The Learner’s 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 learner’s
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 Environment environment
environme look into its that is that provides
nt facilities and supportive of social
areas that learning or a psychological
support “child-friendly and physical
learning (i.e., school” environment
classroom, through any supportive of
library, of the Curriculum learning.
playground, following:

Field Study | 1
Peace and canteen).
Concept in  Describe the A descriptive
Focus: school paragraph.
environment A photo essay
“Building  Prepare an
Friendshi observation
p” log

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

 Describe each
Peace group of
Concept in learners based
Focus: on your
observations
“Valuing  Validate your
Diversity” observation by
interviewing
the learners
 Compare them
in terms of
their interests
and needs.

Episode 3 Learning
“IN NOT OUT” Environment

Classroom  Observe a Checklist on Manages time,

manageme class classroom space and
nt and management resources to
 Using a
learning components provide an
checklist, find
environment
out the evident
appropriate to
classroom

Field Study | 2
 components Diversity of the learners and
 Describe how Learners conducive for
the classroom learning.
is Photo
structured/de documentatio
signed to allow n of the
everyone to classroom
participate in setting
the learning
activities
 Relate the
data in your
checklist to Reflection
Peace the learner’s paper on
concept in behavior activities that
Focus:  Reflect on how allow
“Inclusivel classroom inclusively
y” management rather than
affects exclusively
learning. among
learners
Episode 4
TRAITS CHECK
 Observe a Collection of
class on a classroom
regular day activities
Learner’s  Take note of written on Learning
Characteri characteristics card boards of Environment
stics and of the learners rainbow colors
Learning in the class Recognizes multi
activities  Enumerate A refection cultural
and describe paper on the backgrounds of
the activities congruence or Diversity of learners when
that took place match of learners providing
in the class. learning opportunities
 Analyze how activities to
the activities the learners’ Determines
facilitated characteristics teaching
learning approaches and
considering Diversity of techniques
the learners’ learners appropriate to
characteristics Reflection on the learners
. the interaction
Episode 5 of learners
despite

Field Study | 3
  Observe differences Determines,
learners of understands and
different accepts the
learning learners; diverse
abilities but background
Individual the same Learner’s
differences grade/year profile
and the  Interview them
learning to gather their Relates the
process. background learner’s
information background to
 Observe them their
as they Narrative Diversity of performance in
participate in Report learners the classroom
a classroom
activity
 Write the
narrative
(Difference report.
in the Episode 6
ability
level)  Observe a
class on a Recognizes
regular day cultural
 Take note of Narrative backgrounds of
characteristics description of learners when
of the learners Diversity providing
in the class among learning
focusing on children opportunities.
gender and Community
cultural linkages
diversity Description on
Peace  Interview our how the
concept in resource teacher
focus: teacher about instills among
“Samenes principles and children the
s in practices that values and
difference he/she uses in knowledge on
s” dealing with differences on
diversity in the gender, social
Individual classroom. and cultural
Differences background
and the
learning Home
process visitation

Field Study | 4
 report Reflects on the
Episode 7 impact of home
(social and Home-School Link Learning and family life to
cultural CONNECT ME Environment learning
diversity)
 Select a
Peace learner from
concept the class that
In focus: you have
“Unity in observed
diversity”  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 child’s
schooling
2. The
learner’s
activities
and
behavior
while at
home

Field Study | 5
 The Learner’s Development and
Environment
Field Study
Episode 1 SCHOOL AS LEARNING ENVIRONMENT

Name of FS Student: Kristofferson C. Solamin

Course: Professional Education
Resource Teacher:
Cooperating School: Macabalan National High School

Target
At the end of the activity, be competent in determining a school
environment that provide social, psychological, and physical environment
supportive of learning.

Map
A general observation of the campus and the classroom.

Do the following tasks:

1.Visit a school. Look into facilities and

2. Accomplish the checklist as you
support learning areas in the campus,
move around the school
then in the classroom
premises.

4. Make a reflection on the 3. Based on your gathered data

characteristics of a school in the checklist, describe the
environment that promotes 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

Field Study | 6
 Tools

Move around the campus. Have a good understanding of the activities

and tasks to be accomplished in the activity 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 Available Not Description

available
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

to stay and discuss matters
Involving issues with
students, staffs, teachers
and parents.
Canteen/Cafeteria Spacious but crowded when
an entire school population
dine in for snacks there will
be chaos, meals are decent
and affordable.

Medical clinic Small in space

Audio Visual/Media
Center
Reading center

Speech laboratory
Science laboratory Apparatus are available for
experiments

Gymnasium
Auditorium

Home Economics Room Well arranged and clean

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Industrial Workshop area Workable workshop; space
is good.
PTA Office Room is good with enough
space to be discussing
issues about and related to
school matters

Comfort room for boys Needed proper maintenance

Comfort room for girls Needed proper maintenance

Computer laboratory
Others:
Covered Court Serves as Multi Functional
Hall, a mini-stage was
visible, a standard court
size basketball court was
also present.

Field Study | 8
Observation Report

Name of School Observed: Macabalan National High School

Location of the School: Macabalan, Cagayan de Oro City
Date of visit: July 07, 2015

The community where the school campus is in was a highly urbanized

community of settlers ranging from informal to formal settling families. The
income level of the families living in the community ranges from low to average
income earning families. The businesses that put-up here are self-sufficient,
meaning that the income earned from these businesses are only to supplement
daily needs. The employment statistics suggest that work in the community are
as laborers, Public Utility Vehicle (PUV) drivers and a marginal blue collar and
white collar jobs.
The campus in itself is very much accessible to public transportation. A key
location in the community and very easy to locate by people not living in the
community where the campus is in. Like most public high schools, the
population is way over the intended number of students enrolled; they just
squeezed in and absorb more students. With the introduction of K-12 program,
the campus is just too small to accommodate all.
The campus buildings are still usable, showing no signs of decay but proper
maintenance could be done like repainting and refurbishing, new buildings are
being constructed to accommodate the growing population.
The administrative offices are easy to locate, when one is a first-timer in
visiting the school campus. It was convenient also for visitors, since most office
can be located on one building and across another building. Signs indicating
the function of the office and roles are well placed. The staff and teachers were
accommodating. It was easy to do your business.
Walking around the school campus, the environment was friendly, knowing
high school students, they’re rowdy, but it was not the case. The needed
facilities are present and functional on the campus.

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

CLASSROOM FACILITIES M ATRIX

CLASSROOM FACILITIES DESCRIPTION

(location, number, arrangement, condition)

1. Wall displays Found at the back corner of the room, 1

bulletin board.
2. Teachers table Adjacent to the door, facing the chairs of the
pupils. The table is small for a grown man or
woman.
3. Learner’s desk Some are old and has defects.
4. Blackboard Big, found in front of the students. The board is
old when a teacher writes on it; the chalk
writing is hardly visible at the back.
5. Learning Fraction charts, word problem visual aids
Materials/Visual Aids
6. Lightings There are four big fluorescent lamps, one is
broken or two.
7. Book shelves Found at the back of the class; big but no
books.
8. teacher’s stand Not Found
9. Fan There is two; one stand fan and a desk fan
available on opposing sides facing the learners.
10. Shoe Rack Found Outside; beside the door.

Field Study | 10
Observation report

Name of School Observed: Macabalan National High School

Location of the School: Macabalan, Cagayan de Oro City
Date of visit: July 07, 2015

The classroom walls has minimal displays of heroes portraits, there were only
four, one quote on one side and a math reminder displayed on the back. The
walls is need of repainting for light bright colors so the room can look brighter
instead of dim or rather dark, gloomy atmosphere, the lights were not turned
on even when it is getting dark
Because of the incoming rain.
The teachers table is rather small for a full grown man or woman. It leaves little
space for a teacher to bring a number of educational materials or other things
that he/she might need for a learning experience. Located in the middle of the
board, just half meter away, facing the learners desk. The desks are distributed
5 learner’s desk on the left and 5 on the right in a row following 5 more rows
going backroom. The classroom accommodates 50 plus students.
The room is standard sized classroom. There are 52 students; 27
girls and 25 boys. The room is designed to hold of up to 40-45 students. Proper
lighting was installed; ventilation was good, two fans on opposite sides. Wide
windows on opposing sides of the classroom with which light can penetrate
easily inside and air can pass right through so it’s cooler.
Outside noise of the motorcycles, jeeps and other vehicles plying to and fro in
the main street is almost none existent, which will not affect the learning of the
students
.

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 is intended to create the learner’s environment,

comfortable, appealing, encourages learning, growth and curiosity and
literally nice, different in a way, to what they are accustomed to, in
their living environment at home, so that the school campus and the
classroom be conducive to learning and social interaction among their
age groups and peers.

Field Study | 11
It is therefore a challenge that the school campus administration create
an environment to encourage learning, growth socially, intellectually
and emotionally, curiosity to learn, challenge the learner for self-
development something to look up-to and hope to achieve in the future
for the benefit of their social lives and financial growth. It also
necessary that as a school, the moralityand rules of society be taught
and make them understand that any individual has the social
responsibility to other individuals and have respect for the rights of one
another, the learner learns to conform to societies laws and the right
norms to follow.

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 learning environment for an effective

and productive learning. Teenagers are at a critical emotional,
psychological development stage. It is at this stage that anyone can
leave a deep impression to their lifelong development socially,
personally and to the community.

As teacher, we can be humble enough to extend our patience longer,

understand their change physically, emotionally and psychologically,
provide support and understanding, teach the appropriate action and re-
action to a situation, share our experience and our emotional maturity,
point to the right direction in a professional teacher approach to a
student, student-teacher interaction.

As a teacher, we can only teach and inform, it is up to the learner how

to absorb and apply it to the real world.

Reflection

1. Would you like to teach in the school environment you just observed? Why?
Why not?
I would love to teach to the school that I have just observed
because the foundation of teaching is not about choosing. It is about
adhering to the calling of to be able to teach. Teaching is equality. It is
a right never a privilege. It is about pursuing knowledge and s haring it
to those who want to learn and to those who would want to pursue it.

Field Study | 12
2. What kind of school campus is conducive to learning?

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

which offers learning the best possible way. It attracts learning,
encourages growth both socially and intellectually, can teach the basic
norms of society, the rules every individual follow and the social
responsibility that goes along with it. An institution that instills to the
learner the importance and the deep understanding of the natural order
of things.

3. What kind of classroom is conducive to learning?

A conducive learning classrooms encourages learning, makes room

for growth, understands achievements is a job well done, there is room
for interaction emotionally, and intellectually. There is interaction
among peers in their age groups and welcomes criticisms and new ideas,
An environment wherein a new lesson is being learned, understood and
accepted as positive to the impact to their lives in the future.

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

I can accomplish anything with the help of every individual involve

inside the class. Sheer will and determination will not be enough unless
there is support from the education system, the teachers and staff, the
parents and to the students themselves. Otherwise, it take a miracle to
do it. I am just optimistic since I am bound to be in that direction. But I
am hoping for the best. A child mind is complex. As a teacher, every
child needs a bright future, it is our job to get them surpass us, guide
them every step of the way so they get better, their growth will be growth
of society.

5. Write your additional learning’s and insights here:

At this point, I can comprehend and understand that the need to be

constantly learning is critical and vital in many ways.

One is self-improvement. As a person individual grows emotionally

and physically, the intellectual aspect should constantly grow. Not any
single cell in the body is the same. The hole body should grow too. As new
Field Study | 13
ideas come-in and new generation sets in. You as a person need to be
informed “No Man is an Island”.

Second is social responsibility. It is not just enough that you

yourself grow in every field. You have also the moral and social
responsibility to impart the knowledge that you have gained overtime.
“By teaching you grow”,

Lastly, GO, GROW and GLOW. You GO learn some new skill, stuff, a
thing, technique, place to go and learn from, By acquiring new things you
GROW, Your GLOW is what you teach and what you impart to others so
you can teach them the value of life and the important life lessons in the
long journey, By realizing these few themes. The value of self-worth seem
brighter my way..

MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT

An effective school environment, I picture it, would like to be a safe

environment and a child friendly school. That can provide learning and growth to
its learners or students. An ample space to develop their social, emotional,
psychological and intellectual capacity as an individual in society to contribute
positively in their own personal and social well being. This stage of their
development is one step to becoming a full pledge person with mature and a
sense of deeper understanding of what and how important life is and struggles are
just a part of learning. It is at this stage that personal connection and interaction
happens. We find life-long friendships at this stage of our lives and start to identify
ourselves as a person individual.

Field Study | 14
 The Learner’s Development and
Environment

Field Study

Episode 2 LEARNERS’ CHARACTERISTICS AND NEEDS

Name of FS Student: Kristofferson C. Solamin
Course: Prof Ed
Resource Teacher:
Cooperating School: Macabalan National High School

Target

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

Map
To reach your target, do the following tasks:

Step 1 Step 3

Observe 3 groups of Validate your observation

learners from different by interviewing the learners
levels (preschool, elem.,
and high school)

Step 2 Step 4

Describe each of the Compare them in terms of

their interests and needs.
learners based on
your observations

Field Study | 15
 Tools

On Erickson’s Use the activity form provided for you to

Epigenetic Principle document your observations.

This principle says An observation Guide for the Learner’s Characteristics

that we develop
through a
Read the following statements carefully. Then write
predetermined
your observation report on the provided space. Your teacher
unfolding of our may also recommend another observation checklist if a
personalities. Our more detailed observation is preferred
progress through each
stage of life is in part Physical
determined by our 1. Observe their gross motor skills. How they carry
success, or lack of themselves. How they move, walk, run, go up the
success, in all the stairs. Etc.
previous stage. A little 2. Are gross movements clumsy or
like the unfolding of a deliberate/smooth?
rose bud, each petal 3. How about their fine motor skills? Writing,
opens up at a certain drawing, etc.
time, in a certain
order, which nature, Social
through its genetics, 1. Describe how they interact with teachers and
has determined. If we other adults.
2. Note how they also interact with peers. What to do
interfere in the natural
they talk about? What are their concerns?
order of development
by pulling a petal
Emotional
forward prematurely or
1. Describe the emotional disposition or
out of order, we ruin temperament of the learners (happy, sad, easily
the development of the cries ,mood-shifts)
entire flower. 2. How do they express their wants/needs? Can they
wait?
-Dr. C. George Boeree
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.

Field Study | 16
 Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and
needs in this matrix. This will allow you to compare the characteristics and
needs of learners at different levels. The items under each domain are by no
means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.

Development Preschooler Elementary High school

Domain Indicate age Indicate age Indicate age range
range of children: range of children from children
_____ observed: _____ observed: _______
Physical
Like average High
Gross-motor skills School students,
they move
straight and head
on. Inside the
Fine-motor skills class nobody
moves around but
talking and
Self-help skills chatting among
peers is very
Others evident. Energy
presence is very
high even when
they are on their
seat. Nothing is
ever constant in
their movements,
easily distracted
with short
attention span.
Their movements
maybe clumsy
but it goes with
hormone levels
high at their age.
Social
Interaction
Interaction with amongst the
teachers learners, they
listen attentively
Interaction with but at times
classmates/friends engaged to talking

Field Study | 17
 among
Interests themselves.
Teacher’s
Others authority is well
recognized and
respected.
Choosing friends
whom they get
along well are
evident at this
stage, where they
could share
similar
experiences,
interests,
backgrounds,
hobbies.

Emotional
They have their
Moods and mood swings,
temperament, from being happy
expression of to sad. They could
feelings handle their
emotions but
control is still a
Emotional big question. Still
independence emotional
dependence is
others high at this stage
of life. Peer-to-
peer interaction.
A sense of
belonging to a
group is a plus.
Some intend to do
group activity
with themselves.

Cognitive

Field Study | 18
Communication Whenever an idea
skills is thrown at
them, they
Thinking skills answer in unison,
They have the
Problem-solving ability to talk with
sense. Ideas are
Others expressed freely,
communicates
well with their
peers and to the
teacher in
authority. Their
opinions are
mostly based
from their
experiences and
reflecting on it.
They were able to
throwback a
question.
Evidence that
they are thinking.

Analysis

Write the most salient developmental characteristics of the learner you

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

Level Salient characteristics Implications to the

observed Teaching-learning
Process
Highschool  Able to voice out an  Therefore, teachers
Age range of opinion should act and
learners observed  Critically observant behave accordingly
13-14  Able to express for they will be the
themselves more model of the
profoundly students in the
development of right

Field Study | 19
 attitudes and values.

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 recall my experiences when I was just the same with their

age, I am optimistic and curious, rowdy and confused, with the
barkadas, peer groups, rock bands, always busy with other things
not related with the subjects the teacher is teaching. Short temper
and a short attention span.

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 was Mr. Paolo. He was an
inspiration. Living in a country he did not know and dealing with
high school. I bet he was terrified of us back then. But then he has
that dedication of a teacher that is inspiring as I thought about it.
The communication problem the gap between cultures and the
problems of the basic educational teaching the Philippines has.
You can just imagine the sacrifices he has made to come here and
then teach at the same time.

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 teacher’s task is very rewarding since they are instrument
of making the child reach their full potential.

4. Share your other insights here.

Teaching is both a vocation and a mission. Responding to

God’s call is not a simple task and gets even harder when you will
do the mission of being the catalyst for change. Yet, touching one’s
life is priceless and molding them into the best of what can be is
the hardest job, but reward.

Field Study | 20
 The Learner’s Development and
Environment

Field Study
Episode 3 LEARNERS’ CHARACTERISTICS AND NEEDS
Name of FS Student: Kristofferson C. Solamin
Course: Prof Ed
Resource Teacher:
Cooperating School: Macabalan National High School

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.

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
learner’s behavior.
 Reflect on how classroom
management affects learning.

Field Study | 21
 An Observation Guide for the Learner’s 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: Macabalan National High School

Observed: High School
Location of the school: Brgy.Macabalan, Cagayan de oro City
Date of visit: July 7, 2015

During my observation, I found out that the pupils were mostly

13-14 years old. There are about 52 students, 27 girls and 25 boys in the
classroom. Every one of them possesses a unique character and trait
which depend largely on their background and how they were raised as
children They have diverse backgrounds and each is an individual by
their own right.
The teacher’s focus is on their learning and behavior, at their age it
is expected that management can be unruly most of the time. A very
profound sense of patience and humility, understanding to earn them
respect and trust. Their behavior is basically based on instinct and needs
and wants. Their impulse is to satisfy that need or want.
The learner can be trusted to make their own decisions, formulate
their ideas to a certain degree that it can be manipulated and controlled.
A controlled environment to avoid unnecessary uncalled for situations.
Since their span of attention is limited, constant guidance and care is
tolerated at maximum level.
They have their way concentration, so the best possible way to
acknowledge them to concentrate is through their own language, their
interests, hobbies, and needs and wants in what they want to do or
become in the future.

Field Study | 22
 An Observation Guide for the CLASSROOM VISIT

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 as well
as the student’s belongings and supplies that can be found on one corner of
the classroom, specifically, a makeshift room.

There are no rules attached to the neither walls nor procedures that are
posted. The rules are pre-made rules they have to follow.

Their daily routines are cleaning inside and outside the classroom in the
morning before class and in the afternoon after class, unlike before as I recall
we have weekday groups e.g. Friday group, Monday groups, they all clean the
room as expected of them. Prayer before a subject is started headed by an
appointed prayer leader. Following a roll call, attendance and subject /topic to
be discussed, there is an initial recap of topics being discussed prior.

Their seating arrangement is mixed. Girls are allowed to mix in with 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.

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

Field Study | 23
 CLASSROOM M ANAGEM ENT M ATRIX

Aspect of Classroom Description Effect on the learner

M anagement
1. Specific Areas in Students’ belongings are The pupils are
the classroom properly arranged. comfortable inside the
classroom since the
areas are well manage
2. Classroom Rules Not posted Pupils are informed and
Students are well aware of classroom rules
informed and aware of because there is an
the rules even if not equivalent punishment
written nor posted. for it.
But time to time
constant reminder is
necessary since they will
tend to forget about the
written rules, especially
if not posted.
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 mixed with The pupils are

Arrangement the boys. comfortable in their
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
later on they will talk is well aware of whatever
after class. the consequences.

7. Reinforcement of Praises the student’s The pupils are motivated

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

Field Study | 24
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.
Behaviorist theory should be considered, that the teacher’s 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
Student’s motivation is also effective through the use of
appropriate instructional materials.

Field Study | 25
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 4th year class

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.
It also in this stage that the quest to know more starts,
paving the way for curiosity of the world outside the campus,
opinions are high, and a deep search for identity is crucial. A
mentor and someone to look up-to will be the key to uplift what
they can do and will do in the future to enriched their lives.

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

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.

Field Study | 26
 The Learner’s Development and
Environment
Field Study
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
Episode 4 (focusing on differences in gender, racial, religious backgrounds)

Name of FS Student: Kristofferson C. Solamin

Course: Prof Ed
Resource Teacher:
Cooperating School: Macabalan National High School

Target

At the end of this activity, gain competence in determining

teaching approaches and techniques considering the individual differences of
the learners.

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: obs erve a class in different parts of a school day (beginning of the da y, cl a s s ti me,
reces s etc)

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

Step 3: Des cri be the i ntera cti on tha t tra ns pi res i ns i de a nd outs i de the cl a s s room

Step 4: i nterview your resource teacher about the principles a nd practices that she us es i n
dea l i ng wi th the di vers i ty i n the cl a s s room

Step 5: Analyze the impact of individual differences on learners’ interaction

Field Study | 27
 Tools

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

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 teacher’s 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?

Field Study | 28
 OBSERVATION REPORT

Name of the School Observe: Macabalan National High School

School Address: Macabalan, Cagyan de Oro City
Date of Visit: July 07,2015

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 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. 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.

Field Study | 29
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 each student were different because each family is
unique. 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 as perfect as can 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
class or by groups, students are made to internalize that they have
something in common with the rest though they possess
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, ways of thinking /
learning approach and habits, hobbies, interests and way of life,
and genre.

Field Study | 30
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 are 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
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, 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.

Field Study | 31
 The Learner’s Development and
Environment

Field Study
INDIVIDUAL DIFFERENCES AND
Episode 5
LEARNER’S INTERACTION
(focusing on different levels of abilities)

Name of FS Student: Kristofferson C. Solamin

Course: Prof Ed
Resource Teacher:
Cooperating School: Macabalan National High School

Target

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.

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

Field Study | 32
 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.

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 teacher’s method in addressing the individual learning needs

of the students in his/her class.

Field Study | 33
 OBSERVATION REPORT

Name of the School Observed: Macabalan National High School

School Address: Macabalan , Cagayan de Oro City
Date of Visit: July 07,2015

As I have observed the High School class, I was observing, I

noticed that there are individual differences among the learners
not only in physical aspects but also with their abilities and
capabilities in general. There are pupils who have the potential to
be great, an active learner who participate in class, though some
are passive learners.

As observed the behavior of competitive learners to passive

ones; the competitive learners are participative in class and during
discussions or even group activities, they tend to achieve more and
perform well in class compared to passive learning students.
Passive learners are confined in one space and waits to learn, never
enthusiastic as to the curiosity of learning.

The teacher uses and encourages group interaction by group

activities and interactive learning to encourage learning to passive
ones. The teacher tries to balance the learning interaction between
passive learners and active learner.

Field Study | 34
 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 teacher’s 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 are actively participating in class when the
teacher asks questions. 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 a lot of students , so there

is a wide gap between the students who are performing well and
those are not. Since the teacher tries to accommodate their needs,
almost all of them could perform well given variable scenarios and
cases. But there are students who are ashamed to show their
skills. They don’t 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 | 35
 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 a high school student, there were rankings in class

as to standings in the curriculum, first quarter etc. The effect was
different. Some students challenge themselves much more and
compete but most are satisfied and got comfortable with the
standings, the following quarter they drop a few points and
lowered their rankings. Some students just are okay with it, I
think the difference was how students would react to the situation.
The teacher wants it to work as increase the students level of
competitiveness but in our class it was not a great method because
over all it failed, maybe because we were not the “Honors class”.
The mentality of the general section was to pass the subject, we
were high school, the interests and wants are very different.

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 must create an environment in the classroom with due

competition in mind, encourages free flowing of ideas and work
toward a common goal to be better than themselves.

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 | 36
 The Learner’s Development and
Environment

Field Study

Episode 6 HOME-SCHOOL LINK

Name of FS Student: Kristofferson C. Solamin
Course: Professional Education
Resource Teacher:
Cooperating School: Gusa National High School extension (Cugman)

Target

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

Map

To reach your target, do the following tasks:

Home and School

Link

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

 Conduct a home visit to your selected learner.
 Describe the family in terms of (number of siblings, 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 child’s schooling.
-the learner’s activities and behavior whil e at home.

Field Study | 37
 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,
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.

Field Study | 38
 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: Chloe Abigail Sumampong

Date of Birth: September 16, 2001 Age: 13 years old
Grade/ Year Level: High School Gender: Female
Number of Siblings: 4
Birth order: Fourth child
Parents:
Mother: Nilda Sumampong
Age: 39 years old
Occupation: Housewife
Educational Attainment: College Level

Father: Dionisio Sumampong

Age: 42 years old
Occupation: Contract W orker
Educational Attainment: High School Level

Learner’s Physical Aspect: Healthy and Physically fit. Body built medium
build, skin color brown, almond eyes, and long hair. Cheerful disposition.

Mother’s health during pregnancy with the learner: The mother during
pregnancy is in good health, mentally fit and physically able.

Ailments or health problem of the learner as a child: The child suffered

chicken pox at 6 years old, the usual colds and fever.

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 street foods, i.e. proben, chicken skin, fishballs, manggang
hilaw, junk foods, soda, orange juice

Who took care of him/her as a child? Both the parents’ take care of the
child, but since the father is at work. The mother got a lot of time taking
care of the child.

Field Study | 39
Learner’s Social Aspect:

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

- She is friendly, easy to deal with, manageable, cheerful disposition.

Who were the learner’s playmates?

- She usually plays with her classmates, neighbors, and friends with
same age.

As a child then was he/she allowed to play outside?

- Allowed with adult 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?
- Permission either the mother or to the father before going out,
- Prescribed Curfew hours 10 pm.
- No Dates Allowed.
- No Boyfriends, only after college.
- Constantly communicate through text/call.
- No Parties, No drinking or Smoking.
- No joyride with PUVs jeeps.

Emotional –Moral

What are your expectations of your child?

-Put herself on her studies and finish school and continuously pray. Have
respect to parents, specially, and the elderly.

How do you provide a nurturing environment for your child?

- Through providing her with the necessities of life, food on the table,
clean and presentable clothes and a loving home. A home filled with
support for her ambition and aspirations and love.

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?
- Sometimes she asks for advices, I do my best to give her good
advices to comfort her and led her to the right path, I know.

What do you do when he/she is not successful in something?

- I encourage her not to give up and pray for the better. Impart with
the hope that ”M aybe, it was not meant for you and God has other
plans”

Field Study | 40
How do you discipline your children?

- I will discipline my children through giving a “whole lecture” as

needed when they have did something wrong. A constant reminder
that life is hard and most of the time hard work is usually not
enough.

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

- Rules include cleaning the house; ironing, laundry, washing dishes,
helping/assisting mom with work and doing assignments/ projects.

How do you impose the rules?

- Rules are implied, a constant reminder, and daily routine. The rules
help the family go through the day.

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 given a “long lecture”, a constant reminder that
every one in the family contributes in bringing in food to the table.

Learner’s Cognitive Aspect:

What are the child’s interests?

- The child shows interest into sports playing volleyball.

What is he/she good at in school:

- She is good in English. She is also good in playing volleyball.

In what subject does he/she have difficulty?

- She finds M athematics a difficult subject.

How do you monitor his/her performance in school? How do you motivate

him/her?
- Constant monitoring about her studies and asking the teacher about
her progress in school. It is all about the “little things” new
accessories, a new dress, shoes, a small reward like allowing to go
out with friends.

Do you have rules at home to help him develop good study habits? What are
these rules? How are they implemented?
- She does her homework/ projects right after school, then study, and
help with house chores.

Field Study | 41
 After you have gathered all the necessary data. Write the Learner’s profile
using the outline below. Type the profile in a separate sheet and attached it to
this learning episode.

THE LEARNER’S DEVELOPM ENT PROFILE (outline)

The Learner’s Development Profile

Name of the learner: Chloe Sumampong

School: Gusa National High School extension(Cugman)
Date of Home visit: July 07, 2015
Date of Birth: September 16,2001 Age: 13 years old
Grade/ Year Level: High School Gender: Female

Family Profile

Number of Siblings: 4 siblings

Birth order: Fourth child

Parents
Mother: Nilda Sumampong
Age: 39 years old
Occupation: Housewife
Educational attainment: College Level

Father: Dionisio Sumampong

Age: 42 years old
Occupation: Contract worker
Educational attainment: High School Level

Physical Development

The child is physically fit, mentally strong and healthy. She is

very active in all activities. Can work independently, Level of
competitiveness are high.

Social Development

T he learner has a friendly disposition and sociable. She

knows how to interact with her teachers, classmates and friends
outside the school. She communicates well, concerning her own welfare
and to other around her.

Field Study | 42
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 receives love, respect and warmth from her parents and siblings.

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

The Child is friendly, active socially and academically and she

socializes to peers, teachers and staff, her own age group and higher
and lower age group brackets, people outside school she knows and
cautious to strangers. She likes to play volleyball that is where most of
her friends are at, common interests. She also participates in school
activities, programs and forums. The school environment has motivated
the child be socially active and academically sound. The child’s
willingness to learn and be part of a community or groups is present.

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
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 studies, habits and show encouragement to focus and
study hard so as to become successful in their life. For the teachers, the
use of technologies is a great way to enhance learning which they
impart to the students to have a good quality of teaching.

Field Study | 43
 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.

The home that I interviewed, the practice of authoritative

style of parenting is enforced. The parenting habits of Filipinos
that is directed to their children, corporal punishment is prevalent
and is the most common method to discipline their children.
Parents achieve positive results through these parenting
style but the laws of the Republic of the Philippines provide ample
protection for the security and safety of the child. Anything beyond
the force enforced to the child is abuse.
The child is not a child at risk nor a child abused, I observe
that the child is well loved by her parents and siblings, she
constantly receives the amount of care and respect from family
members. She is guided by her parents and siblings older and more
experienced, mature than her.

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?

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 her
parents, second is the economic aspect and status of the family,
and last is the socio-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 her parents at home.

Field Study | 44
 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
encouraged us to join 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 don’t want others do to you”.

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 I intend 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 certain that they
will do their part in providing the needs of their children,
academically, ensure that her rights, as a child, are respected and
recognized. Always lay down the opportunities that can be
achieved by the child so she can try to set higher objectives for
herself as a student and as a person.

Constantly remind parents that their children are an

investment and the only thing they can impart on their children is
knowledge and education. What they achieve in life will directly
impact the family over-all.

I will work with the parents it is through the parents that

how I will go about their child. I can help by informing them of the
child’s progress and performance in school. I can inform their
child’s potential and the opportunities that the child can obtain
and achieve.

As a person, helping someone achieve their dreams is like;

they have something that I myself can no longer achieve in my
current capacity. Seeing someone surpass you in one field specially

Field Study | 45
your own student is an accomplishment. When I teach, my goal is
to try to push my students to achieve their goals and their dreams
anyway they possibly can, if they cannot, they need to look for
another dream and goal to accomplish. I want them to achieve
something in life that they can be proud of, that once in their short
lives they did something right and was on top of the world.
Because when they are own their own and they are older, there will
be no one to push them. I can only pray that someone will pull
them up.

Field Study | 46
 Optional Reflection Activities

2.

H- Humility and high hopes

O- On our home
M- Make family members
E- Educate them selves for the better.

S- Student-Parent-Teacher
C- Communication should be
H- Handled in an
O- Organized manner
O- Orderly conduct that will
L- Lead to Learning

L – Learn to
I - Instill
N - New
K - Knowledge
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 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

- +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

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 - 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
- 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

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 - 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
- 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

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 BASIC FACTS ABOUT DEVELOPM ENT

 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

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.

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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.

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

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 - 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.

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:

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  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.
 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.

TEM PERAM ENT

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

“Emotion is a mechanism that enables an individual to meet

conflicts or emergencies.”

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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. M ethods 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

- 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.

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 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. M eans 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.

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 one’s frustrations

Methods:
 Sour Grapes Mechanism. Finds fault in a motive which fails
to attain.

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  Sweet Lemon Mechanism. Finds satisfaction in his failure
because it is a blessing in disguise.
 Projection. Act of blaming somebody or something for one’s
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.

- 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
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 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

 Good manners, gregariousness, extroversion-introversion,

dominance-submissiveness, affluence, generosity, lifestyle,
patterns of adjustments, etc.

4. Spiritual and M oral 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 one’s cool when under stress and strain,
the ability to control irritability and irascibility, etc.

II. M ind Theories of Personality

A. Type Theories

1. Physique: Body Types

a. Kretschemer’s Classification
1. Asthenic – tall, thin body associated with schizophrenia
or schizothyme temperament, a mental disorder

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 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
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. Sheldon’s classification (not confirmed)

1. Endomorphic (endomorph, n) – prominence of the

intestine and other visceral organs, round but weak
muscles and bones.
2. M esomorphic (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. M elancholic - 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. Allport’s 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.
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.

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 2. Cattell’s 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.

2. Learning Theories

- Personality is the result of learning through reward and

punishment. The things learned become habits and traits that
make up the individual’s 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.”

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 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 Lion’s Club acts as a Lion’s Club member, etc.

IV. Theories of Personality Dynamics

1. Freud’s Psychoanalytic Theory

a. The Id

- 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.
-

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 2. Lewin’s 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.

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

Field Study | 63
 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
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 student’s 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.

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 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 M ULTIPLE INTELLIGENCE

LEARNING/THINKING STYLES- refer to the preferred way an

individual processes information. They describe a person’s 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 teacher’s

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.

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Tactile/ Kinesthetic Learners- persons benefit much from a
hands-on approach, actively exploring the physical world
around them.
Global-Analytic Continuum
 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.

M ULTIPLE 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 one’s environment. This intelligence is
not the domain of overly active learners. It promotes
understanding through concrete experience.

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  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 W ITH EXCEPTIONALITIES

DISABILITY- is a measurable impairment or limitation that

interferes with a person’s 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
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.

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 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.

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 CLIM ATE

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 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.

ASSESSM ENT FOR LEARNING

ASSESSMENT- is basically the processes of gathering information about the

student’s learning; then analyzing and interpreting them for the purpose of
making decisions.
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

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  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 learner’s skills on self-
assessment.
 Assessment of learning should recognize the full range of
achievements of all learners
CLASSROOM M ANAGEM ENT

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 it’s 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

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 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.

 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.

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  Treat minor disturbances calmly

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

then do it. There’s no need for you to be hysterical and over-react on
something that’s just under control.

 W ork 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.

 M ake good use every instructional moment. M inimize 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

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  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 won’t 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
 Make clear and smooth transitions
 Limit disruptions and interruptions through appropriate behavioral
management technique

W ays 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 student’s 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 teacher’s 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

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 towards students’ struggles are sufferings. A deep concern fro their
welfare and growth is easily appreciated.

 The teacher’s 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 student’s 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 teacher’s 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.

PARAM ETERS OF TEACHING

ATTENTION

1.0 Definition

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 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.

2.0 Repertoire of Attention M oves

2.1 Desisting – carry the message “get with it.” They tell the
student that they’re doing something that they shouldn’t be doing
and imply what the students should do (reengage the task). They
vary in degree to which they are corrective and direct.

2.2 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.

2.3 Acknowledging – teaching students to reenter “here and

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

2.4 W inning – 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
student’s attention more on the activity.

3.0 M atching with the attention parameter

It is important to note that the moves used by the teacher

match with the needs of the students of the group.

M OMENTUM
1.0 Definition

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 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
within the activity and the current quality of the pupil’s
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 what’s 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
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 basic levels of performance that describes a teacher’s 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
 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?

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  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…?
- 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 I’m expecting of them?

4.0 Planning for Very Resistant Students

 Have I gathered enough objective data on the student’s

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?”

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  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 youngster’s family in the plan?
 Have we provided for periodic review and modification of the
plan?

5.0 M odels of Discipline

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

BAUM RIND’S 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.

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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.
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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