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The Learner's Development and Environment: Field Study
The Learner's Development and Environment: Field Study
and Environment
Field Study
Course Description
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 learners
different phases of development and social environment.
GENERAL OBJECTIVES
Field Study | 1
areas that learning or a physical
support child-friendly environment
learning (i.e., school supportive of
classroom, through any learning.
Curriculu
library, of the
m
Peace playground, following:
Concept in and canteen).
Describe the A descriptive
Focus:
school paragraph.
Building environment A photo essay
Prepare an
observation
Friendshi
log
p
Episode 2
YOU AND I ARE
DIFFERENT
Learners Differentiate
Diversity of
Characteri learners of varied
Observe 3 Learners
stics and characteristics
groups of
needs. and needs
learners from
Narrative
different levels
description of
(preschool,
Diversity
elementary
among
and high
children
school).
Field Study | 2
interviewing
the learners
Compare them
in terms of Learning
Environme Manages time,
their interests
nt space and
and needs.
resources to
provide an
Episode 3
environment
Classroom IN NOT OUT
appropriate to the
manageme learners and
nt and Observe a Checklist on
conducive for
learning class classroom
Diversity of learning.
Using a management
Learners
checklist, find components
out the
evident
classroom
components
Describe how
the classroom Photo
is documentatio
structured/de n of the
signed to allow classroom
everyone to setting
participate in
the learning
Peace
activities
concept in
Relate the
Focus:
data in your Reflection
Inclusivel
checklist to paper on
y
the learners activities that
behavior allow
Reflect on how
inclusively
classroom
rather than
management
exclusively
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affects among Learning Recognizes multi
learning. learners Environme cultural
nt backgrounds of
Learners
Episode 4 learners when
Characteri
TRAITS CHECK Collection of providing
stics and
Observe a classroom opportunities
Learning
class on a activities
activities Diversity of
regular day written on Determines
learners
Take note of card boards of teaching
characteristics rainbow colors approaches and
of the learners techniques
in the class A refection appropriate to the
Enumerate paper on the learners
and describe Diversity of
congruence or
the activities learners
match of
that took place learning
Determines,
in the class. activities to understands and
Analyze how
the learners accepts the
the activities characteristics learners; diverse
facilitated
background
learning
considering
the learners Reflection on
characteristics Relates the
the
. learners
Individual interaction of
Episode 5 background to
differences learners
and the despite their performance
Observe in the classroom
learning differences
process. learners of
Diversity of
different
learners
learning
abilities but
the same Learners
grade/year profile
Interview them
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to gather their Recognizes
(Difference background cultural
in the information backgrounds of
ability Observe them learners when
level) as they Narrative providing learning
participate in Report opportunities.
a classroom
activity
Write the
narrative Communit
report. y linkages
Episode 6
Observe a
Peace
class on a
concept in
regular day
focus: Take note of
Narrative
Samenes characteristics description of
s in of the learners Diversity
difference in the class among
s focusing on Reflects on the
children
gender and impact of home
Individual cultural and family life to
Difference diversity Description on learning
s and the Interview our
how the
learning resource Learning
teacher instills
process teacher about Environme
among
principles and nt
children the
practices that
(social and values and
he/she uses in
cultural knowledge on
dealing with
diversity) differences on
diversity in the
gender, social
Peace classroom.
and cultural
concept background
In focus:
Field Study | 5
Unity in Home
diversity visitation
report
Episode 7
Home-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
Reflection on
siblings
the impact of
Number of
home and
siblings in
Family life to
school
learning
Interview the
parents about
1. Rules they
implement
at home
concerning
their childs
schooling
2. The
learners
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activities
and
behavior
while at
home
Fs 1
Field Study
The Learners Development
and Environment
Your Target
At the end of this activity, you will be competent in determining a
school environment that provides social, psychological, and physical
environment supportive of learning.
Your Map
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.
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to stay and discuss matters
Reading center
Auditorium
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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 teachers table
located? How are the tables and chairs/desks arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
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Write your observation report here:
Your Analysis
How do the school and the classroom in particular impact on the learning of
the students going to school? What are your conclusions?
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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Your Reflection
1. Would you like to teach in the school environment you just observed? Why?
Why not?
I would like to teach to the school that I have just observed because
the foundation of education here is good, since the pupils are few, I can
focus on them and give them proper attention.
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I realized that every learner needs a learning environment that
would help in processing effectively their knowledge and skills taught by
their teachers.
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FS 1 The Learners Development
and Environment
Field Study
At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.
Your Map
To reach your target, do the following tasks:
Step 1 Step 3
This principle says Use the activity form provided for you to
that we develop document your observations.
through a
predetermined An observation Guide for the Learners Characteristics
unfolding of our
personalities. Our
progress through each Read the following statements carefully. Then write
stage of life is in part your observation report on the provided space. Your teacher
may also recommend another observation checklist if a
determined by our
more detailed observation is preferred
success, or lack of
success, in all the
Physical
previous stage. A little
1. Observe their gross motor skills. How they carry
like the unfolding of a
themselves. How they move, walk, run, go up the
rose bud, each petal
stairs. Etc.
opens up at a certain 2. Are gross movements clumsy or
time, in a certain deliberate/smooth?
order, which nature, 3. How about their fine motor skills? Writing,
through its genetics, drawing, etc.
has determined. If we
interfere in the natural Social
order of development
by pulling a petal Field Study | 15
forward prematurely or
out of order, we ruin
1. Describe how they interact with teachers and
other adults.
2. Note how they also interact with peers. What to do
they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or
temperament of the learners (happy, sad, easily
cries ,mood-shifts)
2. How do they express their wants/needs? Can they
wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their
behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate
their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they
comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving?
Describe how they showed problem solving
abilities.
Record the data you gathered about the learners characteristics and
needs in this matrix. This will allow you to compare the characteristics and
needs of learners at different levels. The items under each domain are by no
means exhaustive. These are just sample indicators. You may add other aspects
which you may have observed.
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Physical
Gross-motor skills Moves freely; Moves, runs, walk Their actions are
runs without with deliberation. done deliberately
attention on who They would now but sometimes
and what they pay attention on they would still
Fine-motor skills will bumped with; whom/what they run and walk
not so good in will hit if they freely especially if
writing, drawing, move so fast. Very they are playing.
Self-help skills mostly made of active, can write Could write
lines and draw already. legibly, read with
Others comprehension
and some can
draw well.
Social
Interaction with Some of the They respect their Listens attentively
teachers students answers teachers and but sometimes
need the follow- could follow their engaged in talking
Interaction with up by the instructions well. to their
classmates/friend teachers. Always They share ideas, seatmates.
s ask questions stories that build Teachers are well
and seek the help their self respected. Choose
Interests of the teacher confidence. friends whom
when they didnt Watching and they get along
Others understand the observing, talking well, where they
lesson and sharing could share
about their similar
experiences experiences.
Emotional
Mostly stubborn, Stubborn but They could hide
Moods and shows their behaves when their feelings,
temperament, emotions when scolded or dealt from being happy
expression of they feel like well with the to sad. (mood
feelings crying, laughing teacher. Express swings). They
out loud when feelings but with could handle their
they are happy. limitations. emotions now.
Emotional Express emotions Emotions are Shy or ashamed
independence freely, say things expressed on of crying and
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with out proper their closest showing emotions
others thinking. friends. in public.
Depends on
teachers to ease
their feelings.
Cognitive
Simple words can Can talk and Talks with sense.
Communication be expressed, but communicate Ideas are
skills some cant be well. Words are expresses freely,
pronounced well pronounced well communicates
Thinking skills or clearly. Ideas and clear. Ideas well. Their
mostly came from are being opinions are
Problem-solving their experiences. expressed with mostly based from
Problem solving is the sense and their experiences
others always depending thought. Good and the teaching
from the enough in solving they gathered.
teachers. problems.
Your Analysis
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Level Salient characteristics Implications to the
observed Teaching-learning
Process
Preschool Preschoolers like Therefore, the
Age range of pictures. They like to teacher should use
learners observed listen to stories and visual aids and
3-5 could be easily instructional
motivated with pictures materials that would
and drawings. catch their attention
like pictures,
drawings that are
colorful and if
possible, videos/film
showing.
Elementary These pupils are now Teachers should
Age range of independent. They could impose rules and
learners observed do their assigned tasks, guidelines to make
9-12 and could listen teaching-learning
attentively to teachers process effective.
Discipline of the
students especially
in their study habits
should be imposed to
develop good attitude
values.
Field Study | 19
Your Reflection
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?
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?
3. Which is your favorite theory of development? How can this guide you as
a future teacher?
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life is priceless and molding them into the best of what can be is
the hardest job, but rewarding.
At the end of this activity, you will gain competence in managing time,
space and resources to provide an environment which is appropriate to the
learners and conducive to learning.
Your Map
To reach your target, do the following tasks:
Observe a class
Using a checklist, find out the
evident classroom
components.
Describe how the classroom is
structured/designed to allow
everyone to participate in the
learning activities.
Relate the data in your
checklist to the learners
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behavior.
Reflect on how classroom
management affects learning.
Your Map
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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 behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their span of attention?
6. Look into their listening skills and ability to concentrate.
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An Observation Guide for the CLASSROOM VISIT
Observation notes:
There are areas in the classroom where they store teaching aids,
books as well as the students belongings and supplies that can be found
in the corner of the classroom. There are rules and regulations posted
the Dos and Donts that should be followed in the classroom.
Their daily routines are cleaning inside and outside the classroom
before 7:00 am, then the flag ceremony, after that they will have warm-
up activities, a short program and the rest in the lesson proper.
Their seating arrangement consists of two rows. The first row, are
the girls and the next row are the boys. Their noise level is manageable;
the teacher let them take turns in speaking so that everybody can hear
them. If a certain pupil is not following instructions or misbehaving, the
teacher calls her/his attention and talk to the pupils after the class.
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The strategies that the teacher used to reinforce positive behavior
are giving praises and rewards.
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later on they will talk frightened of whatever
after class. the consequences.
Your Analysis
1. How did the classroom organization and routines affect the learners
behavior?
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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Behaviorist theory should be considered, that the teachers role
is to establish rules and procedures and to communicate these
rules clearly to students to implement appropriate reward and
punishment for the compliance of the rules.
Your Reflection
1. Imagine yourself organizing your classroom in the future. In what
grade/year level do you see yourself? What routine and procedures would
you consider for this level? Why?
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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The following rules are:
Speak English and Filipino
Avoid loitering during class hours
Ask permission before leaving the classroom
Respect yourself, others and environment
Always maintain the cleanliness of the classroom
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Resource Teacher: Mrs. Dorothy Baldomero
Cooperating School: Andres Soriano College
Your Target
The learners individual differences and the type of interaction they bring
surely affect the quality of teaching and learning. This episode is about
observing and gathering data to find out how student diversity affects learning.
To reach your target, do the following tasks:
Step 2: describe the characteristics of the learners in terms of age, gender and
asocial cultural diversity
Step 3: Describe the interaction that transpires inside and outside the
classroom
Your Tools
Use the activity form provided for you to document your observations:
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An Observation Guide for the Learners Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students; gather data as to their ages, gender,
racial groups, religious and ethnic backgrounds.
During class:
2. Observe the learners seated at the back and the front part of the room.
Do they behave and interact differently?
4. Which students participate actively? Which students ask for most help?
Outside class:
1. How do the students group themselves outside the class?
Homogeneously, 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
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Name of the School Observed: Andres Soriano College
School Address: Mangagoy, Bislig City
Date of Visit: July 30,2012
Outside the class, the pupils play with each other. They run, walk
and move freely. They like to talk about their favorite artists in the
movie, or any soap operas in television, the places they want to go and
favorite sports or anime characters. They were group by gender, the 3
girls talk about their likes and interests while the 3 boys also talk about
their favorite super heroes.
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Your 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?
In a classroom, pupils differ from each other in their skills,
innate talents and abilities. There are pupils that plays as a
leader, a little joker that makes all his classmates laugh, an
attention seeker because she likes to sing and she has a beautiful
voice. There is also a little teacher not to do bad things. In each
role they play in the relationship and interactions in the
classroom, it only shows that they have different characteristics
and interests.
2. Are students coming from minority group accepted or rejected by the
others? How is this shown?
The students were of different cultures since each family has
a culture of their own. Some pupils who belonged to minority group
were still accepted by their classmates. At their age, they just want
to have fun and play together because they respect each other
despite their differences in attitudes, skills, socio-economic status
and abilities. The teacher also shows that they are accepted and
they belong in the class by making her classroom a perfect place to
be.
3. How does the teacher influence the class interaction considering the
individual differences of the students?
Field Study | 32
class or by groups, students will be made to realize that they have
something in common with the rest though they possess some
differences. Another way is using varied instructional methods to
accommodate student diversity.
Your Reflection
1. How did you feel being in that classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher and the
learners?
2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen?
Field Study | 33
diversity, I could effectively make my pupils and competitive
learners.
1
Field Study
INDIVIDUAL DIFFERENCES AND
Episode 5
LEARNERS INTERACTION
(focusing on different levels of abilities)
Your Target
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At the end of this activity, you will gain competence in determining,
understanding and accepting the learners diverse backgrounds; an in relating
the learners background to their performance in the classroom.
Your Map
3.Observe them as
They participate in a
Classroom
activity 2.Find out some information
About their background
Your Tools
Use the activity form provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
Field Study | 35
2. Try to identify the students who seem to be performing well and those
that seem to be behind.
OBSERVATION REPORT
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Name of the School Observed: Andres Soriano College
School Address: Mangagoy, Bislig City
Date of Visit: July 30,2012
Field Study | 37
Your Analysis
1. Did your observation match the information given by the teacher? Were
you able to correctly identify who among the students performed well and
who did not? What behavior helped you identify them? (Volunteering to
answer responding to teachers directions, etc.)
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Your Reflections
1. Recall the time when you were in the elementary or high school. Recall
the high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?
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FS 1 The Learners Development
and Environment
Field Study
At the end of this activity you will gain competence in reflecting on the
impact of home and family life to learning.
Your Map
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Home and School Link
Your Tools
Use the activity form provided for you to document your observations.
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, likes by others, etc.)
Emotional moods, temperament, cry easily, lose temper, happy,
show enthusiasm, excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the lessons,
Field Study | 41
excels, lags behind, showing reasoning skills, turns in assignments
and requirements, etc.)
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.
Your teacher may ask you to use a more detailed interview guide. Be free
to translate the questions, if necessary.
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Parents:
Mother: Nilda Sardalla
Age: 40 years old
Occupation: Dressmaker
Educational Attainment: College Level
Learners Physical Aspect: She is healthy and Physically fit. The level of
physical activity is very active.
Mothers health during pregnancy with the learner: The mother during
pregnancy is in good health.
Ailments or health problem of the learner as a child: The child just suffers
colds and fever sometimes.
Age of the learner when he started to walk/talk: She started to walk when
she was 9 months old and talk when she was 1 year old.
Food preferences of the learner as a child and at present: She likes finger
foods such as fried chicken or fried fish.
Who took care of him/her as a child? Both the parents take care of the
child, but since the father is in work. The mother got a lot of time taking
care of the child.
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As a child then was he/she allowed to play outside?
- Yes, she is allowed with an adults supervision.
Is he/she allowed to go out with friends? Yes.
Do you have rules for him/her to follow regarding going out? What are these
rules?
- Yes, the mother allows her but there are rules, ask permission either
the mother or to the father before going out, Go home early, be
careful when crossing the streets glimpsed on both sides just to be
sure there is no vehicle coming.
Emotional Moral
Does your child go to you when she/he feels down or has a problem? What do
you do to meet his/her emotional needs?
- yes, sometimes she ask for my advices, I do my best to give her good
advices to comfort her.
What do you do when he/she is not successful in something?
- I encourage her not to give up and support her in all ways to strive
harder.
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Do you have rules in the house? What are they?
- Yes, I have rules, by cleaning the house, doing assignments/
projects, ask permission if they go out with friends.
How do you impose the rules?
- I impose the rules by explaining to them that there is a n equivalent
punishment once they fail to obey the rules.
Do you have rules at home to help him develop good study habits? What are
these rules? How are they implemented?
- Yes, she will do her homework/ projects, and no watching TV after
dinner because she has to study her lessons.
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After you have gathered all the necessary data. Write the Learners profile
using the outline below. Type the profile in a separate sheet and attached it to
this learning episode.
Family Profile
Parents
Mother: Nilda Sardalla
Age: 40 years old
Occupation: Dressmaker
Educational attainment: College Level
Physical Development
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The child is physically fit and healthy. She is very active in all
activities. She can work independently without the assistance of others.
Social Development
The learner is friendly and sociable. She interacts with her
teacher, classmates and friends outside the school. She learns to
communicate with other respectfully. She knows how to socialize other
people in a good way.
Emotional-Moral Development
The child grows with self confidence and assurance that her
family will support her all the way. From authoritative type of parenting
she received love, respect and warmth from her parents.
Cognitive Development
Her cognitive aspect continuously developed as she comes to
school and study. She is not the same as the other learner. She learns
fast and participates actively during class activities.
Findings
I found out that the child is friendly, active and she likes to
socialize with her peers. She likes to play basketball that is why most of
her friends are boys. She also participates in school activities. The
teacher that makes the child motivated to learn. She is responsible in
carrying and molding the cognitive, affective, psychomotor skills as well
as the total personality of the leaner.
Conclusions
I conclude that the school and home contributes a great impact in
developing the cognitive, affective, psychomotor and so as to the total
personality of the pupils. Hence the learning of the child begins at home.
The child learns values, good attitude and discipline. However, school
Field Study | 47
plays a vital role in molding the child. Since the school is made for
the purpose of developing physical, social, emotional-moral and
cognitive aspect of the learner. The total development of the child
depends in school as well as the teacher which is the most
important person in school that bears knowledge and values to share with
the learner.
Recommendations
For the parents, they are responsible in guiding and disciplining
their children. They must be open with their children. They should ask
them about their study and give encouragement to focus and study hard
so as to become successful in their life. For the teachers, the use of
technologies is a great to enhance learning which they impart to the
students to have a good quality of teaching.
Your Analysis
1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.
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?
Field Study | 48
The family factors that contribute to the development and
over-all adjustment of the learner in school are first, the emotional-
moral development; on how the learners are nurtured by his
parents, second is the financial setting and last is the cultural
background of the family.
Your Reflections
Field Study | 49
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?
2.
H- Helping
O- Our
M-Members
E- Educate
S- States
C- Calmness
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H- Humor
O- On
O- Our
L- Lives
THE LEARNER
2. Infancy of Babyhood
3. Early Childhood
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- +From two to six years
- pre-school age
- Exploratory and inquisitive period
- The child begins to learn some social relationship
- Learns some physical and manual skills
- The child can walk and run with steadiness, talk understandably,
and can already follow simple directions by the end of the period
4. Late Childhood
5. Puberty Stage
6. Early Adolescence
- From puberty to seventeen years
- late high school age
- Rapid sex maturation occurs
- Some young people get married at this stage
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- Voice, feeling, and thinking continue to change
- Youth continue their studies and develop their life ambitions and
aspirations in life
7. Late Adolescence
- From eighteen to twenty-one years
- The process of development continues
- college age
- There is already independence
- Development of intellectual and social skills continues
8. Early Adulthood
9. Middle Age
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- Some ailments and characteristics of old age occur (deafness, failing
eyesight, forgetfulness, baldness, etc.)
II. Developmentalism
Developmentalism
- Pestalozzianizm
- This system subjects the individual to develop mental tasks
arranged from easy to difficult
Development is Sequential
b. Environment
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III. Individual Differences
- uniqueness of an individual
Heredity
1. Age
2. Sex
3. Physical Condition
- People do not have the same level of intelligence, some are more
intelligent than the others, and those who are more intelligent
progress and grow faster than those who are less intelligent.
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5. Aptitude and Special Talent
- People who were given special aptitudes and talents are somehow
given the chance to often show excellence of performance and
leadership in their respective fields of specialization far above the
ordinary individuals.
- There are individuals who are easily irritated and tensed even with
trivial things, symptomatic of emotional immaturity and instability.
- Generally, children who are more emotionally mature and stable are
more patient in studying their lessons hence; learn faster than
those who are more temperamental.
- Extroverts are like dominants that are usually gregarious and enjoy
interacting with people.
- Introverts and Submissiveness prefer jobs that can be performed in
peace, quite, and with less contact with people.
8. Effort-making Capacity
9. Criminal Tendency
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Environment
1. Family Background
2. Community Background
3. School
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Location. Children studying in a school located in a quiet
place and are conducive to learning; learn more than the
children studying in a school near noisy surroundings.
TEMPERAMENT
I. Emotion as it affects the Learner
1. Evolutionary Theory
2. James-Lange Theory
3. Cannon-Dana Theory
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Emotion is a mechanism that enables an individual to meet
conflicts or emergencies.
1. Disuse
3. Ridicule or Scorn
-If a male child is fearful of the dark, call him a coward or you are
not a man. His pride will dare him go into the dark.
4. Social Imitation
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- If a child is afraid of puppies, show him that other persons are not
afraid of puppies and that he can handle them without getting
harmed.
5. Verbal Appeal
6. Reconditioning
1. Sublimation or Substitution
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3. Fantasy or Introversion
4. Rationalization
Methods:
Sour Grapes Mechanism. Finds fault in a motive which fails
to attain.
Sweet Lemon Mechanism. Finds satisfaction in his failure
because it is a blessing in disguise.
Projection. Act of blaming somebody or something for ones
failure.
6. Nomadism
7. Regression
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- If one is wronged, instead of taking revenge he just forgets the
matter.
8. Delusions
9. Regression
PERSONALITY
I. Components of Personality
2. Capacities
3. Psychosocial Traits
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Good manners, gregariousness, extroversion-introversion,
dominance-submissiveness, affluence, generosity, lifestyle,
patterns of adjustments, etc.
5. Temperament
A. Type Theories
a. Kretschemers Classification
1. Asthenic tall, thin body associated with schizophrenia
or schizothyme temperament, a mental disorder
characterized by splitting of personality dissociation,
emotional deterioration and out of ideational content.
2. Pyknic short, fat body with cyclothymic temperament, a
mild manic-depressive psychosis involving recurring
cycles of exhilaration and depression.
3. Dysplastic bodily defective and handicapped
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4. Normal has only mild forms of asthenic and pyknic
characteristics and has bodies and temperaments that
are appropriate and accepted as normal by the majority.
2. Temperament Types
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1. Sanguine warm-hearted, pleasant quick to react,
balance emotional excitement. Predominant body fluid
blood.
2. Melancholic - suffers from depression and sadness,
unpleasant, calm emotion. Predominant body fluid is the
black bile.
3. Choleric easily angered and quick to react, easily
excited emotionally. Predominant body fluid is the yellow
bile.
4. Phlegmatic listless, slow, apathetic, calm emotion,
weak. Predominant body fluid is the phlegm.
B. Trait Theories
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b. Central Traits when the traits are too few to describe a
person
c. Cardinal Traits when a person is dominated by a singles
outstanding trait that makes him stand out and he becomes
a reference personality whose characteristics we expect
others to know.
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2. Learning Theories
3. Role Theories
a. The Id
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- This consists of innate instinctual drives of sexual and aggressive
in nature which seeks immediate gratification of primitive, irrational
pleasure seeking of drives such as sex, hunger, thirst, etc.
b. The Ego
c. The Superego
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STUDENT DIVERSITY
Factors that bring about Student Diversity
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something in common with the rest. They also differ in several
ways.
You can encourage or even initiate co-curricular experiences
that are aimed at promoting diversity awareness.
Integrate learning experiences and activities which promote
students multicultural and cross-cultural awareness
Let students interview other students in campus who are from
diverse backgrounds
Invite students to internet discussion groups or e-mail; have
students visit foreign countries and talk to natives of those
countries.
Ask students if they have even the personal target to prejudice
or discrimination and have them share these experiences with
other members of the class.
Aside from highlighting diversity, identify patterns of unity that
transcend group differences.
Communicate high expectations to students from all subgroups.
Use varied instructional methods to accommodate student
diversity in learning styles.
Vary the examples you use to illustrate concepts in order to provide
multiple contexts that are relevant to students from diverse
backgrounds.
Adapt to the students diverse backgrounds and learning styles by
allowing them personal choice and decision-making opportunities
concerning what they will learn and how they will learn it.
Diversify your methods of assessing and evaluating student
learning.
Purposely, form small-discussion groups of students from diverse
backgrounds. You can form groups of students with different
learning styles, different cultural background.
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LEARNING/THINKING STYLES- refer to the preferred way an
individual processes information. They describe a persons typical
mode of thinking, remembering or problem solving. Furthermore,
styles are usually considered to be bipolar dimensions.
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Analytic tend to forward the linear, step by
step processes of learning. They are tree
seers.
Global- learn towards non-linear thought and
tend to see the whole pattern rather than in
particle elements. They are the forest seers
o A successive processor (left brain)- prefers to learn in a
step by step sequential format, beginning with details
leading to a conceptual understanding of the skill.
o A simultaneous processor (right brain)-prefers to learn
beginning with the general concept and then going on to
specifics.
MULTIPLE INTELLIGENCES
Forms of Intelligences
Visual/Spatial Intelligence (Picture smart)- learning
visually and organizing ideas spatially. Seeing concepts
in action in order to understand them.
Verbal/Linguistic (word smart)- learning through the
spoken and written word. This intelligence was always
valued in the traditional classroom and in traditional
assessments of intelligence and achievement.
Mathematical/Logical (number smart/ logic smart)-
learning through reasoning and problem solving. Also
highly valued in the traditional classroom.
Bodily/Kinesthetic (body smart)- learning through
interaction with ones environment. This intelligence is
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not the domain of overly active learners. It promotes
understanding through concrete experience.
Musical (music smart)-learning through patterns,
rhythms and music. This includes auditory learning,
but the identification of patterns through all the
senses.
Intrapersonal (self smart)- learning through feelings,
values and attitudes. This is decidedly affective
component of learning through which the students
place value on what they learn and take ownership for
their learning.
Interpersonal (people smart)- learning through
interaction with others. Not the domain if children who
are simply talkative or overly social..
Existential (spirit smart)- learning by seeing the big
picture. Why are we here? What is my role in the
world? this intelligence seeks connections to real
world understanding and application of new learning.
Specific of Exceptionalities
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Dyscalculia- difficulty in number operations
Dysgraphia- difficulty in writing
Aphasia- difficulty in language
Attention-Deficit Hyperactivity Disorder (ADHD)- is manifested in
either or both of these:
1. Difficulty in focusing and maintaining attention
2. Recurrent hyperactive and impulsive behavior.
Emotional /Conduct Disorders- this involves the presence of
emotional states like depression and aggression over a considerable
amount in time that they notably disturb learning and performance in
school.
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Giftedness-this involves a significantly high level of cognitive
development. There is usually high ability or aptitude in one or more of
these objects.
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Purposes of Assessment
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Some guiding principles in classroom management and their
implications to teaching.
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As classroom manager, be aware of all actions and activities in the
classroom
Even if the teacher is not around, she is still responsible for the
students. That is why she must know the things that are happening
inside the classroom and what her students are up to.
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Make good use every instructional moment. Minimize discipline
time to maximize instructional time.
The teacher must use time in order to attain all activities planned
and therefore, can meet the objectives of the class.
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Make clear and smooth transitions
Limit disruptions and interruptions through appropriate behavioral
management technique
Of prime importance are the teachers personal attributes such as: (1)
patience, (2) compassion, (3) concern and caring attitude, and (4)
respect and trust for others. A calm and composed reaction in the
midst of an untoward behavior can ensure an acceptable solution for
all. A compassionate teacher understands and feels sympathetic
towards students struggles are sufferings. A deep concern fro their
welfare and growth is easily appreciated.
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The teachers personalities are their arms that can either win or fail
amidst a controllable learning situation. A warm, respectable
relationship with students through sincere and straightforward
communications can demonstrate trust and credibility. Unpretentious
gestures and genuine nodes of receiving students explanations bring
about much needed peace of mind. Recognize and appreciate their
progress improvement. A caring attitude can be modeled and the
students will feel confident, secure and upright in return.
The teachers teaching style will determine how the students will
respond, at times, receptive, sometimes withdrawn. These points to
the way they move around during the class activity, how they give
others in the form of requests and how the procedures are clearly
explained. Involving everyone from the flaming to the implementing of
the lesson results in well coordinated investigations and discussions
of findings, thus learning no one in drawing correct conclusions. The
use of appropriate assessment tools and evaluation techniques will
show a final achievement of learning objectives.
PARAMETERS OF TEACHING
ATTENTION
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1.1 Definition
2.2 Desisting carry the message get with it. They tell the student
that theyre doing something that they shouldnt be doing and imply
what the students should do (reengage the task). They vary in degree to
which they are corrective and direct.
2.3 Alerting these moves are meant to keep the student on their toes,
minimizing distraction and keep them in anticipation. They are often
targeted at a group of students as opposed to individuals.
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It is important to note that the moves used by the teacher
match with the needs of the students of the group.
MOMENTUM
1.1 Definition
2.0 Sub-parameter
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within the activity and the current quality of the pupils
performance
Helping pupils over blockages (what may prevent student
to move on with the learning activity)
Wittiness teacher having eyes in the back of their heads,
seeing the whole room and letting pupils know whats going on-
is a prerequisite for overlapping.
DISCIPLINE
1.0 Definition
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Inappropriate work that is too hard, too easy, or a glaring
mismatch to students learning styles (objectives, learning
experience)
Boring instructions (learning experiences)
Confusing instruction (clarity)
Unclear expectations and consequences (expectations)
Student sense of powerlessness
Physical cause
Ignorance of how to do the expected behavior
Value clashes
Heavy emotional baggage students bring with them
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- Consistent and tenacious
- Prompt
- Matter of fact
- Indicates student choice
Do I take sufficient time and care at the beginning of the year to
establish all of the above?
Do I have high enough expectations for behavior no matte what
the students backgrounds?
Do I refuse to accept excuses?
Do I give students a real and legitimate sense of control,
influence, responsibility, power in class life?
Do I recognize and reward responsible behavior effectively?
Do I explicitly build community in the class (Knowledge about
appreciation of, cooperation with one another)?
Are there physical reason (hearing, vision loss, organic
hyperactivity) for this behavior?
Do the students know how to do what Im expecting of them?
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Behavior Modification
Self-Awareness Training
Personal Influence
Logical Consequence
Reality Therapy
Teacher Effectiveness
AUTHORITARIAN- Parents are very firm with their children and expect
unwavering and unquestioning obedience. Rules are set by parents and
misbehavior is met with withdrawal of affection, physical punishment or
threats.
PERMISSIVE PARENTS- believe that their parents do not care for them.
They are often impulsive, aggressive and lack self-control; may they have
low levels of independence and responsibility.
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REJECTING-NEGLECTING PARENTS: are found to the least competent
in their over-all functioning and adjustment.
BIBLIOGRAPHY
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