FS1 The Learners Development

and Environment

Field Study
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 learners in the different stages of development.
3. Analyze how the teaching and learning process should be conducted
considering the different phases of child development.

FOCUS SPECIFIC TASK LEARNING DOMAIN COMPETENCIES

EVIDENCE
School as Episode 1 An illustration Learning Determines an
a learning Visit a school; of a school Environme environment that
environme look into its that is nt provides social
nt facilities and supportive of psychological and

Field Study | 1
 areas that learning or a physical
support child-friendly environment
learning (i.e., school supportive of
classroom, through any learning.
Curriculu
library, of the
m
Peace playground, following:
Concept in and canteen).
Describe the A descriptive
Focus:
school paragraph.
Building environment A photo essay
Prepare an
observation
Friendshi
log
p

Episode 2
YOU AND I ARE
DIFFERENT
Learners Differentiate
Diversity of
Characteri learners of varied
Observe 3 Learners
stics and characteristics
groups of
needs. and needs
learners from
Narrative
different levels
description of
(preschool,
Diversity
elementary
among
and high
children
school).

Peace Describe each

Concept in group of
Focus: learners based
on your
Valuing observations
Diversity Validate your
observation by

Field Study | 2
 interviewing
the learners
Compare them
in terms of Learning
Environme Manages time,
their interests
nt space and
and needs.
resources to
provide an
Episode 3
environment
Classroom IN NOT OUT
appropriate to the
manageme learners and
nt and Observe a Checklist on
conducive for
learning class classroom
Diversity of learning.
Using a management
Learners
checklist, find components
out the
evident
classroom
components
Describe how
the classroom Photo
is documentatio
structured/de n of the
signed to allow classroom
everyone to setting
participate in
the learning
Peace
activities
concept in
Relate the
Focus:
data in your Reflection
Inclusivel
checklist to paper on
y
the learners activities that
behavior allow
Reflect on how
inclusively
classroom
rather than
management
exclusively

Field Study | 3
 affects among Learning Recognizes multi
learning. learners Environme cultural
nt backgrounds of
Learners
Episode 4 learners when
Characteri
TRAITS CHECK Collection of providing
stics and
Observe a classroom opportunities
Learning
class on a activities
activities Diversity of
regular day written on Determines
learners
Take note of card boards of teaching
characteristics rainbow colors approaches and
of the learners techniques
in the class A refection appropriate to the
Enumerate paper on the learners
and describe Diversity of
congruence or
the activities learners
match of
that took place learning
Determines,
in the class. activities to understands and
Analyze how
the learners accepts the
the activities characteristics learners; diverse
facilitated
background
learning
considering
the learners Reflection on
characteristics Relates the
the
. learners
Individual interaction of
Episode 5 background to
differences learners
and the despite their performance
Observe in the classroom
learning differences
process. learners of
Diversity of
different
learners
learning
abilities but
the same Learners
grade/year profile
Interview them

Field Study | 4
 to gather their Recognizes
(Difference background cultural
in the information backgrounds of
ability Observe them learners when
level) as they Narrative providing learning
participate in Report opportunities.
a classroom
activity
Write the
narrative Communit
report. y linkages
Episode 6

Observe a
Peace
class on a
concept in
regular day
focus: Take note of
Narrative
Samenes characteristics description of
s in of the learners Diversity
difference in the class among
s focusing on Reflects on the
children
gender and impact of home
Individual cultural and family life to
Difference diversity Description on learning
s and the Interview our
how the
learning resource Learning
teacher instills
process teacher about Environme
among
principles and nt
children the
practices that
(social and values and
he/she uses in
cultural knowledge on
dealing with
diversity) differences on
diversity in the
gender, social
Peace classroom.
and cultural
concept background
In focus:

Field Study | 5
Unity in Home
diversity visitation
report
Episode 7
Home-School Link
CONNECT ME

Select a
learner from
the class that
you have
observed
Conduct a
home visit to
your selected
learner
Describe the
family in
terms of
-number of
Reflection on
siblings
the impact of
Number of
home and
siblings in
Family life to
school
learning

Interview the
parents about
1. Rules they
implement
at home
concerning
their childs
schooling
2. The
learners

Field Study | 6
 activities
and
behavior
while at
home

Fs 1
Field Study
The Learners Development
and Environment

Episode 1 SCHOOL AS LEARNING

ENVIRONMENT

Name of FS Student: Marian B. Tiempo

Course: BEED II
Resource Teacher: Mrs. Dorothy Baldomero
Cooperating School: Andres Soriano College

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

Your Map

A general observation of the campus and the classroom is an

exciting way to start your observation.
Your mission is to do the following tasks:

1.Visit a school. Look into

2. Accomplish the checklist
facilities and support learning
as you move around the Study | 7
Field
areas in the campus, then in
school premises.
the classroom
 4. Make a reflection on the 3. Based on your
characteristics of a school gathered data in the
environment that promotes checklist, describe the
learning. 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
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 a brief description of those that are
available on the last column.

Facilities Availabl Not Description

e availabl
e
Office of the Principal Small in space but the
things are well organized

Library Well ventilated, has a great

space and learning
resources

Counseling Room The area looks comfortable

Field Study | 8
 to stay and discuss matters

Canteen/Cafeteria Spacious and the foods are

affordable.

Medical clinic Small in space

Audio Visual/Media Spacious there are

Center available equipments but
seldom in use.

Reading center

Speech laboratory Wide in space, equipments

are good

Science laboratory Apparatus are available for

expirements

Gymnasium The gym is wide in space

Auditorium

Home Economics Room Well arranged and clean

Industrial Workshop area

PTA Office

Comfort room for boys Needs proper maintenance

Comfort room for girls Needs proper maintenance

Computer laboratory Nice, but needs more unit

of computers

Field Study | 9
An observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the
matrix to record your data.
1. Look at the walls of the classroom. What are 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?

CLASSROOM FACILITIES MATRIX

CLASSROOM FACILITIES DESCRIPTION

(location, number, arrangement, condition)
1. Wall displays Found at the back corner of the room, 4
bulletin boards.
2. Teachers table Adjacent to the door, facing the chairs of the
pupils.
3. Learners desk Some are old and has defects.
4. Blackboard Big, found in front of the students
5. Learning Fraction charts, word problem visual aids
Materials/Visual Aids
6. Lightings There are two big fluorescent lamps
7. Book shelves Found near the door; big but few books are
there
8. teachers stand Found at left corner facing to the chairs of the
pupils
9. Fan There is only one stand fan available
10. Broom Stand Found at the back corner, full of broomsticks
and scrubs.

Field Study | 10
Write your observation report here:

Name of School Observed: Andres Soriano College

Location of the School: Mangagoy, BIslig City
Date of visit: July 30,2012

The room is spacious and properly decorated. There are six

numbers of students; 3 girls and 3 boys. There is a proper lightings and
ventilation is properly seen. You can hear the noise of the motorcycles
plying to and fro in the main street but it does not affect the learning of
the pupils/students.

Your Analysis

How do the school and the classroom in particular impact on the learning of
the students going to school? What are your conclusions?

The school campus creates the learners environment so that the

school campus and the classroom must be conducive to learning. Proper
lighting and ventilation should be enhanced in any classroom so that
pupils/students would feel comfortable.

How does this relate to your knowledge of child and adolescent development/
how does this relate to your knowledge of facilitating learning?

A child needs a conducive environment for an effective learning.

Their minds and body are still developing so they need proper care and
nourishment. As teacher, provide them appropriate tools/materials in
understanding and developing their nature that would help in the
teaching-learning process.

Field Study | 11
Your Reflection

1. Would you like to teach in the school environment you just observed? Why?
Why not?
I would like to teach to the school that I have just observed because
the foundation of education here is good, since the pupils are few, I can
focus on them and give them proper attention.

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

The school campus which is conducive to learning is the one with

quiet atmosphere, plants are visible to give fresh air, offices and halls
must be well-organized and accommodating, must have complete
facilities.

3. What kind of classroom is conducive to learning?

Conducive classrooms is well-ventilated accomplish, has proper

lighting, properly decorated and the furnitures are properly arranged.
The colors must not hurt eyes and has cooling effect.

4. In the future, how can you accomplish your answer in number 3?

I could accomplish my plans in the classroom plans in the

classroom by engaging the parents in the beautification of the
classroom. Creativity and resourcefulness should exert in order to make
my classroom conducive to learning. Classroom management should be
applied too.

5. Write your additional learnings and insights here:

Field Study | 12
 I realized that every learner needs a learning environment that
would help in processing effectively their knowledge and skills taught by
their teachers.

MY PERSONAL ILLUSTRATION OF AN EFFECTIVE

SCHOOL ENVIRONMENT

Field Study | 13
FS 1 The Learners Development
and Environment
Field Study

EpisodeLEARNERS CHARACTERISTICS AND NEEDS

Name of FS Student: Marian B. Tiempo
Course: BEED II
Resource Teacher: Mrs. Dorothy Baldomero
Cooperating School: Andres Soriano College
Your Target

At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.
Your Map
To reach your target, do the following tasks:

Step 1 Step 3

Observe 3 groups Validate your

of learners from observation by
different levels interviewing the
(preschool, elem., learners
and high school)
Step 2 Step 4

Describe each of Compare them in

the learners terms of their
Field Study | 14
interests and needs.
based on your
observations
On Ericksons
Epigenetic Principle
Your Tools

This principle says Use the activity form provided for you to
that we develop document your observations.
through a
predetermined An observation Guide for the Learners Characteristics
unfolding of our
personalities. Our
progress through each Read the following statements carefully. Then write
stage of life is in part your observation report on the provided space. Your teacher
may also recommend another observation checklist if a
determined by our
more detailed observation is preferred
success, or lack of
success, in all the
Physical
previous stage. A little
1. Observe their gross motor skills. How they carry
like the unfolding of a
themselves. How they move, walk, run, go up the
rose bud, each petal
stairs. Etc.
opens up at a certain 2. Are gross movements clumsy or
time, in a certain deliberate/smooth?
order, which nature, 3. How about their fine motor skills? Writing,
through its genetics, drawing, etc.
has determined. If we
interfere in the natural Social
order of development
by pulling a petal Field Study | 15
forward prematurely or
out of order, we ruin
 1. Describe how they interact with teachers and
other adults.
2. Note how they also interact with peers. What to 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
behavior. Are they self-conscious?

Cognitive
1. Describe their ability to use words to communicate
their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they
comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving?
Describe how they showed problem solving
abilities.

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 range Indicate age range
range of children: of children from children
_____ observed: _____ observed: _______

Field Study | 16
Physical
Gross-motor skills Moves freely; Moves, runs, walk Their actions are
runs without with deliberation. done deliberately
attention on who They would now but sometimes
and what they pay attention on they would still
Fine-motor skills will bumped with; whom/what they run and walk
not so good in will hit if they freely especially if
writing, drawing, move so fast. Very they are playing.
Self-help skills mostly made of active, can write Could write
lines and draw already. legibly, read with
Others comprehension
and some can
draw well.
Social
Interaction with Some of the They respect their Listens attentively
teachers students answers teachers and but sometimes
need the follow- could follow their engaged in talking
Interaction with up by the instructions well. to their
classmates/friend teachers. Always They share ideas, seatmates.
s ask questions stories that build Teachers are well
and seek the help their self respected. Choose
Interests of the teacher confidence. friends whom
when they didnt Watching and they get along
Others understand the observing, talking well, where they
lesson and sharing could share
about their similar
experiences experiences.

Emotional
Mostly stubborn, Stubborn but They could hide
Moods and shows their behaves when their feelings,
temperament, emotions when scolded or dealt from being happy
expression of they feel like well with the to sad. (mood
feelings crying, laughing teacher. Express swings). They
out loud when feelings but with could handle their
they are happy. limitations. emotions now.
Emotional Express emotions Emotions are Shy or ashamed
independence freely, say things expressed on of crying and

Field Study | 17
 with out proper their closest showing emotions
others thinking. friends. in public.
Depends on
teachers to ease
their feelings.

Cognitive
Simple words can Can talk and Talks with sense.
Communication be expressed, but communicate Ideas are
skills some cant be well. Words are expresses freely,
pronounced well pronounced well communicates
Thinking skills or clearly. Ideas and clear. Ideas well. Their
mostly came from are being opinions are
Problem-solving their experiences. expressed with mostly based from
Problem solving is the sense and their experiences
others always depending thought. Good and the teaching
from the enough in solving they gathered.
teachers. problems.

Your Analysis

Write the most salient developmental characteristics of the learner you

observed. Based on these characteristics, think of implications for the teacher.

Field Study | 18
 Level Salient characteristics
observed
Preschool Preschoolers like
Age range of pictures. They like to
learners observed listen to stories and
3-5 could be easily
motivated with pictures
and drawings.
Elementary These pupils are now
Age range of independent. They could
learners observed do their assigned tasks,
9-12 and could listen
attentively to teachers
Highschool Very observant. Could
Age range of speak well and talks
learners observed with sense. Can read
13-16 using their eyes only
Implications to the
Teaching-learning
Process
Therefore, the
teacher should use
visual aids and
instructional
materials that would
catch their attention
like pictures,
drawings that are
colorful and if
possible, videos/film
showing.
Teachers should
impose rules and
guidelines to make
teaching-learning
process effective.
Discipline of the
students especially
in their study habits
should be imposed to
develop good attitude
values.
Therefore, teachers
should act and
behave accordingly
for they will be the
model of the
students in the
development of right
attitudes and values.
Field Study | 19
Your Reflection

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 the learners you observed?

I recalled my experiences when I was just the same with their

age, I am also fond of playing , running and talking a lot with my
seatmates and sometimes get scolded with the teacher because of
not paying attention. But, I differ from them, because I focus on my
studies and Im not ashamed to show my talents.

2. Think of a 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?

The teacher that I could not forget is teacher Mercy. I idolized

her for her kindness, humility and have a sense of humor. She was
very talented and motivates me to show my talents in singing and
dancing. Her lessons and values are inculcated in our hearts and
she was one of my inspirations on being a teacher someday.

3. Which is your favorite theory of development? How can this guide you as
a future teacher?

My favorite theory is; through scaffolding, learners could be

developed from their actual zone of development to the zone of
proximal development. This really inspires me because I could feel
that a teachers task is very rewarding since they are instrument
of making the child reach its fullest potentials.

4. Share your other insights here.

Teaching is both a vocation and a mission. Responding to

Gods call is not a simple task and gets even harder when you will
do the mission of being the catalyst for change. Yet, touching ones

Field Study | 20
 life is priceless and molding them into the best of what can be is
the hardest job, but rewarding.

FS 1 The Learners Development

and Environment
Field Study

Episode 3 LEARNERS CHARACTERISTICS AND

NEEDS
Name of FS Student: Marian B. Tiempo
Course: BEED II
Resource Teacher: Mrs. Dorothy Baldomero
Cooperating School: Andres Soriano College
Your Target

At the end of this activity, you will gain competence in managing time,
space and resources to provide an environment which is appropriate to 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/designed to allow
everyone to participate in the
learning activities.
Relate the data in your
checklist to the learners
Field Study | 21
behavior.
Reflect on how classroom
management affects learning.
Your Map

Field Study | 22
 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 behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their span of attention?
6. Look into their listening skills and ability to concentrate.

Name of school: Andres Soriano College

Observed: Elementary department
Location of the school: Mangagoy, Bislig City
Date of visit: July 30, 2012

During my observation in Grade VI, I found out that the

pupils were mostly 11-12 years old. There are 6 pupils, 3 girls and
3 boys in the classroom. Each of them possesses different
characteristics. Some of them are able to manage their behavior
while others depend upon the management of the teacher, like not
doing the assigned task in cleaning the classroom and not
following the rules. The teacher focuses her attention to all of them
so that they can participate and work well. When she is having her
lesson, she makes it to a point that her pupils are not just a passive
listener but also an active participant.

Use the activity form provided for you to document your

observations.

Field Study | 23
 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 is off-task, what does the teacher
do? (behavior strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior
strategies)

Observation notes:

There are areas in the classroom where they store teaching aids,
books as well as the students belongings and supplies that can be found
in the corner of the classroom. There are rules and regulations posted
the Dos and Donts that should be followed in the classroom.

Their daily routines are cleaning inside and outside the classroom
before 7:00 am, then the flag ceremony, after that they will have warm-
up activities, a short program and the rest in the lesson proper.

Their seating arrangement consists of two rows. The first row, are
the girls and the next row are the boys. Their noise level is manageable;
the teacher let them take turns in speaking so that everybody can hear
them. If a certain pupil is not following instructions or misbehaving, the
teacher calls her/his attention and talk to the pupils after the class.

Field Study | 24
 The strategies that the teacher used to reinforce positive behavior
are giving praises and rewards.

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Description Effect on the learner

Management (to be filled up after you
answer the analysis
questions)
1. Specific Areas in Books and students The pupils are
the classroom belongings are properly comfortable inside the
arranged. classroom since the
areas are well arranged
2. Classroom Rules The rules are posted on Pupils are very careful in
the wall, the Dos and not breaking the rules
Donts to be followed by because there is an
the pupils equivalent punishment
for it.
3. Classroom The procedure such as Pupils follow the
Procedures NO LOITTERING instructions to continue
between class hours to the lesson smoothly
avoid distractions.
4. Daily Routine Cleaning inside and Pupils are responsible
outside the classroom, enough to do their
flag ceremony, prayer responsibilities and the
and warm-up activities rules and procedures.

5. Seating The girls are in the first The pupils are

Arrangement row, and the boys are in comfortable in their
the second row seating arrangement
6. Handling The teacher calls the The pupils/students
misbehavior/ off attention of the would behave when
task behavior pupils/students, and called by the teacher but

Field Study | 25
 later on they will talk frightened of whatever
after class. the consequences.

7. Reinforcement of Praises the students The pupils are motivated

positive behavior good performance and to study harder.
giving awards like an
extra points on grades

Your Analysis

1. How did the classroom organization and routines affect the learners
behavior?

Through classroom organization and routines,

pupils/students actively participate in the classroom
discussions. The lesson plan is carefully prepared such that all
discussions are directed towards the achievement of its
objectives which students could reach the goals of the teaching-
learning process.

2. What should the teacher have in mind when she/he designs the
classroom organization and routines? What theories and principles
should you have in mind?

Teacher should put in his/her mind that designing the

classroom organization and routines that would avoid some of
the distractions that keeps the students from functioning
effectively and would affect the students behavior and learning.

Field Study | 26
 Behaviorist theory should be considered, that the teachers role
is to establish rules and procedures and to communicate these
rules clearly to students to implement appropriate reward and
punishment for the compliance of the rules.

3. Which behavior strategies were effective in managing the behavior of

the learners? In motivating students? Why were they effective?

The behavior strategy that is effective in managing the

behavior of the learner is being a role model to the pupils,
meaning to say that teachers should show that they are
responsible if they want pupils to be responsible as well
Students motivation is also effective through the use of
appropriate instructional materials.

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

If I were a teacher, I will prefer to teach in grade six class too

because at this stage, they are more mature than in lower grades.
They are still manageable though they are independent, they can
work in their own with out being told by the teacher. I would
impose routines like cleaning inside and outside the classroom
before and after the class, prayer and checking the attendance,
and also the rules and regulations to be followed strictly so that
there would be a smooth flow of teaching-learning process.

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

Field Study | 27
 The following rules are:
Speak English and Filipino
Avoid loitering during class hours
Ask permission before leaving the classroom
Respect yourself, others and environment
Always maintain the cleanliness of the classroom

I would choose theses rules because they are observable and

achievable that would prevent the students from misbehaving.

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

Students should also be involved in making the class rules so

that it would be clear to them and they will understand the
importance of the rules and regulations that there is an
appropriate reward and punishment for the compliance of these
rules. The students discipline should start from them in following
the rules and regulations.

FS 1 The Learners Development

and Environment
Field Study
INDIVIDUAL DIFFERENCES AND LEARNERS
Episode 4
INTERACTION
(focusing on differences in gender, racial, religious
backgrounds)

Name of FS Student: Marian B. Tiempo

Course: BEED II

Field Study | 28
Resource Teacher: Mrs. Dorothy Baldomero
Cooperating School: Andres Soriano College

Your Target

At the end of this activity, you will 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 tasks:

Step 1: observe a class in different parts of a school day (beginning of the

day, class time, recess etc)

Step 2: describe the characteristics of the learners in terms of age, gender and
asocial cultural diversity

Step 3: Describe the interaction that transpires inside and outside the
classroom

Step 4: interview your resource teacher about the principles and

practices that she uses in dealing with the diversity in the classroom

Step 5: Analyze the impact of individual differences on learners

interaction

Your Tools

Use the activity form provided for you to document your observations:

Field Study | 29
 An Observation Guide for the Learners Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.

1. Find out the number of students; gather data as to their ages, gender,
racial groups, religious and ethnic backgrounds.

During class:

1. How much interaction is there in the classroom? Describe how the

students interact more with the teacher than others.

2. Observe the learners seated at the back and the front part of the room.
Do they behave and interact differently?

3. Describe the relationship among the learners. Do the learners cooperate

with or complete against each other?

4. Which students participate actively? Which students ask for most help?

5. When a student is called and cannot answer the teachers question, do

the classmates try to help them? Or do they raise their hands so that the
teacher will call them instead?

Outside class:
1. How do the students group themselves outside the class?
Homogeneously, by age? By gender? By racial or ethnic groups? Or are
the students in mixed social groupings? If so, describe the groupings.

2. Describe how the learners interact with each other? What do they talk
about?
OBSERVATION REPORT

Field Study | 30
Name of the School Observed: Andres Soriano College
School Address: Mangagoy, Bislig City
Date of Visit: July 30,2012

I visited a Grade VI classroom under the advisory of Mrs. Dorothy

Baldomero with 6 pupils only. There are 3 girls and 3 boys. They have
different religious beliefs but then they respect each other, just like
when they pray for those who are not catholic they just bow their heads
and they do not have to do the sign of the cross.

Since they is only a few numbers of pupils. All of them participate

in the class. Each of them is called to answer the questions or do the
board-work exercises especially in math subject. Their seating
arrangement does not affect their learning since they are only few in
numbers and the teacher could accommodate and give attention to
them. There are really good students who excel and answer the
questions correctly. But there are instances that a certain pupil could
not give the answer correctly due to frequent absences. Other pupils will
raise their hands to help him. In a group activity, each group has their
own leader and reporter, while the members share their ideas to compete
with other group.

Outside the class, the pupils play with each other. They run, walk
and move freely. They like to talk about their favorite artists in the
movie, or any soap operas in television, the places they want to go and
favorite sports or anime characters. They were group by gender, the 3
girls talk about their likes and interests while the 3 boys also talk about
their favorite super heroes.

Field Study | 31
Your Analysis

1. Identify the persons who play key roles in the relationships and
interactions in the classrooms. What roles do they play? Is there
somebody who appears to be the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/pessimist?
In a classroom, pupils differ from each other in their skills,
innate talents and abilities. There are pupils that plays as a
leader, a little joker that makes all his classmates laugh, an
attention seeker because she likes to sing and she has a beautiful
voice. There is also a little teacher not to do bad things. In each
role they play in the relationship and interactions in the
classroom, it only shows that they have different characteristics
and interests.
2. Are students coming from minority group accepted or rejected by the
others? How is this shown?
The students were of different cultures since each family has
a culture of their own. Some pupils who belonged to minority group
were still accepted by their classmates. At their age, they just want
to have fun and play together because they respect each other
despite their differences in attitudes, skills, socio-economic status
and abilities. The teacher also shows that they are accepted and
they belong in the class by making her classroom a perfect place to
be.
3. How does the teacher influence the class interaction considering the
individual differences of the students?

The teacher influences the class interaction by encouraging

learners to share their personal experiences through sharing to the

Field Study | 32
 class or by groups, students will be made to realize that they have
something in common with the rest though they possess some
differences. Another way is using varied instructional methods to
accommodate student diversity.

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

The factors that bring about the grouping of learners outside
the classroom are; socio-economic status, thinking/learning styles
and exceptionalities.

Your 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?

I feel glad and comfortable in observing that classroom since the

teacher acknowledge our presence and the students very polite to
us. I could feel that the teacher is well respected by her pupils
because they listen attentively and participate during discussions.
In that way, I can sense the oneness among the students and the
teacher.

2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen?

I want my learners in the future to be active learners. I could

make this happen by imposing rules and regulations that would
discipline my pupils to make them behave in the class that provide
a positive classroom atmosphere. Through good classroom
management and teaching strategies that would consider student

Field Study | 33
 diversity, I could effectively make my pupils and competitive
learners.

3. How will you encourage all learners, regardless of religious, ethnic or

racial background, to interact and participate?

I could encourage all learners regardless of religious, ethnic or

racial background to interact and participate by initiating co-
curricular activities/experiences that are aimed to promote
diversity awareness such as Linggo ng wika, cultural shows and
intramurals, exposing them to other students with diverse
backgrounds and experiences also serves to help students focus on
their awareness of themselves.

FS The Learners Development

and Environment

1
Field Study
INDIVIDUAL DIFFERENCES AND
Episode 5
LEARNERS INTERACTION
(focusing on different levels of abilities)

Name of FS Student: Marian B. Tiempo

Course: BEED II
Resource Teacher: Mrs. Dorothy Baldomero
Cooperating School: Andres Soriano College

Your Target

Field Study | 34
 At the end of this activity, you will gain competence in determining,
understanding and accepting the learners diverse backgrounds; an in relating
the learners background to their performance in the classroom.
Your Map

To reach your target, do the following tasks:

1. Observe two or more learners of

different abilities but from the same
grade or level
4.Write a narrative
Report and a brief
Reflection on your
Experience

3.Observe them as
They participate in a
Classroom
activity 2.Find out some information
About their background

Your Tools

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

An Observation Guide for Individual Differences

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.

1. Observe the class to see the differences in abilities of the learners.

Field Study | 35
2. Try to identify the students who seem to be performing well and those
that seem to be behind.

3. Validate your observations by asking the teacher about the background

(family, socio-economic, presence of some learning disabilities, etc.)Of
these children.

4. Observe the behavior of both the high achieving and low-achieving

learners. Note their dispositions, pace in accomplishing tasks,
interaction with teacher, and interaction with others.

5. Observe the teachers method in addressing the individual learning

needs of the students in his/her class.

OBSERVATION REPORT

Field Study | 36
Name of the School Observed: Andres Soriano College
School Address: Mangagoy, Bislig City
Date of Visit: July 30,2012

As I have observed the Grade VI class, I noticed that there

are individual differences among the learners not only in physical
aspects but also with their abilities. There are pupils who have the
ability to become good leaders, an active learner who participate in
the class though some pupils are passive learners and absentees.

As I validate the teacher about the background of one

student who makes frequent absences about 3 to 4 days a week
without any valid reasons. the teacher said that his parents are
busy in their business and tried to send them letters but didnt
respond to it, so she planned to visit them at home to let them
know the behavior of their son and to know the reason of his
absences.

As I observed the behavior of the high achieving and low

achieving learners; the high achieving learner is active and well
participated during discussions or even group works while the low
learner just sits on his chair and non-participating.

The teacher uses differentiated learning activities so that

slow learners will participate and also the high achieving learner
will not get weary on doing activities which they think very easy
for them she also gave them activities which is something difficult.

Field Study | 37
 Your Analysis

1. Did your observation match the information given by the teacher? Were
you able to correctly identify who among the students performed well and
who did not? What behavior helped you identify them? (Volunteering to
answer responding to teachers directions, etc.)

Yes the information given by the teacher matched my

observation. I could identify the students who performed well since
they are the ones who raise their hands when the teacher asks
some questions and got a high score in exams. Others would just
listen and preferred to be called by the teacher first before they
answer and sometimes hesitates in giving answers. That way, I
have identified those top achievers in the class.

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 that are not?

The class that I have observed has only few students , so

there isnt a wide gap between the students who are performing
well and those are not. Since the teacher could accommodate their
needs, almost all of them could perform well. But there are
students who are ashamed to show their skills. They dont have
much confidence in giving their answers.

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

differences in abilities. How did the students respond to the teacher?

The teacher uses student-centered learning procedures such

as class discussions and small group work. But it always depends
on the subject matter. The teaching strategies vary from time to
time.

Field Study | 38
 Your Reflections

1. Recall the time when you were in the elementary or high school. Recall
the high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?

When I was in elementary or high school, the high achievers in

class were given awards by our teacher and was even ranked them
from 1-10. They were also awarded in their abilities like best in
Mathematics, English or in Arts. And how their characters in the
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 low achievers in your class?

I will practice the law of exercise, wherein I will practice

more often the best strategies that will motivate the learners to
learn, law of readiness that I must be prepared all the time and
law of association or belongingness that I will treat my students
equally whether they are fast or slow learners.

Field Study | 39
FS 1 The Learners Development
and Environment

Field Study

Episode 6 HOME-SCHOOL LINK

Name of FS Student: Marian B. Tiempo
Course: BEED II
Resource Teacher: Mrs. Dorothy Baldomero
Cooperating School: Andres Soriano College
Your Target

At the end of this activity you will gain competence in reflecting on the
impact of home and family life to learning.
Your Map

To reach your target, do the following tasks:

Field Study | 40
 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, number of siblings in school)
Reflect on how the feelings of belongingness and acceptance and cooperation are
emphasized in the play.
Interview the parents about
- the rules they implement at home concerning their childs schooling.
-the learners activities and behavior while at home.

Your Tools

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

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/ interview. Then write
your observation report on the provided space.

The Learner
1. Make a general observation of the learner. Describe him in each of the
domains of development.
Physical-body built and height (thin, chubby, underweight,
overweight) level of physical activity (fast, slow, lethargic, active,
etc.)
Social-interaction with teachers and classmates (loner, shy,
sociable, friendly, gets into fights, likes by others, etc.)
Emotional moods, temperament, cry easily, lose temper, happy,
show enthusiasm, excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the lessons,

Field Study | 41
 excels, lags behind, showing reasoning skills, turns in assignments
and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional

disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults,
social adjustment)
2. How does the teacher communicate with the parents? How often? What
do they discuss? Agree on?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. ( home is
orderly, family pictures in the living room)
2. Use the interview questions on the next page. Just ask the questions
with which you feel comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free
to translate the questions, if necessary.

Name of learner: Audrey Jill Sardalla

Date of Birth: September 28, 2001 Age: 11 years old
Grade/ Year Level: Grade VI Gender: Female
Number of Siblings: 4
Birth order: Fourth child

Field Study | 42
Parents:
Mother: Nilda Sardalla
Age: 40 years old
Occupation: Dressmaker
Educational Attainment: College Level

Father: Wilmer Sardalla

Occupation: Government Employee
Educational Attainment: College Level

Learners Physical Aspect: She is healthy and Physically fit. The level of
physical activity is very active.

Mothers health during pregnancy with the learner: The mother during
pregnancy is in good health.
Ailments or health problem of the learner as a child: The child just suffers
colds and fever sometimes.
Age of the learner when he started to walk/talk: She started to walk when
she was 9 months old and talk when she was 1 year old.
Food preferences of the learner as a child and at present: She likes finger
foods such as fried chicken or fried fish.
Who took care of him/her as a child? Both the parents take care of the
child, but since the father is in work. The mother got a lot of time taking
care of the child.

Learners Social Aspect:

Describe your child sociability (friendly, outgoing or shy, loner)

- She is friendly, easy to deal with peers.

Who were the learners playmates?

- She usually plays with her classmates, neighbors mostly boys.

Field Study | 43
As a child then was he/she allowed to play outside?
- Yes, she is allowed with an adults supervision.
Is he/she allowed to go out with friends? Yes.
Do you have rules for him/her to follow regarding going out? What are these
rules?
- Yes, the mother allows her but there are rules, ask permission either
the mother or to the father before going out, Go home early, be
careful when crossing the streets glimpsed on both sides just to be
sure there is no vehicle coming.

Emotional Moral

What are your expectations of your child?

-I expect that she can handle herself well and be good on her studies.

How do you provide a nurturing environment for your child?

-I provide a nurturing environment for my child through exposing her to
circle of her friends whom I can trust with.

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, sometimes she ask for my advices, I do my best to give her good
advices to comfort her.
What do you do when he/she is not successful in something?
- I encourage her not to give up and support her in all ways to strive
harder.

How do you discipline your children?

- I will discipline my children through giving a punishment when they
have done something wrong.

Field Study | 44
Do you have rules in the house? What are they?
- Yes, I have rules, by cleaning the house, doing assignments/
projects, ask permission if they go out with friends.
How do you impose the rules?
- I impose the rules by explaining to them that there is a n equivalent
punishment once they fail to obey the rules.

What are the consequences of breaking the rules?

- The consequences of breaking the rules are to be whipped by a piece
of broom stick and distrust to the child.

Learners Cognitive Aspect:

What are the childs interests?
- The child is interested into sports especially in playing basketball.

What is he/she good at in school:

- She is good in English. She is also good in playing basketball.
In what subject does he/she have difficulty?
- She finds Mathematics a difficult subject.
How do you monitor his/her performance in school? How do you motivate
him/her?
- I ask the teacher about her progress in school. I motivate her
through reviewing her lessons and supporting her in all activities in
school.

Do you have rules at home to help him develop good study habits? What are
these rules? How are they implemented?
- Yes, she will do her homework/ projects, and no watching TV after
dinner because she has to study her lessons.

Field Study | 45
 After you have gathered all the necessary data. Write the Learners profile
using the outline below. Type the profile in a separate sheet and attached it to
this learning episode.

THE LEARNERS DEVELOPMENT PROFILE (outline)

The Learners Development Profile

Name of the learner: Audrey Jill Sardalla

School: Andres Soriano College
Date of Home visit: September 16,2012
Date of Birth: September 28,2001 Age: 11 years old
Grade/ Year Level: Grade VI Gender: Female

Family Profile

Number of Siblings: 4 siblings

Birth order: Fourth child

Parents
Mother: Nilda Sardalla
Age: 40 years old
Occupation: Dressmaker
Educational attainment: College Level

Father: Wilmer Sardalla

Occupation: Government Employee
Educational attainment: College Level

Physical Development

Field Study | 46
 The child is physically fit and healthy. She is very active in all
activities. She can work independently without the assistance of others.

Social Development
The learner is friendly and sociable. She interacts with her
teacher, classmates and friends outside the school. She learns to
communicate with other respectfully. She knows how to socialize other
people in a good way.

Emotional-Moral Development
The child grows with self confidence and assurance that her
family will support her all the way. From authoritative type of parenting
she received love, respect and warmth from her parents.

Cognitive Development
Her cognitive aspect continuously developed as she comes to
school and study. She is not the same as the other learner. She learns
fast and participates actively during class activities.

Findings
I found out that the child is friendly, active and she likes to
socialize with her peers. She likes to play basketball that is why most of
her friends are boys. She also participates in school activities. The
teacher that makes the child motivated to learn. She is responsible in
carrying and molding the cognitive, affective, psychomotor skills as well
as the total personality of the leaner.

Conclusions
I conclude that the school and home contributes a great impact in
developing the cognitive, affective, psychomotor and so as to the total
personality of the pupils. Hence the learning of the child begins at home.
The child learns values, good attitude and discipline. However, school

Field Study | 47
plays a vital role in molding the child. Since the school is made for
the purpose of developing physical, social, emotional-moral and
cognitive aspect of the learner. The total development of the child
depends in school as well as the teacher which is the most
important person in school that bears knowledge and values to share with
the learner.

Recommendations
For the parents, they are responsible in guiding and disciplining
their children. They must be open with their children. They should ask
them about their study and give encouragement to focus and study hard
so as to become successful in their life. For the teachers, the use of
technologies is a great to enhance learning which they impart to the
students to have a good quality of teaching.

Your Analysis

Your findings and recommendations in the learner Development Profile will

help you answer the questions here.

1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.

From the home I visited and interviewed, they practice the

authoritative style of parenting. Parents achieve a good blend.
They are firm yet loving. They treat children with respect and
warmth; make children understand consequence of their behavior.

2. Relating your data with what you learned from child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner in school?

Field Study | 48
 The family factors that contribute to the development and
over-all adjustment of the learner in school are first, the emotional-
moral development; on how the learners are nurtured by his
parents, second is the financial setting and last is the cultural
background of the family.

3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?

Learner can absorb the way they communicate in their home,

they can bring this in school which reflects how the learner
nurtured and reared by his parents at home because I believe that
education begins at home.

Your Reflections

1. Reflect on your own development as a child. What type of parenting did

you experience? How did it affect you?

In my own experiences, the type of parenting style is

authoritative style. They have a clear and reasonable expectations
and limitations for us. For instance, my mother would let me play
and go with my friends outside but never too far away so that she
can see us easily and to make sure we are safe. She also
encourages us to participate any school activities depends on our
skills and interest. She always told us the old saying Do not do
unto others the things that you dont want others do to you.

Field Study | 49
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?

As a future teacher to be, I will build a good working

relationship to the parents. Their collaboration would be a great
help in regards to home-school link. I will make sure that they will
do their job in providing the needs of their children. I can work
well with the parents through consulting the behavior of the child
in their house. I can help them through reporting the childs
progress and performance in school.

Optional Reflection Activities

2.

H- Helping
O- Our
M-Members
E- Educate

S- States
C- Calmness
Field Study | 50
 H- Humor
O- On
O- Our
L- Lives

THE LEARNER

I. The Biological and Physiological Development of the Learner

1. The Prenatal Period

- from conception to birth

- all parts of the human body are already formed
- inherited characteristics from parents are also imparted to the child
during this period

2. Infancy of Babyhood

- From birth to two years

- Basic physical and physiological behavior patterns begin to develop
- The child begins to learn the rudiments of right and wrong
- oral stage wherein the child usually puts into his mouth anything
he happens to take hold of
- Usually, the child uses tantrums to call attention
- Baby teeth are already out by the end of the period

3. Early Childhood

Field Study | 51
 - +From two to six years
- pre-school age
- Exploratory and inquisitive period
- The child begins to learn some social relationship
- Learns some physical and manual skills
- The child can walk and run with steadiness, talk understandably,
and can already follow simple directions by the end of the period

4. Late Childhood

- From six or seven to eleven or twelve years

- elementary school age
- The child learns some manual skills taught at home and in school
- Learns the essential subjects (reading, writing, arithmetic)
- Joins peer groups
- Further learns what is right and wrong and how to relate himself to
and with others
- Becomes critical of others
- Begins to get attracted to opposite sex

5. Puberty Stage

- From twelve or thirteen or fourteen years

- early high school age
- The urge of sex begins to assert itself very rapidly
- Man is already capable of procreation
- Physical and physiological changes in both sexes take place very
fast

6. Early Adolescence
- From puberty to seventeen years
- late high school age
- Rapid sex maturation occurs
- Some young people get married at this stage

Field Study | 52
 - Voice, feeling, and thinking continue to change
- Youth continue their studies and develop their life ambitions and
aspirations in life

7. Late Adolescence
- From eighteen to twenty-one years
- The process of development continues
- college age
- There is already independence
- Development of intellectual and social skills continues

8. Early Adulthood

- From twenty-one to forty years

- New life adjustments occur (courtship, marriage, parenthood,
employment, etc.)
- Higher studies may be pursued
- Start of productive years

9. Middle Age

- From forty to sixty-five

- A man or a woman must have achieved most of his or her
aspirations
- Preparation for retirement
- Some physical and physiological functions begin to deteriorate

10. Old Age

- starts at age sixty-five

- retirement period
- Some physical and physiological and mental functions continue to
decline

Field Study | 53
 - Some ailments and characteristics of old age occur (deafness, failing
eyesight, forgetfulness, baldness, etc.)

II. Developmentalism

Developmentalism

- Pestalozzianizm
- This system subjects the individual to develop mental tasks
arranged from easy to difficult

Johann Heinrich Pestalozzi

- Swiss educator who developed the system of Developmentalism

BASIC FACTS ABOUT DEVELOPMENT

Development is Sequential

- Development follows strictly a definite sequence of steps or stages of

progression

The rate of development is not the same for all individuals

- Some persons develop and learn faster than others

- Uneven rate of growth and learning is caused by:
a. Heredity

- Gives all the potentialities for growth and development

b. Environment

- Provides the direction of the growth and development of an

individual

Field Study | 54
III. Individual Differences
- uniqueness of an individual

Heredity

1. Age

- A big factor in making one different from another.

- Older learners have more physical strength and higher level of
comprehension than younger ones.
- Mature learners have greater capacity to receive instruction

2. Sex

- Determines certain roles; males are expected to be aggressive,

fearless and capable of doing heavier work while females are
expected to be passive, demure and prim and because of these
attributions, females are just expected to do the lighter works.
- Determines the direction of growth and development of individuals.

3. Physical Condition

- Naturally, healthier persons progress more rapidly in their

development that those who are less healthy.
- Normally, normal people develop faster and better and able to attain
higher status than the handicapped people.

4. Intelligence (mental ability)

- People do not have the same level of intelligence, some are more
intelligent than the others, and those who are more intelligent
progress and grow faster than those who are less intelligent.

Field Study | 55
5. Aptitude and Special Talent

- People who were given special aptitudes and talents are somehow
given the chance to often show excellence of performance and
leadership in their respective fields of specialization far above the
ordinary individuals.

6. Temperament (emotional maturity and stability)

- There are individuals who are easily irritated and tensed even with
trivial things, symptomatic of emotional immaturity and instability.
- Generally, children who are more emotionally mature and stable are
more patient in studying their lessons hence; learn faster than
those who are more temperamental.

7. Extroversion Introversion, Dominance-Submissiveness

- Extroverts are like dominants that are usually gregarious and enjoy
interacting with people.
- Introverts and Submissiveness prefer jobs that can be performed in
peace, quite, and with less contact with people.

8. Effort-making Capacity

- An important trait, one with much effort-making capacity studies

and works harder, concentrates more, and exhibits steadiness in
his work.
- Having this capacity is a great determinant to success.

9. Criminal Tendency

- Children who have this tendency are usually bullies, trouble

makers, and they commit anti social acts, in or out school.

Field Study | 56
 Environment

1. Family Background

- If the parents suffer ignorance and wrong values, the children

likewise suffer the adverse consequences because such parents
cannot pay much attention to the proper upbringing of their
children.
- Children coming from affluent families are educated parents with
the right values can grow and develop more progressively than
children coming from the poor families.

2. Community Background

- Children coming from squatter or slum areas and from crimes

infested areas have very slim chance of growing progressively
because of the bad influence of their neighborhood.
- Children coming from affluent areas, and from average social class,
have all the opportunities offered by the society for them to attain
optimum growth and development.

3. School

- Good schools can develop pupils better than poor schools.

- Components make the difference between good and poor schools:
Teacher. If teachers are efficient, pupils learn well than when
the teachers are inefficient, the pupils may suffer seatback.
Facilities. If facilities are adequate, learners learn rapidly,
otherwise the pupils will be retarded in their learning.

Field Study | 57
 Location. Children studying in a school located in a quiet
place and are conducive to learning; learn more than the
children studying in a school near noisy surroundings.

TEMPERAMENT
I. Emotion as it affects the Learner

- Emotion is stirred-up state or disorganized behavior caused by a

situation which the individual cannot cope with.

II. Theories of Emotion

1. Evolutionary Theory

Emotion is the primitive matrix from which all later mental

powers are developed

2. James-Lange Theory

Bodily changes are antecedents of the mental state

3. Cannon-Dana Theory

Emotion is the result of the action and reaction of the

cerebral cortex and the diencephalon

4. Emergency or Conflict Theory

Field Study | 58
 Emotion is a mechanism that enables an individual to meet
conflicts or emergencies.

III. Importance of Emotion

1. Emotion shapes up the personality of a person

2. Emotion either makes us strong to do actions or prevents us from

doing any action during emergencies.

3. Emotion enables us to cope with conflicts and emergencies.

4. Emotion dominates our lives.

IV. Methods of Eradicating Undesirable Emotional Behavior

1. Disuse

- Avoid that which causes the undesirable behavior. If one is afraid of

the dark, do not give him a chance to be in the dark.
2. Frequent Application of the Stimulus

- If a child is afraid of the dark, bring him often to the dark.

3. Ridicule or Scorn

-If a male child is fearful of the dark, call him a coward or you are
not a man. His pride will dare him go into the dark.

4. Social Imitation

Field Study | 59
 - If a child is afraid of puppies, show him that other persons are not
afraid of puppies and that he can handle them without getting
harmed.

5. Verbal Appeal

- Give as my plausible reasons as possible against an undesirable

emotional attitude.

6. Reconditioning

- If a child does not like to take medicine because it is bitter, make

the medicine sweet. If he is afraid to take a bath, let him play with
water of possible.

V. Means of Indirect Adjustment of Frustration

1. Sublimation or Substitution

Sublimation. An indirect but socially acceptable expression of

emotion or drive
Substitution. Is replacing an activity for another in which the
individual fails to excel.

2. Compensation and Overcompensation

Compensation. A socially acceptable means of adjustment to

make up for deficiency or inferiority, physical or otherwise.
Overcompensation. An extreme form of compensation less
rational and often anti-social.

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3. Fantasy or Introversion

- Act of imagining success and satisfactions that are not attained.

Types:
Conquering hero type. Imagines himself to be victorious hero.
Suffering Hero or Martyr type. Believes that the world is
sympathetic to his cause.

4. Rationalization

- Act of giving some socially acceptable reasons for ones frustrations

Methods:
Sour Grapes Mechanism. Finds fault in a motive which fails
to attain.
Sweet Lemon Mechanism. Finds satisfaction in his failure
because it is a blessing in disguise.
Projection. Act of blaming somebody or something for ones
failure.

5. Stimulation of Physical Ailments

Hysteria, Simulation of localized ailments. Usually a combination

of screaming and crying
Neurasthenia. Simulation of generalized bodily ailments. A nervous
breakdown is an evident

6. Nomadism

- Act of wandering aimlessly.

7. Regression

- Act of submerging into the subconscious state or forgetting.

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 - If one is wronged, instead of taking revenge he just forgets the
matter.

8. Delusions

- Strong beliefs in things opposite to reality.

- Usually, patients in the mental hospital suffer from delusions.

9. Regression

- Act of seeking infantile expression of motives.

- A grown-up person acts like a child is an example.

10. Escapes through alcohol and drugs

- Act of excessive drinking of liquor and taking prohibited drugs to

forget or ease up frustrations.

PERSONALITY

I. Components of Personality

1. Physical or Biological Traits and Characteristics

General physical appearance size of the body, height, weight,

color of hair, manner of walking, health, etc.

2. Capacities

Mental ability or intelligence, special abilities and talents in

art, music, science, etc.

3. Psychosocial Traits

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 Good manners, gregariousness, extroversion-introversion,
dominance-submissiveness, affluence, generosity, lifestyle,
patterns of adjustments, etc.

4. Spiritual and Moral Values

Piety, honesty, sincerity, keeping of promises, punctuality,

responsibility, devotion to duty, absence of anti-social
tendencies, etc.

5. Temperament

Emotional maturity and stability

The ability to keep ones cool when under stress and strain,
the ability to control irritability and irascibility, etc.

II. Mind Theories of Personality

A. Type Theories

1. Physique: Body Types

a. Kretschemers Classification
1. Asthenic tall, thin body associated with schizophrenia
or schizothyme temperament, a mental disorder
characterized by splitting of personality dissociation,
emotional deterioration and out of ideational content.
2. Pyknic short, fat body with cyclothymic temperament, a
mild manic-depressive psychosis involving recurring
cycles of exhilaration and depression.
3. Dysplastic bodily defective and handicapped

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 4. Normal has only mild forms of asthenic and pyknic
characteristics and has bodies and temperaments that
are appropriate and accepted as normal by the majority.

b. Sheldons classification (not confirmed)

1. Endomorphic (endomorph, n) prominence of the

intestine and other visceral organs, round but weak
muscles and bones.
2. Mesomorphic (mesomorph, n) athletic with strong and
rippling muscles, broad shouldered and narrow-hipped.
3. Ectomorphic (ectomorph, n) tail, thin, stoop
shouldered, with delicate skin, fine hair and sensitive
nervous system.

2. Temperament Types

a. Sheldon Temperament Types are:

1. Viscerotonic predominantly endomorphic, loves to eat,

seeks bodily comfort, sociable, relaxed in posture and
movement, and slow in reactions.
2. Somatotonic predominantly mesomorphic, energetic,
like exercise, direct in his manners, and loves competitive
aggressiveness.
3. Cerebrotonic predominantly ectomorphic, sensitive and
emotional, worries much, does not like groups and loves
solitude.

b. Greek classification usually attributed to Hippocrates.

Temperament is dependent upon the predominant body
fluid.

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 1. Sanguine warm-hearted, pleasant quick to react,
balance emotional excitement. Predominant body fluid
blood.
2. Melancholic - suffers from depression and sadness,
unpleasant, calm emotion. Predominant body fluid is the
black bile.
3. Choleric easily angered and quick to react, easily
excited emotionally. Predominant body fluid is the yellow
bile.
4. Phlegmatic listless, slow, apathetic, calm emotion,
weak. Predominant body fluid is the phlegm.

3. Behavior: Psychological Types

a. Introvert refers to be alone, shy. Withdrawn but may be a

leader in a discussion if this level of intelligence is high.
b. Extrovert tends or prefers to be amidst people, very
sociable, conventional, orthodox, well-dressed, and outgoing,
chooses an occupation that deals with people like sales, or
promotional work.
c. Ambivert the normal that is in-between the two extremes
of introversion and extroversion.

B. Trait Theories

1. Allports Personal Dispositions

a. Secondary Traits when the traits are so many that they

merely express isolated interests or modes of responding and
are better characterized as attitudes than traits such as likes
and dislikes, positive or negative attitude toward something.

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 b. Central Traits when the traits are too few to describe a
person
c. Cardinal Traits when a person is dominated by a singles
outstanding trait that makes him stand out and he becomes
a reference personality whose characteristics we expect
others to know.

2. Cattells Theory of Surface and Source of Traits

a. Surface Traits mostly learned or acquired values that

make man acceptable or not socially such as honest or
dishonest, truthful or untruthful, sociably or shy,
affectionate or cold.
b. Source Traits more innate or inborn such as mental
ability, dominance-submissiveness, emotional stability, and
introversion-extroversion.

III. Developmental Theories

1. Psychoanalytic Theory of Development

- Holds that we undergo maturational scheme of psychosexual stages

and at each stage, psychosocial crises occur which is successfully
met lead to maturity of psychological development.

a. Compulsive Personality - characterized by excessive

cleanliness, orderliness, obstinacy, stinginess, and punctuality.
b. Authoritarian Personality characterized by highly
conventional behavior, superstition, destructiveness and
cynicism, desire for power, concern over sex.

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 2. Learning Theories

- Personality is the result of learning through reward and

punishment. The things learned become habits and traits that
make up the individuals personality distinct from those of others.

3. Role Theories

- Describe personality according to the manner in which the

individual meets the various demands that society makes upon his
role as a child, parent, man, woman, worker, citizen.

a. Age sex positions a child should act like a child, a man

acts like a man, and woman as a woman.
b. Occupational positions a farmer develops a farmer
personality, a doctor personality, a lawyer, personality, etc.
c. Prestige positions a slave has a slave personality, a
millionaire has a millionaire personality, a President has a
President Personality, etc.
d. Family, Clan, Household a father has a breadwinner
personality, a child has a subservient to the parents, the
head of a clan must have that personality, etc.
e. Position in association groups based on congeniality or
common interest on orchestra member must act as such,
member of a Lions Club acts as a Lions Club member, etc.

IV. Theories of Personality Dynamics

1. Freuds Psychoanalytic Theory

a. The Id

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 - This consists of innate instinctual drives of sexual and aggressive
in nature which seeks immediate gratification of primitive, irrational
pleasure seeking of drives such as sex, hunger, thirst, etc.

b. The Ego

- This is a personality responsible for controlling behavior in socially

approved ways: there is rational thinking.

c. The Superego

- This is conscience, the sense of right and wrong, that works

according to the ideal.
- When Id predominates, man becomes irrational and commits anti-
social acts; when the ego predominates, man becomes socially good;
when the superego predominates, man does the exceptional ideal such as
becoming heroes, scientists, writers, explorers, etc.
-

2. Lewins Field Theory

- The individual is embedded in a field called his life space, which is

usually his environment, in which conflicts arise and the alternatives
open to the individual to resolve conflicts.

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 STUDENT DIVERSITY
Factors that bring about Student Diversity

1. Socioeconomic status- the millionaires lifestyle differs from that of the

middle income or lower income group.

2. Thinking/learning style some of you learn better by seeing

something; others by just listening; and still others by manipulating
something.

3. Exceptionalities the one that has difficulty in spoken language,

comprehension or in seeing. Hearing and etc.

How student Diversity Enriches the Learning Environment

Students self-awareness is enhanced by diversity- exposing
students to others with diverse backgrounds and experiences also
serve to help students focus on their awareness of themselves.
Student Diversity contributes to cognitive development- the
opportunity to gain access to the perspectives of peers and to learn
from other students, rather than in instructor only, may be
especially important for promoting the cognitive development of the
learners. Supreme Court justice, William J. Brennan said the
classroom is peculiarly the marketplace of ideas.
Students diversity prepares learners for their role as responsible
members of society.- Suzzanne Morse stresses one competency that
has strong implications for instructional strategies that capitalize
on diversity. The capacity to imagine situations or problems from
all perspectives and to appreciate all aspect of diversity.
Student Diversity can promote harmony- when diversity is
integrated into the classroom teaching and learning process. It can
become the vehicle for promoting harmonious race relations.

Some tips on Student Diversity

Encourage learners to share their personal history and
experiences- students will be made to realize that they have

Field Study | 69
 something in common with the rest. They also differ in several
ways.
You can encourage or even initiate co-curricular experiences
that are aimed at promoting diversity awareness.
Integrate learning experiences and activities which promote
students multicultural and cross-cultural awareness
Let students interview other students in campus who are from
diverse backgrounds
Invite students to internet discussion groups or e-mail; have
students visit foreign countries and talk to natives of those
countries.
Ask students if they have even the personal target to prejudice
or discrimination and have them share these experiences with
other members of the class.
Aside from highlighting diversity, identify patterns of unity that
transcend group differences.
Communicate high expectations to students from all subgroups.
Use varied instructional methods to accommodate student
diversity in learning styles.
Vary the examples you use to illustrate concepts in order to provide
multiple contexts that are relevant to students from diverse
backgrounds.
Adapt to the students diverse backgrounds and learning styles by
allowing them personal choice and decision-making opportunities
concerning what they will learn and how they will learn it.
Diversify your methods of assessing and evaluating student
learning.
Purposely, form small-discussion groups of students from diverse
backgrounds. You can form groups of students with different
learning styles, different cultural background.

LEARNING/THINKING STYLES AND MULTIPLE INTELLIGENCE

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LEARNING/THINKING STYLES- refer to the preferred way an
individual processes information. They describe a persons typical
mode of thinking, remembering or problem solving. Furthermore,
styles are usually considered to be bipolar dimensions.

Sensory Preferences- individuals tend to gravitate toward one or

two types of sensory input and maintain dominance in one of the
following types.

Visual Learners- these learners must see their teachers

actions and facial expression to fully understand the content
of the lesson. They tend to prefer sitting in front so no one
would block their view.
Ri Charde breaks sown visual learners into:
o Visual iconic- those who prefer this form of input are
more interested in visual imagery such as film, graphic
displays or pictures in order to solidify learning.
o Visual symbolic- those who prefer this form of input
feel comfortable with abstract symbolism such as
mathematical formulas or the written word.
Auditory Learners- they learn best through verbal lectures,
discussions, talking things through and listening to what
others have to say. They interpret the underlying meaning s
of speech through listening to tone of voice, pitch, speed and
other nuances.
Auditory learners also fall into two categories:
The Listeners- they remember things said to them
and make the information their own.
The Talkers- they are the ones who prefer to talk and
discuss. They often find themselves talking to those
around them.
Tactile/ Kinesthetic Learners- persons benefit much from a
hands-on approach, actively exploring the physical world
around them.
Global-Analytic Continuum

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 Analytic tend to forward the linear, step by
step processes of learning. They are tree
seers.
Global- learn towards non-linear thought and
tend to see the whole pattern rather than in
particle elements. They are the forest seers
o A successive processor (left brain)- prefers to learn in a
step by step sequential format, beginning with details
leading to a conceptual understanding of the skill.
o A simultaneous processor (right brain)-prefers to learn
beginning with the general concept and then going on to
specifics.

MULTIPLE INTELLIGENCES

The theory of multiple intelligences was first

described by Howard Gardner in Frames of Mind (1983).
Gardner defines intelligence as ability or set of abilities that
allow a person to solve problem or fashion a product that is
valued in one or more cultures.

Forms of Intelligences
Visual/Spatial Intelligence (Picture smart)- learning
visually and organizing ideas spatially. Seeing concepts
in action in order to understand them.
Verbal/Linguistic (word smart)- learning through the
spoken and written word. This intelligence was always
valued in the traditional classroom and in traditional
assessments of intelligence and achievement.
Mathematical/Logical (number smart/ logic smart)-
learning through reasoning and problem solving. Also
highly valued in the traditional classroom.
Bodily/Kinesthetic (body smart)- learning through
interaction with ones environment. This intelligence is

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 not the domain of overly active learners. It promotes
understanding through concrete experience.
Musical (music smart)-learning through patterns,
rhythms and music. This includes auditory learning,
but the identification of patterns through all the
senses.
Intrapersonal (self smart)- learning through feelings,
values and attitudes. This is decidedly affective
component of learning through which the students
place value on what they learn and take ownership for
their learning.
Interpersonal (people smart)- learning through
interaction with others. Not the domain if children who
are simply talkative or overly social..
Existential (spirit smart)- learning by seeing the big
picture. Why are we here? What is my role in the
world? this intelligence seeks connections to real
world understanding and application of new learning.

LEARNERS WITH EXCEPTIONALITIES

DISABILITY- is a measurable impairment or limitation that

interferes with a persons ability to walk, lift, hear or learn. It may
refer to a physical, sensory or mental condition.

HANDICAP- is a disadvantage that occurs as a result of a disability

or impairment. The degree of disadvantage is often dependent on
the adjustment made by both the person and his environment.

Specific of Exceptionalities

Learning Disabilities- involves difficulties in specific cognitive

processes like perception, language, memory or metacognition.
Examples:
Dyslexia difficulty in reading

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 Dyscalculia- difficulty in number operations
Dysgraphia- difficulty in writing
Aphasia- difficulty in language
Attention-Deficit Hyperactivity Disorder (ADHD)- is manifested in
either or both of these:
1. Difficulty in focusing and maintaining attention
2. Recurrent hyperactive and impulsive behavior.
Emotional /Conduct Disorders- this involves the presence of
emotional states like depression and aggression over a considerable
amount in time that they notably disturb learning and performance in
school.

Autism- is a condition manifested by different levels of impaired

social interaction and communication, repetitive behaviors and limited
interests.
Mental retardation- refers to significant sub-average intelligence
and deficits in adaptive behavior.

Physical Disabilities and Health Impairments

Physical and health impairments- this involves physical or medical

conditions (usually long-term) including one or more of these:
1. Limited energy and strength
2. Reduced mental alertness
3. Little muscle control.

Severe and Multiple Disabilities- refers to the presence of two or

more different types of disability at times at a profound level.

Visual Impairments- these are conditions when there is

malfunction of the eyes or optic nerves that prevent normal vision even
with corrective lenses.
Hearing impairments- these involves malfunction of the ear or
auditory nerves that hinder perception of sounds within the frequency
range of normal speech.

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 Giftedness-this involves a significantly high level of cognitive
development. There is usually high ability or aptitude in one or more of
these objects.

THE CLASSROOM CLIMATE

The classroom climate- is more a product of the interaction between and

among teacher and students than that of the physical condition of the
classroom.

The conducive classroom is one that is business like yet non-threatening.

It is a classroom where:
Expectations, rules and procedures, limits on behavior are made
clear from the very first day of school;
The teacher, who is the leader, is fully aware of what is happening
and is in control of the classroom proceedings and yet conveys the
message that she/he is interested in the concerns of students as
individuals and the class as a whole.
Students are made responsible for their own behavior.

ASSESSMENT FOR LEARNING

ASSESSMENT- is basically the processes of gathering information about the

students learning; then analyzing and interpreting them for the purpose of
making decisions.

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Purposes of Assessment

Diagnosis- is used to determine any special learning need that a

learner may have.
Placement- the learner can be placed in the best learning
environment where he can better learn and develop.
Effectiveness of the progress- can also provide data about how a
particular curriculum or program is effective in meeting the goals.
Student Feedback- to have objective information that can be used
to communicate to the learner his current level of performance.
Research- assessment results can also be used as a source of very
useful data in a wide range topic in the field of educational
research.

Research based Principles of Assessment for Learning

Assessment for learning should be part of effective planning and
learning.
Assessment for learning should focus on how students learn.
Assessment of learning should be considered central to classroom
practice.
Assessment of learning should be considered as a key professional
skill for teachers.
Assessment for learning must be sensitive and constructive
because it has an emotional impact
Assessment of learning should be consider the importance of
learners motivation.
Assessment of learning should promote commitment to learning
goals and a shared understanding of the criteria by which they are
assessed.
Assessment of learning should include constructive guidance on
how learners can improve.
Assessment of learning develops learners skills on self-
assessment.
Assessment of learning should recognize the full range of
achievements of all learners
CLASSROOM MANAGEMENT

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 Some guiding principles in classroom management and their
implications to teaching.

Consistent, proactive discipline is the crux of effective classroom

management.

Inside the classroom, we could always expect some disciplinary

problems, but some teacher could immediately handle the said
problems. Instead of formulating immediate medicine for the
behavioral problems, the teacher should focus on how to prevent
these predicaments to occur. As much as possible, lets avoid these
dilemmas because its too pathetic for us to cry over spilled milk.

Establish routines for all daily tasks and needs.

To avoid turmoil inside the classroom, the teacher must

ascertain routines from the start of the class, up to the class
dismissal. This could also help a lot in saving much time and effort
because their work is already routinized.

Orchestrate smooth transitions and continuity of momentum

throughout the day.

As much as possible, the teacher must avoid dull moments

inside the classroom to motivate the students to always pay attention
to the speakers. The teacher must scheme smooth transitions of
activities inside and outside the classroom through the day.

Strike a balance variety and challenge in students activities in the

classroom.

There should be a variation of activities inside the classroom to

avoid the students and even the teacher from being bored.

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 As classroom manager, be aware of all actions and activities in the
classroom

Even if the teacher is not around, she is still responsible for the
students. That is why she must know the things that are happening
inside the classroom and what her students are up to.

Resolve minor inattention and disruption before they became major

disruptions.

Disruptions seem to be part in every classroom and in every

lesson. No matter how big or small the hitch is, it could still give so
much distraction not only to the teacher, but foremost to the students.
That is why, if the disruption is still controllable, the teacher must try
to stop it before it becomes too late for her to control the situation,
and worse, it could spoil the whole transition of the lesson inside the
classroom.

Reinforce positive behavior

To motivate the students to always do the good and right thing,

the teacher should always pay even the simplest compliment in her
students actions especially to the appreciating ones.

Treat minor disturbances calmly

If a simple rising of the voice could control the simple problem,

then do it. Theres no need for you to be hysterical and over-react on
something thats just under control.

Work out a physical arrangement of chairs that facilitates an

interactive teaching-learning process.

Some teachers change seating arrangement quarterly. This is to

enhance interactions between the teacher and students.

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 Make good use every instructional moment. Minimize discipline
time to maximize instructional time.

The teacher must use time in order to attain all activities planned
and therefore, can meet the objectives of the class.

Routines can be established for efficient and effective learning

The routines can be established for efficient and effective learning

are the following:

Beginning and ending the class day period

Transitions
Getting/distribution of material and equipment
Group work
Seatwork and teacher-led activities

Techniques are effective in the maximization of instructional time

Here are some research-based effective techniques to maximize the

academic time for instruction:

Orchestrate smooth classroom transitions

Remain involved with the students during the entire class period
allowing for no idle time
Use fillers, in case you finish the lesson ahead time
Remain involved with the student throughout the period
Use a common place to keep materials such as scissors and other
school supplies. This saves time. You wont find it hard looking for
them when you need them.
Follow a consistent schedule and maintain the procedures and
routines established at the beginning of the year
Prepare materials in advance

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 Make clear and smooth transitions
Limit disruptions and interruptions through appropriate behavioral
management technique

Ways by which a teacher can prevent or solve disciplinary problems in

class

The following are some proven preventive measures:

The teachers can implement group-oriented methodologies such as

(1) Cooperative learning approach, (2) Team learning, (3) Peer tutoring,
and (4) group projects and collections. These strategies depend on
the students abilities and interests. The strategies promote strong
cooperation a301.nd shared group responsibility in all classroom
undertakings, thus, eliminating sources of potential problems.
Involving them in planning learning tasks ensure active
involvement and participation rather than passive attention as in
routine activities.

Teachers who are sensitive to possible misdirection of efforts and

interactions are fast to switch from one technique to another as the
need arises. There must be clear understanding of the objectives of
the lesson and the strategies to be used. Any misstep in the procedure
will then be avoided. But if the continuous flow of the activity is
hampered by an uncontrolled action, then the ability of the teacher to
shift an alternate activity will be necessary.

Of prime importance are the teachers personal attributes such as: (1)
patience, (2) compassion, (3) concern and caring attitude, and (4)
respect and trust for others. A calm and composed reaction in the
midst of an untoward behavior can ensure an acceptable solution for
all. A compassionate teacher understands and feels sympathetic
towards students struggles are sufferings. A deep concern fro their
welfare and growth is easily appreciated.

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 The teachers personalities are their arms that can either win or fail
amidst a controllable learning situation. A warm, respectable
relationship with students through sincere and straightforward
communications can demonstrate trust and credibility. Unpretentious
gestures and genuine nodes of receiving students explanations bring
about much needed peace of mind. Recognize and appreciate their
progress improvement. A caring attitude can be modeled and the
students will feel confident, secure and upright in return.

The teachers teaching style will determine how the students will
respond, at times, receptive, sometimes withdrawn. These points to
the way they move around during the class activity, how they give
others in the form of requests and how the procedures are clearly
explained. Involving everyone from the flaming to the implementing of
the lesson results in well coordinated investigations and discussions
of findings, thus learning no one in drawing correct conclusions. The
use of appropriate assessment tools and evaluation techniques will
show a final achievement of learning objectives.

How can a teacher come up with a physical environment that is

supportive of learning?

The physical features of the classroom are a very important factor to

consider in achieving the learning objectives. A conducive physical
learning environment includes:

Conveniently arranged furniture

Flexible seating arrangement
Clean, well-lighted, well-ventilated, noise free and fresh classroom.

PARAMETERS OF TEACHING

ATTENTION

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1.1 Definition

The attention parameter concerns teachers skills in getting and

keeping student on task during classroom time that is engaging and
involving students in legitimate curriculum activities.
Research study supports the positive correlation of time on task
with student achievement: the more time students spend seriously
engaged in learning activities, the likelier they are master the
material.

2.1 Repertoire of Attention Moves

2.2 Desisting carry the message get with it. They tell the student
that theyre doing something that they shouldnt be doing and imply
what the students should do (reengage the task). They vary in degree to
which they are corrective and direct.

2.3 Alerting these moves are meant to keep the student on their toes,
minimizing distraction and keep them in anticipation. They are often
targeted at a group of students as opposed to individuals.

2.4 Acknowledging teaching students to reenter here and now task

by merely acknowledging out loud to students your understanding of
what on their mind.

2.5 Winning winning moves are similar to enlisting moves in that

they are positive and tend to attract rather than force students attention
to the learning experience. However, winning moves focus student on the
teacher, whereas enlisting moves focus students attention more on the
activity.

3.1 Matching with the attention parameter

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 It is important to note that the moves used by the teacher
match with the needs of the students of the group.

MOMENTUM
1.1 Definition

Momentum pertains to the smooth ongoing flow of events in the

classroom. When momentum is not maintained, students get bored
or look for things to do, potentially filling their time by
daydreaming or engaging in disruptive behavior.

Many other parameters relate with momentum (e.g. attention,

routine, expectation, personal relationship building, space, time,
and curriculum parameters). Therefore, we will narrow our
definition of momentum to eight key sub-parameters whose
primary purpose is to keep things moving along, and which when
improperly done or ignore, break the orderly flow of events.

2.0 Sub-parameter

2.1 Provisioning having things ready to go the space, the

materials

2.2 Overlapping the ability to manage two or more parallel

events simultaneously with evidence of attention to both.
Manage here includes two aspects of teaching performance.

Keeping in touch with what is going on in one, more than

one or areas, or activities at one. It implies knowing that
nature of the activity, the appropriate pupil behavior

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 within the activity and the current quality of the pupils
performance
Helping pupils over blockages (what may prevent student
to move on with the learning activity)
Wittiness teacher having eyes in the back of their heads,
seeing the whole room and letting pupils know whats going on-
is a prerequisite for overlapping.

2.3 Fillers engaging the students to learning activity when the

teachers are caught with groups of students for short periods
where nothing is planned.

2.4 Intrusions these are disruptions during moments of

instruction. Every intrusion has the potential to disrupt
momentum. Intrusions take many forms and there are four
basic levels of performance that describes a teachers ability to
deal with intrusions:
Allows intrusions to fracture momentum
Deals with intrusions in uniform way
Matches response to intrusion to the characteristics of
the students involved, or to the particular situation.

DISCIPLINE

1.0 Definition

The creation and maintenance of an orderly and favorably

environment that facilitates learning of students.

2.0 Causes of discipline problems

Poor general management (attention, momentum, space, time

routines, personal relationship building

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 Inappropriate work that is too hard, too easy, or a glaring
mismatch to students learning styles (objectives, learning
experience)
Boring instructions (learning experiences)
Confusing instruction (clarity)
Unclear expectations and consequences (expectations)
Student sense of powerlessness
Physical cause
Ignorance of how to do the expected behavior
Value clashes
Heavy emotional baggage students bring with them

3.0 Figuring out discipline problems

Is the work too hard or too easy?

Do I build good personal relationships with students?
Do I maintain good momentum lessons?
Do I manage time and space well?
Do I make appropriate attention moves and make them
promptly enough?
Is my instruction confusing to some students?
Do I vary instructional formal and materials enough to avoid
students being bored?
Are the rules and consequences clear and specific enough both
to me and to the students?
Do I communicate expectations in a way that is ?
- Direct
- Specific
- Repeated
- Shows positive expectancy (both you can and you will)
Are the consequences logical rather than positive?
Do I have a range of consequences rather than one rigid
response for every transgression?
Do I deliver consequences in a way that is?

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 - Consistent and tenacious
- Prompt
- Matter of fact
- Indicates student choice
Do I take sufficient time and care at the beginning of the year to
establish all of the above?
Do I have high enough expectations for behavior no matte what
the students backgrounds?
Do I refuse to accept excuses?
Do I give students a real and legitimate sense of control,
influence, responsibility, power in class life?
Do I recognize and reward responsible behavior effectively?
Do I explicitly build community in the class (Knowledge about
appreciation of, cooperation with one another)?
Are there physical reason (hearing, vision loss, organic
hyperactivity) for this behavior?
Do the students know how to do what Im expecting of them?

4.0 Planning for Very Resistant Students

Have I gathered enough objective data on the students

behavior?
Have I presented it to a team to get additional input and
questions?
Have we come up with the best guesses as to the psychological
need?
Have we picked a matched response model?
Have we worked out a coordinated plan for all teachers who
contact this youngster?
Have we included the youngsters family in the plan?
Have we provided for periodic review and modification of the
plan?

5.0 Models of Discipline

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 Behavior Modification
Self-Awareness Training
Personal Influence
Logical Consequence
Reality Therapy
Teacher Effectiveness

BAUMRINDS PARENTING STYLES

AUTHORITARIAN- Parents are very firm with their children and expect
unwavering and unquestioning obedience. Rules are set by parents and
misbehavior is met with withdrawal of affection, physical punishment or
threats.

PERMISSIVE- Parents are not firm or controlling, they have few

expectations. May be warm and caring but appear to be uninvolved and
uninterested.

REJECTING-NEGLECTING- Parents are disengaged from children.

Neither demanding nor responsive to children. Provide no structure,
supervision, support or guidance.

AUTHORITATIVE-Parents achieved a good blend. They are firm yet

loving. Have clear and reasonable expectations and limits for their
children. Treat children with respect and warmth. Make children
understand consequence of their behavior.

CHILDREN OF AUTHORITARIAN PARENTS- are often unhappy, fearful,

withdrawn, inhibited, hostile and aggressive. They have low self-esteem
and difficulty with peers.

PERMISSIVE PARENTS- believe that their parents do not care for them.
They are often impulsive, aggressive and lack self-control; may they have
low levels of independence and responsibility.

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REJECTING-NEGLECTING PARENTS: are found to the least competent
in their over-all functioning and adjustment.

AUTHORITATIVE PARENTS- are socially competent, self-reliant and

have greater ability to show self-control. They have a higher self-esteem
and are better adjusted.

BIBLIOGRAPHY

Child Growth and Development

Teaching Profession Skill Approach by Carlito Garcia

Facilitating Learning; Module 7; pp. 69

Facilitating learning; Module 8; pp.76

Child Development by Santrock, 2004

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