Field Study 1

1. Field Study 1 The Learner’s Development and Environment October 2014

2. TheContributors JenevieButacan “A creative teacher is not limited to his/her textbooks, but rather has a clear understanding the learner’s level of grasp & undertanding, and thus provide mere avenues of growth learning by maximazing and maintaining the stimuli affeting the learning skills.” GenivaTimbang “Teaching is not just a profession it’s a passion”. Means as teacher we must love what we are doing. If we will teach just for sake of saying it’s our job we won’t be an effective teacher. We must teach by heart not just by book.

3. BiancaRosario “A teacher can make or break a child. We can make our student to become a good and better person in the future by teaching them right things and experiences they can treasure in the future. Also in the same way, we can break them if we will not guide them in the right path. As a teacher we must build our students confidence” Namerah Basmala “Education is not the learning of facts, but the training of the mind to think”. - Albert Einstein

4. Leonardo CadeleñaJr. “Teach what is right to the eyes of the people and most of all to the eyes of God”. Submitted to: Dr. Dane B. Jacinto

5. Preface Setting new directions in education is one of the primary concerns of Teacher Education Institutions (TEI). This FS1 book aligns the learner’s experiences with the National Competency-Based Teacher Standards (NCBTS). The learning experiences embedded in every lesson were intended to create meaningful and rewarding encounters to ensure that the students will feel the joy of teaching and learning. FS1 is focused on The School as Learning Environment; The Learner’s Characteristics and Needs; Classroom Management and Learning; Individual Differences and Learner’s Interaction (focusing on differences in gender racial, religious backgrounds); Individual Differences and Learner’s Interaction (focusing on Different Levels of Abilities); and Home-School Link. Features of the Book This Book is divided into Learning Episodes. Each Learning Episode contains the following components My Target This specifies the goals, objective and purposes of the learners. The objectives were stated in a specific, measurable, attainable, realistic and time bound (SMART) manner. My Performance This makes use of an analytic scoring rubric that is processed-and product- oriented. It evaluates the quality of the process of observation- documentation, analysis, reflection and submission. It also evaluates the quality of product or output of the FS student portfolio. It is primarily a tool intended for the Field Study teacher to rate the FA student upon completion of the episode. It can likewise be used by the FS student for self-rating purposes after completing the episode. It is placed immediately after My Target to give an idea to the FS student on what points will be evaluated at the end of the learning episode.

6. My Map This presents the means / directions, processes, ways which the learners need to undertake to attain the target. My Tools This part gives the learners the instruments that they have to use r activities to undertake in the Learning Episodes to sharpen their skills. My Analysis This phase highlights the FS student’s ability to break the information learned and experiences undergone into parts for an in depth and incisive study of the same. My Reflections This empowers the FS student to get engaged in higher thinking process skills. This phase will help to improve metacognitive skills as engaged in solving problems, making judgments and formulating inferences My Analysis It is the student’s learning in capsule, an authentic form of assessment. A suitcase of the learner’s proofs and documents in various forms (photographs, illustrations, organizers, songs, rhymes, acronyms and the like).

7. Table of Contents The Contributors………………………………………………………………….. Preface ……………………………………………………………………………. Introduction………………………………………………………………………… Field Study Subjects Matrix …………………………………………………….. Field Study 1 – The Learner’s Development and Environment ……….. FS 1 – Episode 1 – The School as a Learning Environment …………… FS 1 – Episode 2 - The Learner’s Characteristics ad needs …………… FS 1 – Episode 3 – Classroom Management and Learning …………… FS 1 – Episode 4 – Individual Differences and Learner’s Interaction (focusing in differences in Gender, racial, racial backgrounds)………………………………….. FS 1 – Episode 5 – Individual Differences and Learner’s Interaction (focusing on Different Levels of Abilities)…………………………………………………………......... FS 1 – Episode 6 – Home-school Link …………………………………..

8. Introduction: As we observe students, we need to consider their goals. What Effects are they trying to create? We observe their actions and listens to their comments to determine the strategies they choose to attain their goal. In order to have a meaningful conversation with a child we need to know what the child think can be done in real situation (possible goals) and we need to know the procedures that the child believes will make things happen (possible strategies). Considering children’s theories requires more than a careful transcription of what they say and do. We have to dig, to abstract the meaning of elliptical sentences, aborted movements, or confusing explanation, request or description. Children are spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved; competent and naïve; talkative and quiet. To be childlike is to experience an almost unpredictable array of discoveries, emotions, and levels of energy. Children are unique and complex and thus often difficult to comprehend. And they do not readily engage us in dialogue in order to explain the reasons for their caprice as they explore the world that surrounds them. Yet, as teachers, it is important for us to know our children deeply, to flow with their currents, and to extend their nascent theories about how the world works. Given the delightful yet often enigmatic characteristics of young children, We learned that in order to comprehend children we must begin by observing them as they play. But what do we see as we observe, and how we use our observation to enhance our effectiveness as teachers? Children are competent learners, but as teachers, we have to slow down, carefully observe and study our documented observation in order to understand the ideas that they are attending to convey. In addition to slowing down, observing children’s theories requires a general knowledge of child develop and a willingness to speculate.

9. FS 1 The Learner’s Development and Environment Course Description This course is designed to help Field Study students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of development and social environment. GeneralObjectives 1. Identify the stage of physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom setting. 2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development. 3. Analyze how the teaching and learning process should be conducted considering the different phases of child development. FOCUS School as a learning environment SPECIFIC TASK Episode 1 • Visit a School, Look into its facilities and areas that support learning (i.e., classroom, library, playground, canteen). • Describe the LEARNING EVIDENCE An illustration of a school of learning or a “child friendly school” through any of the following: - A descriptive paragraph - a photo essay DOMAIN Learning environment COMPETENCIES Determines an environment that provides social psychological and physical environment supportive of learning.

10. Peace Concept in Focus: “Building Friendship” Learner’s Characteristics and Needs Peace Concept in Focus: “Valuing Diversity” Classroom Management and Learning school environment • Prepare an observation log. • Describe the school environment Episode 2 YOU AND I ARE DIFFERENT • Observe 3 groups of learners from different levels (preschool, elementary, and high school) • Describe each group of learners based on your observations • Validate your observations by interviewing the learners • Compare them in terms of their interests and needs Episode 3 “IN NOT OUT” • Observe the class • Using a checklist, find out the evident classroom • Narrative descriptions of Diversity among Children Checklist on classroom management components Photo documentation of Curriculum Diversity of Learners Learning Environment Diversity of Differentiate Learners of varied characteristics and needs Manage time, space and resources to provide an environment appropriate to the learners and conductive for

11. Learner’s Characteristic and Learning activities Individual Differences and the Learning Process components • Describe how the classroom is structured/design ed to allow everyone to participate in the learning activities • Relate the data in your checklist to the learner’s behavior • Reflect on how classroom management affects learning Episode 4 TRAITS CHECK • Observe a class on a regular day • Take note of characteristics of the learners in the class • Enumerate and describe the activities that took place in the class. • Analyze how the activities facilitated learning considering the learner’s characteristics. Episode 5 • Observe learner of different learning abilities but the the classroom setting Reflection paper on activities that allow inclusivity rather than exclusivility among learners Collection of Classroom activities written on card boards of rainbow colors A reflection paper on the congruence or match of learning activities to the learners’ characteristics • Reflection on the interaction of learners despite differences Learner’s profile Learners Learning Environment Diversity of Learners Diversity of Learners learning • Recognizes multi-cultural backgrounds of learners when providing opportunities • Determines Teaching approaches and techniques appropriate to the learners • Determines, understanding and accepts the learners; diverse

12. Peace concept in focus: “Sameness in differences” Individual Differences And the Learning Process Peace concept In Focus: “Unity In Diversity” Home-school Link same grade/year • Interview them to gather their background information • Observe them as they participate in a classroom activity • Write a narrative report. Episode 6 • Observe a class on a regular day • Take note of characteristics of the learners in the class focusing on gender and cultural diversity • Interview our resource teacher about principles and practices that he/she uses in dealing with diversity in the classroom. Episode 7 Home-School Link CONNECT ME • Select a learner Narrative report Narrative description of Diversity Among Children Description on how the teacher instills among children the values and knowledge on differences in gender, social and cultural backgrounds Home visitation report Community Linkage background • Relates the learners’ background to their performance in the classroom • Recognizes- cultural backgrounds of learners when providing learning opportunities • Reflects on the impact of home and family life to learning

13. Peace Concept In Focus: Interdependence And Cooperation from the class that you have observed • Conduct a home visit to your selected Learner • Describe the family in terms of - number of siblings - number of siblings in school • Interview the parents about 1. Rules they implement at home concerning their child’s schooling 2. The learner’s activities and behavior while at home Reflection on the impact of home and Family Life to Learning Learning Environment

14. Episode 1 THE SCHOOL AS A LEARNING ENVIRONMENT v

15. My Target At the end of this activity, I will gain competence in managing time, space and resource to provide an environment which is appropriate to the learners and conductive to learning. My Performance (How will I Be Rated) FIELD STUDYEpisode 1- The School As a Learning Environment Focused on: Determining a school environment that provides social, psychological, and physical Environment supportive of learning Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. Reflection statements are clear, but not clearly supported by experiences from the episode Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode.

16. 4 3 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmulation) Signature of FS Teacher above printed name

17. My Map A general observation of the campus and the classroom is an exciting way to an observation. My mission is to do the following tasks: 1. Visit a school. look into facilities and support learning areas in the campus, them 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 Paragraph; b) Photo Essay c) Setch or drawing; d) Poem, song or rap

18. My Tools SCHOOL FACILITIES CHECKLIST Familiarize yourself with the different areas and facilities of the school. Check the column to indicate their availability. Give a brief description of those that are available FACILITIES AVAILABLE NOT AVAILABLE DESCRIPTION Office of the Principal  The Principal’s office is very clean and organized Library  The books are properly arranged in its designated place Counseling Room  Canteen  Clinic  The clinic is well ventilated and there’s a nurse in case there’s a student who needs assistance Audio Visual/Media Center  Reading Center  Speech Laboratory  Science Laboratory  Gymnasium 

19. Auditorium  The auditorium is a bit small for the high school students Home Economics Room  Industrial Workshop Area  PTA Office  Comfort Room for Boys  The comfort room is slightly dirty and need to be cleaned Comfort Room for Girls  Comfort room for girls is clean unlike boys CR Others(Please Specify)

20. An Observation Guide for the CLASSROOM VISIT Read the following statements carefully. Then write your observation report on the provided space. 1. Describe the community or neighborhood where school is found. 2. Describe the school campus. What colors do you see? What is the condition of the buildings? 3. Pass by the offices. What impression do you have this offices? 4. Walk through the school hall, the library, the cafeteria. Look around and find out the other facilities that the school has Name of the School Observed St. Therese School Address 27 Aurora Drive Vergonville Subd. Date of Visit September 6, 2014 1. The school is surrounded by houses, but even though it is in that environment they can still maintain the cleanliness outside of the school. . 2. The school campus is very clean, the blue and white color is very refreshing in the eye. 3. Their offices is a place where you won’t get lazy to work because it’s clean and air-conditioned.

21. An Observation Guide for the CLASSROOM VISIT Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data. 1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious figures, lessons, visual aids, announcements, do you see posted? 2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How are the tables and chair/desks arranged? 3. What learning materials/equipment are present? 4. Observe the students. How many are occupying one room? 5. Is the room well-lighted and well-ventilated? CLASSROOM FACILITIES MATRIX Classroom Facilities Description (location, number, arrangement, condition) 1. Wall Displays There isn’t wall display in the classroom 2. Teacher’s table The teacher’s table is located in the front so that the teacher can monitor easily what the children do 3. Learner’s Desks The desks for student is enough for them to move freely and it’s comfortable 4. Blackboard The blackboard is quite small 5. Learning Materials/Visual aids The teacher only uses chalk for discussion

22. Write your observation reporthere. Name of the School Observed St. There School Location of the school 27 Aurora Drive Vergonville Subd. Date of Visit September 6, 2014 I found out that in every classroom, it is very important on how it will become conducive to learning, so that students become active in class discussion because they are comfortable. During my observation, I can say that good interaction is very important in the classroom. Teachers must know how to get their students interest so that they will listen and also the student must do their responsibility so they will have a smooth discussion, a fun and exciting learning and teaching.

23. My 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? Jenevie: An environment has a great factor when it comes in learning. An unclean environment can make a student lazy and at the same tie he/she will not be motivated to learn. Geniva: I think the environment has a big impact on students learning because environment contributes to the learner’s mood, actions and learning of course. Bianca: Environment is also a big impact when in comes to studying and learning. Classrooms must be clean, well ventilated. Good environment also helps student to think and motivate them to study. Namerah: The school has been operating for more than 2 decades. This only shows that they have done a great impact of learning to the lives of their students. Leo: The school campus has a particular impact on the learning of the student by motivating them like having some disciplinary rules that each of them understands well. As for the classroom, I think it is not good for learning purposes most especially if it is not well ventilated even the science laboratory must be ventilated as well for students to have a good learning process. 2. How does this relate to your knowledge of the child and adolescent development/ how does this relate to your knowledge of facilitating learning? Jenevie says: There are several reasons why students need to go to school but to me, the top three reasons are getting an educations helps to go further in life, it is required until you reach a certain age and will help them to comfortable in talking to people. Of course, conducive classroom atmosphere contributes to the learning of the students while they are pin school.

24. Geniva: As for my own understanding, children learn in different ways. This is what we so called “Multiple Intelligences”. We’re also motivated in different ways, some wants a reward and some needs to be punished for them to learn. Bianca: Students learn differently, they have different distractions. But having a nice, clean and friendly atmosphere room can help all the students to boost their motivation to study. Also for me teacher must go beyond the pen and paper, the one way teaching. I do believe in progressive learning and hands on experiences to make the learning more enjoyable. Namerah: Learning is a two-way process; the teacher teaches the lesson at the same time listens to the students. The students do not only listen to the teacher but also shares and be include in class discussions. So to facilitate learning, the school as the learning environment must be considered. Leo: According to my own observation, the knowledge of a particular student that we had observed was moderate while in facilitating learning, I can say that the students will learn a lot even the teacher will use a power point presentation, and what is important that each student learns from the discussion.

25. My Reflections 1. Would you like to teach in the school environment you just observed? Why? Why not? Jenevie: Yes, because the students are motivated to learn although they are not that exposed to new technologies in teaching learning process. The school is already conducive to learning. Geniva: Not really. Because the classroom is not surrounded by windows. It’s an open classroom, so I’ll be having a hard time making my voice high because I might disturb other classes. Bianca: Yes and no. Yes because, I can see that students have the passion to study and to listen. And no because, The classroom are open, I have a soft voice sometimes, so I think that I’ll be having a hard time talking to them and for them to understand me. Namerah: Yes, I would like to teach at St. Therese school because the environment is very warm, the teachers are so humble, it has good administration, the students are very respectful and cooperative, and the rooms and offices are very conducive. Leo: To be honest I don’t like to teach in the school that I have had observed because the classrooms were not ventilated. I want to feel comfortable when I am going to teach. 2. What kind of school campus is conductive to learning? Jenevie: School campus with good facilities. Well maintain libraries where the students my assess different kinds of books for them to discover things of themselves . It must have a good ambience for child friendly school to motivate the learner effectively. Geniva: School campus that is clean and good to see. And a school that is complete in facilities. Bianca: School campus with well organized, clean and complete facilities. Also a campus must also have effective teachers. Teachers who has passion in teaching. Namerah: A school campus is conducive to learning if the school is structurally organized, has an environment that is free from distractions during classes, pollution-free area and has the complete facilities for the learning process.

26. Leo: I must say that a school campus is conducive to learning when the students don’t have a chaotic environment. If the environment was comfortable and nice to the eye of the student then it is conducive to learning 3. What kind of classroom is conductive to learning? Jenevie: With complete books and charts that molds the students learning process. The classroom which has effective teacher to teach their student in what way they must learn. Geniva: A classroom that is conductive in learning is the room that is well ventilated and air-conditioned. And also has charts of school stuffs Bianca: Classrooms that has enough space for the students and teachers to move. Classrooms must have a designs or charts that will get the attention of the students to study. Teachers must give students a hand on experience in learning like experiments, drawings, coloring etc. So they can enjoy learning Namerah: A classroom that is conducive to learning is clean, has well-arranged and complete furniture and materials, provided with proper lighting and ventilation and must have enough space to cater all the students’ needs. Leo: Kind of classroom that is conducive to learning if it is well ventilated, at least it is air-conditioned for the learners will feel comfortable and can concentrate to their studies. 4. In the future, how can you accomplish your answer in number 3? Jenevie: They must internalize each lesson by conducting enjoyable activities that enhance their learning process. Also I will be using colorful and catchy graphic organize, charts, mock and visual aids to catch their attention. Geniva: As Jenevie says, I agree that the classroom should have learning charts. Bianca: As a future preschool teacher, I will put charts like ABC’s numbers colorfull charts. I will also put a bulletin board where will I post the writings or drawing exercises of my students. Namerah: Being a teacher someday, I will ask my commitment in changing the lives of my students. Therefore, I will apply my knowledge to come up with a classroom conducive to learning and be effective and efficient in my responsibilities in the learning process.

27. Leo: In the future I can accomplish a classroom that is conducive to learning by providing them a room that is ventilated, that is nice to their eyes, an environment that can help them to learn. 5. Write your additional learning’s and insights here Jenevie: School environment/ condition may affect the student’s interest in learning Geniva: I learned that we not learn only in the school but also outside where the real world is. Bianca: Learning is not just inside the walls of school. We can also learn outside, we can learn through our experiences. Everything around us can affect our learning, mind and behavior. Namerah: Observing a school and a classroom setting somewhat awakes me of what I will be doing someday. It helps me with what should I expect and should I do with my classroom, to have a conducive learning environment for my students. Leo: As I observe the school campus, though it is a place for a students to learn they should add a ventilation to make the students comfortable while they learning.

28. My Portfolio My Personal Illustration of an Effective School Environment The environment that a student thrust into an aggressive aspect of the learning process. A student is expected to learn from their school environment. Share, inspire, and contribute. Each of us is facing the difficulties and agonies over studies because we want to achieve the quality education that we are seeking for. Share which means imparting any interesting stories and lessons inside and outside of the classroom which could be helpful for the interaction between the teacher and students. Inspire which means inspiring the world with the joy and fulfillment as an advocate education someday. Contribute which means working towards the betterment of the Education in the country. This could help in shaping new effective school. Environment that would provide each of the learners a copy of their implication. As a future educator, I know and I am aware of myself that an effective learning lies on how the particular school become effective in doing the environment conducing to learning in gaining process.

29. Episode 2 THE LEARNER’S CHARACTERISTICS AND NEEDS

30. My Target At the end of this activity, we will gain competence in differentiating the characteristics and needs of learners from different developmental levels. My Performance (How will I Be Rated) FIELD STUDYEpisode 2- The Learners’ Characteristics and Needs Focused on: Differentiating the characteristics and needs of learners from different developmental levels. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1

31. My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmulation) Signature of FS Teacher above printed name

32. My Map To reach your target, do the following tasks: STEP 1: Observe 3 groups of leaners from different levels (pre-school, elementary and high school) STEP 3: Validate your observation by interviewing the learners. STEP 2: Describe each of the learners based on your observations. STEP 4: Compare them in terms of their interests and needs. TASKS

33. My Tools Use the activity form provided for you to document your observations. An Observation Guide for the Learner’s Characteristics Read the following statements carefully. Then write your observation report on the provided space. Your teacher may also recommend another observation checklist if a more detailed observation is preferred. Physical 1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up the stairs, etc. 2. Are gross movements clumsy or deliberate/smooth? 3. How about their fine motor skills? Writing, drawing, etc Social 1. Describe how they interact with teachers and other adults. 2. Note how they also interact with peers. What do they talk about? What are their concerns Emotional 1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries, mood-shifts) 2. How do they express their wants/needs? Can they wait? 3. How do they handle frustrations? 4. Describe their level of confidence as show in their behavior. Are they self-conscious? Cognitive 1. Describe their ability to use words to communicate their ideas. Note their language proficiency. 2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills 3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.

34. Learner’s Development Matrix Record the data you gathered about the learner’s characteristics and needs in this matrix. This allows you to compare the characteristics and needs of learners at different levels. The items under each domain are no means by exhaustive. These are just samples of indicators. You may add other aspects which you may have observed. Development Domain Preschooler Indicate age range of children observed: Elementary Indicate age range of children observed: High School Indicate age range of children observed: Physical Gross-motor skills They know how to tie their shoe lace and button their uniform. They dance, they could perform simple steps. They can carry their chairs and table . Fine-motor skills Completing simple puzzles and hold a pencil. They can draw a line, boxes and other different shapes. They can now construct a sketch and a detailed drawing. Self-help skills They draw simple things without the help of others. They can go to the CR alone. They can make their own reports. Others Social Interaction with teachers They keep in mind what their teacher is teaching them. They raise their hands to answer and sometimes in chorus They share their own ideas and relate I to the topic. Interaction with classmates/friends Introducing one’s self and make friends. They’re competing at each other. They do a research together with friends. Interests They’re interested in art stuffs like drawing and other colorful objects. Interested in oral recitation and in games. Interested to learn new concepts and ideas by means of group activity. Others Emotional Moods and temperament, expression of feelings They’re so sensitive that if you see something wrong about their work they will cry. They hide their feelings and are influence by their peers. They are showy. Emotional Independence They cannot control what they feel at times that will tend Some can control their emotions some are not. They can hide their feelings by smiling even though they

35. to make them cry are not happy Others Cognitive Communication skills Can’t speak longer. They can speak fluently but has limitation. They speak fluently. Thinking skills They think innocently They can memorize long phrases and poems They think broadly Problem-solving Cannot complicated problems. Can solve problems with the help of others. Can solve problems all by themselves without anybody helping them. Others

36. My Analysis Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher Level Salient Characteristic Observed Implications to the Teaching-Learning Process Preschool Age range of children observed: Preschoolers have a short span of attention and they cannot control their emotions. As a future teacher, we should engage these learners in activities that they will participate and enjoy. Elementary Age range of children observed: Elementary students get easily bored. They lose interest in the topic at times. We should have a sense of humor in discussing our lesson. We should crack a joke sometimes for them to not get bored. High school Age range of children observed: High school students like to share their own experiences and applying it on the topic they’re discussing. We should guide them in learning new thingf.

37. My Reflections 1. While you were observing the learners, did you recall your own experiences when you were in their age? What similarities or difference do you have with the learners you observed? Jenevie: When I was in elementary years, I am really quite but I do participate in all the activities and in class discussions. Geniva: When I was on their age I used to be friendly. I socialized and make friends with them. The only differences are that sometimes I have my own world and I don’t care about some things they’re doing. Bianca: During my elementary days, I’m a very quiet and shy student. I’m not that really friendly but despite that I still do join activities in the classroom. Namerah: When I was in high school, I remember joining as many activities as I can. I was so active with extracurricular activities without neglecting my academics responsibilities Leo: Yes there are similarities; I was like throwback the time when I was in elementary. I am always active but there are also lots of differences like the teacher is just ignoring the student on whatever they are doing. 2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help you or not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you? Jenevie says: I have this teacher that’s always get mad when we do something wrong. I got trauma a little bit I overcome it when I enter high school. Geniva says: When I was in elementary, I have this teacher that is very dedicated in teaching us. Even though she’s sick she still goes to our class just to teach us. I study more that time because I know her make effort to share her knowledge and it’s my turn now to return the favor.

38. Bianca: I studied in public school in my elementary days; the positive reason that motivates me to study is, even though we are crowded in the classroom I can see the eagerness of my teacher to teach us for us to learn. The negative is, because of the number of student she doesn’t have that time to check on us about our feelings or some things that concerns us. Namerah: I cannot afford to forget my chemistry professor. She was an old woman, but very effective and efficient in teaching. I got high grades in her class. I used to have given praises by her. I used to love the subject because of her. Leo: The teacher that I cannot forget is my teacher in social studies, because he always told us that no one will love you 100 percent except yourself. There were also negative things like he kicked the chair of one of my classmates. 3. Share your insights here. Jenevie: Teachers will always be our second parents. Geniva: The teacher is not just a teacher but also our second parents because they’re the one who’s taking care of us when we were in school. Bianca: Teachers are our second parents, they must know also how to appreciate their students and something for us students we’re their children so we must also give them respect and love. Namerah: Children are of different levels of learning abilities. Some may not be good academically but excel in different fields of their own interest. Therefore, there is no reason to compare on from the other. And as teachers, we have to understand this, thus we have to apply different teaching approaches for the benefit of everybody not just by an individual. Leo: In my experienced, I can say that the learners just need some other learners to learn more and enable to release one’s potential in every field of each one studies and abilities.

39. My Portfolio Which is your favorite theory of development? How can this guide you as a future teacher? Geniva: Erik Erikson’s psychosocial development is my favorite theory of development because it’s an step by step procedure that will help me identify the learners situation in terms of studying and own personality. Bianca: As as s future teacher I think the Sociocultural Cognitive Theory of Vygotsky can really help me to be an effective teacher. Because this theory emphasize how culture and social interaction that will guide and help the cognitive development of the student. And as we all know a person cannot be easily separated with the culture he or she is used to. And social interaction plays a big role in education.

40. Episode 3 CLASSROOM MANAGEMENT AND LEARNING

41. My Target At the end of this activity, we will gain competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning. My Performance (How will I Be Rated) FIELD STUDYEpisode 3- Classroom management and Learning Focused on: competence in managing time, space and resources to provide an Environment which is appropriate to the learners and conductive to learning Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. Reflection statements are clear, but not clearly supported by experiences from the episode Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode.

42. 4 3 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmulation) Signature of FS Teacher above printed name

43. My Map To reach your target, do the following tasks:  Observe a class  Using a checklist, find out the evident classroom components.  Describe how the classroom is structured/designed to allow everyone to participate in the learning activities.  Relate the data in your checklist to the learners’ behavior.  Reflect on how classroom management affects learning.

44. My Tools Use the activity form provided for you to document your observations. An Observation Guide for the Learner’s Characteristics Read the following statements carefully. Then write your observation report on the provided space. 1. As you observe the class, look into the characteristics of the learners. Note their ages 2. How many boys are there? How many girls? 3. Focus on their behavior. Are they already able to manage their own behavior? 4. Can the learners already work independently? 5. Describe the span of attention. 6. Look into their listening skills and ability to concentrate. Name of the School St. Therese School Observed Grade 7 students School Address 27 Aurora Drive Vergonville Subd. Date of Visit September 06, 2014 Jenevie: There are slow, fast and average learners on the listening ability skills, they concentrate and they can easily grab information. The teacher gives different strategies in teaching. Geniva: I observed that the learners actively participate in the discussion and the teacher has a technique on how she’ll be able to facilitate learning. Bianca: During my observation, I can see that the students are attentively listening because at

45. the same time the teacher is lively in teaching. She using different strategies in teaching that gets the attention of the students. Namerah: Grade 3 pupils are very cooperative and active in their class discussions. They showed great respect for their teachers and visitors. Some age 9, while others are 10 years old. Still they managed their behavior with the assistance /supervision of their teacher. They can work independently, following the instructions given by their teacher. Some are attentive, others if the teacher is not looking at them, tend to talk to their seatmates. Leo: 7 students in third year of St. Therese School are in range of 14-15 years. Old. They are matured enough that they listen to their teacher attentively. As I enter their room, there are 15 students, 7 of them are girls and 8 of them are boys. Third year students know how to manage their own behavior, they can already work independently for they are already old enough to do it. Some of them tend to get bored that is why they try to do other things like not sitting properly and others are taking down notes. Some of them also are passive they tend to only listen towards what the teacher says while the others are active they participate and ask questions.

46. An Observation Guide for CLASSROOM VISIT Be guided by these questions as you do your observation of the classroom management. It is also good to ask the teacher for additional information so you can verify your observation. Write your notes below; and then organize your data in the table that follows 1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, student’s belongings, supplies, etc.) Describe these areas. Jenevie: None, because I notice that the students have a lot of books and they just put on the floor but they have locker where they can put and leave they books there. They just bring home the books that they need. Geniva: They don’t have anything in the classroom just the teacher’s table chalkboard and the chairs of the students. Students put their books under their chairs. Namerah: Yes, there are areas in the classroom for the storage of teaching aids. Books. Student’s belongings and supplies are put on shelves and mini-cabinets. Leo: There was a pocket chart I saw on the left side of the blackboard where I see names of the students. At the back there is a storage for teaching aids like cartolina and manila paper it was made of wood. 2. Are there rules and procedures posted in the room? Jenevie : None, I can’t see anything that posted on the wall. Geniva : Nothing Namerah: Yes, there are rules and procedures posted in the room. They are posted like standard for oral reading and standard for silent reading. Leo: There are no rules and procedure posted on the wall for the third year students. 3. Did the students participate in making the classroom rules? (Ask the Resource Teacher.) Jenevie: Some, but others did not Geniva: I don’t think so.

47. Namerah: Yes, they participated and followed classroom rules. They use it as their guide on what to do during class. Leo: According to their teacher the student participated in making rules in their classrooms. 4. What are the daily routines done by the teacher? (prayer, attendance, assignment of monitors, warm-up activities, etc.) How are they done? Jenevie: Prayer, attendance, assignment of monitors, then lecture Geniva : Yes. Daily routine like prayer, attendance and discussion of the lesson. Namerah: First the teacher conducts a prayer then check the attendance, review classroom rule, collect assignments, review previous lessons then proceed to a new one. Leo: According to their teacher the student participated in making rules in their classrooms. 5. Is there a seating arrangement? What is the basic of this arrangement? Jenevie: Yes, it is alphabetically arrangement. Geniva: Yes, it’s alphabetically arranged. Namerah: Yes they have a seating arrangement following an alphabetical order. Leo: Yes there was a sitting arrangement. And they sited alphabetically. 6. Observe the noise level in the classroom. How is this managed? Jenevie : It is managed by the teacher by giving activities that is related to the lesson, seat works and class recitation. Geniva: The teacher will tell the students to keep quiet and encourage them to listen in the lesson Namerah: The pupils were really behaved. The noise started when they had group activity, but the teacher had managed it effectively. She just whispered, then the students kept quiet.

48. Leo: As I observed the teacher manage it well. 7. If a learner is not following instructions or is off-task, what does the teacher do? Describe the behavior strategies used. Jenevie: If the students are not following instructions the teacher will call his/her attention. Geniva: The teacher will address the student to be quiet Namerah: The teacher repeats the instructions for everybody to understand Leo: The teachers give attention to a certain student and tell the instruction again. The teacher really did a good job handling the student by giving her instruction. 8. What does the teacher do to reinforce positive behaviors? (behavior strategies) Jenevie : The teacher gives activities in a way the students will enjoy while learning. The teacher will give incentives or reward. Geniva: The teacher will give an activity regarding the lesson. Namerah: The teacher integrate values to her lessons and explain it well to the class to reinforce positive behaviors. Leo: He giving honor and acknowledging the student who does well in the class. And encourage them to do it consistently.

49. CLASSROOM MANAGEMENT MATRIX Aspect of Classroom Management Description Effect on the Learners 1. Specific Areas in the Classroom Their desk is just enough for them to write The students are not Comfortable 2. Classroom Rules Requires them to follow and listen while the teacher is discussing the lesson. They follow the teacher’s rules but other are really hard headed. 3. Classroom Procedures Requires student ‘s awareness and participation Guide the learners on what to do at school in a day to day basis. 4. Daily Routines Habitual procedures done by the teacher and the students Conditions the students 5. Seating Arrangement Alphabetically arranged It is faster in checking the attendance 6. Handling misbehavior/off-task behavior Calmly calling attention , correcting error without embarrassment The teacher does not discourage participation in class. 7. Reinforcement of Positive Behavior The teacher will give plus points to those who participate actively, appreciation thru acknowledgement The students are motivated to participate.

50. My Analysis 1. How did the classroom organization and routines affect the learners’ behavior? Jenevie says: If the classroom organization and routines are implemented well among students, it will help them lessen their misbehavior. It will also create a positive outcome in the teaching learning process especially on the student teacher relationship inside the inside the classroom is well organized. Geniva says: It will help them to move freely if their classroom is well organized. It will also help them to interact easily with their classmates when they’re having a discussion. Bianca: If the classroom is well organized it is much easier for the students to move and at the same time to think. An effective routine in the classroom like following some rules will lessen the unnecessary behavior the students. Namerah: Classroom organization and routines, can be used to develop and enhance the physical, emotional, intellectual and social skills of the learners behaviors. Leo: Once a classroom in conducive to learning where there are implemented rules to follow and daily routines it affects much to the learners’ behavior, they will be discipline for knowing the do’s and dont’ s, they are aware of what will be the consequences of their actions. And they know the benefit they could get once they did it well 2. What should the teacher have in mind when he/she designs the classroom organization and routines? What theories and principles should you have in mind? Jenevie says: The teacher must consider routines that are best suited to the level of learners she had. She must also consider a classroom organization that

51. could help build his learners motivation to learn. Therefore, I should have the third guiding principle in the selection of teaching strategies which states” A non threatening atmosphere enhances learning” This principle focuses on the psychological and physical climate of the classroom that is supportive for learning. This principle will guide me in setting an ideal classroom management pin the future. Geniva says: The teacher should consider the child’s interest in designing and organizing the classroom. Having an organized classroom will motivate children to study hard and focus more on their learning. Bianca: When doing organizations and routines the teacher must consider the interest of the students so at the same time they will follow and know their limits in what is and what is not for them to do. The teacher must also consider the effects of the routines that he or she will implement. Namerah: The pupils become guided by the designing classroom organizations and routines. They become motivated because they are always expecting novelty of materials and something new to happen during discussion. Leo: The teacher should consider the ages and levels of the learners, the characteristics and behavior in designing or organizing the classroom and its routines. For me, the theory of john piaget, theory of cognitive development in which stages children pass through. Children pass through the development ion thinking process in which the changes in behavior in each children varies at the changes in one’s ability to reason out about the things that surrounds him. 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? Jenevie says: Behavior strategies like giving rewards or incentives to the students such as adding plus points to their quizzes, or a treat for snack and

52. encouraging them for their accomplishments. These behavior strategies are effective because the students will not only be motivated to learn but they will also minimize their misbehaviors inside the classroom. Geniva says: I think one of the effective motivating the learners is praising them. Praising the learner if they do something right will show that the teacher appreciate the effort that they spend in doing a particular task given by their teacher. Also taping the back of the student who answer a wrong question will still motivate the learner because tapping the back is saying that you can do it, don’t give up. Bianca: The effective managing behavior for me is giving reward and punishment, also the half way meeting process like talking to the student what is wrong, what he or she needs to do. In reward and punishment extrinsic reward of course motivates them but as a teacher we must also explain to them the importance of intrinsic motivation. In punishment of course not the kind of punishment that they will be hurt physically and emotionally. Namerah: The teacher should plan and decide effective behavior strategies towards the classroom by just praising students so they will be motivated to learn and repeat what they have done. With disciplinary problems, the teachers can talk to the student alone after the class, so she will know what the child did is experiencing or has in mind. Leo: In my own opinion, it is very effective when the teacher should be strict in terms of their discussion in order for the learner to strive hard and ensure themselves to participate in class discussion. The teacher may be strict but also must possess a sense of humor in order for the learner not to be afraid of them and can participate well. If the learners are very passive give them some seatwork and activities to mold them in order for their mind to think what is the relevant of the topic.

53. My Reflections 1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see yourself? What routines and procedures would you consider for this level? Why? Jenevie says: In the future I see myself teaching preschoolers, my classroom will be the rooms of the “little angels”. Geniva says: As a future Sped teacher I will organize my classroom by posting charts that are interesting and good to look at. Post the house rules and some quotations that will inspire them to study harder. Bianca: I’m seeing myself teaching preschool students. Of course I will design my room with educational charts, different corners that will exercise different developments. Leo: I see myself organizing my classroom in the future in secondary level by following what is in my lesson plan. I will consider in this level that all my students will do well. 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? Jenevie says: Listen when someone is reciting. Geniva says: I will post rules in the classroom like, “Learning zone” Bianca: “Classroom Rules”. Listen when someone is talking. Hands are use in hugging, writing and learning (Means no hitting or hurting each other). Feet are use in walking (means no running in the classroom). When going out always fall in line. Leo: I will follow the rules and regulations of the school.

54. 3. Should learners be involved in making the class rules? Why? Jenevie says: Yes, because it’s their own rule anyway. Geniva says: For them to really obey the rules. Bianca: Yes, but in a way that your just considering them not in a way that I will do it with them Leo: Yes we have to include the learners because they are the one who needs it to guide them to be better persons.

55. My Portfolio Include here the pictures of the classroom/s you observed. Write descriptions/ annotations about what you observed in each photo. During a Science Investigatory class. Their topic was all about different organs of the body and the picture captured the different layer of the skin.

56. Episode 4 INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION

57. My Target At the end of this activity,, we will gain competence in determining, understanding and accepting the learners’ diverse backgrounds My Performance (How will I Be Rated) FIELD STUDYEpisode 4- Individual Differences and Learner’s Interaction Focused on: Differences in gender, racial, religious backgrounds Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1

58. My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmulation) Signature of FS Teacher above printed name

59. Step 1: Observea class in differentparts of schoolday(beginning of the day, class time, recess, etc) Step 2: Describethe characteristics of the learners in term of age , gender, and social and cultural diversity Step 3: Describethe interaction that transpires inside and outside the classroom Step 4: Interview your ResourceTeacher about the principles and practices that she uses in dealing with diversity in the classroom Step 5: Analyzethe impact of individual differences on learners'interaction My Map The learners’ individual differences and the type of interaction they bring surely affect the quality of teaching and learning this episode is about observing and gathering data to find out how student diversity affects learning. To reach your target, do the following tasks:

60. My Tools An Observation Guide for the Learners’ Characteristics Read the following carefully before you begin to observe. Then write your observation report on the space provided on the next page. Find out the number of students. Gather data as to their ages, gender, racial groups, religious and ethnic backgrounds. During class: 1. How much interaction is there in the classroom? Describe how the students interact with the teacher. Are there groups that interact more with the teacher. Are the groups that interact more with the teacher than others. Jenevie: Student-teacher relation is very nice. Students are listening attentively. Geniva: The students actively participate in the discussion. When the teacher ask questions the students will raise their hand and they will recite Namerah: There are 54 students in the class. All are Filipinos and almost all are Roman Catholic. 2. Observe the learners seated at the back and the front part of the room. Do they have and interact differently? Jenevie: I observe that children at the back are doing other stuffs and they’re chitchatting and they’re not listening to the discussion. Geniva: Most of the student in front is reciting, while students are the back is doing other businesses Namerah: Interaction from the learners is varied. There are times that students interact actively when they found the lesson easy. When it comes to difficult problems only few are raising their hands, those seated in front.

61. 3. Describe the relationship among the learners. Do the learners cooperate with or compete against each other? Jenevie: They’re cooperating and they help one another. Geniva: The learners are so close to each other. They help each other they didn’t compete, Namerah: Yes, unlike other classroom scenario, third year students of St. Therese were well-trained. They behave properly, listens attentively and eagerly joined class discussion regardless of their seating arrangements. 4. 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? Jenevie: Some students raise their hands. Geniva: The students will help the one who cannot answer the question. Namerah: The learners cooperate with each other. When one is answering, the others listen. In checking papers, they have maintained the silence and order within the classroom. Outside class: 1. How to the students group themselves outside class? Homogenously, by age? By gender? By racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings. Jenevie: Some students go with some other sections.

62. Geniva: Boys go together with their friends who are boys, same as the girls. Namerah: Typically, fast learner students participated actively while slow learners often raise their hands. Students seated in front and middle are those who participates in class discussions. 2. Describe how the learners interact with each other. What do they talk about? Jenevie says: They talk about studies and making friends with others. Geniva says: Based on my observation, they talk about their experiences like playing outside school. Basketball stuffs for boys and girl talk for girls. Namerah: If a student cannot answer the question, the teacher still recognize the answer given then called for those students raising their hands who wanted to try answering the question.

63. OBSERVATION REPORT Name of the School Observed St. Therese School Address 27 Aurora Drive Vergonville Subd. Date of Visit September 6, 2014 Jenevie: The pupils interact with their classmates when they have activities. The learners usually compete with each other. Pupils who are seated in front are those who participate actively, compare to the students seated at the back. There are instances that when the teacher ask question to the student and will not able to answer it, the student seating beside him/her will try to help him/her in answering the question given and then someone from the other side will raise hand to answer the question . The teacher has a good sense of humor Geniva: The pupils are very active in the discussion. They actively participate in the given activities to them by the teacher. And also I notice that the students in front are the ones who participate actively while the students in the last rows re noisy and they have other businesses.

64. My Analysis 1. Identify the persons who play key roles in the relationships 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? Jenevie: The boys play key roles in the relationship and interactions in the classroom. These boys usually appear as a leader that they always lead their classmates during the discussions. They also act as a little teacher. They always remind their classmates about their mistakes and on how to handle their behaviors in a good manner. Geniva: For me, boys interact more than the girls. Girls are quiet but they recite. Namerah: Both the students and the teachers play the key roles in the relationship and interactions in the classroom. The teacher aims to let the students understand and learn from the lesson at the same time listen to them too. Students must listen to the teacher and join the class discussion for the success of a learning process. 2. Are the students coming from the minority group accepted or rejected by the others? How is this shown? Jenevie: There’s no such as minority group in this section. Geniva: There’s no minority group in the classroom we’ve observed. Namerah: Students from minority group were given equal treatment and being accepted by others as such. No discrimination observed. They were welcomed and became friends with others.

65. 3. How does the teacher influence the class interaction considering the individual differences of the students? Jenevie: By providing group activities, combining low achievers to high achievers to encourage them to participate and learn the lesson. Also, by allowing her students to voice out and share their opinions and knowledge in the teaching in the teaching – learning process. Geniva: The teacher is a very good teacher. She explains very well the lesson, she really mastered it that’s why she taught it very well and the term she used is simple. Namerah: Considering the individual differences of the students the teacher showed no biase, instead gave equal treatment to all the students. She encouraged those who were ashamed, to join the discussion, further instilling that all ideas are greatly appreciated. 4. What factors influence the grouping of learners outside the classroom? Jenevie: Gender is one of the factors which may influence the groupings of the students outside the classroom. Boys and girls differ in terms of their hobbies and interest. Unlike girls. Boys like to play soccer, however girls like to play Chinese garter but boys do not. Geniva: As Jenevie says, gender is one of the factors which influence the groupings of the students. Boys and girls differ in the way they think, understanding and also they differ in the same interests, hobbies and games. Namerah: Factors that influenced the grouping of learners outside the classroom are age, gender and interests.

66. My Reflections 1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? Jenevie: I feel accepted being on that classroom. The students are not bothered to mingle with us and the teacher. There is really unity among the students. They are aiming for one thing and that is “to learn”. The teacher is fair in terms of how she usually treats her students outside and inside the classroom. Geniva: Definitely! They help each other especially those who are indeed. Namerah: It was an honor being with this group. The teacher was very good by profession and humble in assisting us. The students were as respectful too and friendly. 2. In the future, how would you want the learners in your classroom to interact? How will you make this happen? Jenevie: I want my learners to participate in the teaching- learning process. I want them to show respect with their teacher as well as to their classmates. To let this happen, I will allow my learners to show their own ideas and knowledge during class discussions. I will guide them on how to become a good person with a good character. Geniva; I would like them to interact not just inside the classroom nut also outside. I’ll give them activities that will surely stick the together. Namerah: Interaction is very important in the classroom. It helps in the development of cognitive, affective and psychomotor skills of the students. I will give my students the courage to participates in class discussions and activities, share their ideas and ask questions for clarifications. I would like to instill in their minds that admitting you don’t understand or know something from the lesson,

67. will not make you a better person. They can also I would know how to make the lesson easier for them to understand.

68. My Portfolio Post collections of quotations advocating for celebrating diversity in the classroom. Using these quotations, explain how you will encourage all learners, regardless of religious, ethnic or racial background to interact and participate well. By giving them the opportunity to speak out, participate and interact during discussion. Not just respecting but also accepting their beliefs, views of opinions. Also , by treating them fairly in terms of student teacher relationship.  Religions are many and diverse, but reasons and goodness are one.  Diversity may be the hardest thing for a society to live with, and perhaps the most dangerous thing for a society without it.  If you judge people, you have no time to love them.” – Mother Teresa  “Love is the foce capable of turning an enemy into a friend” – Dr. Martin Luther King, Jr.  “Peace cannot be kept by force, it can only be achieved by understanding” – Albert Einstein  “The highest result of education is tolerance” – Hellen Keller  “We all live with the objective of being happy; our lives are all different and yet the same.” – Anne Frank  “If we cannot end now our differences, at least we can help make the world safe for diversity.” – John F. Kennedy  “Prejudice is a burden that confuses the past, threatens the future and renders the present inaccessible” – Maya Angelou

69. Episode 5 INDIVIDUAL DIFFERENCES AND LEARNERS’ INTERACTION

70. My Target At the end of this activity, we will gain competence in determining teaching approaches and techniques considering the learners’ differences in level of abilities. My Performance (How will I Be Rated) FIELD STUDYEpisode 1- Individual Differences and Learner’s Interaction Focused on: Determining teaching approaches and techniques considering The learners’ differences in level of abilities. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

71. complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 incomplete supporting documentation is organized but is lacking 2 many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmulation) Signature of FS Teacher above printed name

72. My Map To reach your target, do the following tasks: 1. Observe two or ore learners of different abilities but from the same garde or year level 2. Find out some information about their background 3. Observe them as they participate in a classroom activity 4. Write a narrative report and a brief reflection on your experience

73. My Tools Use the activity form provided for you to document your observations. An Observation Guide for Individual Differences Read the following carefully before you begin to observe. Then write your observation report. 1. Observe the class to see the differences in abilities of the learners 2. Tyr to identify the students who seem to be performing well and those that seem to be behind 3. Validate your observations by asking the teacher about the background (family, socio-economic, presence of some learning disability, etc.) of these children 4. Observe the behavior of both the high achieving and low-achieving learners. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others. 5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.

74. OBSERVATION REPORT Name of the School Observed St. Therese School School Address 27 Aurora Drive Vergonville Subd. Date of Visit September 6, 2014 I noticed that the learners differ in terms of their abilities. There are learners that seem to be performing well during the teaching learning process. There are the high achiever learner learners, usually the boys who always actively respond and participate in the discussion. There are learners that seem to be behind. These are low- achievers who usually sit at the back portion of the classroom. High achievers always lead their classmates in the student-teacher interaction even during the teaching learning process. They usually accomplish task easily. They can also answer complex problems independently, while the low learners can’t easily answer complex problems unless guided by their teacher. They are hesitated to answer the questions because they don’t want to be laughed by their classmates if they cannot derive the correct answer. The teacher uses different methods in addressing the learning needs of her learners

75. My 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? (volunteering to answer responding to teacher’s directions, etc.) Jenevie: Yes, I was able to identify the well performer students and the less performer students. Students who performed well usually volunteer to answer and always respond to their teacher during the discussions. Whereas students, who did not performed well always shy to share their ideas because they are afraid that their classmates will laugh at them if their answers are incorrect. Geniva: Yes! I’m able to identify who perform well. Namerah: My observation matched with the information given by the teacher. It was the family and their ways of living are the factors that affect learning of the students. I was able to identify correctly who among the students perform well and who did not, based on the tests result, volunteering to answer, responding to teacher’s directions and the way they present their ideas. 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 those that are not? Jenevie says: The students who performed well are those who are taken cared by their parents in terms of physiological needs, while students who are less performed are those students came from poor families, that’s why some students go to school without eating breakfast and this really affects the students willingness to perform inside the classroom. Geniva: We all know that students have different abilities, interm of cognitive, affective ad psychomotor. Of course students in the high class are well

76. disciplined and have manners. Kids on the lower class tend to be lazy and have no energy at school. Namerah: Yes, there is a wide gap between the students who are performing well and those that do not. Those show learners are always quiet that seemed to be trying to start things out. 3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the student respond to the teacher? Jenevie: Q and A method, discussing the lesson with concrete objects and conducting experiments by means of individual or group activities. So students are motivated to learn their lessons. Geniva: The teacher calls a students and answer the questions given to them. It’s a question and answer method. Namerah: Teacher used collaborative approach in handling the student’s differences in abilities. She used it for the students to have the chance to share their ideas with their classmates to improve their speaking ability and self- confidence. The students respond to the teacher through class participation.

77. My Reflection 1. Recall the time when you were in the elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective? Jenevie says: When I was in Elementary I can still recall how may teacher in math help both the high and low achievers in our class. Every student was forced to memorize the multiplication table from 1 to 10. She used concrete objects like geometrical shapes made up to blocks and fruits like apples in presenting the topic. Geniva says: Back in high school, I remember my classmates who are not so good in math my teacher says that she’s willing to have a remedial class after our class for those who aren’t good in mathematics. Namerah: During my elementary and high school days, I am proud to say I belong to high achievers. We excel in the class academically. Low achievers were those who were naughty and show little interests with the lesson. Some of them were active in out-of-classroom activities instead.

78. My Portfolio 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? As a future teacher, I will treat my students fairly. I will not compare each one of them because “every child is unique and special “. Where every student has the freedom to participate and share their own knowledge, opinions with respect to their abilities, social backgrounds and levels of intelligence. I will provide group activities with basic/simple to complex problems engaging low achievers to high achievers to ensure the needs of the students with individual differences. In every classroom setting, no learner is the same with the other. Every individual is unique and has different ways to learn. The teacher must use a collaborative approach in order for the students to learn with each other and they may come up with the best answer to a particular problem given. Having a group work is the best way for them to share ideas.

79. Episode 6 HOME-SCHOOL LINK

80. My Target At the end of this activity we will gain competence in identifying and describing the influencing factors in the home environment that impact students’ learning. My Performance (How will I Be Rated) FIELD STUDY1, Episode 6- Home-school Link Focused on: Identifying and describing the influence factors in the home environment that impact students’ learning Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. Reflection statements are clear, but not clearly supported by experiences from the episode Reflection statements are shallow; supported by experiences from the episode Reflection statements are unclear and shallow and are not supported by experiences from the

81. 4 3 2 episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmulation) Signature of FS Teacher above printed name

82. My Map To reach your target, do the following tasks:  Select a learner from the class whom you have observed.  Interview the teacher about the learner’s characteristics.  Conduct a home visit to your selected learner’s residence.  Interview the parents about - the rules they implement at home concerning their child’s schooling. - the learner’s activities and behavior while at home.  Describe the family in terms of - number of siblings - number of siblings in school  Identify the factors in home environment that might affect the learner’s school performance. Reflect on how a teacher can communicate effectively with the home

83. My Tools Use the activity form provided for you to document your observations. An Observation/Interview Guide for Home-School Link Read the following carefully before you begin to observe/interview. Then write your observation report on the provided space. The Learner 1. Make a general observation of the learner. Describe him in each of the domains of development:  Physical-body built and height (thin, chubby, underweight, overweight), level of physical activity (fast, slow, lethargic, active, etc.)  Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights, liked by others, etc.)  Emotional moods, temperament, cries easily, lose temper, happy, shoes enthusiasm, excited, indifferent, etc.)  Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows reasoning skills, turns in assignment and requirements, etc.) Interview the Teacher 1. What are the most noticeable characteristics of the learner? (emotional, disposition, behavior and discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship with adults, social adjustment) 2. How does teacher communicate with the parents? How often? What do they discuss? Agree on? Interview with Parents 1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the living room) 2. Use the interview questions on the next page. Just ask the questions with which you feel comfortable.

84. Suggested Parent Interview Guide Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary. Name of Learner: Jodelyn Bantoc Torres Date of Birth: October 1, 2004 Age: 10 Grade/Year Level: Grade 5 Gender: Female Number of Siblings: 2 Birth Order: 2nd of 3 children Parents: Mother: Denjelyn Bantoc Age: Occupation: House keeper Educational Attainment: High school Level Father: Joel Torres Occupation: Fisherman Educational Attainment: High school Level Learner’sPhysicalAspect: Health Mothers Health during pregnancy with the learner:  With scheduled check up and took vitamins. Also, she always eat green leafy vegetables. Aliments of health problems of the learner as a child:  none Age of the learner when he started to walk/talk:  Eleven months Food preferences of the learner as a child and at present:  Fond of eating green leafy vegetables and fruits. Who took care of him/her as a child?  Both parents

85. Learner’sSocialAspect: Describe your child’s sociability (friendly, outgoing or shy, loner)  Jodelyn has lots of friends, very friendly. Who we’re the learner’s playmates?  Most of her closest friends/playmates are older than her by a year of two. As a child then was he/she allowed to play outside?  Yes, as long as she is at a distance where we can see her Is he/she allowed to go out with friends? Do you have rules for him/her to follow regarding going out? What are these rules?  Not allowed to go out with friends. Emotional-Moral: What are your expectations of your child? How do you provide a nurturing environment for your child?  That she may set her own goals in life, that he could finish her studies. Does your child go to you when he/she feels down or has a problem? What do you do to meet his/her emotional needs?  She is shy but we continuous uplift her. What do you do when he/she is not successful in something?  We are telling her not to mind that opportunity she missed. How do you discipline your children?  In proper places and with appropriate reasons.

86. Do you have rules in the house? What are they?  Yes, (1) Study hard (2) Be respectful and obedient (3) They should let me know and recognize their peers (4) Be At home before dinner. How do you impose rules?  By saying, telling, and giving a warning. What are the consequences of breaking rules?  None so far. She is very obedient. Learner’s Cognitive Aspect: What are the child’s interests?  Shows interest in her studies and in playing board game particularly in chess. What he/she good at in school?  Not totally good in academics, but she is active in extracurricular activities in school. In what subject/s does he/she have difficulty?  Mathematics How do you monitor his/her performance in school? How do you motivate him/her?  I always inquire her about her performance and impressions in school. Do you have rules at home to help him/her develop good study habits? What are these rules? How are they implemented?  We do not allow her to spend her time in watching television. We make sure that she can study her lessons and make her assignments

87. After you have gathered all the necessary data. Write the Learner’s development profile using the outline below. Type the profile in a separate sheet and attached it to this learning episode. THE LEARNER’S DEVELOPMENT PROFILE (Outline) Name of Learner: Jodelyn Torres Bantocc School: Tignoan Elementary School Date of Home Visit: Semtember 30, 2014 Date of Birth: October 1, 2014 Age:10 years old Grade/Year Level: grade 5 Gender: Female Family Profile Number of Siblings: 2 Birth Order: 2nd of 3 Parents Mother: Denjelyn Bantos Age: 39 Occupation: house keeper Educational Attainment: High school level Father: Joel Torres Occupation: Fisherman Educational Attainment: High school level Physical Development Social Development Emotional-Moral Development Cognitive Development

88. My Analysis Your findings and recommendations in the Learner Development Profile will help you answer the questions here. 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. Jenevie: When I conducted an interview to the parents of the learner, I was able to know that the style of parenting they have on their child is authoritative type in which the learner is self governing but there are still rules present that limit her in her play, actions and joining with friends 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? Jenevie: Adjustment of the learner in school is to contribute how the learners are nurtured by her parents , their financial setting, and cultural background of the family unit. 3. Does the communication between the home-school have effect on the learner? If yes, what are these effects? Jenevie: Education begins at home. What she did in school reflects how she nurtured and reared by help parents at home.

89. My Reflection 1. Reflect on your own development as a child. What type of parenting did you experience? How did it affect you? Jenevie: I have an authoritative type of parenting. Sometimes they are strict, but they clear reasons behind it. Geniva: My parents are very strict since I’m the youngest and the only girl in the family. They’re very overprotective to me to the point that I only go to school and home. Namerah: My parents were authoritative. They imposed rules that we should follow and served as our guide. But we were not given punishments for our mistakes, instead we sat together with them and they explained to us what we had done. We were given praises for our success, encouragement for our failures and enough time to study during exam week. 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? Jenevie: As a teacher to be, I could establish good-home collaboration by observing the behavior of the learner in my class. I would be responsible enough on their attitude for instance, if ever there is a trouble behind that create a conflict, I will call the parents of that learner;. Problems can be settled with sincere concern and open minded. It is also important to communicate not only when problems arise but also when the child is doing well in class. Geniva: Of course, good home-school collaboration is very important factor. Through this parents can monitor what the child are doing inside the school. While the teacher can also monitor the child when he/she is in their house with the help of the parents.

90. Namerah: 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 to study at home and discipline their child to behave in school.

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