FIELD STUDY

1&2

Submitted by : JAY-HARRA L. LADJA

Submitted to:Prof. MARIA ROZE M. SALCEDO

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 AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT
Name of the School Observed: Making Elementary School
School Address: Making Parang Maguindanao
Date of Visit: September 18, 2023

Subject: EDUC 400

Description: FIELD STUDY 1- OBSERVATION OF TEACHING-LEARNING ACTUAL
SCHOOL ENVIRONMENT
Instructor: Prof. Maria Roze M. Salcedo

FIELD STUDY 1
OBSERVATION OF TEACHING – LEARNING
ACTUAL SCHOOL ENVIRONMENT
Course Description:
This is the first experiential course, which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching learning
episodes that focuses on the application of educational theories learned in content and pedagogy
courses will be made. Observation on learner’s behavior, motivation and teacher’s strategies of
teaching, classroom management and assessment in learning among others shall be given
emphasis. A portfolio shall be required in the course

This course is designed to help the field study students verify the behavior of the student
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 Dimension of Education
LEARNING OBJECTIVES

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1. Identifying the stage of the physical, motor, linguistic, literacy, cognitive, social and
emotional development of the children or adolescent as manifested in the actual classroom
setting
2. Observing and reflecting on the different approaches employed by the teacher in dealing with
learners in the different stages of development
3. Analyzing how the teaching and learning process should be conducted considering the
different phases of child development.
EPISODE 1
FS1- THE LEARNER’S DEVELOPMENT
AND ENVIRONMENT
Introduction
Observation is to provide opportunity for the student teachers to relate theory to actual
practice. To help them do this, remember to: know and understand guides, jot down details
carefully separate facts from interpretation and accomplish the checklist/ forms as:

Learning Outcome:
At the end of this activity, student teacher should be able to:

1. Determine a school environment that provided social, physiological and physical environment
of learning.
2. Differentiate the characteristics and needs of learners from the different developmental levels

My Observation
An Observation Guide for the Classroom Visit
Be guided by this task as you do your observation. Then accomplish the matrix data
below.

1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious
figures, lessons, visual aids, and announcement you see posted?
2. Examine how the figure is arranged. Where the teacher’s table is located? How are the tables
chairs/desk arranged?
3. What are the learning materials / equipment are present?
4. Observe the students. How many students are occupying the room?
5. Is the room lighted and well ventilated?
My Tools

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 As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site.
A good understanding of the activities and tasks to be accomplished in the activity sheets will
yield better learning results
Be guided by these tasks as you do your observation. Then accomplish the matrix to record
your data

My Map
A general observation of the campus and the classroom is an exciting way to start my
observation.

My mission is to do the following tasks:

1. Visit a school. Look into facilities and support learning areas in the campus, the in the
classroom
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Present your idea of a good school environment through any of these:
5. Descriptive Paragraph
6. Photo Essay
7. Sketch or Drawing
My Target/Learning Objectives
1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious
figures, lessons, visual aids, and announcement you see posted?
2. Examine how the figure is arranged. Where the teacher’s table is located? How are the tables
chairs/desk arranged?
3. What are the learning materials / equipment are present?
4. Observe the students. How many students are occupying the room?
5. Is the room lighted and well ventilated?

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 Classroom Facilities Description
1.Wall Display The President Bong Bong Marcus porter and
the cursive letters and numbers are the only
things visible on the walls in front.You can see
posters of their subjects near the back, though.
2.Teachers Table The teacher's desks are situated close to the
front of the classroom, allowing her to observe
each student entering and leaving.
3.Learning Materials The teacher uses teaching aids including
books, globes, and pictures to help the kids
learn.
4.Number of Students There are 32 girls and 11 boys. A total of 43
students.
5. Is the room lighted and well ventilated? The room is well-lit, clean, and ventilated.
Windows are left open in the morning to let in
the fresh air, but students close them after the
class. The room has three ceiling fans and four
fluorescent lights. Overall, the classroom
provides a comfortable space for students to
learn well.

Classroom Facilities Matrix

Facilities Description

Despite the small size, the surroundings were tidy and well-
Principal Office planned.

Learning Resources Can be found beside the divan, where books, drawing books and
Center other learning resources.

Shop Room/ Industrial

Workshop Area Not available

Compact area that gets congested with students making

purchases. For refreshments, only staff members and teachers are
Canteen/Cafeteria permitted to eat in. There are some expensive foods there.

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 Too tiny, barely big enough for four people. What's visible inside
Medical Clinic is a table, chairs, and a medicine drawer.

Media Center Not available

Reading Center The reading area is located beside the teacher's table in a small
space.

Computer Laboratory Not available

Faculty Room It’s available for teachers and staffs. It has a wide space.

Research Room Not available

Comfort Room There is only one cubicles available, both boys and girls shared.

Library Features excellent ventilation and a large area for educational

materials.

Not available
HE Practical House

School Facilities Checklist

Familiarized your self with the different areas and facilities of the school. Check the
column that indicates their availability. Give a brief description on it

Not
Facilities Available Available Description

Small space but the surrounding was

Principal Office ✓ clean and organized.

Learning Resources
Center ✓ Only available in every classrooms.

Shop Room/ Industrial

Workshop Area ✓

Canteen/Cafeteria ✓ Compact area that gets congested with

students making purchases. For
refreshments, only staff members and

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 teachers are permitted to eat in. There
are some expensive foods there.

Too tiny, barely big enough for four

people. What's visible inside is a table,
Medical Clinic ✓ chairs, and a medicine drawer.

Media Center ✓

Reading Center ✓

Computer Laboratory ✓

It’s available for teachers and staffs. It

Faculty Room ✓ has a wide space.

Research Room ✓

The comfort room is located inside the

cafeteria, with two cubicles for men and
Comfort Room ✓ women.

Features excellent ventilation and a

Library ✓ large area for educational materials.

HE Practical House ✓

My Analysis:

1. How do the school and the laboratory rooms in particularly impact on the learning of the
students on going to school? What are your conclusions?

I come to the conclusion that schools have a significant influence on learning because of
their large student body, which further highlights the influence of schools on the specific
learning process.

2. Write a brief reflection of your feelings and insights from your observation experiences.

During the first day of my observation, I was nervous and afraid of what my cooperating
teacher thought of me—would she like me, would she help me improve, and would she share her
experience and knowledge with me? As the days went by, things got better as I learned and

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adopted the environment I was observing. I also learned a lot from my cooperating teacher. For
the children to become knowledgeable, the mentor first must love her job to become a good
teacher.

My Reflection
1. Would you like to teach in the school environment you just observed? Why?
In the sense that the school has a positive atmosphere, I would definitely like to teach in
the one that I have seen. It has an excellent location as well because it offers better surroundings
and adequate ventilation. I would also love to teach here because this is my alma mater.

2. What kind of school is conducive to learning?

In my opinion, a school can be deemed conducive to learning if it includes all the
necessary amenities, such a laboratory and regular-sized classrooms. The surroundings are kept
up and tidy.

3. What kind of classroom is conducive to learning?

A conducive classroom is one that creates an environment where students feel engaged,
motivated, and supported in their learning journey.

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

In the future, achieving a conducive learning environment will require a dynamic and
adaptive approach that leverages emerging technologies, prioritizes student well-being, and
prepares students for the demands of an ever-changing world. Continuous collaboration between
educators, policymakers, technology developers, and the community will be essential in shaping
the future of education.

5. Write your additional learning insights here.

This subject helps me learn all the things that students need to know to become teachers in
the future. Having the ability to observe classroom circumstances will help me learn how to
create a positive and productive learning environment for students as well as how to design a
classroom that facilitates learning.

Episode 2:
PRINCIPLES OF LEARNING
My Learning Episode Overview

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 This Episode focus on principles of learning applied to effective learning. Enable the
student a teacher applies in the classroom.

My Learning Outcome
In this Episode, You must able to identify a classroom practice that applies the principle
of learning.

My Performance Criteria
I will be rated the following criteria:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation-based reflections,
4. Completeness, organization, clarity of my portfolio and
5. Time of submission of my portfolio

My Performance (How I Will Be Rated)

Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

Never of
Fewer than the task
All done Nearly all half of tasks done, no
Observation/ outstanding All or nearly tasks done done; or most objectives
quality; work all task done with objectives meet and
Documentatio exceeds with high acceptable meet but with very poor
n expectation quality quality poor quality quality

My Analysis Analysis of All or nearly Analysis Analysis of Analysis of

questions are all asks done questions questions are questions
answered with high were not all are
completely; in quality. satisfactory by answered. completely
depth answers Analysis of answered Grammar and no answer.
thoroughly questions are completely. spelling Grammar
based on answered Vaguely unsatisfactor and spelling
theories/ completely. related to the y are very
Clear in theories

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 connection
exemplary with theories poor

Reflection
statement
are not
totally
cleared

Reflection Refection Reflection and

statements are statement are statements are shallows are
profound and clear, but not shallows; Reflection not
clear, clearly supported by statement are supported
supported by supported by the unclear and by
experiences experiences experiences shallows and experiences
from the from the from the are not from the
My Reflection episode episode. episode. supported episodes

Portfolio is
complete,
clear well-
Portfolio is organized and
complete, most Portfolio
clear; well- supporting has
organized and documentatio Portfolio is completely
all supporting n are available incomplete; Portfolio has lacking
documentatio and/or in supporting many lacking component
n which logical and documentatio components; is
located in clearly n on is unorganized
sections marked organized but unorganized and very
My Portfolio clearly locations. is lacking and unclear poor

Two days Two days Three days

before On the A day after after the after the
Submission deadline deadline the deadline deadline deadline

Total Score

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 My Map
 To realize my Learning Outcomes, I will work my way through these steps:
My Learning Activities/Tools
As I observe a class, I will use the Observation sheet as a guide during the observation
then analyze and reflect my observation with the help of guide questions.

What did the Resource Teacher do which applies/contradicts the learning principle?

Principles of Learning Application of Non-application/ the

Principle Contradiction of the principle
1. Effective learning
begins with the setting

of clear and high ✓

expectations and
learning outcomes.
2. Learning is an active ✓
process.
3. Learning is the discovery

of personal meaning and ✓

relevance of ideas.
4. Learning is the cooperative

and collaborative process ✓

5. Learning is enhanced in

an atmosphere of cooperation ✓
and collaboration

My Analysis
1. Describe what are the principles of teaching applies by the cooperating during the
discussion?

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 The principles of teaching used by the cooperating teacher were: active facilitation:
guiding students through the learning process; posing thought-provoking questions; encouraging
critical thinking; encouraging student collaboration: where the cooperating teacher creates an
environment where students are encouraged to work together, share ideas, and learn from each
other; and lastly, interactive and comprehensive teaching technique.

2. Which learning principles is applied most?

The learning principle applied most is active engagement, where the cooperating teacher
gives hands-on activities, discussions, and interactive exercises that promote active engagement.

3. Which learning principles applied least?

The learning principle least applied is self-directed learning.

4. Do you agree with this principle of learning? Which principles of learning do you think needs
to go deeper?

Yes, I agree. The principle of learning that needs to go deeper is the real-world
connection, where learning is more meaningful when individuals can relate new information to
their existing knowledge and experiences that can be used every day.

My Reflections
1. My reflection based on the observation of Cooperating Teacher about most commonly use
teaching principles. Do my cooperating Teachers adhere to these principles?.

During the observation, Cooperating Teacher reveals a commendable adherence to several

fundamental teaching principles.Active Facilitation, critical thinking, and clear communication
are prominent strengths in their approach. Recognizing these strengths provides valuable insights
for my own growth as a learner, as I aim to integrate these principles into my future teaching
practices.

2. Lessons I have learned from my observations in the classroom align with the application of
the teaching-learning principles.

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 The lessons I have learned from my observations in the classroom closely align with the
application of fundamental teaching-learning principles. The focus on student engagement, clear
learning objectives, differentiated instruction, feedback and reflection, and the strategic use of
technology collectively contribute to the creation of an effective and dynamic learning
environment. ss

EPISODE 3:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
My Learning Episode Overview
Benjamin Bloom cited three (3) domains of knowledge- cognitive, psychomotor and
affective. Kendall and Marzano also gave three (3) groups of learning – information (declarative
knowledge), metacognitive procedures (procedural knowledge) and psychomotor procedures
(motor or physical skills). This episode will focus on these domains and learning.

My Learning Outcome
In this episode, I must able to:
1. Classify the lesson/s under Bloom’s Taxonomy of knowledge and Kendall’s and Marzano’s
domain of learning activities.
2. Reflect on what lesson is more meaningful and relevant based on the domains of knowledge
and learning activities.
My Performance Criteria
I will be rated along the following:
1. Quality of my observations and documentations
2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

My Performance (How I Will Be Rated)

Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

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 Never of
Fewer than the task
All done Nearly all half of tasks done, no
Observation/ outstanding All or nearly tasks done done; or most objectives
quality; work all task done with objectives meet and
Documentatio exceeds with high acceptable meet but with very poor
n expectation quality quality poor quality quality

All or nearly
Analysis of all asks done
questions are with high Analysis Analysis of
answered quality. questions Analysis of questions
completely; in Analysis of were questions are are
depth answers questions are satisfactory by not all completely
thoroughly answered answered answered. no answer.
based on completely. completely. Grammar and Grammar
theories/ Clear in Vaguely spelling and spelling
connection related to the unsatisfactor are very
My Analysis exemplary with theories theories y poor

Reflection
statement
are not
totally
cleared

Reflection Refection Reflection and

statements are statement are statements are shallows are
profound and clear, but not shallows; Reflection not
clear, clearly supported by statement are supported
supported by supported by the unclear and by
experiences experiences experiences shallows and experiences
from the from the from the are not from the
My Reflection episode episode. episode. supported episodes

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has Portfolio

complete, complete, incomplete; many lacking has
clear; well- clear well- supporting components; completely
organized and organized and documentatio is lacking
all supporting most n on unorganized component
documentatio supporting organized but and unclear is

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 documentatio
n are available
and/or in
n which logical and
located in clearly unorganized
sections marked and very
clearly locations. is lacking poor

Two days Two days Three days

before On the A day after after the after the
Submission deadline deadline the deadline deadline deadline

Total Score

My Map
Observe at least 3 different classes. Focuses on the information of what cooperating
teacher teaches the lesson. Do the student learn from the lesson. Cite any proof of evidence.

EPISODE 4:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
For the Cognitive Lesson
1. What is the lesson all about?

The lesson that is being discussed in Grade IV is compound words. It aims to teach the
students what the meaning of compound words is, what the samples are, and the importance of
the lesson. Pictures are shown to make the students understand the lesson easily.

2. What are the facts/information mentions in the lesson?

The facts that are being mentioned in the lesson are that the teacher aims for the students to
be able to successfully combine different nouns to form compound words. Students will create
advertisements that accurately depict their new compound words.

3. Do the lessons end with learning? Or do it lead to understanding of concepts? Prove your
answer.

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 First and foremost, the students are eager to learn and answer the assessments given by their
teacher during the discussion. Most of them participated and got perfect scores, while others
made mistakes on two items.

4. Describe instances how the cooperating teacher discuss the lesson (giving examples,
examining cause-effect relationships, relating ideas or concept to one another)

My cooperating teacher used pictures to catch the attention and for them to understand the
lesson well. She showed them two pictures that can be combined and become a compound word.
She also used a story that showed compound words.

5. Cite what part of the lesson that students encourage to ask question, recite and reflect on what
they have learn.

The topic of the other English class was the use of adjectives. The teacher was inspired to
show images of various tourist destinations and stunning locations throughout the Philippines.
The instructor allowed the pupils to identify these images. The pupils were cooperative and
ready to respond to the teacher.

For the motor Skill/Psychomotor Lesson

1. What is the lesson all about? Identify the skill that focuses target/learning?

The lesson that is being discussed in Grade IV is compound words. The class that I have
observed almost reached the manipulative and thinking skills after the discussion. The teacher
had the opportunity to ask follow-up questions that enabled skill function, particularly the
students' thinking skills. The pupils then understand the sense of the topic and its importance in
everyday use.

2. Write evidences of the teacher’s encouragement of divergent thinking of the learners?

During the observation, after the cooperating teacher explained what compound words are,
she gave them examples and repeated them until the pupils truly understood. After that, she will
give a word and ask her pupils what words should be added to make another word that can
become a compound word. In this way, she catches the attention of her pupils and also lets their
critical thinking work. It amazes me how fast learners they are when they have a knowledgeable
mentor.

3. What are the proofs of evidences that the cooperating teacher promote?

She shows some examples and reaction messages regarding the idea of giving a greeting card
to someone.

4. Describe how students learn about problem solving? What are the strategies apply by
cooperating during the discussion?

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 The cooperating teacher's use of a true story to introduce a real-life problem aligns with
effective strategies for teaching problem-solving. The approach not only engages students on a
personal level but also sets the stage for cooperative discussions, where they can collectively
explore and develop solutions to the identified issue. This integration of storytelling and
cooperative learning enhances the overall problem-solving learning experience for students.

5. What are the proofs that the student encouraged to do critical thinking?

When the teacher is teaching, especially English, she first gives the pupils some words and
examples and asks them what they observed about the words and what the lesson is all about.
This way, the students' curiosity will increase and they will be eager to learn and participate in
discussions.

Values/Affective Lessons
1. What are the values of the lessons learn by students?

The values learned by the student in learning compound words were to analyze the
components of words and determine how they can be combined to create new meanings.
Spelling and phonetics are where they gain insights into how different sounds and letter
combinations come together in words. Creativity in language use means they can experiment
with combining words to express new ideas, fostering a playful and inventive approach to
communication. Lastly, students can use compound words to make their writing more concise
and expressive, enhancing the overall quality of their written communication.

2. Is the value integrated in the lesson

During the observation, the cooperating teacher makes sure that, when teaching, all the
details are precise and understandable by her pupils and that every lesson is valued. So I can say
that value was integrated into the lesson with the proper way of teaching.

3.How is the values develop in the lesson?

The development of values within compound words has connections to communication and
language. Compound words emphasize the value of exact language use by fostering
communication clarity. Examining complex words and honing critical thinking techniques are
two ways to improve analytical thinking. Investigating the etymologies of these words helps to
create cultural awareness and an appreciation for linguistic diversity.

Kendall and Marzano’s Domain of Knowledges

Domain Knowledge
1. Cognitive Domain – information (declarative knowledge) – Vocabulary, terms facts,
concepts, principle, hypothesis, theory
2. Mental Procedures (Procedural Knowledge) e.g. mental skills such as writing a paragraph

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Concrete Example/s for each Domain of Knowledge from my Observation (what did your
Cooperating Teacher teach? What is the focus of the lessons?)

Bloom’s Domain of Learning Activities

3. Psychomotor – Skills
 Creativity in doing a design
 The proper use of colours depending on the season.
 The proper instruction how to do on this lesson
4. Affective – values, attitudes
 Appreciation by giving simple gift.
 Being personalized through letters
 Reminding the receiver that someone remembering them.
 To feel someone that there are special.

EPISODE 4
GUIDING PRINCIPLES IN THE SELECTION
AND USE OF TEACHING METHODS
My Learning Episode Overview
This Learning Episode is about the guiding principles in the selection and use of teaching
method. It comes after the FS student has been introduced to methods of teaching.

My Learning Outcome
In this Episode, I must able to identify the application of some guiding principles the
selection and use of teaching strategies

My Performance Criteria
I will be rated along the following:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

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 EPISODE 5:
TEACHING APPROACHES AND
THE K TO 12 CURRICULUM
My Learning Episode Overview
The K to 12 Law made explicit the pedagogical approach for the K to 12 Curriculum.
This episode revolves around this pedagogical approach

My Learning Outcome
In this Episode, I must able:

1. Determine the teaching approach used by the Cooperating Teachers

2. Identify instances where the pedagogical approaches of the K to 12 Curriculum contained in
the law are observed.

My Performance Criteria
I will be rated along the following:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

My Map
I will observe at least one cooperating teacher on his actual teaching, analyze and reflect
on my observation.

To realize my Target/Learning Outcomes, I will follow the steps

My Learning Activities
I will observe my Cooperating Teacher with the use of an Observation sheet for greater
focus. I will analyze my observation with the help of guide questions then reflect on my
observation and analysis.

My Learning Activities/Tools

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 Teacher – Centered
1. Does the teacher lecture all the time?
No, because there are times when she has jamboree camps and seminars, and the students
will not have their classes. But when she came back from those seminars, she was teaching her
students double-time and gives her pupils activity that last for 15 minutes after she discuss her
lesson.

2. Is the class atmosphere competitive? Why?

Yes, the class atmosphere was competitive since it was the first section, and as expected, most
of the students were fast learners and aimed to be praised, recognized, and get plus points.

3. Does the teacher focus only on one discipline/subject?

There is a behavioral approach in which the teacher emphasizes disciplines before, during, and
after the lesson. She used different subjects to integrate this lesson to allow the students to cope
with the lesson easily.
Student– Centered
1. Are the students involved in the teaching – learning process? How will you describe? Are
they more passive recipient of instruction?
Yes, the fourth-grade students were always involved in the teaching-learning process. Not only
did they receive the knowledge given by the teacher, but they could apply the lesson to the real
world and share it with everyone.

2. Is the emphasis the student’s application of the lesson in real life? Cite evidences.
The lesson on this subject applies in the real context of life, so students learn how to solve
problems at a young age. Also, help their parents with house chores and how to be organized.

3. Is the class atmosphere collaborative? Why?

Yes, in this lesson Ma'am Casuse used an activity in which they should collaborate according
to their seat group.

4. Does the teacher connect lesson to other discipline/subjects?

Ma'am Casuse integrated herself with another lesson in the subject, which allowed students to
easily understand the lesson.

5. What teaching – learning practices show that teaching approach is:

 Constructivist – connected to past experiences of learners; learners constructed new
lesson meanings.
The teacher allows active participation during discussion. Relating her student's experience
to the topic and trying to connect it with the lesson.

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  Inquiry – Based
She presented the lesson with appropriate examples related to the subject that enabled
students to level their cognitive thinking.
 Developmentally Appropriate – learning activities for the developmental stage of
children
 Reflective
After the students absorb the learning, she asks how they would use it in their real-life
scenarios.
 Inclusive – no learner was excluded; teacher taught everybody.
The teacher's job is to educate the students without bias. She wants her students to
participate in class discussions and learning activities, regardless of their differences.
 Collaborative – Student work together
It has provided activities that require working together, such as the activity of partners.
 Integrative – Lesson was multidisciplinary
She's the kind of teacher who uses varied lessons and connects them to the subject so that
students can understand what the lesson is.

My Learning Insight
As a future teacher we need to know the different practices on how to approach our
students.

1. Constructivist – connected to past experiences of learners; learners constructed new lesson

meanings.
2. Inquiry – Based – Developmentally Appropriate – learning activities for the developmental
stage of children
3. Reflective:
4. Inclusive – no learner was excluded; teacher taught everybody. (no body left aside teacher
should have birds eye to see if everyone is participating.
5. Collaborative – Student work together. Group work is example for create a good
participation to each students.
6. Integrative – Lesson was multidisciplinary. Lesson should be attractive to student so they
can rely on every topic.
My Reflection

This episode focuses on identifying instances where the pedagogical approaches of the
K–12 curriculum contained in the law are observed. Student-centered classes shift teachers'

21
attention to students. They are encouraged to take responsibility for their learning. The student's
reflection requires that they give serious thought or consideration to something that has been
done. It helps them develop the capacity to make decisions when solving problems.

The teacher is the source of learning that we must respect as our second parents; they consume
their time to teach the students, guide them, and discipline them.

EPISODE 6:
TEACHING APPROACHES AND
METHODS OF TEACHING
(DEDUCTIVE AND INDUCTIVE METHODS)

My Learning Episode Overview

After a Learning Episode on Teaching – Learning Approach, the student teacher gets
acquainted with methods of teaching. A teaching method is a practical realization or application
of an approach.

My Intended Learning Outcome

1. In this Episode, I must able:
 Identify the teaching method used by my Resource Teacher
 Distinguish between deductive (direct) and inductive (indirect) method of teaching
My Performance Criteria
1. I will be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,
 Completeness, organization, clarity of mt portfolio and
 Time of submission of my portfolio.

My Map
1. I will observe two (2) different classes.
2. I will reflect the guide questions given below
3. To hit my target, I will follow these steps:
STEP 1: Reflect the Learning Essentials given.
Step 2: Observe at least two (2) classes with a learning partner.
Choose major classes

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My Learning Activities
I will observe 2 major classes by using Observation sheet for greater focus then analyze
my observation with the help of guide questions. I will write down my reflection on my
observation and experiences.

Observation Sheet 1
A. Observe how the Cooperating Teacher begin, develop and end his/her lesson
Start of the Lesson
Before the lesson starts, the teacher recaps the previous lesson by asking them if they still
remember what the lesson is all about. Before telling them what the next topic will be, she tells
them a story and emphasizes words that are related to the topic.

B. Ending of his/her Lesson

Before ending her lesson, she makes sure the pupils understand and value the lesson. By
ending it, she gave them an activity to evaluate every student.

Observation Sheet 2
A. Observe how the Cooperating Teacher begin, develop and end his/her lesson
Start of the Lesson
B. Development of his/her Lesson
C. Ending of his/her Lesson

My Analysis / Insight
My analysis of how to start and end the lesson is that first, you must recap the previous
lesson to see if the students still remember. And by introducing another topic, you must make
sure they are interested in learning. When giving an activity, it is very important to make sure
that every student is capable of answering the given activity. And by ending every lesson, make
sure the students understand and value the lesson.
My Reflection
Finding out the teaching strategies my cooperating teacher employs is the main goal of this
episode. Differentiate between teaching strategies that are deductive (direct) and inductive
(indirect). How the teacher begins, conducts, and concludes her session so that she and the pupils
can both gain from it.
EPISODE 7:
EFFECTIVE QUESTIONING
AND REACTING TECHNIQUES

23
My Learning Episode Overview
This Episode dwells on types of questions; questioning and reacting techniques that
teacher make use of. The type of questions that teacher asked and their manner of questioning
and reacting to student’s responses has a bearing on class interaction.

My Learning Outcome
 In this Episode, I must able:
 Identify my cooperating Teacher’s questioning and reacting techniques
 Select type of questions, questioning and reacting techniques that promote/discourage
interaction
My Performance Criteria
 I will be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,
 Completeness, organization, clarity of mt portfolio and
 Time of submission of my portfolio.
My Map
 I will observe at least three (3) Resource Teachers, analyze and reflect on my observations.
To reach my Target, I will follow the following:
My Learning Activities
I observe 3 classes by using Observation Sheets for greater focus then analyze my observations
with the help of guiding questions. I will write down my reflections on my observation and
experiences.

Types of Questions
1. Factual/Convergent/Closed/Low Level
2. Divergent/Higher – Order/ Open – Ended /Conceptual
3. Evaluation
4. Comparison
5. Application
6. Problem – solving
7. Effective
Examples of Questions that the Resource Teacher Asked
1. What type of classroom management structure would you implement if you were hired?
2. How have you used, or how will you use, technology in the classroom?

24
3. What approach or strategy do you use to learn new information?
4. What continuing education classes, workshops, training, etc. have you attended?
5. Would you be interested in leading any after-school activities? How would you deal with a
student who is habitually late?
6. How would you engage a reluctant student?
7. What would you say to an angry parent about their child’s grade?
8. What would you do if you suspected neglect or abuse in the home of one of your students?
9. If you noticed a child being bullied in your class, how would you deal with the situation?

Observation of the
Cooperating Teaching
Questioning Behavior (using Hots and art of questioning)

✓
Varying types of questions

Asking non- directed questions

(ask the question first before
calling a student to answer) ✓

Calling on non – volunteers ✓

Prompting by rephrasing or by
providing partial answer ✓

Probing (to seek more details for

clarification) ✓

Requiring abstract thinking (not

just simple recall but require
HOTS) ✓

Asking open – ended questions

(divergent) ✓

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 Allowing sufficient time ✓

Involving as many as possible ✓

Observation of the
Reacting Behavior/Reciting Cooperating Teaching

Provide acceptance feedback ✓

Provide corrective feedback ✓

Giving appropriate and sincere

praise ✓

Repeating the answer ✓

Explaining the answer/

expounding the answer ✓

Rephrasing the question ✓

Asking follow-up question ✓

Redirecting the questions to

other students ✓

Soliciting student questions ✓

Encouraging through non –

verbal behavior ✓

26
 Criticizing respondent for
his/her answer ✓

Scolding for misbehavior or for

not listening ✓

Over using expressions such as

“okay” or ”right” and other
mannerisms ✓

My Analysis
Asking questions is an integral aspect of education, where students ask questions of their
teachers to get clarification or teachers ask students directly if they have any questions about the
material. A teacher can find out from a student's questions whether or not they are interested in
the subject and want to learn something. However, the teacher will also be aware of whether or
not the student is paying attention for the entire class.
My Reflection
When a student starts asking questions of the teachers, it means he or she is curious or
clarifying something about the lesson. That is why the teachers must ensure every student
understands the lesson and is open to questions.
As a future teacher, I will keep in mind that questioning plays a big role in teaching your
students to become knowledgeable.

Type of Question Write your Observation

1. Convergent Open for Questioning
2. Divergent To Develop
3. Evaluation Analyzing
4. Inference Conclusion with evidence
5. Affective To touch the feelings
6. Comparison To compare Cite at least five (5) praises which
you can use to motivate your students to be actively participate the discussion.
* GOOD JOB!
* Great
* You’re doing good!

27
* Nice Going!
* Excellent!

Subject: EDUC 401

Description: FIELD STUDY 2/ PARTICIPATION A TEACHING INTERNSHIP
Instructor: Prof. Maria Roze M. Salcedo

FIELD STUDY 2
LEARNING EPISODE 1 (THE TEACHER WE REMEMBER)

FIELD STUDY 2-Participation and Teaching Assistantship Course Description and Course
Learning Outcomes: This course is a continuation of Field Study 1 that adheres to the philosophy
which will be formulated by the students on the premise of participation and teaching
assistantship. It is school based and allows a pre-service student to participate and assist in
alimitedteaching-learningactivitiesthatrelatetoassessmentoflearning, preparation of instructional
materials, preparation of the bulletin boards, and other routines in the classroom. A Portfolio,
which will contain sample lesson or learning plans and demonstration teaching of at least one
subject content area, will be required. An Action Research shall be encouraged to start in this
course and conclude during the Internship

EPISODE IEPISODE 1-Observation on the teaching philosophies the school and the teacher
adhere in the teaching-learning process.

OBSERVE: Review the different school of thoughts or teaching philosophies. Observe the
school environment and a particular class and analyze what philosophies or school of thoughts
are adopted.

Activity 1. Copy the vision, mission, objectives and CORE values that you see in the premises.

MISSION
TO PROTECT AND PROMOTE THE RIGHT OF EVERY FILIPINO TO QUALITY,
EQUITABLE, CULTURE-BASED, AND COMPLETE BASIC EDUCATION WHERE:
STUDENTS LEARN IN A CHILD-FRIENDLY. GENDER-SENSITIVE, SAFE, AND
MOTIVATING ENVIRONMENT.
TEACHERS FACILITATE LEARNING AND CONSTANTLY NURTURE EVERY
LEARNER.

28
ADMINISTRATORS AND STAFF, AS STEWARDS OF THE INSTITUTION, ENSURE AN
ENABLING AND SUPPORTIVE ENVIRONMENT FOR EFFECTIVE LEARNING TO
HAPPEN.

FAMILY, COMMUNITY, AND OTHER STAKEHOLDERS ARE ACTIVELY ENGAGED

AND SHARE RESPONSIBILITY FOR DEVELOPING LIFE- LONG LEARNERS.

VISION
WE DREAM OF FILIPINOS WHO PASSIONATELY LOVE THEIR COUNTRY AND
WHOSE VALUES AND COMPETENCIES ENABLE THEM TO REALIZE THEIR FULL
POTENTIAL AND CONTRIBUTE MEANINGFULLY TO BUILDING THE NATION.

AS A LEARNER-CENTERED PUBLIC INSTITUTION.

THE DEPARTMENT OF EDUCATION CONTINUOUSLY IMPROVES ITSELF TO

BETTER SERVE ITS STAKEHOLDERS.

CORE VALUES
*MAKA-DIYOS
*MAKA-TAO
*MAKAKALIKASAN
*MAKABANSA

ANALYZE: 1. What teaching philosophies are adopted by the school and by the teacher?

The teaching philosophies adopted by the school and by the teacher are essentialism and
pragmatism. Essentialism: the core values of maka-diyos, maka-tao, maka-kalikasan, and maka-
bansa. Pragmatism enables them to realize their full potential and contribute meaningfully to
building the nation.

2. Are these competencies limited only to professional competencies?

No, teachers go beyond their borders to understand what their students are going
through daily. I believe that those competencies are not only limited to professional
competencies but are also applicable as practical competencies for self-development as an
educator. However, those competencies are widely used as professional competencies. They
know their professions, but they also know how to implement them while also providing their
students with the best care and knowledge to execute every detail of what their students require.

3. For a teacher to be great is it enough to possess the professional competencies to plan a

lesson, execute a lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
No, but I believe that the above qualities are very significant for a teacher to become a
great teacher. More than that, for a teacher to become completely great, he or she has to be
passionate and driven to teach. He or she should also integrate real-life competencies for students
and tailor learning strategies for them. We all know that using professional competencies in

29
teaching provides a more encouraging and broad horizon of knowledge for students, making
them feel secure in the knowledge they gain from the teacher. It is an organized competency for
teachers to follow, but it does not include all of the competencies that children require. As a
professional teacher someday, you must seek out all your students or give them the appropriate
treatment for their difficulties.

4. For a teacher to be great, which is more important-personal qualities or professional

competencies?

A great teacher combines personal qualities and professional competencies, recognizing

the importance of both in effective teaching. While personal qualities, such as individual
teaching styles and humor, enhance connection with students, professional competencies ensure
a solid foundation for educational excellence. The key lies in balancing emotional intelligence
(EQ) and intellectual prowess (IQ), and understanding that perfection is not required to be a great
teacher. Ultimately, prioritizing the best interests of students is paramount in the pursuit of
excellence in teaching.

5. Among your teachers from elementary to college, who do you think is the great teacher
you had? Explain.
The teachers that I remember the most are those who taught their lessons from their hearts.
Those teachers impacted our lives way beyond the academic subjects they taught us. There’s a
saying that states, “To teach is to touch a life forever." Teachers that we remember the most are
those who made an extraordinary impact on our lives. They didn’t just impart knowledge to their
students; they went beyond that to make a difference in their lives. This is, I believe,
the reason we remember our teachers, and in the same way, I want to be remembered by my
students as a teacher who deeply impacted their lives.

REFLECT
1. Which personal traits do I possess? Not possess? Where do I need improvement in?
As a teacher, you must be open to learning new things because learning is an everyday
process. And I think that is the most important thing I should improve on.

2. How they can say I am a great teacher if I do not actually perform well? How can I tell myself
I am a great teacher?
Being recognized as a great teacher typically involves a combination of effective performance
and positive outcomes in the learning environment. External validation may come from student
feedback, colleagues, or educational assessments.Great teachers are often those who strive for
continuous growth and development.

3. Which professional competencies am I strongly capable of demonstrating?

The professional competencies I am strongly capable of demonstrating are classroom
management. Strong classroom management is foundational to effective teaching, as it sets the
stage for meaningful learning experiences. If this is a competency you possess, it indicates your
ability to create an environment where students can thrive academically and behaviorally.

4. In which competencies do I need to develop more?

30
 I need to develop my adaptability skills to provide the students with the knowledge they need
and make them productive since every student has their way of learning.

5. Who are the teachers that we remember most?

The teachers we remember most are those who go beyond the conventional role of an
educator. They are mentors, inspirers, and guides who leave an enduring legacy in the hearts and
minds of their students. Their impact extends far beyond the classroom, shaping individuals who
carry the lessons learned into their futures.

WRITE ACTION RESEARCH PROMPTS

OBSERVE: In assisting my resource teacher, I observed that personal traits such as stress
management, patience and professional competencies like use alternative methods of teaching
and understanding strengths and Weaknesses of the learners were least not displayed and as a
result, students were the class was not actively participating in class discussions which can hurt
students' learning and motivation.

LEARNING EPISODE 2
(EMBEDDING ACTION RESEARCH FOR REFLECTIVE TEACHING)
PARTICIPATE AND ASSIST

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors
From Stress to Success:
Exploring How Filipino Students Cope with Remote
Learning amid COVID-19 Pandemic
Erwin E. Rotas
Michael B. Cahapay
Improvement of Grade 8 Low Performing Students
in Mathematics through ICT
Elisa L. Baguio
From Stress to Success: Pupil9s Struggle and their
Coping Mechanism in the Modular Distance Learning
Germany DJ Tejano Lapinig
Increasing the Awareness in Global Warming of
Grade 5 Pupils of Anas Elementary School Through
the Use of <Present Engage-Built Infographic
Utilization Technique
Ryan C. Sulivas
Virtual Learning Through PhET Interactive
Simulation: A Proactive Approach in Improving
Students9 Academic Achievement in Science
Joel D. Potane

NOTICE

31
 Based on your activity on making a List of Completed Action Research Titles, let’s find
out what you have noticed by answering the following questions.

Questions

A. What you have noticed about the action research titles? Do the Action Research (AR) titles
imply problems to be solved?
Yes No
If yes, identify the problems from the title you have given.

1. Identified problem to be solved in title no. 1 Coping with Remote Learning amid COVID-
Pandemic.

2. Identified problem to be solved in title no. 2 8 Low Performing Students in Mathematics.

3. Identified problem to be solved in title no. 3 Pupil9s Struggle in the Modular Distance
Learning.

4. Identified problem to be solved in title no. 4 Less Awareness of Global Warming of Grade 5
Pupils of Ana’s Elementary School.

5. Identified problem to be solved in title no. 5 Low Academic Achievements in Science.

B. What interpretation about action research can you make out of your answer in question no. 1?
Titles of the Action Research: Exploring A Teaching Approach That Would Enhance the
Academic Achievement Of Students In Science Using Phet Interactive Simulations.

C. Write the Title and your interpretation of the study from the title. From the title, this study
aimed to explore a teaching approach that would enhance the academic
achievement of students in science. An offline mode virtual learning environment through PhET
interactive simulations was employed in the randomly selected pilot DepEd Computerization
Program (DCP) recipient rural & urban schools in the Division of Cagayan de Oro City for SY
2016-2017.

D. What do you think is the author/s do with the identified problem as presented in their titles?

ANALYZE:
Let us continue to examine and analyze what you have noticed and interested in the
previous activity.

ACT
1. If I conduct or implement my plan, what can be its title?
2. If will implement my doable plan in the future, my title would be

LEARNING EPISODE 3

32
 (UNDERSTANDING AR CONCEPTS, PROCESSES AND MODELS)
NOTICE
A. What concepts have been emphasized in the task and info graphics? Give at least four.
1. The main problems in the classroom that is needed to solve.
2. The models that you will be using.
3. The procedures and steps.
4. Elements in the cycle

B. Since the 3 models are all for action research, what are the common elements of the three?

C. What have you understood about the concept of Action Research and how will these be
utilized in your
practice?

REFLECT
A. As a future teacher, is conducting an action research worth doing? Why?
The pursuit of action research is a transformative journey for future teachers. It equips them
with the tools for ongoing professional development, encourages positive changes within the
classroom, fosters collaboration, and instills a lifelong commitment to learning. By engaging in
action research, future teachers position themselves as active contributors to the improvement of
education, ensuring that they are well-prepared to provide their students with the best possible
learning experiences.

B. How can AR be useful for every classroom teacher?

AR can be a valuable tool for classroom teachers in various ways, enhancing the learning
experience for students. For instance, AR can be used to create interactive lessons where students
actively participate in activities. It can also be used to simulate real-world scenarios for skill
development. It can help students practice public speaking, conduct virtual science experiments,
or simulate historical events.

WRITE ACTION RESEARCH PROMPTS OBSERVE

Remembering my classroom observations in FS 1, I noticed that there are many questions that I
raised in my mind. These include:
a. What are the competencies that the teacher always uses? Is it effective even up to this day?
b. Poor performance of the students in Mathematics Subject
c. What are the strengths and weaknesses of that specific competency?
Let us see how we can assist and learn at the same time. Suppose, the problem you have spotted
is:
COMPREHENSION: How can you assist your mentor, after knowing that the learners have
difficulty I comprehension? Make a Choice for your ACTION A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.

NOTICE
1. What have you noticed of the problem identified above? Can there be more than one
solution to the problem?

33
ANALYZE
SCENARIO A:
Miss Fely is a grade four teacher in a typical elementary school. She has forty learners in
her class. One half of them cannot classify animals into vertebrates and invertebrates. She has
been repeating the same science lesson for two weeks, yet no progress was observed. This
situation has been bothering Miss Fely.

1. Can you identify, Miss Fely’s problem?

Miss Fely's problem seems to be related to the lack of progress in her students' ability to
classify animals into vertebrates and invertebrates despite repeating the same science lesson for
two weeks.

2. Can you find solution to solve her problem?

Miss Fely might consider trying different teaching strategies, incorporating hands-on
activities, using multimedia resources, or providing additional examples and explanations.

3. What solution can solve Miss Fely’s problem?

Miss Fely can solve this problem by relating the concept of animal classification to real-life
examples that students can easily connect with. This can make the material more relatable and
easier to comprehend.

4. Are they matched with the problem?

Yes, because it'll help Miss Fely teach in a way that both teachers and students will benefit.

SCENARIO B:
Sir Ryan teaches in a disadvantaged urban community. Most of his learners come from
families that are disrupted, either with single parents or with their guardians who stand only as
their parents. They are deprived of the necessary food, clothing and shelter. - Can you identify
the most probable teaching-leaning problem/s in the class of Sir Ryan?

The probable teaching-leaning problem in the class, Sir Ryan, is socio-emotional

challenges: students may be dealing with emotional distress, anxiety, or a lack of a supportive
home environment, which can affect their overall well-being and concentration in the classroom.

1. Can you propose a solution to solve one of the problems that you have identified?
Regularly monitor students' socio-emotional well-being and be prepared to adjust strategies
based on their evolving needs. Flexibility and responsiveness are key to addressing these
challenges effectively.

LEARNING EPISODE 5
(PREPARING THE LEARNING ENVIRONMENT: AN OVERVIEW)

34
PARTICIPATE AND ASSIST
1. What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions?

As a future teacher, I will help my mentor create a favorable learning environment by asking
her to give me the honor of instructing each group. I will make sure that every group of students
and learners works together to complete a task. I will also assist in providing various educational
resources to each group and assisting them throughout activities.

WORK ON MY ARTIFACTS
1. In not less than 300 words, write an essay on the topic: My Conducive Learning Environment

My Conducive Learning Environment: Nurturing Growth and Exploration

A conducive learning environment is more than just a physical space; it is a dynamic and
nurturing ecosystem where curiosity is sparked, ideas are cultivated, and personal growth
flourishes. As a student, I recognize the profound impact that such an environment has on my
educational journey.

First and foremost, the physical layout of my learning space significantly contributes to its
conduciveness. Well-lit and organized classrooms, comfortable seating arrangements, and
engaging visual elements create an atmosphere that encourages concentration and focus. A
classroom that is equipped with modern technology adds an exciting dimension to the learning
process, allowing for interactive and dynamic lessons that capture my attention and stimulate my
curiosity.

Equally important is the social atmosphere within the learning environment. A positive and
inclusive culture promotes collaboration, respect, and open communication. When I feel valued
and supported by my peers and teachers, I am more likely to actively participate in class
discussions, share my thoughts, and embrace new challenges. In such an environment, diversity
is not just acknowledged but celebrated, fostering a sense of belonging that enhances the overall
learning experience.

The role of educators in shaping a conducive learning environment cannot be overstated.

Teachers who are passionate, approachable, and dedicated create an environment where learning
becomes a shared journey. Clear communication of expectations, constructive feedback, and
encouragement motivate me to strive for excellence. The mentorship and guidance provided by
teachers in this environment extend beyond academic pursuits, nurturing my holistic
development.

Moreover, a conducive learning environment encourages exploration and critical thinking. It is

not confined to traditional teaching methods but embraces innovation and adaptability.
Opportunities for hands-on experiences, project-based learning, and real-world applications
allow me to connect theoretical knowledge with practical insights, making the learning process
more meaningful and applicable.

35
As a student in this conducive learning environment, I appreciate the emphasis on personalized
learning. Differentiated instruction recognizes and accommodates the diverse needs and learning
styles of individuals, ensuring that each student has the opportunity to excel. This tailored
approach not only caters to my strengths but also challenges me to overcome obstacles, fostering
a sense of resilience and self-efficacy.

LEARNING EPISODE 6
(ENHANCING A FACE-TO-FACE LEARNING ENVIRONMENT)

PARTICIPATE AND ASSIST

1. Given the concepts and the info graphic, how can you participate and assist in a face-to-face
learning environment?

As a participant in a face-to-face learning environment, I can actively contribute to class

discussions by sharing my thoughts, asking questions, and offering insights. Engaging in
meaningful dialogue not only enhances understanding but also enriches the learning experience.
By actively participating and contributing in these ways, I not only enhance my own learning
experience but also contribute to the overall success of the face-to-face learning environment.
Engagement helps create a vibrant and supportive atmosphere that benefits everyone in the class.

NOTICE
Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are changes
that are taking place. What changes have you noticed in the face-to-face classroom spaces?
“My Conducive Learning Environment” By:
Today, diverse hypotheses for the learning environment exist. Some believe that students
learn through their natural or biological composition, independent of external influences. They
believe that your environment has no effect on you. At the same time, some feel that individuals
learn based on the situation in which they find themselves. This type of individual recognizes
that learning occurs as a result of events or the environment. This is demonstrated by the
publication of a learned habit of doing something and the acceptance of novel ideas and methods
of doing it.

As a student, the online learning approach requires a stress-free conducive environment,

although some the learners like me consider it a privilege. Because not all students can afford the
kind of environment which the Philippine educational system requires the student to have amid
the COVID-19 pandemic. A favorable environment has a beneficial effect on a learner because it
can determine how and what the individual is learning. A positive environment is described as a
place or scenario that is favorable. One would associate with a learning environment that begins
within. Students must be self-motivated and are self-motivated.

At the conclusion of this essay, I can state that my conducive learning environment is not
ideal, but it is manageable. However, a lack of a conducive learning environment can impair a
student's capacity to learn as a result of the contingencies around their online learning area. Many

36
pupils have developed into shut-down learners in the modern-day, hence increasing the rate of
educational awareness failure. Students must wish for, want, and seek the benefits of literacy in
order to recognize and create the ideal conducive learning environment. In conclusion, diverse
environments can be beneficial or distracting for learners. The cultural upbringing of a current
student has an effect on both the student's access to relevant resources and the learning style he
or she offers. They may be motivated by a teacher-centered learning environment, and the
student may or may not currently hold an active job in the area. Families that are invested in their
children's education play an equal role in the learning process as an educator. The classroom
design, whether traditional or online, is a critical component of creating a conducive
environment.

Classroom Environment Before Classroom Environment Now, They have only a green board
in front of the classroom. We have now TV monitor and projectors. Before, students should be in
the classroom to learn. Now, we can attend a virtual class via Google meet or Zoom app. There
is a board inside the room and you have to paste manila paper when you are reporting. We are
now using Power point presentation. There are a lot of chairs inside the classroom because there
are a lot of students. No matter how many students are in the class, it doesn9t matter because
they can accommodate all using virtual class. If you have to search for something, you have to
go to the library. If you have to search for something, you have to open the available computer
inside your classroom.

What changes have you noticed in the face-to face classroom space?

CLASSROOM ENVIRONMENT BEFORE CLASSROOM ENVIRONMENT NOW

Before,have only a green board in front of the
classroom
Before, students should be in the classroom to
learn
When reporting, manila papers are pasted to
the board
Library are essential when looking for answers
We have now TV monitor and projectors
can attend a virtual class via Google meet or
Zoom app
You can use projector when reporting
Students are now relying on the internet when
doing their assignments and projects.

ANALYZE
1. What do you think brought the changes in the face-to-face leaning environment now?

I think the rapid advancement of technology has significantly influenced education, especially
face-to-face learning. The availability of digital tools, online resources, and interactive learning
platforms has transformed the way information is accessed, shared, and presented in face-to-face
classrooms.

Societal changes and cultural shifts impact education. Discussions around inclusivity, diversity,
and cultural competency are influencing how educators approach curriculum design and
classroom interactions.

37
2. From the changes that you identified, choose one that you can do. How will you do it?

I will focus on the rapid advancement of technology, specifically how educators can harness
technology to enhance the face-to-face learning environment. I can make it by using interactive
presentations and multimedia tools to make classroom content more engaging. Platforms like
interactive whiteboards, educational apps, and virtual simulations can bring abstract concepts to
life, catering to diverse learning styles.

By embracing the rapid advancement of technology in these ways, educators can create a more
dynamic and enriched face-to-face learning environment. This approach not only aligns with the
digital realities of the 21st century but also enhances the overall educational experience for
students, preparing them for the demands of an increasingly technology-driven world.

REFLECT
1. Do you think making the learning environment conducive for a face-to-face classroom will
enable the learners to achieve better learning Outcomes? Yes. Explain your answer.

Yes, creating a conducive learning environment in a face-to-face classroom is crucial for

facilitating better learning outcomes among learners. The learning environment plays a
significant role in shaping students' experiences, engagement levels, and overall academic
performance.

By creating an environment that addresses the diverse needs of learners and fosters a positive
and engaging atmosphere, educators can enhance the likelihood of positive learning outcomes
among the students.

WRITE AN ACTION RESEARCH PROMPTS

OBSERVE
1. What common problem have I noticed in a face-to-face learning environment?

The common problem that I noticed face-to-face is a lack of individualized attention. In larger
face-to-face classrooms, where the student-to-teacher ratio is high, it can be challenging for
educators to provide individualized attention to each student. This may result in some learners
feeling overlooked or struggling to keep pace with the class.

2. Can I translate this problem into a question?

Yes, I can translate the identified problem into a question: " How does the high student-to-
teacher ratio in larger face-to-face classrooms impact individualized attention and the diversity of
learning?

REFLECT
1. How would I solve the problem?

38
I can solve the problem by providing flexible seating arrangements, like arranging the classroom
seating in a way that allows for flexible groupings. This flexibility enables teachers to work more
closely with specific students or groups based on their learning needs.

2. Will it improve my teaching? Yes How?

Yes, providing flexible seating arrangements in your classroom can have positive effects on
teaching and learning. It's essential to consider the specific needs and dynamics of your
classroom and students when implementing flexible seating.

TITLE: THE FACE-TO-FACE LEARNING ENVIRONMENT

DESCRIBE THE PHYSICAL ENVIRONMENT:

The physical environment of the school reflects the importance of safe, clean, and comfortable
surroundings in creating a positive school climate in which students can learn. It assesses the
level of maintenance, ambient noise, lighting, indoor air quality, and/or thermal comfort of the
school's physical structure, as well as its location within the community.

DESCRIBE THE PSYCHOLOGICAL ENVIRONMENT:

Teachers communicate within the psychological environment through their attitudes, feelings of
excitement, values, and principles. Most students enter the educational process. expecting to be
encouraged and assisted in their learning. The psychological environment in the classroom sets
the stage for the expression of ideas, opinions, and attitudes, the asking of questions, and the
investigation of concerns. Essentially, the quality of relationships among students as well as
between students, teachers, other school personnel, and school leadership.

DESCRIBE THE SOCIAL ENVIRONMENT:

Positive social environments promote acceptance, kindness, forgiveness, and opportunities to

make mistakes without consequences. These gentle learning environments can be incredibly
important for diverse students.

EPISODE 7: How to Make a Virtual Learning Environment Safe and Conducive

The digital transformation of education is no longer a future prospect but a present

reality. Online learning is rapidly becoming an essential part of our educational landscape. Yet,
this virtual learning environment brings its unique set of challenges. such as the absence of face-
to-face interaction and cyber security threats.
It’s paramount to ensure online learning platforms are safe and conducive. Keep on
reading and let’s talk about the different ways such can be possible.

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THE IMPORTANCE OF A SAFE AND CONDUCIVE VIRTUAL LEARNING
ENVIRONMENT
A safe and conducive virtual learning environment is one that not only shields learners
from potential harm but also promotes an atmosphere conducive to effective learning. Here,
safety goes beyond the protection of personal data. It also involves creating an atmosphere of
respect and courtesy, promoting positive interactions, and ensuring that learners feel mentally
and emotionally secure in their virtual classrooms. The ideal safe online learning environment
prioritizes personal boundaries, respects different viewpoints, and swiftly addresses any
instances of harassment or cyber bullying.

On the other hand, a conducive environment is an organized, well-structured space that

encourages learning, fosters curiosity, and keeps learners engaged. It’s a digitally designed
landscape that seamlessly integrates learning resources, encourages peer-to-peer collaboration,
and offers a user-friendly interface to enhance the overall learning experience. More than just the
technical aspects, it also involves building a supportive community that appreciates diversity and
fosters mutual respect among learners.
For programs such as online CNA classes, maintaining a safe and conducive learning
environment is of paramount importance. Such environments need to foster a sense of security
and encouragement to facilitate active participation, query resolution, and interactive learning. It
must give users peace of mind, knowing that their private information is secure while using a
nurturing virtual learning setting.

TIPS FOR SAFE ONLINE LEARNING

Online learning has become an integral part of modern education. As learners navigate
these digital landscapes, it becomes more important to make the internet a safe space. Here are
some valuable tips for learners to ensure their safety while engaged in online learning.

Practice Respectful Online Communication

Communicating respectfully is a fundamental principle in online learning, as it lays the
groundwork for a positive learning environment.

Civility: Ensure your tone is always polite and respectful. In discussions, steer clear of
offensive language and personal attacks.
Respect for Different Perspectives: Every learner brings unique perspectives to the table.
Encourage open dialogue, listen attentively, and value these differences.

Constructive Feedback: As learners interact with each other’s work, feedback should be
presented constructively. Providing thoughtful suggestions rather than harsh criticisms helps
foster a supportive learning community.

Adherence to Guidelines: Each learning platform has its own code of conduct. Be aware of these
guidelines, which can range from acceptable language to intellectual property rights.

Safeguarding Personal Information

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 Online learning platforms typically include various security features designed to protect
users and ensure a safe, conducive learning environment. Here are a few key features to explore:

Privacy Settings: These settings allow you to control what information is visible to others
on the platform. Customization can enhance online safety. Be proactive about deciding who can
view your profile, your learning progress, or any other details you’d prefer to keep private.

Two-Factor Authentication (2FA): If your platform supports it, enable two-factor

authentication. 2FA provides an additional layer of security by requiring two forms of
verification when logging into your account, typically your password and a verification code sent
to your mobile device.

Secure File Sharing: Online learning often involves sharing files or resources. Use the
platform’s secure file-sharing features to safely exchange documents without risking exposure to
malware or other threats.

Account Activity Monitoring: Some platforms provide features that allow you to review
your account activity. Regularly check this information to detect any unfamiliar or suspicious
activity.

Reporting Tools: Every online learning platform should provide mechanisms for
reporting inappropriate behavior, harassment, or any content that violates the platform’s
guidelines. Don’t hesitate to use these tools when necessary.

MUST-HAVE FEATURES OF CONDUCIVE ONLINE LEARNING ENVIRONMENTS

As online learning becomes increasingly popular, understanding the necessary features
that make an online environment conducive is crucial. Here are some must-have features for
optimal online learning:

Interactive Learning Tools

These tools promote active participation and engagement, facilitating deeper understanding and
retention of the learning material.

Discussion Forums: These allow learners to engage in meaningful discussions, ask questions,
share resources, and learn from each other.

Live Chat or Video Conferencing: Real-time interaction fosters a sense of community and allows
for instant communication.

Interactive Quizzes and Games: These can make learning fun and engaging while helping
learners assess their understanding of the subject.

Flexible and Accessible Content

Online learning platforms must cater to the diverse learning styles, pace, and accessibility needs
of learners.

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On-Demand Learning Materials: This enables learners to access content at their convenience and
learn at their own pace.

Multimedia Content: The inclusion of videos, podcasts, infographics, and interactive simulations
can cater to various learning preferences.

Accessibility Features: Platforms should be designed to be inclusive, catering to learners with

disabilities through features like closed captioning, screen reader compatibility, and adjustable
text size.
Personalized Learning Paths

Learners often have different learning objectives, and the online learning platform should cater to
this diversity.

Customizable Learning Paths: Allowing learners to tailor their learning path according to their
goals can enhance their engagement and motivation.

Adaptive Learning: Platforms that adapt content based on a learner’s performance can provide a
personalized learning experience.

Robust Support and Feedback Systems: Support and feedback are essential for learners to
understand their progress and areas of improvement.

Automated Feedback: Immediate feedback on assignments and quizzes can help learners
understand their mistakes and correct them promptly.

Technical and Academic Support: Ready access to support can resolve technical issues quickly
and provide help for academic queries, thus enhancing the learning experience.
Progress Tracking: Tools that allow learners to track their progress can keep them motivated and
help them stay on track with their learning objectives.

REFLECT

1.As a future teacher, I feel the online learning environment can be safe if the online learning environment can
be safe and conducive to effective learning when certain measures are implemented. By establishing clear
guidelines, embracing digital literacy, fostering inclusivity, and maintaining open communication, educators
can contribute to the creation of a secure online space for students. As technology continues to shape the future
of education, it is imperative that teachers remain proactive in addressing the challenges and opportunities
presented by the online learning environment.

2. I think teaching in a virtual learning environment is a complex and evolving journey that
demands adaptability, innovation, and a deep commitment to student success.

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