field study 1

Republic of the Philippine MINDANAO STATE UNIVERSITY Fatima, ene!al Santo" #it$ #O%%EE OF EDU#ATION &achelo! of Secon'a!$ E'ucation

A PORTFO%IO ON FIE%D STUDY ( IN &ANISI% NATIONA% )I) S#)OO%

Submitte' to* DR+ MARIA T)ERESA P+ PE%ONES

In Pa!tial Fulfillment Of the Reui!ement" fo! FIE%D STUDY (

Submitte' b$* #)ARIE MAE #+ MAA%%ANES M AA%%ANES &SED-Filipino O#TO&ER ./(0

TA&%E OF #ONTENTS

FIELD STUDY STUDY 1:

THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

Title Page…………………………….…………………...…………………………I Table of Contents…………………………………………………………………..II Student’s Resume……………………………………….………………….….…..III Teaching Beliefs………………………………………………….………….…….IV

Organization of Portfolio ntries !S " #isode " The School as a $earning n%ironment……………………....& !S " #isode ' The $earner’s Characteristics and (eeds…………….……….") !S " #isode * Classroom +anagement and $earning…………………..……', !S " #isode - Indi%idual ifferences and $earner’s Interaction……….…….-' !S " #isode & Indi%idual ifferences and $earner’s Interaction………….….&* !S " #isode / 0ome School $in1…………………………………………….…./'

ocumentations2 !orm -,………………………………………………………………………….……/* $etter of accommodation……………………….……....................................../Certificate of micro seminars……………………………………..………….…..…/& Pictures ………………………………………………………………………………//

Reflection………………………………………………………………………..……/3 Rubrics of the Portfolio………………………………………………………...……./,

Mindanao State University, General Santos City

Episode 1- The School as a Learning Eniron!en"



TEA#)IN &E%IEFS Teaching is one of the noblest #rofessions #rofessions that e4ist. It is not an eas5 #rofession #rofession because 5ou need an ad6ustment ad6ustment on it. 7ou 7ou 8ill deal 8ith the differences differences of the students as 8ell as 8ith their #arents. It is hard but self 9 fulfilling #rofession #rofession that can ma1e e%er5one ha##5 although #roble #roblems ms are are cann cannot ot be a%oid a%oided ed.. :s a teach teacher er;; 5ou 5ou must must 1no8 1no8 ho8 to hand handle le #roblems es#eciall5 8hen it comes to 5our class. 7ou are e4#ected to sol%e it because 5ou are the head of the class. Being a teacher 5ou should al8a5s ha%e a #ositi%e dis#osition; it can hel# 5ou to moti%ate and lift u# 5our students 8hene%er the5 feel do8n. <: good teacher teaches from the heart not from the boo1=. Our 1no8ledge from the boo1 is 6ust a finite thing and often 8e forget about it; in 6ust a hour or minute. But 8hen the teach teacher er has somethin something g to do 8ith 8ith that that 1no8 1no8led ledge ge;; it 8ill 8ill be remem remembe berr b5 the students as the5 remember the teacher; it 8ill be inculcated in their mind that their teacher teaches them such 1ind of things. :s a teacher; 8e should teach good things to the students; not onl5 this but the most #recious 6ob of a teacher is molding 8ith de%elo#ing the students to be a better one and hel# them reach the star the5 dream.





EPISODE 1#

THE S$HOOL AS A LEARNIN% ENVIRONMENT





Episode 1#

THE SCHOOL AS A LEA!I!G E!"IO!ME!T E!"IO!ME!T Na!e o& 'S S"(den"# $o(rse#

$harie Mae $) Magallanes

*SED-'ILIPINO

Reso(r eso(rce ce Teacher eacher## 0-1-12

+ear , Sec"ion#

Mrs) Mrs) Ri/a Ri/a Rias Rias

$oopera"ing School#

Signa" Signa"(r (re# e#

rd +ear. +ear. Da"e# Da"e#

*anisil Na"ional High School

My Tar#et A" "he end o& "his ac"ii"34 I 5ill 6e co!pe"en" in de"er!ining a school eniron!en" "ha" proides social4 ps3chological4 and ph3sical eniron!en" s(ppor"ie o& learning)

My $er%or&an'e 7Ho5 I 5ill 6e ra"ed8 'ield S"(d3 1 Episode 1- T(e S'(ool as a Learnin# Environ&ent 'oc(sed on# Deter&inin# a s'(ool environ&ent t(at )rovides so'ial, )sy'(olo#i'al, )sy'(olo#i'al, and learnin#+ E-e&)lary Tass . O6sera"ion. All "as9s 5ere Doc(!en"a"io done 5i"h n# o("s"anding :(ali"3; 5or9 e
)(ysi'al environ&ent s*))ortive o% S*)erior / All or nearl3 all "as9s 5ere done 5i"h high :(ali"3

Satis%a'tory 0 Nearl3 all "as9s 5ere done 5i"h accep"a6le :(ali"3

Unsatis%a'tory 1 'e5er "han hal& o& "as9s 5ere done; or !os" o6>ec"ies !e" 6(" 5i"h poor :(ali"3

2 M3 Anal3sis

Anal3sis :(es"ions 5ere ans5ered co!ple"el3; in dep"h ans5ers; "horo(ghl3 gro(nded on "heories

 Anal3sis :(es"ions 5ere ans5ered co!ple"el3 $lear connec"ion 5i"h "heories

= Anal3sis :(es"ions 5ere no" ans5ered co!ple"el3 Vag(el3 Vag(el3 rela"ed "o "he "heories

1 Anal3sis :(es"ions 5ere no" ans5ered) %ra!!ar and spelling (nsa"is&ac"or3

%ra!!ar and





-E
%ra!!ar and spelling are s(perior)

spelling accep"a6le

2 Re?ec"ion s"a"e!en"s are pro&o(nd and clear4 s(ppor"ed 63 e
 Re?ec"ion s"a"e!en"s are clear 6(" no" clearl3 s(ppor"ed 63 e
= Re?ec"ion s"a"e!en"s are shallo5; s(ppor"ed 63 e
1 M3 re re?ec"ion

Re?ec"ion s"a"e!en"s are (nclear and shallo5 and are no" s(ppor"ed 63 e
= M3 por"&olio

2 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and all s(ppor"ing doc(!en"a"ion are loca"ed in sec"ions clearl3 designa"ed)

 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and !os" s(ppor"ing doc(!en"a"ion are aaila6le and.or logical and clearl3 !ar9ed loca"ions)

Por"&olio is inco!ple"e; s(ppor"ing doc(!en"a"ion is organi/ed 6(" is lac9ing)

1 Por"&olio has !an3 lac9ing co!ponen"s; is (norgani/ed and (nclear)

= 1

2 S(6!ission

*e&ore deadline)

 On "he deadline)

A da3 a&"er "he deadline)

T5o T5o da3s or !ore a&"er "he deadline)

= 2

1



S*totals Overall S'ore

atin# ased on trans&*tation:

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@ Si#nat*re o% FS Tea'(er aove )rinted na&e Date

Trans&*tation o% S'ores to Grades2 atin#s Mindanao State University, General Santos City




S'ore

Grade

atin#

S'ore

Grade

atin#

=0 1-1 1B 1C 1 12

1)0 1)= 1) 1)B =)00 =)=

 C  0 B 2

1=-1 11 10 - B- 6elo5

=)0 =)B )00 ) )00

1 B B B= and 6elo5

My Ma) A #eneral oservation o% t(e 'a&)*s and t(e 'lassroo& is an e-'itin# 3ay to start &y oservation+ M3 &ission is "o do "he &ollo5ing tass# 1) Visit a school. Loo9 in"o &acili"ies and s(ppor" learning areas in "he ca!p(s4 "hen in "he classroo!) =) Ac Acco co!p !pli lish sh "he "he checklist as you move around the school premises) ) *ased on 3o(r 3o(r ga"hered ga"hered da"a in "he chec9li chec9lis"4 s"4 descri6e descri6e "he school school eniron!en") 2) Ma9e Ma9e a re?ec"ion re?ec"ion on "he charac"eri charac"eris"ics s"ics o& a school eniron eniron!en" !en" "ha" pro!o"es learning) ) Presen" Presen" 3o(r 3o(r idea o& a good school school eniron!e eniron!en" n" "hro(gh "hro(gh an3 o& "hese# a) Descri Descrip"i p"ie e paragra paragraph ph 6) Ph Pho" o"o o essa essa3 3 c) S9e" S9e"ch ch or dra5 dra5in ing g d) Poe!4 oe!4 son song g or a rap rap





My Tools As 3o( !oe aro(nd "he ca!p(s4 a'tivity %or&s are proided &or 3o( "o doc(!en" 3o(r o6sera"ions) I" is adised "ha" 3o( read "he en"ire 5or9shee" 6e&ore proceeding "o "he school si"e) A good (nders"anding o& "he ac"ii"ies and "as9s "o 6e acco!plished in "he ac"ii"3 shee"s 5ill 3ield 6e""er learning res(l"s)

SCHOOL FACILITIES CHEC4LIST 'a!iliari/e 3o(rsel& 5i"h 5i "h "he dieren" areas and &acili"ies o& "he school) $hec9 "he col(!n "o indica"e "heir "he ir aaila6ili"3) aaila6ili"3) %ie a 6rie& 6ri e& descrip"ion o& "hose "ha" are aaila6le on "he las" col(!n) Fa'ilities

Availale

!ot availale

OFce o& "he Principal

Des'ri)tion Gell-en"ila"ed4 aircondi condi"i "ion oned ed and and 3o( 3o( can can see "here da"as a6o(" "he "eachers)

Li6rar3

Their li6rar3 is s!all4 "he 6oo9s are li!i"ed and i" is rarel3 (sed)

$o(nseling roo!

S!all roo! and i" is loca"ed 6eside "he clinic)

$an"een. $a&e"eria

The3 hae "5 "5o s!all can"eens and separa"ed)

Medical $linic

Ver3 s!all roo! and "he &acili"ies are no" eno(gh)

A(dio-is(al. Media $en"er Reading cen"er Speech La6ora"or3 Science La6ora"or3

I" is is >( >(s" a si si!ple classroo!) The3 hae char char"s "s a6o( a6o("" scien science ce 6(" 6(" lac lac9 o& scie scienc nce e rela ela"ed "ed &acili"ies)

%3!nasi(! Mindanao State University, General Santos City




A(di"ori(! Ho!e Econo!ics Roo!

Loo9s li9e 9i"chen in "he ho(s ho(se e and and "he3 "he3 hae hae no eno(gh ("ensils)

Ind(s"rial Gor9shop Area Ver3 s!all roo! "ha" onl3 = "o "hree persons can 6e acco!!oda"ed)

PTA OFce $o!&or" Roo! &or *o3s

The3 hae !an3 co!&or" roo!s &or 6o3s 6(" &e5 are (sed)

$o!&or" Roo! &or %irls

The3 hae !an3 co!&or" roo!s &or girls 6(" &e5 are (sed)

O"hers 7please speci&38





An Oservation G*ide %or t(e CLASSOOM "ISIT Read "he &ollo5ing s"a"e!en"s care&(ll3) care&(ll3) Then 5ri"e 3o(r o6sera"ion repor" on "he proided space) 1) Descri6e "he co!!(ni"3 co!!(ni"3 or or neigh6orhoo neigh6orhood d 5here "he "he school school is &o(nd) &o(nd) =) Descri6e "he school school ca!p(s) ca!p(s) Gha" colors colors do 3o( see Gha" is "he "he condi"ion o& "he 6(ildings ) Pass Pass 63 "he oFces) oFces) Gha" Gha" i!pression i!pression do 3o( 3o( hae o& o& "hese oFces oFces 2) Gal9 Gal9 "hro(gh "hro(gh "he school halls4 halls4 "he li6rar34 and "he ca&e"er ca&e"eria) ia) Loo9 Loo9 aro(nd and nd o(" "he o"her &acili"ies "ha" "he school has)

!a&e o% t(e S'(ool Oserved #

*anisil Na"ional High School S'(ool Address:

*anisil4 %eneral San"os $i"3 Date o% "isit # A(g(s" 14 =012

".

Banisil (ational 0igh School is near the high8a5; located beside Banisil lementar5 School. :nd it is located 8ithin the residential area.

'.

The5 ha%e clean and green cam#us. 7ou can see man5 trees 8hich gi%e shades and the5 also #lant %egetables in different #arts of their cam#us the5 also ha%e small cottages 8here 5ou can sta5 and rest. Their buildings are good and most of it is #ainted 8ith color green and blue; there is also a ne8 building. The onl5 #roblem in that school is it is %er5 dust5.

*.

:s to their #rinci#al’s #rinci#al’s office; it is %er5 8elcoming 8elcoming and 8ell>%entilated; 8ell>%entilated; that is 8h5 it is %er5 comforting to sta5 there. But other offices loo1 li1es an ordinar5 classroom and %er5 small.




-.


I did not found found out other other faciliti facilities es in that that school. school. Their Their faciliti facilities es are 6ust li1e 8ith the other schools 8hich I thin1 not con%enient for the students; teachers and other staffs.





An Oservation G*ide %or t(e CLASSOOM "ISIT *e g(ided 63 "hese "as9s as 3o( do o6sera"ion) Then acco!plish "he !a"ri< "o record 3o(r da"a) 1) Loo9 a" a" "he 5alls o& "he "he classroo! classroo! 5ha" are are pos"ed on "he 5alls 5alls Gha" heroes4 religio(s g(res4 lessons4 is(al aids4 anno(nce!en"s4 do 3o( see pos"ed =) E
CLASSOOM FACILITIES MATI6 MATI6 Classroo& Fa'ilities

1) Gall all Dis Displ pla3 a3s s

=) Teacher’ eacher’s s Ta6le Ta6le

) Lear Learne ner’ r’s s Des9 Des9s s

2) *lac *lac96 96oa oarrd

Des'ri)tion 7loca"ion4 n(!6er4 arrange!en"4 condi"ion8 In "he classroo! "ha" 5e had o6sered4 "here 5ere no 5all displa3s 6eca(se "he3 had >(s" "rans&erred in a ne5 classroo!)

There are "5o "eacher’s "eacher’s "a6les in "he classroo!) One is loca"ed a" "he cen"er &ron" o& "he roo! 5hich is (sed 63 "he "eachers d(ring "he lesson and "he o"her one is a" "he 6ac9)

The3 hae 0 learner’s des9 s in "he classroo! and i" is arranged in "5o col(!ns)

There are "5o 6lac96oards 6lac96oards in "he classroo! and 6o"h are ne5l3 !ade)





) Learning Ma Ma"erials. Vi Vis(al Ai Aids

The3 ha hae li!i"ed 6o 6oo9s in in "h "heir 6o 6oo9shel& 6(" no"hing !ore "han "his)

C) Ligh"ings

The3 hae eno(gh ligh"s) Ge sa5  ?(orescen" in "he classroo!)

B) *oo9shel&

The3 hae 1 6oo9shel& a" "he 6ac9 6(" "he 6oo9s "here 5ere li!i"ed)

The3 onl3 hae one ceiling &an loca"ed a" "he cen"er o& "he classroo!)

) 'an

) *roo! S"and

The3 hae one 6roo! s"and a" "he le&" corner 6ac9 o& "heir classroo!)

10) Shoe Rac9

+o( can see shoe rac9 o("side "heir classroo!4 a" "he lo663)





My Analysis ". 0o8 do the scho school ol cam#us cam#us and the classr classroom oom in #arti #articu cular lar im#act im#act on the learning of the students going to school? @hat are 5our conclusions? In the classroom that 8e obser%ed; since 5ou can’t find an5 learning materials e4ce#t for the limited boo1s in the boo1shelf; I thin1 it 8ould be boring for the students to learn because their classroom is %er5 #lain. But since their classroom is ne8 the5 can im#ro%e it to ma1e learning more e4citing. The school cam#us as a 8hole; for me has a friendl5 en%ironment. The The learn learning ing en%iro en%ironme nment nt can can affe affect ct the learn learnin ing g #roces #rocess s of the the students; 8hether it can hel# them in their needs or can disturb them.

'. 0o8 does does this relate to 5our 5our 1no8ledge 1no8ledge of child and and adolescent adolescent de%elo#ment? 0o8 does this relate to 5our 1no8ledge to 5our 1no8ledge of facilitating learning? If the learning en%ironment of the child is %er5 conduci%e for him he might de%elo# 8ell and learn easil5. !or e4am#le if the classroom is 8ell>%entilated it is %er5 comfortable for e%er5 learner 8hich can result to a better understanding of their lesson because there is no disturbance and the5 can concentrate in their lesson. :s a teacher; teacher; 5ou must 1no8 ho8 to ma1e 5our classroom classroom more conduci%e for learning. It is u# to 5ou on ho8 5ou beautif5 5our classroom to ma1e 5our students comfortable and be interested to come al8a5s to school and learn ne8 things. 7ou can also benefits to this because if this ha##ens it 8ould be eas5 also for a teacher to discuss lessons lessons in the class since the students can focus to the discussion.





My e7e'tions ". @ould 5ou 5ou li1e to teach in the school school en%ironment en%ironment 5ou 5ou 6ust obser%ed? obser%ed? @h5 or 8h5 not? 7es; because I li1e their school en%ironment 8ith man5 trees. I also obser% obser%ed ed that that the stude students nts 8ere 8ere res#e res#ectf ctful ul and and the teach teacher ers s 8ere 8ere also also friendl5. Regarding to their classroom; it de#ends on the teacher on ho8 she ma1e her classroom conduci%e for learning.

'. @hat 1ind 1ind of school school cam#u cam#us s is conduci conduci%e %e to learn learning? ing? : cam#us that is conduci%e to learning is a cam#us 8hich is free from an5 disturbance. :nd it should be a child>friendl5 so that the students 8ill not be afraid to go to school. $astl5 the school should ha%e enough facilities for learning and s#ace for different 1inds of acti%ities.

*. @hat 1ind 1ind of class classroom room is cond conduci% uci%e e to learning learning? ? : classroom 8ith com#lete facilities use in learning and because 8e are no8 in technolog5 era a conduci%e classroom no8 is a classroom 8hich has com#ut com#uters ers;; #ro6e #ro6ecto ctors rs and and other other facil faciliti ities es 8hich 8hich ma1e ma1e teach teachin ing>l g>lea earn rning ing #roces #rocess s easie easier. r. : cond conduci uci%e %e class classro room om also also is 8ell 8ell %entil %entilate ated d and and not not cro8ded.

-. In the future; ho8 can can 5ou accom#lish accom#lish 5our ans8er ans8er in number number *? I 8ill limit m5 students into -A or de#ends u#on the size of the classroom. I 8ill also ha%e %isual aids that can hel# m5 students in their lessons and I thin1 com#uters or la#to#s is not a #roblem no8ada5s since almost of the students ha%e it no8.





&. @rite @rite 5our additi additiona onall learning learning and and insights insights here. here. $earn $earning ing en%iro en%ironme nment nt has has a big big im#ac im#actt to teac teachin hing g and and learn learning ing #rocess. If the learning en%ironment is %er5 conduci%e; the learners can easil5 learn because the5 are free from an5 disturbance and the5 are comfortable 8ith their en%ironment. It 8ill be eas5 for the teachers to facilitate learning.





My $ort%olio My $ersonal Ill*stration o% an E8e'tive S'(ool Environ&ent





EPISODE =# THE

and

Learner’s charac"eris"ics needs





Episode =#

THE LEA!ES9 CHAACTEISTICS A!D !EEDS Na!e o& S"(den"# $harie Mae Magallanes

'S $)

$o(rse# *SED'ILIPINO +ear +ear , Sec"ion# rd +ear. +ear. Reso(rce Teacher# Mrs) Ri/a Rias Rias Signa"( Signa"(re re## Da"e# 01-12 $oopera"ing School# *anisil Na"ional High School

My Tar#et A" "he end o& "his ac"ii"34 I 5ill gain co!pe"ence in dieren"ia"ing "he charac"eris"ics and needs o& learners &ro! dieren" deelop!en"al deelop!en"al areas)

My $er%or&an'e 7Ho5 I 5ill 6e ra"ed8 'ield S"(d3 1 Episode =- T(e Learners9 C(ara'teristi's and !eeds 'oc(sed on# Di8erentiatin# t(e '(ara'teristi's '(ara'teristi's and needs o% learners %ro& di8erent develo)&ental areas+ Tass

E-e&)lary .

S*)erior /

Satis%a'tory 0


Unsatis%a'tory 1 Episode 1- The School as a Learning Eniron!en"


O6sera"ion. Doc(!en"a"io n#


All "as9s 5ere done 5i"h o("s"anding :(ali"3; 5or9 e
All or nearl3 all "as9s 5ere done 5i"h high :(ali"3

Nearl3 all "as9s 5ere done 5i"h accep"a6le :(ali"3

'e5er "han hal& o& "as9s 5ere done; or !os" o6>ec"ies !e" 6(" 5i"h poor :(ali"3

2 M3 Anal3sis

M3 re re?ec"ion

Anal3sis :(es"ions 5ere ans5ered co!ple"el3; in dep"h ans5ers; "horo(ghl3 gro(nded on "heories -E
 Anal3sis :(es"ions 5ere ans5ered co!ple"el3 $lear connec"ion 5i"h "heories %ra!!ar and spelling are s(perior)  Re?ec"ion s"a"e!en"s are clear 6(" no" clearl3 s(ppor"ed 63 e
= Anal3sis :(es"ions 5ere no" ans5ered co!ple"el3 Vag(el3 rela"ed "o "he "heories


%ra!!ar and spelling accep"a6le 1 = Re?ec"ion s"a"e!en"s are shallo5; s(ppor"ed 63 e
= M3 por"&olio





= 1

2 S(6!ission

*e&ore deadline)




T5o T5o da3s or !ore a&"er "he deadline) Episode 1- The School as a Learning Eniron!en"



= 2

1



S*totals atin# ased on trans&*tation:

Overall S'ore


Trans&*tation o% S'ores to Grades2 atin#s S'ore

Grade

atin#

S'ore

Grade

atin#

=0 1-1 1B 1C 1 12

1)0 1)= 1) 1)B =)00 =)=

 C  0 B 2

1=-1 11 10 - B- 6elo5

=)0 =)B )00 ) )00


My Ma) To To reach 3o(r "arge"4 do "he &ollo5ing &ollo5ing tass: •

leels Ste)1: O6sere  gro(ps o& learners &ro! dieren" leels 7preschool4 ele!en"ar3 , high school8

•

Ste) 0: Descri6e each o& "he learners 6ased on 3o(r o6sera"ions)

•

Valida"e 3o(r o6sera"ion 63 in"erie5ing "he learners) Ste)/: Valida"e

•

Ste) .: $o!pare "he! in "er!s o& "heir in"eres"s and needs)





My Tools Read "he &ollo5ing s"a"e!en"s care&(ll3) Then 5ri"e 3o(r o6sera"ion repor" on "he proided space) +o(r +o(r "eacher !a3 also reco!!end ano"her o6sera"ion chec9lis" i& !ore de"ailed o6sera"ion is pre&erred) $HYSICAL 1 O6sere "he gross gross !o"or s9ills) Ho5 do "he3 carr3 "he!seles "he!seles Ho5 do "he3 !oe4 r(n4 5al94 go (p "he s"airs4 e"c) = Are gros gross s !oe!e !oe!en"s n"s cl(!s cl(!s3 3 or deli6e deli6era" ra"e.s e.s!oo !oo"h "h  Ho5 a6o(" a6o(" "heir "heir ne ne !o"or !o"or s9ills s9ills  Gri"in Gri"ing4 g4 dra5ing dra5ing44 e"c) e"c) SOCIAL 1 Descri6e Descri6e ho5 ho5 "he3 in"e in"erac rac"" 5i"h "eac "eachers hers and and o"her o"her ad(l"s ad(l"s)) = No"e ho5 "he3 "he3 also also in"erac" in"erac" 5i"h peers) peers) Gha" do "he3 "he3 "al9 a6o(" Gha" are "heir concerns EMOTIO!AL 1 Descri6e "he e!o"io e!o"ional nal disposi" disposi"ion ion or or "e!pera! "e!pera!en" en" o& o& "he "he learners learners)) 7happ34 sad4 easil3 cries4 !ood shi&"s8 = Ho5 do do "he3 "he3 e





P)YSI#A%*

:s i obser%ed the students go do8nstairs to transfer in their classroom; most of the girls 8al1ed slo8l5 8hile bo5s 8ould run. @hen the5 do things; their actions 8ere harsh that sometimes the5 hurt #h5sicall5 their classmates. Regarding 8ith their hand8riting; some of them ha%e a good #enmanshi# 8hile others are not good but 5ou can still read it. Some of the students also ha%e a talent in dra8ing.

SO#IA%*

The5 interact to their teacher 8ith res#ect. The5 tal1 to their teacher but I obser%ed that the5 1no8 their boundaries. +oreo%er; to their classmates the5 ha%e a %er5 good relationshi#; the5 8ere close and comfortable comfortable to each other. The5 lo%e to tal1 about different stuffs. irls are ma1ing selfie 8hile bo5s tal1 about com#uter games and gadgets.

EMOTIONA%*

Students at their age al8a5s seem to be ha##5; the5 often smile. I obser%ed that the5 en6o5 all the things the5 do. There 8ere also times that their moods shift others get angr5 8ith their classmates because of misunderstanding. @hene%er the5 8ant something from their classmates; the5 8ant to get it right a8a5 and the5 cannot 8ait. The5 are also self>conscious es#eciall5 the girls.

#ONITIVE*

The language language that the students students commonl5 commonl5 used used inside inside and outside their classroom is Cebuano the5 are fluent in using this language. I also obser%ed that the5 are uttering %ulgar 8ords 8hene%er 8hene%er the5 got angr5 to someone and sometimes the5 6ust li1e to sa5 it. In com#rehending their lessons; the5 cannot com#rehend easil5; the teacher must ha%e a dee#er e4#lanation about the lesson in order for them to understand.





Learner9s Develo)&ent MatriRecord "he da"a 3o( ga"hered a6o(" "he learners’ charac"eris"ics and needs in "his !a"ri<) This 5ill allo5 3o( "o co!pare "he charac"eris"ics and needs o& learners a" dieren" leels) The i"e!s (nder each do!ain are 63 no !eans e(s" sa!ple sa!pl e indica"ors) +o( +o( !a3 add o"her aspec"s "ha" 3o( !a3 o6sere)

Develo)&ent Do&ain

$res'(ooler

Ele&entary

Hi#( S'(ool

Indica"e age range o& children o6sered#@@@@

Indica"e age range o& children o6sered#@@@@

Indica"e age range o& children o6sered# 121C

$HYSICAL

%ross !o"or s9ills 'ine !o"or s9ills Sel&- help s9ills O"hers

J%irls !oe conscio(sl3 5hile "he 6o3s !oe harshl3) JSo!e o& "he s"(den"s hae a er3 good hand5ri"ing 5hile o"hers are no" 6(" i" is reada6le) JMos" o& "he girls are conscio(s 5i"h "heir ph3sical appearance4 "he3 al5a3s 6ea("i&3 "he!seles)

SOCIAL

In"erac"ion 5i"h "eachers

In"erac"ion 5i"h class!a"es. &riends In"eres"s O"hers


JThe3 sho5 respec" 5hen in"erac"ing "o "heir "eacher; "he3 9no5 "heir li!i"a"ions and 6o(ndaries) JThe s"(den"s are close and co!&or"a6le "o each o"her) JThe girls "al9 a6o(" Korean Pop(lar4 gadge"s and &ond o& sele 5hile "he 6o3s "al9 a6o(" co!p("er Episode 1- The School as a Learning Eniron!en"



ga!es) EMOTIO!AL

Moods and "e!pera!en"4 e
JThe3 al5a3s s!ile as i& "he3 do no" hae an3 pro6le!) The3 also go" angr3 "o "heir class!a"es so!e"i!es 6eca(se o& !is(nders"anding) Mos" o& "he! are ho" "e!pered and "he3 canno" 5ai")

COG!ITI"E

$o!!(nica"ion s9ills

Thin9ing s9ills Pro6le! soling s9ills O"hers


J The3 co!!onl3 (sed "he $e6(ano lang(age and I rarel3 hear "he! (sing English and 'ilipino lang(age) The3 also sa3 (lgar 5ords) J The3 canno" co!prehend easil34 "he "eacher !(s" e



My Analysis Gri"e "he !os" salien" deelop!en"al charac"eris"ics o& "he learners 3o( o6sered) *ased on "hese charac"eris"ics4 "hin9 o& i!plica"ions &or "he "eachers) E
$res'(ool

Salient C(ara'teristi's Oserved Preschool li9e "o !oe aro(nd a lo")

•

Age range o& learners o6sered -2

I&)li'ation to t(e Tea'(in#Learnin# $ro'ess There&ore4 "he "eacher sho(ld re!e!6er "o (se !(sic and !oe!en" ac"ii"ies no" >(s" in PE 6(" in all s(6>ec" areas) There&ore4 "eachers sho(ld no" e
•

Level

Salient C(ara'teristi's Oserved

I&)li'ation I&)li'ation to t(e Tea'(in#Learnin# $ro'ess

$res'(ool

Age range o& learners o6sered@@@@@@@

Ele&entary

Age range o& learners o6sered@@@@@@@





Hi#( s'(ool

Age range o& learners o6sered# 12-1C

JHigh school s"(den"s are &ond o& "al9ing a6o(" "he s"(s "he3 li9e)

JThere&ore "he "eacher sho(ld hae an ac"ii"3 a6o(" "heir lessons "ha" 5ill s(i" "o "he in"eres" o& "he s"(den"s) JThere&ore "he "eacher !(s" hae an ad>(s"!en" in dealing 5i"h "he s"(den"s and !(s" hae 9no5ledge a6o(" c(rren" "rends "ha" "he s"(den"s 5o(ld al5a3s 5an")





My e7e'tions 1 ;(ile ;(ile yo* 3ere 3ere oserv oservin# in# t(e t(e learners learners,, did yo* re'all re'all yo*r o3n e-)erien'es 3(en yo* 3ere t(eir a#e< ;(at si&ilarities or di8eren'es do yo* (ave 3it( learners yo* oserved<

Gheneer 5e do o(r o6sera"ion4 I reall3 s!ile 6eca(se I can see !3sel& in "he pas"  3ears "o "he s"(den"s "ha" I o6sered) There is al5a3s a ?ash6ac9s 5hen I see "he! doing "hings "ha" I also did 5hen I as in "heir age) (s" li9e "he! I al5a3s 5an"ed "o "al9 "o !3 &riends d(ring o(r 6rea9"i!e4 !3 &riends and !e "al9ed a6o(" "he "hings 5e li9e or "he c(rren" "eleision progra!) *(" i& "he s"(den"s "ha" I o6sered 5ere er3 co!&or"a6le 5i"h all "heir class!a"es4 in !3 case I a! >(s" co!&or"a6le 5i"h !3 &riends and I in"erac" and "al9 less 5i"h !3 o"her class!a"es) I a! also conscio(s 5i"h !3 ph3sical appearance 6(" (nli9e "he!4 I a! no" appl3ing !a9e (ps and lips"ic94 I >(s" co!6 !3 hair and appl3 a po5der on !3 &ace) 0 T(in o% o% a tea'(er tea'(er yo* yo* 'annot 'annot %or#et %or#et %or %or )ositiv )ositive e or ne#ativ ne#ative e reasons+ Ho3 did s(e2(e (el) yo* 3it( yo*r needs =)(ysi'al, e&otional, so'ial, and 'o#nitive>< Ho3 did it a8e't yo*<

I al5a3s re!e!6er !3 rs" 3ear adiser since she 5as !3 er3 rs" "eacher I high school) I 6eco!e close "o her 6eca(se she al5a3s "al9ed "o !e and she al5a3s assigned !e as a leader 5heneer 5e hae an ac"ii"3 and een in doing classroo! chores) I" reall3 aec"s !e especiall3 in "er!s o& social deelop!en" 6eca(se 6e&ore I en"er high school I a! no" a socia6le person4 I ra"her s"a3 alone a" "he corner "han "o in"erac" 5i"h o"her person) *(" 6eca(se 5ha" she did "o !e4 as a leader I sho(ld in"erac" "o !3 class!a"es in order &or !e "o "o share !3 opinions and s(gges"ions regarding "o o(r class ac"ii"3) I also deelop a li""le sel&-condence 6eca(se I can no "al9 and in"erac" 5i"h !ore people) / S(are S(are yo*r yo*r ot(e ot(er r insi insi#(t #(ts s (ere (ere< <

S"(den"s in a classroo! hae a dieren" 6ehaior and as a "eacher 3o( !(s" 9no5 ho5 "o ad>(s" and deal 5i"h "heir 6ehaior) 6ehaior) The "eacher !(s" correc" correc" "he 5rong 6ehaiors o& his.her his.her s"(den"s and !(s" "each "he! "he righ" one) S"(den"’s 6ehaior !(s" 6e deelop 5ell inside "he classroo!)





Teachers Teachers hae al5a3s a responsi6ili"3 responsi6ili"3 "o "heir s"(den"’s deelop!en"; "he3 !(s" shape "heir s"(den"s 5ell and !(s" co!pl3 "he needs o& "he s"(den"s in "er!s o& learning)

My $ort%olio Ghich is 3o(r &aori"e "heor3 o& o & deelop!en" Ho5 can "his g(ide 3o( as a &("(re "eacher $lip so!e readings a6o(" "his "heor3 and pas"e "he! here) *3 "he (se o& Piage"’s Deelop!en" "heor34 I 5ill 6e g(ided on ho5 I 5ill handle !3 class in "h &("(re) *ased on i" 7"he role o& !a"(ra"ion8 i sho(ld hae a class ro("in and proced(re "ha" 5ill s(i" "o "he ages4 needs and capaci"3 o& !3 s"(den"s) And i& I 5ill hae an ac"ii"3 I sho(ld also 6ased on 5ha" 9ind o& learners are "he3) Las"l34 as a "eacher I sho(ld no" e




EPISODE #

classroo! !anage!en" and learning





Episode #

CLASSOOM MA!AGEME!T A!D LEA!I!G Na!e o& 'S S"(den"# $o(rse#


*SED-'ILIPINO

Reso(r eso(rce ce Teacher eacher## 0-1-12 $oopera"ing School#

+ear , Sec"ion#





My Tar#et A" "he end o& "his ac"ii"34 I 5ill gain co!pe"ence in !anaging "i!e4 space and reso(rces "o proide an eniron!en" 5hich is appropria"e "o "he learners and cond(cie "o learning)

My $er%or&an'e 7Ho5 I 5ill 6e ra"ed8





'ield S"(d3 1 Episode - Classroo& Mana#e&ent and Learnin# 'oc(sed on# 'o&)eten'e in learnin# ti&e, s)a'e and reso*r'es to )rovide an environ&ent 3(i'( is a))ro)riate to t(e learners and 'ond*'ive learnin#+ E-e&)lary S*)erior Satis%a'tory Unsatis%a'tory Tass . / 0 1 O6sera"ion. All "as9s 5ere All or nearl3 Nearl3 all "as9s 'e5er "han hal& o& Doc(!en"a"io done 5i"h all "as9s 5ere 5ere done 5i"h "as9s 5ere done; n# o("s"anding done 5i"h accep"a6le or !os" o6>ec"ies :(ali"3; 5or9 high :(ali"3 :(ali"3 !e" 6(" 5i"h poor e
2 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and all s(ppor"ing doc(!en"a"io n are loca"ed in sec"ions clearl3 designa"ed)

 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and !os" s(ppor"ing doc(!en"a"io n are aaila6le and.or logical

= Por"&olio is inco!ple"e; s(ppor"ing doc(!en"a"ion is organi/ed 6(" is lac9ing)






and clearl3 !ar9ed loca"ions)

= 1

2 S(6!ission

*e&ore deadline)




= 2

1




Overall S'ore



Grade

atin#

S'ore

Grade

atin#

=0 1-1 1B 1C 1 12

1)0 1)= 1) 1)B =)00 =)=

 C  0 B 2

1=-1 11 10 - B- 6elo5

=)0 =)B )00 ) )00


My Ma) To To reach 3o(r "arge"s "arge"s do "he &ollo5ing "as9s# • • •

• •

O6sere a class sing a chec9lis"4 nd o(" "he eiden" classroo! co!ponen"s) Descri6e ho5 "he classroo! is s"r(c"(red.designed "o allo5 eer3one "o par"icipa"e in "he learning ac"ii"ies) Rela"e "he da"a in 3o(r chec9lis" "o "he learners’ 6ehaior) 6ehaior) Re?ec" Re?ec" on ho5 classroo! !anage!en" aec"s learning) Mindanao State University, General Santos City








My Tools se "he a'tivity %or& proided &or 3o( "o doc(!en" 3o(r o6sera"ions)

An oservation G*ide %or t(e Learners9 C(ara'teristi's

Read "he &ollo5ing s"a"e!en"s care&(ll3) Then 5ri"e 3o(r o6sera"ion repor" on "he proided space) 1 As 3o( 3o( o6sere o6sere "he "he class4 class4 loo9 loo9 in"o in"o "he "he charac"er charac"eris"ic is"ics s o& "he "he learners) No"e "heir ages) = Ho5 !an3 !an3 6o3s 6o3s are are "her "here e Ho5 Ho5 !an3 !an3 girl girls s  'oc(s 'oc(s on "heir "heir 6ehaior 6ehaior)) Are "he3 alread3 alread3 a6le a6le "o !anage !anage "heir "heir o5n 6ehaior 2 $an "he "he learn learners ers alre alread3 ad3 5or9 5or9 indep independ enden" en"l3 l3   Descri Descri6e 6e "heir "heir span span o& o& a""e a""en"i n"ion) on) C Loo9 in"o "heir "heir lis"ening lis"ening s9ills s9ills and a6ili a6ili"3 "3 "o concen"ra" concen"ra"e) e)

Na!e o& "he School O6sered# *anisil Na"ional High School Loca"ion o& "he School# *anisil %eneral San"os $i"3 Da"e o& Visi"# A(g(s" 14 =012

An Oservation G*ide %or t(e Classroo& "isit Mindanao State University, General Santos City




*e g(ided 63 "hese :(es"ions as 3o( do 3o(r o6sera"ion o& "he classroo! !anage!en") I" is also good "o as9 "he "eacher &or "he addi"ional in&or!a"ion so 3o( can eri&3 3o(r o6sera"ion) Gri"e 3o(r no"es 6elo5; and "hen organi/e 3o(r da"a in "he "a6le "ha" &ollo5s) 1 Are t(ere areas in t(e 'lassroo& %or s)e'i?' )*r)oses =stora#e o% tea'(in# aids, oos, st*dents9 elon#in#s, s*))lies, et'+> Des'rie t(ese areas )

A" "he "he 6ac9 ac9 por" por"io ion n o& "he class lassrroo! oo!4 "her "here e is a s!al !all 6oo9shel& 5here 3o( can nd li!i"ed "e<"6oo9 and I "hin9 i" is no" (sed) Ghile o("side "he classroo! a" "he lo6634 "he3 hae a shoe rac9 6eca(se in "heir school "he3 are no" allo5ed "o 5ear shoes inside "he classroo!) 0 Are t(ere t(ere r*les r*les and )ro'ed*re )ro'ed*res s )osted )osted in t(e t(e roo&< roo&<

There 5ere no r(les and proced(res pos"ed in "he roo! and 3o( canno" see an3"hing pos"ed in "heir 5all since "he3 had >(s" "rans&erred in a ne5 classroo!) / Did t(e t(e st*dents st*dents )arti'i) )arti'i)ate ate in &ain# &ain# t(e 'lassro 'lassroo& o& r*les< r*les< =As t(e eso*r'e Tea'(er>

Since "he r(les 5ere !ade &or "he s"(den"s "o &ollo54 eer3 s"(den"s had gien "he chance "o s(gges" 5ha" r(les sho(ld 6e i!pos") Eer3one coopera"ed in !a9ing classroo! r(les and een "he "eacher gae her on r(les "oo) . ;(at are are t(e daily daily ro*tines ro*tines done done y t(e tea'(e tea'(er< r< =$rayer =$rayer,, attendan'e, assi#n&ent o% &onitors, 3ar&*) a'tivities+ a'tivities+ Et'+> Ho3 are t(ey done<

The "eacher s"ar"s "he class 63 reie5ing "heir pas" lesson and as9ing "he s"(den"s i& "here are an3 assign!en"s gien) Since she is pregnan" she disc(ssed her lesson 6rie?3 and ins"ead o& lec"(ring she is giing ac"ii"ies "o "he class so "ha" she 5ill no" "al9 a lo") 5 Is t(ere t(ere a seati seatin# n# arran# arran#e&ent e&ent< < ;(at ;(at is t(e t(e asis asis o% o% t(is t(is arran#e&ent<





In "he classroo! "ha" 5e hae ae o6sered "he sea"i a"ing arrange!en" is 6ased on "he gender o& "he s"(den"s) In "he le&" side are "he 6o3s and girls on "he righ")





@ Oserve Oserve t(e t(e noise noise level level in t(e t(e 'lassr 'lassroo&+ oo&+ Ho3 is is t(is t(is &ana#ed<

Since "he class o&"en does a gro(p ac"ii"34 "he3 canno" aoid "o !a9e so!e noise 6eca(se "he3 hae "o share dieren" ideas) I& so!eone is er3 nois3 "he "eacher 5ill call his.her a""en"ion and 63 doing "his "he s"(den"s 5ill 6e :(ie") Al"ho(gh "heir "eacher canno" "al "al9 a lo"4 o"4 "he "he3 s"i s"ill respe espec c" "he "he "eac "eache herr 63 no" no" !a9i a9ing an3 an3 dis"(r6ing and anno3ing noise)  I% a learner learner is is nit %ollo %ollo3in# 3in# instr instr*'ti *'tion on or o8tas o8tas, , 3(at 3(at does t(e tea'(er do< Des'rie t(e e(avior strate#ies *sed+

I& "he "eacher o6sered "ha" "here is so!eone 5ho is no" par"icipa"ing in "he class ac"ii"34 she 5ill call "he a""en"ion o& "he s"(den" and 5ill 5arn "ha" she 5ill ded(c" a poin"s "o his.her grade) The "eacher 5ill !o"ia"e "he s"(den"s "hro(gh giing re5ards a!d p(nish p(nish!en !en"s4 "s4 she is giing giing addi"io addi"ional nal poin"s poin"s "o "hose "hose 5ho par"icipa"e 5ell in ac"ii"3 and ded(c" so!e poin"s "o "hose 5ho no") B ;(at does does t(e t(e tea'(er tea'(er do to to rein%or' rein%or'e e )ositive )ositive e(avi e(aviors< ors< =e(avior strate#ies>

There 5ere "i!es "ha" "he class is no" doing 5ell4 !a9ing so!e anno3ing 6ehaiors4 i& "his happen "he "eacher 5ill re!ind "he s"(den"s a6o(" "heir grades) She 5ill sa3 "ha" i& "he s"(den"s 5ill 9eep :(ie" or 6ehae 5ell "he3 can hae good grades 6(" i& "he3 do no" "he3 !igh" &ail) Oservation !otes: The classroo! "ha" 5e hae o6sered 5as no" reall3 organi/ed since sin ce "he3 had >(s" "rans&erred "o i") +o( canno" see an3 is(al aids pos"ed in "he 5all and "he3 lac9 so!e &acili"ies "ha" can help "he s"(den"s in "heir class and can !a9e "he classroo! !ore 6ea("i&(l) *(" I 6eliee "ha" "he3 can i!proe i" soon)





In "heir lesson proper4 I can sa3 "ha" "he "eacher’s dail3 ro("ine is good4 a"leas" 63 reie5ing "heir pas" lesson4 "he s"(den"s can re!e!6er 5ha" "he3 had "ac9led in "heir preio(s !ee"ing 6e&ore going "o "he ne<" "opic) I o6sered also "ha" "he "eacher is good in handling "he s"(den"s and !anaging "he class) She has has "he a("h a("hori ori"3 "3 oer oer her s"(de s"(den"s n"s 5h 5hic ich h !a9 !a9e "he "he s"(de s"(den" n"s s &oll &ollo5 o5 her her ins" ins"r( r(c" c"io ion4 n4 and and she she !ana !anage ge "he "he clas class s !or !ore eec eec"i "ie el3 l3 63 "he "he (sed (sed o& condi"ioning)





CLASSOOM MA!AGEME!T MATI6 As)e't o% Classroo& Mana#e&ent

Des'ri)tion

="o 6e lled (p a&"er

1 S)e' S)e'i? i?' ' area areas s in t(e 'lassroo&

A" "he 6ac9 por"ion o& "he classroo! 5here 3o( can nd "he !ini 6oo9shel& and a shoe rac9 a" "he lo663

0 Clas Class sroo roo& *l *le es

There 5ere no classroo! r(les pos"ed in "he clas lassroo! 6(" as 5e o6sered "here are r(les "ha" "he3 &ollo5

/ Classroo& $ro'ed*res

There 5ere no classroo! classroo! proced(r proced(res es in class)

. Dai Daily o o*t *tin ines es

Reie5 "heir pa" lessons4 as9ed i& "here 5ere assign!en"s gi gien and 5ill ill s"ar s"ar"" ano"her lesson

5 Seatin# Arran#e&ent

Sea"in Sea"ing g arrang arrange! e!en" en" is 6ased on gender4 on "he le&" side 5ere "he 6o3s and girls on righ"

@ Handin# The "eacher 5ill call &ise(avior2 o8 "he a"" a""en"io n"ion n o& "he "he tas e(avior s"(den"s and she 5ill

 ei ein%o %or r'e& 'e&ent ent o% $ositive e(avior

E8e't o t(e Learners

5arn i" "ha" "here 5ill 6e a score ded(c"ion 'or "hose 5ho 6ehae 5ell and par"icipa"e in clas class s ac"i ac"ii i"3 "3 5ill 5ill 6e gien re5ard 63

3o( ans5er "he anal3sis :(es"ions> S"(den"s canno" apprecia"e i" 6eca(se "he3 are no" (sing i") Gi"h "heir shoe rac94 "he3 5ill 6e responsi6l responsi6le e 5i"h "heir "heir 6elongings) Since "he s"(den"s did no" see "heir classroo! r(les inside "heir roo!4 "he3 o&"en &orge" and diso6e3 i") The s"(den"s are no" a5are o& i") The3 can al5a3s re!e!6er "heir preio preio(s (s lesson lessons s and can connec" i" "o "he ne5 ne5 "opi "opic c "ha" "ha" "he3 "he3 5ill disc(ss) The s"(den"s 5ill crea"e so! so!e noise 6eca(se "he3 hae a chan chance ce "o "al9 al9 5i"h "heir sea"!a"e) The s"(den"s 5ill 6ehae 6ehae 5ell 5ell 6eca(se 6eca(se "he3 are a&raid o& ge""ing &ailing grades) The s"(den"s 5ill s"rie !ore and hard "o gain posi"ie or high grades)





!ean !eans s o& gii giing ng high high grade or add addi"ional poin"s

My Analysis 1 Ho3 did did t(e 'lass 'lassroo& roo& or#an or#aniat iation ion and and ro*tines ro*tines a8e't a8e't t(e t(e learners9 e(avior<

Regarding Regarding 5i"h "heir classroo! organi/a"ion4 since "heir classroo! is ne5 and "he 5all is er3 plain4 "he3 also lac9 so!e &acili"ies "ha" 5ill 6ea("i&3 "heir classroo!4 "he s"(den"s canno" apprecia"e and ge" 6ored "o s"a3 in "he classroo!) As "o "heir sea"ing arrange!en"4 al"ho(gh i" is nice "o see "ha" girls are separa"ed &ro! girls4 "here is a "endenc3 "ha" "he3 5ill !a9e noise 6eca(se al!os" o& "he! sea"ed 6eside "heir &riends) In "heir ro("ines4 6eca(se "he3 do i" dail3 "he3 alread3 9no5 5ha" "o do eer3da3 &ro! "he s"ar" o& "he class (p "o "he end)

0 ;(at s(o*ld s(o*ld t(e tea'(e tea'(er r (ave (ave in &ind &ind 3(en 3(en s(e2(e s(e2(e desi# desi#ns ns t(e 'lassroo& or#aniation and ro*tines< ;(at t(eories and )rin'i)les s(o*ld yo* (ave in &ind<

The "eacher sho(ld consider rs" 5ha" 9ind o& learners learners she had4 5ha" are "heir needs4 5ha" do "he3 li9e and disli9es4 and eer3"hing a6o(" her s"(den"s 6e&ore planning on ho5 she 5ill organi/e her class) The "eacher sho(ld al5a3s re!e!6er "ha" she is doing all o& "his &or her s"(den"s and no" &or hersel&) She !(s" design a classroo! organi/a"ion "ha" 5ill s(i" "o her s"(den"s) Las"l34 she !(s" hae a classroo! organi/a"ion and ro("ines "ha" can enco(rage her s"(den"s "o learn and go "o school eer3da3) eer3da3)

/ ;(i'( strat strate#ie e#ies s 3ere e8e'ti e8e'tive ve in &ana# &ana#in# in# t(e t(e e(avior e(avior o% o% t(e learners< In &otivatin# st*dents< ;(y 3ere t(ey e8e'tive< Mindanao State University, General Santos City




sing "he "5o 9inds o& condi"ioning4 classical and operan" condi"ioning are "he !os" eec"ie s"ra"egies in !o"ia"ing s"(den"4 een in !anaging "heir 6ehaior) 6ehaior) sing "he e<"rinsic rein&orce!en" li9e giing addi"ional poin"s 5ill s(rel3 help "he "eacher "o !anage "he 6ehaior o& "he s"(den"s) And 5i"h "he (se o& in"rinsic !o"ia"ion4 "he "eacher can !o"ia"e "he s"(den"s 63 helping "he! (nders"and "he i!por"ance o& learning) The3 5ere eec"ie eec"ie 6eca(se as I o6sered o(r coopera"ing coopera"ing "eacherdoing and appl3ing i"4 "he s"(den"s reall3 lis"en and &ollo5 5ha" she sa3 and a nd "he s"(den"s reall3 s"rie "o ge" high scores

My e7e'tions 1 I&a#ine I&a#ine yo*rsel yo*rsel%% or#aniin or#aniin# # yo*r 'lass 'lassroo& roo& in in t(e %*t*re %*t*re++ In 3(at #rade2year level do yo* see yo*rsel%< ;(at ro*tines and )ro'ed*res 3o*ld yo* 'onsider %or t(is level< ;(y<

I& I a! "o organi/e !3 classroo! in "he &("(re I reall3 li9e li9e and loe "o handle a grade B class 6eca(se I "hin9 s"(den"s in "his leel is eas3 "o handle and deal 5i"h and "he3 5ill &ollo5 "he "eacher’s ins"r(c"ion since "he3 are lii"le lii"le 6i" a&raid o& 5ha" 5ill happen "o "he! in "heir high school li&e) I 5ill also i!pos" or hae a er3 si!ple ro("ines and proced(res "ha" 5ill s(i" "o "heir age and needs4 li9e chec9ing "he a""endance4 reie5ing reie5ing pas" lessons and &(n ac"ii"ies and ga!es "ha" "he3 5ill s(rel3 li9e 6eca(se "he3 are no" reall3 !a"(red and "he3 are >(s" s"ar"ing "heir high school li&e4

0 Mae Mae a list list o% t(e t(e r*les r*les yo* are are liely liely to i&)le&ent i&)le&ent in t(is t(is level+ ;(y 3o*ld yo* '(oose t(ese r*les<

JRespec" JRespec" one ano"her J*e discipline) J*e responsi6le) I chose "hese r(les 6eca(se I "hin9 "hese are "he 6asic r(les "ha" "he s"(den"s sho(ld al5a3s re!e!6er) re!e!6er) These are a re er3 6asic 6(" !os" o& "he s"(den"s do no" 9no5 a6o(" i")





Respec" Respec" one ano"her so "ha" "here 5ill 6e peace and (ni"3 in eer3 learner) *e responsi6le so "ha" learning and s"(d3ing 5o(ld 6e eas3 &or "he!) *e discipline so "ha" "he s"(den"s can &ollo5 all "he r(les and 5ill 9no5 ho5 "o handle "he!seles) / S(o*ld S(o*ld learners learners e e involved involved in in &ain# &ain# t(e 'lass 'lass r*les r*les< < ;(y<

+es4 +es4 "he learners sho(ld 6e inoled inoled in !a9ing classroo! r(les and "he r(les sho(ld 6e &ro! "heir o5n opinions and s(gges"ions) Since classroo! r(les are !ade &or "he s"(den"s "o &ollo54 "he3 sho(ld also !a9e i" 6eca(se i& "he3 !ade "heir o5n r(les "he3 5ill 6e responsi6le and read3 "o &ollo5 i") The "eacher’s par" here is >(s" "o g(ide and re!ind "he s"(den"s a6o(" "heir classroo! r(les and she !a3 s(gges" so!e r(les "ha" she "hin9s can help her s"(den"s)





My $ort%olio Incl(de here pic"(res o& "he classroo!.s 3o( o6sered) Gri"e descrip"ions.anno"a"ions a6o(" 5ha" 3o( o6sered in each pho"o)

Teacher’s Teacher’s "a6le and 6oo9shel& a" "he 6ac9 o& "he classroo! s"(den" is reading a s"or3)

The

Mrs) Rias in"rod(cing ne5 lesson

)





S"(den"s lis"ening "o "he "eacher





EPISODE 2#

Indiid(al dierences and learner’s in"erac"ion





Episode 2#

Individ*al Di8eren'es Di8eren'es and Learner9s Learner 9s

Intera'tion Na!e o& 'S S"(den"# $o(rse#


*SED-'ILIPINO

Reso(r eso(rce ce Teacher eacher## 0-1-12 $oopera"ing School#

+ear , Sec"ion#





My Tar#et A" "he end o& "his ac"ii"34 I 5ill gain co!pe"ence in de"er!ining4 (nders"anding and accep"ing "he learners’ dierse 6ac9gro(nds)

My $er%or&an'e 7Ho5 I 5ill 6e ra"ed8 'ield S"(d3 1 Episode 2- Individ*al Di8eren'es and Learner9s intera'tion 'oc(sed on# Di8eren'es in #ender, ra'ial, reli#io*s a'#ro*nds




Tass O6sera"ion. Doc(!en"a"io n#


E-e&)lary . All "as9s 5ere done 5i"h o("s"anding :(ali"3; 5or9 e
S*)erior / All or nearl3 all "as9s 5ere done 5i"h high :(ali"3


Unsatis%a'tory 1 'e5er "han hal& o& "as9s 5ere done; or !os" o6>ec"ies !e" 6(" 5i"h poor :(ali"3

2 M3 Anal3sis

Anal3sis :(es"ions 5ere ans5ered co!ple"el3; in dep"h ans5ers; "horo(ghl3 gro(nded on "heories -E
 Anal3sis :(es"ions 5ere ans5ered co!ple"el3 $lear connec"ion 5i"h "heories %ra!!ar and spelling are s(perior)



%ra!!ar and spelling accep"a6le 1

M3 re re?ec"ion

2 Re?ec"ion s"a"e!en"s are pro&o(nd and clear4 s(ppor"ed 63 e
 Re?ec"ion s"a"e!en"s are clear 6(" no" clearl3 s(ppor"ed 63 e
= Re?ec"ion s"a"e!en"s are shallo5; s(ppor"ed 63 e
= M3 por"&olio





= 1

2 S(6! S(6!is issi sio on

*e&o e&ore

 On "he "he

A da3 da3 a&" a&"er "he "he


T5o da3s da3s or !or !ore Episode 1- The School as a Learning Eniron!en"



deadline)

deadline)

deadline)

a&"er "he deadline)

= 2

1




Overall S'ore



Grade

atin#

S'ore

Grade

atin#

=0 1-1 1B 1C 1 12

1)0 1)= 1) 1)B =)00 =)=

 C  0 B 2

1=-1 11 10 - B- 6elo5

=)0 =)B )00 ) )00


My Ma) The learners’ indiid(al dierences dierences and "he "3pe o& in"erac"ion in"erac"ion "he3 6ring s(rel3 aec" "he :(ali"3 o& "eaching and learning) This episode is a6o(" o6sering and ga"hering da"a "o nd o(" ho5 s"(den" diersi"3 aec"s learning) To To reach 3o(r "arge"4 do "he &ollo5ing &ollo5ing tass# Ste) 1) O6sere a class in dieren" par"s o& a school da3 76eginning o&

"he da34 class "i!e4 recess4 e"c)8 Ste) 0+ Descri6e "he charac"eris"ics o& "he learners in "er!s o& age4

gender4 and social and c(l"(ral diersi"3) diersi"3)





Ste) /) Descri6e "he in"erac"ion "ha" "ranspires inside and o("side "he

classroo!) Ste) .) In"erie5 3o(r Reso(rce Teacher a6o(" "he principles and

prac"ices "ha" she (ses in dealing 5i"h diersi"3 in "he classroo!) Ste) 5) Anal3/e "he i!pac" o& indiid(al dierences on learners’

in"erac"ion)





My Tools se "he a'tivity %or& proided &or 3o( "o doc(!en" 3o(r o6sera"ions) An Oservation G*ide %or t(e Learners9 C(ara'teristi's ead t(e %ollo3in# 'are%*lly e%ore yo* e#in to oserve+ T(en 3rite yo*r oservation re)ort on t(e s)a'e )rovided+ T(en 3rite yo*r oservation re)ort on t(e s)a'e )rovided on t(e ne-t )a#e+ 1 Find o*t t(e n*&er o% st*dents, Gat(er data as to t(eir a#es, #ender, ra'ial #ro*)s, reli#io*s and et(ni' a'#ro*nds+

The s"(den"s in "he classroo! range &ro! 20-2) There are !an3 6o3s "han girls and "he3 al!os" hae "he sa!e ages 71-1C 3ears old8) The3 hae dieren" e"hnic 6ac9gro(nds and religions4 so!e o& "he! are $hris"ians and o"her is M(sli!) Mos" o& "he! are $e6(ano) D*rin# Class: 1 Ho3 &*'( intera't intera'tion ion is is t(ere t(ere in t(e 'lass 'lassroo& roo&< < Des'rie (o3 t(e st*dents intera't 3it( one anot(er and 3it( t(e tea'(er+ Are t(ere #ro*)s t(at intera't &ore 3it( t(e tea'(ers t(an ot(ers do<

The3 in"erac" nor!all3 al"ho(gh "he3 hae dieren" racial gro(ps and religions4 6(" 6eca(se "heir ages range in al!os" "he sa!e leel4 "he3 hae co!!on in"eres"s "ha" !a9e "he! close "o each o"her) And all o& "he! 5ere closed "o "heir "eacher 6(" "he3 highl3 respec" "heir "eacher) 0 Oserve Oserve t(e t(e Learners Learners seated seated at t(e a' a' and and t(e t(e %ront %ront )art o% t(e roo&+ Do t(ey e(ave and intera't di8erently<

I o6sered "ha" "hose s"(den"s sea"ed a" "he &ron" are !ore Mindanao State University, General Santos City




ac"i ac"ie e in par" par"ic icip ipa" a"in ing g in "he "he clas class s "han "han "hos "hose e a" "he "he 6ac9 6ac9)) S"(den"s a" "he &ron" 6ehae 5ell 6eca(se "he "eacher can see direc"l3 5ha" "he3 are doing4 al"ho(gh "he "eacher gies a""en"ion "o s"(den"s a" "he 6ac94 "he3 can do 5ha"eer "he3 5an" "ha" "heir "eacher canno" no"ice) Since "he "eacher is pregnan" she si" !os" o& "he "i!e4 she in"erac" !ore "o s"(den"s a" "he &ron") / Des'rie Des'rie t(e t(e relati relations(i ons(i) ) a&on# a&on# t(e t(e learners learners++ Do t(e t(e learners 'oo)erate 3it( or 'o&)ete a#ainst ea'( ot(er<

The learners coopera"e 5i"h 5i"h each o"her) o"her) I can see "his eer3"i!e "he3 are doing "heir class ac"ii"3) Mos" o& "he! coopera"e and gie opinions regarding "o "heir ac"ii"3) ac"ii"3) *(" o& co(rse co!pe"i"ion is al5a3s presen" in a classroo! 6eca(se s"(den"s 5an" "o 6e recogni/e 5hen "he3 e
S"(den"s sea"ed in "he &ron" especiall3 girls o&"en par"icipa"e ac"iel34 "here 5ere also 6o3s 6(" er3 &e5) Ghile "hose s"(den"s sea"ed a" "he 6ac9 reall3 need a""en"ion and help in order &or "he! "o &ollo5 "he ins"r(c"ion and par"icipa"e in class ac"ii"3 and disc(ssion) 5 ;(en a st*dent st*dent is is 'alled 'alled and and 'annot 'annot ans3er ans3er t(e tea'( tea'(er er *estion, do t(e 'lass&ates try to (el) (i&< Or t(ey do raise t(eir (ands so t(at t(e tea'(ers 3ill 'all t(e& instead<

Ghen "he "eacher as9ed one s"(den" a6o(" "heir lesson and "he s"(den s"(den"" canno" canno" ans5er ans5er "he :(es"i :(es"ion4 on4 o"her o"her s"(den s"(den"s "s 5ho 9no5s "he ans5er raise "heir hand 5hile sa3ing !a’a!4 !a’a! "o 6e recogni/ed 63 "he "eacher) O*tside 'lass: 1 Ho3 do do t(e st*dents st*dents #ro*) #ro*) t(e&selv t(e&selves es o*tside o*tside 'lass< 'lass< Ho&o#eno*sly, y a#e< y #ender< y ra'ial or et(ni' Mindanao State University, General Santos City




#ro*)s< Or are t(e st*dents in &i-ed so'ial #ro*)in#s< I% so, des'rie t(e #ro*)in#s+

Mos" o& "he s"(den"s gro(p "he!seles 63 gender regardless o& "heir ages and e"hnic 6ac9gro(nds) Each gro(p hae "heir o5n "opics according "o "heir in"eres"s) 0 Des'rie Des'rie (o3 t(e t(e learners learners intera' intera'tt 3it( ea'( ea'( ot(er ot(er+ ;(at do t(ey tal ao*t<

Since "he s"(den"s hae dieren" gro(ps4 "he3 hae also die diere ren" n" "opi "opics cs)) Mos" Mos" o& "he "he girl girls s "al9 "al9 a6o( a6o("" KPop KPop or Korea orean n Pop(lar op(lar and so!e"i so!e"i!es !es a6o(" a6o(" gadge"s gadge"s 5hile 5hile 6o3s 6o3s "al9 "al9 a6o(" a6o(" co!p("er ga!es and o"her s"(s)

Oservation e)ort Na! Na!e o& o& "he "he Scho School ol O6se 6sered red##

*ani anisil sil Na" Na"io iona nall Hig High h Sch Schoo ooll

School School Ad Addr dress ess## *anisi *anisil4 l4 %enera %enerall San" San"os os $i"3 $i"3 Da"e o& Visi"#

Sep"e!6er 4 =012

In "he class "ha" 5e hae o6sered4 I can see "he dierences and (ni: (ni:(e (ene ness ss o& eer eer3 3 s"(d s"(den en") ") The3 The3 hae hae die dierren" en" relig eligio ion4 n4 so!e so!e are are $hris"ians o"hers are M(sli!4 "he3 also hae dieren" racial gro(p and e"hnic 6ac9gro(nds 6(" "he3 disregard i" and in"erac" nor!all3 5i"h each o"her) Their ages range &ro! 12-1C 3ears old and 6eca(se o& "his !os" o& "he! hae "he sa!e in"eres" 5hich in?(ence on ho5 "he3 gro(p "he!seles inside and o("side "he classroo!s) %ender is no" an iss(e "o "he!4 i" is nor!al "ha" 6o3s in"erac" "o girls and ice ersa)





Despi"e o& !an3 dierences "he3 hae4 "he3 are all &riends and in"erac" "o each each o"he o"herr 5i"ho 5i"ho(" (" discr discri! i!ina ina"i "ion on and and 6(ll3 6(ll3ing ing al"h al"ho( o(gh gh "here "here are are !is(nd !is(nder ers" s"an andi ding ng so!e so!e"i "i!e !es) s) The3 The3 acce accep" p"ed ed 5ha" 5ha" and and 5h 5ho o are are "hei "heirr class!a"es) Inside "he classroo!4 "he3 hae (ni"3 and good in"erac"ion "o eer3one)

My Analysis 1 Identi%y Identi%y t(e )ersons )ersons 3(o 3(o )lay )lay ey ey roles roles in in t(e relations(i)s and intera'tions in t(e 'lassroo&+ ;(at roles do t(ey )lay< Is t(ere so&eody 3(o a))ears to e t(e leader, a &as'ot2 oer, an attention seeer, a little tea'(er, a do*ter2 )essi&ist<

In a classroo!4 s"(den"s hae "heir o5n roles) In "he class "ha" 5e o6sered4 "he3 hae a li""le "eacher 5ho "a9es care "he class and as9ed 63 "he "eacher "o gie "he ac"ii"ies "o "he class 5heneer "heir "eacher is 6(s3 and canno" go "o "heir roo!) There are passie s"(den"s also4 5ho are no" giing a""en"ion "o "he class) D(ring "heir class ac"ii"34 "here is a leader 5ho reall3 s"ries "o do "he gien ac"ii"ies and assis"s her.his class!a"e "o do "he gien "as9)





0 Are st*de st*dents nts %ro& %ro& t(e &inor &inority ity #ro*) #ro*) a''e)te a''e)ted d or ree'ted y t(e ot(ers< Ho3 is t(is s(o3n<

The s"(den"s disregard "he e"hnic 6ac9gro(nd o& "heir class!a"es4 i" is no" a !a""er &or "he! i& one o& "he! ca!e &ro! a !inori"3 gro(p and a nd "he3 accep"ed each o"her) o"her) The3 respec" one ano"her despi"e o& "heir dierences and hae (ni"3 inside he classroo!) / Ho3 does does t(e t(e tea'(er tea'(er in7*en'e in7*en'e t(e t(e 'lass 'lass inter intera'ti a'tion on 'onsiderin# t(e individ*al di8eren'es o% t(e st*dents<

The "eacher sho5 "o her s"(den"s "ha" eer3one in her clas class s is spec specia iall and and (ni (ni:(e4 :(e4 eer3 er3on one e has has s"r s"reng"h ng"h and and 5ea9ness) In "heir "heir class class ac"ii ac"ii"34 "34 "he "each "eacher er gro(ps gro(ps "he s"(den s"(den"s "s &airl3 so "ha" all o& her s"(den"s 5ill hae "he chance "o in"erac" 5i"h "heir class!a"es and "o 9no5 each o"her 6e""er) . ;(at %a'tors %a'tors in7*en in7*en'e 'e t(e t(e #ro*)in #ro*)in# # o% learne learners rs o*tside o*tside t(e 'lassroo&<

The in"eres"s o& "he s"(den"s in?(ence "heir gro(ping o("side "he classroo!) I& "he3 hae "he sa!e li9es and disli9es4 "he3 6elong "o one gro(p)





My e7e'tion

1 Ho3 did did yo* yo* %eel ein# in t(at t(at 'lassro 'lassroo&< o&< Did yo* yo* %eel %eel a sense o% oneness or *nity a&on# t(e learners and et3een t(e tea'(er and t(e learners<

The sense o& oneness or (ni"3 is presen" in "he class "ha" 5e o6se o6ser red ed)) I" is good good "o see see "ha" "ha" eer eer3o 3one ne acce accep" p"ed ed "he "he dierences o& each o"her) Regardless o& "heir gender4 age and e"hnic iden"i"34 "he3 5ere &riends) In addi"ion4 "he "eacher is good in handling "he dierences o& eer3 learner) learner)

= In "he &("(re4 &("(re4 ho5 5o(ld 3o( 5an" 5an" "he "he learners learners in 3o(r 3o(r classroo classroo! ! "o in"erac" Ho5 5ill 3o( !a9e "his happen As a &("(re "eacher4 I 5an" !3 s"(den"s "o in"erac" nor!all3 5i"h each o"her despi"e o& "he dierences "he3 5o(ld hae) I 5an" eer3one "o 6e accep"ed in "he class and all o& "he! sho(ld 6e &riends) There sho(ld 6e no 6(llies so "ha" "here 5ill 6e (ni"3 in !3 class) And "o !a9e i" happen4 I 5ill sho5 "o !3 s"(den"s "ha" all o& "he! is special and and (ni:( (ni:(e) e) I 5ill 5ill al5a al5a3s 3s re!in re!ind d "he! "he! "ha" "ha" "he3 "he3 sho( sho(ld ld respec espec"" eer3one and 6(ll3ing and racial discri!ina"ion is no" good)





M y )ort%olio Pos" a collec"ion o& :(o"a"ions adoca"ing &or cele6ra"ing diersi"3 in "he classroo!) sing "hese :(o"a"ions4 e




EPISODE #

Indiid(al dierences and learner’s in"erac"ion





Episode #

Individ*al Di8eren'es Di8eren'es and Learner9s Learner 9s Intera'tion

Na!e o& 'S S"(den"# $o(rse#


*SED-'ILIPINO

Reso(r eso(rce ce Teacher eacher## 0-1C-12 $oopera"ing School#

+ear , Sec"ion#


rd +ear. +ear.


Da"e# Da"e#


My Tar#et A" "he end o& "his ac"ii"34 I 5ill gain co!pe"ence in de"er!ining "eaching approaches and "echni:(es considering "he learner’s dierences in leel o& a6ili"ies)

My $er%or&an'e 7Ho5 I 5ill 6e ra"ed8 'ield S"(d3 1 Episode - Individ*al Di8eren'es and Learner9s intera'tion

'oc(sed on# Deter&inin# tea'(in# a))roa'(es and te'(ni*es 'onsiderin# t(e learners9 di8eren'es in t(e level o% ailities Unsatis%a' E-e&)lary S*)erior Satis%a'tory Tass tory . / 0 1 Mindanao State University, General Santos City



O6sera"ion. Doc(!en"a"io n#

M3 Anal3sis

M3 re re?ec"ion

THE LEARNER’S DEVELOPMENT AND ENVIRONMENT All "as9s 5ere done 5i"h o("s"anding :(ali"3; 5or9 e
All or nearl3 all "as9s 5ere done 5i"h high :(ali"3

 Anal3sis :(es"ions 5ere ans5ered co!ple"el3 $lear connec"ion 5i"h "heories %ra!!ar and spelling are s(perior)

Nearl3 all "as9s 5ere done 5i"h accep"a6le :(ali"3

= Anal3sis :(es"ions 5ere no" ans5ered co!ple"el3 Vag(el3 Vag(el3 rela"ed "o "he "heories %ra!!ar and spelling accep"a6le



=

1

Re?ec"ion s"a"e!en"s are pro&o(nd and clear4 s(ppor"ed 63 e
Re?ec"ion s"a"e!en"s are clear 6(" no" clearl3 s(ppor"ed 63 e
Re?ec"ion s"a"e!en"s are shallo5; s(ppor"ed 63 e
2 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and all s(ppor"ing doc(!en"a"ion are loca"ed in sec"ions clearl3 designa"ed) 2

S(6!ission

%ra!!ar and spelling (nsa"is&ac"or 3

2

= M3 por"&olio

'e5er "han hal& o& "as9s 5ere done; or !os" o6>ec"ies !e" 6(" 5i"h poor :(ali"3 1 Anal3sis :(es"ions 5ere no" ans5ered)

*e&ore deadline)

 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and !os" s(ppor"ing doc(!en"a"ion are aaila6le and.or logical and clearl3 !ar9ed loca"ions)  On "he deadline)


= 1 A da3 a&"er "he deadline)


T5o T5o da3s or !ore a&"er Episode 1- The School as a Learning Eniron!en"


THE LEARNER’S DEVELOPMENT AND ENVIRONMENT "he deadline) = 2



1


Overall S'ore

@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@ Si#nat*re o% FS Tea'(er aove )rinted na&e Date


Grade

atin#

S'ore

Grade

atin#

=0 1-1 1B 1C 1 12

1)0 1)= 1) 1)B =)00 =)=

 C  0 B 2

1=-1 11 10 - B- 6elo5

=)0 =)B )00 ) )00


My Ma) To To reach 3o(r "arge"4 do "he &ollo5ing &ollo5ing "as9s# 1 O6sere O6sere "5o or or !ore !ore learners learners o& dieren" dieren" a6ili"ies a6ili"ies 6(" 6(" &ro! &ro! "he sa!e grade or 3ear leel) = 'ind o(" so!e in&or!a"i in&or!a"ion on a6o(" a6o(" "heir "heir 6ac9gro( 6ac9gro(nd) nd)  O6sere O6sere "he! "he! as "he3 "he3 par"icipa" par"icipa"e e in a classr classroo! oo! ac"ii" ac"ii"3 3) 2 Gri"e Gri"e a narra"i narra"ie e repor" repor" and a 6rie& re?ec"io re?ec"ion n on 3o(r 3o(r e




My Tools se "he a'tivity %or& proided &or 3o( "o doc(!en" 3o(r o6sera"ions)

An Oservation G*ide %or Individ*al Di8eren'es ead t(e %ollo3in# 'are%*lly e%ore yo* e#in to oserve+ T(en 3rite yo*r oservation re)ort on t(e s)a'e )rovided+

1 O6sere O6sere "he "he class class "o see "he "he dier dierence ences s in a6ili" a6ili"ies ies o& o& "he learners) = Tr3 "o iden"i iden"i&3 &3 "he "he s"(den"s s"(den"s 5ho 5ho see! see! "o 6e per&or!ing per&or!ing 5ell and "hose "ha" see! "o 6ehind)  Valida"e alida"e 3o(r 3o(r o6sera"i o6sera"ions ons 63 as9ing as9ing "he "eacher "eacher a6o(" a6o(" "he 6ac9gro(nd 7&a!il34 socio-econo!ic4 presence o& so!e learning disa6ili"34 e"c)8 2 O6sere O6sere "he "he 6ehaio 6ehaiorr o& 6o"h "he high achieing achieing and lo5lo5achieing learners) No"e "heir disposi"ions4 pace in acco!plishing "as9s4 in"erac"ion 5i"h "eacher4 and in"erac"ion 5i"h o"hers)  O6sere "he "eacher’s !e"hod in addressing "he indiid(al learning needs o& "he s"(den"s in his. her class)

Oservation e)ort Mindanao State University, General Santos City




Na! Na!e o& o& "he "he Scho School ol O6se 6sered red##

*ani anisil sil Na" Na"io iona nall Hig High h Sch Schoo ooll

School School Ad Addr dress ess## *anisi *anisil4 l4 %enera %enerall San" San"os os $i"3 $i"3 Da"e o& Visi"#

Sep"e!6er 1C4 =012

S"(den"s in a classroo! 5o(ld al5a3s hae dieren" a6ili"ies; "her "here e are are s"(d s"(den en"s "s 5h 5ho o per&o per&or! r! 5ell 5ell and and s"(d s"(den en"s "s 5h 5ho o are are slo5 slo5 learners) In "5o classes o& Mrs) Rias "ha" 5e had o6sered4 5e see "he dier dierenc ences es o& each each learn learner er)) Ge o6sere o6sered d a gro(p gro(p o& s"(den s"(den"s "s 5ho per&or! 5ell in class and "here are also s"(den"s 5ho see! "o 6e le&" 6ehind in "heir lessons) S"(den"s 5ho per&or! 5ell in "he class 7!os"l3 are girls8 in class hae sho5n an in"eres" "o "heir lessons) The3 lis"en a""en"iel3 "o "heir "eacher 5hen she disc(ssed her lessons and gie ins"r(c"ion &or "he ac"ii"3 "he3 5ill do) Those s"(den"s also par"icipa"e ac"iel3 "o "heir class disc(ssion and 5o(ld 6e a6le "o ans5er "he gien :(es"ion "o "he!) And 5heneer "he3 hae a gro(p ac"ii"34 "hose s"(den"s al5a3s lead "heir gro(p and g(ide so!e o& "heir class!a"e on 5ha" "o do) On "he o"her hand4 s"(den"s a" "he 6ac9 por"ion o& "he classroo! 5ere "he s"(den"s "ha" see! "o 6e 6ehind in "he class) The3 neer sho5 in"eres" "o "heir lessons4 "he3 5o(ld pre&er "o do o"her "hings "han "o lis"en "o "heir "eacher) The3 5ere passie and !os" o& "he "i!e "he3 are no" learning and canno" ans5er 5hen "he "eacher as9ed "he! a :(es"i :(es"ion) on) And so!e"i so!e"i!e !es s "he3 "he3 6eco!e 6eco!e 6(rden 6(rden "o gro(p gro(p ac"ii ac"ii"3 "3 6eca(se "he3 canno" do "he assigned "as9 "o "he! since "he3 do no" hae an3 idea on 5ha" "o do) Mrs) Rias al5a3s call "he a""en"ion o& "he s"(den"s 5ho are no" giing giing a""en"ion a""en"ion "o her lec"(res lec"(res and she 5ill "al9 sarcas"icall3 sarcas"icall3 "o "hose s"(den"s in order &or "he! "o 9no5 "ha" she is no" happ3 on 5ha" "he3 are doing) Ghen 5e cond(c"ed an in"erie5 5i"h Mrs) Rias4 she said "ha" she 5an"s "ha" all o& her s"(den"s 5ill learn so!e"hing "o her Mindanao State University, General Santos City




lessons and "o achiee i" she !o"ia"es !o"ia"es her class 63 giing re5ards i& "he3 do 5ell in class and p(nish!en" i& "he3 don’") *(" she added "ha" "here 5ere reall3 s"(den"s 5ho re!ain passie I class despi"e o& all "he !o"ia"ions and eor" she did)

My Analysis 5 Did yo*r yo*r oserv oservati ation on &at'( &at'( t(e in%or& in%or&at ation ion #iven #iven y t(e tea'(er< ;ere yo* ale to 'orre'tly identi%y 3(o a&on# t(e t(e st*d st*den ents ts )er% )er%or or&e &ed d 3ell 3ell and and 3(o 3(o did did not< not< ;(at ;(at e(a e(avi vior or (el) (el)ed ed yo* yo* iden identi ti%y %y t(e& t(e&< < ="ol ="ol*n *nte teer erin in# # to ans3er, res)ondin# to tea'(er9s dire'tion, et'+>

+es4 +es4 Mrs) Rias conr!ed o(r o6sera"ion) She said "ha" girls sea"ed in &ron" reall3 per&or! 5ell and "hose s"(den"s a" "he 6ac9 5ere slo5 learners) I iden"ied s"(den"s 5ho per&or! 5ell and slo5 learners 6ased on ho5 "he3 per&or! in "heir class and "heir 6ehaior "o5a "o5ard rds s "hei "heirr s"(d s"(d3 3) The3 The3 6elo 6elong ng "o high high achi achie eer er s"(d s"(den en"s "s 6eca 6eca(s (se e "he3 "he3 are are ac"i ac"ie e in clas class s disc disc(s (ssio sion n and "he3 "he3 hae hae condence "o ans5er :(es"ions) And s"(den"s 5ere slo5 learners 6eca(se "he3 do no" hae an in"eres" 5i"h "heir lesson and 5ere 6(s3 doing o"her "hings ins"ead o& lis"ening "o "heir "eacher) "eacher) @ Des'ri Des'rie e t(e di8ere di8eren'e n'es s in aili aility ty levels levels o% t(e st*dent st*dents s in t(e 'lass+ Is t(ere a 3ide #a) et3een t(e st*dents 3(o are )er%or&in# 3ell and t(ose t(at are not<

The s"(den"s 5ho per&or! 5ell 5ell in class hae a condence "o ans5er :(es"ion o& "heir "eacher and "he3 al5a3s 5an" "o si" in &ron" so "ha" "heir "eacher can recogni/e "he!) The3 also hae "he capaci"3 "o do "as9 independen"l3) independen"l3) Ghile "hose s"(den"s 5ho 5ere le&" 6ehind see! "o 6e ph3sicall3 presen" 6(" !en"all3 a6sen" and "he3 are a re no" in"eres"ed "o learn)





 Des'rie Des'rie t(e t(e &et(ods &et(ods *sed y t(e t(e tea'(er tea'(er in in (andlin# (andlin# t(e st*dents9 di8eren'es in ailities+ Ho3 did t(e st*dents res)ond to t(e tea'(er<

The "eacher al5a3s !o"ia"es !o"ia"es her s"(den"s "o learn 63 giing addi"ional poin"s "o "hose 5ho lis"en "o her disc(ssion) And she al5a3s calls "he a""en"ion o& "he s"(den"s 5ho are no" lis"ening) She is also giing an ac"ii"3 so "ha" her s"(den"s 5ill hae "o do so!e"hing s o!e"hing "ha" can !a9e "he! inole in "he class and a" "he sa!e "i!e en>o3 her s(6>ec") There 5ere 5ere s"(den"s 5ho &ollo5 5ha" "he "eacher’s "eacher’s said and do "he gien ac"ii"3 6(" "here 5ere so!e 5ho re!ain passie)





My e7e'tion / e'all e'all t(e ti&e 3(en yo* yo* 3ere 3ere in t(e t(e ele&ent ele&entary ary or or (i#( (i#( s'(ool+ e'all t(e (i#( and lo3 a'(ievers in yo*r 'lass+ Ho3 did yo*r tea'(er deal 3it( di8eren'es in ailities< ;as yo*r tea'(er e8e'tive<

Ghen I 5as in high school4 !os" o& !3 class!a"es 5ere high achieers since 5e 6elong "o "he rs" sec"ion 6(" 5e also hae class!a"es "ha" 5ere le&" 6ehind) O(r "eacher especiall3 in Ma"h disc(ssed o(r lesson &as" "ha" 5o(ld s(i" "o "he a6ili"ies o& "hose high achieers and lo5 achieers canno" cope (p 5i"h "he lesson) *(" o(r "eacher also a lso pa3s a""en"ion "o "hose slo5 learners 63 calling "heir a""en"ion and !os" o& "he "i!es le""ing "he! ans5er 6oard ac"ii"ies so "ha" she 5o(ld 9no5 i& her s"(den"s learn &ro! her lec"(re) Ge also did gro(p "("oring4 o(r "eacher gro(ps (s 6ased on o(r a6ili"ies4 2 high achieers "o 1 slo5 learner) Ge help o(r class!a"es "o cope 5i"h o(r lesson and 63 doing "his 5e can li&" (p "hos "hose e lo5 lo5 achi achie eer ers s a" "he "he sa!e sa!e "i!e "i!e 5e can can shar share e o(r o(r dieren" ideas regarding "o o(r "opic.lesson) And 6eca(se o& "his gro( gro(p p "("o "("ori ring ng44 5e reall eall3 3 s"ri s"rie e so "ha" "ha" o(r o(r lo5 lo5 achi achie eer er gro(p!a"e 5ill ge" high score in :(i//es and e




EPISODE C#

Ho!e-school lin9





Episode C#

HOMESCHOOL LI!4 Na!e o& 'S S"(den"# $o(rse#


*SED-'ILIPINO

Reso(r eso(rce ce Teacher eacher## 0-1-12

+ear , Sec"ion#


$oopera"ing School#




My Tar#et A" "he end o& "his ac"ii"34 I 5ill gain co!pe"ence in iden"i&3ing and descri6ing "he in?(encing &ac"ors in "he ho!e eniron!en" "ha" i!pac" s"(den"’s learning)

My $er%or&an'e 7Ho5 I 5ill 6e ra"ed8 'ield S"(d3 1 Episode C- HOMESCHOOL LI!4 'oc(sed on# Identi%yin# and des'riin# t(e in7*en'in# %a'tors in t(e (o&e environ&ent t(at i&)a'ts st*dent9s learnin#+

Tass O6sera"ion. Doc(!en"a"io n#

M3 Anal3sis

E-e&)lary . All "as9s 5ere done 5i"h o("s"anding :(ali"3; 5or9 e
S*)erior / All or nearl3 all "as9s 5ere done 5i"h high :(ali"3

 Anal3sis :(es"ions 5ere ans5ered co!ple"el3 $lear connec"ion 5i"h "heories %ra!!ar and spelling are s(perior) 



Unsatis%a't ory 1 'e5er "han hal& o& "as9s 5ere done; or !os" o6>ec"ies !e" 6(" 5i"h poor :(ali"3 1 Anal3sis :(es"ions 5ere no" ans5ered) %ra!!ar and spelling (nsa"is&ac"or3

%ra!!ar and spelling accep"a6le 1 =








M3 re re?ec"ion

THE LEARNER’S DEVELOPMENT AND ENVIRONMENT Re?ec"ion s"a"e!en"s are pro&o(nd and clear4 s(ppor"ed 63 e
Re?ec"ion s"a"e!en"s are clear 6(" no" clearl3 s(ppor"ed 63 e
Re?ec"ion s"a"e!en"s are shallo5; s(ppor"ed 63 e
M3 por"&olio

2 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and all s(ppor"ing doc(!en"a"ion are loca"ed in sec"ions clearl3 designa"ed) 2

S(6!ission

*e&ore deadline)

 Por"&olio is co!ple"e4 clear4 5ellorgani/ed and !os" s(ppor"ing doc(!en"a"ion are aaila6le and.or logical and clearl3 !ar9ed loca"ions)  On "he deadline)


= 1 A da3 a&"er "he deadline)


= 2



1

S*totals Overall S'ore

atin# ased on trans&*tation:


Trans&*tation o% S'ores to Grades2 atin#s





S'ore

Grade

atin#

S'ore

Grade

atin#

=0 1-1 1B 1C 1 12

1)0 1)= 1) 1)B =)00 =)=

 C  0 B 2

1=-1 11 10 - B- 6elo5

=)0 =)B )00 ) )00


My Ma) To To reach 3o(r "arge"4 do "he &ollo5ing &ollo5ing tass# • • • •

•

•

•

Selec" a learner &ro! "he class 5ho! 3o( hae o6sered) In"erie5 "he "eacher a6o(" "he learner’s charac"eris"ics) $ond(c" a ho!e isi" "o 3o(r selec"ed learner’s residence) residence) In"erie5 "he paren"s a6o(" -"he r(les "he3 i!ple!en" a" ho!e concerning "heir child’s schooling) -"he learner’s ac"ii"ies and 6ehaior 5hile a" ho!e) Descri6e "he &a!il3 in "er!s o& -n(!6er o& si6lings -n(!6er o& si6lings in school) Iden"i&3 "he &ac"ors in "he ho!e eniron!en" "ha" !igh" aec" "he learner’s school per&or!ance) Re?ec" Re?ec" on ho5 a "eacher can co!!(nica"e eec"iel3 5i"h "he ho!e)





My tools se "he ac"ii"3 &or! proided &or 3o( "o doc(!en" 3o(r o6sera"ions) An Oservation G*ide %or t(e Learners9 C(ara'teristi's ead t(e %ollo3in# 'are%*lly e%ore yo* e#in to oserve+ T(en 3rite yo*r oservation re)ort on t(e s)a'e )rovided+ T(en 3rite yo*r oservation re)ort on t(e s)a'e )rovided on t(e ne-t )a#e+

1 Ma9e Ma9e a general general o6sera"i o6sera"ion on o& "he learne learnerr) Descri6e Descri6e hi! in in each o& "he do!ains o& deelop!en") Ph3sical 6od3 6(il" and heigh" 7"hin4 ch(6634 (nder5eigh"4 oer5eigh"8) Leel o& ph3sical ac"ii"3 7&as"4 slo54 le"hargic4 ac"ie4 e"c8 Social-in"erac"ion 5i"h "eachers and class!a"es 7loner4 sh34 socia6le4 &riendl34 ge"s in"o gh"s4 li9ed 63 o"hers4 e"c)8 E!o"ional !oods4 "e!pera!en"4 cries easil34 loses "e!per4 happ34 sho5s en"h(sias!4 e(s"!en"s8 = Ho5 does does "he "eache "eacherr co!!(nic co!!(nica"e a"e 5i"h 5i"h paren"s paren"s Ho5 Ho5 o&"en o&"en Gha" Gha" do "he3 disc(ss Agree on In"erie5 5i"h paren"s 1 $ond(c" $ond(c" a ho!e isi") isi") Once Once "here4 "here4 o6sere o6sere "he "he ho!e ho!e se"-(p) se"-(p) 7Ho!e 7Ho!e is orderl34 &a!il3 pic"(res in "he liing roo!)8 = se "he "he In"eri In"erie5 e5 (es"i (es"ions ons on "he ne<" ne<" page) page) (s" (s" as9 "he :(es"ions 5i"h 5hich 3o( &eel co!&or"a6le) •

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S*##ested $arent Intervie3 +o(r +o(r "eacher !a3 as9 3o( "o (se a !ore !ore de"ailed in"erie5 g(ide) g(ide) *e &ree "o "ransla"e "he :(es"ions i& necessar3)  LEI! Na!e o& Learner #  Da"e o& 6ir"h# an*ary 0/, 01. 01.

Age#

1. years old

%rade. 3ear leel : Grade  %ender# Male N(!6er o& si6lings:  *ir"h order# 1st Paren"s Mo"her# e#ina Lerin Age# /@ yrs+ old S'(ool Grad*ate Occ(pa"ion# Ho*se3i%e 'a"her# essie Lerin S'(ool Level Occ(pa"ion# Fis(er&an

Ed(ca"ional a""ain!en"# Hi#( Ed(ca"ional a""ain!en"# Hi#(

Learner9s )(ysi'al as)e'ts: Healt( Mot(er9s Healt( d*rin# )re#nan'y 3it( t(e learner:

Mrs) Lerin said "ha" she is heal"h3 d(ring her pregnanc3 5i"h R) she neer had an3 heal"h pro6le! "ha" "i!e) Ail&ents or (ealt( )role&s o% t(e learners as a '(ild:

According "o R’s !o"her4 he is a heal"h3 child) He doesn’" hae an3 serio(s ail!en"s) He go" sic9 so!e"i!es 6(" a !ild &eer4 co(gh and colds onl3) onl3) Food )re%eren'es )re%eren'es o% t(e learner as a '(ild and at )resent:

Ghen he 5as a child R 5an"s "o ea" ege"a6les especiall3 pa96e" 6(" as he gro5s old he 6eco!e choos3 "o 5ha" &oods he 5ill ea") He no5 li9es &ried chic9en4 li9e an3 o"her girls and 6o3s R 5o(ld also pre&er !ea"s ra"her "han ege"a6les) ;(o too 'are o% (i&2(er as a '(ild< Mindanao State University, General Santos City




Since 6ir"h (n"il "he presen"4 p resen"4 Mrs) Lerin "a9es care R and his o"her si6lings)

Learner9s so'ial as)e'ts: Des'rie yo*r '(ild9s so'iaility=%riendly, o*t#oin# or s(y, lone>

Mrs) Lerin Lerin said "ha" R is a 9ind child) child) He has &riends &riends and "he3 hang o(" so!e"i so!e"i!e !es) s)

He is also also a socia6le socia6le child child 6eca( 6eca(se se he is eas3 eas3 "o deal 5i"h4 5i"h4 !an3 !an3

children li9e "o 6e &riends 5i"h hi!) ;(o 3ere t(e learner9s )lay&ates<

Ghen he 5as a child he pla3ed "oge"her 5i"h o(r neigh6ors children4 he has also a 6es" &riend na!ed Kenne"h; "he3 5ere pla3!a"es since "he3 5ere 3o(ng (n"il no5) As a '(ild t(en 3as (e2 s(e allo3ed )layin# o*tside<

+es4 +es4 he 5as allo5ed "o pla3 o("side) Is (e2 s(e allo3ed to #o o*t 3it( %riends< Do yo* (ave r*les %or (i&2 (er to %ollo3 re#ardin# #oin# o*t< ;(at are t(ese r*les<

Accordin According g "o Mrs) Lerin4 Lerin4 R is allo5ed allo5ed "o go o(" 5i"h his &riends &riends 6(" he sho(ld nish rs" doing "he ho(sehold chores assigned "o hi!) He sho(ld no" also go &ar &ro! "heir ho(se and sho(ld go ho!e earl3)





E&otional Moral: ;(at are yo*r e-)e'tations o% yo*r '(ild<

Mrs) Lerin said4 R as !3 rs" and eldes" child4 I al5a3s e
In o(r ho!e 5e gie all 5ha" "he3 need) Ge also sho5 care and loe "o "he! so "ha" "he3 5o(ld &eel "ha" "he3 are i!por"an" "o (s) So!e"i!es 5e also repri!and "he! 6(" "he3 sho(ld 9no5 "ha" 5e are doing "his &or "he! "o 9no5 "he righ" "hings4 said Mrs) Lerin) Does yo*r '(ild #o to yo* 3(en s(e2 (e %eels do3n or (as )role&< ;(at do yo* do to &eet (is2 (er e&otional needs<

Mrs) Lerin said "ha" she neer e
Mrs) Lerin said "ha" as r’s !o"her she neer e
Mrs) Lerin# (s(all3 !3 h(s6and is "he one 5ho disciplines o(r children) He 5ill scold and gie p(nish!en" "o "he children i& "he3 hae done so!e"hing 5rong) Do yo* (ave r*les in t(e (o*se< ;(at are t(ey<

Mrs) Lerin# +es4 5e hae4 li9e "he3 sho(ld do "he assigned "as9s "o "he!) "he3 sho(ld no" also go o(" 5i"ho(" o(r per!ission and "he3 sho(ld go ho!e earl3 &ro! school) Ho3 do yo* i&)ose t(e r*les<

Mrs) Lerin# 5e al5a3s re!ind "he! a6o(" "he r(les and eer3"i!e "he3 Mindanao State University, General Santos City




disregard i" "he3 5ill 6e p(nished) ;(at are t(e 'onse*en'es o% reain# t(e r*les<

Mrs) Lerin# i& "he3 6rea9 "he r(les4 "he3 5ill 6e scolded 63 "heir &a"her and 5ill 6e p(nished)

Leaner9s 'o#nitive as)e'ts: ;(at are t(e C(ild9s interests<

%ien "ha" R is a 6o34 he reall3 hae an in"eres" in co!p("er ga!ing) D(ring his &ree "i!e4 he al5a3s goes g oes "o an in"erne" ca&Q "o pla3) pla3) ;(at are (e2 s(e #ood at in s'(ool<

He (s(all3 go" good grades in Science co!pare "o his o"her s(6>ec"s) And I "hin9 i"’s his &aori"e s(6>ec") In 3(at s*e't2s does (e2 s(e (ave diJ'*lty<

He reall3 reall3 has diFc(l"3 in Ma"h as 5ell as in Mapeh) Ho3 do yo* &onitor (is2(er )er%or&an'e in s'(ool< Ho3 do yo* &otivate (i&2 (er<

 I !oni"or his school per&or!ance "hro(gh his repor" card and i& I see "ha" he has a lo5 grades I 5ill "ell hi! "o s"(d3 hard and do his 6es" &or "he ne<" grading so "ha" he can i!proe i") Do yo* (ave r*les at (o&e to (el) (i& develo) #ood st*dy (aits< ;(at are t(ese r*les< Ho3 are t(ey i&)le&ented<

+es +es44 5e hae hae44 5e al5a al5a3s 3s s"(d s"(d3 3 rs" rs" 6e&o 6e&orre "he3 "he3 can can pla3 pla3 or 5a"c 5a"ch h "eleision) Ge gie "he! a "i!e "o s"(d3 and i& "he3 &ail "o do i" "he3 co(ldn’" pla3 or 5a"ch TV)





The Learner’s Deelop!en" Prole Prole Na!e o& "he Learner#  LEI! School# anisil !ational Hi#( S'(ool Da"e o& Ho!e Visi"# Se)te&er 1, 01. Da"e 6ir"h# an*ary 0/,0 Age# 1. years old %rade. 3ear leel# Grade  %ender# Male 'a!il3 Prole N(!6er o& Si6lings#  *ir"h order# 1st Paren" Mo"her# e#ina Lerin Age# /@ years old Occ(pa"ion# Ho*se3i%e Ed(ca"ional A""ain!en"# Hi#( s'(ool #rad*ate 'a"her# essie Lerin Lerin Occ(pa"ion# Fis(er&an Ed(ca"ional A""ain!en"# Hi#( s'(ool level $(ysi'al Develo)&ent In a )ara#ra) )ara#ra)( ( %or&, %or&, des'ri des'rie e t(e )(ysi'al )(ysi'al develo)& develo)&ent ent o% t(e learne learner r+ Co&in Co&ine e t(e tea'(e tea'(er9s, r9s, )aren )arent9s t9s res)on res)onse ses, s, and yo*r yo*r o3n oservations+

R Lerin is a s!all 6o3; his heigh" is i s li9e an ele!en"ar3 s"(den" and his class!a"e call hi! p("o") He has a nor!al 6od3 6(il" and &air s9in) So'ial Develo)&ent In a )ara#ra)( %or&, des'rie t(e so'ial develo)&ent o% t(e learner+ Co&ine t(e tea'(er9s, )arent9s res)onses, and yo*r o3n oservations+

R is a 9ind child; he has &riends 6eca(se he is eas3 "o deal 5i"h) So!e"i!es he is 6oss3 and he 5an"s "ha" all his order 5ill 6e &ollo5 and I 5o(ld res(l" in !is(nders"anding 6(" he can cope "o i" easil3) His class!a"es also 6(ll3 hi! 6eca(se o& his heigh" 6(" he >(s" disregards i") E&otionalMoral E&otionalMoral Develo)&ent Develo)&ent In )ara#ra)( %or&, des'rie t(e e&otional&oral develo)&ent develo)&ent o% t(e learner+ Co&ine t(e tea'(er9s, )arent9s res)onses, and yo*r o3n oservations+

R see!s "o 6e happ3 al5a3s as i& he does no" hae an3 pro6le!s) pro6le!s) He al5a3s 5ears a s!ile and er3 energe"ic inside "he classroo!) He has a Mindanao State University, General Santos City




posi"ie disposi"ion "o5ards his li&e)

Co#nitive Develo)&ent In )ara#ra)( %or&, des'rie t(e 'o#nitive develo)&ent o% t(e learner+ Co&ine t(e tea'(er9s, )arent9s res)onses, and yo*r o3n oservations+

R is an aerage s"(den"; Mrs) Rias said "ha" he can co!prehend easil3 co!pared "o his class!a"es) Ghile his !o"her said "ha" he is good in science) He learn "hings 9ines"he"icall34 he 5an"s "o hae an ac"ii"3 a&"er "heir class so he can (nders"and !ore "heir lesson) Findin#s ;rite (ere yo*r salient ?ndin#s ao*t t(e learner+ learner+

Since R is a 9ines"he"ic learner4 his "eacher gies so!e ac"ii"3 "ha" 5o(ld s(i" "o his a6ili"3 and "o "he learners "ha" has "he sa!e a6ili"3 5i"h R) he al5a3s !oe aro(nd inside "he class 6eca(se he is learning "hro(gh i") Con'l*sions ;rite yo*r 'on'l*sions a%ter yo* (ave analyed t(e i&)a't o% t(e s'(ool and t(e (o&e on t(e learner9s develo)&ent+ T(e *estion in Yo*r Yo*r analysis )ortion )ortion o% t(is learnin# e)isode e)isode 'an 'an (el) yo*+

There are &a!il3 &ac"ors "ha" aec" "he 6ehaior o& "he s"(den") R as "he eldes" child o& "he &a!il34 he is responsi6le in his earl3 age and 5hen he go "o school he "ill hae "his charac"eris"ic) charac"eris"ic) And he4 6eing 6oss34 I "hin9 i" is 6eca 6eca(s (se e he is "he "he elde eldes" s" so he is s(pe s(peri rior or oer oer his his 3o(n 3o(nge gerr si6l si6lin ings gs)) Moreoer4 "he ac"ii"ies gien 63 "he "eacher help hi! "o (nders"and "he lesson easil3 since he is learning 63 doing) e'o&&endations ;rite yo*r re'o&&endations+ re'o&&endation s+

To R’s paren"s4 I a! reco!!ending "he! "o pa3 !ore a""en"ion "o hi! especiall3 in his school per&or!ance and "he3 sho(ld hae connec"ion "o R’s "eacher so "ha" "he3 can chec9 his progress in school) 'or Ma’a! Rias4 I reco!!end her "o hae a long pa"ience 5i"h R’s Mindanao State University, General Santos City




a""i"(de and she sho(ld help R "o e




My analysis +o(r +o(r ndings and reco!!enda"ions reco!!enda"ions in "he Learner Deelop!en" Deelop!en" Prole Prole 5ill 3o( ans5er "he :(es"ions here) 1 Fro& yo*r (o&e visit and intervie3, 3(at do yo* t(in is t(e style o% )arentin# e-)erien'ed y t(e learner< E-)lain yo*r ans3er)

Ghen I in"erie5 in"erie5ed ed R’s !o"her4 !o"her4 I discoer discoer "ha" "he3 hae a pa"riarchal &a!il3) Their &a"her is "he head o& "he &a!il34 all "he decisions depends on "he &a"her and "he &a"her also discipline "he) The3 e
elatin# yo*r data 3it( 3(at yo* learned %ro& '(ild develo)&ent, 3(at %a&ily %a'tors do yo* t(in 'ontri*te to t(e develo)&ent and overall ad*st&ent o% t(e learner in s'(ool<

R4 as "he eldes" a!ong B si6lings earl3 earl3 deeloped "he sense o& responsi6ili"3 in hi!) Since he 5as e
Does t(e 'o&&*ni'ation et3een t(e (o&es'(ool (ave an e8e't on t(e learner< I% yes, 3(at are t(ese e8e'ts<

+es4 +es4 i& "here is co!!(nica"ion 6e"5een "he paren"s and "eacher o& "he learner4 "he paren"s 5ill hae an idea on ho5 "heir children doing in class4 and "he3 5ill 9no5 i& "here is an3 pro6le! 5i"h "heir children) And "he "eacher 5ill also 9no5 "he learner’s Mindanao State University, General Santos City




6ac9gro(nd "ha" 5o(ld help hi!.her (nders"and !ore "he learner) learner) And 6eca(se o& "his4 6o"h "he "eacher and paren"s can help "he learner "o do 5ell in school and "he learner 5ill 6e !o"ia"ed "o do good "hings "o5ards his s"(d3 since he 9no5 "ha" his "eacher has a connec"ion connec"ion 5i"h his paren" paren" and he 5ill 5ill 6e repor"ed repor"ed i& eer he 5ill do (nnecessar3 (nnecessar3 "hings)

My e7e'tions 1 e7e't e7e't on yo*r yo*r o3n o3n develo)& develo)&ent ent as a '(ild+ '(ild+ ;(at ;(at ty)e ty)e o% o% )arentin# did yo* e-)erien'e< Ho3 did it a8e't yo*<

M3 paren"s 5ere er3 s"ric" 5hen i" co!es "o o(r s"(d3) Ge don’" hae !an3 r(les in doing ho(sehold chores 6eca(se 5e are no" allo5ed "o do hea3 chores 6(" 5e sho(ld spend !ore o(r "i!e in s"(d3ing) s(all3 !3 !o"her disciplines (s 6eca(se !3 &a"he &a"herr is no" no" s"a3 s"a3in ing g long long in o(r o(r ho(s ho(se e 6eca 6eca(s (se e o& his his 5or9 5or9)) Gheneer 5e do 5rong4 o(r !o"her 5ill >(s" repri!and (s 6(" 5hen i" co!es "o o(r school per&or!ance4 she is er34 er3 s"ric") M3 !o"her al5a3s challenge (s "o hae a grade o&  a6oe and 5e !(s" 6e in "he "op  and i& 5e don’"4 she 5ill repri!and (s again and again again as i& 5e did did a er3 6ad "hings) "hings) And 6eca(se 6eca(se o& his4 I 6eco!e a honor s"(den" since ele!en"ar3 (n"il I grad(a"ed high school)

0

As a %*t*re tea'(er, (o3 3o*ld yo* estalis( #ood (o&e s'(ool 'ollaoration< 'ollaoration< Ho3 'an yo* 3or 3ell 3it( t(e )arents< Ho3 'an yo* (el) t(e&< Ho3 'an t(ey (el) yo*<

As a &("(re "eacher4 "o hae good ho!e-school colla6ora"ion4 I sho(ld 9no5 rs" "he paren"s o& !3 s"(den"s and I sho(ld 6e &riends 5i"h "he! "o 6(ild a good rela"ion) And in order "o 9eep o(r good rela"ionship4 I 5ill hae a r(le "ha" "he paren"s sho(ld 6e Mindanao State University, General Santos City




"he one 5ho 5ill ge" "he repor" card o& "heir children so "ha" 5e 5ill hae a "i!e "o "al9 i& "he3 hae an3 co!!en"s or pro6le!s 5i"h regards "o "heir children’s school per&or!ance and i& "here are an3 pro6le!s "he3 can "al9 "o !e direc"l3) And "he paren"s can also help !e (nders"and "he a""i"(de and 6ehaior o& "heir children and 63 "his I can hae "he idea on ho5 "o handle "heir dierences)





My $ort%olio 1 Ma9e Ma9e an ar"is"ic ar"is"ic color&(l color&(l and crea"ie crea"ie is(al e
= Ma9e Ma9e a re?ec re?ec"ion "ion acro acros"ic s"ic a6o(" a6o(" "he "he ho!e ho!e and school lin9 H *&ility in #ivin# O *tstandin# in)*ts in order to M aintain and i&)rove t(e staility o% its E K nviron&ent t(ro*#( a S yste&ati' and C o&)etitive o&)etitive H *&ans t(at are 'a)ale o% O *tso*r'in# and )ro'essin# e8e'tive O *t'o&es to en(an'e t(e L i%e o% individ*al y &eans o% L iveli(ood a'tivities 3(i'( are are ein# I nte#rated in s'(ool tea'(in# and ! o3 as a )art o% 4 10 '*rri'*l*&









REF%E#TION Since I enter college and ta1e the education course; I al8a5s 8anted to 8ear such 1ind of uniform that I sa8 from the higher 5ears 8ho 8ere ta1ing !ield Stud5. Stud5. I said to m5self <' 5ears from no8 I can also ha%e it and I 8ill be beautiful 8hen I 8ear it.= +5 e4#eriences on !S " had hel#ed me a lot as a finish m5 chosen #rofession. Someho8; it changes some of m5 #ers#ecti%e in life. In this 1ind of sub6ect; I gained much 1no8ledge about m5 #rofession. I cannot forget our first da5 of obser%ation; I’m so e4cited to 8ear m5 !S uniform although it is not beautiful as I e4#ected but it is fulfilling;



!rom m5 coo#erating teacher; +a’am Ri%as; I learned man5 things from her that I can surel5 use and aa##l5 8hen someda5 I become a real teacher. She ga%e us an idea on ho8 to handle class es#eciall5 the lo8er section. She also sho8ed us different teaching strategies that 8e can use someda5. !S " is a %er5 big hel# to us student teacher; through it 8e are e4#osed and able to 1no8 the real ha##enings in a classroom. :lthough 8e s#end a lot of time and mone5 to accom#lish it; 5et it is one of m5 most e4citing and fulfilling e4#erience. MINDANAO STATE UNIVERSITY Fatima, ene!al Santo" #it$ #O%%EE OF EDU#ATION &achelo! of Secon'a!$ E'ucation

PERFORMAN#E EVA%UATION IN T)E %EARNIN EPISODES

(:+ O! STE(T T:C0R2 Charie +ae C. +agallanes S+STR2 " ST S+STR SC0OO$ 7:R2 'A"->'A"& COOPR:TI( SC0OO$2 Banisil (ational 0igh School COOPR:TI( T:C0R2 +rs. Riza Ri%as $earning e#isodes & * '

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%EEND* 1- E2cellent 0- Ve!$ Sati"facto!$ 3- Sati"facto!$ Mindanao State University, General Santos City




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Rated b52 MARIA T)ERESA P+ PE%ONES, DM+ Practicum Supervisor

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