Professional Documents
Culture Documents
Fs 1 Sample Old
Fs 1 Sample Old
Fs 1 Sample Old
Menchie Maghirang
FS Student BEED-II
1
THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1
EPISODE 1
SCHOOL AS A LEARNING 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
A general observation of the campus and the classroom is an exciting way to start your
observation.
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Your Tools
As you move around the school 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.
Familiarize yourself with the different areas and facilities of the school. Check the column
to indicate their availability. Give a brief description of those that are available on the last column.
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Reading Center a good condition
Speech Laboratory a good condition
Science Laboratory a good condition
Gymnasium a good condition
Auditorium n/a
Home Economics Room a clean and orderly
Industrial Workshop n/a
Area
PTA Office n/a
Comfort Room for Boys a Clean
Comfort Room for Girls a Clean
Others (Please Specify)
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AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the provided
space.
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus. What colors do you see? What is the condition of the
buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, the cafeteria. Look around and find out the
other facilities that the school has.
The school of Pagbilao East Elementary School is located at Brgy. Del Carmen Pagbilao,
Quezon in the town proper. I saw very colorful buildings and surroundings of the school campus,
for example; green, orange, blue, etc. Most of the buildings were in good condition while some of
them are having their renovations, and I also noticed that some new classrooms were constructed
to accommodate the school population for the coming years. I can say that the school is friendly
and it is safe and promotes a good learning environment for the pupils. The principal’s office is
situated near the heart of the school premises a few steps away actually from my observed pre-
school class. The office of the principal is very clean and things were arranged properly from
desks, bulletins, shelves and the principal’s table was neat and clean. Classrooms are well
ventilated but I think some of them might need renovations because some of their wall paints are
beginning to peel as well as some damaged chairs needs repairs. The library was clean by in my
opinion it still lacks books to accommodate the needs of the school. The cafeteria is well enough
to support the entire school population; I just hope that during recess time, cleanliness and food
safety standards should be carefully observed.
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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 teacher’s table located? How are the
tables and chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
“I entered the classroom with the conviction that it was crucial for me and every
other student to be an active participant, not as a passive consumer….. Learning is a
place where paradise can be created.”
Bell Hooks
Teaching to Transgress
NY: Routledge, 1994.
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The breaking down of informational materials into their component parts, examining (and trying
to understand the organizational structure of) such information to develop divergent conclusions
by identifying motives or causes, making inferences and/or finding evidence to support
generalizations. It involves:
Seeing patterns
Organization of parts
Recognition of hidden meanings
Identification of components
Question cues: analyze, separate, order, explain, connect, classify, arrange, divide,
compare, select, explain, infer (Bloom’s Taxonomy)
The pre-school classroom held by Ms.Liza Orinday has many visual aids on the walls,
like alphabets, colors, shapes, pictures of heroes and presidents, tourist spots, etc. The desks
were formed in a u-shaped arrangement to have a spacious center for activities. The teacher’s
table is situated in the right side of the class in back. Bookshelves and other learning materials
are on the classroom sides. The blackboard in front is low and just in the reach of pre-school
children. Learning materials present were textbooks, reference books, big books and other
reading materials as well as charts made by the teacher herself. The number of learners in the
classroom: Boys - and Girls - the total of learners and one teacher. The classroom’s
ventilation and lighting is in very good condition and can properly support a healthy learning
environment for pre-school learners.
Your Analysis
How do the school campus and the classroom in particular impact on the learning of the students
going to school? What are your conclusions?
Well coordinated classroom arrangement with complete facilities and other resources
needed to support learning situations will have a great impact in the learning capacity of the
children. It will maximize or boost the children’s interest in learning and it would be very
comfortable for them to go to school. It will give the motivation that they need and become more
competent in their future studies and the teachers are the key players in making this happen for
every child.
How does this relate to your knowledge of child and adolescent development/How does this relate
to your knowledge of facilitating learning?
It relates in my knowledge about child and adolescent development that made me aware of
the uniqueness and differences of every learner that we have to consider as a future teacher. I
always have to keep in mind that children do not learn in the same rate. In facilitating learning I
have to understand each child’s behavior and personality and chose what strategies suit them most
and use it appropriately.
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Your Reflections
“To learn and not to think
1. Would you like to teach in the school environment you just over what you have learned
observed? Why? Why not?
is perfectly useless. To think
Yes, because it is not far from home. And I can say that without having learned is
the school has a good approach to their learners. dangerous.”
-Gore Vidal
2. What kind of school campus is conducive to learning?
A school free from destruction like loud noises, and
also have minimal pollution and clean campus premises are
likely to be very conducive to learning.
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My Personal Illustration of an Effective
School Environment the opposite box,
Present an illustration
Showing your idea of an
Effective school “To be a teacher, in the right sense, is to be a teacher.
Environment through any Instruction begins when you, the teacher, learn from
of these: the learner. Put yourself in his place so that you may
understand what he understands and in the way he
A Descriptive Paragraph understands it.”
A Photo Essay
A Sketch or Drawing
A Poem, Song or Rap -Soren Kierkegaard
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THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1
EPISODE 2
LEARNERS’ CHARACTERISTICS AND NEEDS
Your Target
At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental tasks.
Your Map
To reach your target, do the following tasks:
Step 1 Step 3
Step 2 Step 4
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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. Your teacher may also recommend another observation checklist if a more detailed observation
is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up
the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries,
mood-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 did they show problem solving
abilities.
Your Tools
Use the activity form provided for you to document your observations.
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.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
5-6 6 -7 7–8
Physical Walking runs fast walks by himself
Gross-motor skills runs without tripping jumps with both feet runs faster
jump in and maintain can move body parts jumps higher
balance properly
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can draw simple
Fine-motor skills can hold the crayon lines and figures
and pencil
Self-help skills
Others
Interests
Others
Problem-solving
Others
Date:
The name of the child that I observed is Clarenz, a 6 year old learner. He can
walk and run without getting himself tripped, his gross motor skills were very good
for his age. In writing, he can easily hold his pencil and write his name on a piece of
paper. He likes to draw animals; he told me that he likes farm animals because his
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families have them. He is very active and talkative even when is speaking with
people older than him. He loves jokes very much that sometimes his classmates gets
uncomfortable in his pranks. He is not moody and I think that was just his nature as
a child. The salient characteristic that I am able to identify through him is that he
takes things for granted and disregards the effects of his actions. He has a strong
character and he is confident of doing things by himself. He is very expressive about
his ideas or thoughts and when he have done something not wrong he listens to the
teacher silently and sits on his chair to behave.
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My Reflection
Upon my observations, the three learners, namely; Marc Clarenz, Risha Mae
and Alexander have common similarities in their developments in physical and
social aspects. But it appears that it is the opposite in intellectual and emotional
aspects. Each learner is different and it is the effect of their environment and the
people they are related and also about how they manage and feel about themselves.
The teaching profession requires lots of patience and each day of teaching is
a pain-staking process by which every teacher has to pay great attention even up to
the smallest details in every learner that he/she is entrusted to nurture. The biggest
challenge that I see is how a teacher must develop ways to deal with undesirable
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behaviors in each child and how to use the positive attitudes of the learner to put
more emphasis that negative attitudes won’t do something good for them.
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Your Analysis
Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.
Example:
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Your 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?
I do remember just a pint of it, in particular in my preschool age. As do I recall
how the first day of school was and it was a time where I am afraid to be alone and
meet other people other than my family and playmates. As time passes by we do
learn many things in Day Care Center together with my teacher. We recited poem,
sang many songs, played games, wrote letters and many more. But the difference is
that they don’t have a para-teacher to assists the teacher in the classroom while
the class is on-going. And they do have a sound system to use if they want to sing,
dance and make some exercise.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help you with your needs (physical, emotional, social, cognitive)? How did it
affect you?
I wouldn’t forget Mrs. Saguros, a teacher who isn’t just focus on the cognitive domain
of her students but also the needs of her students in terms of emotion is concern.
She taught me things that put great emphasis on my behavior and distinguishing good
from bad. She constantly reminded me what it means to be a good child in our
community, although I have been very naive back then because I was just little. It
was only later when I came to realize what she told me and what she meant. It served
as my guideline up until now and it was a lesson that I’ll treasure for the rest of my
life.
3. Which is your favorite theory of development? How can this guide you as a
future teacher?
Every individual goes in the stages of development in the same pattern but not at
the same time and rate.
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THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1
EPISODE 3
CLASSROOM MANAGEMENT AND LEARNING
Your Target
At the end of this activity, you will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive to
learning.
Your Map
To reach your target, do the following tasks:
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’ behavior.
Reflect on how classroom management affects learning.
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Your Tools
Use the activity form provided for you to document your observations.
Read the following statements carefully. Then write your observation report on the provided
space.
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.
Pagbilao East Elementary School
Brgy. Del Carmen Pagbilao, Quezon
July 23, 2012
During my observation, I encountered different characters of learners in pre-school
under Mrs. Salve D. Porte. Learners at the age of 5 to 6 years old are divided into four major
characteristics of development; Physical (body), social (interaction with peers and adults
around him), emotional (feelings) and intellectual (thinking skills) development.
Physical Development concentrates in muscle control. They run, walk and jump. They
begin to make strides in plays like higher jumping and longer jumping and they were very active
and aggressive in their play time activities.
Social and Emotional Development They were very imaginative, they tend to be
aggressive when they were playing with their friends. They act like the boss, they pretend in
make-believe plays and often brag about that. They learn to give and take or share their things.
They are very appreciative with their achievements especially when being praised. Many pre-
school learners like getting much attention and use that opportunity to show-off with
everybody. Most of all, they like the feeling that they are loved and they are very important.
Intellectual Development They talk almost all the time, asking so many questions and
very curious of many things. Their language are not yet fully developed as some of them are
still having difficulties in speaking although the majority showed good signs of language use by
talking. They are developing interests in academics although they are still focused on plays.
The number of the learners that I observed is 15 girls and 13 boys and totaled 28
learners. Some learners showed that they are still not adjusted in socializing with their peers
because they were not that much active in activities. Most of the learners were the opposite;
they would talk with everybody like they have known them for a long time.
Their attention shifts quickly, regardless with their gender or age. As they grow, 19
eventually they can focus longer on things. There is one student in the class whose attention
was very short, he would just move and talk around the whole class. I think of him as a hyper-
active child who maybe were having excessive sugar intake.
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An Observation Guide for the CLASSROOM VISIT
1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.?
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the teacher
do? (behavior strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior strategies)
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Observation notes:
There are areas in the classroom for specific purposes such as storage of
teaching aids and books which is located in the left side of the classroom. The rules
are not posted and only the teacher is imposing it verbally and the learners follow it
accordingly. The rules are the sole responsibilities of the students as they are
expected to follow these regulations in order for them to learn respect and obedience.
Daily routines include a prayer before and after class, exercises to warm them up
and start their day with energy, recess, activity time, play, and reading stories. The
learners follow the routine and it seems that they like doing it every day.
The characteristics of the learners in my observed class are that they were very
active in play activities. The teacher always reminds them to follow the rules before
they play, it serves as a guideline and a good disciplinary routine without threatening
or making the child feel scared as they behave so that they can play already. The
teacher criticizes the bad behavior and not the child; she would talk with the child
nicely and tell her if he/she have done something wrong. It makes the child feel that
doing bad things is not a good behavior and it is to be avoided.
The seating arrangement grouped in the learner’s learning level and behaviors,
the teacher explained that she grouped it this way to avoid quarrels and distractions
by a talkative student to a student who makes activities. This way all children who
always participates in activities can do their work without or minimal interferences
and the students who spend most of their time talking, plying while doing activities
and even having snacks can’t bother the others because they are grouped
systematically.
Well organized classrooms offers the learners better learning acquisition and
faster progress for mental growth and development. Good classroom management
enables favorable working conditions in learning and makes school an effective and
enjoyable place to be with.
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CLASSROOM MANAGEMENT MATRIX
10. Others
2. Teachers bring each one’s home culture and language into the shared culture of the school.
4. Teachers let learners accomplish meaningful tasks and to participate in learning experiences
in which they can succeed.
You may choose to write a reflection paper on this and include it in your portfolio.
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Your Analysis
1. How did the classroom organization and routines affect the learners’ behavior?
The more organized that a classroom is, the more effective the learners gain
knowledge. The classroom structure is designed to be beneficial for the children. It
has to be well coordinated and does not promote stagnant atmosphere. It is fun to
watch the children as they learn in this kind of classroom setting.
2. What should the teacher have in mind when he/she designs the classroom
organization and routines? What theories and principles should you have in mind?
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Your Reflections
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
Yes, the learners should get involved in making class rules because they will
feel that they really have to obey and follow it. They will develop the feeling that
they should act upon their own words because they are the ones who approved and
helped make the rules. They will realize that they are not cooperative students if they
are the ones who would disobey the rule.
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Name of the child: Marc Clarenz Jaranilla
Observational Checklist
BEHAVIOR FREQUENCY
Fidgeting in seat IIII
Getting out of their seat IIII – I
Walking around during class II
Interrupting others work IIII
Physical aggressiveness towards his/her peers II
Talking with seatmate IIII - III
Screaming loud III
Participation in activities I
Not participating in activities II
Not paying attention IIII
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Name of the child: Cheska Jovine Decena
Date: July 30, 2012
Time: 9:00 – 10:30
Venue: Pagbilao East Elementary School
Observational Checklist
27
THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1
EPISODE 4
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
(focusing on differences in gender, racial, religious backgrounds)
Your Target
At the end of this activity, you will gain competence in determining teaching approaches
and techniques considering the individual differences on the learners.
Your Map
The learners’ individual differences and the type of interaction they bring surely affect the
quality of teaching and learning. This episode is about observing and gathering data to find out
how student diversity affects learning.
To reach your target, do the following tasks:
Step 1. Observe a class in different parts of the school day.
(beginning of the day, class time, recess, etc).
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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 on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the 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 question, 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 the 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?
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Observation Report
Pre-school learners under Mrs. Porte have 27 students, 14 boys and 13 girls.
All learners are Filipino (Tagalog). Their religion is Roman Catholic. During the
class there were much interaction inside the classroom between the learners and the
teacher as well as the learner to another learner. The students interact by playing
with each other and talking to one another. The students interact with the teacher by
answering the questions asked by the teacher or other responses of the learners to
the teacher like body gestures. I observed that if the teacher is in front of the class,
the learners at the back kept talking to themselves and having their own
conversations. Some of them listen more and do what the teacher says but most of
them doesn’t pay much attention. The learners cooperate well with each other, I
noticed some students try to assist their fellow classmates if they have finished their
own work, I think that there isn’t much competition between them, or if there is any,
it is in an absolute minimum. The boys are very active in activities, they are quite
energetic more than girls. When a teacher’s question isn’t answered by a particular
student, others quickly raises their hands and makes a loud noise to get the teachers
attention. They are not allowed to go outside the classroom for safety measures so
they don’t get much interaction from there except when it’s time for lunch where
their respective guardians came to fetch them. They talk much about their favorite
cartoon shows during their free time.
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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?
I observed, Marc Clarenz Jaranilla, he was like the little boy leader of the
class, he is good in jokes and he always have some of that during class hours. He is
quite noisy but the good thing about him is that he learns fast than the others. When
he is finished of his work he walks around the class like a teacher, from there I
noticed that he tries to help some of his classmates who’s having difficulties. He is
a good role player in that class.
2. Are students coming from the minority group accepted or rejected by the others?
How is this shown?
Every learner in this class is purely Tagalog, and if there would be any in case,
anyone coming from a minority group, he is well-accepted. The class is friendly and
it is good to see that there isn’t much fight among them not like when I was at their
ages.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher makes her influence in the class interaction by giving good
consideration in every individual difference of the learners. She keeps in mind the
behaviors of every student and uses it in a way that she can utilize it for a good
classroom atmosphere.
I think that the factors that influence the grouping of learners outside the
classroom have similarities with their groupings inside. The close friends inside the
class also is the same groupings to be found outside, I think this is what they call
“the gang age” I recently encountered in psychology. A certain group would stick
together inside/outside the class it is there where they first have the taste of what we
call “barkada.”
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Your 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?
I felt their acceptance and respect for me, they became very friendly and
always smiles back at me. Yes, the entire class gives the feeling of oneness and it is
felt in the classroom atmosphere. The learners unity is seen together with their
teacher as they know how to trust and respect each other.
2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
3. How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?
I would never try to force them if they can’t do an activity or work, if they
can’t do a task I’ve given them, I should be the one to adjust to help them learn.
Consideration is essential, as a teacher I have to be very patient and meticulous about
my approaches to learners. Every learner learns through different strategies. They
are unique; there is no class that learns the same exact way with each other. Some
learn better by doing, some by listening, some by playing, etc.
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THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1
EPISODE 5
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
(focusing on different levels of abilities)
Your Target
At the end of this activity, you will gain competence in determining, understanding and
accepting the learners’ diverse backgrounds; and in relating the learners’ background to their
performance in the classroom.
Your Map
To reach your target, do the following tasks:
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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.
34
OBSERVATION REPORT
I noticed most learners learn quickly with the help of visual aids, they love
pictures and they have good imagination. They prefer to learn that way than other
teaching approaches. Although, some of them learn better by hearing and others
through kinesthetic which is rare in the class. The learners that performs well in class
is grouped in row 3 or the left side of the class, the average is in the middle and those
with a slower rate of learning is on the right side which I notice is near the teacher.
I asked Mrs. Porte about learners which might have a learning disability. According
to her, some students have very short attention span and can’t follow simple tasks
and directions. I observed that the fast learners are the ones who actively participates
in activities and shows much interest than others. The slower learners are those who
spent most of their time and playing and have showed signs of short attention span.
The teacher knew this very well, every learner learns at their own rate. She told me
that it is normal for a class to have vast differences in learning rates in different
subjects because of the learner’s common interests in particular. Different teaching
methods were used to achieve a good learning rate among the students. The teacher
continuously devised ways to cope up with this situation to give the learners and the
teacher itself to adjust and make learning effective in the best possible way.
Your Analysis
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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 teacher’s
directions, etc)
Yes, the teacher gave me the information. Yes I was able to identify who
among the learners performs well and who are not. The behaviors or traits that helped
me identify them are by their volunteering to answer the teacher’s questions and they
respond to the teacher’s given instructions. They listen carefully and this students is
in the 3rd row or group.
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 different ability of levels of the learners in this class is in their ability to
interpret and follow instructions, attention span, and lack of interest in subjects
because they focus in plays. The gap is wide between the learners who can perform
well than those who are not.
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher?
The teacher used playful approaches in learning to get the learners attention.
She made good use of visual aids to make fun games about letters, colors, shapes,
etc. It was an effective method as it caught the learner’s attention and they
participated with interest. She grouped them while considering their differences in
abilities; she made her best efforts to make balance in the groupings. It promoted a
good learning situation and the students responded well to the teacher.
Your Reflections
36
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?
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 always keep in mind the variety of ways that an individual think,
involving their learning styles and multiple intelligences which they learn or prefer
most. Use varied instructional approaches to help students learn in the best way
possible for them.
EPISODE 6
HOME-SCHOOL LINK
Your Target
At the end of this activity, you will gain competence in reflecting on the impact of home
and family life to learning.
Your Map
To reach your target, do the following tasks:
Home and
School Link
Your Tools
Use the activity form provided for you to document your observations
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An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write your
observation report on the provided space.
The Learner
1. Make a general observation of the learner. Describe him in each of the domains of
development:
Physical-body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
social-interaction, with teachers and classmates (loner, shy, sociable, friendly, gets
into fights, liked by others, etc)
emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, shows reasoning skills, turns in assignments and requirements, etc.)
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, peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? Agree on?
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.
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Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
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Learner’s Social Aspect:
Describe your child’s sociability (friendly, outgoing or shy, loner)
He is very outgoing and friendly. He is never shy or la loner because he talks all the
time and he approaches peers like he have known them for so long.
Emotional-Moral
What are your expectations of your child?
He learns fast, I’m expecting him to keep it up as he grows.
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/
Clarenz is a sweet child even if he is noisy and doing so many messy stuff, but when he
have a problem, you can see him just sitting somewhere in the house. He stays silent unless
someone approaches him, it’s only there that he would share what he feels. When he is sick he
comes to me and places his head in my arm and hugs me softly.
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How do you discipline your children?
I discipline him verbally as much as possible, my husband and I promised to ourselves
that physical punishment is not good for our children.
How do you monitor his/her performance in school? How do you motivate him/her?
When I fetch him in school, I try to ask his teacher about his progress and back at home
if there is any free time we spend a few time together and study.
Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?
Yes. It is only one rule. Study when I call him or sleep early without TV if you defy me.
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THE LEARNER’S DEVELOPMENT PROFILE
Gender: Male
Family Profile
Number of Siblings: 2
Parent:
Age:
Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s, parents’ responses and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s,
parents’ responses and your own observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine
the teacher’s, parents’ responses and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher’s, parents’ responses and your own observations.
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the
learner’s development.
Recommendations
Write your recommendations.
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From my observations, the physical development of Marc Clarenz is good because he showed
good signs of fine motor skills and also according to her teacher. The social development of
Clarenz is also in good shape, he is friendly although at times he makes his peers irritated to him
because of his too much noise and messing around. Her mother told me that his friendliness is
often mistaken as being a bully because he seems to be like a big boss. Clarenz emotional-moral
development is built around his moral character, he is not a shy person but when he have problems
ne likes to be alone and he doesn’t talk like the usual Marc Clarenz that I know. Mrs. Porte noticed
that Clarenz is easily affected by his emotions and his personality depends much on how he feels.
If he is sad, he just sits and stays silent and if he is happy, he moves around and talks non-stop
with his peers. The salient findings that I observed about him is that he has the ability to learn fast,
when he is motivated and interested, he can do things better. The cognitive development was good,
he is an all-around learner and he does things well during class except fidgeting in seat and like a
talk show host, he talks non-stop.
The activeness of a learner like Marc Clarenz demonstrates or shows a child’s capability
in school to learn and adapt to his/her environment. It is an important factor for it will chart the
future of the child for the coming years of his life. The learner makes more progress when he is
socially interactive and mentally active in participating in class activities. They can easily express
themselves verbally and clearly and they develop faster the skills needed to cope up with our
community and prepare them for the next level of education. I recommend that this kind of leaner
have to be given proper attention and every learner needs to be trained or taught how to socialize
because it is a general need to our community. A child who tends to be isolated and not encouraged
by parents or teachers to express themselves is a big hindrance to his/her progress as a learner.
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Baumrind’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehaviors is met with withdrawal of affection, physical
punishments or threats.
Permissive. Parents are not firm of controlling. They have few expectations. May be warm and caring but
appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor responsive to children.
Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children understand
consequence of their behavior.
Your Analysis
Your findings and recommendations in the Learner 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.
Authoritative parenting because the children is respected and given proper care without doing any
physical harm if they committed a mistake; they have a good blend in their family even if Mr. Jaranilla is
not there because he have to work overseas for the family’s living. The family is strongly bonded with
love and affection and does not promote punishment for discipline.
2. Relating your data with what you have learned\ from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
It is the good family relationship which affects greatly the child’s performance in school. He is
treated nicely and he feels secured that is why he is not bothered and his young mind is at ease having
only minimal stresses which can maximize the learning capability of the child.
3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?
Yes, they can easily identify problems within the child and can provide solutions right away. It
helps the child intact in learning with continuous exchange of information from school and home. This
way the child receives the right amount of attention, enough for the learner to be properly prepared for
school.
Children of Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and
aggressive. They have low self-esteem and difficulty with peers.
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.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning and
adjustment.
Authoritative Parent: are socially competent, self-reliant and have greater ability to show self-control.
They have higher self-esteem and are better adjusted.
Based on Child Development
By: Santrock, 2004
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Your Reflections
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
As a child, I can recall that at first I experienced an authoritarian parenting up until middle
elementary. It affected me greatly, because honestly I developed the sense of hate and loneliness
that built up inside of me. I wanted a bit of freedom that they usually don’t give me. They always
made me follow all their rules without complaint and most of my offenses are met with
punishment. My sisters also had their share except my youngest brother because many things have
changed since then. Now, it was totally different, I can do what I want, when I want, where I want.
I only follow my own rule and do what I want without their consent. I’m not rebellious; maybe
they have learned that too much authority is a bad thing. I just turned 24, I know what I should do,
and I’m not getting any younger. I have all the reasons now to change and do things right. I have
a great mother who gives me what I need even if at times I’m doing things the wrong way. My
friends who brings up the sun against the stormy days and my teachers who’s guiding me to the
right path that I have missed for so long. And the person who saved me from falling to pieces, I
never regretted anything. If there is any lesson that I learned from my development as a child up
to now. It is “Time is one thing in this world that we cannot recycle, never let the opportunities
come and go like the wind,” grab it, its worth.
2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
As a future teacher, I will talk with the parents and stakeholders with respect and approach
them nicely for in this way will be in the benefit of all especially the learner. If I can establish a
good home-school link, I can be able to work better and help the primary concerns of the parents
and learners to the school. I can identify their needs easily and make the right adjustments best
suited to help them and provide sufficient information to the parent about their child’s progress in
school. Without this kind of link in communication or link in school and home, the child’s
improvement can be lessened as well as the effectiveness of my teaching strategies will be held to
a minimum. The child can better be understood if the parents and teachers work together with ease
and this will be the bridge to a child’s success in their performance in school.
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1. Make an artistic,
colorful, and creative Optional Reflection Activities
visual expression of
your insights or 1.
feelings about the
influence of the home
and school to the
learner.
Stick
with
Acrostic
2. Make a reflection
acrostic about the
home and school link.
H – Helping
O – Organize a
M – Meaningful
E – Environment for learners
S – Shares
C – Cares and
H – Hopes to
O – Open up
O – Opportunities to make
L – Learning better
L – Loving and
I – Immensely
N – Nurtures the
K – Kids for the future
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