Episode 1: The School Environment

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

students’ learning and
development? Why?
Office of the Principal Is a wide office, it has The principal is the leader of the
a comfort room. This school and sets a tone for the
office has locker school. So, it’s important to give
where they put their her a pleasant and comfortable
documents and have a room. So that she can do her
big table they use role /job greatly.
when they're doing
meetings.
Library The library is very It can help the students to find
wide and nice they some information about their
are comfortable, school works or homework’s.
because they have
probably 6 tables
with chairs inside and
one librarian desks
near the entrance.
Counseling Room The counselling area The counselling area plays an
is private and it is important part in education
comfortable where because it serves as a path for the
the counsellor and the students to choose the right way
students/ teachers can on achieving their goals.
talk privately.
Canteen/Cafeteria The school canteen Canteen /cafeteria play an
have a huge place, the important educational and
students might be modeling role for healthy eating
comfortable when habit.
they take their snacks
or lunch.
Medical Clinic The Medical clinic is Medical clinic in schools not only
very clean and also to addresses immediate health issues
 provide their basic but also plays a crucial role in
medicals care to promoting a holistic approach to
students and student health, fostering a
Sometimes the staff. conductive environment for
learning and growth.
Audio Visual/Learning N/A N/A
Resource Center

Science Laboratory School science Science Laboratory contributes

laboratories are significantly to students' overall
specially designed learning, development, and well-
spaces where students being, providing a more
engage in hands-on comprehensive educational
scientific exploration experience.
and experimentation.
These labs are
equipped with a range
of tools and
equipment tailored to
specific scientific
disciplines such as
biology, chemistry,
physics, and
environmental
science. They
typically feature
workstations with lab
benches, safety gear,
microscopes,
glassware, measuring
instruments, and
specialized apparatus
required for various
experiments.

Gymnasium A gymnasium is a Gymnasium serves as a crucial

dedicated space space for physical education,
within a school used promoting not only physical
for physical health but also contributing
education and sports significantly to students' social,
activities. It's a large emotional, and cognitive
 indoor area equipped development, creating a well-
with sports rounded educational experience.
equipment such as
basketball hoops,
volleyball nets. The
space is designed to
accommodate various
sports and physical
exercises, providing a
safe environment for
students to engage in
organized sports.
Auditorium N/A N/A

Outdoor/Garden The outdoor /Garden School gardens or outdoor spaces

is very important to serve as dynamic learning
the student by environments that nurture
engaging them by students' curiosity, critical
creating a helpful thinking, and appreciation for
manner to the nature while fostering a holistic
environment by approach to education and
planting trees, personal development.
vegetables and fruits.
Home Economics Room The Home Home Economics Rooms offer a
Economics Room various range of realistic
aims to equip capabilities and know-how that no
students with longer only enrich students' lives
essential life skills however also make contributions
needed for daily substantially to their personal
living, promoting development, getting ready them
self-sufficiency, for a successful and well-rounded
healthy habits, and future.
responsible
management of
household tasks.
Industrial Workshop Area N/A N/A

PTA Office The PTA office is a The PTA office plays vital roles
place where both for both the parents and students
 parents and teachers in order to maintain the
can talk what are the relationship between them.
student’s
achievements and
what subjects or areas
they are having
difficulties.
Comfort Room for Boys These facilities aim to Comfort Room for boys might not
provide a clean, directly impact academic
functional, and learning; it contributes indirectly
private space for male by promoting a conducive and
students to attend to supportive environment that is
their personal vital for students' overall well-
hygiene needs while being and their ability to engage
at school. effectively in their educational
pursuits.
Comfort Room for Girls These facilities aim to Comfort Room for lady performs
provide a clean, a crucial characteristic in growing
private, and supportive and conducive
functional space for surroundings that is indispensable
female students to for students' well-being, comfort,
attend to their and their ability to absolutely
personal hygiene have interaction in their
needs while at school. instructional experiences.
Regular cleaning and
maintenance are
essential to ensure a
sanitary environment.
Others (Please Specify) N/A N/A

School Guards School guards play a School guards circuitously make a

pivotal role in contribution to students' studying
retaining an and development by means of
invulnerable and growing an impervious and
orderly environment conducive environment that helps
conducive to tutorial engagement, social
learning, contributing development, and emotional well-
to the well-being and being.
security of everybody
inside the school.
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.

Guide Question Classroom Observation Report

1. Describe the community or Base of our observation the school is very near
neighbourhood where the school is in the city with sprawling landscapes,
found. agricultural are especially in the backyard of
each classroom.
2. Describe the school campus. What The campuses are clean and surround by the
colors do you see? What is the tree and rooms. The condition of the building
condition of the buildings? was probably good and it cannot cause of an
accident and the student will be safe.
3. Pass by the offices. What impression do In the School were we are deployment all i can
you have of these offices? say is that most of the officers in the said
School are very welcoming especially if theirs
is a visitor and also the classroom officers are
very kind and easy to approach.
4. Walk through the school halls, the
library, and the cafeteria. Look around
and find out the other facilities that the Classrooms: Where active learning takes
school has. place.

Science Labs: Equipped for hands-on

experiments and research.

Computer Labs: Equipped with technology

for computer-based lessons.

Gymnasium: A space for physical education,

sports, and fitness activities.

Outdoor Sports Facilities: Such as fields,

courts, or tracks for athletics.

Auditorium or Theater: For assemblies,

 performances, and events.

Health Clinic: Providing basic medical care

for students.

Administrative Offices: Where staff manage

school operations.

These facilities cater to diverse aspects of

education and student development, providing
a well-rounded experience beyond the
academic curriculum.

Resource Teacher: ________________ Teacher’s Signature: _____________

School: _________________ Grade/Year Level:
________________

Subject Area: ___________________ Date: _________________

1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcements, do you see posted?

2. Examine how the pieces of furniture are arranged. Where is the teachers table
located? How are the tables and chairs/ desks arranged?

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?

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

 (location, number, arrangement, condition)
1. Wall displays There are different wall displays there is a
decorative display where it focuses on the
students psychological and social needs, a
motivational where there is a word of wisdom
and verses are written, informational where the
announcements and different tasks are posted
and an instructional where students are able to
compare and contrast their individual
achievements.
2. Teacher’s Table Located on the front area where the students
can approach the teachers easily when they are
having a trouble on understanding the lesson.
There is also a teachers table at the back where
teacher puts some of her learning materials.
3. Learner’s Desks The learners desks are arrange properly where
the students can move freely and they are
comfortable.
4. Blackboard It is neat and clean where the students can
easily see the writings and visual aids posted
on it.
5. Learning Materials/ Visual Aids The teachers use a book and laptop in doing
and printing learning materials. She also uses
manila papers and television on delivering the
discussions.

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?

o The school campus impacts the students learning particular going to school
because the school provide a diverge approach to every students where they
can show and practice their skills and talents with the motivations given by the
teachers and their co-students. I can say that a diverge and a welcoming school
has a very big impacts on the students achievements and learning's.

2. How does this relate to your knowledge of child and adolescent development? How
does this relate to your knowledge of facilitating learning?
 o My knowledge and understanding on child and adolescent development sheds
light on the critical developmental phases and obstacles that these young
students face in their daily activities and on how they find ways to overcome
those circumstances. It helps me to identify the support kids require at every
stages, it also supports us in understanding their progress in terms of their
physical, cognitive, and emotional development.

REFLECT

1. Would you like to teach in the school environment you just observed? Why?

o Yes, I like to teach and it is a great pleasure for me to teach on the school
environment I just observed. It is because of the following reasons: first it is
my Alma mater and the school shaped me to become who I am today as a
future educator, second is that all the teachers are very nice and approachable
that they are willing to help students to achieved their goals and to gain self-
confidence, and lastly some of students are really nice even though they call
me name like “ante” and “hoy!” on our first day of observation. As time goes
time they become more respectful and I enjoy watching them during class
discussion because all of has different ideas, and most of all they respect each
other despite of their differences.

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

o As a future educator, a school campus can be conductive to learning when all

stakeholders, principals, teachers, staffs, parents and students have the ability
to respect, accept and understand individual’s differences. There is an
acceptance and freedom of everybody to say about their opinions and
suggestions. In other words those who are in the higher position must respect
to those whose are lower to them and those who are lower must respect the
higher positions and vice versa.

3. What kind of classroom is conducive to learning?

o For me a conductive classroom is that a well-ventilated, clean and it entails on

providing attributes of classrooms that the res-ponder considers minimizes
distraction and maximizes learning. A classroom that has good lighting,
arrange desks and chairs, there is a presence of technologies just like
television and speakers, it has electric fans and wall fans to freshen the
classroom and most of it has a comfort room and a sink.
4. In the future, how can you accomplish your answer in number 3?

o In the future I can accomplish my answer in question 3 by providing

everything in the best that I can so that my students can have a peaceful and a
healthy classroom. I will provide them high-tech functionality inside the
classroom and I will make our classroom a simple, clean and a un-distracted
one.

5. Write your additional learnings and insights here.

o A future educator must prioritize fostering a welcoming and positive school

climate while thinking about the learning environment. Effective instruction
and learning for students are nurtured by an environment that is encouraging.
The following are some salient observations:

o Classroom Climate: Helps to create a friendly and upbeat environment. Encourage

students to collaborate, show respect, and communicate openly. Encourage a
feeling of community to support a positive learning atmosphere.
o Differentiated Instruction: Identify and meet the needs of a wide variety of
learners and different levels of skills in the classroom. Adapt a teaching strategies
to meet the needs of each student, fostering a more diverse and productive
learning environment
o Technology Integration: Use technology as a tool to improve instruction.
Incorporate instructional technology to boost student engagement, enhance
interactive learning, and get them ready for a world driven by technology.
o Student-Centered Approach: Convert from an approach that is teacher-centered to
one that is student-centered. Promote problem-solving abilities, critical thinking,
and involvement. Create a classroom atmosphere where students are empowered
to take charge of their education
o Cultural Competence: Recognize and value different cultures and beliefs inside
the classroom and outside the classroom. To give every student a welcoming and
rewarding learning environment, incorporate a variety of viewpoints and resources
into the lessons you teach.
o Cooperation with Coworkers: Encourage a cooperative atmosphere among
teachers. Enhanced education outcomes plus ongoing career development may
result from exchanging ideas, resources, and the latest standards.
o Classroom management: Clearly define rules and expectations. A pleasant and
concentrated educational setting can be improved by consistent and effective
instruction strategies.
o Professional Development: Remain current with the newest approaches,
technologies, and advancements in teaching. Take part in continuing professional
development to enhance your teaching abilities and adjust to changing educational
environments.
Resource Teacher: ________________ Teacher’s Signature: __

School: _________________ Grade/Year Level: ________________

Subject Area: ___________________ Date: _________________

To achieve the Intended Learning Outcomes, work your way through these steps:

1. Examine for bulletin boards displays. Include samples of those found at the entrance,
lobby, hallways and classrooms.

2. Pick one and evaluate the display.

3. Propose enhancements to make the display more effective.

An Observation Guide for the 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?

2. Where are the display boards found? Are they in places where target viewers can see
them?

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?

4. What materials were used in making the displays? Are borders used?

5. Do you noticed some errors? (misspelled words, grammar inconsistencies and the
like)

6. Are all messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

8. Take a photo of the display boards (if allowed).

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display ___________________________________________________

Location of the Board Display in school _________________________________________

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
Communication

It conveys the
message quickly
and clearly.
Attractiveness

Colors and
arrangement catch
and hold interests
Balance

Objects are
arranged, so
stability is
perceived.
Unity

Repeated shapes or
colors or use of
borders hold
display together.
Interactivity

The style and

approach entice
learners to be
involved and
engaged.
Legibility

Letters and
illustrations can be
seen from a good
distance.
Correctness

It is free from
grammar errors,
misspelled words,
and ambiguity.
Durability

It is well-
constructed, items
are securely
attached.

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.

 These are some skills a teacher needed in order to come up an affective

board displays:

o Creativity:

As a future educator we must have a creative mind set to come up with

an engaging display board. Creativity allows us to think outside the box and
design presentations that engage our student’s attention and make learning
more enjoyable and fun.

o Organizational skills:

Effective display boards require careful planning and organization. As

a future educator we must be able to organize information, images and
materials logically and consistently. This capability ensures that the boards are
easy for our students to understand and navigate.

o Visual design:

A future educator must have a basic understanding of the different

visual design principles such as color, balance and typography. This capability
is a big help in creating a visually appealing board displays that are
aesthetically pleasing and it enhance the overall learning experiences.

o Communication skills:

Display boards are visual aid to support the teachers in providing

instructions. Therefore, the teacher must effectively communicate key
concepts and information through it. Clear and concise communication
ensures that students can easily understand the content displayed on the board.

o Adaptability:

The teacher must be adaptable and able to change the boards according
to the needs of different students or subjects. This ability allows them to adapt
to different learning styles, accommodate different student abilities, and to
achieve specific learning goals.

Together, these capabilities contribute to the effectiveness of display boards

by making them visually appealing, well-organized, informative, and
adaptable to a variety of teaching and learning situations.
 2. Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills?

o The skill that we think, that needed to be developed more is the adaptability
skills because it not really easy to adapt on different school environment
without any help. The concrete steps we will take to improve on acquiring
these skill is that we must put ourselves on our students shoes in order to
understand and adapt their individual situations and differences.

Episode 2 Learner Diversity: Developmental Characteristics,

Needs and Interests

Learners’ Development Matrix

Record the data you gathered about the 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
Indicate age range of Indicate age range of Indicate age range of
children observed: 5-6 children observed: 7-8 children observed: 12-15

Physical

 Gross-motor  Children are clumsy  They are  They can walk ,run
skills and brisk. energetic and and move properly
active.

 Fine-motor  They can write and

skills read letters.  They can write
and read books.  They can write,
draw and read well.
 Can dress their self
 Self-help  Can dress  Can dress
without assistant but
skills there selves appropriately with
it is not proper.
without assistance style.

Social

 Interaction  They interact in  They interact  They interact with

with adults with without confidence.
Teachers confidence. hesitation.

 Interaction  Loves to play with  They interact

with their friends and with their  They interact with
Classmates/fr easily got trouble. friends their peers
iend actively and confidently.
joyfully.
 Interests  Loves to play, draw  They become  They are interested
and write. interested in on hands-on
storytelling experiences.
and any
enjoyable
activities.
Emotional

 Moods and  They are active,  There is shifting of  They become more
Temperamen briskly, and happy emotions. moody.
t, expression but can cry easily.
of feelings

 Emotional  Expresses their  Their emotions are

independence  They feel happy emotions through more mature.
especially when crying.
playing.

Cognitive

 Communica  They are not  Can communicate  They can

tion Skills expressive in either in communicate either
speaking. vernacular or in vernacular or
English. English with proper
 They can figure grammar.
 Thinking  They can figure out out small things.  They can think
Skills things well. logically.

 Can solve easy

 Problem-  It’s hard for them to and difficult  Can solve problems
solving. solve problem of problems. using the right
their own. solutions

Development Domain Preschooler Elementary High School

Indicate age range of Indicate age range of Indicate age range of

children observed: 5- children observed: _7- children observed:
6__ 8__ _12-15__
Physical
 They can
 Gross-motor skills  Children are  They are walk ,run
clumsy and energetic and and move
brisk. active. properly

 Fine-motor skills  They can  They can  They can

write and write and write, draw
read letters. read books. and read
well.

 Self-help skills  Can rest

their self  Can dress  Can dress
without there selves appropriately
assistant but without with style.
it is not assistance
proper.
Social

 Interaction with  They  They interact  They interact

Teachers interact in without with
adults with hesitation. confidence.
confidence.

 Interaction with
Classmates/friends  Loves to  They interact  They interact
play with with their with their
theirs friends peers
friends actively and confidently.
easily got joyfully.
trouble.

 Interests
 Loves to
 They become
play, draw
interested in  They are
and write.
storytelling interested on
and any hands-on
enjoyable experiences.
activities.
Emotional

 Moods and  They are  There is  They become

 Temperament, active, shifting of more moody.
expression of briskly, and emotions.
feelings happy but
can cry
easily.

 Their
 Expresses emotions are
 Emotional  They feel their more mature.
independence happy emotions
especially through
when crying.
playing.

Cognitive

 Communication  They are not  Can  They can

Skills expressive communicate communicate
in speaking. either in either in
vernacular or vernacular or
English. English with
proper
grammar.
 They can
 Thinking Skills figure out  They can  They can
things well. figure out think
small things. logically.

 It’s hard for

 Problem-solving them to  Can solve  Can solve
solve easy and problems
problem of difficult using the
their own. problems. right
solutions

Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics, think of implications for the teacher.
Example:

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool

 Age range of  Pre-schoolers like to  Therefore, the teacher should

learners move around a lot. remember to use music and
observed 3-4 movement activities not just
in PE but in all subject areas.
 Therefore, teachers should
not expect pre-schoolers to
stay seated for a long period
of time.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschooler

 Indicate age  They imitate or copy the  Therefore, the teacher must
range of actions of other people correct if a child has copied a
children  Like to moves around wrong action from adults.
observed: _5-  They like to draw, sing He/she must explain to the
6__
and dance. child what’s wrong with what
they’ve have shown.
Elementary

 Indicate age  They are more  Therefore, the teachers

range of interactive in outdoors should always have a support
children Activities. to the students.
observed: _7-  They have different  Teacher provides different
8__
learning abilities to activities to enhance students
show learning activities.
 They become move
observer
High School
  Indicate age  Mood shifts occur in  Therefore, I think the
range of every situation. teachers should have a more
children  Have developed mind patients especially if the
observed: _12- and become competent students are in Adolescent
15__
on the different learning period which is a critical
abilities. stage.
 Teacher should provide
different teaching approaches
and should use an advance
way of teaching which is
equipped on their age.

REFLECT

1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners you
observed?

 We see the young us when we observed the learners. Just like a normal
student. We are also an energetic and competitive during class discussion. We
always like being the center of attention. We also start to enjoy talking to other
student, sharing our favorites and telling them most of our imaginations. We
had few friends in high school that made us feel better when someone is
harassing or bullying because they are always there to help us. Even though
we were a consistent achiever, our social skills aren’t that good enough. We
were unapproachable. We often had mood swings just like any other teens.
But with the help of our parents, teachers some of our close friends. We were
able to manage our emotions well especially when being mad.

2. Think of a teacher you cannot forget for a positive or negative reason/s. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?

 Us we have mentioned above, we only had few friends. And what bother us
are our Grade 9 teacher (Noelyn Abas, Jericho Macaday), Grade 7 teacher
(Franchesca Nicole Traviña) and also a Grade 10 teacher (Jean Marie
Tubiano) because we are not the friendly type of students. She often tells us to
start making friends and being nice with others. We are not mean, but we were
really unapproachable that time. Our teacher told our parents about it and with
the parents helped towards us we at least feel comfortable with others. And
because of her, we started to make new friends and to feel more comfortable
with them.
 3. Share your insights here.

 Our conclusion from this is that working with a varied group of students is
challenging.
Teachers need to be aware of these variations in elements that affect students'
performance.
No matter how different they are, a teacher must be able to adapt to meet their
re
quirements.When working with different student groups, teachers must adapt a
ll of their tactics and approaches.The teacher's acceptance of these distinctions
and
ability to help other students feel good about themselves despite their individu
ality are, above all, crucial.

Episode 3 Focus on Gender, Needs, Strengths, Interests,

Experiences, Language, Race, Culture, Religion,
Socioe-conomic Status, Difficult Circumstances, and
Indigenous Peoples

An Observation Guide for the Learners’ Characteristics

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.

o There are a total of () students in the class, ()boys and () girls with age ranges
from () to (). ()% of the class are Roman Catholic while the rest have different
Christian religion. Their height goes from () to ()and about 10% are bi-racial

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?

 While we observe the class is very noisy and they are not a competitive
students. And most of the smart students are helping their classmate who is
having a hard time on understanding the topic being discussed.

2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?

 Yes, they behave interact differently, those student who are sitting in the front
are most focus on the discussion while, those sitting in the back are having
different agenda like playing on the phone, standing, messing with their
seatmate and most of them are talking.

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

 The entire students are cooperative and helping one another they set aside the
characteristics of being a competitive one.

4. Who among the students participate actively? Who among them ask for most help?

 The students who participate actively are the females. While the student who
asks for help are most of the boy’s students.

5. When a student is called and cannot answer the teacher’s question, do the classmates
try to help them? Or do they raise their hands, so that the teacher will call them
instead?

 They let their classmates to answer the questions and express their
understanding .when their classmates cannot answer the questions they raise
their hand and help them.

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 the students in mixed social
groupings? If so, describe the groupings.

 Well for us theirs is equality inside the campus, either you’re a boy, girl or any
gender identity, racial or ethnic groups they all share equal interest.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.

 A student who's not interacting with anyone is the transferee from other
school. The student is still waiting for someone to approach him first, and still
trying to learn her new environment.

Interview the teachers and ask about their experience about the learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about 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: BAYAWAN NATIONAL HIGH SCHOOL

School Address: National Highway, Barangay Villareal, Bayawan City, Negros Oriental

Date of Visit: ______________________________________________________________

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 little teacher in the class who’s always right there to remind her
classmates about everything. She hangs around with every classmate, asks
about how was there days are going and where does they have difficulties
during the discussion. There was also a top student who also serves as the
 leader of the class always try to tell the class to keep quiet although not all
listen to her. There were students who always make his classmate laugh in
every small thing he do. There is a messenger who always brings news to the
class. The teacher always asks him to disseminate information about different
activities that will happen during the discussion. There is also a banker who
collects printing fees, and others payments needed for the class.

What makes the learners assume these roles? What factors affect their behaviour?

 Their peers influence them to practice the roles, beliefs that shapes their path,
the peoples feedback and reaction and also the positive feedback given by
their teacher.

2. Is there anyone you observed who appear left out? Are there students who appear
“different?” Why do they appear different? Are they accepted or rejected by the
others? How is this shown?

 Based on our observation there in no student being left out because all them
practices equality inside and outside the classroom environment.

What does the teacher do to address issues like this?

 The teacher addresses issues like these by calling out the attentions of each
students and let them know that respect and understanding is a must.

3. How does the teacher influence the class interaction considering the individual
differences of the students?

 The teacher influences the class interaction between the students by telling
them to be supportive to one another and respect each other’s’ differences by
being mindful and careful of the words they will say. Be available all the time when
their friends needed help to be and be their emotional support. In addition, the teacher
encourages the students accept and appreciate each other’s opinion and belief about a
certain matter, as well as their interest, hobbies and preferences.

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

 By getting to know each student's history, learning preferences, interests, and

passions, an educator guarantees that she knows the unique variances among
her students. By letting them discuss their cultural backgrounds, the teacher
builds a warm relationship with her students and motivates them to be
communicative while promoting respect in the classroom. Additionally, the
instructor makes an effort to incorporate activities that help the kids learn
 about one another cultures, such as role-playing and sharing, into every
session. This is done to celebrate cultural diversity.

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?

 I observed that everyone in the classroom the sense of oneness and unity
among themselves and also with the teacher. The teacher maintains diversity
inside the classroom that promotes a diverse understanding between cultures
and ethnicity. The students are open-minded about their classmate’s
background that enables them to have a dipper relationship among individual.
Students are able perform with full of confidence and independence is a sigh
that the teacher able to foster cultural sensitivity inside the classroom. Their
actions like caring, being open to communicate with their teacher and how it
build the oneness inside the classroom.

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided on the next page.

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 observation by asking the 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

Name of the School observed: _________________________________________________

School Address: ____________________________________________________________

Date of Visit: ______________________________________________________________

ANALYZE

1. Did your observation match the information given by the teacher?

  Yes it does match to the information given by the teacher as peer are
observations.

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 students actively engaged in their lesson. As students with special needs,
like the students we observed he has an head operation and his vision were
affected and he cannot see or read small letters he must need to take pictures
and zoom it so that he can read. However, the teacher demonstrates great
creativity and strategic thinking. The teacher's primary approach involves
stimulating the students' senses through the use of videos, infographics, visual
aids such as charts and illustrations, and incorporating relevant objects. I
believe this is her way of capturing their attention and addressing the specific
needs of the learners.

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.

 As we observe the teacher discuss the lesson together with those normal
students with special needs at the same time. She only separate the student
who is near-sighted during exam because she will be the one who assist and
dictate or read the question to the students. The students will only listen to the
teacher and right his answer.

REFLECT

1. Recall the time 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?

2. What disposition and traits will you need as a future teacher to meet the needs of the
learners?

Episode 5 Creating an Appropriate Environment

Resource Teacher: _____________ Teacher’s Signature: _____________
School:_________________ Grade/Year Level: ________________

Subject Area: ___________________ Date: _________________

Managing Time, Space and Learning Resources

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.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention

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 Table 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?

 There are areas in the classroom for specific purposes, teachers have tables
that are designated for their teaching aids, books, and supplies needed in the
classroom and for the student. The teachers' areas where the teacher puts the
teaching aids, books, and supplies have shelves and boxes. Other teachers
decorate their shelves and tables, and teachers also put up bulletin boards for
important announcements. If the specific areas aren’t present there will be
some differences, one example of the difference is that the classroom won’t
look neat without the area for teaching aids.

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

 Indeed, there are three different kinds of garbage cans: "malata" "dili malata,"
"di “nabubulok," and remember to always wash your hands and always say
"please" and "thank you." Yes, following these guidelines encourages good
conduct, and by teaching kids how to properly dispose of their trash, they may
 also help them identify the various forms of waste. Additionally, by washing
their hands to maintain hygiene and teach them the proper morals and
behaviors.

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 in rule-making on student’s behavior?

 Yes, according to the resource teacher, the rules are decided by the teacher and
the students. According to the resource teacher, the process of making the
rules is that the teacher and the students suggest rules and regulations and then
both decide on what to follow.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?

 The sequence is: cleaning, prayer, warm-up activities, attendance, assignment

monitoring, and class discussion.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help
in managing the class?

 Yes, the seating arrangement is based on the first name of the learner. I think it
is fair to eliminate biases. However, it could be better to customize some
seating arrangements, especially for those students who love to talk with their
seatmates and do not listen well. They should be in the front row.

6. Observe the noise level in the classroom. How is this managed?

 The noise level is just moderate because most of the students if the teachers
arrive in their respective classrooms they stop talking. And also when the
teacher starts the class, the noise level is normal, like in a typical classroom
discussion where learners exert energy when they are reading from the board.

7. If a learner is not following instructions or is off-task, what does the Resource

Teacher do? Describe the behavior strategies used.

 If the learner is not following the instructions by the teachers given. The
teachers should still accept the outputs of their students. However, the teacher
should always remind her students to always pay attention to her instructions
because she will not accept their output anymore if they make the same
mistake again. This helps them learn from their mistake and be attentive to the
teacher’s instructions.

8. What does the Resource Teacher do to reinforce positive behaviors?

  The resource teacher reinforces positive behavior is creating a class identity,
praising positive behavior, using a reward system, calling the names of
students to answer the questions, and having fun in class

CLASSSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom
Management
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
Description Effect on the Learners
(to be filled out after you
answer analysis questions)
 The classroom setup  This makes learning
is a bit modernized. In engaging as the
front you can find a teacher can view
TV, the teacher uses videos, It makes the
her laptop for student learning easier
presentation, and a as they can use the
teacher uses a teachers' PowerPoint
projector and speaker. presentation in
studying.
 The rules were agreed  This will help in
by both the teacher disciplining the
and students on the students in school. It
first day of school. will help them to be a
better person and a
person with
discipline.
 The procedures in the  This will make the
classroom are first the students know what
cleaning, next prayer, they will do every
warm-up activities, day.
attendance,
assignment
monitoring, and class
discussion.

4. Daily Routines  The routines are the
everyday things that
the students do, like
for example greeting
the teacher or
 This will help learners
to be prepared when
entering the room.

5. Seating Arrangement
6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior
8. Others
arranging the chairs.
 It is the placement of
the students in the
classroom. Some
teachers arrange the
students based on the
letter of their family
name.
 In the handling of
misbehavior/ off-task
behavior, the teacher
immediately calls out
the student who
misbehaves. During
the discussion, the
students will be asked
to answer a question if
they misbehave.
 When the students
behave or answer the
question correctly the
teacher praises the
students by saying
very well or giving
them points when they
answered correctly.
 This will help the
students to interact
with other classmates,
to learn about other
students' cultures, and
it will also introduce
them to diversity.
 This encourages the
learners to be
attentive and to not
talk with their
classmates or
seatmates.
 This encourages the
students to answer
and study so they can
have points.

9. Others

10. Others

ANALYZE

1. How did the classroom organization and routines affect the learners’ behavior?
  Students' behavior is positively impacted by classroom regularity and order
because it instills responsibility and improves their ability to manage their
learning. Additionally, it boosts their self-esteem, controls their conduct, and
fosters positive interactions in the classroom. Students may learn self-control,
which can lower their risk of failing.

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?

 When creating a classroom routine and organization, educators need to

consider the following theories and principles:

 The focus of behaviorist philosophy, often known as behaviorism, is on pupils'

behaviors—both positive and negative.
 Humanist theory, or humanism, emphasizes what makes people human, as well as the
objectives, interests, and learning styles of students.
 Democratic theory, where students are afforded equal possibilities to pick their
educational path and to participate in the decision-making process surrounding their
education.
 Psychoanalytic theory requires educators to take into account students' conscious and
subconscious thoughts, feelings, and experiences.

3. Which behavior strategies were effective in managing the behavior of the learner? In
motivating students? Why were they effective?

 The following behavioral tactics can be employed by teachers to effectively

regulate students' conduct or motivate them: Rearrange the classroom in a
new, learner-centered area that allows students to be more independent and
self-reliant. To support the many types of learners, use a wide range of
resources, materials, techniques, and strategies in your teaching. Establish
attainable classroom guidelines, often known as classroom expectations, for
your pupils. Effectively reinforce processes and routines in the classroom.
Reward them for their efforts and acknowledge their good behavior. Not only
will this inspire them, but it will also keep them doing appropriately.

REFLECT
 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?

 If I’ll be organizing a classroom in the future, the grade that I’ll handle will be
grade 8 or 9. The routine and procedure that will be considered for this level
are first to clean the room before the teacher enters, greetings next is prayer,
assignments, recapping of the lesson, proper discussion, giving of homework,
and lastly prayer. In addition, I’ll be checking their notebooks every Friday or
Monday to ensure that they have notes to be studied. With this routine and
procedure, the students will be disciplined and will have no excuses for why
they don’t have notes.

2. Make a list of the rules you are likely to implement at this level. Why would you choose
these rules?

 The list of rules that I’ll implement are:

1. Respect the person who is talking in front.

2. Raise hands if they want to speak.
3. Keep the rooms tidy.
4. Sit up straight when sitting.
5. Finish homework on time.
6. Cooperate when your cooperation is needed.
7. Be honest
8. No sleeping in the classroom.
9. Respect other people's property.
10. Help each other and treat each other as family.

These are the rules I chose because these are the things that I have observed
that are not given attention.

3. Should learners be involved in making the class rules? Why?

 Yes, the students must be involved in making the classroom rules. This is to
make sure that the students and teacher have agreed on the rules and that no
one opposes the rules. It makes a positive and inclusive classroom
environment for students.

4. Why do you need to enforce positive discipline?

 We need to enforce positive discipline to encourage students to be kind
students; Positive reinforcement helps to discipline students without hurting
their feelings or hurting them physically. Positive discipline helps in having a
good connection with your students.