DONNETH_04 FS 1

I. Student’s Resume ----------------------------------------------

II. Statement of Purpose -----------------------------------------

III. Self-Rating Competency Checklist(Pre-Assessment)----

IV. Organization of Portfolio Entries ---------------------------

a. Episode 1 -----------------------------------------------------

b. Episode 2 -----------------------------------------------------

c. Episode 3 -----------------------------------------------------

d. Episode 4 -----------------------------------------------------

e. Episode 5 -----------------------------------------------------

V. Entries of Evidences--------------------------------------------

a. Clippings ------------------------------------------------------

b. DTR -------------------------------------------------------------

VI. Additional Entries------------------------------------------------

a. Teacher’s Prayer-----------------------------------------

b. Teaching Philosophy------------------------------------

c. Poem of a Teacher--------------------------------------

VII. Self-Rating Competency Checklist(Post-Assessment)--

VIII. Personal Reflection---------------------------------------------

IX. Comments of the Faculty-------------------------------------

X. Rubric for FS Portfolio-----------------------------------------

PERSONAL DATA

Name: DON FRANCIS D. DENIOLA

Address: Luna, Roxas, Isabela

Age: 17 y/o

Gender: Male

Height: 5’7

Place Of Birth: Rizal, Roxas, Isabela

Date Of Birth: July 28, 1997

Civil Status: Single

Religion: Latter-Day Saints

Contact Number: 09168743906

Hobbies: Playing Chess, Listening Music, Texting, Etc.

EDUCATIONAL BACKGROUND

School Received Awards

Elementary: Bantug-Lintao Elementary School Academic Achiever

Secondary: Isabela State University –Roxas Campus None Laboratory High School

Tertiary: Isabela State University –Roxas Campus (Pending)

Course: Bachelor of Secondary Education

Major: Math

_____________________________________________________________________________________

Name of FS Student __________ DON FRANCIS D. DENIOLA _____________________________

Course ____BACHELOR OF SECONDARY EDUCATION__ Year and Section ______II-math______

Resource Teacher _Ma’am_ELENA BULUSAN___ Signature_______________ Date__________

Cooperating School _______ROXAS CENTRAL SCHOOL__________________________________

At the end of this activity, I will be competent in determining a school environment that

provides social, psychological, and physical environment supportive of learning.

TARGET

(How I will be rated)

Field Study 1 Episode 1- The School as a Learning EnvironmentFocused on: Determining a school environment supportive of learningTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory

1Observation/ Documentation

All tasks were done with outstanding quality; work exceeds expectations

4

All nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done, or most objectives met but with poor quality

1My analysis Analysis questions

were answered completely; in dept answers; thoroughly grounded on theories

Analysis questions were answered completely

Clear connections with theories

Grammar and

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling

Analysis questions were not answered.

Grammar and spelling unsatisfactory

Tasks Exemplary4

Superior3

Satisfactory3

Unsatisfactory1

-ExemplaryGrammar and spelling

4

Spelling are superior

3

Acceptable

2 1My Reflection Reflection

statements are profound and clear, supported by experiences from the episode

Reflection statements are clear, but not clearly supported by experiences from the episode

Reflection statements are shallow; supported by experiences from the episodes

Reflection statements are unclear and shallow and are not supported by experiences from

My Performance

4 3 2the episodes

1My portfolio Portfolio is

complete, clear, well-organized and all supporting documentation are located in sections clearly designate.

4

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentation is organized but is lacking.

2

Portfolio has many lacking component; is unorganized and unclear

1Submission Before deadline

4

On the deadline

3

A day after the deadline

2

Two days after the deadline

1Sub Totals

Over-all scoreRating:(Based on transmutation)

_____________________________ Signature of FS Teacher ____________________ Above Printed Name Date

Transmutation of score to grade/rating

Score Grade Score Grade20 - 1.0 - 99 12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 72 and15 - 2.00 - 87 7-below - below14 - 2.25 - 84

A general observation of the campus and the classroom is an exciting way to start my observation.

My mission is to do the following tasks:

1. Visit a school. Look into facilities

and support learning areas in the campus, then in the classroom.

2. Accomplish the checklist as you move around the school premises.

3. Based on your gathered data in

the checklist, describe the

school environment.

4. Make a reflection on

the characteristics

of a school environment

that promotes learning.

5. Present your idea of a good school environment through any of these:

a) Descriptive Paragraph; b) Photo Essay; c) Sketch or drawing; d) Poem, Song or

Rap

MY TOOLS

My Map

CLASSROOM FACILITIES CHECKLIST

Facilities Available Not available Description

Office of the PrincipalThe office of the principal

is exact in measurement

and it is clean and well-

organized.

Library

The library is wide with

different materials can be

found where in the books

are well-arranged.

Counseling Room

Counseling Room is in

every classroom of the

school campus.

Canteen/ Cafeteria

The canteen is small and is

located beside the

principal’s office. Native

foods as well as biscuits

and soft drinks are sold

inside the canteen.

Medical Clinic

They have clinic it is small but well-ventilated. It is use for first aid during emergency cases.

Audio Visual/Media Center

Reading Center

The reading center can be found inside the library it is clean and comfortable for reading.

Speech Laboratory

Science Laboratory

.

Gymnasium

Auditorium

Not available because it is under-construcion.

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort rooms are located

at every room.

Some comfort rooms are

clean and some faucets

and toilet bowls are

functioning.

Comfort Room for Girls

Comfort rooms are located

at every room.

Some comfort rooms are

clean and some faucets

and toilet bowls are

functioning.

Computer laboratory

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

1. Described the community or neighborhood where the school is found.2. Described the school campus. What colors do you see? What is the condition of the buildings.3. Pass by the offices. What impression do you have of these offices?

4. Walk through the school halls, the library, the cafeteria. Look around and find out the other facilities that the school has.

Name of the School Observed ___ROXAS CENTRAL SCHOOL______________________

School Address ____________________RIZAL, ROXAS, ISABELA____________________

Date if Visit ________NOVEMBER, 24, 2014__________________________________

_____________________________________________________________________________________An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record data.

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

2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How are the tables and chairs/desk arranged?

3. What learning materials/equipment are present?4. Is the room well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

The school was located at the back of “Roxas Municipal Hall” wherein it is

surrounded by hundreds of houses and the newly built “savemore” , the largest

mall in the municipal. The people in the community where the school is found are

cooperative in terms of programs presented/organized by the school.

It has the color of nature; the wall is green, the roof is red, and the ceiling of

every classroom is white. The trees around the school campus make the school’s

atmosphere airy. Some buildings are old but still conducive for learning.

The offices are exact in measurements but well-organized. These offices are clean and from the facilities being mentioned in the checklist.

Classroom Facilities Description(location, number, arrangement,

Condition)

Wall Displays

There are ecological and educational wall

displays and sayings posted on the four walls

of the classroom.

Teacher’s Table

The teacher’s table is located at the back

portion of the classroom. It is neatly covered

with plastic and several educational textbooks

are on top.

Learner’s Desk

There are approximately 35 wooden chairs in

the classroom. The chairs look old but

comfortable to sit. And these chairs are

arranged in 4 rows with 5 columns.

Blackboard

The blackboard is wide and clean. It has a

rectangular shape and is located in front of the

learners’ desks facing the sunset.

Learning Materials/ Visual Aids

The visual aids are arranged above the

cabinet. There are also educational pictures

posted in the bulletin board at the back

portion of the classroom.

Trash Cans The classroom has 3 small trash cans which

are located near the back door of the

classroom.

Write your observation report here.

Name___________ROXAS CENTRAL SCHOOL________________________________________________Location of the School______RIZAL, ROXAS, ISABELA__________________________________________Date of Visit________NOVEMBER, 24, 2014__________________________________

1. How do the school campus and the classroom in particular impact on the learning of the

students going to school? What are your conclusions?

ANALYSIS

There are lots of materials present that they can use to have an

efficient or effective learning to the students but there are materials also

to be used that are missing on the Roxas Central School.

Although there are few things that are missing or lacks on the Roxas Central School I can say that this school was a conducive environment for learning as I observed to the learners.

The school campus and the classroom in particular impact on the students learning going to school by its conducive learning environment, facilities and also the availability of resources. Therefore I conclude that a school having sustainable educational resources and facilities motivates the students to go there even if it is far from them.

2. How does this relate to your knowledge of child and adolescent development? How does this

relate to your knowledge of facilitating learning?

1. Would you like to teach in the school environment you just observed? Why? Why not?

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

3. What kind of classroom is conducive to learning?

REFLECTIONS

This relate to my knowledge of facilitating learning that in order to facilitate learning, we must consider the learning environment where teaching and learning takes place.

Maybe yes, because it is near from our house and the school is now modernize so I can teach there efficiently.

A school campus that is free from noise. A school campus that has the availability of sustainable resources and facilities that could provide and motivate the students to learn. And a school campus that promotes a physical environment supportive of learning.

A classroom that is well-lighted and well-ventilated. A classroom that is not overcrowded. A classroom that has facilities which could motivate the students to learn. A classroom that has available resources needed for every discussion/lesson.

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

5. Write your additional learning’s and insights here.

By providing facilities that could enhance the skills of my learners. By also posting educational pictures on the walls that will help them better understand the subject matter.

I learned that a conducive learning environment greatly motivates the students to learn. I also learned that a school environment which provides socially, psychologically and physically positive image facilitates better learning.

My Personal Illustration of an Effective

School Environment

MY PORTFOLIO

_____________________________________________________________________________________





At the end of this activity, I will gain competence in differentiating the characteristics

and needs of learners from different developmental levels.

TARGET

(How I will Be Rated)

Field Study 1 Episode 2- The Learners’ Characteristics and NeedsFocused on: Differentiating the characteristics and needs of learners from different developmental levelsTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory



4


3


2






Grammar and






Tasks Exemplary4

Superior3

Satisfactory3

Unsatisfactory1


4


3

Acceptable



4


3


2

Reflection statements are unclear and shallow and are not supported by experiences from the episodes

1

My Performance

My portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designate.

4


3


2



4

On the deadline

3


2


1Sub Totals





To teach your target, do the following tasks:

My Map

Step 1-Observed 3 groups of learners from the different levels (preschool, elem., and high school)

Step 2 -Describe each of the learners based on you observation

Step 3-Validate your observation by interviewing the learners

Step 4-Compare then in terms of their interest and needs.

Use the activity form provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on the provided space. Your teacher may also recommend another observation checklist if more detailed observation is preferred.

Physical

1. Observed their gross motor skills. How they carry themselves. How they move, walk, run, go up stairs, etc.

2. Are gross movement clumsy or deliberate/smooth?3. How about their fine motors skills? Writings, drawing, etc.

Social

1. Described how they interact with the teachers and other adults.2. Note how they also interact with peers. What do they talk about? What are their concerns?

Emotional

1. Described the emotional disposition or temperament of learners.(happy, sad, easily cries, mood-shifts)

2. Haw they the express theirs wants and/needs? Can they wait?3. How do they handle frustration?4. Described their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive

1. Described their ability to use words to communicate their ideas. Note their language proficiency.

2. Described how they figure out thins. Do they comprehend easily? Look for evidence of their thinking skills.

3. Were the opportunities for problem solving? Described how did they show problem solvin abilities.

My Tools

Development Domain

PreschoolerIndicate age range of

children observed:5-6 years old

ElementaryIndicate age range of

children observed:8 – 10 years old

High schoolIndicate age range of

children observed:12-16 years old

PhysicalGross-motor skills

Fine-motor skills

Self-help skills

They learn how to button their uniforms and tie their shoes. They are restless; they always walk around inside the classroom.

They can complete simple puzzles. They can hold the pencil but they cannot write well.

If they know already about something, they insist to do it on their own. They need supervision from their parents.

They could perform simple dance steps. They could lift their chairs from one place to another.

They can draw simple lines, boxes and shapes.

They can take water from a jug without spilling. They can go to the CR independently. And they can eat their lunch alone using utensils.

They can lift the teacher’s table and the chairs. They can also drag cabinets from one place to another. They can get water from the faucet using containers and sprinklers and then pour it to the plants.

They can construct a sketch and an artistic drawing. They can also write letters with artistic designs.

They can make their own reports. They can play and surf on the computer.

LEARNERS’ DEVELOPMENTAL MATRIX

SocialInteraction with Teachers

Interaction with Classmates/Friends

Interests

They always swallow what their teacher is teaching to them. They are dependent from their teacher.

Their mood is changeable. They quarrel for a while but they become friends again.

They are interested in colorful objects. They always want to do something that they could enjoy such as games, singing and dancing activities.

Whenever the teacher asks questions, they raise their right arms before answering but sometimes they answer directly in chorus.

They like to compete with their classmates. They always want to know the scores of their friends.

They are interested in an oral discussion and in games that makes the class laugh.

They sometimes answer in chorus but they share their own ideas about something which is related to the topic.

They always go with their friends. They consult something in their classmate before answering to teacher’s question.

They are interested to learn new concepts and ideas by means of a group activity or discussions that are related to them.

EmotionalMoods and temperament, express of feelings

They express what they feel. If you look like a good and friendly person to them, they will really make a move that make them close to you.

They hide their feelings to their peers. They easily bore if the topic is not interesting.

They are sometimes expressive. If they love the person, they let some students know about their feelings.

Emotional Independence They cannot control

their emotions. If their mother goes somewhere, they easily cry without considering others inside the classroom.

Some can control their emotions. Some frankly tell what they feel for someone.

They can easily control their emotions; they can hide it.

CognitiveCommunication Skills

Thinking Skills

Problem-Solving

They cannot clearly express their idea of something unless guided by their teacher. They listen to a story told by their teacher. They have the idea on the story but they cannot retell it to the class.

They could count numbers from 1-50 in their vernacular language. They always think that teachers are correct. They can easily understand the topic if you show them pictures that they can relate.

They can do simple problems like adding simple numbers and completing simple

They always respond to their teacher. Some are active participant and some talk less in the class during the discussion.

They could add, subtract, multiply and divide simple numbers. They think of something that makes us laugh.

They can solve problems independently if it is easy but they ask help

They could retell stories and answer the teacher’s question.

They could understand complex topics if elaborately discussed by their teacher. They think something related to their topic. And they could distinguish the cause and effect relationship of something.

They can solve problems which are related to their lessons. They can also

puzzles. from their classmates if they don’t know it.

identify a substance if it is an acid or a base.

Level Salient CharacteristicsObserved

Implications to the Teaching-Learning Process

Pre-schoolAge range of learners

Observed: 5-6 years old

Preschoolers have short span of attention and they cannot control their emotions.

Therefore, as teachers we should engage these learners in activities that they can participate and enjoy such as games, role playing, singing and dancing activities.

ElementaryAge range of learners

Observed: 8-10 years old

Elementary students easily bored if the topic is not of their interests. They answer in chorus from teacher’s questions.

Therefore, as teachers we should have a sense of humor in discussing our lessons. We should also lead our learners to have the best student-teacher interaction during the teaching-learning process.

HighschoolAge range of learnersObserved: 12-16 years

old

Highschool students like to share ideas from their own experiences and learnings.

Therefore, as teachers we should guide these students to explore their knowledge.

MY ANALYSIS

REFLECTIONS

1. While you were observing the learners, did you recall your own experiences when you

were their age? What similarities or differences to you have with the learners you

observed?

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he

help or not help you with your needs (physical, emotional, social, cognitive)? How did

it affect you?

3. Share you other insights here.

When I was in elementary, I was so different from my classmates. Instead of listening to the teacher, I used to watch the window looking outside and thinking in depth. On that time, I was weird because I don’t care about something inside the classroom different from the learners I had observed.

Sir Ediver F. Castillo is the teacher that I cannot forget because of some positive reasons. First, he always implements a zero-cheating management. This means that if the student will be caught cheating, he will be marked zero for that day. Second, he gives a reward if someone could perfect her exam. And third, he always discussed every lesson where we can relate as students. Due to these reasons, he inspired me to study more. In fact, he is one of the reasons why I took education as my profession due to that because of him, I started to love the teaching profession.

The teacher should relate lessons that are relevant to the needs, problems and interests of the learners to explore their ideas by engaging them in oral discussions or group activities where they can participate and will be motivated to learn.

Which is your favorite theory of development? How can this guide you as a future

teacher?

THE PSYCHOANALYTIC THEORY

Clip some readings about this theory and paste theme here.

My Portfolio

The psychoanalytic theory which focuses on the psychosexual stages of personality. As a future teacher, this theory will guide me on how sexuality starts from a very young age and develop through various fixations. This theory will also help me to know the personality of a child from an oral stage until puberty and then going onward.

_____________________________________________________________________________________





At the end of this activity, I will gain competence in managing time, space and

resources to provide an environment which is appropriate to the learners and conducive to

learning.

TARGET


Field Study 1 Episode 3- Classroom Management and LearningFocused on: Competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation/ Documentation


4


3


2






Grammar and






Tasks Exemplary4

Superior3

Satisfactory3

Unsatisfactory1


4


3

Acceptable



4


3


2


1

My Performance


4


3


2



4

On the deadline

3


2


1Sub Totals





To reach your target, do the following tasks:

Observed a class.Using checklist, find out the

evident classroom components.

Described how the classroom is structured/designed to

allow everyone to participate in the learning activities.

Relate the data in your checklist to the learners’

behavior.

Reflect on how classroom management affects learning.

My Map


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

1. As you observed the class, look into their ages 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. Described their span of attention?

Look into their listening skill and ability to concentrate

Name___________ROXAS CENTRAL SCHOOL________________________________________________Location of the School______RIZAL, ROXAS, ISABELA__________________________________________Date of Visit________DECEMBER, 01, 2014___________________________________________

MY TOOLS

There are learners that are silent type and there are also learners that are talkative but these learners cooperate actively in the teaching-learning process.

There are 19 boys and 12 girls in the class. Their age ranges from 5-6. Some students can manage their own behavior but there are few who really need to be guided by their teacher. Most of them can work independently but sometimes it depends upon the complexity of the test/activity provided by their teacher. They can focus for a long period of time but their listening skills and ability to concentrate depend upon on their interest about the topic being presented by the teacher.

An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom management. It is also good to ask the teacher for additional information so you can verify your observation. Write your notes below; and then organize your data in the table that follows.

1. Are there in the classroom for specific purposes (storage of teaching aids, books, students’ belongings, supplies, etc.) Describe these areas.

2. Are there rules and procedures posted in the room?

3. Did the students participate in making the classroom rules? (Ask the Resource Teacher)

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

5. Observed the noise level in the classroom. How is this managed?

6. If a learner is not following instructions or off-task, what does the teacher do? Describe the

behavior strategies used.

7. What does the teacher do to reinforce positive behaviors? (behavior strategies)

Observation notes:

CLASSROOM MANAGEMENT MATRIX

The pre-schoolers are not noisy because they have a bright who controls them to be quiet.

When the someone among the learners are not listening the teacher mentioned his/her name and telling him/her to listen or to pay a attention.

Aspect of ClassroomManagement

Description Effect on the Learners(to be filled up after answer the analysis questions)

Specific Areas in the Classroom

There is a comfort room but it is not functional.

Some students become busy going outside and the tendency is their concentration to the lesson will be affected.

Classroom RulesThe room must be always clean. They become responsible in

cleaning the room.

Classroom Procedures

Daily Routines The teacher always allow her learners to dance and sing before she will proceed in teaching.

The learners becomes lively and alive they are not sleepy.

Seating Arrangement

There’s no such seating arrangement implemented inside the classroom only that the girls are separated on the boys. Every student has the choice to choose in what chair he/she wants to sit.

The tendency is some students feel comfortable and some are not. That will become a disadvantage to some students if taller students want to sit in the front seats and if students with poor eyesight will have no choice but to sit at the back portion of the classroom

due to that most of their classmates wants to sit in front.

Handling misbehavior/off-task behavior

The teacher guides her students to modify their misbehaviors by decreasing points on their attitude and by saying “It is not a good manner to do it.”

Some students do not anymore misbehave because they don’t want that their points would be deducted.

Reinforcement of Positive Behavior

The teacher gives plus points to the groups of students who participate actively in every class discussion.

The students are motivated to participate in the discussion in order to get plus points (reward) from their teacher.

1. How did the classroom organization and routines affect the learners’ behavior?

2. What should the teacher have in mind when she/he designs the classroom

organizations and routines? What theories and principles should you have in mind?

MY ANALYSIS

If the classroom organization and routines are implemented well among students, it will help them lessen their misbehaviors. It will also create a positive outcome in the teaching-learning process especially on the student-teacher relationship inside the classroom. And it can motivate the students especially if the classroom is well-organized.

3. Which behavior strategies were effective in managing the behavior of the learners? In

motivating students? Why were they effective?

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?

REFLECTIONS

The teacher must consider routines that are best suited to the level of learners he had. He must also consider a classroom organization that could help build his learners motivation to learn. Therefore I should have the third guiding principle in the Selection of Teaching Strategies which states that “A non-threatening atmosphere enhances learning”. This principle focuses on the psychological and physical climate of the classroom that is supportive for learning. This principle will guide me in setting an ideal

Behavior strategies like giving rewards to students such as adding plus points on their quizzes, or a treat for snack. These behavior strategies are effective because the students will not only be motivated to learn but they will also minimize their misbehaviors inside the classroom.

In the future, I see myself teaching in the high school level specifically in first year. In this level, I must consider routines and procedures such as assigning them to clean the room before and after class, motivating them to study by giving rewards and by assigning them roles inside the classroom so that they will develop a sense of self-responsibility. I will start the class with a prayer followed by an action song so that they will be energized and motivated in learning the new lesson.

2. Make a list of the rules you are likely to implement in this level. Why would you

choose these rules?

The room must be clean before the class starts.

Students must wear complete uniform.

Cellphones must be turn off during the discussion.

A student will be given a reward if he/she could perfect the exam.

Every student must be responsible in beautifying the classroom and in

minimizing their voice during discussion.

I choose these rules because I want to develop their sense of self-responsibility

having a good character and discipline inside and outside the classroom.

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

Yes, because class rules must be agreed by the learners. So if you don’t involve them in

making the class rules, there will be having a bias. Remember, what is good for you

might not be good to others. One way of understanding our learners is to involve them

in making the class rules so that there will be unity among them.

Includes here picture of the classroom/s you observed. Write descriptions/annotations about what you observed in each photo.

My Portfolio

As we can see on the photo the kinder pupils are motivated to learn since there are many toys that makes their room attractive.

We can see on their classroom that it was full of objects like wall displays that are very useful in effective learning.

We can also se that on one corner of their classroom there are books, manila papers that has writing’s about their daily subjects like stories, counting numbers and etc.

_____________________________________________________________________________________





At the end of this activity, I will gain competence in determining teaching

approaches and techniques considering the individual differences of the learners.

TARGET


Field Study 1 Episode 4- Individual Differences and Learner’s InteractionFocused on: Differences in gender, racial, religious backgroundsTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory



4


3


2






Grammar and






Tasks Exemplary4

Superior3

Satisfactory3

Unsatisfactory1


4


3

Acceptable



4


3


2


1

My Performance


4


3


2



4

On the deadline

3


2


1Sub Totals





The learners’ individuals’ differences and the type of interaction they bring surely affect the quality of teaching and learning. This episode is about observing and gathering data to find out how student diversity affects learning.


Step 1. Observed a class in different parts of the school day. (beginning of the day,

class, recess, etc.)

Step 2. Described the characteristics of the

learners in terms of age, gender, and social and

cultural diversity.

Step 3. Described the interaction that transpires

inside and outside the classroom

Step 4. Interview your Resource Teacher about the principles and practices that

she uses in dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on

learners’ interaction.

My Map



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 you their ages, gender, racial, religious and ethnic backgrounds.

The total number of the learners is 31 (12 girls and 19 boys), their ages are ranges from 5 – 6 years old and most of them are purely Ilocano’s but there are also learners who can’t understand Ilocano purely Tagalog.

During the class:

1. How much interaction is there in the classroom? Described how the students interact with one another and with the teacher. Are there groups that more with the teacher than others.

Almost half of the learners interact with their teacher very well by participating in their discussions but I observed that boys are more interactive than girls because boys are always winning when the teacher gives a group work which is boys vs. girls.

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

Yes, most of the learners who are sitting at the back are not listening while most of the learners sitting in front are more active in participation.

MY TOOLS

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

I think learners are competing because when a learner answers the question of the teacher faster than the other he/she thinks that he/she is better than the other.

4. Which students participate actively? Which student asks for most help?

Boys are more active in participating than girls, the teacher always helps the more the girls because they have lesser understanding than the boys.

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

When the learner can’t answer the question the other learners don’t help him nor raising their hands instead, they are reciting at chorus.

Outside class:

1. How do the students group themselves outside the class? Homogeneously, by age? By gender? By racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings?

The learners group their selves outside the classroom not according to their age ,racial nor ethnic groups but according to their gender.

2. Describe how the learners interact with each other. What do they talk about?

They interact with each other by talking and playing with each other. They are talking about anything outside school for example how to play “flappy birds”.

Name___________ROXAS CENTRAL SCHOOL________________________________________________Location of the School______RIZAL, ROXAS, ISABELA__________________________________________Date of Visit________DECEMBER, 01, 2014___________________________________________

The students are noisy due to that they answer in chorus during the discussion of the

lesson. The students who sit at the front part of the room are mush attentive and responsive

than the students sitting at the back portion of the room. They do not compete against each

other. Instead, they cooperate with the teacher to really understand every lesson. And as I

observed, most of the boys participate actively every class discussion. I also noticed that there

are students who still need guidance from their teacher. These are students who usually sit at

the back portion of the classroom. And when a student cannot answer the teacher’s question,

some of his/her classmates try to help him but there also some students specifically boys who

really raise their hands so that their teacher will call them.

Based on what I have observed, students group themselves according to gender,

hobbies and interests. Girls prefer to play with some other girls (ex. In playing Chinese garter)

and boys prefer to play with some other boys (ex. In playing soccer).

There are times that they agree with their classmates if they are interested with the

subject/topic. They sometimes talk about their school works and memorable experiences that

happened in their lives such as fieldtrips and family reunions.

OBSERVATION REPORT

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?

As I observed, the boys play key roles in the relationships and interactions in the

classroom. These boys usually appear as a leader due to that they always lead their

classmates during the discussion. They also act as a little teacher. They always remind

their classmates about their mistakes and on how to handle their behaviors in a good

manner.

2. Are the students coming from the minority group accepted or rejected by the others?

How is this shown?

There’s no such minority group in kinder section.

3. How does the teacher influence the class interaction considering the individual

differences of the students?

By providing group activities, combine low achievers to high achievers in order that

these low achievers may encourage to participate and learn the lesson. And by also

allowing her students to voice out and share their opinions and knowledge in the

teaching-learning process.

4. What factors influence the grouping of learners outside the classroom?

As I observed, I noticed that gender is one of the factor which may influence the

grouping of students outside the classroom. Boys and girls differ in terms of their

MY ANALYSIS

hobbies and interests. Unlike girls, boys like to play slipper games (paway). However,

girls like to play Chinese garter but boys do not.

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 learners?

I feel accepted being on that classroom. The students don’t bother to mingle us and the

teacher sometimes asks if we were still okay. As I observed, there is really unity among

the students. They are aiming only one thing and that is “to learn”. And also between

the students and the teacher, the teacher is fair in terms of how she usually treats her

students inside and outside the classroom.

2. In the future, how would you want the learners in your classroom to interact? How

will you make this happen?

I want my learners to participate actively in the teaching-learning process. I also want

them to show respect with their teacher as well as to their classmates. To let this

happen, I will allow my learners to share their own ideas and knowledge during class

discussion. I will guide them on how to become a good person with good character.

3. How will you encourage all learners, regardless of religious, ethnic or racial

background, to interact and participate?

By giving them the opportunity to speak out, participate and interact during discussion.

By not just respecting but also accepting their beliefs, views and opinions in every

lesson. And by treating them fairly in terms of student-teacher relationship.

MY REFLECTIONS

Post a collection of quotations advocating for celebrating diversity in the classroom. Using these quotations, explain how you will encourage all learners regardless of religious, ethnic or racial background to interact and participate well.

Through this quotation I can encourage the learners with different religious group, ethnic or racial background by explaining unto them that even though where they came from or who they are we are all human so that we should value each other.

I will encourage those learners that have diverse background or ethnic groups by explaining to them that diversity is not about how we differ with each other but it is about embracing one other are uniqueness.

My Portfolio

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At the end of this activity, I will gain competence in determining, understanding

and accepting the learners’ diverse backgrounds; and in relating the learners’ background to

their performance in the classroom.

TARGET


Field Study 1 Episode 5- Individual Differences and Learner’s InteractionFocused on: Determining teaching approaches and techniques considering the learners’ differences in level of abilities.Tasks Exemplary

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Observed two or more learners of different abilities but from

the same grade level.

Find out some information about their background.

Observe them as they participate in a classroom activity.

Write a narrative report and a brief reflection on your

experience.z

My Map


An Observation Guide for Individual Differences

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

performing well and those that seem to be behind.3. Validate your observations by asking the teacher about the background (family, socio-economic,

presence of some learning disability, etc.) of these children.4. Observe the behavior of both the high achieving and low-achieving learners. Note their

dispositions, pace in accomplishing tasks, interaction with teacher, interaction with others.5. Observe the teacher’s method in addressing the individual learning needs of the students in

his/her class.

My Tools

Name___________ROXAS CENTRAL SCHOOL________________________________________________Location of the School______RIZAL, ROXAS, ISABELA__________________________________________Date of Visit________JANUARY, 12, 2015___________________________________________

As I observed the class of Mrs.Bulusan, that the learners differ in terms of their abilities.

There are learners that seem to be performing well during the teaching-learning process. These

are the high-achieving learners usually the boys who always actively respond and participate in

the discussion. There are also learners that seem to be behind. These are the low-achieving

learners who usually sit at the back portion of the classroom.

I asked the teacher about the background of her learners and I found out that most of her

learners came from poor families with low income. I had also found out that most of the low-

achieving learners came from poor families.

High-achieving learners always lead their classmates in the student-teacher interaction

even during the teaching-learning process. They usually accomplish tasks easily/quickly. They

can also answer complex problems independently. However, low-achieving learners can’t easily

answer complex problems unless guided by their teacher. They are hesitated to answer the

questions because they don’t want to be laughed by their classmates if they cannot derive the

correct answer.

As I observed, the teacher uses different methods in addressing the learning needs of her

learners. Methods as using visual aids like Television and manila paper; giving/conducting group

activities; Q and A method to ensure the learning of the learners.

OBSERVATION REPORT

1. Did your observation match the information given by the teacher? Were you able to

correctly identify who among the students performed well and who did not? What

behavior helped you identify them? (Volunteering to answer, responding to teacher’s

directions, etc.)

Yes, I was able to identify the well-performing students and the less-performing

students. Students who performed well usually volunteer to answer and always respond

to their teacher during the teaching-learning process. They are very attentive during the

discussion. Whereas students who did not performed well were always shy to share

their ideas because they are afraid that their classmates will laugh at them if they can’t

answer correctly.

2. Describe the differences in ability levels of the students in the class. Is there a wide

gap between the students who are performing well and those that are not?

In terms of the differences in ability levels of the students in the class, there is really a

wide gap between the students that are performing well than those that do not. The

students who perform well are those who are taken cared by their parents in terms of

physiological needs. As I observed, students who are less-performing in the classroom

are those students came from poor families. Some students come to school without

money for their recess. This really affects the student’s willingness to perform inside the

classroom.

ANALYSIS

3. Describe the methods used by the teacher in handling the students’ differences in

abilities. How did the students respond to the teacher?

The teacher uses methods and learning styles in handling the student’s differences in

abilities such as Q and A method when she tell a short story to a kinder pupils,

discussing the lesson with concrete objects and conducting experimentation by means

of individual or group activities. Due to these methods, some students are motivated

and they respond actively to their teacher.

1. Recall the time when you were in the 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?

When I was in Elementary, I can still recall how my teacher in math helps both the high

and low achievers in our class. Every student was forced to memorize the multiplication

table because one of his policies was that “A student cannot enter the classroom if

he/she could not memorize the multiplication table from 1 to 10”. He used concrete

objects like geometrical shapes made up of blocks and fruits such as apple and melon in

presenting the topic. He used these fruits in his discussion of fractions wherein he let us

sliced the fruit in front of the class. I think his strategy was effective because he let us

REFLECTIONS

involved in the teaching-learning process and of giving us responsibility by means of

memorizing the lesson.

2. 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?

As a future teacher, I will treat my students fairly. I will not compare each one of them.

Instead, I will guide them to build a classroom that could be considered as a market

place of ideas where every student has the freedom to participate and share their own

knowledge and opinions with respect to their abilities, social backgrounds and levels of

intelligence. I will provide group activities with simple/basic to complex problems

engaging low achievers to high achievers to ensure the needs of the students with

individual differences.

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 you class?

As a future teacher someday I will always put into my mind that learners are not like a

machines nor robot that should be manipulated by someone, therefore learners are born with

many differences and one of that differences is that, there are learners that are high achievers

but there are learners also that are low achievers’ so being a future teacher or educator to

those type of learners I will make use of various strategies or way to better facilitate the learning

process of this learners and example of this strategies that I will use to meet the needs of both

high and low achievers learners is to use the problem solving method and inquiry method to

determine the capacity of my learners by means of using simple quizzes or exams so that I can

adjust my way of teaching to help both low and high achievers.

Another way also is to use discovery method of teaching to let my learners

discover what best suits for them to have an effective way of learning.

My Portfolio

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At the end of this activity, I will ain competence in identifyin and describin the

influencing factor in the home environment that impact students’ learning.

TARGET


Field Study 1 Episode 6- Home-School LinkFocused on: Identifying and describing the influencing factors in the home environment that impact student’ learningTasks Exemplary

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HOME SCHOOL-LINK

Select a learner from the class whom you have observe. Interview the teacher about the learners’ characteristics. Conduct a home about the learner’s characteristics. Interview the parents about

- The rules they implement at home concerning their child’s schooling.- The learner’s activities and behavior while at home.

Describe the family in terms of-number of siblings.-number of siblings in school.

Identify the factors in the home environment that might affect the learner’s school performance.

Reflect on how a teacher can communicate effectively with the home

My Map


An Observation/Interview Guide foe Home-School Link

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

The Learner

1. Make a general observation of the learner. Describe him in each of the domains of development:

Physical-body built and height (thin, chubby, underweight, overweight), level of physical activity (fast, slow, lethargic, active, etc.)

Social-interaction with teachers and classmate (loner, shy, sociable, friendly, gets into fight, liked by others, etc.)

Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited, indifferent, etc.)

Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows reasoning skills, turn in assignment and requirements, etc.)

Interview the Teachers1. What are the most noticeable characteristics of the learner? (emotional disposition,

behavior and discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship with adults, social adjustment)

2. How does the teacher communicate with the parents? How often? What do they discuss? Agree on?

Interview with Parents1. Conduct a home visit. Once there, observe the home set-up (Home is orderly, family

pictures in the living room.2. Use the Interview Question on the next page. Just ask the questions with which you feel

comfortable.

My Tools

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate questions if necessary.

Name of Learner : queen Shayne A. De Guzman

Date of Birth: July, 28, 2009 Age: 5 y/oGrade/Year Level: Pre-School Gender: FemaleNumber of Siblings: twoBirth Order : 1st

ParentsMother: Nelly A. De GuzmanAge: 30 y/oOccupation: House Keeper Educational Attainment: college levelFather: Edmund D. De GuzmanOccupation: Electrician Educational Attainment: College level

Learners’ Physical AspectsHealthMother’s Health during pregnancy with the learner: Healthy

Ailments or health problems of the learner as a child: Nothing

Age of the learner when he started to walk/talk: 1 year and 4 months old

Food preferences of the learner as a child and at present:

Who took care of him/her as a child? Parents

Learner’s Social Aspects:Describe your child’s sociability ( friendly, outgoing or shy, loner ) She is a friendly child and but sometimes she gets easily mad with her playmates. She sometimes shamed to face other peoples.

Who were the learner’s playmates?

Her playmates are her classmates and also our neighbor’s children.

As a child then was he/she allowed to play outside?

Of course we allowed her to play with our neighbors.

Is she/he allowed to go out friends?Do you have rules for him/her to follow regarding going out?What are these rules? Yes we allow her to go with her friends but we gave her a rule that she must go home before 6:00pm or else she will be grounded to go outside and play with her friends.

Emotional-MoralWhat are your expectations of your child? We gave our daughters a rules to be obey so we expect them to be good girl at all times.

How do you a nurturing environment for your child? We nurture the environment of our children trough for example we choose where is the right school for them that they will grow with good behavior and very much learning.

Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her emotional needs? Yes sometimes she approach me and ask me to help with her assignments, schoolwork’s and other problems.

What do you do when he/she is not successful in something? When we know that she’s not fault we motivate her to do better next time.

How do you discipline your children? We discipline our children by giving them a punishment for example Lessing her money going to school when she broke our rules.

Do you have any rules in the house? What are they? Yes, for example they should come home early and they must know how to clean their things or toys.

How do you impose the rules? We impose those rules by giving a punishments whenever they broke the rules that we gave to them to ensure that they will obey it.

What are the consequences of breaking the rules? We gave them punishment as a consequence when they broke the rules for example lessening their money when they go to school.

Learner’s Cognitive Aspects:What are the child’s interests? She has simple interests or hobbies these are playing with her friends, eating, watching, and going at the park.

What is he/she good at in school? She is good in writing because she has beautiful penmanship.

What subject/s does he/she have difficulty? Based on my observation she has difficulty in their English subject.

How do you monitor his/her performance in school? How do you motivate him/her? I monitor her performance in school by sometimes visiting her at their school and asking her teacher what is her attitudes at school and also I monitor her performance by testing what learning’s did she attain each day.

Do you have rules at home to help him develop good study habits?What are these rules? How are they implemented? We have a rule to develop her good study habits it is she must present to us what learning’s did she attain during the whole day to assure that she has learned something.

After you have gathered all the necessary data. Write the Learner’s development profile using the outline below. Type the profile in a separate sheet and attached it to this learning episode.

THE LEARNER’S DEVELOPMENTS PROFILE (Outline)

The Learner’s Development ProfileName of the Learner: Queen Shayne A. De GuzmanSchool: Roxas Central SchoolDate of Home Visit:Date of Birth: July, 28, 2009 Age: 5 y/oGrade/Year Level: Pre-school Gender: Female

Family ProfileNumber of Siblings: twoBirth Order: 1st

ParentsMother: Nelly A. De GuzmanAge: 30 y/oOccupation: House Keeper Educational Attainment: college levelFather: Edmund D. De GuzmanOccupation: Electrician Educational Attainment: College level

Physical DevelopmentIn paragraph form, describe the physical development of the learner. Combine the

teacher’s parents’ responses, and your own observations.

Social DevelopmentIn paragraph form, describe the social development of the learner. Combine the teacher’s.

parents’ responses, and your own observations.

Emotional-Moral Development In paragraph form, describe the emotional-moral development of the learner. Combine the teacher’s, parents’ responses , and your own observations.

Cognitive DevelopmentIn paragraph form, describe the cognitive development of the learner. Combine the

teacher’s, parents’ responses, and you own observations.

Findings Write here your salient findings about the learner.

Conclusions Write your conclusions after you have analyzed the impact of the school at the home on the learner’s development. The questions in the your analysis portion of this learning episode can help you.

Recommendations Write your recommendations

My Analysis

Your findings and recommendations in the Learners Development Profile will help you answer the question here:

1. From you home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer?

According to my observations there are different parenting styles for example parents should monitor their children’s performance at home and also at their school another was parents should also formulate a rules for their children to become a good children and for them to learn better.

2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjustment of the learner in school?

I think the family factors that affect the development and over-all adjustments of the learners are the family problems, social problems among the members of the family and sometimes financially becomes a factor that the student development will be affected.

3. Does the communication between the home-school have an effect on the learner? If yes, what these effect? Yes, the communication between the home-school affects the learner because we can monitor the performance of the children when we as a parents will communicate to the school of our children.

My Reflections

1. Reflect on your own development as a child. What type of parenting did you experience? How did it affect you?

My mothers’ burden and difficulties to earn money for us to go into school and to finish our schooling for us to have a good life someday very much motivates me to strive to have a high grades on the school and finish my study. So it is parenting by motivation for development.

2. As a future teacher, how would establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you?

As a future teacher I will establish good home-school collaboration by keenly observing the performances of every student and writing this observations on their progress report card or directly telling this observations to their parents during meetings of parents

My Portfolio

1.

2.H - High-diversified backgroundO - Open acceptable M - Methods to be used forE - Effectiveness in learning

S - Students mustC - Concern ofH - his/herO - OutputO - Of L - Learning

L - LearnersI - incorporateN - NewK - Knowledge

Name Diongson, Arjel A. Course BSEd Year & Section II-A

Direction: Check (/) the appropriate column that best describes your current level of mastery of each

listed competency.

I cannot do this yet

I am learning how to do this

I can do this but I need to learn more and improve

I can do this very well

1. Determines an environment that provides social, psychological and physical environment supportive of learning.

2. Differentiates learners of varied learning characteristics and needs.

3. Manages time, space and resources to provide an environment conducive to learning.

4. Recognizes multi-cultural background of learners when providing learning opportunities.

5. Determines teaching approaches and techniques appropriate to the learners.

6. Determines, understands and accepts the learners’ diverse background.

7. Relate the learners’ background to their performance in the classroom.

8. Reflects on the impact of home and family life to learning.

9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

10. Accepts personal accountability to learners’ achievement and performance.

( ) Pre-Assessment Date Accomplished: Rater’s Signature

( ) Post-Assessment

Name DENIOLA, Don Francis D. Course BSE Year & Section II-MATH_______

Direction: Check (/) the appropriate column that best describes your current level of mastery of each

listed competency.

I cannot do this yet

I am learning how to do this

I can do this but I need to learn more and improve

I can do this very well

1. Determines an environment that provides social, psychological and physical environment supportive of learning.

2. Differentiates learners of varied learning characteristics and needs.

3. Manages time, space and resources to provide an environment conducive to learning.

4. Recognizes multi-cultural background of learners when providing learning opportunities.

5. Determines teaching approaches and techniques appropriate to the learners.

6. Determines, understands and accepts the learners’ diverse background.

7. Relate the learners’ background to their performance in the classroom.

8. Reflects on the impact of home and family life to learning.

9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

10. Accepts personal accountability to learners’ achievement and performance.

( ) Pre-Assessment Date Accomplished: Rater’s Signature

( ) Post-Assessment

100 95 90 85 80

1. Content of the Portfolio

has 100% of the needed

content

has 95% of the

needed content

has 90% of the needed content



2. Objectives of the Portfolio

Objectives are SMART and cover the whole course

Objectives are SMART but cover only a minimum of 80% of the course

Objectives are SMART but cover only less than 80%of the course

Some objectives are not SMART and do not cover the whole course

Most objectives are not SMART and cover only a minimum of the course

3. Quality of Entries

Entries are of best quality, well selected and very substantial

Entries are of better quality, many are well selected and substantial

Entries are of acceptable quality, some are well selected and substantial

Some entries are of acceptable quality, limited selection and substantial

Few entries are of acceptable quality, not well selected, and very minimal substantial

4. Presentation of Entries

Creative, neat and has a very strong impact/appeal.

Creative, neat and has strong impact /appeal.

Creative, neat and an average impact/appeal.

Minimal creativity, neat with minimal impact/appeal.

No creativity, in disarrange, no impact/appeal.

5. Promptness in the Submission

Submitted ahead of schedule

Submitted on schedule

Submitted, a week after the schedule

Submitted 2 weeks after the schedule

Submitted 3 weeks or more after the schedule.

LORD, Help me to be a fine teacher,

To keep peace in the classroom,

Peace between my students and myself,

To be kind and gentle to each and every one of my students.

Help me to be merciful to my students,

To balance mercy and discipline in the right measure for each student,

To give genuine praise as much as possible,

To give constructive criticism in a manner that is patentable to my students.

Help me remain conscientious enough to keep my lessons always interesting,

To recognize what motivates each of my students,

To accept my student's limitations and not hold it against them.

Help me not to judge my students too harshly,

To be fair to all,

To be a good role model,

But most of all Lord,

Help me to show your love to all of my students.

Amen.

By Joanna Fuchs

A teacher is like Spring,

Who nurtures new green sprouts,

Encourages and leads them,

Whenever they have doubts.

A teacher is like Summer,

Whose sunny temperament

Makes studying a pleasure,

Preventing discontent.

A teacher is like Fall,

With methods crisp and clear,

Lessons of bright colors

And a happy atmosphere.

A teacher is like Winter,

While it's snowing hard outside,

Keeping students comfortable,

As a warm and helpful guide.

Teacher, you do all these things,

With a pleasant attitude;

You're a teacher for all seasons,

And you have my gratitude!

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DONNETH_04 FS 1

Education

Transcript of DONNETH_04 FS 1