Field Study 1

STUDENT OBSERVER:
SHIRLYN BAJA

THE LEARNERS
DEVELOPMENT
AND
ENVIRONMENT

EPISODE 1

THE SCOOL AS LEARNING ENVIRONMENT

TARGET:

TO BE COMPETENT IN DETERMINING A SCHOOL ENVIRONMENT

THAT PROVIDES SOCIAL, PHSYCHOLOGICAL AND PHYSICAL ENVIRONMENT
SUPPORTIVE OF LEARNING.

SCHOOL FACILITIES
CHECKLIST

FACILITIES
AVAILABL
E

OFFICE OF THE
PRINCIPAL

LIBRARY

COUNSELLING ROOM

CANTEEN OR CAFETERIA

NOT
AVAILABLE

DESCRIPTION

FACILITIES
AVAILABL
E

NOT
AVAILABLE

MEDICAL CLINIC

AUDIO VISUAL/MEDIA
CENTER

READING CENTER

SPEECH LABORATORY

SCIENCE LABORATORY

FACILITIES

NOT
AVAILABL

DESCRIPTION

AVAILABLE

DESCRIPTION

NOT
AVAILABLE

DESCRIPTION

GYMNASIUM

AUDITORIUM

HOME ECONOMICS
ROOM

INDUSTRIAL WORKSHOP
AREA

PTA OFFICE

COMFORT ROOM FOR

BOYS

FACILITIES
AVAILABL
E

COMFORT FOR GIRLS

OTHERS(PLEASE
SPICIFY)

NOTES:

AN OBSERVATION GUIDE FOR THE CLASSROOM

VISIT
READ THE FOLLOWING STATEMENTS CAREFULLY.THEN WRITES YOUR
OBSERVATION REPORT PROVIDED SPACE.
1. Describe the community or neighborhood where the school is
found.

2. Describe the school campus .What colors do you see? What is

the condition of the building?

3. Pass by the offices. What impression do you have of these

offices?g

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

___________________________________
SCHOOL ADRESS
_________________________________________________
DATE OF VISIT
___________________________________________________

AN OBSERVATION GUIDED FOR THE CLASSROOM

VISIT

BE GUIDED BY THESE TASKS AS YOU DO YOUR OBSERVATION .THEN

ACCOMPLISH THE MATRIX TO RECORD YOUR DATA.

1. Look at the walls of the classroom .What posted on the walls?

What heroes, religious figures, lessons, visual aids,
announcements, do you posted?

2. Examine how the pieces of furniture are arranged .Where is

the teachers table located? How are table and chairs/tables
arranged?

3. What learning material /equipment are present?

4. Observe the student. How many are occupying one room?

5. Is the room well lighted and well ventilated?

CLASSROOM
FACILITIES

1. Wall Display

2. Teachers Table

3. Learners Desks

4. Blackboard

5. Learning
Materials/Visual Aids
6.

DESCRIPTION
(Location,Number,Arrangement,Co
ndition)

NAME OF THE SCHOOL OBSERVED

___________________________________
SCHOOL ADRESS
_________________________________________________
DATE OF VISIT
___________________________________________________

My Analysis
1. How do the school campus and the classroom is particular
impact on the learning of the student going to school? What
are you conclusions?

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

development/how does this relate to your knowledge of
facilitating learning?
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

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

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

3. What kind of classroom is conductive to learning?

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

3?

5. Write your additional learnings and insights here?

A effective school environment is

MY PORTFOLIO
My Personal Illustration of an Effective School Environment

EPISODE 2
THE LEARNERS CHARACTERISTIC AND NEEDS
TARGET:
TO GAIN COMPETENCE IN DIFFERENTIATING THE CHARACTERISTIC
AND NEEDS OF LEARNERS FROM DIFFERENT DEVELOPMENTAL
LEVELS

MY TOOLS:
:
Read the following statements carefully. Then write your
observation report on the provided space. Your teacher may also
recommend another observation checklist. It a more detailed
observation is preferred.
PHYSICAL
1. Observe their gross motor skills. How they carry themselves. How they
move, walk, run, go upstairs.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing etc.
SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What
are theirs concern
EMOTIONAL
1. Describe the emotional disposition or temperament of learners(happy,
sad, easily cries, mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
self-conscious?
COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note
their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look
for evidence of their thinking skills?
3. Were there opportunities for problem solving? Describe how they show
problem solving abilities.

Learners Development Matrix

Record the data you gathered about the learners characteristic and needs in
this matrix. This will allow you to compare the characteristic and needs of
learners at different levels. The items under each domain are by no means
conductive. These are just sample indicator. You may add other aspects
which you may have observed.
Development
Domain

Physical
Gross-motor skills
Fine motor skills
Self-help skills
Others

Social
Interaction with
Teachers
Interaction with
Classmates/friend
s
Interests
Others
Emotional
Mood/
Temperament
Expression
of feelings
Emotional
Independence
Others

Preschooler
Indicates
age
range of children
observed
4 -6 years old
Gross motor skill
are basic and a
little
uncoordinated.
They are still
clumsy and still
adjusting to
holding pencils
and crayons.

Elementary
Indicates
age
range of children
observed
10-12 years old
Gross motor skills
are well develop
as can be seen
by how they run

High School
Indicates
age
range of children
observed
15-16 years old

Cognitive
Communication
Skills
Thinking Skills
Problem-solving
Others

My Analysis
Write the most salient development characteristic of the learners you
observed. Based on these characteristic, think of implications for the teacher.
Example:
Salient Character
Observed

Level

Preschool
Aged
range
Learners
Observed

of

Preschool
of

Elementary
Aged
range
Learners
Observed

Preschooler like to
move around a lot

Salient Character
Observed

Level

Aged
range
Learners
Observed

of

Implications to the
Teaching-Learning
Process
Therefore
the
teacher
should
remember to use
music
and
movements
activities not just
in PE but in all
subject areas.
Therefore
teachers
should
not
expect
preschooler
to
stay seated for a
long time.

Implications to the
Teaching-Learning
Process

High school
Aged
range
Learners
Observed

of

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

2. Think of a teacher you cannot forget for positive or negative

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

3. Share your other insight here.

MY PORTFOLIO
Which is your favorite theory of development? How can this guide you as a
future teacher?
Clip some readings about this theory and put them here.

Eric Eriksons Theory: Psychosocial

Development
STAGE

Psychosocial Crisis
Age

Basic Virtue

1.

Trust vs. Mistrust

(Infancy 1 to 1 )

Hope

2.

Autonomy vs. Shame

Childhood(1 to 3)

Will

3.

Initiative vs. Guilt

Play Age (3 to 5)

4.

Industry vs. Inferiority

School Age (5 to 12)

Purpose
Competency

Early

5.

Ego Identify vs. Role Confusion

Adolescent (12 to 18)

Fidelity

6.

Intimacy vs. Isolation

Young Adult(18 to 40)

Love

7.

Generativity vs. Stagnation

Adult (40 to 65)

Care

8.

Ego Integrity vs. despair

Maturity(65 +)

Wisdom

EPISODE 3

CLASSROOM MANAGEMENT AND LEARNING

TARGET:
TO GAIN COMPETENCE IN MANAGING TIME, SPACE AND RESOURCES TO
PROVIDE AN ENEVIRONMENT WHICH IS APPROPTIATE TO THE LEARNERS AND
CONDUCIVE LEARNING

My tools
Used the activity form provided for you to document your

observations.
AN OBSERVATION GUIDE FOR THE LEARNERS CHARACTERISTIC

READ THE FOLLOWING STATEMENTS CAREFULLY.THEN WRITES YOUR

OBSERVATION REPORT PROVIDED SPACE.

As you observed the class, look into the characteristic of the

learners .Note their ages.

How many boys are there? How many girls?

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

Can the learners already work independently?

Describe their span of attention.

Look into their listening skills and ability to concentrate.

NAME OF THE SCHOOL OBSERVED

SCHOOL ADRESS
DATE OF VISIT

AN OBSERVATION GUIDED FOR THE CLASSROOM VISIT

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

1. Are there areas in the classroom for specific purposes (storage of

teaching aids, books, student, belongings, supplies, etc.)Describes
these areas

2. Are there rules and procedures posted in room?

3. Did the student participate in making the classroom rules? (ask the
resources 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. Is there a seating arrangement? What is the basic of this arrangement?

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

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

teacher do? Describe the behavior strategies used.

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

strategies)

OBSERVATION NOTES:

CLASSROOM MANAGEMENT MATRIX

ASPECT OF
CLASSROOM
MANANGEMENT

1.Specific Areas in
the Classroom

2.Classroom rules

DESCRIPTION

EFFECT ON THE
LEARNERS (to be
filled up after you
answer the
analysis
questions)

3.Classroom
Procedures

4.Daily routines

5.Seating
arrangement

6.Handling
misbehavior/off task
behavior

7.Reinforcement of
Positive Behavior

8.Others

MY ANALYSIS

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

2. What should the teacher have in mind when he/she design the
classroom organizations and routines? What theories and principles
should you have in mind?

3. What behavior strategies were effective in managing the behavior of

the learners? In motivating students? Why were they effective?

MY REFLECTIONS
1. Imagine yourself organizing your classroom in the future. In what
grade/year or level do you see yourself? What routines or procedures would
you consider for this level? Why?

2 .Make a list of the rules you want to implement in this level .Why would you
choose this rules?

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

MY PORTFOLIO
Include here pictures of the classrooms you observed. Write the
description/motivations about what observed in each photo.

EPISODE 4
INDIVIDUAL DIFFERENCES AND LEARNERS
INTERACTION
(Focusing on differences in gender, racial, religion backgrounds)
TARGET:

TO GAIN COMPETENCE IN DETERMINING, UNDERSTANDING,

AND ACCEPTING THE LEARNERS DIVERSE BACKGROUND.

MY MAP

The learners individual differences and type of interactions 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.

To reach your target, do the following tasks:

STEP 1
Observe a class in different part of a school day (beginning of the day, class
time, recess etc.)
STEP 2
Describe the characteristic of the learners in term of age, gender, and social
and cultural diversity.
STEP 3
Describe the interaction that transpires inside and outside the classroom.
STEP 4
Interview your Resource teacher about the principle and practices that she
uses in dealing with diversity in the classroom.
STEP 5
Analyze the Impact of individual differences of learners Interaction

MY TOOLS
Use the activity form provided for you to document your observation
AN OBSERVATION GUIDE FOR THE LEARNERS CHARACTERISTIC
Read the following carefully before you begin to observe. Then write your
observation report on the next page
1. Find out the number of student. Gather data as their ages, gender,
racial groups, religious and ethnic backgrounds

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

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

3. Describe the relationship among the learners. Do the learners cooperate

with or compete against each other ?

4.

Which students participate actively? Which students ask the most

help?

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

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

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

OBSERVATION REPORT

MY ANALYSIS
1. Identify the persons who play the roles in the relationship and
interactions in the classroom. What roles do the play? Is there
somebody who appears to be the leader, a major /joker, an attention
seeker, a little teacher, a doubter/pessimist?

2. Are student coming from the minority group accepted or rejected by

the others? How is this shown?

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

4. What factors influence the groupings of learners outside the

classroom?

MY REFLECTIONS

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?

2. In the future how would you want the learners in your classroom to
interact? How will you make this happen?

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

EPISODE 5
INDIVIDUAL DIFFERENCES AND LEARNERS
INTERACTION (DIFFERENT LEVELS OF ABILITIES)
TARGET:
TO GAIN COMPETENCE IN DETERMINING TEACHING APPROACHES AND
TECHNIQUES CONSIDERING THE LEARNERS DIFFERENCES IN LEVEL OF
ABILITIES

MY MAP
EPISODE 1
To reach your targets do the following tasks:

1. Observe two or more learners of different abilities but from the

same grade level or year level.

4 .Write a narrative report and a brief reflection

your experience.

3. Observe them as they

Participate to a classroom activity.

2. Find out some information

about the background.

MY TOOLS
USE THE ACTIVITY FORM PROVIDED FOR YOU TO DOCUMENT YOUR
OBSERVATIONS

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 if the learners.
2. Try to identify the students who seem to be performing well and those
that seem to be behind.
3. Validate your observation by asking the teacher about the background
(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, place in accomplishment tasks,
interaction with teacher, interaction with others.
5. Observe the teachers method in addressing me individual learning
needs of the students in his/her class.

My Analysis
1. Did your observation match the information given by the teacher?
Were you able to correctly identify who among students performed well
and who did not? What behavior helped you identify them?
(volunteering to answer, responding in teachers direction, etc.)

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?

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

differences in abilities. How did the students respond to the teachers?

MY REFLECTIONS

Recall the time when you were in the elementary and high school. Recall the
high and low achievers in your class. How did your teacher deal with
differences in abilities? Was you teacher effective?

MY PORTFOLIO
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
meets the needs of both the high and low achievers in your class?

EPISODE 6
HOME-SCHOOL LINK

TARGET: TO GAIN COMPETENCE IN IDENTIFYING AND DESCRIBING THE

INFLUENCING FACTORS IN THE HOME ENVIRONMENT THAT IMPACTS
STUDENTS LEARNING

MY MAP