Prince of Peace College, Inc.

Balete, Poblacion, Puerto Galera, Oriental Mindoro

princeofpeacecollege@gmail.com

Babao, Jane Rosselle P.

BSED IV

Learning Episode 1

Notice
1. Take not of the following:
 Your Resource Teacher comments, facial expressions, gestures, and actions
in class
 Student`s comments, facial expressions, gestures, and behavior in class
 How the Resource Teacher relates to you
 The classroom proceedings
 The classroom atmosphere- relaxed or threatening?

Teachers and learners vary depending on how they approach each other. Their
comments, facial expressions, gestures, and actions are distinct in every situation in class.
There are lot of things that can be observe inside a learning environment and how to deal
with every situation.
Based on my observations and experiences towards the classroom management, I
must say that the learning environment is not learner- friendly and relaxing. The teaching
space cannot accommodate a total of 50 students. In terms of classroom procedures, the
teacher gives an adequate and clear instructions to students. On the other hand, since
learners are diverse, most of them follow the learning instruction immediately but some are
lack of discipline and respect.
Moreover, the instructor follows the learner- centered approach where she gives the
students topics to report. This strategy allows the students to learn and acquire knowledge
on their own perspective and technique. The teacher gives additional input when she has a
chance to. But there are times that she is not satisfied with the report of the students, her
forehead is furrow this actively demonstrates that she didn’t understand the explanation.
Besides, in the perspective of the students, when the instructor adds inputs and explanation
to the topic, the students easily get the point. They nod, smile, and have eye contact with the
instructor, an indication that they are listening and well- dispose with what the instructor is
uttering.
With regards to the assistantship, there are times that she is not around and as her
assistant, I take the responsibility to facilitate classroom management with the classes she is
handling. In addition, to be more expose in the field of assisting, I always ask the resource
teacher if I have something to do to help her such as recording of scores and tallying the
attendance. In this part, I can accomplish two objectives, be exposed in the field of assisting
and know the students more.
Thus, the first two days of the assistantship is a success, and it gives excitement for
the following days and weeks.
 Prince of Peace College, Inc.
Balete, Poblacion, Puerto Galera, Oriental Mindoro
princeofpeacecollege@gmail.com

Work on my Artifacts
Attach your reflections here.

Truly, being a teacher is both an honor and responsibility. Honor because it is the
profession where all professionals were mold and learn. Responsibility, since teachers need
to sacrifice some things just to fulfill the job they have sworn to.
When I was a normal student, I thought life was hard. My mindset is that teacher`s
duty were just to teach and that was so easy. Now, I am experiencing the life of a teacher, I
cannot compare the tiredness and exhaustion of the teachers. My duties as an assistant
teacher were nothing compared to my resource teacher, but I already felt the efforts and
sacrifices they made. Besides, the disrespect and diverse characteristics of the students
were undeniable.
When I enter the first class we were handling, my heart pounds faster than it ever. I
am so nervous that I can`t compose myself. I overthink about things that the students might
say after we leave the room. However, as time passes by, I cope up with the situation and
calm myself. The following meetings, I make myself comfortable and do the duties assigned
to me.
Realizing the life that a teacher can offer makes me appreciate them more.
Reminiscing the changes they make for the students makes me more eager to finish the
course I have chosen. This is just the start, and many more reflections will be encountered
during the assistantship.
 Prince of Peace College, Inc.
Balete, Poblacion, Puerto Galera, Oriental Mindoro
princeofpeacecollege@gmail.com

Babao, Jane Rosselle P.

BSED IV

Learning Episode 2

Participate and Assist

You must have experienced in your past subjects, doing some activities, or
accomplishing tasks similar to action research. These are activities that required you to do
Reflection and Make Action or the other way around. Schon (1987) distinguishes Reflection
in Action or Reflection on Action as two different things.
Perhaps your mentor teacher has already done an action research. Now is the
opportunity for you to participate and assist in ways that you are capable of doing.
Here is what you will do.
Making a list of Completed Action Research titles in the Field
1. Make a library or on-line search of the different completed action research
titles conducted by teachers
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of completed action research studies to your
mentor as reference.
Inventory of Sample Action Research Conducted by Teachers,

List of Completed Action Research Titles Author/Authors

Ex. Differentiated Instruction in Teaching Mary Joy Olicia
English for Grade Four classes

1. Streamlined Mechanism for CERILO C. ILLAGA JR.

Utmost Research Functionality SEPS, PRS
(SMURF) in Improving the NOVA U. CELIS
Schools Division Performance PO III, PRS
2. Classroom Participation Strategy David R. Fewings
In Principles Of Finance Courses
3. Impacts of Culture on Classroom Hamza Atifnigar
Participation Among Sardar Wali Israr
Undergraduate EFL Learners in Inranulla Khanjar
Afghanistan Siti Aisha Bint Abdul Hameed
4. Developing An Assessment of Michelle Sheran
Learning Process: The Jeffrey K. Sarbaum
Importance Of Pre-Testing
5. Improving Classroom Shedrup Zinjay
Participation to Enhance
Academic Performance
 Prince of Peace College, Inc.
Balete, Poblacion, Puerto Galera, Oriental Mindoro
princeofpeacecollege@gmail.com

Work on my Artifacts
Your artifact will be an Abstract of a completed action research.

Impacts of Culture on Classroom Participation Among Undergraduate EFL Learners in

Afghanistan
ABSTRACT
This research aims to examine the impacts of culture on classroom participation
among the English majored students at the Faculty of Literature and Human Sciences,
Laghman University (LU), specifically seek to find out the impacts of multi-ethnicity, dressing
styles, and family background that affect students’ participation. A mixed method of research
approach has been employed in this study; an adapted questionnaire and a semi-structured
interview have been used as the research instruments for this study. Both quantitative and
qualitative data have been collected from one hundred and ten (n = 117) respondents. The
quantitative data were descriptively analyzed using the SPSS version 24, and later the semi-
structured interview has been thematically analyzed. After the analysis of the data, it was
revealed that cultural factors hindered student’s participation. Significantly, participation was
affected by their family upbringing, they were not allowed to speak in front of elders or
teachers confidently, which progressively caused them to be passive in the classroom. Also,
urban students are active, communicative, and more confident that is why rural area
students’ participation prone decline nation due to shyness, low confidence level, and weak
educational background. Higher educational institutions in Afghanistan recommended
implementing a learner-centric method when teaching the students to enhance the practices
of classroom participation.