Field Study 1: The Learner’s Development and Environment
SCHOOL Observed:
Observers:
Submitted to:
CAGAYAN NATIONAL HIGH SCHOOL
Glenda Jaygee T. Calagui Ruth Ann B. Tuddao
Rose Ph.D.
Mariedel
Catli,
2011
EPISODE 1 SCHOOL as a LEARNING L EARNING ENVIRONMENT Name of FS Student:
Glenda Jaygee T. Calagui Ruth Ann Tuddao
Course:
CPTE
Resource Teacher:
Mrs. Emma Dumayag SCHOOL FACILITIES CHECKLIST
Facilities
Available
Not Available
Description
Office of the Principal
Well- organized
Library
Spacious and organized
Counseling Room
Conducive for its purpose
Canteen/ Cafeteria
Spacious, clean
Medical Clinic
Clean and sanitized
Audio Visual/ Media Center
Has incomplete facilities
Reading Center
Lacking chairs, not well-ventilated.
Speech Laboratory Gymnasium
Large and open
Auditorium Home Economics Room
Industrial Workshop Area
Complete with furniture and facilities adequate with furniture and facilities
PTA Office Comfort Room for Boys
Comfort Room for Girls
unclean, doors needs fixing up and repainting Unclean, needs repainting and new door
EPISODE 1 SCHOOL as a LEARNING L EARNING ENVIRONMENT Name of FS Student:
Glenda Jaygee T. Calagui Ruth Ann Tuddao
Course:
CPTE
Resource Teacher:
Mrs. Emma Dumayag SCHOOL FACILITIES CHECKLIST
Facilities
Available
Not Available
Description
Office of the Principal
Well- organized
Library
Spacious and organized
Counseling Room
Conducive for its purpose
Canteen/ Cafeteria
Spacious, clean
Medical Clinic
Clean and sanitized
Audio Visual/ Media Center
Has incomplete facilities
Reading Center
Lacking chairs, not well-ventilated.
Speech Laboratory Gymnasium
Large and open
Auditorium Home Economics Room
Industrial Workshop Area
Complete with furniture and facilities adequate with furniture and facilities
PTA Office Comfort Room for Boys
Comfort Room for Girls
unclean, doors needs fixing up and repainting Unclean, needs repainting and new door
OBSERVATION REPORT on Classroom Visit
Name of School Observed:
CNHS
Date of Visit:
07/18/2011
I observed that the school is located near a college university and along a sports complex thus the school can get very crowded with structures and even with its own population of students. The location of the different school facilities is quite hard to search because the buildings buildings are not s. Some buildings are not fully fully constructed. Some of the school facilities are properly organized while some are not so much lucky to have the required facilities. The library is spacious and well-organized but is not much frequented by students more than the electronic facilities in the library with the internet being the most popular. I also observed that the school has offices for different clubs and organizations. The offices are well thought-out with relatively sufficient facilities. The comfort rooms are more of a discomfort since students who passed by them have to cover their noses due to unpleasant smell. Students also feel restless thus interrupting interrupting discussion partly because of the warm air inside the classroom and the noise outside.
The classroom and functional room facilities apart from being inadequate are old and need a lot of repair. The teacher’s table and some of the students’ desks for example are in need of replacement. Some of the classrooms are too constricted because of its small area and their lack of open view because what can be seen directly through the windows are soiled walls of other buildings also because they lack lighting. Lack of space in between students’ desks that the small rooms can afford leaves the students uneasy so standing up and moving around in between discussions maybe their form of comfort. The bulletin boards and learning displays are visually appealing and they express learner’s interests and related activities. It is
also note-worthy that students are allowed to bring and use their laptops for presentation but they also use them for playing games w hen the teacher is not looking.
Classroom Facilities Matrix
Facilities
1. Wall Displays
Description Quotations on education and knowledge and values on both corners of the room. Mary & Child image infront, elevated above the board 1 located infront at the middle of the platform facing the
2. Teacher’s Table
student rows of chairs. -worn-out and needs to be replaced or at least repainted The same number of desks on both sides of the room, an isle
3. Learner’s Desks
left for the teacher to move around. -needs repainting or fixing up 1 extended across infront facing students elevated about 1
4. Blackboard
meter from the classroom floor. -needs repainting Nothing built-in the classroom except for visual aids teachers
5. Learning Materials/Visual Aids
bring like illustrations in cartolina or manila paper and charts or netbooks students bring for presentation.
6. Ceiling Fans
4 ceiling fans hovering spread over. Can hardly cater to more than 50 students
7. Divan
Located at far end of the room, cluttered
Located at the right corner of the room behind the last row of 8. Book Cabinet
chairs, neat and always closed. -newly-built and functional
ANALYSIS How does the school campus and classroom in particular impact on the learning of the students going to school?
Classroom climate is defined as the type of environment that is created for students by the school, teachers and peers. Teachers should continually look for ways to create a “positive” classroom climate in which student learning is maximized. Being in a campus or classroom where students feel safe, nurtured and intellectually stimulated is a must for students to learn their potential. This is type of positive classroom climate that allows for students to meet their basic need of physical, emotional and mental health. How does this relate to your knowledge of child and adolescent development? From Erickson’s Psychosocial Theory, I can synthesize that at this stage, the students
whom I observed have basic needs and that misbehaviors on their part can be results from failure of teachers and the school facilities to fulfill these needs. Students belonging to these age groups want to experience success as a result of their industry through feelings of self-worth and they are most eager to learn. Before we can expect children to learn, Maslow’s basic
physical needs such as food, clothing, shelter and safety must be met. An organized and orderly campus and classroom can encourage and sustain students’ interest to going to school and to learning. Students at this age tend to be homely in their grooming. But a school’s appearance
should not a reflection of this; a clean, well-organized classroom can inspire students to be the same since they are inclined to model what they perceive readily. While some of these are beyond a teacher’s influence; students’ mental needs are within her help. Some of these include
love or the need for belonging, power to be in control, fun and freedom. Freedom in terms of the classroom is giving students the chance to make choices on assignments and other lesson planning as well as decisions in the classroom (e.g. tasks scheduling, selecting leaders). Thus by working to fulfill these needs, the teacher is applying positive learning climate.
Glenda Jaygee T. Calagui REFLECTIONS
1. Would you like to teach in the school environment you just observed? Why? Why not? No, although an established school as it is, one can’ t really feel safe in a school where
outsiders can freely come and go with the guards not noticing or asking their purpose. It is also near a public gymnasium where all noise can echo for another two blocks. Some rooms fenced in closely between other structures are not well-ventilated with just two ceiling fans so one can feel suffocated. Functional rooms are also inadequate with facilities so as a teacher, one has to be very ingenious. This environment can impede teaching-learning process.
2. What kind of school campus is conducive to learning? It is a school campus having an environment where students feel safe and free to explore facilities that school provides to foster their learning.
3. What kind of classroom is conducive to learning? A classroom having an environment where students feel nurtured emotionally and physically intellectually stimulated to realize their potential.
4. In the future, how can you accomplish your answer in number 3? As a teacher, I can shape the kind of interaction I have with students. A good relationship is what I’ll establish. While interacting with students, it is important that I
recognize individual differences, learn names, arrange seating places where all students are
angled to receive instruction, establish expectations immediately, make myself as a teacher available to my students and encourage them to positively achieve.
5. Write your additional learning and insights. I consider that the best way to create a positive classroom climate is to start with a positive attitude from day one. Students need to buy the idea of what a teacher say about the classroom climate being important for both their personal school experience as well as their learning experience. If budget constraints can’t provide facilities to foster learning,
teachers need to do with what they have available to create interaction. If they know and trust each other starting with the teacher showing genuine interest in her students and communicating it to solicit collaborative contribution, students can productively create a conducive classroom . Apart from teachers and students’ effort, other stakeholders in the school should make classroom organization and management and adequacy in facilitiesworthy to invest on.
Ruth Ann Tuddao REFLECTIONS
1. Would you like to teach in the school environment you just observed? Why? Why not? No I don’t like the atmosphere of the school where I observed. The organization
of the building is not appealing to e nhance learning. Whenever I enter the campus, I feel worried that a riot may strike from which I could not easily escape because the buildings are too crowded there’s little space to go. I don’t like to be with the teachers who were
not so approachable. They are intelligent but they sometimes forgot how to deal with visitors properly. Although some of them are nice, others just gives emphasized so much of their position that they’ve forgotten how to be polite.
2. What kind of school campus is conducive to learning? One that has properly organized buildings and complete with facilities. Teachers are approachable. Students and teachers are accepted and respected by one another despite diversity.
3. What kind of classroom is conducive to learning? A conducive classroom is one that is spacious where teacher can walk around to observe and assist students. It must be well-ventilated and well-lighted where learners could have ease and concentration while lecture is going on. The teacher-learner as the key players in the learning process, g ood interaction must occur. A classroom that is free of discrimination. 4. In the future, how can you accomplish your answer in number 3? To be a better teacher in the future, I would create a classroom where there is an equal treatment among learners despite diversity. I would establish a classroom where
students are encourage more to learn. This classroom will be clean and well-organized as well as well-ventilated. If the school cannot provide ventilation, I would talk to the administrators and discuss the need to the parents.
5. Write your additional learning and insights. I’ve learned that learning environment is very important to consider in the
learning process. It has a very big impact on how learners could achieve learning. Classroom organization and management should be one of the priorities of a teacher.
My Personal Illustration of an Effective School Environment
An effective school environment starts with the organization of building structures. Offices, classrooms and other functional rooms are arranged systematically. It is fenced by solid walls high enough and paid attention to, to fend off outsiders and vandalism. Each school gate has a guard or two in-charge and always in alert of all types of entrance and exits. Each gate will post a directory to guide visitors. The building nearest the gates will contain administrative offices, PTA offices and counseling room and with the medical clinic on one end of the building. Buildings on one side will house functional rooms including library, AVR, home economics room, auditorium, Industrial workshop room. Books in the library should be updated and relevant, internet access on computers inside this room should be available. Laboratories of all types including reading centers will be on the second or third floor of the same building. Laboratories should be complete with facilities and apparatuses, with air-conditioning to help preserve the facilities and equipments in lasting condition. Each floor will have restrooms for boys and girls which are regularly sanitized and maintained. A building or two on another side of the campus will be the quarters of classrooms, with the faculty rooms in the middle. Classrooms will be approximated to accommodate 50 students with desks at no less than a foot distance. Each room will be allotted not less than 4 ceiling fans, 4 long light bulbs, 1 divan, 1 book cabinet, 4 bulletin boards, 1 chalkboard, and 1 whiteboard. Inspiring and learning related wall displays will be posted. Another floor will house department rooms for each subject or discipline. On the far end of the school will be the dormitories, gymnasium and the sports field and the cafeteria at a distance. In between them will be separate comfort rooms for boys and girls. In the middle will be a student friendship park, green and
clean where students can laze around to enjoy fresh air during their breaks. Trash bins will be available on all corners of each building apart from what is available in every room. Reminders of cleanliness, orderliness and discipline will be conveyed in through displays at the entrance of each building. Each building will be painted neutrally in uniform color on the outside as much as possible. They will each be marked with the building’s name in bold capital letters and so will the rooms. The school’s vision, mission statement must be visible at the entrance of
each building. The officer in-charge in each department office should be wr itten on the front door, always with a person inside to attend to visitors and students alike. A guard must be seen roaming around but unceremoniously to avoid restrictive atmosphere but ensuring the campus to be a safety zone. And most importantly, teachers, students, personnel, administrators and everyone else will show appreciation and respect for the school and for each other by observing their roles to foster a harmonious and effective school community.
Learner’s Development Matrix High school Students
(Age Range: 14-15 y/o) Development Domain
Below Average
Average
Above Average Learners
Physical Gross motor skills
The
act/movement Majority of them move
of a child is still purposefully evolving
as
a
Fine Motor Skills
They Self-help Skills
are
very
clumsy.
little
clumsiness. Tasks in moving chairs
student.
with
to
rearrange
or
positioning themselves in order are calculated. They are quick and alert for
They draw and color
signals
given
by
the
very well. They have teachers. very
good
writing
craft. Social Interaction with Teachers Interaction with Classmates & friends
They talk with the
They
teachers without so
considerate.
much respect.
They wait for each other’s
They treat each other as peers or rather
They
share
common
respectful
and
turn to recite. They talk about academic things within the period.
siblings. Interests
are
Their
almost interests
(boys-ball
attention
is
maintained; voice volume when talking is regulated.
and They share interest in music,
computer games) & pop culture and movies. For (girls-beauty kits and boys, guitars and gadgets magazines) teenage crushes.
and are what they talk about.
Emotional Moods and Temperament, expression of feelings
Some are just quiet
Despite the heat and the
at the corner while
lack of ventilation in the
are classroom, they are calm
others
hyperactive and very noisy. They are very
to their personal needs on their own. They are not self-
aggressive.
conscious
They can handle their Emotional Independence
and composed. They attend
emotions
instead
they
display confidence in their classroom participation.
independently. Frustrations seen to be just a part of their lives. Cognitive
Some of the students They
Communication Skills
are
Thinking Skills Problem-Solving
proficient
verbally articulating
competent
and
aggressive
while
some can’t articulate
themselves
in
themselves
using correct grammar and consistent discourses. They
in are
English.
able
to
figure
out
connotative meanings from
Some are analytical and
are
logical
a literary piece and able to
in confer with their classmates
reasoning out. Some are quick to answer a questions thrown at them.
about it.
ANALYSIS Students Observed: High School Age Range Observed: 12-15 y/o Salient Characteristics Observed
1. Identity-seeking
Implications to the Teaching-Learning Process
Teachers should tolerate peer groups; allow opportunities for students to work with similar personalities and learning styles while encouraging them
to
identify
individualities
to
and
be
avoid
open
bullying
to or
other hostile
behaviours. Clubs and organization membership should be accessible to cater to all kinds of inclinations and intelligences. 2. Value recognition
Teachers should reinforce positive behaviours by
significantly praising, showing interest, nodding of head and verbally expressing approval while disapproval or negative feedback should be covertly expressed.
Teachers should help students distinguish valid
3. Have wide access to information from what is not. They should be alert information and able to keep up to what students supplement in class discussions whether to accept or clarify its accuracy.
Teachers should keep all students actively involved.
4. Short attention span For example, while student does a presentation,
involve other students in evaluating it. Teachers should also vary activities throughout the whole period and be prepared to use humor in diffusing sitiations. 5. Sensitive to negative feedback
Discipline individual students quietly and privately. Teachers
should
not
engage
in
disciplinary
conversation across the room. Teachers should maintain control without much confrontation through eye contacts, moving around to be neared restless students, quiet signal etc.
REFLECTIONS
1. While you were observing the learners, did you recall your own experiences when you were their age? What similarities or differences do you have with them? When I was in high school, I’m very specific about my atten dance everyday that
I can’t help compare myself to students we observed who are not so much conscious of the same. In the highshool I attended, we were not allowed to eat inside the classroom be it break time, while these kids have luxury to munch even during discussion. We regard teachers then as authority, but students we observed regarded them rather as parents and peers at the same time.
2. Think of the teacher you cannot forget for positive or negative reasons. How did she/he help or not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you? I had a teacher in fourth grade who I can’t quite forget. She was the first to recognize my skills in writing. Our school did not have a school publication being a public elementary but she initiated in seeking out assistance from local officials just so we can join a national press conference which we reached through her encouragement to me to read deliberately and look for ways to improve my writing skills. It was her victory rather than mine when we placed fourth in a category nationwide. Since then, writing was an interest I pursued all throughout my school years. At the same time, it was an interest that developed me socially and cognitively. It allowed me to whet my interpersonal communicative skills which I’m grateful for since I was an introvert then.
Social awareness and critical-thinking were acquired because of my editorial involvements until college. Also it paved ways for employment opportunities after
graduation. Although my degree was irrelevant, my involvement in the university publication was recognized in the job position I aspired for. My intention to pursue Language studies is attributed to that first teacher who believed that my penchant for the world of words can be fruitful.
3. Which is your favorite theory of development? How can this guide you as a future teacher? It would be Erik Erickson’s Psycho -social Theory of Development. Simply because it is relevant no matter what age you are in understanding one’s self and
others. In the future, as a teacher, it can help me easily to identify the crisis a child undergoes be it a malignancy or maladaptation. Understanding of children’s behavior and disposition is easily explained through the stages of this theory. Through this understanding I can develop strategies suited to help a child overcome a crisis successfully so he can move on to the next without so m uch interruption in his learning.
4. Share your other insights. Learners have different pace in learning which can be attributed to many factors some of which we, as teachers do not have control of. But awareness of these factors can assist us to build sympathetic environment, one in which all children are nurtured indiscriminately and diversity is used to e nrich the classroom.
EPISODE 3 Classroom Management and Learning
Name of FS Students:
Ruth Ann Tuddao Glenda Jaygee T. Calagui
Course:
CPTE
Resource Teacher: Mrs. Aileeen Ibaňez
Year & Section: III-5
Date of Visit: 08/17/2011 Observation Report for Learner’s Characteristics
The students are between 14-15 years old, the adolescent period. There are seventeen boys and 27 girls inside the classroom. Girls are greater in number than boys. The students have different behavior prior to their age group. It is the age where much physical development occurs affecting their behavior tremendously. Some are not so serious in their lesson while others listen attentively with all intent. There also seems to be a bit of anxiety disorder observed in some with very low selfconfidence. A lot of conduct disorders persistent in the behaviors of some of the boys who plays pranks and throw each other clever jokes. Most of them are still dependent as they still need constant supervision and guidance of the teacher. Without it, their outcome in a project is not worthwhile. Their short span attention also is displayed in their impulsivity and not being able to stay put at one place. When the teacher signals them to listen attentively, they are able to draw their attention and focus to what the teacher is discussing but not for a very long w hile.
OBSERVATION REPORT on Classroom Visit 1. Are there areas in the classroom for specific purposes? No, there are no areas for specific purposes. There are no storage for teaching aids, students’ belongings or supplies.
2. Are there rules and procedures posted in the room? Yes, there are rules inside the classroom posted in bulletin boards. 3. Did the students participate in making the classroom rules? The students and the teacher work together to observe classroom rules. When students forget, the teacher reminds them as in the case of using the dialect card or who’s in charge of cleaning the classroom in a specific period.
4. What are the daily routines done by the teacher? Routines done are opening and closing prayers, greeting, attendance-checking, monitoring of assignment, lesson proper, activities, assignment giving. 5. Is there a seating arrangement? What is the basis of the arrangement? Students have alphabetical seating arrangement wherein boys and girls are mixed. 6. Observe the noise level in the classroom. How is this managed? Noise, academic or not, is quite intolerable. In the second year class we observed, the teacher finds difficulty in managing it however in the third year class, noise is at minimal as the teacher indiscreetly calls student’s attention when they are
already being boisterous. 7. If a learner is not following instructions or is off-task, what does a teacher do? Teacher gives extra points to those who are able to follow instruction and demerits those who are not listening.
8. What does the teacher do to reinforce positive behaviors? The teacher gives verbal feedback such as ‘very g ood’, ‘excellent’, ‘you’re right’, ‘you’re on the right track’ and the like. Also the teacher gives an expression of genuine
interest when someone volunteers to recite.
CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom
Description
Effects on the Learners
Management Lack of area to work on activities that requires space such as group
1. Specific Areas In the Classroom
none
projects where materials need to be
spread
out.
Students
are
strained to work in their desks. It was present since entrance; the 2. Classroom Rules
Posted on the bulletin board
children are oblivious to it. It seems
the
teacher’s
verbal
feedback is the constant reminder. They have to be reminded every 3. Classroom Procedures
none
once in a while on who’s turn is it
to lead the prayer, to clean the room, to fix the chairs. They serve to signal the beginning
4. Daily Routines
Prayer, attendance-checking done by the teacher,
and the end of a class period so students prepare themselves to settle down or to stand up and leave. Leads to the disorderly set-up.
5. Seating Arrangement
Alphabetically arranged
Children leave and move their desks to sit next to their friends. Chairs in a row are disarranged.
Teacher stops talking or looks 6. Handling mis/offtask behaviour
at the misbehaving group or asks them what their concern is.
The students gradually understand the signal and settle down to pay attention.
Verbal feedbacks such as ‘very 7. Reinforcement of Positive Behavior
good’, ‘excellent’, ‘you’re
Positive behaviors persist and
right’, ‘you’re on the right
retained.
track’ and the like.
ANALYSIS
1. How did the classroom organization and routines affect the learner’s behavior? The students are already familiar of the everyday practices inside the classroom because of repeated sequence although some students take it for granted. Some even just do it for compliance and just so they can move on to the next activity. Nevertheless it reinforces self-directed behaviors. Classroom organization on the other hand is important because it provides students something to follow. Tasked students can man the classroom when the teacher is not around so that the mice don’t necessarily play when the cat is away. 2. What should the teachers have in mind when she/he designs the classroom organization and routines? What theories and principles should you have in mind? The teacher should involve all students in classroom organization and in making routines. This way the students feel obliged to take on the responsibility of carrying them out to practice. An example in the classroom is the rotation in management of each activity. The teacher should also vary the instruction and tools to consider different intelligences as she designs her curriculum or her lesson plan. It must be done such that it is interactive and that everybody is motivated to participate and contribute in the designed activity. Each student must be assigned a task to fulfill.
3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? When students get motivated to do something either by getting a reward after a completion of a task or by relating the quality of the product to the degree of effort exerted during performance, they get attracted towards repeating the same behavior.
An example of this is giving additional points to those who always participate in class discussion or those who have perfect attendance. Rewards though are not always necessary. Giving praises or words of encouragement has the same effect. Fear of failing grades and its consequence will drive students to study harder. If a student is made to understand the direct relationship between good behavior and academic success, they will likely get motivated to conduct themselves properly.
REFLECTIONS
1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see yourself? What routines or procedures would you consider for this level? Why? I can imagine myself in a 4
th
year high school class where students already
established a degree of responsibility towards themselves, other people and their surroundings. I will come to class expecting arranged chairs, clean floor and markfree blackboard. Students must have already settled down once the bell rang to signal my class period. I would have established routines like tasking prayer leaders, blackboard cleaners, and trash bin empty-ers. Classroom leaders must be already practiced in their roles. Students should be able to group themselves methodically without much noise when asked. Taking turns in speaking during class discussions must be observed. 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? Rules I will likely implement are those pertaining to cleanliness and discipline. Some of which are: a.
Students must already be in the classroom on or before the bell rings. This teaches them time management skil l and consideration of other people’s time. It is only when we start on time that we start right.
b. Students who are caught littering will empty the trash can at the end of the day. This gives them sense accountability for their actions. To make them realize the bigger consequences of what they may take as small inconsequential misbehaviors.
c.
To ask permission in case of necessity. The teacher is responsible for each student during his time period thus it is his responsibility to know their whereabouts.
d. To erase the board every other period. This is to show courtesy to next user as we don’t want other teachers to be held back from starting because of a dirty board. e. Arranged chairs and tables before and after a class period. Arranged desks is followed by proper seating arrangement which is followed by minimal unnecessary interaction. 3. Should learners be involved in making the class rules? Why? Yes, students should be involved in making this classroom rules. This way the teachers know what they value as a class and what ways they deem possible to attain them. Also through a participatory approach, each one of them will share the same goal and same sense of accountability to fulfill it. They will also feel valued as members of a class.
EPISODE 4 INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
Name of FS Students:
Glenda Jaygee T. Calagui Ruth Ann Tuddao
Course:
CPTE
Resource Teacher: Mrs. Aileen Ibanez
Year & Section: III-5
Date of Visit: Observation Report on Learners Characteristics
I observed that inside the classroom, there is a diverse group of students. They differ in religion, gender, ethnicity, socio-economic background. Each child is unique in one way or another. hey were brought up in differing beliefs and practices and ways of thinking. Learners act and behave in the classroom in the way they are trained at home or the community they belong. In the classroom teacher interacts with over fifty unique individuals of different dispositions and learning styles. Some are poring over a stack of books from the library, writing notes on index cards. One draw s detailed illustrations, while another enjoys designing his representation on his computer. A girl was so excited about explaining her ideas to her partner that she’s twirling around her braid of hair as if it were a propeller. Another girl watch the traffic moves
along the street that borders the school and the public gym. The very large number of students in the classroom was a cause of chaos especially during collaborative goings-on not to mention the lack of specific areas in the classroom to work on. But amid all these varied activities, they are all eager to learn, full of energy, curious, ready for adventure, sociable, disarmingly honest, and ready to solve the problems of the world. It may have been a delight or a challenge for the teachers to motivate, hold heir attention, and channel their enthusiasm and energy into r eal learning.
ANALYSIS 1. Identify the people who play key roles in the relationships and interactions in the classroom. What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention-seeker, a little teacher, a doubter/pessimist? The teacher and the students are the key actors in the teaching and learning process. When the teacher is not around, someone acts as a little teacher one who is looked up to because he was elected. Some students also were frequently selected as leaders by their group mates or by the teachers during group activities Some clever student would stand out in the middle of an eventless period and would throw some clever lines that would arouse the class in guffaws or maybe a clumsy act that attracted everyone like falling down from one’s seat (sometimes intended) just for laughs.
Another tech-savvy student would bring out a novelty item like a rare gadget and everyone would gather in awe. Still some students are attention-seeker; they would raise their hands up but retreat once called by the teacher and reason that they’re
stretching out. A student in one corner may also look so busy writing down things just to avoid interacting with classmates. And the musically incline student, would bring out his guitar to play some Bruno Mars. 2. Are students coming from the minority group accepted or rejected by the other? How is this shown? There is no eminent discrimination inside the classroom. They are of different sizes, some extremely tall others pet ite but they seem to bond more like siblings than classmates. Each one of them has their own niche during snack breaks but you hardly see a student alone by himself. Although some students maybe shy, no hostility
towards anyone is displayed. It is of course a given that some groups are more popular than the rest. 3. How does a teacher influence the class interaction considering the individual differences of the students? Classroom climate is directly affected by the level of respect and tolerance that is displayed towards cultures, opinions, differences of individual groups that are part of the classroom community. Teachers play a role in teaching and modeling tolerance and respect inside and outside the classroom. Treating students in a fair and just manner creates a positive classroom climate, accepting students ’ individual cultures, creating classroom that is inclusive of students with disabilities, avoiding gender stereotyping and creating a democratic environment will promote the same attitudes with students towards each other.
Teachers must provide activities in group where individual
students learn about each other’s strengths, talents and different views and eventually
learn to find respect in them. 4. What factors influence the grouping of the learners outside the classroom? The grouping of learners outside the classroom is often affected by their interests and activities. One can find the academically-competitive students with their notes remaining inside the classroom during breaks. In another corner, a group strumming guitar and singing along; still another busy with their new phones or netbooks. A clique of girls would be trying out some new lip balm or other girly kit. Those who often miss class because of their extracurricular activities bond over their rehearsals.
REFLECTIONS 1. How did you feel being in the classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? At the beginning, I felt that I was a plain observer of the proceedings in the classroom. We were detached from whatever are transpiring- busy taking notes of our observation. Eventually though, we began interacting with the students not just our resource teacher. We began to really take interest in what the next activity would be; we even became judges for group or individual presentation. The students started initiating conversations with us often in the form of questions regarding the lesson and they genuinely appreciated our responses. The teacher was also very accommodating always eager to answer all our questions, explain the strategy she is using. I felt a sense of oneness or unity among the learners. One time during recess, eavesdropping, we heard a student. The classroom leader confronted a classmate regarding him catching her cheating during the periodic test. The classmate admitted to it saying that she did it in only one subject, only because she failed to review that part of the exams. The talk was good-humored; it ended with a promise from the classmate not to do it again. This is just an example of how brotherly and sisterly-like the students treat each other. An observer can’t feel a sense of superiority from the teacher over her students either or among the students themselves. 2. In the future, how would you want the learners in your classroom to interact? How will you make this happen? In the future, I would want my learners to feel that my classroom is a place they would want to be during school day and the most important factor in this would be
the relationship between me and my students and their relationship among each other. To do this I would spend time is reinforcing student communication. Children often do not know how to talk to each other in a positive manner. I would provide them the words to use to support each other by teaching them the skill and by modeling it in my classroom proceedings. This would start creating a class that functions as a respectful and caring unit. The children would feel that they are supported by those around them and they will become more actively involved in their education. 3. How will you encourage all learners, regardless of religious, ethnic or racial background to interact and participate? I think the most important factor in creating a tolerant classroom environment is by promoting and directly teaching the concept of respect within diverse community of learners. This includes but not limited to respect of self, property of others etc. But the most important topic to teach is respect for different ideas and opinions. This kind of respect can be taught through class meetings and discussions, rules, role-play and even through using literature. I believe that when you directly teach how to be respectful (i.e. what it looks like, what it sounds like, etc.) and establish a respectful environment in which students feel safe to express their ideas and opinions from day one, you end up with more acceptance of ideas and more opportunities in which students can learn about and from one another.
EPISODE 5 INDIVIDUAL DIFFERENCES and LEARNER’S INTERACTION
Name of FS Students: Ruth Ann Tuddao Glenda Jaygee T. Calagui Course:
CPTE
Resource Teacher:
Mrs. Emma Dumayag
Year & Section: II-1
Observation Report on Individual Differences
I observed that there were students who are silent yet they excel in the subject. There are also those who are verbally communicative but they fall short during written examinations. There are also slow yet coping students. Seldom are those students who excel in all aspects. Those who are high-achievers are serious in their studies. They participate actively in class discussions; they ask questions and they listen to responses. They exert effort to complete tasks assigned to them. Low achievers on the other hand are those who intentionally sit at the back so the teacher would not mind them doing something else except participating in class, they are passive during discussion, they play games or text thru their cell phones, and they constantly look at their watch. They frequently not exert much effort to complete a task or if they do, they are behind and the effort was just for compliance. High achievers are always on top of the teacher’s list either to represent the
class, the section or their group in activities. They are given small responsibilities by the
teacher from making sure desks are arranged, corridors are clean, and papers are distributed to representing the class in year level contests. Low achievers are monitored by the teacher regularly. The teacher sees to it that they are able to follow and that they are able to contribute in collaborative activities. Teachers also coax and call for them during recitation more often than high achievers. The teacher addresses the individual learning needs of the students through collaborative and interactive activities that interest them. Often this is done through grouping them so that the high achievers and low achievers are not distinguished. The activities often make use of more than two types of intelligences to allow them maximum participation from each member. The teacher also presents lesson variedly not just through lectures and discussions also through visual representation or calling on students to describe, draw, write and even act their representation. She tries to capture their attention. She links the lesson to common interests of students at their age like relating short story character from the book to a popular K-pop group or anime figure. A few times, she throws lines in Ybanag or Ilokano or Tagalog just for emphasis even if the subject is English also to rouse students.
ANALYSIS 1. Did your observation match the information given by the teacher? Where you able to correctly identify who among the students performed well and who did not? What behavior helped you identify them? (Volunteering to answer, responding to teacher’s directions etc.) My observation is parallel to the information I gathered from the teacher. How much the students interact with the teacher, the topic and other learners helped me identify the students who do well inside the classroom. The effort and interest they give to accomplish task reflects their attitudes towards learning. It is also important to know that some students excel in individual more than in collaborative activities and that ability in certain areas does not vary according to gender.
2. Describe the differences in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those who are not? There is not a wide gap between the high performing and low-performing students. The gap is only evident when the latter does not invest in attention to what is happening inside the classroom or does not participate. Poor performance may just be more of a measure of a student’s lack of interest in a subject, or its detachment from the class, rather than a sign
of its inability to learn that subject. While high performance can be a measure of a student individual motivation or interest to excel emphasized more by the teacher’s recognition of
these. 3. Describe the methods used by the teacher in handling the students’ diffe rences and abilities. How did the students respond to the teacher? The teacher usually holds collaborative learning strategy in the form of dyad or group where each student can participate or assigned a task either by the teacher herself or
among members of the group. She does not leave the group on their own instead she goes around recommending who can do and work on these or that, checking on their progress so one would be left behind without a role to perform and that everyone is involved. The students appreciate the collaborative strategy and this displayed by their excitement in grouping themselves- getting up from their seats. Suggesting students who can work best on a certain task also shows the students that the teacher pays attention to their abilities and their interest so often, students who barely participate is encourage to claim responsibility in accomplishing and coming up with good outcome. Equally important a strategy employed by the teacher was knowing each student’ name
and encouraging them to participate and ask questions. Students get the message that the teacher cares for each of them individually and they reciprocate this by interacting with the teacher in and outside the classroom.
Ruth Ann Tuddao REFLECTIONS 1. Recall the time when you were in the elementary or high school. Recall the high and the low achievers in your class. How did your teacher deal with the differences in abilities? Was your teacher objective? When I was in elementary, high achievers are those who belong to highstandard family. Those who have means to buy what they need in school are the high achievers. They are also the ones who are active inside the classroom. Low achievers are those who belong to families who are not so well-off because not all their school needs can be bought. A few of them are intelligent but their potential in learning was not maximized because they barely participate due to lack of materials and resources. A few weak but well-to-do students are given opportunities to because they can afford field trips, seminars and out of school activities. My teacher in elementary seemed to favor the latter who are constantly recognized and paid attention to during class.
2. With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and the low achievers in your class? I would promote the strategy of teaching in which learning is an active process. This means that as a future teacher I have t actively engage the learners in learning activities to allow them to learn what I intend to teach. I have to give the student opportunities to participate in classroom activities despite their own abilities. I would give the students various activities for hands-on-minds learning. This is the process of learning by doing and learning by teaching others.
Glenda Jaygee T. Calagui
REFLECTIONS 1. Recall the time when you were in the elementary or high school. Recall the high and the low achievers in your class. How did your teacher deal with the differences in abilities? Was your teacher objective? In high school, the high-achievers seem to be coming from families who abound of professionals. Parents who are also high-achievers, usually economically well-off living in the urban area. This was maybe because they are allowed more facilities at home to use for learning. While the low achievers are those who came from families who are living thru meager means. However difference is not noticeable because the school provided avenues for the latter to cope up. In the classroom for example, the teachers gave special tasks or homework to those who a bit behind so they can work on their difficulties. The teachers also made use of active learning strategies where slow learners were challenged to solve complex problems through their own efforts. The teachers held equally high standards for each one and find ways to help all of us to achieve them. Teachers also provided us with free choices like whether or not to work with a partner, and with whom to work, choice of novels to write about for a book report, medium to use on a report, topic to select for individual projects. These free choices gave us freedom to work at our own pace, available resources and with our individual interests. I found the strategies used then as objective as well as effective in my learning. They addressed all learning abilities and individual differences. The teachers understood that we were all unique as learners.
2.
With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs of both the high and the low achievers in your class? With the individual differences in mind, I think the goal to remember is to understand the great range of learning preferences that will exist in any group of students and to create a classroom that is flexible enough to invite individuals to wo rk in ways they find most productive . For students who are perceived as weak academically,
the achievement gap can be narrowed with challenging and interesting problems to work on that are relevant to their lives, instead of just traditional remedial instruction. The use active learning strategies where students solve complex and challenging problems through their own efforts should also be practiced together with collaborative strategies. This is based from the principle that ‘learning is an active process’ . In collaborative strategies, to ensure that everyone in the group, not just the highachievers are learning what is being taught, all members’ contributions should be reinforced, roles should be assigned to each group member to ensure interdependence and accountability. Offering students choice not only is a powerful way to meet their varied learning needs, but it also helps motivate them to learn. We should know when to have them work in group, in partners or individually. Most importantly teachers should spend time to get to know their students as individuals. To get to know students as towhat they are most passionate about, how they think they learn best, who their greatest influences are, and the like. Knowing our students well will allow us to identify their learning needs and to create the varied instruction that helps ALL students achieve at high levels.
EPISODE 6 HOME-SCHOOL LINK
Name of FS Students: Ruth Ann Tuddao Glenda Jaygee T. Calagui Course:
CPTE
Resource Teacher:
Mrs. Emma Dumayag
Year & Section: II-1
Observation Report Name of Learner: Ivan Reih Sabala Date of Birth: Oct. 14, 1996 rd
Year Level:
3 year
Age:
15
# of Siblings:
2
Gender:
Male
Birth Order:
2nd
Mother:
Leticia Sabala
Age:
Occupation:
Teacher
Educ. Attainment: College Graduate
Father:
Reynato Sabala
Age:
Occupation:
Ministry Pastor
Educ. Attainment: College Graduate
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Learner’s Physical Aspect:
Health:
Normal
Mother’s Health during pregnancy with the learner:
Normal
Ailments or health problems of the learner as a child:
None
Age of the learner when he started to walk/talk:
11 months
Food preferences of the learner a child and at present: during childfood, soupy food, at present, fried dishes Who took care of him as a child?
Grandmotther
Learner’s Social Aspect: Describe your child’s sociability (friendly, outgoing or shy, loner):
When he was a child, he prefers to play alone. But as he reach teenage years, he loves being with friends. Who were the learner’s playmates?
His cousins are his playmates.
As a child then was he/she allowed to play outside?
Yes, he was.
Is he/she allowed to go out with friends:
Yes
Do you have rules for him/her to follow regarding going out?
Yes
What are these rules? He can go out anytime of the day but not during nighttime. He needs to finish his assignment first before he goes out o n weekends.
Emotional-Moral Aspects: What are your expectations of your child? My child is well-trained and disciplined. He ’s responsible with his studies. I know he can manage his emotions when he is troubled. How do provide a nurturing environment for your child? As a family with fear in God, we usually go to church together. We assure ourselves that every word we utter is a blessing to his ears and we deal with problems not showing our kids that we are distressed. We always see to it that we have extra time with our kids despite being busy. Does your child go to you when he/she feels down or has problem? What do you do to meet his/her emotional needs?
Yes. I ask him why when he is very quiet or it looks like something is bothering him. I let him open up everything to me before I give advice. What do you do when he/she is not successful in something? I always tell him that in life, there are ups and downs and that success comes with effort, it arrives in the right time; if not today, then tomorrow. How do you discipline your children? I am not a nagging mother; I usually discipline them in calm solemn voice. I don’t punish
them when they do something wrong. I just sit down or shut my mouth close but my eyes will talk. Without speaking, they would stop whatever it they are doing. Do you have rules in the house? What are they? No we don’t implement rules but we implement schedules for chores. Aside from that,
everyone can move freely. We are at home as a family not at the office or school. How do you impose these rules? What are the consequences of breaking the rules? Learner’s Cognitive Aspect: What are the child’s interests?
He loves computer games and playing with children younger than him. He loves science and sci-fi movies. What is he/she good at in school? He is good at Science, Math, and English. In what subjects does he/she have difficulty? Filipino and Social Studies How do you monitor his/her performance in school? How do you m otivate him/her?
His father usually checks up on him at school at least twice a month. We also discuss with him his grades. We let him feel that his education is a priority. Do you have rules at home to help him develop good study habits? We let them do their homework alone unless they ask help. But we don’t force them to study their lessons. They know their obligation as students and willingness to study should come from them. What are these rules? How are they implemented? None except that they need to finish their homework before they go out or play. We ask them directly.
The Learner’s Development Profile (OUTLINE)
Name of Learner: Ivan Reih Sabala Date of Birth: Oct. 14, 1996 rd
Year Level:
3 year
Age:
15
# of Siblings:
2
Gender:
Male
Birth Order:
2nd
Mother:
Leticia Sabala
Age:
Occupation:
Teacher
Educ. Attainment: College Graduate
Father:
Reynato Sabala
Age:
Occupation:
Ministry Pastor
Educ. Attainment: College Graduate
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Physical Development: The child is physically normal without deficiency. His mother was healthy during pregnancy. He did not suffer from any ailments during childhood. He learned to walk at the age of 11 months which is just the average. He is not fond of repeating dishes. He loves soup until he discovered fried chicken. It was his grandmother who cared for him during early childhood. Social Development: When the learner was still a child, he usually plays alone. But as he grew older he learned to be with friends. During childhood his playmates are his cousins. He was allowed to play outside the house and go out with friends during the day only until evening. He is allowed enough freedom to enjoy his social life. Emotional-Moral Development: The learner is well-disciplined and can manage his emotion when it comes to his own trouble. He is responsible in his studies and practices self-reliance. He is a God-fearing child
and was brought up with the right values. His parents allot time to him and his siblings. He grows up with parents who values family over material things. Cognitive Development: The learner performs well in school. He gives importance to educational gadgets. His parents’ concern and value towards educations helps a lot in his cognitive development. His
mother being an educator herself understands his learning style and interests and uses these to facilitate his learning at home too. The learner is self-motivated in his studies. He is driven by the attitude his parents show towards learning at home. Findings: The learner is intelligent and is responsible in his studies. His training at home is carried to school as displayed by his good performance and positive attitude towards learning. Allowing him freedom to enjoy his right to be a child, to enjoy his friends and play also help balance his personality. The God-fearing beliefs and respect that his parents show towards him and each other also develops his good social skills. Conclusions: A supportive family and a good parental relationship also influence a c hild’s learning and attitude towards school and other people. Allowing the learner the freedom to enjoy his childhood while teaching him to value his education will develop in him self-reliance, independence and trust in his own capabilities. A self-motivated child can go out the home with confidence that he can deal with other people and the challenges that growing up can throw at him. Lastly, a solid belief in God and good values is also a foundation of a wellrounded being.
ANALYSIS 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. The learner is experiencing an Authoritative type of parenting style. His mother knows his type of movies, his favorite subjects and his favorite computer games which mean that the mother is involved in the child’s interest. The use of non -physical punishment but of
reasoning in disciplining them is also a characteristic of this parenting style. The lack of study rules at home but relying on the child’s valuing of education and not volunteering help in their children’s studies also stress self -reliance and independence on the part of the learner.
Warmth and nurturance is exhibited by the mother being able to ask his children about their problems and them being able to open up to her. The child’s choice for playmates (being the cousins) is approved by his parents. The father checking up on the child every once in a while and discussing their grades occasionally is a display of the right amount of supervision. The parents are neither indulgent nor permissive in not setting study rules for their children, it is a recognition for their children’s sense o f responsibility.
2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and overall adjustment of the learner in school? Parents play an important role in adolescent’s life. Learners whose parents support their academic achievement perform better than students who receive none. Children are also less influenced by peers or by negative peer influence when they have a close and involving relationships with their parents. When a learner’s parental relationship is deficient or
lacking in warmth, nurturance and supervision, the more likely for him to be influenced by
peers. Authoritative parenting, as practiced by the parents that we interviewed, encourages students to claim more responsibility and self-reliance towards their learning. Also this type of parenting encourages learners in school to be less susceptible to peer influence. Positive family relationship guides a learner towards influences that are more approved by adults. Moreover, not only do parents expect to see change in their sons' and daughters' behaviors as they socialize them with other students in school. Through their interactions on a day-today basis--parents can model and/or shape the cognitive, emotional and behavioral attributes they desire to see in their children.
3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects? Communication between home and school has an effect on the learner. This is so because this type of communication is for continuance and reinforcement of what is accomplished at home or in school since the student does not stay in school every hour of the day. By teachers regularly communicating to parents, they are able to identify the learning needs, the learning gaps and how they can bridge it with more permanence. Through this, both parties can monitor the student’s progress and performance and can compare notes. The more involved the parents are, the easier for the learner to cope and deal with challenges in school. Parents can adjust their parenting style to accommodate study skill needs of the child. Achievements of the child can be shared. Supportive availability of parents encourages positive an attitude towards learning that results t o higher achievement or scores in test, increased completion of homework and even better attendance.
Ruth Ann Tuddao REFLECTIONS
1. Reflect on your own development as a child? What type of parenting did you experience? How did this affect you? When I was a child, my parents were strict to us. They would let go out with friends. We were not free to do what we want. That is why we grew up not so much in touch with other people. We’re contented staying at home, the
whole day especially during weekends. During Sundays, we just go out to church then go home after. And this affected me so much that even at my age now, I still feel most comfortable being inside the house when out of work. I lack involvement with other people; I feel I am deprived of social life.
2. As a future teacher, how would you establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you? There should be communication between the teacher and the parent once or twice a month. So there is supervision among students. Through this, the teacher would be open to the weaknesses and strengths of the children. So as a parent, they would be involved in following-up of what the child have learned in school. Whatever the weaknesses of the teacher, it can be compensated by the parent and vice versa. Especially in straightening behavior, a part can be done by the parent but the greater is on the teacher. The academic aspect would have the teacher is the most part and continuing will be the parent’s role. Each party would need help from each other to ensure the learner’s development.
Glenda Jaygee T. Calagui REFLECTIONS
1. Reflect on your own development as a child? What type of parenting did you experience? How did this affect you? I recall that as a child I received an authoritative parenting style; it was free from rigidness or neglect. As early as highschool, we were taught selfreliance and independence. My parents rented an apartment for my siblings and me to reside in as we are not from the city where our schools were. We were trusted enough to take control of our time and our money. Waking hours and sleeping hours were not dictated. We set our own alarm clocks. Our allowance was given weekly which means budgeting means stretching it to 5 days. We learned to cook on our own, manage our time and we did not have cable TV forcing us to be very creative in passing our time. This also meant that we were allowed to choose our friends and take part in school activities that interest us. Our parents came to visit twice or thrice a week often to fetch us on weekends or the laundry on weekdays. They would text or call every once in a while especially during the evening just to check if all of us had arrived home or if we were studying and also to remind us of nearing exams or a report card that had come at their reach. They would attend school meetings or summons from guidance counselors. Never did any of us experience physical punishment but neither did we lack reprimands, not that we needed them since we were not involved in delinquent acts. Sending us off to board away from home had been a practice in our big family starting even from our eldest brother. To say the least, I enjoyed the kind of freedom that the experience provided me. I felt a sense of responsibility towards my actions which I carried off even after graduation. It left me with a sense of self-worth and identity to be treated as an adult thus I felt capable of controlling events that can affect my life . Living away from my parents, renting on my own in the big city for over four years has no longer been a pain for me since I was prepared for it. My
experience throughout my school years of not living with our parents, taught me to muster enough confidence and social competence to deal with the challenges of the outside world and the diversity of people that the city can shower one with the little anxiety. I was reared to think and to evaluate things on my own, mindful that my decisions will consequence nobody more than it will do me so taking caution is part of it. And consistent as they are with their rules, that especially applies now that I’m living with them again for awhile.
2. As a future teacher, how would you establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you? A way I can establish home-school collaboration with parents is by being acquaintance to build rapport and gain information from them. Simple small talk, about weather, traffic, a local event, any of those hundreds of things that adults use to make contact with one another, can be appropriate at the beginning of our relationship. But eventually it is necessary for me to talk about the child. An inviting question could be, “What has James said about his school activities?” It would be necessary to ask open-ended questions in order to get the parents talking about their child and to share information that may help me with the student in school. In order to have a good working relationship with the parents, I need to think like one, to genuinely send off caring and concerned messages when speaking about their child and to create a welcoming environment to their guardians. Positive, honest and clear communication is suggested as the foundation to building personalized relationships with parent where each of us understands and respects each other’s perspective. Working together toward shared goals with shared power, this collaboration can require ongoing planning, development and even evaluation. This can mean soliciting support from the
