This course is designed to help the Field Study Students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of development and social environment.
Field Study 1 can be anchored on these Professional Education subjects:
● Child and Adolescent Development● Facilitating learning● Social Dimensions of Education
GENERAL OBJECTIVES
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social, and emotional development of the children or adolescents as manifested in the actual classroom setting
2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development
3. Analyze how the teaching and learning process should be conducted considering the different phases of child development
FOCUS SPECIFIC TASKSLEARNING EVIDENCE
DOMAIN COMPETENCIES
School as a Learning Environment
Peace Concept in Focus:“Building Friendship”
Learner’s Characteristics and Needs
Episode 1
• Visit a School, Look into its facilities and areas that support learning (i.e., classroom, library, playground, canteen).• Describe the school environment• Prepare an observation log
Episode 2YOU AND I ARE DIFFERENT
• Observe #3 groups of learners from
An illustration of a school that is supportive of learning or a “child-friendly school” through any of the following :• A descriptive paragraph• a photo essay
• Narrative description of
Learning Environment
Curriculum
Diversity of Learners
Determines an environment that provides social psychological and physical environment supportive of learning
Differentiate Learners of varied
1 | F i e l d S t u d y 1
different levels(preschool, elementary, and high school)
Diversity Among Children
characteristics and needs
FOCUS SPECIFIC TASKSLEARNING EVIDENCE
DOMAIN COMPETENCIES
Peace Concept in Focus:“Valuing Diversity”
Classroom Management and Learning
Peace Concept In Focus:“Inclusivity”
Learner’s Characteristics and Learning
• Describe each group of learners based on your observations• Validate your observation by interviewing the learners• Compare them in terms of their interests and needs
Episode 3‘’IN AND OUT”• Observe a class• Using a checklist, find out the evident classroom components• Describe how the classroom is structured/ designed to allow everyone to participate in the learning activities• Relate the data in your checklist to the learner’s behavior• Reflect on how classroom management affects learning
Episode 4 TRAITS CHECK• Observe a class on
Checklist on classroom management components
Photo Documentation of the classroom setting
Reflection paper on activities that allow inclusivity among learners
Collection of Classroom activities written on card boards of rainbow colors
A Reflection paper on the congruence or
Learning Environment
Diversity of Learners
Learning Environment
Manages time, space and resources to provide an environment appropriate to the learners and conductive for learning
• Recognizes multi-cultural backgrounds
2 | F i e l d S t u d y 1
activities
Individual Differences and the learning Process
(Difference in ability level)
Peace concept in focus:“Sameness in differences”Individual DifferencesAnd the LearningProcess
(social and cultural diversity)
Peace Concept In Focus:“Unity In diversity”
a regular day• Take note of characteristics of the learner’s in the class• Enumerate and describe the activities that took place in the class.• Analyze how the activities facilitated learning considering the learner’s characteristics.
Episode 5
• Observe learners of different learning abilities but the same grade/ year• Interview them to gather their background information• Observe them as they participate in a classroom activity• Write a narrative report.
Episode 6
• Observe a class on a regular day• Take note of characteristics of the learners in the class focusing on gender and cultural diversity• Interview our resource teacher about principles and practices that he/she uses in dealing with diversity in the classroom.
match of learning activities to the learner’s characteristics
• Reflection on the interaction of learners despite differences
Learner’s profile
Narrative Report
Narrative description of diversity Among Children
Description on how the teacher instills among children the values and knowledge on differences in gender, social and cultural backgrounds.
Diversity of Learners
Diversity of Learners
Diversity of Learners
of learners when providing opportunities
• Determines Teaching approaches and techniques appropriate to the learners
• Determines, understands and accepts the learners; diverse background
• Relates the learners background to their performance in the classroom
• Recognizes-culturalBackgrounds of learners when providing learning opportunities.
3 | F i e l d S t u d y 1
Home-School Link
Peace Concept in Focus:Interdependence and Cooperation
Episode 7Home-School Link CONNECT ME
• Select a learner from the class that you have observed• Conduct a home visit to your selected learner• Describe the family in terms of
- number of siblings
- number of siblings in school
• Interview the parents about1. rules they implement at home concerning their child’s schooling2. the learner’s activities and behavior while at home
Home visitation report
Reflection on the impact of home ‘and Family Life to Learning
Community Linkage
Learning Environment
• Reflects on the impact of home and family life to learning
4 | F i e l d S t u d y 1
THE SCHOOL AS A LEARNING ENVIRONMENTName of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and environment supportive of learning.
My Map
A general observation of the campus and the classroom is an exciting way to start my observation.
My mission is to do the following tasks:
5 | F i e l d S t u d y 1
1. Visit a school. Look into facilities and support learning areas in the campus, then in the
classroom
2. Accomplish the checklist as you move around the school
premises.
3. based on your gathered data in the checklist, describe the
school environment.
4. Make a reflection on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive Paragraph; b) Photo Essay;c) Sketch a drawing; d) Poem, song or rap
Episode 1
My 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 the activities and tasks to be accomplished in the activity sheets will yield better learning results.
6 | F i e l d S t u d y 1
SCHOOL FACILITIES CHECKLIST
Familiarized yourself with the different areas and facilities of the school. Check the column to description of those that are available on the last column.
Facilities Available Not Available Description
Office of the Principal
Library
Counseling Room
Canteen / Cafeteria
Medical Clinic
Audio Visual / Media Center
Reading Center
Speech Laboratory
7 | F i e l d S t u d y 1
Facilities Available Not Available Description
Science Laboratory
Gymnasium
Auditorium
Home Economics Room
Industrial Workshop Area
PTA Office
Comfort Room for Boys
Comfort Room for Girls
Others (Please specify.)
8 | F i e l d S t u d y 1
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
buildings?3. Pass by the offices. What impression do you have of these offices?4. Walk through the school halls, the library, and the cafeteria. Look around and find
out the other facilities that the school has.
Name of the School Observe _______________________________________________
School Address _________________________________________________________
Date of Visit ____________________________________________________________
9 | F i e l d S t u d y 1
An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How are the tables and chairs/desks arranged?
3. What learning materials/equipment is present?4. Observe the students. How many are occupying one room?5. In the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desk
4. Blackboard
5. Learning Materials/ Visual Aids
6.
7.
8.
Write your observation report here.
Name of School Observed
Location of the School
Date of Visit
10 | F i e l d S t u d y 1
My 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?
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How does this relate to your knowledge of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
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My Reflections
1. Would you like to teach in the school environment you just observe? Why? Why not?
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2. What kind of School Campus is conductive to learning?
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3. What kind of classroom is conductive to learning?
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4. In the future, how can you accomplish your answer in number 3?
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5. Write your additional learning’s and insights here.
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My Portfolio
My Personal Illustration of an Effective
School Environment
14 | F i e l d S t u d y 1
Episode 2
THE LEARNERS CHARACTERISTICS AND NEEDS
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will gain competence in differentiating the characteristics and needs of learners from different development levels.
My Map
To reach your target, do the following tasks:
15 | F i e l d S t u d y 1
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the CLASSROOM VISIT
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 can carry themselves. How they move, walk, run, go up the 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 shift)
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 did they show problem solving abilities.
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Learners Development MatrixRecord the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The items under each domain are by no means exhaustive. These are just sample indicators. You may add other aspects which you may have observed.
Development Domain
PreschoolerIndicate age range of children observed:__________
ElementaryIndicate age range of children observed:__________
High SchoolIndicate age range of children observed:__________
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
OthersSocial
Interactions with teacher
Interaction with Classmates/friends
Interest
OthersEmotional
Moods and temperament, expressions of feelings
Emotional independence
Others
Cognitive
Communication skill
Thinking skill
Problem- solving
Others
17 | F i e l d S t u d y 1
My Analysis
Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher.
Example:
LevelSalient Characteristics
ObservedImplications To The Teacher-
Learning Process
PreschoolAge range of Learners Observed 3 - 4
Preschool 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 area.
Therefore, teachers should not expect preschoolers to stay seated for a long period of time.
LevelSalient Characteristics
ObservedImplications To The Teacher-
Learning Process
PreschoolAge range of Learners Observed ____
ElementaryAge range of Learners Observed ____
High SchoolAge range of Learners Observed ____
18 | F i e l d S t u d y 1
My Reflections
1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?
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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?
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3. Share your other insights here.
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My Portfolio
Which is your favorite theory of development? How can this guide you as a future teacher?
Clip some reading about this theory and paste them here.
20 | F i e l d S t u d y 1
Episode 3
CLASSROOM MANAGEMENT AND LEARNINGName of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning.
My Map
To reach your target, do the following tasks:
21 | F i e l d S t u d y 1
Observe a class Using a checklist, find out
the evident classroom components.
Describe how the classroom is structured/designated to allow everyone to participate in the learning activities.
Relate the data in your checklist to the learners’ behavior.
Reflect on how classroom management affects learning.
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the provided space
1. As you observe the class, look into the characteristics of the learners. Note their ages.2. How many boys are there? How many girls?3. Focus on their behaviour. Are they already able to manage their own behaviour?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 __________________________________________________________
Observed___________________________________________________________________
Location of the School_________________________________________________________
Date of Visit_________________________________________________________________
22 | F i e l d S t u d y 1
An Observation Guide for Classroom Visit
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 as follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas.
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2. Are these rules and procedures posted in the room?
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3. Did the students participate in making the classroom rules? (Ask the resource Teacher.)
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4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
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5. Is there a seating arrangement? What is the basis of this arrangement?
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6. Observe the noise level in the classroom. How is this managed?
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23 | F i e l d S t u d y 1
7. If a learner is not following instructions or is off-task, what does the teacher do? Describe
the behavior strategies used.
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8. What does the teacher do to reinforce positive behaviors? (behavior strategies).
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Observation Notes:
24 | F i e l d S t u d y 1
CLASSROOM MANAGEMENT MATRIX
Aspect of the Classroom Management
Description
Effect on the Learners(to be filled up after you
answer the analysis questions)
1. Specific Areas in the Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling misbehavior/off-task behavior
7. Reinforcement of Positive Behavior
8.
9.
10.
25 | F i e l d S t u d y 1
My Analysis
1. How did the classroom organization and routines affect the learners’ behavior?
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2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
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3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
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26 | F i e l d S t u d y 1
My 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?
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2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
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3. Should learners be involved in making the class rules? Why?
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My Portfolio
Include here pictures of the classroom/s you observed. Write descriptions/annotations about what you observed in each photo.
28 | F i e l d S t u d y 1
Episode 4
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(focusing on differences in gender, racial and religious backgrounds)
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning.
My Map
The learners’ individual differences and the type of interaction they bring surely affect the quality of teaching and learning. This episode is about observing and gathering data to find out how student diversity affects learning
To reach your target, do the following tasks:
29 | F i e l d S t u d y 1
Step 1. Observe a class in different parts of a school day. (beginning of the day, class time, reces, etc.)
Step 2. Describe the characteristics of the learners in terms of age, 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 that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on
learners' interaction.
My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following carefully before you begin to observe. Then write your observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
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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 teacher than others.
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30 | F i e l d S t u d y 1
2. Observe the learners seated at the back and at the front part of the room. Do they
behave and interact differently?
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3. Describe the relationship among the learners. Do the learners cooperate with or
complete against each other?
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4. Which students participate actively? Which students ask for most help?
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5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands so that the teacher will
call them instead?
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31 | F i e l d S t u d y 1
Outside class:
1. How do the students group themselves outside class? Homogenously, by age
by age? By gender? By racial or ethnic groups? Or are the students in mixed
social groupings? If so, describe the groupings.
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2. Describe how the learners interact with each other. What do they talk about?
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OBSERVATION REPORT
Name of the School Observe ____________________________________________________
School Address ______________________________________________________________
Date of Visit _________________________________________________________________
33 | F i e l d S t u d y 1
My Analysis
1. Identify the persons who play key roles 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?
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2. Are the students coming from the minority group accepted or rejected others? How is
this shown?
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3. How does the teacher influence the class interaction considering the individual
differences of the students?
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4. What factors influence the grouping of the learners outside the classroom?
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34 | F i e l d S t u d y 1
My 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?
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2. In the future, how would you want the learners in your classroom to interact? How will
you make this happen?
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My Portfolio
Post a collection of quotations advocating for celebrating diversity in the classroom. Using these quotations, explain how you will encourage all learners, regardless of religious, ethnic or racial background to interact and participate well.
36 | F i e l d S t u d y 1
Episode 5
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(focusing on different levels of abilities)
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning.
My Map
37 | F i e l d S t u d y 1
My Tools
Use the activity form provided for you to document your observations.
38 | F i e l d S t u d y 1
1. Observe two or more learners of different abilities but from the same grade or year level.
3. Observe them as they participate in a classroom activity.
2. Find out some information about their background.
4. Write a narrative report and a brief reflection on your experience.
An Observation Guide for Individual Differences
Read the following carefully before you begin to observe. Then write your observation report on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observation by asking the teacher about the background (family, socio-economic, presence of some learning disability, etc.) of these children.
4. Observe the behavior of both the high achieving and low-achieving learners. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.
OBSERVATION REPORT
39 | F i e l d S t u d y 1
Name of the School Observe ____________________________________________________
School Address ______________________________________________________________
Date of Visit _________________________________________________________________
40 | F i e l d S t u d y 1
My Analysis
1. Did your observation match the information given by the teacher? Were you able to correctly
identify who among the students performed well and who did not? What behavior helped you
identify them? (Volunteering the answer, responding to teacher’s directions, etc.)
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2. Describe the differences in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those that are not?
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3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher?
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41 | F i e l d S t u d y 1
My Reflection
1. Recall the time when you were in the 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?
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42 | F i e l d S t u d y 1
My Portfolio
With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class?
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43 | F i e l d S t u d y 1
Episode 6
HOME-SCHOOL LINKName of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
My Target
At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning.
My Map
44 | F i e l d S t u d y 1
Select a learner from the class whom you have observed. Interview the teacher about the learner’s characteristics. Conduct a home visit to your selected learner’s residence Interview the parents about
- The rules they implement at home concerning their child’s schooling.- The learner’s activities and behavior while at home.
Describe the family in terms of- Number of siblings.- Number of siblings in school.
Identify the factors in the home environment that might affect the learner’s school performance.
Reflect on how a teacher can communicate effectively with the home.
My Tools
Use the activity form provided for you to document your observation.
45 | F i e l d S t u d y 1
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.)
Emotional moods , 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 dispositions , 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 Interview Questions. Just ask the questions in which you feel comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary.
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An Observation Guide for Home-School Link
Name of Learner:
Date of Birth: Age:Grade/Year Level: Gender:Number of Siblings:Birth order:
Parents
Mother: Age: Occupation: Educational Attainment: Father: Age: Occupation: Educational Attainment:
Learner’s physical Aspect:
Health
Mother’s health during the pregnancy with the learner:
Ailments or health problems of the learners as a child:
Age of the learner when he/she started to walk/talk:
Food preferences of the learner as a child and at present:
Who took care of him/her as a child?
Learner’s Social Aspects:
Describe your child’s sociability (friendly, outgoing or shy, loner
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Who were the learner’s playmates?
As a child then was he/she allowed playing outside?
Is he/she allowed to go out with friends?
Do you have rules for him/her to follow regarding going out?
What are these rules?
Emotional-Moral
What are your expectations of your child?
How do you provide a nurturing environment for your child>
Does your child got o you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
What do you do when he/she is not successful in something?
How do you discipline your children?
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Do you have rules in the house? What are they?
How do you impose the rules?
What are the consequences of breaking the rules?
Learner’s Cognitive Aspects
What are the child’s interests?
What is he/she good at in school?
In what subject/s does he/she have difficulty
How do you monitor his/her performance in school? How do you motivate him/her?
Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?
After you have gathered all the necessary dat. Write the Learner’s development profile using the outline below. Type the profile in a separate sheet and attached it to this learning episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
49 | F i e l d S t u d y 1The Learner’s Development Profile
Name of the Learner ________________________________________________________
50 | F i e l d S t u d y 1
The Learner’s Development Profile
Name of the Learner ________________________________________________________
Physical Development
Social Development
My Analysis
Your findings and recommendation in the Learner Development Profile will help you answer the questions here.
51 | F i e l d S t u d y 1
Physical Development
Social Development
1. From your home visit and interview, what do you think is the style of parenting experienced by
the learner? Explain your answer.
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2. Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
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3. Does the communication between the home-school have an affect on the learner? If yes, what
are these effects?
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My Reflections
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
52 | F i e l d S t u d y 1
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2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
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My Portfolio
53 | F i e l d S t u d y 1
1.
54 | F i e l d S t u d y 1
2.H-
O-
M-
E-
S-
C-
H-
O-
O-
L-
L-
I-
N-
K-
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My Performance (How I Will Be Rated)
Field Study 1 The Learner’s Development and Environment
TasksExemplary
4Superior
3Satisfactory
2Unsatisfactory
1
Observation/Documentation:
All tasks were done with outstanding quality; work exceeds expectation
All or nearly allTasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
4 3 2 1My Analysis Analysis
Question were answered completely; in depth answers; thoroughly grounded on theories\ exemplary grammar and spelling
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior.
AnalysisQuestions wereNot answered completely.
Vaguely relatedTo the theories
Grammar and spelling acceptable.
`Analysis questions were not answered.
Grammar and spelling unsatisfactory.
4 3 2 1My Reflection Reflection
statements are profound and clear, supported by experiences from the episode.
Reflection statements are clear, but not clearly supported by experiences from the episode.
Reflection statements are shallow; supported by the experiences from the episode
Reflection statements are unclear shallow and are not supported by experiences from the episode.
4 3 2 1My Portfolio Portfolio is
complete, clear, well organized and all supporting documentation are located in sections clearly designated.
Portfolio is complete, clear, well organized and most supporting documentation are available and/or in logical and clearly marked locations.
Portfolio is incomplete supporting documentation is organized but is lacking.
Portfolio has many lacking component’s; unorganized and unclear’
4 3 2 1
56 | F i e l d S t u d y 1
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 72 and15 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84
SubmissionBefore deadline On the deadline A day after the
deadlineTwo days or more after the deadline
4 3 2 1Sub totals
Over-all ScoreRating:(Based onTransmutation)
_______________________________ _____________________ Signature of FS Teacher Date above Printed Name
57 | F i e l d S t u d y 1