The Learners Development and Environment

Episode 1
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Name of FS Student _____________________________________________________________ Course _____________________________________ Year & Student _____________________ Resource Teacher ____________________________ Signature __________________________ Cooperating School _____________________________________________________________

Your Tools As you move around the campus, activity forms are provided for you to document your observations. It is advised that you read the entire worksheet before proceeding to the school site. A good understanding of activities and tasks to be accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to indicate their availability. Give brief description of those that are available on the last column.

Facilities

Available

Not Available

Description
Used by the principal in facilitating the campus faculty and maintenance Students area for researching further information. Also used in studying their lessons. Used to counsel students and other staff. Also used to guide parents and faculty. Food taking for the students and faculty. Used to manage student and faculty health problem and medication. Used for meeting and other media classes. Room for reading where students enhanced their reading skills. Speech lab where speaking and oral communication is enhanced with the help of gadgets. Room for experimenting and science exploration. A wider area used in some programs or in P.E classes. Used for exclusive meetings.

Office of the principal

Library

Counseling Room

Canteen/Cafeteria Medical Clinic

Audio Visual/Media Center Reading Center Speech Laboratory

Science Laboratory Gymnasium Auditorium Home Economics Room Industrial Workshop Area

Used to enhance the students in home chores. Used in workshops and students working area. For parents meeting room.

PTA Office Comfort Room for Boys Comfort Room for Girls Others (Music Room) For Boys comforting and depositing waste located near at the AVR. For girls depositing waste located just the side of boys comfort room. Room where they are being taught in music.

An Observation Guide for the CLASSROOM VISIT Read the following statements carefully. Then write your observation report on the 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? 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 __St. Michaels Basic Education Department School Address St. Mary Tibanga , Iligan City Date of Visit 8/8/11

I am Argene Monreal, one of the FS 1 student who visited the St. Michaels Basic Education Department. On my observation, I started observing the environment of where the school is located. And as part of it, the place where the school is located is practically clean and free from crimes. The neighbor is peaceful and rich in resources. The Basic Education Campus is big and has enough space to accommodate all of the students. The campus is free from pollution and was surrounded by green and clean leaves. The building is always maintained in new condition and was always check for safety assurance. As I passed by the offices, my impression is that I was amazed that its good and comfortable especially the ventilation and appearance. And as I passed through the school halls, they have lots of facilities. Including the music room which they have the piano. The clinic, the chapel which you can really feel amazed of the arrangement. Well not to mention, but the school also have their computer rooms and maintenance.

An Observation Guide for the CLASSROOM VISIT

Be guided by these task as you do your observation. Then accomplish the matrix to record your data. 1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, lessons, visual aids, announcements, do you see posted? 2. Examine how the furniture is arranged. Where is the teachers table located? How are the tables and chairs/desk arranged? 3. What learning materials/equipment are present? 4. Observe the students. How many are occupying one room? 5. Is the room well-lighted and well-ventilated?

CLASSROOM FACILITEIS MATRIX

Classroom Facilities

Description (location, number, arrangement, condition)

There in Grade 1, you can see alphabet letters and display boards which are new. Pictures of heroes, religious pictures are placed on the display board. Teachers table is new and was placed in the bottom right of the classroom. Learners desk or arms chairs are properly arranged one seat apart. There are 21 desk in all. Blackboard is elevated in the front portion where student can properly see the writings. Visual aids are new and some are old but is still usable. Located near the teachers table. Placed near the door, slightly used but still usable. Used primarily for students trash papers and other trashes. Found near the display board. Where you can find reading books in grade 1. The room has 1 to 2 book shelves only.

1. Wall Displays

2. Teachers Table 3. Learners Desk

4. Blackboard

5. Learning Materials/Visual Aids

6. Garbage Can

7. Book Shelves

Write your observation report here.

Name of School Observed St. Michaels Basic Education Department Location of the School St. Mary Tibanga, Iligan City Date of Visit 08/08/11 On this observation, I observed firstly the environment and neighborhood where the school is located. You can read on my previous report of field study. The environment of the place where the school is located is clean and green, particularly inside the campus. So after I observe the environment, I also observe the classrooms and childrens behavior in and out of the classroom. As I observe grade 4a, they are already oriented in the classroom behavior. Though, in particular matter, some are also actively hyper. Some of the grade 4 students are different in their attitude which you really have to understand. I also observe that when taking their lunch at the canteen, they group themselves in gender and religion most of the time.

Your Analysis

How do the school campus and the classroom in particular impact on the learning of the students going to school? What are your conclusions?
The classroom in particular have a big impact of the students in going to school Particularly in learning, having friends and socializing. So therefore, the students presence also differ in their classroom environment, socialization, specially friends and studies.

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

In child development I can relate this ti the behavior of the children in how you handle the misbehaving students in different ages. So in facilitating the learners, I should have to conduct properly the self-control specially in grade school students who are some of the students are hyperactive and misbehaving.

Your Reflections

1. Would you like to teach in the school environment you just observed? Why? Why not? Yes, because the school is clean and disciplinary. I like the school in terms of the resources and discipline. When they are doing their chores they always observe the rules and policies. Like when going out of the classroom, they always follow one line policy.

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

The kind of school that is conducive to learning is a school that is clean, adequate facilities, and can provide the students a comfortable classroom with ventilations. And can do or follow rules in the school campus.

3. What kind of classroom is conducive to learning?

The kind of classroom that is conducive to learning is a classroom that is comfortable to stay and that will encourage student to learn and study.

4. In the future, how can you accomplish your answer in number 3? In the future, I can accomplish the kind of classroom I want by putting or posting educational displays in the wall. Thus, should not let the classroom be warm and full of displays.

5. Write your additional learning and insights here.

The classroom must be well-ventilated, the wall color of the classroom must be clean and maybe should be painted white. The classroom must have adequate supply of visual aids, not too much that will look the classroom full.

My Personal Illustration of an Effective School Environment

Entrance/Exit

Gym & Other facilities

C.Rs

Laboratories

Classrooms

Play ground/ Sports field

Entrance/exit 2

Classrooms

The Learners Development and Environment

Episode 2
_____________________________________________________________________________________________

Name of FS Student _____________________________________________________________ Course _____________________________________ Year & Student _____________________ Resource Teacher ____________________________ Signature __________________________ Cooperating School _____________________________________________________________

Your Target At the end of this activity, you will gain competence in differentiating the characteristics and needs of learners from different developmental levels.

Your Map

To reach your target, do the following tasks:

Step 1 Observe 3 groups of learners from different levels (preschool, elem. And high school)

Step 3 Validate your observation by interviewing the learners.

Step 2 Describe each of The learners based on your observation.

Step 4 Compare them in terms of their Interest and needs.

Your Tools
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 a more detailed observation is preferred.

Physical 1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up stairs, etc. 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 their concerns?

Emotional 1. Describe the emotional disposition or temperament of the 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 selfconscious?

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.

Write the most silent developmental characteristic of the learners you observed. Based on these characteristics, think of implications for the teacher.

Example: Level Preschool Age range of Learners Observed 3-4 Salient Characteristics Observed Preschoolers like to move around a lot. Implications to the TeachingLearning Process
Therefore, the teacher should remember to use music and movement activities not just in PE but in all subject areas. Therefore, teachers should not expect preschoolers to stay seated for a long period of time.

Level Preschool Age range of Learners Observed 3-5

Salient Characteristic Observed - Preschoolers like to have fun or play. - They are active and cant directly register one word.

Implications to the TeachingLearning Process - Therefore, the teacher should use a strategy in learning in which the children will have fun. - The teacher should apply the lesson in their playing.

Elementary Age range of Learners Observed 6-12

- They like to have fun in their interest and hobbies. - They want to share what they are fun of.

- The teacher should relate the lesson to their likes and hobbies. - Therefore, teacher should also listen to their students even though they talk a lot.

High school Age range of Learners Observed 12-16

- High schools are very adventurous. - They get easily bored in classes.

- Therefore teacher should also introduce new things and environment in their classes.

- The teacher should do some recreational activity or group work for them to enjoy the learning or lesson.

Learners Development Matrix

Record the data you gathered about the learners characteristic and needs in this matrix. This will allow you to compare the characteristics and needs of learners at different levels. The items under each domain are by no means exhaustive. Developmental Preschooler Elementary High school Indicate age range of Indicate age range of Indicate age range of Domain
children observed: 3-5 children observed: 6-12 children observed: 12-16

Physical Gross-motor skills Fine-motor skills Self-help skills Others Social Interaction with Teachers Interaction with Classmates/friends Interest Others Emotional Moods and temperament, expression of feelings Emotional independence Others Cognitive Communication Skills Thinking skills Problem-solving Others They always talk and interact with friends or classmates. They think actively and most of the time they change their actions depending on the situation. They start to talk now in process. They also learn now to code switch. And some can manage to learn to solve the problems. High schools are participating actively and fast in thinking compare to the lower grades. They are now exposed in different languages and can manage the conflicts. They always laugh and their mind change quickly. They allow themselves to express what they feel otherwise expressing what they want or wanted to do. They can now control slightly their emotion but also seeking an attention to everyone. They tend to stand in what they feel. High schools are independent on their emotional behavior. They express their feelings in manner. They manage to control their actions in some situation. Preschoolers are always active. They move around and want to play all the time while also allowing themselves to learn and keep their body healthy. Preschoolers always ask for teachers help and attention. They also tend to play all the time with their classmates and also seeking attention to their different interest. Elementary students always want to bond with their classmates like playing, drawing and exercises. They touch each other and helping each others hand. High schools are engaged in P.E classes where they are trained in physical skills. Also they are practice in chores. They are now sensitive on their physical matters.

They interact now like a student where they want to learn and ask questions to the teacher. They also start now to identify their likes and interest the most.

They interact with boundaries like teacher to student or by gender boundaries. They group themselves mostly in religion, interest and gender.

Your 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 the learners you observed?
While observing, of course I recall my experiences and relate to them. Like when I was in grade school I really dont like to study, I just want to play. So with them, its the same that grade schools really want to enjoy their life in playing.

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?

I cannot forget one teacher in high school, though actually she is a student teacher who handle English subject in summer class workshop. It help me in reasons that she encourage me to grow up and have your own mind work. She always help me in everything weather in or out of the school. It affect me in good ways that I always think to myself that once my effort is not enough, exert more and fight for it.

3. Which is your favorite theory of development? How can this guide you as a future teacher?
My favorite theory of development is taking the lessons and doing them in a fun way. Like visual aids, motivational games. This will guide me to be an effective teacher in the future. Also always remember the learning disabilities and developmental studies.

4. Share your other insights here.

I think the very effective teaching is when you apply what you have observe in the classroom and also taking responsibilities in the needs of the students, particularly in their level understanding.

of

The Learners Development and Environment

Episode 3

CLASSROOM MANAGEMENT AND LEARNING

_____________________________________________________________________________________________

Name of FS Student _____________________________________________________________ Course _____________________________________ Year & Student _____________________ Resource Teacher ____________________________ Signature __________________________ Cooperating School _____________________________________________________________

Your Target
At the end of this activity, you will gain competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning.

Your Map
To reach your target, do the following tasks:

Observe a class. Using a checklist, find out the evident classroom components Describe 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 ion how classroom management affects learning

Your Tools
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. 1. As you observe the class, look into the characteristics of the learners. Note their pages. 2. How many boys are there? How many girls? 3. Focus on their behavior. Are they already able to manage their own behavior? 4. Can the learners already work independently? 5. Describe their span of attention. 6. Look into their listening skills and ability to concentrate.
Name of the School St. Michaels Basic Education Department Observed High school Location of the School St. Mary Tibanga, Iligan City Date of Visit Aug. 12, 1:00 4:00 PM As I observe the class, I found out that these particular brackets of age are jolly and can easily get bored. The age bracket of the class Ive observe is running from 12 -16 yrs. old. There are 24 girls and 8 boys. In this kind of section in High school 4th year, I can observe that most 4th year High school in their bracket of age is already independent enough to manage their problems of their selves. Their attentions are spanned widely with their classmates behavior, also with their teachers behavior. The students are independent that they can already control their emotion and humor. They can already listen and comprehend to every instruction of the teacher. Though, some of the boys are mostly talkative that they dont even listen in a discussion.

An Observation Guide for the Learners Characteristics

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 areas in the classroom for specific purposes (storage of teaching aids, books, students belongings, supplies, etc. ) 2. Are there rules and procedures posted in the room. 3. Did the students participate in making the classroom rules? 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 seating arrangement? What is the basis of this arrangement? 6. Observe the noise level in the classroom. How is this managed? 7. If a learner is not following instruction or is off task, what does the teacher do? (behavior strategies) 8. What does the teacher do to reinforce positive behaviors? (behavior strategies)

Observation notes: In the classroom of 4th year student, there are storage of visual aids, or materials and books for the student. Rules are posted in the bulletin like, no cell phones inside the class room, chairs arrangement should be lined as you leave the classroom, no throwing of garbage. Of course, with the teachers guidance, students are highly participating in the rules and procedure of the classroom. As the class start, the daily routine of the class is started with prayer, greetings and overview of discussion, recalling the past lesson, start of discussion, quiz, group activity, and closing prayer. As said by the teacher, the seating arrangements of the students are girls to boys. The noise level of the classroom is controlled especially in answering the question. No students are allowed to yell when answering the question. They are strictly heard to be silent in raising their hands to answer the question> If the student is off task, I observe that the teacher warned them and if not, the teacher will be forced to transfer the students chair in front of the class.

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Management

Effect on the Learners Description (to be filled up after you answer

the analysis questions)

1. Specific Areas in the Classroom

Table is well arranged, as also the cabinet storage of the teaching materials.

It gives a convenient feeling to the learners in their environment.

2. Classroom Rules

Classroom rules are strictly implemented also with the following guidelines and policies.

It provides the student a well discipline classroom and also helps them to fair rules.

3. Classroom Procedures

Students are following the procedures especially when going It provides the learners in their out of the classroom; they have daily routine. to fall in line.

4. Daily Routines

Comes with, prayer, greetings, discussion, quiz, group activity, the prayer for dismissal.

It provides an organized program to their daily classes

5. Seating Arrangement

Seating arrangement is highly implemented. No student with same gender is seatmates.

It helps in assessing their behavior and to avoid a group chatting together.

6. Handling misbehavior/ off task behavior

Handling misbehavior of the students is strict and highly implemented.

It disciplines them into a better person.

7. Reinforcement of Positive Behavior

Positive behavior are appreciated by the teacher and always reinforced with good attitude.

Allows the student also appreciate his/her positive behavior in the class.

8. Others Classroom Activity

Are properly organized according to the type of activity in the classroom.

Helps the student to understand well the lessons and to follow the basic routine in their classes.

Your Analysis

1. How did the classroom organization and routines affect the learners behavior? The classroom organization and routines affect the learners behavior in a way that it disciplines them and give them a basic instruction and organization to their routines. It also affects them in mental behavior that they should follow rules, they should behave to avoid punishment to their actions.

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

The teacher should think in designing the classroom organization and routines, is to have it mind that Will it be effective to the learners? the teacher should design it in relation of the students learning style and abilities. Because I believe that the student should have an organized classroom depending on the students ability and learning styles. In that way the students will have a level comprehension to their environment.

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

I think the effective way of behavior strategies in managing the behavior is the Reward strategy and also the strategy in understanding the students behavior. It will be effective in such a way that the students will only think about positive rewards in doing positive actions. In this idea, the students will not be afraid of getting mistaken, least, they will pursue in doing positive ideas.

Your Reflections
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? In the near future I want to see myself handling Grade 6 level, so itll be much easier for me to give instructions for my students. The routines and procedure Id consider for this level is the daily routines that would also consider discipline at the same time learning because in this level they are being prepared to level up to go in High school. So, expected that I will train them to manage difficult situations.

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

1.No chatting in the hallway of the classroom 2. Always fall in line in going in and out of the classroom. 3. No transferring of seats. Always observe cleanliness to self and surrounding. 5. Respect each other in group discussion. 6. Classroom should be clean and arranged after the class. 7. Read the rules. I preferred this rules so that basically students will always be mindful of the rules and students will have disciplinary acts when they graduate in elementary school. And so that they will be aware on every rules on their environment.

3. Should learners be involved in making the class rules? Why? In making the class rules, of course students should be involved in making the rules. Because in making the rules, you cannot put anything you want. We should ask our student if it will be okay for them or we should ask their opinion. In that way, we will know if the rule is giving them too much burden or not.

The Learners Development and Environment

Episode 4
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Name of FS Student _____________________________________________________________ Course _____________________________________ Year & Student _____________________ Resource Teacher ____________________________ Signature __________________________ Cooperating School _____________________________________________________________

Your Target At the end of this activity, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.

Your Map The learners individual 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. To reach your target, do the following tasks: Step 1: Observe a class in different parts of school day. ( beginning of the day, class time, recess, etc)

Step 2: Describe the characteristics of the learners in terms 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 principles and practices that he uses in dealing with diversity in the classroom.

Step 5: Analyze the impact of individuals differences on learners interaction.

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

An Observation Guide for the Learners Characteristics Read the following carefully before you begin to observe. Then write your observation report on the space provided on the next page. 1. Find out the number of students. Gather data as to their ages , gender, racial groups, religious and ethnic backgrounds. 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 the 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 for more help?

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

Outside the class:

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

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

Name of the School Observed: ___St. Machaels College Basic Education Department School Address: ___St. Mary ,Tibanga Iligan City________ Date Visit:___October 12, 2011___

In my observation, there are more or less 40 students in third year high school level. This time the students are handled by Mr. Chris Michael Padla, a History major. The third year high school class is mostly composed of ages from bracket 15-16 years old. Most of them are females and catholic.

As I observe the third year class, most of these ages in stages of teenager, they form groups when they bond with each other. They form groups mostly by their age and the Islam is mostly formed by their religious standing.

Here you will also see the interaction of group where groups in forms of gender are more interactive. Students in the front are behave than at the back seat where particularly groups of boys are sitting at the back. When it talks about competing, they compete along with their groups, by gender, religions. Most of the students who seated in the front are highly participating compared to the students that are sitting at the back.

When observing also outside the class, they group themselves in the same way, by gender, religion, or peers. They mixed up when they interact of what they like , hobbies, or even the food they eat. Other would also mixed and join with them just for past time or because they dont want to be out of place. The students that are like this that they mixed up just for past time are mostly those students that are very silent, loner or who dont find friends easily.

Your Analysis

1. Identify the persons who play the key role 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? The person that plays key roles in the interactions inside the classroom is the one who talk most of the time or lets just say, they lead the group and organize. They are the most who manage the communication of the group, they are also a joker of the group and sometimes they are the attention seeker. They are active in making their group famous and this person is active in the class and does well in oral participation. Though, there are times that this person can be bossy in the class.

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

Well, there are students coming from minority group that are accepted and some are rejected. In a peer of girls, students from minority group are well accepted, otherwise in the groups of boys there are some that are accepted and some are not simply accepted simply because students from minority group may also be rejected because they cannot relate in what a particular group likes the best.

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

The teacher influenced the class interaction considering the individual differences of the students by giving them group activities. This may also be a strategy of a teacher to keep their students interacting without having care of their particular group of differences. The teachers let everyone communicate to each other that they will enjoy in their activity as a whole class.

4. What factors influence the grouping of learners outside the classroom? The factors that influenced the grouping of learners outside the classroom is their relation with what they like, their ages, religion particularly in their beliefs and social knowledge of interaction. For everyone, a certain groups can relate a particular game , so they manage to make a group where they can relate at the same thing.

Your Reflection

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?

While in the classroom, I feel the oneness or unity among the learners and between the teacher and the learners. They cooperate with each other in their class and their attention is somehow directs only to the teachers lesson and not on their outside chores. But even though there is unity in the classroom, you will also feel the competition with the students.

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 like the students to interact with freedom or somehow I want them to have the freedom of expressing their thought in manner. I will make this happen by having fun with group activities, motivational games or a quiz that they will gain enjoyment but they learn.

3. How will you encourage all learners, regardless of religious, ethnic or racial background, to interact and participate?

I will encourage the students to interact and participate regardless of their differences by letting them feel that inside the classroom we are as one, we act as one and I will put on the mid of the students that we are all equal and we should have respect, there is no gap of what are our differences. Well, except for the fact that we should respect as learners between teachers.

The Learners Development and Environment

Episode 5
_____________________________________________________________________________________________

Name of FS Student _____________________________________________________________ Course _____________________________________ Year & Student _____________________ Resource Teacher ____________________________ Signature __________________________ Cooperating School _____________________________________________________________

Your Target At the end of this activity, you will gain competence in determining, understanding and accepting the learners diverse backgrounds; in relating the learners background to their performance in the classroom.

Your Map

To reach your target, do the following task:

1. Observe two or more learners of different abilities but from the same grade or year level.

2. Find out some information about their background.

3. Observe them as they participate in the classroom activity.

4. Write a narrative report and brief reflection on your experience.

Your Tools

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

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 behind.

3. Validate your observation by asking the teacher about the background (family, socio- economic, presence of some learning disabilities, etc.) of these children.

4. Observe the behavior of both the high achieving and low- achieving learners. Note their dispositions, pace in accomplishing the task, interaction with teacher, interaction with others.

5. Observe the teachers method in addressing the individual learning needs of the students in his/ her class.

OBSERVATION REPORT

Name of the School Observed ___St. Michaels College Basic Education Department School Address ____St. Mary Tibanga, I.C Date of Visit

During my observation, Ive found a lot of students who have different abilities. In higher grade, youll find out some of the student have more talents and abilities the way they talk, move or even the way they behave. There are student who are good in guitars or music and a lot are good in singing while one also are more differently silent but has talent in academic affairs like writing or literary matter. I observe that students on higher grades have developed many abilities than the lower grades. This is because of the development on their environment and their understanding. Those who perform well are those students that have the ability to talk socially. Some are silent but are good in writing their thoughts. I ask my resource teacher to really identify whos that student who seem to be good and performing well in her studies and I found out that Ma. Katrina, 16 years old female in 4th year high school is the student who is really performing good in her studies. Well, Ma. Katrina is a diligent person and as what my resource teacher said, eh is really doing her job and shes serious in her studies. The low- achieving student is so far as Ive known Govail Malik. The two students really have big differences, because the background of Govail as the teacher said, he is a little behind in studying his lesson and seem to spend more time on playing.

Your Analysis

1. Did your observation match the information given by the teacher? Where you able to correct identify who among the students perform well and who did not? What behavior helped you identify them?

My observation did really match what the teachers information has given to me. Thus, it also helps me to compare the behavior of that particular person. In their classroom activities, yes, I was able to identify who among the students perform well and who did not, as Ive mentioned them in my previous observation report. The behavior that helped me identify them is that of their performance in oral recitation and the way they perform very well, and of course those who did not perform very well that they talk with their classmates most of the time.

2. Describe the abilities 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?

I can describe the ability levels of these students maybe in their interaction and cognitive process. The high-achiever student is socially enhance but this also means they are enhance on their cognitive process and thinking skills, practically academic skills and the ability to understand quickly. Otherwise, those low-achieving students maybe have learning disabilities or difficulties on mind process such as getting bored in the class. On their levels of abilities, this results to a gap on their academic standing but not on social interaction with their classmates and friends.

3. Describe the methods used by their teacher in handling the students differences in abilities. How did the students respond to the teacher?

The way the teacher handled his student is by giving them free will to interact with manner on their class. This means that any questions or concern from the students are accepted by the teacher and is answered directly. The students reacted like they like the teacher and the teaching is very easy to understand and there is no growing conflicts within them because they both have shared same thoughts and mind set.

Your Reflections

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

In my high school time I remember there are low achievers and high achievers in our class. Of course, the high achievers in our class are those who are involve in social group like class officers, and low achievers are those who cant understand the lessons well. In this situation, the teacher managed to give a proper lesson too and give more attention on these students who cant perform well in the class. The leader gave more simplified questions for those who cant understand well. Well fascinate, the teacher is effective because she already know whats the differences about us. He can manage to give fair instruction in her lessons that will surely give us fair comprehension.

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?

With the principle of individual differences in mind, maybe I will be more focusing in the training needs of the students and their responsiveness in the training. At this method and strategies, I can assure that the students that are low-achievers and high-achievers will be at the same point of understanding that theyll meet their training needs to enhance or develop their mind. Of course, the responsiveness goes also to them that the high-achievers may also be responsible in his area of studying as well as the low-achievers in his time of training or classes.

The Learners Development and Environment

Episode 6
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Name of FS Student _____________________________________________________________ Course _____________________________________ Year & Student _____________________ Resource Teacher ____________________________ Signature __________________________ Cooperating School _____________________________________________________________

Your Target

At the end of this activity, you will gain competence in reflecting on the impact of home and family life to learning.

Your Map To reach your target, do the following tasks:

Select a learner from the class whom you have observed. Conduct a home visit to your selected partner. Describe the family in terms of Number of siblings. Number of siblings in school.

Reflect on how the feelings of belongingness and acceptance and cooperation are emphasized in the play. Interview the parents about

The rules they implement at home concerning their childs schooling. The learners activities and behavior while at home.

Your tools Use the activity form provided for you to document before you begin to observe/interview. Then write your observation report on the provided space.

An Observation/Interview Guide for 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 classmates (loner, shy, sociable, friendly, gets into fights, liked by others, etc.) An emotional mood, 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, turns in assignments and requirements, etc.) Interview the teacher 1. 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 parents 1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the living room.)

2. Use the interview Questions on the next page. Just ask the questions with which you feel comfortable.