Professional Documents
Culture Documents
Environment.
March 2016
TABLE OF CONTENTS
Dedication
Acknowledgement.
Objectives
Resume.
Episode 1: SCHOOL AS A LEARNING ENVIRONMENT.
EPISODE 2: LEARNERS CHARACTERISTICS AND NEEDS
EPISODE 3: CLASSROOM MANAGEMENT AND LEARNING.
EPISODE 4: Individual Differences and Learners Interaction
(focusing on Differences in gender, racial, religious backgrounds) .
EPISODE 5: INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(Focusing on Different levels of abilities)
EPISODE 6: Home- Skill Link...
Daily Time Record
Rubrics
Dedication
I dedicate this Portfolio to my Mother and Father. Memia L. Nacion and Jose
L. Nacion, who despite of their low learning experience, they are able to give
their full support just to send me to school.
Acknowledgement
A myriad thanks to those people who made this Portfolio possible. I would
also thanks to my sister Berlin Mae Nacion who support and encouraged me
to finish this Portfolio.
GENERAL OBJECTIVES
1. Identify the stage of physical, motor, linguistics, 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 or development.
3. Analyze how the teaching learning process should be conducted
considering the different phases of child development.
PERSONAL DATA
Field Study 1
THE LEARNERS DEVELOPMENT AND ENVIRONMENT
Course Description
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
learners different phases of development and social environment.
Facilitating Learning
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 the learners in the different stages of
development
3. Analyze how the teaching and learning process should be conducted
4. considering the different phases of child development
Episode 1
BSED-II
J22
TARGET
At the end of the activity, you will be competent in determining a
school environment that provides social, psychological and physical
environment supportive of learning.
Your Map
A general observation of the campus and the classroom as an exciting
way to start your observation.
Your mission is to do the following tasks.
1. Visit a school. Look
into facilities and
support learning areas in
the campus, then in the
classroom.
4. Make a reflection on
the characteristics of a
school environment that
promotes learning.
2. Accomplish a
checklist as you
move around the
school premises.
3. Based on your
gathered data in the
checklist, describe the
school environment.
Your Tools
As you move around the campus, activity forms are provided for you to
document your observations. It is advised that you read the entire
worksheet before proceeding to the school site. A good understanding of
The activities and tasks to be accomplished in the activity sheets will yield
better learning results.
Familiarize yourself with the different areas and facilities of the school.
Check the column to indicate their availability.
Give
brief
Not
Facilities
Principals Office
Available
Available
Description
The office is evidently big
enough to accommodate the
visitors.
It was located in the 2nd floor
Library
Canteen/Cafeteria
Medical Clinic
Reading Center
Speech Laboratory
Science
Laboratory
Speech Laboratoty.
This was located in the
Engineering building.
Different kinds of laboratory
Apparatus that we can use
Gymnasium
Auditorium
school.
Located at tha front of
gymnasium. This building
sometimes used for some
seminar.
There are a lot of comfort
rooms for boys and girls .
Well-maintained and it was
all located near the
classrooms.
Same with the boys, comfort
PRINCIPALS OFFICE
1. Look at the walls of the classroom. What are posted on the walls?
What heroes, religious figures, lessons, visual aids, announcements,
do you see posted?
2. Examine how the furniture is arranged. Where is the teachers table
located? How are the tables and chairs/desks arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
OBSERVATION REPORT
They
have
accommodate hundreds
well-structured
buildings
of
and
greenly environment.
Actually the room I had visited was inspired by
nature as the posts were likely trunks similar with a real
tree. Its a half wall open. It seems that students were
comfortable and not bothered by some inconveniences
that commonly found in a close classroom. I havent seen
any
illustration/drawings
in
the
room
only
the
handled
is
Mape.
It
seems
her
students
is
Description
2. Learners desk
3. Blackboard
4. Learning
Materials/Visuals
care of.
Manila papers are in a good condition.
The whole class is divided in 5 groups
Analysis
How do the school campus and the classroom in particular impact on
the learning of the students going to school? What are your
conclusions?
The room has no door, it is noisy and hot inside the classroom. The school
environment could help learners to be more focus to their studies
regarding the subject matter. Of course it has a deep impact on the
learning of the students for the reason that the instructional materials
needed are necessarily matched and reliable to the students learning
process.
Reflections
1. Would you like to teach in the school environment you just
observed? Why?
Yes, the laboratory school has all the facilities that could provide
better learning for both the students and those undergoing
practice teaching. It is near the school (STIWNU), which could
provide teaching aids/ library support.
Episode 2
BSED-II
Resource Teacher:
Cooperating School:
J21
TARGET:
At the end of the activity, you will gain competencies in differentiating
the characteristics and needs of learners from the different developmental
levels.
Your Map
To reach your target, do the following tasks:
Step 1
Observe 3 groups
of learners from
different levels
(preschool,
elementary, and
high school).
Step 3
Validate your
observation
by
interviewing
the learners.
Step 2
Describe each of
the learners based
on your
observation.
Step 4
Compare
them in terms
of their
interests and
needs.
Your Tools
Use the activity form provided for you to document your observations.
another
observation
checklist
if
more
detailed
observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they
move, walk, run go upstairs, etc.
Are gross movements clumsy or deliberate/smooth?
How about their fine motor skills? Writing, drawing, etc.
Social
Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What
Development
Preschooler
Elementary
High School
Domain
(Indicate age
(Indicate age
(Indicate age
range of
range of
range of
children
children
children
observed: 3-5
observed: 6-8
observed:
yrs. old)
yrs. old)
Pre-schoolers are
to eat, dress,
do things
independently. For
so much familiar
themselves. They
with bodily
are starting to
engagements
cooperate and
physically and
(Gross-motor
such as running,
share others by
mentally fit to do
skills
hopping, leaping
making projects,
Physical activity
Fine-motor skill
dusting,
Self-help skills)
physical
sweeping; they
movements.
may empty
They are
wastebaskets,
dependent to
erase chalkboard;
their parents
in play group,
pertaining to fine-
they include
helping to
help skills.
construct a
Physical
typical game,
sand castle and
many more.
Social
Interaction with
This stage is
Learners were
Students in high
Teachers
considered as a
showing respect
Pre-Gang Age or
towards their
very fond of
Questioning Age;
adviser. They
making friends
Interaction with
classmates/
children are
laughed
especially when
friends
learning the
uproariously
foundations of
when somebody
social behavior.
took a mistake
campus.
especially if the
enough; both
student perceives
physically and
the instruction
to what
mentally to cope
incorrectly. The
command/instruct
class was
segregated with
but in some
to be praised by
kinds of group
instances they
Interests
used to ridicule
to their teachers.
the teacher
particularly when
she is not looking
at them
Emotional
Graders are, at
(Moods and
sensitive and
this stage,
expressive with
temperament,
impressive in
socially oriented
their feelings
expression of
terms of their
in a way that
specifically in love
feelings,
emotions.
they would be
affection between
Emotional
Children at these
embarrassed if
independence
ages are
they outburst
Others)
transparent. They
relationship).
hurting others in
somebody did
jealousy as poor
called as
boyfriend and
them.
girlfriend. They
Some would
tantrum if they
their actions
wouldnt have
inside the
classroom.
Cognitive
Toddlers are
They are
(Communicatio
learning to
beginning to
n Skills,
distinguish right
two languages
Thinking Skills,
read in two
Problem-solving beginning to
languages
Others)
develop a
(Filipino and
still learning.
conscience.
English).
Analysis
Write the most salient developmental characteristics of the learners
you observed. Base on the following characteristics, think of implications for
the teacher.
Example:
Level
Salient Characteristics
Implications to the
Observed
Teaching-Learning Process
Preschool
Pre-schoolers like to
Therefore, the
teacher should
remember to use
music and movement
activities not just in PE
but in all subject
areas.
Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.
Level
Salient
Implications to the
Characteristics
Teaching-Learning
Preschool
Observed
Pre-schoolers like to
Process
Therefore, teachers
classmates.
called socialization it
denotes social interaction
on how do they get along
with others to augment
their interpersonal
Elementary
intelligence.
I suggest that the
developmental skills
such as psychomotor
different kind of
instructional materials
that could have applied
the three domains in
High school
learning.
I propose that teacher
observed 12-above
pertaining to home
development growth
background, interests
any negative
environment. As I
kind of behaviour.
In addition, I commend
Your
Reflections
1. While you were observing the learners, did you recall your own
experiences when you were at their age? What similarities or
differences do you have with the learners?
As I reminisce my grade school experience before that my
classroom is closed and the number of student is bigger in what we
are observing. We have a green blackboard while here it is white, but
the similarities are dependent on the teacher, we are noisy before
even though our teacher is discussing in the front while were in high
school but they are noisier than us.
2. Think of a teacher you cannot forget for positive or negative
reasons. How did he/she help or not help you with your needs
(physical, emotional, social, and cognitive)? How did it affect
you?
The teacher that I cannot forget is my teacher in English first
that Ive meet her Im so scared because of her scary face. I like
her Because she always advised us that if we are graduated in
high school, the things that she always tell to her students is
that focused first in our studies, because studies are very
important as a student.
3. Which is your favourite theory of development? How can this
guide you as a future teacher?
My favourite theory regarding to this setting that is applicable is
the Operant Conditioning theory by B. F Skinner which states that
Episode 3
CLASSROOM MANAGEMENT AND LEARNING
BSED-II
Resource Teacher:
J22
TARGET:
At the end of the activity, you will be gain competence in managing
time, space and resources to provide an environment which is appropriate to
the learners and conducive to learning.
Your Map
To reach your target, do the following tasks:
Observe a class.
Your Tools
Use the activity form provided for you to document your observations.
OBSERVATION REPORT
As I noticed they were fond of interacting to each other. Some have things in
common particularly in singing trending songs, talking about the likes and
dislikes, and other social interaction inside the classroom. They did not pay
attention to the instruction of their teacher. Others were just sitting on their
respective chair but most of them were making their own businesses.
However, I observed that they were following classroom routine; every
group will have designated day to clean up the room, each group knew
already their task to do. So it is good thing to know that in spite of their
being misdemeanour they responded.
ASPECT OF
CLASSROOM
DESCRIPTION
MANAGEMENT
1. Specific
EFFECT ON THE
LEARNERS
It helps students
Areas in the
learning process
Classroom
blackboards.
because of its
functions for
learners
2. Classroom
rules
conveniences.
It helps the students
the lecture
3. Classroom
Procedures
4. Daily
Routines
lead to becoming a
use.
5. Seating
society.
It was arrayed in two columns To avoid rush
gathering and to
make them
comfortable with
their seats.
6. Handling
It emphasizes the
misbehaviou
maturity of the
r/
off-task
to their behavior on
behaviour
of them.
their sensitivity by
observing the
manner of their
7. Reinforceme
teacher.
They are become
motivated and
Behaviour
inspired to study
thing
near future.
Analysis
1. How did the classroom organization and routines affect the
behaviour of the learners?
In order to facilitate learning the students should be organize
and given appropriate assignment to stimulate individual interest and
supported by their groups to enrich knowledge and information.
2. What should the teacher have in mind when he/she designs the
classroom organization and routines?
principles should you have in mind?
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?
2. Make a list of the rules you are likely to implement in this level.
Why would you choose these rules?
persevere.
Why
generosity?
Because
there
must
be
generosity not only between student and teacher but also among
the student themselves.
Episode 4
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
BSED-II
Resource Teacher:
J22
TARGET:
At the end of the activity, you will be gain competence in determining
teaching approaches and techniques considering the individual differences of
the learners.
Your Map
The learners individual differences and the type of interaction they bring
surely affect the quality of teaching and learning. This episode is about
observing and gathering data to find out how student diversity affects
learning.
To reach your target, do the following task:
Step
3
Step
4 1
Step
Step
2
Step
5
OBSERVATION REPORT
Analysis
1. Identify the key roles in the relationships and interactions in
the classrooms.
does
the
teacher
influence
the
class
interaction
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?
o During my observation the teacher had set a warm welcome
to us she even gave us chairs just to make us comfortable
while observing in her class. In her room, students were
trained to be polite and oriented. They did not bothering us
either showing inappropriate behaviours.
o They were coordinating with their teacher with regard to
learning activity. They followed rules and regulations that
have established.
2. In the future, how would you want the learners in your classroom
to interact? How
Episode 5
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
BSED-II
Resource Teacher:
J22
TARGET:
answer not comprehensively thats why most of the class got a poor
performance specifically in a written output. These students were seemed to
be behind with regard to the assessment of their teacher and to its subject
matter.
Unlike to other students usually at the front, they were active in
answering questions and eventually they used to ask to justify their
uncertainties which is healthy and in favour to the teacher. However, few of
them have acquired that kind of manner because I think their self-esteem is
low. It is their thought that students at the lower level are taken for granted
and getting less opportunities compared to a higher level students.
Analysis
1. Did your observation match the information given by the
teacher?
What behaviour
their
student-student
interaction
and
student-teacher
teacher?
o The achiever is usually alert and does not show hesitation to
individual question and challenges. It only shows that
perception and response, quickness with sense of
understanding. This low achiever shows slow response to
teacher. Requires repetition and/or explaining questions.
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 the teacher deal with the differences in the abilities? Was
your teacher effective?
o Our teacher usually gives much attention to the high achievers
by giving them extra attention by giving those rewards and
awards. While the slow learners, our teacher give council and
encouragement to those slow learners. Extra work and
assignment, and project to help them improve their grades.
`
Episode 6
HOME-SCHOOL LINK
BSED-II
Resource Teacher:
J22
TARGET:
At the end of the activity, you will be gain competence in reflecting on the
impact of home and family to learning.
Home
and
School
Link
Mothers health during pregnancy with the learner: She was in a good
condition and having a healthy pregnancy.
Ailments or health problems: None
Age of a learner when he started to walk/talk: 1 year and 5 months
Food preferences of the learner as a child and at present: foods that are
given by his family.
Who took care of him/her as a child?: his parents
Learners Social Aspect:
Describe your childs sociability (friendly, outgoing or shy, loner)
Hes not so expressive but you have seen the concern towards his
brother and sisters. He is having more time with his friends than ours. However,
he is responsible to all the tasks we usually assign to him and very strong-minded
regarding to his studies.
Emotional-Moral
What are your expectations of your child?
Does your child go to you when she/he feels down or has a problem? What
do you do to meet his/her emotional needs?
Yes, I do comfort him when he feels down or depress. I advise him to
what neither to do nor to say in a positive way/response.
What do you do when he/she is not successful in something?
I typically say that better luck next time; dont be frustrated because
everything has a purpose.
Do you have rules at home to help him develop good study habits? What are
these rules? How are they implemented?
I do not allow them to go out unless they have finished their school
work. I even help them in project making. Sometimes, I was asking them how do
you do in school? Have you got high score in test and Do you perform so well.
Analysis
Your findings and recommendations in the learner
Development Profile will help you answer the questions here.
1. From your home visit and interview, what do you think is the
style of parenting experienced by the learner?
o Those who belong to the high achievers are usually have
parent who are employed and substantial income with lot of
opportunities. While the low achievers belong to slam areas
parents doesnt have sufficient source of financial income
opportunities.
2. Relating your data with what you learned from child
development, what family factor do you think contribute to the
development and over-all adjustment of the learner in school?
o Student with socially stabled income parents achieved more
easily in the classroom activities, while students who belong to
low achievers has a lower income and achieve less in the
classroom.
3. Does the communication between the home-school have an
effect on the learner? If yes, what are these effects?
o The communication between the home and school has an
effect to the learners thought the following:
a. The student be coached by the teacher to alleviate the problems
they have in their home at the same time the home has in
common between the home-school ,the home could help the
student achieve the requirements set-up by the school to
achieve/improve their achievement.
Reflections
1. Reflect on your own development as a child. What type of
parenting did you experience? How did it affect to you?
o I belong to the family that dont have stable income, I help my
parent subsidize my calling through the help of my
grandparents. I also work extra hours to help my parents and
have additional income. The situation affected my
achievement in the school because I could not participate in
all social, mental, physical and musical activities, my extracurricular activities is limited to being a spectator and is
always keeping myself to go home to help my parents.
2. As a future teacher, how would you establish good homeschool collaboration? How can you work well with the parents?
How can you help them? How can they help you?
o In the future as a teacher I could help the home-school
collaboration by conducting home visit. I could help by
continuous communication to the parents of the current status
of their children achievements in the school; this is by having
a regular parent teacher dialogue.