Field Study 1

FS 1The Learner’s Development and Environment

FIELD STUDY

Episode 1SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Students: _Diana Carlyn Dangilan, Bernadette Garma, Sharimar Adiova, Kennedy Gutan,

Jose Paul Revocal, Keith John Pason_ Course: _BSEd - Mathematics_

Resource Teacher: _Cherry Ann Laguitao, Susana Pascual_ Cooperating School: _CNHS_

My TargetAt the end of this activity, I will be competent in determining a school environment that provides

social, psychological and physical environment supportive of learning.

My Performance (How I will be Rated)

Field Study 1 Episode 1 – The School as a Learning EnvironmentFocused on: Determining a school environment that provides social, psychological andphysical environment supportive of learningTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory

1

Observation/ Documentation

All tasks were done with outstanding quality; work exceeds expectations

All or nearly all tasks were done with high quality

Nearly all tasks were done with acceptable quality

Fewer than half of tasks were done; or most objectives met but with poor quality

4 3 2 1

My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories; exemplary grammar and spelling

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling acceptable

Analysis questions were not answered

Grammar and spelling unsatisfactory

4 3 2 1

My Reflection Reflection statements are profound and clear, supported by experiences from the episode

Reflection statements are clear but not clearly supported by the 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 episode

4 3 2 1

My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations

Portfolio is incomplete; supporting documentation is organized but lacking

Portfolio has many lacking components, is unorganized and unclear.

4 3 2 1

Submission Before deadline On the deadline A day after the deadline

Two days or more after the deadline

4 3 2 1

Subtotals

Over-all Score:Rating:(Based ontransmutation)

_____________________________Signature of FS Teacher

Above Printed Name

_______________________Date

Transmutation of score to grade/ratingScore

2018 - 19

17161514

Grade1.0 - 99

1.25 - 961.5 - 93

1.75 - 902.00 - 872.25 - 84

Score12 - 13

1110

8 - 97 - below

Grade2.50 - 812.75 - 783.00 - 75

3.5 - 72 and5.00 - below

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

My mission is to do the following tasks:

My ToolsAs you move around the campus, activity forms are provided for you to document your

observations. It is advised that you read the entire worksheet before proceeding to the school site. A good understanding of the activities and tasks to be accomplished in the activity sheets will yield better learning results.

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 on the last column.

Facilities Available Not Available Description

Office of the Principal

The office of the principal is well-lit, well-ventilated and clean. Furniture is varnished and looks very sturdy. Several trophies are seen on display. An OIC is always in the office other than the principal. Its location is very convenient for teachers, students and visitors as well.

Library

The library is very wide. Books are well-organized and the staffs are ready to be of service anytime you need them. The librarian is very knowledgeable when it comes to the contents of the library.

Counseling Room

The counseling room is clean and air-conditioned and noise-free. The moment you step into the room, you would smell the air freshener, giving you a calm and peaceful feeling.

Canteen/ Cafeteria

CNHS has a canteen in every corner. It has one near the gymnasium, another near the DOST building, one near the main (Gabaldon) building, and one called the YECS canteen. A mini-canteen/supplies store is conveniently located near the Mathematics Center too.

Medical Clinic The medical clinic is right between the Guidance Office and the Office of

the Principal. It is well-equipped for first aid and several emergency purposes. A well-trained professional nurse is always available.

Audio Visual/ Media Center

The AVR is clean, spacious and air-conditioned. Educational materials of different sorts are available, and their technicians are always ready to help. It can hold up to 90 occupants at a time. The projector is strategically placed to minimize chances of shadowing.

Reading Center

Furniture is well-varnished. Books are taken care of, thus they are in good condition. Tables are arranged strategically for reading purposes, minimizing chances for chatting.

There are other reading areas as well, such as the Math Reading and Study Area, which is a large, open park with benches where you can peacefully study.

Speech Laboratory -not available-

Science Laboratory

Gymnasium

The Mamba Gym is very spacious and is surrounded by trees. Its open walls and wired fences allow fresh air to circulate within the gym, making it cool and even healthier.

Auditorium -not available-

Home Economics RoomCNHS has several Home Econ Rooms, each equipped with its own specialty such as sewing.

Industrial Workshop Area

PTCA Office

The PTCA building looks rather simple on the outside, but once you step in, you would feel that it is properly maintained even though it is not air-conditioned. It is very clean both inside and out. The plants surrounding the building are healthy and green, and placards of happy thoughts are visible as well. An announcement board is also located in front of the building.

Computer Laboratory

The Computer Lab is located on the 2nd floor of the Admin Bldg. It has around 50 computers. It is well-ventilated, has great lighting, and is maintained on a daily basis.

Swimming PoolsThe swimming pools are rarely used by the students for their PE, thus they are rarely cleaned.

Comfort Room for BoysThe school has a comfort room for boys in every corner. These CRs are maintained properly.

Comfort Room for Girls

The school has a comfort room for girls in every corner, just beside the boys’ CRs. These CRs are maintained properly.

Others (Please specify.)

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 the 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 of these offices?4. Walk through the school halls, the library, and the cafeteria. Look around and find out the

other facilities that the school has.

Name of the School Observed: _____Cagayan National High School ____________________School Address: ________________ Taft St., Tuguegarao City, Cagayan_________________Date of Visit: ___________________August 4, 2015_________________________________

Cagayan National High School is found in an academically-concentrated area in Caritan, Tuguegarao City. Surrounding it are Cagayan State University (Andrews Campus), the Public Library, Maria’s House of the Girl Scouts of the Philippines, and the nearby bookshop, Pandayan. Further beyond the stretch are University of Cagayan Valley (formerly known as Cagayan Colleges Tuguegarao) Main Site, John Wesley College, University of Saint Paul, and Tuguegarao City High School.

You have two choices for entering the campus: the main gate (front of Main/Gabaldon Building) which is closer for the students coming from beyond the public library, and the “red gate” which is closer for students coming from around San Gabriel. Upon entering the school campus through the main gate, you will see the Main/Gabaldon Building which is basically big old structure with a green roof. Actually, most buildings in CNHS have a green roof. On the outside, these buildings are primarily painted cream, with maroon paint 1 (Admin Building) to 4 (Main Building) feet above the ground. One building in particular has a mural of the GSP. It is very colorful and can catch the attention of anyone who passes by.

Passing by the offices, one gets the impression that the school promotes open communication between students, teachers and other school personnel. You would see how open these offices are to visitors as well. All of these offices are highly maintained on a daily basis, two to three times a day. Ventilation is always good, as most offices have air con units. Lighting is good as well, and the floor is so clean that you could almost see your own blurry reflection on it.

The school has many buildings – academic buildings, academic centers, a library, several canteens, a large gym, a swimming pool, and many other things you would love to see in a public school. They even have a computer room, two areas for TLE, an audio-visual room, and many

other facilities that it would take you more than just one visit to see all that the school has to offer.


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 posted on the walls? What heroes, religious lessons. Visual aids, announcements do you see posted?

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

Above the blackboard: 1 image of Jesus Christ and 2 images of nature. All three are in good condition.Beside the board: List of Classroom Rules and Regulations. It looks rather new relative to the three images above the board.Other side of the board: The Ten Commandments, in good condition.

2. Teacher’s Table Located at the center front of the room, about a meter away from the board. It seems newly varnished and very sturdy.

3. Learner’s Desks

Learners use armchairs. The chairs are painted blue and are very sturdy. They are arranged 10 seats in a row – 5 on the left and 5 on the right. There are 6 rows of chairs in the classroom, with several of these chairs vacant. The boys are seated on the left side, while the girls are on the right.

4. Blackboard

There are two black boards in the classroom – one in front and the other at the back of the room. Writings on the board are erased after each subject. However, chalk powder has already set on the paint of the board, turning it from dark green to a whitish green shade.

5. Learning Materials/ Visual Aids

Learning materials and visual aids are not hung on the wall, but are rather brought into the classroom by the teacher when necessary.

6. Cleaning MaterialsThere are cleaning materials kept in a wooden cabinet. These materials are several brooms, a mop, several coconut husks, boxes and cans of floor wax, two pails and several rugs.

7. Trash Bins There are two trash bins: one inside the classroom and another just outside the door.

Write your observation report here.

Name of the School Observed: _ Cagayan National High School ______________________Location of the School: _ Taft St., Tuguegarao City, Cagayan ___________________Date of Visit: _ August 4, 2015___________________________________

Upon entering the classroom, you would feel the warmth from being welcomed by the students. You would also notice that the writings on the blackboard have already been erased. The room is well-lit with the combination of natural light from the surroundings and light from the fluorescent bulbs that are turned on whenever it is necessary. Fresh air from the surroundings circulates freely inside the room with the help of electric fans.

The classroom is strategically planned to enhance students’ learning potential. Aside from the efficient lighting and ventilation, the classroom boasts of its dimensions giving sufficient space for students and the teacher to hold their lessons. Its wide space allows for activities during lessons when the teacher sees necessary. The teacher can also move freely in front of the class since there is an allotted space between the blackboard and the teacher’s desk, and yet another space between the teacher’s desk and the first row of students.

The students’ seats seem very sturdy and spacious enough for larger students. They are arranged in 6 rows, with 10 chairs per row – 5 to the left and 5 to the right side of the room relative to the teacher’s desk. Each armchair is given 40 to 50 cm of space to the front, and 15 to 30 cm to the side. This gives enough space for the occupant’s belongings as well.

The classroom implements a “minimalist” approach in terms of wall displays. This is to ensure that the students would focus on the teacher and

the subject matter. With minimal wall display, there would be less visual distraction for the learners. There are only several displays that are neither artsy nor attention-catching. These are the religious images and the class rules and regulations.

There are around 52 to 54 students in the classroom, but the room itself can accommodate up to 60 students. Even so, it seems that the school refrains from taking too many students in one class, thus leaving several seats vacant.

My AnalysisHow do the school campus and the classroom in particular impact on the learning of the students

going to school? What are your conclusions?

According to one of our recent readings, the Broken Window Theory states that physical disorder, such as run-down buildings, broken windows, etc. lead to bad behavior and disorderly conduct. School facilities that are not in great condition could be the cause of poor student behavior and conduct in the classroom. Facilities have the power to weaken or improve the teaching and learning environment. Higher grades have been associated with the design and condition of school facilities.

This is actually evident and conforms to our observations. Students who occupy neat classrooms tend to participate well and perform as their teacher expects out of them. They are well-behaved and emit a better aura for learning. The classroom then becomes not only physically conducive for learning but also socially, emotionally and spiritually supportive.

Another reading, this time on the Sick Building Syndrome, states that acoustics (sounds from the environment), air quality, and temperature of facilities affect the stress levels and physical health of building occupants - student and faculty health can be impacted by the physical facilities they are in. A common cause for Sick Building Syndrome is an issue with the ventilation and air conditioning system, such as mold, improper ventilation or lack of proper maintenance.

The classrooms we observed are well-ventilated. There are no fungi nor mold build ups – evidence of proper daily maintenance. As a result, students and teachers are healthy.

From another reading, we found out that teachers are more satisfied and at ease with work when their classrooms, along with the school environment, are in great condition. We stated this as the teacher is one of the fundamental elements of a learner’s success.

How does this relate to your knowledge of child and adolescent development? How does this relate to your knowledge of facilitating learning?

Children learn more and in a better pacing when they are in an environment with academically conducive settings, away from unnecessary noises and disturbances. They will learn better when the teacher uses a more varied set of teaching techniques and materials.

These stages are crucial to the development of the child. While they are at such a fragile level, the construction and acquisition of knowledge is very vulnerable. Therefore, we teachers should avoid giving our students tasks that give them unnecessary pressure. Everything should be tailored to their capabilities and potentials.

Lastly, the entire school and the classrooms in particular should be comfortable and satisfactory to the students. A negative aura emitted by the school would of course yield negative results in the performance of the students. Everything must make the child feel at ease while learning.

My Reflections1. Would you like to teach in the school environment you just observed? Why? Why not?

I would love to teach in Cagayan National High School. The facilities are in great condition as a result of proper regular maintenance. They also have everything any student and/or teacher would need – AVR, reading centers, canteens and comfort rooms in every corner, a big library filled with books and a knowledgeable librarian, a clinic with a professional nurse always standing by in case of emergencies, a computer lab, and home economics areas just to name a few.

CNHS has plants and trees all over it too. Fresh air freely circulates and ventilates the classrooms. You would barely recognize that you are in one of the busiest areas in terms of traffic in the city. The noise coming from the streets also barely reach the classrooms, thanks to the large distance from the gates to the classrooms.

The school is also located in an academically concentrated area. Among those surrounding it are the public library, Pandayan Bookshop and CSU. Within the premises, you may also find the Cagayan Sports Complex if you fancy breaking a sweat. Everything that a teacher and a student would want, everything is within reach.

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

A school campus must meet several standards to be conducive to learning. It must have a suitable number of strategically placed toilet facilities for the use of the students. These facilities must provide separate rooms for the boys and the girls, other than the ones for the teachers.

The school must also be able to accommodate for the medical examination and treatment, when necessary, of pupils. It must have a professional who can assist the students anytime. This then requires that the school have medical clinics for students who are ill or injured so they can be looked after appropriately.

The campus must be aimed at securing not only the health but also the safety and welfare of the students and staff (teachers and other school personnel).

In terms of acoustics (sounds), a school campus must enable people to hear clearly, understand and concentrate on whatever activity they are engaged in. There should be minimal disturbance from unwanted noise (activities in nearby areas, teaching equipment, or road traffic). This will allow teachers to communicate without straining their voices. If possible, there must be adequate sound insulation from the internal walls as to minimize disturbance from adjacent areas. The rooms must be engineered to minimize the amount of echo that may be generated within.

3. What kind of classroom is conducive to learning?

For a classroom to be conducive to learning, it must be spatially, acoustically, visually and aerodynamically designed. It must be wide enough to

accommodate the class and the teacher, along with several educational materials, but not too wide such that the teacher’s voice would not be audible to the occupants at the back part of the room.

Acoustically, a classroom must minimize unwanted external noise and echo amplification. This is so that teachers need not strain their voices and students could focus on and understand their discussion.

Visually, it must be well-lit so that students do not strain their eyes trying to read their lessons. The interior of the classroom should also be designed to let the occupants feel at peace while studying. Wall decorations must not take the students’ focus away from the teacher.

Aerodynamically, air should be able to freely circulate within the four walls of the room. If possible, it must be a mix of natural (wind from the plants and trees) and mechanical (air from the fans). The temperature of the classroom must not be too low that the students would shiver and possibly develop colds, nor too hot that the students would be dripping in sweat.

Other than these, we also believe that a classroom can be made conducive to learning with the help of the teacher. The teacher must have the ability to create an engaging atmosphere in the classroom in many aspects, including intellectual, social and emotional. While the classroom may be considered as the body and the students the different organs, the teacher is the heart and mind.

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

First, we can make a layout of the room. The front part should have a board, and 1 to 1.5 meters from it is the teacher’s desk. The middle part of the room will be occupied by the seats of the students. Each seat must have enough space to the front and to the sides for the comfort of the occupant.

Then, we can adjust the lighting and ventilation of the room. We can install additional fluorescent lights if the room is dim and fans or air conditioners when necessary. If the room is in direct sunlight in the mornings and afternoons, we can put drapes or curtains to block the rays of the sun.

Sometimes, we might also be assigned to rooms where the street noise is still audible, especially nowadays where several owners install loud pipes on their motorcycles. We can remedy this by closing the windows and doors during class hours.

Lastly, to engage the students in the class activities, we must never forget to involve as many of them as possible. This may be achieved through group works, round robin recitations, etc. This will promote not only active participation but also a good social and emotional atmosphere in the classroom.

5. Write your additional learning and insights here.

In the complex idea of students’ success, there are so many factors to consider and as much as possible, schools do their best to not overlook these factors.

Keeping in mind the idea that every student has the ability and potential to learn, school officials try their best to build safe learning spaces for students where

they can maximize their chances of learning, other than these spaces being able to attract teachers who are knowledgeable, who care for their students’ learning, and who adapt their learning instructions to meet the needs of their learners.

Among these factors are the teachers, as mentioned above. They are the second parents of the students, their daily companions, their models, and also a conduit between the home and the school. They, above anyone else, shape the minds of these young learners. As one of the old mottos of the College of Education said, the future depends on them (the teachers).

Finally, behind the curtains are the people who make everything a reality. The school is led by people who value others, their voice and their need for choice. These leaders who work behind the scenes are the unsung heroes for the students’ success. Somehow, it makes us think that their names are rarely mentioned by parents of successful students. My Portfolio

My Personal Illustration of an Effective School Environment

An Effective School Environment

It takes a lot of planning to come up with an effective school environment. There are many factors to consider, most of which are regarding the learners. Buildings and facilities have to be strategically designed and placed, like the different parts of the human body. It must meet certain standards of course, and once implemented, these buildings and facilities must be regularly checked and maintained to ensure the safety of the students and teachers as well.

An effective school should be completely equipped with the necessary facilities. This being said, the school must therefore be spacious enough to accommodate the different needs of the teachers and specially the students. This is to ensure that the school would not only be focused on learning but also on promoting social interaction, good health, leadership and responsibility among students.

To promote learning, the school must have several academic buildings for different purposes. A good example would be having each building dedicated solely to a specific grade of students, which means all occupants of one building are of the same level.

However, the school should have specialized rooms or buildings too. Students and teachers may need to have a separate location for their computer or information technology classes, another for their chemistry and physics lab, yet a different location for studying culinary and patisserie.

To promote social interaction and good health, the school should also have green open areas or parks where students may take their break or read their books under the shade of the trees while the cool breeze of fresh air blows. This helps calm the mind, creating a peaceful learning environment.

Taking physical fitness into consideration, the school must be equipped with sports-hosting facilities such as volleyball and basketball courts, track and field, and swimming pools. However, some of these facilities would not be of use the wet season arrives, as the students’ health would be compromised if they were to do extraneous activities under the rain. To avoid such situations, it is recommended that these be built under a roof; perhaps even to the point of designing them to be indoors like those for professional sports.


FIELD STUDY

Episode 2LEARNERS’ CHARACTERISTICS AND NEEDS




My TargetAt the end of this activity, I will gain competence in differentiating the characteristics and

needs of learners from different developmental levels.


Field Study 1 Episode 2 – The Learners’ Characteristics and NeedsFocused on: Differentiating the characteristics and needs of learners from differentdevelopmental levels

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1






4 3 2 1










4 3 2 1





4 3 2 1





4 3 2 1



4 3 2 1

Subtotals



Above Printed Name

_______________________Date


2018 - 19

17161514

Grade1.0 - 99

1.25 - 961.5 - 93

1.75 - 902.00 - 872.25 - 84

Score12 - 13

1110

8 - 97 - below

Grade2.50 - 812.75 - 783.00 - 75

3.5 - 72 and5.00 - below

My MapTo reach your target, do the following tasks:

Step 1 Step 3

Observe 3 groupsof learners fromdifferent levels

(preschool, elementary and high school).

Validate yourobservation byinterviewingthe learners.

Step 2 Step 4

Describe eachof the learnersbased on yourobservations.

Compare themin terms of

their interestsand needs.

My ToolsUse the activity form provided for you to document your observations.


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.

Physical1. 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.

Social1. 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?

Emotional1. 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 shown in their behavior. Are they self-conscious?

Cognitive1. 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.

Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this matrix. This will allow you to compare the characteristics and needs of learners at different levels. The items under each domain are by no means exhaustive. They are just sample indicators. You may add other aspects which you may have observed.

Development Domain

PreschoolerAge range of children observed: _3-5 yrs._

ElementaryAge range of children

observed: __7-10 yrs.__

High SchoolAge range of children observed: _13-15 yrs._

Physical

Gross-motor skills

They love to move around – they run playfully after each other, sometimes going in and out of the room. They walk and run carelessly.

They are active and playful, although their gross motor skills are now more sophisticated and more integrated. Some students still stutter or stammer when speaking.

The students can move freely as they wish, with complete control of their body and can now do more complicated and heavier tasks.

Fine-motor skills

They have a hard time writing the letters of the alphabet, as shown in their stencil guide worksheets. They are still improving their pencil grip.

Evident from their activities, the students now have body coordination from both upper and lower extremities.

The students can spend long spans of time on writing. Their penmanship is also already established. They do not easily get tired.

Self-help skills

The students are still very dependent on their teachers and sometimes, their parents/guardians. This is shown by the fact that their hatid-sundo still have to carry their bags for them.

The students are somehow dependent on their teacher, but they can do basic and easier tasks such as carrying their bags. However, they need help doing more complicated tasks such as crossing the street.

They are now independent – they do not need guardians outside their classroom to look after them or to carry their bags for them. They can also go from one place to another without asking for anyone’s help.

Others

Social

Interaction with teachers

Their questions are mostly “why”. The students are very curious about the things around them. The

The students respect their teacher very much. They behave according to the do’s and don’ts. Sometimes, some

The students show high regard to figures of authority especially their teacher. Sometimes, they engage

students obediently do what they are told to do. They also show politeness.

students are pilosopo and invalidate the don’ts by rationalizing, albeit their reasons are somehow off the mark.

in academic exchange of opinions with their teacher regarding their topic at hand, but in a respective manner.

Interaction with classmates/friends

They are very straight-forward with their words. They lack finesse in talking to their classmates and friends. Some are shy towards the others while several are very competitive.

It is noticeable that the students prefer the lendee to ask for permission orally and personally from the owner of the item being borrowed. They love to share, but they highly despise those who do not follow their norms.

Students freely interact with each other. They show signs of peer selection, as evident in the consistency of people they talk to. They can also talk more figuratively and in mixtures of different languages such as Taglish and semi-beki (aniz, wit, ditetch).

Interests

Their interests are mostly playing games and discovering new things.

Their interests are now more varied. Several students prefer one subject over another, one activity over another, etc. Among their interests are watching TV and playing.

There is a wide variation of students’ interests. Some talk about people from another class, another school or another country. Most girls are more interested in boy bands, while most of the boys are on games such as DotA.

Others

The students are very shy towards older people, especially strangers. They do not easily talk or socialize with people outside their age.

When it comes to speaking to elders, the students show high regards to respect regardless of authority. They talk to guardians, teachers, parents and visitors with utmost respect, but they can only speak to strangers when a person of authority (such as the teacher) introduces them.

The students are not afraid, albeit a lil shy, of talking to strangers. Some even show interest in interacting with new people. In terms of leadership, some students are now busy as officers of their respective clubs.

Emotional

Moods and temperament,

They shift moods easily. They can easily get

The students show enjoyment and

The students are not easily offended by jokes

expression of feelings

upset or happy. When things do not go their way, they easily cry. They also say it aloud when someone is not in good terms with them (hindi ko bati si ____).

enthusiasm within the classroom. However, they could cry when their friends tease them. They dislike being teased in front of other people.

from their peers. They can actually rebut a joke, join a serious discussion, and yet keep a straight face. They can contain their emotions.

Emotional independence

They always tell their parents or teachers everything that happens and how it affects them. Sometimes, they even tell stories about their classmates, such as someone getting a bruise on the knee.

They depend on people they are close to when engaging socially with new people. They will not easily talk to you unless you are introduced by the teacher, a guardian or one of the students.

The students have some secrets of their own and they share it to their peers. They also have crushes, people they have beef with, etc. They do not open things to their parents anymore especially if they can keep it secret or handle it on their own.

Others

Some students keep on looking through the window for their guardians outside the classroom from time to time.

It is highly noticeable that some students can wait for minutes for things they want. However, some can get frustrated when the waiting is too long for them.

They are now able to handle their emotions. They can hide their feelings to others or show it to their peers.

Cognitive

Communication skills

They cannot clearly express what they wish to say due to their very limited and still developing vocabulary.

They do not choose the words they utter. They speak right out of their minds. Nothing matters more to them than delivering their thought.

The students are careful with their choice of words. They can also explain their own thoughts albeit not too clearly at times.

Thinking skills They are easily amused by things that are new to them. In their current stage of acquiring knowledge, they can only think very shallowly of the topics at hand.

Most students find difficulties interpreting symbols. They would prefer a more literal or direct-to-the-point approach.

They are able to correlate one lesson or topic to another. They can also cite examples to back their reasoning when necessary. Also, the students can now solve more complex problems. The use of higher order thinking skills is evident.

Problem-solving

They can only solve simple problems. The teacher needed to show them that the problem was asking for the Addition operation using sticks before they could do it on their own.

They need guidance in recalling how to solve a given problem. Once that they are given the steps and a few examples, you may expect them to solve similar problems with minimal assistance. However, once new types of problems arise, they might probably call for the teacher’s help again.

The students are able to recall related ideas to the problem prior to solving. They are now able to apply one idea to another topic. They are now simply being assisted by the teacher in the lesson instead of being spoon-fed.

Others

The students could easily lose focus. This is why the teacher has to speak loudly – to deliberately catch their attention and bring their attention back to the topic at hand.

The students show preference towards realia and samples as close as possible to the real thing. They also show appreciation to colorful materials.

They are now able to comprehend and use more technical terms in various subjects. They can also understand abstract ideas and discuss it with minimal first-hand experience of the subject.

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 Characteristics Observed

Implications to the Teaching-Learning Process

Preschool

Age range of children observed: __3-5 yrs.__

They walk and run carelessly.

The classroom and its contents should be planned and designed with much consideration to the students. At this age, their bodies are still quite fragile and delicate, thus any physical injury may have lasting effects on the student.

They are still improving their pencil grip.

The teacher should be considerate in terms of the students’ penmanship. They are expected to commit writing errors every now and then as well. Improving pencil grip/control should be one of the concerns of the teacher.

Their interests are mostly playing games and discovering new things.

Class activities should be designed to meet the students’ interest in playing games. They should be able to enjoy learning new things.

They shift moods easily.

The teacher should be careful of what he/she says and does. The students could be excited and energetic at one point, then bored and sluggish at another.

They cannot clearly express what they wish to say.

The students should be guided by the teacher. The teacher should be ready to ask questions that could bring out the student’s ideas when necessary.

In their current stage of acquiring knowledge, they can only think very shallowly of the topics at hand.

The teacher should refrain from employing questions that require critical thinking. Questions asked to the students should be straight to the point.

They can only solve simple problems.

Problems asked to students should be tailored to their level. It should not strain them in too much thinking.

The students could easily lose focus.

The teacher’s materials should be realia, coupled with colorful visual aids. These visual aids should be able to catch and maintain the students’ attention.

Elementary

Age range of children observed: _7-10 yrs.__

They are active and playful.

Students’ energy should be channeled to well-planned meaningful learning activities. Involvement in such activities make learning more fun and meaningful to the students.

They need help doing more complicated tasks such as crossing the street.

Since safety of the students is one of our primary concerns inside and outside the school, the school officials must see to it that there are authorities who could assist the students around the school compound.

They behave according to the do’s and don’ts

The students should be briefed regarding the classroom rules during the start of the school year. Consistency should be applied in the implementation of the rules as well.

Among their interests are watching TV and playing.

This might be the right time to make use of educational TV programs. However, the teacher should not be replaced by the TV itself but rather, the TV should be a tool used by the teacher. Meaningful learning activities should also be incorporated.

They speak right out of their minds.

The teacher should try to mold the students’ finesse in speaking with other people.

They would prefer a more literal or direct-to-the-point approach.

The teacher should minimize the use of abstract and theoretical explanations. As much as possible, real-life examples should be used.

They need guidance in recalling how to solve a given problem.

The students should be given guide questions to assist them in solving problems. However, the teacher should refrain from spoon feeding them, or providing them clues all the time.

The students show preference towards realia and samples as close as possible to the real thing.

The teacher may bring realia or models when it is not feasible to bring the real thing to class. Letting the students learn from first-hand experience is a necessity at such age.

High School

Age range of children observed: ________

They do not easily get tired.

The activities for the day may be planned for long durations, long enough to ensure learning but not too long that the students will get fatigued before they could grasp the topic.

They engage in academic exchange of opinions with their teacher regarding their topic at hand.

The teacher may ask for students’ opinions or ideas first before she discusses.

The teacher should allow for academic noise as long as it does not disturb other classes.

Students freely interact with each other.

Meaningful group activities could be employed in the planning and implementation of the lessons.

There is a wide variation of students’ interests.

The teacher should be knowledgeable of many different teaching methods, strategies and techniques. She must also be aware of the different interests such that she could incorporate them into the learning activities.

Some students show interest in interacting with new people

Learning beyond the four walls of the school might be a good idea. The students could learn from members of the society if a good plan by the teacher could be properly implemented. Interviewing people of authority, community immersion and many other learning opportunities could be made available to the students.

They are able to correlate one lesson or topic to another.

The teacher may use similar topics as examples for the students to apply the topic at hand. An example is Variations in Algebra, which is related to the lesson Proportions in primary school.

The use of higher order thinking skills is evident.

The teacher must be able to create questions that call for the use of critical thinking such that the students would learn not only at the level of the book, but even beyond it.

The teacher may also give time for metacognition if he/she sees fit.

The students are able to recall related ideas to the problem prior to solving.

They should be assisted by the teacher in the lesson rather than spoon-fed. Assistance may come in various forms such as guide questions, concept formation strategies, inductive and deductive reason activities, etc.

They can understand abstract ideas and discuss it with minimal first-hand experience of the subject.

The teacher may start the discussion not only with the use of realia and mock-ups, but also with abstract ideas and/or concepts. It may also be a good idea to combine both, as long as the students could arrive at the lesson.

My Reflections

1. While you were observing the learners, did you recall your own experiences when you were their age? What similarities or differences do you have with the learners you observed?

a. While observing the learners (pre-schoolers), I remembered those days when I was their age. We have a lot of similarities: playing with my classmates, worrying about where my guardian is, running inside the classroom, coloring drawings with crayons and barely legible handwritings. I think I also had the same height as them.

One major difference we have is that I’m very shy and could hardly express myself, while they are able to talk to others albeit in a very straightforward manner.

b. Observing the elementary students, I remember the excitement of watching educational TV programs. I was also like them in the sense that I loved playing, and I loved seeing new things that our teacher brought into the classroom.

The differences are that I was always polite to my teachers while some of these students are somehow pilosopo towards their teacher at times, I was a loner while they are very sociable and friendly, and that I seldom depended on others when I was their age.

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, cognitive)? How did it affect you?

a. I remember one of my teachers in high school. She often called me to deliver my report. Because of this, I was able to manage my stage fright. I was able to build my self-confidence. I learned to be neat, to be presentable, and to properly poise myself when explaining in front of the class. It has affected me so much because my chosen future profession depends on how I talk, think and mingle with my students.

b. I remember perhaps my most favorite teacher in high school, albeit he was still a practice teacher back then. He motivated me to strive and to love Mathematics again. Now, here I am, a future Mathematics teacher just like him.

I became emotionally stable as a person because he always kept reminding me of my future, amidst my family problems. I learned to cope with my problems by keeping a circle of close friends. Lastly, I learned to keep on growing by focusing my energy towards reading and studying rather than on useless petty things.

3. Share your other insights here.

Children are still developing and constructing knowledge, so in terms of teaching, we should discuss topics that are relevant or appropriate to their cognitive level. Learners must not be forced to perform tasks that are beyond their current capabilities. It is like forcing an engine to run at 70kph in its first shift (primera). Students must learn at a pacing that is suited to their abilities and needs.

My Portfolio

Which is your favorite theory of development? How can this guide you as a future teacher? Clip some readings about this theory and paste them here.

Jean Piaget’s Theory of Cognitive Development

Piaget’s theory of cognitive development can be used to determine the factors which might affect my students’ development, and how I could harness those factors to ensure a successful and meaningful growth for my learners. I can also use this to determine whether the syllabus subjects are suitable for the level of my students or not.

This is because, as seen in our observations, the stage of cognitive (as well as other aspects) development varies from one student or person to another. It influences and affects how one person in particular would think about an object or an idea, such as Fractions. To the younger students, seeing the real-life application and visual representation of fractions would be very suitable, while to a high school student, talking about fractions would no longer need visuals but rather symbols.

I picked Piaget’s theory of cognitive development as my favorite because I believe that learning is an active process from the beginning to the end of life.

Daniel Goleman’s Theory of Emotional Intelligence

As a future teacher, this would help me visualize how my students will enjoy learning our topics in Mathematics. It is a common impression that Math is a difficult and dull subject, so much so that many students hate it and call those who understand it geniuses. I have to know what my students’ emotions are and how they control their emotions to achieve their goals.

I must aim to make my students self-aware – that they know their strengths and weaknesses, what pushes them, what drives them, what values they keep in heart and live up to, and their goals in life. Then I must help them learn how to control their emotions and impulses and turn it into something more useful towards the realization of their goals. I want them to be achievers not for my sake but rather for their own, that they would be driven to achieve for the sake of achievement.


FIELD STUDY

Episode 3CLASSROOM MANAGEMENT AND LEARNING




My TargetAt the end of this activity, I will be competent in managing time, space and resources to

provide an environment which is appropriate to the learners and conducive to learning.


Field Study 1 Episode 3 –Classroom Management and LearningFocused on: Competence in managing time, space and resources to provide an Environment which is appropriate to the learners and conducive to learningTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory

1






4 3 2 1

My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories; exemplary grammar and






Grammar and



spelling spelling acceptable

4 3 2 1





4 3 2 1





4 3 2 1



4 3 2 1

Subtotals



Above Printed Name

_______________________Date


2018 - 19

17161514

Grade1.0 - 99

1.25 - 961.5 - 93

1.75 - 902.00 - 872.25 - 84

Score12 - 13

1110

8 - 97 - below

Grade2.50 - 812.75 - 783.00 - 75

3.5 - 72 and5.00 - below


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 checklists

to the learner’s behavior.

Reflect on how classroom

management affects learning.


An Observation Guide for the Learners’ Characteristics


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 the behavior. Are they already able to manage their own behavior?4. Can the learners already work independently?5. Describe their span of attention.6. Look into their listening skills and ability to concentrate.

Name of the School Observed: _Cagayan National High School_

Location of the School: ________________________________________________________

Date of Visit: __August 25, 2015__

There are 45 students, with ages ranging from 13 to 15 years. The students are well-mannered and disciplined. They are well-groomed and neat.

Among these 45 students, 29 are girls and 16 are boys. The girls area seated to the left, while the boys are to the right, closer to the doors.

These students are able to manage their own behavior. There are students who actively join the class discussion but do not overshadow their classmates. Several others listen attentively and jot down notes.

During the activity, when the teacher gave a seatwork, several students answered independently. Majority of the class preferred working with their seatmates. We overheard one student say “Di bale nang zero basta honest ako” (I’d rather get a zero as long as I’m honest).

Their spans of attention vary a lot. Some could stay focused on the discussion until the end, while some do their own thing around halfway of the discussion. Even so, these things are rather related to the topic. Perhaps it is their personal learning style.

.

An Observation Guide for the Classroom Visit

Be guided by these questions as you do your observation 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.

Observation notes:

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

There are two cabinets at the back part of the classroom: one for storage of teaching aids, the other for cleaning materials and supplies.

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

There is a poster of the classroom rules beside the blackboard. It has 15 rules, most of which are about maintenance of the room: turning off the lights when not in use, erasing writings on the board when the teacher leaves, etc. The others are about proper behavior inside the classroom: greeting of teachers and visitors, interacting with fellow students, etc.

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

After interviewing some of the students, we found out that the classroom rules were made after the election of officers. These officers, with the entire class and their adviser, formally made the classroom rules. The rules were consensually agreed upon, meaning everyone must be amenable or consensual about the rules prior to implementation. The rules were implemented with utmost consistency since then.

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

The teacher starts the class with a prayer, after which proper announcements are made if necessary. Attendance is checked before the start of formal discussion. During the discussion, if activities call for leaders

or so, the teacher would assign them later on before the activity.After the lesson, when the teacher leaves, there’s already a group of

assigned cleaners who will clean up the room. These cleaners are assigned in a rotation: a group for each day of the week.

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

The seating arrangement is based on gender: girls are seated to the left while boys are seated to the right side of the room. It is also based on height: taller students occupy the back seats while shorter ones occupy the front.

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

Talking is allowed if it is academic by nature, such as discussion of solutions, explanations, etc. However, during activities, it is unavoidable that several students would get very excited. When this happens, the teacher reminds the students to keep their volumes down.

Also, during discussion, when the teacher asks a question that a student fails to answer correctly, there are times when the students try to get the teacher’s attention and give the correct answer. The teacher handles this by reminding them to just quietly raise their hands if they know the answer.

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

The teacher taps the student’s shoulder to notify him/her that she is off-task or has something wrong with her solution. The teacher does this to avoid taking the others’ attention and probably somehow putting that student in shame.

When the task is done on the blackboard, such as solving a given question, the teacher signals the student to check or to go over her solution when he/she is off-task.

Over-all, the teacher keeps a general rule of keeping the notification of off-task behavior as discrete as possible, if not subliminal.

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

When the student answers correctly, the teacher gives her/him a simple positive comment such as “Good job!” or “Yes, that’s the correct answer.” When a student comes up with the answer very quickly, the teacher also asks if the student has a shortcut for getting the answer.

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Management Description

Effect on the Learners(to be filled up after you answer the

analysis questions)

1. Specific Areas in the Classroom

There are 2 cabinets at the back part of the room: one for storage of teaching aids, the other for cleaning materials and supplies.

The students could easily move since the materials and supplies do not occupy too much space. Also, it is easier for them to look for these materials when needed.

2. Classroom Rules

It has 15 rules, most of which are about maintenance of the room. The others are about proper behavior inside the classroom.

Students know how the proper behavior inside the classroom, and they take part in maintaining the classroom.

3. Classroom ProceduresClassroom procedures are stated before the start of classes.

The students are attentive and obedient, as expected from them.

4. Daily RoutinesPrayer, announcement, attendance, discussion and cleaning.

There’s a systematized flow of discussion.

5. Seating ArrangementBoys are seated to the right, while girls are to the left.

The girls feel more secured and the boys are more aware of their surroundings.

6. Handling misbehavior/off-task behavior

Tap on the shoulder of the student.The teacher signals the student to check or to go over her solution.Notification of off-task

Risk of unintentionally putting the student into shame is minimal.The student does not feel demoralized about giving it another try.

behavior is discrete.

7. Reinforcement of Positive Behavior

Simple positive comment such as “Good job!” or “Yes, that’s the correct answer.”

The student is motivated to keep the good work up.

8. Others

My Analysis1. How did the classroom organization and routines affect the learners’ behavior?

The classroom organization and routines developed a sense of unity and proper behavior among the students, compelling them to meet high expectations for achievement, while providing them a psychologically safe environment to do so. They have a strong sense of involvement, establishing a respectful tone and inspiring them to bond with the teachers more academically.

Actually, the classroom organization helps the students resolve conflicts when they arise. Amidst their wide diversity, the class manages to conform to specified norms and yet value their uniqueness and differences. Over all, the classroom becomes productive in terms of learning.

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?

A teacher should consider classroom organizations and routines that could also be fitting with the likings of her/his students in general. S/he needs to include students mostly in deciding this issue for them to learn how they could organize themselves and the routines, but of course with assistance from a teacher. In order to coincide this with the students we observed, I asked a student how they designed their classroom and she mentioned that they did the most of the legislation on the classroom organization with the consent from the teacher.

One theory to have in mind is Jacob Kounin’s “Ripple Effect”, which states that the correction of one student behavior spreads to other students engaging in inappropriate behaviors, and results in a much more ordered room. Kounin’s philosophy has five main points which are very insightful for teachers designing their classroom organization and routines.

Another very valuable theory is that of Haim Ginott’s. He mentioned that the slight difference in addressing a misbehavior could mean an entirely different thing. For example if a student is continuously talking in class, it is better NOT to say “Why are you always talking? I told you to stop talking.” According to Ginott it would be better to say “I am hearing a lot of talking that is disrupting the class.” By using removing the “you” statements and replacing

them with “I” statements, you can address the situation without attacking or criticizing the student.

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

The teacher’s application of behavior strategies was effective in managing the behavior of the learners. The students are well-behaved and can also independently manage their own learning styles. The students are motivated to participate in the discussion regardless of giving a correct or a wrong answer since the flow of discussion minimizes criticism of the student.

My Reflections1. 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?

I see myself organizing my classroom with my class of high school students. They are easier to handle since they require less instruction and are already more stable emotionally and physically, as well as in other aspects.

On the first day, I would introduce myself and let them do the same one at a time so we could learn more about each other. After a few days or weeks of meeting, they will probably know more about each other. Therefore, they could elect their officers. Once they are done with the elections, I will make the classroom rules with the officers, as agreed by the class. Once that everyone has already agreed to the classroom rules, it will be implemented with utmost respect to the legislation.

After a few more weeks, I will let them decide whether they wish to have their own groups for the entire year or to have it randomized every time the class activity requires it. The same will be done for groups regarding cleanliness of the classroom. The students will be assigned to be a cleaner once a week. I believe it will help them become responsible people.

Before each lesson proper, I will start with a prayer, then checking of attendance, and announcements if necessary. Then I will start the lesson with a joke or a brain teaser related to the topic, perhaps to be complemented by one of the students per meeting.

When the lesson ends, 5 minutes will be given to the students to prepare for the next class. Finally, before I leave, we will have a prayer.

2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?

1. Be on-time, on-task and prepared to learn.2. Keep all personal electronics away.3. Respect the teacher, your classroom, and your fellow students.4. Keep the classroom clean. That includes the floor, the board, and everything in it.5. No distractions in class: no grooming, no foods or drinks (except water), no electronics.6. No bad words.

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

Students should be involved in making the class rules. Students are more likely to follow the rules if they themselves were part in making the rules. Other than that, if they clearly agreed to the rules during the legislation, then implementing the rules would be smooth and penalizing misconduct would be easier.

My PortfolioInclude here pictures of the classroom/s you observed. Write descriptions/annotations about

what you observed in each photo.

Some students do the task on their own, while some such as these two boys on the middle left and most of the girls do things with a partner or a group.

The teacher asks a girl to solve the problem on the board. The student goes over her solution.

Student explains her solution on the board.

These boys are discussing their solution to the teacher’s question which calls for critical thinking.

A lively discussion can get everyone interested in the lesson.

Sometimes, those who know the answer to the question do not raise their hands.


FIELD STUDY

Episode 4INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION(focusing on differences in gender, racial, religious backgrounds)




My TargetAt the end of this activity, I will be competent in determining, understanding and accepting

the learners’ diverse backgrounds.


Field Study 1 Episode 4 – Individual Differences and Learners’ InteractionFocused on: Differences in gender, racial, religious backgroundsTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory

1






4 3 2 1










4 3 2 1





4 3 2 1





4 3 2 1



4 3 2 1

Subtotals



Above Printed Name

_______________________Date


2018 - 19

17161514

Grade1.0 - 99

1.25 - 961.5 - 93

1.75 - 902.00 - 872.25 - 84

Score12 - 13

1110

8 - 97 - below

Grade2.50 - 812.75 - 783.00 - 75

3.5 - 72 and5.00 - below

My MapThe learners’ individual differences and the type of interaction they bring surly 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:

Step 1. Observe a class in different parts of a school day. (beginning of the day, class time, recess, etc.)

Step 2. Describe the characteristics of the learners in terms of age, gender and social and cultural diversity.

Step 3. Describe the interaction that transpires inside and outside the classroom.

Step 4. Interview your resource teacher about the principles and practices that she uses in dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on learners’ interaction.

My ToolsOBSERVATION REPORT

Name of the School Observed: _Cagayan National High School_

Location of the School: ______ Taft St., Tuguegarao City, Cagayan_____________________

Date of Visit: ______________August 25, 2015____________________________________

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?

During discussion, there’s a continuous flow of interaction in the class. When the teacher gives exercises and lets the students solve and explain their answers, sometimes too much interaction cannot be avoided. When the teacher calls students, they converse with the teacher smartly and with utmost respect. However, there are a very few others who act like they’re just talking to someone who is on their level.

On the other hand, students interact with each other with confidence and ease. There are some students who interact more with the teachers than with their fellow students. These students are Marian, Sharmaine and those who are seated in the front rows. They have more interaction with the teachers than with their classmates because they love asking things related to their lesson, and they think that their classmates cannot answer these questions.

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

Most students seated at the back are somehow inattentive, although there are several who perform well in class. There are two girls who caught my attention: Daryl and Hanna Milei, students seated at the back, who seem to be more interested in drawing than problem solving. Every time the teacher gives exercises, she gives additional points to the first 10 students who get the correct answer. These two students (Daryl and Hanna) don’t even care and just go on with what they are doing.

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

Learners in this class cooperate with each other. They help each other when one can’t answer the question/problem given by the teacher. They correct one’s mistake especially when they see that the student doesn’t know what to do.

In a different point of view, one may find this behavior competitive. It might seem competitive in the sense that they might be thinking that correcting the student’s mistake could earn them more points.

The reason we see their behavior as cooperative is that there’s no extrinsic reason to correct their classmate’s mistake. No points would be given to whoever corrects it. The only logical reason behind the correction of their classmate’s mistake is their drive to learn together.

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

Marian, Sharmaine, Jorens and Juanito participate actively in class. They always recite and give correct answers. The teacher often calls them not only to give their answer but to explain how they got them as well.

On the other hand, Charlotte (a school club officer) needs help because she’s frequently excused and cannot cope up with their lesson. Hanna Milei and Daryl need the attention of their teacher to meet their cognitive and emotional needs.

Samantha, a silent student, seems to be “out of place” when there are exercises given by the teacher. She needs the guidance of her teacher and sometimes of her classmates who have knowledge of the lesson.

5. When a student is called out 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 cannot answer the teacher’s question, some would try

to help him while others will just raise their hands so that the teacher will call them instead. Those who try to help the student are usually the same students who are seated nearby. If, just like his, their answer is also wrong, the teacher would call on other students from a different part of the class.

Outside Class

1. How do 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.

Students group themselves outside homogenously by gender. Girls are grouped with fellow girls, boys with fellow boys. There seems to be no sense of grouping by race or by ethnicity. Several students may have more than one group they belong to.

Other than groupings by gender, they are also divided into smaller groups by their interests. Boys usually talk about games such as DotA and Clash of Clans.

It is noted, however, that there are a few who prefer to be alone at times.

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

After class, students would usually group themselves according to their interests. Boys would talk usually talk about a recently played match on DotA or a clan war in Clash of Clans, while girls usually talk about the recent lesson, focusing mostly on their mistakes.

However, there’s a few others would just simply talk about trending issues today. Their topics would vary greatly, from AlDub (a kalyeserye segment of a local TV station’s noontime variety show) to the alleged “ghost account” in Clash of Clans.

.

My Analysis1. 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?

Marian, a student seated in the front row, plays many roles inside the classroom. She’s the teacher’s pet, a leader, a little teacher and somehow an attention-seeker.

Sharmaine, a silent Math wizard, usually acts as the checker. She checks her classmates’ written outputs.

Jorens is a semi-hyperactive attention-seeker who loves asking questions, albeit sometimes his questions have obvious answers.

2. Are the students coming from the minority group accepted or rejected by the others? How is this shown?

Students coming from the minority groups, along with soloists (those who do not include themselves into other groups), are easily accepted by the other students. Inside the class, students observe equality and fairness. There’s no sign of discrimination; they accept each other regardless of ethnicity, dialect or religion.

These students show more understanding rather than disregard towards their friends whose background they know of. They accept each other regardless of their status. This is shown by the fact that there are those who seem to be financially challenged are in good terms with others, and nobody is thinking of any negativity.

3. How does the teacher influence the class interaction considering the individual differences of the students?

Considering the individual differences of the students, the teacher influences the class interaction by treating them equally. For her, these individual differences inside the classroom do not affect how she should and would treat her students. She is a role model to these students, showing positive behavior and good manners worth emulating.

Because of this, students freely interact with each other without insecurities or thinking that they wouldn’t fit in.

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

The most common factors of grouping of learners outside the classroom is gender, which is seconded by the students’ interests. Boys usually form peers with other boys, usually talking about computer games such as DotA and Clash of Clans. Girls on the other hand form peers with girls, with a widely varied array of interests.

My Reflections1. 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?

While observing the interaction inside the classroom, we felt the sense of unity in the classroom, both between the students and the teacher; and unity among the students. Competition is minimal and probably occurs academically and in good means: when the students compete for the sake of having good grades. Otherwise, they cooperate with each other, learning for the sake of learning altogether.

Nobody seemed to be trying to pull others down or trying to exclude another student from any group. Everyone was pushed to participate and be part of the discussion. The atmosphere of the classroom was not only academically engaging but also socially endearing.

2. In the future, how would you want the learners in your classroom to interact? How will you make this happen?

I will allow the students to exclude their dysfunctional differences temporarily in order to complete their social interactions, all the while acknowledging the risks of doing that. They have to exercise the sense of belonging from the same class, realize the meaning of being born in the same planet, and live with the idea that they are all from the same race: the human race.

It will all start with me, of course. I must be the epitome of indifference towards diversity. I must never show signs of sympathy towards a specific group of individuals, or favoritism towards a certain learning style. I must show characteristics of a person who does not discriminate so that I would be worth emulating. I must show my students that I embrace diversity and I accept every learner regardless of who or what they are.

My PortfolioPost a collection of quotations 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.

To deal with diversity, we must first strengthen the prerequisites for positive use of diversity. That means we must nurture respect, make quality interaction available, build tolerance for ambiguity and dissonance, encourage an expanded definition of diversity, and make sure there are students who will bridge interracial relationships within the classroom.

Actually, to deal with it, we must let diversity manifest. Let the students enjoy and celebrate diversity. Try to let them see that variety is the spice of life, and flaunt diversity collectively. Let them wallow in the truth that we come from different religions, speak different languages, and have different colored skin. Let them learn just how diverse we are, like the

thousand stars in the peaceful evening sky.

But then, we should also point out that differences translate to uniqueness. For example, we need more multi-culturalism that attempts to spread a broad understanding of many cultures, or which helps diverse students get grounded in their own diverse cultures, not as superior to others,

but as intensely valid as their own.

As future teachers, we could also make use of group activities that will let students set aside differences so as to focus on a common ground. We can use differences in making them increase their understanding of complex issues. There are many ways by which we could do this.

We must always make our students remember that different life stories make us all “mutually exclusive”, and that these differences are not always the same. Even differences differ from one case to another.

In short, we need to allow the students to exclude dysfunctional differences temporarily in order to complete their social interactions, all the while acknowledging the risks of doing that.

To the extent all of us in the classroom share a culture of trust, respect, partnership and an ethic of learning and change, we'll be able to transform differences into creative resources for our collective intelligence. So it remains true that an important test of our co-intelligence is our ability to realize that understanding in practice.

Life tells us that each person is unique, with a worth nobody could ever judge. Therefore, Mathematically speaking, every single person on earth is a variable, each of which we could never tell which is greater than which, or which is less than which. The world is simply a beautiful set of several billion unique elements, none comparable to another.


FIELD STUDY

Episode 5INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION(focusing on different levels of abilities)




My TargetAt the end of this activity, I will be competent in determining, understanding and accepting

the learners’ diverse backgrounds; and in relating the learners’ background to their performance in the classroom.


Field Study 1 Episode 5 – Individual Differences and Learner’s InteractionFocused on: Determining teaching approaches and techniques considering the learners’differences in level of abilitiesTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory

1






4 3 2 1

My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories; exemplary grammar and



Grammar and spelling are



Grammar and



spelling superior spelling acceptable

4 3 2 1





4 3 2 1





4 3 2 1



4 3 2 1

Subtotals



Above Printed Name

_______________________Date


2018 - 19

17161514

Grade1.0 - 99

1.25 - 961.5 - 93

1.75 - 902.00 - 872.25 - 84

Score12 - 13

1110

8 - 97 - below

Grade2.50 - 812.75 - 783.00 - 75

3.5 - 72 and5.00 - below


Your ToolsUse the activity form provided for you to document your observations.

An Observation Guide for Individual Differences

Read the following statements carefully. Then write your observation report on the

space provided.

1. Observe the class to see the differences in abilities of the learners.2. Try 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 the teacher, and interaction with others.

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

.

My Analysis1. 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.)?

Marian, Sharmaine and Juanito actively participate in class and perform well; while Hannah, Charlot and Samantha seem to lag behind when it comes to the lessons. My observations matched the information given by the teacher.

I was able to identify these students properly simply by observing their behavior during and after class discussion: their interaction with their teacher and classmates, how they participate in class discussion and the way they speak their thoughts and deliver their message.

Achievers volunteer to answer when there are activities being given by the teacher. They follow directions correctly and they are very attentive especially with details. On the other hand, the slower learners are just seated waiting for information to come. They attend their classes passively, usually doing other things rather than listening and participating. It’s like they are physically present but mentally absent.

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 who are not?

Most of the students in class are good learners albeit they obviously have different learning styles. There is barely a narrow gap between the students who perform well and those who do not. Their difference in performance probably lies in their ability to focus and their interest in the lesson compared to other things (such as drawing, conversing, etc).

The slower learners are simply misguided – they need to be refocused into the lesson. They need guidance and encouragement so that they could perform well like the majority of the class.

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

The teacher made use of group activities in which each group must contain and is usually led by a top performing student, at least one of the slower learners, and then a random mixture of the other students. She also made sure that the students in each group will participate actively so that no group is carried by a single student.

It is also highly noticeable that the group activities are enjoyed by all of the students. This is most probably because even the slower learners are given the chance and opportunity to learn and enjoy the lesson. Nobody feels left behind.

My ReflectionsRecall the time when you were in 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?

When I was in elementary, I was one of the high achievers in the class. As far as I remember, there were only a handful of low achievers in our class. They often got absent and were usually bullies. My teacher usually paired me with a slow learner whenever she had an activity and asked me to teach or help that student regarding the activity or lesson.

The same is true with the other high achievers in our class: they were also paired with the slower learners and instructed to do the same. Overall it was an effective strategy because we learned a lot from her and we were able to enjoy the subject instead of getting bored.

As far as I could remember, the slow learners in our class were those who lacked interest and did not find the importance of the subject Mathematics, while those who were classified as achievers were those who found the subject interesting.

Our teacher made sure that learning is always exciting and full of enjoyment – he made sure that every meeting, we students would not just remain seated for a long period of time. He made use of various teaching methods and strategies for every topic. He made use of games, group activities, etc. He was an effective teacher because we were able to learn actively.

I think he went by the motto, “Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Thinking back through time, when I was in high school, I remember being one of the students in our class who were deemed to perform well. Our teacher focused more on those who performed the least, sometimes called the slower learners. He let them answer board works. If they did not understand the topic or the task, we “achievers” were asked to teach them about it. We were usually assigned to tutor these slower learners.

To me, it seems like an effective method because the teacher never forgot these slower learners and everyone keeps moving forward in terms of learning.

Nobody was left behind and everybody felt like we belonged to the class and had space for interaction.

My PortfolioWith 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?

To meet the needs of all students in the class, we need to make use of collaborative learning strategies. We enlisted some of these strategies that will allow the students, both high and low achiever, to be actively engaged in the discussion.

Think-Pair-Share

This type of activity first asks students to consider a question on their own, and then provides an opportunity for students to discuss it in pairs, and finally together with the whole class. The success of these activities depends on the nature of the questions posed. This activity works ideally with questions to encourage deeper thinking, problem-solving, and/or critical analysis. The group discussions are critical as they allow students to articulate their thought processes.

Advantages of the think-pair-share include the engagement of all students in the classroom (particularly the opportunity to give voice to quieter students who might have difficulty sharing in a larger group), quick feedback for the instructor (e.g., the revelation of student misconceptions), encouragement and support for higher levels of thinking of the students.

Jigsaw

This is used with narrative material. Each team member or “expert” is responsible for learning a specific part of the assigned topic. Members go and talk with “experts” of other groups with the same topic. After meeting members of the other groups, the “experts” return to their own groups and present their findings. Team members are then quizzed on all topics.

Numbered Heads Together

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions

asked by the teacher. Because no one knows which number will be called, all team members must be prepared.


FIELD STUDY

Episode 6HOME-SCHOOL LINK




My TargetAt the end of this activity, I will be competent in identifying and describing the influencing

factors in the home environment that impact students’ learning.


Field Study 1 Episode 6 – Home – School LinkFocused on: Identifying and describing the influencing factors in the home environmentthat impacts students’ learningTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory

1






4 3 2 1










4 3 2 1





4 3 2 1





4 3 2 1



4 3 2 1

Subtotals



Above Printed Name

_______________________Date

Transmutation of score to grade/rating

Score20

18 - 1917161514

Grade1.0 - 99

1.25 - 961.5 - 93

1.75 - 902.00 - 872.25 - 84

Score12 - 13

1110

8 - 97 - below

Grade2.50 - 812.75 - 783.00 - 75

3.5 - 72 and5.00 - below


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 the home environment that might affect the learner’s school performance.

Reflect on how a teacher can communicate effectively with the home.




The LearnerMake 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, loses temper, happy, shows enthusiasm, excited, indifferent, etc.)

Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows reasoning skills, turns in assignments and requirements, etc.)

Interview the Teacher1. 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 the teacher communicate with the parents? How often? What do they discuss? Agree on?

Interview with Parents1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family

pictures in the living room, etc)2. Use the Interview Questions on the next page. Just ask the questions which you feel

comfortable.

Suggested Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be ready to translate the questions if necessary.

Name of Learner: Darylle Louisa S. Tagayuma

Date of Birth: Nov. 14, 2002 Age: 13Grade/Year Level: 2nd Year HS Gender: FemaleNumber of Siblings: 3Birth Order: 2nd

Mother’s Name: Sandra S. Tagayuna Age: 46Occupation: Government Employee Educational Attainment: Secretarial

GraduateFather’s Name: Bilford M. Tagayuma Age: 47Occupation: Self-Employed Educational Attainment: Engineering

Undergrad

Learner’s Physical Aspect:

Height: 165.3 cm Weight: 61 kg

BMI: 22.4, Normal

Allergies of the learner (if any):none

Mother’s health during pregnancy with the learner:Healthy

Age of the learner when he started to walk/talk:Started to crawl at 8 months, talk at 9 months, and walk at 1 year.First word was “ilaw”.

Ailments or health problems of the learner as a child:According to the mother, the child has never had any health problems since birth.

Who took care of him/her as a child?From birth, her lola took care of her. After her first birthday, her father started taking care of her. Her mother is always busy at work that she didn’t have time to take care of her even until now.

Food preferences of the learner as a child and at present:Chocolates, milk and anything sweet.

Has the learner been hospitalized before? If yes, please state the reason.No, she has never been hospitalized before.

Learner’s Social Aspect:

Describe your child’s sociability (friendly, outgoing, shy, loner)She’s quite shy and unsociable.

Who are the learner’s playmates?Mostly, her playmates are her cousins.

As a child, is he/she allowed to play outside?She is allowed to go out but there are rules that she had to follow. Also, she is not allowed to go out unless she’s done with her assignments and chores.

Is he/she allowed to go out with friends?Yes, but she has to be home before dark. Also, “NO NIGHT OUTS!”

Do you have rules for him/her to follow regarding going out? If yes, what are these rules?Generally, just tell us if you’re going out, avoid getting into trouble and be sure to be home before dark.

Emotional-Moral

What are your expectations of your child?The parents do not expect anything of her other than to finish her studies. They do not wish to put pressure on their child. If she passes all her subjects, that’s good enough.

How do you provide a nurturing environment for your child?We simply provide her all her needs. As for her wants, our family budget comes first and if there’s some left, we might consider it.

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?Darylle doesn’t share/tell any of her problems to us as long as she can still manage it. She just says it when things get out of hand and she cannot handle it anymore.

What do you do when he/she is not successful in something?We always motivate her to do better the next time around. We give pieces of advice and tips. We always remind her that “There’s always a next time. You can do it!”

How do you discipline your children?When they make mistakes, we just correct them and tell them where they probably went wrong. However, when they are just being

disobedient, we just give them light punishments.

Do you have rules in the house? What are they? How do you impose these rules?There are some rules in the house. These are mostly about obedience and chores. They do not need constant reminders though because they are good children.

What are the consequences of breaking the rules?Confiscation of gadget and sometimes, deduction of allowance.

Learner’s Cognitive Aspect:

What are the child’s interests?She loves drawing and net surfing.

What is he/she good at in school?She’s good at English in school.

In what subject/s does she have difficulty?She has difficulty in Mathematics.

Does she take tutorial classes?She does not attend tutorial sessions.

How do you monitor his/her performance in school?Whenever they arrive home from school, I (the mother) ask questions regarding her lessons and the things they did in class for the day.

How do you motivate him/her?We show our support by always reminding them that they’re studying for their own future and not ours. We always tell them inspirational things and give words of wisdom.

Do you have rules at home to help him/her develop good study habits? What are these rules? How are they implemented?Just do your homework when you arrive at home and help do the household chores if you can. Darylle, however, stays inside her room to study because she does not want to be disturbed.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

The Learner’s Development Profile

Name of the Learner: _ Darylle Louisa S. Tagayuma__School: __Cagayan National High School__Date of Home Visit: __September 19, 2015__Date of Birth: __November 14, 2002__ Age: __13__Grade/Year Level: __2 nd Year HS__ Gender: __F__

Family ProfileNumber of Siblings: 3Birth Order: 2nd

Mother’s Name: Sandra S. Tagayuna Age: 46Occupation: Government Employee Educational Attainment: Secretarial

GraduateFather’s Name: Bilford M. Tagayuma Age: 47Occupation: Self-Employed Educational Attainment: Engineering

UndergradPhysical DevelopmentDarylle is tall and chubby. She is also a good-looking girl. She has a normal height and weight, with normal body mass index (BMI).

Social DevelopmentShe is shy and unsociable. She doesn’t interact well with others. She is also barely recognized by her teachers. However, on the social networking site facebook, she has 755 friends.

Emotional-Moral DevelopmentDarylle is a kind and patient girl. She does not easily lose her temper.

Cognitive DevelopmentShe’s an average learner. She can understand the lessons but does not excel in some of her subjects. Whenever she is given assignments, she immediately does it. She passes her requirements on or before the deadline.

FindingsThe learner is a good student. She may be shy but she still has a few friends. She’s a well-disciplined student amidst being raised in a house where there’s almost no rules and regulations. Academically speaking, she is contented with a passing score or grade. She does not aim for high grades because she believes what’s important is the amount of learning she gets from school. Grades are simply numbers to her.

After interviewing the teacher as well, we confirmed that Darylle is a really shy student. The teacher even told us she barely recalls Darylle because of her inactivity in class. “She’s very quiet. Sometimes, when I call her to recite, she doesn’t even want to stand up, so I just let her be.” Just for the

record, the Darylle is not from the said teacher’s advisory class.

ConclusionsThe school and the home have a great impact on the learner’s development. Home is the first school of the learner and the school serves as her second home as well. Her parents are her first teachers, and her playmates are her first “classmates” before she starts going to school. Her teachers are her second parents and her classmates become her second playmates. Whatever is learned inside the home is brought to the school and vice versa.

RecommendationsWe recommend that the parents be more attentive when it comes to their children. They must have enough patience and understanding to meet their children’s needs. It is also a must that they listen to their children when they have problems.At her age, Darylle will soon find herself wanting to belong to a group or a circle of friends. We recommend that she start learning to socialize with other people of her age. She may need a boost in her self-confidence, so her teacher and her relatives should be ready to support her.

My Analysis1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer.

The parenting style Darylle experienced (and is still experiencing) is permissive. The parents are not strict and they have few expectations from their children. There is little (if any) pressure on the shoulders of the children.

The mother said she only wants Darylle to pass her subjects. Perhaps it is also due to the fact that the parents are busy with their own works that they could barely focus on their children. Also, according to the parents’ response during the interview, the mother doesn’t even go to her children’s respective schools to check their performance.

Somehow, this parenting style has its own negative effects because the children are not pushed to give their best and reach their potentials.

One good thing about this family, however, is that the children did not turn out to be what’s expected of children raised from a permissive family. Usually, children from permissive families grow up into rebels with high self-esteem. They do not conform to the rules and hate it when someone imposes rules on them.

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?

Parents are the first and foremost model to their children. They carry the most significant role in molding the child’s personality and life. They are the greatest factor of their children’s development. Whatever she learns from them are carried to school and even beyond it. We must not forget that children are like sponges – they absorb and soak up information everywhere, and everything a parent says and does is something for them to absorb; even their facial expressions, body language and words.

The expectations some parents have for their children can sometimes impede healthy development. Too often, parents set expectations for “the child they want” instead of “the child they have”. Too often, children grow believing either, 'I can never meet up to my parents' expectations. Nothing I ever do is good enough,' or 'Nobody expects anything of me. I guess they don't care what I do.'" Parents are often advised to use the mantra, "Teach Less, Be More." They have to be involved in their lives and be the kind of role model they’d like them to follow.

3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects?

Home-school communication is supposed to have positive effects on the learner, given that both ends (the family and the school) are really interested and dedicated to the development of the learner. Among these effects are more positive attitudes towards learning, increased focus towards academics,

attention and persistence in completing schoolwork, an enhanced sense of personal responsibility for learning, and a sense of “reason” for studying.

The student gains a better perspective on her being a student – she starts to study for the sake of learning. This, in turn, opens her horizons to different possibilities, perhaps even to the unleashing of her potentials.

My Reflections1. Reflect on your own development as a child. What type of parenting did you experience? How did it affect you?

The type of parenting I have been experiencing since childhood is Authoritarian. They’re very manipulative and strict that I am afraid of disobeying any rule they make. This type of parenting has affected me so much in many ways. I learned to be self-reliant and self-effective because I know the consequences of being dependent. I learned how to obey rules regardless of where I am.

However, growing up under my authoritarian parents has also affected me negatively. I do not open up to my parents regarding anything at all, because I think they will not listen to me at all.

I was raised in an Authoritative type of parenting. They were not very strict towards me but they still showed me that they care about my studies. They were open to me in terms of communication – they listened to me. They let me feel independent while I was still a dependent. Actually, they encouraged independence while I was still a dependent, telling me that someday, when they’re gone, I will have to learn to do things on my own.

I believe it affected me positively because I’m always comfortable in studying. I don’t feel pressured at all and I feel their trust in me in everything I do.

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 wish to have good communication to my students and to their parents as well. I must know of their family backgrounds so I could monitor them. I wish to talk to the parents whenever their children encounter problems. We must see to it that all three of us (parents, student and I) are working well for the sake of the student. I know that constant feedbacking will help them gauge the performance of their students. I might even be able to give them tips on what to do with their child. I believe that by working together, we will be able to meet the learner’s needs.

My PortfolioThe Home-School Venn Diagram

About the image:

We decided to make a digitally remastered image, fusing a Venn diagram with our doodle background. We placed a drawing of the national house which is the bahay kubo (nipa hut) and a drawing of the school on the two overlapping circles. Then, we placed an edited version of the picture of one of the students in our Field Study in the “intersection” area. We call this image the “Home-School Venn Diagram”.

H ome H earts abound together,

O f O ne tied to the others,

M y M emories we make through time

E xistence E ver may we always be fine.+

S econd S tudents from the same institution,

C onducive C lassmates and schoolmates with one intuition

H ome H oned by teachers, professional and true

O f O ver the school year, caring for me and you.

O ur O ne could never repay them, except

L earning L ove and keep learning even after they’ve left.

=L ove L oved by my parents, taught by my profs

I n I dentity molded by these hands aloft.

N ew N ow I know how to learn and to love

K nowledge K eeping my head held high and above.

Field Study 1

Documents

Transcript of Field Study 1