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Field Study 1: The Learners Development and

Environment.

STI West Negros University


A Portfolio
Presented to the Faculty of
College of Education-STI West Negros University
In Partial Fulfillment of the
Requirement in EDUC 112
Presented to: Ralph Kalvin K. Dajao
Presented by:
Jamela Rose L. Nacion
BSED-II (MAPE)
J-22

March 2016

TABLE OF CONTENTS
Dedication
Acknowledgement.
Objectives
Resume.
Episode 1: SCHOOL AS A LEARNING ENVIRONMENT.
EPISODE 2: LEARNERS CHARACTERISTICS AND NEEDS
EPISODE 3: CLASSROOM MANAGEMENT AND LEARNING.
EPISODE 4: Individual Differences and Learners Interaction
(focusing on Differences in gender, racial, religious backgrounds) .
EPISODE 5: INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(Focusing on Different levels of abilities)
EPISODE 6: Home- Skill Link...
Daily Time Record
Rubrics

Dedication

I dedicate this Portfolio to my Mother and Father. Memia L. Nacion and Jose
L. Nacion, who despite of their low learning experience, they are able to give
their full support just to send me to school.

And most importantly our Creator, Jesus Christ. I cannot do everything


without Him.

Acknowledgement

A myriad thanks to those people who made this Portfolio possible. I would
also thanks to my sister Berlin Mae Nacion who support and encouraged me
to finish this Portfolio.

GENERAL OBJECTIVES
1. Identify the stage of physical, motor, linguistics, literacy, cognitive,
social and emotional development of the children or adolescents as
manifested in the actual classroom setting.
2. Observe and reflect on the different approaches employed by the
teacher in dealing with learners in the different stages or development.
3. Analyze how the teaching learning process should be conducted
considering the different phases of child development.

PERSONAL DATA

Name: Jamela Rose L. Nacion


Age: 18
Address: San Mateo Village Bacolod City
Sex: Female
Date of Birth: June 9, 1997
Height: 53
Weight:60
Civil Status: Single

Field Study 1
THE LEARNERS DEVELOPMENT AND ENVIRONMENT
Course Description

This course is designed to help the Field Study Students verify the
behavior of the child in the actual learning environment. It will require them
to recognize feasible approaches to facilitate learning considering the
learners different phases of development and social environment.

Field Study 1 can be anchored on these Professional Education


subjects:

Child and Adolescent Development

Facilitating Learning

Social Dimensions of Education

GENERAL OBJECTIVES
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive,
social and emotional development of the children or adolescents as
manifested in the actual classroom setting.
2. Observe and reflect on the different approaches employed by the
teacher in dealing with the learners in the different stages of
development
3. Analyze how the teaching and learning process should be conducted
4. considering the different phases of child development

Episode 1

SCHOOL AS A LEARNING ENVIRONMENT


Name of FS Student: Jamela Rose L. Nacion
Course:

Bachelor in Secondary Education Major in MAPE

Year and Section:

BSED-II

J22

Resource Teacher: Mrs. Feevee Joy Cardinal


Cooperating School:

West Negros University Integrated School

TARGET
At the end of the activity, you will be competent in determining a
school environment that provides social, psychological and physical
environment supportive of learning.

Your Map
A general observation of the campus and the classroom as an exciting
way 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.

4. Make a reflection on
the characteristics of a
school environment that
promotes learning.

2. Accomplish a
checklist as you
move around the
school premises.

3. Based on your
gathered data in the
checklist, describe the
school environment.

5. Present your idea of a good school environment


through
any of these:
a) Descriptive Paragraph; b) Photo Essay
c) Sketch or drawing; d) Poem, song or rap

Your Tools
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 of
The activities and tasks to be accomplished in the activity sheets will yield
better learning results.

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school.
Check the column to indicate their availability.

Give

brief

description of those that are available on the last column.

Not
Facilities
Principals Office

Available

Available

Description
The office is evidently big
enough to accommodate the
visitors.
It was located in the 2nd floor

Library

main building. Well lighted,


and has a many reference
books. Its quite noisy.
The campus has two

Canteen/Cafeteria

cafeteria,one is located in the

Integrated School, and one is


located near to the field.the
foods are delicious but some
in a high price.
The sheets are clean,

Medical Clinic

Reading Center

different kinds of first aid

medicine intended for the

Intended for reading.

needs of the students.

Speech Laboratory

You can find this along the


ICT building. Theres a big
LCD Television inside the

Science
Laboratory

Speech Laboratoty.
This was located in the
Engineering building.
Different kinds of laboratory
Apparatus that we can use

Gymnasium

during the Biology class.


This building is located at the
center of the campus.
Gymnasium is used for
important events of the

Auditorium

school.
Located at tha front of
gymnasium. This building
sometimes used for some

Comfort Room for


Girls/Boys

seminar.
There are a lot of comfort
rooms for boys and girls .
Well-maintained and it was
all located near the
classrooms.
Same with the boys, comfort

rooms for girls is also well


maintained.

STI-WEST NEGROS ENTRANCE

STI-WEST NEGROS CANTEEN

PRINCIPALS OFFICE

Be guided by these tasks as you do your observation. Then


accomplish the matrix to record your data.

1. Look at the walls of the classroom. What are posted on the walls?
What heroes, religious figures, lessons, visual aids, announcements,
do you see posted?
2. Examine how the furniture is arranged. Where is the teachers table
located? How are the tables and chairs/desks arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?

OBSERVATION REPORT

The land occupied by the School administration was


so extensive that could
students.

They

have

accommodate hundreds

well-structured

buildings

of
and

greenly environment.
Actually the room I had visited was inspired by
nature as the posts were likely trunks similar with a real
tree. Its a half wall open. It seems that students were
comfortable and not bothered by some inconveniences
that commonly found in a close classroom. I havent seen
any

illustration/drawings

in

the

room

only

the

announcements written on the board but sometimes the


teacher would have assigned a student to inform them.
And actually Ms. Feevee didnt discuss her lesson inside
their classroom, he discusses her lessons either in the

Gym or in the Covered Court, because the subject that


she

handled

is

Mape.

It

seems

her

students

is

comfortable for what they are doing in this class.

CLASSROOM FACILITIES MATRIX


Classroom Facilities

Description

It is positioned at the right side of the


1. Teachers Table

blackboard. It seems that the furniture


is durable and enough in size.

2. Learners desk

The desks are made in steel. It is longlasting and comfortable to be used.


It is wide and clean. The writings are

3. Blackboard

succinctly understood by the students.

4. Learning

Textbooks are all new and well taken

Materials/Visuals

care of.
Manila papers are in a good condition.
The whole class is divided in 5 groups

5. Classroom officers and


daily sweepers

for daily sweeping from Monday to


Friday before and after the lecture.

Analysis
How do the school campus and the classroom in particular impact on
the learning of the students going to school? What are your
conclusions?
The room has no door, it is noisy and hot inside the classroom. The school
environment could help learners to be more focus to their studies
regarding the subject matter. Of course it has a deep impact on the
learning of the students for the reason that the instructional materials
needed are necessarily matched and reliable to the students learning
process.

How does this relate to your knowledge of child and adolescent


development? How does this relate to your knowledge in
facilitating learning?

In my own understanding, the student should be provided with


comfortable room, free from noise and must well ventilate. In addition the
student should be provided visual aid and other learning materials.

A good teaching is effective when she/he utilizes the past experiences of


the children.

Reflections
1. Would you like to teach in the school environment you just
observed? Why?

Yes, the laboratory school has all the facilities that could provide
better learning for both the students and those undergoing
practice teaching. It is near the school (STIWNU), which could
provide teaching aids/ library support.

2. What kind of school campus is conducive to learning?


In the present climate change and weather condition, air
conditioning could help better learning for students in the city
like Bacolod. Shaded trees must also abound to give comfort to
the student during recess and the rest of the period.

3. What kind of classroom is conducive to learning?


The room must be wide enough or the average 35-40 student
per room. A comfort room must be providing with dressing
facilities. If there is no air-conditioning unit, the windows should
be wide to provide better ventilation.

4. In the future, how can you accomplish your answer in number


3?
The government is now constructing room with comfort and
amities to make room conducive to learning. A possible
organization parent-teacher could help to contribute facilities
conducive to learning. The Brigada Eskwela

being conducted before school opening could possibly help


accomplish the desired output.
5. Write your additional learning and insights.
As learned in the principles and method of teaching, the object
to provide better environment to student is of primary

importance to facilitate learning. Teachers preparation is one of


the vital important to facilitate learning. Hence teacher prepare
and provide a good class atmosphere to achieve this goal.

My Personal Illustration of an Effective School Environment

Episode 2

LEARNERS CHARACTERISTICS AND


NEEDS
Name of FS Student: Jamela Rose L. Nacion
Course:

Bachelor in Secondary Education Major in MAPE

Year and Section:

BSED-II

Resource Teacher:

Ms. Feevee Joy Cardinal

Cooperating School:

J21

West Negros University Integrated School

TARGET:
At the end of the activity, you will gain competencies in differentiating
the characteristics and needs of learners from the different developmental
levels.

Your Map
To reach your target, do the following tasks:

Step 1
Observe 3 groups
of learners from
different levels
(preschool,
elementary, and
high school).

Step 3
Validate your
observation
by
interviewing
the learners.

Step 2
Describe each of
the learners based
on your
observation.

Step 4
Compare
them in terms
of their
interests and
needs.

Your Tools
Use the activity form provided for you to document your observations.

AN OBSERVATION GUIDE FOR THE LEARNERS CHARACTERISTICS


Read the following statements carefully. Then write your
observation report on the provided space. Your teacher may also
recommend

another

observation

checklist

if

more

detailed

observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they
move, walk, run go upstairs, etc.
Are gross movements clumsy or deliberate/smooth?
How about their fine motor skills? Writing, drawing, etc.
Social
Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What

are their concerns?


Emotional
1. Describe the emotional disposition or temperament of the learners.
(happy, sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behaviour. Are they
self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were their opportunities for problem solving? Describe how they showed
problem solving abilities.
LEARNERS DEVELOPMENT MATRIX
Record the data you gathered about the learners characteristics and
needs in this matrix. This will allow you to compare the characteristics and
needs of learners at different levels. The items under each domain are by no
means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.

Development

Preschooler

Elementary

High School

Domain

(Indicate age

(Indicate age

(Indicate age

range of

range of

range of

children

children

children

observed: 3-5

observed: 6-8

observed:

yrs. old)

yrs. old)

11-13 yrs. old)

Pre-schoolers are

Graders are able

They are able to

very playful and

to eat, dress,

do things

creative. They are

bathe and groom

independently. For

so much familiar

themselves. They

the reason that

with bodily

are starting to

most of them are

engagements

cooperate and

physically and

(Gross-motor

such as running,

share others by

mentally fit to do

skills

hopping, leaping

making projects,

Physical activity

Fine-motor skill

and other related

dusting,

Self-help skills)

physical

sweeping; they

movements.

may empty

They are

wastebaskets,

dependent to

erase chalkboard;

their parents

in play group,

pertaining to fine-

they include

motor and self-

helping to

help skills.

construct a

Physical

typical game,
sand castle and
many more.
Social
Interaction with

This stage is

Learners were

Students in high

Teachers

considered as a

showing respect

school level are

Pre-Gang Age or

towards their

very fond of

Questioning Age;

adviser. They

making friends

Interaction with

classmates/

children are

laughed

especially when

friends

learning the

uproariously

they saw their

foundations of

when somebody

crushes inside the

social behavior.

took a mistake

campus.

They are old

especially if the

With their teacher,

enough; both

student perceives

they are obeying

physically and

the instruction

to what

mentally to cope

incorrectly. The

command/instruct

with the school

class was

ion that impose

work. They want

segregated with

but in some

to be praised by

kinds of group

instances they

Interests

others particularly personality.

used to ridicule

to their teachers.

the teacher
particularly when
she is not looking
at them

Emotional

They are very

Graders are, at

They are so much

(Moods and

sensitive and

this stage,

expressive with

temperament,

impressive in

socially oriented

their feelings

expression of

terms of their

in a way that

specifically in love

feelings,

emotions.

they would be

affection between

Emotional

Children at these

embarrassed if

two opposite sex

independence

ages are

they outburst

(boy & girl

Others)

transparent. They

temper, fear and

relationship).

would cry when

hurting others in

Some are officially

somebody did

jealousy as poor

called as

anything wrong to sportsmanship.

boyfriend and

them.

girlfriend. They

Some would

are conscious with

tantrum if they

their actions

wouldnt have

inside the

what they like.

classroom.

Cognitive

Toddlers are

They are

At this stage they

(Communicatio

learning to

beginning to

already know the

n Skills,

distinguish right

write, speak and

two languages

Thinking Skills,

and wrong and

read in two

that we use but

Problem-solving beginning to

languages

some of them are

Others)

develop a

(Filipino and

still learning.

conscience.

English).

Analysis
Write the most salient developmental characteristics of the learners
you observed. Base on the following characteristics, think of implications for
the teacher.

Example:
Level

Salient Characteristics

Implications to the

Observed

Teaching-Learning Process

Preschool

Pre-schoolers like to

Age range of Learners

move around a lot.

Therefore, the
teacher should

Observed 3-4 yrs. old

remember to use
music and movement
activities not just in PE
but in all subject
areas.

Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.

Level

Salient

Implications to the

Characteristics

Teaching-Learning

Preschool

Observed
Pre-schoolers like to

Process
Therefore, teachers

Age range of learners

play with their

should emphasize the so

observed 3-5 yrs. Old

classmates.

called socialization it
denotes social interaction
on how do they get along
with others to augment
their interpersonal

Elementary

At this level, they are

intelligence.
I suggest that the

Age range of learners

active with their

teacher will concentrate

observed 6-12 yrs. Old

developmental skills

more to the aptitude

such as psychomotor

learning process of the

skills, affective skills

learner. Make use of

and cognitive skills.

different kind of
instructional materials
that could have applied
the three domains in

High school

Other said that this

learning.
I propose that teacher

Age range of learners

stage is the crucial

will have an awareness

observed 12-above

part of the childs

pertaining to home

development growth

background, interests

by means that they

and needs of the

are very vulnerable to

students. For she can

any negative

relate herself to them

influences that are

and can understand why

found from different

she/he is showing that

environment. As I

kind of behaviour.

noticed high school

In addition, I commend

students are quite

that do not be a full time

mature with regard to

teacher but be a friend so

their behaviors, the

that students can count

way of interacting their on you to whatever


classmates and
handling emotions.

dilemma they have.

Your
Reflections
1. While you were observing the learners, did you recall your own
experiences when you were at their age? What similarities or
differences do you have with the learners?
As I reminisce my grade school experience before that my
classroom is closed and the number of student is bigger in what we
are observing. We have a green blackboard while here it is white, but
the similarities are dependent on the teacher, we are noisy before
even though our teacher is discussing in the front while were in high
school but they are noisier than us.
2. Think of a teacher you cannot forget for positive or negative
reasons. How did he/she help or not help you with your needs
(physical, emotional, social, and cognitive)? How did it affect
you?
The teacher that I cannot forget is my teacher in English first
that Ive meet her Im so scared because of her scary face. I like
her Because she always advised us that if we are graduated in
high school, the things that she always tell to her students is
that focused first in our studies, because studies are very
important as a student.
3. Which is your favourite theory of development? How can this
guide you as a future teacher?
My favourite theory regarding to this setting that is applicable is
the Operant Conditioning theory by B. F Skinner which states that

learning is a function of change as a teacher I could help the student


learn in an environment placing and stimulating learning for individual
change of behaviour.
4. Share your insights here.
It is good to know that integrated advance learning of the child
gives high standard qualities with regard to the competency with the
assessment tools they use, teaching strategies and approaches they
apply and learning materials they facilitate.

Episode 3
CLASSROOM MANAGEMENT AND LEARNING

Name of FS Student: Jamela Rose L. Nacion


Course:

Bachelor in Secondary Education major in MAPE

Year and Section:

BSED-II

Resource Teacher:

Mrs. Feevee Joy Cardinal

J22

Cooperating School: West Negros University Integrated School

TARGET:
At the end of the activity, you will be gain competence in managing
time, space and resources to provide an environment which is appropriate to
the learners and conducive to learning.

Your Map
To reach your target, do the following tasks:

Observe a class.

Using a checklist, find out the evident classroom


Components.

Describe how the classroom is structured or


Designed to allow everyone to participate
in the learning activities.

Relate the data in your checklist to the


learners behaviour.

Your Tools
Use the activity form provided for you to document your observations.

AN OBSERVATION GUIDE FOR THE LEARNERS CHARACTERISTICS


Read the following statements carefully. Then write your observation report
on the provided space.
1. As you observe the class, look into the characteristics of the learners.
Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behaviour. Are they already able to manage their own
behaviour?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.

OBSERVATION REPORT

As I noticed they were fond of interacting to each other. Some have things in
common particularly in singing trending songs, talking about the likes and
dislikes, and other social interaction inside the classroom. They did not pay
attention to the instruction of their teacher. Others were just sitting on their
respective chair but most of them were making their own businesses.
However, I observed that they were following classroom routine; every
group will have designated day to clean up the room, each group knew
already their task to do. So it is good thing to know that in spite of their
being misdemeanour they responded.

AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT


Be guided by these questions as you do your observation of the
classroom management. It is also good to ask the teacher for
additional information so you can verify your observation. Write your
notes below; and then organize your data in the table that follows.
1. Are there areas in the classroom for specific purposes (storage of
teaching aids, books, students belongings, supplies, etc.)?
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this
arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the
teacher do? (behaviour strategies)
8. What does the teacher do to reinforce positive behaviours? (behaviour
strategies)

CLASSROOM MANAGEMENT MATRIX

ASPECT OF
CLASSROOM

DESCRIPTION

MANAGEMENT
1. Specific

EFFECT ON THE
LEARNERS

It has rest room, teachers

It helps students

Areas in the

table, chairs, cabinets and

learning process

Classroom

blackboards.

because of its
functions for
learners

2. Classroom
rules

They have to spell unfamiliar

conveniences.
It helps the students

words at least 5 words after

know what are the

the lecture

different rules during


laboratory activities,

3. Classroom

Always start with a prayer.

Procedures
4. Daily
Routines

the dos and donts.


They will be
religiously-oriented

Students have to sanitize the

This activity could

classroom before and after

lead to becoming a

use.

responsible one and


good citizen in the

5. Seating

society.
It was arrayed in two columns To avoid rush

Arrangement and 4 rows

gathering and to
make them
comfortable with
their seats.

6. Handling

The teacher was roaming

It emphasizes the

misbehaviou

around while having an

maturity of the

r/

activity. When the class is

students with regard

off-task

noisy she would keep quiet and

to their behavior on

behaviour

have a stern look in the front

how they will use

of them.

their sensitivity by
observing the
manner of their

7. Reinforceme

She shared learning

teacher.
They are become

nt of Positive experiences/facts happening in

motivated and

Behaviour

relation to the subject matter.

inspired to study

By that she could relate it to

hard until such time

the reality of life so students

that they achieve

would reflect regarding such

their goals in the

thing

near future.

Analysis
1. How did the classroom organization and routines affect the
behaviour of the learners?
In order to facilitate learning the students should be organize
and given appropriate assignment to stimulate individual interest and
supported by their groups to enrich knowledge and information.
2. What should the teacher have in mind when he/she designs the
classroom organization and routines?
principles should you have in mind?

What theories and

I believe that the theory of connectionism by Thorndike which


when applied to the organization of the student would greatly enhance
learning.
3.

Which behaviour strategies were effective in managing

the behaviour of the learners? In motivating students? Why


were they effective?
Classical conditioning by Ivan Pavlov which instituted by proper
stimulus or reward to gain proper behaviour this is capable when
students are given proper experience to improve their behaviour at
the same time the incentives could be provided by giving them grades.

Reflection
1. Imagine yourself organizing your classroom in the future. In
what grade/year level do you see yourself? What routines and
procedures would you consider for this level? Why?

I imagine myself on grade level 8, my routines and procedures


would be Spiritual Enrichment, social interaction, and it would also
involve mental and physical development.

2. Make a list of the rules you are likely to implement in this level.
Why would you choose these rules?

First would be honesty, obedient, perseverance, generosity. Why


honesty? Because honesty is the best policy. Why obedient?
Because obedient is fundamental in every student and teacher
relationship. Why perseverance? Because in order to advance
learning and continuous improvement in student life. They must
always

persevere.

Why

generosity?

Because

there

must

be

generosity not only between student and teacher but also among
the student themselves.

3. Should learners be involved in making the class rules? Why?

Yes, because it is natural that student should be involved in setting


up of rules because involvement will help to enhance their interest
to comply and obey the rules they have participated to set up.

Episode 4
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION

Name of FS Student: Jamela Rose L.Nacion


Course:

Bachelor in Secondary Education major in MAPE

Year and Section:

BSED-II

Resource Teacher:

Ms. Feevee Joy Cardinal

J22

Cooperating School: West Negros University Integrated School

TARGET:
At the end of the activity, you will be gain competence in determining
teaching approaches and techniques considering the individual differences of
the learners.

Your Map
The learners individual differences and the type of interaction they bring
surely affect the quality of teaching and learning. This episode is about
observing and gathering data to find out how student diversity affects
learning.
To reach your target, do the following task:

Observe a class in different parts of a school day. (Beginning of


the day. Class time, recess, etc.)
Describe the characteristics of the learners in terms of age,
gender, and social and cultural diversity.
Describe the interaction that transpires inside and outside the
classroom.
. Interview your resource teacher about the principles and
practices that she uses in dealing with diversity in the
classroom.
Analyse the impact of individual differences on learners
interaction.

Step
3
Step
4 1
Step
Step
2

Step
5

OBSERVATION REPORT

In my initiation to her class, students have different differences; some


were good in dealing with their classmates they know how to adjust their
selves on what attitude they will project for they already knew what kind of
behaviours their classmates have. They were interacting more with their
friends than the teacher. I noticed that if they are not clarified to the
instruction they tend to ask question to their seatmates and it makes the
class so noisy.
Commonly, those students that are seated at the back are not
behaving. For them teacher would focus on those who are at the front so if
they talk or giggle to each other, teacher could not detect them easily. Same
as I have observed them especially at those students sitting at the back. At
lower level students, they are always applying bahalana system or come
what may concept. No outputs, absences, and having low score are not new
to them. They would rather to pass it on even it is unfinished than to think
critically regarding classroom activity.

Analysis
1. Identify the key roles in the relationships and interactions in
the classrooms.

What roles do they play? Is there somebody

who plays as the leader, a mascot, joker, an attention seeker, a


little teacher, a doubter or pessimist?
o Those key people are important in the setting up of roles and
implementation of the same period the student must be
guided to help identify the leaders, their key person to make
the classroom lively and interactive.
2. Are students coming from the minority group accepted or
rejected by the others? How is this shown?
o It is normal that students grouping would be affected by their
social grouping. There might be new comers or handicap or
those coming from the rural areas will be shown during
interaction and other activities as observe by their teacher.
3. How

does

the

teacher

influence

the

class

interaction

considering the individual differences of the students?


o The teacher would introduce various program and activities
that would solicit social behaviors and utilizing actual and
socially, spirited and social activity should also give attention
to students that is shy and taciturn student and give them
encouragement and appreciation and their participation.

4. What factors influence the grouping of the learners outside the


classroom?
o The following factors more or less affect the students outside
the classroom:
a. Religious affiliation
b. Physical interest
c. Extra-curricular activities
d. Different area of places and residence

Reflection
1. How did you feel being in that classroom? Did you feel a sense
of oneness or unity among the learners and between the
teacher and the learners?
o During my observation the teacher had set a warm welcome
to us she even gave us chairs just to make us comfortable
while observing in her class. In her room, students were
trained to be polite and oriented. They did not bothering us
either showing inappropriate behaviours.
o They were coordinating with their teacher with regard to
learning activity. They followed rules and regulations that
have established.
2. In the future, how would you want the learners in your classroom
to interact? How

will you make this happen?

o I want them to feel not being threatened and nervous for I am


going to have teacher-student interaction by relating my own
experiences on them and vice versa. I will use integrative
approach for it aims to develop in the children the attitude of
cooperation, their creativity and self-confidence.
o I will prepare a real life based activity that suits to their needs
and interests. It emphasizes the students readiness in group
planning, group work and group evaluating
3. How will you encourage the learners, regardless of their
religious, ethnic or racial background get to interact and
participate?

o First, I will not entertain the concept of favouritism where in


biases will appear, I have to be balance and fair enough the
way I treat them. I would invest intrinsic motivation, means
creating a desire to learn an area of knowledge because it is
worth knowing.

Episode 5
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION

Name of FS Student: Jamela Rose L. Nacion


Course:

Bachelor in Secondary Education Major in MAPE

Year and Section:

BSED-II

Resource Teacher:

Ms. Feevee Joy Cardinal

J22

Cooperating School: West Negros University Integrated School

TARGET:

At the end of the activity, you will be gain competence in determining


understanding and accepting the learners diverse backgrounds; and in
relating the learners background to their performance in the classroom.
To reach your target, do the following tasks:
1. Observe two or more learners of different abilities but from the
same grade or year level.
2. Find out some information about their background.
3. Observe them as they participate in a classroom activity.
4. Write a narrative report and a brief reflection on your experience.
OBSERVATION REPORT

According to my surveillance concerning the differences in abilities of


the learners; they understood the lesson but the thing is if they wouldnt
really perceive the mechanics held by the teacher they would rather to

answer not comprehensively thats why most of the class got a poor
performance specifically in a written output. These students were seemed to
be behind with regard to the assessment of their teacher and to its subject
matter.
Unlike to other students usually at the front, they were active in
answering questions and eventually they used to ask to justify their
uncertainties which is healthy and in favour to the teacher. However, few of
them have acquired that kind of manner because I think their self-esteem is
low. It is their thought that students at the lower level are taken for granted
and getting less opportunities compared to a higher level students.

Analysis
1. Did your observation match the information given by the
teacher?

Were you able to correctly identify who among the

students performed well and who did not?

What behaviour

helped you identify them? (Volunteering to answer, responding


to the teachers directions. Etc.)
o To my analysis, these students were so expressive if they want
to talk or even escape the class they deliberately do of course
with the conformity or their peers. I was able to identify them
by

their

student-student

interaction

and

student-teacher

interaction. They were more interacting with their classmates


than to converse with the teacher.

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?


o Could not easily identified during classroom recitation the
identification of achiever and none achiever could be done
using individual child and personal achievement record.

3. Describe the methods used by the teacher in handling students


differences in abilities.

How did the students respond to the

teacher?
o The achiever is usually alert and does not show hesitation to
individual question and challenges. It only shows that
perception and response, quickness with sense of
understanding. This low achiever shows slow response to
teacher. Requires repetition and/or explaining questions.

Reflection
1. Recall the time when you were in the elementary or high
school. Recall the high and low achievers in your class. How
did the teacher deal with the differences in the abilities? Was
your teacher effective?
o Our teacher usually gives much attention to the high achievers
by giving them extra attention by giving those rewards and
awards. While the slow learners, our teacher give council and
encouragement to those slow learners. Extra work and
assignment, and project to help them improve their grades.
`

2. With the principle of individual differences in mind, what


methods and strategies will you remember to be able to meet
the needs of both the high and low achievers in your class?
o The teacher will undertake individual progress chart to allow
individual student to rate themselves measuring their progress
without unusual group competition.

Episode 6
HOME-SCHOOL LINK

Name of FS Student: Jamela Rose L. Nacion


Course:

Bachelor in Secondary Education Major in MAPE

Year and Section:

BSED-II

Resource Teacher:

Ms. Feevee Joy Cardinal

J22

Cooperating School: West Negros University Integrated School

TARGET:
At the end of the activity, you will be gain competence in reflecting on the
impact of home and family to learning.

To reach your target, do the following tasks:

Home
and
School
Link

Select a learner from the class whom you have observed.

Conduct a home visit to your selected learner.

Describe the family in terms of number of siblings and number of


siblings in school.

Reflect on how the feelings of belongingness and acceptance and


cooperation are emphasized in the plat.

Interview the parents about the rules they implement at home


concerning their childs schooling and the learners activities and
behaviour while at home.

Suggested Parent Interview Guide


Your teacher may ask you to use a more detailed interview guide. Be free to
translate the questions, if necessary.
Name of Learner: John Rey Silva
School: San Enrique Elementary School
Date of Home Visit: March 7, 2014
Date of Birth: June 23, 2003
Year Level: Grade five
Number of Siblings: 5
Birth Order: Second
Parent:
Mother: Rizza Silva
Educational Attainment: High School
Occupation: Housewife
Father: Wilfredo Alayon
Educational Attainment: Elementary
Occupation: Driver
Learners Physical Aspect:
Health

Age: 11 years old


Gender: Male

Mothers health during pregnancy with the learner: She was in a good
condition and having a healthy pregnancy.
Ailments or health problems: None
Age of a learner when he started to walk/talk: 1 year and 5 months
Food preferences of the learner as a child and at present: foods that are
given by his family.
Who took care of him/her as a child?: his parents
Learners Social Aspect:
Describe your childs sociability (friendly, outgoing or shy, loner)
Hes not so expressive but you have seen the concern towards his
brother and sisters. He is having more time with his friends than ours. However,
he is responsible to all the tasks we usually assign to him and very strong-minded
regarding to his studies.

As a child then was he/he allowed playing outside?


Yes, but sometimes if he does have lots of assignments I do not
allow him to go out.

Do you have rules for him/her to follow regarding going out?


Definitely yes, I am allowing him to have fun with playmates when
he finished the household choirs and his homework in school.

Emotional-Moral
What are your expectations of your child?

Actually, if he graduated high school. I want him to become a


successful electronic engineer but I dont know what course he wants. One thing
that I always remind him that be focus.
How do you provide a nurturing environment for your child?
If he does not understand his lesson, I am able to tutor him as much
as I can. I am supportive parent that whatever he wants to obtain I eventually
purport him for I know that this school activity could enhance his learning
process.

Does your child go to you when she/he feels down or has a problem? What
do you do to meet his/her emotional needs?
Yes, I do comfort him when he feels down or depress. I advise him to
what neither to do nor to say in a positive way/response.
What do you do when he/she is not successful in something?
I typically say that better luck next time; dont be frustrated because
everything has a purpose.

How do you discipline your children?


I want them to be in a right track thats why I am strict when they do
something that makes me mad. I even scold at them and let them realize to what
consequences they would get when they do such a thing.

Do you have rules in the house? What are they?


As what other parents do I set schedule for their task to do. I am not
allowing them to go outside at night especially to the girls. I see to it that they
are studying during schooldays.

Learners Cognitive Aspect:


What is she/he good at in school? He is good in sports(Basketball)
In what subjects does she/he have difficulty? English

Do you have rules at home to help him develop good study habits? What are
these rules? How are they implemented?
I do not allow them to go out unless they have finished their school
work. I even help them in project making. Sometimes, I was asking them how do
you do in school? Have you got high score in test and Do you perform so well.

Analysis
Your findings and recommendations in the learner
Development Profile will help you answer the questions here.

1. From your home visit and interview, what do you think is the
style of parenting experienced by the learner?
o Those who belong to the high achievers are usually have
parent who are employed and substantial income with lot of
opportunities. While the low achievers belong to slam areas
parents doesnt have sufficient source of financial income
opportunities.
2. Relating your data with what you learned from child
development, what family factor do you think contribute to the
development and over-all adjustment of the learner in school?
o Student with socially stabled income parents achieved more
easily in the classroom activities, while students who belong to
low achievers has a lower income and achieve less in the
classroom.
3. Does the communication between the home-school have an
effect on the learner? If yes, what are these effects?
o The communication between the home and school has an
effect to the learners thought the following:
a. The student be coached by the teacher to alleviate the problems
they have in their home at the same time the home has in
common between the home-school ,the home could help the
student achieve the requirements set-up by the school to
achieve/improve their achievement.

Reflections
1. Reflect on your own development as a child. What type of
parenting did you experience? How did it affect to you?
o I belong to the family that dont have stable income, I help my
parent subsidize my calling through the help of my
grandparents. I also work extra hours to help my parents and
have additional income. The situation affected my
achievement in the school because I could not participate in
all social, mental, physical and musical activities, my extracurricular activities is limited to being a spectator and is
always keeping myself to go home to help my parents.
2. As a future teacher, how would you establish good homeschool collaboration? How can you work well with the parents?
How can you help them? How can they help you?
o In the future as a teacher I could help the home-school
collaboration by conducting home visit. I could help by
continuous communication to the parents of the current status
of their children achievements in the school; this is by having
a regular parent teacher dialogue.