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1. The document describes a classroom observation conducted at Burauen North Central School in Leyte, Philippines. The observer notes the classroom organization, routines, and their effect on learner behavior. 2. The classroom had specific areas like a storage drawer for books and posted classroom rules. Daily routines like checking assignments helped monitor learning. The mixed seating arrangement allowed students to be comfortable. 3. The classroom organization and routines helped guide student behavior and develop skills. It also considered learner needs and multiple intelligences. The teacher aimed to create a pleasant learning environment through established routines and procedures.
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- 1. Eastern Visayas State University Burauen Campus Burauen, Leyte In Partial Fulfillment of the Requirement of the Course Field Study 1 & 2 (PORTFOLIO) Submitted by: Arbie B. Roca BTHELE-II Submitted to: Dr. Petronila Tila-on Associate Professor Directors of Academic
- 2. Field Study 1 LEARNERS DEVELOPMENT AND ENVIRONMENT EPISODE 1 SCHOOL AS A LEARNING ENVIRONMENT CLASSROOM FACILITIES MATRIX Classroom Description (location, number, arrangement, condition) Facilities 1. Wall display There are many wall displays in the room. Such materials being displayed is the pictures of some heroes and different views in our place and is covered with plastic. These posted materials are attractive and teaches lesson. 2. Teachers There is only one teacher’s table. It is located on the table right side of the room near the window. The table is covered with pink mantel and plastic. Such table is nice and plain. 3. Learners There are 20 learners desk, since the room is Desk composed only one section. The desk are properly arranged with enough distance from the other desks so that the students can move easily and comfortably. There are 4 rows. In every row there are 5 desks. The desks are painted with brown. 4. Blackboard There are 2 blackboards being used by the teacher. 5. Learning These are many learning materials and visual aids displayed Materials/ in the classroom. Such materials are charts Visual Aids , p i c t u r e s , flashcards, books and etc. These are placed at any side of the room. Some of these are new while others are no 6. Comfort There are only one comfort rooms located on the right side of Room the room at the back side corner. 7. Mini Library It is located at the right side o f the room near the window.
- 3. My observation report here: Name of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta. Ana St. Burauen, Leyte Date of visit: JULY 26, 2011 The school that I observed was Burauen North Central School in which the classrooms, offices, and buildings are conducive for student learning. It develops students’ social interactions. Conducive physical learning Environment is safe, clean, and orderly. The school is found in place where the students can make their projects like computer shops. The classrooms are appropriate to the number of students. My impression on the offices was good. The school has different offices but one that I like among the offices is the office of the Principal of this school because it was very beautiful. I want in this school environment because the facilities, the classrooms and the offices are conducive for the student learning. The school should be located at the town. Beautification and cleanliness were undertaken of this school by tree planting and proper waste disposal. As a future teacher, I will care the classroom Your analysis 1. How do the school campus and the classroom in particular impact on the learning of the students going to school? What is your conclusion? Conductive classroom atmosphere contributes to the learning of the students. Such classrooms have proper ventilation, well-lighted and free from noise. If the school campus is conducive as well as the classroom, the attention of the students will become focused on the lesson. They will learn easily and comfortable. Physical condition of the classroom is not only to be considered as conducive. Teacher strategies are also factor to be considered. If the teacher uses novelty of instructional materials the pupils will become attentive to listen and learn. If there is a mastery of subject matter the lesson will have a sense of direction that leads to better learning of acquired knowledge, skills and values. 2. How does this relate to your knowledge of child and adolescent development/ how does it relate to your knowledge of facilitating learning? In relation to my previous knowledge of child and adolescent development, pupils learn easily if they were exposed to a friendly atmosphere, free from distractions and noises. They could easily learn if every meeting teacher uses variety and novelty of learning materials and motivate them always. In connection to my previous subject facilitating learning that in doing our task as a teacher I should follow the methods and techniques that are best for students to learn. If there will design my own methods and techniques for better earning and see to it that it is effective.
- 4. Your reflections 1. Would you like to teach in the school environment you just observed? Why? Yes, I like to teach in the school environment I have observed because the students are motivated to learn although they are not exposed to new technologies in teaching-learning process. They are intrinsically and extrinsically motivated to study. Rain or shine they come to school. Physical environment is also the factor I like, the place is peaceful, safe with proper ventilation and free from distractions. Also, the school in my town. 2. What kind of school campus is conducive to learning? If the school campus is very clean, well ventilated and lighted and if it is free from the destruction like noise, pollution etc. 3. What kind of classroom is conducive to learning? The kinds of classroom that are conducive to learning are the following: - A high performance school seeks and provides adequate space and opportunities for students and teachers to spread out, reflect, interact, exchange information, examine and test ideas. - The appearance of the school is inviting. Students, teachers, and the local community want it to be there. - The school has adequate natural lighting that enhances productivity. -The school strives for student-friendly conditions throughout the building. - The school is inviting to good teachers and supports their retention. - The school is clean and sanitary. - The risk of an adverse health effect is very small -The school is designed to reduce stress. It is comfortable, has a consistent temperature, and manage noise.
- 5. EPISODE 2 Learner’s Characteristics and Needs My observation report here: Name of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta. Ana St. Burauen ,Leyte Date of visit: AUG 02, 2011 The students that I was observed in this episode are the grade VI pupils. In terms of physical domain, the students were move clumsy and smooth. Students are good in writing and drawing. In terms of social domain, they have good interactions with their teacher. They help each other to answer their exercises. They are concern to each other. In terms of emotional, they are serious every time they have a class lesson. And in terms of Cognitive domain, they comprehend easily by the help of their teacher. I recall my own experiences when I was at this age, my teacher in math helps me a lot to widen my knowledge. The students that I was observed are similar to our batch when we are at this age because they are also disciplined by their teacher. My favorite theory of development is Erickson’s Psychosocial because in this theory I learned a lot like knowing who I really am; I know how to discipline myself. I learned that life should be always positive. It helps me and guides me as a future teacher to know the development of the students. I should be develop my students grow. Learners’ Development Matrix Development Preschooler Elementary High school domain Indicate age range of Indicate age range of Indicate age range of children observed: children observed: children observed: 5-6 7-8 15-16 Physical Gross-motor skills -Children are clumsy -they are very alert -they can walk and and brisk. and energetic and run and move active. appropriately. -they can write and -they can write well Fine-motor skills -they can write and read words. and draw, and read letters. read. - can dress their -dress Self-help skills -can dress their selves without the appropriately wit h Others selves without the assistance of others. styles. assistance of others but is not proper.
- 6. Social -they with interact -they interact -they interact Interaction with with teachers with without hesitation. actively and teachers self confidence. confidently. -love to play with -they interact their classmates together with their -they interact with Interaction with then easily got classmates the teachers with classmates/friend trouble. Joyfully and confidence. actively. -they love to play draw and write -they become -they like hands-on anything. interested in an experience and drill Interest enjoyable activity activities. especially story telling. Emotional Moods & -they are active, -there is shifting of -they become temperament, briskly, happy but their moods. Often moody when they expression of easily cry. time they are weak are depressed and feelings sometimes they are they become happy lively active. when they do accomplishment -they express their -their emotions are Emotional -they fell happy emotions through more mature than independence when they play with crying. pre-school and Others their classmates. elementary. Cognitive Communication -they are not fluent -can communicate -can communicate Skills on speaking with their teacher with their teacher either in vernacular either in vernacular or English. or in English with proper grammar. -they can think -they can figure logically. -they can’t be able to out small things Thinking skills figure out things. -can solve -it is hard for them to -can solve easy problems following solve problem. and some difficult the right solutions. Problem solving problems. Others
- 7. Your analysis Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implication for the teacher. Level Salient characteristics Implicate to the Teaching- Observed Learning Process Preschool Age range of -Like to move a lot and play. -Therefore, teachers should not learner’s expect preschoolers to stay seated observed 5-6. for a long period of time. -They like to draw. -Therefore, the teacher should let the pupils to draw and assist them. -Therefore, the teachers should find -They like to sing and dance. ways on how to develop their talents. He should allow them to show it and encourage them in participating in different activities where in they can show their talents. Elementary Age range of -Elementary pupils have -Therefore the teacher should provide learner’s different learning abilities different activities for them. He/she should observed 7-8. such as dancing, singing, also have different kind of approach for drawing, and are hungry the diverse learning abilities of the pupils of learning. -Therefore, the teacher should be aware of what he is teaching and -They are keen observers. bec a r e f u l o f t h e w a y h e / s h e p r e s e n t things.- therefore, the teacher shou l d always master his/her subject matter before conducting his/her class the next day High school Age range of -high schools develop mind -Therefore, teachers should provide learner’s and are competent on the different teaching approaches and observed 15- different learning activities. should use an advance way of 16. teaching that is equipped on their age.
- 8. Your Reflections 1. While you were observing the learners, did recall your own experiences when you were their age? What similarities or differences do you have with the learners you observed? When I was observing the learners, I recall my own experiences when I was at their age. Before, in my elementary years, I was so naughty yet very participative in the class discussion. I lead some naughty friend of mine too. Sometimes, we don’t enter classes. But during exams, I always got the higher score than with my friends. I never study but still I learn in the discussion because I listen and I was so behave before when the class is going on. And this would be the difference of me from these pupils that I observed. These grades III and IV that I observed, some of them cannot read well even at their level of year in school 2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not help you with your need (physical, emotional, social, and cognitive)? How did it affect you? During my elementary grades, there is one teacher that I idolized and I always remember. She was Mrs Flor C. Pantin. She is quite strict but is a very good teacher. She is a kind hearted and caring teacher. She shows a great concern towards us. She developed us not only in cognitive domain but also in emotional domain. This would be the kind of teacher I would like to be in the future. 3. Which is your favorite theory of development? How can this guide you as a future teacher? My favorite theory of development is different children h a v e d i f f e r e n t characteristics that lead to diverse needs. This could help me as a teacher to become flexible in preparing varied learning strategies to meet the needs of every pupil. This could also guide me to remember always that every learner have multiple-intelligences so I will integrate it to my lesson.
- 9. EPISODE 3 Classroom Management and Learning My observation report here: Name of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta. Ana St. Burauen, Leyte Date of visit: AUGUST 23, 2011 As I observed in the class, the characteristics of the learners were very active. They are well-concentrated with their lesson. The classroom organization and routine affect the learners’ behavior by following the rules and procedures of the classroom. The teacher have in mind when she designs the classroom organizations and routines should be the students become knowledgeable and skilled, organized a comfortable and pleasant physical environment for ease in mobility and flow of learning activities. The behavior strategies were effective in managing the behavior of the learners are following the routines, sensitive to positive and negative interactions in order to maintain discipline and order. The routines and procedures that I consider for this level to discipline them and to maintain the cleanliness of the classroom are daily attendance, prayers, keeping tables and chairs in order before leaving, cleaning blackboard to be ready for next topic and cleaning stains or drops after the lesson. Classroom Management Matrix Aspect of classroom Description Effect on the learners Management 1. Specific areas in the A storage drawer that store the They will learn how to make classroom booklet for the students. their things organize. 2. Classroom rules Their classroom rules are encoded. 3. daily routines Checking assignments. To monitor if they have learn remembered the past lessons. 4. Seating Their seating arrangement They are comfortable arrangement are mixed(boys/girls) studying on their chosen seating. 5. Handling The students are They will be able to realize misbehavior/off task reprimanded their mistakes. behavior. 6. Reinforcement of The students are given The students will be positive behavior phrases. motivated in the pursuit of their learning.
- 10. Your analysis 1. How did the classroom organization and routines effect the learners behavior? The classroom organization and routines serves as their guide inside the classroom. The classroom organization will serve as a guide to organize the flow of the classroom system. Routines will also develop their personality like the spiritual aspect in prayer, physical aspect in exercise, 3 mental aspects in the form of recitation and others. 2. What should the teacher have in mind when she/he designs the classrooms organization and routines? What theories should you have in mind? The teacher must be knowledgeable I the different multiple intelligences so that the teacher knows the strength 3 weaknesses of the student. For example, some are able to kinesthetic so the teacher must have a classroom routine that develops the kinesthetic ability of the student or if the student is good in the written ability, make quizzes, 3 essay writing a routine inside the classroom. If the student is good in spatial ability, assigned them in classroom designs 3 organization and the same things like what are mentioned. 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? In managing the behavior of the students, the teacher should be knowledgeable in psychological aspects of guiding behavior. The students are very happy whenever they hear positive feedback from the teacher. The teacher must give positive feedback to the learners. In handling misbehaviors, the teacher should always communicate with that student to monitor his behavior.
- 11. EPISODE 4 Individual differences and Learners Interaction My observation report here: Name of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta Ana. Burauen, Leyte Date of visit: September 06, 2011 The students that I was observed are the groups that interact more with their teacher than others. They behaved and interacted differently. All in the groups participated actively. There are some students ask for most help. When the students are called by their teacher, and cannot answer the teachers’ question, their classmates try to help each other. I am proud with their teacher because of her ability to make them disciplined. I feel a sense of oneness or unity among the learners and between the teacher and learners because they are all cooperate. As a future teacher, I want the learners interact in a good way. I will encourage all learners to interact and participate with my class by calling their attention and making them as one. Your reflection 1. Imagine yourself organizing your classroom in the future. In what grade level do you see yourself? What routines would you consider for this level? Why? As I imagine myself organizing my own classroom in the future, I would like to teach in a grade IV or V or in the sixth level of the grade level b e c a u s e i t i s m o r e appropriate for me and I’m capable of this level. It is not so hard for me to discipline t h e s e p u p i l s a n d t e a c h them. Such routines and procedures I will consider are conducting prayers, action songs, checking of attendance, checking of assignment, review of previous lesson, and open a new lesson. Such routines also are exposing learners to music, hands-on activities, drill and etc 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? My rules to be implemented: a. Late should not be accepted in the class. Instead, they will stay in the library This rule is to prevent tardiness inside the classroom procedures. So that later on, they will not be late anymore.
- 12. b. They should always wear proper uniform. This is for the students to be well-groomed every time they enter the classroom. This tends to increase their self-esteem and feeling of freshness. Through this, their personality will also be determined. c. Silence must be maintained every time and everywhere. They should always remain in silence to make the discussion comprehensive and will not cause any disturbances to the other classroom nearby. 3. Should learners be involved in making in class rules? Why? The learners should be involved in planning and in making of the classroom procedure so that they will be able to make adjustments and adapt to changes. Furthermore, they will be able to express their thoughts and feelings regarding the planned procedures. For an instance, if the students follow the seating arrangement alphabetically, in which the shortest among the group is also the one whose seat is on the last chair, if this is the case, it is unfair to the one who is the shortest in the class. To solve this, the seating arrangement should be in an increasing height manner. Thus, an agreement between the educator and the learners is significant to have a competent class. Your reflection 1. How did you feel being in what classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? Being in the classroom I feel honored and glad for I am a part of a family because learners become closed to me as well as the teacher. 2. In the future, how would you want learners in your classroom to interact? How will you make this happen? In the future I would like the learners to interact in my classroom actively. I want them to participate so that their cognitive, affective and psychomotor skills will be developed. I will encourage them to cooperate in any activities so that they will learn better and socialize with others as well as being aware of the learning materials used.
- 13. 3. How will you encourage all learners, regardless of religious, ethnic or racial background, to interact and participate? As future educator, I will encourage the learners to take part and participate in all the school activities in and out of the classroom regardless of their varied religious, ethnic and racial background. They should be treated equally. Nobody should be discriminated and treated as inferiors and don’t ever call dull, fool, damn or any bad words that may hurt the feelings of the learners. As a teacher, one should always be patient and one should commit himself to his profession because teaching is not just a profession but it is a vocation. The teacher should give the very best he can give for his pupils, a service without expecting any rewards from them. It is a service where in the only reward is the successfulness of the learners you have taught. I should also tell them not to discriminate their classmates especially those that came from minority groups. Besides, they should treat them equally and give them importance. I should also encourage them to love one another and to foster friendship among them. They should respect one another to avoid discrimination and most of all to avoid trouble between them Your analysis 1. Identify the persons who play key roles in he relationships in the classrooms. What roles do they play? Is there somebody who appears to be the leader? A mascot/joker, an attention seeker, a little teacher, a double/pessimist? All Grade IV pupils play key role in the relations and interactions in the classroom. There appears to be the leader, mascot/joker and a little teacher. 2. Are students coming from the minority group accepted or rejected by the others? How is this shown? Students coming from the minority group are accepted by others who belong to elite family by welcoming and showing them as a friend as well as brothers and sisters 3. How does the teacher influence the class interaction considering differences of the students? The teacher influences the class interaction considering the I n d i v i d u a l differences of the students by giving equal treatment to all the pupils and encourage those pupils who are shy to interact and participate during the discussion. 4. What factors influence the grouping of leaner’s outside the classroom? Factors influencing the grouping of learners outside the classroom are the gender and their age.
- 14. EPISODE 5 Individual Differences and Learners Interaction My observation report here: Name of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta. Ana St. Burauen, Leyte Date of visit: September 13, 2011 The students who performed well in the class that I was observed are those who are present in the class. Some of the students come from average family and above average family in terms of socio- economic status. The methods and strategies that I will remember in the future to ensure that I will be able to meet the needs of both the high and low achievers in my class are encourage learners to share their personal history and experiences, communicate high expectations to students from all sub-groups, adopt to the students’ diverse backgrounds and learning styles by allowing them personal choice and decision making opportunities concerning what they will learn and how they will learn it. Your analysis 1. Did your observation match information given by the teacher? Were you able to correctly identify who among the students performed well and who did not? What helped you identify them? (Volunteering to answer, responding to teachers directions, etc.) My observations match the given information given by the teacher when the teacher told us the socio-economic status of the students and their way of living which is one of the factors that that affect the learning of the students. I was able to correctly identify also who among the students performed well and who did not because of the way they behave and interact in the class discussion. My observation was proven in their test results, the way they present their ideas and respond to the teacher’s direction. Those active learners aggressively participated in the discussion and raise their hand while the slow learners are quietly seating at the back and looks at you with an empty mind. Those that are eager to learn approached the teacher to ask if there’s something that bothers them. 2. Describe the difference in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those are not? Definitely, yes. There is a wide gap between the students who are performing well and those that do not. This is because those students that are performing well are really a keen observer and really behave well and participated in the class while the slow learners do the opposite
- 15. 3. Describe the methods used by the teachers in handling the students differences in abilities/ how did the students respond to the teacher? Teacher used collaborate approach in handling the students differences ina b i l i t i e s . S h e u s e d i t f o r t h e p u p i l s h a v e t h e c h a n c e t o s h a r e i d e a s w i t h t h e o t h e r classmates to improve their speaking ability and self-confidence. The students respond the teacher by participating in the activity Your reflection 1. Recall the time when you were in the elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective? As I recall the time were I was in the elementary grades, there were really high and low achievers in our class before. Some of my classmates respond easily while others do not. There were slow learners. From my grades 1-6, I have been with these learners. I knew them since we’re in one class. Some of us are very naughty and in fact, I a m o n e o f t h e m . T h e teacher handles us through discussions, review, and oral participation. Sometimes, the teacher conducts groupings/ group activity .I found my teacher before as an effective one because I was able to learn in the way she teaches us. In detail, we always excel in math challenge competition with the different school and always got the first place. However, they may not be that effective for the slow learners or those that have lesser interest in their studies. 2. With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that will be able to meet the needs of both the high and low achievers in your class? In a classroom setting, no learner is the same with the others. Every individual is unique and has different ways to learn. It is advisable for t h e t e a c h e r t o h a v e collaborative approach in order for the students to learn with each other and they may come up with the best solution/ answer to a particular problem given. Having a group work is the best way for them to share ideas. Brain storming may lead to an idea which the teacher doesn’t expect that his/her students may come up with that idea.
- 16. EPISODE 6 HOME-SCHOOL LINK My observation report here: Name of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta. Ana St. Burauen, Leyte Date of visit: September 20, 2011 The student that I was interviewed in this episode was a grade V-sped, 10years old, male, and has three siblings. The style of parenting experienced by the learner that I was interviewed was authoritative, because his parent achieves a good blend. The student is socially competent, self reliant and has greater ability to show self-control. He has higher self-esteem and better adjusted. The type of parenting that I was experienced is Permissive. My parents are not firm or controlling. They have few expectations. May be warm and caring but appear to be uninvolved and uninterested. It affects me to study hard for them to give me care and importance. As a future teacher, I will make a meeting for the parents every grading period of the school year. I will discuss the attitudes of their daughter/son and telling the purpose of the meeting. I will help them by guiding their children and by understanding and talking with them. They will help me by doing what the right thing to do with their children. The learners Development Profile (outline) Name of the Learner: Seth Yancy Y. Amescua School: Burauen North Central School Date of home visit: Sept. 20, 2011 Date of birth: December 09,2000 age: 10 Grade/year Level: VI-sped gender: male FAMILY PROFILE: Number of Siblings: three (3) Birth order: first (1) Parent: Heide Cyu & Renante Amescua Mother: Ceide Cyu Age: 32 Occupation: Private employee educational attainment: college grad. Father: Renante Amescua Age: 36 Occupation: Private employee educational attainment: college grad.
- 17. Physical Development: The child grows healthy. He can work independently without the assistance of others. However, in terms of heavy works he can’t do it without the assistance of others Social Development: The learner is friendly and sociable. He interact his teacher, classmates and friends outside the school. He learns to communicate with other respectfully. He knows how to socialize other people in a good way Emotional-Moral Development: Since his mother is not home, he learns to live without her presence. He is behaving in school and home. He knows how to respect others. Cognitive Development: His cognitive aspect continuously developed as he comes to school and study. He is not the same as the other learner. He learns fast and participates actively during class activities. Findings: Conclusion: I conclude that the school and home contribute a great impact in developing the cognitive, affective, psychomotor and so as to the total personality of the pupils. Hence the learning of the child begins at home. At home the child learns values, works and his cognitive slowly developed. However, school plays a vital role in molding the child. Since school is made for the purpose of developing physical, social, emotional- moral and cognitive aspect of the learner. As the child goes to study from pre-school until college he spends much time in school rather than at home. So, the total development of the child depends in school as well as the teacher which is the most important person in school that bears knowledge and values to share with the learner Recommendations: I recommend that teacher must be diligent, resourceful and patience in handling the learners. He/she must use varied strategies in order to catch the interest and attention of the pupils to focus on the lesson. He/she must bear in mind the knowledge that the learners get rather than the salary receive. For the parents, they are responsible in guiding and disciplining their children. They must be open with their children. They should ask them about their study and give encouragement to focus and study hard so as to become successful in their life. The most important is the role of the learner, they must be motivated to learn and participate since they are responsible of their own learning. Your analysis
- 18. Your findings and recommendations in the learner development profile will help you answer the question here. 1. From your home-visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. From my home visit and interview, parents used authoritative parenting style. If one of their children commits mistakes they make children understand consequence of their behavior. Have clear and reasonable expectations and limits for their children 2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjustment of the learner in school? In relation to what I have learned from child development , s u c h f a m i l y f a c t o r s contribute to the development and over-all adjustment of the learner in school are parent factors if how they act in front of their children, how they impose discipline among the members of the family and how they guide and nurture their children. Broken family is also factor because child grows without a father or mother who is responsible in taking care of him/her. He feels isolated from others who have complete family. With this, he will develop a sense of discrimination in the society. He could find difficulty in doing adjustments at school. 3. Does the communication between the home-school have an effect on the learner? If, yes what are these effects? Yes, the communications between the home-school has an effect on the learner. Such effects are, parents become aware of the performance of his/her child. With this, they could guide their child in performing better at school. Teachers also, become aware of the learners behavior by asking the background of the chil Your reflection 1. Reflect on your own development as a child. What type of parenting did you experience? How did it affect you? Authorization parenting style is used by my parents. They are very firm with us and expect unwavering and unquestioning obedience. There are rules set by them to be followed and our misbehavior is met with withdrawal of affection, physical punishment or threat.
- 19. 2. As a future teacher, 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? As a future teacher, I could establish good home-school collaboration by conducting meeting once a month among the parents regarding the performance of their child. I will make counseling to them together with their child. By this, I will be able to inform them about the progress and failure of their child. In return, they could help me by encouraging their child to study at home and discipline their child to behave in school. Optional Reflection Activities: 1. H- High-diversified background O- Open acceptable M- Methods to be used for E- Effectiveness in learning S- Student must C- Concern of H- His/her O- Output O- Of L- Learning L- Learners I- Incorporate N- New K- Knowledge
- 20. FIELD STUDY 2 EXPERINCING THE TEACHING-LEARNING PROCESS Looking Through the Meaningful Learning EPISODE 1 Experiences My observation report here: Name of the School observed: BURAUEN NORTH CENTRAL SCHOOL School Address: Sta. Ana St. Burauen, Leyte Course: BTHELE II What principles in teaching-learning were commonly applied? -The principles in teaching-learning were commonly applied were learning is an active process begin with the end in mind, learning is meaningful when it is connected to student’s everyday life and good teaching goes beyond recall of information. These were the principles that the teachers applied in her teaching learning process. What instructional materials were used in teaching? - Such instructional materials were used in teaching are charts, pictures flashcards books and visual aids. Which of the principles in teaching facilitate the cognitive, Meta cognitive and positive motivational process of learning? -Aim at the development of critical and creative thinking is the principles that facilitate the cognitive, Meta cognitive and positive motivational process of learning. Hence, this principle includes questions of high-level, divergent and open-ended questions. This serve as catalyst in the development of higher-order thinking skills or creative thinking skills for this reason, the whole brain must be used for balanced learning not just the left or critical thinking but also the right for creative thinking. This principle also, allows you to think aloud and Meta cognate in order to create logical and creative ideas in such problems.
- 21. Scribble a brief reflection of your feelings and insights from your observation experience: The teacher is responsible in aiming at the development of critical and creative thinking among the learners. He must not only ask questions begin with what, who, where and when hence these are low-level questions. If the teacher wants to develop the thinking skills of the learners he must exercise questions of how and why in such a way their critical and creative thinking will be developed. The teacher must employ teaching strategies and techniques that serve as a catalyst in the development of higher-order thinking skills (HOTS). Open-ended questions must be included since learners are allowed to think aloud and meta cognate their ideas in order to arrive into better ideas.
- 22. EPISODE 2 Learners’ Characteristics and Needs My Journal Name of the School observed: BNCS School Address: Sta. Ana St. Burauen, Leyte Grade level: V-Sped subject area: Description of Teaching Strategies: Classroom strategies using visual processing and mnemonic strategies aroused by the teacher. Teacher used visual aids in her discussion as powerful aids in retention as well as in understanding. She used visual aids for more understanding and learning that pupils will acquire. She also used mnemonic strategies that assist students in recalling important information. Since learners need to be taught again to remember important information that is useful in everyday life Description of Learning Activities: Learning activities done by the teacher and students were successful. The learners were able or participate and cooperate with each other. The actively participated even though their answers were wrong. The said learning activities gave impact to the personality of the pupils as well as their cognitive and psychomotor skills. It helps them to think ideas by answering questions given by the teacher during the activities. Their personality developed hence the t e a c h e r i n t e g r a t e d v a l u e s t o h e r l e s s o n . A n d t h e i r s k i l l s i n w r i t i n g w e r e a l s o developed through the given written exam by the teacher Description of Learners Participation (proportion of learners who participated and quality of participation): Most of the pupils participate; only few of them are not. So, there was a high percentage of participation. There is a good quality of participation since majority of the class participate during activities. They learn to participate w/c is a sign of developing communication skills and improving self-confidence. Scribble a brief reflection of your feelings and insights from your observation experience: In relation to one of the guiding principles in the selection and use of teaching strategies that learning is an active process. The teacher should actively engage the learners in learning activities if he/she wants them to learn what he/she intend to teach. For nobody can learn for us in the same way that nobody can eat for us, nor live for us, nor die for us. So, teacher should give students opportunities to participate in classroom activities. He/she have to give varied activities to the students for “hands-on- minds-on” learning. Hence the most effective approaches according to the researchers are learning by doing and learning by teaching others.
- 23. EPISODE 3 Assisting Teacher with a “Teachers’ Toolbox” An Observation Guide for Assisting Teacher 1. What are the objectives of the lessons? Uses of adjective to describe an object. Write a sentence to describe objects. Draw an object. 2. How do the learners participate in the learning activities? The learners did not participate actively because they find the lesson quite difficult. They try to think what the lesson all about is by listening attentively to the teacher. They ask questions that are difficult for them. They try to participate even though their answers their answers are wrong so that the teacher will correct it. 3. What instructional materials are employed? Word flashcards, charts, drawing materials and real objects are instructional materials used by the teacher. 4. How does the teacher assess the learning of the lessons? Is she assessing the process or the product? The teacher assessed both the process and product. During the process which was the discussion, the teacher asked some questions to the learners this was her way in assessing the process. After the discussion the teacher gave exam to the learners which were the product. 5. What reasons does the teacher give in having such learning activities? The teacher given such learning activities because she wants to improve and develop the cognitive, affective, psychomotor skills as well as the personality of the learners.
- 24. Teacher’s Describe the Theories of Your own Your own activity learning learning suggested suggested activity, behavior of applied by activity, materials, or the learners. the teacher. materials, or assessment. assessment that is more appropriate. 1. Review -Learners are -good -review is -real objects are able to answer teaching appropriate appropriate because the questions goes beyond activity. Most learners like of the teacher recall of appropriate complete About the information materials to be instructional previous and emotion used are real materials. In lesson. has the objects. assessing learners power to Assessment teacher should ask ¾ increase should be done of the pupils in order retention and by asking ¾ to know if most pupils learning. of the pupils remember and about the understand. previous lesson. -Learners -begin with -teacher should -pupils are more 2.Discussion participate the the end in conduct group appropriate in a discussion. mind, share activity. She sense that Grade II They ask lesson should use pupils like to see questions if objectives to pictures as her pictures especially if they do not the pupils, instructional it is colorful and understand. learning is an materials. In attractive. By active assessing contributing process and learners, she questions equally learning is must contribute pupils will develop a meaningful equally her sense of when it is questions to the belongingness connected to pupils. With his/her co- the student’s classmates. everyday life. 3.Evaluation -Learners -Learning by -Instead of written -Teacher must give answer the doing and exam teacher an oral examination exam given by learning is an should give oral so that the pupils will the teacher. experience exam develop their communication Some of them which occurs to the pupils. She skills and self are passing inside the must use pictures confidence. She while other are learner and is or real objects must use pictures or not. by activated and ask the class charts to identify who by learner. to describe the among the pupils pictures . in know how to assessing describe an object, learners she place or animals, she should ask one by should conduct one one question to by one questions the pupils. orally to evaluate if there is a mastery of learning.
- 25. Subject matter Lesson objective Learning Activities Assessment Tools and Instructional Materials 1.Describing -Recites the Learning activities Evaluation and persons definitions of an are: Assignment adjective. -Review, drill, -Uses adjective to discussion, and describe a person. application -Write sentence to describe a person. Instructional Materials are: -Books and pictures. 2.Describing -Uses adjectives to Learning activities Evaluation and Animals describe animals are: Assignment -Describe animals -Review, drill, and in 2-3 sentences. group activity. Instructional Materials are: -Books and charts. 3.Adjectives that -Uses adjective to Learning activities Describes places, describe places and are: Evaluation and and events. events. -Review, drill, Assignment discussion, and -Write sentences or application. two using adjectives describe Instructional places, and events. Materials are: -Books, charts, and pictures.