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F ie ld S t u d y
Episode 1:
T h e
L e a r n e r 's D e v e lo p m e n t a n d E n v ir o n m e n t
S$hool as a Learnin*
Name of FS Student: Ms. Julie M. ar!ero "ourse: TTE #eso #e sour ur$e $e Tea Tea$he $her: r: M%S M%SS &L'M &L'M%L %L(N (N )ED# )ED#'S 'S' ' Si*na Si*natur ture: e: +++++++++++++++++++ "ooperatin* S$hool: ,ND#ES S'#%,N' "'LLE&ES 'F %SL%&
Your Target: At the end of this activity, you will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning.
Your Your Map: M ap: A general observation of the campus and the classroom is an exciting wa y to start your observation. Your mission is to do the following tasks:
1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom.
2. Accomplish the checklist as you move around the school premises.
%. &resent your idea of a good school environment through any of these' a( )escriptive &aragraph* !( &hoto +ssay* c( Sketch or draing* d( &oem, Song or -ap
3. ased on your gathered data in the checklist, descri!e the school environment.
". #ake a re$ection on the characteristics of a school environment that promotes learning.
(our (our T''LS As you move around the campus, activity forms are provided for you to document your observations. It is advised that you read the entire worksheet before proceeding to the school site. A good understanding understanding of the activities activities and tasks to be accomplishe accomplished d in the activity activity sheets yield better learning results.
S"-''L F,"%L%T%ES "-E"L%ST Familiarize yourself with the different areas of the school. Check the column to indicate their availability. ive a brief description of those that are available on the last column. ,/,%L,LE N 'T DES"#%)T%'N F!C"#"T"
%$'0$e of the )rin$ipal
Li!rar
,/,%L,LE Smal Smalll but clea clean n and and neat neat.. apers and documents were arranged in a proper places.
!ooks are arranged acco accord rdin ingl gly y, tabl tables es and and chairs chairs are also also presen presentt for students conducive to learning.
1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom.
2. Accomplish the checklist as you move around the school premises.
%. &resent your idea of a good school environment through any of these' a( )escriptive &aragraph* !( &hoto +ssay* c( Sketch or draing* d( &oem, Song or -ap
3. ased on your gathered data in the checklist, descri!e the school environment.
". #ake a re$ection on the characteristics of a school environment that promotes learning.
(our (our T''LS As you move around the campus, activity forms are provided for you to document your observations. It is advised that you read the entire worksheet before proceeding to the school site. A good understanding understanding of the activities activities and tasks to be accomplishe accomplished d in the activity activity sheets yield better learning results.
S"-''L F,"%L%T%ES "-E"L%ST Familiarize yourself with the different areas of the school. Check the column to indicate their availability. ive a brief description of those that are available on the last column. ,/,%L,LE N 'T DES"#%)T%'N F!C"#"T"
%$'0$e of the )rin$ipal
Li!rar
,/,%L,LE Smal Smalll but clea clean n and and neat neat.. apers and documents were arranged in a proper places.
!ooks are arranged acco accord rdin ingl gly y, tabl tables es and and chairs chairs are also also presen presentt for students conducive to learning.
"ounselin* #oom
"ith proper ventilation and well well#l #lig ight hted ed,, helpi helping ng the the guidance area to counsel to students concern.
"anteen2 "afeteria
$his common area has few tables and chairs. cha irs. %enerally, the place is clean and well ventilated. &ere, they serve snacks and lunch for everyone in the school. $he school clinic has medic dical par parapher hernalia neede eded for emergency ency case cases. s. $here here is is als also a school nurse who is assigned to take care of the facility and do the monitoring of the students' health. It is not yet well# organi(ed since it has an incomplete facilities.
Medi$al "lini$
,udio /isual2 Media "enter
#eadin* "enter
Spee$h La!orator
It is well well##e)ui e)uipp pped ed and and well well## arra arrange nged. d. It is also also clean and well# ventilated.
S$ien$e La!orator
*)ui *)uipp pped ed with with diff differ eren entt labo labora rato tory ry appa appara ratu tuse ses. s. +sed +sed by stud studen ents ts duri during ng their biology, chemistry and physics classes.
&mnasium
It is wide enough for the school activities activities,, well#built well#built and clean.
,uditorium
-ome E$onomi$s #oom
$he room is good and complete of necessary things that are needed in the students activity. activity.
%ndustrial 3or4shop ,rea
)T, '0$e
"omfort #oom for os2&irls
It is dirty, slippery and unpleasant smell exist..
'SE#/,T%'N &5%DE F'# T-E "L,SS#''M /%S%T &ead the following statements carefully. Then write your observation report
on the provided space. '. (escribe the community or the neighborhood that the school is found. ). (escribe the school campus. *hat colors do you see+ *hat is the condition of the buildings+ ,. -ass by the offices. *hat impressions do you have of these offices+ . *alk through the school halls/ the library/ the cafeteria. #ook around and find out the other facilities that the school has.
0ame of %chool 1bserved: !0(&$% %1&"!01 C1##$$% 1F 2"%#" %chool !ddress: !ndres %oriano !venue/ Mangagoy/ 2islig City (ate of 3isit: 4uly 56/)5', The school is located in front of the Catholic Church. It is surrounded with houses and establishments. The neighborhood is noisy because of the motor vehicles plying along the streets, but the outside environment of the school is clean and not polluted. The school campus is wide and the buildings are quiet old. I can see different colors inside the school but most of it is blue since it is the color motif of the school. Some of the classrooms are already fixed and painted with cool colors. Whenever I passed by the offices, I always have the impressions that people in the office are always busy. It is well equipped and wellventilated. !ersonnels are approachable too. The "ibrary is full of boo#s, quiet, clean and wellarranged. The halls are clean too, so with the canteen which is always full of nutritious foods. The school provided free wifi $one so that the students and teachers can access the internet anytime inside the campus
'SE#/,T%'N &5%DE F'# T-E "L,SS#''M /%S%T !e guided by these tasks as you do your observation. $hen accomplish the matrix to record your data.
. -ook at the walls of the classroom. "hat are posted on the walls "hat heroes, religious figures, lessons, visual aids, announcements, do you see posted /. *xamine how the furniture is arranged. "here is the teacher's table located &ow are the tables and chairs0desks arranged 1. "hat learning materials0 e)uipment are present 2. 3bserve the students. &ow many are occupying one room 4. Is the classroom well#lighted and well#ventilated
"L,SS#''M F,"%L%T%ES M,T#%6 C#!%%&11M F!C"#"T"
%$($%C&"-T"10 7L'",T%'N8 N5ME#8 ,##,N&EMENT8 "'ND%T%'N9
1. W%"" &IS!"%'S
There are lots of wall displays posted everywhere li#e pupils activity chart, sub(ect information and even pupil)s birthdays. They are arranged well.
2. T*%C+*)S T%-"*
The teacher)s table is located near the door of the classroom where she could see every student going in or out of the class.
3. "*%*)S C+%IS
There are four des#s with four chairs each table and one long des# with six chairs at the left side. The tables and chairs are painted with pin# color. %nd it is well furnished.
4. -"%C/-0%&
It is wide provided for teacher and for the student)s stability and value of focus to learning.
5. "*%I1 2%T*I%"S34IS5%" %I&S
The learning material or visual aids which are used by the teacher are written ligibly for the students to learn.
6. C%-I*T
It is where the cleaning materials are #ept.
7. C*I"I1 6% 8. C0260T 002
9. T*"*4ISI0 %& &4& !"%'* 10. C*I"I1
The ceiling fan is good. It help the students and teacher feel comfortable. The comfort room inside the classroom is clean. There is a faucet but there is no light inside. It is very useful in any film showing inside the classroom. The ceiling is good. +elping the teacher to interact with each other by covering the inner surface of the roof to maintain ventilation.
'SE#/,T%'N #E)'#T 'N "L,SS#''M /%S%T 0ame of %chool: !0(&$% %1&"!01 C1##$$% 1F 2"%#" %chool !ddress: !ndres %oriano !venue/ Mangagoy/ 2islig City (ate of 3isit: 4uly 56/ )5',
It was 7uly 89, :8;< when we started our first actual observation in accordance to our 6S ; sub(ect. I was so excited on that day that I came to school very early. *ach one of us were assigned to a certain classroom and observed everything that is related to the student)s learning process. 0ur teacher told us to fill in everything that corresponds to our target and goal. The target is to be competent in determining a school environment that provides social, psychological and physical environment supportive of learning. I strolled around the campus together with my classmates and I (otted down the observation in my noteboo#. I was impressed by the different offices and rooms since it is my alma mater, I could say that the school has a lot of improvement as the years goes by. I observed everything that the school have. The faculty room in which the teacher)s stay is neat and clean. 2ost of the rooms are already using pro(ectors and computers during their classes. We went bac# on another days and continued our observation. I accomplished the school facilities matrix and was able to answer
the questions which are as#ed in my data.
rite your o!servation here.
,N,L(S%S . &ow do the school campus and the classroom in particular impact on the learning of the students going to school "hat are your conclusions I conclude that the school has a great impact in learning, in the sense that they have a lot of students in school and that only shows how great is the impact of the school to particular learning process. The classrooms are filled with thoughts, and learning that a student3pupil can get.
/. &ow does this relate to your knowledge of child and adolescent development &ow does this relate to your knowledge of facilitating learning In relation to my previous #nowledge of child and adolescent development, pupils learn easily if they were exposed to a friendly atmosphere, free from distractions and noises. They could easily learn if every meeting teacher uses variety and novelty of learning materials and motivate them always. In connection to my previous sub(ect facilitating learning that in doing our tas#s as a teacher I should follow the methods and techniques that are best for students to learn and see to it that it is effective.
#EFLE"T%'NS
. "ould you like to teach in the school environment you 5ust observed "hy 'es, I would li#e to teach in the school that I have observed in the sense that the environment of the school is good. The building is situated in a good place which provides proper ventilation and better environment. %nd since this is my beloved %lma mater, I would really love to teach here.
/. "hat kind of school campus is conducive to learning In my own views and opinion, a certain school can be considered conducive to learning if it has complete facilities such as standard si$e classrooms, shops and laboratories and library. The surroundings is clean, well maintained and free from any pollutions.
1. "hat kind of classroom is conducive to learning % classroom can be considered conducive to learning if it is clean, well ventilated and with proper lightning. It should also have the complete facilities and equipments necessary to facilitate the teaching learning process. "astly, it should not be too crowded to prevent classroom management problems and to maximi$e learning .
2. In the future, how can you accomplish your answer to number 1 If I am blessed by 1od and granted my aspirations in life that is to become a teacher someday, I)ll be resourceful and creative when I structure my classroom. I ma#e sure that my classroom is well organi$ed.
4. "rite your additional learning and insights here. This sub(ect helps me to learn everything necessary for the students to become future educators. The ability to observe classroom conditions will help me to become aware about how to achieve good and effective school environment and on how to provide the learners a classroom that is conducive to learning.
M( )E#S'N,L %LL5ST#,T%'N 'F ,N EFFE"T%/E S"-''L EN/%#'NMENT
%n effective school environment is one that provides to students the opportunity to achieve high standards that they can use in their future. % school where student feel safe and happy= an environment that will promote those values that will help pupils to become good and responsible citi$ens, enable them to become involved in their community and become good family members. *ach one of us is facing the difficulties and agonies over studies but why we are still conscious in choosing our school to study with even in our primary, secondary and the tertiary which is the college level. *ven me, I do the same act. Simply because, we want to achieve the quality education that we are see#ing for. >uality education that someday will help us to produce and economically free citi$ens. Students today are very luc#y unli#e of the past generations. They do not even have their proper education nor have the well ventilated classroom. I tried to as# myself on how luc#y I am because today, everything is equipped with modern technology.
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F ie l d
S t u d y
• T h e L e a r n e r 's D e v e lo p m e n t a n d E n v ir o n m e n t
E isode =: LearnerAs "hara$teristi$s Name of FS Student: M#S. M,. N%?, &,@ELLE ,M'# L. ,D'#,LE "ourse: EED %% #esour$e Tea$her: M%SS &L'M%L(N )ED#'S' Si*nature: +++++++++++++++++++ "ooperatin* S$hool: ,ND#ES S'#%,N' "'LLE&ES 'F %SL%&
Your Target: At the end of this activity, you will gain competence in differentiating the characteristics and needs of learners from different developmental levels.
Your Map: $o reach your target, do the following tasks:
Step 1 !serve : *roups of learners from di;erent levels. Step = Des$ri!e ea$h of the learners !ased on our o!servatio ns.
Step : /alidate our o!servatio n ! intervie
"ompare them in terms of their interests and needs.
(our T''LS
,n '!servation &uide for the LearnersA "hara$teristi$s &ead 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. -hysical '. 1bserve their gross motor skills. 7ow they carry themselves. 7ow they move/ walk/ run/ go up the stairs/ etc. ). !re gross movements clumsy or deliberate8smooth+ ,. 7ow about their fine motor skills+ *riting/ drawing/ etc.
%ocial '. (escribe how they interact with teachers and other adults. ). 0ote how they also interact with peers. *hat do they talk about+ *hat are their concerns+
$motional '. (escribe the emotional disposition or temperament of the learners.9happy/ sad/ easily cries/ moodshifts; ). 7ow do they e
Cognitive '. (escribe their ability to use words to communicate their ideas. 0ote their language proficiency. ). (escribe how they figure out things. (o they comprehend easily+ #ook for evidence of their thinking skills. ,. *ere there opportunities for problem solving+ (escribe how did they show problem solving activities.
+se the activity form provided for you to document your observations.
#earners@ (evelopment Matri< 6ecord the data you gathered about the learners' characteristics and needs in this matrix. $his will allow you to compare the characteristics and needs of learners at different levels. $he items under each domain are by no means exhaustive. $hese are 5ust sample indicators. You may add other aspects which you may have observed. (evelopment (omain
-reschooler
"ndicate age range of children observed:= to > yrs.old #7hildren are clumsy and brisk.
"ndicate age range of children observed: > to'' yrs.old
#$hey can write and read letters.
#$hey can write and read words.
#7an feed their selves without the assistance of others of others but is not proper.
# 7an feed their selves without the assistance of others.
%ocial "nteraction with Teachers
#$hey interact with
#$hey interact with
teachers without hesitation.
self#confidence.
"nteraction with Classmates8friend
#-ove to play with their classmates then
#$hey interact together with their
-hysical rossmotor skills
Finemotor skills
%elfhelp skills
1thers
$lementary
#$hey are very alert and energetic and active.
7igh %chool "ndicate age range of children observed:????????
s
"nterest 1thers $motional Moods and temperament/ e
$motional independence
easily got trouble. #$hey love to play and write anything and draw.
classmates 5oyfully and actively. #$hey become interested in an en5oyable activity especially story telling
#$hey are active,
#$here is shifting of
briskly happy but easily cry.
their moods. 3ften time they are weak sometimes they are active.
#$hey feel happy when they play with their classmates.
# $hey express their emotions through crying.
#$hey are using tagalong but they are not fluent on speaking.
#7an communicate
#$hey are not be able to figure out things alone.
#$hey can figure out small things.
#It is hard for them to solve problems.
#$hey can solve easy and some difficult problems.
1thers
with their teacher either in vernacular or *nglish.
('5# ,N,L(S%S "rite the most salient developmental characteristics of the learners you observed. !ased on these characteristics, think of implications for the teacher.
*xample: #evel
"mplications to the Teaching#earning -rocess
%alient Characteristics 1bserved •
•
$herefore, the teacher should
reschoolers like to move around a lot. •
-reschool
not expect preschoolers to stay seated for a long period of time.
!ge range of #earners observed: ,
#evel
-reschool !ge range of learners observed: => yrs.old
$lementary !ge range of learners observed: AB yrs.old
remember to use music and movement activities not 5ust in * but in all sub5ect areas. $herefore, teachers should
%alient Characteristics 1bserved
"mplications to the Teaching#earning -rocess
#$hey like to move a lot and play. #$hey like to draw. #$hey like to sing and dance. #-ike to talk about the things they like.
#$herefore, teachers should not expect preschoolers to stay seated for a long period of time. #$eachers should let the pupils to draw and assist them. #$heir teacher should find ways on how to develop their talents. &e should allow them to show it and encourage them in participating in different activities where they can show their talents. #*lementary pupils have #$herefore, the teacher should different learning abilities such provide different activities for as dancing, singing, drawing them. &e0she should also have and are hungry for learning. different kind of approach for the diverse learning abilities of #$hey are keen observers. the pupils. #$herefore, the teacher should be aware of what he is teaching and be careful of the way he0she present things. $he
teacher should always master his sub5ect matter before conducting his class next day.
-i*h S$hool
,*e ran*e of learners o!served:
(our #eBe$tions . "hile you were observing the learners, did you recall your own experiences when you were their age "hat similarities or differences do you have with the learners you observed &uring the days of my observation, I immediately recall those time during my preschool years. I remembered how en(oyable it is. 2y teacher taught me how to draw and color it with crayons. I loved those times when our teacher read us some short stories. She also let me sing the alphabet song in front of the class. I noticed some similarities or differences with the learners that I have observed. "i#e connecting the sound of a letter to a picture. The difference is that, nowadays, teachers are using more vivid pictures and it is now well printed by the computer.
/. $hink of a teacher you cannot forget for positive or negative reasons. &ow did she0he help or not help you with your needs 8physical, emotional, social, cognitive9 &ow did it affect you 2rs. %urora &ie$ is one of the few teachers I cannot forget. She is a very #indhearted person. She teaches very well in the class. She was actually my favorite teacher .She helped me gain selfconfidence. %nd helped me a lot with my emotional and social development. She gave me some advices whenever I needed it, most especially on how to improve my selfesteem. She have reminded me the importance of having a goal in
life. She used to ac#nowledge my effort every time I earned or achieved something. When it comes to my physical and cognitive development, she was the one who helped me improving my s#ills and talent. I was always part of a dialogue or any drama contest in school, a member of a dance troupe and a very active S-0 senator during my highschool years. Than#s to my teachers who believed on my capabilities as a student and for giving me so much confidence.
1. "hich is your favorite theory of development &ow can this guide you as a future teacher !iaget)s theory of cognitive development is my favorite theory. It can help me guide in the future as a teacher. -ecause this theory explains that an individual has its own level of learning according to their age. So with this theory you will be guided and understand that each level has its own level of understanding and development when it comes to their physical and cognitive aspects. This theory also explains the development of a child as early as conception until they will become mature, and each level has different level of development in terms of their physical and cognitive aspects.
2. Share your other insights here. %fter carefully observing and really paying attention to all of the pupils in preschool, the differences in their abilities becomes very noticeable. I was able to pinpoint the level of performances of the target students to be observed. Some were active participants and some were shy and too quiet. 0ne of the active and smart pupil that I have observed was a boy named %mador 2asancay. %s a fast learner, he is very confident and never fails to raise his hand every time the teacher as#s a question. +e can read the alphabet very well, and good in writing too. % ? year old boy and I thin# he is the top on their class. ext was a @ year old boy named %be Christopher 6abria. %lways neat but a very naughty boy. +e loves moving around and all the time he li#es tal#ing to hi seatmate. +e can read alphabets too, but sometimes with the assistance of his teacher. +e can answer the question of the teacher even if it is wrong. %nd for that I considered him as an average learner. "astly, I have this boy who got my attention. +is name is %ce *spinido from equina 4illage. % @ years old boy and a silent type of pupil. +e seems to have his own world because he is aloof to his classmates. +e doesn)t participate in the class and is not listening to the teacher most of the time. +e can)t read and write well too. +e cannot follow teacher)s instruction easily. -ut then, with the attention that the teacher has provided for him, I thin# he will improve himself.
F S 1 F ie l d
S t u d y
• T h e L e a r n e r 's D e v e lo p m e n t a n d E n v ir o n m e n t
Episode : "L,SS#''M M,N,&EMENT ,ND Name of FS Student: M#S. M,. N%?, &,@ELLE ,M'# L. ,D'#,LE "ourse: EED %% #esour$e Tea$her: M%SS &L'M%L(N )ED#'S' Si*nature: +++++++++++++++++++ "ooperatin* S$hool: ,ND#ES S'#%,N' "'LLE&ES 'F %SL%&
Your Target At the end of this activity, you will gain competence in managing time, space and resources to provide an environment which is appropriate to /!serve a class. 0sing a checklist, 1nd out the evident the learners and conducive to learning. • •
Your Map $o reach your target, do the following tasks:
•
•
•
classroom components. )escri!e ho the classroom is structured designed to allo everyone to participate in the learning activities. -elate the data in your checklist to the learners3 !ehavior. -e$ect on ho classroom management a4ects learning.
(our T''LS +se the activity form provided for you to document your observation.
,n '!servation &uide for the LearnersA "hara$teristi$s
&ead the following statements carefully. Then write your observation report on the provided space. '. !s you observe the class/ look into the characteristics of the learners. 0ote their ages. ). 7ow many boys are there+ 7ow many girls+ ,. Focus on their behavior. !re they already able to manage their own behavior+ . Can the learners already work independently+ =. (escribe their span of attention. >. #ook into their listening skills and ability to concentrate.
,n '!servation &uide for the "L,SS#''M /%S%T 0ame %chool: Andres Soriano Avenue, angagoy, !islig 7ity of the school 1bserved: Andres Soriano 7olleges of !islig #ocation of the (ate of 3isit: ;uly <=, /<1 %s I have observed, the age of the learners do not vary tal#ing about their behavior and characteristics for the reason that I witnessed there are some pupils who are very cooperative in the class and there are some who do not involved themselves in class discussion. In the classroom that I have observed, specifically the #indergarten, there are ;A pupils and most of them are boys only < are girls. There are only few students or pupils who can manage their own behavior by behaving well in the class, while most of them li#e to wait for teacher to remind them to stop doing things which could destruct the class. Since they are very young, only few can wor# independently. 2ost of them need help of the teacher. The span of attention is very short, since they always want to catch the attention of a teacher, or even to their classmates. 2ost of the pupils pay attention to their teacher= they lend their senses everytime the teacher is conducting a lesson. Though some of them are not, but then, they are still confident to answer the teacher whenever she calls their attention.
!n 1bservation uide for the C#!%%&11M 3"%"T
2e guided by these uestions as you do your observation of the classroom management. "t is also good to ask the teacher for additional information so you can verify your observation. *rite your notes belowD and then organize your data in the table that follows. '. !re there areas in the classroom for specific purposes 9storage of teaching aids/ books/ students@ belongings/ supplies/ etc.; ). !re there rules and procedures posted in the room. ,. (id the students participate in making the classroom rules+ . *hat are the daily routines done by the teacher+ 9prayer/ attendance/ assignment of monitors/ warmup activities/ etc.; 7ow are they done+ =. "s there a seating arrangement+ *hat is the basis of this arrangement+ >. 1bserve the noise level in the classroom. 7ow is this managed+ A. "f a learner is not following instructions or is offtask/ what does the teacher do+ 9behavior strategies;. B. *hat does the teacher do to reinforce positive behaviors+ 9behavior strategies;
1bservation 0otes: 'es, there are areas in the classroom for specific purposes li#e a cabinet for teaching aids, a table for student belongings and a boo# shelves for boo#s. 'es, there are rules posted in the wall, rules in ma#ing the classroom clean all the time. The pupils are behaving in the manner they should. The teacher starts the class with a warmup activities. -y letting the pupils greet good morning to everyone, and after that they will pray then sing an action song. The seating arrangement is arranged by groups. The class is noisy but manageable by the teacher. Whenever the learner is not following instructions, the teacher will repeat the instruction and reconstruct it to ma#e it more understandable. The teacher reinforced the learner for showing positive behavior by saying B 0#, very good answer.
Classroom Management Matri< !spect of Classroom Management %pecific !reas of the Classroom
(escription
In front of the class is the teacher)s table. The left corner of the room is where the cleaning materials are and on the opposite side is where other teaching materials are #ept. &es#s have a section for student belongings. Classroom &ules The classroom policy is posted in the wall. The teacher prefers to start Classroom the class with a simple -rocedures song and activities as energi$ers !rayers are done first as a (aily &outines daily routines, followed by chec#ing of attendance and then proceed to the lesson to be discussed. Their seating arrangement %eating is arranged by tables and !rrangement each tables composed of A chairs and A pupils. The teacher gives 7andling Misbehaviors8off disciplinary action according to the mista#e task behavior done by the teacher. &einforcement of The learner gives
$ffect on the #earners helps the learners gain easy access to teaching materials= provides freedom to move easily within the class= maximi$es the students) interaction with their teacher and classmates= gives a sense of familiarity=
This will help the pupils to be reminded when they do a certain #ind of mista#e. -y this, the pupils would not feel sluggish and tired in starting the class.
% good start for the learners because they will be trained and helps to improve themselves from the daily routines.
It is easy for the pupils to move around and it is quite organi$ed for the teacher.
The students will behave as a response according to their teachers disciplinary action. -ecause of this, the student will strive
-ositive 2ehavior compliment and honor to the learner for showing positive behavior in the class
hard in order to be admire by his3her teacher and classmates.
1thers
('5# ,N,L(S%S . &ow did the classroom organi(ation and routines affect the learners' behavior The classroom organi$ation and routines affects the behavior of the learners in improving their senses by way of cooperating to the teachers rules or classroom rules and by being attentive in every activities or class discussion. The physical environment of the classroom is one way to improve the learning environment and to prevent problem behaviors before they occur.
/. "hat should the teacher have in mind when she0he designs the classroom organi(ation and routines "hat theories and principles should you have in mind The teacher should have in mind time management, furniture and teaching materials, and most importantly the students. I)ve learned that a place must have favorable learning conditions, smooth transitions during class, and excellent management s#ills. If a teacher fails to manage his3her class then he3she fails to get the students involved during class. This is where the !rinciples in Classroom 2anagement come in. %s I)ve said before, a superb classroom organi$ation helps the learners and teacher to gain effortless contact to teaching materials, provides freedom to move easily within the class and ma#e the most of the students) interaction with their teacher and classmates. I)ve done a bit of research and I)ve seen the effects of the theories of behaviorism on students when it comes to routine designing. This is applicable with the combination of the "aw of *xercise from Thorndi#e)s Connectionism Theory, !avlov)s +igher0rder Conditioning, and -.6. S#inner)s S theory. When routines are designed to be a habit in class then the "aw of *xercise should be practiced combined with !avlov)s +igher 0rder Conditioning, where the teacher can use different #inds of neutral stimulus to become
the conditioned stimulus for the students. %dded the positive reinforcement, such as feedbac# or verbal praises, from the findings of S#inner then the routine the teacher designs will be a very effective one.
1. "hich behavior strategies were effective in managing the behavior of the students In motivating them "hy were they effective In the class I observed, the teacher used positive reinforcement in conditioning the class for their new lesson and expected a test in the next period. When it comes to their daily routine, the class already turned it into a habit. The teacher made use of positive reinforcement in forms of verbal praises and encouragement to the pupils to do better next time. She also showed them honestly that she is proud of what they have accomplished. I thin# that the teacher)s strategies are very effective because the pupils are all actively participating and focused in class. If a teacher is doing well in letting the student engage in learning then it means she was successful in motivating them. !upils want to be ac#nowledged for their hard wor# because this boosts their confidence in being consistent in getting high grades or being encouraged to get better grades. It was effective because of the fact that pupils3students want to be accepted and treated fairly, receive their deserved appreciation from their teacher and the right amount of concern from them.
(our #eBe$tions . Imagine yourself organi(ing your classroom in the future. In what year0grade level do you see yourself "hat routines and procedures would you consider at this level "hy I can see myself in the future as a teacher in grade one. I will ma#e my classroom very presentable and cool in the eyes of my pupils in order to provide them a good environment and a #nowledgeable one. I will ma#e sure that they will learn a lot from me. %s my future daily routine, I will start in with prayers, then a quic# energi$er li#e a children song and followed by activities li#e drawing. %nd also, I will ma#e a classroom that should present a cheerful, inviting, motivating and purposeful setting for learning.
/. -ist the rules you are likely to implement in this level "hy would you choose these rules
2y rules for this grade level are obedience and cooperation. I will also implement orderliness and cleanliness inside and outside the classroom. I choose this rule because at their age, I have to be patient enough to teach them and instill in their mind the good attitude and an organi$ed personality or behavior. %nd lastly I will give grade incentives to those students who have perfect attendance in the whole school year. This is to motivate the students to come to class every day.
1. Should learners be involved in making these rules "hy 'es, for me learners should be involved in ma#ing the class rules for them to be aware of what the rules are. They must always be reminded of those rules so that they will avoid to ma#e mista#es that is against the rules.
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%ND%/%D5,L D%FFE#EN"ES ,ND LE,#NE#AS %NTE#,"T%'N Name of FS Student: M#S. M,. N%?, &,@ELLE ,M'# L. ,D'#,LE "ourse: EED %% #esour$e Tea$her: M%SS &L'M%L(N )ED#'S' Si*nature: +++++++++++++++++++ "ooperatin* S$hool: ,ND#ES S'#%,N' "'LLE&ES 'F %SL%& Your Target At the end of this activity, you will gain competence in determining teaching approaches and techni)ues considering the individual differences of the learners.
Your Map $he learners' individual differences and the type of interaction they bring surely affect the )uality of teaching and learning. $his episode is about observing and gathering data to find out how student diversity affects learning. $o reach your target, do the following tasks:
Step 1. /!serve a class in di4erent parts of a school da .
Step =. )escri!e the characteristics of the learners in terms of age, gender, and social and cultural diversity.
Step . )escri!e the interaction that transpires inside and outside the classroom.
Step >. 5ntervie your resource teacher a!out the principles and practices that she uses in dealing ith diversity in the classroom.
Step C. Analy6e the impact of individual di4erences on the learners3 interaction.
Step C. Analy6e the impact of individual di4erences on learners3 interaction.
(our T''LS +se the activity form provided for you to document your observations.
,n '!servation &uide for the LearnersA "hara$teristi$s &ead the following statements carefully before you begin to observe. Then write your observation report on the space provided on the ne
). (escribe how the learners interact with each other. *hat do they talk about+
12%$&3!T"10 &$-1&T 0ame of the %chool 1bserved: A>?6*S S36IA>3 73--*%*S 3@ !IS-I% %chool !ddress: Andres Soriano Avenue, angagoy, !islig 7ity (ate of 3isit: ;uly <=,/<1 %s I am observing the class, I observed that there are li#e ;A pupils in the class. Their ages vary from ? to @ years old. 2ost of these pupils are oman Catholic in religion= there are few who are -orn %gain Christian. &uring classD The interactions between each other including the teacher are present. The pupils interact with their classmates when they have activities, by sharing their ideas regarding the activities they had. They also interact with each other when they have their own business aside from the lesson discussion with the teacher. The interaction of the pupils to their teacher is when they have something to as# or for clarification from the teacher during discussion of the lesson, to ma#e the discussion alive. There are group of pupils who interact more to the teacher, I thin# this group of pupils are those who are really participating in the discussion compare to the other pupils. 'es, the pupils who are seating in front and at the bac# they interact differently, those who are seating in front are the pupils who are more participative compare to those who are at the bac#, maybe because, the teacher)s attention are more focus to those who are in front. The learners usually compete with each other. +owever, there was also an instance that they cooperate with one another. The pupils who are seated in front are those group of pupils who participate actively. While those who are seating at the bac# but want to participate in the discussion they are the pupils who as# most help. There is an instance that the teacher as#ed one pupil to answer a question, then the pupil were not able to answer the question, then the pupil seating beside him tries to help him answering the question, and then somebody from the other side, raise her hand to answer the question. 0utside classD %s I have observed them outside the classroom, they group themselves I thin# based on their locality at home. I mean based on how far is their home in each other. 0r maybe they already have this group of friends. -ut I also observe a member of pupils they are group because they are classmates and they have common interest li#e toys. They interact each other by bullying somebody, mostly boys are playing and roaming around, while girls are sitting with their friends and chatting.
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Name of FS Student: M#S. M,. N%?, &,@ELLE ,M'# L. ,D'#,LE "ourse: EED %% #esour$e Tea$her: M%SS &L'M%L(N )ED#'S' Si*nature: +++++++++++++++++++ "ooperatin* S$hool: ,ND#ES S'#%,N' "'LLE&ES 'F %SL%& Your Target At the end of this activity, you will gain competence in determining, understanding and acceping the learners' diverse backgrounds and in relating the learners' background to their performance in the classroom.
Your Map
>. 3rite a narrative report and a !rief
$o reach your target, do the following tasks:
or more learners of reBe$tion on our eperien$e. di;erent a!ilities !ut from the 2.2 ear level.
. '!serve them as the parti$ipate in a $lassroom
1. '!serve t
same *rade or
(our Tools +se the activity form provided for you to document your observations.
!n 1bserved uide for "ndividual (ifferences
6ead the following carefully before you begin to observe. $hen write your observation report on the space provided. . 3bserve the class to see the differences in abilities of the learners. /. $ry to identify the students who seem to be performing well and those that seem to be behind. 1. Balidates your observations by asking the teacher about the background 8family, socio#economic, presence of some learning disability, etc.9 of these children. 2. 3bserve the behavior of both high achieving and low#achieving learners. >ote heir dispositions, pace in accomplishing tasks, interaction with teacher, interaction with others. 4. 3bserve the teacher's method in addressing the individual learning needs of the students in his0her class.
12%$&3!T"10 &$-1&T 0ame of the %chool 1bserved: A>?6*S S36IA>3 73--*%*S 3@ !IS-I% %chool !ddress: Andres Soriano Avenue, angagoy, !islig 7ity (ate of 3isit: ;uly <=,/<1 %s I have observed the #indergarten, I noticed their differnces in abilities. There are pupils who were smart or the high achievers in their class and there are also slow learners or the low achievers in the class. I have noticed or recogni$ed a group of pupils whom I prefer to be the smart one. They compose of < boys and ; girl. They are the one who always raised their hands every time the teacher as#ed a question. %nd they can answer it correctly most of the time. They perform very well in the class. 0n the other side, there are also group of students who were low achievers. They are mostly confident in raising their hands even though their answers were wrong. "uc#ily, those high achievers always tried to help them with the correct answer. %s I as#ed the teacher about the bac#ground of these students, I learned that those high achievers pupils came from a well earned family while the low learners or achievers their family, most of them are less fortunate and their parents are not fully supportive in terms of giving attention. The high achieving learners usually are the one who finish first during the class activities. They have good interactions with their teachers. They can answer the question easily. While the low learners they always doubted their answers for they are afraid of getting wrong. The teacher #nows on how to encourage the student on how to answer the given questions that needs further clarification.
('5# ,N,L(S%S . ?id your observation match the information given by the teacher "ere you able to correctly identify who among the students performed well and who did not "hat behavior helped you identify them 8volunteering to answer, responding to teacher's directions, etc.9 'es, my observation matched with the information given by the teacher, and yes I was able to correctly identify the learner who is performing well and the students who are less performing. 4olunteering to answer and always responding to the teacher is the behaviors that help me identify them.
/. ?escribe the differences in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those that are not. 'es, there is a wide gap between the students who are performing well and those who are not. Those who perform well in class has the ability to easily understand the lesson during the discussion, but those who are low performing pupils they cannot relate much during the discussion. Students who are not performing well will gain a low average in their grades.
1. ?escribe the methods used by the teacher in handling the students' differences in abilities. &ow did the students respond to the teacher In handling the student)s differences in abilities, the teacher that I have observed treat them in different ways. She usually give instant attention to those pupils who are smart and after that she will call the attention of those slow learner students, and tal# to them in a nice way that a child could easily understand. Teacher is very flexible in handling her pupils. !upils who were slow learners will listen attentively to what the teacher will say and could easily get the teacher)s point.
Your &eflections:
. 6ecall the time when you were in the elementary or high school. 6ecall the high and low achievers in your class. &ow did your teacher deal with differences in abilities "as your teacher effective When I was in 1rade :, my teachers used rows as a label. ow ; pupils are the fast learners= row : pupils are the average learners, row < pupils are the slow learners. We were usually grouped by how well our reading s#ills are. The teacher gives the fast learners one paragraph to read while the slow learners where given : or < sentences to read. 2y teachers in *lementary were very strict and I remember corporal punishment was still practiced bac# then. I do not remember clearly the other styles that my teachers used to deal with the differences. -ac# in my high school days, each section was grouped homogeneously based on the result of our entrance test. So I didn)t see a big gap among us in our section. 2ost of our teachers used discussion, lecture, reporting and role playing procedures. %ll of us too# the same activities together. 2aybe one of the main characteristics of meeting every type of learner)s needs is the fact that the learners do not notice that they are differently treated by their teacher because everyone wants to be treated fairly. 'es, I could say that our teacher is effective because he can ma#e us more attentive during classes and cooperative in times of discussion. +e always #nows how to understand us and he has his own way of showing it.
/. "ith 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 %s a future educator, I must get to #now my students well. I can determine the correct method to use depending on the characteristics and abilities of my students.
I will ma#e sure to organi$e a teaching procedure that can adapt to all learning styles and ma#e use of activities that will fit the needs of my students. I will also ta#e a good idea and ma#e it great for effective teaching. %side from that I will ma#e the activities they engage in inconspicuously fit their level of ability without being obvious that they are the wea# ones in class so they won)t lose their confidence and enthusiasm during class activities. I also plan to utili$e different types of motivational techniques because this is one of the main parts of my procedures in teaching. If I am successful in motivating my students then I am successful in letting them engage in learning.
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Name of FS Student: M#S. M,. N%?, &,@ELLE ,M'# L. ,D'#,LE "ourse: EED %% #esour$e Tea$her: M%SS &L'M%L(N )ED#'S' Si*nature: +++++++++++++++++++ "ooperatin* S$hool: ,ND#ES S'#%,N' "'LLE&ES 'F %SL%& Your Target
At the end of this activity, you will gain competence in reflecting on the impact of home and family life to learning. Your Map
$o reach your target, do the following tasks:
Select a learner from the class whom you observed. • •
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7onduct a home visit to your selected learner. ?escribe the family in terms of # >umber of siblings # >umber of siblings in school 6eflect on how the feelings of belongingness and acceptance and cooperation are emphasi(ed in the play Interview the parents about # $he rules they implement at home concerning their child's schooling # $he learner's activities and behavior while at home.
Your Tools +se the activity form provided for you to document your observations. !n 1bserved uide for "ndividual (ifferences
6ead the following carefully before you begin to observe0interview. $hen write your observation report on the provided space. $he -earner . ake a general observation of the learner. ?escribe him in each of the domains of development. hysical#body built and height 8thin, chubby, underweight, overweight9, level of physical activity 8fast, slow, lethargic, active, etc.9 Social#interaction with teachers and classmates 8loner, shy, sociable, friendly, gets into fights, liked by others, etc.9 *motional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited, indifferent, etc.9 7ognitive 8appears to understand lessons, copes with the lessons, excels, lags behind, shows reasoning skills, turns in assignments and re)uirements, etc.9 Interview the $eacher . "hat are the most noticeable characteristics of the learner 8emotional disposition, behavior and discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship with adults, social ad5ustment9 /. &ow does the teacher communicate with the parents &ow often "hat do they discuss Agree on Interview with arents . 7onduct a home visit. 3nce there, observe the home set#up. 8&ome is orderly, family pictures in the living room.9 /. +se the Interview Cuestions on the next page. ;ust ask the )uestions with which you feel comfortable.
%uggested -arent "nterview uide Your teacher may ask you to use a more detailed interview guide. !e free to translate the )uestions, if necessary. 0ame of #earner: 4aireh &enn (. %abelino (ate of 2irth: February 'A/ )55B !ge: =yrs. 1ld rade8Year #evel: Eindergarten ender: Female 0umber of siblings: none 2irth 1rder: First -arents Mother: 4ennifer (. %abelino $ducational !ttainment: M2! rad. !ge: ,B 1ccupation: Teacher Father: &oberto F. %abelino 1ccupation: (#% &eader $ducational !ttainment: College raduate #earner@s -hysical !spect: 7ealth Mother@s 7ealth during pregnancy with the learner: The mother during her pregnancy is perfectly healthy. !ilments or health problems of the learner as a child: The learner as a child doesn)t encounter any ailments or health problems. !ge of the learner when he8she started to walk8talk: When she was ; year old, she started to wal# and to tal#. Food preferences of the learner as a child and at present: She li#es to eat chic#en. *ho took care of him8her as a child and at present: It was her grandparents who too# care of her, but most of the time was her mother.
#earner@s %ocial !spect: (escribe your child@s sociability 9friendly/ outgoing/ or shy/ loner; She is very friendly, extrovert and outgoing. *ho were the learner@s playmates+ +er playmates were her classmates, nieces and nephew with the same age as her. !s a child then was he8she allowed to play outside+ 'es, she is allowed to play outside. "s he8she allowed to go out with friends+ 'es she is allowed to go out with friends. (o you have rules for him8her to follow regarding going out+ 'es she has rules to be followed regarding going out. *hat are these rules+ The rule is to tell everything to her mother. $motionalMoral *hat are your e
*hat do you do when he8she is not successful in something+ The mother will assure her child that life is not at all about winning, sometimes we lose.
7ow do you discipline your children+ She is being disciplined through tal#ing and scolding. (o you have rules in the house+ *hat are they+ 'es, they have rules in their house and that is to clean up after playing. 7ow do you impose the rules+ -y reminding her always about the rules. *hat are the conseuences about the rules+ The consequence about the rules is by scolding.
#earner@s Cognitive !spect: *hat are the child@s interests+ She is interested in reading, as#ing questions and analy$ing. *hat is he8she good at school+ She is good in *nglish and 2ath sub(ect. "n what subect8s does he8she have difficulty+ She has no difficulty in any sub(ect. 7ow do you monitor his8her performance in school+ 7ow do you motivate him8her+ +er mother is always as#ing the teacher about her child)s performance. %nd she motivated her by reading boo#s at night.
(o you have rules at home to help him develop good study habit+ 'es they have rules at home to help her develop a good study habit. *hat are these rules+ 7ow are they implemented+ -y doing her assignment first before going to bed. The #earner@s (evelopment -rofile 0ame of the #earner: ;aireh 6enn ?. Sabelino %chool: Andres Soriano 7olleges of !islig (ate of 7ome 3isit: 3ctober
After you have gathered all the necessary data. "rite the -earner's profile using Family -rofile the0umber outline below. $ype the profile in a separate sheet and attached it to the learning of %iblings: none episode. 2irth 1rder: @irst -arents The #earner@s (evelopment -rofile 91utline; Mother: ;ennifer ?. Sabelino !ge: 1E 1ccupation: $eacher $ducational !ttainment: !A %rad. Father: 6oberto @. Sabelino 1ccupation: ?-S 6eader $ducational !ttainment: 7ollege %raduate -hysical (evelopment In paragraph form, describe the physical development of the learner. 7ombine the teacher's, parents' responses, and your own observation. %ocial (evelopment In paragraph form, describe the social development of the learner. 7ombine the teacher's, parents' responses, and your own observation. $motionalMoral (evelopment In paragraph form, describe the emotional#moral development of the learner. 7ombine the teacher's, parents' responses, and your own observation. Cognitive (evelopment In paragraph form, describe the cognitive development of the learner. 7ombine the teacher's, parents' responses, and your own observation. Findings "rite here your salient findings about the learner. Conclusions "rite your conclusions after you have analy(ed the impact of the school and the home of the learner's development. $he )uestions in the GYour AnalysisH portion of this learning episode can help you. &ecommendations "rite your recommendations.
-hysical (evelopment
The child is physically normal. Her mother was healthy durin her prenancy. !he learned to wal" at the ae o# 1 year. !he is acti$e and alert not only in their home% &ut also in the school. !he mo$es deli&erately smooth and shows care and accuracy in her e$ery tas"s or chores to accomplish. %ocial (evelopment
The learner is #riendly% e'tro$ert and outoin. !he is allowed to play outside their house with her cousins and neih&ors. (t the ae o# 5 she was allowed to play outside% &ut was told to tell e$erythin that happened to her while she is outside. $motionalMoral development
The learner is well)disciplined. !he is responsi&le in her studies. !he was &rouht up with the riht $alues &y her lo$in and responsi&le parents. Cognitive (evelopment
*hen it comes to her coniti$e aspect% it is continuously de$elopin as she comes to school and study. !he per#orms well in the school. !he learns #ast and participates acti$ely durin class acti$ities. !he shows intellectual acti$eness when it comes to reasonin and thin"in s"ills. Her parent+s concern and $alues towards education helps her a lot in her coniti$e de$elopment.
Findings
,aireh is intellient and responsi&le at her youn ae. Her trainin at home is carried to school as displayed &y her ood per#ormance and positi$e attitudes towards learnin. -ein a #irm yet lo$in parents to her% it helps a lot in de$elopin the child+s personality. They ha$e a reat a&ility to show sel#) control. ost importantly% the /od)#earin &elie#s and respect that her parents demonstrate towards her also de$elops her ood social interaction to other and to her nurturin en$ironment.
Conclusion
there#ore conclude that the school and home contri&ute a reat impact in de$elopin the coniti$e% a##ecti$e% psychomotor and other domains o# human de$elopment% and so as to the total personality o# the learners. Hence% the learnin o# the child &eins at home. (t home the child learns $alues% wor"s and her conition slowly de$eloped. Howe$er% school plays a $ital role in moldin the child. !ince school is made #or the purpose o# de$elopin physical% social% emotional% moral% psycholoical% spiritual and coniti$e aspects o# the learner. The child spends more time in school rather than at home. !o% the total de$elopment o# a child depends in school as well as the teachers% which are the most important aents in school that impart "nowlede and $alues to the learners.
&ecommendation
do recommend that each teacher must &e more dilient% resource#ul and patient in handlin the learners. Heshe must use $aried strateies in order to catch the interest and attention o# the students to #ocus on the lesson. or the parents% they must &e responsi&le in uidin and disciplinin their children% they must &e open with them. They should monitor the studies o# their children and i$e them encouraement to #ocus and study hard to achie$e their am&ition to &ecome success#ul. The most important is the role o# the learners they may &e always compliant and duti#ul. They must ensure to themsel$es that they are moti$ated to learn and participate since they are responsi&le o# their own learnin.
Your !nalysis Your findings and recommendations in the -earner ?evelopment rofile will help you answer the )uestion here. . @rom your home visit and interview, what do you think is the style of parenting experienced by the learner *xplain you answer. The parents of 7aireh enn are not so strict at all time. I found out that they only have few rules when it comes to studying, one rule was to BStudy first before going to bed. -oth parents are involved in their child)s school life. 2rs. Sabelino claimed that she sometimes scolded 7aireh when she brea#s the rule, but most of the time she will (ust tal# to 7aireh regarding her mista#es. I agree in the #ind of parenting that they applied to their #ids. -eing strict and lenient is helpful in raising a child nowadays.
/. 6elating your data with what you learned from child development, what family factors do you think contribute to the development and over#all ad5ustment of the learner in school %s what I have learned in Child and %dolescent &evelopment, the factors that I am going to contribute to the development and overall ad(ustments of the learner in school areD first, it contributes how the learners are nurtured by his parents, their financial setting, and cultural bac#ground of the family unit.
1. ?oes the communication between the home#school have an effect on the learner If yes, what are these effects 'es, I do believe that communication between the homeschool have an effect t consider the homeschool lin#. What he did in school reflects how he is nurtured reared by the parents at home. 0ne of these effects for instance, if the learner act and possessed misconduct in the classroom, surely her parents are expected to visit the school and consult for the performance of his child to his adviser or teacher.
Your &eflections
. 6eflect on your own development as a child. "hat type of parenting did your experience &ow did it affect you When I was a child until this present, I observed that the style of parenting I have is %uthoritative, wherein my parents are loving despite of being firm. They treat us with respect and warmth. They always remind us about the consequences of our behavior. They give us clear and reasonable expectations. %nd I am so blessed for having a parents li#e them, because they molded me into a better person. I inherited the attitude of my mother which is being understanding and loving. I could still manage any circumstances that come into my life for I always had patience in ma#ing or doing things.
/. As a future teacher, how would you establish good home#school collaboration &ow can you work well with parents &ow can you help them &ow can they help you %s a future teacher, I could establish good homeschool 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 creates a conflict, problems in my students immediately I will call the parents of the learners and I will also inform the parents about the performance of their child in my class. Through this parentteacher communication, I can say there is a good relationship between homeschool lin#s.
1ptional &eflection !ctivities
2. 7 ouse with a good behavior
1 f the family to M anage his3her children to the good $ nvironment values or in the learning % tudent)s learning should be C onfine by teacher)s to parents through a 7 ome Eschool lin# in 1 rder to have supervision 1 n the learning of the students that shapes # ife to the # earning in " ndividual mista#es and successes 0 urture us to be F# nowledgeable as we go along with our (ourney
