Statement of The Purpose: 1 - Field Study 1: Observations of Teaching-Learning in Actual School Environment

STATEMENT OF THE PURPOSE
This practice teaching portfolio was prepared and developed to provide and share experiences for
those who will undergo the same undertakings. Some classroom difficulties and problems that she
had encountered are mentioned, and the lesson that she had learned. The greatest value of this
practice teaching portfolio is that it serves as the mirror of the practice teacher for their progress
and achievement in their practice teaching. And also, this practice teaching portfolio was prepared
to expose the pre-service teacher experiences so that they can use it in relating their theories learned
inside the classroom to become globally competitive. Another purpose of this practice teaching
portfolio is that it assesses the pre-service teacher’s learning for the preparation in future life in
facing the real world of teaching. The pre-service teacher must do always their best in imparting
knowledge to the students. Just love your students so in return your students will be embracing you
too, with the great things you’ve done to them not only in cognitive side but in affective and
psychomotor development.
1 | Field Study 1: Observations of Teaching-Learning in Actual School Environment

Activity 1
School Facilities Observation Checklist
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available and say how each will
contribute to the students’ learning and development.
Facilities / Description Will it contribute to the

student’s learning and
development? Why?
Office of the / The office of principal will be Yes, learning that they are
Principal the one who is responsible of responsible for their
planning, organizing, choices and experiencing
directing and co-coordinating the consequences of those
the teaching programs and choices allows children a
activities of staff and students chance to develop critical
to ensure their proper and thinking skills. It also
harmonizing implementation. teaches them to take
Ensuring that issues responsibility for their
regarding human resource choices and to live with the
management adhere to outcome of those choices.
education policies, rules and
regulations.
Library / A library is an important Yes, it will help the
source of knowledge to students to broaden their
young minds in schools. learning and discover new
Libraries provide another things, word and etc. to
space for students to learn. any particular subject.
Counseling Room / The counseling room or A counseling room

guidance office is available. It contributes to the learning
is located along with the and development of
medical or school clinic. This students in terms of

facility has a desk, cabinets, helping them with their
which it is arranged current concerns regarding
appropriately, and has charts their academic
containing the guidelines for performance and personal
what students should do problems that affect their
before entering. It is clean, academic status in school.
well-organized, and not large The counselor motivates
in space. the students to stay
optimistic amidst the
challenges they encounter.
Canteen/Cafeteria / The canteen is available Students are able to learn
although it doesn’t have a better if they have the right
wide space. Less students are amount of nutrients and
only accommodated but the energy in their body. The
place is clean and organized. canteen provides healthy
foods for the students
which aid them to improve
their learning
performance.
Medical Clinic / The medical clinic should be Despite the fact that the
the most easily accessible for medical clinic does not
students and teachers. The directly contribute to
room provides primary care learning and development
through the availability of first of students, it still provide
aid kits, medicines, and other urgent service to those
health equipment that may who need it and also give
help students, teachers students important health
another personnel for reminders that may help
immediate treatment their learning and
whenever an emergency development.
occurs.
Audio x The Audio Visual/Learning The AV Room/Learning
Visual/Learning Resource Center is not yet center gives greater
Resource Center available in the school. experience for learning.

Because of its enhanced
audio visual resources,
learning for students gives
a greater experience and
most likely, the
information from a good
presentation will retain
long from their memory.
Science / The Science Laboratory is a The Science Lab provides a
Laboratory facility that provides first- comfortable space for
hand science experiences. It students to learn various
offers significant resources in science related activities.
learning science. With science lab, students
are able to perform
activities and apply the
knowledge they have
gained while enhancing
their skills and knowledge.
Gymnasium / The MPNHS has 2 The gymnasium is
gymnasium. It has complete beneficial for learning
physical fitness equipment sports and indoor activities
that can be used by students. which are part for Physical
The place is clean and Education subject. With
organized. this facility, learning P.E is
more easier and
experiential for students
Auditorium x The Audio Visual/Learning The auditorium makes
Resource Center is not yet viewing of presentations
available in the school. and watching
performances more
convenient. Using
auditorium in learning
activities is entertaining
and impactful for students.

Outdoor/Garden / The outdoor/garden is This facility provides
available. It can be found in students a learning
some areas of the JHS opportunity to apply their
building. It is clean and well- skills in gardening and
organized but needed teaches them the
maintenance for the importance of learning to
sustainability of the area. make a living using
agriculture.
Home Economics / The Home Economics Room This facility greatly
Room is available. It is separately contributes to students’
categorized according to its learning development
specialization, including when it comes to taking
cookery and housekeeping, responsibility. It is also
but located together in one helped students be guided
area. It is clean; the on how to manage the
equipment and materials are various areas where they
properly organized; thus, the are capable of doing their
vulnerable one is cared for potential skills, such as
and well-maintained. guestroom maintenance,
proper communication,
and meal preparation.
Industrial / The Industrial Workshop This facility aids students
Workshop Area Room is available. It is in their learning
separately classified development since it
according to its specialization, provides them with a
including carpentry and learning opportunity to
welding. It is located in learn industrial work and
different areas; the carpentry crafts. This also helps the
room is found in the Grade 8 students to demonstrate
building and the welding their skills and knowledge
room is found in the SMAW while familiarizing
room. It is clean, not large in themselves with various
space, and has charts for tools and equipment that
identified tools to be used, are available in this area.

but somehow needs to
upgrade equipment and
materials.
PTA Office x The PTA Office is not yet This facility does not
available, but the area where directly contribute to
it will be located is already students’ learning
planned and currently in development; however, it
progress. provides a comfortable
place in which parents and
teachers can collaborate
and plan to achieve goals
for the betterment of the
school and of their
student.
Comfort Room / The Comfort Room is The Comfort Room does
available both in the JHS and not directly contribute to
SHS buildings. It is divided students’ learning
into three options; the first development, but it
and second options are for provides them with
students based on gender therapeutic environment
(girls and boys), and the third where they can retouch,
is for staff and teachers. It use for defecating and
somehow needed a bit of urinating, and other
maintenance in cleanliness; personal necessities.
add more toilet cubicles,
tissues, and soap.
Others (Please
specify)
Computer / The computer lab is located This facility greatly

Laboratory beside the school-based contributes to students’
management. This facility has learning development
a fresh ambiance, tables, because it provides them
chairs, and a set of numerous with the opportunity to

computers that can broaden their knowledge
accommodate some students’ since they can seek more
inquiries. It is clean, spacious, information and explore
organized, and well- new learning through the
maintained. use of computers. With
that, students can able to
use computers for their
learning assistance.
School Based / School-Based Management This facility is where all the
Management can be found along with the important files like those
ComLab. This facility has a for organization and
refreshing ambiance; regarding school, are kept.
cabinets, tables, chairs, and a It greatly contributes to
light color that makes it more students’ development
attractive to the eyes. It is through improving
clean, large in space, teaching and learning
organized, and well- them to be better
maintained. achievers as well as
training them to be better
leaders.
EMIS / The EMIS office is located This facility greatly
along with the Grade 10 contributes to students’
faculty. This facility has awareness since they get
cabinets where the files are access to being updated on
kept and arranged how much they improved
accordingly. It is clean, in the learning process. It
spacious, and well- also provides faculty
maintained. members and parents with
quick and easy access to all
key information on
students’ academic
activities.

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report

1. Describe the community or Observing the neighborhood where the school
neighborhood where the school is is located, it is evident that they are disciplined,
found. which undeniably implies that they possess
peace and harmony within their community.
The people in their community are showing
camaraderie, respect, and politeness to one
another. Besides that, they seem secure and
safe as they are being monitored by the local
government unit or the barangay police. There
is also access to a store, a bakery, a carinderia,
and a computer shop that may provide students
and teachers with what they need.
2. Describe the school campus. What The school is composed of old and new
colors do you see? What is the buildings; temporary wooden rooms for Grade
condition of the buildings? 9 students; a wide space for interactive
activities; accessible facilities to accommodate
students’ needs; offices; and good services. The
colors that dominate the campus are brown,
green, and ivory. There are some buildings that
are not yet available since they are under
construction or in progress, and some are also
not as good as new, but they are still functional
and safe to use for students in their learning
activities.
3. Pass by the Offices. What The offices are well-maintained and organized.
impression do you have of these It has a clean area along the way and is so
offices? refreshing to the eyes. They are located
conveniently, so people will find them easily,

and they are accessible to school members in
order to facilitate their needs. They have
bulletin boards displayed outside their offices to
keep people informed of the announcements,
memos, and important things they need to
know.
4. Walk through the school halls, the When walking through the school halls, it is
library, the cafeteria. Look around clean, and students can be seen actively playing
and find out the other facilities that a variety of sports during their free time.
the schools have. However, when it is class hour, the area will be
in quiet mode. There were students in the
library silently reading books or studying a
lesson; some were working silently on their
activities; and the librarian was busy organizing
the books. The cafeteria has a large capacity to
accommodate numerous students, has tables
and chairs, and serves decent food. The school
has science lab, a computer lab, school-based
management, gymnasium, EMIS, and clinic,
which are accessible. The classrooms are clean,
organized, and well-ventilated. There are charts
containing signage and proper labels so that
offices can be easily found.
Questions:
1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
 The classroom displays various information in their walls. All of them has the vision, mission,
goals and objectives of the school which are put in a big frame. There is a picture of the
Philippine president. Other visual aids posted include the names of cleaners, important
reminders, health protocols and etc.

2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How are
the tables and chairs/desks arranged?
 Some classrooms have chairs for the students and tables for the teachers, which are
comfortable to use, but some are still lacking in availability. The teacher’s table is located in
front center of the blackboard. The chairs are arranged 4-5 on each side (left and right) and
have a capacity of 4-6 to be occupied by rows. There is 1 meter of space in the center aisle,
and students enter through the front door and exit through the back door.
3. What learning materials/equipment are present?

 There are incomplete materials present in each room while each of them has a
blackboard/whiteboard and chalk. There are no other materials like books unless the teacher
will require the students to borrow books from the library or bring a learning resource material
from home. Some equipment like projector or laptop is provided by the teacher or the
students.
4. Observe the students. How many are occupying one room?

 Each room is occupied by a minimum of 30 students and not more than 60 students. Some
classrooms followed the alphabetical seating arrangement facilitated by the teacher, and
some of them made their own decisions about where they wanted to sit. Students who have
vision problems are usually encouraged to sit in the front, as are those who struggle to hear
from a distance. Students are attentive and active in the class, but their interaction depends
on how the teacher handles or manages them.
5. Is the room well-lit and well-ventilated?

 Each room is well lit, clean and ventilated. Windows are left open in the morning to let in the
fresh air but students close them after the class. The room has 2 ceiling fan and 4 fluorescent
lights but not all are functioning well. Overall, each classroom provides a comfortable space
for students to learn well.

Classroom Facilities Matrix
Be guided by these tasks as you do your observation. Then accomplishment the matrix to
record your data.
Classroom Facilities Description

(location, number, arrangement, conditions)
1. Wall Display There are numerous wall displays placed in front and back of
the wall which are all good. Each of them varies in size but
the ones that are bigger are the ones in the front. They are
arranged based on the level of importance. (e.g. the picture
of the president is placed above the blackboard)
2. Teacher’s Table The teacher’s table is clean; it is a brown wooden one, and it
is placed in front at the center, facing the students. It is about
60x90 in size with three drawers that are still functional.
3. Learner’s Desk It is organized in columns, some of which are not so clean
and some of which have been vandalized, and rows are
arranged according to the number of students. The desk are
still functional and comfortable to use, but some need to be
repaired. They had a variety of desks, some of which were
plastic and some of which were wooden.
4. Blackboard The blackboard is almost as long as the width of the wall. It
is placed in the center, facing the students. There is an eraser
and chalk holder under the blackboard, so they are easy to
get and use. The board is wipe able and clean when it is not
in use, and it is still as good as new.
5.Learning There are no available books and other learning materials,
Materials/Visual Aids but there are visual aids displayed in its walls. Although, these
visual aids are not frequently used in the class, it’s still add
color to the simplicity of the wall while providing information
for students.

Analyze:
1. How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
 The school campus and the classroom are the learning spaces of the students. Because of
this, what composes these two may directly affect the learning process of the students.
Everything that makes up the school and the classroom influence the result of the student’s
learning whether it is effective or unsuccessful. For example, if the classroom is well-
organized, warm and free from distractions, the students may learn better and yield positive
results in their learning because there is a sense of peacefulness around them that gives
them comfortable space to learn well. In contrast, a classroom that is unorganized may affect
the students’ performance. In conclusion, the physical environment such as the school
campus and the classroom are one of the factors that affect the students learning. Because
of this, the school and the teachers must ensure that these learning spaces are conducive to
learning.
2. How does this relate to your knowledge of child and adolescent development/ How does this
relate to your knowledge of facilitating learning?
 The idea of the school environment being one of the most important factors in the
successfulness of student’s learning is correlated with the idea of “nature vs. nurture” in the
child and adolescent development, particularly the principle about what the “nurture” wanted
to emphasize about the child’s development. This principle believes that there are
environmental factors such as the people and the environment around the child, social
relationships, etc. that influence the students learning and development. This means that the
school campus as the important facility where students learn must give positive input for
students and must help the students in shaping their values and help them grow as a person.
Reflect
1. Would you like to teach in the school environment you just observed? Why? Why not?
 School, I’ve dreamed of teaching in this school someday. It may not have sophisticated
buildings or facilities but what I admire here the most is that they ensure that the school
environment is the most comfortable space for the students to learn. They allow students to
access the learning facilities and resources that are significant for their learning and
development. They create opportunities for students to develop excellent academic

performance and to build professional growth among teachers. And lastly, they value the
most the quality of education and services that they will provide for their students. My CT’s
hospitable act also made me want to teach in this school.
2. What kind of school campus is conducive to learning?

 A school campus that is conducive to learning is an effective place for students to learn. It
must be safe and secured, clean and eco-friendly, free from any type of distraction and the
most important is, it allows students to learn effectively by encouraging them to be
themselves, to be independent and to be leaders of their own. It is also important that a
school campus helps in developing values among students and give them authentic tasks to
apply what they’ve learned.
3. What kind of classroom conducive to learning?

A classroom is conducive to learning characterizes the following:
 warm and well lit
 well-ventilated
 desks are organized and functional
 the floor is clean
 allows for comfortable space to learn effectively
 students feel the sense of acceptance and appreciation and;
 brings positivity among students
4. In the future, how can you accomplish your answer in number 3?

 Make sure that the room is clean through encouraging the students to take part in cleaning
the room.
 Through this, I am also helping the students to be aware of their duties and responsibilities
and helping them develop discipline and cooperation in working with their classmates.
 Organize the classroom through creating an effective seat plan that changes every term. This
will help students to establish relationship among their classmates and enhance their social
skills.
 Radiates positive energy in the class through embracing the diverseness of each students
and accepting each students’ uniqueness while responding to their needs effectively and
inculcating the value of ethics and doing the right thing in every aspect of their life.

 Use a student-centered learning approach where students become the leader of themselves
who are able to solve their own problems independently and seek for the answers on their
own and do not rely on teacher’s instructions.
 Lastly, is to be an effective teacher who goes beyond what is expected to them as models
and leaders of the school and the community.
5. Write your additional learnings and insights here.

 Basically, a school is a place where we study and learn. It is where we learn new knowledge,
gain valuable experiences, build social relationships and develop meaningful values within
ourselves. But, to achieve all of these, a school must be a safe space for learning, promotes
quality education, allows easy access to learning resources and provides opportunities for
independent but experiential learning for students. These will not be possible if the school
head, teachers, parents, students and the community will cooperate in achieving all of these
goals.
Activity 2
Observation Guide for Board Displays
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do you see?
 Three boards are on displayed next to the principal office.
2. Where are the display boards found? Are they in places where target viewers can see them?
 The Principal's Office has a bulletin board outside, and all the other rooms have bulletin
boards with student photos and names. There are also some images of school-related events
displayed.
3. What are the displays about? What key messages do they convey? What images and colors do
you see? How are the pieces of information and images arranged?
 The announcements in this bulletin are all related to COVID 19, Important Announcement,
Earthquake, In case of Fire, and School News Feed. Because it was not extremely colorful,
the student could actually grasp it, pass the test, and correctly read it.

4. What materials were used in making the displays? Are borders used?
 All of the bulletin boards are well designed. On the bulletin board, there were no grammatical
or spelling errors.
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
 The presentation of each bulletin board is excellent. The bulletin board was error-free when
it came to spelling and grammar.
6. Are the messages clear and understood?

 All across the school, there are various bulletin boards. They were positioned close to the
entrance, the building's administrative building, the junior high school area, and the senior
high school area. The emphasis is on the teacher's parents and students receiving reminders,
as well as the month's festivities.
7. Think about what got your attention. Why did it get your attention?
 All across the school, there are various bulletin boards. They were positioned close to the
entrance, the building's administrative building, the junior high school area, and the senior
high school area. The emphasis is on the teacher's parents and students receiving reminders,
as well as the month's festivities.
8. take photos of the display boards (if allowed)

Observation Report
(You may paste pictures of the Board Displays here)

Board Displays Evaluation Form
Topic of the Bord Display: COVID 19, Important Announcement, Earthquake, In case of Fire, School
News Feed
Location of the Board Display in School: Inside and Outside Principal’s office
Check the column that indicates your rating. Write comments to back up your ratings.
4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement
Criteria NI S VS O Comments
1 2 3 4
Effective / The board contains sufficient
Communication data.
It conveys the
message quickly
and clearly.
Attractiveness / The board has been filled with
Colors and enough information, and the
arrangement children will find the photographs
catch and hold to be effortlessly attention-
interest. grabbing.
Balance / The visual presentation is
Objects are balanced.
arranged so
stability is
perceived.
Unity / Due to the bulletin boards' single
Repeated shapes border, it is pleasing to the sight.
or colors or use of
borders hold
display together.
Interactivity / The visual presentation is
balanced.

The style and
approach entice
learners to be
involved and
engaged.
Legibility / The font size used is appropriate.
Letters and
illustrations can
be seen from a
good distance.
Correctness / There are no noticeable spelling
It is free from or grammar mistakes.
grammar errors,
misspelled words,
and ambiguity.
Durability / The photos are all firmly adhered
It is well- to the board.
constructed;
items are securely
attached.
Bulletin Board Evaluated by: Jelaira Saquilabon

Location: Near Principal’s Office
Brief Description of the Bulletin Board:
Strengths Weaknesses
Description of the Bulletin The photographs that were Some words are not
Board layout selected are brilliant and readable.
vibrant. Being that it covers
the most of the bulletin
board, the size was also
suitable.
Evaluation of educational  There is a N/A
content and other aspects description for the
images.

 The informational
and practical
content raises
awareness of the
infection.
Recommendations or suggestions for improvement
 As student teachers, we wish to promote local and national products and
empower the kids by introducing them to other cultures and tourism destinations
around the globe. The most crucial element lacking from the bulletin board, as
far as we can tell, is text. The teacher in charge ought to have provided
knowledge on each nation in addition to just the names of them. I advise merely
including the most crucial information about each nation if the goal is to avoid
posting too much material on the bulletin board. This could include the
population, national meal, national animal, and national fruit of each nation. A
fact about each nation or a geographical location, if room permits, would be an
additional addition.
Signature of Evaluator over Printed Name: Jelaira Saquilabon
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage

My Board Display Lay-out
COLLAGE
Analyze
1. What do you think was the purpose of the board display?

 School teachers use the bulletin board to teach young people about many subjects in a
creative way. The fundamental benefit of teaching with graphics is that it encourages visual
learning, which helps children retain information for longer periods of time.
2. Did the board display design reflect the likes/interests of its target audience? Why or why not?
 The style, choice of colors and materials, title and topic of the chalkboard all appear to be
created by the teacher. Since it was created by a teacher, I can tell that everything presented
reflects the preferences and interests of students and teachers, as well as parents, who are
the main audience.

3. Was the language used unclear and simple for the target audience to understand? Why or why
not?
 As I notice, English is the most commonly used language. The font and size of the text was
formal enough to read and the information was clearly visible. The vocabulary chosen is
adapted to the level of the learners.
4. Was the board display effective? Why or why not?

 Yes. It has been effective as the students do this annual hygiene practice. Not only will they
practice these things within the school, but they will bring this hands-on event into their
homes.
5. What suggestions can you make?

 Creating a bulletin board is a bit tricky and requires a lot of time, effort and creativity. I
believe a bulletin board should be properly organized and sequenced when it comes to
presenting and displaying information.
Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Purposed Board Display
Theme: Reading Comprehension

Board Title: Analyzing MSV (Meaning Syntax Visual)
Rationale (Purpose): The purpose of the board display is to attract the attention of readers to
know or read the information that is posted in it. Also, to motivate the students to read with
comprehension. Specially those students who have reading difficulties.
Objectives:
a. to motivate student to read more often and,
b. to encourage students to practice reading with comprehension
Best features of my proposed bulletin enhancement:

 Vivid Pictures
 Information about reading comprehension
 Colorful display

Content Resources (Name each needed resources and give each a brief description):
 Books- Books can make us smarter and more knowledgeable
Materials for aesthetic enhancement:

 Glue
 Sequence
 Beads
 Stickers
Reflect
1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
 Innovative: I believe that even if the topic assigned for bulletin board display is old, the
teacher should try new things. The teacher should be able to come up with something new,
different, and interesting to keep the students' attention.
 Creative: There are numerous resources available on the Internet to help teachers improve
their creativity. The bulletin board can easily capture the attention and eyes of the students
through creativity.
 Resourceful: Not all schools provide everything needed for bulletin board setup. As a result,
despite a lack of resources, a teacher should be able to deal skillfully.
 Organization: The bulletin board's content and outline should be carefully considered. There
should be a good mix of photos and text.
 Tech-Savvy: It is critical to stay current on resources available via the Internet. Fellow
teachers are sharing a wealth of useful information online. The key is to choose resources
that are appropriate for your target audience.
2. Which of the skills you named in #1 do you already have? Recall your past experiences in making
board display. How do you practice these skills?
 Among the skills I mentioned above, I consider myself organized, resourceful and
technologically savvy. I have become more selective in the information I give to my students.
I learned to separate and use only the most useful and important data. There's not a lot of
material and resources to work with, but I'm committed to doing something with what I'm

given. Finally, in the field of technology, I'm learning to evaluate whether available online
resources are useful and appropriate for my students. I also make sure that what I post on
the bulletin board (which changes monthly) is also discussed in class.
3. Which skills do you need to develop? What concrete steps will you take on how you can improve
on or acquire these skills?
 I have to admit that I'm not particularly creative when it comes to drawing or coloring, but I
always give everything I do. I believe these skills can be honed over time with constant
practice. I tried face painting during our school's children's day when my students performed
the animal dance. There are tons of instructional videos available online and I train and
improve my skills as time permits.

Direction: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following characteristics,
EXCEPT _____.
A. the learning environment promotes fairness

B. is safe and conducive for learning
C. builds many professional linkages
D. establishes and maintains consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food.
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III, and IV C. I and II

B. I, II, and IV D. III and IV
3. Which physical school environment supports learning?
A. Availability of flexible classroom furniture

B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school building
4. Examine the bulletin board display. This Bulletin board fulfills

Which primary purpose?
A. Instructional-interactive
B. Informational
c. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board fulfills
which primary purpose?
B. Informational
c. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
B. Informational
c. Motivational
D. Decorative

My Personal Illustration of an Effective School Environment
Present an illustration showing your idea of an effective school environment through a

descriptive paragraph, photo essay, sketch or drawing.

LESSON 2
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Write your observation report on the provided space.
Physical
1. Observe their gross motor skills; how they carry themselves, how they move, walk, run, go
up the stairs etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fin motor skills? Writing, drawing etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries,
mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem solving
abilities.

Learner’s Development Matrix
Record the data you gathered about learners’ characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The items
under each domain are by no means exhaustive. These are just sample indicators. You may add
other aspects which you may have observed.
Development Preschooler Elementary High School

Domain
Age range of Age range of children Age range of children
children observed: observed: 6-12 observed: 13-18
4-5
Physical
Gross-motor skills  The child  He loves to  She already

loves to play lot knows how to
move sing
around
 She knows
 He loves to
Fine-motor skills  The child is how to write
draw different
still poems, essays,
shapes.
learning stories and
how to among other
write  He can things
Self-help skills sometimes

help himself
 The child  She’s doing all
needs to be things by
guided herself
Others:

Social
Interaction with  The child is  He is  She is

teachers adopting to confident in competitive in
the new the class and the class
environme he is doing
 She loves to
nt good
talk with his
 The child  He is friendly teacher
Interaction with interact and

 She have a lot
classmates/friend with approachable
of friends
s classmates
 He loves to because she is
and play
mingle with approachable
with them
others
 The child
Interest loves to
have a
conversatio
Others:
n with their
friends
Emotional
Mood and  The mood  He is moody.  She get easily

temperament, of the child If he’s sad, he annoyed if
expression of is is quiet but if someone
feelings changing. he is happy, teases her
he is active.
 She already
 He needs know how to
 He cries
discipline manage her
easily if
Emotional because he emotions and
he’s sad or
Independence can’t control feelings
upset
his emotions
 He still
can’t

Others: control his
emotions
Cognitive
Communication  The child is  He now can  She is friendly

skills trying to communicate to everyone
communica but not so and know how
te well with good in to
his peers.
Communicating communicate well
Thinking skills  He has a
 He sometimes  She thinks very
hard time
think fast and well and knows
comprehending sometimes he how to
problem solving is slow understand
Problem-solving
problem-
solving
Others:
Analyze
Write the most salient development characteristics of the learners you observed. Based on
these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implication to the

Observed Teaching-Learning
Process
Preschool Preschoolers like to move  Therefore, teacher

around a lot should remember to
Age range of learners
use music and
observed: 3-4

movement activities
not just in PE but in
all subject areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.
Level Salient Characteristics Implication to the

Observed Teaching-Learning
Process
Preschool
Age range of learners  The child is still  Teachers should

observed 3-4 learning how to focus on the child
write and guide them to
the extent that the
child will listen and
 The child needs to cooperate to the
guidance in all class
aspect
Elementary
Age range of learners  Elementary students  Teachers must be

observed are quite behaving student-centered
than preschool they and find rare
can stay longer activities that could
seating and just easily catch the
listen to the teacher. attention of the
students. The more
 They can write
engaging the
clearly and draw
activities, the more
properly.
participative the
 They also can help students will
themselves become.
independently;
when the act tends
to be higher that’s
the time they’ll ask
for guidance.
High School
Age range of learners  She is friendly to  The teacher should

observed everyone and know know each of her
how to students so she can
easily adjust to
communicate well
them. In high
 She thinks very well school, the students
and knows how to are developing the
understand we called maturity o,
problem-solving they now know what
is proper and what is
not.
Reflect
1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities and differences do you have with the learners you observed?
 Yes. I thought back to my primary school days as I watched the students. The board works,
recitations, and practice activities. My own experience has shown that we are similar to them
in that we both enjoy responding to class recitations. For me, class participation is crucial
because it allows me to gauge how well I understand the lessons our teacher has taught us.
On the other side, I have this mindset that if I already grasp the subject, I won't need to
listen to my teacher as much and will instead have my conversation with my seatmates. In
contrast to the pupils I watched, they continue to attentively listen to their teacher until the
very end of class.
2. Think of a teacher you cannot forget for positive or negative reason. How did she/he help or not
help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
 Mrs. Hasmin O. Placencia, she was my teacher way back when grade 11/12 student at
Benjamin Velasco Bautista Sr. National High School. In grade 11 I am not a fan of hers since
I don’t like her and she is very strict and she gave me a 75 and I don’t complained of the
grades that I get from her, since I deserve it. But when I was in grade 12 she said to the
class that if we get a lowest grade and applying a university it is embarrassing to us to pass
those cards which had a low grades. It attached my heart and started to be serious in school
and I get a high grade and graduated from the school as With Honor, pass the entrance
exam of SPAMAST with no bridge and get this course.
3. Share your other insights here.
 After reading this chapter until its conclusion, I realized how many things can influence or
contribute to a child's development. from the perspectives of physical, mental, social, and
cognitive theory, which focuses on how the learner can keep up or catch up with those around
him or her in the environment.

Read the items below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to
accept is because __________.
a. she thinks what she feels is too special and unique, that no one has felt like before.
b. the teenager’s favorite word is “no”, and she will simply reject everything the teacher
says.
c. 14-year-olds are not yet capable of perspective taking and cannot take the teacher’s
perspective.
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds.
Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class:
“What happens to the egg if I add three tablespoon salt to the glass of water?” This is the hypothesis
formulation. What can you infer about the cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

Which is your favorite theory of development? How can this guide you as a future teacher? Clip
some readings about this theory and paste them here.
ERIK ERIKSON MODEL THEORY
The eight stages of a person’s life are marked by a particular psychological struggle according to
Erik Erikson, a German psychologist. He thought that these challenges help shape our personality
as we grow. Erikson offered insights into both social and psychological development in his theory of
the eight stages of development. His theoretical framework evaluates the context of the relationships
in our life at these stages of life.

Lesson 3
Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,

Religion, Socio-Economic Status, Difficult Circumstances, and Indigenous Peoples
Activity 1: Observing differences among learner’s gender, needs, strengths, interests,

and experiences; and differences among learner’s linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.
Observe.
Read the following carefully before you begin to observe. Then write your observation report on the
space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious,
and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than
others.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age?by gender?
by racial or ethnic groups? By their interests? Or are the students in mixed social groupings?
If so, describe the groupings.
2. Notice students who are alone and those who are not intearacting. Describe their behavior.

Interview the teachers and ask about their experience about learners in difficult circumstances.
Request them to describe these circumstances and how it has affected the learners. Ask abiut the
strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:
 Gender,including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
Name of the School Observed: Mariano Peralta National High School

School of Address: Poblacion, Malita Davao Occidental
Date of Visit: November 9, 2022
There are a total of 52 students in the class, all boys with an age range from 18-21.
During Class:
Few students are raising their hands to answer, but Mrs. Escobar are smart enough to call a
student to answer her questions or to provide an answer, thus the student will listen carefully and
by the guidance of my cooperating teacher they will get the answer correct.
Outside Class:
The students form groups according to their preferences; some are going to gym and some are
just staying in the classroom. They are all noisy and stubborn who always find trouble with other
students and sometimes they will make fun of them.

ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker,
an attention seeker, a little teacher, a doubter/pessimist?
 There was a classmate who was a perpetual practical joker. He socializes with all of his
classmates and begs for food since he is lazy. A top student who also acts as the class leader
usually tries to remind the class to be quiet, albeit not everyone pays attention to her. Another
student pretended to be the class secretary even though she wasn't. She is the one who the
teacher usually asks to write the assignments on the board, collect printing fees, and list the
names of the misbehaving kids.
What makes the learners assume these roles? What factors affect their behavior?
 What influences them to assume these roles are their peers, their belief that they would be
better to be this way, people's reactions that somehow satisfy them, and their teachers'
meaningful feedback?
2. Is there anyone you observed who appear left out? Are students who appear “different”?
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
 No student stood out to me as being unusual or excluded. The students forge relationships
with one another while embracing differences.
What does the teacher do to address issues like this?
 Sometimes, teachers will attract a student's attention and assist if they see something about
how the student is learning the material.

3. How does the teacher influence the class interaction considering the individual differences of
the students?
 The teacher encourages the students to be considerate and careful with their words,
supportive of one another, and appreciate one another's differences, as well as to be there
for one another as friends who are prepared to lend a hand and provide emotional support.
The instructor also exhorts the students to respect and accept one another's interests,
hobbies, and preferences, as well as their thoughts and convictions on various topics.
4. What strategies does the teacher use to maximize the benefits of diversity in tge classroom?
How does the teacher leverage diversity?
 The teacher makes sure she is familiar with their culture and that she is aware of their
backgrounds, learning preferences, interests, and hobbies. By allowing them to discuss their
cultural backgrounds, the teacher builds bonds with her students, facilitates improved
communication, and promotes respect in the classroom. The instructor also tries to promote
cultural diversity in every session in whatever manner she can, for example by using activities
like sharing and role-playing that let the kids get to know one another's cultures.
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among
the learners and between the teacher and the learner?
 Despite the children's distinct differences, I felt at ease as I watched the classroom since they
were all united in their acceptance and admiration of one another. The way the teacher
handles diversity in the classroom is a good indication of how well she has developed teaching
methods that foster understanding and foster relationships with many cultures. The pupils'
empathy and openness to different backgrounds have aided in their mutual understanding.
Another indication that a teacher is doing a good job of cultivating cultural sensitivity in the
classroom is when students act confidently and independently in front of the class. I was
moved by their kindness toward one another, their candour in their interactions with their
teacher, and the way they came together during cooperative projects. I experienced a sense

of unity in the classroom because the children supported one another, how openly speak with
their teacher, and how to work together in cooperative learning activities.
Activity 2: Observing differences among learners with disabilities, giftedness, and

talents
Observe
space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking tge teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.

OBSERVATION REPORT
The students interact well with their teacher and classmates during the discussion. According to the
teacher, her students experience difficulty in understanding new information, have slow cognitive
processing time, and have difficulty comprehending abstract concepts. To respond to the learners'
needs, the teacher uses clear and simple language, uses visual aids, and employs various teaching
strategies. A regular class with the inclusion of learners with low vision students. In the classroom,
I observed that boys tend to be very noisy. The boys keep on laughing and doing some unnecessary
things at their desks even when there is a teacher in front. But when the teacher asked them to
listen, they will all listen and behave well.

Analyze
1. Did your observation match the information given by the teacher?
 The observations I made and notes I made matched the information the teacher had provided
regarding the student's needs, performance, and how she responds to those needs as well
as how she tries to develop activities that would meet those needs.
2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
 The class is made up of a variety of students from various backgrounds. These skills range
in terms of their amount of independence, current knowledge, capabilities, etc. While some
students with the lower ability find it difficult to grasp the lesson, better-ability pupils are
those who can study on their own. Effective techniques are required to address the diverse
requirements of different types of pupils in the classroom. By organizing his or her lesson
plan into several phases, such as the review phase, integrity phase, comprehension phase,
and application phase, the instructor can, for instance, apply differentiated instruction. Peer
interaction groups, teamwork exercises, and other educational techniques.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated instruction?
If yes, describe how.
 I have seen that the teacher presents the subject in a variety of ways. She uses a variety of
resources and tools to support her discussions, including video, books, and multimedia. She
also gives students a variety of ways to express what they have learned, including writing,
art, and presentations. Additionally, she permits them to collaborate with their peers in an
efficient acquiring knowledge while utilizing performance-based learning and real-world
evaluation.

Reflect
1. Recall the times when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
 Some of my classmates in Grade 6 of primary school, I recall, were still having trouble reading
English fluently. Each student who was struggling to read was given a study partner by my
teacher, who then allowed the study partner to assist the struggling reader. Every lunch or
break, I read a book to my classmate as one of my study buddies. My teacher keeps a close
eye on us and the advancement of my classmates. It works wonders for me. While allowing
the high achievers to share their knowledge and talents by helping their peers, she helps the
underachievers strengthen their areas of weakness.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
To meet the requirements of my students as a future teacher, I will require the following character
characteristics and dispositions:
• The knowledge that I will be managing a class of students with a range of abilities.
• More time and effort to accommodate the learners' needs.
• Constant innovation and idea generation for practical methods and techniques to manage pupils
with various levels of aptitude.
• Good listening skills and effective communication to build relationships with pupils.
• Emphasize teamwork with the conviction that this is more efficient than allowing students to learn
on their own.
• Adaptability and flexibility in a dynamic setting.
• A sympathetic instructor who is aware of the needs, interests, and histories of her students.
• Constantly seeking to do what is best for pupils and becoming lifelong learners

Activity 3: Observing the school experiences of learners who belong to indigenous
groups.
Observe
Use the observation guide provided for you to document your observations.
space provided.
If you are watching videos you searched, instead of actually visiting a school, have these questions
in mind as you are watching the videos. You can try to get in touch with the creator of the videos
and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know their
norms and customary greetings. This will help you blend in the school community and interact
with respect.
2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they have
and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teachers an in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You
can use the questions found on the Analysis part of this activity.

OBSERVATION REPORT
There are students in the classroom that come from diverse ethnic origins. However, because
everyone in the class participates in every conversation, the class is incredibly participatory. Despite
the inadequate learning resources, such as books, they are tremendously committed to learning.
One student claimed that they are using a book because the delivery of books to their school is
hampered by the wet season. Teachers are resourceful as well as inventive with their teaching
resources. Even though they find it challenging to educate solely using chalk and a board, they
nonetheless come up with effective strategies to do it. One teacher, for instance, described how he
taught addition or multiplication using river stones. Additionally, they follow the indigenous
curriculum.
Students in the classroom represent a variety of ethnic backgrounds. However, the class is
extremely participative because everyone in it takes part in every discussion. They have a strong
commitment to learning despite the poor quality of the available learning resources, such as books.
One student asserted that they are utilizing a book because the wet season makes it difficult for
books to be delivered to their school. Teachers are resourceful and creative when using their
resources for instruction. They come up with excellent methods to teach even though they find it
difficult to do so with just chalk and board. Using river stones to teach addition or multiplication, for
instance, was one teacher's method. They also adhere to the native curriculum.

Analyze
Curriculum Design, Competencies, and Answer each question based on your

Content observation and interview data.
1. Does the school foster a sense of When one of the teachers is instructing the
belonging to one’s ancestral Tagakaolo traditional dance, this is one
domain, a deep understanding of specific instance of how the school fosters
the community’s beliefs and a sense of belonging to the Tagakaolo
practices. Cite examples beliefs and customs. This dance is a part of
the Tagakaolo tradition, and the instructor
provided an example of a thorough
comprehension of what the Tagakaolo
value in their culture as part of the school.
2. Does the school show respect of the Unfortunately, the video didn't
community’s expression of demonstrate this particular component
spirituality? How?
3. Dies the school foster in the By encouraging the students to study their
indeginous learners a deep traditional traditions and assisting them in
appreciation of their identity? How? appreciating their culture by incorporating
such ideas into the debate, the school
demonstrates its profound appreciation for
Tagakaolo identity.
4. Does the curriculum teach skills and One of the teachers claims that they are
competencies in the indigenous not using the IPED curriculum but rather
learners that will help them develop the previous curriculum framework. This
and protect their ancestral domain indicates that the learners must focus on
and culture? developing more generic abilities and
competencies rather than ones that
especially highlight the ancestral domain
and culture of their tribe.

5. Does the curriculum link new Yes. Despite adopting an outdated
concepts and competencies to the curriculum, it still connects new ideas and
life experience of the community? skills to community members' everyday
experience
6. Do the teaching strategies help The teachers' "indigenized" methods for

strengthen, enrich, and complement teaching the subjects complement the
the community’s indigenous Tagakaolo instructional strategy, which
teaching-process? enhances student learning.
7. Does the curriculum maximize the One specific illustration of this is the
use of the ancestraal domain and inclusion of Tagakaolo ethnic dance in
activities of the community as educational programs that emphasize the
relevant settings for learning in value of maintaining one's culture and
combination with classroom-based traditions.
sessions? Cite examples.
8. Is cultural sensitivity to uphold Unfortunately, the video didn't

culture, beliefs and practices, demonstrate this particular component.
observed and applied in the
development and use of
instructional materials and learning
resources? How? ( For example,
Culture bearers of the Indegenous
Peoples are consulted.)
9. Do the assessment practices The assessment methods that the teachers

consider community values and use to take into account the community's
culture? How? values and culture by making sure that the
tests are sensitive to cultural differences
and specifically take into account the
group's culture in terms of language,
community resources, and concepts that
are pertinent to the group's history.

10. Do the assessment processes According to what I've seen, the teachers'
include application of higher order activities help students enhance their
thinking skills? critical thinking abilities by employing
concepts and situations from the actual
world that they must solve.
What do you think can still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in schools?
Based on what I have gathered from the video of Tagakaolo students in MPNHS, the following are
my suggestions regarding the knowledge systems and practices and rights of indigenous people in
MPNHS:
1. The MPNHS must ensure that the curriculum is distributed in the

mountain schools including those schools that are exclusively for IP students.
2. The MPNHS must arrange effective strategies for teachers who are struggle travelling from their
houses to the mountain schools without sacrificing the
contact hours of students with their teachers.
3. The MPNHS should hire more teachers to teach in indigenous people and provide them
appropriate compensation.
4. The MPNHS must provide modern instructional materials for the teachers to use and learners'
materials such as textbooks.
5. The curriculum for indigenous framework should emphasize valuing of culture and
tradition of the indigenous peoples through integrating real-life concepts in each lesson.

Reflect
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous people?
• According to what I have observed, the students are less focused on their goals and
desires as learners and more worried about the dire chance that they would be
deceived if they don't study. I also discovered that there are a variety of circumstances
that have an impact on children' academic performance, therefore teachers and the
parents of these pupils should be aware of these difficulties and try to find a way to
at least address them. For instance, the students' significant food insecurity
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
• I am inspired by the Flora MPNHS teachers for their commitment to educating the
pupils despite the challenges they face. I respect the fact that they put up the effort
to drive 5–6 hours merely to teach the kids, and more significantly, that they never
give up on seeing that these students fulfil their potential. For them, teachers are the
only unsung heroes who can support pupils in securing their legal entitlement to an
education.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by communicating clearly and sensitively
to cultural differences, you can persuade others to respect indigenous people and take
the lead in defending their rights.
3.2 Uphold and celebrate their culture, beliefs and practices by incorporating celebration
of cultures activities into every class and making the most of a variety of instructional
approaches that take students' diversity and inclusiveness into account.

3.3 Advocate for indigenous peoples education by consistently assisting in the creation
and improvement of the curriculum, offering insightful advice to the directors of the
Department of Education and the Commission on Higher Education discussing how we
may enhance the curriculum to better meet the requirements of IP learners.
Show your Learning Artifacts
With the principle of individual differences in mind, what methods and strategies will you remember
in the future to ensure that you will be able to meet the needs of both the high and low achievers
in your class? Make a collection of strategies on how to address the students’ different ability levels.
The 5 Keys to successfully manage a classroom with varying ability levels
Assess
evaluate the success of your students after you tested the effectiveness of your methods by putting
them into practice. If they pick things up successfully, they should keep becoming better and using
the tactics; if not, they should try job 1 again to fully comprehend their range of talents.
Comprehend
Recognize the range of skills they possess. Study their advantages and weaknesses and learning
preferences.
Strategize
Plan how you will interact with them effectively with their different needs. Consult existing studies,
do some research, and read it to them.
Correlate
Make use of the information you've obtained when building lesson plans, resources, brainstorming
exercises, and assessments.
Synthesize
Consider how you will apply the knowledge you have combined and accumulated to your students.

LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their

commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups.
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT______.
A. Affirms and strengthen indigenous cultural identity.
B. Makes education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages.

D. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners,
EXCEPT_______.
A. Culturally generated learning resources only include indigenous group’s

artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, in

which highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of

instructional materials
D. The indigenous community’s property rights are upheld in publishing learning

resources.
6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT_______.
A. Including the practice of competencies in actual community and family

situations.
B. Applying higher-order thinking skills and integrative understanding across

subject areas
C. Using international context in the assessment standards and content faithfully

without modification
D. Including community-generated assessment processes that are part of

indigenous learning system.
7. Read the following comments by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa

paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups
work with the same topic but assigns a different task appropriate for each
group to accomplish.
B. The teacher divide the class into three heterogeneous groups and assigns the
same activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns different
content topics for the group to work on
D. The teacher groups the learners by ability levels and assigns each group a
different tack on the same topic, and then requests three different teachers,
each to assess one of the groups
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and
another for the slow learners.
D. Applying two sets of different standards.

Lesson 5: Creating an Appropriate Classroom Learning Environment
OBSERVE, ANALYZE, REFLECT
Activity 5.1 Managing Time, Space and Learning Resources
Resource Teacher: Grace O. Escobar

Teacher's Signature:
School: Mariano Peralta National High School
Grade Year Level: Grade 11
Subject Area: English
Date: December 3 2022
OBSERVE
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note
their ages.
 As I observed, all of the students in the classroom are all boys. They have
different characteristics, some of them are stubborn, some are talkative,
some are nice, some are quiet and all of them respect me. Since they are
grade 11 their ages are 18-20.
2. How many boys are there? How many girls?

 As I told in my answer in number 1, they are all boys with a population of 52.
3. Focus on their behavior. Are they already able to manage their own
behavior?
 Even if they are in Grade 11, I can say that not all of the students can
manage well their behavior. There are still students that need guidance yet,
there are also others that can manage their attitude by simply listening
attentively to the class and make stuff their teacher wanted them to do.
4. Can the learners already work independently?

 Based on my observations all of the students can’t work independently. They
still need advice and guidance from the teacher for them to be able to finish
and accomplish a task.
5. Describe their span of attention.

 Their span of attention I can say, it's neutral. Neutral, for I observed that
mostly all of them are not attentive and are doing unnecessary tasks to their
54 | Field seats that
Study 1: have nothing
Observations to do with theinsubject.
of Teaching-Learning But some
Actual School of the boys are
Environment
listening well to the class and are very participative.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good
to ask the teacher for additional information, so you can validate your observation. Write your notes
below, and then organize your data in the T able that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students' belongings, supplies, etc.)? Describe these areas. Will it make a difference
if these areas for specific purposes are not present?
 I really love how Mrs. Escobar did to the classroom. It is eye-pleasing, lots of
posters and in the classroom they have mini library but sadly it has no enough
chairs for some of the students to seat, but thankfully the room have floor mat
which the students will be seated comfortably.
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
 There are rules and procedures posted inside the room. It has classroom
assigned cleaners from Monday to Friday, before you enter the room you need
to wear your mask and observe social distancing posted in the door. Yes, it
has reinforce their positive behavior especially when they follow the rules and
procedures that are posted, because it means that they have respect to their
adviser and I believe it is a positive behavior.
3. Did the students participate in making the classroom rules? If the Resource Teacher
is available, ask him/her to describe the process. What's the effect of students'
participation rule-making on student's behavior?
 Students do not participate because they do not have any classroom rules
posted inside the room. The room is dry and is not eye-captivating.
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
 My cooperating teacher always starts the class discussion by having a prayer,
led by the students, and afterward is the checking of attendance by and lastly,
the lesson proper
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help
in managing the class?
 No, since they are all boys, but the class are manageable.
6. Observe the noise level in the classroom. How is this managed?

 If I will be leveling the noise of the students inside the classroom, I can say
that they are not that noisy, especially they are all boys. But when the teacher
told them to keep quiet, they will listen.

REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?
 Instead of employing punishment or rewards, positive discipline is a more effective

technique to deal with unruly pupils in the classroom. In addition to teaching children
how to make better decisions as they approach maturity, it enables kids to learn and
modify their behavior to meet expectations in the classroom. Because we encourage
self-control, educate responsibility, and support students in making deliberate
decisions, positive supervision and discipline are essential for students. Less time and
effort will be spent addressing inappropriate behavior by adult caregivers as a result
of their success in promoting proper student behavior.
Activity 5.2
Identifying the Different Aspects of Classroom Management
Resource Teacher: Grace O. Escobar Teacher's Signature: School: MPNHS
Grade Year Level: 11 Subject Area: EAPP Date: Dec. 3 2022
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect on the Learners
Management (To be filled out after you

answer the analysis
questions)
1. Specific Areas in the It is exactly positioned at After class, they will come
Classroom the classroom's rear, so here to collect the items
don't cause any disruptions they require, allowing them
to the students.

to concentrate on each
item individually.
2. Classroom Rules Everyone participated in This has a great impact on

doing this. the students by
challenging them to be
vigilant in carrying out their
duties.
3. Classroom Procedures To formally begin their Because it allows the

class, this is done. Talk to students the chance to
them about your worries share their feelings and
and engage to worries openly, be
engage with the students. outspoken about them,
and be able to address
them with everyone
present and working
together.
4. Daily Routines The daily routine is the This is crucial and useful
schedule that they adhere for the students to be
to every day, regardless of directed in their daily
administrative changes. activities.
5. Seating Arrangement This is a crucial technique This is critical so that the

for teachers to maintain teacher and students can
order in the classroom so interact more and work
that students may get to together to reduce noise.
know one another.
6. Handling Worry over inappropriate The students will benefit

misbehavior/off-task behavior is the main from this because it will
behavior concern here. provide them with the
chance to grow and allow
them to reflect on their
deeds.

7. Reinforcement of Giving praise or any other The students will benefit
Positive Behavior kind of positive from this since it will push
reinforcement for a them to improve and
student's behavior in class reward them.
is the main goal here.
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
 The student's actions increased their level of alertness. They are typically organized.
Additionally, they'll be able to prioritize the tasks they need to complete. They should
adhere to the schedule and exercise caution when carrying out their planned actions.
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
 She/he should consider first the things that will help the students be more organized
.and also considering the time that she will have for her students to talk, and ask any
questions about how they are. Also, take time to seek for the misbehavior in class for
them to think that each move they are taking is being monitored despite the freedom
that you as a teacher gave to them.
3. Which behavior strategies were effective in managing the behavior of the learners? Motivating
students? Why were they effective?
 The benefit, in my opinion, is that it gives the kid the bravery to act on what you have
said to them since you can communicate with them in a way that ensures they never
feel like they are being treated unfairly. This will have a significant impact on how well
they do.

REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you
see yourself? What routines and procedures would you consider for this level why?
 Grade 11, and the daily regimen I want them to follow, is to attempt to think back on
yesterday's events, both good and bad, and try to reflect with others who were sharing
and coming to a decision about how they thought they will succeed in the new day.
This will be an element of my plan. Because I believe that this is a successful technique
to determine what are the things they did yesterday which they believe they want to
keep doing finally, I'll offer some wisecracks based on what I was able to items they
exchange in class.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
 Be on time.
 Be accountable
 Be well-groomed.
 Be truthful
 I selected these very well-known guidelines because I believe they are the things I
observe are quite simple, but pupils don't often complete them. I would like for the
rest of their lives to be the best version of themselves.
3. Should learners be involved in making the class rules? Why?
 Yes, I want them to understand that it is the students who will follow the rules, not
me, so I want them to participate in creating the rules for our class.

Link Theory to Practice
Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students' behavior develops more self-regulation in the

students. Which of the following teacher statements demonstrates focusing on natural
consequences?
A. "Those who were noisy today during seatwork will not be allowed to play games in
the computer later."
B. "If it takes you longer to finish the seatwork because time is wasted with chatting,
then we won't have time to go to the playground anymore."
C. "Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. “If you get a grade of 95 or higher in the first two assignments, you will be exempted
from the 3rd assignment.”
2. Learners are more likely to internalize and follow classroom rules when.
A. The teacher clearly explains the rules she prepared

B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners' behavior, they should
do all EXCEPT
A. Give immediate feedback to reinforce appropriate behavior of learners

B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly and consistently
D. Handle behavior problems promptly and with due respect to learners' rights

Show Your Learning Artifacts
Paste pieces of evidence of classroom rules that work in class. You may also put picture of the
physical space and learning stations which contribute to the effective implementation of classroom
management.
GRADE 11 STUDENTS OF MARIANO PERALTA NATIONAL HIGH SCHOOL

Lesson 6: Classroom Management and Classroom Routines
Activity 6.1
Observing Classroom Management and Routines
Resource Teacher: Mrs. Grace O. Escobar
Subject Area: English (EAPP)
Date: December 3 2022
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.
Checklist on Classroom Routines
Check Yes (✔) if observed and (x) if not observed.
Classroom Routines Observed (✔) Not Observed

(x)
1. Movement into the classroom ✔
2. Transition in classroom activities ✔
3. Movement out of the classroom ✔
4. Use of lavatories / comfort room / washrooms ✔
5. Passing of papers ✔
6. Passing of books ✔
7. Working with pairs/groups ✔
8. Tardy students ✔

9. Absent students ✔
10. Submission/Collection of materials ✔
11. Submission of projects ✔
12. Asking questions during lessons ✔
13. Asking for assistance ✔
14. Joining classroom activities ✔
15. Lining up ✔
16. Walking in line ✔
17. Fire drill/emergencies ✔
18. Movement between activities ✔
19. Use of classroom supplies ✔
20. Checking of assignments ✔
Others, please specify.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
 It does demonstrate how developing routines for the class helps students to develop self-
respect and self-discipline. And for them to pursue their education seriously to achieve
high marks.
2. Which of those routines were systematic and consistently implemented? Explain your answer.
 I think the practice of "asking questions during lessons" is what moved me since it
prompted the students to respond by providing a hint or a different question that targeted
the same response.

REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
 Project submission is what I want to employ in my class, but there should be a twist;
because projects are performance assignments, I need proof that the students created
the outputs, thus they must have documentation from the before, while, and after stages.
Activity 6.2
Listing down Classroom Rules
Resource Teacher: Mrs. Grace O. Escobar
Date: Dec. 03 2022
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.
Classroom rules are imperative and must be reinforced for learners' 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
Classroom Rules Importance
1. E.g., Read directions well. Ensures less error in answering the activity.

2.Elicit ideas and views from the students Brainstorming to help others understand
the lesson's details and express their own
opinions to create a good discussion
3. Observe the person speaking in front of The learner's capacity for critical thought is
you. increased when everyone is treated fairly
and with a good attitude.
4. Asking for inquiries Increases the students' capacity for higher

level thinking related to the subject or
5. Quietly pay attention. This shows respect for other people.
6. Observing the guidance provided, Students will be able to respond to or

particularly on taking action complete the assignments satisfactorily.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
 I believe that these guidelines emphasize the growth of the learner's cognitive level of
thinking because this is the ability that is most utilized and required so that learners won't
struggle in the future to effectively communicate with others. And this is because I have
noticed some of the students are sick.
2. Are classroom rules really important?
 Yes, following the rules in the classroom is crucial for educating students and achieving
the objectives stated by the teachers. And this enhances every student's learning.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules?
If not, what rules are you going to employ? Explain your answer.
 I think my resource teacher and I adhere to the same rules since I intend to become a
teacher. It's because our shared objective for the students is to support their growth and
development as thinkers.
Take some snapshots of the classroom routines employed by the Resource Teacher which are worth
emulating. Tell something about the pictures.
My cooperating teacher always "asking questions during lessons" lesson proper. It can be seen
that the students are attentively listening to the teacher as she is talking in front of her class. She
managed to tell the students to properly arrange the chairs, pick up pieces of papers and settled
themselves accordingly. I can say that our cooperating teacher is very good in handling the class
especially the everyday routine.

1. What term applies to the established ways of managing a classroom into a more organized
and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. What is the best time to establish classroom routines?
A. At the start of the year
B. At the start of the class
C. At the start of the activity
D. At the start of the classroom discussion
3. What is the primary reason for the establishment of classroom routines?
A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done?
A. Assign a leader.
B. Post the rules.
C. Let the students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?
A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually.
D. Set the do’s and don’ts in every activity.

LESSON 7
Activity 7.1 Identifying Personal Management and Physical Aspects of Classroom
Observe a class and interview the Resource Teacher. Ask how the personal and physical aspects of
classroom management ensure proper classroom management and discipline. Check if these aspects
were observed in the classroom.
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands /

respect from the learners?
1.2 Is the teacher's voice modulated and can be heard by the entire /
class?
1.3 Was the teacher present in class? /
1.4 Did the teacher arrive on time in class? /
1.5 Does the teacher exude a positive attitude towards teaching? /
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? /
2.2 Is the lighting good enough? /
2.3 Is the classroom free from noise? /
2.4 Does the seating arrangement provide better interaction? /
2.5 Is the design/structure of the room inviting to classroom /

activities?
2.6 Is the physical space / learning station clear from obstruction? /

Analyze the different elements of personal/physical classroom management and answer following
questions?
1. How does the voice of the teacher affect classroom instruction?
 The teacher has a well-modulated voice that is very catchy to the learners which attracts them
to listen very well and be participative enough to class. The teacher's tone of voice is a powerful
instrument. It sets the tone and environment for the entire classroom in terms of engagement,
behavior, and rapport with students. The voice is a very important asset for the teacher. If used
well the voice can capture the student’s attention and initiate involvement with the teacher and
subject matter. A moderate loud and a clear/good voice of a teacher is one of the most important
elements of personal classroom management. In terms of classroom instructions, the voice of
the teacher should be clear and loud enough to be heard in the entire classroom so that all the
learners must pay attention and listen attentively during class discussion. Also, a teacher must
speak an authoritative way in order for him/her to be respected by the learners. It forces the
student to quiet down in order to hear what you’re saying. Instead of embarrassing a student
by yelling or correcting behavior in front of the whole class, show respect by whispering a firm
reminder. Speaking to them with a direct and sincere tone of voice will help them build trust
and meet your expectations. A dull monotonous voice will only serve to bore the students and
dull the desire to pay attention and participate.
2. How does the punctuality of the teacher affect classroom discipline?
 The punctuality and the behavior of the teacher reflects to the learners because if the learners
could see that their teacher is punctual then they will also try their best to follow the behavior
of the teacher. But if the teachers is always late and shows laziness in the classroom, then it
will negatively affect the classroom discipline and management.
3. Why do we need to check on the physical aspects of classroom management?
 The physical atmosphere of the classroom can help prevent behavior issues as well as promote
and improve learning. The structuring of the learning environment is essential for teachers and
students. We need to check on the physical aspects of the classroom management in order for
both the teacher and the learners to have a smooth flow of discussion and learning activities.

Having the best of these physical classroom elements in the learning environment would ensure
the safety and order in the class.
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain. "No amount of good
instruction will come out without effective classroom management."
 Classroom management along with careful detailed planning in class requirements, classroom
procedures, lesson planning as well as room organization and appearance is the foundation for
a successful classroom learning experience. Good instructions are meaningless without a
foundation students knowing what are the classroom requirements and procedures. If a teacher
in a certain classroom doesn't know how to effectively manage a classroom, then he/she will
also not be able to formulate and give any good instruction that sometimes leads to the failure
of the students to learn. In order for us to ensure the effective classroom management first, we
should possess all the qualities of being a good teacher and have attained all the personal
classroom management elements such as personal grooming, punctuality, etc.. And also ensure
the physical classroom management such as good ventilation, lighting, learning stations and so
on.
2. What are your plans in ensuring effective classroom management?

Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation
 Establishing positive relationships promotes a sense of school belonging, as well as encourages

students to participate cooperatively. Besides, it helps them to develop the confidence to
experiment and, of course, succeed in a learning environment where they’re not restricted by
the fear of failure.
 Encourage Questions. Some students may get bored and lose concentration. Instead, set a good
example by asking questions and also invite the students to ask questions that steer the
discussion. Although the questions asked by the students need answers, it doesn’t always have
to be you providing all the answers. You should also allow the students to volunteer and answer
classmate questions.
 Praise Your Students. It is one tool that can be a powerful motivator for students. Focus on
effort, not only on achievements
 Organize Group Projects. Students love working together in groups. Teamwork helps nurture
leadership skills and also students might develop more respect for each other. Others may learn
how to be more responsible about getting their assignments ready in time when there’s a group
grade that affects their classmates.
 Engage in 2-Way Feedback. Giving feedback is an essential part of effective classroom

management. It helps your students to understand the subject matter and guides them on how
to improve their learning. If done correctly, it can improve the students’ performance, self-
awareness, and enthusiasm for learning.
Check the management strategies employed by the Resource Teacher. Check (✔) observed, put an
(x) if not observed and O for no opportunity to observe
Effective Classroom Management Observed Not No

Strategies Observed Opportunity
to Observe
1 Model to the students how to act in /

different situations.
2 Establish classroom guidelines. /
3. Document the rules. /
4. Refrain from punishing the entire class. /
5 Encourage initiative from class. O
6. Offer praise and rewards . /
7. Use non-verbal communication. O
8. Take time to celebrate group effort. /
9. Let students work in groups. /
10. Interview students to assess their /

needs.
11. Address bad behavior quickly. /
12 Consider peer teaching . /

13. Continuously engage the students. /
14. Assign open-ended project. /
15. Write group contracts. O
Others (Please specify)
16. Practice patience with Rational /

Detachment.
17. Establishing positive relationships /
18. Encourage Questions /
19. Praise Your Students /
20. Organize Group Projects /
21. Engage in 2-Way Feedback /
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management? Explain your answer.
 There are five strategies were employed by the Resource Teacher. Yes, it these contribute to
better classroom management, it will help the students to improve their performance, confident
and they will be motivated by it to study hard and being participative to the class.
2. What were not used by the Resource Teacher? Were these important? What should have been
used instead? Explain.
 As far as I’ve, all of them are used by my Resource Teacher. She have said that these classroom
management are somehow the same with what he implemented in his class and she added that
these are all important and effective and were all been used.

As a future teacher, reflect on the observations then answer the given question.
• What classroom management strategies do I need to employ to respond to diverse

types of learners?
 To respond to diverse types of learners, we must first interview them in order to assess their
needs, and then allow them to work in groups in order for them to be aware of their individual
differences. Consider peer teaching and make time to recognize group accomplishments. These
are just a few of the many important classroom management strategies that can be used
effectively in the classroom, and as time goes on, we can always think of new strategies and
ways to improve our classroom. As a future educator, the methods of classroom management
that I will need to utilize to react to diverse kinds of learners are exercising cultural awareness
of students to avoid certain situations in the future and giving students freedom and flexibility
because I genuinely think that we're all smart in our own manner and that I desire them to
discover their possess abilities and knowledge.

Show piece(s) of evidence of learning to capture the classroom management strategies
used by your Resource Teacher.

1. How will you prevent truancy among students?
A. Check attendance regularly
B. Allocate budget for each student
C Improve sanctions on absentees
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let they be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students "Remember I am the person
in authority here. I have the power to pass or fail you." Do you agree with Teacher Helen's reference
to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students
D. No, teacher authority is not meant to be used to pass or fail students.

LESSON 8
Activity 8.1 Curricula in the School Setting
1. Locate where you can find the following curriculum in the school setting. Secure a copy make
observations of the process and record your information in the matrix below. Describe your
observations.
Type of Curriculum Where Found Description
1. Recommended DepEd Website It is where you can find

Curriculum (K to 12 the most essential
Guidelines) competencies and may be
able to use all year-round
and indicates its area per
quarter.
2. Written Curriculum School School personnel hires a

(Teacher's Lesson Plan) specialist-a contract of
service-to develop a plan
to meet their set
goals/objectives.
3. Taught Curriculum Classroom It is the lecture gave by

(Teaching Learning the teacher, initiating group
Process) activities. In short, the teacher
demonstrates guidance to the
learners.
4. Supported Curriculum School These are the available

(Subject textbook) resources in the school. It can
be humans (teachers), books
such as textbooks,
workbooks, teacher’s guide
and etc. And it includes
laboratory equipment.

5. Assessed Curriculum School It is the assessment of
the learners whether formative
or summative to determine
their level of learnings.
6. Learned Curriculum School These are the skills or

(Achieved Learning expertise you may be able to
Outcomes) see to the learners thru
activities such as trainings,
seminars, and etc
7. Hidden Curriculum School This is the learnings taught by

(Media) the teacher or it may not
be taught from the school
Which of the seven type’s curriculum in the school setting is easy to find? Why?
 Among the seven types of curriculums in the school setting, the recommended curriculum is the
easiest to find of them all. Since it can be found on the DepEd website, it is easy to determine
that it is the recommended curriculum because it is already labeled and has a phrase “K-12
MELCS”
Which is difficult to observe? Why?
 The hidden curriculum is hard to observe because you don’t have an idea on what kind of
expertise does the learner have.
Are these all found in the school setting? How do curricula relate to one another?
 Yes, all of these curriculums are referring to the learnings of the learners.

Draw a diagram to show the relationship of one curriculum to the other.
CURRICULUM
WRITTEN TAUGHT ASSESSED
CURRICULUM CURRICULUM CURRICULUM
RECCOMENDED
CURRICULUM
SUPPORTED LEARNED HIDDEN
CURRICULUM CURRICULUM CURRICULUM
Make a reflection on the diagram that you have drawn.
 Among the seven curriculum's, there are three that have the same main goal and targeting the
same curriculum which is the recommended curriculum. Under this curriculum where written
curriculum, taught curriculum, and assessed curriculum lies. They show relationship to one
another which deals on the higher order thinking skills of every learner. They set goals to develop
and meet the level of competencies needed by the learners. While on the other curriculum, they
had to assess themselves whether they are learning or not. Or what competencies they are
lacking in. and may be able to assess themselves through various activities.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular grade/year
level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects
Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key
points. Write your observation and description in
your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What
major parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning

outcomes?
1. Identify each character in the play;
2. Arrange the events according to how they

happened in the play.
b. What are included in the subject matter?

• Plotting The Events, Story
c. What procedure or method will the teacher use to

implement the plan?
• Motivation- Arranging Event in the

story
• Lesson Proper- Discuss the lesson well
to the learners
d. Will the teacher assess or evaluate the lesson?

How will this be done?
• Assessment- the teacher provides

individual activities for the learners.
• Reflection- a synthesis and a real-life
situation to assess the understandings
of the learners.
B. Implementing Now it's time to observe how the teacher

implemented the prepared lesson plan. Observe
closely the procedure.
a. How did the teacher begin the lesson?
• The began by giving students a story

to read.
b. What procedure or steps were followed?
• The 4As are being followed.
c. How did the teacher engage the learners?
• The teacher engaged the learners thru

various activities.
d. Was the teacher a guide at the side?

• Yes, especially some of the activities
were performance task.
e. Were the learners on task? /Or were they

participating in the class activity?
• Yes, the learners are actively

participating.
f. Was the lesson finished within the class period?
• No, because some of the learners do

not get the instructions well.
C. Evaluating/Assessing Did learning in the lesson taught? Here you make

observations to find evidence of learning.
a. Were the objectives as learned outcomes

achieved?
• Yes.
b. How did the teacher assess/evaluate it?
• Through an interactive activity.
c. What evidence was shown? Get pieces of

evidence.
• Output of the learner.
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or competencies
of global quality teachers?
• The teacher whom I observed is very competitive. I can see and feel it because she
really tried her best to teach her students to the best of her ability. She really guides
her students in order for them to cope up.
2. Was the lesson implemented as planned? Describe.
Yes, the teacher followed her lesson plan accordingly. It was so organized that the learners are
being actively participating to the class because it is very catchy from the start.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager?
Satisfied and contented? Disappointed and exhausted?
The teacher looks satisfied, happy and contented. Although, their activity is not don, but she still
looks happy because she may conclude that the students understand their lesson.
4. Can you describe the majority of students' reactions after the lesson was taught? Confused?
Happy and eager? Contented? No reactions at all.
The students are eager and happy. Since some of their activities are performance task, they are
excited to see themselves and find out the result of their activity.
5. based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make
a short paragraph on the topic.
Making a lesson plan is quite difficult. Your imagination is used while you construct. Pretending you
are already enrolled in the course. But in the classroom, reality sets in, and things are very different.
Imagination strikes, but alas reality prevails. When creating a lesson plan, keep this in mind. This is
more than just a lesson plan. Thus, even when the competences are already provided, I need
prepare ahead when preparing one. Moreover, how will I go about achieving the goals I've set? I
should assess whether the lesson plan I created will achieve the objectives as I plan.

LESSON 8
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Using the diagram below fill up the component parts of a lesson plan.
I. Title of the Lesson: Objective Assessment
II. Subject area: ENGLISH
III. Grade Level: 11
Outcomes Teaching Method Assessment
• Scrambled • 1 whole sheet of

Word! paper you will
• Arrange the make a reaction
scrambled word paper based on
• Discuss the which is all the symposium
objective about the topic. last November
assessment, 29.
• Share their • “COMPLETE ME”,
insights that are you must read
based on the statement
objective that describe the
assessment, and different text
• Demonstrate structures. Give
teamwork and your answer by
cooperation in completing the
doing the group puzzle that
activity. follows.
• For example:
• Opinions based
on facts and
present ideas
convincingly.
O_ _ _ c _ _ v _
A____s__
_t
• The answer is
Objective
assessment
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.

- Yes, I think that the components of the lesson plan are aligned to each other upon my analysis,
from stating the learning outcomes to the methods to be used to meet the outcomes and the
assessment to be completed to see if the student's learning is effective. The lesson plan that I got
from my resource teacher is for English 10. My resource teacher set an outcome for the students to
have an understanding of how world literatures and other text types serve as sources of wisdom,
the teaching method that she used was an educational video, and asked students to take a test
exercise and compose essays to assess their learning.
2. Will the outcomes be achieved with the teaching methods used? Why?
- Yes, I think the teaching strategies will result in the desired results because, despite the fact that
the class was modular, the teacher provided detailed concepts and presented images that were
downloaded from Google to help students understand the subject. I think the desired results will be
attained as a result of this process.
3. What component would tell if the outcomes have been achieved?

- The assessment phase, in my opinion, will determine whether the outcomes have been attained
when students are able to master and apply concepts and, of course, when they are able to write
any type of essay.
4. What lessons have you learned in developing or writing a lesson plan?

- I've discovered that in order to achieve the goal that you as a teacher want your students to
achieve, you must constructively align the components of your lesson plan. I also discovered that
creating a lesson plan takes time; as educators, we must carefully consider the knowledge, skills,
and ideas we want our students to apply to their daily lives. It is also crucial to select the approach
that will best help us accomplish our goals, and we must never forget to conduct assessments to
gauge how well our students are learning.
5. What value will it give to the teacher if the three components are aligned?
- Since being an educator is an achievement if we are doing our jobs properly, I think it has to do
with the VALUE OF ACHIEVEMENT. Because I believe that every educator's goal is for the students
to learn and apply what we are teaching them, I believe that it is our responsibility as teachers to
develop lesson plans to guide us in making our students proficient. It is an accomplishment for us
if we have attained their learning and if the approaches, we are using are having a positive impact
on them.

Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This can be in
pictures, realia, documents or others.

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
MARIANO PERALTA NATIONAL HIGH SCHOOL
Malita, Davao Occidental
School Year: 2022-2023
Learning Area : Objective Assessment
Quarter : First Semester
Week :8
Duration : 1hr SESSION
I. OBJECTIVES
A. Content Standards The learner acquires knowledge of

appropriate reading strategies for a better
understanding of texts.
B. Performance Standards The leaner produces a detailed abstract

information gathered from the various
academic text read.
C. Learning The learner should be able to:

Competencies/Objectives
 Outlines reading texts in various
disciplines

Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan.
a. Example:
Lesson Title: Objective Assessment
Grade Level: 11
Lesson Outcomes Teaching Methods Evaluation
• Discuss the • Scrambled Word! • 1 whole sheet of

objective paper you will make
Arrange the scrambled
assessment, a reaction paper
word which is all about the
based on the
• Share their insights topic.
symposium last
that are based on
November 29.
objective
assessment, and • “COMPLETE ME”,
you must read the
• Demonstrate
statement that
teamwork and
describe the
cooperation in doing
different text
the group activity.
structures. Give your
answer by
completing the
puzzle that follows.
For example:
Opinions based on facts

and present ideas
convincingly. O_ _ _
c _ _ v _ A _ _ _ _ s _ _ _t
The answer is Objective

assessment

Choose the correct answer from the options given.
1. When we say school curriculum it refers only to the K to 12 curriculum
A. This statement is true.
B This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a curricularist
EXCEPT one. Which one is NOT?
A Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community tradition, advancement in technology. Though

not deliberately taught in the lesson, will influence the curriculum. This is referred to as
_____________.
A written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden Curriculum
4 Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. 1, II and III
5. What is the most important reason why there should be constructive alignment of the components
of the curriculum?
A. For ease of correcting by the school principal
B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published

LESSON 9
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles

of Teaching and Learning
Resource Teacher: Teacher Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the Learning Essentials. I
will identify evidence of applications/violations of the principles of learning. I can cite more than one
evidence per principles of learning.
Principles of Learning What did the Resource Teacher do to

apply this principle of learning
1. Effective learning begins with the The teacher uses projector to show her
setting of clear and high planned learning outcomes for the topics
expectations of learning outcomes. To demonstrate her intended learning
objectives for the topics, the teacher uses
a factsheet.
2. Learning is an active process. The teacher encouraged the students to

actively participate in class discussions and
educational learning activities.
3. Learning is the discovery of The teacher provides students with the

personal meaning and relevance of chance to think about, express, and
ideas. discuss the topic in front of the class.
4. Learning is a cooperative and a I n a group work exercise, the teacher

collaborative process. Learning is gives the students the task of interpreting
enhanced in an atmosphere of the poetry by producing, brainstorming
cooperation and collaboration. concepts with their peers, and discussing
their conclusions. In order to fully

understand the readings, the students are
eager to collaborate, discuss, share ideas,
and ask questions.
ANALYZE
1. What principles of learning were most applied? Least applied?
Most applied
• Since the resource teacher always divided the class into small groups, the learning concept
that is most frequently used is that "learning is a cooperative and collaborative process." This
allows the students to freely share their views. They will discuss ideas and then share their
findings after coming up with an answer.
Least applied
• The learning principle that is least used is "learning is the finding of personal significance and
relevance of concepts," as the teacher spent the majority of the class period outlining and
expressing personal opinions.
Give instances where this/these principle/s could have been applied?
• The majority of the work was done in class by the teacher. This stands in stark contrast to a
teacher who primarily supports students' learning while the students are the ones who offer
ideas on a particular topic
REFLECT
From among the principles of learning, which one do you think is the most important?
• The notion that learning is an active process is the one I believe to be the most crucial since
it requires that learners actively pursue their interests and participate in higher-order
cognitive tasks like analysis, synthesis, and assessment. For instructional activities that
include students doing things while also thinking about what they are doing, active learning
techniques are advocated in this context.
Activity 9.2 Identifying Learning Outcomes that are aligned with Learning
Competencies
Resource Teacher: Grace O. Escobar Teacher Signature: School: MPNHS
Grade/Year Level: 11 Subject Area: English Date: Dec. 03 2022
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Achieved

Objectives?)
Yes No Yes No
1. Identify each character in the ✔ ✔

play.
2. Arrange the events according to ✔ ✔

how they happened in the play.
3. Identifying the characters in the ✔ ✔

story by matching it from
column A to column B.
4. Performing the play in a form of ✔ ✔

Singing, Role Playing, and
Writing
5. Analyzing the play ✔ ✔
2. Cite pieces of evidence that these learning outcomes were achieved?
1. The paragraph presented by the students
2. The Performance presented by the students
3. The outputs made by the students

ANALYZE
1. Do SMART objectives make the lesson more focused?
• Yes, since it is not just attainable but also achievable for the learners. And it is also relevant
to our daily life.
REFLECT
Reflect on the
Lessons learned in determining SMART learning outcomes.
• When developing SMART learning objectives, they should be relevant to our daily lives,
attainable, and urgent. If you are only teaching without also analyzing your work, nothing
would make sense. At least two ways in which S.M.A.R.T. objectives can improve in class
time planning. First of all, they can assist you in deciding what material you should cover in
class, what tasks you should assign your pupils to complete, and how much time should be
spent on each activity. In a broader sense, S.M.A.R.T. objectives can assist you in structuring
class time. If S.M.A.R.T. objectives are created properly, they inevitably result in concrete
assessment systems (they are, after all, Measurable, Results-focused, and Time-bound).
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observations band analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
• No
mere passive recipients of instructions?

• The students actively participate in
all activities and are involved in
them.
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
• It was a good lesson because the
teacher used an activity to further • The teacher posed a question and
explain what the students needed asked the students to respond in
to understand. the context of a realworld scenario.
Was class atmosphere competitive? Why? Was the class atmosphere collaborative?
Why?
• Yes, since they are actively
involved. • Yes, they participate in teams and
work as a group.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
• No, the teacher integrated another • Yes

subject.
What teaching-learning practice shows that teaching approach was:
a) Constructivist – connected to past experiences of learners; learners constructed

new lesson meanings
• The activity required students to relate a scene to a real-world scenario.
b) Inquiry-based
• I think that the students were sufficiently inquisitive.
c) Developmentally appropriate – learning activities fit the development stage of

children
• The teacher's assigned activities should mirror the students' developmental

stage.

d) Reflective
• As I've indicated, the students learn to apply concepts to actual situations.
e) Inclusive – No learner was excluded; teacher taught everybody.
• The students learn to apply ideas to actual situations, as I've already mentioned.
f) Collaborative – Students worked together.
• The students gather ideas by brainstorming.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught.
• The students make an effort to apply their course or topic to other fields of
expertise.
ANALYZE
1. What are possible consequences of teaching purely subject matter foe mastery and for the
test?
• Some students, especially those who perform well in class, might find it engaging, but others,
particularly slow learners, might find it uninteresting. Low achievers, in my opinion, enjoy a
twist to help them learn the lesson
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
• It might be interesting to some students, particularly those who do well in class, but
uninteresting to others, especially slow learners. I think low achievers want a twist to make
them understand the lesson.
REFLECT
Reflect on Principles of teaching worth applying
• For me, if I'm going to teach, I make sure the classroom environment fosters a lovely
atmosphere. Why? It's because they can draw their attention to this place. The students may
be able to offer the teacher their undivided attention. Additionally, as it is an activity, I will
make sure to reward them and provide constructive criticism.

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of her
lesson. She proceeds to her learning activities at once without letting them know what they
are supposed to learn for the day. Which principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teachers Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very world much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with settings clear expectations and learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students
by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objective / intended learning outcomes must integrate 2 or 3 domains – cognitive,
skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objective/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom’s
taxonomy, in which level of cognitive processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing

5. You are required to formulate your own philosophy of education in the course, The Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are
you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson plan
(s) used by your Resource Teacher to show the intended learning outcomes and the method used
in class.
MARIANO PERALTA NATIONAL HIGH SCHOOL

Malita, Davao Occidental
School Year: 2022-2023
First Semester
DAILY LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
I. TOPIC: ACADEMIC TEXT
Concept Note no. 1
II. OBJECTIVE:
1. To define academic writing; and
2. Distinguish it from other kinds of writing
III. REFERENCE/S:
English for Academic and Professional Purposes; Grace M. Saqueton, Marikit Tara A. Uychoco

LESSON 10
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
OBSERVE
Observe on class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, e.g. Teacher used video on how digestion
the more and the better the takes place and a model of the human
learning. digestive system.
2. Learning is an active process. The teacher encouraged active

participation from the students by asking
them to provide a conditional example.
3. A non-threatening atmosphere The teacher creates a welcoming

enhances learning. environment for the students and instills a
positive attitude there.
4. Emotion has the power to increase F or the benefit of the class's retention and
retention and learning. learning, teachers should always be
cheerful. Students' learning might be
impacted by their emotions. The effect on
one's attention, motivation, and learning
processes may be favorable or
unfavorable.
5. Good teaching goes beyond recall Teachers exhibit understanding about the
of information. subjects of their discussions or themes.
Many examples of educational videos
related to her topics.

6. Learning is meaningful when it is The teacher ties the subject or lesson to
connected to students’ everyday the students' prior knowledge.
life.
7. An integrated teaching approach is Instead of just providing the knowledge

far more effective than teaching from the book, the teacher goes deeper
isolated bits of information. into the lesson and applies it to actual
circumstances.
ANALYZE
What is the best method of teaching? Is there such a thing?
• The most effective teaching strategy, in my opinion, will largely depend on how we plan to
handle the variety of students we will be working with. However, if I were based my response
on the prior chapter of this book's discussion of the deductive and inductive approaches to
teaching, I would view inductive as being more successful than deductive. Inductive
education has various benefits, including encouraging pupils to use their intelligence, prior
knowledge, reasoning skills, and mental attention. Knowledge is learned spontaneously
through exposure. This approach evaluates the connections that students draw from the
given material. Include the viewpoint of the learner; this makes it simpler for kids to
understand the idea.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?
• The key to effective teaching is making the right strategy choices for our students and our
teaching goals. Because students learn in different ways, it is frequently helpful to use a
number of tactics in a given class as well as various learning activities and assignments. Of
course, our strategies would truly depend on the lesson for the day. When choosing, we
should keep in mind that we want to get the pupils involved and learning. An approach that
works effectively and has many benefits for both teachers and students.

Activity 10.2 Determining Outcome-Based Teaching and Learning
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did he/she share them with the class? How?
• Yes, she presents the precise intended learning outcome of the subject matter in order to
communicate her lesson objectives to the class. She started her talk by basing it on the
questions she had asked the class and on their conversation.
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain
his/her lesson objectives/ILOs? Explain your answer.
• During and after the talk, the teacher engaged in some questioning and reporting activities.
The teacher additionally evaluates her students' learning using ILOs and visual presentations
to ensure that the intended learning outcomes have been reached. By doing this, the students
may easily grasp their lessons and complete their assignments.
3. What assessment task/s did teacher employ? Is/Are theses aligned to the lesson
objectives/ILOs?
• Through the distribution of the necessary guide questions, the teacher sets up a written
exam. As it relates to the teachings he was discussing, it is in line with her goals. All of her
instructional strategies, including learning activities and assessment, are in line with the goals
or objectives for learning.

ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
• The program's intended learning outcomes are expressly created for students to attain in
outcome-based teaching and learning (OBTL), which is a method that puts the student first.
Then, instructional strategies and learning exercises are carefully planned to help students
attain these goals. The takeaway from this is that teachers must always be crystal clear about
the knowledge, comprehension, and skills they want their pupils to have. To put it another
way, educators should put their efforts into assisting students in acquiring the knowledge,
abilities, and personalities necessary to accomplish the explicitly stated learning objectives.
REFLECT
Reflect on the use of OBTL.
• Compared to traditional education, OBTL is more logical, successful, and satisfying for both
teachers and students. These are best understood as clear intentions that denote actions to
be taken in order to accomplish our objectives or goals as teachers. The objectives of the
learning objectives should be measurable and convey the teaching intents. They should also
encapsulate general purposes and aspirational aspirations.
Activity 10.3 Applying Effective Questioning Techniques
OBSERVE
Observe a class activity. You shall focus on the questions that the resources Teacher asks during
the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource

Teacher Asked

1. Factual / Convergent Closed / Low What are the three elements of thesis
Level statement?
2. Divergent / Higher – order / Open- What is thesis statement?

ended / Conceptual
a. Evaluation Do you like the topic?
b. Inference How you use “When” instead of “If”?
c. Comparison How would you write thesis statement?
d. Application Make a thesis statement using the given

sentence.
e. problem-solving Create a thesis statement.
3. Affective Show appreciation by presenting your

thesis statement.
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask and
the questioning and reacting techniques that they employ?
• Given that learning to think is the best result for a kid coming out of a school. This quote is
incredibly false. It would be more accurate to say that they arrive as small question marks
and go as huge question marks pulled by a wagon of insightful information. Instead of giving
students a predetermined collection of facts, the finest teachers motivate and mentor their
pupils. And sure, if the child's life outside of school is likewise positive, this influences the
outcome almost entirely.
REFLECT
Reflect on
The importance of using various reacting techniques

• One method of meeting the students' demands in terms of learning is the reacting technique.
For students to understand if their input is accurate or needs to be improved, the teacher
must respond to or provide feedback on their responses or outputs. If after responding to a
question during recitation, pupils don't get any response, it is difficult for them. The learners'
confidence to continue engaging in class will rise with a simple word like "good" or "very
good." Students who are having trouble understanding the question should be explicitly
explained to by the teacher so that they can provide an accurate response.
SHOW Your Learning Artifacts
Show proofs of learning that you were able to gain in this Episode by interviewing at least two
teachers on their thoughts on OBTL.

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.
2. The more senses that are involved, the more and the better the learning. Which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips
3. In OBTL, upon which should my assessment be based?

A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?

A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible

ACTIVITY 12
ACTIVITY 12.1 OBSERVING ASSESSMENT FOR LEARNING PRACTICES (Formative

assessment)
OBSERVE
1. Observe what teacher does or listen to what teacher says to find out if students understood the
lesson while teaching-learning is in progress.
What Teacher Said Tally Total
Do you understand the IIIII IIIII 10

discussion?
What Teacher Did Tally Total
Explain the topic III IIIII 8
2. Did the teacher ask the class “Did you understand?” If she did, what was the class’ response?
 Yes, the class replied in Unison “Yes, Ma’am”
3. Did the students make the teacher feel or sense they did not understand the lesson or a part of
the lesson? How?
 Yes, by remaining silent or quiet when the teacher asks a question.

4. If they did, how did the teacher respond?
 With greater examples and points, the teacher went over the lecture one more time.
5. Were the students given the opportunity to ask questions for clarification? How was this done?
 Yes, by raising their hands and asking the question directly to the teacher.
6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did you
observe any of these activities? Please check.
_____ Peer tutoring (tutors were assigned by teacher to teach one or two classmates
_____ Each one-teach-one (students paired with one another)
_____ Teacher gave a module for more exercises for lesson mastery
____✔__ Teacher did re-teaching
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
 In order to help the students better understand the lesson, the teacher retaught using the
same approach while also using a fresher, easier approach. Additionally, the teacher provided
them with better scenarios and examples.
8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher check
on students’ progress?
 Yes.
If yes, how?
 To determine whether or not they had made improvement, the teacher administered the
students a quiz.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in progress? It
is not better to do a once-and-for-all assessment at the completion of the entire lesson?
 To avoid having to spend a lot of time repeating things after the class is over just to find out
that the students did not grasp anything the instructor taught them, it is preferable to find

out if the students understand the lesson while the teacher is still in the middle of it. Knowing
what they comprehended during the talk shows that the teacher is instructing effectively.
2. Why is not enough for a teacher to ask “Did you understand class? “When she /he intends to
check on learners’ progress?
 It's because most students, despite the fact that they don't comprehend anything, just nod
along to keep the lesson moving. Some of them are also too embarrassed to admit it or
inquire about the lesson.
3. Should teacher record results of formative assessment for grading purposes? Why or why not?
 Yes, the teacher should keep track of the kids' development and accomplishments, if any, so
that she is aware of them. She will also identify anyone having difficulty with the material.
4. Based on your observations, what formative assessment practice worked?
 It is better to ask a question on the section of the lesson they are presently discussing because
the teacher is aware of the pupils' listening and comprehension levels.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective than
teacher himself/herself doing the re-teaching or tutoring?
 Peer touring is more effective because most students feel more at ease learning from their
peers than from their teachers. Additionally, the tutors or their peers understand how it feels
to be frustrated and view the circumstance from the tutee's point of view.
6. Could an unreasonable number of failures at the end of the term/grading period be attributed to
the non-application of formative assessment? Why or why not?
 Yes, as it indicates that the students were unable to comprehend the lesson and that the
teaching methods employed were either monotonous or completely ineffective.

REFLECT
*Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
 This analogy is excellent since it makes a clear distinction between formative and summative
evaluation. When a cook tastes a soup, she is primarily seeking information to help her decide
whether the soup has to be changed before it is done or if it cannot be changed. When the
customer tastes or consumes the soup, it has already been prepared, therefore the cook is
unable to make any modifications that would affect the customer's perception of the soup's
flavor.
*Should you record results of formative assessment? Why or why not?
 This analogy is excellent since it makes a clear distinction between formative and summative
evaluation. When a cook tastes a soup, she is primarily seeking information to help her decide
whether the soup has to be changed before it is done or if it cannot be changed. When the
customer tastes or consumes the soup, it has already been prepared, therefore the cook is
unable to make any modifications that would affect the customer's perception of the soup's
flavor.

ACTIVITY 12.2 OBSERVING ASSESSMENT AS LEARNING PREACTICES (SELF-
ASSESSMENT)
OBSERVE
Teacher My Observation
1. Did teacher provide Yes, teacher asks about what they learned in the
opportunities for the learners to lesson that she discussed. And they have an
monitor and reflect on their opportunity to answer question in the books.
own learning?
2. What are proofs that Teacher gives a quiz and it have a reflection about their
students were engaged in self- own experience in specific situation.
reflection, self-monitoring and
self-adjustment?
3. Did students record and Yes.

report their own learning?
4. Did teacher create criteria Yes, to have a basis in their explanation.

with the students for tasks to
be completed or skill to
learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?
 I agree since assessment may be seen as a way to support students' learning, a way to
document students' progress, and a way to make judgments about how to teach.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
 Yes, since the only difference is a matter of function and purpose–a matter of 'who':
assessment of learning is a way to see what the students can do while assessment for learning
is a way to see what the teachers should do in response.
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment? If
yes, what was its impact on your learning?
 Way back when I was in elementary, my elementary school teacher would frequently ask
whether we had any questions, and I would always say no out of fear of offending her or
receiving a scolding. I keep stating that I understand, but the lesson never really sinks in,
and as a result, I didn't pass her exam. I believe that if my teacher had been more
understanding, I would have aced my exam that day because I don't hesitate to respond to
her inquiries. In this case, it demonstrates that assessment cannot be solely centered on the
learner but also on the teacher. The student is more likely to participate in class if the teacher
is approachable and uses a distinct teaching method.

LINK Theory of Practice
1. The primary purpose of assessment is to ensure learning. Which assessments are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help questions for an assessment, and have a deeper
understanding of what they are expected to learn before they take the assessment, they take a
greater responsibility of their own learning. Which assessment is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, "Assessment, is a process that is used to keep track of
learners' progress in relation to learning standards..., to promote self-reflection and personal
accountability among students about their own learning...Which assessments are referred to by the
DepEd memo?
I. Assesment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form /s of assessment are you
engaged?
B. Assessment for learning
C. Assessment of learning
D. Assessment of and for learning

5. 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, Is
this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students' metacognitive skills. Which is referred to?
7. Which form of assessment is crucial in helping students become lifelong learners?
A. Assessment of learning
B. Assessment as learning
C. Assessment in learning
D. Assessment for learning
8. Which is characterized by students reflecting on their own learning and making adjustments so
that they achieve deeper understanding?
B. Assessment as learning
C. Assessment for learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed and/or skills
that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help them monitor
their own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet or fully meet
the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III

B. I III, IV and V
C. III, IV and V
D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the tasks assigned
to them by their teacher and so students move from the passive learners to active owners of their
own learning?
11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
C. Assessment in learning
D. Assessment as learning

Lesson 14: The Teacher as a Person and as a PROFESSIONAL.
Activity 14.1 Teacher Personal Qualities: A View FROM My Lenses
Observe:
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe and interview
the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you have
found out. If the personal quality is not observed by you or is not revealed in your interview, write
not observed or not manifested.
Personal Qualities Observe (0) Data Results
Interview (I) I have found out that…..
a. Dignified Observe This teacher is trustworthy,

morally upright, self-
respecting, and disciplined.
Respected by classmates,
community members, and
students alike.
b. Healthy Observe This teacher is in good

physical, mental, and
emotional health. Clean and
well-groomed, with

acceptable attire and a
pleasant demeanor
c. Spiritual Observe Interview This teacher conducts

herself in accordance with
her spiritual convictions that
do not conflict with societal
expectations, mores, or
traditions.
d. Knowledgeable Observe This teacher has good

judgment, is mentally
aware, and is
knowledgeable enough to
learn new information,
skills, and values that are
necessary for teaching. She
has the capacity to learn
new things, revise
previously learned material
in new ways, and unlearn
knowledge, skills, and
morals that are outmoded in
the present.
e. Humble Observe Interview This teacher has good

judgement, is intellectually
alert, and is sufficiently
knowledgeable to pick up
new skills, knowledge, and
values that are important for
teaching. She or he is able
to pick up new information,
reassess previously learned
stuff, and unlearn
knowledge, skills, and

morals that are no longer
relevant.
f. Determined Observe Interview This teacher is composed in

the midst of confusion,
perseveres under pressure,
is not easily discouraged,
and can adapt to various
circumstances.
g. Cooperative Observe Interview This teacher shares

responsibilities gladly, is
always ready to provide a
hand, accepts responsibility,
and is understanding of
others.
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your Sample
Teacher in activity 1 with another teacher or you can still observe the same teacher. In case you
will not change your teacher to be observed the same teacher will be your sample for both Activity
1 and Activity 2. Aside from direct observation, you will also do a Survey in Activity 2.
Analyze:
Did you learn from your observation of the teacher? Now let us analyze the information that you
have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal qualities of the
teacher you choose as your case? Why do you consider these as outstanding?
a. Determined – A determined teacher is focused on reaching their objectives despite any challenges.
Teachers who are determined are good decision-makers who can analyze a situation and select the
best course of action. Teachers that are persistent help students stay committed to their goals.

b. Knowledgeable - Teachers that are knowledgeable in their field typically provide pupils with a
solid practical basis. They will concentrate more on the subject's practical application because they
are less reliant on the textbook. The classroom learning experience can be improved by
knowledgeable teachers. As a result of the substantial knowledge they have gained, individuals are
typically more relaxed while presenting concepts and ideas in class. Additionally, they can provide
numerous clear examples to explain a concept and aid in students' comprehension. The simplest
explanation of an idea will come from someone who is an expert in that discipline.
c. Dignified - Dignity is the respect for all people. Regardless of gender, sexual orientation, gender
diversity, appearance, age, religion, social standing, origin, opinions, abilities, and achievements,
teachers must appreciate all students.
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday? Why?
Describe yourself.
 I must say I am Cooperative. It's because I'm the kind of person who's always ready to lend
a helping hand. I agree to take on the obligations that have been placed on my shoulders.
This trait, in my opinion, will make me a better teacher. A teacher must be willing to assist
kids in learning and growing, and even tiny actions can have a significant impact.
Reflect
Good teachers are role models, whether in school, at home or in the community. From the teachers
that you had from elementary to college, did the personal qualities that they possess, help you learn
better as a student?
 Yes, my personal qualities help me to learn better as a student. Their qualities like being
someone who is willing to accept her responsibility as a teacher and help us learn and develop
our skills makes me motivated to strive harder in order to give back the effort.
Identify one personal characteristics of your model teacher that has made a great impact in your
life as a learner. Reflect and describe how this quality influenced you.
 One personal characteristic of my model teacher that had made an impact in my life is being
determined. Despite of the challenges in the current system of education, she is willing to
make an adjustment and does not give easily to her students, it influences me to become a
person with determination like her. Realizing how the struggle and overcome those challenges
she encountered inspire me, it makes me think that if my teacher does everything, she can

help us too. Being a student in this time of pandemic is really challenging, but we are not the
only one who struggles but also our teachers too. That is why when teachers know how to
be considerate and let adjustments occur, students appreciate it.
ACTIVITY 14.2 IS THE TEACHER A PROFESSIONAL TEACHER?
Observe
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher.
a. name
b. LET license No.
c. Evidence of professional Growth ( Master or Doctorate, Seminars attended etc.)
3. Request a co- teacher or the head (only one of the 2) to answer the checklist/rating scale about
your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co- teacher or that of the head with your answer on the survey. In
what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a

professional teacher. I will be very glad if you could answer the survey from about your
co- teacher Mrs. Grace O. Escobar.
I will keep in confidence your identity, however, please allow me to use the
data in my lesson.

This is a requirement in our course, Field study 1.
Thank you very much.
Jelaira Saquilabon
BEED/ BSED STUDENT
Name of the Teacher: Mrs. Grace O. Escobar
PRC License No. Grade Level Taught: 11
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.
Does the teacher exhibit

the competence of a
Professional Competence
professional teacher?
Check your answer
below.
1. Practices the code of ethics for professional teachers Yes No Doubtful
2. teaches the subject matter very well with mastery ✔
3. keeps self- updated with educational trends, policies, and ✔

curricula
4. uses varied teaching methods that facilitate learning with ✔

skill and ease

5. engages the parent and other stakeholders to cooperate as ✔
partners in educating the children
6. teaches with compassion based on the knowledge and ✔

understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with ✔

innovation in every lesson
8. Designs or select and utilizes appropriate assessment ✔

strategies and tools for lesson taught
9. Makes classroom atmosphere physically (arrangement) and ✔

psychologically (friendly, inclusive) safe and secure for
learning.
10. Serve willingly beyond teaching work by participating in ✔

other extra- curricular activities when needed.
Mrs. Grace O. Escobar

Name and Signature of the Teacher
Jelaira Saquilabon
Your Name and Signature ( Pre-Service)

ANALYZE
Did you learn from your observations and interview on teacher’s professional competence? Now let
us analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies is

the teacher Strong? In All Competencies Weak?______ Doubtful_________ Why?
2. Did your answers to your survey form coincide with the answers of the co- teachers or head of
the teacher you observed? Why?
 Yes, it matches accurately. Because it is evident in her classroom performance. She

meticulously develops her lesson plan and executes in flawlessly; she knows how to answer
to a variety of student’s questions. She guarantees that the classroom is a healthy
environment where student can learn freely.
REFLECT
Now, it is time to reflect on Activity 2.
1. As a future teacher, the results imply that
 I should practice the professional competencies as an English Teacher. I should act

professionally carrying the values a teacher must have. I should understand everything about
my chosen field so that I will be able to share knowledge’s and help develop the skills of the
students.
2. If all the teachers teaching today possess the professional characteristics and competencies as
the teacher/teachers observed then learners will be a better
 Individual who is influenced by their teacher. In order to apply what they have learned outside
of the four walls of the classroom; learners will be able to broaden their knowledge and
enhance their abilities. Every student needs a teacher who will serve as a positive role model,
inspiring them to work harder and develop into better people.

SHOW your Learning Artifacts
Show here the artifacts of this episode.
1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.
My Teacher, My Hero
I notice that the teachers I work with have traits like being dignified, humble, cooperative,
spiritual, knowledgeable, kind, determined and passionate to her work. The students
respect her for her honesty. She demonstrates knowledge of the subject when
instructing. She is resolute and prepared to extend her hands to assist the students
despite the challenges posed by the current state of education, and she displays
consideration while being aware of the circumstances.

Based on Episode 1, choose the correct answer to each item.
D 1. Any teacher currently teaching is called a professional because he or she__________.
I. is a licensed teacher.
ii. has personal qualities appropriate to be a teacher.
iii. Possesses the characteristics given in A,B,C.
C 2. Which of the following is a quality that is unbecoming of teacher?

A. Patience and understanding
B. Humble and open-minded
C. Aggressive and dominating
D. Dignified and accommodating
C 3. Which statement is TRUE about the spiritually of the teacher?

i. Goes to church everyday
ii. Gives contribution to church activities
iii. Behaves according to the beliefs, mores and tradition of the community.
A. I only B. II only C. III only D. I,II and III
B 4. What could be the best practice of a professional teacher?

A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learner’s characteristics while teaching
C. Expects equal performance of learners in lessons taught
D. Masters one teaching method and uses it all the time
A 5. The saying goes, “Many are called, but few are chosen.” How is this directly related to teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching
c. Teaching is very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
LESSON 15
ACTIVITY 15.1 A Day in the School Life of a Quality Teacher
Observation 1: this activity will require you to stay in school for one school day. Special arrangement
by your faculty should be made for this purpose.
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled; “A Day in the School Life of a Quality
Teacher”.
If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Key guide for Observation (Carefully look for the
Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts.)
A. Actual Teaching This teacher
1. Is learner-centered

2. Acts as a facilitator of learning.
3. Has mastery of subject matter.
4. Sees to it that learning outcomes are achieved.
5. Is pleasant and fair in dealing with the learners.
B. Management of This teacher

Learning
1. Allows all learners to participate in the
lesson.
2. Considers the needs of the learners in the

seating arrangement.
3. Uses instructional materials to help learners

understand the lesson.
4. Sees to it that learning is achieved within

the period of time.
5. Dismisses the class on time.
C. Administrative Work This teacher
1. Keeps records of learner’s attendance

everyday.
2. Keeps record of formative and summative

test.
3. Submits reports and other documents on

time.
4. Does other task as requested by superiors.
5. Cooperates with peers and staff in the

cleanliness and safety of the school.

ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the following three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
 Management of Learning, to help create a conducive learning environment, helps to avoid

waste of time and energy, and also to create structure and achievable goals for students.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when you
become a teacher? Describe.
 Being understanding since, when I become a teacher, I will surely come across many students
that have a variety of behavioral problems. How else are you going to handle them in their
current state? Being understanding is a crucial component of all you do as a teacher.
3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons?
 Support, students are the ones who need help when learning a new skill or knowledge.
4. From your perspective, would you consider this teacher as quality teacher? Why?
 Yes, since they have good communication and she makes her class discussions engaging and
fun for the kids.

REFLECT
Now that you have spent one school day to observe this teacher, it would be good for you to
reflect on your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If yes, why? If
No, why not?
 Yes, my observation has truly motivated me to pursue a career in
education since it would be thrilling to pass on my knowledge to
future students.
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
 Be responsible and professional in everything you do as a teacher
and as an individual because if you make a mistake, everyone will
see it, so you must be careful in all you do.
3. What are some of the concerns that you foresee in the future as a quality
teacher? Do you think you will be ready to address these? Give at least 2
concerns.
 I believe I need more life experience to respond to that query.
4. In what aspects of the teacher’s day, would you like to congratulate the
teacher you observed? Can you show your appreciation to this teacher by
sending a Thank you card? (Include this in your artifact)
 Hello Ma’am Grace! My gratitude to you for all you have done,
which I will never forget. I truly appreciate you and your time you
spent helping me on many occasions. You give me encouragement
to improve as a teacher in the future. You are always very kind,
patient, and helpful and truly care about your profession and your
students. I am beyond grateful that you are our Cooperating
Teacher. Once Again Thank You Ma'am.

ACTIVITY 15.2 The Creation and Management of the New Learning Environment as a
Skills of the 21st Century Quality Teacher
This activity will allow you to develop your sense of creativity and imagination in designing a
classroom for the 21st century and determining how to manage learning in this classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including these but
not limited to:
a. Doors, windows
b. Teacher table, demonstration table
c. Cabinets, chalkboard, bulletin boards/ display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list

3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing
Grade level 11
B. My Classroom for the 21st Century

ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?

Classroom Components Classroom
Why the difference?
Has: Have: Both Classroom Has a

Blackboard to use and a
 Blackboard  Blackboard
chair for the students.
 Chairs  Chairs
The difference of the two
 Teachers Table  Teachers
classrooms is their
 Table
environment. My present
 Well ventilated
classroom doesn’t have a
 Classroom
proper wall that can
 Electric Fans
protect the students from
 Huge
the heat and the rays of
 Television
the sun. While the 21st
classroom is well
ventilated.

SHOW Your Learning Artifacts
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and Drawing of your Vision of the Classroom
for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st century
classroom.
The 21st-century classroom should be more centered on students. Teachers

are expected to be facilitators of learning process instead of being mere
providers of knowledge. We should pay attention to classrooms for young
learners it should be a place where they feel cared and safe. It should be a
great place to be, beautiful place and creative environment. Teachers have to
use different pedagogical approaches. They should participate actively in their
learning and to assist professional development.

Based on the Episodes you went through on Glocal Teacher of the 21 st Century, answer the
questions that follow.
1. Anywhere in the world, when you embrace teaching as a profession, you should be prepared
to do _______.
I. Actual teaching
II. Manage learners and learning
III. Do administrative work.
A. I only
B. II only
C. III only
D. I, II, and III

2. Quality teacher is equipped with personal qualities and attributes that go beyond ordinary
that is why in the Philippines he/she is described as ________________.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors exemplifies a glocal teacher?
A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21st century classroom that will address
globalization is the provision of conditions that allow __________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are ________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Masters of the discipline, excellent in English, multi-talented
A. I only
B. II only
C. III only
D. I, II, and III

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STATEMENT OF THE PURPOSE

1 | Field Study 1: Observations of Teaching-Learning in Actual School Environment

School Facilities Observation Checklist

Facilities / Description Will it contribute to the

Counseling Room / The counseling room or A counseling room

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Computer / The computer lab is located This facility greatly

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Guide Question Classroom Observation Report

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3. What learning materials/equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well-lit and well-ventilated?

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Classroom Facilities Description

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2. What kind of school campus is conducive to learning?

3. What kind of classroom conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

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5. Write your additional learnings and insights here.

Read the following carefully before you observe.

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6. Are the messages clear and understood?

8. take photos of the display boards (if allowed)

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4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement

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Bulletin Board Evaluated by: Jelaira Saquilabon

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Signature of Evaluator over Printed Name: Jelaira Saquilabon

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1. What do you think was the purpose of the board display?

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4. Was the board display effective? Why or why not?

5. What suggestions can you make?

My Purposed Board Display

Theme: Reading Comprehension

Best features of my proposed bulletin enhancement:

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Materials for aesthetic enhancement:

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A. the learning environment promotes fairness

2. Which facilities are present in a health-promoting school environment?

A. II, III, and IV C. I and II

3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture

4. Examine the bulletin board display. This Bulletin board fulfills

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