Corpuz Diana Rose

IN
SUBMITTED TO: JOSEPHINE MANAPSAL
SUBMITTED BY: DIANA ROSE A. CORPUZ
3B1
TABLE OF CONTENTS
TITLE PAGE i
TABLE OF CONTENTS ii
EPISODES:
Episode 1: Principles of Learning

Episode 2: Lesson Objectives as my Guiding Star
Episode3: Organizing Content for Meaningful Learning
Episode4: Guiding Principles in the Selection and Use of

Teaching Strategies
Episode5: On Teaching Approaches and Methods
Episode 6: On Lesson Development

Episode 7: Effective Questioning and Reacting Techniques
Episode 1:
PRINCIPLES OF LEARNING
Name of FS
Student: Corpuz, Diana Rose A.
Course: Bachelor of Secondary Education Major in English
Year &Section 3B1
Resource Teacher1: Signature
Resource Teacher 2: Signature
Resource Teacher3: Signature
Cooperating
School: Sawyer Integrated School
My Target
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching – learning process.
My Performance (How I will be rated)

Field Study 2, Episode 1- Principles of Learning
Focusedon:Applicationoftheprinciplesoflearningintheteaching–
learningprocess
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
Observation/ All tasks All or nearly Nearly all Fewer than
Documentati were done all tasks tasks were half of tasks
on: with were done done with were done;
outstanding with high acceptable or most
quality; work quality quality objectives
exceeds met but with
expectations poor quality
4
3 2
1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions
were were were not were not
answered answered answered answered.
completely; completely completely
in depth Grammar
answers; Clear Vaguely and spelling
thoroughly connection related to the unsatisfactor
groundedon with theories theories y
theories
-Exemplary Grammar Grammar and
grammarand and spelling spelling
spelling. aresuperior. acceptable
4 3
2 1
Unsatisfact
Tasks ory
4 3 2
1
My reflection Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear but are shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported by
from the from the episode. experiences
episode. episode. from the
episode.
4 3 2
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components;
organized organized documentatio is
and all and most n is organized unorganized
supporting supporting but islacking. andunclear.
documentati documentati
on are on are
located in available
sections and/or logical
clearly and clearly
designated. marked 2
locations. 1
4 3
Submission Before On the A day after Two days or
deadline. deadline. the deadline. more after
the deadline.
2
4 3 1
Subtotals
Rating based on
Overall Score transmutation:
Signature of FS Teacher above printed
name
Date
Transmutation of Scores to Grades/ Ratings
Score Grade Rating Score Grade Rating
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least 3 different classes. Pay close attention to what the
Resource Teacher does to teach and what the learners do to learn.
To hit my Target, I will work my way through these

My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATIONSHEET
Name of the Resource Teachers Observed:

Teacher Maeden Salamat
School Address: Paradahan, Tanza Cavite Date:3/18/21
Grade/ Year Level: Grade 7

Subject Area: English
Principles of Learning Teaching Behavior of

the
Teacher/Learning Behavior
ofthe Learner as Proof of the
Application of the Principle of
Learning
1. Learning is an experience which occurs Sample:
inside the learner and is activated by the The teacher always givesmotivation
learner. activities at the start of the lesson before
they start and she let the students do it
by their own. Example: Reading what’s on
the presentation and getting their ideas
on what they have read instead of the
teacher will read it for them. And during
the discussion they write their own notes
without the teacher’s help. And instead
of giving the meaning of noun Mrs. Ortiz
let the students have a group activity to
discover the meaning of it
2. Learning is the discovery of the The teacher’s relate the activities and
personal meaning and relevance of ideas. lesson to the learner’s needs interests
and problem. Example: Instead of giving
the meaning of proper noun and common
noun Ms. Salamat shows pictures and let
the students identify where it belongs if
it is a common noun or proper noun and
explain why they thinks so
3. Ms. Salamat gives an activity for the
Learning is a consequence students wherein they can apply their
of experience. acquired knowledge from the lesson The
activity involves giving their own
examples of noun and their classmates
will identify if it is a common or proper
noun through that they experience it and
learned something.
4. Learning is a cooperative Ms. Salamat gives a group activity for her
and collaborative process. students because they will learn more if
they are given a chance to share their
ideas with other and work with others.
5. Learning is an evolutionary Learning is a process and it doesn’t
process. happen in overnight. This requires time
and diligence so as a teachers. As what I
have observed with Ms. Salamat she is
very patient and as well as her students
they are very patient about learning.
Learning requires hard work, patient,
6. Learning is sometimes a painful sacrifices. Mistakes and problems are
process. inevitable and it is part of learning. No
one is perfect you need to endure those
pains to become successful.
7. One of the richest resources of the We can’t depend to the teachers and the
learning is the learner himself. materials only. Learning won’t be
successful if the learners are not
cooperative and they are not willing to
learn. Learning will not take place unless
the learners allow it in his mind.
8. The process of learning As a teacher let as appeal to our
is an emotional as well as student’s intellect as well as to their
intellectual emotion. As a teacher we should be
sensitive in their emotion too and always
encourage and motivate them to learn
more. And the teacher should always
include activities for their affective
domain.
9. The process of problem solving and the Each student has their own characteristics
learning are highly unique and individual. and needs and as a teacher it is your
responsibility to cater their needs for
them to learn effectively. As what Mrs.
Ortiz did she used different strategies and
approaches for the students.
Episode 1: Principles ofLearning
My Analysis
1. What is the impact of the Resource Teacher’s observance of

these principles on the teaching–learning process and on the
learners?
A teacher who are aware with the principle of teaching and

learning can make a great impact for the students to learn more and
efficiently. As we all know principle is the foundation or guide for
the teachers to be more an effective teacher. And applying and
observing those principle will create a good environment for the
both students and teachers and they will be having a good
interaction their collaboration will be having a good effect for their
improvements and with the teaching and learning process will be
achieved successfully.
2. Which learning principle was applied most?

Based on my observation the learning principle applied the most is
the principle no.1 which is learning is an experience which occurs
inside the learner and is activated by the learner. Since the teacher
uses Learner-centered approach and she is only a facilitator in the
class she always let the students let do the activities by their own and
discover by themselves.
3. Which learning principle was applied least or not at all applied?
In my observation in the class the principle that was applied least is
the principle no. 8 theprocess of learning is an emotional
as well as intellectual. The teacher sometimes forgets have an activity
for their affective domain.
4. Do you agree with these principles of learning? Or have you
discovered that they are not always correct?
I totally agree with those principles, with the class that I have observed those
principle are observed by the teacher and you can really see that the class are
very engaging because of those principles and I can see that they are very
enthusiast to learn that’s why I concluded that the principle of learning is time
tested and proven to be effective in the teaching and learning process.
My Reflections
1. My reflections on my observations of my Resource Teacher’s

observance of these principles. Did my Resource Teachers
adhere to these principles?
My Resource teachers adhere to those principles as what I

observed to her even though not all principles were used. Ashe used
those principles to guide and handle her students and for the learn
more effectively. You can really see that her students are very
independent in activating their own knowledge; the teacher also
uses collaborative process in her lesson. And I realized that as a
teacher it is important to use those principles so that we will be
guided more in what we are doing. The knowledge was imparted to
students effectively.
2. Lessons I have learned from my observations on the classroom

application of the principles of learning.
I have learned that those principles shouldn’t forget and we need to use it if we become
an educator because it will serves as a guide for us teachers and always remember that those
principles will help us to better adopt our instructions to the children individual capabilities.
And it also will improve group living in the classroom. And lastly I observed that the students
have their own knowledge/prior knowledge it is just that it is the teachers responsibility on
how to use those prior knowledge to create a new knowledge and the principle will help us for
that.
My Portfolio
Principles of Learning in My Own Words

1. Practical life is not only in classroom setting and learning
should be independently.
2. Personal relevance vary from one person to person and we

should consider the needs and experiences of the learners so they
can relate what they have learned in real life situations
3. Learning is cause and effect in every action there will be an

effect and consequences.
4. Learning is not an individual and not self-activation it needs

helps from others.
5 Learning always and evolving it always shifts.it is a process and it

is trial and error and not absolute.
6 In learning mistakes is inevitable and sacrifices is part of

learning.
7. Learning should focus on the children.
8. Effective learning includes emotion not only intellectual.
9. Every individual is unique with differences and needs
11|FieldStudy2 :Experiencing the Teaching-Learning Process

Episode 2:
LESSON OBJECTIVES AS MY GUIDING STAR
Name of FS: Corpuz, Diana Rose

Student
Course: Bachelor in Secondary Education
Major in English Year
&Section: 3B1
Resource Teacher1 Signature
Resource Teacher3
Signature
Cooperating
My Target
In this Episode, I must be able to:
 Deduce the lesson objective/s after observing my Resource
Teachers teach
 See how the guiding principles in the formation of lesson
objectives are applied
 Realize the importance of a clearly defined lesson objective

My Performance (How I will be Rated)
Field Study 2, Episode 2- Lesson Objective as My Guiding Star
Focused on: Application of the guiding principles on the development
of lesson objectives
Unsatisfact
Tasks ory
4 3 2
1
Observation/ All tasks All or nearly Nearly all tasks Fewer than
Documentati were done all tasks were were done with half of tasks
on: with done with acceptable were done;
outstanding high quality quality or most
quality; work objectives
exceeds met but with
expectations poor quality
4 3 2
1
questions questions questions were questions
were were not answered were not
answered answered completely answered.
completely; completely
in depth Vaguely related Grammar
answers; Clear to the theories and spelling
thoroughly connection unsatisfacto
groundedon with theories ry
theories Grammar and
spelling
-Exemplary Grammar acceptable
grammar and and spelling
spelling. aresuperior. 2
4 3
1
Unsatisfact
Tasks ory
4 3 2
1
statements statements statements are statements
are profound are clear but shallow; are unclear
experiences experiences from the supported
from the from the Episode. by
Episode. Episode. experiences
from the
4 3 2 episode.
1
My portfolio Portfolio is Portfolio is Portfolio is Portfoliohas
complete, complete, incomplete; many
clear, well- clear, well- supporting lacking
organized organized documentation components
and all and most is organized ; is
supporting supporting but is lacking. unorganized
documentati documentati andunclear.
on are on are
located in available
sections and/orlogical
clearly and clearly
designated. marked 2
locations.
3 1
4
Submission Before On the A day after the Two days or
deadline. deadline. deadline. more after
the
2 deadline.
4 3
1
Subtotals
Rating based on
Signature of FS Teacher above printed name

Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe two different classes and observe the

Resource Teacher teach. I will reflect on the guide questions
given below.
To hit my Target, I will follow these steps
My Tools
As I observe a class, I will use the Observation Sheet for a
more focused observation.
OBSERVATIONSHEET

Mr. Eleazar Mabini
School Address: Paradahan Tanza Cavite Date: April 18 , 2021
Guiding Principles in Determining Teaching Behavior/s which
and Formulating Learning Prove/s Observance of the
Objectives Guiding Principle
Sample:
1. Begin with the end of mind. 1. The Resource Teacher began his lesson
by starting his objective.
2. Share lesson objective with 2. Mr. Mabini reminds the students about
students. their lesson last meeting and she
explained that their lesson for today is just
a continuation. Mr. Mabini also presents to
the students the learning outcomes and he
gives opportunity for the students to
reflect on the learning objectives.
3. Lesson objectives must be in the 2

3. Their topic is all about the culture and
or 3 domains – cognitive, skill and traditions. Mr. Mabini doesn’t only let
affective or cognitive and affective or
define and describe their topic bet she also
skill and affective. let the students interact their thoughts
express their selves as well as appreciate
their topic and practice it through their
behavior and the teacher also let them
explain the importance of (affective) And
Lastly the resource teacher gives
opportunity for her students to
demonstrate what they have learned from
their lesson (psychomotor)
4. Work on significant and relevant 4. Since the lesson is all about culture,
lesson objectives. traditions and ethnics. The teacher relates
the lessons to what her students
experienced every day and with their
experiences in their life in connection of
their topic. And with that the students will
interact more in the lesson that they have
been discussing.
5. Lesson objectives must lead to the 5. Mr. Mabini allowed the students to
development of critical and creative explain and identify the different culture
thinking. and tradition that we have as a Filipino
and they will compare it with the culture
and tradition of other country in that way
they practice their critical and creative
thinking. Wherein in they can discuss it or
share their thoughts in the class.
2. After observing your Resource Teacher teaches, write down what you
think was/were her lesson objective.
As I observe during the class of Mr. Eleazar MAbini I
think her lesson objective was to be able for the students to
identify the difference between the Culture and Tradition. As
well as appreciating the culture and tradition we have as a
Filipino. And lastly for the psychomotor her objective is to be
able to demonstrate those culture and tradition.
3. Ask permission from your Resource Teacher for you to copy her lesson
objective for the day’s lesson. Copy it here then compare it with your
answer in # 2. Are the same? Different?
The lesson objectives are kind the same, I just thought
that the cognitive objective is to differentiate the Culture and
tradition but in the lesson objective of Mr. Eleazar Mabini is
to only explain the meaning of it. These are the lesson
objectives of Mr. Mabini:
1. To be able to explain the meaning of Culture and traditions.
2. Appreciating the different culture and traditions
3. Role playing the culture and tradition we have as a Filipino
My Analysis
1. If answer in # 3 above is different, what is your conclusion regarding
written lesson objective and actual lesson development? Are lesson
objectives in the lesson plan always followed? Do they really serve as
guiding star?
Though my observation is not that the same with the objectives of Mr.
Mabini I still believed that the written objectives and actual lesson
should be always connected and achieved because it will be your guide
to say that the teaching and learning process is successful. It is truly
your guiding star in teaching because if you haven’t achieved those
stated objectives it means the teaching and learning process failed. But
sometimes you need to adjust a little for the needs of your students but
as a teacher you need to be flexible for them and create other ways to
really achieve those objectives.
2. Why did you find it easy/difficult to write down the Resource Teacher’s
lesson objective for the day? Did she mention it in the beginning of
his/her lesson?
I find it easy to write down the teacher’s lesson for the day.
Even the teacher did not mention it directly to his students. But
because you can really observed it through the discussions and
from the activities that she is giving for the students you can
really tell it.
3. Did you find the lesson objective SMART? Why or why not?
Yes I can consider that the objectives of Mr. Mabini is SMART it is very
specific and all of the students regardless of their differences when it
comes in knowledge and capabilities they all attained it and easily
understand the lesson. And the lesson also can also measure through
different assessments. The objectives also stated the cognitive,
psychomotor and affective domains.
4. Was the lesson objective in the cognitive or psychomotor or

affective domain? Or was it in the two or three domains? Support
your answer.
The lesson objectives of Mr. Mabini made falls

under three domains you can really see it from the
adjectives that she used while writing the objectives.
Explaining is for the cognitive and to test the knowledge
of the students, the appreciating is for the affective and
behavior of the students. On the other hand, the role
playing is for the ability to perform a skill of a student
that falls under their psychomotor.
My Reflections
Any lessons learned or insights gained from your
observation focused on lesson objectives? Write them down
here. Are lesson objectives truly the guiding star in the
development of a lesson? Or are lesson objectives sometimes
forgotten as the lesson develops?
Lesson objectives are very important tasks for the teacher it is

because these will be their guide to achieve the teaching and learning
process efficiently and successfully. A teacher should be serious and
should always keep her students in mind in making of it because those
objectives needs to be achievable by his/her students and with that The
teacher needs to always remember the level of knowledge and
capabilities of all of his/her students. The objectives and outcomes must
be differentiated for the individual student. All the learners should be able
to see where they are and what they need to do to get to the next level.
And as a teacher they need to be reminded that in every lesson that you
will do you need an objectives for it will be your guide in the flow of your
lessons as well it will keep you clear and organized during the discussions.
So never ever forget that.
It is crucial to have high expectations of what can be achieved and

engage the students with that belief. Knowledge and learning can be
controlled effectively and efficiently through following the learning
objectives.
My Portfolio
My researched quotations that state the

significant of goals and objectives
(Don’t forget to mention your sources)
 “If you don’t know where you are going, you might wind up
someplace else.” – Yogi Berra
 “Failure comes only when we forget our ideals and objectives and
principles.” – Jawaharlal Nehru
 “When you can’t see clear enough about your goal. It’s going to be
more difficult to achieve. Have clear written goals, and believe in it.
You’ll get what you want in life”. –blogasiaph
 “People with goals succeed because they know where they are
going”. –Earl Nighthingale
 “Setting goals is the first step in turning invisible into visible” –Tony
Robbins
EPISODE 3
Name of FS Student: Corpuz, Diana Rose A.
Course: Bachelor of Secondary Education Major In
English Education
Year Section: 3B1

Cooperating
My Target
 Observe teaching of a dominantly cognitive or skill or
affective lesson (cognitive lesson – Sibika; skill – Math ;
affective – Values Education)
 Trace the development of a cognitive, skill and affective
lesson.

Field Study 2, Episode 3- Organizing content for meaningful learning
Focusedon:Thedevelopmentofacognitiveorskilloraffective lesson
Unsatisfactor
Tasks y
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation done with tasks were tasks were of tasks were
: outstanding done with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectations quality
4
3
2 1
questions were questions were questions questions were
answered answered were not notanswered.
completely; in completely answered
depth answers; completely Grammar and
thoroughly Clear spelling
grounded on connection Vaguely unsatisfactory
theories with theories related to the
theories
-Exemplary
grammar and Grammar and
spelling. spelling are Grammar and
superior. spelling
4 acceptable
3 1
2
Unsatisfactor
Tasks y
4 3 2
1
My reflection Tion
Reflecs Reflection Reflection Reflectiont
tatem ents are statements are statements satement s are
profound and clear but not are shallow; unclearan d
clear, clearly supported by shallow and are
supported by supported by experiences not supported
experiences experiences from the by experiences
from the from the episode. from the
episode. episode. episode.
4 3 2
1
clear, well- clear, well- supporting components; is
organized and organized and documentatio unorganized
all supporting most n is organized and unclear.
documentation supporting but is lacking.
arelocated in documentation
sections are available
clearly and/or logical
designated. and clearly
marked
locations. 2
1
4 3
deadline. deadline. deadline. more after the
deadline.
2
4 3 1
Subtotals
Rating based on

Date
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe the three different lessons executed – cognitive,
skill and affective lessons. (Cognitive – Sibika; Skill – Math; Affective
– Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:

My Tools
OBSERVATIONSHEET
M. Josephine Gutang
School Address: Paradahan, Tanza CaviteDate: 4/08/21
Grade/ Year Level: Grade 7 Subject Area: Filipino
A. For the Cognitive Lesson
1. What is the lesson about?
The lesson was about Patriyotismo (Love for the
country)
2. What are the examples off acts mentioned in the lesson?
The teacher shared to the class that Patriotism is all
about loving your country and supporting it. She also
mentioned the positive consequences if the people have
patriotism as well its importance.
3. Did the lesson end with facts? Or did these facts lead to
understanding of concepts? Prove your answers.
The facts that the teacher shared with the class leads
to understanding concepts after she shared the meaning of
patriotism and the importance of patriotism you can really
observed with the students, that through activities that
the teacher gave after the discussion they can really apply
those facts to a new situation. And with that I conclude
that because of the facts, they successfully understand the
concepts.
4. Write down instances of treating the topic in depth (giving

examples, examining cause – effect relationships, relating ideas or
concepts to one another)
The students were asked some examples if how to
show patriotism in the country, and if they ever did it or
practice those things as a student and member of their
community.
5. Cite an instance/s when students were encouraged to ask

questions, to talk about and reflect on what they learned.
As what I have observed the students were
encouraged to ask questions if the student can relate
their real life experiences with the discussions also if
they have prior knowledge about the topic. And they
can ask questions too if they are confused as well as if
it gets their interests and attention.
B. For the Skill Lesson
1. What was the skill lesson about? Which skill/s

was/were target? Manipulative skill or thinking skill?
The skill targeted in this lesson is thinking skills
they are just have understanding about the
concept of patriotism.
2. Write evidence of teacher’s encouragement of
divergent thinking by the students.
The students were asking some situational
questions about the topic and they will share their
answers in the class. They have some a group
activity too and they have a brainstorming
wherein they will report in the class. As well the
teacher show a picture and they will tell what they
can see about the picture and make a story about
it.
3. Which are proofs that the Resource Teacher promoted
convergent thinking?
The teacher conducted oral recitations with
the students individually and asking objective
questions with them as well they had a quiz
after the lesson.
4. If there was problem solving in the lesson, were the

pupils taught to solve the problem using algorithm or
heuristic strategy?
For their lesson they does not use algorithm
instead they have heuristic strategy wherein
they use problem solving as insights and
discovery of learning.
5. What are the proofs that the students were
encouraged to do critical thinking?
The students were asked to apply what they have
learned in a situations and activities provided by the
teacher.
C. Value/ Affective Lesson
1. What was the value lesson about?

The values that the lesson wanted to imply is to
make a student to love their country more and
practice patriotism as early as now.
2. Was the value taught alone or was it integrated with a
cognitive or skill lesson?
The value taught along with a cognitive and
skill. At first they have discussions about
Patriotism it is for the cognitive and for the skills
they have group activity and role-play showing
patriotism.
3. How was the value lesson developed?
The value lesson eventually develop and
acquired depend on how the students take it and
how effective the teacher taught it.
My Analysis
A. For the Cognitive Lesson

1. How did my Resource Teacher teach the cognitive content
meaningfully and interestingly?
According to the my resource teacher, she teaches the
cognitive domain meaningfully and interestingly through involving her
student in the discussion so they will feel that they are involved in the
process, and she gives example and situations wherein the students
can relate with it, and she also let the students to answer and share
their opinions and thoughts about the lesson.
B For the Skill Lesson
1. How was the skill taught meaningfully and interestingly?
With the skill or psychomotor domain the teacher gave
them a group activity, and they conducted a role playing wherein they
will show what they have learned about patriotism through role
playing they will reenact a situation showing patriotism.
C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive
basis at all? Explain your answer.
For me no, because all lesson were the combination of the
three skills which are the cognitive, psychomotor, and affective
skills and they have the same range when it comes to delivering
lesson to the students. The first step on learning was they need
to have prior knowledge in the specific topic that could be in
cognitive basis for them to value and appreciate lessons. As we
all know cognitive revolves around with our brain and target our
thinking skills wherein we can store information, recall and
understand and without this. We cannot acquire skill that we
needed.
2. A cognitive or skill lesson is a vehicle for value education. Do
you agree?
I can agree with this that there should be a
cognitive or skill before one can develop giving
importance with the education. Before you can teach
the students to reflect and value a lesson or topic you
need to provide facts and make them understand the
concepts of your topic so they can fully understand
how they will value what you are teaching with them.
My Reflections
1. Someone said: “There are dull teachers, dull textbooks, dull films,
but no dull subjects”. Do you agree? Write you’re your reflections
here.
I can definitely agree with the sayings above because in our life
nothing is perfect, A teacher is a human being also they can make
mistakes sometimes and still lack of capabilities and skills but I
believe that with those mistakes they are still striving to improve
their selves and to be still an effective teacher with their students.
And with the textbooks and film same with it the books and films it
is not perfect. Teachers, textbooks and films are the learning
materials used so that a student can learn. But as the time goes by
these things doesn’t need to stay forever they need to make
improvements and adjustments too, so they can cater the needs of
every individual that uses this tools. And it is said that there is no
dull subjects it simply says that subject itself cannot be dull, it
depends on the teacher, the director or producers or the author to
make the subject dull. As well as the learning tools used are the one
that makes a subject dull sometimes. So with that as a teacher, need
to deliver the subject interestingly with the students and be careful
with the learning tools like books and films etc that he/she will use.
How should you organize subject matter (be of cognitive skill or value
lesson)so that teaching will always be fresh and interesting?
When it comes in organizing the subject matter to make it fresh and

interesting for them, Of course I need to organize and make it as a learner
centered approach and integrate different techniques to get their interest in
learning. And I will make sure that as teacher all the integrations that I am
going to use is relevant and significant for my students. I will not just
motivate them but I will also help them to appreciate and value learning and
provide opportunities for them to showcase their different skills and abilities
as a student.
My Portfolio
Research on/or come up with a lesson plan (cognitive or skill)
that integrates a value/s. Paste it here! You may want to refer to
“Integrating Values and Subject Matter”, in the Principles of
Teaching 2, 2006 by Copuz B., G. Salandanan and D. Rigor,
pp. 91 – 92.) An outline of the lesson development will do.
EPISODE 4:
GUIDING PRINCIPLES IN THESE LECTION
AND USE OF TEACHINGS TRATEGIES
Name of FS
Course: BSED Year &Section 3B1
Resource Teacher1 Date

Cooperating

 Write evidence of application of some guiding principles
in the selection use of teaching strategies
Field Study 2, Episode 4- Guiding Principles in the Selection and Use of
Teaching Strategies
Focused on: The application of some guiding principles in the
selection and use of teaching strategies
Unsatisfacto
Tasks ry
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation done with tasks were tasks were of tasks were
: outstanding done with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectations quality

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely
depth answers; Grammar and
thoroughly Clear Vaguely spelling
Grounded connection related to the unsatisfactory
on theories with theories theories
-Exemplary
grammar and Grammar and Grammar and
spelling. spelling are spelling
4 superior. acceptable
3 1
2
Unsatisfacto
Tasks ry
4 3 2
1
statements are statements are statements are statements are
profound and clear but not shallow; unclear and
4 3 2
1
organized and organized and documentation unorganized
all supporting most is organized and unclear.
documentation supporting but is lacking.
marked
locations. 2
1
4 3
deadline.
2
4 3 1
Subtotals
Rating based on
Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least three Resource Teachers, analyze and reflect on
myobservations.
To hit my Target, I will follow the following steps:

My Tool
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET

Ms. Maeden Salamat
School Address: Paradahan Tanza , CaviteDate:4/8/21
Grade/ Year Level: Grade 7 Subject “:eScienceArea:Filipino
Guiding Principles in the Teaching Behavior/s of the

Selection and Use of Strategies Resource Teacher that Applies the
Principles
1. Learning is an active process. 1. This is really shown at the class

where I observed. The teacher
provides a lot of opportunities for the
students, through having hands on
activity wherein their topic is the
parts of a microscope she lets the
students check it and identify each
part of it in the class. As well as the
teacher let the students used the
microscope to be more familiar in
each part of it. Then after that she
calls the students to share their ideas
about using the microscope.
2. The more senses are involve, the 2. Based on my observation Two

more and the better the learning. senses was used in the class. For the
first sense is the sense of sight the
teacher used visual aids for the
discussion and the student also used
their sight for using the microscope,
And the other sense is hearing the
student listen as the teacher

discussed their topic to get a new

information. Even though there is
only two senses used you can really
see in the class that they learn better
compare if the teacher uses only one
senses.
3. A non – threatening environment 3. The learning atmosphere of the

enhances learning. students sure ensure that it is safe for
their well-being, some of the threats
to it includes noise, bullying,
discrimination and other things that
can cause negative impact for the
students, And with the class that I
observed the teacher handles it well
and minimize it through having rules
and regulation in the classroom to
maintain the peace and order in the
class. And of course the teacher also
is the good role model for the
students and has a positive attitude
portrayed for the students.
4. Emotion has the power to A classroom that promotes good

increase retention and learning. emotion promotes better
understanding and learning. In the
classroom that I have observed the
teacher always praise and give a
rewards and praise for the students
every time they participate and with
that you can really see that they are
enjoying it and very motivated to
learn because of the rewards and
praise that they have received from
their teachers. And it surely touches
their hearts. And also the teacher
includes example in every lesson that
will surely relate the her student’s
experiences in life.
5. Good teaching goes beyond recall 5. This principle is best illustrated

of information. when the teacher always ask
questions and give activities about
their topic last meeting before they
start their new lesson. And when
after their discussion the teacher give
a short quiz as well to ensure that the

student will really recall the
information that they have gained.
6. Learning is meaningful when it is 6. This principle was observed when

connected to the students’ everyday the teacher relates the topic about the
life. parts of microscope in the real life
situation she ask question like “What is
the use of microscope in our life”.
7. An integrated teaching approach 7. Considering the students

is far more effective than teaching differences when it comes to learning
isolated bits of information. capabilities, needs, interests. The
teacher integrates different teaching
methods and she also makes it a
student-centered approach. She only
not focuses on the critical thinking of
the students but also to verbal
linguistics, intrapersonal and
interpersonal of the students.

My Analysis
 Are these principles in accordance with brain–based
teaching and learning?
Yes, all the principles that were said are in

accordance with the brain-based teaching and
learning. There are a lot of strategy
teaching/strategies and one of them is to involve
students in real-life/authentic problem solving. In
fact, this pertains to the first principle which is
“learning is an active process”. Another is through
the use of simulations and role-plays as meaning-
makers. This is connected to the principle that
“learning should be connected to learners’ life” since
role-plays are based from real- life situations. Not
only that, the use of visual processing like graphic
organizer is another brain-based teaching. Yet, it is
also an application to the principle about using the
senses in learning as I’ve said, all the principles are
in accordance with the brain- based teaching and
learning.
My Reflections:
What is the best method of teaching? Is there such thing?
For me there is no best method of teaching because it really

depends on your students and how you will utilize those
methods as a teacher because as a person we have a lot
of differences and needs The best method for me will
not work to others and vice versa, But I believe that all
of the methods are the best if you really know how to
choose the appropriate one. We can say that the
method is the best, when you can really see that your
students is learning and achieved the objectives that
you have set for them. But I can really say that the best
method for is the one that will cater the needs of my
students and will enhance the values and skill of the
students and lastly will not make the students feel pressure but
they will enjoy and wills how enthusiast from them
while learning and most importantly it will motivate
them to learn more.
My Portfolio
Illustrate your reflection on the best method teaching

creatively on this page.
Episode 5:
ON TEACHING APPROACHES
ANDMETHODS
Name of FS
Course BSED Year &Sec 3B1

Cooperating
My Target
In this Episode, I must be able to
determine the teaching approach or method
used by the Resource Teacher.
Field Study 2, Episode 5 Episode 5- On Teaching Approaches and Methods

Focused on: How many Resource Teacher develops his/herLesson
Unsatisfacto
Tasks ry
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than
Documentation done with tasks were were done with half of tasks
: outstanding done with high acceptable were done; or
quality; work quality quality most
exceeds objectives met
expectations but with poor
quality
4
3 2
1
-Exemplary Grammar
grammar Grammar and
and spelling. and spelling
4 spelling acceptable 1
are
superior. 2
3
Exemplar Superio Satisfactor Unsatisfact
Tasks y4 r3 y2 ory
1
statements are statements are statements are statementsare
clear, clearly supported by shallow and
supported by supported by experiences are not
episode.
4 3 2
1
organized and organized and documentation unorganized
all supporting most is organized but and unclear.
documentation supporting is lacking.
marked 2
locations.
1
4 3
deadline.
2
4 3 1
Subtotals
Rating based on
Date Signature of FS Teacher above printedname
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least two Resource Teachers, analyze and reflect
on my observations.
To realize my Target, I will follow the following steps:
My Tool
As I observe a class, I will use the Observation Sheet for a
more focused observation.
OBSERVATIONSHEET
Approach/ Method Description of Teaching Behavior
that Proves Use of Teaching
Approach/Method (What did my
Resource Teacher do as she used
Ms Maeden Salamat this approach/method?)
School Address: Sawyer Integrated SchoolDate: April 16,2021
1. Deductive Method 1. The teacher taught adjectives and
the different types of adjectives by
directly stating its definitions and how
to use and identify the adjectives
used in the sentence. She then gave
examples afterwards. A quiz followed
after the discussion. This is a
Grade/ Year Level Grade 7 deductive way of teaching.
Subject Area:English
2. Inductive Method 2. The teacher let the students know
the rules of using the adjectives in
the sentence like the order of
adjectives when using it, then she let
the student do the rules and make
the generalization after the
discussion.
3. demonstration Method 3. My resource teacher made the

students make their own sentence
with the use of adjectives and
following the of using it then the
teacher will call students to let them
explain how they did the sentence
4. Problem Solving 4. This strategy commonly used for the subject of math
and science, but for the subject English my resource
teacher used this kind of method through letting the
students identify what’s wrong in the sentences or if
there is error in it then they need to change or correct
the error.
5. Discovery Method 5. Through explaining the adjective and its rules the
students discover that using the adjectives has its rules
that they can really apply when making their own
sentence.
6. Project Method 6. The teacher give students a project that they need to
make a story and the rules of the use of adjectives
should be observed in their story making.
7. Constructivist Approach 7. Constructivist Approach Knowing that her students

had prior knowledge on adjectives and sentences, my
resource teacher presented a sample of it and let the
students form insights. Then, she discussed the
adjectives and the rules of of it in using in the sentence.
In this way, learners construct new learning from their
prior knowledge. This is the focused of constructivist
approach.
8. Metacognitive Approach 8. An example of this is that my resource teacher let the
students reflect on the adjectives and they had a short
quiz after it.
9. Integrative Approach 9. The teacher integrates another

subject like math because in adjective
there is a rule about quantity or
numbers, The teacher as well
integrate music because there is a part
of the discussion wherein the teacher
play a music then they need to give all
the adjectives that they have heard in
the song.
My Analysis
I will answer the following questions:
1. Which approaches/ methods will be grouped together? Why?

For me, Direct, Demonstration and Deductive Method should be in one
group. Indirect, Inquiry, Problem-Solving, project and Inductive Method is
another group. Cooperative, Peer and Partner learning is another group.
And Blended, Reflective, Metacognitive, Constructivist and Integrative
approach would be the last group. I group it this way in the sense that the
first group is less interactive, passive and teacher-centered. The second
group is student-centered and more on hands-on activities. The third one
is more focused on group teaching while the last are more advance
approaches and are most suited and applicable in the 21st century.
2. Which approaches/ methods are more interactive? Less

interactive?
According to my observation the methods that re less interactive is the deductive
method all the information came from the teacher and all the teacher did in that
method is to give a quiz for the students after the discussion. I didn’t see the
students participate during the discussion and with that is not interactive at all.
While the rest of the other method are very interactive like the Inductive,
demonstration, project, discovery etc lets the student participate and think
independently which is a very interactive way of learning.
3. When should the direct method be used?

Direct method is best used when the topic to be discussed is factual
based and when the learner’s insights are not that necessary especially in
explaining rules. The expertise of the instructor is needed to supplement
the needs of the learners.
4. When should be the indirect method be used?

Indirect method is best used when you want your learner to infer,
discover and solve problems. This is an interactive method; thus, the
teacher is tasked to provide various experiences and opportunities for the
students to generate information and learning.
5. Which approaches/ methods promote “learning to live together”?

For me, the approaches/methods that promote “learning to live together”
is the collaborative learning wherein the student will learn how to interact
with others. They are not only gain information but also they learn how to
cooperate with other which is very important aspect to learn by the
students they will also learn the diversity of the people that they are
interacting with and somewhat will learn to respect it. In this way, both
the cognitive and the social part of the learner is improved.
My Reflections
If I decide on my teaching approach/method, I will consider, (Continue the
sentence. Begin writing NOW!)
If I decided on my teaching approach and method I will consider most

importantly my student, all of their needs, interests, knowledge, abilities. I
will make them my priority for my teaching approach and methods My
learners’ age is very crucial. Say for example, some methods especially for
those that require Higher-Order-Thinking- Skills (HOTS) are more suited to
older learners. Learners learn best if their interests and needs are met.
And the teacher should choose appropriate teaching method to do this.
And also I need to consider my objective that I will set for my students.
My aims should define what method to be used or what approach needed
to be performed in order that my aims will be achieved. And also as a
teacher I need to always keep in mind that there is no a perfect method
some methods may work and the others may not work The best method is
the one that works; the one that yields results.
My Portfolio
1. By means of a graphic organizer show the characteristics of a

constructivist and a metacognitive approach.
STUDENT
CENTERED Based on prior
STUDENTS knowledge,
LEARN HOW connect to new
USE TO LEARN knowledge
PRIMARY
SOURCES
DEVELOP
HOT
TASKS
Beyond
cognition
Monitor
Thinking METACOGNITIVE
about their own
thinking APPROACH work
Self-
reflect
Do serious research and complete this Table on Methods. The first is
done for you.
Method Advantage/s When to Use
1. Deductive Direct teaching so I can Timeis limited; subject

accomplish more within a matter is very difficult;
given period of time. learners don’t know much
about the lesson; teacher
is not yet skilled in the
facilitating learning skills.
2. Inductive Method learners are more engage in an When they have a plenty of
active teaching- learning process time
and Higher-order-thinking- skills
(HOTS) will be developed among Teachers have the mastery
learners of the topic to be discussed
Learners are olders that

their HOTS are developed
and can make
generalizations.
3 Problem-solving Develop HOTS When the teacher wanted
method the students see if they can
Help learners use their critical really apply what they have
thinking skills and wise learned
judgments
To see if they understand
the concept of the topic
4. Project Method  Let students have a  Time is sufficient like a period

tangible product of the of several days or weeks
concept discussed
 The project has application or
 Enable them to develop connection to learners’ real life
manipulative skills and
creativity
 Includes cooperation in
group and sharing of ideas
5. Cooperative Method Learners’ social health is If learners are needed to be

nourished acquainted
 Employs friendliness and  If the teacher considers her

openness among learners students as a great resources of
learning about a certain topic
 Values like cooperation and
hard work will surely develop   If time is ample to give
learners time to be with each
other
6. Demonstration Method  Value of confidence will be  The demonstration is a well-

developed among demonstrators planned activity
 Curiosity and keen observation
will be developed among  Topic will be discussed in
observers depth by the demonstrator
 Demonstrators are
knowledgeable about the topic
 Topic includes procedures that

are needed to be demonstrated
 Time is sufficient to allow

demonstrators to prepare
his/her lesson
Episode 6:
ON LESSON DEVELOPMENT

Course: BSED Year Section 3B1
Resource Teacher1
Date
Resource Teacher2
Date
Resource Teacher3
Date
Cooperating
My Target
In this Episode, I must be able to trace how my
Resource Teacher develops his/her lesson.
My Performance (How I will be Rated)

Field Study 2, Episode 6- On Lesson Development
Focused on: How many Resource Teacher develops his/her Lesson
Unsatisfacto
Tasks ry
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than
Documentation done with tasks were were done with half of tasks
: outstanding done with high acceptable were done; or
quality
4
3 2
1
questions were questions were questions were questions were
answered answered not answered notanswered.
completely; in completely completely
depth answers; Grammar and
thoroughly Clear Vaguely related spelling
grounded on connection to the theories unsatisfactory
theories with theories
-Exemplary Grammar and

grammar and Grammar and spelling
spelling. spelling are acceptable
4 superior.
3 2 1
Unsatisfacto
Tasks ry
4 3 2
1
statements are statements are statements are statementsare
2
4 3 1
complete, clear, complete, clear, incomplete; many lacking
well- organized well- organized supporting components; is
and all and most documentation unorganized
supporting supporting is organized but and unclear.
documentation documentation is lacking.
arelocated in are available
sections clearly and/or logical
marked
locations. 2
1
4 3
deadline.
4 3 2
1
Subtotals
Rating based on
Signature of FS Teacher above printedname

Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least two Resource Teachers, analyze and reflect
on my observations.
To realize my Target, I will follow the following steps:

My
Tool
As I observe a class, I will use the Observation Sheet for
amore focusedobservation.
OBSERVATIONSHEET

Ms. Helen De Jesus
School Address : Paradahan Tanza Cavite Date: April 17,2021
Grade/ Year Level: Gr. 6 Subject Area: English
1. Describe how the teacher began his/her lesson. Why do you think
he/she do that?
The teacher began her lesson with calling some students to
recall what they have been discussed last meeting, the teacher did
this for them to retain the information longer as well she also
gave some motivation with her students so that she will easily
catch the interest of her students for their new lesson.
2. What activity/activities did the Resource Teacher ask the learners

to do after he/she introduced the lesson? Why do you think he/she
did such?
After introducing the lesson the teacher make the students

listen to a music then they will analyze it and identify the figure of
speech used in the music. The teacher did this in order to relate
her topic and her motivation. Another reason is to get the
attention more of his students to achieve the objectives set.
3. How did he/she end his/her lesson? Why do you think he/she did
that?
The teacher ended her lesson by giving some questions that

the student can reflect on. The teacher did this so she really can
tell or see if the student understands the concept of her lesson.
4. Did you notice an assessment of learning in the process of

teaching? If yes, how was it done?
Yes. It was done through having group activities they need to
create a sentence with a figure of speech and they will present it
to the class and a formative assessment was also used like quiz
that they need to analyze the poem and identify the figure of
speech used. Lastly the teacher gave them an assignment as well,
they need to create a poem using figurative language.
5. Did you observe if Resource Teacher checked learning at the end

of his/her lesson?
Yes, through having an oral recitation and a quiz.
Checklist – Of the following which did you observe? Please check if

you observed the item.
Teaching Behavior Check Here
1.Connecting lesson to past lesson 
2. Introducing the lesson for the day 
3. Sharing the lesson for the day 
4. Motivating the students 
5. Students doing learning activity 
6. Teacher giving lecturette 
7. Teacher checking for understanding 
8. Teacher/students Summarizing 
My Analysis
I will answer the following questions:
1. How should the lesson begin and end?

There are a lot of way to start and end your lesson it depends on
the methods to be used by the teacher, but commonly a teacher starts
her lesson with recalling their topic last meeting and giving some
motivation for the students connect their prior knowledge for the new
knowledge that they will be gaining for the new lesson, and ending a
lesson they should have a generalization to summarize the lesson.
2. Did you observe any part of the lesson development to have been
out of place? Explain your answer.
No, because the lesson go smoothly and based on my
observation that the resource teacher is very good in making the
learners understand their lesson you can really see it in the class that all
of the students are all participating and very enthusiastic to learn. And
based on their assessments scores are all high and no one failed.
My Reflections
“Tell them what you want to tell them; tell them, tell them what you
told them.” Relate this statement to lesson development.
For me according to the statement above it is all about the beginning

and end of the lesson. Tell them what you want to tell them it means
that this is the beginning. First is you need to make your students aware
of your objectives as well as having them motivated to prepare the
students for the new lesson and knowledge that they will be gaining for
that day. And then the phrase “tell them” it will be the discussion of
your lesson there are times that the students will depend with teachers
information that she is giving to them. We should teach students what
they have to learn. And for the last line ‘Tell them what you told them”
refers to the assessments for the students and reminding them about
what you told them during the discussion as well as the generalization
of the students about the discussion and the summarization of it.
My Portfolio
1. Reconstruct your Resource Teacher’s lesson plan. Your lesson

plan must have the parts of a lesson plan. A lesson plan outline
may do, provided all the parts of a lesson arecovered.

Episode 7:
EFFECTIVE QUESTIONING AND
REACTING TECHNIQUES
Course: BSED
Year &Section: 3B1
Resource Teacher1
Date
Resource Teacher2
Date
Resource Teacher3
Date
Cooperating
School: SAWYER INTEGRATED SCHOOL
My Target
In this Episode, I expect myself to be able to determine my
Resource Teacher’s questioning and reacting techniques and identify
those that promote interaction.
Field Study 2, Episode 7- Effective Questioning and Reacting

Techniques
Focused on: Questioning and Reacting Techniques
Unsatisfact
Tasks ory
4 3 2
1
Observation/ All tasks were All or nearly Nearly all tasks Fewer than
Documentatio done with all tasks were were done with half of tasks
n: outstanding done withhigh acceptable were done; or
quality
4
3 2
1
questions questions questions were questions
were were not answered were not
answered answered completely answered.
completely; in completely
depth Vaguely related Grammar and
answers; Clear to the theories spelling
thoroughly connection unsatisfactory
grounded on with theories
theories Grammar and
spelling
-Exemplary Grammar and acceptable
grammar and spelling are
spelling. superior. 2
4 3 1
Unsatisfact
Tasks ory
4 3 2
1
statements statements statements are statements
are profound are clear but shallow; are unclear
episode.
4 3 2
1
clear, well- clear, well- supporting components;
organized and organized and documentation is unorganized
all supporting most is organized and unclear.
documentatio supporting but is lacking.
n are located documentatio
in sections n are available
marked
locations. 2
1
4 3
deadline.
2
4 3 1
Subtotals
Rating based on

Date
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe three Resource Teachers’ questioning and reacting
techniques based on my past lesson on “Effective Questioning and Reacting
Techniques”.
To realize my Target, I will do the following steps:

My Tools
Score the Resource Teacher every time he/she demonstrates any of the
following questioning behaviors. Sample is shown in item #1.
Questioning Behavior Tally of Use Frequency
1. Varying types of questions III 3- She points out the

important point of views.
2. Asking non – directive II 2-She wants the students

questions to interact from the class
through inquiry approach.
3. Calling non – volunteers I 1-When the students are

passive by not attentive
from the class.
4. Rephrasing III 3-Motivate the students

to participate from the
class.
5.Sequencing logically IIIII 5- Enable the students to

clarify the topic and not to
avoid confusions.
6.Requiring abstract thinking IIII 4- It help the students to

be more creative in terms
of critical thinking skills
7. Asking open – ended IIII 5- Enable the students to

questions be more on evaluative on
the topic to elevate critical
thinking skills.
8. Allowing sufficient wait time IIII 4-She want make use of

her time to engage the
students with learning
activities and other
aspects that make the
learner boost their
learnings.
9.Involving as many IIIIII 6- She wants all students

as possible to actively participate from
the class discussion and
learning activities.
OBSERVATIONSHEET

Ms. Helen De Jesus
School Address: Ciudad Verde Paradahan Tanza Cavite Date: April 24, 2021
Grade/ Year Level: GRADE 5 Subject Area: ENGLISH

Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent Question What is simile?
Type of Question Sample Questions Asked
2. Divergent Question Why do we need to use figure

of speech in writing a poem?
3. Low – level Question Identify the figure of speech that

being said.
4. High level Question Differentiate simile from

metaphor and give an example
OBSERVATIONSHEET

Ms. Helen De Jesus
School Address: Paradahan Tanza Cavite Date: April 24,2021
Grade/ Year Level: Grade 5 Subject Area: Filipino
Score the Resource Teacher every time he/she makes use of any of
the techniques.
Reacting Behavior Tally of Use Frequency
1. Providing acceptance feedback II 2
2. Providing corrective feedback III 3.
3. Giving appropriate praise IIIIIII 8
4. Repeating the answer IIII 4
5. Explaining the answer IIIIII 6
6. Rephrasing the question IIII 4.
7. Asking follow – up questions II 2
8. Redirecting questions to other III 3.

pupil
9. Soliciting student question III 3.
10.Encouragingthroughnon– IIII 4.
verbal behavior
11. Criticizing responding student I 1.

for his/her answer
12. Scolding for misbehavior or IIII 4.

not listening
13. Overusing expressions such III 3

as “Okay”, “Right”, etc.
My Analysis
1. Which questioning and reacting techniques encouraged
teacher – student interaction? Which ones didnot?
Questioning should be used to achieve well-defined goals. A teacher should ask
questions that will require students to use the thinking skills that he or she is trying to
develop.As a teacher we should vary the level of questions within a single class period.
For example, an instructor might ask the higher-level questions that will developed their
HOTS a student will be encouraged to use their critical thinking skills and when they
used that the student will be more interactive in answering their teachers questions, on
the other hand there is a less interaction when a teacher only asks low level questions
or a close ended questions are the one for which there are a limited number of
acceptable answers unlike with the open ended questions is one for which there are
many acceptable answers, most of which will not be anticipated by the teacher. And
with that a teacher should give praise and reward if they successfully participate to
promote teacher-student interaction.
2. What did Neil Postman mean when he said: “Children go to

school as question marks and leave schools as periods”? Does
this have
somethingtodowithteacher’squestioningandreactingtechniques
?
We all were born as questions , A children that goes to school came in knowing nothing
and left knowing something because this was all clarified by the teacher that will leave
them having a knowledge and understanding. A good learning starts with a question
and not answers, it all deals with the effective questioning to children inside the
classroom. It is the responsible of the teacher to answer all the question that a student
have inside his/her head and a teacher also need to encourage his/her student to asks
question so that they will be encourage to use their critical thinking skills and deepen
their thinking and as a teacher we should react with it positively and accordingly
because it will encourage them to do more and to do better. And they will understand a
lot and will end their curiosity.
My Reflections
What do I resolve to do and NOT to do in my questioning and
reacting techniques so as to encourage teacher – student
interaction?
For teachers, questioning is a key skill that anyone can learn to use well.
Similarly, ways of helping students develop their own ability to raise and
formulate questions can also be learned. Raising questions and knowing
the right question to ask is an important learning skill that students need to
be taught. It doesn’t matter how good and well-structured your questions
are if your students do not respond. This can be a problem with shy
students or older students who are not used to highly interactive teaching.
It can also be a problem with students who are not very interested in
school or engaged with learning. As a teacher we shouldn’t pressure our
students when we are questioning them because it often leads this to
lower their self-esteem. There are ways of handling this positively, such as
providing prompts and scaffolds to help students correct their mistakes. It
is important that you correct errors sensitively or, better still; get other
students to correct them. It is important not to cut students off and move
on too quickly if they have given a wrong answer. Build a good relationship
with your student always show appreciation that they have participated
even though their answer is not correct or too close, just construct it for
them, so that they will feel that you still value them and will encourage
them all to still participate and still interact with you.
My Portfolio
I promote higher – order – thinking skills (HOTS) and
interaction for learning by the kind of questions that I ask.
Here are learning objectives. Formulate at least two examples
of
questions that promote divergent thinking andHOTS.
Elementary (For BEEd Student)

1. At the end of the lesson, the pupil is able to write a poem
with figurative language.
Secondary (For BSEd Student)

1. Must be able to create a position paper about the topic of
abortion
Write your two divergent questions here!

 Elementary
 Why do we need to use figurative language in writing a poem?
 Among the figure of speech which one is your most likely to use in writing
poem and why?
 Secondary
 What is the importance of writing a position paper?
 How you can support the position paper that you are
writing?
I promote class interaction by my favorable remarks. Here

are 5 examples of expressions I must use (products of my
research) to inspire my students to be involved in class
interaction.
 What a wonderful idea!

 Precisely correct!
 Amazing!
 Keep up the good work!

 You can do it!

Corpuz Diana Rose

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IN

SUBMITTED TO: JOSEPHINE MANAPSAL

SUBMITTED BY: DIANA ROSE A. CORPUZ

Episode 1: Principles of Learning

Episode3: Organizing Content for Meaningful Learning

Episode4: Guiding Principles in the Selection and Use of

Episode5: On Teaching Approaches and Methods

Episode 6: On Lesson Development

My Performance (How I will be rated)

Signature of FS Teacher above printed

20 1.0 99 12-13 2.50 81

To hit my Target, I will work my way through these

Name of the Resource Teachers Observed:

School Address: Paradahan, Tanza Cavite Date:3/18/21

Grade/ Year Level: Grade 7

Principles of Learning Teaching Behavior of

1. What is the impact of the Resource Teacher’s observance of

A teacher who are aware with the principle of teaching and

2. Which learning principle was applied most?

1. My reflections on my observations of my Resource Teacher’s

My Resource teachers adhere to those principles as what I

2. Lessons I have learned from my observations on the classroom

Principles of Learning in My Own Words

2. Personal relevance vary from one person to person and we

3. Learning is cause and effect in every action there will be an

4. Learning is not an individual and not self-activation it needs

5 Learning always and evolving it always shifts.it is a process and it

6 In learning mistakes is inevitable and sacrifices is part of

7. Learning should focus on the children.

8. Effective learning includes emotion not only intellectual.

9. Every individual is unique with differences and needs

11|FieldStudy2 :Experiencing the Teaching-Learning Process

Name of FS: Corpuz, Diana Rose

Resource Teacher1 Signature

Resource Teacher2 Signature

12|FieldStudy2 :Experiencing the Teaching-Learning Process

Signature of FS Teacher above printed name

Transmutation of Scores to Grades/ Ratings

20 1.0 99 12-13 2.50 81

I will observe two different classes and observe the

To hit my Target, I will follow these steps

Name of the Resource Teachers Observed:

3. Lesson objectives must be in the 2

4. Was the lesson objective in the cognitive or psychomotor or

The lesson objectives of Mr. Mabini made falls

Lesson objectives are very important tasks for the teacher it is

It is crucial to have high expectations of what can be achieved and

My researched quotations that state the

Resource Teacher1 Signature

My Performance (How I will be rated)

Signature of FS Teacher above printed name

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

To hit my Target, I will work my way through these steps:

4. Write down instances of treating the topic in depth (giving

5. Cite an instance/s when students were encouraged to ask

1. What was the skill lesson about? Which skill/s

4. If there was problem solving in the lesson, were the

C. Value/ Affective Lesson

1. What was the value lesson about?

A. For the Cognitive Lesson

C. For the Affective Lesson