Therese Nicolyne L.

Salido March 22, 2022

BECED - 4 Ma’am Mia Ajo

CERAE REFLECTION PAPER (Week 1)

Last March 14, 2022, the Xavier Ateneo student teacher interns had their very first
lamdag orientation where the participants also included students from Ateneo de
Zamboanga as well as their cooperating teachers from the Ateneo de Manila University.
It was honestly an overwhelming experience, since this was the first time that the
department thought of collaborating with our fellow interns from different Ateneo
schools. Not only that, this providence has also allowed us to gain a different
perspective of probable strategies, approaches, and methods we can utilize in teaching
with the help from our partnered cooperating teachers who are known experts in their
respective specializations.

In my end, I was really grateful that I am currently being mentored by a preschool

teacher in ADMU. We had our very first virtual meeting as his assigned student teacher
right before we had our lamdag orientation with the entire population of the ateneo
student teacher interns. The meeting also consisted of his colleagues as hosts since my
fellow teacher interns and I share the same specialization which is early childhood
education, which means that our assigned cooperating teachers belong to the same
department. This is an advantage to us since we don’t have to meet individually,
meeting as a whole group was more convenient for all of us since we could meet our
agenda of discussing important guidelines to be followed specifically the policies that
the school have in terms of observing students, setting a right conduct as student
teacher interns in their university, and what are other considerations to be taken note of.
After the said meeting with our cooperating teachers and the orientation we had with the
faculty of ADMU and ADZU, we proceeded with our first day of observation.

The first day of observation really ended well, since the class I am assigned to was very
entertaining and compelling to be with. The youngsters greeted me warmly and it was
enough to start the day despite the fact that I was very nervous when I first entered their
virtual classroom. Witnessing their routines, and schedules made me appreciate my
course even more. There were also differences that are notable when I shifted from the
grade school classes in Xavier Ateneo de Cagayan to Ateneo de Manila. Back when I
was still a teacher intern in XUGS, the subjects were all taught in isolation whereas in
ADMU all of the subjects are integrated into one. My cooperating teacher even backed
up my observation by stating how they really emphasize the use of thematic approach
when making their lesson plans. They also see to it that they wrap up every session by
reflecting what values can be acquired in those concepts discussed. He also mentioned
how teachers at ADMU follow the integrated curriculum in the primary program. He went
on to say that an integrated curriculum helps pupils to pursue learning in a holistic
fashion, without the limitations that topic borders typically impose.

It focuses on the interconnectedness of all curricular areas in early childhood programs

to assist children gain essential learning abilities. It recognizes that reading, writing,
listening, speaking, literature, drama, social studies, math, science, health, physical
education, music, and visual arts are all part of the primary school curriculum. It also
involves investigative methods and technology. It highlights the value of sustaining
relationships with families, understanding children and how they learn, and using the
community and cultural context. Children can acquire and employ basic abilities in all
curriculum areas through integrated teaching and learning processes, as well as build
positive attitudes that will help them succeed in school throughout the elementary
grades.

Integration recognizes and builds on the interconnections that exist between all things.
Learning that is synthesized across traditional topic areas and learning experiences that
are designed to be mutually reinforcing are the hallmarks of an integrated curriculum.
This method improves a child's ability to apply what they've learned in various
situations. Integrating the curriculum reflects developmentally appropriate practice as
well. The curriculum is interwoven so that children's learning is mostly accomplished
through projects, themes, or topics that are based on their interests and suggestions.
Projects and themes are useful educational tools for addressing the needs of all
students in the classroom. Project-specific skills are taught as needed (Bredekamp,
1992). Some children, parents, and instructors may be unfamiliar with learning through
an integrated method centered on cooperation with children. In active learning
circumstances such as cooperative learning, learning centers, and multi-age grouping, a
teacher can begin to apply an integrated approach by collaborating with other teachers
and children. The instructor gets confidence and flexibility by working collaboratively,
and recognizes that students may take responsibility for their own learning. As a result,
children develop the attitudes, abilities, and knowledge necessary to be successful
lifelong learners. It is critical to assist parents in comprehending how an integrated
approach benefits their children. Parents may misunderstand what is going on in a
classroom where children are learning in an integrated manner after hearing about it or
observing it briefly. Teachers can demonstrate to parents that in an integrated
classroom, there is an underlying structure that combines an understanding of how
children learn, familiarity with the district or state standards, benchmarks, and goals, as
well as knowledge of children in general and specific knowledge of the children currently
in the class. This structure gives a strong foundation for learning.

The primary curriculum promotes relevant, purposeful, and worthwhile learning

experiences. If children are to be engaged, experiences must be shaped by their
curiosity and excitement. This entails selecting themes, subjects, projects, or areas of
study based on the children's prior knowledge and creating a plan that is guided by their
curiosity. This does not imply an aimless, ever-changing scavenger hunt for answers to
the day's question. The teacher's job is to create a plan that has the scope and depth
necessary to deliver a worthwhile educational experience for all students. The teacher's
interests and enthusiasm can drive learning just as much as the children's amazement
and joy. One of the biggest takeaways I have learned from my very first week of
observation alongside with the feedbacking sessions I had with my cooperating teacher
is that teachers must be seen as learners and human beings by their students. The
teacher's openness to communicate what he or she values demonstrates to the
students that learning is a lifetime process and that their teacher is a thinking, feeling,
and caring individual.