OBSERVATION

As I observed the kindergarten students handled by Mrs. Rusell Jade Balaque

by the time I visited, I noticed the different approaches of interaction by the students

to everyone in the classroom. The students interact respectively and politely, they

use “po” and “opo” when they are talking and asking something to their teacher.

As I observed this practice, I found out that there is a boundary to the teacher

and student in a very nice way, because the students knew that they should use

polite words when interacting to their teacher for the main reason that their

attainment in life are far enough. On the other hand, the students interact with their

classmates in a very comfortable manner, very ease and with no hesitations. There

are students or groups of students who interact mostly with their teacher.

In the room, the learners who are occupying the classroom were approximately

43 students. There are 20 boys and 23 girls. There are ages 5-6 years old. Most of

them are Christian in terms of religious setting but there are some roman catholic,

and Islam. The racial group are Cebuano, t’boli, Ilocano, tagalog, and muslim.

During the class hour, I was terribly impressed with students speaking about

their interaction, for the reason that they are very participate and instantly responds

to the question which asked by their teacher. While observing the learners who were

seated at the front and the back, I noticed that they behave almost the same. They

interact actively, during class discussion all of the learners from the front or back

participate, they raise their hands to answer the teacher’s question and when they

want to share their ideas and insights during the subject matter. This only shows the

unity and oneness of class and their uniformity in participating in the class.

Furthermore, the students who are seated at the back and front part of the room are
exceedingly supportive, cooperative, and participative and they show positive

behavior inside the classroom.

The relationship among the learners is very light and jolly. They accept one’s

ideas and thoughts; they do not quarrel on their different points of views and beliefs

but rather accept and understand one another. Students cooperate with one another

especially during group work, each member participates and shares his or her

insights. If there are instances where they compete with one another it is in the form

of a friendly competition. This kind of competition will boost the students’ eagerness

to be competitive with one another and will help in their learning and developmental

process.

Heterogeneously. Some groups are of their age, while others are of their

siblings or friends with other grade levels. Usually, they are with groups where they

are close together or lived with (e.g. same purok). Mixed social groupings are

observed. When a student is called and can’t answer the teacher’s question, some of

his/her classmates try to help by whispering the correct or right answer and there are

also students who will just raise their hands so that they will be the one to be called.

This also shows the unity of the class and their concern for their classmates, which is

good because they care for one another.

The students group themselves usually by gender, this is just normal because

the students will choose a group that has the same interests. For example there are

groups that is all girls because they have the same likes like playing girly things;

there are also group that is all boys because they share same interests like war craft

and action games; and there are also mixed social groupings, even that they are

different gender they still have the same ideals for example a group who loves to
play indoor or outdoor games belong to the same group, because they share

common likes

REFLECTION
While I am sitting at the back of the classroom, observing, watching the

learners, I feel an optimistic feeling that as if I am already a teacher of them, , I feel

good because students are really good to me, and they respect me even though

were not just a teacher and within my mind I also feel the sense of oneness and

unity among the learners because I can see their eagerness to strive hard so that

they can learn a certain topic. The learners intermingled positively to their teacher,

when their teacher asks a question, they respond to it instantly without any hesitation

and qualm to themselves. The teacher and the learners unite when you can see that

the classroom’s atmosphere is good and favorable because you can see that

everyone is participating and active in the class. This is shown by the student who

has full self-confidence and trust in himself. And also, the unity among the teacher

and the learners because unity implies uniformity and harmony and the class, I

visited portray this characteristic.

In the future, if I become a teacher someday, I will establish effective

procedures or strategies that can be a way to develop rapport and interaction in the

classroom. I must be creative in creating these strategies in order to have a

desirable outcome. If this all will be realized, then there is an effective and good

interaction in the classroom. I want the classroom interaction to be very interactive

and participative wherein the learners could express their ideas in varied modes and

participate actively in every classroom activity. I will make this happen by briefing

them and by letting them know the essence of harmony in the classroom and making

them realize that we will all benefit if we practice this type of interaction. As a
prospective teacher, I am the facilitator of the learning process, providing direction

and feedback to the students rather than just instruction and I will focus instruction

on the needs, preferences and interests of the learner.

REFLECTION
I feel as if I am already their teacher while sitting in the back of the classroom

and observing the students. This is because they treat me well and respect me even

though I am not just their teacher. In addition, I sense a sense of unity and oneness

among the students because I can see how eager they are to work hard to learn a

particular topic. The students and teacher have a good rapport, and when the

teacher asks a question, the students answer right away and without any internal

hesitation. When you can tell that the classroom climate is positive and encouraging

because you can see that everyone is involved and active in the class, you can tell

that the teacher and the students are working together. The learner who has

complete self-confidence and belief in himself demonstrates this. Also, there is

harmony and homogeneity among the teacher and students, and the class I saw

exhibits both of these qualities.

If I ever become a teacher, I'll set up efficient procedures or tactics that may

be used to foster rapport and interaction in the classroom. In order to achieve the

desired results, I must be innovative when developing these methods. If everything

works out, there will be productive and positive engagement in the classroom. I want

students to actively participate in all classroom activities and to be able to express

themselves in a variety of ways throughout classroom interactions. I'll accomplish

this by giving them a briefing, explaining the importance of harmony in the

classroom, and convincing them that practicing this kind of interaction will be to our

mutual benefit. As a future teacher, I will serve as a facilitator of the learning process,
offering guidance and feedback to the students rather than merely imparting

knowledge, and I will tailor my lessons to each individual student's needs,

preferences, and interests.

OBSERVATION

As I watched the kindergarten 2 students, I noticed that the students

occasionally required extra encouragement to maintain their attention and refrain

from getting up from their seats. The students are between the ages of 5 and 6. They

all walked to their separate classrooms in an unsuitable manner and with noise.

They can control their own behavior, but if the teacher has previously warned them,

they will simply calm down. Some children who are unable to work independently

can be seen taking quizzes, but I am aware that they are attempting to understand

and respond to the questions. They were engaged in activities like seatwork.

They are highly respectful and cooperative in class when it comes to

behavior expectations and manners. I also observed that, despite their sparse

interaction with their fellow classmates, they were still able to concentrate on and

control their conduct by completing their given activities. On their listening, I noticed

that they are all not mature enough to follow the instructions given to them on their

ability to concentrate, even others can be destructed to some ideas such as doing

their own discussion to their peer group they can still manage to finish their assigned

task.
 These students are some well-behaved and not, and they worked

independently during class. Others are all very focused in class. Most of the kids in

this class learn stuff fast.

The instructional supplies are stored in a cabinet. The cleaning supplies for

the space are kept next to the instructor table in the back right corner of the space.

The following blocks of time are listed on the wall of the classroom: Arrival Time,

Meeting Time 1, Work Period 1, Meeting Time 2, Supervised Recess, Quiet Time,

Stories, Rhymes, Poems, and Songs Time, Work Period 2, Indoor/Outdoor Activities,

Meeting Time 3. The classroom also has a list of the students' names, schedules for

the short and regular periods, and information about upcoming school events. I can

see that the pupils are involved in creating the rules for the classroom because they

do what their teacher says. Only a small number of pupils occasionally don't adhere

to the rules, but I think they can be controlled.

Before starting the prayer, the teacher will instruct everyone to pick up any paper

scraps or debris that may be present. Leading the prayer can help develop the habit

of addressing the class in front of confidence. Before they begin their lesson, they

complete an exercise with their teacher, singing "Tayo Ay Mag Ehersisyo" with

action, before singing the national anthem, taking attendance, getting ready,

balitaan, taking notes, and beginning the lesson.

The seating arrangement is diverse and heterogeneous. When the pupils

are merely playing with their classmates and friends, the noise level in the classroom

can be controlled. The teacher can correct his class without humiliation or threat.

Giving real vocal praises, appreciation thru acknowledgement and urging them to do
better next time are the teacher’s technique to promote positive conduct. I can attest

to the teacher's excellent classroom management abilities.

MEANS OF VERIFICATION (MOV)