I- The School Environment

Module in FS 1
Students

I- The School Environment

Activity 1

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available
and say how each will contribute to the students' learning and development.

Will it contribute
to the students
Facilities / Description ‘learning and
development.
why?

The room is not The presence of the

particularly large but well- principal’s office
organized, clean and contributes to
welcomes the students learning and
and teachers. It has four development of the
tables, one for the students through
principal, one for the guiding the
Office of the Principal /
visitors and two at the established
back with two long sofas curriculum attain its
in front for educational goals
accommodation. such as providing
what the students
need to know or to
possess.
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The library is located at Yes. Indeed, library

the second floor of the is very helpful for
first building near the the learning
gymnasium. It is wide development of the
and peaceful. The books students. Books are
/ are organized and there essential in
are quotations that student’s lives. In
encourage this particular area
Library
students/learners to read. of the school, the
Tables and chairs are students can find,
also provided for analyze and obtain
students conductive to accurate
learning. information,
improves their
study and research
skills.

It is a small room It will contribute to

connected at the Grade 7 the student’s
building on the right side. learning growth by
It is where counseling for listening to the
students is done. counselor’s advice
Counseling Room
/ about their problem
in terms of
academics and they
may get peace of
mind.

Canteen/Cafeteria The canteen is located at Yes, it has a

the right side when you contribution on the
enter the school campus. learning and
It is an old room, but they development of the
turn it into a canteen. The students because it
/ space is not enough to is where they buy
cater all the students foods to gain
during recess time, and strength for them to
they need to line up until focus on the class
outside which is time discussions.
consuming because the
students are only given
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15 minutes break.

The clinic room is tidy. It Medical clinic does

is a place within the not directly support
school wherein primary student’s learning
/ care is rendered to the and development,
sick students. It has but it still offers
sofas, emergency care to
Medical Clinic students who need
it and informs them
about important
health issues that
may support their
learning and
development.

In the school, they have It is very useful for

two Audio the students to
Visual/Learning have audio visual
Resource Center. One because it is where
for the junior high and they can watch,
/ another at the senior learn and retain
Audio Visual/Learning high. But the AVR in the information more
Resource Center junior high is wider than efficiently. It also
in the senior high. increases their
critical and
analytical thinking
when audio visual
aids are being
used.

The Science Laboratory With science lab,

is where the students do students can learn
first-hand science various science
/ experiences, but it does related activities,
Science Laboratory not offer many laboratory perform activities,
resources in learning and apply the
science and experiments. knowledge they
have gained while
enhancing their
skills.
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The gymnasium is wide, This benefits the

but the roof is not yet students for outdoor
finished that’s why when activities such as
/ it rains, the students do intramurals,
Gymnasium
not assemble here for seminars, physical
flag ceremony. education subject
like sports and
others.

Auditorium X N/A N/A

The outdoor This contributes to

surroundings have a lot the student’s
of gardens where plants development
Outdoor/Garden / are around the vicinity because it can
which are nice and lessen the student’s
pleasing to the eyes. stress and
anxieties.

The HE room building is It is helpful to the

in the upper part of the students specially
school canteen. The for TLE subject. It is
/ room is wide and has necessary to
Home Economic Room
many tables, chairs, and develop their skills
cabinets where the such as cooking as
equipment are hide. well as behavioral
element.

Industrial Workshop Area This area is a separated It helps the

building near the Science students develop
laboratory. There are lots their skills and
/ of Industrial workshop prepare them for
materials and equipment their career
like shovels, helmets, specially those who
steel bars, posts, etc. wants to pursue
industrial courses.
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There is no PTA Office It contributes to the

for the teachers’ meeting, student’s
X but they held it in the development
library. because what the
teachers’ plan
PTA Office
together with the
school head is also
for the benefits and
needs of the
students.

The comfort rooms are Having comfort

functional and cleaned rooms help
every morning but not students access
Comfort Room for Boys / maintained until sanitary needs to
afternoon. It smells so avoid discomfort
bad. during class and for
better learning.

The comfort rooms are Having comfort

functional and cleaned rooms help
every morning but not students access
Comfort Room for Girls / maintained until sanitary needs to
afternoon. It smells so avoid discomfort
bad. during class and for
better learning.

There are Kiosk inside These Kiosk serves

the school campus that as resting and
are randomly located at study place of the
Other (please specify) some areas. It is in small students during
/
Kiosk sizes good for five to their break time or
eight students. when they have
activities outside
the classroom.

Faculty Office The faculty office is It is where the

where the teachers stay. teachers do their
/ They have their own preparations for the
tables. The space is students that
exactly enough for them benefits them and
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to communicate with help them in the

each other. learning process.

It is near the principal’s It supports the

office wherein it has a student’s goal and
/ wide space. There is also academic
a mini kitchen on the achievement and
Admin Office corner. It has also a progress.
round table and chairs Therefore, it is
inside for visitors. beneficial for their
learning
developments.

An Observation Guide for the CLASSROOM VISIT

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

Guide Question Classroom Observation Report

A. Describe the community or The school is found at the top of the

neighborhood where the school is mountain away from the national highway
found. that’s why the neighborhood is away from
vehicles noise and pollution. It is
surrounded by trees; therefore, the air is
fresh, and the environment is clean and
safe.

B. Describe the school campus. What The school campus is wide and enough
colors do you see? what is the to accommodate the 400+ students and it
condition of the buildings? has 11 buildings. Some of them are quite
old but well maintained and some are
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newly built. I can see light colors like

green, blue, red, yellow, pink and white
but most of the buildings are painted in
cream. I can say that the buildings are in
good conditions.

C. Pass by the offices. What As I pass by the offices, I can see that it’s
impression do you have of these a typical type but well-ventilated and
offices? organized. The teachers treated each
other with respect.

D. Walk through the school halls, the While going around the school campus, I
library, the cafeteria. Look around notice that their halls are clean, the library
and find out the other facilities that is silent, the canteen’s space is not
the school has. enough to accommodate all the students
during recess and lunch time. The school
has also other facilities like gymnasium,
offices, classrooms, and others.

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

- There is a simple design at the walls of the classroom. There are Classroom
announcements, inspirational message, daily prayer, and quotations about
education.

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

- The pieces of furniture are arranged properly. The teacher’s table is in the
middle in front of the students while the tables and chairs/desks are arranged
six per row and eight by column with an extra desk not in line because there are
49 students in the class.

3. What learning materials/equipment are present?

- The learning equipment that are present are blackboard, desks for students, a
table for the teacher and a television.

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

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An Observation Guide for the CLASSROOM VISIT

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

CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities
(Location, number, arrangement, condition)

A. Wall Displays There are quotations about education at the top sides
of the classroom (in front, back, right and left). There is
also a classroom announcement board at the right
corner in front near the door that contains the
classroom programs and class schedules. At the left
corner, there is an inspirational message titled Hero by
Mariah Carey. Moreover, a daily prayer is also located
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at the left side.

B. Teacher's Table The teacher’s table is located at the center in front

where she could see every student.

C. Learner's Desks Each student has their own chairs with desk. Six
chairs per column and eight per row with an extra at
the back because there are 49 students in the class.

D. Blackboard The blackboard is wide, and it is in front. It is always

clean whenever the teacher enters the class.

E. Learning The classroom has one television located in front at

Materials/Visual Aids the top of the blackboard. It can be used for
PowerPoint presentations and project anything for the
students to see.

Write your observation report here.

Name of the School Observed: Haliap National High School

Location of the School: Haliap, Asipulo, Ifugao

Date to Visit: September 25-October 27, 2023

My observation Report

Haliap National High School is a conducive school for

learning. It is away from noise, pollution, and everyone
will feel at peace with the surroundings full of green
trees and mountains even the roads are steep.
Stakeholders are hand in hand willing to serve anyone,
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ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
- The school campus and the classroom facilities have a significant impact on
the learning of the students going to school. In fact, students will not attend
school if the facilities here are inappropriate. Whereas students focus better
when they are comfortable and more likely to attend classes when the quality
of school facilities are in good conditions. Moreover, they will be eager to
attend, and it will result in a great learning experience if the atmosphere is
pleasant for them to learn in.
How does this relate to your knowledge of the child and adolescent development/How
does this relate to your knowledge of facilitating learning?
- The growth of a child and an adolescent are totally different. In terms of
attitudes or behavior, students differ from one another. Students are more
likely to learn if they are at ease with the people around them, the
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environment, and the fact that they are safe. The teacher has a significant
role in a child’s and adolescent’s learning and development. I know that the
child’s cognitive level is still developing, and they are still acquiring and
constructing knowledge into their minds. Therefore, in facilitating learning,
topics should involve the appropriate level or mental operations for a child of
given age.

REFLECT
1. Would you like to teach in the school environment you just observed? Why?
- Yes, I will not complain if ever I will be given a chance to teach in this school.
The school environment is very accessible, the surroundings are very
peaceful, the school facilities are well-maintained, and they are improving it
more, the classroom orderliness and ambiance is adorable and are in good
conditions which motivates the students and even teachers. It’s just that you’ll
get tired if you don’t have ride to go in school because you need to walk 20
minutes from the national road and the road going to the school is uphill.

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

- The school campus that is conducive to learning is an environment with
comfortable classroom set-ups and facilities where there is a relevant use of
teaching materials, and the environment is clean, well-maintained and
pollution free. There are also interesting classroom activities that will further
motivate the students to learn and understand their studies.
3. What kind of classroom is conductive to learning?
- A classroom that is conducive to learning must be in good condition. It must
be well-ventilated, well-it, well-organized, and well-designed. It must also be
completely equipped with instructional materials. Moreover, students and
teachers enjoy friendly atmosphere of friendship and can express themselves
freely without fear of being judged or discriminated against by anyone.
4. In the future, how can you accomplish your answer in number 3?
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- In the future, I can accomplish this kind of classroom conducive to learning by

having a class management skill, an open mind to recognize and appreciates
student’s diversity, a sensitive heart to grasp their needs, and a diverse set of
ideas to meet those needs. I must also be willing to sacrifice my personal money
and other resources to provide and produce what I can for the sake of my future
students and the school.
5. Write your additional learnings and insights here.
- Overall, I can say that the school is all good. They are very strict in
implementing their rules and regulations too, which has a positive and
negative impact to the students. Teachers also shows respect and built trust
to one another that made them have a good relationship.

Analysis
The breaking down of information materials into their component parts, examining (and trying to understand the
organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making
inferences, and or finding evidence to support generalizations involves:
 seeing patterns
 organization of parts
 recognition of hidden meaning
 identification of components
 Questions ques: analyze, separate, order, explain, connect, classify, arrange, divide compare, select, explain, infer
(Bloom’s Taxonomy)

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing bulletin board displays.
The display board, or what we more commonly refer to as bulletin board, is one of the
most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at the
entrance, lobby, hallways, and classrooms.
2. Pick one and evaluate the display.
3. Propose enhancements to make the display more effective.
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OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observation.

An Observation Guide for BOARD DISPLAYS

Read the following carefully, before you observe.

1. Go around the school and examine the board displays. How many board displays
do you see?

- I see only 5 bulletin board displays. There are only few classrooms that
have board displays.

2. Where are the displays boards found? Are they in places where target viewers can
see them??

- There is one board display in front the library, two at the principal’s office
and in the classroom of grade 7 A&B.

3. What are the displays about? What key message do they convey? What images
and colours do you see? How are the pieces of information and images arranged?

- The displays are about announcements, school information and classroom

officers and announcements. I can see simple and light colours such as
yellow, blue, red, brown, white, etc. They were arranged horizontally and
vertically.

4. What materials were used in making the displays? Are borders used?

- The materials used were bond papers, cartolinas/coloured papers, styro

board, black board, and plastic covers.

5. Do you notice some errors? (Misspelled word, grammar inconsistencies and the
like)

- Yes, I noticed some errors such as misspelled words and grammatical

errors.

6. Are the messages clear and easily understood?

- Yes, the messages are clear and easily understood.

7. Think about what got your attention. Why did it get your attention?

- It got my attention due to its colours and information.

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From among the board displays that you saw, pick the one and assess.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display: Bulletin Board
Location of the Board Display in School: At the principal’s office
Check the column that indicate your rating. Write comments to back up your
ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria NI S VS 0 Comments
1 2 3 4
Effective The information is effective, clear
Communication and it conveys the message. It is
It conveys the message / express well.
quickly and clearly
Attractiveness The layout of the bulletin board
Colors and arrangement / can catch learner’s attention and
catch and hold interest. it shows colourful design.
Balance Objects are placed neatly.
Objects are arranged, /
so stability is perceived
Unity There are simple shapes and
Repeated shapes or / colour designs.
colors or use of borders
hold display together.
Interactivity The bulletin board is a bit
The stye and approach / interactive.
entice learners to be
involved and engaged.
Legibility It is readable with bright graphics
Letters and illustrations / like correct letters, illustrations,
can be seen from a and creative features.
good distance
Correctness The bulletin is simple and clear. It
It is free from grammar / expresses ideas in a concise
errors, misspelled words manner.
Durability The other information in the
It is well-constructed; / bulletin board is not securely
items are securely attached.
attached.
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Bulletin Board Evaluated by: Joan A. Ngilin

Location: Haliap National High School

Brief Description of the Bulletin Board:

The bulletin board looks like a real bulletin board for important information about the
school staffs and other information.

EVALUATION

Strengths Weakness

Description of Bulletin Students and teachers are There are few information
Board layout informed about the names not available or displayed.
of the school staffs and the
other announcements
about the school like how
many are enrolled this
school year 2023-2024 etc.

Evaluation of The display board is Some information is not

educational content and creatively attractive and updated.
other aspects has information posted.

Recommendations or Suggestions for improvement

There is a need of improvement on the bulletin board display like adding more
creative layout design like colors, design, theme, well-balance and so on are all
important to make it more attractive and conveys information clear and interesting.

Signature of Evaluator over Printed Name:

JOAN A. NGILIN
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ANALYZE

What do you think was the purpose of the board display?

- Having board displays is useful and a good method to get students involved
and excited on knowing important information. Moreover, students are visual
learners, display boards are an excellent learning tool because it allows them
to see information exactly and it helps them retain the information for longer
period.

Did the board display design reflect the likes/interests of its target audience?
Why? Why not?

- Yes, because the bulletin board display is simple and neat and reflects the
interest of its target audience. It can also help individuals discover their own
meaning or notion by providing them with knowledge.

Was the language used clear and simple for the target audience to understand?
Why? Why not?

- Yes, the language used was simple and clear. It is simple to understand for
students and teachers who read the information being conveyed.

Was the board display effective? Why? Why not?

- Yes, the board display is effective and useful because it saves time for
teachers or school head to announce repeatedly the information to large
group of people. It also fosters awareness and help individuals communicate
effectively.

What suggestions can you make?

- The bulletin board display must be more appealing by using bright colors,
creative designs such as indigenous materials and information should be
updated.
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Based on your suggestions, propose an enhanced version of the display board. Use the
form below:

My Proposed Board Display

Theme: School Announcements and Information

Board Title: “Look, Be informed, and Share”

Rationale: (Purpose)

The purpose of my proposed board display is to provide information for

students, teachers, and visitors with the information of the school and other school-
related matters that they need to know, as well as to provide them ideas something
new to them.

Objectives:

To provide the school’s teachers, students, and visitors with information on the
school’s future events, accomplishments and interesting school activities and
celebrations.

Best features of my proposed bulletin enhancement:

I plan to use creative and innovative designs that are attractive and unique and
has an appeal to the target audience. I would like to make it interesting and make
everyone excited and catch their attention to engage more on school matters.
Moreover, I’d want to put clear photos recently taken last school year’s events,
readable cut-out text, cute designs, a balanced and durable object.

Content Resources (name each needed resource and give each a brief description):

I could make posters, print materials, images, brochures, and other materials
to emphasize more on the topics that needed graphics for additional information and
could be used for visualizing learning. I will also need to use glass to protect the
displayed board from any potential damage.

Materials for aesthetic enhancement:

I would ask for a donation from the school if they could contribute some
resources particularly the glass for the bulletin board but if they could not, at least any
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amount of donation can do.

REFLECT

1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.

To be able to come up with effective board display, a teacher should possess the
following:

a. Creativity- He/she must think beyond the box, must be optimistic and
original creator of unique ideas.
b. Innovative- Innovation must be his/her main goal. He/she must create
incomparable board display or at least produce something that exceeds the
commonality.
c. Critcal Thinking- Critical thinking is required in making/creating board
display as evidences are important, a teacher must be able to understand the
source of the information and identify unnecessary information.
d. Resourcefulness- A teacher must know how to utilize creatively using what
is available resources that can be used on the board display and doesn’t
need to buy every material to be used which will also contributes to reducing
more waste like plastic bottles, used papers, cellophanes, and others.
e. Grammar and communication skills- It should be an area of expertise when
making/creating a bulletin board display of information because it will be
exhibited to a diverse audience so, be careful in terms of spelling and words
linkages.

2. Which of the skills you named in # 1 do you already have? Recall your past
experience in making board displays. How do you practice these skills?

- Making board displays is not easy especially when you do not know the
themes and the title of the board display you will create. Therefore, critical
thinking is important, and a teacher must have. I think, I have these including
creativity and resourcefulness. I practice it by applying it in especially when I
am in the field, and I apply it also in other works or projects not only on
making board display.

3. Which skills do you still need to develop? What concrete steps will you take on
how you can improve on or acquire these skills.
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- Honestly, I need more to develop my grammar and communication skills. I

must work on it by reading more, review, watch and familiarized all rules on
Subject Verb Agreements and more. I also need to improve my
communication skills through social interactions and participating in such
activities that help me boost my confidence.

My Personal Illustration of an Effective School Environment

Prepared by:

JOAN A. NGILIN

FS1 Student Teacher

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LEARNING EPISODE

Learner Diversity:
2 Development Characteristics, Needs and Interest

Learners’ Development Matrix

Record the date you gathered about the learners’ characteristics 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. These are
just sample indicators. You may add other aspects which you may have observed.

Preschooler Elementary High School

Development Indicate age range Indicate age Indicate age range
Domain of children range of children of children
observed: ___ observed: ___ observed: ___
Physical *Most of the time, *They enjoyed *They are still
Gross-motor skills they like running wandering unsure if they will
and playing. They around the act like a child or a
have no idea how classroom while teenager at this
they are going to the class was in stage. Some
walk or run. They progress. students are fine
still behave like *They began by with walking and
kids and are quite learning basic climbing stairs, but
Fine-motor skills childish. writing and others continue to
*They enjoy drawing skills act childishly as
writing and and then they did in
Self-help skills drawing, despite improved with elementary school.
their lack of skill. the help of *They are now
Others *Preschoolers are teachers. Their more aware of their
constantly seeking drawings are abilities, particularly
assistance and partially real, and in writing and
relying on others, their writing is in drawing.
such as their the process of *They could
parents and being support themselves
teachers. transitioned to and can complete a
cursive. variety of tasks on
*On some their own.
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activities, they
may seek
assistance from
the teacher.
Social *They *Because they *High school
Interaction with communicate with respect their students are
Teachers the teacher by teacher, they confident in their
enthusiastically obey his or her interactions with
Interaction with
Classmates/friends answering instructions and their teachers.
questions, even if requests. They can also
Interests they are unsure of Whatever the share their
their answers. teachers say, thoughts with their
Others They converse as they believe it is teacher. *Most of
if they were their obligation to the time, who they
conversing with follow it out. are sat with is their
somebody their *They also enjoy circle of friends.
own age. chatting and The seating
*They are still playing with their arrangement in
adjusting to their classmates. high school,
new surroundings particularly in public
when they first schools, is not
arrive at school. simply giving
They treat their attention so that
peers as mere students can freely
playmates, with no choose who will be
sense of their seatmates.
competition. Grouping of
companions is
basically observed
at this level.
*They are
interested in many
different of topics
now that they are
older, such as
having a crush,
love, and so on.
Emotional *They are prone to *They are also *During this stage,
Moods and crying, especially cheerful, yet their they began to
temperament;
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expression of feelings when they do not moods fluctuate mature. They can
receive what they depending on the mask their feelings
Emotional wanted. They circumstances. and put on a strong
independence
show their *They are face. They are
Others excitement or beginning to partially in charge
unhappiness develop self- of their own
through their facial consciousness emotions and
expressions. because of their feelings.
*They are not self- own experiences *High school
conscious; they cry and interactions students are aware
only when with the of their emotions
something clearly environment. and find it difficult
needs it, and they Their feelings of to express them;
usually alert their happiness, yet, because they
teacher if sadness, and are mature, they
something is frustration are can handle it on
wrong. moderately their own.
managed with
the help of
teachers.
Cognitive *They can *Students learn *They are being
Communication Skills communicate how to prepared to be a
readily with the communicate competent person
Thinking skills
teacher now that with others in society at this
Problem-solving kindergarten is because of the stage. One of the
speaking their teachers' most important
Others native tongue. teaching. They aspects of
*If they are not gradually learn achieving this is to
driven to study, how to utilize mold students'
you will never be suitable communication
able to get them to language and skills. They learn
think or grasp. As how to effectively how to
a result, teachers explain their communicate their
must initially pique ideas. own ideas and
their attention *They still have a become adept in
before allowing tough time using the language.
students to think understanding, *In the high school
for themselves. but if you provide classroom,
*They don't have them with bright comprehension and
any problem- visual aids and understanding are
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solving skills, or if an engaging important. Students

they do, it's usually style of delivering are better able to
based on what the information, absorb the text and
they believe is you can at least expand on it in a
correct, and they get them to more creative
usually suggest engage in the manner.
solution based on discussion. *They comprehend
what they've *They can find and comprehend
encountered. solutions to things, which
problems that enables them to
arise, yet they solve issues more
prefer to rely on independently than
the teacher's primary students.
method.

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

Example:

Salient Characteristics Implications to the Teaching-

Level
Observed Learning Process
Preschool  Preschoolers like to  Therefore, the teacher should
Age of range of move around a lot. remember to use music and
learners movement activities not just in PE
observed 3-4 but in all subjects’ areas.
 Therefore, teachers should not
expect preschoolers to stay seared
for a long period of time.
Salient Characteristics Implications to the
Level
Observed Teaching-Learning Process
Preschool  They are always  As a result, the teacher should
inquisitive and ask a respond to the pupils'
Age of range of
lot of questions. questions in a manner that is
learners
relevant to their concerns and
observed 3-5
in the simplest form possible
for the learners to comprehend.
 The teacher should not expect
the kindergarten pupils'
questions to always be relevant
to the topic.

Elementary  Elementary students  As a result, teachers should

are far more pay close attention to what he
Age of range of
disciplined than or she is saying or dictating
learners
preschoolers, and since pupils will look up to him
observed 8-10
they pay close or her as a role model.
attention to their  Therefore, teachers should
teacher's provide clear instructions and
instructions. guidance on what the class
 Elementary pupils should be doing.
are more self-reliant
than preschoolers,
and the teacher
does not need to tell
them what to do one
by one.
I- The School Environment

High School  Students in high  To guarantee that the students

school engage a are still listening to the
Age of range of
secret conversation discussion, the teacher should
learners
with their seatmate be aware of their actions.
observed 13-
while they are
15
stalking stuff.

REFLECT
I- The School Environment

1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities of differences do you have with the learners
you observed?

- Yes, while observing the learners, I recall some of my own experiences when I
was at their age. Some similarities that I can remember during my elementary
days is being playful and questions a lot due to curiosity while during my high
school days is talking with my seatmates even the teacher is discussing in front.

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, and
cognitive)? How did it affect you?

- I will never forget my elementary teacher in our hometown because she has a
great impact in my life. Though, she is strict but kind and generous. She efforted
a lot for us as her pupils to bring out our potentials. She is the one who pushed
us and encourage us to join different contest during our elementary days even
when we think that we are not good enough but still, she supported us even
finances. Whether we win or lose, she still gives us a treat after the contested
events. Therefore, she is one of my teachers whom I admire and salute when I
was in elementary. Moreover, I can say that she is a good teacher who inspire
her students to be good also not just in class but even outside the four corners of
the classroom.

3. Share your other insights here.

- Being a teacher is not easy. There is a great responsibility and big role that
awaits. I’ve realized that teaching is not just to teach the learners and impart
knowledge but inspire and motivate students for life and take important steps in
life.
I- The School Environment

LINK THEORY TO PRACTICE

Directions:
1. Read felt
A 14-year-old the ignored
items given below
by her and whom
crush encircleshe
thebelieves
correct answer.
is her one true
love. She is crying incessantly and refuses to listen and accept sound advice
that the teacher is offering. Her refusal to accept is because __________.
A. she thinks what she feels is too special and unique, that no one has
felt like this before
B. the teenager’s favorite word is “no” and she will simply reject everything the
teachers says
C. 14-year-olds are not yet capable of perspective taking and cannot take the
teacher’s perspective
D. teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills
of the 4-year-olds. Which of the following should he best consider?

A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills everyday.

C. Encourage children to eat independently.

D. Conduct a variety of fun and challenging activities involving hand

muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She
asked the class. “What happens to the egg if I add three-tablespoon salt to the
glass of water?” This is hypothesis formulation. What can you infer about the
cognitive developmental stage of Teacher Rita’s class?

A. Formal operational stage

B. Concrete operational stage

C. Pre-operational stage

D. Between concrete and formal operational stage.

I- The School Environment

LEARNING EPISODE

Focus on Gender, Needs, Strengths, Interests, Experiences

Language, Race, Culture, Religion, Socio-economic Status, Difficult
3
Circumstances, and Indigenous Peoples.

OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners' gender, needs, strength,

interests, and experiences; and difference among learners' linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.

ANALYZE

1. Identify the persons who play key roles in the relationship 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 play a key role in classroom interactions. The
teacher serves as a facilitator and guide, while the students serve as learners.
Yes, there are students who are attention seekers attempting to attract the
attention of their classmates and the teacher. There are also students who are
capable to be a leader as well as a little teacher inside the class who teach and
lead their classmates in a good way. Others also acts as a mascot/joker but
sometimes, it is out of place. Every student has different types of personality.

What makes the learners assume these roles? What factors affect their behavior?

- These roles of the students/learners are maybe influenced by family, peers,

school, and the community. Personal characteristics such as age, gender, mental,
emotional, and physical health could also be an influence of how they behave.

2. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by the
others? How is this shown?

- Yes. There are some students who appear left out and different. This could be
a cause of their personal background such as family, peers, and community. The
good thing is they are accepted by their classmates because I can see some of
them are making friends with them talking and sharing during break time.
I- The School Environment

What does the teacher do to address issues like this?

- The teacher is providing some activities that promotes social interactions, self-
esteem, and confidence, and she treat the students equally.

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

- The teacher influences the class interaction considering the individual

differences of the students through different strategies such as giving positive
feedbacks, the art of questioning and getting along with the students smoothly.

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

- The students’ academic level is one of the factors affecting the diversity in the
classroom. Students who are focused on their studies are gathered in one group
while some boys who are a little bit naughty are also group together. Fostering
inclusion and awareness to teaching benefits all students. Getting to know the
students, maintaining consistent communication with them, acknowledging them,
being flexible and more are some ways to promote diversity inside the
classroom.

REFLECT

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 learner.

- While I am sitting at the back of the classroom observing and watching

the students, I can sense that there is oneness and unity among the learners but,
between the teacher and the learners, there are times that it is hard to catch their
attentions, they are misbehaving and showing disrespectfulness. Sometimes,
when the teacher is discussing, they don’t participate or respond when she is
asking questions so, there are times the teacher needs to be angry for them to
respond quickly and attentively.
I- The School Environment

Activity 3.2 Observing differences among the learners with disabilities,

giftedness, and talents.

ANALYZE

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

- Yes, my observation matched with the information given by the teacher. I was
able to identify some of the students who are performing well and those who are not. I
have observed that the students in front are more active and attentive in answering
questions than the students who are at the back. Even I am at the back, they don’t
show respect to their teacher who’s in front. They don’t seem to follow the lesson
completely because they keep on chatting with their classmates. For this reason, when
it is time for answering activities, they don’t know what to answer and they even copy to
their classmates.

2. Describe the differences in ability of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of
the learners.

- Actually, there is a little difference between the abilities of the students in the
class. Those students who perform well in the class could easily understand and cope
up with the lesson while those students who perform not so well takes a longer time for
them to understand the lesson. It takes time for them to understand the subject matter
but on the bottom line, they still can cope up and join as others are doing.

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use differentiate
instruction? If yes, describe how.

- The teacher is fair in handling the students’ differences in abilities whether high
or low achiever. She addresses the class as a whole and not making the students think
that there is a huge barrier among those students who performed well than those who
are not.
I- The School Environment

REFLECT

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

- As far as I can remember during my elementary days, most of the boys

are low achievers than girls. But our teacher makes ways to deal with the
differences in abilities of her pupils. For example, when there are grouping
activities in the classroom, our teacher will assign those high achievers in each
group so that those who are low achievers can cope with the lessons and
activities. It is fair and square because the students’ group is balanced.
Sometimes, the teacher is also willing to help the student who are performing not
so well during break time and after class or she will assign some of the high
achievers to help their classmates in the part that they don’t understand for them
to cope with the lesson. I can say that our teacher is effective since she makes
every effort to accommodate students with different skills.

2. What dispositions and traits will you need as a future teacher to meet the needs if the
learners?

- As a future educator, to fulfill the requirements of both high and

poor/low achievers in my class, I will apply several techniques and
strategies that I am confident will be effective and yield positive results.
First and foremost, I must remember that diversity is always present in the
classroom, and as a result, I will anticipate that all students will have
individual differences. Their backgrounds, religions, racial groups,
cultures, skills, and cognitive levels can all be diverse. I will utilize certain
teaching strategies that I'm confident are appropriate for their cognitive
level. I will also allow them to exchange ideas and thoughts so that they
can learn more about one another, and I'll encourage the low achievers to
interact better in class since I know they have their own ideas and
thoughts to share. I know this since we all have our own unique
perspectives on everything.
I- The School Environment

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to

indigenous groups.

ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies and Content interview data.
1. Does the school foster a Yes. For example, this October is the celebration of
sense of belonging to IPED month, and the school foster a sense of
one's ancestral domain, a belonging to one's ancestral domain, a deep
deep understanding of the
understanding of the community's beliefs and
community's beliefs and
practices. Cite examples practices by doing different activities thru contests.
2. Does the school show Yes, the school respects the community's spiritual
respect of the expression by valuing each unique and traditional
community's expression music instrument, believing that each has its own spirit
of spirituality? how?
and a proper way of playing and using it.
3. Does the school foster in Yes, the school provides continual instruction and
the Indigenous learners a education on how to live as an Ifugao and the values
deep appreciation of their that define their culture.
identity? How?
4. Does the curriculum teach Yes, because there is a philosophical part to inculcate
skills and competencies in cultural awareness and the desire to preserve and
the indigenous learners promote one's cultural heritage, in addition to the
that will help them
practical instruction provided by the school for the
develop and protect their
ancestral domain and acquisition and transfer of skills from generation to
culture? generation.
5. Does the curriculum link Yes, because the school allows for research,
new concepts and documentation, and cultural immersion, they can let
competencies to the life other people experience their way of life, culture, and
experience of the
tradition while also learning from it.
community?
6. Do the teaching strategies Yes, students can transfer skills in a step-by-step
help strengthens, enrich, approach to enrich their interest and further enhance
and complement the mastery of a particular traditional art form.
community's indigenous
teaching-process?
7. Does the curriculum Yes, whenever their tribes have an important meeting,
maximize the use of the those students who have learnt and continue to grow
ancestral domain and in a particular traditional artform will put on a
activities of the
performance for the people in their community. They
I- The School Environment

community as relevant also have their own museum, which features important
settings for learning in artifacts related to the Ifugao tribe's identity, culture,
combination with and tradition.
classroom-based
sessions? Cite examples
8. Is cultural sensitivity to Yes, because the school is consulting with and asking
uphold culture, beliefs, culture bearers who embody the skills and practices of
and practices, observed a particular traditional art form to perform or educate a
and applied in the
group of interested youth.
development and use of
instructional materials and
learning resources? How?
(For example, Culture
bearers of the Indigenous
Peoples are consulted.)
9. Do assessment practices Yes, since the school teaches students about history
consider community and instills in them important values. The teacher also
values and culture? How? assessed the student's comprehension of it using the
standard question and answer format, as well as a
demonstration if necessary.
10. Do assessment Yes, because higher-order thinking skills such as
processes include chanting, and craftsmanship are mirrored in the
application of higher order traditional art form of teaching and mastering these
thinking skills?
talents.

What do you think can still be done to promote and uphold the indigenous people
systems and practices and rights in schools?

- An Indigenous school requires financial assistance to continue operating and

perhaps expand its facilities. I believe that a regular school in an area with an
indigenous group should offer a subject that focuses on the study of indigenous
people's knowledge systems, practices, and rights, because everyone should be aware
of indigenous culture, tradition, and beliefs so that they do not go away over time. In this
rapidly modernizing environment, their identity is continually in jeopardy. It must be
fostered and safeguarded. No school should dismiss or discriminate against indigenous
students; instead, they should be welcomed into a welcoming, open, and inclusive
learning environment.
I- The School Environment

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students' varied cultures.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other's cultures.
B. He/She regards his cultures inferior to other's cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the difference among people and disregards their
commonalities.
3. What is teaching-learning implication of student diversity?
A. Compare student
B. Make use of a variety of teaching and assessment methods and
activities
C. Do homogeneous grouping for group activities
D. Develop different standards for different student groups
4. All the features of the Indigenous Peoples Education Curriculum, EXCEPT____
A. Affirms and strengthens indigenous culture identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPs and indigenous languages
D. Anchors the learning context on the ancestral domain, the community's world
view, and its indigenous cultural institutions
5. All are the best practices in using learning resources for indigenous learners,
EXCEPT___
A. Culturally generated learning resources only include indigenous
group's artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous community
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials.
D. The indigenous community's property is upheld in publishing learning
resources.
I- The School Environment

6. All are best practice assessment in the Indigenous Education Framework,

EXCEPT;

A. Including the practice of competencies in actual community and family

situations
B. Applying higher-order thinking skills and integrative understanding across
subject areas
C. Using international context in the assessment standards and content
faithfully without modification
D. Including community-based assessment processes that are part of
indigenous learning system.
7. Read the following comment by the teacher. Which of these comments will
most likely make a child try harder, rather than give up?
A. Sinuswerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, 'no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito Maaari kitang tulungan
8. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the
group work with the same topic but assigns a different task appropriate
for each group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assigns
the same activity for each group to work on
C. The teacher groups the learners by their ability level and assigns different
content topics for the group to work on.
D. The teacher groups the learners by ability levels and assigns each group a
different task on the same topic, and then requests three different teachers,
each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a
way where they feed most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way
where they feed most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and
another for the slow learners.
D. Applying of two sets of different standards.

JOAN A. NGILIN_______________ 09/25/23-10/27/23

I- The School Environment

Signature of FS Teacher above Printed Name Date

LEARNING EPISODE

Learner Diversity: The Community and Home Environment

4

The Learner's
THE LEARNER'S Development
DEVELOPMENT Plan
PROFILE (Outline)
Name of the Learner : Crizelle Joy Bittuwon
School : Haliap National High School
Date of Home Visit: October 12,2023
Date of Birth: March 31, 2009 Age: 14
Grade/Year Level: Grade 9 Gender: Female

Family Profile
Number of Siblings: 5
Birth Order: 1st
Parent
Mother: Junia P. Bittuwon
Age: 36
Occupation: Housewife Educational Attainment: High School
Father: Christopher Bittuwon
Occupation: Elementary Teacher Educational Attainment: College

Physical Development
- She is tall and thin but exactly right for her age. She's also quite lovely, pretty and a happy
girl. She is in good health and does not suffer from any significant illnesses.
Social Development
- She is friendly enough because she goes out with her friends and mingles. To her mother and
siblings, she is likewise a sweet child. She is a little bit shy when in a crowd but to her loved
ones, she’s comfortable.
Emotional-Moral Development
- She is in good emotional state. She is hesitant to express her goals, feelings, and thoughts.
She shows enthusiasm and happy go lucky, but it could be best if she is in front of others so
that she can connect with them more frequently and overcome her shyness.
Cognitive Development
-She performs well in terms of cognitive development. She works hard in school and try to
understand the subjects and lectures. She also turns in assignments and requirements on time.
Findings
- In my findings, I can say that she is a good and responsible child and a student.
Conclusions
- Family’s love, care and support is a big influence on a child’s development. For this reason, the
learner is performing well and good in home, school and even in the community.
Recommendations
- I would advise the family to assist their daughter in interacting with other people to help her
overcome her shyness.
I- The School Environment

ANALYZE

Your findings and recommendations in the Learner Development Profile will help you
answer the question here.
Baumrind's Parenting
1. From your home visit and interview, what do you think is the style Styles
of parenting experienced by the learner? Explain your answer. Authoritarian. Parents are
very firm with their children
and expect unwavering and
unquestioning obedience.
- From my home visit and interview, I think the style of parenting Rules are set by parents
experienced by the learner is permissive because the parents and misbehavior is met with
withdrawal of affection,
are not being authoritative. I have observed that the parents are physical punishment, or
threats.
loving and caring. They are characterized by low demands with Permissive. Parents are
not firm or controlling. They
high responsiveness. Freedom is present but with limit. They are have few expectations. May
just like a friend than parental figure. Inside the family, joy, love, be warm and caring but
appear to be uninvolved
and care are showed and felt. and uninterested.
Rejecting-Neglecting.
Parents are disengaged
2. Relating your data with what you learned from child from children. Neither
demanding nor responsive
development, what family factors do you think contribute to the to children. Provide no
structure, supervision,
development and over-all adjustment of the learner in school? support or guidance.
Authoritative. Parents
achieve a good blend. They
- I think that the right direction of her parents and the support of are firm yet loving. Have
clear and reasonable
her siblings are the reasons for her overall adjustment. I’ve seen expectations and limits for
their children. Treat children
how the family shows love, care, and openness. I can say that with respect and warmth.
this has a great contribution on her development as a child until Make children understand
consequence of their
she reached her age now. behavior.
Children of:
Authoritarian Parents. are
often unhappy, fearful,
3. Does the communication between the home-school have an withdraw, inhibited, hostile
effect on the learner? If yes, what are these effects? and aggressive. They have
low self-esteem and
difficulty with peers.
Permissive Parents.
- Yes, absolutely. As we all know, our parents are our first believe that their parents do
teachers, therefore if they did a good job of teaching us, we will not care for them. They are
often impulsive, aggressive
be able to cope with the outside world. Because we will be and lack self-control; may
they have low levels of
unable to comprehend the substance of things if we are not independence and
responsibility.
properly educated at home. Rejecting-Neglecting. are
found to be the least
competent in their over-all
4. How can the teacher parent with the community to contribute to functioning and adjustment.
Authoritative Parents. are
the development and learning of the students? Who are the socially competent, Self-
people on which institutions can the teacher tap to seek advice reliant, and have greater
ability to show self-control.
regarding the development and learning of students? They have higher self-
esteem and are better
adjusted.
-Based on Child
- The more involved parents are in their children's learning, the Development by Santrock,
better the achievement outcomes are. This is true for all sorts of 2004.

parent involvement in their children's education, as well as for

students of all types and ages. The earlier parents become
involved in their children's educational process, the more
I- The School Environment

significant the benefits will be. Educators usually emphasize the

importance of the home and family environment in determining a
child's success in school. At all levels, parental involvement is
clearly useful in developing academic and affective
improvements, and schools are encouraged to engage and
maintain this involvement throughout the middle and secondary
years.
REFLECT

1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
- From the time I was a child till now, I've seen that the parenting style I've
had is an authoritarian one. My parents want me to be a mature and
helpful member of society when I grow up. It may be challenging for my
parents to determine the best parenting style for me to transform me into
a contributing member of society. Because my parents are highly strict, I
feel they utilized "authoritarian parenting." They have a lot of regulations,
and they punish me for breaking them by yelling, blaming, or frightening
me. As a result, I understand why they did it; it's because I've evolved as a
good and strong person, which has influenced my personality to become
a better version of mine.

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?

- As a future teacher, I plan to foster strong home-school collaboration by

encouraging a child's participation in both academic and social elements of school life. I
will effectively communicate with parents by inviting them to parent activities or
seminars, emphasizing the idea that we are all working together to support their
children's educational experiences. I'll assist them in identifying and managing student
issues, as well as dealing complaints and grievances, so they can offer their child with
clear rules. As a teacher and a parent, they can help me grasp their thoughts on
persons in this way.
I- The School Environment

LINK, Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III and IV
2. If a child was raised by authoritative parents, how will mostly likely will he/she
behave in class?
A. Relates well to classmate
B. Is suspicious to others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low
level off responsibility.
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive
I- The School Environment

SHOW Your Learning Artifacts

1. Make a reflection acrostic about the home, school, and community link.

H- Hope, love, and joy must be

O- offered inside the home.
M- Moreover, parents and children
E- enthusiastically care for each other.
S- Secondly, the school should
C- cooperate with the parents to
H- hone and help the learners to be
O- Oriented in their actions and
O- Obedient with their elders,
L- leaders, parents, and teachers.

C- Care, compassion, cooperation must be

O- observed not just in the home or school. It

M- must be seen also in the community

____________________________________ _____________
Signature of FS Teacher above Printed Name Date
M- maintaining good relationship and

U- understanding one another.

N- No matter what happens

I- inside the community, everyone must

T- treat each other as a family,

Y-yes, as one community, we are one family.

L- Loving and treating one another

I- in a good way
N- neglects the feeling of exclusivity and
K- keep the community in unity.
I- The School Environment

REFLECT
Write your notes
1. Reflect on your own development as a child. What type here
of parenting did you experience as the learner? Explain
your answer. - I’ve realized that
there are really
- From the time I was a child till now, I've seen that the differences in the
parenting style I've had is an authoritarian one. My growth of every
parents want me to be a mature and helpful member of child which affects
society when I grow up. It may be challenging for my their academic
parents to determine the best parenting style for me to performances and
transform me into a contributing member of society. relationship with
Because my parents are highly strict, I feel they utilized others. One of these
"authoritarian parenting." They have a lot of regulations, is the way of how
and they punish me for breaking them by yelling, parents raise their
blaming, or frightening me. As a result, I understand why children. If it is
they did it; it's because I've evolved as a good and authoritarian,
strong person, which has influenced my personality to permissive,
become a better version of mine. rejecting-neglecting,
2. As a future teacher, how would you establish good or authoritative
home-school collaboration? How can you work well with parenting. In fact, it
the parents? How can you help them? How can they is also depending
help you? on the children on
how they will take it,
- As a future teacher, I plan to foster strong home-school positively or
collaboration by encouraging a child's participation in negatively. Overall,
both academic and social elements of school life. I will good relationship
effectively communicate with parents by inviting them to must be built inside
parent activities or seminars, emphasizing the idea that the home, school
we are all working together to support their children's and even in the
educational experiences. I'll assist them in identifying community.
and managing student issues, as well as dealing
complaints and grievances, so they can offer their child
with clear rules. As a teacher and a parent, they can
help me grasp their thoughts on persons in this way.
I- The School Environment

LEARNING EPISODE

5
Creating an Appropriate Learning
Environment

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher____________ Teacher's Signature_________ School:___________

1. As you observe the class, look into the characteristics of the learners. Note
theirLevel:
Grade/Year ages. _______ Subject Area__________ Date__________
- They have different characteristics. Their age ranges 13-15 years old.
OBSERVE
2. How many boys are there? How many girls?
Observe and use the observation sheet provided for you to document your
- There are 21 boys and 27 girls.
observations.

3. Focus on their behavior. Are they already able to manage their own behavior?
- Some of the students in the class can control their own behavior at
school. They may concentrate their minds and bodies on the lesson.
On the other hand, others engage in inappropriate behavior in class,
such as being unable to sit still, noisy and need commands.

4. Can the learners already work independently?

- Yes, I say that they are all capable of working independently at this
stage. When they are given a task, most of them are able to complete
it or accomplish the task because they are able to work on it as soon
as it is given to them, but some are a

5. Describe their span of attention.

- The students have a short span of attention specially during
discussions. They only listen within 20-30 minutes.
I- The School Environment

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

- Positive discipline must be enforced to effectively manage the

classroom. Even if the students are well-behaved, there are unanticipated
occurrences that challenge the patience of the teachers. Positive
discipline must be enforced among students to positively address
problems that may develop in the classroom without being too harsh on
learners. Students will have fewer negative thoughts about themselves,
which will result in fewer undesirable behaviors or reactions. This will also
assist the teacher in instilling positive ideals in his or her students.
Furthermore, students will take responsibility for their actions, be sensible
and analytical, and make sound decisions in a variety of situations.
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Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: Joan A. Ngilin Teacher’s Signature: _______ School: HNHS

Grade/Year Level: Grade 9 Subject Area: English Date:

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect of the Learners

Management (to be filled out after you answer the
analysis questions)
A. Specific Areas in the The classroom is These make them feel
Classroom traditional set-up with protected and at ease in
the teacher’s table in their classrooms.
front, a bookshelf for
students’ belongings
at the back and a box
where they put the
brooms and other
cleaning materials.

B. Classroom Rules The classroom rules The rules encourage

are well established them in being more
and effective. responsible and well-
behaved.

C. Classroom Procedures The classroom This allows student to

procedures are learn in a passive and
carefully taught and comfortable manner.
modelled.

D. Daily Routines Daily routines are These ensure that

established like standards are
maintaining maintained.
cleanliness,
preliminaries as the
class starts in the
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morning, etc.

E. Seating Arrangement Seating arrangements They learn more and

are well-implemented participate more
and help learners to actively in class.
be attentive.

F. Handling misbehavior/off- It is hard to handle the This does not put the
task behavior students’ behavior, but students in harm;
the teacher is trying to rather, it inspires them
handle it calmly and to do better the next
politely. time.

G. Reinforcement of Positive Reinforcement of Positive behavior

Behavior positive behavior is reinforcement is
appropriate and appropriate, effective,
catalyzes favorable and catalyzes positive
result. outcomes.

ANALYZE

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

- Classroom organization and routines affect the learners' behavior

positively through making them responsible and helps manage their
learning better. It also increases their confidence, regulates their behavior,
and build good relationship in the classroom. Students may also be able
to develop self-control that can reduce possibility that they may fail on
their classes.

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

- In designing the classroom organization and routines, the teacher must

consider the following theories and principles:

 Behaviorist Theory or behaviorism which focuses on the behavior

of the students that includes their negative and positive characters
and attitude.
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 Humanist Theory or humanism that engages social skills, feelings,

intellect, self-esteem, goals and more as part of their education.
 Democratic Theory in which students are engage in living
democratically by promoting values such as inclusion, voice,
representation, and participation. They are given the opportunities
to participate in decision-making regarding learning.

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

learners? In motivating students? Why were they effective?

- The behavior strategy that is effective in managing the behavior of the

learners and motivates them is by giving them positive reinforcements if they are
doing well in the class. In this way, the students will be motivated in participating
the class and will repeat their positive behaviors. Giving them encouraging
remarks like “very good”, “good job” or giving them rewards is one of the main
reasons why students are motivated.

REFLECT

Reflect on the following and write your insights.

A. 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?

- If I am going to teach in the future and organize my classroom, I will

choose to teach in Senior high school. I assume that senior high school students
are much better than Juniors. They are more matured, and they are soon to
graduate in their high school life, and I want to impart some knowledge and
values before they step into college. I will make some routines that I know will be
effective to them and procedures that will make the classroom organized and
conducive to learning. First, as the class starts, preliminaries should be
implemented like opening prayer, checking of attendance, checking of the
classroom environment. Moreover, using hand signals is also good, setting a
routine for passing activities and groupings, being clear in using technology
especially the use of cellphones, assigning classroom jobs, seating
arrangements and strictly establish the rules inside the class especially the word
“respect and discipline”. Through implementing properly and carefully, the
students will know what is expected of them and how to do certain things on their
own.
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B. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?

- The rules I will implement in this level are:

 Speak kindly and respectfully to each other

 Raise your hand if you want to speak or answer
 Observe proper etiquette
 Wearing of proper uniforms
 Late comers should not be tolerated
 Pay attention if someone is talking
 Cleaning the room before leaving
 Do your very best.

I choose these rules because these are not commonly observed and
followed nowadays, so I want to implement it and train them to be disciplined.

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

- For me, yes. Students should be involved in making the class rules to
express their opinions and point of view about the classroom rules. But of
course, it is still depending on the teacher if she/he will implement the rule
suggested by the students. At least, they were involved in making the rules for
democratic classroom environment.

LINK, Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students' behavior develops more self-

regulation in the students. Which of the following teacher statements
demonstrates focusing on natural consequences?
A. "Those who were noisy today during seatwork will not be able to play games
in the computer later"
B. "If it takes you longer to finish the seatwork because time is wasted with
chatting, then we won't have time to go to the playground anymore"
C. "Those who are well behaved in class will be given plus 5 points in the quiz"
D. If you get a grade of 95 or higher in the first two assignments, you will
be exempted from the 3rd assignment.
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2. Learners are more likely to internalize and follow classroom rules when_____.
A. the teacher clearly explains the rules she prepared.
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the learner gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners'
behavior, they should do all EXCEPT_______.
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and
consistently
D. handle behavior problems promptly and with due respect to learners' rights.