Portfolio

In
Field Study 2

SUBMITTED TO: Ms. Josephine Manapsal

SUBMITTED BY: Yambao, Maribeth A.

3B1
 TABLE OF CONTENTS
TITLE PAGE i

TABLE OF CONTENTS ii

EPISODES:

Episode 1: Principles of Learning

Episode 2: Lesson Objectives as my Guiding Star

Episode3: Organizing Content for Meaningful Learning

Episode4: Guiding Principles in the Selection and Use of

Teaching Strategies

Episode5: On Teaching Approaches and Methods

Episode 6: On Lesson Development

Episode 7: Effective Questioning and Reacting Techniques
 Episode 1:
PRINCIPLES OF LEARNING

Name of FS
Student: Yambao, Maribeth A.
Course: Bachelor of Secondary Education Major in English
Year &Section 3B1
Resource Teacher1: Signature
Resource Teacher 2: Signature
Resource Teacher3: Signature
Cooperating School: Governor Ferrer Memorial National Highschool
San Francisco Annex

My Target
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching – learning process.

My Performance (How I will be rated)

Field Study 2, Episode 1- Principles of Learning
Focusedon:Applicationoftheprinciplesoflearningintheteaching–
learningprocess
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
Observation/ All tasks All or nearly Nearly all Fewer than
Documentati were done all tasks tasks were half of tasks
on: with were done done with were done;
outstanding with high acceptable or most
quality; work quality quality objectives
exceeds met but with
expectations poor quality

4
3 2
1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions
were were were not were not
answered answered answered answered.
completely; completely completely
in depth Grammar
answers; Clear Vaguely and spelling
thoroughly connection related to the unsatisfactor
groundedon with theories theories y
theories
-Exemplary Grammar Grammar and
grammarand and spelling spelling
spelling. aresuperior. acceptable

4 3
2 1
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
My reflection Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear but are shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported by
from the from the episode. experiences
episode. episode. from the
episode.
4 3 2

1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components;
organized organized documentatio is
and all and most n is organized unorganized
supporting supporting but islacking. andunclear.
 documentati documentati
on are on are
located in available
sections and/or logical
clearly and clearly
designated. marked 2
locations. 1

4 3
Submission Before On the A day after Two days or
deadline. deadline. the deadline. more after
the deadline.
2
4 3 1
Subtotals
Rating based on
Overall Score transmutation:

Signature of FS Teacher above printed

name

Date
Transmutation of Scores to Grades/ Ratings
Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
 My Map
I will observe at least 3 different classes. Pay close attention to what the
Resource Teacher does to teach and what the learners do to learn.

To hit my Target, I will work my way through these

 My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.

OBSERVATIONSHEET

Name of the Resource Teachers Observed:

Teacher Genevieve G. Soriano

School Address: Brookeside Lane, General Trias Cavite Date: 3/18/21

Grade/ Year Level: Grade 7

Subject Area: English

Principles of Learning Teaching Behavior of the

Teacher/Learning Behavior ofthe
Learner as Proof of the Application
of the Principle of Learning
1. Learning is an experience which occurs The teacher will discuss and present the
inside the learner and is activated by thetopic to the class and the learners would
learner. be the one to understand and accept the
knowledge that has been given to them.
The teacher would make them do a task
that will show if they understand the
discussion.
2. Learning is the discovery of the Ma’am Gen gave some personal
personal meaning and relevance of ideas. experiences with connection to the topic
and also asks the students if they already
experienced something similar or exactly
like it is.
3. Learning is a consequence When the students have learned the topic
of experience. they will encounter it anytime soon. They
will have a chance to apply the knowledge
they have learner, the learning that they
adapt and will be able to successfully
apply it in real time basis.
4. Learning is a cooperative Ma’am Gen always let her students do
and collaborative process. some group activities that will practice
their ability to be cooperative and
collaborative.
5. Learning is an evolutionary Learning is not only a one time activity, it
process. should be whenever and whatever you do
you need to learn. Learning is a
continuous process and even teachers are
learning every day of their life.
Learning is sometimes painful as a student
6. Learning is sometimes a painful can experience failing and some
process. complications with other factors. That is
why teachers are doing their best to be
the best second mother to their students
and not to add to their conflicts.
7. One of the richest resources of the Students are given copies of lectures and
learning is the learner himself. the teachers always discussed them but it
is not enough if the student will not help
themselves. As a student they have the
responsibility to review and do an advance
reading for the next discussion.
8. The process of learning As a teacher we should be always sensitive
is an emotional as well as to our student’s emotion and not to be
intellectual another trauma that they need to endure.
We should remember that there can be a
reason why our students are acting like
that.
9. The process of problem solving and the All of the students have their own learning
learning are highly unique and individual. style and techniques so every one of them
has a unique process to fully understand a
lesson or topic. We could never compare
each one of them, they would never be
the same in how will they learn.
 Episode 1: Principles of Learning

My Analysis

1. What is the impact of the Resource Teacher’s observance of

these principles on the teaching–learning process and on the
learners?

 A teacher that knows the principle on the teaching and

learning process and on the learners would do great in the
field. So as I had the experience to observe how to apply it
properly and it will really help me to my future endeavors
in the teaching field. I would do better in the field and wil
help my students to learn effectively.

2. Which learning principle was applied most?

 Based on my observation and what I know that first principle is the one
that was applied the most. We all know that in teaching we are always
letting our students learn in their own time and technique. We
introduce and present them what they need to learn at that time and
they will have to process it for themselves.

3. Which learning principle was applied least or not at all applied?

 I think the principle that was applied the least is the seventh
principle; it is when the students need to learn by themselves.
We know that most of them doesn’t even review their notes
and do an advance reading for their next lesson.

4. Do you agree with these principles of learning? Or have you

discovered that they are not always correct?

 I do agree with these principles of learning and they should be always

applied in any circumstances. They are called principle of teaching
for a reason; they are created to be our guide as a teacher. They are
extremely important for us teachers.
 Episode 1: Principles of Learning

My Reflections

1. My reflections on my observations of my Resource Teacher’s

observance of these principles. Did my Resource Teachers
adhere to these principles?

 Based on my observation, Ma’am Genevieve applied all these

principles. She really knows when and how to inject it on her
lessons. She flawlessly finishes the 1 hour discussion with the guide
of the principles.

2. Lessons I have learned from my observations on the classroom

application of the principles of learning.

 I have learned from my observation to Ma’am Genevieve’s class

discussion is to how and when to properly used and apply the
principles. Even though we don’t have the control on their answers and
responses on what we did, still she did great in applying these
principles. I have taken note on those strategies she used to approach,
entertain and teach her students.
 My Portfolio
Principles of Learning in My Own Words

1. As teacher we introduce the topic and let the students how

they will absorb the knowledge.
2. Learning can be personally relevant and meaningful to each
learner.
3. Let the students experience and learning will follow.
4. Group works and tasks mean more knowledge and
understanding.
5. Learning doesn’t stop.
6. Learning needs hard work. No pain No Gain.
7. Self-study is important and a big help.
8. Learning can be affected by emotional problems.
9. Every student has unique learning techniques and styles.

11|FieldStudy2 :Experiencing the Teaching-Learning Process

 Episode 2:
LESSON OBJECTIVES AS MY GUIDING STAR

Name of FS: Yambao, Maribeth A.

Student
Course: Bachelor in Secondary Education
Major in English Year &Section: 3B1

Resource Teacher1 Signature

Resource Teacher2 Signature

Resource Teacher3
Signature

Cooperating School: Governor Ferrer Memorial National High

School San Francisco Annex

My Target
In this Episode, I must be able to:
 Deduce the lesson objective/s after observing my Resource
Teachers teach
 See how the guiding principles in the formation of lesson
objectives are applied
 Realize the importance of a clearly defined lesson objective

12|FieldStudy2 :Experiencing the Teaching-Learning Process

My Performance (How I will be Rated)
Field Study 2, Episode 2- Lesson Objective as My Guiding Star
Focused on: Application of the guiding principles on the development
of lesson objectives
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
Observation/ All tasks All or nearly Nearly all tasks Fewer than
Documentati were done all tasks were were done with half of tasks
on: with done with acceptable were done;
outstanding high quality quality or most
quality; work objectives
exceeds met but with
expectations poor quality

4 3 2

1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions were questions
were were not answered were not
answered answered completely answered.
completely; completely
in depth Vaguely related Grammar
answers; Clear to the theories and spelling
thoroughly connection unsatisfacto
groundedon with theories ry
theories Grammar and
spelling
-Exemplary Grammar acceptable
grammar and and spelling
spelling. aresuperior. 2
4 3
1
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
My reflection Reflection Reflection Reflection Reflection
statements statements statements are statements
are profound are clear but shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported
from the from the Episode. by
Episode. Episode. experiences
 from the
4 3 2 episode.

1
My portfolio Portfolio is Portfolio is Portfolio is Portfoliohas
complete, complete, incomplete; many
clear, well- clear, well- supporting lacking
organized organized documentation components
and all and most is organized ; is
supporting supporting but is lacking. unorganized
documentati documentati andunclear.
on are on are
located in available
sections and/orlogical
clearly and clearly
designated. marked 2
locations.

3 1
4
Submission Before On the A day after the Two days or
deadline. deadline. deadline. more after
the
2 deadline.
4 3
1
Subtotals
Rating based on
Overall Score transmutation:

Signature of FS Teacher above printed name

Date

Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
 My Map

I will observe two different classes and observe the

Resource Teacher teach. I will reflect on the guide questions
given below.

To hit my Target, I will follow these steps

My Tools
As I observe a class, I will use the Observation Sheet for a
more focused observation.

OBSERVATIONSHEET

Name of the Resource Teachers Observed:

Ms. Melany Arcanghel

School Address: Brookeside Lane, Cavite Date: April 18, 2021

Guiding Principles in Determining Teaching Behavior/s which
and Formulating Learning Prove/s Observance of the
Objectives Guiding Principle

Sample:

1. Begin with the end of mind. 1. The Resource Teacher began his lesson
by starting his objective.

2. Share lesson objective with The teacher will start the discussion by telling the
students.
students their objective for the lesson. Ma’am
Lany would tell and explain the objectives that
they need to accomplish after the discussion.

3. Lesson objectives must be in the 2 Learning objectives of a lesson should affect the
or 3 domains – cognitive, skill and
affective or cognitive and affective or cognitive development of the students, make
skill and affective. them practice and apply their skills and also
emotionally involved.

4. Work on significant and relevant The learning objectives must be significant

lesson objectives.
to the lesson proper. It should be what

they need to know.

5. Lesson objectives must lead to the
development of critical and creative
thinking.
The objectives help teachers to inject
works and tasks that will let the students
deeply understand and learn the lesson.
Because learning objectives should target
the cognitive, skills and affective domain
of the students, their critical and creative
thinking will be at work too.
 2. After observing your Resource Teacher teaches, write down what
you think was/were her lesson objective.
 I think her objectives are to identify what are the main
natural resources in the Earth and to define what natural
resources are.

3. Ask permission from your Resource Teacher for you to copy her
lesson objective for the day’s lesson. Copy it here then compare it
with your answer in # 2. Are the same? Different?

 We have the same learning objectives.n/

1. Define what a natural resource is.

2. Enumerate the main natural resources present in the

Earth.

3. Understand the importance of Natural Resources.

My Analysis
1. If answer in # 3 above is different, what is your conclusion
regarding written lesson objective and actual lesson development?
Are lesson objectives in the lesson plan always followed? Do they
really serve as guiding star?

 Creating learning objectives is very tricky, and it should

always be followed in the lesson plan. They serve as the
guide for the teachers on what to emphasize in the lessons.

2. Why did you find it easy/difficult to write down the Resource

Teacher’s lesson objective for the day? Did she mention it in the
beginning of his/her lesson?

 I find it very easy as she mentioned it before she started

with the discussion, which you really should do.

3. Did you find the lesson objective SMART? Why or why not?

 Yes, I do find it smart. It was one of the important parts of

the lesson plan. Goals are very important to have,
especially in learning.

4. Was the lesson objective in the cognitive or psychomotor or

affective domain? Or was it in the two or three domains? Support
your answer.

 The three domains are targeted by her learning objectives.

The identifying objective for the cognitive domain,
enumerate is for the skills domain and understand the
importance targeting the affective domain of the students.

My Reflections
Any lessons learned or insights gained from your
observation focused on lesson objectives? Write them down
here. Are lesson objectives truly the guiding star in the
development of a lesson? Or are lesson objectives sometimes
forgotten as the lesson develops?

 The lesson objectives are truly the guiding star in the

development of a lesson and also to the understanding of

the knowledge of our students. It will help teacher to know

where and what to tackle. It is important to have a goal in

every lesson, so that you know where you will go.

Because of this observation focused on lesson objectives, I

have fully understood the meaning and how it is important

 for a teacher and in classes.

My Portfolio

My researched quotations that state the

significant of goals and objectives
(Don’t forget to mention your sources)

 "The trouble with not having a goal is that you can spend your life
running up and down the field and never score." –Bill Copeland

 "A goal is not always meant to be reached; it often serves simply as

something to aim at." –Bruce Lee

 "If you aim at nothing, you will hit it every time." –Zig Ziglar

 "Obstacles are those frightful things you see when you take your eyes off
your goal." –Henry Ford

 “Effort and courage are not enough without purpose and direction.” -John
 F. Kennedy

EPISODE 3
Name of FS Student: Yambao, Maribeth A.
Course: Bachelor of Secondary Education Major In
English Education
Year Section: 3B1

Resource Teacher1 Signature

Resource Teacher2 Signature
Resource Teacher3 Signature
Cooperating
School: Governor Ferrer Memorial National High
School San Francisco Annex

My Target
In this Episode, I must be able to:
  Observe teaching of a dominantly cognitive or skill or
affective lesson (cognitive lesson – Sibika; skill – Math ;
affective – Values Education)
 Trace the development of a cognitive, skill and affective
lesson.

My Performance (How I will be rated)

Field Study 2, Episode 3- Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective
lesson
Unsatisfactor
Exemplary Superior Satisfactory
Tasks y
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation done with tasks were tasks were of tasks were
: outstanding done with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectations quality
4
3
2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions questions were
answered answered were not notanswered.
completely; in completely answered
depth answers; completely Grammar and
thoroughly Clear spelling
grounded on connection Vaguely unsatisfactory
theories with theories related to the
theories
-Exemplary
grammar and Grammar and
spelling. spelling are Grammar and
superior. spelling
4 acceptable
3 1

2
Unsatisfactor
Exemplary Superior Satisfactory
Tasks y
4 3 2
1
My reflection Tion
Reflecs Reflection Reflection Reflectiont
tatem ents are statements are statements satement s are
profound and clear but not are shallow; unclearan d
 clear, clearly supported by shallow and are
supported by supported by experiences not supported
experiences experiences from the by experiences
from the from the episode. from the
episode. episode. episode.

4 3 2
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentatio unorganized
all supporting most n is organized and unclear.
documentation supporting but is lacking.
arelocated in documentation
sections are available
clearly and/or logical
designated. and clearly
marked
locations. 2
1
4 3
Submission Before On the A day after the Two days or
deadline. deadline. deadline. more after the
deadline.
2
4 3 1
Subtotals

Rating based on
Overall Score transmutation:

Signature of FS Teacher above printed name

Date
Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84

My Map
I will observe the three different lessons executed – cognitive,
skill and affective lessons. (Cognitive – Sibika; Skill – Math; Affective
– Literature/Edukasyong Pagpapahalaga)

To hit my Target, I will work my way through these steps:

 My Tools
OBSERVATIONSHEET
Name of the Resource Teachers Observed:

Ms. Nina Peralta

School Address: Brookeside Lane, CaviteDate: 4/08/21

Grade/ Year Level: Grade 7 Subject Area: Filipino

A. For the Cognitive Lesson
1. What is the lesson about?
 The lesson is all about “panghalip” or pronoun.

2. What are the examples off acts mentioned in the lesson?

 The teacher started to introduce the word pronoun which is defined as
the word that substitutes for a noun or noun phrase and its kinds. She
also discussed the importance and how to use it to form a sentence.

3. Did the lesson end with facts? Or did these facts lead to
understanding of concepts? Prove your answers.
 The facts lead to understanding of concepts. She started giving the
definition of each kind of pronouns and then guides them on how
to use it in a sentence. The definitions helped the students to have
the knowledge to be

4. Write down instances of treating the topic in depth (giving

examples, examining cause – effect relationships, relating ideas or
concepts to one another)
 The students were asked to create an essay using pronouns about
the wonderful experience they have ever had. They will use their
experiences and relate it to the topic which is pronouns.

5. Cite an instance/s when students were encouraged to ask

questions, to talk about and reflect on what they learned.
 As what I have observed on the class, the teacher asked
the students for examples of sentences that include the
use of a pronoun. They are asked to repeat what is a
pronoun.

B. For the Skill Lesson

1. What was the skill lesson about? Which skill/s

was/were target? Manipulative skill or thinking skill?

  The targeted skill is thinking skills, the teacher teach the

students the concept of a pronoun and its importance.

2. Write evidence of teacher’s encouragement of

divergent thinking by the students.
 The students were asked to do an activity by group so
they can practice their divergent thinking. They will also
learn to accept and absorb other people’s opinion and
answer.
3. Which are proofs that the Resource Teacher promoted
convergent thinking?
 The teacher gave the students a quiz to answer and
they had a mini oral recitation, which each one of
them are asked to use a pronoun in a sentence.

4. If there was problem solving in the lesson, were the

pupils taught to solve the problem using algorithm or
heuristic strategy?
 The students were given a problem solving in the lesson
using heuristic strategy. In their quiz, they are to think
what pronoun to be used in the sentence.
5. What are the proofs that the students were
encouraged to do critical thinking?
 They are asked by the teacher in every step of
the discussion to make it more interactive and
effective. They are asked about the lesson and
their critical thinking will kick in to have an answer
within the minute.

C. Value/ Affective Lesson

 1. What was the value lesson about?
 The value of the lesson is about for the students to
acknowledge the importance of the pronoun in the everyday
life, academically or in real life context.

2. Was the value taught alone or was it integrated with a

cognitive or skill lesson?
 It was integrated with both cognitive and skill lesson.
3. How was the value lesson developed?
 The value lesson eventually develop and acquired depend on
how the students take it and how effective the teacher
taught it.
My Analysis

A. For the Cognitive Lesson

1. How did my Resource Teacher teach the cognitive content
meaningfully and interestingly?
 The teacher teaches the cognitive content very cheerfully for the
students to not get bored. She uses the tone of her voice and her
facial expressions. She even involves her students all throughout
the discussion so that she can deliver it successfully.

B For the Skill Lesson

2. How was the skill taught meaningfully and interestingly?
With the skill or psychomotor domain the teacher gave
them a group activity, and they conducted a role playing wherein they
will show what they have learned about pronoun through role playing
they will reenact a situation showing the use of pronoun.

C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive basis
at all? Explain your answer.
 For me it is a no, because the teaching process is
 compose of the three domains which are the cognitive,
psychomotor and affective. There are put together for a
reason and it is for a successful and meaningful learning.
3. A cognitive or skill lesson is a vehicle for value education. Do
you agree?
 Yes, I do agree.

My Reflections
1. Someone said: “There are dull teachers, dull textbooks, dull
films, but no dull subjects”. Do you agree? Write you’re your
reflections here.
 Yes I do agree that there are no dull subjects if there is a teacher
who will use all the efforts to make it more enjoying and
meaningful. A passionate teacher would make everything work
magically and with ease.

2. How should you organize subject matter (be of cognitive skill or

value lesson) so that teaching will always be fresh and
interesting?
 In terms of organizing, the 4a’s should be followed so that the
students will not be bombarded with the ideas at the first stance. Your
role as a teacher is to gradually help the students develop concepts
using the activities that they can use to express their ideas and do not
forget to reflect with assessment.

My Portfolio
Research on/or come up with a lesson plan (cognitive or skill)
that integrates a value/s. Paste it here! You may want to refer to
“Integrating Values and Subject Matter”, in the Principles of
Teaching 2, 2006 by Copuz B., G. Salandanan and D. Rigor,
pp. 91 – 92.) An outline of the lesson development will do.
EPISODE 4:
GUIDING PRINCIPLES IN THESE LECTION
AND USE OF TEACHINGS TRATEGIES

Name of FS
Student: Yambao, Maribeth A.

Course: BSED Year &Section 3B1

 Resource Teacher1 Date
Resource Teacher2 Date
Resource Teacher3 Date
Cooperating
School: GLAFJEANHS

In this Episode, I must be able to:

 Write evidence of application of some guiding principles
in the selection use of teaching strategies
My Performance (How I will be rated)
Field Study 2, Episode 4- Guiding Principles in the Selection and Use of
Teaching Strategies
Focused on: The application of some guiding principles in the
selection and use of teaching strategies
Unsatisfacto
Exemplary Superior Satisfactory
Tasks ry
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation done with tasks were tasks were of tasks were
: outstanding done with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectations quality

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely
depth answers; Grammar and
thoroughly Clear Vaguely spelling
Grounded connection related to the unsatisfactory
on theories with theories theories

-Exemplary
grammar and Grammar and Grammar and
spelling. spelling are spelling
4 superior. acceptable
3 1
2
Unsatisfacto
Exemplary Superior Satisfactory
Tasks ry
4 3 2
1
My reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear but not shallow; unclear and
clear, clearly supported by shallow and are
supported by supported by experiences not supported
experiences experiences from the by experiences
from the from the episode. from the
episode. episode. episode.

4 3 2
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized
all supporting most is organized and unclear.
documentation supporting but is lacking.
arelocated in documentation
sections are available
clearly and/or logical
designated. and clearly
marked
locations. 2
1
4 3
Submission Before On the A day after the Two days or
deadline. deadline. deadline. more after the
deadline.
2
4 3 1
Subtotals
Rating based on
Overall Score transmutation:
 Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least three Resource Teachers, analyze and reflect on
myobservations.

To hit my Target, I will follow the following steps:

 Episode 1: Principles ofLearning

My Tool
As I observe a class, I will use the Observation Sheet for a more
focused observation.

OBSERVATION SHEET

Name of the Resource Teachers Observed:

Ms. Marinie Arcalas

School Address: General Trias, CaviteDate:4/28/21

Grade/ Year Level: Grade 7 Subject: Science

“:eScienceArea:Filipin
o

Guiding Principles in the Teaching Behavior/s of the

Selection and Use of Strategies Resource Teacher that Applies the
Principles

1. Learning is an active process. 1. This principle is really evident on

the class that I observed. The teacher
provides opportunity to the students
to learn since the start of the
discussion until the end. It is an
active process that is served by the
teacher to her students.

2. The more senses are involve, the 2. In light of my perception Two

more and the better the learning.
37|FieldStudy2 :Experiencing the Teaching-Learning Process
faculties was utilized in the class. For
the main sense is the feeling of sight
the instructor utilized visual guides for
the conversation and the understudy
likewise utilized their sight for utilizing
the magnifying lens, And the other
sense is hearing the understudy tune
in as the educator talked about their
subject to get another data. Despite
the fact that there is just two faculties
utilized you can truly find in the class
 Episode 1: Principles ofLearning
3. A non – threatening environment
enhances learning.
4. Emotion has the power
increase retention and learning.
5. Good teaching goes beyond recall
of information.
38|FieldStudy2 :Experiencing the Teaching-Learning Process
that they learn better analyze if the
educator utilizes just one detects.
3. The learning air of the
understudies sure guarantee that it is
ok for their prosperity, a portion of
the dangers to it incorporates
commotion, tormenting, separation
and different things that can cause
adverse consequence for the
understudies, And with the class that
I noticed the educator handles it well
and limit it through having rules and
guideline in the homeroom to keep
up the harmony and request in the
class. Furthermore, obviously the
instructor likewise is the acceptable
good example for the understudies
and has an uplifting perspective
depicted for the understudies.
to A homeroom that advances great feeling
advances better agreement and learning.
In the study hall that I have noticed the
educator consistently recognition and give
a prizes and applause for the understudies
each time they partake and with that you
can truly see that they are getting a charge
out of it and extremely inspired to learn in
light of the prizes and commendation that
they have gotten from their instructors.
Also, it unquestionably contacts their
hearts. And furthermore the instructor
remembers model for each exercise that
will unquestionably relate the understudy's
encounters throughout everyday life.
5. This rule is best delineated when
the instructor consistently poses
inquiries and gives exercises about
their point last gathering before they
start their new exercise. Also, when
after their conversation the instructor
give a short test too to guarantee
that the understudy will truly review
the data that they have acquired.
 Episode 1: Principles ofLearning

6. Learning is meaningful when it is 6. This guideline was seen when the

connected to the students’ everyday instructor relates the subject about
life. the pieces of the magnifying lens in
the genuine circumstance she poses
inquiries like "What is the utilization
of the magnifying lens in our life".

7. An integrated teaching approach 7. Considering the understudy's

is far more effective than teaching disparities with regards to learning
isolated bits of information.
abilities, needs, and interests. The
instructor coordinates distinctive
showing strategies and she
additionally makes it an understudy
focused methodology. She just not
centers around the basic thinking
about the understudies yet in addition
on verbal phonetics, intrapersonal
and relational of the understudies.

39|FieldStudy2 :Experiencing the Teaching-Learning Process

 My Analysis
 Are these principles in accordance with brain–based
teaching and learning?

Indeed, every one of the rules that were said is as per

brain-based educating and learning. There is a great deal of
procedure educating/methodologies and one of them is to
include understudies, all things considered/bona fide critical
thinking. Indeed, this relates to the primary guideline which
is "learning is a functioning cycle". Another is using
reproductions and pretends as importance creators. This is
associated with the rule that "learning ought to be
associated with students' life" since pretends depend on
genuine circumstances. Not just that, the utilization of visual
preparing like realistic coordinators is another mind based
instructing. However, it's anything but an application to the
standard about utilizing the faculties in learning as I've said,
every one of the standards are as per cerebrum based
instructing and learning.

My Reflections:

 What is the best method of teaching? Is there such thing?

As far as I might be concerned, there is no best strategy for
instructing on the grounds that it truly relies upon your
understudies and how you will use those strategies as an
instructor on the grounds that as individual we have a ton of
contrasts and needs The best technique for me won't work to
other people and the other way around, But I accept that the
entirety of the techniques are the awesome you truly realize
how to pick the suitable one. We can say that the technique is
the best when you can truly see that your understudies are
learning and accomplishing the goals that you have set for
them. However, I can truly say that the best technique is the
one that will oblige the necessities of my understudies and will
 improve the qualities and expertise of the understudies and in
conclusion won't cause the understudies to feel pressure yet
they will appreciate and wills how devotee from them while
learning and above all it will rouse them to find out additional.

My Portfolio

Illustrate your reflection on the best method teaching

creatively on this page.
 Episode 5:
ON TEACHING APPROACHES
ANDMETHODS

Name of FS
Student: Yambao, Maribeth A.
Course BSED Year &Sec 3B1

Resource Teacher1 Date

Resource Teacher2 Date
Resource Teacher3 Date
Cooperating
School: GLAFJEANHS

My Target
In this Episode, I must be able to
determine the teaching approach or method
used by the Resource Teacher.

Field Study 2, Episode 5 Episode 5- On Teaching Approaches and Methods

Focused on: How many Resource Teacher develops his/her Lesson
Unsatisfacto
Exemplary Superior Satisfactory
Tasks ry
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than
Documentation done with tasks were were done with half of tasks
: outstanding done with high acceptable were done; or
 quality; work quality quality most
exceeds objectives met
expectations but with poor
quality
4
3 2
1

-Exemplary Grammar
grammar Grammar and
and spelling. and spelling
4 spelling acceptable 1
are
superior. 2
3
Exemplar Superio Satisfactor Unsatisfact
Tasks y4 r3 y2 ory
1
My reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statementsare
profound and clear but not shallow; unclear and
clear, clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode. experiences
episode. episode. from the
episode.
4 3 2

1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized
all supporting most is organized but and unclear.
documentation supporting is lacking.
arelocated in documentation
sections are available
clearly and/or logical
designated. and clearly
marked 2
locations.
1
4 3
Submission Before On the A day after the Two days or
deadline. deadline. deadline. more after the
deadline.
2
4 3 1
Subtotals
Rating based on
Overall Score transmutation:

Date Signature of FS Teacher above printedname

Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
 My Map
I will observe at least two Resource Teachers, analyze and reflect
on my observations.

To realize my Target, I will follow the following steps:

My Tool
As I observe a class, I will use the Observation Sheet for a
more focused observation.

OBSERVATIONSHEET
Approach/ Method Description of Teaching Behavior
that Proves Use of Teaching
Approach/Method (What did my
Name of the Resource Teachers Observed: Resource Teacher do as she used
Sir Nick Andal this approach/method?)

1. Deductive
SchoolMethod
Address: GLAFJEANHS 1. The teacher started with giving the
definition of the verb and then
Date: April 16, 2021 proceeds on giving an example of
sentences with verb.

Grade/ Year Level Grade 7 Subject Area: English

2. Inductive Method 2. In inductive method, the teacher
will start to give an example
sentences to the students that uses
the different tenses of verb and let
them analyze the differences. After
that the teacher will proceed to
discussing the different tenses of
verb.

3. demonstration Method 3. The teacher show to his students

the when and where to use the
different tenses of the verb by
starting with example sentences and
explaining it.

4. Problem- solving This strategy commonly used for the

subject of math and science, but for
the subject English my resource
 teacher used this kind of method
through letting the students identify
what’s wrong in the sentences or if
there is error in it then they need to
change or correct the error.
5. Discovery method The teacher started on giving the
definition of tenses and then
letting his students discover how
to use it.
6. Project Method The teacher assigned a project to
the students to make an essay
using the different tenses of verb.
7. Constructivist approach The teacher presented different
situations of tenses and let his
students identify what is applicable
in the situation.
8. Metacognitive approach The resource teacher let the
students reflect on the discussion
and assess their learning by giving
a quiz.
9. Integrative approach The teacher integrated another
subject, specifically science in
presenting the importance of the
use of verb tenses.
My Analysis
I will answer the following questions:

1. Which approaches/ methods will be grouped together? Why?

 As far as I might be concerned, Direct, Demonstration, and Deductive
techniques ought to be in one gathering. Roundabout, Inquiry, Problem-
Solving, project and Inductive Method is another gathering. Agreeable,
Peer, and Partner learning is another gathering. Also, Blended, Reflective,
Metacognitive, Constructivist, and Integrative methodologies would be the
last gathering. I bunch it this path as in the main gathering is less
intelligent, aloof, and educator focused. The subsequent gathering is
understudy focused and more active exercises. The third one is more
centered around bunch instructing while the latter is further developed
methodologies and are generally fit and relevant in the 21st century.
2. Which approaches/ methods are more interactive? Less
interactive?
 As indicated by my perception the strategies that re less intuitive is the
 deductive strategy all the data came from the instructor and all the
educator did in that technique is to give a test for the understudies after
the conversation. I didn't see the understudies take part during the
conversation and with that isn't intelligent in any way. While the remainder
of the other strategy are intuitive like the Inductive, showing, project,
disclosure and so forth allows the understudy to take part and think freely
which is an exceptionally intelligent method of learning.
3. When should the direct method be used?
 The direct method is best utilized when the theme to be examined is
genuinely based and when the student's experiences are not that
fundamental particularly in clarifying principles. The aptitude of the
teacher is expected to enhance the necessities of the students.

4. When should be the indirect method be used?

 Indirect strategy is best utilized when you need your student to construe,
find and take care of issues. This is an intelligent strategy; subsequently,
the educator is entrusted to give different encounters and freedoms to the
understudies to produce data and learning.
5. Which approaches/ methods promote “learning to live together”?
 As far as I might be concerned, the methodology/strategy that advance
"learning to live together" is shared learning wherein the understudy will
figure out how to connect with others. They are acquire data as well as
figure out how to help out others which is a vital perspective to learn by
the understudies they will likewise gain proficiency with the variety of
individuals that they are communicating with and fairly will figure out how
to regard it. Along these lines, both the intellectual and the social piece of
the student is improved.
My Reflections
If I decide on my teaching approach/method, I will consider, (Continue the
sentence. Begin writing NOW!)

 If I decide which method or approach that I will be considering I will

choose the constructivist approach. I know that every student have basic
knowledge of everything and in their own way they can analyze and relate
something to what they have already known. I wanted to have an
interactive discussion every time, as it will be more enjoying for me and so
is for my students. I wanted to make all my students involve in everything
that I will be discussing in front and no one will get left behind.

My Portfolio

1. By means of a graphic organizer show the characteristics of a

constructivist and a metacognitive approach.
 Knowledge is
constructed,
rather than
innate, or
passively
absorbed

Learning exists in Learning is an

the mind active process

Constructivist
Approach

All knowledge is
All knowledge is
socially
personal
constructed

It’s relatively
stable, like an
intuitive model of
knowledge and
how knowledge
works.

Metacognitive Observable and

Late-developing
Approach communicable

Fallible
Do serious research and complete this Table on Methods. The first is
done for you.

Method Advantage/s When to Use

1. Deductive Direct teaching so I can Timeis limited; subject

accomplish more within a matter is very difficult;
given period of time. learners don’t know much
about the lesson; teacher
is not yet skilled in the
facilitating learning skills.

2. Inductive Method learners are more engage in  When they have a

an active teaching- learning
process and Higher-order-
thinking- skills (HOTS) will be
developed among learners
plenty of time
 Teachers have the
mastery of the topic
to be discussed

 Learners are older

that their HOTS are
developed and can
make generalizations.

3 Problem-solving Develop HOTS  When the teacher

method wanted the students
Help learners use their critical see if they can really
thinking skills and wise apply what they have
judgments learned

 To see if they
understand the
concept of the topic

4. Project Method  Let students have a  Time is sufficient like

tangible product of the a period of several
concept discussed days or weeks
  Enable them to develop  The project has
manipulative skills and application or
creativity connection to
learners’ real life
 Includes cooperation in
group and sharing of ideas

5. Cooperative  Learners’ social health is If learners are needed to

Method  nourished be acquainted

 Employs friendliness and  If the teacher

openness among learners considers her
students as a great
 Values like cooperation and resources of learning
hard work will surely develop about a certain topic

 If time is ample to give
learners time to be
with each other 

6. Demonstration   Value of confidence will be   The demonstration is

Method developed among a well-planned
demonstrators  Curiosity and activity
keen observation will be
developed among observers  Topic will be discussed
in depth by the
demonstrator

 Demonstrators are
knowledgeable about
the topic

 Topic includes
procedures that are
needed to be
demonstrated

 Time is sufficient to
allow demonstrators
to prepare his/her
lesson
Episode 6:
ON LESSON DEVELOPMENT

Name of FS Student: Yambao, Maribeth A.

Course: BSED Year Section 3B1

Resource Teacher1
Date

Resource Teacher2
Date

Resource Teacher3
Date

Cooperating
School: GLAFJEANHS

My Target
In this Episode, I must be able to trace how my
Resource Teacher develops his/her lesson.

My Performance (How I will be Rated)

Field Study 2, Episode 6- On Lesson Development
Focused on: How many Resource Teacher develops his/her Lesson
Unsatisfacto
Exemplary Superior Satisfactory
Tasks ry
4 3 2
1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than
Documentation done with tasks were were done with half of tasks
: outstanding done with high acceptable were done; or
 quality; work quality quality most
exceeds objectives met
expectations but with poor
quality
4
3 2

1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered notanswered.
completely; in completely completely
depth answers; Grammar and
thoroughly Clear Vaguely related spelling
grounded on connection to the theories unsatisfactory
theories with theories

-Exemplary Grammar and

grammar and Grammar and spelling
spelling. spelling are acceptable
4 superior.
3 2 1
Unsatisfacto
Exemplary Superior Satisfactory
Tasks ry
4 3 2
1
My reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statementsare
profound and clear but not shallow; unclear and
clear, clearly supported by shallow and are
supported by supported by experiences not supported
experiences experiences from the by experiences
from the from the episode. from the
episode. episode. episode.
2
4 3 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well- organized well- organized supporting components; is
and all and most documentation unorganized
supporting supporting is organized but and unclear.
documentation documentation is lacking.
arelocated in are available
sections clearly and/or logical
designated. and clearly
marked
locations. 2
1
4 3
Submission Before On the A day after the Two days or
deadline. deadline. deadline. more after the
deadline.
4 3 2
 1
Subtotals
Rating based on
Overall Score transmutation:

Signature of FS Teacher above printedname

Date

Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84

My Map
I will observe at least two Resource Teachers, analyze and reflect
on my observations.

To realize my Target, I will follow the following steps:

 My
Tool
As I observe a class, I will use the Observation Sheet for a
more focused observation.

OBSERVATIONSHEET

Name of the Resource Teachers Observed:

Mr. Mar Sta. Maria

School Address: General Trias Cavite Date: April 17,2021

Grade/ Year Level: Gr. 7 Subject Area: English

1. Describe how the teacher began his/her lesson. Why do you think
he/she do that?
 The teacher started with greetings to the students and with an
 opening prayer. He did that to set a positive tone before starting
the discussion.

2. What activity/activities did the Resource Teacher ask the learners

to do after he/she introduced the lesson? Why do you think he/she
did such?

 The first activity he did is “bring me”, afterward he asked his

students where did they found the items he asked. They stated
the location, they used preposition of place without knowing it.

3. How did he/she end his/her lesson? Why do you think he/she did
that?

 He ended his lesson by bidding goodbye and a closing prayer to

build a rapport to his students and to know that it is a
wonderful day teaching them.

4. Did you notice an assessment of learning in the process of

teaching? If yes, how was it done?
 Yes, I did. The assessment of learning that he did was
through group activity, pencil and paper test and by the
assignment he left to them.

5. Did you observe if Resource Teacher checked learning at the end

of his/her lesson?
 Yes, through giving them seatwork and a short quiz.
Checklist – Of the following which did you observe? Please check if
you observed the item.

Teaching Behavior Check Here

1.Connecting lesson to past lesson 

2. Introducing the lesson for the day 

3. Sharing the lesson for the day 

 4. Motivating the students 

5. Students doing learning activity 

6. Teacher giving lecturette 

7. Teacher checking for understanding 

8. Teacher/students Summarizing 

My Analysis
I will answer the following questions:

1. How should the lesson begin and end?

 I really think that a lesson should begin and end with a prayer, so that you
are guided all throughout the day. It also motivates them by asking the Lord
for his guidance.

2. Did you observe any part of the lesson development to have been
out of place? Explain your answer.
 I didn’t notice anything that is not useful to the lesson
development that he did. He did it smoothly and effectively. He
knows what is applicable to the situation or lesson that will help
him to effectively teach his students.

My Reflections
“Tell them what you want to tell them; tell them, tell them what you
told them.” Relate this statement to lesson development.

 In every lesson, we as a teacher creates a lesson plan which will

be our guide all throughout the lesson that week or that day. We
also know that a teacher holds a multiple classes every school
year, so just like the statement above what we told to the first
class you had must be the same with the others. We should be
equal in giving knowledge to our students, it should not be biased.
Everyone deserves optimum learning that they can get, it should
not be influenced by any other factors that you have seen.
 My Portfolio

1. Reconstruct your Resource Teacher’s lesson plan. Your lesson

plan must have the parts of a lesson plan. A lesson plan outline
may do, provided all the parts of a lesson are covered. 

1. OBJECTIVES:
At the end of the lesson, the students should be able to:
A. identify the type and function of the preposition used in a sentence;
B. use prepositions in describing a place, time and direction; and
C. realizes the importance of using appropriate prepositions in sentences.
2. SUBJECT MATTER:
Topic: PREPOSITIONS OF TIME, PLACE AND DIRECTION
3. PROCEDURE
A. Preliminary Activities
 Prayer
 Checking of Attendance
 Recall

B. Motivation
 Bring me
C. Presentation of the Lesson
 Where did you find the smiley face?
 Where did you find the angry face?
 Where did you find the sad face?
D. Development of the Lesson
 Based on the activity you had, how will you define or describe prepositions?
 Prepositions – are words that show spatial (space), temporal (time), or logical
relationship or association of an object to the rest of the sentence.)
Activity: the class will be divided into three groups. Each group will be given a set of
sentences to study and analyze. They have to identify the preposition used in each
sentence and its function. They should present their answers in table form using Manila
paper. After completing the task, the group will select one of their members to present
their work to the class.
E. Enrichment Activity
 Read and analyze the following sentences below.
 Identify the function of the underlined preposition in each of the sentences.
Match Column A to Column B depending on what each type of the prepositions
suggests or indicates.
F. Generalization
  Give examples of prepositions of time, place and direction and their function?
Explain after.
IV: EVALUATION:
 Direction: Fill in the blanks with the appropriate preposition to complete the
sentence.
V. ASSIGNMENT:
 (Photo Challenge) Direction: Describe each picture below in a sentence. Use
prepositions to indicate time, place, means and belongingness. Correct grammar
and punctuation marks must be observed.

Episode 7:
EFFECTIVE QUESTIONING AND
REACTING TECHNIQUES
Name of FS Student: Yambao, Maribeth A.
Course: BSED
Year &Section: 3B1

Resource Teacher1
Date
Resource Teacher2
Date
Resource Teacher3
Date
Cooperating
School: GLAFJEANHS
My Target
In this Episode, I expect myself to be able to determine my
Resource Teacher’s questioning and reacting techniques and identify
those that promote interaction.

My Performance (How I will be rated)

Field Study 2, Episode 7- Effective Questioning and Reacting

Techniques
Focused on: Questioning and Reacting Techniques
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
Observation/ All tasks were All or nearly Nearly all tasks Fewer than
Documentatio done with all tasks were were done with half of tasks
n: outstanding done withhigh acceptable were done; or
quality; work quality quality most
exceeds objectives met
expectations but with poor
quality
4
3 2

1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions were questions
were were not answered were not
answered answered completely answered.
completely; in completely
depth Vaguely related Grammar and
answers; Clear to the theories spelling
thoroughly connection unsatisfactory
grounded on with theories
theories Grammar and
spelling
-Exemplary Grammar and acceptable
 grammar and spelling are
spelling. superior. 2
4 3 1
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
My reflection Reflection Reflection Reflection Reflection
statements statements statements are statements
are profound are clear but shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported by
from the from the episode. experiences
episode. episode. from the
episode.
4 3 2

1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components;
organized and organized and documentation is unorganized
all supporting most is organized and unclear.
documentatio supporting but is lacking.
n are located documentatio
in sections n are available
clearly and/or logical
designated. and clearly
marked
locations. 2
1
4 3
Submission Before On the A day after the Two days or
deadline. deadline. deadline. more after the
deadline.
2
4 3 1
Subtotals
Rating based on
Overall Score transmutation:

Signature of FS Teacher above printed name

Date
 Transmutation of Scores to Grades/ Ratings
Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84

My Map
I will observe three Resource Teachers’ questioning and reacting
techniques based on my past lesson on “Effective Questioning and Reacting
Techniques”.

To realize my Target, I will do the following steps:

 My Tools
Score the Resource Teacher every time he/she demonstrates any of the
following questioning behaviors. Sample is shown in item #1.

Questioning Behavior Tally of Use Frequency

1. Varying types of questions III 3- She points out

the important point
of views.

2. Asking non – directive II 2-She wants the

questions students to interact
from the class
through inquiry
approach.

3. Calling non – volunteers I 1-When the students

are passive by not
attentive from the
class.

4. Rephrasing III 3-Motivate the

students to
participate from the
class.

5.Sequencing logically IIIII 5- Enable the

students to clarify
the topic and not to
avoid confusions.

6.Requiring abstract thinking IIII 4- It help the

students to be more
creative in terms of
critical thinking skills

7. Asking open – ended IIII 5- Enable the

questions students to be more
on evaluative on the
topic to elevate
critical thinking
skills.

8. Allowing sufficient wait time IIII 4-She want make

use of her time to
 engage the students
with learning
activities and other
aspects that make
the learner boost
their learnings.

9.Involving as many IIIIII 6- She wants all

as possible students to actively
participate from the
class discussion and
learning activities.

OBSERVATIONSHEET

Name of the Resource Teachers Observed:

Ms. Jinky Javier

School Address: GLAFEANHSDate: April 24, 2021

Grade/ Year Level: GRADE 9 Subject Area: ENGLISH

Write samples of questions asked under each type.

Type of Question Sample Questions Asked

1. Convergent Question What is metaphor?

2. Divergent Question What if metaphor doesn’t exist?

3. Low – level Question Define metaphor.

4. High level Question Differentiate simile from metaphor and

give an example.
 Episode 1: Principles ofLearning

OBSERVATIONSHEET

Name of the Resource Teachers Observed:

Ms. Sarah Aquino

School Address: General Trias, Cavite Date: April 24,2021

Grade/ Year Level: Grade 8 Subject Area: English

Score the Resource Teacher every time he/she makes use of any of
the techniques.

Reacting Behavior Tally of Use Frequency

1. Providing acceptance feedback II 2

2. Providing corrective feedback III 3.

3. Giving appropriate praise IIIIIII 8

4. Repeating the answer IIII 4

5. Explaining the answer IIIIII 6

6. Rephrasing the question IIII 4.

7. Asking follow – up questions II 2

8. Redirecting questions to other III 3.

pupil

9. Soliciting student question III 3.

10.Encouragingthroughnon– IIII 4.
 Episode 1: Principles ofLearning

verbal behavior

11. Criticizing responding student I 1.

for his/her answer

12. Scolding for misbehavior or IIII 4.

not listening

13. Overusing expressions such III 3

as “Okay”, “Right”, etc.

My Analysis
1. Which questioning and reacting techniques encouraged
teacher – student interaction? Which ones did not?
 I have observed that every questioning and reacting techniques
encouraged teacher- student interaction in every discussion. They are
very helpful in creating an interactive discussion; it makes your students
be attentive and ready in answering questions that you can throw at
them.

2. What did Neil Postman mean when he said: “Children go to

school as question marks and leave schools as periods”? Does
this have something to do with teacher’s questioning and
reacting techniques?
 A child goes to school with a mindset that they would learn something by
the end of the day. They are question mark in entering the school
because they still not have the knowledge and transforming into period
after school which means they have learned that day. It synced into their
minds and they can use it in future purposes.

My Reflections
What do I resolve to do and NOT to do in my questioning and
reacting techniques so as to encourage teacher – student
interaction?
 For instructors, addressing is a key expertise that anybody can
figure out how to utilize well. Likewise, methods of assisting
understudies with fostering their own capacity to bring up and
define issues can likewise be learned. Bringing up issues and
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realizing the right inquiry to pose is a significant mastering ability

that understudies should be educated. It doesn't make any
difference how great and all around organized your inquiries are if
your understudies don't react. This can be an issue with modest
understudies or more seasoned understudies who are not used to
exceptionally intelligent educating. It can likewise be an issue with
understudies who are not extremely inspired by school or drawn in
with learning. As an educator, we shouldn't pressure our
understudies when we are addressing them since it frequently
drives this to bring down their confidence. There are methods of
dealing with this decidedly, for example, giving prompts and
platforms to assist understudies with amending their mix-ups. It is
significant that you right blunders delicately or, even better; get
different understudies to address them. It is significant not to cut
understudies off and continue onward excessively fast on the off
chance that they have offered an off-base response. Fabricate a
decent connection with your understudy consistently show the
appreciation that they have partaken despite the fact that their
answer isn't right or excessively close, simply develop it for them,
so they will feel that you actually esteem them and will urge them
all to in any case take part and still interface with you.

My Portfolio
I promote higher – order – thinking skills (HOTS) and interaction for
learning by the kind of questions that I ask.
Here are learning objectives. Formulate at least two examples of questions
that promote divergent thinking and HOTS.

Elementary (For BEEd Student)

1. At the end of the lesson, the pupil is able to write a poem
with figurative language.

Secondary (For BSEd Student)

1. Must be able to create a position paper about the topic of
abortion

Write your two divergent questions here!

1. What if figurative language is not used in writing a poem?

2. Given the list of figurative language, describe each in your own words.
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1. What if abortion doesn’t exist?

2. What if abortion becomes legal in the Philippines?

I promote class interaction by my favorable remarks.

Here are 5 examples of expressions I must use (products
of my research) to inspire my students to be involved in
class interaction.
1. Don't worry; I'm sure you'll do better next time.
2. I'm really impressed. I knew you could do it!
3. Have a go! Have another try!
4. Practice makes perfect.
5. Good! Excellent! Well done! That's great!