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The Learners Developmentand Environment
_____________________________________________________________________________________________
Name of FS Student _____________________________________________________________
Course _____________________________________ Year & Student _____________________
Resource Teacher ____________________________ Signature __________________________
Cooperating School _____________________________________________________________
Episode 1
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Your Tools
As 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 activities and tasks to be accomplished in the activity sheets will yield better learningresults.
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column
to indicate their availability. Give brief description of those that are available on the last
column.
Facilities Available Not
Available
Description
Office of the principal
Used by the principal in facilitating
the campus faculty and
maintenance
Library
Students area for researching
further information. Also used in
studying their lessons.
Counseling RoomUsed to counsel students andother staff. Also used to guide
parents and faculty.
Canteen/Cafeteria
Food taking for the students and
faculty.
Medical Clinic
Used to manage student and
faculty health problem and
medication.
Audio Visual/Media
Center
Used for meeting and other media
classes.
Reading Center
Room for reading where students
enhanced their reading skills.
Speech Laboratory
Speech lab where speaking and
oral communication is enhanced
with the help of gadgets.
Science Laboratory
Room for experimenting and
science exploration.
Gymnasium
A wider area used in some
programs or in P.E classes.
Auditorium
Used for exclusive meetings.
Home EconomicsRoom
Used to enhance the students in
home chores.
Industrial Workshop
Area
Used in workshops and students
working area.
PTA Office
For parents meeting room.
Comfort Room for
Boys
For Boys comforting and
depositing waste located near at
the AVR.
Comfort Room for
Girls
For girls depositing waste located
just the side of boys comfort
room.
Others (Music Room)
Room where they are being
taught in music.
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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 building?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, the cafeteria. Look around and find out the other
facilities that the school has.
Name of the School Observed __St. Michaels Basic Education Department
School Address St. Mary Tibanga , Iligan City
Date of Visit 8/8/11
I am Argene Monreal, one of the FS 1 student who visited the St.
Michaels Basic Education Department. On my observation, I started observing the
environment of where the school is located. And as part of it, the place where the
school is located is practically clean and free from crimes. The neighbor is peaceful
and rich in resources. The Basic Education Campus is big and has enough space to
accommodate all of the students. The campus is free from pollution and was
surrounded by green and clean leaves. The building is always maintained in new
condition and was always check for safety assurance. As I passed by the offices, my
impression is that I was amazed that its good and comfortable especially the
ventilation and appearance. And as I passed through the school halls, they have lots of
facilities. Including the music room which they have the piano. The clinic, the chapel
which you can really feel amazed of the arrangement. Well not to mention, but the
school also have their computer rooms and maintenance.
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An Observation Guide for the CLASSROOM VISIT
Be guided by these task 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 figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the furniture is arranged. Where is the teachers table located?
How are the tables and chairs/desk 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 FACILITEIS MATRIX
Classroom Facilities Description
(location, number, arrangement,
condition)
1. Wall Displays
There in Grade 1, you can see alphabet
letters and display boards which are
new. Pictures of heroes, religious
pictures are placed on the display board.
2. Teachers Table
Teachers table is new and was placed in
the bottom right of the classroom.
3. Learners Desk
Learners desk or arms chairs are
properly arranged one seat apart. There
are 21 desk in all.
4. Blackboard
Blackboard is elevated in the front
portion where student can properly see
the writings.
5. Learning
Materials/Visual Aids
Visual aids are new and some are old but
is still usable. Located near the teachers
table.
6. Garbage Can
Placed near the door, slightly used but
still usable. Used primarily for students
trash papers and other trashes.
7. Book Shelves
Found near the display board. Where you
can find reading books in grade 1. The
room has 1 to 2 book shelves only.
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Write your observation report here.
Your Analysis
How do the school campus and the classroom in particular impact on the learning of the students
going to school? What are your conclusions?
The classroom in particular have a big impact of the students in going to school
Particularly in learning, having friends and socializing. So therefore, the students presence also
differ in their classroom environment, socialization, specially friends and studies.
How does this relate to your knowledge of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
In child development I can relate this ti the behavior of the children in how you handlethe misbehaving students in different ages. So in facilitating the learners, I should have to
conduct properly the self-control specially in grade school students who are some of the
students are hyperactive and misbehaving.
Name of School Observed St. Michaels Basic Education Department
Location of the School St. Mary Tibanga, Iligan City
Date of Visit 08/08/11
On this observation, I observed firstly the environment and neighborhood where
the school is located. You can read on my previous report of field study. The
environment of the place where the school is located is clean and green, particularly
inside the campus. So after I observe the environment, I also observe the classrooms
and childrens behavior in and out of the classroom. As I observe grade 4a, they are
already oriented in the classroom behavior. Though, in particular matter, some are also
actively hyper. Some of the grade 4 students are different in their attitude which you
really have to understand. I also observe that when taking their lunch at the canteen,
they group themselves in gender and religion most of the time.
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Your Reflections
1. Would you like to teach in the school environment you just observed? Why? Why not?
Yes, because the school is clean and disciplinary. I like the school
in terms of the resources and discipline. When they are doing their chores
they always observe the rules and policies. Like when going out of the
classroom, they always follow one line policy.
2. What kind of school campus is conducive to learning?
The kind of school that is conducive to learning is a school that is
clean, adequate facilities, and can provide the students a comfortable
classroom with ventilations. And can do or follow rules in the school campus.
3. What kind of classroom is conducive to learning?
The kind of classroom that is conducive to learning is a classroom
that is comfortable to stay and that will encourage student to learn and
study.
4. In the future, how can you accomplish your answer in number 3?
In the future, I can accomplish the kind of classroom I want by
putting or posting educational displays in the wall. Thus, should not let the
classroom be warm and full of displays.
5. Write your additional learning and insights here.
The classroom must be well-ventilated, the wall color of the class-
room must be clean and maybe should be painted white. The classroom
must have adequate supply of visual aids, not too much that will look the
classroom full.
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My Personal Illustration of an Effective
School Environment
Entrance/Exit
Classrooms
Play ground/ Sports field
Entrance/exit 2 Classrooms
C.Rs LaboratoriesGym & Other facilities
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The Learners Developmentand Environment
_____________________________________________________________________________________________
Name of FS Student _____________________________________________________________
Course _____________________________________ Year & Student _____________________
Resource Teacher ____________________________ Signature __________________________
Cooperating School _____________________________________________________________
Your Target
At the end of this activity, you will gain competence in differentiating the characteristics and needs
of learners from different developmental levels.
Your Map
To reach your target, do the following tasks:
Episode 2
Step 1 Step 3
Observe 3 groups of Validate your
learners from different observation by
levels (preschool, interviewing the
elem. And high school) learners.
Step 2 Step 4
Describe each of Compare them in
The learners based terms of their
on your observation. Interest and needs.
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Your Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a
more detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they move,
walk, run, go up stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about?
What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. ( happy,
sad, easily cries, mood-shifts).
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas.
Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily?
Look for evidence of their thinking skills.
3. Were there opportunities for problem solving?
Describe how they show problem solving abilities.
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Write the most silent developmental characteristic of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level Salient CharacteristicsObserved
Implications to the Teaching-Learning Process
Preschool
Age range of
Learners
Observed 3-4
Preschoolers like to move
around a lot.
Therefore, the teacher should
remember to use music and
movement activities not just in
PE but in all subject areas.
Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.
Level Salient Characteristic
Observed
Implications to the Teaching-
Learning Process
Preschool
Age range of
Learners
Observed 3-5
- Preschoolers like to have fun
or play.
- They are active and cant
directly register one word.
- Therefore, the teacher
should use a strategy in
learning in which the children
will have fun.
- The teacher should apply
the lesson in their playing.
Elementary
Age range of
Learners
Observed 6-12
- They like to have fun in
their interest and hobbies.
- They want to share what
they are fun of.
- The teacher should relate
the lesson to their likes and
hobbies.
- Therefore, teacher should
also listen to their studentseven though they talk a lot.
High school
Age range of
Learners
Observed 12-16
- High schools are very
adventurous.
- They get easily bored in
classes.
- Therefore teacher should
also introduce new things and
environment in their classes.
- The teacher should do some
recreational activity or groupwork for them to enjoy the
learning or lesson.
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Record the data you gathered about the learners characteristic and needs in this matrix. This willallow you to compare the characteristics and needs of learners at different levels. The items under eachdomain are by no means exhaustive.
Developmental
Domain
Preschooler
Indicate age range of
children observed: 3-5
Elementary
Indicate age range of
children observed: 6-12
High school
Indicate age range of
children observed: 12-16
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Preschoolers are always
active. They move
around and want to
play all the time while
also allowing
themselves to learn and
keep their body
healthy.
Elementary students
always want to bond
with their classmates
like playing, drawing
and exercises. They
touch each other and
helping each others
hand.
High schools are
engaged in P.E classes
where they are trained
in physical skills. Also
they are practice in
chores. They are now
sensitive on their
physical matters.
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interest
Others
Preschoolers always ask
for teachers help and
attention. They also
tend to play all the time
with their classmates
and also seeking
attention to their
different interest.
They interact now like a
student where they
want to learn and ask
questions to the
teacher. They also start
now to identify their
likes and interest the
most.
They interact with
boundaries like teacher
to student or by gender
boundaries. They group
themselves mostly in
religion, interest and
gender.
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
They always laugh and
their mind change
quickly. They allow
themselves to express
what they feel
otherwise expressing
what they want or
wanted to do.
They can now control
slightly their emotion
but also seeking an
attention to everyone.
They tend to stand in
what they feel.
High schools are
independent on their
emotional behavior.
They express their
feelings in manner.
They manage to control
their actions in some
situation.
Cognitive
Communication Skills
Thinking skills
Problem-solving
Others
They always talk and
interact with friends or
classmates. They think
actively and most of the
time they change their
actions depending on
the situation.
They start to talk now in
process. They also learn
now to code switch.
And some can manage
to learn to solve the
problems.
High schools are
participating actively
and fast in thinking
compare to the lower
grades. They are now
exposed in different
languages and can
manage the conflicts.
Learners Development Matrix
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Your Reflections
1. While you were observing the learners, did you recall your own experiences when you weretheir age? What similarities or differences do you have with the learners you observed?
While observing, of course I recall my experiences and relate to them. Like when
I was in grade school I really dont like to study, I just want to play. So with them, its thesame that grade schools really want to enjoy their life in playing.
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 affectyou?
I cannot forget one teacher in high school, though actually she is a student teacher who
handle English subject in summer class workshop. It help me in reasons that she encourage me to
grow up and have your own mind work. She always help me in everything weather in or out of the
school. It affect me in good ways that I always think to myself that once my effort is not enough,
exert more and fight for it.
3. Which is your favorite theory of development? How can this guide you as a future teacher?
My favorite theory of development is taking the lessons and doing them in a fun way. Like
visual aids, motivational games. This will guide me to be an effective teacher in the future. Also
always remember the learning disabilities and developmental studies.
4. Share your other insights here.
I think the very effective teaching is when you apply what you have observe in the
classroom and also taking responsibilities in the needs of the students, particularly in their level of
understanding.
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The Learners Developmentand Environment
CLASSROOM MANAGEMENT AND LEARNING_____________________________________________________________________________________________
Name of FS Student _____________________________________________________________
Course _____________________________________ Year & Student _____________________
Resource Teacher ____________________________ Signature __________________________
Cooperating School _____________________________________________________________
Your Target
At the end of this activity, you will gain competence in managing time, space and resources
to provide an environment which is appropriate to the learners and conducive to learning.
Your Map
To reach your target, do the following tasks:
Episode 3
Observe a class.
Using a checklist, find out the evident
classroom components
Describe how the classroom is structured/
designed to allow everyone to participate
in the learning activities.
Relate the data in your checklist to thelearners behavior
Reflect ion how classroom management
affects learning
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Your Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following statements carefully. Then write your observation
report on the provided space.
1. As you observe the class, look into the characteristics of the learners. Note
their pages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
Name of the School St. Michaels Basic Education Department
Observed High school
Location of the School St. Mary Tibanga, Iligan City
Date of Visit Aug. 12, 1:00 4:00 PM
As I observe the class, I found out that these particular brackets of age are jolly and
can easily get bored. The age bracket of the class Ive observe is running from 12 -16 yrs. old.There are 24 girls and 8 boys.
In this kind of section in High school 4th year, I can observe that most 4 th year High
school in their bracket of age is already independent enough to manage their problems of
their selves. Their attentions are spanned widely with their classmates behavior, also with
their teachers behavior. The students are independent that they can already control their
emotion and humor. They can already listen and comprehend to every instruction of the
teacher. Though, some of the boys are mostly talkative that they dont even listen in a
discussion.
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An Observation Guide for the Learners Characteristics
Be guided by these questions as you do your observation of the classroom management. It is
also good to ask the teacher for additional information so you can verify your observation. Write your
notes below; and then organize your data in the table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students
belongings, supplies, etc. )
2. Are there rules and procedures posted in the room.
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? ( prayer, attendance, assignment of monitors,
warm up activities, etc.) How are they done?
5. Is there seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off task, what does the teacher do? (behavior
strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior strategies)
Observation notes:
In the classroom of 4th year student, there are storage of visual aids, or
materials and books for the student. Rules are posted in the bulletin like, no cell phones
inside the class room, chairs arrangement should be lined as you leave the classroom, no
throwing of garbage. Of course, with the teachers guidance, students are highly
participating in the rules and procedure of the classroom. As the class start, the daily routine
of the class is started with prayer, greetings and overview of discussion, recalling the past
lesson, start of discussion, quiz, group activity, and closing prayer. As said by the teacher,
the seating arrangements of the students are girls to boys. The noise level of the classroom
is controlled especially in answering the question. No students are allowed to yell when
answering the question. They are strictly heard to be silent in raising their hands to answer
the question> If the student is off task, I observe that the teacher warned them and if not,
the teacher will be forced to transfer the students chair in front of the class.
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CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom
ManagementDescription
Effect on the Learners
(to be filled up after you answerthe analysis questions)
1. Specific Areas in the
Classroom
Table is well arranged, as also thecabinet storage of the teaching
materials.
It gives a convenient feeling tothe learners in their
environment.
2. Classroom Rules
Classroom rules are strictly
implemented also with the
following guidelines and policies.
It provides the student a well
discipline classroom and also
helps them to fair rules.
3. Classroom Procedures
Students are following the
procedures especially when going
out of the classroom; they have
to fall in line.
It provides the learners in their
daily routine.
4. Daily Routines
Comes with, prayer, greetings,
discussion, quiz, group activity,
the prayer for dismissal.
It provides an organized program
to their daily classes
5. Seating Arrangement
Seating arrangement is highly
implemented. No student with
same gender is seatmates.
It helps in assessing their
behavior and to avoid a group
chatting together.
6. Handling misbehavior/ off
task behavior
Handling misbehavior of the
students is strict and highly
implemented.
It disciplines them into a better
person.
7. Reinforcement of Positive
Behavior
Positive behavior are appreciated
by the teacher and always
reinforced with good attitude.
Allows the student also
appreciate his/her positive
behavior in the class.
8. Others
Classroom Activity
Are properly organized according
to the type of activity in the
classroom.
Helps the student to understand
well the lessons and to follow the
basic routine in their classes.
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Your Analysis
1. How did the classroom organization and routines affect the learners behavior?
The classroom organization and routines affect the learners behavior in a way
that it disciplines them and give them a basic instruction and organization to their
routines. It also affects them in mental behavior that they should follow rules, they
should behave to avoid punishment to their actions.
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?
The teacher should think in designing the classroom organization and routines, is
to have it mind that Will it be effective to the learners? the teacher should design it in
relation of the students learning style and abilities. Because I believe that the student
should have an organized classroom depending on the students ability and learning
styles. In that way the students will have a level comprehension to their environment.
3. Which behavior strategies were effective in managing the behavior of the learners? Inmotivating students? Why were they effective?
I think the effective way of behavior strategies in managing the behavior is the
Reward strategy and also the strategy in understanding the students behavior. It will be
effective in such a way that the students will only think about positive rewards in doing
positive actions. In this idea, the students will not be afraid of getting mistaken, least, they will
pursue in doing positive ideas.
Your Reflections
1. Imagine yourself organizing your classroom in the future, In what grade/year level do you
see yourself? What routines and procedures would you consider for this level? Why?
In the near future I want to see myself handling Grade 6 level, so itll be much
easier for me to give instructions for my students. The routines and procedure Id
consider for this level is the daily routines that would also consider discipline at the
same time learning because in this level they are being prepared to level up to go in
High school. So, expected that I will train them to manage difficult situations.
2. Make a list of the rules you are likely to implement in this level. Why would you choosethese rules?
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1.No chatting in the hallway of the classroom
2. Always fall in line in going in and out of the classroom.
3. No transferring of seats. Always observe cleanliness to self and surrounding.
5. Respect each other in group discussion.
6. Classroom should be clean and arranged after the class.
7. Read the rules.
I preferred this rules so that basically students will always be mindful of the rules
and students will have disciplinary acts when they graduate in elementary school. And so
that they will be aware on every rules on their environment.
3. Should learners be involved in making the class rules? Why?
In making the class rules, of course students should be involved in making the
rules. Because in making the rules, you cannot put anything you want. We should ask
our student if it will be okay for them or we should ask their opinion. In that way, we will
know if the rule is giving them too much burden or not.
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The Learners Developmentand Environment
_____________________________________________________________________________________________
Name of FS Student _____________________________________________________________
Course _____________________________________ Year & Student _____________________
Resource Teacher ____________________________ Signature __________________________
Cooperating School _____________________________________________________________
Your Target
At the end of this activity, you will gain competence in determining teaching approaches and
techniques considering the individual differences of the learners.
Your Map
The learners individual differences and the type of interaction they bring surely affect the quality of
teaching and learning. This episode is about observing and gathering data to find out how student diversity
affects learning.
To reach your target, do the following tasks:
Episode 4
Step 1:
Observe a class in different parts of 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 he uses in dealing with diversity in
the classroom.
Step 5:
Analyze the impact of individuals differences on
learners interaction.
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Your Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages , gender,
racial groups, religious and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom?
Describe how the students interact with one another and with the
teacher. Are there groups that interact more with the teachers than
others?
2. Observe the learners seated at the back and the front part of the room.
Do they behave and interact differently?
3. Describe the relationship among the learners.
Do the learners cooperate with or compete against each other?
4. Which students participate actively?
Which students ask for more help?
5. When a student is called and cannot answer the teachers question, dothe classmates try to help him?
Or do they raise their hands so that the teacher will call them instead?
Outside the class:
1. How do the students group themselves outside the class?
Homogenously, by age? Gender? By racial or ethnic groups? Or are
there students in mixed social groupings?
If so, describe their groupings?
2. Describe how the learners interact with each other.
What do they talk about?
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Name of the School Observed: ___St. Machaels College Basic Education Department
School Address: ___St. Mary ,Tibanga Iligan City________
Date Visit:___October 12, 2011___
In my observation, there are more or less 40 students in third year high
school level. This time the students are handled by Mr. Chris Michael Padla, a
History major. The third year high school class is mostly composed of ages from
bracket 15-16 years old. Most of them are females and catholic.
As I observe the third year class, most of these ages in stages of
teenager, they form groups when they bond with each other. They form groups
mostly by their age and the Islam is mostly formed by their religious standing.
Here you will also see the interaction of group where groups in forms
of gender are more interactive. Students in the front are behave than at the back
seat where particularly groups of boys are sitting at the back. When it talks about
competing, they compete along with their groups, by gender, religions. Most of the
students who seated in the front are highly participating compared to the students
that are sitting at the back.
When observing also outside the class, they group themselves in the
same way, by gender, religion, or peers. They mixed up when they interact of what
they like , hobbies, or even the food they eat. Other would also mixed and join with
them just for past time or because they dont want to be out of place. The students
that are like this that they mixed up just for past time are mostly those students that
are very silent, loner or who dont find friends easily.
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Your Analysis
1. Identify the persons who play the key role 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?
The person that plays key roles in the interactions inside the classroom is
the one who talk most of the time or lets just say, they lead the group and organize.
They are the most who manage the communication of the group, they are also a joker
of the group and sometimes they are the attention seeker. They are active in making
their group famous and this person is active in the class and does well in oral
participation. Though, there are times that this person can be bossy in the class.
2. Are students coming from the minority group accepted or rejected by the others? How is
this shown?
Well, there are students coming from minority group that are accepted and some
are rejected. In a peer of girls, students from minority group are well accepted, otherwise in
the groups of boys there are some that are accepted and some are not simply accepted
simply because students from minority group may also be rejected because they cannot
relate in what a particular group likes the best.
3. How does the teacher influence the class interaction considering the individual differences
of the students?
The teacher influenced the class interaction considering the individual differences of
the students by giving them group activities. This may also be a strategy of a teacher tokeep their students interacting without having care of their particular group of differences.
The teachers let everyone communicate to each other that they will enjoy in their activity as
a whole class.
4. What factors influence the grouping of learners outside the classroom?
The factors that influenced the grouping of learners outside the classroom is their
relation with what they like, their ages, religion particularly in their beliefs and social
knowledge of interaction. For everyone, a certain groups can relate a particular game , so
they manage to make a group where they can relate at the same thing.
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Your Reflection
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
While in the classroom, I feel the oneness or unity among the learners and between
the teacher and the learners. They cooperate with each other in their class and their
attention is somehow directs only to the teachers lesson and not on their outside
chores. But even though there is unity in the classroom, you will also feel the
competition with the students.
2. In the future, how would you want the learners in your classroom to interact? How will
you make this happen?
In the future, I would like the students to interact with freedom or somehow I want
them to have the freedom of expressing their thought in manner. I will make this happen
by having fun with group activities, motivational games or a quiz that they will gain
enjoyment but they learn.
3. How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?
I will encourage the students to interact and participate regardless of their
differences by letting them feel that inside the classroom we are as one, we act as one
and I will put on the mid of the students that we are all equal and we should have
respect, there is no gap of what are our differences. Well, except for the fact that we
should respect as learners between teachers.
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The Learners Developmentand Environment
_____________________________________________________________________________________________
Name of FS Student _____________________________________________________________
Course _____________________________________ Year & Student _____________________
Resource Teacher ____________________________ Signature __________________________
Cooperating School _____________________________________________________________
Your Target
At the end of this activity, you will gain competence in determining, understanding and
accepting the learners diverse backgrounds; in relating the learners background to their
performance in the classroom.
Your Map
To reach your target, do the following task:
1. Observe two or more learners of different abilities but from the same grade or year
level.
2. Find out some information about their background.
3. Observe them as they participate in the classroom activity.
4. Write a narrative report and brief reflection on your experience.
Episode 5
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Your Tools
Use the activity form provided for you to document your observation.
Read the following carefully before you begin to observe. 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 observation by asking the teacher about the background
(family, socio- economic, presence of some learning disabilities, etc.) of
these children.
4. Observe the behavior of both the high achieving and low- achieving
learners. Note their dispositions, pace in accomplishing the task,
interaction with teacher, interaction with others.
5. Observe the teachers method in addressing the individual learning
needs of the students in his/ her class.
An Observation Guide for Individual Differences
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OBSERVATION REPORT
Name of the School Observed ___St. Michaels College Basic Education Department
School Address ____St. Mary Tibanga, I.C
Date of Visit
During my observation, Ive found a lot of students who have
different abilities. In higher grade, youll find out some of the student
have more talents and abilities the way they talk, move or even the waythey behave. There are student who are good in guitars or music and a
lot are good in singing while one also are more differently silent but has
talent in academic affairs like writing or literary matter. I observe that
students on higher grades have developed many abilities than the lower
grades.
This is because of the development on their environment and
their understanding. Those who perform well are those students that
have the ability to talk socially. Some are silent but are good in writing
their thoughts.
I ask my resource teacher to really identify whos that student
who seem to be good and performing well in her studies and I found out
that Ma. Katrina, 16 years old female in 4th
year high school is the
student who is really performing good in her studies.
Well, Ma. Katrina is a diligent person and as what my resource
teacher said, eh is really doing her job and shes serious in her studies.
The low- achieving student is so far as Ive known Govail Malik. The two
students really have big differences, because the background of Govail
as the teacher said, he is a little behind in studying his lesson and seem
to spend more time on playing.
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Your Analysis
1. Did your observation match the information given by the teacher? Where you able to
correct identify who among the students perform well and who did not? What behavior
helped you identify them?
My observation did really match what the teacher s information has given to
me. Thus, it also helps me to compare the behavior of that particular person. In their
classroom activities, yes, I was able to identify who among the students perform well and
who did not, as Ive mentioned them in my previous observation report. The behavior that
helped me identify them is that of their performance in oral recitation and the way theyperform very well, and of course those who did not perform very well that they talk with
their classmates most of the time.
2. Describe the abilities in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those that are not?
I can describe the ability levels of these students maybe in their interaction
and cognitive process. The high-achiever student is socially enhance but this also
means they are enhance on their cognitive process and thinking skills, practically
academic skills and the ability to understand quickly. Otherwise, those low-achieving
students maybe have learning disabilities or difficulties on mind process such as getting
bored in the class. On their levels of abilities, this results to a gap on their academic
standing but not on social interaction with their classmates and friends.
3. Describe the methods used by their teacher in handling the students differences in
abilities. How did the students respond to the teacher?
The way the teacher handled his student is by giving them free will to
interact with manner on their class. This means that any questions or concern from the
students are accepted by the teacher and is answered directly.
The students reacted like they like the teacher and the teaching is very easy
to understand and there is no growing conflicts within them because they both have
shared same thoughts and mind set.
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Your Reflections
1. Recall the time when you were in the elementary or high school. Recall the high and
low achievers in your class. How did the teacher deal with differences in abilities? Was
you teacher effective?
In my high school time I remember there are low achievers and high
achievers in our class. Of course, the high achievers in our class are those who are
involve in social group like class officers, and low achievers are those who cant
understand the lessons well.
In this situation, the teacher managed to give a proper lesson too and give
more attention on these students who cant perform well in the class. The leader gavemore simplified questions for those who cant understand well. Well fascinate, the
teacher is effective because she already know whats the differences about us. He can
manage to give fair instruction in her lessons that will surely give us fair
comprehension.
2. With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both
the high and low achievers in your class?
With the principle of individual differences in mind, maybe I will be more
focusing in the training needs of the students and their responsiveness in the training.
At this method and strategies, I can assure that the students that are low-achievers
and high-achievers will be at the same point of understanding that theyll meet their
training needs to enhance or develop their mind. Of course, the responsiveness goesalso to them that the high-achievers may also be responsible in his area of studying as
well as the low-achievers in his time of training or classes.
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The Learners Developmentand Environment
_____________________________________________________________________________________________
Name of FS Student _____________________________________________________________
Course _____________________________________ Year & Student _____________________
Resource Teacher ____________________________ Signature __________________________
Cooperating School _____________________________________________________________
Your Target
At the end of this activity, you will gain competence in reflecting on the impact of home and
family life to learning.
Your Map
To reach your target, do the following tasks:
Episode 6
Select a learner from the class whom you have observed.
Conduct a home visit to your selected partner.
Describe the family in terms of
- Number of siblings.
- Number of siblings in school.
Reflect on how the feelings of belongingness and acceptance and cooperation are
emphasized in the play.
Interview the parents about
- The rules they implement at home concerning their childs schooling.
- The learners activities and behavior while at home.
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Your tools
Use the activity form provided for you to document before you begin to observe/interview.
Then write your observation report on the provided space.
Read the following carefully before you begin to observe/interview. Then write
your observation report on the provided space.
The Learner
1. Make a general observation of the learner. Describe him in each of the
domains of development.
Physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active, etc.)
Social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others, etc.)
An emotional mood, 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 teacher
1. What are the most noticeable characteristics of the learner? ( emotional
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults,
social adjustment)
2. How does the teacher communicate with the parents? How often? What
do they discuss? Agree on?
Interview with parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is
orderly, family pictures in the living room.)
2. Use the interview Questions on the next page. Just ask the questions with
which you feel comfortable.
An Observation/Interview Guide for Home-School Link