Ready for Print FS 1, 2 &3

FIELD STUDY 1THE LEARNER’S DEVELOPMENT AND

ENVIRONMENT1

Name of School Observed: Bonotbonot Elementary School

Location of the School: Bonotbonot, Buenavista, Bohol

Date of Visit: Dec.-Feb. 2011

Episode 1

School as a Learning Environment

Name of Student: Efren Logroño, Jr.

Course: BEED Year & Section: III

Resource Teacher: Mrs.Casiana Tecson Signature: _____________

Cooperating School: Bonotbonot Elementary School

Your mission is to do the following tasks:

1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom.

2. Accomplish the checklist as you move around the school premises.3. Based on your gathered data in the checklist, describe the school environment.4. Make a reflection on the characteristics of a school environment that promotes

learning.5. Present your idea of a good school environment through any of these:

a. Descriptive Paragraphb. Photo Easyc. Sketch or Drawingd. Poem, Song or Rap

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SCHOOL FACILITIES CHECKLIST

FACILITIES AVAILABLE NOT AVAILABLE DESCRIPTION

Office of the Principal n.a

Library n.a

Counseling Room n.a

Canteen n.a

Medical Clinic n.a

Audio Visual Center n.a

Reading Center n.a

Speech Laboratory n.a

Science Laboratory n.a

Gymnasium n.a

Auditorium n.a

Home Economics Room

n.a

Industrial Workshop Area

n.a

PTCA Office n.a

Comfort Room for Boys

Inside the classroom

Comfort Room for Girls

Inside the classroom

Others

Compost Pit

Stage

Made of bamboo. Not so good in condition.

Not good in condition.

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Flagpole

Playing Ground

Lavatory

With diverse flowering plants and all are in bloom.

Not so wide but clean and grassy.

It is found at the left corner at the back of the classroom.

An Observation Guide for the Classroom Visit

1. Describe the community or neighborhood where the school is found.

- The community or neighborhood where the school is found is peaceful, clean and safe. It is located near the road. The area of the school is wide enough. Good management and discipline of the community is present. Although the school is near the road side but it is safe hence the school is surrounded by fence with a gate so that the students cannot easily escape from school.

2. Describe the school campus. What colors do you see? What is the condition of the building?

- The school campus has a cool ambiance. It is surrounded by many trees. It is located near the road side. The school is well-fenced. There are five classrooms. One of the classrooms is made up of native materials called “amakan”, while the four remaining classrooms are made up of hollow blocks and cement. The foundation of the buildings is good because it is well-planned and built. The plaza is enough for the population of pupils from Grades 1 to 5. It has a small but clean plaza. I see a small pathway going to the flagpole surrounded by many flowering plants. The flagpole is located in front of Grades 2, 3 and 4 rooms. The stage is not yet finished.

3. Pass by the offices. What impression do you have of the officers?

- Since it is not a complete elementary, i.e., from kindergarten to grades 1-6, there are no offices aside from the room of School- in-charge which is also the classroom of Grade 1 that is considered as there office. I see a lot of display materials. The room has aesthetic design and attractive. There are many

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learning materials posted. There is a mini-library with different types of books inside. The CR is located on the right corner of the room. It is a clean CR with proper sanitation.

4.) Walk through the school halls, the library, and the cafeteria. Look around and find out the other facilities. That the School has.

- The school doesn’t have a library, cafeteria and school canteen. - When I walked through the school halls I found a bulletin board where they

post important information. The school has no library but every room has its own mini-library. There is no cafeteria in the school but many vendors come to school selling their products.


1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious, figures, lessons visual aids, announcements, do you see posted.

- There are a lot of learning materials posted in the wall. Picture of different heroes are there like Jose Rizal, Andres Bonifacio, Apolinario Mabini and other heroes.Picture of Philippine Sceneries, Philippine Folk dances, President are also posted in the wall. God is posted on the top of the classroom. There are also posted classroom officials, PTA officials, honor roll, daily cleaners, calendar, attendance chart, standard silent reading and standard oral reading and classroom rules.

2. Examine how the furniture is arranged. Where is the teacher’s table located? How are the tables and chairs/desks arranged?

- The furniture is properly arranged. Teacher’s table is located on the left side of the room. Learner desks are well-organized, there are 4 rows in each row has five desks.

3. What learning materials/equipments are present?

- Learning materials that are present are charts, pictures, visual aids, flashcards and reading materials like books and dictionary.

4. Observe the students. How many are occupying one room?

- There are 35 students in one room. Each student has comfortable seats. 5. Is the room well-lighted and well- ventilated?

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- The room is well-lighted and well-ventilated. This character of a room plays an important role in the process of learning.

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description(location, number, arrangement, condition)

1. Wall Displays There are many wall displays in the room. Such materials

being displayed are the pictures of some heroes and

different views in our place and are covered with plastic.

These posted materials are attractive and teaches lesson.

2. Teacher’s Table There is only one teacher’s table. It is located on the right

side of the room near the window. The table is covered with

pink mantel and plastic. Such table is nice and plain.

3. Learner’s Desks There are 20 learner’s desks since that room is composed of

grades 3 and 4. The desks 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 green

color.

4. Blackboard There are 2 blackboards being used by the teacher for the

two grades.

5. Learning

Materials/Visual aids

These are many learning materials and visual aids displayed

in the classroom. Such materials are charts, pictures,

flashcards, books and etc. These are placed at any side of

the room. Some of these are new while others are not.

6. Comfort Room There is only one CR, located on the right side of the room

at the back side corner.

7. Mini-Library It is located on the right side of the room near the window.

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ANALYSIS

1. How do the school campus and the classroom in particular impact on the learning of the students going to school? What are your conclusions?

- 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 this 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.

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 is in my town.

2. What kind of school campus is conducive to learning?

The kind of School campus that is conducive to learning is that it has a cool surrounding and is away from any disturbances.

3. What kind of classroom is conductive to learning?

The kinds of classroom that are conducive to learning are the following:

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- 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 designed to reduce stress. It is comfortable, has a consistent

temperature, and manages noise.

- The school is clean and sanitary.

- The risk of an adverse health effect is very small.

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

- In the future I can accomplish my answer in number 3 by making my responsibility as a teacher. I will make my room properly an orderly arranged. I will implement rules and procedures for the students to become responsible. I will show novelty of instructional materials so that students will eager, interested and motivated to learn.

♣ My Personal Illustration of an Effective School Environment

- ESSENTIAL ENVIRONMENTAL CONSIDERATION OF SCHOOLS

Research to date indicates productive, high performance schools manifest

common traits (see annotated references in notes section):

• 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

pwant 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 designed to reduce stress. It is comfortable, has a consistent

temperature, and manages noise.

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• The school is clean and sanitary.

• The risk of an adverse health effect is very small.

Student and teacher comfort is indicated as the most important aspect of any school

environment. If students are comfortable, then learning becomes much easier. Being

comfortable is a combination of several different factors; adequate usable space, noise control,

lighting, temperature and climate control, and sanitation.

The classroom is the most important area of a school because it is where students and teachers

spend most of their time and where the learning process takes place. The following conditions

help make the classroom a better place in which to learn.

• Lighting in classrooms must focus on the front of the classroom and over the student’s desks.

Glare from hard surfaces is distracting and should be avoided wherever possible. The effective

lighting of schools has been related to high performance test scores time and again.

Classes should be designed to accommodate students so that the number of students does not

exceed 20. A lower density of students per classroom will increase teacher and student

interaction and communication.

Classrooms must be designed with effective communication and interaction in mind. Students

should be able to easily see and hear the instructor and other students. Noise must be

controlled to levels that do exceed 68db. At about the 68 or 69 db noise level, students begin to

have difficulty understanding what is being said and are distracted by noise in other classrooms.

Technology is at the center of the modern educational process, especially for mathematical and

analytical skills. Computers in classrooms are very important. Tools, such as the Internet, allow

the smooth exchange of information between student and machine, but must be positioned and

used in environments that do not cause distraction. Increasingly, students can learn through

virtual classrooms when no teacher is available. Comfortable surroundings aid in this form of

learning.

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Temperature and indoor climate is also important. A temperature of 68-72 degrees is ideal and

should be maintained year round. Schools must be designed with good ventilation. Effective

filters and cleaning must be functional so as to keep particulate matter, such as dust, out of the

air. Odors can also be distract students, but can be removed with good ventilation.

The design of schools is a very important factor when dealing with sanitation related to

moisture. Building roofs that leak or will not stop water are detrimental. Water in classrooms

leads to mold which can cause allergic reactions. High humidity and standing water also creates

an environment favorable to all kinds of bacteria, which can spread diseases.

The cleanliness of schools is also an important aspect of school environments. Clean schools

not only lower the threat of the spread of illness, but also convey a caring message to the

students and teachers. Cleaning and maintenance of schools is vitally important and is often

underemphasized and underperformed. Students feel better going to clean classes and sitting in

clean desks and surroundings. Sanitation in schools is important because young children face

unique health hazards, especially respiratory infections, asthma attacks, skin disease, and

diarrheal outbreaks.

A school environment should be one in which every student feels safe.

We find promotion of safety by the increased installation of cameras and

• Monitoring devices throughout the school. Many schools today work with local law

enforcement agencies to put security officers in schools. The presence of security officers often

gives students a sense of safety and security.

In the final analysis, the primary environmental policy and management objective of every

school facility should be that of taking whatever steps are necessary to create a “sense of well-

being.” By definition, this is a healthy environment. “Health is the state of complete physical,

mental, and social wellbeing.”

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EPISODE 2 – LEARNER’S CHARACTERISTICS AND NEEDS

LEARNERS DEVELOPMENT MATRIX

Development Domain

PreschoolerIndicates age rangeOf children observed5-6

Elementary Indicate age range children observed7-8

High schoolIndicate age range children observed15-16

PHYSICAL

Gross-motor skills

Fine-motor skills

Self-help skills

Children are clumsy and brisk.

They can write and read letters.

Can dress their selves without the assistance of others but is not proper.

They are very alert, energetic and active

They can write and read words.

Can dress their selves without the assistance of others.

They can walk, run and move appropriately.They can write well, draw and read.

Dress appropriately with styles.

SOCIAL

Interaction with teachers

Interaction with classmates/friends

Interests

They interact with their teacher with self confidence.

Love to play with their classmates, then easily got trouble.

They love to play, draw and write anything.

They interact without hesitation.

They interact together with their classmates joyfully and actively.

They become interested in an enjoyable activity especially story telling.

They interact actively and confidently.

They interact with the teachers with confidence.

They like hands-onExperience and drill activities.

EMOTIONAL

Moods and temperament, expression of feelings

Emotional Independence

They are active, briskly, happy but easily cry.

They fell happy when they play with their classmates.

There is shifting of their moods. Often time they are weak, sometimes they are lively active.

They express their emotions through crying.

They become moody when they are depressed and they become happy when they do accomplishment.

Their emotions are more mature than pre-school and elementary.

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COGNITIVE

Communication skills

Thinking skills

Problem-solving

They are not fluent on in speaking.

They can’t be able to figure out things.

It’s hard for them to solve problem.

Can communicate with their teacher either in vernacular or English.

They can figure out small things.

Can solve easy and some difficult problems.

Can communicate with their teacher either in vernacular or English with proper grammar.

They can think logically.

Can solve problems following the right solutions.

ANALYSIS

Level Salient CharacteristicsObserved

Implications to the learning process

Preschool

Age range of learners observed5-6

- Like to move a lot and play.

- They like to draw.

- They like to sing and dance.

- Therefore, teachers should not expect preschoolers to stay seated for a long period of time.

- Therefore, the teacher should let the pupils to draw and assist them.

- Therefore, the teachers should find ways on how to develop their talent. He/she should allow them to show it and encourage them in participating different activities where in they can show their talent.

Elementary


- Elementary pupils have different learning abilities such as dancing, singing, drawing, and are hungry of learning.

- They are keen Observers

- Therefore, the teacher should provide different activities for them.- He/She should also have different kind of approach for the diverse learning abilities of the pupils.- Therefore, the teacher should be aware of what he is teaching and be careful of the way he/she present things.- therefore, the teacher should always master his/her subject matter before conducting his/her class the next day.

High school - High schools have developed mind and are

- Therefore, teachers should provide different teaching

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competent on the different learning abilities.

approaches and should use an advance way of teaching that is equipped on their age.

REFLECTIONS

1. While you were observing the learners, did you recall your own experiences when you were there 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 needs (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 Ms. Brenda Estorgio. 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 have different

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.

4. Share your insights here.

- I will also consider that all pupils are not fast learners. I will give consideration to those slow learners, by discussing the lesson again if they did not understand it will. For the fact that every child is unique, each of them has its own characteristics and needs. It should be our responsibility to develop them accordingly.

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EPISODE 3 – CLASSROOM MANAGEMENT AND LEARNING

An observation Guide for the Learners Characteristics

1. As you observe the class, look into the characteristics of the learners. Note their ages.- As what I have observed most of the girls are shy while boys are brisk and

some are very naughty. Their age range is from 9-10 of age.

2. How many boys are there? How many girls?

- There are 10 boys and 8 girls.

3. Focus on their behavior. Are they already able to manage their own behavior?

- The pupils are cannot manage their own behavior. After they are told to behave, they behave but just in a short while.

4. Can the learners already work independently?

- Yes, the learners can work independently. However, some of them refer to the work of his/her seatmates for guidance and for some answers.

5. Describe their span of attention?

- Pupils tend to concentrate on your discussion for just a short period of time. After that, they would start talking and would start in moving.

6. Look into their listening skills and ability to concentrate.

- Some has good listening skills while some are not. They need more motivation to have a good interest in the discussion. Interest of the pupils can affect their ability to concentrate.


1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students belongings, supplies, etc..)

- Yes, there are areas in the classroom for the storage of teaching aids. Books are stored in mini-library. Student’s belongings and supplies are filed in a small cabinet. Pictures, charts, and flashcards are arranged in a table.

2. Are there rules and procedures posted in the room?

- Yes, there are rules and procedures posted in the room. There are classrooms to be followed. Classroom procedures are also posted like standard for oral reading and standard for silent reading.

3. Did the students participate in making the classroom rules?

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- Yes, the students participated and followed the classroom rules? They make it as their guide on what to do during class.

4. What are the daily routines done by the teacher? (Prayer, attendance, assignment ofmonitors, warm-up activities, etc.) How are they done?

- At first, the teacher conducts a prayer, after that she will let the pupils an action song. After doing the action song she will check the attendance, collect the assignment, conduct a review of the previous lesson then open a new lesson.

5. Is there a seating arrangement. What is the basis of this arrangement?

- Yes, there is a seating arrangement. It is in the alphabetical order for the teacher to identify easily who is absent upon looking their seals.

6. Observe the noise level in the classroom. How is this managed?

- The classroom is very noisy. Most of the pupils talk even in times of discussion. The teacher said to them to shut up their mouth because after the discussion she will give exam and to those who can’t get the passing score will remain inside the room and have a remedial.

7. If a learner is not following instructions or is off-task what does the teacher do? (Behavior strategies)

-If one of the learners will not follow instructions or is off-task the teacher scaffold the pupils on how to do. Sometimes, the teacher explains first her instructions to the pupils in order them understand what to do.

8. What does the teacher do to reinforce positive behaviors. (behavior strategies).

-The teacher’s behavior strategies in reinforcing positive behavior towards her pupils is that she integrate values to her lessons everyday and explain it well to the class. She also imposed some disciplinary actions to discipline the students who are naughty.

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CLASSROOM MANAGEMENT MATRIX

Aspects of classroom Management Description Effect on the learners

1. Specific areas in the classroom

Such specific areas are the teacher’s table, learner’s desk, mini-library, washing facilities, CR, and materials beau.

By having these areas specifically mini-library learners could develop their vocabulary. These other areas make the classroom organized

2. Classroom Rules Classroom rules are located at the back. It is pink in color covered with plastic.

They become responsible and discipline by having these classroom rules.

3. Classroom Procedures Classroom procedures are standard for oral and silent reading

By having these, students able. To know what to do in oral and silent reading.

4. Daily Routines These are done by the teacher regularly. Prayer, checking of attendance, collecting of assignment, conducts a review then opens a new lesson.

By having these routines learners will become guided everyday.

5. Seating arrangement Pupils are arranged alphabetically from boys to girls

By arranging them alphabetically boys can’t find troubles with girls in a sense that boys are naughty.

6. Handling misbehavior off-task behavior

Their behavior is managed by disciplining them when they got wrong.

Through these, learners could learn something from their mistakes and try to correct it.

7. Reinforcement of positive Behavior

It is done by praising the pupils Through these, other pupils will be encouraged to do the same.

ANALYSIS

1. How did the classroom organization and routines affect the learner’s behavior?

- Classroom and routines affect the learner’s behavior in a sense that they learn something from it. Their physical, emotional, intellectual and social skills are enhanced and developed.

2. What should the teacher have in mind when she/he designs the classroom organization and routines? What theories and principles should you have in mind?

- The pupils become routinized by designing classroom organization and routines. They become interested and motivated because they are always expecting novelty of materials and something new to happen during discussion or activity.

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3. Which behavior strategies were effective in managing the behavior of the learner’s? In motivating the students? Why were they effective?

- As what I have observed the teacher should plan and decide effective behavior strategies towards the classroom by just praising students achievements so they become motivated to learn and to do the same. Discipline them when they get wrong by talking to them in a soft and slow voice.

REFLECTIONS

1. Imagine yourself organizing your classroom in the future. In what grade/year levels do you see yourself? What routines and procedures 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 because it is more appropriate for me and I’m capable of this level. It is not so hard for me to discipline these pupils and teach 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 improve in this level. Why would you choose these rules?

- Come to school on time.

- Do your assigned homework and assigned task every day.

- One should not talk while the discussion is on going unless it is relevant to the discussion and is not out of topic; and if you have the permission to talk.

- Don’t talk in chorus. Raise your hand if you want to speak.

- Pay attention on the discussion.

- Sit properly.

These are the rules that I am going to implement in this level to make the students more responsible on their assigned task and be attentive on the class discussion. This would also make the room more conducive to learning.

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3. Should learners be involved in making the class rules? Why?

- Yes, learners should be involved in making the class rules so that they will become more responsible and they will always be guided by these rules.

EPISODE 4 – INDIVIDUAL DIFFERENCES AND LEARNER’S ONTERACTION

An Observation Guide for the Learner’s Characteristics

1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious and ethnic backgrounds.

- There are 18 students 8 girls and 10 boys. They are all Filipinos. Most of them are Roman Catholic.

During class:

1. How much interaction is there in the classroom? Describe how the students interact, with one another and with the teacher. Are there groups that interact more with the teacher than others.

- Interaction from the learners is varied. There are times that learners interact actively when they find the lesson easy, when it comes to difficult lesson they do not. Some good pupils interact more than others and they are seated together. They grouped themselves. Usually, those intelligent pupils are the one who interact more than the other and they are seated in front.

2. Observe the learners seated at the back and the front part of the room. Do they Behave and interact differently?

- Those pupils seating on the back usually don’t listen and often have their own world while the teacher is discussing. On the other hand, those that are seating in front really listen on the discussion. More often than not, those seating in front are eager to learn.

3. Describe the relationship among the learners. Do the learners cooperate with or complete against each other?

- Relationships among the learners varied at a time. There are times when they cooperate with each other. While most of the time they argue especially in checking papers.

4. Which students participate actively? Which students ask for most help?

- Typically, students who are fast learners participate actively while slow learners did not show active participation. Those students seating in front participate more actively than those at the back. Those students in front to the middle are those that

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usually raise their hand and ask for most help. During the discussion, an enthusiastic child goes in front to listen if he/she is interested on the discussion.

5. When a student is called and cannot answer the teacher’s question, do the classmates try to help him? Or do they raise their hands so that the teacher will call them instead?

- When a student is called and cannot answer the teacher’s questions, some classmates raise their hand and others dictates answers.

Outside Class:

1. How do the students group themselves outside the class? Homogenously, by age? by gender? by racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings.

- The students group themselves outside the class according to their gender and age. Boys make their own group and girls do the same.

2. Describe how the learners interact with each other? What do they talk about?

- Learners interact with each other by talking about movies, games, and their funny experiences in and outside the school campus.

ANALYSIS

1. Identify the persons who play key role in the relationship and interactions 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 doubter/pessimist?

- All Grade III and Grade IV pupils play key role in the relationship 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 the individual? How differences of the students?

- The teacher influences the class interaction considering the individual differences of the students by giving equal treatment to all the pupils and encourages those pupils who are shy to interact and participate during the discussion.

4. What factors influence the grouping of learners outside the classroom?

- Factors influencing the grouping of learners outside the classroom are the gender and their age.

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REFLECTIONS

1. How did you feel being in that classroom? Did you feel a sense of oneness and 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 the 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.

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.

EPISODE 5 – INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION

An Observation Guide for Individual Differences

1. Observe the class to see the differences in abilities of the learners.

- Learners have different skills and abilities. They possess their skills in areas they are good. Some of them are fast learners, while there are also slow learners that teacher tend to repeat the lesson in order for them to understand.

2. Try to identify the students who seem to be performing well and those seem to bebehind.

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- Boys perform well in the class than the girls. Most of the boys got high score in every exams, while girls got low score.

3. Validate your observations by asking the teacher about the background (family, socio-economic, presence of some learning disability, etc.) of these children.

- According to the teacher, students who are slow learners are those belong to lower class of society. Their parents don’t have time to teach them because they are busy striving hard for food and money. They don’t even discipline their child that’s why they perform such behavior in class that the teacher must impose disciplinary actions.

4. Observe the behavior of both the high achieving and low-achieving learners. Note their dispositions, pare in accomplishing tasks, interaction with teacher, interaction with others.

- Both high achieving and low-achieving learners have different way of accomplishing tasks. High achievers use complex way while low achievers use simple way. They interact with their teacher and others with respect and kindness.

5. Observe the teacher’s method in addressing the learning needs of the students in his/her class.

- The teacher uses inductive method to meet the learning needs of the students. She begins from general to specific by breaking down the lesson into parts through giving many examples so that they will understand accurately.

ANALYSIS

1. Did your observation match the information given by the teacher? Were you able to correctly identify who among the students performed well and who did not? What behavior helped you identify them?

- My observation 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 differences in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those that 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.

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3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students respond to the teacher?

- Teacher used collaborate approach in handling the students differences in abilities. She used it for the pupils have the chance to share ideas with the other classmates to improve their speaking ability and self-confidence. The students respond the teacher by participating in the activity.

REFLECTIONS

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 am one of them. The 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 you 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 the teacher to have 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.

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EPISODE 6 – HOME - SCHOOL LINK

Suggested Parent Interview Guide

Name of Learner: Louis Miguel Romero Date of Birth: October 15, 2002 Age: 9Grade/Year Level: Grade III Gender: MaleNumber of Siblings: 5Birth Order: Youngest

Parents:Mother: Ella Rosario RomeroAge: 35Occupation: Teacher Educational Attainment: College Graduate Father: Alberto RomeroAge: 37Occupation: Brgy. Councilor Educational Attainment: College Level

Learner’s Physical Aspect: He is chubby and short.Health: He is physical healthy.Mother’s health during pregnancy with the learner:

- The condition of the mother during pregnancy was normal and healthy.Ailments or health problems of the learner as a child:

- He suffers commonly from toothache.Age of the learner when he started to walk/talk:

- He started walking when he was 10 months old. He started talking when he was 1 year old.Food preferences of the learner as a child at present:

- He loves eating hotdog, cake and chocolate.Who took care of him/her as a child?

- His father took care of him as a child because his mother is working abroad.

Learner’s Social Aspect:

Describe your child’s sociability (friendly, outgoing or shy, loner).- He is friendly. He loves to play with his playmates.

Who were the learner’s playmates?- His sisters, friends and classmates are his playmates.

As a child then was he/she is allowed to play outside?- Yes, he was allowed to play outside.

Is he/she allowed to go out with friends?Do you have rules for him/her to follow regarding g out?What are these rules?

- Yes, he was allowed to go out with friends. I have some rules for him to follow when he go out. Such rules are to go home early, do not play too much and avoid troubles with friends.

Emotional – Moral

What are your expectations of your child?

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- I expect him finish his study flying colors.

How do you provide a nurturing environment for your child?- I always discipline him when he committed mistakes. I always say to him to

behave at school and study hard so that he can fulfill his ambitions in life. And I teach him how to pray and be good and do good deeds to others.

Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her emotional needs?

- He approached me when he missed his mother. We slept together and I comforted him with hug.

What do you do when he/she is not successful in something?- When he is not successful in something I always say that a winner never quits

and a quitter never wins. I encourage him to stand again whenever he fails in doing something.

How do you discipline your children?- When he committed mistakes, I go to him and say that his

misbehavior is not good. God will punish him if he will do it again. I always remind him to behave and show respect to others especially to older person.

Do you have rules in the house? What are they?- Yes I have rules in the house. First I want him, to behave and obey my

command. Second, I don’t allow him to watch T.V when he is not yet finished doing his assignment. Lastly, I tell him always to eat properly.

How do you impose the rules?- I impose the rules by just telling him personally.

What are the consequences of breaking the rules?- Whenever he won’t follow my rules. I make counseling, and remind him about

the rules which I want him to follow for him to become a good person in the society.

Learner’s Cognitive Aspects:What are the child’s interests?

- He likes reading books especially story books and watching television.

What is he/she good at in school?- He is good in academic, he excel best in English.

In what subject/s does he/she have difficulty?- She find difficult in Math subject.

How do you monitor his/her performance in school? How do you motivate him/her?- I monitor him in school by asking the teacher about his performance. I always

motivate him by praising his achievements and encourage him to do better.

Do you have rules at home to help him develop good study habits?

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What are these rules? How are they implemented?- Yes, I have rules at home to develop his good study habits. First, he is not

allowed to watch T.V if he is not yet finished doing assignment. Second, I won’t allow him to play with friends when he has project. Lastly, I give him time to study and he should follow it.

THE LEARNER’S DEVELOPMENT PROFILE (outline)

Name of the Learner: Louis Miguel RomeroSchool: Bonotbonot Elementary SchoolDate of home Visit: February 3, 2011Date of Birth: October 15, 2002 Age: 8Grade/Year Level: III Gender: Male

Family Profile

Number of Siblings: 5Birth Order: YoungestParents:Mother: Ella Rosario RomeroAge: 35Occupation: Teacher Educational Attainment: College Graduate Father: Alberto RomeroAge: 37Occupation: Brgy. Councilor Educational Attainment: College Level

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 - I found out that, even though the child lived in his father alone he excels in

school. He is the high-achiever in the class. This means that, his father provided a nurturing environment of the child. Since home is the first school of the child. In part of the teacher, she is very good in leaching him as well as the whole class is a sense that

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she is the second parent of the child. The teacher is responsible in carrying and molding the cognitive, affective, psychomotor skills as well as the total personality of each leaner. The learner alone contributes a big part in developing his skills. His learning’s depend on him of how he treasure and use it in real-life situation. For the fact that learning is an active process, nobody can learn for us except of our own selves. So, for the learner to learn, teacher must engage him in learning activities and provide opportunities in developing their skills.

Conclusions- 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.

ANALYSIS

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, p0arents 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 , such family factors 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.

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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 child.

REFLECTIONS

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 threats.

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.

3.) H - High-diversified backgroundO - Open acceptable M - Methods to be used forE - Effectiveness in learning

S - Students mustC - Concern ofH - his/herO - OutputO - Of L - Learning

L - LearnersI - incorporateN - NewK - Knowledge

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FIELD STUDY 2Experiencing the Teaching- Learning Process




EPISODE 1

LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCES

OBSERVATION SHEET





1. What principles in teaching-learning were commonly applied?

- The principles in teaching-learning 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 teacher applied in her teaching learning process.

2. What instructional materials were used in teaching?- Such instructional materials were used in teaching are charts, pictures flashcards,

books and visual aids.

3. 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.

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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.

Aim at the development of critical and creative thinking

- This is said more than done. We need not go into a laborious research to be convinced that the development of critical and creative thinking is wanting in classrooms. Most questions asked whether oral or written are convergent, low-level questions. With teachers quite used to awarding and praising pupils/students giving the right answers and sometimes branding the pupil or student who ask questions “pilosopo”, the classroom atmosphere that prevails is not ripe for the development of critical and creative thinking, If we want to contribute to the development of citizens who are critical and creative thinkers, the type of citizens needed to make democracy, then we should include in our scope of questions high-level, divergent, or open-ended questions.

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.

EPISODE 2 – LEARNERS CHARACTERISTICS AND NEEDS

MY JOURNAL

Description of Teaching Strategies

- Classroom strategies using visual processing and mnemonic strategies are used 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

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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. They 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 teacher integrated values to her lesson. And their skills in writing were also developed through the given written exam by the teacher.

Description of Learner’s 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.

EPISODE 3 – ASSISTING A TEACHER WITH A “TEACHER’S TOOLBOX”

An Observation Guide for Assisting Teacher

1. What are the objectives of the lesson?

- Uses adjectives to describe an object

- Writes a sentence to describe objects

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- Draws 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 in the lesson? 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 dies 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.

Teacher’s Activity

Describe the learning behavior of the learners.

Theories of learning applied by the teacher.

Your own suggested activity, materials, or assessment that is more appropriate.

Reasons for your suggested activity, materials, or assessment.

1. Review Learners are able to answer the questions of the teacher about the previous lesson.

Good teaching goes beyond recall of information and emotion has the power to increase retention and learning.

Review is appropriate activity. Most appropriate materials to be used are real objects. Assessment should be done by asking ¾ of the pupils about the previous lesson.

Real objects are appropriate because learners like complete instructional materials. In assessing learners teacher should ask ¾ of the pupils in order to know if most pupils remember and

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understand.2. Discussion Learners

participate the discussion. They ask questions if they do not understand.

Begin with the end in mind, share lesson objectives to the pupils, learning is an active process and learning is meaningful when it is connected to student’s everyday life.

Teacher should conduct group activity. She should use pictures as her instructional materials. In assessing learners, she must contribute equally her questions to the pupils.

Pictures are more appropriate in a sense that Grade II pupils like to see pictures especially if it is colorful and attractive. By contributing questions equally pupils will develop a sense of belongingness with his/her co-classmates.

3. Evaluation Learners answer the exam given by the teacher. Some of them pass while others are not.

Learning by doing and learning is an experience which occurs inside the learner and is activated by the learner.

Instead of written exam teacher should give oral exam to the pupils. She must use pictures or real objects and ask the class to describe the picture. In assessing learners she should ask one by one question to the pupils.

Teacher must give oral examination so that the pupils will develop their communication skills and self-confidence. She must use pictures or charts to identify who among the pupils know how to describe an object, place or animals. She should conduct one by one questions orally to evaluate if there is a mastery of learning.

Subject Matter Lesson Adjectives

Learning ActivitiesAnd Instructional Materials

Assessment Tools

1. Describing Persons

- Recites the definition of an adjective.

Learning activities are:

- Review, Drill, Evaluation and

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- Uses adjective to describe a person.

- Write sentences to describe a person

Discussion, and Application

Instructional Materials are:

- Books and pictures

Assignment

2. Describing Animals

- Uses adjectives to describe animals

- Describe animals in 2-3 sentences.


- Review, Drill, and Group Activity


Books and charts

Evaluation andAssignment

3. Adjectives that Describe places and Events

- Uses adjective to describe places and events

- Write a sentence or two using adjectives to describe places and events.


- Review, drill, discussion and application.


- Books, charts and pictures

Evaluation andAssignment

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FIELD STUDY 3TECHNOLOGY IN THE LEARNING

ENVIRONMENT




EPISODE I-

THE SCHOOL’S LEARNING RESOURCE CENTER





An Observation Guide for aLEARNING RESOURCE CENTER

1. Go around the Learning Resource Center. See what learning resources are present?

- As I went around the school campus there was no learning center, however each classroom had its own many-library. There were books, newspapers, test papers, charts and manila papers placed there.

2. Examine how the materials are arranged and how they are classified. Are they free from dust and moisture? Are they arranged for easy access?

- The learning materials are properly arranged. They are organized and classified according to its uses. Books are arranged according to their subject discipline. Newspapers, test papers, charts and manila papers are properly organized. These are well-placed, free from dust and moisture because mini-library is covered with plastic as its curtains. They are arranged for easy access.

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3. Look for the guidelines/procedures for borrowing of materials. Are these guidelines/procedures posted or available for the users to refer to?

- There are no guidelines/procedures posted for borrowing of materials. The pupils only ask the permission to the teacher if they will borrow books or use it. The pupils can easily find the books they want, because each learning materials placed there has a label.

List of Available Learning Resources

Available Learning Resources

Characteristics and UniqueCapabilities

Teaching Approaches where the

Resource is Most Useful1. Print Resources

Charts Books Visual Aids Dictionary

2. Audio Resources

3. Non-electronic Visual Resources

Maps Counting balls

4. ICT Resources

- They are well-organized according to its uses and functions. Some of there were new, while others seem too old. Visual aids and charts are well printed.

NONE

- The maps are covered with plastic and placed in a plain and clean wall. The counting balls are placed above the mini-library since mini-library is a form of a cabinet.

NONE

- They are very useful for both teacher and learners. Useful in any subject area depending about the subject matter to be discussed.

NONE

- Maps are useful in history and counting balls for mathematics subject.

NONE

Impression - Upon looking the learning materials available, I felt happy at the same time sad

because though they are lack of learning materials/ resources but teachers are able to teach the pupils, and pupils are eager to learn. I’m sad because now a days other uses high-technology in teaching- learning process, and they are not expose to these due to inadequacy in learning resources. They are not able to explore higher things. With regards to the books, almost are old. So government must supply new textbooks and other learning materials needed.

ANALYSIS

1. Were the learning resources/materials arranged properly to their functions and characteristics?

- Yes, learning resources/materials are arranged properly according to their functions and characteristics. Books are arranged depending to its subject contents and other materials are arranged properly.

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2. Do the guidelines and procedures facilitate easy access to the materials by the teacher? Why? Why not?

- Since there was no guidelines and procedures, but still pupils can use materials easily. They will just ask permission from the teacher when they want to borrow or use. The materials are accessible for the teacher because all are organized.

3. What are the strengths of the Learning Resource Center?- The strengths of the learning resource center are:1. All are arranged and classified according to its uses and functions.2. Accessible for everybody to use.3. Pupils have no difficulty in getting the materials because it is within their

reach. 4. It is free from dust and moisture.

4. What are its weaknesses?- There is only one weakness regarding the learning resource center which is the

mini-library, learning materials are inadequate. Books are limited to sustain the needs of learning.

5. What suggestions can you make?- My suggestions are:1. Maintain cleanliness and orderliness.2. Government must provide variety of books for learners.3. It is much better if the school will make a library separated from the

classroom.

REFLECTIONS

1. Which of the materials in the learning resources caught your interest the most? Why?- Among the materials present in the learning resources which caught my interest

was the counting balls. These were very attractive and colorful.

2. Which gadgets/materials are you already confident to use/operate?- Books and dictionary are the materials I am already confident to use. I feel

confident in using books because I already used books when I was in elementary until now. With regards to dictionary, I know how to use it.

3. Which one do you feel you need to learn more about?- All the materials present in the learning resource center are easy to use.

Therefore, I can say that I don’t need to learn more about those materials.

EPISODE 2 - BULLETIN BOARD DISPLAYS

An Observation Guide for BOARD DISPLAYS

1. Go around the school and examine the board displays. How many board displays do you see?

- As I roamed around the school, I saw one bulletin board display.

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2. Where are the display boards found? Are there in places where target viewers can see them?- The display board was posted on the wall between Grades 2, 3, and 4 rooms. It

was placed where target viewers can see them easily.

3. What are the displays about? What images and color do you see? How are the pieces of information arranged?

-The display was about the month of February. The theme was Valentine’s Day. There was posted in the board a heart made by red cartolina. It was only the color, yet it is attractive to the viewers.

4. What materials were used in making the displays? Are borders used?- They used cartolina, scissors in cutting heart-shape and construction paper for

making borders.

5. Do you notice some errors? (Misspelled words, grammar construction inconsistencies)- No! I haven’t noticed any errors.

6. Are the messages clear and easily understood?- Yes, the messages were clear and understandable.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display: Valentine’s DayLocation of the Board Display in School: In front of the Grades 2, 3 and 4 rooms facing the plaza.

Criteria NI S VS O Comments Effective

Communication - Conveys the message quickly and clearly.

Attractiveness- Colors and

arrangement catches and holds interest.

Balance- Objects

arranged so stability is perceived.

Unity

Words are easy to understand by the viewers.

The display was not so attractive because only one color was used.

There was a good balance of board display, it was posted in the center.

There was little unity of display. It did not use many

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- Repeated shapes or colors or use of borders holds display together.

Interactivity- The style and

approach entice learners to be involved.

Legibility - Letters and illustrations can be seen from a good distance.

Correctness- Free from grammar errors, misspelled words, and ambiguity.

Durability- Well-constructed, items are securely attached.

colors.

It is somewhat confusing to learners since they don’t know what Valentine’s Day really is.

Display materials were well printed and clear.

It was free from grammar.

It’s durability could last for 1 month above.

An Evaluation Report of a Bulletin Board

Bulletin Board Evaluated by: Efren Logroño, Jr.Location: Bonotbonot Elementary SchoolBrief Description of the bulletin Board:

-Their bulletin board was placed in front of Grades 2, 3 and 4 classrooms. Pupils can read it directly because it was placed where target viewers can see. It was not so attractive because only one color was used but all were free from grammatical errors.

Evaluation:

Strengths WeaknessesObservations The display attached

to bulletin board was legible and grammatically correct. It was well posted

They used only one color. They did not use variety of colors to get the interest of viewers. It was not pleasing to the eyes of readers.

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Judgments/Evaluation of educational and other aspects

The theme of the month was clear and printed well.

They did not use or write some sayings that relates to Valentine’s Day. They only put the theme of the month of February.

Recommendations or suggestions for improvement

- They must use variety of colors so that their display will become attractive. They should write some sayings that relate to Valentine’s Day to catch the attention and interest of the viewers.

ANALYSIS

1. Did the board display design reflect the likes/interests of its target audience? Why? Why not?

- The board display design reflected the likes/interest of its target audience because it was form of a heart with color red which attracted the eyes of the learners. It was placed at the center that the target viewers can see easily.

2. Was the language used clear and simple for the target audience to understand? Why? Why not?

- The language used was clearly written or printed but the theme Valentine’s Day was not familiar to learners of Grade’s 1 to 5. Though, they know a little about it because of the heart symbol, since heart is love.

3. What do you think was the board display? Was it effective? Why? Why not?- I think the purpose of the board display is to inform pupils and to emphasize

February as the month of love. It is effective, though pupils did not understand Valentine’s Day but through the symbol they know the meaning of it. All pupils are informed about facts in the month of February in celebrating love with friends, classmates, neighbors, parents and God.

4. What suggestions can you make?- Their bulletin board display must be done creatively because good displays

reflect the efforts exerted by each concerned teacher. Bulletin board should possess the following characteristics: have attractiveness, balance, unity, legibility, interactivity, correctness in grammar and durable and effective communication.

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MY PROPOSED BOARD DISPLAY

Theme: Love one another

Board Title: Valentine’s Day

Rationale: for general information

Objectives: To celebrate love with friends, classmates, neighbors, parents and God.

To emphasize Valentine’s Month.

To value the month of love.

Best features of my proposed bulletin board enhancement:- My proposed bulletin enhancement is covered with plastic so that it will become

free from dust. In the upper portion is the big cut-out letters of Valentine’s Day. Under the title, I will cut-out letters of theme Love one another. Then, I will cut heart shape from red cartolina with yellow as it borders. I will make colorful designs of my board display that can attract the pupil’s eyes, and I will arrange it properly.

Materials for Aesthetic Enhancement:- I will use cartolina, construction papers, bond paper, and cut-out letters.

REFLECTIONS

1. Name at least 5 skills that a teacher should have to be able to come up with effective board display. Elaborate on why each skill is needed.

a. Effective Communication Skill- A teacher should have a good communication skill since the words

presented in the bulletin should reflect his/her personality. In this sense, he/she will be able to convey the message clearly to the readers.

b. Creative- A teacher should be creative because it entails the skills in making

various styles and designs that could attract the learners.

c. Resourceful- A teacher should be resourceful so that what she plans will be realized

by just using available resources presents in the school.

d. Skill in Color Combination- A teacher should possess this skill because correct color combination

attracts the reader’s attention. Color combination should be creatively done.

e. Unique

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- A teacher should be unique in making bulletin board display because it will arouse learner’s curiosity, thus, in this sense, learner’s attention will be gained.

2. Which of the skills do you already have? Recall your past experiences in making board displays. How do you practice these skills?

- Maybe, the skill that I already have is being resourceful. As I recalled my experiences in high school, our teacher told us to make board displays about the theme nutrition month. Since we are far from the store, we utilized those materials available in the office. We selected those clean and attractive colors of cartolina. We used newspapers, extra art paper in making borders and we also used crayons in coloring our drawing. We used many designs in our display to make it attractive and arouse the interest of the students.

3. Which skills do you still need to develop? Reflect on how you can improve on or acquire these skills.

- I need to develop my skills in color combination. It is my weakness since elementary in making draw with good color combination. I don’t know how to combine colors to make it pleasing to the eyes of the viewers. Since it is one of my weaknesses, I need to practice it many times, because I believe the saying goes “CONSTANT CORRECT PRACTICE MAKES PERFECT”.

EPISODE 3 – UTILIZATION OF TEACHING AIDS

Observation Guide

1. What is the lesson about?- The lesson was all about adjectives that describe places and events.

2. What visual aids/materials/learning resources is the teacher using?- The teacher used books in English II and pictures of different places and events

in the Philippines. 3. Observe and task notes on how the teacher presents/uses the learning resources.

- Both teacher and pupils used books in English II, letting them read the selection about the Philippines afterwards, the teacher point out pictures of different places and events in Philippines and letting them to describe each. The teacher uses pictures of Philippine sceneries and events, in making or presenting her lesson understandable to the learners.

4. Closely observe the learner’s response to the teacher’s use of learning resources. Listen to their verbal responses. What do their responses indicate? Do their responses show attentiveness, eagerness and understanding?

- As I listened to the verbal responses of the pupils, only few are participated. The others were not able to catch up the lesson easily. They did not make any responses whenever the teacher ask questions, it seems like they are confused. Only few showed eagerness and attentiveness because they were attentive and eager to learn more about the lesson.

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5. Focus on their non-verbal responses. Are they forward showing their interest on the non-verbal responses? Are they looking toward the direction of the teacher and the materials? Do their actions show attentiveness, eagerness and understanding?

- As far as I observed, their non-verbal responses showed only little understanding because only few of them raised their hands every time the teacher asked them questions. Those only few learners were able to write sentences on the board describing places and events. Most of them did not show attentiveness, eagerness and understanding.

UTILIZATION OF TEACHING AIDS FORM

Grade/Year Level of Class Observed: Grade III and Grade IVDate of Observation: January 13, 2011Subject Matter: Adjectives that describe Places and EventsBrief Description of Teaching Approach used by the Teacher.

- The teacher used integrated approach because she includes the acquisition of knowledge, skills as well as values on her lesson.

Teaching AidsUsed

Strengths Weakness Comments on Appropriate of Teaching Aids Used

Books

Pictures

- All pupils involve in the reading process since everyone has a book.

- All pupils read the selection through its readable letter and construction of words.

- By reading the books, pupils are able to improve their speech skills.

- Many pictures are presented; it aroused learner’s curiosity and interest.

- Pictures are colorful and attractive; it attracted the learner’s attention to focus on the lesson.

- The pupils get confused because some words from the books are hard for them to understand.

- Though pictures are many and colorful, but these are small, learners at the back did not see it clearly.

- It is much better if the teacher unlock difficult words first then explains to the pupils so that they will be able to understand the selection easily.

- In making pictures, teacher must draw it big so that it will become visible to everyone.

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ANALYSIS

1. What do you think prompted the teacher to choose the materials/learning resources that she used?

- I think the teacher used books to guide the learners and support their learning’s. The teacher prompted to use pictures of different places and events because, maybe, she knew that pupils will listen to her attentively using those aids.

2. What difficulties, if any, did the teacher experience? How can this be managed?- The difficulties experienced by the teacher in teaching those topics were the

different level of intelligences and different behaviors that her pupils possessed. Since, most of the pupils have short span of attention. But still, she was able to manage them through his way of awakening the pupils in saying “HELLO” to them when they got bored.

3. Over-all, where the learning resources/materials used effectively? Why? Why not?- All learning resources/materials used slight effective because only few learners’

got the passing score. Most of them got score below the passing score. But, the teacher made a remedial to those who did not pass her given exam.

REFLECTIONS

1. Put yourself in the place of the teacher. What should you do differently if you will teach the same lesson to the same group of students? Why?

- If I were the teacher, I would do similarly during my class discussion. I would use books and pictures as visual aids to support my teachings. But what would vary differently from activities to my pupils. I would make my pictures big so that it will be visible to the learners. I would also give first a motivational song related to my topic, explain it to them. Later on, I would give a lectures about adjectives that describe places and events by giving them examples. Then, I will give them time to create sentences to their own.

EPISODE 4 – TOOLS OF THE TRADE (Teaching Aids Bank)

An Observation/Survey Guide

1. Are there learning resources useful for your topic in the resource center you visited?

- Yes, there are learning resources/materials useful for my topics that are present

in the resource center.

2. Are the available materials appropriate for your target grade/year level?

- Yes, there are available materials appropriate for my target grade/year level.

These will surely help and facilitate learning’s to the pupils.

3. List down those that can be useful for your topic.

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- Learning materials useful for my topic are the books, manila paper, pentel pen,

chalks, pictures and charts.

4. What other materials can you make?

- The other materials that I can make are cut-out letters, flash cards and visual

aids.

Learning Resources on a Specific Content Area

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AdjectivesThat

Describes Things

Specific Content

Area

Will be made

Visual Aids

Available

Books

Will be made

Flashcards

Will be made

Cut-out Letters

Will be purchased

Chalks

Available

Charts

Will be Purchased

Manila papers

Will be PurchasedPentel

Pen/Permanent marker

ANALYSIS

Give at least three benefits of doing a survey of available materials before making your own materials? Explain

1. Surveying available materials improves your motivation in making creative teaching aids for your discussion. In such a way, teaching aids support and facilitate learning’s to the pupils.

2. It gives you an idea what specific topic to be discussed, sometimes. Especially if we are tired, we cannot ready/prepare our lesson plan to be discussed. Through surveying available materials, we can get hint or idea what topic to be discussed that is suited for available materials.

3. It helps you decide what activities to be included depending upon the available resources suited to your specific topic. Yes, it is true for the fact that available learning resources gives you an idea what activities to be included that could facilitate learning.

4. It lessens cost/expenditures in making visual aids because once you knew that there are visual aids appropriate for your topic, you don’t need to buy manila paper and ink for your pentel pen. The time and money spending will be lessened.

REFLECTIONS

1. Which of the materials did you like making the most? Why?- The materials that I’d liked making the most were printed materials and cut-out

letters. I liked it because it is my passion since high school in making printed materials, I was always then, selected as secretary in our classroom. I liked cutting letters though it was time-consuming but I enjoyed a lot.

2. What difficulties, if any, did you encounter in maki9ng the materials? How did you overcome them?

- I have not found difficulties in making printed materials. But in cutting letters, I found difficulties in folding and cutting letters since my hands shake when I was about to cut the letters.

3. What tips can you give teachers regarding preparation of teaching materials?- My tips that I can give to the teachers are:

a. they should have decided the topic to be discussed before going to the learning resource center.b. Teachers should make teaching materials in a creative way, in order to get the attention of the pupils.c. Teachers should have a survey on the available resources in the learning center, to lessen the cost/expenditures in making visual aids if it is available.d. After knowing the available resources, they should decide what activities to be imposed using those available resources.

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EPISODE 5 – PAPER WORKS! (Preparing Hand-outs)

Hand-out Planning Guide

1. What topic do I like to work on?- I like the topic about classification of animals.

2. For what grade or year level is my hand-out for?- My hand-out is for grade IV level.

3. What components do I include in my outline?- I will include those important and useful components in my outline so

that my lesson will have a sense of direction.4. What type of graphic organizers/flow-charts/schemas do I need to use?

- I will use the correct concept pattern organizer to explain the main concepts through giving characteristics and examples.

5. What references do I use?- I will use Science 4 books as my references.

Hand-out Plan

Subject Matter: Classification of AnimalsGrade/Year Level: IV

Outline:

1. Classification of Animals

A. Animals that eat plants only.

1. Carabao 2. Cow 3. Horse

2. Animals that eat meat only.

1. Frog 2. Snake 3. Lion

3. Animals that eat both plants and meat.

1. Pig 2. Mice 3. Rat

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Hand-out Plan

Concept Pattern Organizer

ANALYSIS

1. What are the good features of a hand-out?- The good features of a hand-out using graphic organizers, schema, and

flowchart are the following:

a. It shows relationships associated with the concept you are studying.b. It facilitates learning since graphic organizers depict the relationships between facts, concepts or ideas.c. It helps students organize their thinking.d. This is a powerful tool or aid in retention as well as in understanding.e. It may show similarity and differences between concepts. f. It may display the steps or stages in a process.g. It shows arrangement. It may also help in discussing cause and effect of something

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Classification of

Animals

Animals that eat meat only

Animals that eat both plants and

meat.

Animals that eat plants only

Carabao

Cow

Horse

Rat

Mice

Pig

Lion

Snake

Frog

2. Which of these features are present in the hand-out I make?- The features that are present in the hand-out I made are:

a. It shows arrangement.b. It facilitates learning.c. It helps students organize their thinking.d. It is a powerful tool in retention and understanding.

3. Which of these features are not present in the hand-out I made?- The features that are not present in the hand-out I made are:

a. It discusses cause and effect relationship.b. It may display the steps or stages in a process.c. It may show similarity and differences between concepts.

REFLECTIONS

1. What difficulties, if any, did you encounter in making the hand-outs? How did you overcome them?

- The difficulties I encountered in making the hand-out were the selection of what graphic organizer to be used that is best suited to my topic, as well as, the preparation of the hand-out because it was time-consuming.

2. What tips can you give teachers regarding preparation of hand-outs?- In preparation of hand-outs, the teacher should decide what topic to be

discussed. After deciding, the teacher should choose what graphic organizer is best suited to the topic. The teacher should be flexible in meeting the needs of the learners since learners have multiple intelligences and varied learning styles.

47

PERSONAL REFLECTION OF FS PORTFOLIO

FS portfolio is designed to exhibits Fs students works, their analysis, and their personal

reflections from their observation in field study activity. It focuses on how students acquire

knowledge and understanding in the process of learning to teach, and how they are acquired.

Thus, field study is a component of the new Pre-service Teacher Education Curriculum that

aims to explore the students to actual field experiences so that they can relate the theories

learned inside the classroom with those experiences. These off-classroom experiences would

emphasize the importance of understanding the complex work of the teacher in this era of

globalization.

Therefore, in this field study experiences we, as a pre-service teacher arrived at our

own analysis and reflection of what we have observed from the actual setting of teaching-

learning process. Our personal reflection played in the growth and development of us pre-

service teacher. Reflection allows us explore our experiences in order to arrive at new

understanding or insights. Thus, The field study experience is geared towards exactly this, to

give pre-service teachers the opportunity to learn through meaningful and systematic exposure

in actual settings.

Moreover, by this field study subject we are given an opportunity to experience the real

setting of teaching. In which we can therefore conclude that teaching is not an easy task.

Teachers need to be patient and flexible in dealing with the individual differences of the learners

to cope up and transform them into high competitive individual. With this experience, we were

able to come up what a teacher can be, should be, and must be.

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COMMENTS OF THE FACULTY

49

SUGGESTED RUBRIC FOR THE PORTFOLIO

CRITERIADescription

5 4 3 2 1

1.Contents of the portfolio

Has 90-100% of the needed content.

Has 75-89% of the needed content.

Has 60-74 of the needed content.

Has less than 59% of the needed content.

Has less than 40% of the needed content.

2.Objectives of the Portfolio

Objectives are SMART and cover the whole course.

Objectives are SMART but cover only a minimum of 75% of the course.

Objectives are SMART but cover only less than 75% of the course.

Some objectives are not SMART and do not cover the whole course.

Most objectives are not SMART and cover only a minimum of the course.

3.Quality of Entries

Entries are not of best quality, well selected and very substantial.

Entries are of better quality, many are well selected and substantial.

Entries are of acceptable quality, some are well selected and substantial.

Some entries are not acceptable quality, limited selection and substantial.

Few entries are of acceptable quality, not well selected and very substantial.

50

4.Presentation of Entries

Creative, neat and has a very strong impact or appeal.

Creative, neat and has strong impact or appeal.

Creative, neat and an average impact or appeal.

Minimal creativity, neat with minimal impact or appeal.

No creativity in disarray, no impact or appeal.

5.Promptness in the Submission

Submitted ahead of schedule.

Submitted on schedule.

Submitted ten days after schedule

Submitted from 11-30 days after schedule.

Submitted 31 or more days after schedule.

SELF-RATING COMPETENCY CHECKLIST

(For Student Use)

Name: Efren Logroño, Jr. Course: BEED Year & Section: III

Direction: Check (√ ) the appropriate column that best describes your current level of mastery of each

listed competency.

COMPETENCY

I cannot do this yet

I am learning how to do this.

I can do this but I need to learn and improve.

I can do this very well.

1. Identifies varied methods and strategies, instructional materials and assessment tools used in the learning environment.

√

2. Distinguishes general learning processes as well as unique learning processes of individual learners.

√

3. Identifies teachers’ actions that demonstrate value for learning.

√

4. Distinguishes general learning as well as unique learning process of individual learners.

√

5. Explains the importance of using varied learning experiences.

√

51

6. States the significance of using instructional materials that provide meaningful learning.

√

7. Describes the significance of using varied assessment tools in diverse situations.

√

8. Obtains important information on the learning styles, multiple intelligences and needs of learners.

√

9. Proposes strategies to address the needs of differently-able students.

√

10. Determines and accepts learners’ diverse background and experiences.

√

11. Identifies and analyzes the factors to be considered in the selection of learning experiences, instructional materials and assessment tools.

√

12. Develops and utilizes creative and appropriate instructional planning.

√

13. Shows proofs of instructional planning. √14. Uses appropriate assessment strategies

to evaluate learning.√

15. Sets appropriate learning goals. √16. Delivers accurate and updated content

knowledge using appropriate strategies.√

17. Engages and sustains learners’ interest in the subject through the use of meaningful and relevant content.

√

18. Selects, prepares, and utilizes instructional materials appropriate to the learners and to the learning objectives.

√

19. Makes good use of allotted instructional time.

√

52

SELF-RATING COMPETENCY CHECKLIST FOR FS 1

(For Student Use)


Direction: Check (√ ) the appropriate column that best describes your current level of mastery

of each listed competency.

COMPETENCY

I can’t do this yet

1

I can learn how to do this2


3


4

1. Determines the environment that provides social psychological and physical environment supporting of learning.

√

2. Differentiates learners of varied learning characteristics and needs. √

3. Manages time, space and resources to provide an environment conducive to learning.

√

4. Recognizes multi-cultural background of the learners when providing learning opportunities.

√

5. Determines teaching approaches and techniques appropriate to the learners. √

6. Determines, understands, accepts the learners diverse background.

√

53

7. Relates the learner’s background to their portfolio.

√

8. Reflects on the impact of home and family to the learning.

√

9. Expounds on one’s understanding of the learning processes the rule of the teacher in facilitating the process in the students.

√

10. Accepts accountability to learner’s achievement of a performance. √


(For Faculty/College Supervisor Use)


Direction: Check (√ ) the appropriate column that best describes the FS Student’s current level

of mastery of each listed competency.

COMPETENCYThe FS student cannot do this yet

1

The FS student is learning how to do this

2

The FS student can do this but needs to learn more and improve

3

The FS student can do this well

41. Determines the environment that provides social psychological and physical environment supporting of learning.

2. Differentiates learners of varied learning characteristics and needs.

3. Manages time, space and resources to provide an environment conducive to

54

learning.

4. Recognizes multi-cultural background of the learners when providing learning opportunities.

5. Determines teaching approaches and techniques appropriate to the learners.

6. Determines, understands, accepts the learners diverse background.

7. Relates the learner’s background to their portfolio.

8. Reflects on the impact of home and family to the learning.

9. Expounds on one’s understanding of the learning processes the rule of the teacher in facilitating the process in the students.

10. Accepts accountability to learner’s achievement of a performance.


(For Student Use)


Direction: Check (√ ) the appropriate column that best describes your current level of mastery of each

listed competency.

COMPETENCY

I cannot do this yet

I am learning how to do this.


3


55

1 2 4

1. Identifies and classifies resources that facilitate teaching and learning process.

√

2. Appraises the effectiveness of displays as learning resources.

√

3. Designs a bulletin board display. √

4. Determines the appropriateness of teaching aids to learning tasks.

√

5. Prepares instructional materials that are appropriate to the learning content.

√


√

7. Develops and utilizes materials which involve students in meaningful learning.

√

8. Recognizes strengths and weaknesses of slide presentations in facilitating the teaching-learning process.

√

9. Determines the appropriateness of the internet resources to the learning tasks.

√


(For Faculty/College Supervisor Use)


Direction: Check (√ ) the appropriate column that best describes the FS Student’s current level of

mastery of each listed competency.

COMPETENCY

The FS Student cannot do this yet

The FS Student is learning how to do this.

The FS Student can do this but needs to learn more and improve.

The FS Student can do this very well.

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1 2 3 41. Identifies and classifies resources that

facilitate teaching and learning process.

2. Appraises the effectiveness of displays as learning resources.

3. Designs a bulletin board display. 4. Determines the appropriateness of

teaching aids to learning tasks.



7. Develops and utilizes materials which involve students in meaningful learning.

8. Recognizes strengths and weaknesses of slide presentations in facilitating the teaching-learning process.

9. Determines the appropriateness of the internet resources to the learning tasks.

57

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