Facilities Description Will it contribute to the

/ student’s learning and

development. Why?
Office of the / The office of the principal is Office of the principal can
Principal available. It is located at the contribute to the students learning
administration building along with and development as it is a space
other facilities such as teachers’ where plans and other things are
lounge and pantry. The principal’s being developed and approved to
office is not spacious but it can improve the learning experiences
accommodate visitors and can held a of the students. As students saw
small meeting. The office is clean how the principal's office look, if
and well-organized. it's neat, has a nice ambience and
good appearance it will eventually
serve as an inspiration to the
audience to dream and work to
become someone who can also
have that kind of office. It will
also motivate them to clean,
organized and maintain the well-
being of their classroom.

Library / Library is easy to find, it is located at Library is an essential place

the right side of the school beside the where students learning
school clinic. It is spacious and can development happens. This an
accommodate students. The important place because it is an
availability of variety of resources or area where learner’s seek different
materials such as textbooks, journals, materials to deepen their
teacher's resource materials are knowledge. Resources and
limited. learning materials should be
present in every library so that it
can effectively help the students.
Peaceful and nice environment is
what students need in order to
concentrate and focus in their
studies, and that's what the library
should have.

Counseling Room / The counseling room is located at the Counseling room contributes to
guidance office beside the the learning and development of
Administration Building. It was not student, as it is an area or space
spacious but can accommodate for students to share, speak and
students. seek help for their situations
concerning their academic and
personal problems in school. It is
an important that counselors are
present in able to motivate, help
and give pieces of advice to the
students.

Canteen/Cafeteria X X X
Medical Clinic / Medical clinic is located beside the As physical condition is important
library, it is easy to locate in the to the learning process of the
school, it has a wide space and well- students, it is important that
ventilated area. However, it doesn't medical clinic can effectively tend
have enough materials and to the urgent medical needs of the
equipment to cater the medical needs students.
of the students.

Audio Visual/ / Learning resource center is located at Learning research center is an

Learning the back of the school, it is on the area which really helped to the
Resource Center sides of every classroom. It is made development of a student as it is a
of light materials like bamboo and space were sharing,
woods. It has a small space and its brainstorming, and other activities
chairs and tables. happens.

Science / Located at the 2nd building in the Science laboratory is an area

Laboratory second floor. It has seven tables, sink where students mostly learn
and good ventilation, it also has a various science related concepts
wide space enough to accommodate and activities. It is a space that
students. can greatly enhance students'
knowledge and experience
through application of certain
activities.

Gymnasium X X X
Auditorium / / Auditorium is located in front of the Presentation and entertainment
Function Hall guidance office period it is an open can also help to the learning
area with stage in front. development of the students and it
is mostly held in the auditorium.
Other academic activities that
create an impact to the learners
are mostly happens in the
auditorium.

Outdoor/Garden / Located at the back of the school. It is important as it is the place

Have a wide space, and there are where students develop their love
several vegetables that are planted. for nature, it also helped them to
be responsible specially if they
grow and take care of the plants,
vegetables, or fruits. It also opens
their mind about the importance
of growing their own plants.

Home Economics / Located at the 3rd building in the 2nd Helps develop student skills in
Room floor. Home economic room various areas, it allows students to
occupies the whole second floor of participate in different activities
the building. It has nine tables and and actual performances to
chairs each. It is spacious, well- improve and master each skill.
ventilated and organized.
PTA Office X X X
Comfort Room / There are comfort rooms for boys A space where they develop and
for Boys around the school, each building or practice hygiene and how to take
floor consists of one comfort room care of themselves.
for boys. The comfort room has a
working faucet, dipper and pails to
use. It also has a sink to wash hands
and brush teeth. Every comfort room
has a reminder and guides posted on
the wall which helps to maintain
cleanliness and proper discipline to
the students.

Comfort Room / There are comfort rooms for girls A space where they develop and
for Girls around the school, each building or practice hygiene and how to take
floor consists of one comfort room care of themselves.
for boys. The comfort room has a
working faucet, dipper and pails to
use. It also has a sink to wash hands
and brush teeth. Every comfort room
has a reminder and guides posted on
the wall which helps to maintain
cleanliness and proper discipline to
the students.

Comfort rooms / It is available at the first floor of each A space where they develop and
for PWD’s/ building. It is accessible and easy to practice hygiene and how to take
handicaps locate. It practiced inclusivity and care of themselves.
great accommodation for the PWD. It
has a working faucet, dipper, pails,
sinks and hand wash soaps are also
available.

Automotive / Located at the back of the school. It Automotive skills are being
Room has an actual auto parts and vehicles developed. Their patience and
to be observed and perform such strategic thinking are being
activities. The room was divided into developed. Skills and experiences
two parts the classroom for are being enhanced.
discussion and another for the actual
working station. The automotive
room has a wide space and great
accommodation for the students and
activities that needs to be done.

Handwashing / Hand washing areas are in every A space where they develop and
Areas corner of the buildings. Hand practice hygiene and how to take
washing area is accessible and easy care of themselves.
to locate it has working faucets, hand
wash soaps and sinks to effectively
accommodate students. Reminders
 and posters are also posted on the
walls.

ICT Room / ICT room is in the right corner of the Being a 21st century learners ICT
school in front of the soccer field. It skills should be developed. ICT
is located at the second floor of the rooms are an area where they
building. It consists of desktops with develop the ICT skills and various
its own table and chairs there are also knowledge are given to them. It
50 netbooks available. It has a wide also includes the development of
space and can accommodate their strategic, logical, and critical
students. thinking.

Page 7

CLASSROOM FACILITIES Description (location, number, arrangement,

condition)
1. Wall Displays Wall displays are placed properly and arranged
according to its purpose and is in good condition.
There you can find the list of students, list of class
officers, list of daily cleaners, quotes and other
necessary information.
2. Teacher’s Table Teacher’s table is located at the back of the
classroom, in the last corner of the room, near the
door. It contains the things that the teacher needs
and other learning materials.
3. Learner’s Desks The learner’s desk is usually located at the center
of the room, occupying most of the space. Chairs
and desks are not enough; students sometimes sit
on the floor. Most chairs don’t have desks,
making it difficult for the students to write and do
their activities.
4. Blackboard Located in front of the classroom primarily at the
center part for students to properly see the
instructions written on it. Green board, chalk, and
eraser are present.
5. Learning Materials/Visual aids The classroom has a smart television that is being
utilized as learning material for visual aids, video
presentations, and PowerPoint presentations.
Traditional visual aids, such as manila papers, are
also used by some. Visual aids are usually located
in front and visible to everyone.
Page 6
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?

Every classroom has various information and reminders posted on the walls. All of them have an anti-
bullying corner, child protection corner, teacher's corner, GAD corner, NDEP corner, health and
wellness corner, DRRM corner, and student's corner, which are posted on the walls of the classroom.
Class and the teacher's program or schedule are posted on the door, as well as the teacher's profile.
There is a picture of the image of God in the center of the wall in front of the classroom, and beside it
is the Philippine heroes, namely Jose Rizal, Marcelo H. Del Pilar, Juan Luna, and Andres Bonifacio.
Inspirational or motivational quotes are also posted around the walls in the classroom. Reminders
about the safety protocols for COVID-19 are also posted on the walls.

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

The pieces of furniture are arranged properly. Teachers' tables are usually at the back of the
classroom. Chairs are typically disorganized and dispersed throughout the classroom. Most students
do not have their own desks, making it difficult for them to write.

3. What learning materials/equipment are present?

There are many learning materials present in the classroom:
-Chalks -Chalkboards -Tables
-Modules -Smart Television -Chairs

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

Each room is being occupied by 30 to 40 students. Students don't have their own designated
chairs; they occupy whatever or whichever chair they want.

5. Is the room well-lit and well-ventilated?

Each room is well lit and well ventilated. They have windows that let in enough natural light and
fresh air to brighten the space. The rooms are comfortable, even though some fans are not
functioning.
 Page 8
How do the school campus and the classroom in particular impact the learning of the students going to
school? What are your conclusions?

 The learning environment is one of the most important factors influencing students' learning,
which is why the school campus and classroom have a significant impact on the learners' learning
development. Everything that is inside or makes up the school or the classroom can have an
impact on the students' learning process, and every detail should be well-planned and relevant so
that it will contribute to the success of the student's learning process.

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

 The idea of the school campus and the classroom having an impact on the learning of the students
correlates with the knowledge I gained from child and adolescent development through the idea
of "Nature vs. Nurture." Whereas the principle stated that the environment influences a person's
development, what surrounds the child has an impact on it, either through social relationships,
behaviors, or how they communicate. This idea implies that the school campus and classrooms
are important factors that need to be facilitated carefully and effectively in order to contribute to
the success of the students.

Page 8 REFLECT

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

 I would like to teach in the school environment I just observed, although it was not the best one. I
can see its potential to improve; it was not perfect, but a huge effort can change that. I can see it
as a challenge, one that I want to face for the students.

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

 A school campus that is conducive to learning is a school that responds to learners' needs and
caters to various things that will help the learners' learning process. It must be clean, organized,
peaceful, well-ventilated, well-lighted, spacious, and free from harm.

3. What kind of classroom is conducive to learning?

 A classroom is conducive to learning when it is well-lit and well-ventilated, every corner is clean,
especially the walls and floors, chairs and desks are functional and organized, displays and
furniture are relevant to the learning of the students, the ambiance brings positivity to the
students, and the classroom allows them to feel comfortable, to learn, and to gain knowledge
effectively.

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

To accomplish a classroom that is conducive to learning, I will carry out the following steps:
  I will encourage students to take part in cleaning the room and keep their trash or put it in the
trashcan. I will divide the work so that each student understands their responsibilities and can
grow into a responsible individual.
 I will create a seating plan so that students will have their own place to sit and study. I will
change the seat accordingly so that they can interact with one another, and eventually it will
create a good relationship with each other.
 Post a quote or a reminder to the students so that they will be inspired to do their best and you can
bring positivity into their lives.
 Guide them to being leaders of themselves; independence should be thrust upon them so that they
can solve their own problems.

5. Write your additional learnings and insights here.

 A teacher needs to be aware of the dos and don'ts of creating a positive learning environment in
the classroom because a frightening environment will not only make students wary of the teacher
but also put a barrier between them. A teacher needs to be able to strike a balance between
interacting with students in a friendly way and projecting authority in the classroom.

Page 10

1. Go around the school and examine the board displays. How many board displays do you see?
 I have seen five board displays in the school.
2. Where are the display board found? Are they in places where target viewers can see them?
 Yes, it located in the places where target viewers can see them. The display boards are found in
the classroom, hallway, stage, and Administration building.
3. What are the displays about? What key messages do they convey? What images and colors do
you see? How are the pieces of information and images arranged?
 The displays are about the lessons that a teacher has, important announcement/updates of school,
schedule of classes. To give the students the right and important information to both the teachers
and the students, is the goal and the message this display boards convey. Images I see has
different colors, numbers, designs and word arrangements. The displays use many colors such as
green, orange, red, blue, pink, yellow, violet.
4. What materials were used in making the displays? Are borders used?
 The materials used in making the displays are ink, pentel pen, illustration board, cartolina in neon
color and plastic cover. Yes, borders were used.
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
 None.
6. Are the messages clear and easily understood?
 Yes
7. Think about what got your attention. Why did it get your attention?
 The creativity of showing the display board has got my attention. The information needed are
clearly and easily understood, making it more appealing and enjoyable to read. However, some
display boards are not yet finished and some information are not updated.
Page 11
Page 14
Page 24

Development Domain Grade 8 (13-14 years old) Grade 10 (15-16 years old)
Physical Energetic, active, participative. Like to participate in sports.
Gross-motor skills Like to walk around the Energetic and participative in
classroom. physical activities.
Fine motor skills
They can carry themselves well. Can smoothly do any physical
Self-help skills Can move without problems. activity. Excellent writing skills,
Their writing skills and drawing skills, and other motor
Others drawings are good and can skills.
indicate their idea thoroughly.
Social Like to hug, cling, and express Like to talk, share, but tend to
Interaction with Teachers themselves to their teacher. be shy when expressing
They are very attached to the themselves.
Interaction with teacher.
classmates/friends
Like to interact with anyone. Created their own circle of
Need an attention, and seek friends. Often have their own
company. group based on their interest.
Emotional Express themselves well, often Expressions, moods, and
Moods and temperament, carelessly talk about tempers can clearly see in their
expression of feelings inappropriate things. faces and behaviors. They often
express themselves well. Need
Emotional independence Needs help when expressing someone to comfort them
themselves. Seek acceptance in whenever they feel down.
their opinions.
Cognitive Often have a difficulty in Often have a concrete idea about
Communication skills choosing words when talking things. Give examples and
about their ideas. situation when talking about
their ideas. Can effectively
They can comprehend easily. construct sentences.
Seeks help when facing
problems. Have to repeat/recall They can comprehend well.
the lesson for them to Help themselves or can face
understand it effectively. their problems by themselves.
Page 25

Level Salient Characteristics Observed Implications to Teaching-

Learning Process
High School They need attention, and like to Therefore, Teachers should be
ask questions. Curious about attentive to the learners.
Grade 8 such things and like to explore Teachers should respond and
Age range of learners observed various things. answer their queries and
13-15 questions. Explain and give
clear instructions to learners.
Give activities that will them
know themselves and express
their ideas.
Grade 10 Often shift moods. Like to do Teachers should be patient and
Age range of learners observed things on their own, also like to understanding. Listening can
15-16 express their opinion or insights help them express themselves.
on various things. Teachers should be considerate
and attentive to their moods.
Also, it is good to give them
activities that will help them
develop their leadership skills,
can practice independent
learning.

Page 37
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 learners?

The atmosphere of mutual support and cooperation among students is indicative of a strong sense
of community within the classroom. Despite their differences in characteristics, behaviors,
cultures, backgrounds, and beliefs, students actively engage in helping one another during
activities and tasks. This collaborative spirit ensures that no one is left behind and that all students
feel included and valued.

Moreover, the unity among students is evident in the way they consider each other's strengths and
weaknesses when making decisions. By recognizing and leveraging each other's abilities, students
create a supportive environment where everyone can contribute to the collective success of the
group.

The relationship between the teacher and students also reflects a sense of oneness and unity.
Students acknowledge and respect their teacher's presence, actively participating in every activity
and task assigned to them. This mutual respect fosters a positive learning environment where
students feel valued and supported in their academic endeavors.
 Furthermore, the reciprocal respect between teachers and students reinforces the sense of unity
within the classroom. When teachers show respect for their students' perspectives, experiences,
and abilities, it cultivates a culture of trust and openness. In return, students reciprocate this
respect by actively engaging in learning and demonstrating their appreciation for their teacher's
guidance and support.

In essence, the sense of oneness and unity observed in the classroom is a testament to the strong
relationships, mutual respect, and collaborative spirit nurtured by both teachers and students. By
fostering a supportive and inclusive learning environment, educators create opportunities for
students to thrive academically, socially, and emotionally, ultimately contributing to their overall
growth and development.

Page 40 REFLECT

1. Recall the time when 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?

Reflecting on my elementary and high school years, I vividly remember how some of my
classmates struggled with mathematics. It was noticeable during quizzes when the majority of the
class would receive low scores. Fortunately, our teacher was quick to recognize this issue and
took proactive steps to support those who were struggling. One of the key strategies our teacher
employed was requiring all low achievers to attend Individualized or Intensive Learning (ICL)
sessions or remedial time. During these sessions, the teacher would revisit the lesson material,
providing additional explanations and opportunities for questions. This ensured that struggling
students had the chance to clarify any misunderstandings and reinforce their understanding of the
concepts.

Furthermore, our teacher made a deliberate decision to have the low-achieving students sit in the
front of the classroom during regular class time. This strategic seating arrangement not only
provided them with better visibility and access to the teacher but also allowed for closer
monitoring and support. Another impactful aspect of our teacher's approach was enlisting the help
of high-achieving students to tutor their struggling peers. By pairing high achievers with low
achievers, our teacher encouraged collaborative learning and peer support within the classroom.
This not only benefited the struggling students by providing them with additional guidance but
also reinforced the understanding of the material for the tutors themselves. The effectiveness of
our teacher's strategy became evident as the math scores of the low-achieving students began to
improve. They no longer felt left behind or overwhelmed by the subject matter, and their
confidence in their abilities grew steadily. By addressing the diverse needs of students through
targeted interventions, personalized instruction, and peer support, our teacher ensured that every
student had the opportunity to succeed academically.

In conclusion, my teacher's proactive and inclusive approach to supporting struggling students in

mathematics was instrumental in helping them overcome their challenges and thrive in the
 classroom. Through dedicated efforts and personalized support, our teacher created a learning
environment where every student felt valued, supported, and capable of achieving success.

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

As a future teacher, I will need the following dispositions and traits to respond to my learners' needs:

 Extra effort, time, and attention to respond to the needs of learners.

 Good relationship with students, communicate with them, and listen to their questions and
queries.
 Be flexible and open to change; by doing so, the teacher will be able to adapt every transition
that needs to take place for the sake of the learners.
 Understanding that a classroom is composed of diverse learners with different backgrounds,
characteristics, interests, and needs
 Be attentive to the learners' needs.
 Strategic thinker: an ability to think of various strategies, techniques, and approaches that will
fit the learner's needs.
 Innovating and pursuing continuous improvement of learners' activities and tasks.

Page 26 REFLECT

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?

Reflecting on the students as I watch them, I can't help but reminisce about my own experiences when I
was their age. I remember being just as curious about the world around me, with countless questions
swirling in my mind. However, unlike some of these students, I struggled to voice my inquiries or express
myself openly because of a lingering fear of authority figures, particularly teachers. I was hesitant to ask
too many questions, fearing reprimand or ridicule.

Grade 10 marked a particularly challenging time for me. I found myself grappling with mood swings,
often feeling frustrated and disengaged during class. Group activities held little appeal for me; I preferred
solitude and working independently. Consequently, I was perceived as unapproachable by my peers,
leading to a reputation as a loner or even a brat due to my reluctance to socialize beyond my small circle
of friends.

Despite my social shortcomings, I remained a consistent achiever academically, earning numerous

certificates, medals, and awards. However, my success in the classroom did little to bolster my confidence
or improve my social skills. Instead, I remained shy and distant, failing to develop meaningful
connections with my classmates.

In hindsight, I recognize that my fixation on academic success overshadowed the importance of

interpersonal relationships and effective communication. I viewed school as a competitive arena where
excelling academically was paramount, neglecting the significance of kindness and genuine interaction
with others. This narrow focus on academic achievement hindered my personal growth and contributed to
my social isolation.

Looking back, I realize the missed opportunities for personal development and meaningful connections
with my peers. While academic success is undoubtedly important, it should not come at the expense of
empathy, compassion, and interpersonal skills. My experiences serve as a reminder of the value of
balance in education, emphasizing not only intellectual growth but also social and emotional well-being.

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?

Reflecting on my high school years, I can't help but recall the profound impact that my teacher,
Sir Roderick Jardin, had on me. He was more than just a teacher; he was a source of inspiration
who encouraged me to strive for excellence in everything I did. One of the things that stood out
about Sir Jardin was his innovative approach to teaching. Rather than solely focusing on textbook
material, he sought to impart practical life lessons that would prepare us for the challenges ahead.
One such activity that left a lasting impression on me was his insistence on public speaking.
Despite my initial trepidation, Sir Jardin encouraged us to deliver speeches in front of our peers,
pushing us out of our comfort zones and instilling in us the confidence and courage to speak in
public. I'll never forget the nerves that accompanied each speech, but with Sir Jardin's guidance
and support, I gradually found the strength to overcome my fears. Each time I stepped onto that
stage, I felt a sense of pride and accomplishment, knowing that I was pushing past my limitations
and growing as an individual. More than just teaching us academic concepts, Sir Jardin imparted
invaluable lessons about resilience, perseverance, and self-confidence. He showed us that success
isn't just about mastering the content of a textbook; it's about-facing challenges head-on, learning
from setbacks, and continuously striving to improve ourselves.

Looking back, I realize that Sir Jardin's influence extended far beyond the classroom. His
dedication to nurturing not just our minds but also our spirits played a significant role in shaping
the person I am today. I am forever grateful for his guidance and mentorship, and I carry the
lessons he imparted with me as I navigate the journey of life.

3. Share your other insights here.

 Teaching is both a fulfilling and tough job. Dealing with diverse learners is a challenge that a
teacher has to face every day. That's why a teacher should be flexible and have the ability to
deal with and manage learners with different characteristics, behaviors, ethnic backgrounds,
cultures, and others. A teacher must be able to create and impose different strategies,
approaches, and techniques to respond to the needs of every student. Being a teacher entails
 serving as a role model. This means that a teacher should influence the students to learn how
to appreciate themselves, to develop confidence, and to love their uniqueness.

Page 28

Jean Piaget's Theory of Cognitive Development offers valuable insights into understanding how
learners acquire knowledge and skills at different stages of development. This theory posits that
human intelligence develops through a series of distinct stages, each characterized by specific
cognitive abilities and ways of thinking. By incorporating Piaget's theory into classroom practices,
teachers can effectively tailor their teaching strategies to match the cognitive abilities of their
students, thereby maximizing learning outcomes. One of the key principles of Piaget's theory is that
children actively construct their understanding of the world through experiences and interactions with
their environment. According to Piaget, these interactions lead to cognitive development as
individuals assimilate new information into existing mental schemas or accommodate existing
schemas to incorporate new information.

In the classroom, teachers can apply Piaget's theory by designing learning activities that are
developmentally appropriate for students at each stage of cognitive development. For example,
activities for younger students in the sensorimotor stage may focus on hands-on exploration and
sensory experiences to help them understand basic concepts such as object permanence and cause and
effect. As students’ progress through the stages of development, teachers can gradually introduce
more complex tasks that promote higher-order thinking skills such as problem-solving, critical
thinking, and abstract reasoning. Furthermore, Piaget's theory emphasizes the importance of active
engagement and discovery-based learning. Teachers can facilitate this by incorporating hands-on
activities, experiments, and exploration into their lessons, allowing students to construct their own
knowledge through firsthand experiences. By providing opportunities for exploration and discovery,
teachers can support students' cognitive development and foster a deeper understanding of concepts.
Additionally, Piaget's theory underscores the significance of scaffolding and guided instruction in
facilitating learning. Teachers can provide structured support and guidance to help students navigate
challenging tasks and gradually build their understanding. By scaffolding instruction according to
students' cognitive abilities, teachers can ensure that learning experiences are appropriately
challenging yet achievable.

Overall, integrating Piaget's Theory of Cognitive Development into classroom practices empowers
teachers to design instruction that aligns with the cognitive needs and abilities of their students. By
creating a learning environment that supports active engagement, exploration, and scaffolding,
teachers can facilitate meaningful learning experiences that promote cognitive growth and
development.

Page 35

During Class:

The students are noisy, they walk around the classroom, and everybody has their own business.
However, when the teachers are already there, they focus and pay attention to them. All students are
participative; they all have the initiative to answer whenever the teacher asks questions. Students
willingly do the activities the teachers ask them to do. Students assist one another, and most students
openly ask their teacher about things that are unclear to them; teachers assist and clearly explain
things to them.

Most of the learners in front are focused and attentive to the lesson, while some students that are
seated at the back are also attentive but easily distracted.

Learners help each other, they cooperate among their classmates.

Most male students participate actively, they like to share their ideas.

When students cannot answer the teacher's question other classmates raised their hands so the teacher
will call them instead.

Outside Class:

The students group themselves by their gender and sex. Girls are grouped together, and so are boys.

There is one student who is not always interacting. He is a boy, and he prefers being alone. While his
classmates are talking and playing, he is just in one corner, writing, sleeping, or just watching his
classmates.

Question:

I. Do you think gender has to do with how the learners learn?

No, for me gender has nothing to do with how someone learn, learning after all has no gender and is
equal and free for everyone.

II. How can impart learning despite of the language and cultural differences?

I think I still can impart learning despite of the differences in language and culture by knowing what
language is or needs to be involved and by studying or taking into consideration the learner’s cultural
differences, adjustments have to be made both ways in order to learn or meet the demands of every
student despite the diversity in language and culture.

III. School sometimes provide teachings that are often against the beliefs of other people’s religion.
How can you as a teacher, teach the things they need to learn despite of the differences in religion of
your students.

People has different beliefs and values. Differences in religions often limits or hinders the learning of
students for sometimes of goes against their doctrine or teaching. As a teacher by profession, it is my
duty to help them learn and acquire knowledge that will also help them in their chosen profession, so,
to answer the question, I will respect their beliefs and in return they will also respect the teaching I
am going to impart or teach for it is not for my own good but for them. I will provide strategies that
will both respect their religion and make them learn after all.

IV. Is there a relationship between the student’s socio-economic status and their capability to lean and
succeed?
 For me, none. Learning is a responsibility of every student and their success of learnings is not and
cannot be defined by their socio-economic status.

Page 36

1. Most of the boys in the classroom like to throw jokes and make everyone laugh. They always
gain attention. The class president is always in charge whenever the teacher is not around.

The learners assume these roles because of their peers, the teachers, and the way they see
themselves. The reactions and responses of the people around them also influence their behaviors
and characteristics.

2.

3 students are left out of the class. They are those students who are often absent in class. They are
behind in terms of the lessons.

Teachers usually ask their classmates about them, and they home visit to know the reason why
they often take an absence from their class.

3. The teachers encourage their students to respect their classmates' ideas, opinions, and insights
about things. The teacher influences the students to be careful with their words and actions
towards one another.

4. The teacher established a classroom that promotes a friendly environment where everybody is
accepted and respected. The teacher promotes appreciating differences through activities that will
show their cultural backgrounds, hobbies, and interests.

Page 38

In the classroom, it's evident to distinguish between students who are excelling and those who may be
struggling. According to Mrs. Jenny J. Bello, high-performing students are typically those who
consistently attend class, receive support from their parents, and diligently complete their tasks. On the
other hand, students who may be falling behind often lack parental support, face challenges such as
family responsibilities or hunger, and may exhibit signs of laziness or disengagement.

However, amidst these distinctions, there is one student with a physical disability who stands out. Despite
being confined to a wheelchair and facing challenges with hand control that affect his writing and artistic
abilities, he has demonstrated remarkable determination and resilience. Despite these challenges, he
refuses to be left behind and actively competes with his classmates, achieving high grades despite his
circumstances.

In response to the diverse learning needs of her students, the teacher employs various methods and
strategies to support their academic growth. For group projects, she encourages collaborative work to
reduce costs and alleviate burdens. Competitive activities are met with incentives such as prizes to
motivate students to excel. Additionally, the teacher goes above and beyond by conducting home visits to
understand students' individual situations and provide encouragement to continue their education.

In the case of the student with a physical disability, the teacher demonstrates sensitivity and
accommodation by allowing him additional time for activities and permitting him to seek assistance from
classmates when needed. Written assignments are prioritized over physical tasks to accommodate his
abilities.

Overall, the teacher's proactive approach to addressing the diverse needs of her students reflects a
commitment to fostering an inclusive and supportive learning environment. By recognizing and
accommodating the unique challenges faced by each student, she ensures that every learner has the
opportunity to thrive and succeed academically.

Page 40

1. Yes
2. There is no doubt that the class is made up of a broad group of individuals with varying skill sets.
The level of independence, knowledge and skills they currently possess, among other things,
varies among these abilities. While some students with lower abilities have difficulty grasping the
lesson, better ability pupils are those who can learn on their own and autonomously. Effective
techniques are required to address the diverse requirements of different types of pupils in the
classroom. For instance, the teacher may employ differentiated instruction by breaking out the
different parts of the lesson plan into phases like review, inquiry, comprehension, and application.
Peer interaction groups, collaborative exercises, and other teaching methods are available.
3. I have seen that the teacher presents the subject in a variety of ways. She uses a variety of
resources and methods, including film, books, and multimedia, to support her discussion.
Additionally, she offers several platforms for students to present, create, and write about what
they have learned. She also uses performance-based activities and genuine assessment, enables
children to collaborate with peers, and promotes learning.

Page 56

The Learners' Development Profile

Name of the Learner: Aya Mae Oreste
School: Nursery High School
Date of Home Visit: October 14, 2022
Date of Birth: September 23, 2010
Grade/Year Level: Grade 7
Age: 12
Gender: Female
FAMILY PROFILE

Number of Siblings: 5
Birth Order: 1st

PARENT
Mother: Maricar Oreste
Age: 32
Occupation: Vendor
Educational Attainment: High School Graduate

Father: Eddie Ruiz

Age: 34
Occupation: Government Employee
Educational Attainment: College Graduate
Physical Development:
The learner is physically fit. She is energetic and active. She doesn't have an allergy to any foods.
She has an asthma when she was a baby until 7 years old but now, she is completely healthy.

Social Development:
The learner is approachable, friendly and sociable, she likes to make friends. However, the learner
in their home is sometimes quiet and don't like to go out in their house.

Emotional-Moral Development:
The learner is not open to her parents, whenever she has a problem, she tends to keep it. However,
the learner mother's instinct always notices what's wrong with her, so the mother asks her what's
the problem and that's the time she will open up.

Cognitive Development:
The learner is a responsible child especially in her home. She already knows house chores, and she
always help her mother. The learner is aware on her responsibilities both in school and home. The
learner is also interested in dancing, and that's why her mother monitor her.

Findings:
The learner is physically healthy, sociable, and a responsible child. Although the child has a
problem in opening her problems her

Conclusions:
In conclusion the parent of the learner did a great role in raising their child, as they have a balance
in disciplining their child. Their set rules at home that helps the become responsible at the same
enjoy her lives.

Recommendations:
The parents should also focus on emotional-moral development of the students. They have to show
their child that they will always be there wherever she has a problem so that the learner will
develop her trust to the parents that whenever she has a problem she can share and be open to her
parents.
Page 57

1. The parenting style that experienced by the learner is Authoritative parenting style. It was Authoritative
parenting style because the parents achieve a good blend of firmness yet loving. The parents know how to
balanced their discipline to the child. They make firm decisions and rules, yet they explained it to the
child, and they always consider what's best for the child. The parents encourage and guided their child to
be good person.

2. If the parents are always there for them, supporting and guiding the child, it has a higher chance that
the learner will perform better at school. The student will be motivated to do the tasks and activities for
they know that there is someone who believe them. If the parents respond to their educational needs the
students will likely to be at their best in school.

3. Yes, because it is important because parents should be aware of their children's status especially in
school. It is necessary to have a communication between the home-school in order for the parents to know
what their child needs so that they can response to it. Home is also an important factor to the education of
the learners by communicating they can guide their children to perform well in school.

4. The teacher can seek help from the barangay to have a feeding program so that students will not go to
school hungry, as being full can help the children perform well at school. Teachers can also coordinate to
the parents, inform them the status of their child in school and collaborate to solve whatever the problem
is, or the things that needs to address.

Page 58

1. The parenting style that I experienced is Authoritative parenting style. I remember my parents being
firm yet loving. They know how to balanced their way of discipline, and how they decide on things. My
parents always support me in every way that they can, but they know how to step up and let me know my
boundaries whenever I get upset on things. As a student they provided my educational needs. The
parenting style that I experienced help me become who I am today. I develop such skills that I will be
able to use every day, I also learned to balance things and inspire others to do their best as long as they
don't hurt others.

2. As a future teacher I would establish good home-school collaboration by having a regular parent-
teacher meetings. I will also do a home visit to have a communication with parents. I will also conduct a
seminar or orientations regarding how parent’s response to their children's needs in different aspects like
psychological, emotional, and physical needs. I will also give them a monthly report about their child's
status in school.

Page 62
1. The parenting style that experienced by the learner is Authoritative parenting style. It was Authoritative
parenting style because the parents achieve a good blend of firmness yet loving. The parents know how to
balanced their discipline to the child. They make firm decisions and rules, yet they explained it to the
child, and they always consider what's best for the child. The parents encourage and guided their child to
be good person.

2. If the parents are always there for them, supporting and guiding the child, it has a higher chance that
the learner will perform better at school. The student will be motivated to do the tasks and activities for
they know that there is someone who believe them. If the parents respond to their educational needs the
students will likely to be at their best in school.

3. Yes, because it is important because parents should be aware of their children's status especially in
school. It is necessary to have a communication between the home-school in order for the parents to know
what their child needs so that they can response to it. Home is also an important factor to the education of
the learners by communicating they can guide their children to perform well in school.

4. The teacher can seek help from the barangay to have a feeding program so that students will not go to
school hungry, as being full can help the children perform well at school. Teachers can also coordinate to
the parents, inform them the status of their child in school and collaborate to solve whatever the problem
is, or the things that needs to address.

Page 63

1. The parenting style that I experienced is Authoritative parenting style. I remember my parents being
firm yet loving. They know how to balanced their way of discipline, and how they decide on things. My
parents always support me in every way that they can, but they know how to step up and let me know my
boundaries whenever I get upset on things. As a student they provided my educational needs. The
parenting style that I experienced help me become who I am today. I develop such skills that I will be
able to use every day, I also learned to balance things and inspire others to do their best as long as they
don't hurt others.

2. As a future teacher I would establish good home-school collaboration by having a regular parent-
teacher meetings. I will also do a home visit to have a communication with parents. I will also conduct a
seminar or orientations regarding how parent’s response to their children's needs in different aspects like
psychological, emotional, and physical needs. I will also give them a monthly report about their child's
status in school.

Page 60
Page 66
1. Yes, there are areas in the classroom for specific purposes (storage of teaching aids, books, student's
belongings, supplies, learning materials, etc.). Cabinets, storage box are being provided to hold each item.
It is being stored in the corner of the classroom. It will make a difference if these areas for specific
purposes are not present, classroom will messy, and it will create a confusion on where specific item will
be found.

2. Some of the rules posted are;

 No foot sock no entry

 Listen when someone is speaking
 No smoking
 Keep the classroom clean
 No to bullying
 Always be on time

3. The students are involved in making the classroom rules, the rules are decided through voting and
suggestions of everyone. The rules are being agreed by everyone so it is most likely to be followed.

4. The daily routine of the resource teacher were, prayer, attendance, assignment of monitors, warm up
activities, discussion, quiz. They are done with the cooperation of students. Teacher is the one who lead
and remind students, they also facilitate each activity.

5. There is no seating arrangement, students can sit wherever they want.

6. The class is really noisy whenever the teacher is not around, however when teacher is already in front,
the class started to tone down their voices. The teacher manages the classroom by talking to the students,
the teacher calls the attention of everyone by greeting and asking them what cause their behavior.

7. The teacher call their name and ask them what they are doing. Whenever the class is really noisy and
not following the rules, the teacher goes to them and ask them one by one what is the problem, and why
their behavior is like that.

8. The resource teacher ask the students the reason why they are behaving that way, and she will listen to
the students, then she will give them pieces of advices that will lighten up their mood. The teacher also
begins with a greeting that will boost students’ mood. The teacher never reacts violently whatever the
situation is, she remained calm and composed.

Reflect Page 67

Positive discipline should be enforced to the students so that they will realize that violence is never an
option as a response to any situation. Students should know that rules should be abided for the common
good. Positive discipline should be given to thrust values and align their behavior.
Page 68

1. Imagine yourself organizing your classroom in the future. In what grade year level do you see yourself?
What routines and procedure would you consider for this level? Why?
 In junior high school, particularly grade 10, I see myself teaching in the future. I’ve chosen this
grade level because I can impart them what I have learned in an easy and adjustable manner for
their thinking and understanding skills, making them aware and fully understand what needs to be
focused. The following are the routines or procedures I would like to consider for this level;
- Entering/Exiting the classroom
- Turning in assignments & late work
- Attendance/Absent/Tardy procedures
- Independent work time – asking for help
- Use of technology – laptop, tablet, cell phone
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
- Arrive on time
- Turn off or turn in silent mode electronic devices when in class
- Attend to personal needs before class
- Show and give respect to everyone
- Listen and follow directions
- Make-up missed work
- Raise questions, if necessary, ask for help
- Work in unity, avoid cheating
Classroom rules serve as guides for learners, allowing them to know exactly what is
expected of them. They should ideally be straightforward, easy to understand, and posted
somewhere where most of the students can really see them. One of the most important
aspects of establishing a good classroom rule are to keep them broad enough to cover a
wide range of scenarios while also being particular to every student, classroom, and
institution. These are the rules I will likely to implement because I want my students to
know how to obey and be humble enough to respect the authority of their assigned
teacher.
3. Should learners be involved in making the class rules? Why?
  Yes, the teacher must let the learners be involved in making class rules so
that everyone will come into an agreement and blaming each other in the end will
be avoided. For this reason, it is important for a teacher to communicate to his/her
students because certain rules are established and how those rules will help create an
effective well-run classroom.

Page 70

Page 74
1. Yes, the routines are effective in ensuring discipline and order in the class. Routines serves as a guide
in the daily classroom life. It helps both teachers and students to manage their time effectively. It enables
to maintain order in the classroom. Students are disciplined in a way that they follow what they are used
to, they obey rules and be able to fulfill their duties.
2. The routines that were systematic and consistently implemented were:
 Prayer
  Checking of attendance
 Discussion
 Quiz
 Assignment
 Cleaning of classroom
They are basic routines that the teachers and students follow in the classroom in the given time. They are
systematic and consistently implemented as it is the basic routine that makes the classroom know that
they need to be done.

Page 74 Reflect
I will most likely apply the following:
a. Morning Prayer - I want students to value God, and I want to start everything with the presence of the
Lord so that everyone will be guided throughout the day.
b. Checking of attendance- to monitor students’ attendance, and be aware who is around and not.
c. Checking of assignments- For them to be responsible in doing their activities in their homes without the
help of anyone.
d. Discussion- to relay the lesson, and for the students to gain new knowledge and skills.
e. Quiz- to assess students’ knowledge and learnings throughout the lesson

page 75

1. Don't be late/Be on time- Some students are neglecting the importance of being punctual and it resulted
to limited time for learning.
Keep quiet- Students are noisy and it distracts the class discussion. It became a barrier to relay the lessons
effectively.
No cellphone during class - it causes distraction, students can't focus on the lessons instead they spend
their time using their gadgets.
Respect each other- Student may have a quarrel or misunderstanding because of lack of respect with each
other.
No to bullying- Some students may experience being bullied and suffer from trauma.

Classroom rules are really important in managing the classroom as it is set to for the common good.
Classroom rules helps to discipline students, it serves as a reminder for the students to make positive
actions and avoid negative behaviors. The rules will help them to be a good follower and a responsible
person.
Page 76
Yes, I will have the same rules set by the Resource Teacher.
Rules that I will implement are the following;
1. Come to class on time and prepared
2. Maintain cleanliness
3. Respect teachers and classmates
4. Listen and follow instructions
5. Wear foot socks
6. Observed proper uniform

Page 76
\

Page 81
1. The quality of voice is an important thing that a teacher should have as it contributes to classroom
instructions. The voice of the teacher is served as a tool to establish the success of classroom
management. In teaching, the teacher should have a clear and loud voice enough to reach the entire
classroom so that classroom instructions and lessons are able to deliver to everyone. The teacher's voice is
really important as it will be a way to get the students attention and interest so that lessons become easy
for them.
2. The teacher is the role model of the students; thus, the behavior of the teacher reflects to the actions of
the learners. If the teachers show punctuality thus the learners will also give importance to the time and
do their best to show on time. Being punctual will give positive effects on the classroom discipline and
management.
3. We need to check on the physical aspects of the classroom management in order for the teacher and
learners to have a good flow of classroom routines. Physical aspects of classroom management have an
effect to the learning process of the students so by checking and assessing it, it can greatly contribute to
the successful learning of the students.

Page 82
1. Classroom management is really a factor in the learning process, thus even if teacher will do their best
to teach, students will likely fail to learn. Therefore, classroom management contributes to the learning
process of the students because of that the teacher should always consider, this good instructions and
effective classroom management can lead to success.
2. In ensuring effective classroom management we should always understand the students and be aware
of the causes of behavior. Establishing rules and setting effective limits can ensure discipline to the
students. Keeping to the set schedule can help to monitor students’ routines and behavior. We should also
always monitor ourselves on how we respond to every situation. Lastly, physical classroom management
also have an effect to the classroom management so we should check and improve it.

Page 84
1. The resource teacher employed a lot of strategies. An effective teacher should be equipped with various
strategies to be used in the classroom. Diversity of learners exist in the classroom and because of that the
teacher should employed a various strategy to address it. Strategies will contribute to the successful of
classroom management, and will be able to help in order to attain and develop various skills and other
benefits.
2. The teacher uses various teaching strategies; I just don't have the chance or opportunity to observe it.

Reflect
Acknowledging the presence of diverse learners in the classroom is crucial. Every student comes
from a unique background, possesses different learning styles, abilities, interests, and cultural
perspectives. Therefore, it's essential for teachers to adopt a proactive approach to manage this
diversity effectively.
Employing a variety of classroom management strategies is key to catering to the diverse needs
of students. This can include differentiated instruction, flexible grouping, and individualized
support. By implementing such strategies, teachers can create an inclusive learning environment
where all students feel valued and supported in their learning journey.
Furthermore, fostering a culture of respect and acceptance among students is paramount.
Teachers should encourage students to embrace and celebrate each other's differences, promoting
empathy, understanding, and tolerance within the classroom community. By doing so, students
learn to appreciate diversity and develop essential social and emotional skills that are invaluable
for their personal and academic growth.

As educators, it is our responsibility to prepare students for the future by equipping them with the
necessary skills and competencies to thrive in an increasingly diverse and interconnected world.
This involves helping students recognize their own strengths, interests, and talents, while also
empowering them to respect and appreciate the differences in others. By nurturing a supportive
and inclusive learning environment, teachers play a vital role in shaping students' attitudes,
values, and outlook on diversity, ultimately preparing them to become responsible and
compassionate citizens in society.

Page 85
Page 93
Understanding how various curricular kinds interact, support one another, and overlap is crucial. It is
crucial to combine these strategies and use a variety of tools, resources, and experiential learning models.
This is particularly true for educators who wish to better connect with students. For instance, the assessed
curriculum may appear on its own and don’t have a connection with others but because it assesses how
effective the written and taught curricula are, this is an important aspect to include. A teacher might not
be aware of the concepts that students are having trouble with without an assessed curriculum. In addition
to providing instructors, administrators, and parents with information, it also enables students to gauge
how well they are learning and how they are developing.

Page 97
1. Yes, the three components constructively aligned, as the learning outcomes serves as the basis to which
teaching method will be use and what assessment will be utilized. In this topic or lesson which is
Illustrating Arithmetic Sequence, the teacher uses discussion and video presentation as the teaching
method aligned with the learning outcomes which are the students are expected to find the common
difference in an arithmetic sequence, find the nth term of an arithmetic sequence and lastly, find the
arithmetic sequence. The assessment used is short quiz and post-test to measure if the learning outcomes
are achieved.
2. Yes, the learning outcomes should be achieved with the teaching methods as the learning outcomes is
the basis and guide to which teaching method should be applied.
3. Through conducting of assessment we will see if the learning outcomes are being achieved.

Page 97
It typically has three components: a purpose (what students should learn), a strategy (delivery and
procedure), and assessment to see if the purpose was accomplished (usually through homework
assignments or testing). Lesson plans typically include learning objectives, instructional activities, and
assessments.
Students can concentrate on skills that are important to the learning objectives by using activities and
evaluations that are in line with each other, which saves time.

Page 102
1. The teacher reads or informs the class of her planned learning outcomes for the topics.
2. Students were highly encouraged to participate in the discussions. The teachers also make sure that
everyone is involved and no one is left behind.
3. The teacher always ask the students if they understand the lesson. Students are encouraged to share
their ideas and insights about the lesson.
4. Students are asks to group themselves into four and brainstorm a concept and create a script for their
roleplay. The students are encouraged to participate and collaborate to their group.
Page 103 Analyze
The learning principle that is mostly applied is "learning is an active process" because the teacher always
involved students in the discussion and encouraged them to participate in the learning activities.
The learning principle that is least applied is "Effective learning begins with the setting of clear and high
expectations of learning outcomes" the teacher sometimes forget to mention and inform students about
the outcomes if they successfully learned the lesson.
In class, because the teacher should set clear and high expectations for learning outcomes. Students
should be informed about the learning they may acquire if they successfully learn the lesson.
REFLECT
The most important principle of learning is that "learning is an active process," because active learning
should take place in class. Engaging students in the learning process must always be considered.
Participation in the discussion and interaction between the teacher and students should be observed.

Page 104
The students were able to find and identify the common difference in an arithmetic sequence.
The students were able to use the formula to find the nth term of an arithmetic sequence.
The students were able to find the arithmetic mean using the formula.
The students were able to answer the exercises or activities that were given by their teacher.
The students got high scores in the exercises or activities.

Page 105 Analyze

Yes, the SMART objectives make the lesson more focused as they make the lesson specific, measurable,
attainable, relevant, and time-bound. It allows the lesson to achieve its goal and to accomplish the set
objectives.
REFLECT
In determining SMART learning outcomes, I learned that we need to refer to goals that help to support
and achieve learning objectives and outcomes. This means learners can be ultimately more productive and
better, which they can able to advance and improve.

Page 107
1. What are the possible consequences of teaching purely subject matter for mastery and for the
test?
 The possible consequences of teaching purely subject matter for mastery and for the test
would probably be as the time goes by, I think some the students will not recall the lesson
 because this form of teaching lacks activities and strategies. Students will be confined to
a single and limited portion of the class; learning will not extend to application in real-life
circumstances because students will be overwhelmed with concepts but will not receive
sufficient instruction on how to apply them. Students will study only for the sake of
examinations and compliance, moreover, what the teacher had taught would easily be
forgotten and will not retain in the memory of the learners.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
 If I were to reteach the classes I have observed, I would use the student-centered, in order
to encourage and motivate the entire class to participate actively in class discussion and
learning activities. I would like to see a positive reinforcement in which I would
recognize their answers, which in return may motivate them to participate more and
express themselves freely. Additionally, I want them to make those decisions that will
both benefit us and as a sign that I respect their opinions and an act of them showing their
respect to me as their instructor, and I want them to collaborate and interact with one
another so that they can improve their communication skills and build a strong
foundation for dealing with others.
PAGE 107 REFLECT
The teaching principles are crucial for us future educators if we want to increase both our own learning
and that of our students. This encourages the best possible teaching and learning methods to be used in
various learning institutions. All of these concepts addressed improve student engagement and learning
through effective teaching.

PAGE 114-115
1. The teacher used video to explain what an arithmetic sequence is, how to find the common difference,
and how to find the terms using the formula.
2. The teacher always involved the students in the discussion. The teacher let them ask questions and
encouraged students to share their thoughts and insights.
3. The teacher is calm and has never threatened to punish students. The teacher has a good approach when
students ask something about the lesson. The teacher never humiliates students.
4. The teacher always approaches the learners in a positive manner. She showed the students that the topic
is interesting and that it is great to understand the lesson. The teacher consistently makes the environment
lively and happy.
5. The teacher lets her students think and use their critical and problem-solving skills to solve the
problems, and encourages everyone to answer questions independently.
6. The teacher explains in what areas in their lives they can use the lesson. The teacher uses real-life
situations in explaining the lesson.
7. The teacher gives an activity to students where they have to create their own geometric pattern and lets
them showcase their creativity and understanding of sequence.
ANALYZE
There is no such thing as the best method of teaching. The effectiveness of methods always depends on
the type of students, the subject matter, the learning environment, and other factors. Absolutely, the
effectiveness of teaching methods is highly dependent on various factors, and it's essential to consider the
unique needs and characteristics of students, the subject matter being taught, the learning environment,
and other contextual factors. The effectiveness of teaching methods is not absolute but rather contingent
on a multitude of factors. Teachers must be flexible, adaptable, and responsive to the diverse needs of
their students, the subject matter, the learning environment, and other contextual factors to ensure
effective teaching and learning outcomes. By employing a variety of methods and continually reflecting
on their practice, educators can create dynamic and engaging learning experiences that meet the needs of
all students.
REFLECT
We should start with the objectives before choosing a good plan for our lecture. Then, as we get to know
our students, their strengths and weaknesses, interests, and skills to develop, we should make
modifications to the teaching strategies and assessments. We should also think about aligning our
assessment strategy to the objectives.

PAGE 115
1. Yes, the teacher states the learning objectives or intended learning outcomes at the beginning of the
class or lesson. Every lesson has a module, and on the first page of the module the learning outcomes are
written, and the teacher usually reads and explains to the students the learning outcomes that they may
acquire if they successfully learn the topic.
2. The teacher presented a video in the class, and after the video presentation the teacher discussed the
lesson and ask learners to share their opinion and insights about the lesson.
3. The teacher give her students a short quiz and after that the teacher also give a performance task which
is to roleplay an example of the lesson that was given. Yes, the assessment tasks are aligned to the lesson
objectives as it is an effective evaluation to measure students learning about the topic.

PAGE 116
I believe that the alignment of desirable graduate traits, program intended learning outcomes, and module
intended learning outcomes is what outcome-based teaching and learning is all about. It also entails
designing assessment procedures to track students' learning progress and the attainment of the desired
outcomes and attributes, as well as gathering feedback from stakeholders for ongoing improvement.
These activities are designed to improve the learning experiences of students.

REFLECT:
In comparison to traditional education, outcome-based teaching and learning is more logical, efficient,
and gratifying for both teachers and students. The emphasis on results establishes a clear expectation of
what must be done by the course's conclusion. The ILOs clearly outline not only what students are
expected to learn but also how and at what standard, which may assist students more than teachers.

PAGE 117
"Children go to school as question marks and leave school as periods.” The quotation deals with effective
questioning of children inside the classroom. In the classroom setting, teacher questions are defined as
instructional cues or stimuli that convey to students the content elements to be learned and directions for
what they are to do and how they are to do it. The teacher must always keep in mind that the knowledge
and skills used in asking different types of questions in a classroom are one important but critical aspect
of the teaching and learning process. Students develop their listening and thinking skills when exposed to
the right set of questions. It is therefore vital for teachers to assess their current questioning techniques.

PAGE 117 REFLECT

The way the learner responds is also crucial. Reacting appropriately is the quickest course of action. Try
your best to appear upbeat. Make it a point to behave constructively. It is crucial to respond in a way that
will advance the conversation and learning, responding in a way that inspires additional inquiries and
participation.
In order to get the information, you require while retaining a respectful and professional manner, effective
asking and responding strategies are essential. The best answers will come from questions that are open-
ended, precise, and pertinent to the discussion. Furthermore, it's critical to pay close attention to the
response and, if necessary, follow up with clarification queries. Building rapport and trust involves
responding in a way that communicates your interest in the discussion and the other person.
Effective questioning includes the use of questions to provoke thought, start discussions in the classroom,
and promote student-to-student engagement.

PAGE 148-150
2. Yes, the teacher asked the class "Did you understand?" The students respond "Yes," and sometimes
they ask the teacher to explain and give more examples.
3. Yes, the students give the impression to the teacher that they did not understand the lesson or a portion
of the lesson by their confused expressions and questions.
4. The teacher responds positively by giving further explanation and examples that will enlighten the
students' minds.
5. Yes, the students are given the opportunity to ask questions for clarification. The teacher asks them if
they understand the lesson, or if they need more explanation. The teacher encourages students to express
themselves.
ANALYZE
1. It is important that the teacher find out if students understand the lesson while teaching is in progress so
that re-teaching will be avoided and in order for the lesson to go smoothly. Clarifying the things that
students did not understand can make the lesson more effective.
2. It is not enough for a teacher to ask, "Did you understand, class?" When he/she checks on learners'
progress, some students say "Yes" even though they really do not understand. Some are too shy to admit
and ask questions, and students just want to get through the lesson.
3. Yes, the teacher should record the results of formative assessment because it will serve as a record of
their progress, improvements, and achievements, and this record will also determine which students are
struggling and need intervention. Formative assessment shows if the teacher is teaching effectively.
However, it should not be recorded for grading purposes.
4. Peer tutoring and one-on-one teaching are effective because students can freely express themselves and
ask questions to their classmates or peers without feeling embarrassed. They can focus and have the
chance to learn more.
5. Peer tutoring works better because students feel more comfortable working and asking questions in
small groups than many people. They can freely ask questions and express themselves without feeling the
judgement of other people.
6. Yes, it means that students are not able to acquire the lessons that must be given to them. The non-
application of formative assessment greatly contributed to the failure of the students as teachers fail to
address such problems immediately.

REFLECT
The analogy of a cook tasting soup before it's finished is a perfect illustration of the importance of
formative assessment in the classroom. Just as a cook tastes the soup to determine if any adjustments are
needed before it's served to the customer, teachers use formative assessment to gauge student
understanding and make instructional decisions while there's still time to make changes.
Recording the results of formative assessment is essential for several reasons. Firstly, it serves as a
valuable record of students' progress, improvements, and achievements over time. By documenting these
observations, teachers can track individual student growth and identify areas where additional support
may be needed. Additionally, formative assessment provides valuable insights into which students may be
struggling and in need of intervention. By closely monitoring student performance through ongoing
assessment, teachers can quickly identify any gaps in understanding and provide targeted support to help
students overcome challenges. Moreover, formative assessment serves as a powerful tool for evaluating
the effectiveness of teaching strategies and instructional methods. By analyzing student responses and
feedback, teachers can assess whether their teaching approaches are effectively facilitating student
learning and adjust their practices accordingly. It's important to note that formative assessment should not
be used for grading purposes. Unlike summative assessment, which evaluates student learning at the end
of a unit or course, formative assessment is intended to inform instruction and provide ongoing feedback
to students. Using formative assessment for grading can create undue pressure on students and undermine
the purpose of assessment as a tool for learning.
In conclusion, recording the results of formative assessment allows teachers to track student progress,
identify areas for intervention, and evaluate the effectiveness of teaching strategies. By leveraging
formative assessment effectively, teachers can create a supportive and responsive learning environment
that promotes student growth and achievement.

PAGE 152
1. Yes, the teacher provides opportunities for the learners to monitor and reflect on their own learning.
2. The students were engaged in self-reflection, self-monitoring and self-adjustment by giving them the
opportunity to check their own work, share their opinions, ask questions, answers activities.
3. Yes, students record and report their own learning through journalizing.
4. Yes, the teacher created a criterion with the students for the tasks to be completed or skill to learned.

PAGE 154
1. I agree since assessment may be seen as a technique to support students' learning, a way to
document students' progress, and a way to decide how to educate.
2. It is true that all it seeks is the advancement of the students while also advancing the quality of
the teacher's instruction.

Page 154 REFLECT

Reflecting on my past experiences with assessment in school, I've come to appreciate the diverse
approaches that teachers take to ensure and track student progress in learning. Each teacher had their
own unique methods, but one common thread was the encouragement of self-assessment. In the
public school setting I attended, teachers faced the challenge of managing large class sizes and
limited resources, making it difficult to provide individualized attention to each student. As a result,
we were often encouraged to take ownership of our learning through self-assessment. Self-assessment
provided me with the opportunity to reflect on my own understanding of the material and identify
areas where I needed to make adjustments. It empowered me to recognize my strengths and
weaknesses and take proactive steps to deepen my understanding of the content. This experience
taught me the importance of taking responsibility for my own learning and not relying solely on the
teacher for instruction. It also exposed me to the reality that not all teachers subscribe to a spoon-
feeding approach to learning; instead, they value independent thinking and self-directed learning.
The impact of self-assessment on my learning journey has been profound. It instilled in me a sense of
autonomy and self-reliance, equipping me with the skills to manage my own learning effectively.
Even today, I find myself drawing on the lessons learned from self-assessment to navigate new
challenges and continue my journey of lifelong learning.

PAGE 208-210
The teacher has dignity and is respectable.
The teacher is physically and mentally healthy.
The teacher has her own beliefs regarding her religion.
The teacher is knowledgeable in the field of teaching.
The teacher stayed humble and kind despite her achievements and success.
The teacher is determined to achieve her goals in class.
The teacher has a willingness to help and provide assistance to others in times of need.

ANALYZE
A. DIGNIFIED
As a teacher, being the role model of the students, she should be dignified. The teacher I have chosen
has exerted a dignified image where she is respected by both students and peers. She acts in an
honorable manner and has self-respect as well as respect for others.
B. KNOWLEDGEABLE
A teacher should be knowledgeable enough to teach students lessons that they need to acquire. The
teacher that I observed is knowledgeable, especially in the subjects that she teaches. She is one of the
sources of knowledge for the students. She can explain, give examples, and make students understand
the lesson. She knows what she is saying and can teach effectively.

C. DETERMINED
The teacher should be certain about her work. I observed that the teacher is always determined to
teach and lead students to achieve their goals. The teacher is determined and focused on goals that
need to be achieved. She is sure about her decisions and she thinks carefully about her actions.

2. Cooperative
I am the kind of person who is easy to get in touch with when you need me. In times of need, I am
ready to assist others. Every time I'm given a responsibility, I put my time and effort into it. As soon
as I observed someone in a challenging circumstance, I acted without hesitation to assist. This quality
will make me more suitable to be a good teacher. A competent teacher would always support their
students' learning and instill in them important life lessons. They would need a teacher who will
devote the time and effort required to instruct and assist students in learning life lessons that they can
apply in their daily lives.

REFLECT
I've come to realize the profound impact that teachers' personal qualities have on my learning
journey. One such quality that stands out to me is their dignity. When teachers exude dignity, it
commands respect and admiration, making it easy for me to look up to them as role models.
Witnessing their dignified demeanor inspires me to emulate their good qualities and strive to become
a better person myself. Furthermore, the cooperative nature of teachers plays a crucial role in
facilitating my learning experience. Their willingness to extend their time and effort beyond the
classroom to support and guide students fosters a sense of trust and collaboration. Knowing that I can
rely on my teachers for assistance and guidance outside of regular class hours enhances my learning
and reinforces my commitment to academic success. One particular personal characteristic of my
model teacher that has left a lasting impression on me is her unwavering determination. I am
continually inspired by her resilience in the face of adversity and her unwavering dedication to
helping her students succeed. Despite encountering challenges and setbacks along the way, she
remains steadfast in her pursuit of excellence, never allowing negativity to deter her from her goals.
Observing my teacher's determination has taught me valuable lessons in perseverance and resilience.
Her ability to navigate difficult situations with grace and determination serves as a constant source of
motivation for me. I am inspired by her unwavering commitment to overcoming obstacles and
achieving success, and I strive to embody the same level of determination in my own life. Moreover, I
have witnessed firsthand the tangible impact of my teacher's determination on the performance and
knowledge acquired by her students. Her steadfast resolve to support and guide us through our
educational journey has yielded tangible results, with students consistently demonstrating growth and
improvement under her tutelage.

As I continue on my own path towards becoming a teacher, I am reminded of the importance of

determination in overcoming the challenges that lie ahead. I am confident that with determination, I
can navigate the complexities of teaching and make a meaningful impact on the lives of my future
students, just as my model teacher has done for me.
PAGE 212 REFLECT
1. The results imply that I should practice the professional competencies of a Filipino teacher. I
should act in a professional manner, which means I must carry and exude values. I should continue to
learn and earn this knowledge so that I have something to give to the students.
2. If all the teachers teaching today possess the professional characteristics and competencies as the
teacher observed, then learners will develop better behavior when it comes to learning as they will
look up to teachers and adapt their values. Learners will also develop their knowledge and master
various skills and can successfully apply them in their daily lives.
Mrs. Jenny J. Bello embodies an exceptional blend of personal and professional qualities,
making her an exemplary figure for both students and colleagues alike. Her endearing
personality naturally draws students to her, making her a respected role model within the
school community. One of her most striking attributes is her dignified demeanor, which
commands respect from students, peers, and colleagues alike. She carries herself with grace
and integrity, earning admiration for her unwavering commitment to upholding high ethical
standards. What sets her apart is her unwavering determination to excel in her role as an
educator. Regardless of the challenges she faces, she remains resolute in her mission to guide
and inspire her students towards success. Her dedication is evident in her consistent efforts to
empower her students, instilling in them the belief that they can achieve their goals through
hard work and perseverance. Moreover, she demonstrates remarkable resilience in the face of
adversity. Instead of being deterred by setbacks, she confronts them head-on with a positive
attitude, refusing to succumb to discouragement. Her ability to navigate difficult situations
with grace and optimism serves as a powerful example for her students, teaching them
valuable lessons in resilience and perseverance. Importantly, her impact goes beyond mere
inspiration; it translates into tangible results. The fruits of her labor are evident in the
remarkable performance and knowledge acquisition of her students. Through her guidance
and mentorship, she equips them with the skills and confidence they need to excel
academically and beyond.
In essence, Mrs. Jenny J. Bello exemplifies the epitome of professionalism, dedication, and
resilience. Her unwavering commitment to her craft, coupled with her genuine care for her
students' success, sets her apart as a truly exceptional educator worthy of admiration and
emulation.
 PAGE 220

1. The management of learning shows majority of the indicators being practiced, the teacher
sees to it the she exerted her time to manage the learning of the students.
2. When I become a teacher in the future, the management of learning is worth emulating, as
it will really help me to manage the classroom and assure that learners will learn effectively.
3. I think there is no major responsibilities that the teacher finds to comply, as she is
responsible and always manage to do and complete such responsibilities that was given to
her.
4. Yes, I would consider the teacher as a quality teacher, as she possesses such characteristics
that the teacher should have. She is practice professionalism and do her responsibilities really
well. She is a role model to everyone.
PAGE 221 REFLECT
1. Witnessing the day-to-day realities of teaching offers a realistic perspective on the profession.
I get to see not only the joys but also the challenges that teachers face, which can help me
prepare mentally and emotionally for my future role. Understanding the dynamics of classroom
management, lesson planning, and student engagement firsthand equips me with a solid
foundation as I embark on your teaching career.
Moreover, observing an effective teacher allows me to glean ideas and strategies that I can
incorporate into my own teaching style. Whether it's innovative teaching techniques, creative
lesson plans, or effective classroom management strategies, I have the opportunity to learn from
someone who has mastered the art of teaching. These insights can serve as valuable resources as
I develop my own unique approach to teaching and learning.
Experiencing the fulfillment that comes from teaching is another powerful aspect of my
observation. Witnessing the moment when a student grasps a concept or achieves a breakthrough
can be incredibly rewarding. It reaffirms my passion for education and reminds me of the
profound impact that teachers can have on their students' lives. This sense of fulfillment fuels my
desire to pursue a career in teaching and motivates me to make a positive difference in the lives
of my future students.
Ultimately, my observation experience serves as a springboard for my journey towards becoming
a teacher. It provides me with inspiration, ideas, and experiences that will shape my approach to
teaching and deepen my love for education. Armed with this newfound knowledge and passion, I
am well-equipped to embark on the fulfilling and rewarding path of teaching, making a lasting
impact on the lives of countless students along the way.
2. As I aspire to become a teacher in the future, I recognize the importance of continuously
developing my personal qualities to excel as a professional educator. One of my foremost
priorities is to acquire the necessary knowledge and skills that will enable me to effectively
impart information and facilitate learning experiences for my students. By investing in my own
education and professional development, I can ensure that I am equipped to provide my students
with the highest quality of instruction possible. I understand that as a teacher, I will serve as a
role model for my students, and it is essential for me to embody values and demonstrate ethical
behavior that they can emulate. Integrity, compassion, empathy, and fairness are among the core
values that I aim to embody in my interactions with students and colleagues alike. By
consistently modeling these values, I hope to instill in my students a sense of integrity and
responsibility that will guide them in their own lives. Moreover, I am committed to creating a
positive and inclusive learning environment where all students feel valued, respected, and
supported. By fostering a sense of belonging and acceptance in the classroom, I can encourage
students to embrace diversity, collaborate effectively with their peers, and celebrate each other's
differences. Through my words and actions, I aim to cultivate a culture of kindness, empathy,
and mutual respect that will have a lasting impact on the way students interact with others and
navigate the world around them.
In addition to cultivating positive values and ethical behavior, I recognize the importance of
fostering critical thinking, creativity, and problem-solving skills in my students. As a teacher, it
is my responsibility to empower students to think independently, ask questions, and explore their
interests and passions. By incorporating innovative teaching methods and providing
opportunities for hands-on learning and discovery, I can help students develop the skills they
need to succeed in an ever-changing world.
Overall, my goal as a future teacher is to inspire and empower my students to reach their full
potential academically, socially, and emotionally. By continually striving to improve myself and
embodying the qualities of an effective educator, I am confident that I can make a positive
impact on the lives of my students and contribute to the future generation of learners.
3. As I envision my future as a teacher, I am keenly aware of the challenges that lie ahead,
particularly in managing the diversity among learners and striving to be an effective 21st-century
educator. These concerns encompass a wide range of factors, including differences in students'
characteristics, behaviors, cultural backgrounds, and learning styles. One of the primary
challenges I anticipate facing is managing the diverse needs and backgrounds of my students.
Each learner brings unique strengths, weaknesses, experiences, and perspectives to the
classroom, and it will be my responsibility to create an inclusive learning environment that
accommodates and celebrates this diversity. By recognizing and valuing the richness of students'
cultural backgrounds and individual differences, I can foster a sense of belonging and promote
mutual respect among all members of the classroom community. Additionally, I am committed
to embracing the role of a 21st-century teacher and adapting my teaching practices to meet the
evolving needs of today's learners. In an era characterized by rapid technological advancements
and global interconnectedness, it is essential for educators to integrate innovative technologies
and digital tools into their instructional practices. By leveraging technology effectively, I can
enhance student engagement, facilitate personalized learning experiences, and prepare students
for success in an increasingly digital world.
Despite the challenges and uncertainties that may lie ahead, I am determined to overcome
obstacles and fulfill my role as an effective and impactful educator. Through ongoing
professional development, reflection, and collaboration with colleagues, I am confident that I can
navigate the complexities of teaching in the 21st century and make a positive difference in the
lives of my students. With dedication, perseverance, and a growth mindset, I believe that I can
rise to the occasion and inspire the next generation of learners to reach their full potential.
4. I extend my heartfelt congratulations to the teacher I had the privilege of observing.
Throughout my time observing her, I was deeply impressed by her unwavering determination to
educate and support her students in achieving their goals. Her dedication to the teaching
profession is truly commendable and serves as a shining example to all educators. What struck
me the most about this teacher is her genuine care and consideration for her students' well-being
and academic success. She goes above and beyond to ensure that each student feels valued,
supported, and empowered to reach their full potential. Whether it's providing extra assistance to
struggling students, offering words of encouragement, or simply lending a compassionate ear,
her actions reflect a deep commitment to the holistic development of her students.
Furthermore, I would like to congratulate her for being not only a teacher but also a role model
and mentor to her students. Her exemplary conduct, professionalism, and integrity set a positive
example for students to emulate. By embodying the values of respect, kindness, and
perseverance, she inspires her students to strive for excellence and make positive contributions to
their communities.
I offer my sincerest congratulations to this exceptional teacher for her outstanding dedication,
compassion, and leadership in the classroom. Her unwavering commitment to her students'
success is truly admirable and deserving of recognition. I am grateful for the opportunity to have
observed her in action and am confident that her impact will continue to resonate with her
students for years to come.