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The Learners Developmentand Environment

_____________________________________________________________________________________________

Name of FS Student _____________________________________________________________

Course _____________________________________ Year & Student _____________________

Resource Teacher ____________________________ Signature __________________________

Cooperating School _____________________________________________________________

Episode 1


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Your Tools

As you move around the campus, activity forms are provided for you to document your

observations. It is advised that you read the entire worksheet before proceeding to the school site. A good

understanding of activities and tasks to be accomplished in the activity sheets will yield better learningresults.

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column

to indicate their availability. Give brief description of those that are available on the last

column.

Facilities Available Not

Available

Description

Office of the principal

Used by the principal in facilitating

the campus faculty and

maintenance

Library

Students area for researching

further information. Also used in

studying their lessons.

Counseling RoomUsed to counsel students andother staff. Also used to guide

parents and faculty.

Canteen/Cafeteria

Food taking for the students and

faculty.

Medical Clinic

Used to manage student and

faculty health problem and

medication.

Audio Visual/Media

Center

Used for meeting and other media

classes.

Reading Center

Room for reading where students

enhanced their reading skills.

Speech Laboratory

Speech lab where speaking and

oral communication is enhanced

with the help of gadgets.

Science Laboratory

Room for experimenting and

science exploration.

Gymnasium

A wider area used in some

programs or in P.E classes.

Auditorium

Used for exclusive meetings.

Home EconomicsRoom

Used to enhance the students in

home chores.

Industrial Workshop

Area

Used in workshops and students

working area.

PTA Office

For parents meeting room.

Comfort Room for

Boys

For Boys comforting and

depositing waste located near at

the AVR.

Comfort Room for

Girls

For girls depositing waste located

just the side of boys comfort

room.

Others (Music Room)

Room where they are being

taught in music.


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An Observation Guide for the CLASSROOM VISIT

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

provided space.

1. Describe the community or neighborhood where the school is found.

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

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

4. Walk through the school halls, the library, the cafeteria. Look around and find out the other

facilities that the school has.

Name of the School Observed __St. Michaels Basic Education Department

School Address St. Mary Tibanga , Iligan City

Date of Visit 8/8/11

I am Argene Monreal, one of the FS 1 student who visited the St.

Michaels Basic Education Department. On my observation, I started observing the

environment of where the school is located. And as part of it, the place where the

school is located is practically clean and free from crimes. The neighbor is peaceful

and rich in resources. The Basic Education Campus is big and has enough space to

accommodate all of the students. The campus is free from pollution and was

surrounded by green and clean leaves. The building is always maintained in new

condition and was always check for safety assurance. As I passed by the offices, my

impression is that I was amazed that its good and comfortable especially the

ventilation and appearance. And as I passed through the school halls, they have lots of

facilities. Including the music room which they have the piano. The clinic, the chapel

which you can really feel amazed of the arrangement. Well not to mention, but the

school also have their computer rooms and maintenance.


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An Observation Guide for the CLASSROOM VISIT

Be guided by these task as you do your observation. Then accomplish the matrix

to record your data.

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

religious figures, lessons, visual aids, announcements, do you see posted?

2. Examine how the furniture is arranged. Where is the teachers table located?

How are the tables and chairs/desk arranged?

3. What learning materials/equipment are present?

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

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

CLASSROOM FACILITEIS MATRIX

Classroom Facilities Description

(location, number, arrangement,

condition)

1. Wall Displays

There in Grade 1, you can see alphabet

letters and display boards which are

new. Pictures of heroes, religious

pictures are placed on the display board.

2. Teachers Table

Teachers table is new and was placed in

the bottom right of the classroom.

3. Learners Desk

Learners desk or arms chairs are

properly arranged one seat apart. There

are 21 desk in all.

4. Blackboard

Blackboard is elevated in the front

portion where student can properly see

the writings.

5. Learning

Materials/Visual Aids

Visual aids are new and some are old but

is still usable. Located near the teachers

table.

6. Garbage Can

Placed near the door, slightly used but

still usable. Used primarily for students

trash papers and other trashes.

7. Book Shelves

Found near the display board. Where you

can find reading books in grade 1. The

room has 1 to 2 book shelves only.


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Write your observation report here.

Your Analysis

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

going to school? What are your conclusions?

The classroom in particular have a big impact of the students in going to school

Particularly in learning, having friends and socializing. So therefore, the students presence also

differ in their classroom environment, socialization, specially friends and studies.

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

How does this relate to your knowledge of facilitating learning?

In child development I can relate this ti the behavior of the children in how you handlethe misbehaving students in different ages. So in facilitating the learners, I should have to

conduct properly the self-control specially in grade school students who are some of the

students are hyperactive and misbehaving.

Name of School Observed St. Michaels Basic Education Department

Location of the School St. Mary Tibanga, Iligan City

Date of Visit 08/08/11

On this observation, I observed firstly the environment and neighborhood where

the school is located. You can read on my previous report of field study. The

environment of the place where the school is located is clean and green, particularly

inside the campus. So after I observe the environment, I also observe the classrooms

and childrens behavior in and out of the classroom. As I observe grade 4a, they are

already oriented in the classroom behavior. Though, in particular matter, some are also

actively hyper. Some of the grade 4 students are different in their attitude which you

really have to understand. I also observe that when taking their lunch at the canteen,

they group themselves in gender and religion most of the time.


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Your Reflections

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

Yes, because the school is clean and disciplinary. I like the school

in terms of the resources and discipline. When they are doing their chores

they always observe the rules and policies. Like when going out of the

classroom, they always follow one line policy.

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

The kind of school that is conducive to learning is a school that is

clean, adequate facilities, and can provide the students a comfortable

classroom with ventilations. And can do or follow rules in the school campus.

3. What kind of classroom is conducive to learning?

The kind of classroom that is conducive to learning is a classroom

that is comfortable to stay and that will encourage student to learn and

study.

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

In the future, I can accomplish the kind of classroom I want by

putting or posting educational displays in the wall. Thus, should not let the

classroom be warm and full of displays.

5. Write your additional learning and insights here.

The classroom must be well-ventilated, the wall color of the class-

room must be clean and maybe should be painted white. The classroom

must have adequate supply of visual aids, not too much that will look the

classroom full.


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My Personal Illustration of an Effective

School Environment

Entrance/Exit

Classrooms

Play ground/ Sports field

Entrance/exit 2 Classrooms

C.Rs LaboratoriesGym & Other facilities


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_____________________________________________________________________________________________





Your Target

At the end of this activity, you will gain competence in differentiating the characteristics and needs

of learners from different developmental levels.

Your Map

To reach your target, do the following tasks:

Episode 2

Step 1 Step 3

Observe 3 groups of Validate your

learners from different observation by

levels (preschool, interviewing the

elem. And high school) learners.

Step 2 Step 4

Describe each of Compare them in

The learners based terms of their

on your observation. Interest and needs.


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Your Tools

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

An Observation Guide for the Learners Characteristics

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

provided space. Your teacher may also recommend another observation checklist if a

more detailed observation is preferred.

Physical

1. Observe their gross motor skills. How they carry themselves. How they move,

walk, run, go up stairs, etc.

2. Are gross movements clumsy or deliberate/smooth?

3. How about their fine motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about?

What are their concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. ( happy,

sad, easily cries, mood-shifts).

2. How do they express their wants/needs? Can they wait?

3. How do they handle frustrations?

4. Describe their level of confidence as shown in their behavior. Are they self-

conscious?

Cognitive

1. Describe their ability to use words to communicate their ideas.

Note their language proficiency.

2. Describe how they figure out things. Do they comprehend easily?

Look for evidence of their thinking skills.

3. Were there opportunities for problem solving?

Describe how they show problem solving abilities.


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Write the most silent developmental characteristic of the learners you observed. Based on these

characteristics, think of implications for the teacher.

Example:

Level Salient CharacteristicsObserved

Implications to the Teaching-Learning Process

Preschool

Age range of

Learners

Observed 3-4

Preschoolers like to move

around a lot.

Therefore, the teacher should

remember to use music and

movement activities not just in

PE but in all subject areas.

Therefore, teachers should not

expect preschoolers to stay

seated for a long period of time.

Level Salient Characteristic

Observed

Implications to the Teaching-

Learning Process

Preschool

Age range of

Learners

Observed 3-5

- Preschoolers like to have fun

or play.

- They are active and cant

directly register one word.

- Therefore, the teacher

should use a strategy in

learning in which the children

will have fun.

- The teacher should apply

the lesson in their playing.

Elementary

Age range of

Learners

Observed 6-12

- They like to have fun in

their interest and hobbies.

- They want to share what

they are fun of.

- The teacher should relate

the lesson to their likes and

hobbies.

- Therefore, teacher should

also listen to their studentseven though they talk a lot.

High school

Age range of

Learners

Observed 12-16

- High schools are very

adventurous.

- They get easily bored in

classes.

- Therefore teacher should

also introduce new things and

environment in their classes.

- The teacher should do some

recreational activity or groupwork for them to enjoy the

learning or lesson.


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Record the data you gathered about the learners characteristic and needs in this matrix. This willallow you to compare the characteristics and needs of learners at different levels. The items under eachdomain are by no means exhaustive.

Developmental

Domain

Preschooler

Indicate age range of

children observed: 3-5

Elementary



High school



Physical

Gross-motor skills

Fine-motor skills

Self-help skills

Others

Preschoolers are always

active. They move

around and want to

play all the time while

also allowing

themselves to learn and

keep their body

healthy.

Elementary students

always want to bond

with their classmates

like playing, drawing

and exercises. They

touch each other and

helping each others

hand.

High schools are

engaged in P.E classes

where they are trained

in physical skills. Also

they are practice in

chores. They are now

sensitive on their

physical matters.

Social

Interaction with

Teachers

Interaction with

Classmates/friends

Interest

Others

Preschoolers always ask

for teachers help and

attention. They also

tend to play all the time

with their classmates

and also seeking

attention to their

different interest.

They interact now like a

student where they

want to learn and ask

questions to the

teacher. They also start

now to identify their

likes and interest the

most.

They interact with

boundaries like teacher

to student or by gender

boundaries. They group

themselves mostly in

religion, interest and

gender.

Emotional

Moods and

temperament,

expression of feelings

Emotional

independence

Others

They always laugh and

their mind change

quickly. They allow

themselves to express

what they feel

otherwise expressing

what they want or

wanted to do.

They can now control

slightly their emotion

but also seeking an

attention to everyone.

They tend to stand in

what they feel.

High schools are

independent on their

emotional behavior.

They express their

feelings in manner.

They manage to control

their actions in some

situation.

Cognitive

Communication Skills

Thinking skills

Problem-solving

Others

They always talk and

interact with friends or

classmates. They think

actively and most of the

time they change their

actions depending on

the situation.

They start to talk now in

process. They also learn

now to code switch.

And some can manage

to learn to solve the

problems.

High schools are

participating actively

and fast in thinking

compare to the lower

grades. They are now

exposed in different

languages and can

manage the conflicts.

Learners Development Matrix


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Your Reflections

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

While observing, of course I recall my experiences and relate to them. Like when

I was in grade school I really dont like to study, I just want to play. So with them, its thesame that grade schools really want to enjoy their life in playing.

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

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

I cannot forget one teacher in high school, though actually she is a student teacher who

handle English subject in summer class workshop. It help me in reasons that she encourage me to

grow up and have your own mind work. She always help me in everything weather in or out of the

school. It affect me in good ways that I always think to myself that once my effort is not enough,

exert more and fight for it.

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

My favorite theory of development is taking the lessons and doing them in a fun way. Like

visual aids, motivational games. This will guide me to be an effective teacher in the future. Also

always remember the learning disabilities and developmental studies.

4. Share your other insights here.

I think the very effective teaching is when you apply what you have observe in the

classroom and also taking responsibilities in the needs of the students, particularly in their level of

understanding.


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CLASSROOM MANAGEMENT AND LEARNING_____________________________________________________________________________________________





Your Target

At the end of this activity, you will gain competence in managing time, space and resources

to provide an environment which is appropriate to the learners and conducive to learning.

Your Map


Episode 3

Observe a class.

Using a checklist, find out the evident

classroom components

Describe how the classroom is structured/

designed to allow everyone to participate

in the learning activities.

Relate the data in your checklist to thelearners behavior

Reflect ion how classroom management

affects learning


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Your Tools



Read the following statements carefully. Then write your observation

report on the provided space.

1. As you observe the class, look into the characteristics of the learners. Note

their pages.

2. How many boys are there? How many girls?

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

behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

6. Look into their listening skills and ability to concentrate.

Name of the School St. Michaels Basic Education Department

Observed High school

Location of the School St. Mary Tibanga, Iligan City

Date of Visit Aug. 12, 1:00 4:00 PM

As I observe the class, I found out that these particular brackets of age are jolly and

can easily get bored. The age bracket of the class Ive observe is running from 12 -16 yrs. old.There are 24 girls and 8 boys.

In this kind of section in High school 4th year, I can observe that most 4 th year High

school in their bracket of age is already independent enough to manage their problems of

their selves. Their attentions are spanned widely with their classmates behavior, also with

their teachers behavior. The students are independent that they can already control their

emotion and humor. They can already listen and comprehend to every instruction of the

teacher. Though, some of the boys are mostly talkative that they dont even listen in a

discussion.


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Be guided by these questions as you do your observation of the classroom management. It is

also good to ask the teacher for additional information so you can verify your observation. Write your

notes below; and then organize your data in the table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students

belongings, supplies, etc. )

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

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

4. What are the daily routines done by the teacher? ( prayer, attendance, assignment of monitors,

warm up activities, etc.) How are they done?

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

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

7. If a learner is not following instruction or is off task, what does the teacher do? (behavior

strategies)

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

Observation notes:

In the classroom of 4th year student, there are storage of visual aids, or

materials and books for the student. Rules are posted in the bulletin like, no cell phones

inside the class room, chairs arrangement should be lined as you leave the classroom, no

throwing of garbage. Of course, with the teachers guidance, students are highly

participating in the rules and procedure of the classroom. As the class start, the daily routine

of the class is started with prayer, greetings and overview of discussion, recalling the past

lesson, start of discussion, quiz, group activity, and closing prayer. As said by the teacher,

the seating arrangements of the students are girls to boys. The noise level of the classroom

is controlled especially in answering the question. No students are allowed to yell when

answering the question. They are strictly heard to be silent in raising their hands to answer

the question> If the student is off task, I observe that the teacher warned them and if not,

the teacher will be forced to transfer the students chair in front of the class.


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CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom

ManagementDescription

Effect on the Learners

(to be filled up after you answerthe analysis questions)

1. Specific Areas in the

Classroom

Table is well arranged, as also thecabinet storage of the teaching

materials.

It gives a convenient feeling tothe learners in their

environment.

2. Classroom Rules

Classroom rules are strictly

implemented also with the

following guidelines and policies.

It provides the student a well

discipline classroom and also

helps them to fair rules.

3. Classroom Procedures

Students are following the

procedures especially when going

out of the classroom; they have

to fall in line.

It provides the learners in their

daily routine.

4. Daily Routines

Comes with, prayer, greetings,

discussion, quiz, group activity,

the prayer for dismissal.

It provides an organized program

to their daily classes

5. Seating Arrangement

Seating arrangement is highly

implemented. No student with

same gender is seatmates.

It helps in assessing their

behavior and to avoid a group

chatting together.

6. Handling misbehavior/ off

task behavior

Handling misbehavior of the

students is strict and highly

implemented.

It disciplines them into a better

person.

7. Reinforcement of Positive

Behavior

Positive behavior are appreciated

by the teacher and always

reinforced with good attitude.

Allows the student also

appreciate his/her positive

behavior in the class.

8. Others

Classroom Activity

Are properly organized according

to the type of activity in the

classroom.

Helps the student to understand

well the lessons and to follow the

basic routine in their classes.


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Your Analysis

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

The classroom organization and routines affect the learners behavior in a way

that it disciplines them and give them a basic instruction and organization to their

routines. It also affects them in mental behavior that they should follow rules, they

should behave to avoid punishment to their actions.

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

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

The teacher should think in designing the classroom organization and routines, is

to have it mind that Will it be effective to the learners? the teacher should design it in

relation of the students learning style and abilities. Because I believe that the student

should have an organized classroom depending on the students ability and learning

styles. In that way the students will have a level comprehension to their environment.

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

I think the effective way of behavior strategies in managing the behavior is the

Reward strategy and also the strategy in understanding the students behavior. It will be

effective in such a way that the students will only think about positive rewards in doing

positive actions. In this idea, the students will not be afraid of getting mistaken, least, they will

pursue in doing positive ideas.

Your Reflections

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

see yourself? What routines and procedures would you consider for this level? Why?

In the near future I want to see myself handling Grade 6 level, so itll be much

easier for me to give instructions for my students. The routines and procedure Id

consider for this level is the daily routines that would also consider discipline at the

same time learning because in this level they are being prepared to level up to go in

High school. So, expected that I will train them to manage difficult situations.

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


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1.No chatting in the hallway of the classroom

2. Always fall in line in going in and out of the classroom.

3. No transferring of seats. Always observe cleanliness to self and surrounding.

5. Respect each other in group discussion.

6. Classroom should be clean and arranged after the class.

7. Read the rules.

I preferred this rules so that basically students will always be mindful of the rules

and students will have disciplinary acts when they graduate in elementary school. And so

that they will be aware on every rules on their environment.

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

In making the class rules, of course students should be involved in making the

rules. Because in making the rules, you cannot put anything you want. We should ask

our student if it will be okay for them or we should ask their opinion. In that way, we will

know if the rule is giving them too much burden or not.


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_____________________________________________________________________________________________





Your Target

At the end of this activity, you will gain competence in determining teaching approaches and

techniques considering the individual differences of the learners.

Your Map

The learners individual differences and the type of interaction they bring surely affect the quality of

teaching and learning. This episode is about observing and gathering data to find out how student diversity

affects learning.


Episode 4

Step 1:

Observe a class in different parts of school day. (

beginning of the day, class time, recess, etc)

Step 2:

Describe the characteristics of the learners in terms

of age, gender, and social and cultural diversity.

Step 3:

Describe the interaction that transpires inside and

outside the classroom.

Step 4:

Interview your resource teacher about the principles

and practices that he uses in dealing with diversity in

the classroom.

Step 5:

Analyze the impact of individuals differences on

learners interaction.


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Your Tools



Read the following carefully before you begin to observe. Then write your

observation report on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages , gender,

racial groups, religious and ethnic backgrounds.

During class:

1. How much interaction is there in the classroom?

Describe how the students interact with one another and with the

teacher. Are there groups that interact more with the teachers than

others?

2. Observe the learners seated at the back and the front part of the room.

Do they behave and interact differently?

3. Describe the relationship among the learners.

Do the learners cooperate with or compete against each other?

4. Which students participate actively?

Which students ask for more help?

5. When a student is called and cannot answer the teachers question, dothe classmates try to help him?

Or do they raise their hands so that the teacher will call them instead?

Outside the class:

1. How do the students group themselves outside the class?

Homogenously, by age? Gender? By racial or ethnic groups? Or are

there students in mixed social groupings?

If so, describe their groupings?

2. Describe how the learners interact with each other.

What do they talk about?


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Name of the School Observed: ___St. Machaels College Basic Education Department

School Address: ___St. Mary ,Tibanga Iligan City________

Date Visit:___October 12, 2011___

In my observation, there are more or less 40 students in third year high

school level. This time the students are handled by Mr. Chris Michael Padla, a

History major. The third year high school class is mostly composed of ages from

bracket 15-16 years old. Most of them are females and catholic.

As I observe the third year class, most of these ages in stages of

teenager, they form groups when they bond with each other. They form groups

mostly by their age and the Islam is mostly formed by their religious standing.

Here you will also see the interaction of group where groups in forms

of gender are more interactive. Students in the front are behave than at the back

seat where particularly groups of boys are sitting at the back. When it talks about

competing, they compete along with their groups, by gender, religions. Most of the

students who seated in the front are highly participating compared to the students

that are sitting at the back.

When observing also outside the class, they group themselves in the

same way, by gender, religion, or peers. They mixed up when they interact of what

they like , hobbies, or even the food they eat. Other would also mixed and join with

them just for past time or because they dont want to be out of place. The students

that are like this that they mixed up just for past time are mostly those students that

are very silent, loner or who dont find friends easily.


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Your Analysis

1. Identify the persons who play the key role in the relationships and interactions in the

classrooms. What roles do they play? Is there somebody who appears to be the leader, a

mascot/joker, an attention seeker, a little teacher, a doubter pessimist?

The person that plays key roles in the interactions inside the classroom is

the one who talk most of the time or lets just say, they lead the group and organize.

They are the most who manage the communication of the group, they are also a joker

of the group and sometimes they are the attention seeker. They are active in making

their group famous and this person is active in the class and does well in oral

participation. Though, there are times that this person can be bossy in the class.

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

this shown?

Well, there are students coming from minority group that are accepted and some

are rejected. In a peer of girls, students from minority group are well accepted, otherwise in

the groups of boys there are some that are accepted and some are not simply accepted

simply because students from minority group may also be rejected because they cannot

relate in what a particular group likes the best.

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

of the students?

The teacher influenced the class interaction considering the individual differences of

the students by giving them group activities. This may also be a strategy of a teacher tokeep their students interacting without having care of their particular group of differences.

The teachers let everyone communicate to each other that they will enjoy in their activity as

a whole class.

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

The factors that influenced the grouping of learners outside the classroom is their

relation with what they like, their ages, religion particularly in their beliefs and social

knowledge of interaction. For everyone, a certain groups can relate a particular game , so

they manage to make a group where they can relate at the same thing.


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Your Reflection

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

among the learners and between the teacher and the learners?

While in the classroom, I feel the oneness or unity among the learners and between

the teacher and the learners. They cooperate with each other in their class and their

attention is somehow directs only to the teachers lesson and not on their outside

chores. But even though there is unity in the classroom, you will also feel the

competition with the students.

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

you make this happen?

In the future, I would like the students to interact with freedom or somehow I want

them to have the freedom of expressing their thought in manner. I will make this happen

by having fun with group activities, motivational games or a quiz that they will gain

enjoyment but they learn.

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

background, to interact and participate?

I will encourage the students to interact and participate regardless of their

differences by letting them feel that inside the classroom we are as one, we act as one

and I will put on the mid of the students that we are all equal and we should have

respect, there is no gap of what are our differences. Well, except for the fact that we

should respect as learners between teachers.


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Your Target

At the end of this activity, you will gain competence in determining, understanding and

accepting the learners diverse backgrounds; in relating the learners background to their

performance in the classroom.

Your Map

To reach your target, do the following task:

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

level.

2. Find out some information about their background.

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

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

Episode 5


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Your Tools

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

Read the following carefully before you begin to observe. Then write your

observation report on the space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those

that seem to be behind.

3. Validate your observation by asking the teacher about the background

(family, socio- economic, presence of some learning disabilities, etc.) of

these children.

4. Observe the behavior of both the high achieving and low- achieving

learners. Note their dispositions, pace in accomplishing the task,

interaction with teacher, interaction with others.

5. Observe the teachers method in addressing the individual learning

needs of the students in his/ her class.

An Observation Guide for Individual Differences


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OBSERVATION REPORT

Name of the School Observed ___St. Michaels College Basic Education Department

School Address ____St. Mary Tibanga, I.C

Date of Visit

During my observation, Ive found a lot of students who have

different abilities. In higher grade, youll find out some of the student

have more talents and abilities the way they talk, move or even the waythey behave. There are student who are good in guitars or music and a

lot are good in singing while one also are more differently silent but has

talent in academic affairs like writing or literary matter. I observe that

students on higher grades have developed many abilities than the lower

grades.

This is because of the development on their environment and

their understanding. Those who perform well are those students that

have the ability to talk socially. Some are silent but are good in writing

their thoughts.

I ask my resource teacher to really identify whos that student

who seem to be good and performing well in her studies and I found out

that Ma. Katrina, 16 years old female in 4th

year high school is the

student who is really performing good in her studies.

Well, Ma. Katrina is a diligent person and as what my resource

teacher said, eh is really doing her job and shes serious in her studies.

The low- achieving student is so far as Ive known Govail Malik. The two

students really have big differences, because the background of Govail

as the teacher said, he is a little behind in studying his lesson and seem

to spend more time on playing.


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Your Analysis

1. Did your observation match the information given by the teacher? Where you able to

correct identify who among the students perform well and who did not? What behavior

helped you identify them?

My observation did really match what the teacher s information has given to

me. Thus, it also helps me to compare the behavior of that particular person. In their

classroom activities, yes, I was able to identify who among the students perform well and

who did not, as Ive mentioned them in my previous observation report. The behavior that

helped me identify them is that of their performance in oral recitation and the way theyperform very well, and of course those who did not perform very well that they talk with

their classmates most of the time.

2. Describe the abilities in ability levels of the students in the class. Is there a wide gap

between the students who are performing well and those that are not?

I can describe the ability levels of these students maybe in their interaction

and cognitive process. The high-achiever student is socially enhance but this also

means they are enhance on their cognitive process and thinking skills, practically

academic skills and the ability to understand quickly. Otherwise, those low-achieving

students maybe have learning disabilities or difficulties on mind process such as getting

bored in the class. On their levels of abilities, this results to a gap on their academic

standing but not on social interaction with their classmates and friends.

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

abilities. How did the students respond to the teacher?

The way the teacher handled his student is by giving them free will to

interact with manner on their class. This means that any questions or concern from the

students are accepted by the teacher and is answered directly.

The students reacted like they like the teacher and the teaching is very easy

to understand and there is no growing conflicts within them because they both have

shared same thoughts and mind set.


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Your Reflections

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

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

you teacher effective?

In my high school time I remember there are low achievers and high

achievers in our class. Of course, the high achievers in our class are those who are

involve in social group like class officers, and low achievers are those who cant

understand the lessons well.

In this situation, the teacher managed to give a proper lesson too and give

more attention on these students who cant perform well in the class. The leader gavemore simplified questions for those who cant understand well. Well fascinate, the

teacher is effective because she already know whats the differences about us. He can

manage to give fair instruction in her lessons that will surely give us fair

comprehension.

2. With the principle of individual differences in mind, what methods and strategies will

you remember in the future to ensure that you will be able to meet the needs of both

the high and low achievers in your class?

With the principle of individual differences in mind, maybe I will be more

focusing in the training needs of the students and their responsiveness in the training.

At this method and strategies, I can assure that the students that are low-achievers

and high-achievers will be at the same point of understanding that theyll meet their

training needs to enhance or develop their mind. Of course, the responsiveness goesalso to them that the high-achievers may also be responsible in his area of studying as

well as the low-achievers in his time of training or classes.


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Your Target

At the end of this activity, you will gain competence in reflecting on the impact of home and

family life to learning.

Your Map


Episode 6

Select a learner from the class whom you have observed.

Conduct a home visit to your selected partner.

Describe the family in terms of

- Number of siblings.

- Number of siblings in school.

Reflect on how the feelings of belongingness and acceptance and cooperation are

emphasized in the play.

Interview the parents about

- The rules they implement at home concerning their childs schooling.

- The learners activities and behavior while at home.


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Your tools

Use the activity form provided for you to document before you begin to observe/interview.

Then write your observation report on the provided space.

Read the following carefully before you begin to observe/interview. Then write

your observation report on the provided space.

The Learner

1. Make a general observation of the learner. Describe him in each of the

domains of development.

Physical-body built and height (thin, chubby, underweight, overweight),

level of physical activity (fast, slow, lethargic, active, etc.)

Social-interaction with teachers and classmates (loner, shy, sociable,

friendly, gets into fights, liked by others, etc.)

An emotional mood, temperament, cries easily, loses temper, happy,

shows enthusiasm, excited, indifferent, etc.)

Cognitive (appears to understand lessons, copes with the lessons,

excels, lags behind, shows reasoning skills, turns in assignments and

requirements, etc.)

Interview the teacher

1. What are the most noticeable characteristics of the learner? ( emotional

disposition, behavior and discipline, sense of responsibility, study habits,

academic performance, relationship with peers, relationship with adults,

social adjustment)

2. How does the teacher communicate with the parents? How often? What

do they discuss? Agree on?

Interview with parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is

orderly, family pictures in the living room.)

2. Use the interview Questions on the next page. Just ask the questions with

which you feel comfortable.

An Observation/Interview Guide for Home-School Link

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