Field Study 1

:
The Learner’s Development and Environment

SCHOOL Observed: CAGAYAN NATIONAL HIGH SCHOOL

Observers:

Submitted to:

Glenda Jaygee T. Calagui Ruth Ann B. Tuddao

Rose Ph.D.
R

Mariedel

Catli,

2011

EPISODE 1
SCHOOL as a LEARNING ENVIRONMENT Name of FS Student: Glenda Jaygee T. Calagui Ruth Ann Tuddao Course: Resource Teacher: CPTE Mrs. Emma Dumayag SCHOOL FACILITIES CHECKLIST Facilities Office of the Principal Library Counseling Room Canteen/ Cafeteria Medical Clinic Audio Visual/ Media Center Reading Center Speech Laboratory Gymnasium Auditorium Home Economics Room Industrial Workshop Area PTA Office Comfort Room for Boys Comfort Room for Girls      unclean, doors needs fixing up and repainting Unclean, needs repainting and new door   Complete with furniture and facilities adequate with furniture and facilities Available         Large and open Not Available Description Well- organized Spacious and organized Conducive for its purpose Spacious, clean Clean and sanitized Has incomplete facilities Lacking chairs, not well-ventilated.

OBSERVATION REPORT on Classroom Visit Name of School Observed: Date of Visit: CNHS 07/18/2011

I observed that the school is located near a college university and along a sports complex thus the school can get very crowded with structures and even with its own population of students. The location of the different school facilities is quite hard to search because the buildings are not s. Some buildings are not fully constructed. Some of the school facilities are properly organized while some are not so much lucky to have the required facilities. The library is spacious and well-organized but is not much frequented by students more than the electronic facilities in the library with the internet being the most popular. I also observed that the school has offices for different clubs and organizations. The offices are well thought-out with relatively sufficient facilities. The comfort rooms are more of a discomfort since students who passed by them have to cover their noses due to unpleasant smell. Students also feel restless thus interrupting discussion partly because of the warm air inside the classroom and the noise outside.

The classroom and functional room facilities apart from being inadequate are old and need a lot of repair. The teacher’s table and some of the students’ desks for example are in need of replacement. Some of the classrooms are too constricted because of its small area and their lack of open view because what can be seen directly through the windows are soiled walls of other buildings also because they lack lighting. Lack of space in between students’ desks that the small rooms can afford leaves the students uneasy so standing up and moving around in between discussions maybe their form of comfort. The bulletin boards and learning displays are visually appealing and they express learner’s interests and related activities. It is also note-worthy that students are allowed to bring and use their laptops for presentation but they also use them for playing games when the teacher is not looking.

neat and always closed. Learner’s Desks left for the teacher to move around.Classroom Facilities Matrix Facilities Description Quotations on education and knowledge and values on both corners of the room. Wall Displays 2. Learning Materials/Visual Aids bring like illustrations in cartolina or manila paper and charts or netbooks students bring for presentation. an isle 3. Mary & Child image infront. -needs repainting or fixing up 1 extended across infront facing students elevated about 1 4. -needs repainting Nothing built-in the classroom except for visual aids teachers 5. Divan Located at far end of the room. Ceiling Fans 7. -worn-out and needs to be replaced or at least repainted The same number of desks on both sides of the room. elevated above the board 1 located infront at the middle of the platform facing the 1. Blackboard meter from the classroom floor. cluttered Located at the right corner of the room behind the last row of 8. 4 ceiling fans hovering spread over. Can hardly cater to more than 50 students 6. -newly-built and functional . Book Cabinet chairs. Teacher’s Table student rows of chairs.

Thus by working to fulfill these needs. teachers and peers. tasks scheduling. the teacher is applying positive learning climate. But a school’s appearance should not a reflection of this. . An organized and orderly campus and classroom can encourage and sustain students’ interest to going to school and to learning. shelter and safety must be met. Students at this age tend to be homely in their grooming. Before we can expect children to learn. clothing. Maslow’s basic physical needs such as food. emotional and mental health.ANALYSIS How does the school campus and classroom in particular impact on the learning of the students going to school? Classroom climate is defined as the type of environment that is created for students by the school. power to be in control.g. Teachers should continually look for ways to create a “positive” classroom climate in which student learning is maximized. How does this relate to your knowledge of child and adolescent development? From Erickson’s Psychosocial Theory. Some of these include love or the need for belonging. a clean. fun and freedom. This is type of positive classroom climate that allows for students to meet their basic need of physical. nurtured and intellectually stimulated is a must for students to learn their potential. Students belonging to these age groups want to experience success as a result of their industry through feelings of self-worth and they are most eager to learn. selecting leaders). While some of these are beyond a teacher’s influence. I can synthesize that at this stage. students’ mental needs are within her help. Freedom in terms of the classroom is giving students the chance to make choices on assignments and other lesson planning as well as decisions in the classroom (e. the students whom I observed have basic needs and that misbehaviors on their part can be results from failure of teachers and the school facilities to fulfill these needs. well-organized classroom can inspire students to be the same since they are inclined to model what they perceive readily. Being in a campus or classroom where students feel safe.

it is important that I recognize individual differences. What kind of classroom is conducive to learning? A classroom having an environment where students feel nurtured emotionally and physically intellectually stimulated to realize their potential. What kind of school campus is conducive to learning? It is a school campus having an environment where students feel safe and free to explore facilities that school provides to foster their learning. learn names. although an established school as it is. While interacting with students. one has to be very ingenious. how can you accomplish your answer in number 3? As a teacher. In the future. This environment can impede teaching-learning process. 4.Glenda Jaygee T. A good relationship is what I’ll establish. Some rooms fenced in closely between other structures are not well-ventilated with just two ceiling fans so one can feel suffocated. arrange seating places where all students are . 3. one can’t really feel safe in a school where outsiders can freely come and go with the guards not noticing or asking their purpose. Functional rooms are also inadequate with facilities so as a teacher. Calagui REFLECTIONS 1. 2. It is also near a public gymnasium where all noise can echo for another two blocks. Would you like to teach in the school environment you just observed? Why? Why not? No. I can shape the kind of interaction I have with students.

Students need to buy the idea of what a teacher say about the classroom climate being important for both their personal school experience as well as their learning experience.angled to receive instruction. establish expectations immediately. . teachers need to do with what they have available to create interaction. Write your additional learning and insights. students can productively create a conducive classroom. make myself as a teacher available to my students and encourage them to positively achieve. If they know and trust each other starting with the teacher showing genuine interest in her students and communicating it to solicit collaborative contribution. other stakeholders in the school should make classroom organization and management and adequacy in facilitiesworthy to invest on. Apart from teachers and students’ effort. 5. I consider that the best way to create a positive classroom climate is to start with a positive attitude from day one. If budget constraints can’t provide facilities to foster learning.

2. how can you accomplish your answer in number 3? To be a better teacher in the future. Students and teachers are accepted and respected by one another despite diversity. I would establish a classroom where .Ruth Ann Tuddao REFLECTIONS 1. I feel worried that a riot may strike from which I could not easily escape because the buildings are too crowded there’s little space to go. Teachers are approachable. They are intelligent but they sometimes forgot how to deal with visitors properly. 4. Would you like to teach in the school environment you just observed? Why? Why not? No I don’t like the atmosphere of the school where I observed. I don’t like to be with the teachers who were not so approachable. good interaction must occur. 3. A classroom that is free of discrimination. In the future. What kind of classroom is conducive to learning? A conducive classroom is one that is spacious where teacher can walk around to observe and assist students. What kind of school campus is conducive to learning? One that has properly organized buildings and complete with facilities. I would create a classroom where there is an equal treatment among learners despite diversity. The organization of the building is not appealing to enhance learning. The teacher-learner as the key players in the learning process. Whenever I enter the campus. others just gives emphasized so much of their position that they’ve forgotten how to be polite. It must be well-ventilated and well-lighted where learners could have ease and concentration while lecture is going on. Although some of them are nice.

Classroom organization and management should be one of the priorities of a teacher. I’ve learned that learning environment is very important to consider in the learning process. This classroom will be clean and well-organized as well as well-ventilated. I would talk to the administrators and discuss the need to the parents. It has a very big impact on how learners could achieve learning. Write your additional learning and insights. 5. If the school cannot provide ventilation. .students are encourage more to learn.

Inspiring and learning related wall displays will be posted. with the faculty rooms in the middle. Laboratories should be complete with facilities and apparatuses. internet access on computers inside this room should be available. auditorium. In between them will be separate comfort rooms for boys and girls. 1 divan. with air-conditioning to help preserve the facilities and equipments in lasting condition. In the middle will be a student friendship park. 4 bulletin boards. 1 book cabinet. 4 long light bulbs. Offices. home economics room. Each room will be allotted not less than 4 ceiling fans. 1 chalkboard. Each floor will have restrooms for boys and girls which are regularly sanitized and maintained. and 1 whiteboard. It is fenced by solid walls high enough and paid attention to. PTA offices and counseling room and with the medical clinic on one end of the building. Classrooms will be approximated to accommodate 50 students with desks at no less than a foot distance. to fend off outsiders and vandalism.My Personal Illustration of an Effective School Environment An effective school environment starts with the organization of building structures. A building or two on another side of the campus will be the quarters of classrooms. Buildings on one side will house functional rooms including library. Books in the library should be updated and relevant. Laboratories of all types including reading centers will be on the second or third floor of the same building. The building nearest the gates will contain administrative offices. Each school gate has a guard or two in-charge and always in alert of all types of entrance and exits. AVR. green and . Industrial workshop room. On the far end of the school will be the dormitories. classrooms and other functional rooms are arranged systematically. gymnasium and the sports field and the cafeteria at a distance. Each gate will post a directory to guide visitors. Another floor will house department rooms for each subject or discipline.

Trash bins will be available on all corners of each building apart from what is available in every room. A guard must be seen roaming around but unceremoniously to avoid restrictive atmosphere but ensuring the campus to be a safety zone. The officer in-charge in each department office should be written on the front door. orderliness and discipline will be conveyed in through displays at the entrance of each building. teachers. always with a person inside to attend to visitors and students alike. Reminders of cleanliness. And most importantly. The school’s vision. . mission statement must be visible at the entrance of each building. students. Each building will be painted neutrally in uniform color on the outside as much as possible. administrators and everyone else will show appreciation and respect for the school and for each other by observing their roles to foster a harmonious and effective school community.clean where students can laze around to enjoy fresh air during their breaks. They will each be marked with the building’s name in bold capital letters and so will the rooms. personnel.

 They draw and color are very as chairs to a clumsiness. much respect. They treat each other as peers or rather siblings.Learner’s Development Matrix High school Students (Age Range: 14-15 y/o) Development Domain Below Average Average Above Average Learners Physical Gross motor skills Fine Motor Skills  The act/movement Majority of them move with little of a child is still purposefully evolving student. Tasks in moving rearrange or positioning themselves in order are calculated. They are quick and alert for signals given by the Self-help Skills very well. Social Interaction with Teachers Interaction with Classmates & friends They talk with the They are respectful and teachers without so considerate. very good writing craft. guitars and gadgets magazines) teenage crushes. For (girls-beauty kits and boys.  They clumsy. . computer games) & pop culture and movies. and are what they talk about. and They share interest in music. They talk about academic things within the period. They wait for each other’s turn to recite. They have teachers. voice volume when talking is regulated. Their attention is Interests They share almost common (boys-ball interests maintained.

Frustrations seen to be just a part of their lives. They some can’t articulate themselves English. They can handle their Emotional Independence display confidence in their classroom participation. They attend to their personal needs on their own. They are not selfconscious instead they hyperactive and very noisy. Some are quick to answer a about it. emotions independently. They are very aggressive. questions thrown at them. Some are analytical and logical in in are able to figure out connotative meanings from a literary piece and able to confer with their classmates reasoning out. they are calm and composed. Cognitive Communication Skills Thinking Skills Problem-Solving Some of the students They are competent aggressive are proficient in verbally articulating and while themselves using correct grammar and consistent discourses. expression of feelings Some are just quiet Despite the heat and the at the corner while lack of ventilation in the others are classroom.Emotional Moods and Temperament. .

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Value recognition significantly praising.  4. Teachers should keep all students actively involved. Teachers should help students distinguish valid  Teachers should reinforce positive behaviours by . nodding of head and verbally expressing approval while disapproval or negative feedback should be covertly expressed. Short attention span For example. showing interest. 2. They should be alert information and able to keep up to what students supplement in class discussions whether to accept or clarify its accuracy. Identity-seeking  Implications to the Teaching-Learning Process Teachers should tolerate peer groups. Clubs and organization membership should be accessible to cater to all kinds of inclinations and intelligences.ANALYSIS Students Observed: High School Age Range Observed: 12-15 y/o Salient Characteristics Observed 1. Have wide access to information from what is not. while student does a presentation.  3. allow opportunities for students to work with similar personalities and learning styles while encouraging them to identify to and avoid be open to or other hostile individualities bullying behaviours.

involve other students in evaluating it. quiet signal etc. Teachers should also vary activities throughout the whole period and be prepared to use humor in diffusing sitiations. Teachers should maintain control without much confrontation through eye contacts. . 5. Teachers should not engage in disciplinary conversation across the room. moving around to be neared restless students. Sensitive to negative feedback  Discipline individual students quietly and privately.

It was her victory rather than mine when we placed fourth in a category nationwide. We regard teachers then as authority. At the same time. It allowed me to whet my interpersonal communicative skills which I’m grateful for since I was an introvert then. writing was an interest I pursued all throughout my school years. 2. social. Think of the teacher you cannot forget for positive or negative reasons. and cognitive)? How did it affect you? I had a teacher in fourth grade who I can’t quite forget. Also it paved ways for employment opportunities after . emotional. Social awareness and critical-thinking were acquired because of my editorial involvements until college. How did she/he help or not help you with your needs (physical. it was an interest that developed me socially and cognitively. She was the first to recognize my skills in writing. In the highshool I attended. I’m very specific about my attendance everyday that I can’t help compare myself to students we observed who are not so much conscious of the same.REFLECTIONS 1. while these kids have luxury to munch even during discussion. but students we observed regarded them rather as parents and peers at the same time. did you recall your own experiences when you were their age? What similarities or differences do you have with them? When I was in high school. Since then. Our school did not have a school publication being a public elementary but she initiated in seeking out assistance from local officials just so we can join a national press conference which we reached through her encouragement to me to read deliberately and look for ways to improve my writing skills. While you were observing the learners. we were not allowed to eat inside the classroom be it break time.

Which is your favorite theory of development? How can this guide you as a future teacher? It would be Erik Erickson’s Psycho-social Theory of Development. Simply because it is relevant no matter what age you are in understanding one’s self and others. Understanding of children’s behavior and disposition is easily explained through the stages of this theory. My intention to pursue Language studies is attributed to that first teacher who believed that my penchant for the world of words can be fruitful. Through this understanding I can develop strategies suited to help a child overcome a crisis successfully so he can move on to the next without so much interruption in his learning. Although my degree was irrelevant. one in which all children are nurtured indiscriminately and diversity is used to enrich the classroom. But awareness of these factors can assist us to build sympathetic environment. it can help me easily to identify the crisis a child undergoes be it a malignancy or maladaptation. . In the future. 3.graduation. 4. Share your other insights. as teachers do not have control of. as a teacher. Learners have different pace in learning which can be attributed to many factors some of which we. my involvement in the university publication was recognized in the job position I aspired for.

Most of them are still dependent as they still need constant supervision and guidance of the teacher. they are able to draw their attention and focus to what the teacher is discussing but not for a very long while. A lot of conduct disorders persistent in the behaviors of some of the boys who plays pranks and throw each other clever jokes. Their short span attention also is displayed in their impulsivity and not being able to stay put at one place. It is the age where much physical development occurs affecting their behavior tremendously. Some are not so serious in their lesson while others listen attentively with all intent.EPISODE 3 Classroom Management and Learning Name of FS Students: Ruth Ann Tuddao Glenda Jaygee T. . There are seventeen boys and 27 girls inside the classroom. The students have different behavior prior to their age group. There also seems to be a bit of anxiety disorder observed in some with very low selfconfidence. Aileeen Ibaňez Date of Visit: 08/17/2011 Observation Report for Learner’s Characteristics The students are between 14-15 years old. Girls are greater in number than boys. their outcome in a project is not worthwhile. Calagui Course: CPTE Year & Section: III-5 Resource Teacher: Mrs. the adolescent period. When the teacher signals them to listen attentively. Without it.

Did the students participate in making the classroom rules? The students and the teacher work together to observe classroom rules. When students forget. there are rules inside the classroom posted in bulletin boards. the teacher reminds them as in the case of using the dialect card or who’s in charge of cleaning the classroom in a specific period. 3. what does a teacher do? Teacher gives extra points to those who are able to follow instruction and demerits those who are not listening. What are the daily routines done by the teacher? Routines done are opening and closing prayers. Are there areas in the classroom for specific purposes? No. monitoring of assignment. academic or not.OBSERVATION REPORT on Classroom Visit 1. 7. How is this managed? Noise. 5. Observe the noise level in the classroom. students’ belongings or supplies. 2. there are no areas for specific purposes. Are there rules and procedures posted in the room? Yes. . There are no storage for teaching aids. activities. the teacher finds difficulty in managing it however in the third year class. noise is at minimal as the teacher indiscreetly calls student’s attention when they are already being boisterous. If a learner is not following instructions or is off-task. 6. greeting. assignment giving. is quite intolerable. In the second year class we observed. lesson proper. 4. Is there a seating arrangement? What is the basis of the arrangement? Students have alphabetical seating arrangement wherein boys and girls are mixed. attendance-checking.

8. What does the teacher do to reinforce positive behaviors? The teacher gives verbal feedback such as ‘very good’. ‘you’re right’. ‘you’re on the right track’ and the like. ‘excellent’. Also the teacher gives an expression of genuine interest when someone volunteers to recite. .

to fix the chairs. Students are strained to work in their desks. Seating Arrangement Alphabetically arranged Children leave and move their desks to sit next to their friends. Leads to the disorderly set-up. It was present since entrance. It seems the teacher’s verbal Description Effects on the Learners feedback is the constant reminder. The students gradually understand the signal and settle down to pay attention.CLASSROOM MANAGEMENT MATRIX Aspect of Classroom Management Lack of area to work on activities 1. to clean the room. Specific Areas In the Classroom that requires space such as group none projects where materials need to be spread out. They have to be reminded every 3. Daily Routines . They serve to signal the beginning Prayer. the 2. Classroom Procedures none once in a while on who’s turn is it to lead the prayer. Classroom Rules Posted on the bulletin board children are oblivious to it. 4. Handling mis/offtask behaviour at the misbehaving group or asks them what their concern is. and the end of a class period so students prepare themselves to settle down or to stand up and leave. Chairs in a row are disarranged. attendance-checking done by the teacher. Teacher stops talking or looks 6. 5.

Reinforcement of Positive Behavior good’. ‘you’re on the right track’ and the like. ‘you’re right’. Positive behaviors persist and retained. ‘excellent’.Verbal feedbacks such as ‘very 7. .

Tasked students can man the classroom when the teacher is not around so that the mice don’t necessarily play when the cat is away. Some even just do it for compliance and just so they can move on to the next activity. An example in the classroom is the rotation in management of each activity. they get attracted towards repeating the same behavior. Nevertheless it reinforces self-directed behaviors. How did the classroom organization and routines affect the learner’s behavior? The students are already familiar of the everyday practices inside the classroom because of repeated sequence although some students take it for granted. The teacher should also vary the instruction and tools to consider different intelligences as she designs her curriculum or her lesson plan. 2. 3. . It must be done such that it is interactive and that everybody is motivated to participate and contribute in the designed activity. This way the students feel obliged to take on the responsibility of carrying them out to practice.ANALYSIS 1. What should the teachers have in mind when she/he designs the classroom organization and routines? What theories and principles should you have in mind? The teacher should involve all students in classroom organization and in making routines. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? When students get motivated to do something either by getting a reward after a completion of a task or by relating the quality of the product to the degree of effort exerted during performance. Classroom organization on the other hand is important because it provides students something to follow. Each student must be assigned a task to fulfill.

they will likely get motivated to conduct themselves properly. .An example of this is giving additional points to those who always participate in class discussion or those who have perfect attendance. Rewards though are not always necessary. If a student is made to understand the direct relationship between good behavior and academic success. Fear of failing grades and its consequence will drive students to study harder. Giving praises or words of encouragement has the same effect.

I would have established routines like tasking prayer leaders. clean floor and markfree blackboard. This teaches them time management skill and consideration of other people’s time. Imagine yourself organizing your classroom in the future. To make them realize the bigger consequences of what they may take as small inconsequential misbehaviors. Some of which are: a. 2. This gives them sense accountability for their actions. Students who are caught littering will empty the trash can at the end of the day. b. Students must already be in the classroom on or before the bell rings. It is only when we start on time that we start right. other people and their surroundings. In what grade/year level do you see yourself? What routines or procedures would you consider for this level? Why? I can imagine myself in a 4th year high school class where students already established a degree of responsibility towards themselves. Taking turns in speaking during class discussions must be observed. I will come to class expecting arranged chairs. Classroom leaders must be already practiced in their roles. Make a list of the rules you are likely to implement in this level. Students must have already settled down once the bell rang to signal my class period. Students should be able to group themselves methodically without much noise when asked. Why would you choose these rules? Rules I will likely implement are those pertaining to cleanliness and discipline. . and trash bin empty-ers. blackboard cleaners.REFLECTIONS 1.

students should be involved in making this classroom rules. The teacher is responsible for each student during his time period thus it is his responsibility to know their whereabouts. Arranged chairs and tables before and after a class period. To ask permission in case of necessity. They will also feel valued as members of a class. 3. To erase the board every other period. This is to show courtesy to next user as we don’t want other teachers to be held back from starting because of a dirty board. Arranged desks is followed by proper seating arrangement which is followed by minimal unnecessary interaction. Also through a participatory approach. . Should learners be involved in making the class rules? Why? Yes.c. each one of them will share the same goal and same sense of accountability to fulfill it. This way the teachers know what they value as a class and what ways they deem possible to attain them. d. e.

Learners act and behave in the classroom in the way they are trained at home or the community they belong. writing notes on index cards. One draw s detailed illustrations. they are all eager to learn. But amid all these varied activities. disarmingly honest. It may have been a delight or a challenge for the teachers to motivate. A girl was so excited about explaining her ideas to her partner that she’s twirling around her braid of hair as if it were a propeller. hold their attention. and ready to solve the problems of the world. Some are poring over a stack of books from the library.EPISODE 4 INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION Name of FS Students: Glenda Jaygee T. In the classroom teacher interacts with over fifty unique individuals of different dispositions and learning styles. Aileen Ibanez Date of Visit: Observation Report on Learners Characteristics I observed that inside the classroom. ready for adventure. ethnicity. They were brought up in differing beliefs and practices and ways of thinking. Calagui Ruth Ann Tuddao Course: CPTE Year & Section: III-5 Resource Teacher: Mrs. . full of energy. sociable. They differ in religion. gender. there is a diverse group of students. The very large number of students in the classroom was a cause of chaos especially during collaborative goings-on not to mention the lack of specific areas in the classroom to work on. Another girl watch the traffic moves along the street that borders the school and the public gym. while another enjoys designing his representation on his computer. socio-economic background. and channel their enthusiasm and energy into real learning. Each child is unique in one way or another. curious.

an attention-seeker. And the musically incline student. some extremely tall others petite but they seem to bond more like siblings than classmates. no hostility . They are of different sizes. Each one of them has their own niche during snack breaks but you hardly see a student alone by himself. Another tech-savvy student would bring out a novelty item like a rare gadget and everyone would gather in awe. would bring out his guitar to play some Bruno Mars. 2.ANALYSIS 1. When the teacher is not around. Although some students maybe shy. Are students coming from the minority group accepted or rejected by the other? How is this shown? There is no eminent discrimination inside the classroom. a doubter/pessimist? The teacher and the students are the key actors in the teaching and learning process. a mascot/joker. A student in one corner may also look so busy writing down things just to avoid interacting with classmates. someone acts as a little teacher one who is looked up to because he was elected. they would raise their hands up but retreat once called by the teacher and reason that they’re stretching out. Still some students are attention-seeker. Identify the people who play key roles in the relationships and interactions in the classroom. a little teacher. Some students also were frequently selected as leaders by their group mates or by the teachers during group activities Some clever student would stand out in the middle of an eventless period and would throw some clever lines that would arouse the class in guffaws or maybe a clumsy act that attracted everyone like falling down from one’s seat (sometimes intended) just for laughs. What roles do they play? Is there somebody who appears to be the leader.

Teachers must provide activities in group where individual students learn about each other’s strengths. avoiding gender stereotyping and creating a democratic environment will promote the same attitudes with students towards each other. accepting students’ individual cultures. What factors influence the grouping of the learners outside the classroom? The grouping of learners outside the classroom is often affected by their interests and activities. It is of course a given that some groups are more popular than the rest. A clique of girls would be trying out some new lip balm or other girly kit. a group strumming guitar and singing along. One can find the academically-competitive students with their notes remaining inside the classroom during breaks. still another busy with their new phones or netbooks. creating classroom that is inclusive of students with disabilities. 3. 4. talents and different views and eventually learn to find respect in them. In another corner. . Teachers play a role in teaching and modeling tolerance and respect inside and outside the classroom. Those who often miss class because of their extracurricular activities bond over their rehearsals. differences of individual groups that are part of the classroom community. How does a teacher influence the class interaction considering the individual differences of the students? Classroom climate is directly affected by the level of respect and tolerance that is displayed towards cultures. Treating students in a fair and just manner creates a positive classroom climate.towards anyone is displayed. opinions.

2. we heard a student. An observer can’t feel a sense of superiority from the teacher over her students either or among the students themselves. The students started initiating conversations with us often in the form of questions regarding the lesson and they genuinely appreciated our responses. The classroom leader confronted a classmate regarding him catching her cheating during the periodic test. we even became judges for group or individual presentation. The talk was good-humored. I felt that I was a plain observer of the proceedings in the classroom. One time during recess. The classmate admitted to it saying that she did it in only one subject.busy taking notes of our observation. The teacher was also very accommodating always eager to answer all our questions. eavesdropping. we began interacting with the students not just our resource teacher. We began to really take interest in what the next activity would be. Eventually though. only because she failed to review that part of the exams. In the future. I would want my learners to feel that my classroom is a place they would want to be during school day and the most important factor in this would be . This is just an example of how brotherly and sisterly-like the students treat each other. it ended with a promise from the classmate not to do it again. I felt a sense of oneness or unity among the learners. We were detached from whatever are transpiring. how would you want the learners in your classroom to interact? How will you make this happen? In the future. How did you feel being in the classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? At the beginning.REFLECTIONS 1. explain the strategy she is using.

property of others etc. I believe that when you directly teach how to be respectful (i. Children often do not know how to talk to each other in a positive manner. role-play and even through using literature. rules.) and establish a respectful environment in which students feel safe to express their ideas and opinions from day one. But the most important topic to teach is respect for different ideas and opinions. The children would feel that they are supported by those around them and they will become more actively involved in their education.the relationship between me and my students and their relationship among each other. How will you encourage all learners. what it looks like. This kind of respect can be taught through class meetings and discussions. This would start creating a class that functions as a respectful and caring unit. 3. regardless of religious. ethnic or racial background to interact and participate? I think the most important factor in creating a tolerant classroom environment is by promoting and directly teaching the concept of respect within diverse community of learners. I would provide them the words to use to support each other by teaching them the skill and by modeling it in my classroom proceedings. etc. what it sounds like. . To do this I would spend time is reinforcing student communication. This includes but not limited to respect of self.e. you end up with more acceptance of ideas and more opportunities in which students can learn about and from one another.

They are given small responsibilities by the . Emma Dumayag Year & Section: II-1 Observation Report on Individual Differences I observed that there were students who are silent yet they excel in the subject. Seldom are those students who excel in all aspects. Those who are high-achievers are serious in their studies. High achievers are always on top of the teacher’s list either to represent the class. they are passive during discussion. the section or their group in activities. and they constantly look at their watch. There are also those who are verbally communicative but they fall short during written examinations. they are behind and the effort was just for compliance. Low achievers on the other hand are those who intentionally sit at the back so the teacher would not mind them doing something else except participating in class. There are also slow yet coping students. they ask questions and they listen to responses. Calagui Course: Resource Teacher: CPTE Mrs. They participate actively in class discussions.EPISODE 5 INDIVIDUAL DIFFERENCES and LEARNER’S INTERACTION Name of FS Students: Ruth Ann Tuddao Glenda Jaygee T. They exert effort to complete tasks assigned to them. They frequently not exert much effort to complete a task or if they do. they play games or text thru their cell phones.

draw. write and even act their representation. . Teachers also coax and call for them during recitation more often than high achievers. The teacher also presents lesson variedly not just through lectures and discussions also through visual representation or calling on students to describe. The activities often make use of more than two types of intelligences to allow them maximum participation from each member. and papers are distributed to representing the class in year level contests. corridors are clean. The teacher sees to it that they are able to follow and that they are able to contribute in collaborative activities. She links the lesson to common interests of students at their age like relating short story character from the book to a popular K-pop group or anime figure. She tries to capture their attention. Low achievers are monitored by the teacher regularly. she throws lines in Ybanag or Ilokano or Tagalog just for emphasis even if the subject is English also to rouse students. Often this is done through grouping them so that the high achievers and low achievers are not distinguished.teacher from making sure desks are arranged. A few times. The teacher addresses the individual learning needs of the students through collaborative and interactive activities that interest them.

It is also important to know that some students excel in individual more than in collaborative activities and that ability in certain areas does not vary according to gender. the topic and other learners helped me identify the students who do well inside the classroom. Is there a wide gap between the students who are performing well and those who are not? There is not a wide gap between the high performing and low-performing students. How much the students interact with the teacher. Describe the differences in ability levels of the students in the class. 2. The effort and interest they give to accomplish task reflects their attitudes towards learning. Describe the methods used by the teacher in handling the students’ differences and abilities. or its detachment from the class. How did the students respond to the teacher? The teacher usually holds collaborative learning strategy in the form of dyad or group where each student can participate or assigned a task either by the teacher herself or . rather than a sign of its inability to learn that subject. 3. responding to teacher’s directions etc. While high performance can be a measure of a student individual motivation or interest to excel emphasized more by the teacher’s recognition of these. Poor performance may just be more of a measure of a student’s lack of interest in a subject.ANALYSIS 1.) My observation is parallel to the information I gathered from the teacher. Did your observation match the information given by the teacher? Where you able to correctly identify who among the students performed well and who did not? What behavior helped you identify them? (Volunteering to answer. The gap is only evident when the latter does not invest in attention to what is happening inside the classroom or does not participate.

Suggesting students who can work best on a certain task also shows the students that the teacher pays attention to their abilities and their interest so often. The students appreciate the collaborative strategy and this displayed by their excitement in grouping themselves. She does not leave the group on their own instead she goes around recommending who can do and work on these or that. checking on their progress so one would be left behind without a role to perform and that everyone is involved. Students get the message that the teacher cares for each of them individually and they reciprocate this by interacting with the teacher in and outside the classroom. students who barely participate is encourage to claim responsibility in accomplishing and coming up with good outcome. Equally important a strategy employed by the teacher was knowing each student’ name and encouraging them to participate and ask questions.among members of the group.getting up from their seats. .

high achievers are those who belong to highstandard family. This is the process of learning by doing and learning by teaching others. Recall the high and the low achievers in your class. 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 the low achievers in your class? I would promote the strategy of teaching in which learning is an active process. A few of them are intelligent but their potential in learning was not maximized because they barely participate due to lack of materials and resources. . I would give the students various activities for hands-on-minds learning. 2. Those who have means to buy what they need in school are the high achievers. Recall the time when you were in the elementary or high school.Ruth Ann Tuddao REFLECTIONS 1. I have to give the student opportunities to participate in classroom activities despite their own abilities. Low achievers are those who belong to families who are not so well-off because not all their school needs can be bought. My teacher in elementary seemed to favor the latter who are constantly recognized and paid attention to during class. A few weak but well-to-do students are given opportunities to because they can afford field trips. They are also the ones who are active inside the classroom. seminars and out of school activities. How did your teacher deal with the differences in abilities? Was your teacher objective? When I was in elementary. With the principle of individual differences in mind. This means that as a future teacher I have t actively engage the learners in learning activities to allow them to learn what I intend to teach.

Calagui REFLECTIONS 1. Recall the time when you were in the elementary or high school. How did your teacher deal with the differences in abilities? Was your teacher objective? In high school. These free choices gave us freedom to work at our own pace. I found the strategies used then as objective as well as effective in my learning. The teachers also made use of active learning strategies where slow learners were challenged to solve complex problems through their own efforts. Parents who are also high-achievers. available resources and with our individual interests. In the classroom for example. the teachers gave special tasks or homework to those who a bit behind so they can work on their difficulties. . medium to use on a report.Glenda Jaygee T. choice of novels to write about for a book report. Teachers also provided us with free choices like whether or not to work with a partner. Recall the high and the low achievers in your class. However difference is not noticeable because the school provided avenues for the latter to cope up. They addressed all learning abilities and individual differences. The teachers held equally high standards for each one and find ways to help all of us to achieve them. topic to select for individual projects. and with whom to work. This was maybe because they are allowed more facilities at home to use for learning. The teachers understood that we were all unique as learners. the high-achievers seem to be coming from families who abound of professionals. While the low achievers are those who came from families who are living thru meager means. usually economically well-off living in the urban area.

and the like. but it also helps motivate them to learn. For students who are perceived as weak academically. The use active learning strategies where students solve complex and challenging problems through their own efforts should also be practiced together with collaborative strategies. Most importantly teachers should spend time to get to know their students as individuals. Knowing our students well will allow us to identify their learning needs and to create the varied instruction that helps ALL students achieve at high levels. 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 the low achievers in your class? With the individual differences in mind. Offering students choice not only is a powerful way to meet their varied learning needs. not just the highachievers are learning what is being taught. who their greatest influences are. instead of just traditional remedial instruction.2. in partners or individually. to ensure that everyone in the group. We should know when to have them work in group. In collaborative strategies. . how they think they learn best. I think the goal to remember is to understand the great range of learning preferences that will exist in any group of students and to create a classroom that is flexible enough to invite individuals to work in ways they find most productive. roles should be assigned to each group member to ensure interdependence and accountability. With the principle of individual differences in mind. This is based from the principle that ‘learning is an active process’. all members’ contributions should be reinforced. To get to know students as towhat they are most passionate about. the achievement gap can be narrowed with challenging and interesting problems to work on that are relevant to their lives.

14. Emma Dumayag Year & Section: II-1 Observation Report Name of Learner: Ivan Reih Sabala Date of Birth: Oct.EPISODE 6 HOME-SCHOOL LINK Name of FS Students: Ruth Ann Tuddao Glenda Jaygee T. Calagui Course: Resource Teacher: CPTE Mrs. at present. Attainment: College Graduate Age: 48 Educ. 1996 Year Level: # of Siblings: Birth Order: Mother: Occupation: Father: Occupation: 3rd year 2 2nd Leticia Sabala Teacher Reynato Sabala Ministry Pastor Age: 46 Age: 15 Gender: Male Educ. fried dishes Who took care of him as a child? Grandmotther . soupy food. Attainment: College Graduate Learner’s Physical Aspect: Health: Mother’s Health during pregnancy with the learner: Ailments or health problems of the learner as a child: Age of the learner when he started to walk/talk: Normal Normal None 11 months Food preferences of the learner a child and at present: during childfood.

He’s responsible with his studies. he prefers to play alone. We always see to it that we have extra time with our kids despite being busy.Learner’s Social Aspect: Describe your child’s sociability (friendly. we usually go to church together. How do provide a nurturing environment for your child? As a family with fear in God. he loves being with friends. he was. We assure ourselves that every word we utter is a blessing to his ears and we deal with problems not showing our kids that we are distressed. Does your child go to you when he/she feels down or has problem? What do you do to meet his/her emotional needs? . His cousins are his playmates. He needs to finish his assignment first before he goes out on weekends. I know he can manage his emotions when he is troubled. Yes Yes Emotional-Moral Aspects: What are your expectations of your child? My child is well-trained and disciplined. Who were the learner’s playmates? As a child then was he/she allowed to play outside? Is he/she allowed to go out with friends: Do you have rules for him/her to follow regarding going out? What are these rules? He can go out anytime of the day but not during nighttime. But as he reach teenage years. loner): When he was a child. Yes. outgoing or shy.

What do you do when he/she is not successful in something? I always tell him that in life. What is he/she good at in school? He is good at Science. I ask him why when he is very quiet or it looks like something is bothering him. He loves science and sci-fi movies. Do you have rules in the house? What are they? No we don’t implement rules but we implement schedules for chores. How do you discipline your children? I am not a nagging mother. they would stop whatever it they are doing. We are at home as a family not at the office or school. Aside from that. In what subjects does he/she have difficulty? Filipino and Social Studies How do you monitor his/her performance in school? How do you motivate him/her? . there are ups and downs and that success comes with effort.Yes. everyone can move freely. I don’t punish them when they do something wrong. I just sit down or shut my mouth close but my eyes will talk. Math. if not today. it arrives in the right time. I usually discipline them in calm solemn voice. and English. Without speaking. How do you impose these rules? What are the consequences of breaking the rules? Learner’s Cognitive Aspect: What are the child’s interests? He loves computer games and playing with children younger than him. I let him open up everything to me before I give advice. then tomorrow.

But we don’t force them to study their lessons. We also discuss with him his grades. . We let him feel that his education is a priority. We ask them directly. Do you have rules at home to help him develop good study habits? We let them do their homework alone unless they ask help.His father usually checks up on him at school at least twice a month. What are these rules? How are they implemented? None except that they need to finish their homework before they go out or play. They know their obligation as students and willingness to study should come from them.

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He is not fond of repeating dishes. Social Development: When the learner was still a child. Attainment: College Graduate Physical Development: The child is physically normal without deficiency. He loves soup until he discovered fried chicken. 14. He is allowed enough freedom to enjoy his social life. His mother was healthy during pregnancy. It was his grandmother who cared for him during early childhood. During childhood his playmates are his cousins. He learned to walk at the age of 11 months which is just the average. He is a God-fearing child . He is responsible in his studies and practices self-reliance. Attainment: College Graduate Age: 48 Educ. Emotional-Moral Development: The learner is well-disciplined and can manage his emotion when it comes to his own trouble. He was allowed to play outside the house and go out with friends during the day only until evening.The Learner’s Development Profile (OUTLINE) Name of Learner: Ivan Reih Sabala Date of Birth: Oct. He did not suffer from any ailments during childhood. he usually plays alone. 1996 Year Level: # of Siblings: Birth Order: Mother: Occupation: Father: Occupation: 3rd year 2 2nd Leticia Sabala Teacher Reynato Sabala Ministry Pastor Age: 46 Age: 15 Gender: Male Educ. But as he grew older he learned to be with friends.

Allowing the learner the freedom to enjoy his childhood while teaching him to value his education will develop in him self-reliance. He grows up with parents who values family over material things. The God-fearing beliefs and respect that his parents show towards him and each other also develops his good social skills. His mother being an educator herself understands his learning style and interests and uses these to facilitate his learning at home too. Cognitive Development: The learner performs well in school. A self-motivated child can go out the home with confidence that he can deal with other people and the challenges that growing up can throw at him. Lastly.and was brought up with the right values. Conclusions: A supportive family and a good parental relationship also influence a child’s learning and attitude towards school and other people. independence and trust in his own capabilities. to enjoy his friends and play also help balance his personality. His parents allot time to him and his siblings. The learner is self-motivated in his studies. He gives importance to educational gadgets. His training at home is carried to school as displayed by his good performance and positive attitude towards learning. . a solid belief in God and good values is also a foundation of a wellrounded being. He is driven by the attitude his parents show towards learning at home. Findings: The learner is intelligent and is responsible in his studies. Allowing him freedom to enjoy his right to be a child. His parents’ concern and value towards educations helps a lot in his cognitive development.

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what do you think is the style of parenting experienced by the learner? Explain your answer.ANALYSIS 1. it is a recognition for their children’s sense of responsibility. Learners whose parents support their academic achievement perform better than students who receive none. His mother knows his type of movies. The parents are neither indulgent nor permissive in not setting study rules for their children. The father checking up on the child every once in a while and discussing their grades occasionally is a display of the right amount of supervision. nurturance and supervision. what family factors do you think contribute to the development and overall adjustment of the learner in school? Parents play an important role in adolescent’s life. 2. The lack of study rules at home but relying on the child’s valuing of education and not volunteering help in their children’s studies also stress self-reliance and independence on the part of the learner. the more likely for him to be influenced by . Warmth and nurturance is exhibited by the mother being able to ask his children about their problems and them being able to open up to her. The learner is experiencing an Authoritative type of parenting style. Children are also less influenced by peers or by negative peer influence when they have a close and involving relationships with their parents. From your home visit and interview. When a learner’s parental relationship is deficient or lacking in warmth. his favorite subjects and his favorite computer games which mean that the mother is involved in the child’s interest. Relating your data with what you learned from child development. The child’s choice for playmates (being the cousins) is approved by his parents. The use of non-physical punishment but of reasoning in disciplining them is also a characteristic of this parenting style.

Does the communication between the home-school have an effect on the learner? If yes. . the learning gaps and how they can bridge it with more permanence.peers. not only do parents expect to see change in their sons' and daughters' behaviors as they socialize them with other students in school. Authoritative parenting. Achievements of the child can be shared. emotional and behavioral attributes they desire to see in their children. The more involved the parents are. Moreover. Positive family relationship guides a learner towards influences that are more approved by adults. encourages students to claim more responsibility and self-reliance towards their learning. they are able to identify the learning needs. By teachers regularly communicating to parents. as practiced by the parents that we interviewed. what are these effects? Communication between home and school has an effect on the learner. Also this type of parenting encourages learners in school to be less susceptible to peer influence. Parents can adjust their parenting style to accommodate study skill needs of the child. increased completion of homework and even better attendance. This is so because this type of communication is for continuance and reinforcement of what is accomplished at home or in school since the student does not stay in school every hour of the day. Supportive availability of parents encourages positive an attitude towards learning that results to higher achievement or scores in test. both parties can monitor the student’s progress and performance and can compare notes. the easier for the learner to cope and deal with challenges in school. Through this. 3. Through their interactions on a day-today basis--parents can model and/or shape the cognitive.

Ruth Ann Tuddao REFLECTIONS 1. As a future teacher. Especially in straightening behavior. 2. it can be compensated by the parent and vice versa. they would be involved in following-up of what the child have learned in school. . I lack involvement with other people. the teacher would be open to the weaknesses and strengths of the children. Through this. That is why we grew up not so much in touch with other people. I still feel most comfortable being inside the house when out of work. a part can be done by the parent but the greater is on the teacher. They would let go out with friends. We were not free to do what we want. we just go out to church then go home after. Whatever the weaknesses of the teacher. We’re contented staying at home. So there is supervision among students. The academic aspect would have the teacher is the most part and continuing will be the parent’s role. how would you establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you? There should be communication between the teacher and the parent once or twice a month. Reflect on your own development as a child? What type of parenting did you experience? How did this affect you? When I was a child. I feel I am deprived of social life. Each party would need help from each other to ensure the learner’s development. During Sundays. So as a parent. my parents were strict to us. And this affected me so much that even at my age now. the whole day especially during weekends.

My parents rented an apartment for my siblings and me to reside in as we are not from the city where our schools were. To say the least. As early as highschool. Our parents came to visit twice or thrice a week often to fetch us on weekends or the laundry on weekdays. Our allowance was given weekly which means budgeting means stretching it to 5 days. Living away from my parents. we were taught selfreliance and independence. My . They would text or call every once in a while especially during the evening just to check if all of us had arrived home or if we were studying and also to remind us of nearing exams or a report card that had come at their reach. It left me with a sense of self-worth and identity to be treated as an adult thus I felt capable of controlling events that can affect my life. manage our time and we did not have cable TV forcing us to be very creative in passing our time. Reflect on your own development as a child? What type of parenting did you experience? How did this affect you? I recall that as a child I received an authoritative parenting style. not that we needed them since we were not involved in delinquent acts. renting on my own in the big city for over four years has no longer been a pain for me since I was prepared for it. Never did any of us experience physical punishment but neither did we lack reprimands. We were trusted enough to take control of our time and our money. We set our own alarm clocks. I enjoyed the kind of freedom that the experience provided me. This also meant that we were allowed to choose our friends and take part in school activities that interest us. They would attend school meetings or summons from guidance counselors. Waking hours and sleeping hours were not dictated. I felt a sense of responsibility towards my actions which I carried off even after graduation. it was free from rigidness or neglect. Calagui REFLECTIONS 1. We learned to cook on our own. Sending us off to board away from home had been a practice in our big family starting even from our eldest brother.Glenda Jaygee T.

that especially applies now that I’m living with them again for awhile. In order to have a good working relationship with the parents. can be appropriate at the beginning of our relationship. Positive. to genuinely send off caring and concerned messages when speaking about their child and to create a welcoming environment to their guardians. this collaboration can require ongoing planning. any of those hundreds of things that adults use to make contact with one another. honest and clear communication is suggested as the foundation to building personalized relationships with parent where each of us understands and respects each other’s perspective. mindful that my decisions will consequence nobody more than it will do me so taking caution is part of it. “What has James said about his school activities?” It would be necessary to ask open-ended questions in order to get the parents talking about their child and to share information that may help me with the student in school. about weather. I was reared to think and to evaluate things on my own. But eventually it is necessary for me to talk about the child. And consistent as they are with their rules. This can mean soliciting support from the . I need to think like one. As a future teacher.experience throughout my school years of not living with our parents. An inviting question could be. a local event. development and even evaluation. traffic. how would you establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you? A way I can establish home-school collaboration with parents is by being acquaintance to build rapport and gain information from them. Simple small talk. Working together toward shared goals with shared power. 2. taught me to muster enough confidence and social competence to deal with the challenges of the outside world and the diversity of people that the city can shower one with the little anxiety.

I can develop programs to promote effective home-school. Parents’ role on the other hand will involve regular communication with me about their child's progress. the parents and I can discuss expectations for their child’s achievement and our respective roles in helping the child meet these expectations. understanding. . athletics. monitoring homework completion. participation in school functions.school for needs like release time to meet up with parents/families in the community or development of a family support area in the school. I’ll look to be engaged in efforts to increase mutual respect.partnerships that support positive academic. Together. and other extra-curricular activities. As part of an educational institution in the future. caring and flexibility among families and the school community. frequent communication with their children about academic and behavioral expectations and progress. They can also participate in school as committee member or volunteers. encouragement of leisure reading with their children. behavioral and social competencies for all students in my school.

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