fs f ormat

This course is designed to help the Field Study Students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of development and social environment.

Field Study 1 can be anchored on these Professional Education subjects:

● Child and Adolescent Development● Facilitating learning● Social Dimensions of Education

GENERAL OBJECTIVES

1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social, and emotional development of the children or adolescents as manifested in the actual classroom setting

2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development

3. Analyze how the teaching and learning process should be conducted considering the different phases of child development

FOCUS SPECIFIC TASKSLEARNING EVIDENCE

DOMAIN COMPETENCIES

School as a Learning Environment

Peace Concept in Focus:“Building Friendship”

Learner’s Characteristics and Needs

Episode 1

• Visit a School, Look into its facilities and areas that support learning (i.e., classroom, library, playground, canteen).• Describe the school environment• Prepare an observation log

Episode 2YOU AND I ARE DIFFERENT

• Observe #3 groups of learners from

An illustration of a school that is supportive of learning or a “child-friendly school” through any of the following :• A descriptive paragraph• a photo essay

• Narrative description of

Learning Environment

Curriculum

Diversity of Learners

Determines an environment that provides social psychological and physical environment supportive of learning

Differentiate Learners of varied

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different levels(preschool, elementary, and high school)

Diversity Among Children

characteristics and needs

FOCUS SPECIFIC TASKSLEARNING EVIDENCE

DOMAIN COMPETENCIES

Peace Concept in Focus:“Valuing Diversity”

Classroom Management and Learning

Peace Concept In Focus:“Inclusivity”

Learner’s Characteristics and Learning

• Describe each group of learners based on your observations• Validate your observation by interviewing the learners• Compare them in terms of their interests and needs

Episode 3‘’IN AND OUT”• Observe a class• Using a checklist, find out the evident classroom components• Describe how the classroom is structured/ designed to allow everyone to participate in the learning activities• Relate the data in your checklist to the learner’s behavior• Reflect on how classroom management affects learning

Episode 4 TRAITS CHECK• Observe a class on

Checklist on classroom management components

Photo Documentation of the classroom setting

Reflection paper on activities that allow inclusivity among learners

Collection of Classroom activities written on card boards of rainbow colors

A Reflection paper on the congruence or




Manages time, space and resources to provide an environment appropriate to the learners and conductive for learning

• Recognizes multi-cultural backgrounds


activities

Individual Differences and the learning Process

(Difference in ability level)

Peace concept in focus:“Sameness in differences”Individual DifferencesAnd the LearningProcess

(social and cultural diversity)

Peace Concept In Focus:“Unity In diversity”

a regular day• Take note of characteristics of the learner’s in the class• Enumerate and describe the activities that took place in the class.• Analyze how the activities facilitated learning considering the learner’s characteristics.

Episode 5

• Observe learners of different learning abilities but the same grade/ year• Interview them to gather their background information• Observe them as they participate in a classroom activity• Write a narrative report.

Episode 6

• Observe a class on a regular day• Take note of characteristics of the learners in the class focusing on gender and cultural diversity• Interview our resource teacher about principles and practices that he/she uses in dealing with diversity in the classroom.

match of learning activities to the learner’s characteristics

• Reflection on the interaction of learners despite differences

Learner’s profile

Narrative Report

Narrative description of diversity Among Children

Description on how the teacher instills among children the values and knowledge on differences in gender, social and cultural backgrounds.




of learners when providing opportunities

• Determines Teaching approaches and techniques appropriate to the learners

• Determines, understands and accepts the learners; diverse background

• Relates the learners background to their performance in the classroom

• Recognizes-culturalBackgrounds of learners when providing learning opportunities.


Home-School Link

Peace Concept in Focus:Interdependence and Cooperation

Episode 7Home-School Link CONNECT ME

• Select a learner from the class that you have observed• Conduct a home visit to your selected learner• Describe the family in terms of

- number of siblings

- number of siblings in school

• Interview the parents about1. rules they implement at home concerning their child’s schooling2. the learner’s activities and behavior while at home

Home visitation report

Reflection on the impact of home ‘and Family Life to Learning

Community Linkage


• Reflects on the impact of home and family life to learning


THE SCHOOL AS A LEARNING ENVIRONMENTName of FS Student

Course Year & Section

Resource Teacher Signature Date

Cooperating School

My Target

At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and environment supportive of learning.

My Map

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

My mission is to do the following tasks:


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

classroom

2. Accomplish the checklist as you move around the school

premises.

3. based on your gathered data in the checklist, describe the

school environment.

4. Make a reflection on the characteristics of a school environment that promotes

learning.

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

a) Descriptive Paragraph; b) Photo Essay;c) Sketch a drawing; d) Poem, song or rap

Episode 1

My 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 the activities and tasks to be accomplished in the activity sheets will yield better learning results.


SCHOOL FACILITIES CHECKLIST

Familiarized yourself with the different areas and facilities of the school. Check the column to description of those that are available on the last column.

Facilities Available Not Available Description

Office of the Principal

Library

Counseling Room

Canteen / Cafeteria

Medical Clinic

Audio Visual / Media Center

Reading Center

Speech Laboratory


Facilities Available Not Available Description

Science Laboratory

Gymnasium

Auditorium

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

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 Observe _______________________________________________

School Address _________________________________________________________

Date of Visit ____________________________________________________________



Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.

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

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

3. What learning materials/equipment is present?4. Observe the students. How many are occupying one room?5. In the room well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

Classroom Facilities

1. Wall Displays

2. Teacher’s Table

3. Learner’s Desk

4. Blackboard

5. Learning Materials/ Visual Aids

6.

7.

8.

Write your observation report here.

Name of School Observed

Location of the School

Date of Visit

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My 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?

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

How does this relate to your knowledge of facilitating learning?

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My Reflections

1. Would you like to teach in the school environment you just observe? Why? Why not?

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2. What kind of School Campus is conductive to learning?

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3. What kind of classroom is conductive to learning?

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

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5. Write your additional learning’s and insights here.

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My Portfolio

My Personal Illustration of an Effective

School Environment

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Episode 2

THE LEARNERS CHARACTERISTICS AND NEEDS

Name of FS Student



Cooperating School

My Target

At the end of this activity, I will gain competence in differentiating the characteristics and needs of learners from different development levels.

My Map

To reach your target, do the following tasks:

15 | F i e l d S t u d y 1

My Tools

Use 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.

Physical

1. Observe their gross motor skills. How they can carry themselves. How they move, walk, run, go up the stairs, etc.

2. Are gross movements clumsy or deliberate/smooth?3. How about their fine motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.2. Note how they also interact with peers. What do they talk about? What are their

concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood shift)

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 did they show problem solving abilities.

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Learners Development MatrixRecord 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. These are just sample indicators. You may add other aspects which you may have observed.

Development Domain

PreschoolerIndicate age range of children observed:__________

ElementaryIndicate age range of children observed:__________

High SchoolIndicate age range of children observed:__________

Physical

Gross-motor skills

Fine-motor skills

Self-help skills

OthersSocial

Interactions with teacher

Interaction with Classmates/friends

Interest

OthersEmotional

Moods and temperament, expressions of feelings

Emotional independence

Others

Cognitive

Communication skill

Thinking skill

Problem- solving

Others

17 | F i e l d S t u d y 1

My Analysis

Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher.

Example:

LevelSalient Characteristics

ObservedImplications To The Teacher-

Learning Process

PreschoolAge range of Learners Observed 3 - 4

Preschool 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 area.

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

LevelSalient Characteristics

ObservedImplications To The Teacher-

Learning Process

PreschoolAge range of Learners Observed ____

ElementaryAge range of Learners Observed ____

High SchoolAge range of Learners Observed ____

18 | F i e l d S t u d y 1

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?

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2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or

not help you with your needs (physical, emotional, social, and cognitive)? How did it affect

you?

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3. Share your other insights here.

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My Portfolio

Which is your favorite theory of development? How can this guide you as a future teacher?

Clip some reading about this theory and paste them here.

20 | F i e l d S t u d y 1

Episode 3

CLASSROOM MANAGEMENT AND LEARNINGName of FS Student



Cooperating School

My Target

At 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 Map


21 | F i e l d S t u d y 1

Observe a class Using a checklist, find out

the evident classroom components.

Describe how the classroom is structured/designated to allow everyone to participate in the learning activities.

Relate the data in your checklist to the learners’ behavior.

Reflect on how classroom management affects learning.

My Tools


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 ages.2. How many boys are there? How many girls?3. Focus on their behaviour. Are they already able to manage their own behaviour?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___________________________________________________________________

Location of the School_________________________________________________________

Date of Visit_________________________________________________________________

22 | F i e l d S t u d y 1

An Observation Guide for Classroom Visit

Be guided by these questions as you do your observation of the classroom management. It is also good to ask the teacher for additional information so you can verify your observation. Write your notes below; and then organize your data in the table as follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,

students’ belongings, supplies, etc.)? Describe these areas.

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

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3. Did the students participate in making the classroom rules? (Ask the resource Teacher.)

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4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of

monitors, warm-up activities, etc.) How are they done?

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

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

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

the behavior strategies used.

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

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Observation Notes:

24 | F i e l d S t u d y 1

CLASSROOM MANAGEMENT MATRIX

Aspect of the Classroom Management

Description

Effect on the Learners(to be filled up after you

answer the analysis questions)

1. Specific Areas in the Classroom

2. Classroom Rules

3. Classroom Procedures

4. Daily Routines

5. Seating Arrangement

6. Handling misbehavior/off-task behavior

7. Reinforcement of Positive Behavior

8.

9.

10.

25 | F i e l d S t u d y 1

My Analysis

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

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2. What should the teacher have in mind when she/he designs the classroom organization and

routines? What theories and principles should you have in mind?

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3. Which behavior strategies were effective in managing the behavior of the learners? In

motivating students? Why were they effective?

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26 | F i e l d S t u d y 1

My Reflections

1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see

yourself? What routines and procedures would you consider for this level? Why?

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

rules?

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

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My Portfolio

Include here pictures of the classroom/s you observed. Write descriptions/annotations about what you observed in each photo.

28 | F i e l d S t u d y 1

Episode 4

INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION

(focusing on differences in gender, racial and religious backgrounds)

Name of FS Student



Cooperating School

My Target


My Map

The learners’ individual differences and the type of interaction they bring surely affect the quality of teaching and learning. This episode is about observing and gathering data to find out how student diversity affects learning


29 | F i e l d S t u d y 1

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

Step 2. Describe the characteristics of the learners in terms of age, 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 that she uses in

dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on

learners' interaction.

My Tools


An Observation Guide for the Learners Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial

groups, religious and ethnic backgrounds.

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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.

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30 | F i e l d S t u d y 1

2. Observe the learners seated at the back and at the front part of the room. Do they

behave and interact differently?

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3. Describe the relationship among the learners. Do the learners cooperate with or

complete against each other?

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

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5. When a student is called and cannot answer the teacher’s question, do the

classmates try to help him? Or do they raise their hands so that the teacher will

call them instead?

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Outside class:

1. How do the students group themselves outside class? Homogenously, by age

by age? By gender? By racial or ethnic groups? Or are the students in mixed

social groupings? If so, describe the groupings.

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

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OBSERVATION REPORT

Name of the School Observe ____________________________________________________

School Address ______________________________________________________________

Date of Visit _________________________________________________________________

33 | F i e l d S t u d y 1

My Analysis

1. Identify the persons who play key roles in the relationships and interactions in the

classrooms. What roles do they play? Is there somebody who appears to be the leader,

a mascot/joker, an attention seeker, a little teacher, a doubter/ pessimist?

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

this shown?

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3. How does the teacher influence the class interaction considering the individual

differences of the students?

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

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My 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?

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

you make this happen?

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My Portfolio

Post a collection of quotations advocating for celebrating diversity in the classroom. Using these quotations, explain how you will encourage all learners, regardless of religious, ethnic or racial background to interact and participate well.

36 | F i e l d S t u d y 1

Episode 5

INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION

(focusing on different levels of abilities)

Name of FS Student



Cooperating School

My Target


My Map

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My Tools


38 | F i e l d S t u d y 1

1. Observe two or more learners of different abilities but from the same grade or year level.

3. Observe them as they participate in a classroom activity.

2. Find out some information about their background.

4. Write a narrative report and a brief reflection on your experience.

An Observation Guide for Individual Differences

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 disability, etc.) of these children.

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

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

OBSERVATION REPORT

39 | F i e l d S t u d y 1

Name of the School Observe ____________________________________________________

School Address ______________________________________________________________

Date of Visit _________________________________________________________________

40 | F i e l d S t u d y 1

My Analysis

1. Did your observation match the information given by the teacher? Were you able to correctly

identify who among the students performed well and who did not? What behavior helped you

identify them? (Volunteering the answer, responding to teacher’s directions, etc.)

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2. Describe the differences in ability levels of the students in the class. Is there a wide gap

between the students who are performing well and those that are not?

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3. Describe the methods used by the teacher in handling the students’ differences in abilities.

How did the students respond to the teacher?

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My Reflection

1. Recall the time when you were in the elementary or high school. Recall the high and low

achievers in your class. How did your teacher deal with differences in abilities? Was your

teacher effective?

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My Portfolio

With the principle of individual differences in mind, what methods and strategies

will you remember in the future to ensure that you will be able to meet the needs of both the high

and low achievers in your class?

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Episode 6

HOME-SCHOOL LINKName of FS Student



Cooperating School

My Target


My Map

44 | F i e l d S t u d y 1

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.

My Tools

Use the activity form provided for you to document your observation.

45 | F i e l d S t u d y 1

Read the following carefully before you begin to observe/interview. Then write your observation report on the provided space.

The Learner

1. Make a general observation of the learner. Describe him in each of the domains of development: Physical-body built and height (thin, chubby, underweight, overweight) Level of physical

activity (fast, slow, lethargic active, etc.

Social Interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights, liked by others etc.)

Emotional moods , temperament ,cries easily ,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 dispositions , 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 Interview Questions. Just ask the questions in which you feel comfortable.

Suggested Parent Interview Guide

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

46 | F i e l d S t u d y 1

An Observation Guide for Home-School Link

Name of Learner:

Date of Birth: Age:Grade/Year Level: Gender:Number of Siblings:Birth order:

Parents

Mother: Age: Occupation: Educational Attainment: Father: Age: Occupation: Educational Attainment:

Learner’s physical Aspect:

Health

Mother’s health during the pregnancy with the learner:

Ailments or health problems of the learners as a child:

Age of the learner when he/she started to walk/talk:

Food preferences of the learner as a child and at present:

Who took care of him/her as a child?

Learner’s Social Aspects:

Describe your child’s sociability (friendly, outgoing or shy, loner

47 | F i e l d S t u d y 1

Who were the learner’s playmates?

As a child then was he/she allowed playing outside?

Is he/she allowed to go out with friends?

Do you have rules for him/her to follow regarding going out?

What are these rules?

Emotional-Moral

What are your expectations of your child?

How do you provide a nurturing environment for your child>

Does your child got o you when she/he feels down or has a problem? What do you do to meet

his/her emotional needs?

What do you do when he/she is not successful in something?

How do you discipline your children?

48 | F i e l d S t u d y 1

Do you have rules in the house? What are they?

How do you impose the rules?

What are the consequences of breaking the rules?

Learner’s Cognitive Aspects

What are the child’s interests?

What is he/she good at in school?

In what subject/s does he/she have difficulty

How do you monitor his/her performance in school? How do you motivate him/her?

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

What are these rules? How are they implemented?

After you have gathered all the necessary dat. Write the Learner’s development profile using the outline below. Type the profile in a separate sheet and attached it to this learning episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

49 | F i e l d S t u d y 1The Learner’s Development Profile

Name of the Learner ________________________________________________________

50 | F i e l d S t u d y 1

The Learner’s Development Profile

Name of the Learner ________________________________________________________

Physical Development

Social Development

My Analysis

Your findings and recommendation in the Learner Development Profile will help you answer the questions here.

51 | F i e l d S t u d y 1

Physical Development

Social Development

1. From your home visit and interview, what do you think is the style of parenting experienced by

the learner? Explain your answer.

__________________________________________________________________________

__________________________________________________________________________

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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?

__________________________________________________________________________

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__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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3. Does the communication between the home-school have an affect on the learner? If yes, what

are these effects?

__________________________________________________________________________

__________________________________________________________________________

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My Reflections

1. Reflect on your own development as a child. What type of parenting did you experience? How

did it affect you?

52 | F i e l d S t u d y 1

__________________________________________________________________________

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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?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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My Portfolio

53 | F i e l d S t u d y 1

1.

54 | F i e l d S t u d y 1

2.H-

O-

M-

E-

S-

C-

H-

O-

O-

L-

L-

I-

N-

K-

55 | F i e l d S t u d y 1

My Performance (How I Will Be Rated)

Field Study 1 The Learner’s Development and Environment

TasksExemplary

4Superior

3Satisfactory

2Unsatisfactory

1

Observation/Documentation:

All tasks were done with outstanding quality; work exceeds expectation

All or nearly allTasks 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 1My Analysis Analysis

Question 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.

AnalysisQuestions wereNot answered completely.

Vaguely relatedTo the theories

Grammar and spelling acceptable.

`Analysis questions were not answered.

Grammar and spelling unsatisfactory.

4 3 2 1My Reflection Reflection

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

Reflection statements are clear, but not clearly supported by experiences from the episode.

Reflection statements are shallow; supported by the experiences from the episode

Reflection statements are unclear shallow and are not supported by experiences from the episode.

4 3 2 1My 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 is lacking.

Portfolio has many lacking component’s; unorganized and unclear’

4 3 2 1

56 | F i e l d S t u d y 1

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 72 and15 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84

SubmissionBefore deadline On the deadline A day after the

deadlineTwo days or more after the deadline

4 3 2 1Sub totals

Over-all ScoreRating:(Based onTransmutation)

_______________________________ _____________________ Signature of FS Teacher Date above Printed Name

57 | F i e l d S t u d y 1

fs f ormat

Documents

learning episode

learners background

learners behavior

interaction of learners

group of learners

learning opportunities

learning peace concept

actual learning environment