FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

Republic of the Philippines Bicol University COLLEGE OF INDUSTRIAL TECHNOLOGY INDUSTRIAL EDUCATION DEPARTMENT East Campus, Legazpi City

FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT Episode 1 -

School as a Learning Environment

Name of FS Student: JINKY M. RODRIGUEZA Course: Bachelor of Science in INDUSTRIAL EDUCATION/ FSM Year & Section: 3-A Resource Teacher: Mr. MARK A. VALLADOLID Signature: Date: JULY 22, 2011 Cooperating School: CABANGAN HIGH SCHOOL, CABANGAN LEGAZPI CITY 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 Tools Move around the campus. Document your observations. 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 available on the last column.

SCHOOL FACILITIES CHECKLIST Facilities Office of the Principal

Available

Not Available

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Description The office of the principal is clean, well-organized and it has a waiting area for the visitors to come.

Library

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The library has a limited facilities and stocks books to be offer for the learners. 

Counseling Room

The school has no counseling room for he learners because of the inadequate rooms.

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Medical Clinic

The school has no medical clinic because of nonexistence of school fund from the government.

Audio Visual/Media Center

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The audio visual/ media center has a projector, sliding window, chairs, table and itch…

Reading Center

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It has a reading center there is a chairs, tables and reading materials for the learners to read during their vacant period to add more

information about their subjects. 

Speech Laboratory

The school has no speech laboratory because of lack of school fund from the government.

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Science Laboratory

The school has no science laboratory because of shortage of school fund from the government.

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Gymnasium

The school has no gymnasium because of limited space of land.

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Auditorium

The school has no auditorium because of lack of school fund coming from the government.

Home Economics Room

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It has a home economics room, but too small for the number of learners to use. 

Industrial Workshop Area

It has no industrial economy area because limited number of students.

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PTA Office Comfort Room for Boys

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The school those not have PTA office. It has a separate comfort room for the boys it is clean but slippery floor.

Comfort Room for Girls

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It has also a comfort room for the girls it is clean and available to use.

Comfort Room for Teacher’s

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The comfort rooms for the teacher is clean an organized.

Mini Garden

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The mini garden of the school is small but they plant different kind of green and blossoming vegetables to have clean and fresh air.

Cafeteria

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The school also has a small cafeteria that offers delicious and nutritious food for the students.

An Observation Guide for the Classroom Visit 1. 2. 3. 4.

Describe the community or neighborhood where the school is found. Describe the school Campus. What colors do you see? What is the condition of the buildings? Pass by the offices. What impression do you have of these offices? Walk through the school halls, the library, and the cafeteria. Look around and find out the other facilities that the school has.

Name of School Observed: CABANGAN HIGH SCHOOL School Address: CABANGAN LEGAZPI, CITY Date of Visit: JULY 22, 2011 Cabangan High School is located at Cabangan Legazpi, City. There are three buildings in the school, The color of the building is mint green, cream, and the conditions of the two (2) building is good but the one (1) is not. The schools office is neat and the ambiance is warm. It welcomes every visitors plus the people is very accommodating. When we walk through the school halls, the library and the cafeteria I found out that in each room the materials is arranged properly and each room is clean. Before the other student get inside the room the sweepers of the day clean the room and they take off their sleeper outside and put it inside he shoe rack to maintain the cleanliness and orderliness of the rooms and its facilities inside the campus.

An Observation Guide for the Classroom Visit Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data. 1. Look at the walls of the classroom. What are 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 teacher’s table located? How the tables and chairs, desks are were 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 1. Wall Displays

Description (Location, number, arrangement, condition) The wall display of the classroom is well arranged. There are twenty nine (29) charts in the classroom. It is arranged according to subjects and it is readable for the students.

2. Teacher’s Table

The teachers table is clean and it is located at the back of the classroom. It has three tables; one (1) for the teacher, One (1) for the student teacher and the other one (1) is for the observers.

3. Learner’s Desk

There are fifty six (56) desks in the class room, one for each learner. The desk is well arranged and all was in good condition.

4. Blackboard

There are two (2) blackboards in the classroom. It is located in front of the classroom, it is in good condition and it is arrange in a way students can read and understand the information written on it.

5. Learning Materials/ Visual Aids

There are reading materials in the classroom and it is located near the teacher’s desk. It is arranged in a shelf according to topics and subjects. The charts are also located at the back of the teacher’s desk.

6. Cleaning Materials

The cleaning material was located at the back near the door. It is arranged and all the cleaning materials were in good condition for cleaning the classroom.

7. Schedule of Classes

The schedule of classes is located beside the teacher’s desk.

OBSERVATION REPORT Name of the School: CABANGAN HIGH SCHOOL School Address: CABANGAN LEGAZPI, CITY Date of Visit: JULY 22, 2011

We conduct our observation at Cabangan High School at Cabangan Legazpi City. It is a must for as student’s teachers to know the school facilities and classroom facilities, familiarized our self in every function of it in the teaching- learning process. I found out that in every classroom it is important to have a wall displays, teacher’s table, learner’s desk, blackboard, learning materials, cleaning materials, and a schedule of classes in order for the classroom to become conductive to learning. The teaching- learning process becomes organized and easy with the presence of these materials. Students become active in class discussions because they are comfortable and each information is posted in their classroom and it helps them a lot.

MY ANALYSIS 1. How do the school campus and the classroom in particular impact on the learning of the students going to school? What are your conclusions? The school campus and the classroom has a huge impact on the learning of the students that goes to school because this two elements provides students their needs acquiring knowledge and developing their abilities and capabilities as they grow. When the classroom is conducive to learning of the students, students are comfortable and they absorb easily the information given to them by their teacher.

2. How does this relate to your knowledge of child and adolescent development? How does this relate to your knowledge of facilitating learning? This is related to my knowledge in child and adolescent development because every student undergoes different stages and as they undergo in each stage of development their physical and mental abilities developed. While undergoing in each stage the school becomes part of it because the school is the second home of the students.

The relation of this to my facilitating learning is when the school and classroom have enough materials for teaching and it is conducive to learning the teaching- learning process becomes easily plus the students becomes more active in every class discussion. It also encourage each student learn new things and develop their knowledge and skills as they go to school.

MY REFLECTIONS 1. Would you like to teach in the school environment you just observed? Why? Why not? Yes, because as I observe the campus, the rooms, and the faculty I realized that I want to be part of this school. I want to share my knowledge and skills to the students and I want them to learn something from me.

2. What kind of school campus is conducive to learning? A school campus that is conducive to learning should have clean classrooms, organized reading materials, complete in school facilities, responsible administrators and knowledgeable teachers.

3. What kind of classroom is conducive to learning? A classroom that is conducive to learning is when it is clean, it have complete reading materials, facilities and it is organized or arrange properly, and a teacher that is responsible and knowledgeable of his/ her area of specialization.

4. In the future, how can you accomplish your answer in number three? In the future I can accomplish my answer in number three when I apply it to the classroom that will be assigned to me and I will become a responsible teacher, having enough knowledge of my specialization and know the things or way that I can do to help my students in developing their knowledge and skills. 5. Write your additional learning and insights. I learned that as a future teacher I need to be responsible, know the ways to keep my classroom conducive to learning.

My Portfolio My Personal Illustration of an Effective School Environment

My personal illustration of an effective school campus:                   

Office of the principal Library Counseling room Medical Clinic Audio Visual/ Media Center Reading Center Speech Laboratory Science Laboratory Gymnasium Auditorium Home Economics Rooms Industrial Workshop Area PTA Office Comfort Room for Boys Comfort Room for Girls Teacher’s Comfort Room Garden Cafeteria Parking Lot

My personal illustration of an effective school campus, it has clean and environment friendly surrounding, parking lots for the parents and faculties of the school. It has playground for the students and organized rooms, clean comfort rooms and ventilated rooms. Library and reading area for the students. It has school facilities that can be offer for the student and can be used in their teaching and learning process.

FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT Episode 2 The Learners’ Characteristics and Needs Name of FS Student: JINKY M. RODRIGUEZA Course: Bachelor of Science in INDUSTRIAL EDUCATION/ FSM Year & Section: 3- A Resource Teacher: Mr. MARK A. VALLADOLID Signature _________________ Date: AUGUST 2, 2011 Cooperating School: CABANGAN ELEMENTARY SCHOOL, CABANGAN LEGAZPI CITY My Target At the end of this activity, I will gain competence in differentiating the characteristics and needs of learners from different developmental levels. My Tools Use the activity form provided to document my observation. An Observation Guide for the Learners’ Characteristics PHYSICAL 1. Observe their gross motors. How they carry themselves. How they move, run, walk, 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, moodshifts) 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 some 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 learner’s characteristics and needs in this matrix. This will allow you to compare the characteristics and needs of learner’s at different levels. The items under each domain are by no means exhaustive. These are just sample indicators.

Development Domain

Preschooler

Elementary

High school

Indicate age range of children observed: 3- 5 years old

Indicate age range of children observed: VI ( 11- 12 yrs., old)

Indicate age range of children observed: 12- 17 years old

Physical Gross-motor skills

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In terms of moving around the room they are very clumsy maybe because of their age.

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Fine – motor skills

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Self-help skills

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In terms of finemotor skills like drawing and writing, they follow the instruction of their teacher because they think that the teacher is always right. They are very imaginative in making art works. The preschoolers always express themselves in terms of self- help skills and their needs. They also help their colleagues.

Social Interactions with Teachers

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In interaction with their teacher they are very cooperative in class conversation and they always raise their hand in the board activities maybe because they want to

In terms of their gross- motor skills they are very careful in making an action maybe because they know their limitations inside the classroom. In fine- motor skills like writing and drawing they have fine-looking hand writing and whenever there is a wrong spelling they make their necessary action to correct it.

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In gross- motor skills of the high school students they have a high level of gross motor skills they think first before they act.

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In terms of finemotor skills they have beautiful and precious hand writing and they appreciate their drawings.

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In self- help skills they are very cooperative with their peers and teacher. They carry themselves naturally and they built their selfconfidence inside and outside the four (4) corners of the room and school. They can manage their self in their own.

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They can manage their self in their own. They can easily understand things around them unlike the preschooler and the elementary levels.

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In interaction with their teachers they always cooperate in class discussion to aim their goals at the end of the period.

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In interaction with their teacher they also cooperate in class discussion like the preschooler and elementary levels because they want to learn and have a high grades.

achieve a star or a high grades coming from their teacher. In terms of interaction with their classmates/ friends and colleagues they always have a conversation with them because they are very active.

Interaction with Classmates/friends

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Interests

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When they think of a certain things they do it right away.

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In their moods and temperaments, expression of feelings some of them are loners, sad and easily cries. They easily change their moods.

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In their emotional independence they are not independent they always call the attentions of their teachers and parents to talk about their problem about their peers inside the room.

Emotional Moods and Temperament, expression of feelings

Emotional Independence

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In terms of the interaction with their classmates and friends they respect and have a trust with each other. They help their classmates whenever their classmates did not know the answer to the questions of their teachers. With their interest they have very high ambitions in like that they like to achieve, they also have different interest in life.

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In interaction with their peers and colleagues they respect one another and appreciate the people around them.

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About their interest is about their personal issues with their lives. Their likes and dislikes with the other people.

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They are happy go lucky persons.

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They are not open regarding with their felling’s. They are shy to share their concerns.

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In terms of their emotional they are also easily changed their mood. They enjoyed life as if there is no tomorrow. In expressing their emotions with their peers they are shy express their feelings With regards with their emotional independences their some student who are not confident with their selves.

Cognitive Communications Skills

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Thinking Skills

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Problem-Solving

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In communications skills of the preschooler they have imaginative skills when telling a stories. They always used “PO” and “OPO” when asking something. With their thinking skills they have wide thinking abilities. They have so many questions inside their mind.

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In terms of their communications skills they have their own dispositions in life and some of them communicate well.

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In problem solving they asked help with their parents.

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In terms of their thinking skills they have wide and many explanations when you asked them some questions. They can easily comprehend well. They independently solve their problems without the help of their parents.

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In terms of their communication skills they communicate well, but some are not cooperating with the class discussions.

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In terms of their thinking skills inside the room they are very active but some are not focusing with their lesson.

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In solving their problem they solve it self-reliantly.

MY ANALYSIS 1. Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher. Example: Level Preschool Age range of Learners Observed 3 – 4 yrs old

Level Preschool Age range of Learners Observed 3-5 yrs. old

Salient Characteristics Observed  Preschoolers like to move around a lot.

Salient Characteristics Observed  The interest of the preschooler is to chat with their friends, play games, roam around the room, and eat their snacks.

Implications to the Teaching-Learning Process  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.

Implications to the Teaching-Learning Process  The teacher should remember to used music and movement’s activity to enhance their skills in singing and dancing.

Elementary Age range of Learners Observed 11- 12 yrs. old

Secondary Age range of Learners Observed 12- 17 yrs. old

 They easily distracted by their peers and classmates. They make sounds and movement to distract others.

 Therefore, the teacher should make some change in giving the lesson. The teacher should give some activities to get the attentions of his/ her class.

 They are fun and enjoying chatting with each other, they are also like to move freely from one place to another. They are not content with one place.

 Therefore the teacher should teach them on how to have discipline. The teacher must have a seat plan to solve this problem.

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? Yes. Because when I was with their age I always copy the writings on the board so that when the teacher will get my notes to check I have notes give. I always respect the person giving and discussing the lesson in front. The similarities are I’m noisy whenever there is no teacher inside the room. The differences are I’m behaving inside the room when there is a teacher. 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? The teacher that I cannot forget is my high school teacher because she treats me like her younger sister. She helps me in my needs in terms of emotional, social and cognitive development. It has a good effect of what I ‘am now. She always motivates me when I ‘m down, she always told me that to pursue my dreams and have a persevering effort when it comes to study to achieve my goals and objectives in life. 3. Share your other insights. About the learning characteristics of the learners, we always consider their needs and characteristics to have a good flow of discussions inside the class sometimes in terms of learning diversity the teacher must have a background check about the students. In this way, it may help the teacher about the learning strategies that may use to understand the topic to discuss inside the class.

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.

My favorite theory of development is the Social Development Theory by Lev Vygotsky (1896-1934). Because Social Development Theory of Vygotsky is argues that social interaction precedes development; consciousness and cognition is the end product of socialization and social behavior of the students/ learners. Vygotsky’s theory is one of the foundations of constructivism. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978). The social development of Vygotsky can guide me in as a future teacher because this theory is focused on the social interaction on the community and the behavior. As a future teacher I need to learn on how to interact with different kinds of people in the school and society. It can also build myself confident as a teacher. I can also use tools that develop from a culture, such as speech and writing, to mediate their social environments.

FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT Episode 3 Classroom Management and Learning Name of FS Student: JINKY M. RODRIGUEZA Course: Bachelor of Science in INDUSTRIAL EDUCATION/ FSM Year & Section: 3-A Resource Teacher: Mr. MARK A. VALLADOLID Signature _________________ Date: JULY 25, 2011 Cooperating School: CABANGAN HIGH SCHOOL, CABANGAN LEGAZPI CITY My Target At the end of this activity, I will gain competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning. My Tools Use the activity form provided to document my observation. An Observation Guide for the Learners’ Characteristics 1. 2. 3. 4. 5. 6.

As you observe the class, look into the characteristics of the learners. Note their ages. How many boys are there? How many girls? Focus on their behavior. Are they already able to manage their own behavior? Can the learners already work independently? Describe their span of attention. Look into their listening skills and ability to concentrate.

Name of the School: CABANGAN HIGH SCHOOL Observed: 1st year high school Location of the School: CABANGAN LEGAZPI, CITY Date of the Visit: JULY 25, 2011 1. THE CHARACTERISTICS OF THE LEARNERS: a. SLOW LEARNERS Cannot learn easily and the teacher should find ways to help the learner cope with every lesson. Their age is from 12- 13. b. AVERAGE LEARNERS They acquire the information in the normal way and sometimes they faced difficulties in understanding their teachers. Their age is from 13- 14. c. FAST LEARNERS This learner learns fast and participates in class in every class discussion. Their age is from 14- 15.

2. There are twelve (12) boys and thirty (30) girls inside the classroom. 3. Yes. Because of the way the teacher gives and managed the class. 4. Yes. As I observe their behavior of being independent they can managed already. 5. Their span or length of their attention is short, maybe because of their age, and how the teacher gives attention to them. As I observe, the teacher give different strategies in teaching so that the students will participate and give their attention to their teacher. 6. On the listening and ability skills they concentrate and they can easily grab information, and lesson that the teacher gave to them. They can also concentrate on the lesson properly.

Observation Guide for the CLASSROOM VISIT Be guided 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, warmup activities, etc.) How are they done? 5. Is there a seating arrangement? What is the basis of the arrangement? 6. Observe the noise level in the classroom. How is this managed? 7. If a learner is not following instructions 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: Name of the School: CABANGAN HIGH SCHOOL Observed: 2nd year high school Location of the School: CABANGAN LEGAZPI, CITY Date of the Visit: July 25, 2011 1. YES. There are areas in the classroom that has specific purpose like storage of teaching aids, books, students’ belongings, supplies, etc. 2. YES. The rules and procedure are posted in the room. 3. YES. The students are always participating in making the classroom rules to make the classroom clean and organized. 4. The daily routines of the teachers are praying, checking of attendance, assignment of monitors, warm up activities, discussing the lesson, and monitoring of the students.

5. YES, there is a seating arrangement and the basis of the seating arrangement is alphabetically arranged. 6. As I observe the noise inside the classroom the noise are under control by the teacher and it is managed by the teacher by giving activities that is related to the lesson, seat works, and class recitation. 7. If the students are not following the instruction of the teacher, the teacher will call his/ her attention. 8. The teacher give activities in way students will enjoy while learning. The teacher will give incentives or reward.

CLASSROOM MANAGEMENT MATRIX Aspect of Classroom Management

Description

1. Specific Areas in the Classroom

Teacher’s tables, students work place, and black boards.

2. Classroom Rules

Rules that is followed by the student’s.

3. Classroom Procedures

It is the lesson plan of the teacher.

4. Daily Routines

The day to day activities of the students. Concerns the seating arrangement of the students.

5. Seating Arrangement

6. Handling Misbehavior/Off Task Behavior 7. Reinforcement of Positive Behavior

Concern with the strategies of the teacher in handling misbehavior of the learners. Concerns with the activities given by the teacher.

Effect on the Learners (to be filled up after you answer the analysis questions) The students become responsible in making their room organized and clean. Students become aware of their duties in classroom plus they are aware of their limitations as a student when they are inside the classroom. The learners become more attentive. Learners, learn to follow the schedule in each day. Learners become properly arranged in the classroom and learners will learn to know their proper seat. A learner becomes aware of the things that they are doing whether it is wrong or right. Learners enjoy while learning and they are not bored while their teacher discuss in front of them.

THINK ABOUT THESE PRACTICES… 1. 2. 3. 4.

Teachers ensure that the learners function as a caring community. Teachers bring each one’s home culture and language into the shared culture of the school. Teachers use strategies to build a cohesive community. Teachers let learners accomplish meaningful tasks and to participate in learning experiences in which they can succeed. 5. Teachers emphasize more cooperation, less competition. You may choose to write a reflection paper on this and include it in your portfolio.

MY ANALYSIS: 1. How did the organization and routines affect the learners’ behavior? Organization and routines affect the learner’s behavior because when the organization and routines was established in class students knows the activities that they will do in each day. They become responsible and they learn fast.

2. What should the teacher have in mind when she/he designs the classroom organization and routines? What theories and principles should you have in mind? The teacher should have in mind when designing the classroom organization and routine the type of learner she/ he have, the strength and weaknesses of his/ her learners can meet the objectives in each routine. 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating the students? Why were they effective? Giving them additional points for participating in the class discussion or giving them a reward. Giving a seat work, and games, and motivation that is related on the class. Yes. It is effective because the students are participating and cooperating in class discussion, it can build the camaraderie inside the classroom.

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? I will know first their strength and weaknesses before making procedures. I will give activities that can develop their knowledge and skills, I’ll see to it that these activities will make my students enjoy while learning. 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? The list of rules is the following: a. Keeping the classroom neat and clean. b. Keeping the classroom materials organized and properly arranged. c. Praying before and after the class discussion. d. Giving assignment to my student before going home. e. Participating in every class discussion. f.

Submit the project given to students.

3. Should learners be involved in making the class rules? Why? Yes. Because they have a huge share in making the class rules. The class should be involved on it in order for them to have time management and be aware of the rule that they should follow.

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

THE STUDENST ARE ANSWERING THE ACTIVITY THE TEACHER GAVE SEAT WORK FOR THE LEARNERS

INSIDE THE ROOM IT HAS BOOKS, CABINET, CHAIRS, TABLES, RELIGIOUS PICTURES AND COLORFUL DESIGNS

LIST OF CLASS SWEEPERS AND OFFICERS

FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT Episode 4 -

Individual Differences and Learner’s Interaction (Focusing on differences in gender, racial, religious backgrounds)

Name of FS Student: JINKY M. RODRIGUEZA Course: Bachelor of Science in INDUSTRIAL EDUCATION/ FSM Year & Section: 3- A Resource Teacher: Mr. MARK A. VALLADOLID Signature _________________ Date: JULY 27, 2011 Cooperating School: CABANGAN HIGH SCHOOL, CABANGAN LEGAZPI CITY My Target At the end of this activity, I will gain competence in determining understanding and accepting the learners’ diverse backgrounds. My Tools Use the activity form provided to document my observation. An Observation Guide for the Learners’ Characteristics 1. Find out the number of students. Gather data as to their ages, gender and 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 teacher 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 most help? 5. When a student is called and cannot answer the teacher’s questions, do the classmates try to help him? Or do they raise their hands so that the teacher will call them instead? 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. 2. Describe how the learners interact with each other? What do they talk about?

OBSERVATION REPORT Name of the School Observed: CABANGAN HIGH SCHOOL School Address: CABANGAN LEGAZPI, CITY Date of Visit: JULY 27, 2011 DURING CLASS: 1. There are two (2) interaction between the teacher and the students it is the verbal and none verbal communication. The teacher used the verbal and none verbal communication so that the students will understand more about the subject, and the students will gain more knowledge about the subject. 2. As I observe the learners seated at the back and the front part of the room, they behave and interact differently because the learners seated at the front is more participative than the learners at the back. The learners at the back are not so very participative in terms of recitation maybe because of the arrangement of the class. 3. The relationship between the learners and the teacher inside the class is good because of the way the teachers give his lesson; the teacher has a good sense of humor. The learner always participates in the class discussion. 4. The students participate actively is learners seated in front because they always give their ideas and knowledge about the lesson. The students ask for more help is the learners seated at the back because they don’t understand very well what the teacher is saying in front. 5. If the students are called by the teacher and cannot answer the teacher’s question, his/ her classmate helps his/ her because they are close to each other. They also raise their hand so that the teacher will call them.

OUTSIDE CLASS:

1. The students group themselves outside the class by their gender maybe because they easily understand each other. 2. The learners interact with each other the way they interact inside the classroom. They always make some conversation that is related with their lesson and other matters.

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? The person who plays the key roles inside the classroom is their teacher because the teacher is the one who facilitate the students by means of class discussion and recitation to build the camaraderie to each student. 2. Are the students coming from the minority group accepted or rejected by the others? How is this shown? The student that comes from the minority group is rejected in the classroom because of their size and the way they interact with the other students. 3. How does the teacher influence the class interaction considering the individual differences of the students? The teacher influences the class interaction between the individual differences of the students by grouping them in the different homogenous aspects. The teacher has a sense of humor in order to have a class discussion that is not boring. 4. What factors influence the groupings of learners outside the classroom? The factors that influences the groupings of the learners outside the classroom is their new surrounding because they can meet new friends outside the four (4) corners of the classroom.

MY REFLECTIONS 1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? As I’m inside the classroom I fill that I’m also part of the teaching- learning process of the students inside the classroom. I fill the sense of unity between the students and the teacher because the students give respect to their teacher and to me as an observer inside their classroom. 2. In the future, how would you want the learners in your classroom to interact? How will you make this happen? In the future, the learners in my classroom should interact by means of giving ideas and knowledge about the said topic, and always participate on the class discussion and have companionship with one another. I will make this happen by using my knowledge and skills and apply it to them. Share my experiences when I have a learner like them.

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

QUOTATION CELEBRATING DIVERSITY: “We may have different religions, different languages, different colored skin, but we all belong to one human race” “If you judge people, you have no time to love them” “Love is the only force capable of turning an enemy into a friend” “Peace cannot be kept by force, it can only be achieved by understanding” “The highest result of education is tolerance” “Although we are in different boats, you in your boat and we in our canoe, we share the same river of life” “We all live with the objective of being happy; our lives are all different and yet the same” “We have become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams” “If we cannot end now our differences, at least we can help make the world safe for diversity” Being diversity in the classroom doesn’t mean that you are diverse; it is how you carry yourself and how you communicate and interact with other people.

FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT Episode 5 -

Individual Differences and Learner’s Interaction (Focusing on different levels of abilities)

Name of FS Student: JINKY M. RODRIGUEZA Course: Bachelor of Science in INDUSTRIAL EDUCATION/ FSM Year & Section: 3-A Resource Teacher: Mr. MARK A. VALLADOLID Signature _________________ Date: JULY 29, 2011 Cooperating School: CABANGAN HIGH SCHOOL, CABANGAN LEGAZPI CITY My Target At the end of this activity, I will gain competence in determining teaching approaches and techniques considering the learners’ differences in level of abilities. My Tools Use the activity form provided to document my observation.

An Observation Guide for Individual Differences 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.) 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 Name of the School Observed: CABANGAN HIGH SCHOOL School Address: CABANGAN, LEGAZPI, CITY Date of Visited: JULY 29, 2011

In my observation, I observe the different learning capabilities of the students or learners in terms of learning are concern, they are performing in the class, the behavior and characteristics of the learning. The students seated in front are performing well. The students have persevering effort in studying their lesson and them also spending their time reading the books, and writing their activities on the notebook. In the class the high- achieving are behave and focusing to study his/ her notes. They spend their time inside the classroom. During their break time they stay inside the room because they want to study the lesson. Reading and writing is their learning habits to achieve his/ her goal in life. The low- achieving students or learners don’t have time reading and scanning their notes they don’t help themselves they don’t even reviewing their previews topics. The high achievers listen actively they cope with the lesson very well as far as learning is concern. They respond to the question of the teacher. The low- achieving learner doesn’t have time to give their attentions to their teacher’s discussions. The teachers method in addressing the needs of the students are the teacher always call the attentions of the leaners. The teacher gives time and chance to the low- achieving learners to recite. The teacher gives seat work to test the thinking skills of the students.

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 identify them? (Volunteering to answer, responding to teacher’s direction, etc.) Yes. I correctly identify that the students seated in front performed well during the class discussion. The students who did not performed well are the students who seated at the back. In regards to volunteering to the answer are the girls but some of the boys are also cooperating but others they can develop their skills and enhance their ability to answer and participate on the class discussions.

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? The differences in ability of the students in class there is a huge gap between the learners who perform well and on the low- achieving learners because the high- achieving learners can follow instruction very well and they cope with the lesson easily. The high- achieving learners respond to the direction of the teacher. The low- achieving learners are the one who are not interested to listen to the teacher.

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students respond to the teacher? The methods used by the teacher are demonstration method and inductive method wherein the student easily understands the cope with the lesson and they can reflect on it. They can also easily accentuate of what the teacher teach. In inductive the teacher gives their rules first and he/ she give several examples. Let the students explain on how he/ she derive the answer.

MY REFLECTIONS 1. Recall the time when you were in the elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective?

When I was in elementary I recall that my teacher gives his/ her attention to the low- achieving learners and the high- achieving learning teaches the low- achieving learners. The teacher will be the one who expedite. Yes. My teacher is effective in teaching because they know how to handle a big number of students inside a one (1) classroom.

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?

I will encourage the learners to share his/ her experiences. Communicate with the students with high subgroup. Draw in the students from diverse group by using questioning techniques that reliably elicit student’s involvement. The other strategies for drawing in” and involving the students in assigning them the role of reporter is small group discussion. Engaged them in paired discussions with other classmates with the stipulation. I will give example to illustrate the concept in order to provide context that are relevant for the students. This method can really help a lot for me. As a teacher we need to able to meet the needs of the students.

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?

In principles of individual differences in mind, the methods and strategies that I remember in the future to ensure that I will be able to meet the needs of both high and low achievers in my class on the future is groupings or group activity because in group activity they can interact with the different kinds of people and they can enhance their self-confidence. Through group activity they can share their own idea, knowledge, skill, and experiences; they can also meet new friends and peers/ colleagues. They can help one another to become progressive on their works ethics and attitudes.

FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT Episode 6 Home-School Link Name of FS Student: JINKY M. RODRIGUEZA Course: Bachelor of Science in INDUSTRIAL EDUCATION Year & Section: 3-A Resource Teacher: Mr. MARK A. VALLADOLID Signature _________________ Date: AUGUST 6, 2011 Cooperating School: CABANGAN HIGH SCHOOL, CABANGAN LEGAZPI CITY My Target At the end of this activity, I will gain competence in identifying and describing the influencing factors in the home environment that impact students’ learning. My Tools Use the activity form provided to document my observation.

An Observation Guide for Home-School Link 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 disposition, behavior and discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship with adults, social adjustment)  She has a sense of responsibility when it comes in the daily routine in the room she has always raising her hand whenever there is a class activity, she is very friendly. 2. How does the teacher communicate with the parents? How often? What do they discuss? Agree on?  I communicate with the parents by conducting a PTA meeting every end of the grading period. We agree on the behavior of the student’s class projects and their study habits. 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.

Parent Interview Guide You may use a more detailed interview guide. Be free to translate the questions, if necessary. Name of Learner: JEAN ACERADO Date of Birth: JULY 08, 1998 Grade/Year Level : 1st year High School Number of Siblings: FIVE (5) Siblings Birth Order: FOUR (4) Parents: Mother: GINA ACERADO Age: 43 years old Occupation: HOUSE WIFE and BUSINESS WOMAN Father: PEDRO ACERADO Occupation: BARANGAY KAGAWAD and FARMER

Gender :

Age: 13 years old FEMALE

Educational Attainment:

HIGH SCHOOL

Educational Attainment: 3rd year college, ENGINEERING

Learner’s Physical Aspect: Health Mother’s Health during pregnancy with the learner:  I’ m very healthy during my pregnancy with my daughter. I always take vitamins when I was pregnant to assure the health of my child.

Ailment or health problems of the learner as a child:  She’s very healthy when she was a child.

Age of the learner when he started to walk/talk:  She started to walk at the age of 1 year old. Started to talk at eleven (11) months.

Food preferences of the learner as a child and at present:  The favorite foods of my children when she was a child are cerelac. At the present her favorite food is fried chicken.

Who took care of him/her as a child?  Of course me.

Learner’s Social Aspect: Describe your child’s sociability (friendly, outgoing, or shy, loner)  About the sociability of my daughter is very friendly in school and in our neighborhood.

Who were the learner’s playmates?  Her cousins, classmate, friends, brother and sister

As a child then, was he/she allowed playing outside?  YES. I allow my daughter to go outside because I want to develop her self-confidence.

Is he/she allowed to go out with friends?  YES. She’s allowed to go out with her friend. Do you have rules for him/her to follow regarding going out?  YES. I implement rule. What are these rules?  At 6 pm they must be inside the house.  Always ask permission when going home late at night.

Emotional-Moral: What are your expectations of your child?  To finish her study and have a nice and good work at future.

How do you provide a nurturing environment for your child?  I provide a nurturing environment for my child by giving her needs like social, emotional and physical.

Does your child go to you when she/he feels down or has a problem?  YES. She is very open to me regarding with her problem and when she feels down. What do you do to meet his/her emotional needs?  I call her attention and talk to her and give some advice.

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

 I encourage her to don’t give up. How do you discipline your children?  As her mother I disciple her in a good way. I talk to her. Do you have rules in the house?  Yes. Like what I said earlier. What are they?

 At 6 pm you must be inside the house.  Always ask permission when going home late at night. How do you impose the rules?  I impose rules by imposing it to them. What are the consequences of breaking the rules?  I disciplined them in a good manner/ way.

Learner’s Cognitive Aspect: What are the child’s interests?  Her interest are drawing and sketching like her older sister.

What is he/she good at in school?  Yes.

In what subjects does he/she have difficulty?

 The subject does she have difficulties is science.

How do you monitor his/her performance in school? How do you motivate him/her?  I monitor her, I’m always going to school when I have free time and talk to her teacher. I motivate her to study hard to achieve her goal in life.

Do you have rules at home to help him develop good study habits?  Yes. What are these rules?  Study first and finished her assignment before playing with her friends outside.

How are they implemented?  I implement it to her by talking to her.

After you have gathered all the necessary data, write the learner’s development profile using outline below. Type the profile in a separate sheet and attached it to this learning episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline) Name of the learner: JEAN ACERADO School: CABANGAN HIGH SCHOOL Date of Home Visit: AUGUST 06, 2011 Date of Birth: JULY 08, 1998 Grade/Year Level : 1st year high school

Age: 13 years old Gender: FEMALE

Family Profile Number of siblings: FIVE (5) Birth Order: FOUR (4) Parent Mother: GINA ACERADO Age: 43 years old Occupation: HOUSE WIFE and BUSINESS WOMAN Father: PEDRO ACERADO Age: 51 years old Occupation: BARANGAY KAGAWAD and FARMER

Educational Attainment: HIGH SCHOOL Educational Attainment: 3rd year college, ENGINEERING

Physical Development In paragraph form, describe the physical development of the learner. Combine the teacher’s, Parents’ responses and your own observations.



In physical development of the child thin but healthy. Easily grasp information. Base on my observation she always raises her hand when it comes to class discussion.

Social Development In paragraph form, describe the social development of the learner. Combine the teacher’s, Parents’ responses and your own observations. 

She is friendly and with her classmates and friends. Base on my observation she is friendly and easily deal with other people like her sister. Emotional-Moral Development In paragraph form, describe the emotional-moral development of the learner. Combine the Teacher’s, parents’ responses, and your own observations.



She show enthusiasm in studying the subject and always makes her assignment. As I observe her inside the room she always asks her teacher about the subject and very open minded.

Cognitive Development In paragraph form, describe the cognitive development of the learner. Combine the teacher’s, Parents’ responses and your own observations. 

She’s easily cope with the lesson. Always make her assignment and requirements. As I observe her she is very active inside the school.

Findings Write here your salient findings about the learner. She has a very good attitude when it comes to her physical, emotional, social and cognitive development maybe because of the guidance of the parents and teacher.

Conclusions Write your conclusions after you have analyzed the impact of the school and the home on the Learner’s development. The questions in the analysis portion of this learning activity can help you.

As a future teacher I will establish good home- school collaboration by conducting a PTA meeting at the end of every grading period in order to have a good communication to the parents and students. I can help them by giving my opinion about the characters of his/ her child inside the school. I think the style of parenting experienced is guiding their daughter in the right way. Teach her the good manner and right conduct. They always remind to child the importance of education in the near future. They help their child in emotional and moral problem. The child id being disciplined is responsible enough at all times. Have a persevering effort in making a school/ home works. These factors contribute to the development of child.

Recommendations Write your recommendations.

MY ANALYSIS Your findings and recommendations in the Learners Development Profile will help you answer the questions here. 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. I think the style of parenting experienced is guiding their daughter in the right way. Teach her the good manner and right conduct. They always remind to child the importance of education in the near future. They help their child in emotional and moral problem.

2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjusted of the learner in school? The child id being disciplined is responsible enough at all times. Have a persevering effort in making a school/ home works. These factors contribute to the development of child.

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

Yes. Because the learners give his/ her attention when it has clean and healthy surrounding.

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

By means of teaching me and to have a good characteristic and respecting other people. They guide to become good citizens. They always remind me to study hard to achieve my goals in like. Always have a vision in life. Because education is the only treasure that they can give to me. Because I believe that the personality of a person reflects on what family the person has.

2. As a future Teacher, how would you establish good home-school collaboration? How can work well with the parents? How can you help them? How can they help you? As a future teacher I will establish good home- school collaboration by conducting a PTA meeting at the end of every grading period in order to have a good communication to the parents and students. I can help them by giving my opinion about the characters of his/ her child inside the school.

MY PORTFOLIO 1. Make an artistic, colorful, and creative visual expression of your insights or feelings about the influence of the home and school to the learner. Then, write a few statements on the space below about your visual art. 2. Make a reflection acrostic about the home-school link. 1.

2. H- harmony O- obedience M- mothers love E- enthusiasm S- socialization C- confident H- humor O- orderliness O- obliged L- living L- love I- intelligence N- nice K- kind

Preschooler’s students

Elementary Students

High School Students

Home School Link

Home School Link

Bicol University College of Industrial Technology East Campus Legazpi City

FIELD STUDY (OBSERVATION 1)

JINKY M. RODRIGUEZA BSIE/FSM 3- A

1ST SEMESTER 2011-2012