SCHOOL Observed: CAGAYAN NATIONAL HIGH SCHOOL

Observers: Glenda Jaygee T. Calagui Ruth Ann B. Tuddao

Submitted to:Rose Mariedel Catli, Ph.D.R

EPISODE 1

SCHOOL as a LEARNING ENVIRONMENT

Name of FS Student: Glenda Jaygee T. Calagui

Ruth Ann Tuddao

Course: CPTE

Resource Teacher: Mrs. Emma Dumayag

SCHOOL FACILITIES CHECKLIST

Facilities Available Not Available

Description

Office of the Principal Well- organized

Library Spacious and organized

Counseling Room Conducive for its purpose

Canteen/ Cafeteria Spacious, clean

Medical Clinic Clean and sanitized

Audio Visual/ Media Center Has incomplete facilities

Reading Center Lacking chairs, not well-ventilated.

Speech Laboratory

Gymnasium Large and open

Auditorium

Home Economics Room Complete with furniture and facilities

Industrial Workshop Area adequate with furniture and facilities

PTA Office

Comfort Room for Boys unclean, doors needs fixing up and repainting

Comfort Room for Girls Unclean, needs repainting and new door

OBSERVATION REPORT on Classroom Visit

Name of School Observed: CNHS

Date of Visit: 07/18/2011

I observed that the school is located near a college university and along a sports

complex thus the school can get very crowded with structures and even with its own

population of students. The location of the different school facilities is quite hard to search

because the buildings are not s. Some buildings are not fully constructed. Some of the

school facilities are properly organized while some are not so much lucky to have the

required facilities. The library is spacious and well-organized but is not much frequented by

students more than the electronic facilities in the library with the internet being the most

popular. I also observed that the school has offices for different clubs and organizations.

The offices are well thought-out with relatively sufficient facilities. The comfort rooms are

more of a discomfort since students who passed by them have to cover their noses due to

unpleasant smell. Students also feel restless thus interrupting discussion partly because of

the warm air inside the classroom and the noise outside.

The classroom and functional room facilities apart from being inadequate are old and

need a lot of repair. The teacher’s table and some of the students’ desks for example are in

need of replacement. Some of the classrooms are too constricted because of its small area and

their lack of open view because what can be seen directly through the windows are soiled

walls of other buildings also because they lack lighting. Lack of space in between students’

desks that the small rooms can afford leaves the students uneasy so standing up and moving

around in between discussions maybe their form of comfort. The bulletin boards and learning

displays are visually appealing and they express learner’s interests and related activities. It is

also note-worthy that students are allowed to bring and use their laptops for presentation but

they also use them for playing games when the teacher is not looking.

Classroom Facilities Matrix

Facilities Description

1. Wall Displays

Quotations on education and knowledge and values on both corners of the room.

Mary & Child image infront, elevated above the board

2. Teacher’s Table

1 located infront at the middle of the platform facing the

student rows of chairs.

-worn-out and needs to be replaced or at least repainted

3. Learner’s Desks

The same number of desks on both sides of the room, an isle

left for the teacher to move around.

-needs repainting or fixing up

4. Blackboard

1 extended across infront facing students elevated about 1

meter from the classroom floor.

-needs repainting

5. Learning Materials/Visual Aids

Nothing built-in the classroom except for visual aids teachers

bring like illustrations in cartolina or manila paper and charts

or netbooks students bring for presentation.

6. Ceiling Fans 4 ceiling fans hovering spread over.

Can hardly cater to more than 50 students

7. DivanLocated at far end of the room, cluttered

8. Book Cabinet

Located at the right corner of the room behind the last row of

chairs, neat and always closed.

-newly-built and functional

ANALYSIS

How does the school campus and classroom in particular impact on the learning of the

students going to school?

Classroom climate is defined as the type of environment that is created for students by

the school, teachers and peers. Teachers should continually look for ways to create a “positive”

classroom climate in which student learning is maximized. Being in a campus or classroom

where students feel safe, nurtured and intellectually stimulated is a must for students to learn

their potential. This is type of positive classroom climate that allows for students to meet their

basic need of physical, emotional and mental health.

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

From Erickson’s Psychosocial Theory, I can synthesize that at this stage, the students

whom I observed have basic needs and that misbehaviors on their part can be results from

failure of teachers and the school facilities to fulfill these needs. Students belonging to these age

groups want to experience success as a result of their industry through feelings of self-worth

and they are most eager to learn. Before we can expect children to learn, Maslow’s basic

physical needs such as food, clothing, shelter and safety must be met. An organized and orderly

campus and classroom can encourage and sustain students’ interest to going to school and to

learning. Students at this age tend to be homely in their grooming. But a school’s appearance

should not a reflection of this; a clean, well-organized classroom can inspire students to be the

same since they are inclined to model what they perceive readily. While some of these are

beyond a teacher’s influence; students’ mental needs are within her help. Some of these include

love or the need for belonging, power to be in control, fun and freedom. Freedom in terms of

the classroom is giving students the chance to make choices on assignments and other lesson

planning as well as decisions in the classroom (e.g. tasks scheduling, selecting leaders). Thus by

working to fulfill these needs, the teacher is applying positive learning climate.

Glenda Jaygee T. Calagui

REFLECTIONS

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

No, although an established school as it is, one can’t really feel safe in a school where

outsiders can freely come and go with the guards not noticing or asking their purpose. It is

also near a public gymnasium where all noise can echo for another two blocks. Some rooms

fenced in closely between other structures are not well-ventilated with just two ceiling fans

so one can feel suffocated. Functional rooms are also inadequate with facilities so as a

teacher, one has to be very ingenious. This environment can impede teaching-learning

process.

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

It is a school campus having an environment where students feel safe and free to

explore facilities that school provides to foster their learning.

3. What kind of classroom is conducive to learning?

A classroom having an environment where students feel nurtured emotionally and

physically intellectually stimulated to realize their potential.

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

As a teacher, I can shape the kind of interaction I have with students. A good

relationship is what I’ll establish. While interacting with students, it is important that I

recognize individual differences, learn names, arrange seating places where all students are

angled to receive instruction, establish expectations immediately, make myself as a teacher

available to my students and encourage them to positively achieve.

5. Write your additional learning and insights.

I consider that the best way to create a positive classroom climate is to start with a

positive attitude from day one. Students need to buy the idea of what a teacher say about

the classroom climate being important for both their personal school experience as well as

their learning experience. If budget constraints can’t provide facilities to foster learning,

teachers need to do with what they have available to create interaction. If they know and

trust each other starting with the teacher showing genuine interest in her students and

communicating it to solicit collaborative contribution, students can productively create a

conducive classroom. Apart from teachers and students’ effort, other stakeholders in the

school should make classroom organization and management and adequacy in facilities-

worthy to invest on.

Ruth Ann Tuddao

REFLECTIONS

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

No I don’t like the atmosphere of the school where I observed. The organization

of the building is not appealing to enhance learning. Whenever I enter the campus, I feel

worried that a riot may strike from which I could not easily escape because the buildings

are too crowded there’s little space to go. I don’t like to be with the teachers who were

not so approachable. They are intelligent but they sometimes forgot how to deal with

visitors properly. Although some of them are nice, others just gives emphasized so much

of their position that they’ve forgotten how to be polite.

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

One that has properly organized buildings and complete with facilities. Teachers

are approachable. Students and teachers are accepted and respected by one another

despite diversity.

3. What kind of classroom is conducive to learning?

A conducive classroom is one that is spacious where teacher can walk around to

observe and assist students. It must be well-ventilated and well-lighted where learners

could have ease and concentration while lecture is going on. The teacher-learner as the

key players in the learning process, good interaction must occur. A classroom that is free

of discrimination.

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

To be a better teacher in the future, I would create a classroom where there is

an equal treatment among learners despite diversity. I would establish a classroom where

students are encourage more to learn. This classroom will be clean and well-organized as

well as well-ventilated. If the school cannot provide ventilation, I would talk to the

administrators and discuss the need to the parents.

5. Write your additional learning and insights.

I’ve learned that learning environment is very important to consider in the

learning process. It has a very big impact on how learners could achieve learning.

Classroom organization and management should be one of the priorities of a teacher.

My Personal Illustration of an Effective School Environment

An effective school environment starts with the organization of building structures.

Offices, classrooms and other functional rooms are arranged systematically. It is fenced by

solid walls high enough and paid attention to, to fend off outsiders and vandalism. Each

school gate has a guard or two in-charge and always in alert of all types of entrance and

exits. Each gate will post a directory to guide visitors.

The building nearest the gates will contain administrative offices, PTA offices and

counseling room and with the medical clinic on one end of the building. Buildings on one

side will house functional rooms including library, AVR, home economics room, auditorium,

Industrial workshop room. Books in the library should be updated and relevant, internet

access on computers inside this room should be available. Laboratories of all types including

reading centers will be on the second or third floor of the same building. Laboratories

should be complete with facilities and apparatuses, with air-conditioning to help preserve

the facilities and equipments in lasting condition. Each floor will have restrooms for boys

and girls which are regularly sanitized and maintained. A building or two on another side of

the campus will be the quarters of classrooms, with the faculty rooms in the middle.

Classrooms will be approximated to accommodate 50 students with desks at no less than a

foot distance. Each room will be allotted not less than 4 ceiling fans, 4 long light bulbs, 1

divan, 1 book cabinet, 4 bulletin boards, 1 chalkboard, and 1 whiteboard. Inspiring and

learning related wall displays will be posted. Another floor will house department rooms for

each subject or discipline. On the far end of the school will be the dormitories, gymnasium

and the sports field and the cafeteria at a distance. In between them will be separate

comfort rooms for boys and girls. In the middle will be a student friendship park, green and

clean where students can laze around to enjoy fresh air during their breaks. Trash bins will

be available on all corners of each building apart from what is available in every room.

Reminders of cleanliness, orderliness and discipline will be conveyed in through displays at

the entrance of each building.

Each building will be painted neutrally in uniform color on the outside as much as

possible. They will each be marked with the building’s name in bold capital letters and so

will the rooms. The school’s vision, mission statement must be visible at the entrance of

each building. The officer in-charge in each department office should be written on the front

door, always with a person inside to attend to visitors and students alike. A guard must be

seen roaming around but unceremoniously to avoid restrictive atmosphere but ensuring the

campus to be a safety zone.

And most importantly, teachers, students, personnel, administrators and everyone else

will show appreciation and respect for the school and for each other by observing their roles

to foster a harmonious and effective school community.

Learner’s Development Matrix

High school Students

(Age Range: 14-15 y/o)

Development Domain Below Average Average Above Average

Learners

Physical

Gross motor skills

Fine Motor Skills

Self-help Skills

The act/movement of

a child is still

evolving as a

student.

They are very clumsy.

They draw and color

very well. They have

very good writing

craft.

Majority of them move

purposefully with little

clumsiness. Tasks in moving

chairs to rearrange or

positioning themselves in

order are calculated. They

are quick and alert for

signals given by the

teachers.

Social

Interaction with Teachers

Interaction with Classmates & friends

Interests

They talk with the

teachers without so

much respect.

They treat each other

as peers or rather

siblings.

They share almost

common interests

They are respectful and

considerate.

They wait for each other’s

turn to recite.

They talk about academic

things within the period.

Their attention is

maintained; voice volume

when talking is regulated.

(boys-ball and

computer games) &

(girls-beauty kits and

magazines) and

teenage crushes.

They share interest in music,

pop culture and movies. For

boys, guitars and gadgets

are what they talk about.

Emotional

Moods and Temperament, expression of feelings

Emotional Independence

Some are just quiet

at the corner while

others are

hyperactive and very

noisy. They are very

aggressive.

They can handle their

emotions

independently.

Frustrations seen to

be just a part of their

lives.

Despite the heat and the

lack of ventilation in the

classroom, they are calm

and composed. They attend

to their personal needs on

their own. They are not self-

conscious instead they

display confidence in their

classroom participation.

Cognitive

Communication Skills

Thinking Skills

Problem-Solving

Some of the students

are verbally

competent and

aggressive while

some can’t articulate

themselves in

English.

Some are analytical

and logical in

reasoning out. Some

They are proficient in

articulating themselves

using correct grammar and

consistent discourses. They

are able to figure out

connotative meanings from

a literary piece and able to

confer with their classmates

are quick to answer a

questions thrown at

them.

about it.

ANALYSIS

Students Observed: High School

Age Range Observed: 12-15 y/o

Salient Characteristics Observed

1. Identity-seeking

2. Value recognition

significantly

3. Have wide access to

information

4. Short attention span

Implications to the Teaching-Learning Process

Teachers should tolerate peer groups; allow

opportunities for students to work with similar

personalities and learning styles while encouraging

them to identify and be open to other

individualities to avoid bullying or hostile

behaviours. Clubs and organization membership

should be accessible to cater to all kinds of

inclinations and intelligences.

Teachers should reinforce positive behaviours by

praising, showing interest, nodding of head and

verbally expressing approval while disapproval or

negative feedback should be covertly expressed.

Teachers should help students distinguish valid

information from what is not. They should be alert

and able to keep up to what students supplement

in class discussions whether to accept or clarify its

accuracy.

Teachers should keep all students actively involved.

For example, while student does a presentation,

involve other students in evaluating it. Teachers

should also vary activities throughout the whole

period and be prepared to use humor in diffusing

5. Sensitive to negative

feedback

sitiations.

Discipline individual students quietly and privately.

Teachers should not engage in disciplinary

conversation across the room. Teachers should

maintain control without much confrontation

through eye contacts, moving around to be neared

restless students, quiet signal etc.

REFLECTIONS

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 them?

When I was in high school, I’m very specific about my attendance everyday that

I can’t help compare myself to students we observed who are not so much conscious of

the same. In the highshool I attended, we were not allowed to eat inside the classroom

be it break time, while these kids have luxury to munch even during discussion. We

regard teachers then as authority, but students we observed regarded them rather as

parents and peers at the same time.

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

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

did it affect you?

I had a teacher in fourth grade who I can’t quite forget. She was the first to

recognize my skills in writing. Our school did not have a school publication being a public

elementary but she initiated in seeking out assistance from local officials just so we can

join a national press conference which we reached through her encouragement to me

to read deliberately and look for ways to improve my writing skills. It was her victory

rather than mine when we placed fourth in a category nationwide. Since then, writing

was an interest I pursued all throughout my school years. At the same time, it was an

interest that developed me socially and cognitively. It allowed me to whet my

interpersonal communicative skills which I’m grateful for since I was an introvert then.

Social awareness and critical-thinking were acquired because of my editorial

involvements until college. Also it paved ways for employment opportunities after

graduation. Although my degree was irrelevant, my involvement in the university

publication was recognized in the job position I aspired for. My intention to pursue

Language studies is attributed to that first teacher who believed that my penchant for

the world of words can be fruitful.

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

teacher?

It would be Erik Erickson’s Psycho-social Theory of Development. Simply

because it is relevant no matter what age you are in understanding one’s self and

others. In the future, as a teacher, it can help me easily to identify the crisis a child

undergoes be it a malignancy or maladaptation. Understanding of children’s behavior

and disposition is easily explained through the stages of this theory. Through this

understanding I can develop strategies suited to help a child overcome a crisis

successfully so he can move on to the next without so much interruption in his learning.

4. Share your other insights.

Learners have different pace in learning which can be attributed to many factors

some of which we, as teachers do not have control of. But awareness of these factors

can assist us to build sympathetic environment, one in which all children are nurtured

indiscriminately and diversity is used to enrich the classroom.

EPISODE 3

Classroom Management and Learning

Name of FS Students: Ruth Ann Tuddao

Glenda Jaygee T. Calagui

Course: CPTE

Resource Teacher: Mrs. Aileeen Ibaňez Year & Section: III-5

Date of Visit: 08/17/2011

Observation Report for Learner’s Characteristics

The students are between 14-15 years old, the adolescent period. There are

seventeen boys and 27 girls inside the classroom. Girls are greater in number than

boys. The students have different behavior prior to their age group. It is the age

where much physical development occurs affecting their behavior tremendously.

Some are not so serious in their lesson while others listen attentively with all intent.

There also seems to be a bit of anxiety disorder observed in some with very low self-

confidence. A lot of conduct disorders persistent in the behaviors of some of the boys

who plays pranks and throw each other clever jokes. Most of them are still dependent

as they still need constant supervision and guidance of the teacher. Without it, their

outcome in a project is not worthwhile. Their short span attention also is displayed in

their impulsivity and not being able to stay put at one place. When the teacher signals

them to listen attentively, they are able to draw their attention and focus to what the

teacher is discussing but not for a very long while.

OBSERVATION REPORT on Classroom Visit

1. Are there areas in the classroom for specific purposes?

No, there are no areas for specific purposes. There are no storage for teaching

aids, students’ belongings or supplies.

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

Yes, there are rules inside the classroom posted in bulletin boards.

3. Did the students participate in making the classroom rules?

The students and the teacher work together to observe classroom rules. When

students forget, the teacher reminds them as in the case of using the dialect card or

who’s in charge of cleaning the classroom in a specific period.

4. What are the daily routines done by the teacher?

Routines done are opening and closing prayers, greeting, attendance-checking,

monitoring of assignment, lesson proper, activities, assignment giving.

5. Is there a seating arrangement? What is the basis of the arrangement?

Students have alphabetical seating arrangement wherein boys and girls are

mixed.

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

Noise, academic or not, is quite intolerable. In the second year class we

observed, the teacher finds difficulty in managing it however in the third year class,

noise is at minimal as the teacher indiscreetly calls student’s attention when they are

already being boisterous.

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

Teacher gives extra points to those who are able to follow instruction and

demerits those who are not listening.

8. What does the teacher do to reinforce positive behaviors?

The teacher gives verbal feedback such as ‘very good’, ‘excellent’, ‘you’re right’,

‘you’re on the right track’ and the like. Also the teacher gives an expression of genuine

interest when someone volunteers to recite.

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom

Management

Description Effects on the Learners

2. Specific Areas In

the Classroomnone

Lack of area to work on activities

that requires space such as group

projects where materials need to

be spread out. Students are

strained to work in their desks.

4. Classroom Rules Posted on the bulletin board

It was present since entrance; the

children are oblivious to it. It

seems the teacher’s verbal

feedback is the constant reminder.

6. Classroom

Proceduresnone

They have to be reminded every

once in a while on who’s turn is it

to lead the prayer, to clean the

room, to fix the chairs.

8. Daily RoutinesPrayer, attendance-checking

done by the teacher,

They serve to signal the beginning

and the end of a class period so

students prepare themselves to

settle down or to stand up and

leave.

10. Seating

ArrangementAlphabetically arranged

Leads to the disorderly set-up.

Children leave and move their

desks to sit next to their friends.

Chairs in a row are disarranged.

12. Handling mis/off-Teacher stops talking or looks

at the misbehaving group or

The students gradually understand

the signal and settle down to pay

task behaviourasks them what their concern

is.attention.

13. Reinforcement of

Positive Behavior

Verbal feedbacks such as ‘very

good’, ‘excellent’, ‘you’re

right’, ‘you’re on the right

track’ and the like.

Positive behaviors persist and

retained.

ANALYSIS

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

The students are already familiar of the everyday practices inside the classroom

because of repeated sequence although some students take it for granted. Some even

just do it for compliance and just so they can move on to the next activity. Nevertheless

it reinforces self-directed behaviors. Classroom organization on the other hand is

important because it provides students something to follow. Tasked students can man

the classroom when the teacher is not around so that the mice don’t necessarily play

when the cat is away.

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

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

The teacher should involve all students in classroom organization and in making

routines. This way the students feel obliged to take on the responsibility of carrying

them out to practice. An example in the classroom is the rotation in management of

each activity. The teacher should also vary the instruction and tools to consider different

intelligences as she designs her curriculum or her lesson plan. It must be done such that

it is interactive and that everybody is motivated to participate and contribute in the

designed activity. Each student must be assigned a task to fulfill.

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

motivating students? Why were they effective?

When students get motivated to do something either by getting a reward after a

completion of a task or by relating the quality of the product to the degree of effort

exerted during performance, they get attracted towards repeating the same behavior.

An example of this is giving additional points to those who always participate in class

discussion or those who have perfect attendance. Rewards though are not always

necessary. Giving praises or words of encouragement has the same effect. Fear of failing

grades and its consequence will drive students to study harder. If a student is made to

understand the direct relationship between good behavior and academic success, they

will likely get motivated to conduct themselves properly.

REFLECTIONS

1. Imagine yourself organizing your classroom in the future. In what grade/year level

do you see yourself? What routines or procedures would you consider for this level?

Why?

I can imagine myself in a 4th year high school class where students already

established a degree of responsibility towards themselves, other people and their

surroundings. I will come to class expecting arranged chairs, clean floor and mark-

free blackboard. Students must have already settled down once the bell rang to

signal my class period. I would have established routines like tasking prayer leaders,

blackboard cleaners, and trash bin empty-ers. Classroom leaders must be already

practiced in their roles. Students should be able to group themselves methodically

without much noise when asked. Taking turns in speaking during class discussions

must be observed.

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

choose these rules?

Rules I will likely implement are those pertaining to cleanliness and discipline. Some

of which are:

a. Students must already be in the classroom on or before the bell rings.

This teaches them time management skill and consideration of other people’s

time. It is only when we start on time that we start right.

b. Students who are caught littering will empty the trash can at the end of the day.

This gives them sense accountability for their actions. To make them realize the

bigger consequences of what they may take as small inconsequential

misbehaviors.

c. To ask permission in case of necessity.

The teacher is responsible for each student during his time period thus it is his

responsibility to know their whereabouts.

d. To erase the board every other period.

This is to show courtesy to next user as we don’t want other teachers to be held

back from starting because of a dirty board.

e. Arranged chairs and tables before and after a class period.

Arranged desks is followed by proper seating arrangement which is followed by

minimal unnecessary interaction.

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

Yes, students should be involved in making this classroom rules. This

way the teachers know what they value as a class and what ways they deem

possible to attain them. Also through a participatory approach, each one of

them will share the same goal and same sense of accountability to fulfill it. They

will also feel valued as members of a class.

EPISODE 4

INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION

Name of FS Students: Glenda Jaygee T. Calagui

Ruth Ann Tuddao

Course: CPTE

Resource Teacher: Mrs. Aileen Ibanez Year & Section: III-5

Date of Visit:

Observation Report on Learners Characteristics

I observed that inside the classroom, there is a diverse group of students. They differ in

religion, gender, ethnicity, socio-economic background. Each child is unique in one way or another.

They were brought up in differing beliefs and practices and ways of thinking.

Learners act and behave in the classroom in the way they are trained at home or the

community they belong. In the classroom teacher interacts with over fifty unique individuals of

different dispositions and learning styles. Some are poring over a stack of books from the library,

writing notes on index cards. One draw s detailed illustrations, while another enjoys designing his

representation on his computer. A girl was so excited about explaining her ideas to her partner that

she’s twirling around her braid of hair as if it were a propeller. Another girl watch the traffic moves

along the street that borders the school and the public gym. The very large number of students in the

classroom was a cause of chaos especially during collaborative goings-on not to mention the lack of

specific areas in the classroom to work on. But amid all these varied activities, they are all eager to

learn, full of energy, curious, ready for adventure, sociable, disarmingly honest, and ready to solve the

problems of the world. It may have been a delight or a challenge for the teachers to motivate, hold

their attention, and channel their enthusiasm and energy into real learning.

ANALYSIS

1. Identify the people who play key roles in the relationships and interactions in the

classroom. 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?

The teacher and the students are the key actors in the teaching and learning

process. When the teacher is not around, someone acts as a little teacher one who is

looked up to because he was elected. Some students also were frequently selected as

leaders by their group mates or by the teachers during group activities Some clever

student would stand out in the middle of an eventless period and would throw some

clever lines that would arouse the class in guffaws or maybe a clumsy act that attracted

everyone like falling down from one’s seat (sometimes intended) just for laughs.

Another tech-savvy student would bring out a novelty item like a rare gadget and

everyone would gather in awe. Still some students are attention-seeker; they would

raise their hands up but retreat once called by the teacher and reason that they’re

stretching out. A student in one corner may also look so busy writing down things just to

avoid interacting with classmates. And the musically incline student, would bring out his

guitar to play some Bruno Mars.

2. Are students coming from the minority group accepted or rejected by the other? How is

this shown?

There is no eminent discrimination inside the classroom. They are of different

sizes, some extremely tall others petite but they seem to bond more like siblings than

classmates. Each one of them has their own niche during snack breaks but you hardly

see a student alone by himself. Although some students maybe shy, no hostility

towards anyone is displayed. It is of course a given that some groups are more popular

than the rest.

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

of the students?

Classroom climate is directly affected by the level of respect and tolerance that

is displayed towards cultures, opinions, differences of individual groups that are part of

the classroom community. Teachers play a role in teaching and modeling tolerance and

respect inside and outside the classroom. Treating students in a fair and just manner

creates a positive classroom climate, accepting students’ individual cultures, creating

classroom that is inclusive of students with disabilities, avoiding gender stereotyping

and creating a democratic environment will promote the same attitudes with students

towards each other. Teachers must provide activities in group where individual

students learn about each other’s strengths, talents and different views and eventually

learn to find respect in them.

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

The grouping of learners outside the classroom is often affected by their

interests and activities. One can find the academically-competitive students with their

notes remaining inside the classroom during breaks. In another corner, a group

strumming guitar and singing along; still another busy with their new phones or

netbooks. A clique of girls would be trying out some new lip balm or other girly kit.

Those who often miss class because of their extracurricular activities bond over their

rehearsals.

REFLECTIONS

1. How did you feel being in the classroom? Did you feel a sense of oneness or unity

among the learners and between the teacher and the learners?

At the beginning, I felt that I was a plain observer of the proceedings in the

classroom. We were detached from whatever are transpiring- busy taking notes of

our observation. Eventually though, we began interacting with the students not just

our resource teacher. We began to really take interest in what the next activity

would be; we even became judges for group or individual presentation. The

students started initiating conversations with us often in the form of questions

regarding the lesson and they genuinely appreciated our responses. The teacher

was also very accommodating always eager to answer all our questions, explain the

strategy she is using. I felt a sense of oneness or unity among the learners. One time

during recess, eavesdropping, we heard a student. The classroom leader confronted

a classmate regarding him catching her cheating during the periodic test. The

classmate admitted to it saying that she did it in only one subject, only because she

failed to review that part of the exams. The talk was good-humored; it ended with a

promise from the classmate not to do it again. This is just an example of how

brotherly and sisterly-like the students treat each other. An observer can’t feel a

sense of superiority from the teacher over her students either or among the

students themselves.

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

will you make this happen?

In the future, I would want my learners to feel that my classroom is a place they

would want to be during school day and the most important factor in this would be

the relationship between me and my students and their relationship among each

other. To do this I would spend time is reinforcing student communication. Children

often do not know how to talk to each other in a positive manner. I would provide

them the words to use to support each other by teaching them the skill and by

modeling it in my classroom proceedings. This would start creating a class that

functions as a respectful and caring unit. The children would feel that they are

supported by those around them and they will become more actively involved in

their education.

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

background to interact and participate?

I think the most important factor in creating a tolerant classroom

environment is by promoting and directly teaching the concept of respect within

diverse community of learners. This includes but not limited to respect of self,

property of others etc. But the most important topic to teach is respect for different

ideas and opinions. This kind of respect can be taught through class meetings and

discussions, rules, role-play and even through using literature. I believe that when

you directly teach how to be respectful (i.e. what it looks like, what it sounds like,

etc.) and establish a respectful environment in which students feel safe to express

their ideas and opinions from day one, you end up with more acceptance of ideas

and more opportunities in which students can learn about and from one another.

EPISODE 5

INDIVIDUAL DIFFERENCES and LEARNER’S INTERACTION

Name of FS Students: Ruth Ann Tuddao

Glenda Jaygee T. Calagui

Course: CPTE

Resource Teacher: Mrs. Emma Dumayag Year & Section: II-1

Observation Report on Individual Differences

I observed that there were students who are silent yet they excel in the subject.

There are also those who are verbally communicative but they fall short during written

examinations. There are also slow yet coping students. Seldom are those students who

excel in all aspects.

Those who are high-achievers are serious in their studies. They participate

actively in class discussions; they ask questions and they listen to responses. They exert

effort to complete tasks assigned to them. Low achievers on the other hand are those

who intentionally sit at the back so the teacher would not mind them doing something

else except participating in class, they are passive during discussion, they play games or

text thru their cell phones, and they constantly look at their watch. They frequently not

exert much effort to complete a task or if they do, they are behind and the effort was

just for compliance.

High achievers are always on top of the teacher’s list either to represent the

class, the section or their group in activities. They are given small responsibilities by the

teacher from making sure desks are arranged, corridors are clean, and papers are

distributed to representing the class in year level contests. Low achievers are monitored

by the teacher regularly. The teacher sees to it that they are able to follow and that they

are able to contribute in collaborative activities. Teachers also coax and call for them

during recitation more often than high achievers.

The teacher addresses the individual learning needs of the students through

collaborative and interactive activities that interest them. Often this is done through

grouping them so that the high achievers and low achievers are not distinguished. The

activities often make use of more than two types of intelligences to allow them

maximum participation from each member. The teacher also presents lesson variedly

not just through lectures and discussions also through visual representation or calling on

students to describe, draw, write and even act their representation. She tries to capture

their attention. She links the lesson to common interests of students at their age like

relating short story character from the book to a popular K-pop group or anime figure. A

few times, she throws lines in Ybanag or Ilokano or Tagalog just for emphasis even if the

subject is English also to rouse students.

ANALYSIS

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

My observation is parallel to the information I gathered from the teacher. How much

the students interact with the teacher, the topic and other learners helped me identify the

students who do well inside the classroom. The effort and interest they give to accomplish

task reflects their attitudes towards learning. It is also important to know that some

students excel in individual more than in collaborative activities and that ability in certain

areas does not vary according to gender.

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 who are not?

There is not a wide gap between the high performing and low-performing students. The

gap is only evident when the latter does not invest in attention to what is happening inside

the classroom or does not participate. Poor performance may just be more of a measure of

a student’s lack of interest in a subject, or its detachment from the class, rather than a sign

of its inability to learn that subject. While high performance can be a measure of a student

individual motivation or interest to excel emphasized more by the teacher’s recognition of

these.

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

How did the students respond to the teacher?

The teacher usually holds collaborative learning strategy in the form of dyad or group

where each student can participate or assigned a task either by the teacher herself or

among members of the group. She does not leave the group on their own instead she goes

around recommending who can do and work on these or that, checking on their progress so

one would be left behind without a role to perform and that everyone is involved. The

students appreciate the collaborative strategy and this displayed by their excitement in

grouping themselves- getting up from their seats. Suggesting students who can work best

on a certain task also shows the students that the teacher pays attention to their abilities

and their interest so often, students who barely participate is encourage to claim

responsibility in accomplishing and coming up with good outcome.

Equally important a strategy employed by the teacher was knowing each student’ name

and encouraging them to participate and ask questions. Students get the message that the

teacher cares for each of them individually and they reciprocate this by interacting with the

teacher in and outside the classroom.

Ruth Ann Tuddao

REFLECTIONS

1. Recall the time when you were in the elementary or high school. Recall the high and the

low achievers in your class. How did your teacher deal with the differences in abilities?

Was your teacher objective?

When I was in elementary, high achievers are those who belong to high-

standard family. Those who have means to buy what they need in school are the high

achievers. They are also the ones who are active inside the classroom. Low achievers

are those who belong to families who are not so well-off because not all their school

needs can be bought. A few of them are intelligent but their potential in learning was

not maximized because they barely participate due to lack of materials and resources. A

few weak but well-to-do students are given opportunities to because they can afford

field trips, seminars and out of school activities. My teacher in elementary seemed to

favor the latter who are constantly recognized and paid attention to during class.

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 the low achievers in your class?

I would promote the strategy of teaching in which learning is an active process.

This means that as a future teacher I have t actively engage the learners in learning

activities to allow them to learn what I intend to teach. I have to give the student

opportunities to participate in classroom activities despite their own abilities. I would

give the students various activities for hands-on-minds learning. This is the process of

learning by doing and learning by teaching others.

Glenda Jaygee T. Calagui

REFLECTIONS

1. Recall the time when you were in the elementary or high school. Recall the high and the

low achievers in your class. How did your teacher deal with the differences in abilities?

Was your teacher objective?

In high school, the high-achievers seem to be coming from families who abound

of professionals. Parents who are also high-achievers, usually economically well-off

living in the urban area. This was maybe because they are allowed more facilities at

home to use for learning. While the low achievers are those who came from families

who are living thru meager means. However difference is not noticeable because the

school provided avenues for the latter to cope up. In the classroom for example, the

teachers gave special tasks or homework to those who a bit behind so they can work on

their difficulties. The teachers also made use of active learning strategies where slow

learners were challenged to solve complex problems through their own efforts. The

teachers held equally high standards for each one and find ways to help all of us to

achieve them.

Teachers also provided us with free choices like whether or not to work with a

partner, and with whom to work, choice of novels to write about for a book report,

medium to use on a report, topic to select for individual projects. These free choices

gave us freedom to work at our own pace, available resources and with our individual

interests.

I found the strategies used then as objective as well as effective in my learning.

They addressed all learning abilities and individual differences. The teachers understood

that we were all unique as learners.

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 the low achievers in your class?

With the individual differences in mind, I think the goal to remember is to

understand the great range of learning preferences that will exist in any group of

students and to create a classroom that is flexible enough to invite individuals to work in

ways they find most productive. For students who are perceived as weak academically,

the achievement gap can be narrowed with challenging and interesting problems to

work on that are relevant to their lives, instead of just traditional remedial instruction.

The use active learning strategies where students solve complex and challenging

problems through their own efforts should also be practiced together with collaborative

strategies. This is based from the principle that ‘learning is an active process’. In

collaborative strategies, to ensure that everyone in the group, not just the high-

achievers are learning what is being taught, all members’ contributions should be

reinforced, roles should be assigned to each group member to ensure interdependence

and accountability.

Offering students choice not only is a powerful way to meet their varied learning

needs, but it also helps motivate them to learn. We should know when to have them

work in group, in partners or individually.

Most importantly teachers should spend time to get to know their students as

individuals. To get to know students as towhat they are most passionate about, how

they think they learn best, who their greatest influences are, and the like. Knowing our

students well will allow us to identify their learning needs and to create the varied

instruction that helps ALL students achieve at high levels.

EPISODE 6

HOME-SCHOOL LINK

Name of FS Students: Ruth Ann Tuddao

Glenda Jaygee T. Calagui

Course: CPTE

Resource Teacher: Mrs. Emma Dumayag Year & Section: II-1

Observation Report

Name of Learner: Ivan Reih Sabala

Date of Birth: Oct. 14, 1996

Year Level: 3rd year Age: 15

# of Siblings: 2 Gender: Male

Birth Order: 2nd

Mother: Leticia Sabala Age: 46

Occupation: Teacher Educ. Attainment: College Graduate

Father: Reynato Sabala Age: 48

Occupation: Ministry Pastor Educ. Attainment: College Graduate

Learner’s Physical Aspect:

Health: Normal

Mother’s Health during pregnancy with the learner: Normal

Ailments or health problems of the learner as a child: None

Age of the learner when he started to walk/talk: 11 months

Food preferences of the learner a child and at present: during childfood, soupy food,

at present, fried dishes

Who took care of him as a child? Grandmotther

Learner’s Social Aspect:

Describe your child’s sociability (friendly, outgoing or shy, loner):

When he was a child, he prefers to play alone. But as he reach teenage years, he loves

being with friends.

Who were the learner’s playmates? His cousins are his playmates.

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

Is he/she allowed to go out with friends: Yes

Do you have rules for him/her to follow regarding going out? Yes

What are these rules?

He can go out anytime of the day but not during nighttime. He needs to finish his

assignment first before he goes out on weekends.

Emotional-Moral Aspects:

What are your expectations of your child?

My child is well-trained and disciplined. He’s responsible with his studies. I know he can

manage his emotions when he is troubled.

How do provide a nurturing environment for your child?

As a family with fear in God, we usually go to church together. We assure ourselves that

every word we utter is a blessing to his ears and we deal with problems not showing our kids

that we are distressed. We always see to it that we have extra time with our kids despite being

busy.

Does your child go to you when he/she feels down or has problem? What do you do to meet

his/her emotional needs?

Yes. I ask him why when he is very quiet or it looks like something is bothering him. I let

him open up everything to me before I give advice.

What do you do when he/she is not successful in something?

I always tell him that in life, there are ups and downs and that success comes with

effort, it arrives in the right time; if not today, then tomorrow.

How do you discipline your children?

I am not a nagging mother; I usually discipline them in calm solemn voice. I don’t punish

them when they do something wrong. I just sit down or shut my mouth close but my eyes will

talk. Without speaking, they would stop whatever it they are doing.

Do you have rules in the house? What are they?

No we don’t implement rules but we implement schedules for chores. Aside from that,

everyone can move freely. We are at home as a family not at the office or school.

How do you impose these rules?

What are the consequences of breaking the rules?

Learner’s Cognitive Aspect:

What are the child’s interests?

He loves computer games and playing with children younger than him. He loves science

and sci-fi movies.

What is he/she good at in school?

He is good at Science, Math, and English.

In what subjects does he/she have difficulty?

Filipino and Social Studies

How do you monitor his/her performance in school? How do you motivate him/her?

His father usually checks up on him at school at least twice a month. We also discuss

with him his grades. We let him feel that his education is a priority.

Do you have rules at home to help him develop good study habits?

We let them do their homework alone unless they ask help. But we don’t force them to

study their lessons. They know their obligation as students and willingness to study should come

from them.

What are these rules? How are they implemented?

None except that they need to finish their homework before they go out or play. We

ask them directly.

The Learner’s Development Profile (OUTLINE)

Name of Learner: Ivan Reih Sabala

Date of Birth: Oct. 14, 1996

Year Level: 3rd year Age: 15

# of Siblings: 2 Gender: Male

Birth Order: 2nd

Mother: Leticia Sabala Age: 46

Occupation: Teacher Educ. Attainment: College Graduate

Father: Reynato Sabala Age: 48

Occupation: Ministry Pastor Educ. Attainment: College Graduate

Physical Development:

The child is physically normal without deficiency. His mother was healthy during

pregnancy. He did not suffer from any ailments during childhood. He learned to walk at the

age of 11 months which is just the average. He is not fond of repeating dishes. He loves soup

until he discovered fried chicken. It was his grandmother who cared for him during early

childhood.

Social Development:

When the learner was still a child, he usually plays alone. But as he grew older he

learned to be with friends. During childhood his playmates are his cousins. He was allowed

to play outside the house and go out with friends during the day only until evening. He is

allowed enough freedom to enjoy his social life.

Emotional-Moral Development:

The learner is well-disciplined and can manage his emotion when it comes to his own

trouble. He is responsible in his studies and practices self-reliance. He is a God-fearing child

and was brought up with the right values. His parents allot time to him and his siblings. He

grows up with parents who values family over material things.

Cognitive Development:

The learner performs well in school. He gives importance to educational gadgets. His

parents’ concern and value towards educations helps a lot in his cognitive development. His

mother being an educator herself understands his learning style and interests and uses

these to facilitate his learning at home too. The learner is self-motivated in his studies. He is

driven by the attitude his parents show towards learning at home.

Findings:

The learner is intelligent and is responsible in his studies. His training at home is carried

to school as displayed by his good performance and positive attitude towards learning.

Allowing him freedom to enjoy his right to be a child, to enjoy his friends and play also help

balance his personality. The God-fearing beliefs and respect that his parents show towards

him and each other also develops his good social skills.

Conclusions:

A supportive family and a good parental relationship also influence a child’s learning and

attitude towards school and other people. Allowing the learner the freedom to enjoy his

childhood while teaching him to value his education will develop in him self-reliance,

independence and trust in his own capabilities. A self-motivated child can go out the home

with confidence that he can deal with other people and the challenges that growing up can

throw at him. Lastly, a solid belief in God and good values is also a foundation of a well-

rounded being.

ANALYSIS

1. From your home visit and interview, what do you think is the style of parenting experienced

by the learner? Explain your answer.

The learner is experiencing an Authoritative type of parenting style. His mother knows

his type of movies, his favorite subjects and his favorite computer games which mean that

the mother is involved in the child’s interest. The use of non-physical punishment but of

reasoning in disciplining them is also a characteristic of this parenting style. The lack of study

rules at home but relying on the child’s valuing of education and not volunteering help in

their children’s studies also stress self-reliance and independence on the part of the learner.

Warmth and nurturance is exhibited by the mother being able to ask his children about their

problems and them being able to open up to her. The child’s choice for playmates (being the

cousins) is approved by his parents. The father checking up on the child every once in a

while and discussing their grades occasionally is a display of the right amount of supervision.

The parents are neither indulgent nor permissive in not setting study rules for their children,

it is a recognition for their children’s sense of responsibility.

2. Relating your data with what you learned from child development, what family factors do

you think contribute to the development and overall adjustment of the learner in school?

Parents play an important role in adolescent’s life. Learners whose parents support their

academic achievement perform better than students who receive none. Children are also

less influenced by peers or by negative peer influence when they have a close and involving

relationships with their parents. When a learner’s parental relationship is deficient or

lacking in warmth, nurturance and supervision, the more likely for him to be influenced by

peers. Authoritative parenting, as practiced by the parents that we interviewed, encourages

students to claim more responsibility and self-reliance towards their learning. Also this type

of parenting encourages learners in school to be less susceptible to peer influence. Positive

family relationship guides a learner towards influences that are more approved by adults.

Moreover, not only do parents expect to see change in their sons' and daughters' behaviors

as they socialize them with other students in school. Through their interactions on a day-to-

day basis--parents can model and/or shape the cognitive, emotional and behavioral

attributes they desire to see in their children.

3. Does the communication between the home-school have an effect on the learner? If yes,

what are these effects?

Communication between home and school has an effect on the learner. This is so

because this type of communication is for continuance and reinforcement of what is

accomplished at home or in school since the student does not stay in school every hour of

the day. By teachers regularly communicating to parents, they are able to identify the

learning needs, the learning gaps and how they can bridge it with more permanence.

Through this, both parties can monitor the student’s progress and performance and can

compare notes. The more involved the parents are, the easier for the learner to cope and

deal with challenges in school. Parents can adjust their parenting style to accommodate

study skill needs of the child. Achievements of the child can be shared. Supportive

availability of parents encourages positive an attitude towards learning that results to higher

achievement or scores in test, increased completion of homework and even better

attendance.

Ruth Ann Tuddao

REFLECTIONS

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

experience? How did this affect you?

When I was a child, my parents were strict to us. They would let go out

with friends. We were not free to do what we want. That is why we grew up not

so much in touch with other people. We’re contented staying at home, the

whole day especially during weekends. During Sundays, we just go out to church

then go home after. And this affected me so much that even at my age now, I

still feel most comfortable being inside the house when out of work. I lack

involvement with other people; I feel I am deprived of social life.

2. As a future teacher, how would you establish good home-school collaboration?

How can you work well with the parents? How can you help them? How can they

help you?

There should be communication between the teacher and the parent

once or twice a month. So there is supervision among students. Through this, the

teacher would be open to the weaknesses and strengths of the children. So as a

parent, they would be involved in following-up of what the child have learned in

school. Whatever the weaknesses of the teacher, it can be compensated by the

parent and vice versa. Especially in straightening behavior, a part can be done by

the parent but the greater is on the teacher. The academic aspect would have

the teacher is the most part and continuing will be the parent’s role. Each party

would need help from each other to ensure the learner’s development.

Glenda Jaygee T. Calagui

REFLECTIONS

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

experience? How did this affect you?

I recall that as a child I received an authoritative parenting style; it was

free from rigidness or neglect. As early as highschool, we were taught self-

reliance and independence. My parents rented an apartment for my siblings and

me to reside in as we are not from the city where our schools were. We were

trusted enough to take control of our time and our money. Waking hours and

sleeping hours were not dictated. We set our own alarm clocks. Our allowance

was given weekly which means budgeting means stretching it to 5 days. We

learned to cook on our own, manage our time and we did not have cable TV

forcing us to be very creative in passing our time. This also meant that we were

allowed to choose our friends and take part in school activities that interest us.

Our parents came to visit twice or thrice a week often to fetch us on weekends

or the laundry on weekdays. They would text or call every once in a while

especially during the evening just to check if all of us had arrived home or if we

were studying and also to remind us of nearing exams or a report card that had

come at their reach. They would attend school meetings or summons from

guidance counselors. Never did any of us experience physical punishment but

neither did we lack reprimands, not that we needed them since we were not

involved in delinquent acts. Sending us off to board away from home had been a

practice in our big family starting even from our eldest brother.

To say the least, I enjoyed the kind of freedom that the experience

provided me. I felt a sense of responsibility towards my actions which I carried

off even after graduation. It left me with a sense of self-worth and identity to be

treated as an adult thus I felt capable of controlling events that can affect my life.

Living away from my parents, renting on my own in the big city for over four

years has no longer been a pain for me since I was prepared for it. My

experience throughout my school years of not living with our parents, taught me

to muster enough confidence and social competence to deal with the challenges

of the outside world and the diversity of people that the city can shower one

with the little anxiety. I was reared to think and to evaluate things on my own,

mindful that my decisions will consequence nobody more than it will do me so

taking caution is part of it. And consistent as they are with their rules, that

especially applies now that I’m living with them again for awhile.

2. As a future teacher, how would you establish good home-school collaboration?

How can you work well with the parents? How can you help them? How can they

help you?

A way I can establish home-school collaboration with parents is by being

acquaintance to build rapport and gain information from them. Simple small talk,

about weather, traffic, a local event, any of those hundreds of things that adults

use to make contact with one another, can be appropriate at the beginning of

our relationship. But eventually it is necessary for me to talk about the child. An

inviting question could be, “What has James said about his school activities?” It

would be necessary to ask open-ended questions in order to get the parents

talking about their child and to share information that may help me with the

student in school.

In order to have a good working relationship with the parents, I need to

think like one, to genuinely send off caring and concerned messages when

speaking about their child and to create a welcoming environment to their

guardians. Positive, honest and clear communication is suggested as the

foundation to building personalized relationships with parent where each of us

understands and respects each other’s perspective. Working together toward

shared goals with shared power, this collaboration can require ongoing planning,

development and even evaluation. This can mean soliciting support from the

school for needs like release time to meet up with parents/families in the

community or development of a family support area in the school.

Together, the parents and I can discuss expectations for their child’s

achievement and our respective roles in helping the child meet these

expectations. As part of an educational institution in the future, I can develop

programs to promote effective home-school- partnerships that support positive

academic, behavioral and social competencies for all students in my school. I’ll

look to be engaged in efforts to increase mutual respect, understanding, caring

and flexibility among families and the school community.

Parents’ role on the other hand will involve regular communication with

me about their child's progress, encouragement of leisure reading with their

children, participation in school functions, athletics, and other extra-curricular

activities, monitoring homework completion, frequent communication with their

children about academic and behavioral expectations and progress. They can

also participate in school as committee member or volunteers.