Episode 1.

The School Environment

The central focus of the first field study is all about the learner And the environment
where they are honed, Developed and nurtured into a desired individual. Lessons and
discussions under the subject is a great opportunity to know who the learners are and what are
their present stand and point in the whole educative process. The best way to understand the
learners in the general sense is by way of depth thinking and analysis of the current trend and
shift of education, which has direct impact and effective to the learners. The change of the
perspective goes hand in hand with the potential change of how we view these individuals. It
has been emphasized so many times that gone are days where the teacher is the center of the
process and learners are just passive and waiting to be filled up with knowledge.
In activity 1.1 as I moved at the school campus there’s an observation happened. This
activity is based on observing where students are able to study well and have a good
atmosphere that contributes to their well-being. There is a document for the school’s based
observations on the environment in which students study and facilities that should be based on
the school’s standard.
Activity 1.2. To achieve intended learning outcomes, there must be a good board display
that students and other viewers will see and have an idea or information that wants to convey.
Unfortunately, I was unable to observe the school board display I had chosen because of the
unfastened video I had chosen so I had been the only guide in the FS 1 book to do my work.

Episode 2. Learner Diversity: Developmental Characteristics,

Needs and Interests
This episode provides me with an opportunity to observe learners of different ages and
grade levels. It highlights the difference in their characteristics and needs. As a future teacher, it
is important for me to do determine my learner’s characteristics and needs so that I will be able
to plan and implement learning activities and assessments that are all developmentally
appropriate.

Activity 2.1. In this activity, Erikson’s theory simply tell us that we move through
different stages of child’s development. This is why our learning ability, comprehension and
acquiring of knowledge is different when we are young and when we reach adulthood.
Starting from birth to adult, our intelligence changes. Dealing with diverse learners is a
difficult job. Teachers must understand that these differences are factors that influence
learner’s performance. A teacher must be able to respond with their needs no matter how
diverse they are. Teachers need to modify every strategies or approaches they use when
dealing with different group of learners. But the most important thing is that the teacher must
accept these differences and influence other students to feel confident with themselves
because they are unique.
 Episode 4. Learner Diversity: The Community and Home Environment
In this episode, provides an opportunity to have a more in depth look into the factors
that affect the development of the learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. It focuses
on how the teacher links with the community to maximize the learning and development of
students. Culturally responsive learning environment is an environment in which teachers strive
for equality and fairness in schools. It is an environment where minorities feel safe, understood,
and accepted. More than that, being culturally responsive means celebrating the diversity of all
cultures. Understanding what culture is and how culture dictates peoples’ actions is the first
step in learning how to create a culturally responsive learning environment.
Activity 4.1 Studies that measure the home in terms of its environmental-process
variables and its effect on the non-cognitive characteristics of children are of particular interest
if one accepts that a major function of the family is to nurture children’s conceptions of self,
attitudes, values, and habits. In school, children will find teaching that is more formal,
deliberate, and conscious than anything they have encountered at home. Schools have the task
of transmitting knowledge that has been accumulated in past generations to new generations.
Further, they must do it in the artificial and crowded conditions of the classroom. Although
parents do not need to adopt the formal teaching methods of the classroom, they can benefit
from being aware of certain aspects of school teaching as they provide home-learning
experiences for their children.

Episode 5. Creating an Appropriate Learning Environment

A learning environment is a diverse platform where users engage and interact to learn
new skills. While learners can learn in an array of settings, the term refers to the more
preferred and accurate alternative to the traditional classroom. The term does not pass on a
traditional or limited connotation such as a room full of desks and a chalkboard. This episode
provides an opportunity to examine how classrooms are structured or designed to allow
everyone’s maximum participation for effective learning. You should be able to examine how
classroom management practices affect learning. This Episode enhances the application of the
theories learned in the following professional subject such as Facilitating Learner-Centered
Teaching and The Child and Adolescent Learners and Learning Principles.

Activity 5.1 As Proficient teachers, we do not allow the form of behavior shown above to
Happen in our classroom. Yes, our learners are busily doing different activities but they
are focused on learning. As part of our DepEd mission, we’d like to ensure that our learners are
in a Child-friendly, safe and motivating environment by establishing sets of routines and
procedures in the classroom. More importantly, we know that classroom management does
not end with managing learners’ behavior. We also manage our classroom structure and
activities because we aim for a classroom that runs smoothly so that maximum learning can be
attained.
Activity 5.2 The most important component of classroom management is relationships.
The relationships with my students start at the door when I shake the their hand and greet
them with a smile (regardless of what misbehaviors might have happened the day before).
Those relationships are strengthened, for example, when I use a student’s name and actively
praise him or her. Those relationships are solidified when I spend individual time with each
student to get to know them and then use that knowledge to create personal learning
opportunities. The aspects of classroom management are the following: Specific areas in the
classroom, Classroom rules, Classroom procedures, Daily routines, Seating arrangement,
Handling misbehaviors and Reinforcement of positive behavior.

Episode 6. Classroom Management and Classroom Routines

This episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks. Teaching classroom routines as early in the school year as possible will allow students to
learn expectations and the flow of the classroom. Once routines are learned, students should
be able to transition throughout the day with minimal lost time.

Activity 6.1 Routines are the backbone of daily life. Efficient routines make it easier for
students to learn and achieve more. The following classroom routines are: movement into the
classroom, transition in classroom activities, movement out of the classroom, use
lavatories/CR/washroom, passing of papers, passing of books working pairs/groups, tardy
students, absent students, submission of projects and etc. The purpose of defining and teaching
classroom routines is to reduce disruptive behavior, therefore maximizing the time spent on
instruction. When students know what to expect, daily transitions from one activity to another
will be smoother and you won’t need to correct students as often, which will improve your
interactions with them.

Activity 6.2 Classroom rules are imperative and must be reinforced for learner’s safety
and security. Rules also teach discipline and self-control. Rules eliminate stress and will provide
a more pleasant, secured and non-threatening environment. Rules ensure the students
engagement and focus in their classroom activities.

Episode 7. Physical and Personal Aspects of Classroom Management

This episode tackles classroom management and discipline. It focuses on the personal
and physical aspects of classroom management which are central to teaching and therefore
must be consistently implemented. Building a school is an easy task, but keeping its physical
facilities in a good condition is a real challenge. The literature indicates that the physical
classroom environment has a critical role in the learning process. To optimize that role, the
physical aspects being considered should be relevant to the human needs. 

Activity 7.1 In this activity the room should be as comfortable and as conducive to
learning as possible. Variety in seating arrangements as shown below can change the
atmosphere of the entire classroom in one easy step. You should experiment with different
arrangements to meet your needs and resources. The room should be well organized and allow
for a free flow of student traffic. Teachers may want to experiment with the seating chart
arrangement for students.

Activity 7.2 In this we will explore some teaching practices focusing on the application of
positive and non-violent discipline to ensure a safe and nurturing school environment for our
learners. As a classroom managers we do have the responsibility to equip our learners with
skills to build their sense of community to improve academic performances and to prepare
them to be productive individuals. With positive and non-violent discipline, our learners will see
a connection among their behavior, the personal consequences and the impact of their actions
to other.

Episode 9. Preparing for Teaching and Learning

In this episode, emphasizes on the principles of learning which must be applied to

ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be Specific, Measurable, Attainable, Realistic and Time-
bound (SMART) and formulated in accordance with time-tested principles. It also determines
the teaching method used whether inductive or deductive which is the practical realization or
application of an approach. This episode dovetails with the course on Facilitating Learner-
Centered Teaching.

Activity 9.1 This activity is designed to provide students with opportunity to connect
teaching-learning theories and principles discussed in principles of teaching with actual room
practice. It is intended to help the students to observe how these principles of teaching and
learning are applied to make the teaching-learning interactive, meaningful, enjoyable and
exciting. Students come into our courses with knowledge, beliefs, and attitudes gained in other
courses and through daily life. As students bring this knowledge to bear in our classrooms, it
influences how they filter and interpret what they are learning. If students’ prior knowledge is
robust and accurate and activated at the appropriate time, it provides a strong foundation for
building new knowledge. However, when knowledge is inert, insufficient for the task, activated
inappropriately, or inaccurate, it can interfere with or impede new learning.

Activity 9.2 A learning outcome is a clear and specific statement that identifies what
students must demonstrate at the level and standard required to successfully pass their study
at program and course levels. Alignment is when there is consistency across the program with
precise connections between evaluations, course goals and learning tasks. It is important to
align learning objectives with instructional strategies and assessments to ensure that everyone
involved is aware of the expectations. Both instructors and students should have a consistent
understanding of what is going to be taught and how it will be evaluated.

Activity 9.3 In this activity helps me to identify what is inductive and deductive methods
of teaching and it taught me the importance of these two methods of teaching. It taught me on
how to manage my methods of teaching when and where should they use. Inductive and
deductive language teaching and learning are very important in education. They are two
distinct and opposing instructional and learning methods or approaches. Both require the
presence of a teacher/instructor and a student/learner. The biggest differences between the
two methods are the focus and flow of information as well as the roles of the teacher and
student.

Episode 10. The Instructional Cycle

This episode centres on the guiding principles in the selection and use of teaching
methods. It also tackle the lesson development in the OBTL way. The key to 12 curriculum and
teacher education curriculum are focused on outcomes, standards and competencies. This
means that lessons must be delivered with focus on outcomes. Likewise, this episode dwells on
types of questions, questioning and reacting techniques that teachers make use of. The type of
questions that teachers ask and their manner of questioning and reacting to student responses
have a bearing on class interaction. This episode strengthens the theories learned in the course,
teaching methods and strategies and in other professional subjects in education.

Activity 10.1 In this Activity, I identify the application of some guiding principle in the
selection and use of teaching strategies. Based on the literature and the experience of the
teaching faculty, seven principles of effective teaching were recommended: Learning is an
active process, The more senses that are involve, A non-threatening atmosphere enhances
learning , Emotion has the power to increase retention and learning, Good teaching goes
beyond recall of information,  Learning is meaning when it is connected to students’ everyday
life and An integrated teaching approach is far more effective than teaching isolated bits of
information.
This Activity 10.2 tackles lesson development, the OBTL way. The K to 12 Curriculum and
teacher education curriculum are focused on outcomes, standards and competencies. This
means that lesson must be delivered with focus on outcomes. When you apply OBTL you see to
it that the intended learning outcomes are aligned to the teaching-learning activities and in turn
to the Assessment Tasks. In other words, in OBTL you first establish your intended learning
outcomes. Then you determine which teaching-learning activities you will use and also the
assessment tasks you will have to use to find out if you attained your ILOs. In lesson planning,
the ILOs are our lesson objectives, the TLAs are the activities we use to teach and the ATs are
evaluation part.
 Activity 10.3 This activity dwells on types of questions, questioning and reacting
techniques that teachers make use of. The type of questions that teachers ask and their manner
of questioning and reacting to student responses has a bearing on class interaction.
Questioning enables teachers to check learners’ understanding. It also benefits learners as it
encourages engagement and focuses their thinking on key concepts and ideas.

Episode 11. Utilizing Teaching-Learning Resources and ICT

Development of new broadband communication services and convergence of
telecommunication with computers have created numerous possibilities to use a variety of new
technology tools for teaching and learning system. The integration of computers and
communications offers unprecedented opportunities to the education systems with its capacity
to integrate, enhance and interact with each other over a wide geographic distance in a
meaningful way to achieve the learning objectives. Education around the world is experiencing
major paradigm shifts in educational practices of teaching and learning under the umbrella of
ICT enabled learning environment.

Activity 11.1 A school usually sets up a center which will provide valuable support to the
teaching- learning process. Over the years the name of this center has evolved. Some of the
names are Audio-Visual Center, Media and Technology Resource Center, Teaching-Learning
Technology Department, or Simply Learning Resource center. The learning resources of the
school can help the student in learning, because they have computers, textbook, audio and
visual resources. They were arranged orderly according to its types and all of them are clean
and free from dust and it is good that it is place that the student will be easily saw it.

Activity 11.2 This activity provides guidance, ideas and resources to assess the
integration of technology into a school or district’s instructional and management practices.
Infusing a school with technology can be a transforming experience: the potential exists to
change almost every aspect of school operations, and much of teaching and learning.
Applications of technology in practice are examined through key questions, indicators, and
measures for technology integration in the school setting.

In this activity 11.3 Education 4.0 is a desired approach to learning that aligns itself with
the emerging fourth industrial revolution. This industrial revolution focuses on smart
technology, artificial intelligence, and robotics; all of which now impact our everyday lives. For
universities to continue to produce successful graduates, they must prepare their students for a
world where these cyber-physical systems are prevalent across all industries. This means
teaching students about this technology as part of the curriculum, changing the approach to
learning altogether, and utilizing this technology to better improve the university experience.

Activity 11.4 Teacher Professional Development has become a major policy priority
within education systems worldwide. But keeping teachers professionally up-to-date and
providing them professional development opportunities on continuing basis is a big challenge.
The other assumption is that being MOOCs-based training, it will be easy to adapt it to different
cultures and languages. Teacher development has moved beyond simple in-service workshops
and has expanded into a more robust system of continuing education. In order to advance in
their careers, teachers should seek out professional development opportunities which are
ongoing and aligned with standards and assessments

Episode 12. Assessment FOR Learning and Assessment AS Learning

(Formative Assessment)

This episode dwells on assessment for learning and assessment as learning. Assessment
for learning is ongoing assessment that allows teachers to monitor students on a day-to-day
basis and modify their teaching based on what the students need to be successful. This
assessment provides students with the timely, specific feedback that they need to make
adjustments to their learning. Assessment as learning develops and supports students’
metacognitive skills. This form of assessment is crucial in helping students become lifelong
learners.

This activity 12.1 The preposition “for “in assessment FOR learning implies that
assessment is done to improve and ensure learning. This is referred to as Formative
assessment, assessment that is given while the teacher is in the process of student formation
(learning). It ensures that learning is going on while teacher is in the process of teaching. Too
late to discover that at the end of a unit or a grading period the students did not learn what was
expected of them. Formative assessment also includes the pre-test and the post-test that a
teacher gives to ensure learning.

Activity 12.2 Assessment as learning employ task or activities that provide students with
an opportunity to monitor and further their own learning to think about their personal learning
habits and how they can adjust their learning strategies to achieve their goals. It involves
metacognitive like reflection and self-regulation to allow students to utilize their strength and
work on their weaknesses by directing and regulating their learning.

Episode 13. Assessment OF Learning (Summative Assessment)

Assessment plays an important role in the process of learning and motivation. The types
of assessment tasks that we ask our students to do determine how students will approach the
learning task and what study behaviours they will use. Given the importance of assessment for
student learning, it is important to consider how to best measure the learning that you want
your students to achieve. Assessment should integrate grading, learning, and motivation for
your students. Well-designed assessment methods provide valuable information about student
learning. They tell us what students learned, how well they learned it, and where they
struggled. Good assessments allow you to answer the question. Assessment then becomes a
lens for understanding student learning, identifying invisible barriers, and helping us to improve
our teaching approaches.

Activity 13.4 Portfolio is a purposeful collection of student work that exhibits that
exhibits the student’s efforts, progress and achievement in one or more areas. The collection
must include student participation in selecting contents the criteria for selection the Criteria for
judging merit and evidence of student Self-reflection. Here are the type of portfolio recognized
according to purpose: Process Portfolio, Showcase Portfolio and Growth portfolio.

Activity 13.5 The purpose of this investigation was to determine if an instrument,

originally designed to classify levels of teachers’ questions on the basis of logical operations,
could be utilized to measure the level of inquiry present in a classroom discussion and to
determine if the inquiry questioning behavior of the teacher influenced student achievement.
The results of the study show that the modified classification scheme could accurately and
reliably measure the inquiry level of teachers’ classroom questions. The data also indicated that
teachers who ask a greater proportion of high inquiry questions cause a greater change in
students as measured by an achievement examination.

Activity 13.6 The primary purpose of a TOS is to ensure alignment between the items or
elements of an assessment and the content, skills, or constructs that the assessment intends to
assess. A table of specifications is simply a test plan. The objectives covered are on the left with
levels of learning across the top. The numbers, such as __________ at the Remember level for
each objective, indicate how many items the instructor plans to include on the test for each
objective and level of learning.

Activity 13.7 The K to 12 Basic Education Program uses a standard and competency-
based grading system. These are found in the curriculum guides. All grades will be based on the
weighted raw score of the learners’ summative assessments. The minimum grade needed to
pass a specific learning area is 60, which is transmuted to 75 in the report card. The lowest
mark that can appear on the report card is 60 for Quarterly Grades and Final Grades. For these
guidelines, the Department will use a floor grade considered as the lowest possible grade that
will appear in a learner’s report card.

Activity 13.8 The purpose of a reporting system is to communicate the students’

achievement to families, post-secondary institutions, and employers. These systems must,
above all, communicate clear information about the skills a student has mastered or the areas
where they need more support or practice. This guide is intended to highlight the central
practices that schools can use to ensure that their grading and reporting systems help them
build a nurturing, equitable, creative, and dynamic culture of learning.

Episode 14. The Teacher as a Person and as a Professional

In this episode some qualities of a good teacher include skills in communication,

listening, collaboration, adaptability, empathy and patience. Other characteristics of effective
teaching include an engaging classroom presence, value in real-world learning, exchange of
best practices and a lifelong love of learning. A good teacher can make a world of difference in a
student’s life, impacting everything from their classroom learning to their long-term success. If
you’re considering a career in education or looking to boost it with a Master of Education it’s
important to explore the qualities of a good teacher. Teachers are more than mere bundles of
knowledge, skill, and technique. There is more to developing as a teacher than learning new
skills and behaviours.

Activity 14.1 There is a huge difference between becoming a teacher, and becoming a
good teacher. Good teachers have a huge impact on learners and help them engage in lifelong
learning. Good teachers can make a world of difference on a child from any age. These good
teachers are vitally important. Conversely probably remember a teacher who didn’t seem to
care about the students, didn’t make an effort to help you learn, or told you weren’t good
enough. These are not the kind of teachers that children and youth need today. The teachers
personal qualities are the following: Dignified, Healthy, Spiritual, Knowledgeable, Humble,
Determined and Cooperative.

In this activity 14.2, As i mentioned in Activity 14.1, there is a huge difference between
becoming a teacher and a professional teacher. To be a professional teacher, must have a
licence and it takes skill to train young minds. Education is extremely important to go through.
Teachers have many different philosophies to choose from when teaching in a classroom. Out
of the five philosophies, I ranked the highest in Essentialism and Progressivism. Both of these
philosophies are taught entirely different from each other. Essentialism is teacher-centered
learning and expresses the teaching by the core curriculum. Progressivism is student-centered
learning and expresses the teaching by doing group work. I believe that a classroom should be
divided between using both philosophies. I believe that a teacher should stick to the core
curriculum, but a teacher should also let the students learn by working together in small
groups. The teacher is still giving lectures in front of the classroom, but there is still group work
throughout the week.

Episode 15. Towards Teacher Quality : Developing a Glocal Teacher of 21st

Century

In this episode the relation between the global and local can be described as a “Glocal”
perspective. Such a perspective introduces a series of themes. The teaching profession and the
general school systems have been closely connected with the political, cultural and economic
interest of the nation state. Different modes of globalization challenge the nation state, in many
cases without constructing the necessary institutions to deal with the possibilities, challenges
and problems that are caused by the globalization. This present a great challenge for education.
Glocal teacher is a Global teacher who is competent and armed with enough skills, appropriate
attitude and universal values to teach learners at home or abroad but is equipped with both
time tested as well as modern technologies in education in any time and any place in the world.
Is someone who thinks and acts both locally and globally with worldwide perspectives, but is
teaching in the communities, localities, towns, provinces and regions where he or she is
situated.

In Activity 15.1 Many teachers believe the profession is a calling and something they’ve
always wanted to do. Other people have several other jobs in their lifetime before they realise
that inspiring young minds and providing those crucial stepping stones for later on in life is
what they really want to do. Whatever the reason, being a teacher is commendable career with
huge rewards and responsibilities. Every day is different in a school. Day to day duties consist of
planning, preparing lessons, ensuring students are engaged and fully active in the lessons, as
well as dealing with administration issues and managing behaviour effectively.

Activity 15.2 Classrooms with 21 st Century learning environments are well‐equipped

with computer hardware, software, electronic whiteboards and rich digital and online curricular
resources.  When you enter a 21st Century learning environment, you quickly see that
interactive learning, higher level thinking skills, and student engagement are pervasive,
whether students are learning math, science, reading, or history.  21st Century learning
environments provide opportunities for collaboration and access to relevant content that
would not usually be available to the highest need students being served by these programs.

Episode 16. On Teacher’s Philosophy of Education

An educational philosophy refers to a comprehensive and consistent set of beliefs about

the teaching-learning transaction. The purpose of an educational philosophy is to help
educators recognize the need to think clearly about what they are doing and to see what they
are doing in the larger context of individual and social development. Educational philosophy
can serve as the frame of reference for effectively analyzing this reflective thinking. Since a
philosophical orientation underlies most individual and institutional practices in adult education
this reflective process involves an understanding of educational philosophy and of one’s
relationship to the various philosophical schools. Developing a philosophical perspective on
education is not a simple or easy task. It is, however, a necessary one if a person wants to
become an effective professional educator. It is believed that teacher’s philosophy is being
manifested in their teaching style. Likewise, their teaching style is one of the predictors of their
teaching performance.

Activity 16.1 Each of us has a philosophy of education or a set of fundamental beliefs

regarding how we think schools should run. DepEd philosophy education is more than just the
end-goal of a plan. It is a dream, a wish, a prayer – what we fervently hope for and what we
diligently work towards. By envisioning, we begin to fulfill our mandate and responsibilities as a
teacher and do our duty as Filipinos. We want to develop learners who are true citizens and
patriots, who have a strong desire to serve their country and work for its betterment.

Activity 16.2 Teaching philosophies express your values and beliefs about teaching. My
teaching philosophy is a self-reflective statement of your beliefs about teaching and learning.
It’s a one to two page narrative that conveys your core ideas about being an effective teacher in
the context of your discipline. It develops these ideas with specific, concrete examples of what
the teacher and learners will do to achieve those goals. Importantly, your teaching philosophy
statement also explains why you choose these options.