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FIELD STUDY1

THE LEARNERS DEVELOPMENT AND

ENVIRONMENT

Name of School Observed: Bonotbonot Elementary School

Location of the School: Bonotbonot, Buenavista, Bohol

Date of Visit: Dec.-eb. !"##

E$isode #

School as a Learnin% Environment

Name of Student: Efren Logroo, Jr.

Course: BEED Year & Section: III

Resource eac!er: "rs.Casiana ecson Signature: #############

Coo$erating Sc!oo%: Bonotonot E%ementar' Sc!oo%

Your mission is to do t!e fo%%o(ing tas)s:

*. +isit a sc!oo%. Loo) into faci%ities and su$$ort %earning areas in t!e cam$us, t!en in t!e

c%assroom.

. -ccom$%is! t!e c!ec)%ist as 'ou moe around t!e sc!oo% $remises./. Based on 'our gat!ered data in t!e c!ec)%ist, descrie t!e sc!oo% enironment.

0. "a)e a ref%ection on t!e c!aracteristics of a sc!oo% enironment t!at $romotes %earning.

1. 2resent 'our idea of a good sc!oo% enironment t!roug! an' of t!ese:a. Descri$tie 2aragra$!. 2!oto Eas'

c. S)etc! or Dra(ing

d. 2oem, Song or Ra$

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S&'OOL (&)L)*)ES &'E&+L)S*

3-CILIIES -+-IL-BLE N4 -+-IL-BLE DESCRI2I4N

4ffice of t!e 2rinci$a%

Lirar'

Counse%ing Room

Canteen

"edica% C%inic

-udio +isua% Center

Reading Center

S$eec! Laorator'

Science Laorator'

5'mnasium

-uditorium

6ome Economics

Room

Industria% 7or)s!o$

-rea

2C- 4ffice

Comfort Room for

Bo's

Comfort Room for

5ir%s

(n Observation uide for the &lassroom Visit

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*. Descrie t!e communit' or neig!or!ood (!ere t!e sc!oo% is found.

8 !e communit' or neig!or!ood (!ere t!e sc!oo% is found is $eacefu%, c%ean and safe.It is %ocated near t!e road. !e area of t!e sc!oo% is (ide enoug!. 5ood management and

disci$%ine of t!e communit' is $resent. -%t!oug! t!e sc!oo% is near t!e road side ut it is

safe !ence t!e sc!oo% is guarded ' securit' guards so t!at t!e students cannot easi%'esca$e from sc!oo%.

. Descrie t!e sc!oo% cam$us. 7!at co%ors do 'ou see9 7!at is t!e condition of t!e ui%ding9

8 !e sc!oo% cam$us !as a coo% amiance. It is surrounded ' ot!er ui%dings. It is

%ocated near t!e road side. !e sc!oo% is (e%%8fenced. !ere are fie c%assrooms. 4ne of

t!e c%assrooms is made u$ of natie materia%s ca%%ed ama)an;, (!i%e t!e four remaining

c%assrooms are made u$ of !o%%o( %oc)s and cement. !e foundation of t!e ui%dings is

good ecause it is (e%%8$%anned and ui%t. !e $%a

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8 !ere are a %ot of %earning materia%s $osted in t!e (a%%. 2icture of different !eroes are

t!ere %i)e Jose Ri

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des)s are $ainted (it! green co%or.

0. B%ac)oard !ere are %ac)oards eing used ' t!e teac!er for t!e t(o

grades.

1. Learning

"ateria%sA+isua% aids

!ese are man' %earning materia%s and isua% aids dis$%a'ed in t!e

c%assroom. Suc! materia%s are c!arts, $ictures, f%as!cards, oo)sand etc. !ese are $%aced at an' side of t!e room. Some of t!ese

are ne( (!i%e ot!ers are not.

=. Comfort Room !ere is on%' one CR, %ocated on t!e rig!t side of t!e room at t!e

ac) side corner.

. "ini8Lirar' It is %ocated on t!e rig!t side of t!e room near t!e (indo(.

(N(L2S)S

*. 6o( do t!e sc!oo% cam$us and t!e c%assroom in $articu%ar im$act on t!e %earning of t!e

students going to sc!oo%9 7!at are 'our conc%usions98 Conductie c%assroom atmos$!ere contriutes to t!e %earning of t!e students.

Suc! c%assrooms !ae $ro$er enti%ation, (e%%8%ig!ted and free from noise. If t!e sc!oo%

cam$us is conducie as (e%% as t!e c%assroom, t!e attention of t!e students (i%% ecomefocused on t!e %esson. !e' (i%% %earn easi%' and comforta%e. 2!'sica% condition of t!e

c%assroom is not on%' to e considered as conducie. eac!er strategies are a%so factor to

e considered. If t!e teac!er uses noe%t' of instructiona% materia%s t!e $u$i%s (i%%

ecome attentie to %isten and %earn. If t!ere is a master' of suect matter t!e %esson (i%%!ae a sense of direction t!at %eads to etter %earning of acuired )no(%edge, s)i%%s and

a%ues.

. 6o( does t!is re%ate to 'our )no(%edge of c!i%d and ado%escent dee%o$ment9 6o( does t!is

re%ate to 'our )no(%edge of faci%itating %earning9

8 In re%ation to m' $reious )no(%edge of c!i%d and ado%escent dee%o$ment,

$u$i%s %earn easi%' if t!e' (ere e@$osed to a friend%' atmos$!ere, free from distractions

and noises. !e' cou%d easi%' %earn if eer' meeting teac!er uses ariet' and noe%t' of

%earning materia%s and motiate t!em a%(a's. In connection to m' $reious suect

faci%itating %earning t!at in doing our tas) as a teac!er I s!ou%d fo%%o( t!e met!ods andtec!niues t!at are est for students to %earn. If t!ere (i%% design m' o(n met!ods and

tec!niues for etter earning and see to it t!at it is effectie.

ELE&*)ONS

*. 7ou%d 'ou %i)e to teac! in t!e sc!oo% enironment 'ou ust osered9 7!'9

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8 Yes, I %i)e to teac! in t!e sc!oo% enironment I !ae osered ecause t!e

students are motiated to %earn a%t!oug! t!e' are not e@$osed to ne( tec!no%ogies in

teac!ing8%earning $rocess. !e' are intrinsica%%' and e@trinsica%%' motiated to stud'.

Rain or s!ine t!e' come to sc!oo%. 2!'sica% enironment is a%so t!e factor I %i)e, t!e

$%ace is $eacefu%, safe (it! $ro$er enti%ation and free from distractions. -%so, t!e sc!oo%

is in m' to(n.

. 7!at )ind of sc!oo% cam$us is conducie to %earning9

!e )ind of Sc!oo% cam$us t!at is conducie to %earning is t!at it !as a coo%

surrounding and is a(a' from an' disturances.

/. 7!at )ind of c%assroom is conductie to %earning9

!e )inds of c%assroom t!at are conducie to %earning are t!e fo%%o(ing:

8 - !ig! $erformance sc!oo% see)s and $roides adeuate s$ace and o$$ortunities for

students and teac!ers to s$read out, ref%ect, interact, e@c!ange information, e@amine and test

ideas.

8 !e a$$earance of t!e sc!oo% is initing. Students, teac!ers, and t!e %oca% communit'

(ant it to e t!ere.

8 !e sc!oo% !as adeuate natura% %ig!ting t!at en!ances $roductiit'.

8 !e sc!oo% stries for student8friend%' conditions t!roug!out t!e ui%ding.8 !e sc!oo% is initing to good teac!ers and su$$orts t!eir retention.

8 !e sc!oo% is designed to reduce stress. It is comforta%e, !as a consistent tem$erature,

and manages noise.

8 !e sc!oo% is c%ean and sanitar'.

8 !e ris) of an aderse !ea%t! effect is er' sma%%.

0. In t!e future, !o( can 'ou accom$%is! 'our ans(er in numer /9

8 In t!e future I can accom$%is! m' ans(er in numer / ' ma)ing m'

res$onsii%it' as a teac!er. I (i%% ma)e m' room $ro$er%' an order%' arranged. I (i%%

im$%ement ru%es and $rocedures for t!e students to ecome res$onsi%e. I (i%% s!o(

noe%t' of instructiona% materia%s so t!at students (i%% eager, interested and motiated to

%earn.

3 y 4ersonal )llustration of an Effective School Environment

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8 ESSEN*)(L ENV)ONEN*(L &ONS)DE(*)ON O S&'OOLS

Researc! to date indicates $roductie, !ig! $erformance sc!oo%s manifest common traits

Fsee annotated references in notes section>:

G - !ig! $erformance sc!oo% see)s and $roides adeuate s$ace and o$$ortunities for students

and teac!ers to s$read out, ref%ect, interact, e@c!ange information, e@amine and test ideas.

G !e a$$earance of t!e sc!oo% is initing. Students, teac!ers, and t!e %oca% communit' $(ant it

to e t!ere.

G !e sc!oo% !as adeuate natura% %ig!ting t!at en!ances $roductiit'.

G !e sc!oo% stries for student8friend%' conditions t!roug!out t!e ui%ding.

G !e sc!oo% is initing to good teac!ers and su$$orts t!eir retention.

G !e sc!oo% is designed to reduce stress. It is comforta%e, !as a consistent tem$erature, and

manages noise.

G !e sc!oo% is c%ean and sanitar'.

G !e ris) of an aderse !ea%t! effect is er' sma%%.

Student and teac!er comfort is indicated as t!e most im$ortant as$ect of an' sc!oo% enironment.

If students are comforta%e, t!en %earning ecomes muc! easier. Being comforta%e is a

comination of seera% different factorsH adeuate usa%e s$ace, noise contro%, %ig!ting,

tem$erature and c%imate contro%, and sanitation.

!e c%assroom is t!e most im$ortant area of a sc!oo% ecause it is (!ere students and teac!ers

s$end most of t!eir time and (!ere t!e %earning $rocess ta)es $%ace. !e fo%%o(ing conditions

!e%$ ma)e t!e c%assroom a etter $%ace in (!ic! to %earn.

G Lig!ting in c%assrooms must focus on t!e front of t!e c%assroom and oer t!e student?s des)s.

5%are from !ard surfaces is distracting and s!ou%d e aoided (!ereer $ossi%e. !e effectie

%ig!ting of sc!oo%s !as een re%ated to !ig! $erformance test scores time and again.

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C%asses s!ou%d e designed to accommodate students so t!at t!e numer of students does not

e@ceed . - %o(er densit' of students $er c%assroom (i%% increase teac!er and student

interaction and communication.

C%assrooms must e designed (it! effectie communication and interaction in mind. Students

s!ou%d e a%e to easi%' see and !ear t!e instructor and ot!er students. Noise must e contro%%ed

to %ee%s t!at do e@ceed =d. -t aout t!e = or = d noise %ee%, students egin to !ae

difficu%t' understanding (!at is eing said and are distracted ' noise in ot!er c%assrooms.

ec!no%og' is at t!e center of t!e modern educationa% $rocess, es$ecia%%' for mat!ematica% and

ana%'tica% s)i%%s. Com$uters in c%assrooms are er' im$ortant. oo%s, suc! as t!e Internet, a%%o(

t!e smoot! e@c!ange of information et(een student and mac!ine, ut must e $ositioned and

used in enironments t!at do not cause distraction. Increasing%', students can %earn t!roug!

irtua% c%assrooms (!en no teac!er is aai%a%e. Comforta%e surroundings aid in t!is form of

%earning.

em$erature and indoor c%imate is a%so im$ortant. - tem$erature of =8 degrees is idea% and

s!ou%d e maintained 'ear round. Sc!oo%s must e designed (it! good enti%ation. Effectie

fi%ters and c%eaning must e functiona% so as to )ee$ $articu%ate matter, suc! as dust, out of t!e

air. 4dors can a%so e distract students, ut can e remoed (it! good enti%ation.

!e design of sc!oo%s is a er' im$ortant factor (!en dea%ing (it! sanitation re%ated to moisture.

Bui%ding roofs t!at %ea) or (i%% not sto$ (ater are detrimenta%. 7ater in c%assrooms %eads to mo%d

(!ic! can cause a%%ergic reactions. 6ig! !umidit' and standing (ater a%so creates an

enironment faora%e to a%% )inds of acteria, (!ic! can s$read diseases.

!e c%ean%iness of sc!oo%s is a%so an im$ortant as$ect of sc!oo% enironments. C%ean sc!oo%s not

on%' %o(er t!e t!reat of t!e s$read of i%%ness, ut a%so cone' a caring message to t!e students

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and teac!ers. C%eaning and maintenance of sc!oo%s is ita%%' im$ortant and is often

underem$!asi

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3ine8motor s)i%%s

Se%f8!e%$ s)i%%s

!e' can (rite and

read %etters.

Can dress t!eir se%es

(it!out t!e assistance

of ot!ers ut is not$ro$er.

!e' can (rite and

read (ords.

Can dress t!eir se%es

(it!out t!e assistance

of ot!ers.

!e' can (rite (e%%,

dra( and read.

Dress a$$ro$riate%'

(it! st'%es.

SO&)(L

Interaction (it!

teac!ers

Interaction (it!c%assmatesAfriends

Interests

!e' interact (it! t!eir

teac!er (it! se%f confidence.

Loe to $%a' (it! t!eirc%assmates, t!en easi%'

got trou%e.

!e' %oe to $%a', dra(

and (rite an't!ing.

!e' interact (it!out

!esitation.

!e' interact toget!er(it! t!eir c%assmates

o'fu%%' and actie%'.

!e' ecome

interested in an

eno'a%e actiit'es$ecia%%' stor'

te%%ing.

!e' interact actie%'

and confident%'.

!e' interact (it! t!e

teac!ers (it!confidence.

!e' %i)e !ands8onE@$erience and dri%%

actiities.

EO*)ON(L

"oods and

tem$erament,e@$ression of

fee%ings

Emotiona%

Inde$endence

!e' are actie,

ris)%', !a$$' uteasi%' cr'.

!e' fe%% !a$$' (!en

t!e' $%a' (it! t!eirc%assmates.

!ere is s!ifting of

t!eir moods. 4ftentime t!e' are (ea),

sometimes t!e' are%ie%' actie.

!e' e@$ress t!eir

emotions t!roug!cr'ing.

!e' ecome mood'

(!en t!e' arede$ressed and t!e'

ecome !a$$' (!ent!e' doaccom$%is!ment.

!eir emotions are

more mature t!an $re8sc!oo% and

e%ementar'.

&ON)*)VE

Communication

s)i%%s

!in)ing s)i%%s

!e' are not f%uent on

in s$ea)ing.

!e' can?t e a%e to

figure out t!ings.

Can communicate

(it! t!eir teac!ereit!er in ernacu%ar or

Eng%is!.

!e' can figure out

sma%% t!ings.

Can communicate

(it! t!eir teac!ereit!er in ernacu%ar or

Eng%is! (it! $ro$ergrammar.

!e' can t!in)

%ogica%%'.

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2ro%em8so%ing It?s !ard for t!em to

so%e $ro%em.

Can so%e eas' and

some difficu%t$ro%ems.

Can so%e $ro%ems

fo%%o(ing t!e rig!tso%utions.

(N(L2S)S

Level Salient &haracteristics

Observed

)m$lications to the learnin% $rocess

4reschool

-ge range of %earnersosered

18=

8 Li)e to moe a %ot and $%a'.

8 !e' %i)e to dra(.

8 !e' %i)e to sing and dance.

8 !erefore, teac!ers s!ou%d not

e@$ect $resc!oo%ers to sta' seated

for a %ong $eriod of time.8 !erefore, t!e teac!er s!ou%d %et

t!e $u$i%s to dra( and assist t!em.

8 !erefore, t!e teac!ers s!ou%d

find (a's on !o( to dee%o$ t!eir

ta%ent. 6eAs!e s!ou%d a%%o( t!em

to s!o( it and encourage t!em in$artici$ating different actiities

(!ere in t!e' can s!o( t!eir

ta%ent.

Elementary

-ge range of %earnersosered

8

8 E%ementar' $u$i%s !ae

different %earning ai%ities

suc! as dancing, singing,dra(ing, and are !ungr' of

%earning.

8 !e' are )een 4serers

8 !erefore, t!e teac!er s!ou%d

$roide different actiities for t!em.

8 6eAS!e s!ou%d a%so !ae different)ind of a$$roac! for t!e dierse

%earning ai%ities of t!e $u$i%s.

8 !erefore, t!e teac!er s!ou%d e

a(are of (!at !e is teac!ing and ecarefu% of t!e (a' !eAs!e $resent

t!ings.

8 t!erefore, t!e teac!er s!ou%da%(a's master !isA!er suect matter

efore conducting !isA!er c%ass t!e

ne@t da'.

'i%h school

-ge range of %earnersosered

*18*=

8 6ig! sc!oo%s !ae

dee%o$ed mind and are

com$etent on t!e different%earning ai%ities.

8 !erefore, teac!ers s!ou%d

$roide different teac!ing

a$$roac!es and s!ou%d use anadance (a' of teac!ing t!at is

eui$$ed on t!eir age.

ELE&*)ONS

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*. 7!i%e 'ou (ere osering t!e %earners, did 'ou reca%% 'our o(n e@$eriences (!en 'ou (ere

t!ere age9 7!at simi%arities or differences do 'ou !ae (it! t!e %earners 'ou osered9

8 7!en I (as osering t!e %earners, I reca%% m' o(n e@$eriences (!en I (as att!eir age. Before, in m' e%ementar' 'ears, I (as so naug!t' 'et er' $artici$atie in t!e

c%ass discussion. I %ead some naug!t' friend of mine too. Sometimes, (e don?t enter

c%asses. But during e@ams, I a%(a's got t!e !ig!er score t!an (it! m' friends. I neer

stud' ut sti%% I %earn in t!e discussion ecause I %isten and I (as so e!ae efore (!en

t!e c%ass is going on. -nd t!is (ou%d e t!e difference of me from t!ese $u$i%s t!at I

osered. !ese grades III and I+ t!at I osered, some of t!em cannot read (e%% een at

t!eir %ee% of 'ear in sc!oo%.

. !in) of a teac!er 'ou cannot forget for $ositie or negatie reasons. 6o( did s!eA!e !e%$ or

not !e%$ 'ou (it! 'our needs F$!'sica%, emotiona%, socia%, and cognitie>9 6o( did it affect

'ou9

8 During m' e%ementar' grades, t!ere is one teac!er t!at I ido%i

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*. -s 'ou osere t!e c%ass, %oo) into t!e c!aracteristics of t!e %earners. Note t!eir ages.

8 -s (!at I !ae osered most of t!e gir%s are s!' (!i%e o's are ris) and some

are er' naug!t'. !eir age range is from 8* of age.

. 6o( man' o's are t!ere9 6o( man' gir%s9

8 !ere are * o's and gir%s.

/. 3ocus on t!eir e!aior. -re t!e' a%read' a%e to manage t!eir o(n e!aior9

8 !e $u$i%s are cannot manage t!eir o(n e!aior. -fter t!e' are to%d to e!ae,

t!e' e!ae ut ust in a s!ort (!i%e.

0. Can t!e %earners a%read' (or) inde$endent%'9

8 Yes, t!e %earners can (or) inde$endent%'. 6o(eer, some of t!em refer to t!e

(or) of !isA!er seatmates for guidance and for some ans(ers.

1. Descrie t!eir s$an of attention9

8 2u$i%s tend to concentrate on 'our discussion for ust a s!ort $eriod of time.

-fter t!at, t!e' (ou%d start ta%)ing and (ou%d start in moing.

=. Loo) into t!eir %istening s)i%%s and ai%it' to concentrate.

8 Some !as good %istening s)i%%s (!i%e some are not. !e' need more motiation

to !ae a good interest in t!e discussion. Interest of t!e $u$i%s can affect t!eir ai%it' to

concentrate.

-n 4seration 5uide for t!e C%assroom +isit

*. -re t!ere areas in t!e c%assroom for s$ecific $ur$oses Fstorage of teac!ing aids, oo)s,students e%ongings, su$$%ies, etc..>

8 Yes, t!ere are areas in t!e c%assroom for t!e storage of teac!ing aids. Boo)s are

stored in mini8%irar'. Student?s e%ongings and su$$%ies are fi%ed in a sma%% cainet.

2ictures, c!arts, and f%as!cards are arranged in a ta%e.

. -re t!ere ru%es and $rocedures $osted in t!e room9

8 Yes, t!ere are ru%es and $rocedures $osted in t!e room. !ere are c%assrooms toe fo%%o(ed. C%assroom $rocedures are a%so $osted %i)e standard for ora% reading and

standard for si%ent reading.

/. Did t!e students $artici$ate in ma)ing t!e c%assroom ru%es9

8 Yes, t!e students $artici$ated and fo%%o(ed t!e c%assroom ru%es9 !e' ma)e it as

t!eir guide on (!at to do during c%ass.

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0. 7!at are t!e dai%' routines done ' t!e teac!er9 F2ra'er, attendance, assignment of

monitors, (arm8u$ actiities, etc.> 6o( are t!e' done9

8 -t first, t!e teac!er conducts a $ra'er, after t!at s!e (i%% %et t!e $u$i%s an action

song. -fter doing t!e action song s!e (i%% c!ec) t!e attendance, co%%ect t!e assignment,

conduct a reie( of t!e $reious %esson t!en o$en a ne( %esson.

1. Is t!ere a seating arrangement. 7!at is t!e asis of t!is arrangement9

8 Yes, t!ere is a seating arrangement. It is in t!e a%$!aetica% order for t!e teac!er

to identif' easi%' (!o is asent u$on %oo)ing t!eir sea%s.

=. 4sere t!e noise %ee% in t!e c%assroom. 6o( is t!is managed9

8 !e c%assroom is er' nois'. "ost of t!e $u$i%s ta%) een in times of discussion.

!e teac!er said to t!em to s!ut u$ t!eir mout! ecause after t!e discussion s!e (i%% gie

e@am and to t!ose (!o can?t get t!e $assing score (i%% remain inside t!e room and !ae aremedia%.

. If a %earner is not fo%%o(ing instructions or is off8tas) (!at does t!e teac!er do9FBe!aior strategies>

8If one of t!e %earners (i%% not fo%%o( instructions or is off8tas) t!e teac!er

scaffo%d t!e $u$i%s on !o( to do. Sometimes, t!e teac!er e@$%ains first !er instructions to

t!e $u$i%s in order t!em understand (!at to do.

. 7!at does t!e teac!er do to reinforce $ositie e!aiors. Fe!aior strategies>.

8!e teac!er?s e!aior strategies in reinforcing $ositie e!aior to(ards !er

$u$i%s is t!at s!e integrate a%ues to !er %essons eer'da' and e@$%ain it (e%% to t!e c%ass.

S!e a%so im$osed some disci$%inar' actions to disci$%ine t!e students (!o are naug!t'.

&L(SSOO (N(EEN* (*)/

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(s$ects of classroom

ana%ement Descri$tion Effect on the learners

*. S$ecific areas in t!ec%assroom

Suc! s$ecific areas are t!eteac!er?s ta%e, %earner?s des),

mini8%irar', (as!ing faci%ities,

CR, and materia%s eau.

B' !aing t!ese areass$ecifica%%' mini8%irar'

%earners cou%d dee%o$ t!eir

ocau%ar'. !ese ot!er

areas ma)e t!e c%assroomorgani

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8 !e $u$i%s ecome routini

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8 2a' attention on t!e discussion.

8 Sit $ro$er%'.

!ese are t!e ru%es t!at I am going to im$%ement in t!is %ee% to ma)e t!e students more

res$onsi%e on t!eir assigned tas) and e attentie on t!e c%ass discussion. !is (ou%da%so ma)e t!e room more conducie to %earning.

/. S!ou%d %earners e ino%ed in ma)ing t!e c%ass ru%es9 7!'9

8 Yes, %earners s!ou%d e ino%ed in ma)ing t!e c%ass ru%es so t!at t!e' (i%%

ecome more res$onsi%e and t!e' (i%% a%(a's e guided ' t!ese ru%es.

E4)SODE < 5 )ND)V)D=(L D)EEN&ES (ND LE(NE6S ON*E(&*)ON

(n Observation uide for the Learner6s &haracteristics

*. 3ind out t!e numer of students. 5at!er data as to t!eir ages, gender, racia% grou$s,

re%igious and et!nic ac)grounds.

8 !ere are * students gir%s and * o's. !e' are a%% 3i%i$inos. "ost of t!em

are Roman Cat!o%ic.

During c%ass:

*. 6o( muc! interaction is t!ere in t!e c%assroom9 Descrie !o( t!e students interact, (it! one

anot!er and (it! t!e teac!er. -re t!ere grou$s t!at interact more (it! t!e teac!er t!an ot!ers.8 Interaction from t!e %earners is aried. !ere are times t!at %earners interact

actie%' (!en t!e' find t!e %esson eas', (!en it comes to difficu%t %esson t!e' do not.

Some good $u$i%s interact more t!an ot!ers and t!e' are seated toget!er. !e' grou$ed

t!emse%es. Ksua%%', t!ose inte%%igent $u$i%s are t!e one (!o interact more t!an t!e ot!er

and t!e' are seated in front.

. 4sere t!e %earners seated at t!e ac) and t!e front $art of t!e room. Do t!e'Be!ae and interact different%'9

8 !ose $u$i%s seating on t!e ac) usua%%' don?t %isten and often !ae t!eir o(n

(or%d (!i%e t!e teac!er is discussing. 4n t!e ot!er !and, t!ose t!at are seating in front

rea%%' %isten on t!e discussion. "ore often t!an not, t!ose seating in front are eager to

%earn.

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/. Descrie t!e re%ations!i$ among t!e %earners. Do t!e %earners coo$erate (it! or com$%ete

against eac! ot!er9

8 Re%ations!i$s among t!e %earners aried at a time. !ere are times (!en t!e'

coo$erate (it! eac! ot!er. 7!i%e most of t!e time t!e' argue es$ecia%%' in c!ec)ing

$a$ers.

0. 7!ic! students $artici$ate actie%'9 7!ic! students as) for most !e%$9

8 '$ica%%', students (!o are fast %earners $artici$ate actie%' (!i%e s%o( %earners

did not s!o( actie $artici$ation. !ose students seating in front $artici$ate more

actie%' t!an t!ose at t!e ac). !ose students in front to t!e midd%e are t!ose t!at usua%%'

raise t!eir !and and as) for most !e%$. During t!e discussion, an ent!usiastic c!i%d goes

in front to %isten if !eAs!e is interested on t!e discussion.

1. 7!en a student is ca%%ed and cannot ans(er t!e teac!er?s uestion, do t!e c%assmates tr' to

!e%$ !im9 4r do t!e' raise t!eir !ands so t!at t!e teac!er (i%% ca%% t!em instead9

8 7!en a student is ca%%ed and cannot ans(er t!e teac!er?s uestions, some

c%assmates raise t!eir !and and ot!ers dictates ans(ers.

4utside C%ass:

*. 6o( do t!e students grou$ t!emse%es outside t!e c%ass9 6omogenous%', ' age9 ' gender9' racia% or et!nic grou$s9 4r are t!e students in mi@ed socia% grou$ings9 If

so, descrie t!e grou$ings.

8 !e students grou$ t!emse%es outside t!e c%ass according to t!eir gender and

age. Bo's ma)e t!eir o(n grou$ and gir%s do t!e same.

. Descrie !o( t!e %earners interact (it! eac! ot!er9 7!at do t!e' ta%) aout9

8 Learners interact (it! eac! ot!er ' ta%)ing aout moies, games, and t!eir

funn' e@$eriences in and outside t!e sc!oo% cam$us.

(N(L2S)S

*. Identif' t!e $ersons (!o $%a' )e' ro%e in t!e re%ations!i$ and interactions in t!e, c%assrooms.

7!at ro%es do t!e' $%a'9 Is t!ere someod' (!o a$$ears to e t!e %eader, a mascotAo)er, an

attention see)er, a %itt%e teac!er, a douterA$essimist98 -%% 5rade III and 5rade I+ $u$i%s $%a' )e' ro%e in t!e re%ations!i$ and

interactions in t!e c%assroom. !ere a$$ears to e t!e %eader, mascotAo)er and a %itt%e

teac!er.

. -re students coming from t!e minorit' grou$ acce$ted or reected ' t!e ot!ers9 6o( is t!is

s!o(n9

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8 Students coming from t!e minorit' grou$ are acce$ted ' ot!ers (!o e%ong to

e%ite fami%' ' (e%coming and s!o(ing t!em as a friend as (e%% as rot!ers and sisters.

/. 6o( does t!e teac!er inf%uence t!e c%ass interaction considering t!e indiidua%9 6o(

differences of t!e students9

8 !e teac!er inf%uences t!e c%ass interaction considering t!e indiidua%

differences of t!e students ' giing eua% treatment to a%% t!e $u$i%s and encourages

t!ose $u$i%s (!o are s!' to interact and $artici$ate during t!e discussion.

0. 7!at factors inf%uence t!e grou$ing of %earners outside t!e c%assroom9

8 3actors inf%uencing t!e grou$ing of %earners outside t!e c%assroom are t!e gender

and t!eir age.

ELE&*)ONS

*. 6o( did 'ou fee% eing in t!at c%assroom9 Did 'ou fee% a sense of oneness and unit' among

t!e %earners and et(een t!e teac!er and t!e %earners9

8 Being in t!e c%assroom I fee% !onored and g%ad for I am a $art of a fami%' ecause

%earners ecome c%osed to me as (e%% as t!e teac!er.

. In t!e future, !o( (ou%d 'ou (ant t!e %earners in 'our c%assroom to interact9 6o( (i%% 'ou

ma)e t!is !a$$en9

8 In t!e future I (ou%d %i)e t!e %earners to interact in m' c%assroom actie%'. I

(ant t!em to $artici$ate so t!at t!eir cognitie, affectie and $s'c!omotor s)i%%s (i%% edee%o$ed. I (i%% encourage t!em to coo$erate in an' actiities so t!at t!e' (i%% %earn

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encourage t!em to %oe one anot!er and to foster friends!i$ among t!em. !e' s!ou%d res$ect

one anot!er to aoid discrimination and most of a%% to aoid trou%e et(een t!em.

E4)SODE 7 5 )ND)V)D=(L D)EEN&ES (ND LE(NE6S )N*E(&*)ON

(n Observation uide for )ndividual Differences

*. 4sere t!e c%ass to see t!e differences in ai%ities of t!e %earners.

8 Learners !ae different s)i%%s and ai%ities. !e' $ossess t!eir s)i%%s in areas t!e'

are good. Some of t!em are fast %earners, (!i%e t!ere are a%so s%o( %earners t!at teac!er

tend to re$eat t!e %esson in order for t!em to understand.

. r' to identif' t!e students (!o seem to e $erforming (e%% and t!ose seem to e

e!ind.

8 Bo's $erform (e%% in t!e c%ass t!an t!e gir%s. "ost of t!e o's got !ig! score in

eer' e@ams, (!i%e gir%s got %o( score.

/. +a%idate 'our oserations ' as)ing t!e teac!er aout t!e ac)ground Ffami%', socio8

economic, $resence of some %earning disai%it', etc.> of t!ese c!i%dren.8 -ccording to t!e teac!er, students (!o are s%o( %earners are t!ose e%ong to

%o(er c%ass of societ'. !eir $arents don?t !ae time to teac! t!em ecause t!e' are us'

striing !ard for food and mone'. !e' don?t een disci$%ine t!eir c!i%d t!at?s (!' t!e'

$erform suc! e!aior in c%ass t!at t!e teac!er must im$ose disci$%inar' actions.

0. 4sere t!e e!aior of ot! t!e !ig! ac!ieing and %o(8ac!ieing %earners. Note t!eir

dis$ositions, $are in accom$%is!ing tas)s, interaction (it! teac!er, interaction (it! ot!ers.

8 Bot! !ig! ac!ieing and %o(8ac!ieing %earners !ae different (a' of

accom$%is!ing tas)s. 6ig! ac!ieers use com$%e@ (a' (!i%e %o( ac!ieers use sim$%e

(a'. !e' interact (it! t!eir teac!er and ot!ers (it! res$ect and )indness.

1. 4sere t!e teac!er?s met!od in addressing t!e %earning needs of t!e students in !isA!er c%ass.

8 !e teac!er uses inductie met!od to meet t!e %earning needs of t!e students.

S!e egins from genera% to s$ecific ' rea)ing do(n t!e %esson into $arts t!roug! giing

man' e@am$%es so t!at t!e' (i%% understand accurate%'.

(N(L2S)S

*. Did 'our oseration matc! t!e information gien ' t!e teac!er9 7ere 'ou a%e to correct%'identif' (!o among t!e students $erformed (e%% and (!o did not9 7!at e!aior !e%$ed 'ou

identif' t!em9

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8 "' oseration matc! t!e gien information gien ' t!e teac!er (!en t!e

teac!er to%d us t!e socio8economic status of t!e students and t!eir (a' of %iing (!ic! is

one of t!e factors t!at t!at affect t!e %earning of t!e students. I (as a%e to correct%'

identif' a%so (!o among t!e students $erformed (e%% and (!o did not ecause of t!e (a'

t!e' e!ae and interact in t!e c%ass discussion. "' oseration (as $roen in t!eir test

resu%ts, t!e (a' t!e' $resent t!eir ideas and res$ond to t!e teac!er?s direction. !ose

actie %earners aggressie%' $artici$ated in t!e discussion and raise t!eir !and (!i%e t!e

s%o( %earners are uiet%' seating at t!e ac) and %oo)s at 'ou (it! an em$t' mind. !ose

t!at are eager to %earn a$$roac!ed t!e teac!er to as) if t!ere?s somet!ing t!at ot!ers

t!em.

. Descrie t!e differences in ai%it' %ee%s of t!e students in t!e c%ass. Is t!ere a (ide ga$

et(een t!e students (!o are $erforming (e%% and t!ose t!at are not98 Definite%', 'es. !ere is a (ide ga$ et(een t!e students (!o are $erforming

(e%% and t!ose t!at do not. !is is ecause t!ose students t!at are $erforming (e%% are

rea%%' a )een oserer and rea%%' e!ae (e%% and $artici$ated in t!e c%ass (!i%e t!e s%o(%earners do t!e o$$osite.

/. Descrie t!e met!ods used ' t!e teac!er in !and%ing t!e students? differences in ai%ities.

6o( did t!e students res$ond to t!e teac!er9

8 eac!er used co%%aorate a$$roac! in !and%ing t!e students differences in

ai%ities. S!e used it for t!e $u$i%s !ae t!e c!ance to s!are ideas (it! t!e ot!er

c%assmates to im$roe t!eir s$ea)ing ai%it' and se%f8confidence. !e students res$ond

t!e teac!er ' $artici$ating in t!e actiit'.

ELE&*)ONS

*. Reca%% t!e time (!en 'ou (ere in t!e e%ementar' or !ig! sc!oo%. Reca%% t!e !ig! and %o(

ac!ieers in 'our c%ass. 6o( did 'our teac!er dea% (it! differences in ai%ities9 7as 'our teac!er

effectie98 -s I reca%% t!e time (ere I (as in t!e e%ementar' grades, t!ere (ere rea%%' !ig!

and %o( ac!ieers in our c%ass efore. Some of m' c%assmates res$ond easi%' (!i%e ot!ers

do not. !ere (ere s%o( %earners. 3rom m' grades *8=, I !ae een (it! t!ese %earners. I

)ne( t!em since (e?re in one c%ass. Some of us are er' naug!t' and in fact, I am one of

t!em. !e teac!er !and%es us t!roug! discussions, reie(, and ora% $artici$ation.

Sometimes, t!e teac!er conducts grou$ingsA grou$ actiit'.

I found m' teac!er efore as an effectie one ecause I (as a%e to %earn in t!e

(a' s!e teac!es us. In detai%, (e a%(a's e@ce% in mat! c!a%%enge com$etition (it! t!e

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different sc!oo% and a%(a's got t!e first $%ace. 6o(eer, t!e' ma' not e t!at effectie

for t!e s%o( %earners or t!ose t!at !ae %esser interest in t!eir studies.

. 7it! t!e $rinci$%e of indiidua% differences in mind, (!at met!ods and strategies (i%% 'ou

rememer in t!e future to ensure t!at 'ou (i%% e a%e to meet t!e needs of ot! t!e !ig! and

%o(8ac!ieers in 'our c%ass.8 In a c%assroom setting, no %earner is t!e same (it! t!e ot!ers. Eer' indiidua% is

uniue and !as different (a's to %earn. It is adisa%e for t!e teac!er to !ae co%%aoratie

a$$roac! in order for t!e students to %earn (it! eac! ot!er and t!e' ma' come u$ (it! t!e

est so%utionA ans(er to a $articu%ar $ro%em gien. 6aing a grou$ (or) is t!e est (a'

for t!em to s!are ideas. Brain storming ma' %ead to an idea (!ic! t!e teac!er doesn?t

e@$ect t!at !isA!er students ma' come u$ (it! t!at idea.

E4)SODE 8 5 'OE - S&'OOL L)N+

Su%%ested 4arent )ntervie> uide

Name of Learner: Louis "igue% Romero

Date of Birt!: 4ctoer *1, -ge: 5radeAYear Lee%: 5rade III 5ender: "a%e

Numer of Si%ings: 1

Birt! 4rder: Youngest

2arents:

"ot!er: E%%a Rosario Romero

-ge: /1

4ccu$ation: eac!er Educationa% -ttainment: Co%%ege 5raduate3at!er: -%erto Romero

-ge: /4ccu$ation: Brg'. Counci%or Educationa% -ttainment: Co%%ege Lee%

Learner?s 2!'sica% -s$ect: 6e is c!u' and s!ort.6ea%t!: 6e is $!'sica% !ea%t!'.

"ot!er?s !ea%t! during $regnanc' (it! t!e %earner:

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8 !e condition of t!e mot!er during $regnanc' (as norma% and !ea%t!'.

-i%ments or !ea%t! $ro%ems of t!e %earner as a c!i%d:

8 6e suffers common%' from toot!ac!e.-ge of t!e %earner (!en !e started to (a%)Ata%):

8 6e started (a%)ing (!en !e (as * mont!s o%d. 6e started ta%)ing (!en !e (as * 'ear

o%d.3ood $references of t!e %earner as a c!i%d at $resent:

8 6e %oes eating !otdog, ca)e and c!oco%ate.

7!o too) care of !imA!er as a c!i%d98 6is fat!er too) care of !im as a c!i%d ecause !is mot!er is (or)ing aroad.

Learner?s Socia% -s$ect:

Descrie 'our c!i%d?s sociai%it' Ffriend%', outgoing or s!', %oner>.

8 6e is friend%'. 6e %oes to $%a' (it! !is $%a'mates.

7!o (ere t!e %earner?s $%a'mates9

8 6is sisters, friends and c%assmates are !is $%a'mates.-s a c!i%d t!en (as !eAs!e is a%%o(ed to $%a' outside9

8 Yes, !e (as a%%o(ed to $%a' outside.Is !eAs!e a%%o(ed to go out (it! friends9

Do 'ou !ae ru%es for !imA!er to fo%%o( regarding g out9

7!at are t!ese ru%es98 Yes, !e (as a%%o(ed to go out (it! friends. I !ae some ru%es for !im to fo%%o(

(!en !e go out. Suc! ru%es are to go !ome ear%', do not $%a' too muc! and aoid trou%es

(it! friends.

Emotiona% "ora%

7!at are 'our e@$ectations of 'our c!i%d98 I e@$ect !im finis! !is stud' f%'ing co%ors.

6o( do 'ou $roide a nurturing enironment for 'our c!i%d98 I a%(a's disci$%ine !im (!en !e committed mista)es. I a%(a's sa' to !im to

e!ae at sc!oo% and stud' !ard so t!at !e can fu%fi%% !is amitions in %ife. -nd I teac!

!im !o( to $ra' and e good and do good deeds to ot!ers.

Does 'our c!i%d go to 'ou (!en s!eA!e fee%s do(n or !as a $ro%em9 7!at do 'ou do to meet

!isA!er emotiona% needs98 6e a$$roac!ed me (!en !e missed !is mot!er. 7e s%e$t toget!er and I

comforted !im (it! !ug.

7!at do 'ou do (!en !eAs!e is not successfu% in somet!ing98 7!en !e is not successfu% in somet!ing I a%(a's sa' t!at a (inner neer uits

and a uitter neer (ins. I encourage !im to stand again (!eneer !e fai%s in doing

somet!ing.

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6o( do 'ou disci$%ine 'our c!i%dren9

8 7!en !e committed mista)es, I go to !im and sa' t!at !ismise!aior is not good. 5od (i%% $unis! !im if !e (i%% do it again. I a%(a's remind !im

to e!ae and s!o( res$ect to ot!ers es$ecia%%' to o%der $erson.

Do 'ou !ae ru%es in t!e !ouse9 7!at are t!e'9

8 Yes I !ae ru%es in t!e !ouse. 3irst I (ant !im, to e!ae and oe' m'

command. Second, I don?t a%%o( !im to (atc! .+ (!en !e is not 'et finis!ed doing !isassignment. Last%', I te%% !im a%(a's to eat $ro$er%'.

6o( do 'ou im$ose t!e ru%es9

8 I im$ose t!e ru%es ' ust te%%ing !im $ersona%%'.

7!at are t!e conseuences of rea)ing t!e ru%es9

8 7!eneer !e (on?t fo%%o( m' ru%es. I ma)e counse%ing, and remind !im aout

t!e ru%es (!ic! I (ant !im to fo%%o( for !im to ecome a good $erson in t!e societ'.

Learner?s Cognitie -s$ects:7!at are t!e c!i%d?s interests9

8 6e %i)es reading oo)s es$ecia%%' stor' oo)s and (atc!ing te%eision.

7!at is !eAs!e good at in sc!oo%9

8 6e is good in academic, !e e@ce% est in Eng%is!.

In (!at suectAs does !eAs!e !ae difficu%t'98 S!e find difficu%t in "at! suect.

6o( do 'ou monitor !isA!er $erformance in sc!oo%9 6o( do 'ou motiate !imA!er98 I monitor !im in sc!oo% ' as)ing t!e teac!er aout !is $erformance. I a%(a's

motiate !im ' $raising !is ac!ieements and encourage !im to do etter.

Do 'ou !ae ru%es at !ome to !e%$ !im dee%o$ good stud' !aits9

7!at are t!ese ru%es9 6o( are t!e' im$%emented9

8 Yes, I !ae ru%es at !ome to dee%o$ !is good stud' !aits. 3irst, !e is not

a%%o(ed to (atc! .+ if !e is not 'et finis!ed doing assignment. Second, I (on?t a%%o(!im to $%a' (it! friends (!en !e !as $roect. Last%', I gie !im time to stud' and !e

s!ou%d fo%%o( it.

*'E LE(NE6S DEVELO4EN* 4O)LE 0outline1

Name of t!e Learner: Louis "igue% Romero

Sc!oo%: Bonotonot E%ementar' Sc!oo%

Date of !ome +isit: 3eruar' /, **

Date of Birt!: 4ctoer *1, -ge:

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5radeAYear Lee%: III 5ender: "a%e

amily 4rofile

Numer of Si%ings: 1

Birt! 4rder: Youngest2arents:

"ot!er: E%%a Rosario Romero

-ge: /14ccu$ation: eac!er Educationa% -ttainment: Co%%ege 5raduate

3at!er: -%erto Romero

-ge: /

4ccu$ation: Brg'. Counci%or Educationa% -ttainment: Co%%ege Lee%

4hysical Develo$ment

8 !e c!i%d gro(s !ea%t!'. 6e can (or) inde$endent%' (it!out t!e assistance of

ot!ers. 6o(eer, in terms of !ea' (or)s !e can?t do it (it!out t!e assistance of ot!ers.

Social Develo$ment

8 !e %earner is friend%' and socia%e. 6e interact !is teac!er, c%assmates and

friends outside t!e sc!oo%. 6e %earns to communicate (it! ot!er res$ectfu%%'. 6e )no(s !o( to

socia%i

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&onclusions

8 I conc%ude t!at t!e sc!oo% and !ome contriute a great im$act in dee%o$ing t!e

cognitie, affectie, $s'c!omotor and so as to t!e tota% $ersona%it' of t!e $u$i%s. 6encet!e %earning of t!e c!i%d egins at !ome. -t !ome t!e c!i%d %earns a%ues, (or)s and !is

cognitie s%o(%' dee%o$ed. 6o(eer, sc!oo% $%a's a ita% ro%e in mo%ding t!e c!i%d.

Since sc!oo% is made for t!e $ur$ose of dee%o$ing $!'sica%, socia%, emotiona%8mora% andcognitie as$ect of t!e %earner. -s t!e c!i%d goes to stud' from $re8sc!oo% unti% co%%ege !e

s$ends muc! time in sc!oo% rat!er t!an at !ome. So, t!e tota% dee%o$ment of t!e c!i%d

de$ends in sc!oo% as (e%% as t!e teac!er (!ic! is t!e most im$ortant $erson in sc!oo% t!atears )no(%edge and a%ues to s!are (it! t!e %earner.

ecommendations

8 I recommend t!at teac!er must e di%igent, resourcefu% and $atience in !and%ingt!e %earners. 6eAs!e must use aried strategies in order to catc! t!e interest and attention

of t!e $u$i%s to focus on t!e %esson. 6eAs!e must ear in mind t!e )no(%edge t!at t!e

%earners get rat!er t!an t!e sa%ar' receie. 3or t!e $arents, t!e' are res$onsi%e in guiding

and disci$%ining t!eir c!i%dren. !e' must e o$en (it! t!eir c!i%dren. !e' s!ou%d as)t!em aout t!eir stud' and gie encouragement to focus and stud' !ard so as to ecome

successfu% in t!eir %ife. !e most im$ortant is t!e ro%e of t!e %earner, t!e' must emotiated to %earn and $artici$ate since t!e' are res$onsi%e of t!eir o(n %earning.

(N(L2S)S

*.> 3rom 'our !ome isit and interie(, (!at do 'ou t!in) is t!e st'%e of $arenting

e@$erienced ' t!e %earner9 E@$%ain 'our ans(er.

8 3rom m' !ome isit and interie(, $arents used aut!oritatie $arenting st'%e. If one of

t!eir c!i%dren commits mista)es t!e' ma)e c!i%dren understand conseuence of t!eir

e!aior. 6ae c%ear and reasona%e e@$ectations and %imits for t!eir c!i%dren.

.> Re%ating 'our data (it! (!at 'ou %earned from c!i%d dee%o$ment, (!at fami%' factors do

'ou t!in) contriute to t!e dee%o$ment and oer8a%% adustment of t!e %earner in sc!oo%9

8 In re%ation to (!at I !ae %earned from c!i%d dee%o$ment , suc! fami%' factors

contriute to t!e dee%o$ment and oer8a%% adustment of t!e %earner in sc!oo% are $arent

factors if !o( t!e' act in front of t!eir c!i%dren, !o( t!e' im$ose disci$%ine among t!e

memers of t!e fami%' and !o( t!e' guide and nurture t!eir c!i%dren. Bro)en fami%' is

a%so factor ecause c!i%d gro(s (it!out a fat!er or mot!er (!o is res$onsi%e in ta)ing

care of !imA!er. 6e fee%s iso%ated from ot!ers (!o !ae com$%ete fami%'. 7it! t!is, !e

(i%% dee%o$ a sense of discrimination in t!e societ'. 6e cou%d find difficu%t' in doing

adustments at sc!oo%.

/.> Does t!e communication et(een t!e !ome8sc!oo% !ae an effect on t!e %earner9 If 'es, (!at

are t!ese effects9

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8 Yes, t!e communications et(een t!e !ome8sc!oo% !as an effect on t!e %earner. Suc!

effects are, $arents ecome a(are of t!e $erformance of !isA!er c!i%d. 7it! t!is, t!e'

cou%d guide t!eir c!i%d in $erforming etter at sc!oo%. eac!ers a%so, ecome a(are of t!e

%earners e!aior ' as)ing t!e ac)ground of t!e c!i%d.

ELE&*)ONS

*.> Ref%ect on 'our o(n dee%o$ment as a c!i%d. 7!at t'$e of $arenting did 'ou e@$erience9

6o( did it affect 'ou9

8 -ut!ori