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FIELD STUDY 1

A. SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student: Stephen John C. Ga


Course: Diploma In Teaching Year & Section: DIT 1-A
Resource Teacher: Mary Grace A. Laurel Signature:
Cooperating School: Desiderio C. Gange National High School

Tasks to do:
1. Visit a school. Look into facilities and support learning areas in the campus, then in the
classroom.
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes learning.
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
SCHOOL FACILITIES CHECKLIST
It is advised that you read the entire worksheet before proceeding to the school site

Facilities Available Not Description


Available
Office of the Principal
Library
Counseling Room
Canteen/ Cafeteria
Medical Clinic
Audio Visual/Media Center
Reading Center
Speech Laboratory
Science Laboratory
Gymnasium
Auditorium
Home Economics Room
Industrial Workshop Area
Comfort Room for Boys
Comfort Room for Girls
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OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Tasks to do;

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 teacher’s table located? How are the
tables and the chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How may are occupying one room?
5. Is the room well-lighted and well-ventilated/

CLASSROOM FACILITIES MATRIX


Classroom Facilities Description
(location, number, arrangement, condition)
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Your Reflections:

1. Would you like to teach in the school environment you just observed? Why? Why not?

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

3. What kind of classroom is conducive to learning?

4. Write your additional learning’s and insights here.


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B. LEARNERS CHARACTERISTIC AND NEEDS

Name of FS Student: Stephen John C. Ga


Course: Diploma In Teaching Year & Section: DIT 1-A
Resource Teacher: Mary Grace A. Laurel Signature:
Cooperating School: Desiderio C. Gange National High School

Tasks to do:

1. Observe 3 groups of learners from different levels (pre-school, elem, and high school.)
2. Validate your observations by interviewing the learners.
3. Describe each of the learners based on your observations.
4. Compare them in terms of their interests and needs.

Observation Guide for the Learner’s Characteristic

Physical

1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up
the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.


2. Note how they also interact with peers. What they talk about? What are their concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily, cries,
moods-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustations?
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 their opportunities for problem solving? Describe how they showed problem solving
abilities.
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Development Preschooler Elementary High School


Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
Physical
Gross –motor skills

Fine- motor skills

Self- help skills

Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Emotional
Moods and temperature
Expression of feelings

Emotional
Independence
Cognitive
Communication Skills

Thinking Skills

Problem Solving
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Your Analysis:

Write the most salient developmental characteristics of the learners you observed based
on these characteristics, think of implications for the teacher.

Example:

Level Salient Characteristics Implications to the


Observed Teaching-Learning Process
Preschool
Age range of Learners
observed _______

Level Salient Characteristics Implications to the


Observed Teaching-Learning Process
Preschool
Age range of Learners
observed _______

Elementary
Age range of Learners
observed _______

High School
Age range of Learners
observed _______
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C. HOME-SCHOOL LINK

Name of FS Student: Joem G. Esteral


Course: Diploma in Teaching Year & Section: 1-A
Resource Teacher: Roditha O. Gonzales Signature_________________
Cooperating School: Oton National High School

TASKS TO DO:

1. Select a learner from the class whom you have observed.


2. Conduct a home visit to your selected learner.
3. Describe the family in terms of
- Number of siblings.
- Number of siblings in school.
4. Reflect on how the feelings of belongingness and acceptance and cooperation are
emphasized in the play.
5. Interview the parents about
- The rules they implement at home concerning their child’s schooling.
- The learner’s activities and behavior while at home.

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/her 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 classmate (loner, shy, sociable, friendly gets
into fights, liked by others, etc.)
 Emotional mood, temperament, cries, easily, loses temper, happy, shows,
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags,
behind, shows reasoning skills, turns in assignments and requirements, etc.)
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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 adjustments)
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. (how is orderly, family
pictures in the living room)
2. Just ask the questions with which you feel comfortable.

THE LEARNER’S DEVELOPMENT PROFILE

Name of the Learner: Venice B. Brito


School: Oton Elementary School
Date of Home Visit: July 26, 2018
Date of Birth: June 08, 2018 Age: 5 years old
Grade/Year Level: Knder 1 Gender: Female

FAMILY PROFILE
Number of Siblings: One
Birth Order: First
Mother: Rhoda Grace Benidicto
Age: 28 years
Occupation: Online Tutor Educational Attainment: College
Father: Jericho Brito
Occupation: Office worker Educational Attainment: College

Physical Development

In a paragraph form, describe the social development of the learner. Combine the
teacher’s, parents’ responses and your own observations.

The child is physically normal. Her mother was healthy during her pregnancy.
She learned to walk at the age of one and half year old. She’s active and alert not only in
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their home, but also in the school. She moves deliberately smooth and shows care and
accuracy in her tasks or chores to accomplish.

Social Development

In a paragraph form, describe the social development of the learner. Combine the
teacher’s, parents’ responses and your own observations.

The learner is friendly, extrovert and outgoing. She allowed to play outside their
house with her cousins and neighbors. At the age of 5 she was allowed, but was told to
tell everything that happened to her while she is outside.

Emotional-Moral Development

In a paragraph form, describe the emotional-moral development of the learner. Combine


the teacher’s, parents’ responses and your own observations.

The learner is well-disciplined. She is responsible in her studies. She was brought
up with right values by her loving and responsible parents.

Cognitive Development

In a paragraph form, describe the cognitive development of the learner. Combine the
teacher’s, parents’ responses and your own observations.

When it comes to her cognitive aspect, It is continuously developing as she comes


to school and study. She performs well in the school. She learns fast and participates
actively during class activities. She shows intellectual activeness when it comes to
reasoning and thinking skills. Her parents’ concern and values towards education helps
her a lot in her cognitive development.

Findings

Write here your salient findings about the learner.

Venice is intelligent and responsible at her age. Her training at home is carried to
school as displayed by her good performs and positive attributes towards learning. Being
a firm yet loving parents to her, it helps a lot in developing the child personality. They
have a great ability to shoe self-control. Most importantly, the God-fearing beliefs and
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respect that her parents demonstrates towards her also develops her good social
interaction to other and to her nurturing environment.

Conclusions

Write your conclusions after you have analyzed the impact of the school and the home on
the learner’s development. The questions in the “Your Analysis” portion of this learning
episode can help you.

I Therefore conclude that the school and home contribute a great impact in
developing the cognitive, effective, psychomotor and other domains of human
development, and so as to the total personality of the learners. Hence the learning of the
child begins at home. At home, the child learns values, work and her cognition slowly
developed. However, school plays a vital role in molding the child. Since school was
made for the purpose pf developing physical, social, emotional, moral, psychological,
spiritual and cognitive aspects of the learner. The child spent more time in school as well
as the teachers, which are the most important agents in school that impart knowledge
and values to the learners.

Recommendations

Write your recommendation

I recommend that each teacher must be more diligent, resourceful and patient in
handling the learners. He/she must use varied strategies in order to catch the interest and
attention of the students to focus on the lesson.
For the parents, they must be responsible in guiding and disciplining their
children, they must be open with them. They should monitor the studies of their children
and give the encouragement to focus and study hard to achieve their ambition to become
successful.
The most important is the role of the learners; they maybe always complaint and
dutiful. They must ensure to themselves that they are motivated to learn and participate
since they are responsible of their own learning.
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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
experiences by the learner? Explain your answer.

The parents of Venice are not so strict at all times. I found out that they only have few
rules when it comes to studying; one rule was to “Study first before anything else” Both parents
are involved in their child’s school life. Mrs. Benedicto claimed that she sometimes scolded her
daughter when she breaks the rule, but most of the time she will just talk to Venice regarding her
mistakes. I agree in the kind of parenting that they applied to their daughter. Being strict and
lenient is helpful in raising a child nowadays.

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?

As what I have learned from Child and Adolescent Development, that factors that
I am going to contribute to the development and over-all adjustments of the learner in
school are: first, it contribute how the learners are nurtured by his parents, their
financial setting, and cultural background of the family unit.

3. Does the communication between the home-school have an effect on the learner?
If yes, what are these effects?

Yes, I believe that communication between the home-school have an effect


consider the home-school link. What the child did in school reflect how the child
nurtured reared by the parents at home. One of these effect for instance, if the learner
act and possessed misconduct in the classroom, surely the child’s parents are
expected to visit the school and consult for the performance of this child to her
adviser or teacher.
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Your Reflections

1. Reflect your own development as a child. What type of parenting did you
experience? How did it affect you?

When I was a child until this present, I observed that the style of parenting I have
is Authoritative, wherein my parents are loving despite of being firm. They treat me with
respect and warmth. They also remind us the consequences of my behavior. They give us
clear and reasonable expectations.

And I am so blessed for having a parents like them, they molded me into a better
person. I inherited the attitude of my father which is being understanding and loving. I
could still manage any circumstances that comes into my life for always had patient in
making or doing this.

2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with parents? How can you help them? How can they help you?

As a future teacher, I could establish good home-school collaboration by


observing the behavior of the learner in my class. I would be responsible enough in their
attitude for instance, if ever there is a trouble behind that creates a conflict, problem in
my students immediately I will call the parents of the learner and I will also inform the
parents about the performance of their child in my class. Through this parent-teacher
communication, I can say there is a good relationship between home-school links.
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BAUMRIND’S PARENTING STYLES

1. 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.
2. Permissive – Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
3. Rejecting –Neglecting – Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, supervision, support, or guidance.
4. Authoritative – Parents achieve 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 behaviour.

Children of:

1. Authoritarian parents are of often unhappy, fearful, withdrawn, inhibited, hostile, and
aggressive. They have low self-esteem and difficulty with peers.
2. Permissive parents believe that their parents do not care for them. They are often impulsive,
aggressive and lack of self-control; may have low levels of independence and responsibility.
3. Rejecting-Neglecting parents are found to be the least competent in their over-all functioning
and adjustment.
4. Authoritative parents are socially competent, self-reliant, have greater ability to show self-
control. They have higher self-esteem and are better adjuster.
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D. THEORIES OF LEARNING

OBJECTIVES:

1. To list the different activities during the lesson.


2. To identify the theories of the learning by which the activities are based.

TASKS TO DO:

A. Go to the class you wish to observe. For this visit, lists down the learning activities given
by the teacher. Use the matrix below to show the application of the different development
theories in the classroom.

THEORIES LEARNING ACTIVITIES

A. Piaget’s Stages of Cognitive


Development

1. Pre-Operational Stage

2. Concrete-Operational Stage

3. Formal Operational Stage

B. Erickson’s Psycho-Social Theory


of Development

1. Virtue

2. Preschool Purpose and Direction

3. School age Competence and


Method

4. Adolescent Fidelity and Devotion

5. Young Adult Love and


Affiliation.
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C. Vygotsky’s Socio-Cultural Theory

1. Scaffolding

D. Kohlberg’s Theory of Moral


Development

1. Pre-conventional Level

2. Conventional

3. Post Conventional
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D. THEORIES OF LEARNING

Objectives:
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1. To list the different activities during the lesson.


2. To identify the theories of learning by which the activities are based.

Tasks to do:

a. o to the class you wish to observe. For this visit, list down the learning activities given by the
teacher. Use the matrix below to show the application of the different developmental theories
in the classroom.

THEORIES LEARNING ACTIVITIES


a. Piaget’s Stages of Cognitive Development
1. Pre-operational Stage
2. Concrete-operational Stage
3. Formal Operational Stage
b. Erickson’s Psychosocial Theory of
Development
1. Virtue
2. Preschool Purpose and Direction
3. School Age Competence and Method
4. Adolescent Fidelity and Devotion
5. Young Adult Love and Affiliation
c. Vgotsky’s Sociocultural Theory
1. Scaffolding
d. Kohlberg’s Theory of Moral Development
1. Pre-conventional Level
2. Conventional Level
3. Post Conventional

B. What learning strategies did the teacher use to encourage the children’s metacognition?