that affect learning of the
students. I was able to identify correctly who among the students perform well
and who did not, based on the tests result, volunteering to answer, responding to
teacher’s directions and the way they present their ideas.
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 those that
are not?
Jenevie says: The students who performed well are those who are taken cared
by their parents in terms of physiological needs, while students who are less
performed are those students came from poor families, that’s why some students
go to school without eating breakfast and this really affects the students
willingness to perform inside the classroom.
Geniva: We all know that students have different abilities, interm of cognitive,
affective ad psychomotor. Of course students in the high class are well
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 to
answer responding to teacher’s directions, etc.)
Jenevie: Yes, I was able to identify the well performer students and the less
performer students. Students who performed well usually volunteer to answer
and always respond to their teacher during the discussions. Whereas students,
who did not performed well always shy to share their ideas because they are
afraid that their classmates will laugh at them if their answers are incorrect.
Geniva: Yes! I’m able to identify who perform well.
Namerah: My observation matched with the information given by the teacher. It
was the family and their ways of living are the factors that affect learning of the
students. I was able to identify correctly who among the students perform well
and who did not, based on the tests result, volunteering to answer, responding to
teacher’s directions and the way they present their ideas.
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 those that
are not?
Jenevie says: The students who performed well are those who are taken cared
by their parents in terms of physiological needs, while students who are less
performed are those students came from poor families, that’s why some students
go to school without eating breakfast and this really affects the students
willingness to perform inside the classroom.
Geniva: We all know that students have different abilities, interm of cognitive,
affective ad psychomotor. Of course students in the high class are well
disciplined and have manners. Kids on the lower class tend to be lazy and have
no energy at school.
Namerah: Yes, there is a wide gap between the students who are performing
well and those that do not. Those show learners are always quiet that seemed to
be trying to start things out.
3. Describe the methods used by the teacher in handling the students’
differences in abilities. How did the student respond to the teacher?
Jenevie: Q and A method, discussing the lesson with concrete objects and
conducting experiments by means of individual or group activities. So students
are motivated to learn their lessons.
Geniva: The teacher calls a students and answer the questions given to them.
It’s a question and answer method.
Namerah: Teacher used collaborative approach in handling the student’s
differences in abilities. She used it for the students to have the chance to share
their ideas with their classmates to improve their speaking ability and self-
confidence. The students respond to the teacher through class participation.
no energy at school.
Namerah: Yes, there is a wide gap between the students who are performing
well and those that do not. Those show learners are always quiet that seemed to
be trying to start things out.
3. Describe the methods used by the teacher in handling the students’
differences in abilities. How did the student respond to the teacher?
Jenevie: Q and A method, discussing the lesson with concrete objects and
conducting experiments by means of individual or group activities. So students
are motivated to learn their lessons.
Geniva: The teacher calls a students and answer the questions given to them.
It’s a question and answer method.
Namerah: Teacher used collaborative approach in handling the student’s
differences in abilities. She used it for the students to have the chance to share
their ideas with their classmates to improve their speaking ability and self-
confidence. The students respond to the teacher through class participation.
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?
Jenevie says: When I was in Elementary I can still recall how may teacher in
math help both the high and low achievers in our class. Every student was forced
to memorize the multiplication table from 1 to 10. She used concrete objects like
geometrical shapes made up to blocks and fruits like apples in presenting the
topic.
Geniva says: Back in high school, I remember my classmates who are not so
good in math my teacher says that she’s willing to have a remedial class after our
class for those who aren’t good in mathematics.
Namerah: During my elementary and high school days, I am proud to say I
belong to high achievers. We excel in the class academically. Low achievers
were those who were naughty and show little interests with the lesson. Some of
them were active in out-of-classroom activities instead.
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?
Jenevie says: When I was in Elementary I can still recall how may teacher in
math help both the high and low achievers in our class. Every student was forced
to memorize the multiplication table from 1 to 10. She used concrete objects like
geometrical shapes made up to blocks and fruits like apples in presenting the
topic.
Geniva says: Back in high school, I remember my classmates who are not so
good in math my teacher says that she’s willing to have a remedial class after our
class for those who aren’t good in mathematics.
Namerah: During my elementary and high school days, I am proud to say I
belong to high achievers. We excel in the class academically. Low achievers
were those who were naughty and show little interests with the lesson. Some of
them were active in out-of-classroom activities instead.
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?
As a future teacher, I will treat my students fairly. I will not compare each one
of them because “every child is unique and special “. Where every student has the
freedom to participate and share their own knowledge, opinions with respect to
their abilities, social backgrounds and levels of intelligence. I will provide group
activities with basic/simple to complex problems engaging low achievers to high
achievers to ensure the needs of the students with individual differences.
In every classroom setting, no learner is the same with the other. Every
individual is unique and has different ways to learn. The teacher must use a
collaborative approach in order for the students to learn with each other and they
may come up with the best answer to a particular problem given. Having a group
work is the best way for them to share ideas.
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?
As a future teacher, I will treat my students fairly. I will not compare each one
of them because “every child is unique and special “. Where every student has the
freedom to participate and share their own knowledge, opinions with respect to
their abilities, social backgrounds and levels of intelligence. I will provide group
activities with basic/simple to complex problems engaging low achievers to high
achievers to ensure the needs of the students with individual differences.
In every classroom setting, no learner is the same with the other. Every
individual is unique and has different ways to learn. The teacher must use a
collaborative approach in order for the students to learn with each other and they
may come up with the best answer to a particular problem given. Having a group
work is the best way for them to share ideas.
Episode 6
HOME-SCHOOL LINK
HOME-SCHOOL LINK
My Target
At the end of this activity we will gain competence in identifying and describing
the influencing factors in the home environment that impact students’ learning.
My Performance (How will I Be Rated)
FIELD STUDY 1, Episode 6- Home-school Link
Focused on: Identifying and describing the influence factors in the home
environment that impact students’ learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
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
experiences
from the
episode
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
At the end of this activity we will gain competence in identifying and describing
the influencing factors in the home environment that impact students’ learning.
My Performance (How will I Be Rated)
FIELD STUDY 1, Episode 6- Home-school Link
Focused on: Identifying and describing the influence factors in the home
environment that impact students’ learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
4
All or nearly all
tasks were
done with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
superior
3
Analysis
questions were
not answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.
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
experiences
from the
episode
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
4
3
2 episode.
1
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
3
2 episode.
1
My Portfolio Portfolio is
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
4
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
location
3
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
2
Portfolio has
many lacking
components; is
unorganized
and unclear
1
Submission Before
deadline
4
On the
deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating
(Based on
transmulation)
Signature of FS Teacher
above printed name
My Map
To reach your target, do the following tasks:
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 home environment that might affect
the learner’s school performance.
Reflect on how a teacher can communicate effectively with the
home
To reach your target, do the following tasks:
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 home environment that might affect
the learner’s school performance.
Reflect on how a teacher can communicate effectively with the
home
My Tools
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
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, lose temper, happy, shoes
enthusiasm, excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the lessons, excels,
lags behind, shows reasoning skills, turns in assignment and requirements,
etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional,
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment)
2. How does 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 the interview questions on the next page. Just ask the questions with which
you feel comfortable.
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
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, lose temper, happy, shoes
enthusiasm, excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the lessons, excels,
lags behind, shows reasoning skills, turns in assignment and requirements,
etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional,
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment)
2. How does 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 the interview questions on the next page. Just ask the questions with which
you feel comfortable.
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: Jodelyn Bantoc Torres
Date of Birth: October 1, 2004 Age: 10
Grade/Year Level: Grade 5 Gender: Female
Number of Siblings: 2
Birth Order: 2
nd
of 3 children
Parents:
Mother: Denjelyn Bantoc
Age:
Occupation: House keeper Educational Attainment: High school Level
Father: Joel Torres
Occupation: Fisherman Educational Attainment: High school Level
Learner’s Physical Aspect:
Health
Mothers Health during pregnancy with the learner:
With scheduled check up and took vitamins. Also, she always eat green leafy
vegetables.
Aliments of health problems of the learner as a child:
none
Age of the learner when he started to walk/talk:
Eleven months
Food preferences of the learner as a child and at present:
Fond of eating green leafy vegetables and fruits.
Who took care of him/her as a child?
Both parents
Your teacher may ask you to use a more detailed interview guide. Be free to
translate the questions, if necessary.
Name of Learner: Jodelyn Bantoc Torres
Date of Birth: October 1, 2004 Age: 10
Grade/Year Level: Grade 5 Gender: Female
Number of Siblings: 2
Birth Order: 2
nd
of 3 children
Parents:
Mother: Denjelyn Bantoc
Age:
Occupation: House keeper Educational Attainment: High school Level
Father: Joel Torres
Occupation: Fisherman Educational Attainment: High school Level
Learner’s Physical Aspect:
Health
Mothers Health during pregnancy with the learner:
With scheduled check up and took vitamins. Also, she always eat green leafy
vegetables.
Aliments of health problems of the learner as a child:
none
Age of the learner when he started to walk/talk:
Eleven months
Food preferences of the learner as a child and at present:
Fond of eating green leafy vegetables and fruits.
Who took care of him/her as a child?
Both parents
Learner’s Social Aspect:
Describe your child’s sociability (friendly, outgoing or shy, loner)
Jodelyn has lots of friends, very friendly.
Who we’re the learner’s playmates?
Most of her closest friends/playmates are older than her by a year of two.
As a child then was he/she allowed to play outside?
Yes, as long as she is at a distance where we can see her
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?
Not allowed to go out with friends.
Emotional-Moral:
What are your expectations of your child?
How do you provide a nurturing environment for your child?
That she may set her own goals in life, that he could finish her studies.
Does your child go to you when he/she feels down or has a problem? What do
you do to meet his/her emotional needs?
She is shy but we continuous uplift her.
What do you do when he/she is not successful in something?
We are telling her not to mind that opportunity she missed.
How do you discipline your children?
In proper places and with appropriate reasons.
Describe your child’s sociability (friendly, outgoing or shy, loner)
Jodelyn has lots of friends, very friendly.
Who we’re the learner’s playmates?
Most of her closest friends/playmates are older than her by a year of two.
As a child then was he/she allowed to play outside?
Yes, as long as she is at a distance where we can see her
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?
Not allowed to go out with friends.
Emotional-Moral:
What are your expectations of your child?
How do you provide a nurturing environment for your child?
That she may set her own goals in life, that he could finish her studies.
Does your child go to you when he/she feels down or has a problem? What do
you do to meet his/her emotional needs?
She is shy but we continuous uplift her.
What do you do when he/she is not successful in something?
We are telling her not to mind that opportunity she missed.
How do you discipline your children?
In proper places and with appropriate reasons.
Do you have rules in the house? What are they?
Yes, (1) Study hard (2) Be respectful and obedient (3) They should let me know
and recognize their peers (4) Be At home before dinner.
How do you impose rules?
By saying, telling, and giving a warning.
What are the consequences of breaking rules?
None so far. She is very obedient.
Learner’s Cognitive Aspect:
What are the child’s interests?
Shows interest in her studies and in playing board game particularly in chess.
What he/she good at in school?
Not totally good in academics, but she is active in extracurricular activities in
school.
In what subject/s does he/she have difficulty?
Mathematics
How do you monitor his/her performance in school? How do you motivate
him/her?
I always inquire her about her performance and impressions in school.
Do you have rules at home to help him/her develop good study habits? What are
these rules? How are they implemented?
We do not allow her to spend her time in watching television. We make sure that
she can study her lessons and make her assignments
Yes, (1) Study hard (2) Be respectful and obedient (3) They should let me know
and recognize their peers (4) Be At home before dinner.
How do you impose rules?
By saying, telling, and giving a warning.
What are the consequences of breaking rules?
None so far. She is very obedient.
Learner’s Cognitive Aspect:
What are the child’s interests?
Shows interest in her studies and in playing board game particularly in chess.
What he/she good at in school?
Not totally good in academics, but she is active in extracurricular activities in
school.
In what subject/s does he/she have difficulty?
Mathematics
How do you monitor his/her performance in school? How do you motivate
him/her?
I always inquire her about her performance and impressions in school.
Do you have rules at home to help him/her develop good study habits? What are
these rules? How are they implemented?
We do not allow her to spend her time in watching television. We make sure that
she can study her lessons and make her assignments
After you have gathered all the necessary data. 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)
Name of Learner: Jodelyn Torres Bantocc
School: Tignoan Elementary School
Date of Home Visit: Semtember 30, 2014
Date of Birth: October 1, 2014 Age:10 years old
Grade/Year Level: grade 5 Gender: Female
Family Profile
Number of Siblings: 2
Birth Order: 2
nd
of 3
Parents
Mother: Denjelyn Bantos
Age: 39
Occupation: house keeper Educational Attainment: High school level
Father: Joel Torres
Occupation: Fisherman Educational Attainment: High school level
Physical Development
Social Development
Emotional-Moral Development
Cognitive 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)
Name of Learner: Jodelyn Torres Bantocc
School: Tignoan Elementary School
Date of Home Visit: Semtember 30, 2014
Date of Birth: October 1, 2014 Age:10 years old
Grade/Year Level: grade 5 Gender: Female
Family Profile
Number of Siblings: 2
Birth Order: 2
nd
of 3
Parents
Mother: Denjelyn Bantos
Age: 39
Occupation: house keeper Educational Attainment: High school level
Father: Joel Torres
Occupation: Fisherman Educational Attainment: High school level
Physical Development
Social Development
Emotional-Moral Development
Cognitive Development
My Analysis
Your findings and recommendations 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.
Jenevie: When I conducted an interview to the parents of the learner, I was able
to know that the style of parenting they have on their child is authoritative type in
which the learner is self governing but there are still rules present that limit her in
her play, actions and joining with friends
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?
Jenevie: Adjustment of the learner in school is to contribute how the learners are
nurtured by her parents , their financial setting, and cultural background of the
family unit.
3. Does the communication between the home -school have effect on the
learner? If yes, what are these effects?
Jenevie: Education begins at home. What she did in school reflects how she
nurtured and reared by help parents at home.
Your findings and recommendations 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.
Jenevie: When I conducted an interview to the parents of the learner, I was able
to know that the style of parenting they have on their child is authoritative type in
which the learner is self governing but there are still rules present that limit her in
her play, actions and joining with friends
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?
Jenevie: Adjustment of the learner in school is to contribute how the learners are
nurtured by her parents , their financial setting, and cultural background of the
family unit.
3. Does the communication between the home -school have effect on the
learner? If yes, what are these effects?
Jenevie: Education begins at home. What she did in school reflects how she
nurtured and reared by help parents at home.
My Reflection
1. Reflect on your own development as a child. What type of parenting did
you experience? How did it affect you?
Jenevie: I have an authoritative type of parenting. Sometimes they are strict, but
they clear reasons behind it.
Geniva: My parents are very strict since I’m the youngest and the only girl in the
family. They’re very overprotective to me to the point that I only go to school and
home.
Namerah: My parents were authoritative. They imposed rules that we should
follow and served as our guide. But we were not given punishments for our
mistakes, instead we sat together with them and they explained to us what we
had done. We were given praises for our success, encouragement for our
failures and enough time to study during exam week.
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?
Jenevie: As a teacher to be, I could establish good-home collaboration by
observing the behavior of the learner in my class. I would be responsible enough
on their attitude for instance, if ever there is a trouble behind that create a
conflict, I will call the parents of that learner;. Problems can be settled with
sincere concern and open minded. It is also important to communicate not only
when problems arise but also when the child is doing well in class.
Geniva: Of course, good home-school collaboration is very important factor.
Through this parents can monitor what the child are doing inside the school.
While the teacher can also monitor the child when he/she is in their house with
the help of the parents.
1. Reflect on your own development as a child. What type of parenting did
you experience? How did it affect you?
Jenevie: I have an authoritative type of parenting. Sometimes they are strict, but
they clear reasons behind it.
Geniva: My parents are very strict since I’m the youngest and the only girl in the
family. They’re very overprotective to me to the point that I only go to school and
home.
Namerah: My parents were authoritative. They imposed rules that we should
follow and served as our guide. But we were not given punishments for our
mistakes, instead we sat together with them and they explained to us what we
had done. We were given praises for our success, encouragement for our
failures and enough time to study during exam week.
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?
Jenevie: As a teacher to be, I could establish good-home collaboration by
observing the behavior of the learner in my class. I would be responsible enough
on their attitude for instance, if ever there is a trouble behind that create a
conflict, I will call the parents of that learner;. Problems can be settled with
sincere concern and open minded. It is also important to communicate not only
when problems arise but also when the child is doing well in class.
Geniva: Of course, good home-school collaboration is very important factor.
Through this parents can monitor what the child are doing inside the school.
While the teacher can also monitor the child when he/she is in their house with
the help of the parents.
Namerah: As a future teacher, I could establish good home-school collaboration
by conducting meeting once a month among the parents regarding the
performance of their child. I will make counseling to them together with their
child. By this, I will be able to inform them about the progress and failure of their
child to study at home and discipline their child to behave in school.
by conducting meeting once a month among the parents regarding the
performance of their child. I will make counseling to them together with their
child. By this, I will be able to inform them about the progress and failure of their
child to study at home and discipline their child to behave in school.
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