WEEKLY REFLECTIVE JOURNAL

FOR FS 1
For the period covered
Nov. 20 - 24, 2023

Name: JESSICA A. MONTIL

Program: BSED FIL – 4

The observations that I made this week.

1. What is your preparations before attending the assigned class?

First of all, I prepared myself. And observe the students how they participate with their
teacher.

2. What have you observe on the teachers strategies in handling the class?
She always says good morning to every student, inquires about their day, and shares
some inspirational sayings.

3. What are the learner’s behaviors, and attitude during class? Describe briefly.
The student is attentive during class, particularly when the teacher is discussing.
They are not boisterous, and they listen carefully in order to get excellent marks.

4. Share your insights about this week’s observation.

We met together on the month of November because it's foundation day on the
following day. They spend time talking with me and I also expect them to participate
fully in the activities.
 WEEKLY REFLECTIVE JOURNAL
FOR FS 2
For the period covered
Nov. 13 - 17, 2023

Name: JESSICA A. MONTIL

Program: BSED FIL – 4

The things that I did together with my mentor this week.

1. What are your expectations in assisting your FS mentor?

Since my mentor would be returning in an hour to attend to some urgent matters, she
asked me to assist her students on that day.

2. What are the classroom management activities that you are engaged in
together with your FS mentor?
This week's activities for my mentor's students in each section included collaborative
tasks.
3. Describe your participation in the Assessment in Learning?
I assist students by offering suggestions on how to improve their performance as they
do collaborative tasks.

4. Describe your participation in making of instruction materials.

I volunteer to create an idea for instructional materials and assist my mentor as needed,
as well as to be responsible.

5. Share your impressions about this week’s participation & assisting your FS
mentor.
I had the privilege of talking with my mentor, a teacher. And we have great abilities to
communicate. She is able to depend on me to look out for her pupil while she isn't
available.
FS – 2 EPISODE 16 (page 152 insert)
WORK ON MY ARTIFACTS

PEER INSTRUCTION

The teacher poses a question that challenges students to link or apply real-world
examples. And to persuade them of their accuracy. Students are given a few minutes to
think about the answer on their own before raising their hand and point of view. After a
few minutes, students are asked to respond to the question once more.

CONCEPT MAPPING/GRAPHICAL ORGANIZERS/MIND MAPPING

Students can use graphic organizers to turn difficult knowledge into understandable
visual graphic organizers to improve their abilities to make inferences, synthesize, and
integrate information and ideas. Students are given a prim core graphic depicts this
thought, with related themes/concepts spreading out as "branches." Mind mapping
theorizes that each of these map components might work as hook, linking new
information with previous knowledge, making it simpler to learn and retain.

JIGSAW GROUP PROJECTS

Each group member is expected to finish a certain portion of a task or to become an

expert on one area of a subject. After each group member has accomplished his or her
allotted duty, they reassemble and teach the content to the remaining members of their
group. They then put this information to use in order to achieve a shared objective. For
instance, in a chemistry class, each student group may investigate a different type of
energy generation (nuclear, fossil fuel, hydroelectric, etc.). The groups are then
restructured such that each has a specialist in one type of electricity generating. They
then address the issue of how much prominence each strategy should get