Learning Episode 3 – Focus on Gender Needs, Strengths, Interests,

Experiences, Languages, Race, Status, Difficult Circumstances, and

Indigenous People

Activity 3.2 Observing differences among learners with

disabilities, giftedness, and talents

School: Campoyong Elementary School__________________

Grade/Year Level: ___V___ Date: _______________

F1
FIELDREFLECT
STUDY Learning Episode 7 Physical and Personal Aspects of
Classroom Management
1. Recall the time when you were in 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 affective?
My elementary school teachers were fair with us. They were assisting us
with a subject or issue that was tough for us to comprehend. They were quite
personable, even when it came to a subject that we didn't fully comprehend. I

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admire them based on their conduct. My other teachers treated us extremely
differently when I was in high school. There are two sections: high performers
and low achievers.

2. What disposition or traits will you need as a future teacher to meet the needs of
the learners?
As a future teacher, I will need the following dispositions and traits to respond to
my learners’ needs:
• The expectation that I will be in charge of a classroom with pupils of
varying abilities and needs.
• More time and effort spent to fulfill the needs of the students.
• Constant brainstorming and creativity of effective tactics and ways for
dealing with pupils of various capacities.
• Effective communication in order to build positive relationships with pupils
while also being a good listener.
• Emphasis on teamwork, with the notion that this is more beneficial than
allowing pupils to study on their own.
• Adaptability and flexibility in a constantly changing and evolving
environment.
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Eastern Samar, Philippines
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 • Fair in facilitating, along with supervision and discipline, so that, despite
their impairments and differences, they can one day become a good and
better version of themselves.
• Lifelong learners who are always looking for ways to improve student
outcomes.

Activity 3.3 Observing the school experiences of learners who

belong to indigenous groups.

School: Campoyong Elementary School__________________

Grade/Year Level: ___V___ Date: _______________

ANALYZE
 What do you think can still be done to promote and uphold the indigenous
peoples knowledge systems and practices and rights in schools?
Here are my recommendations for the Flora Primary School's indigenous
peoples' knowledge systems, practices, and rights:
 The Tarlac DepEd Division must ensure that the IPED curriculum is
delivered in rural schools, particularly those that cater solely to IP pupils.
 They must devise appropriate strategies and procedures for instructors
who are attempting to travel in mountain schools while maintaining
student-teacher contact hours.
 They should hire more teachers to educate indigenous people and pay
them fairly.
 They must supply learners with textbooks as well as current teaching tools
for teachers to employ.
 The curriculum for indigenous framework should emphasize valuing of
culture and tradition of the indigenous people through integrating real-life
concepts in every lesson.

REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
I learned that indigenous peoples’ common objective is to protect
and propagate their own culture, tradition and practices to all of their new
generations. They all want their identity to be known and preserved in the
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Eastern Samar, Philippines
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 face of modernization and globalization, which is why Aeta students are
more worried with the harsh prospect of being duped if they do not study
rather than focusing on their hopes and objectives as students. I also
learnt that many things influence IP students' performance in class, and
that teachers and parents of these students must be aware of these
issues in order to find strategies to at least solve the problem.

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
Based on the video that I watched, I really admire the teachers in
terms of their dedication and determination to teach the IP learners no
matter how hard the situation is. I appreciate their effort to travel more
than 5 hours just to educate the students and they never give up on
helping their learners to achieve their dreams in life. For them, teachers
are the only heroes that will help the students claim their rights to
education.

3. For indigenous learners, as a future teacher, I promise these three things:

3.1. Be open to and respect indigenous peoples by being aware of

F1
FIELD STUDY andLearning Episode
respectful of 7 Physical
my choices of words and and Personal
behavior in theAspects of
classroom. Allowing each of my students, particularly my IP kids, to
Classroom Management
express their opinions about a certain lesson, even if it contradicts
their views, and treating them with respect. I need to be an
excellent communicator to those who can inspire others to be more
appreciative of indigenous people and to take the lead in protecting
their rights.
3.2. Uphold and celebrate their culture, beliefs and practices by
including cultural celebration activities into every session and

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maximizing the usage of various teaching approaches that
acknowledge diversity and inclusiveness among students.
3.3. Advocate for indigenous peoples education by continuously
supporting the development and enhancement of IPED curriculum,
willing to study and understand the culture, beliefs, and practices of
my IP learners in order to address differences with other students
through the creation of learning materials, and using a teaching
style that best meets all of my diverse students' needs. Accepting
indigenous students into the classroom, providing them with an
inclusive learning environment, freedom of expression, respect and
enjoyment while studying, encouragement of interaction with one
another, and freedom from discrimination should all be priorities. I
will support indigenous peoples' right to education, as it should be
for everyone, regardless of ethnicity, socioeconomic class, religion,
gender, or identity.
Guiuan 6809
Eastern Samar, Philippines
info@essu.edu.ph
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SHOW Your Learning Artifacts
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? Make a collection of strategies on how to address
the student’s different ability levels.
Here are my future approaches and tactics for ensuring that I can satisfy the
requirements of both high and poor achievers in my class:
1. Invest time in getting to know each of my students on a personal level by
concentrating on their strengths, limitations, interests, and goals so that I can quickly
establish rapport and respond to their needs.
2. Reduce the amount of strain they are under and instead engage them in
activities that are fun and stimulating to them.
3. Allow oral recitations in Filipino, English, and Mother Tongue dialects, as well
as brief queries, so that all students have an opportunity to contribute their ideas,
learnings, and opinions.
4. Individual, group, and pair work on subject-related activities and assignments
so that students can connect, learn, communicate, and establish relationships with
their classmates.
5. Pay particular attention in class to the poor achievers and organize a
counseling session to find their problems, difficulties, and even hindrances to
learning so that you may solve them.
6. I'll use a variety of learning tools, including written and digital materials, as well
as hands-on experiences like museum visits and field trips.
7. Provide an inclusive learning atmosphere in which all students, regardless of
their specific differences, feel like they belong and are cared for.
As a future teacher, I should ask questions, conduct research, and read existing
studies on how to effectively manage diverse kids. If the kids are succeeding,
continue to improve and employ the tactics; if they are not, work on the task again to
fully comprehend their various abilities.

LINK THEORY TO PRACTICE

1. C
2. C
3. B
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 4. B
5. A
6. C
7. C
8. A
9. A

Learning Episode 4 – Learner Diversity: The Community and Home

Environment

Activity 4.1 Observing the learner’s community and home

environment

School: Campoyong Elementary School__________________

Grade/Year Level: ___V___ Date: _______________

REFLECT

1. Reflect your own development as a child. What type of parenting did you
experience? How did it affect you?
I was subjected to an authoritative parenting style when I was younger, and even
into adolescence. I have the freedom to hang out with friends, but only those whom
my parents have given their blessing. I return home at 6 p.m. because my father
would chastise me if he sees me on the street. They are tough but loving at the
same time. They admonish me not to conform and be affected by negative
classmates. And when it comes to choosing what I want to do with my life, I have
complete autonomy; all they do is advise and support me. When they saw me
finishing my schoolwork, they never pressed me to do home work. On the other
hand, these occurrences have an emotional and mental influence. When I see how
supportive they are about my academics, it inspires me and gives me the strength
and determination to succeed. They're being strict as a defense mechanism to keep
me from being badly influenced, and it's making me more disciplined than I've ever
been.

2. As a future teacher, how would you establish good home-school collaboration?

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 How can you work will with the parents? How can you help them? How can they
help you?
Collaboration between the home and the school is a key step in encouraging a
child's positive participation in the learning and social aspects of school life. Parents and
schools share a common objective; to see children develop the skills for life and
learning, to see children succeed, and to see children happy. The goal of strengthening
children’s competence, involvement, and positive learning and social behaviors cannot
be reached by teachers alone and requires active relationships with families.
I should form a constructive partnership as a future teacher in order to establish
effective home-school collaboration. Home-school relationships are centered on
establishing shared goals for a kid and maintaining consistency and continuity in how
those goals are met at home and at school. In acknowledgment of the ever-changing
academic and social demands on students as they progress through their school lives,
positive partnerships are ongoing and responsive. Parents and teachers respond to
immediate needs, celebrate triumphs, and build on positive outcomes.

LINK THEORY TO PRACTICE

1. D
2. A
3. D

Guiuan 6809
Eastern Samar, Philippines
info@essu.edu.ph
https://essu.edu.ph