Field Study: FS The Learner’s Development and Environment (Episode 1-5)

Republic of the Philippines

Northern Negros State College of Science and Technology

Old Sagay, Sagay City, Negros Occidental

In Partial Fulfillment of the Requirement in Field Study 1

(First Semester S.Y.: 2013-2014)

Submitted by: Jessa M. Arnado

Submitted to: Prof. Mary Grace M. Ofqueria

Students’ Resume i

Teachers’ Prayer ii

Teaching Philosophy iii

Statement of Purpose iv

Teacher’s Poem v

Self-rating Competency Checklist (Pre-assessment) vi

Organization of Port folio 1

Episode 1 Cover Page 2

Episode 1 (School as a learning environment) 3-11

My personal Illustration of an Effective

School Environment 12


Episode 2 (Learners’ characteristics and needs) 14-20


Episode 3 (Classroom management and learning) 22-27


Episode 4 (Individual differences and learners’ interaction) 28-32


Episode 5 (Individual differences and learners’ interaction) 34-37

Entries of Evidences 38

Documentation on High School 39-40

Documentation on Elementary 41-42

Documentation on Pre-school 43-44

Daily Time Record 45

Related Articles 46

Article About Learners 47-48

Article About Learning Environment 49-50

Article About Learning Development 51-52

Clippings 53

Personal Illustration of Effective School Environment 54-56

Quotations about Teachers 57-59

Poems for Teachers 60

Personal Reflection on the Portfolio 61

Comment of the Faculty 62

Self-rating Competency Checklist (Post-assessment)

Rubric for FS Port folio

Name: Jessa M. Arnado

Age: 17 years old

Gender: Female

Date of Birth: April 09, 1996 Place of Birth: Old Sagay, Sagay City

Height: 5’5 Weight: 53 kg.

Civil Status: Single Citizenship: Filipino

Address: Hda. Esfuerzo, Old Sagay, Sagay City, Negros Occidental, Philippines

Family Background:

Father’s Name: Rosaleo C. Arnado Mother’s Name: Erlinda Mangubat

Age: 53 years old Age: 52 years old

Occupation: Laborer Occupation: Housewife

Educational Background:

Elementary: Buenaventura Rodriguez Elementary School *Year attended: (2002-2008)

Secondary: NONESCOST Laboratory High school*Year attended: (2008-2012)

College: Northern Negros State College of Science and Technology*Course: Bachelor in Secondary Education Major in Physical Science

i

Teacher’s Prayer

Grant me Oh Lord,

the ability, the wisdom.

And a love to be a leader today.

Grant me Oh Lord,

The ability to guide young minds,

on a positive, productive way.

Grant me Oh Lord,

The ability to make possible through learning,

Their dreams really do come true

Grant me Oh Lord,

The ability to pass on them kindness,

and love that could come from only you.

AMEN!

ii

I believe that education is an individual, exceptional experience for every student who enters a classroom. In order for children to benefit from what schools offer, I think that I must fully understand the importance of my role as a future teachers. Teachers must facilitate learning and growth academically, personally, and ethically. By providing a quality education to each individual in one's classroom, a teacher equips children with the tools necessary for success in life.

In order to accomplish these lofty goals, I think it is very important for me to establish first a mutually respectful, honest empathy with students. To be a competent mentor to every student, I must project positivity, exhibit flexibility and confidence, set high expectations for one and demonstrate fairness.

I believe that all children have the ability to learn and the right to a quality education. Certainly, every child has different learning styles and aptitudes; however, by having a personal relationship with every student, a teacher can give each an equal chance of success. By recognizing every student's potential and having separate, individual goals for each, a teacher can accommodate personal needs and abilities and encourage the pursuit of academic aspirations.

I think that teaching and learning are reciprocal processes. When teachers nurture individual talents in each child, educators can build self-esteem and may encourage a lifelong skill.

In choosing to become a teacher, I have made the commitment to myself and my future students to be the best academic, personal, and ethical role model I can be. It is my goal to have a mutually enriching teaching career by keeping an open mind and continually communicating with my peers and students. I am prepared to rise to the challenges of teaching and I promise to try to provide an honest, straightforward, well-rounded education to every student I may encounter.

iii

This compilation was prepared and developed to provide and share experiences for those who will undergo the same undertakings. Through the experiences written, some latest innovations and strategies in teaching were shared their applicability will vary depending on whatever and whenever it will suit to the classroom situation. Some classroom problems were also mentioned whether they are severe or not, they are somehow enriching experiences that will guide and teach future mentors in performing teaching endeavors.

“Great Teachers”

Treat student with respect and caring attitude.

Present themselves in class as “real people”!

Spend more time working with small groups throughout the day.

Provide a variety of opportunities for students to apply and use

knowledge and skills in different learning situations.

Use active, hands-on student learning

iv

Vary instructional practices and modes of teaching

Offer real-world and practical examples.

v

Name of FS Student: Jessa M. Arnado Year & Section: II-BCourse: Bachelor in Secondary Education Major in Physical Science

Directions: Check the appropriate column that best describes your current level of mastery of each listed competency.

I cannot

dothis yet.

I am learning how to do this.

I can do this but I need to

learn more and improve.

A can do this

very well.

1. Determines an environment that provides social, psychological, and physical environment supportive of learning.

2. Differentiates learners of varied learning

characteristics and needs. 3. Manages time, space and resources to

provide an environment conducive to learning.

4. Recognizes multi-cultural background of

learners when providing learning opportunities.

5. Determines teaching approaches and

techniques appropriate to the learners. 6. Determines, understands and accepts the

learner’s diverse background. 7. Relates the learners’ background to their

performance in the classroom. 8. Reflects on the impact of home and family

life to learning. 9. Expounds on one’s understanding of the

learning processes and the role of the teacher in facilitating these processes in their students.

10. Accepts personal accountability t learners’ achievement and performance.

(Pre-Assessment) Date Accomplished: July 10, 2013 Rater’s Signature: JESSA M. ARNADO

Competency

vi

Organizationof

Port folio

1

Prepared by: Jessa M. Arnado (BSEd II-B)

2

The Learner’s Development and Environment

. . .

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.

5. Present your idea of a good school environment trough any of these:

a.)Descriptive paragraph ; b.) Photo Essay

c.) Sketch or drawing;d.) Poem, song or rap

4. Make a reflection on the charac. of a school

environment that promotes learning.

FIELD STUDY

SCHOOL AS A LEARNING ENVIRONMENT___________________________________________________________________________

Name of FS Student: Jessa M. Arnado Year & Section: II-BCourse: Bachelor in Secondary Education Major in Physical Science Resource Teacher: Ms. Pearly Hervias Signature: Cooperating School: Sagay National High school (SNHS)

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.

Map

A general observation of the campus and the classroom is an exciting way to start your observation.

My MISSION is to do the following TASKS:

Episode 1

Tools

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

Facilities Available Not available Description

Office of the principal

The location of the principal’s office was in a good position for it can easily be found by teachers, parents, visitors and students. It was located at the middle of the Registrar’s office and Guidance office.

Library

It can be found upstairs. The library was well-organized with logging-in/ logging-out area and shoe area. The environment inside was very advantageous in studying, researching, memorizing and learning. “Dewey Decimal System “is used.

Counseling room The Guidance office was spacious and well-ventilated. It was very encouraging for giving out problems, comforts and advices.

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4

Canteen The cafeteria was roomy, tidy and clean. In short a pleasant eating-place.

Medical Clinic

The treatment center was not so large but facilities were good and sanitation was observed well.

Audio Visual Room ---------------Reading Center ---------------Speech Laboratory ---------------Science Laboratory ---------------Gymnasium ---------------Auditorium ---------------

Home Economics Room

The interior design of the H.E. Room was quite good. The furniture’s were native and indigenous that is why it is very gratifying to the eyes. And the floor is made up of tiles.

Industrial Workshop Area

The desks and chairs are well-organized. The ratio is 1 is to 1, one working desk for each student. Their final products are being displayed in that room so it is very flattering to see great works being displayed.

PTA Officer Room Two PTCA rooms and both rooms are located at the oval.

Comfort Room for Boys

The comfort room was neat and clean.

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Comfort Room for Girls

Every cubicle has its own toilet bowl and faucet. The mirror was removable for some valid reasons.

Dance Room

The dance room serves as keeping place for costly costumes and useful props. But unfortunately mirror is not available.

MAPEH Bldg.

It was located at the front face under the school grandstand. Sports equipments are being kept in that building. The location was very good for it was near in the sports area.

Music Room

It was located under the school grandstand at the right side. There were paintings and drawings placed on the walls related to music. Some of the musical instruments can also be found there.

Drama Room It was situated under the school grandstand at the left side. It was spacious and there props was kept there.

Flag Ceremony Area

It was located at the school quadrangle. It consists of six flag poles and our Philippine flag was in the center.

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An Observation for the CLASSROOM VISIT

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

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, and the cafeteria. Look around and find out the other facilities that the school has.

Name of the School Observed: Sagay National High school (SNHS) School Address: Sagay City, Negros Occidental Date of Visit: August 19, 2013 On the back part of the school grandstand there was another school sharing in their area which is the TUP or the Technical University of the Philippines. Outside the school premise in the right side, the slaughter house can be found there. But before reaching the gate of the school we pass by St. Joseph the Greater Parish Church and by reaching its gate, it was in front of Sagay’s Terminal. The school was green which was pleasant to the eyes of the passers. Green grasses, colorful flowers, tall and huge trees, spacious oval, wide grandstand, clean comfort rooms and well-organized buildings. And I considered it as an ideal school which gives students the scope and the spirit of healthy learning environment.

The administrative centers, offices and faculty rooms are situated accordingly. SPA faculty rooms are found in the SPA area while the Principal’s office was located at the side of the main building so that it can easily be found by company, parents and even students.

While roaming around the school campus, I observed that the students are well-oriented for observing cleanliness and proper sanitation. So far I didn’t see bulky amount of plastics and papers being thrown on the hallway. What I loved most was their library which has five regions or divisions. With that, the students who went to the library are not in chaos as a result seldom they were noisy an aftermath it creates harmony in studying.

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An Observation for the CLASSROOM VISIT

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

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

2. Examine how the fur nature is arranged. Where is the teacher’s table located? How are the tables and chairs/ desks arranged?

3. What learning materials/ equipments are present?

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

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

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description (location, number, arrangement,

condition)1. Wall displays There are 23 wall displays scattered all over

the sides of the classroom. At the center, the school’s mission, philosophy and vision are being placed on the front above the chalkboard.

2. Teacher’s table The teachers’ tables are made of woods which are both covered with floral plastic. The first table is located on the center aisle and the other one is located on the back part of the classroom.

3. Learner’s desks Learners have sturdy armchairs which is brown in color. As they move the chairs, it is not noisy because under the chairs’ feet have a rubber supporter.

4. Blackboard There are 2 pieces of wooden green blackboards which are aligned together. The activity notes or guides prepared by the teacher are being hanged in the first blackboard while the other board is for discussion purposes.

5. Learning Materials/ Visual aids The visual aids prepared by the teacher are being hanged and placed on the right side of the blackboard. They usually visual aids (manila paper, cartolina) for the teachers are subjected to follow the memorandum from DepEd.

6. Electric fan Unfortunately they only have 1 electric fan. Students who are sitting on the back feel so uncomfortable and hot. Lucky for those who are sitting at the front, they to participate and focus to the class discussion.

7. Teacher’s chair The teachers’ chairs are three pieces. First was on the front together with the table and the other two was in the back on the corner together with the teachers’ table. Some of the teachers’ visual aids are being kept in the second chair.

8. Long table Located on the back part of the classroom. It is a multi-purpose table; for laboratory activities, experimentations and for eating place of students. Under the table, consists of books and other learners’ things.

9. Bench This is where we sit during our class observation. It is a sturdy, gray in color and vigorous bench located near the teachers’ table on the back.

10. Cabinet There are 4 small cabinets. First was situated on the right side, it for laboratory apparatuses detention. Other one is for keeping some books and other learning materials. All cabinets were made of woods; 2 out of 4 were covered with plastic.

11. Lighting bulb There are 4 lighting bulbs. It is pleasant in the eyes for it was colored white. Three bulbs are just plain in structure while the remaining bulb was spiral.

12. Comfort Room As you enter the classroom, the comfort

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room was in the left side. It’s not that wide and not separated for boys and girls but it is clean.

Analysis

How do the school campus and the classroom in particular impact on the learning of the students going to school? What are the conclusions?

As far as I observed, if the learning environment is not well-lighted, not well-ventilated or in general not conducive for learning, fellow students are not motivated to enter the classroom. So the tendency will be; they will be cutting classes because they prefer to stay outside where they feel relax and comfortable. An aftermath, the transfer of learning is very impossible to happen.

With poor ventilation, all contaminants that may be present inside the classroom will result more sick days and higher absenteeism. Therefore I conclude that students in well-ventilated classrooms perform significantly better as a result the transfer of learning is effective.

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

I learned a lot from my Child and Adolescent subject. One of these is that, inside a classroom there are many types or kinds of learners so I can correlate this to my Facilitating Learning subject on how to deal with those differences. If the learning materials are complete such as, visual aids, posters, sayings, pictures, illustrations, pile of magazines and books, then I can handle those different types of learners.

An environment which is clean, well-ventilated, well-lighted, spacious and free from any destruction is conducive to learning. With this, I have learned that being a teacher, I must know how to have a good learning environment which will be conducive for learning. I must know how to handle the learners to the best way it could be to ensure they will enjoy every bit of the class discussion so that they will become productive individuals in the society.

As a soon to be teacher, I must be resourceful enough in providing substitutes for unavailable materials. And of course it is my responsibility to inspire and motivate my learners to attend classes.

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10

Reflection

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

If given a chance, it is a hundred percent “YES”! For Sagay National High School (SNHS) was a spacious, airy, sanitation is well-observed, clean & green surroundings and learner capacities in both cultural and sports are being developed. The location of the schools is also near to our residence that is why I really wanted to teach there.

2. What kind of school is conductive to learning?

A campus of students and faculty who are focused on learning and who work together is conducive to learning. Conducive school campus was the school having all the facilities that help the student in there learning process. If the school is very clean, spacious, well lighted, and well-ventilated and if it is free from the destruction like noise or pollution then I can consider it as an effective learning environment. Universities are best example of this which is the learning materials are complete, advance, sufficient and facilities are being prioritized.

3. What kind classroom is conductive to learning?

For me a classroom which has a complete learning materials such as, visual aids, posters, sayings, pictures, illustrations, pile of magazines and books, rules, routines, discipline and most especially harmony between the teacher and the students. With these, it will be easier for the teacher to impart knowledge and develop the physiological, physical, mental, social, and spiritual aspect of the students.

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

I will apply in big universities for I knew that universities have complete package and can provide advance learning materials, high technologies and especially good facilities.

On the other hand if I will not given a chance to be assigned in university but instead I will be assigned in rural areas, I will do my best to be resourceful in order to provide my learners equipments they might need most in their learning process. I will ask the assistance of authorities in higher positions. I’ll try my very best to remember with all my heart the lessons I have learned in facilitating learning subject and field study course. With these, it would help me create an ideal learning environment.

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My Personal Illustration of an Effective School Environment

12


13

. . .

Step 1Observe 3 groups of learners

from diff.levels

(preschool, elem. and

high school.

Step 3Validate your observation

by interviewing the learners.

Step 2Describe each of the

learners based on your observations.

Step 4Compare them in terms of

their interests and

needs.

The Learner’s Development

and Environment

FIELD STUDY

LEARNERS CHARACTERISTICS AND NEEDS___________________________________________________________________________


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

Map To reach your target, do the following tasks.

Episode 2

14

ToolsUse the activity form provided to document observations.

Observation 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 to 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 about their concerns?

Emotional1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries, mood-shifts)2. How do they express their wants or needs? Can they wait?3. How do they handle frustrations?4. Describe their levels of confidence as shown in their behavior. Are they self- conscious?

Cognitive1. 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?3. Were there opportunities for problem solving? Describe how they showed problemsolving abilities.

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Learner’s Development Matrix

Developmental Domain

PreschoolerIndicate age range of children observed:

3-4 years old

Elementary Indicate age range of children observed:

11-17 years old

High schoolIndicate age range of children observed:

14 – 21 years old

Physical

Gross-motor skills

Fine motor skills

Self-help skills

*Preschoolers tend to do inside and out their classroom.

*They can manage to do written tasks given by their teacher but they need guidance.

*They can handle taking off their shoes, getting their school materials as well as their snacks or foods inside their lunch box.

*Elementary students usually misbehave. They are fond of roaming around their classroom.

*Students are less observant. They tent to ask their teacher even though the directions are already stated in the blackboard.

*They knew how to manage themselves, rearranged their seats, managed self-oriented tasks and prepare foods for snacks and lunch.

*High schools students are fond of sharing conversations with their classmates. Usually they stay inside the classroom.

*They were independent learners. They follow directions given by their teacher.

*They were responsible enough. Cleaning their assigned areas, maintain self-sanitation, providing self-needs and they were very observant.

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Social

Interactions with teachers

Interaction with classmates or friends

Interests

*They are attention-seekers. They tend to ask help, attention, and guidance of their teacher but in a polite way

* They love to talk together with their seatmates, catching ones’ attention and ask them to play with them.

*They are fond of playing, roaming around, eating and reading colored story books.

*They were inquisitive. They were fond of asking about instructions in regards to their test or quiz. They approach their teacher with duly respect.

*They like to talk and talk together with their classmates. Sharing conversations were neutral to them.

*They love MP3 music, watch video clips, talking and roaming around.

* They participated well during class discussion. As a result, they have an interactive classroom. They were very respectful to their teacher.

*They respect ones’ ideas and they really love to talk to one another.

*They were busy texting, reading EBook, pocket books, fictional books and listening music.

Emotional

Moods and temperament, expression of feelings

* They were showy and expressive of what they feel. If their sad, they cry with tears and if their happy, they laugh aloud. They were moody; easily get mad if they can’t easily get what they want.

*They were moody and sensitive. Easily got annoyed if undergoes bullying or hear unwanted feedbacks from their classmates and teachers.

*They were great pretenders. They can handle self-heartfelt; they might be smiling but deep inside they were hurt. They can handle certain adjustments of one’s differences.

Emotional Independence

*If they cry, they won’t stop unless you offer something either flowering words, assurance, rewards or sometimes punishment.

*They might be crying for a few minutes or seconds but they will stop if their teacher or classmates comfort or consulate them.

*Usually they don’t cry nevertheless they simply hide what they actually feel.

Cognitive

Communication skills

Thinking skills

Problem-solving

*Their sentences were choppy and usually consist of repeated words.

*They were egocentric. They think others might have the same ideas on what they have.

*They can’t solve problems on their own. They call their teacher and guardians’ attention if problem arises.

*Very talkative, they don’t give direct feedbacks to their teacher but instead they let their seatmates hear it first.

*They believed and just depend to what their teacher discussing in front.

*They can solve easily problems but by just simply touching its surface and not analyzing the inner part of it.

*They are good in communication. They know how to ask and give feedbacks to their teacher fluently.

* They think critically and assess a literary or artistic works. Corrections were being raised to their teacher.

*They repeat the questions several times before answering and they apply evaluation.

Analysis

Write the most salient developmental characteristics of the learners you observed.

Level Salient Characteristics Observed

Implications to the Teaching-Learning Process

Preschooler

Age range of children observed: 3-4 years old

*Preschoolers were in the stage of curiosity and being inquisitive. An aftermath many questions were being raised during the discussion. They were moody, sensitive and easily get mad.

*Therefore, teachers must be knowledgeable and resourceful. They must have patience and love inside their heart and mind. They must be aware that inside their classroom they have different types of learners. So they must handle their vulnerable feelings with love, care and proper guidance.

Elementary

Age range of children observed: 11-17 years old

*Elementary students were considered to be in “gang and smart age”. They like to roam around their classroom. They find it interesting to share conversations with their seatmates.

*Therefore, teachers must be knowledgeable and patient. They must prepare themselves for possible questions that may ask during discussion period. Most importantly, they must acquire the virtue of patience in handling different scenarios.

High school

Age range of children observed: 14- 21 years old

*High school students were now in greater stability and gradually tone down. They stay inside their classroom and when they have vacant time, they roam around.

*Therefore, teachers must be sensitive, knowledgeable and patient. They should not expect that students will be simply satisfied on what they were discussing but instead be prepared for students might give feedbacks, questions and clarifications.

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Reflection

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?

I was able to relate my past experiences when I was the same with their ages. I can still remember when I was in kinder 1. I don’t go to school without the presence of my mother. I’m very excited and motivated to interact inside our classroom especially when my teacher offer some rewards like; happy face stickers, chocolates and stars. Just like the preschoolers I observed, I am fond of going inside and out the classroom. I already knew how to take off my shoes, I easily got mad and cry, I am an attention-seeker and I love to share some conversations with my classmates. But during elementary years, I learned to go to school alone even without the presence of my mother or father.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

I can still remember my 3rd grade teacher. She was an ideal and effective teacher for me. She gave me chances to improve myself. She was fond of giving rewards for students who excel most in her discussion. With that I became more motivated. She didn’t get mad or angry if I tell her I didn’t understand the discussion but instead she will be helping me through conducting remedial classes or re-teaching. Physically she was very supportive, she combs and tie our hair, washes our hands before and after eating, and setting our uniforms. She encouraged me to be patient, friendly, kind, humble, forgiving and most importantly to be God-fearing.

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

What I love most is the theory of cognitive development by Jean Piaget. He explained the stages of development in narrower way. With that, I can easily identify the differences of characteristics between preschoolers, elementary and high school ages.

As a soon to be teacher, I must be aware that inside my classroom I might have different types of learners. Therefore I need to be resourceful and knowledgeable in handling different instances. This theory will serve as my guide in preparing different strategies and appropriate materials in handling different learners inside the classroom.

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21

Observe a class. Find out the evident

classroom component. Describe the structure of

the classroom Relate the data in the

checklist to the learners’ behavior.

Reflect on how classroom management affects learning.

. . .

The Learner’s Development

and Environment

FIELD STUDY

CLASSROOM MANAGEMENT AND LEARNING___________________________________________________________________________


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


Episode 3

22

Tools


Name of the School Observed: Sagay National High SchoolSchool Address: Sagay City, Negros OccidentalDate of Visit:

As I have observed, the age of the learners do not vary talking about their behavior and characteristics for I witnessed that there are some students who are very participative and cooperative inside the classroom but there are also students who do not involved themselves in class discussion. Students of this class are friendly, respectful but somehow sensitive. Conversely, they are frequently thoughtless and calloused in their relationships with one another.

In classroom that I observed, the population of girls is greater than the population of boys. Most all of them can managed already their own behavior by showing respect to other people, being responsible to assigned tasks and self- discipline especially when it comes to class discussion but there are some students who are fond of waiting for their teachers’ instructions and reminders to stop doing certain things which will be destructive to their classmates attention.

Certainly yes, students in that class I’ve observed can handle, manage and accomplished easy task but some of them can no longer worked independently when it comes to serious and complex type of task which will need the guidance and assistance of the teacher.

The span of students’ attention in this classroom depends on how their teacher motivates them. I heard one of the students says, “I will be participating in the class if ma’am will be cheerful and enthusiastic! “ So therefore it depends on the students’ willingness in his/her involvement in the classroom discussion. Subject matter also affects the attention span of the learners. If their topic is quite boring then they tend to divert their attention to some other things. Most of the students pay attention to their teacher; they lend their eyes and ears every time the teacher is discussing their lesson. That is why they tend to create an interactive classroom wherein they interact and share ideas to their teacher.

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CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Management

Description Effect on the Learners

1. Specific Areas in the Classroom

The area of the classroom is clean and spacious.

As a result, learners listen attentively.

2. Classroom rules Rules are specific, clear and unambiguous. It was posted on the wall.

Better behavior among learners is one effect of classroom rules. They show fewer disruptive behaviors in classrooms that are effectively managed.

3. Classroom procedures In classroom procedures, the teacher prefers to start the class by checking or asking the learners if how are they.

Learners will not feel slothful or sluggish in the beginning of the class.

4. Daily Routines The teacher daily routines are done first by checking the learners followed by reviewing their past lesson and proceed to the next lesson.

This is a good start for the learners because they will be improved themselves by daily routines.

5. Seating Arrangement Learners’ seating arrangement is according to their interests.

Learners feel comfortable. It was trouble-free for them since that was the seats they are comfortable of.

6. Handling misbehavior/ off-task behavior

The teacher gives precise and accurate disciplinary actions according to the mistake done by the learners.

The learners will behave as a response according to their teachers’ disciplinary actions.

7. Reinforcement of positive behavior

Praises are being used by the teacher inside the classroom. It was provided immediately, specifically and

Learners strive harder in order to be admired or praised by his/ her teacher and classmates.

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frequently.Analysis

1. How did the classroom organization and routines affect the learner’s behavior?

The classroom organization and routines affect the learner’s in their five different aspects (physical, emotional, social, mental & spiritual). It is because when the classroom was well-organized and the routines were always followed by the teacher and the learners. As a result, learners who don’t have higher attention before will gradually changed especially for those who are not fond of joining the activity prepare by the teacher. A good classroom organization & routine helps students to structure their own learning know what to expect when, know what is expected on them, helps maintain discipline, concentration, quicker, smoother & unhindered completion of tasks.

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

I think teacher should bear in his/ her mind that daily organizations and routines must depend on the age of his/ her learners. Since students possesses different attitudes, characteristics, actions and behaviors when it comes to daily routines which used by the teacher. In addition, the teacher should plan routines that fit to the students and the principles of Jean Piaget theory and principles are very applicable on these situations.

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

I think praise. For me, praise is the most powerful tool because it allows me to selectively encourage different aspects of student production. It is effective in the sense I may use praise to boost my students performance, praising their efforts, accuracy or speed on certain tasks. Instead of increasing negative consequences, I should increase the frequency of contingent praise for appropriate student behavior. Praise is easy to deliver.

On the other hand, it is also effective when the teacher should be firm during class discussion because as I have observed, this could help the learners to strive hard and to ensure themselves to participate in class discussions. It is also one way of disciplining those tardy students who don’t give value of how education will change their lives in the near future. Therefore, I can say that it is very effective in motivating and inspiring students’ attentions.

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Reflection

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?

I see myself teaching in third year high school students. I know that students of this age are sensitive and have a strong need for approval from others; thus, defeating comments or criticism sometimes have debilitating effects. So in line with these, I must develop, teach and enforce them with specific routine for basic situations like:

Passing papers Treatment for one another Gaining respects from others Leaving to go to the restroom Working in small groups Dismissing the class Safety routines Taking attendance

I must carefully teach those routines in order to provide smooth, uninterrupted class discussion. When students know exactly what is expected of them, the time saved can be spent teaching rather than organizing, instructing or disciplining.

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

The following are the rules that I want to implement in my class:

1. Turn off cell phones and other electronic devices. Cell phone should be turned off and invisible during class discussion.2. No food or drink except water. If a spill occurs, please clean it up immediately to avoid accidents.3. Arrive to class on time and be ready to learn. Be “physically” and “mentally” present in the classroom.4. Do not cheat instead do your best. Cheating is completely unacceptable.5. Use polite and appropriate words. Offensive and profane terms are not tolerated. If you don’t have something nice to say, don’t say it at all.6. Maintain cleanliness Observe sanitation and proper hygiene.

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I selected those rules for it was simple, specific, clear and measurable then the degree of rule simplicity just depends on their age and their ability levels. The rules are not hard to follow; they are simply expected for high school student. Well, my desire is to have a harmonious classroom establishing rapport with unity, peace, order and order between me and my future students someday.

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

Absolutely yes, the students should be involved in making classroom rules and regulations for the reason that they should be aware of such thing and also for them to be well-oriented and have an idea of those possible sanctions might be given if they will violate the said rules.

I believed that learners play an active vital role inside the classroom, they begin to learn the rules, and they are inclined to have rule ownership. The rules become their rules, not my rules. If I give them the freedom to choose those rules they are comfortable of, then it will be easier for them to follow and implement those rules they have personally set. When rules are being implemented, it will into an orderly, productive and effective classroom management that will be very conducive for learning.

To include learners, I must conduct several short rules setting meetings the first few days of school. For these meeting to be effective, I need to share with them the rule-making guidelines. Without those guidelines, they are inclined to make too many rules; they have to be observable and measurable in rule-making.

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. . .

Step 5: Analyze the impact of the individual differences on learner's interaction.

Step 4: Interview your resource teacher about the principlea and practices that she uses in dealing with diversity in the classroom.

Step 3: Describe the interaction that tranpires inside and outside the classroom.

Step 2: Describe the charactericitcs of the learners in terms of age, gender, and social cultutral diversity.

Step 1: Observe a class in different part of a school day.


FIELD STUDY

INDIVIDUAL DIFFERENCES AND LEARNERS’ INTERACTION___________________________________________________________________________


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


Episode 4

29

Tools


Name of the School Observed: Sagan National High School School Address: Sagay City, Negros Occidental Date of Visit:

Inside the classroom, the learners who are occupying were approximately 50 students. There are 30 females and 20 males. Most of them are Roman Catholic in terms of religious setting. They ages from 14-21 years old. Some of them are come from minority level and there are some who were reared by an average level family. During class hours, I was terribly impressed with students reciting in the class for they were very participative and instantly responds to the questions raised by their teacher. I saw that there are group of students in the classroom who act as a leader and a little teacher; he is the one who volunteers to guide and instruct his classmates when their teacher is not around. And I admired him for being responsible and helpful in classroom matters which will be a good and interactive way to help his teacher achieved a better classroom interaction. In addition, students who seated at the front part of the room are cooperative, supportive, and participative inside the classroom. They feel more comfortable unlike those students who seated at the back part which seems to be hot because they only have 1 electric fan that was situated in the front. Additionally, as what I have observed, when their teacher ask them question concerning about the topic, the student who have wrong answer was being helped by his/ her classmates by simply dictating the correct answer. He/ she try to help his/ her classmate who is being asked by their teacher. Evidently this shows the oneness of the learners and the teacher in which students participate enthusiastically. Before they will end the class discussion, their teacher will told them to study their past lesson as well as study in advance their next lesson.

The class had ended already but still my eyes don’t stop observing the learners. They used to form a grouped in terms of their gender and interests. Gender and interests because they told me that they favor to choose a group by the same likes because they can easily drive the interests of one another. While grouping themselves they talked more on their earlier topic, group activity, assignments, tests, crushes, TV primetime bida’s and other trend issues around them.

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Analysis

1. Identify the persons who play the 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?

The persons who play an important role in the classroom interactions are the teacher and the students. The teacher acts as facilitator and the student as learner. There are students who are attention seeker; they tried to catch the attention of their teacher as well as the attention of their classmates. There are students’ who appeared to be the leader and a little teacher; they are the one who teaches their classmates who have less knowledge on the subject matter. The teacher was also a joker in the classroom. The teacher jokes to break the boredom in the room and during the discussion.

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

The teacher influences the class interaction considering the individual differences of the students by manifesting a fairly values inside the classroom. The teacher will encourage the students to raise their answers and if they got mistaken, the teacher doesn’t put down or insult her students. The teacher doesn’t show special treatment or biases according to the performance of the students and routine when they are inside the classroom.

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

I do believe with this saying, “Birds of the same feather flock together”. This is comparable to the groupings of the students inside or even outside the classroom. Students having the same or common interest with one another are in one group. The factors that manipulated the groupings of the learners outside the classroom are there gender, residence location and religious background. For an instance, each student has a preference to choose a friend who has the same gender or the same interests they have.

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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 I am seating at the back part of the classroom, monitor, scrutinizing, observing, watching the learners, I feel a bright feelings that as if I am already a teacher. Within my mind I could sense the oneness and unity among the learners and the teacher because the learners positively interact to their teacher, when their teacher asks a question they respond quickly without any uncertainties and hesitations. This is shown by those students who possess self-trust, self-reliance and self-confidence.

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 want a classroom which is very interactive and participative wherein the learners could express their ideas and knowledge in varied modes without any hesitations and participate actively in every class discussions as well as class activities.

As a forthcoming teacher, I am the facilitator of the learning process, providing direction and give feedback to the students rather than just instruction. In focusing instruction, I must consider the needs and interests of my learners. I will motivate and inspire them to strive harder for their bright future.

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

As a future educator, I will treat my students fairly and accept their differences. I will instill in their minds the value of being respectful, contented and uniqueness. If ever I ask them questions and give me wrong answers, I will not discourage or insult them so that they could feel the so called unity towards the lapses of one another regardless of their religious, personal, ethnical or family backgrounds.

Additional, I will initiate to them that their religious, ethnic, and even their racial backgrounds are not the major concern of education and it is not an enormous obstruction to their success in participating within the classroom. The total achievement lays on their hands not on the system they have on their background.

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. . .

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

2. Fin dout some information about their background.

3. Observe them as they participate in a classroom acivity.

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


FIELD STUDY

INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION___________________________________________________________________________


Target At the end of the activity, I will gain competence in determining, understanding and accepting the learners’ diverse backgrounds; and in relating the learner’s background to their performance in the classroom.


Episode 5

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Tools

An Observation for the Individual Differences

Name of the School Observed: Sagay National High SchoolSchool Address: Sagay City, Negros OccidentalDate of Visit:

The teacher started the class by requesting the students to clean up those mess in their

classroom by simply picking up some pieces of papers under their arm chairs. And then she asked

the students about their last topic as one of her daily routines inside the classroom. The teacher

asked students seating on the front about their previous topic and some of them proudly raised

their hands to answer the question.

The whole class interacts with the teachers’ discussion causing the flow to be lively and

enthusiastic. There topic was all about naming and balancing elements. There are some who seems

to be participative but on the other hand, some of them are not. Students who perform to be

participative and cooperative is always raising their hands even without being asked by their

teacher, typically they came from middleclass and they can finished task before deadline

compared to those low achievers in the class .

Many of the students are shy type. They are hesitated to involve themselves in the class

discussion. Their nature did not meet the standards of those high achievers in the class.

As a conclusion, I do believe that teachers are the backbone of the society. Without

teachers’ great works there will be no other professions.

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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?

Precisely yes! My own observation match to the information shared by the teacher. I was able to identify those students who perform well as well as to those students who don’t. I recognized them the way they interact, the way they answer to the teachers’ questions. For an instance when the teacher raised a question, they raised their hands immediately even without being requested by their teacher. They answered the question correctly where as student who did not perform well, obviously he was not able to respond to different questions and I know it was due to several factors which make some of them slow to their discussion. Some of them are shy, sleepy, hungry, feel so hot and uncomfortable.

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 who are not?

Based on the ability levels of the students, some of them are behind. Students who perform well in the class are those students who are taken care of by their parents, in terms of their basic needs. As I have observed, students who are not performing well in the classroom are caused by many factors. Some of them are tired maybe because of work, sleepy because some sleep late at night watching TV, shy, hungry because they just go to school without having a breakfast and even don’t have money because of poverty. Some have family problems.

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

The methods used by the teacher in handling her students is self-reliance by permitting learners to trust their instincts and to do by themselves the things that they love, within firmly disciplined limits. She treated her students fairly whether high or low achiever. She usually addresses her lesson to everybody without having special treatment to other students. As a result, students interact to their teachers’ discussion thoughtfully and attentively.

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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?

When I was in high school, my teacher is very effective in handling our class which consists

of different types of learners. She manifested this during our class discussion, actions, activities,

dealings, techniques, procedures, methods and the way she show strictness when we are

conducting class discussion. When she conducted her lesson, she addresses this to everybody

rather than to have special treatment to some students. The same things to what I have observed,

every teacher have the big responsibility to eagerly teach student fairly without any doubts in order

for them to catch the lesson that is why putrefied learning is necessary.

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?

As a soon to be teacher, this activity is not only intended for me to have a good observation

but rather furnish me to become a competent educator someday. Through this, I can prepare

myself how to be an effective facilitator in the near future.

Effective methods and strategies that I will bear in my mind in the future is that I will treat

my students fairly and just, respect their differences, their interests, decisions, social background,

and most especially the variation of their abilities so that I could ensure that I convene the needs of

both high and low achievers in my class. I will avoid comparing and I will never attempt from

putting them down. Instead I will motivate and inspire them to strive hard for their bright future. I

will make sure that these things are embed in my heart and mind so that I could understand my

student’s personality, rapidity in managing tasks, interaction with teacher, and as well as they

interact with their classmates or even other people.

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Entries of

Evidences

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Documentation on High School

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Documentation on Elementary

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Documentation on Pre School

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Daily Time Record

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Related Articles

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“The Learners”By: Terry Farwell

We learn by "seeing it" (visually), "hearing it"(auditory), or "moving and doing it"(kinesthetically), and most of us have one primary learning style through which we best learn and remember information. All of us can benefit from identifying and understanding our individual learning styles.

“Actions Speak Louder than Words”Kinesthetic learners’ best learn by doing. These students may be avid note

takers in class, but not review them later; they remember things that were seen, done, or discussed. "When given assignments, such as writing a book report or making a scene from a book, [kinesthetic learners] will make a scene. They can learn to read and follow directions through the use of recipes, etc."

(Parent Newsletter, NDCU Extension Service, October 1997).

Kinesthetic learners move, bounce, and travel around classrooms and homes. They are rarely still, but in their movements are always learning. These individuals will point while giving directions, or only be able to get to a particular place by taking you there. Making small adjustments in the lives and routines of these individuals will facilitate them in increasing their success at home and at school.

Strategies for Kinesthetic Learners:

Study important information by placing facts on index cards and reading the information aloud while pacing or walking around.

Try studying while lying on a bed or the floor, or listening to music.

In class, when it is necessary to be still, bounce your foot, twirl a pen, or squeeze a ball. Just be sure you are not distracting those around you.

Set a timer for 20-30 minutes. Work for this amount of time, and then take a 5- or 10-minute break.

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Use brightly colored paper under worksheets or study materials to help you focus.

Write vocabulary words on paper with glue. Sprinkle sand or glitter on top. When studying for tests, trace the words with your eyes closed.

Read novels, articles, and texts while pedaling on a stationary bike or climbing a Stairmaster.

Special Projects: Create a special exercise program and keep a log. Measure walking, jogging, or

biking distances, record workout times, and document progress. Older students can calculate calories and fat burned.

Choose a favorite story and create a play or performance.

Assume the role of your favorite character or historical figure. Develop a skit to reflect important information.

Join a drama or acting club.

For elementary students, build a life-size number line by painting on concrete or wooden planks. Use this to solve simple math problems.

Get ready for fall by collecting manipulative and containers. Save your bottle tops, corks, pennies, empty jars, yogurt containers, coffee cans, etc.

Source: http://school.familyeducation.com/intelligence/teaching-methods/38521.html#ixzz2gHEVOonv

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http://school.familyeducation.com/intelligence/teaching-methods/38521.html#ixzz2gHEVOonv

http://school.familyeducation.com/intelligence/teaching-methods/38521.html#ixzz2gHEVOonv

Journal of the National Association for Child Development1986, Volume 6, No. 10

“The Learning Environment”By: Robert J. Doman Jr.

The most important factor in how much and how well children learn is the learning

environment itself. If a child’s learning environment does not instill a self-perception of success,

it can inadvertently discourage his or her development.

Ultimately, how much children learn is a reflection of how much they like to learn. How

much they like to learn reflects how successful at learning they perceive themselves to be. We

enjoy success. We are motivated by success. The strong child likes to arm wrestle, the quick

child likes to run races, and the expert speller likes to play Scrabble, and so on. When a child

perceives herself as having the ability to do something well, she is highly motivated while

engaged in it, wants to do a lot of it, and, as a result, gets better and better at it. Turning

children on to learning is key to creating a positive learning environment.

Children learn as a result of the input their brains receive from their senses. What they

learn is a reflection of the frequency, intensity, and duration with which their brains receive

specific input. We may be able to make a child stay in one place for an extended period of time

(duration) while we go over and over the material (frequency), but the child has control over

the intensity of the input. The child can be turned on or off. If turned on, the child learns

rapidly; if turned off, learning may never occur.

Turning the child on—or off—to learning is largely determined by the learning

environment. A positive environment encourages learning; a negative environment creates

actual neurological dysfunction and discourages development and learning. For example, when

a parent comments on a second-grade child’s math assignment, the comments may be positive

(this lets the child know he is doing well) or negative (this can discourage and destroy the child's

motivation). Often the negative response comes quite naturally; therefore, we must learn how

to be positive. Look at the differences between the positive and the negative responses to three

second-grade children after they completed an assignment of ten math problems.

Negative: "Johnny, you're a very bright boy, and I expect a lot from you. Today you got one wrong. You'll have to work harder and be more careful next time."

Positive: "Johnny, that's fantastic! You got nine right! How did you get so smart?"

Negative: "Alice, you got three wrong—you can do better than that. I'm afraid I can't give you a happy-face sticker today."

Positive: "Alice, that's great! You got seven problems right, and three were real tough problems on that page. Let me show you how to do these real tough ones."

Negative: "Billy, this is terrible. You got more than half of these problems wrong. You're just not trying!"

Positive: "Hey, Billy, you're getting it. Look, you got this, this, and this one right. Super! You watch while I do these other problems. I bet you can get them right the next time."

Can our children develop and learn in a negative environment? Yes, most do, but children cannot thrive in a negative environment, nor can they develop and learn as they would in a positive, reinforcing environment. Symptoms of the negative environment include negative attention-getting behaviors such as defiance, lack of motivation, anger, poor self-image, and lack of development and learning. Creating a positive, reinforcing environment for learning can dramatically change our children's attitudes, self-image, rate of learning, and the degree to which learning occurs.

What children get out of the educational process is a reflection of what we put in. If we are not pleased with the output, we should examine and modify the input, creating a positive educational environment. We must point out what children know and applaud what they do well. In return, they will be motivated to learn—and do—more.

Reprinted from the Journal of the NACD Foundation (formerly The National Academy for

Child Development) http://nacd.org/journal/article16.php

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http://nacd.org/journal/article16.php

“Learning Development”(Bridging Learning Design and Modern Knowledge Needs)

July 12, 2005George Siemens

Learning has long been debated in realms of religion, philosophy, and more recently, psychology. The challenge of creating a comprehensive definition lies in the different interpretations of both intent and method of learning. Most often, learning is used in an ambiguous manner, without clear definition of hidden assumptions and viewpoints. Adherents of different styles of learning see the world (and solutions to existing problems) in an isolated manner. Rather than exploring more deeply the diversity of learning, learning methods, and learning intent, new situations are unfortunately approached with the intent of shaping the situation to the world view and design methodology.

Research (particularly in the field of neuroscience) is beginning to indicate that the primary learning component of our brains is pattern recognition, not information processing. Stephen Downes (2005) extends this concept by offering a challenging vision that learning is not a direct causal interaction between teacher and learner. Replacing the causal model of learning (need highlighted, instructional intervention planned, measurement enacted) with “network phenomenon”:

“But with online learning comes not only a much wider, more diverse network, but also the idea that (a) the network may be based on non-physical (or emergent) properties, (b) that the individual may choose to belong to or not belong to a network, and (c) that an individual may assume multiple identities or memberships in multiple networks. The theory of distributed representation has a profound implication for pedagogy, as it suggests that learning (and teaching, such as it is) is not a process of communication, but rather, a process of immersion.”

Acknowledging that learning is a process beyond simply processing information requires a definition that is valuable in both formal and informal learning activities. Learning is not an isolationist activity without intent or aim. Certain learning experiences build skills; others build attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do or achieve something. In this regard, learning can simply be defined as actuated or actionable knowledge. This definition has two components - knowledge: understanding of an implicit or explicit nature, and actuation: doing something appropriate (defined as contextually aware) with knowledge.

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The starting point of learning design is to evaluate the existing views of learning types, learning theories, and design approaches. An integrated or holistic view of the diverse learning landscape permits designers and educators to select appropriate models for appropriate means. Most typically, learning theories have not become obsolete in the sense that they do not work. Instead, they are obsolete in the sense that the world around has changed, and new models are required to meet the needs of new situations. Where the learning theory and design approach closely align with a design concern, even “outdated” theories can become valuable. To remain relevant, it is important for designers to account for diminishing half-life of knowledge and increase in information availability (and amount). Views of knowledge as comprising of “know what” (explicit) and “know how” (tacit) are being usurped with “know where”.

Further compounding learning challenges is the importance of “soft knowledge” – i.e. experiences and encounters which are not entirely functions of our cognitive domain. Serendipity is often not acknowledged in more formal instructional design. Yet most sources of innovation are bricolage-like in nature. The sudden recognition of solutions from other domains, or the innovative application of available resources is important. Silo style learning design limits learner access to other competing or complimentary information sources. Exploratory and networked learning, on the other hand, provide opportunities to encounter knowledge from other experts and domains – knowledge which often informs and creates innovative solutions.

John Seely Brown (undated, p. 66) communicates this new dynamic world of learning: “When we look at teaching beyond the mere delivery of information, we see a rich picture of learning, one that embraces the social context, resources, background, and history within which information resides”.

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Clippings

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My Personal Illustration of an Effective School Environment

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55

56

Quotation about Teachers

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My Personal Reflection on the Portfolio

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Cooperating Teacher,MRS. PEARLY HERVIAS

Comment of the Faculty

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Name: Jessa M. Arnado Course: BSED Year & Section: 2BDirections: Check the appropriate column that best describes your current level of mastery of each listed competency.

Competency I cannot dothis yet.

I am learning

how to do this

I can do this

but I need to learn

more and improve.

A can do this very

well.

1. Determines an environment that provides social, psychological, and physical environment supportive of learning.

*

2. Differentiates learners of varied learning characteristics and needs.

*3. Manages time, space and resources to provide an environment conducive to learning.

*

4. Recognizes multi-cultural background of learners when providing learning opportunities.

*

5. Determines teaching approaches and techniques appropriate to the learners.

*

6. Determines, understands and accepts the learner’s diverse background.

*

7. Relates the learners’ background to their performance in the classroom.

*

8. Reflects on the impact of home and family life to learning.

*9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

*

10. Accepts personal accountability t learners’ achievement and performance.

*

(Post-assessment) Date Accomplished: September 18, 2013 Rater’s Signature: JESSA M. ARNADO

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