The Learner’s Development and EnvironmentEpisode 2: Learner’s Characteristics and NeedsName of FS Student: Ma. Cristina D. PanganoranCourse & Year: BSE-2 EnglishResource Teacher: Mrs. Irenea P. Dizon _________________Instructor: Mrs. Gloria A. SilvaCooperating School: Holy Cross College (High School Department)Date of Submission: January 17, 2011Date Submitted: January 17, 2011Remarks: ________________________________________________________ _____________________________________________________ _____________________________________________________Grade: _________Signature of Evaluator: _____________________ MRS. GLORIA A. SILVADate of Evaluation: _____________
Resource Teacher: Mrs. Irenea P. DizonDate of Observation: January 13, 2011Class Observed: 3rd year – section 5Room Location: High School Building #1, Room 105 Learner’s Development Matrix Development Preschooler Elementary High School Domain Age Range: 3-4_ Age Range: _7-8_ Age Range: 15-16PhysicalGross-motor skills Still developing; a Energetic and Graceful and bit clumsy but very sometimes hyper composed hyperFine-motor skills Writing skills yet Can write in Can write legibly to be developed cursive but in a both in manuscript slow pace and cursiveSelf-Help Skills Able to use Assertiveness is Main self help utensils to eat; able present; household skills are fully to wash hands by skills are developed; (eating, herself developing dressing-up, grooming and household skills)Others Needs aid and Less supervision More independent supervision most than preschool than Preschoolers of the times and ElementarySocialInteraction with Does not pay much Very obedient and Well-disciplined;Teachers attention but can believes their Participates well in follow simple teacher more than class; Respects instructions their parents their teachersInteraction with Able to make Loves to tease Most of themclassmates/friends friends and play classmates and belong in groups with other children friends but still or cliques; Talks plays well with about the opposite them sexInterests Loves toys; Likes Playing games; Latest fashion and to scribble Coloring books gadgetryOthers Can throw A time when Concerned with tantrums curiosity is high their appearance sometimesPlease see next page for the continuation of the matrix.
Continuation of Learner’s Development Matrix Development Preschooler Elementary High School Domain Age Range: 3-4_ Age Range: _7-8_ Age Range: 15-16EmotionalMoods and Very moody; A bit moody; Hides their truetemperament, Expresses feelings Narrow attention- feelings; Scared ofexpression of with more use of span; Does not rejection;feelings non-verbal hide feelings; Expresses feelings language, e.g. Expresses feelings or problems by crying, puppy with more use of talking to friends eyes, pouting lips words or peersEmotional Very dependent Sometimes a bit Depend more onIndependence especially towards dependent but likes friends than the mother to try things on his parents when it own comes to emotional thingsOthers If she don’t get Loves the attention A bit confused if what she wants she from parents; if he she is still a girl or cries and shouts a gets upset it’s only already a woman; lot for a small period adolescent period of timeCognitiveCommunication Can communicate Can communicate Can communicateskills with little words very well in well in English. and more on non- Filipino Language Level of verbal but only a little bit communicative in English competence is averageThinking Skills More on creativity Child can Can perform like molding clay generalize with deductive and and more on guidance and apply inductive physical activity the idea with other reasoning and like dancing examples or analysis exercisesProblem Solving N/A Performs well in N/A problem solving but still doubts his answerOthers N/A Can solve simple Understands the real life situational lesson better with problems integration of real life situations
Level Salient Implications to the Teaching- Characteristics Learning Process ObservedPreschool: Preschoolers can Therefore, the teacher shouldAge Range of sometimes throw remember to use toys as a formlearners observed tantrums and are still of reward and try to be patient3-4 developing motor at all times. skills The Teacher should also give physical activities that can help in developing gross and fine- motor skills in a child, such as molding clay, playtime, and basic scribbling. Teachers should not expect preschoolers to be very skilled in writing or drawing immediately.Elementary: Elementary pupils like Teachers should remember toAge Range of to play games a lot; use games as motivation inlearners observed: they are also class and to keep the interest of7-8 beginning to show a the learners. higher rate in motor Teachers must expect that fine- skills than the motor skills need more practice preschoolers to get better results.High School: High School Students Even if the students are not inAge Range of like to be in the latest the higher section, the teacherlearners observed: trends and can must not show less enthusiasm15-16 understand lessons in teaching. better when they are Teachers must communicate integrated with real- the significance of the lesson to life situations. They the students’ everyday life. are also emotional at Teachers should integrate their this stage. teaching with technology to keep the students interested. Must acknowledge the students’ efforts. Give advice to the students on how they can strengthen their weaknesses. Treat everyone in class with fairness and no favoritism.
Reflections:1. While you were observing the learners, did you recall your own experienceswhen you were their age? What similarities or differences do you have withthe learners you observed? During the observation period of all three levels of learners, I did recallsome instances of my own experience when I was their age. Even if some of mymemories are a bit vague, I felt nostalgia as I stayed in the room and observed thelearners. When I observed the daycare center in our place, I remembered picturebooks, clay, swings and milk. Yes, the good old days in nursery school. Somesimilarities I noticed were the difficulties in self-help skills. I also could not writemy name yet but I know how to spell it using scrabble pieces at that time. Beingleft-handed, I really had a hard time developing my fine-motor skills. I observed my cousin, who was in Grade II for the elementary level part; itwas easy to do because I tutor him after school. The difference between my cousinand I is the communicative skill, I was able to speak in English when I was inGrade II but he seems to have difficulty doing so. We are similar when it comes todifficulties in writing. He still has a hard time writing in cursive. Lastly I observed Mrs. Dizon’s morning class. I sat at the back where thereis one desk available. The class went on smoothly with everyone participatingactively. I remember when I was in high school it was the very same classroomscenario where the teacher can cover aspects of the cognitive and psychologicaldevelopment in a short period of time. Being a teacher is not easy, because a teacher must consider a lot of things inhis/her class. I am glad that I learned a lot from my resource teacher afterobserving her in action. This is only one of the many things that I must know howto deal with because every level of learner has different skills and needs. Adjustingis only the beginning of a long and great career in teaching.2. Think of a teacher you cannot forget for positive or negative reasons. Howdid he/she help or not help you with your needs (physical, emotional, social,and cognitive)? How did it affect you? Mr. Anicete, my Values Education teacher, is the most unforgettableinstructor in my high school days. He helped me a lot with my emotional andsocial development. He gave me advice on how to improve my self-esteem andalso told me a lot of important things in life, like if I work hard towards my goalsthen I will eventually reach my star. He acknowledged my efforts and gave me aboost of self-confidence. He even foretold that I will someday go to places I’venever even dreamt of going to. And he was right all along. When it comes to my physical and cognitive development, Mrs. Canlas, myEnglish teacher in high school, was the one who helped me in improving by
advising me to join the dance troupe and school paper. I became feature editorwhen I was in 4th year high school and won a few awards in dance contests andjoined the Youth Journalism Competition, I only ended up being in 4 th place but itwas okay. Like Mr. Anicete she was very appreciative and encouraging. Mrs. Yutuc, my teacher in grade four, is now a retired teacher. She alsohelped me in my cognitive development. I remember going to her house andreviewing with her when I need to compete in Mexico Elementary School (SouthDistrict), I remember winning 1st place in the English District Quest way back inMarch of 1995. When I think back on those memories, I appreciate that most of my teachersplayed an important role in my development, I started competing in Spelling Bees,Filipino and Science subjects during Grade III but I don’t even remember having ahard time reviewing. That’s how great my mentors can facilitate learning and I’mglad that they became part of my educational experiences.3. Which is your favorite theory of development? How can this guide you asfuture teacher? Piaget’s theory of cognitive development is my favorite. Not just because itgives full details of development from infancy to adolescence but also because ofthe significance of each stage to teaching. It can be applied from preschool to highschool level types of learners. This theory focuses on how individuals constructknowledge. As an aspiring teacher, I will use this theory as my guide in preparing thekinds of strategies and materials appropriate for learners especially students at theformal operational stage. For example, I can use materials such as sophisticateddiagrams and illustration. This theory also suggests giving students opportunities in exploring manyhypothetical questions. I like this theory because I believe that a student will findthe lesson boring if he/she is not presented any challenge to think. When I become a teacher I will make sure I use the appropriate materials,ask motivational questions that provoke thinking. Most important of all even if Iwant to challenge my students, I will not make a student carry out tasks that isbeyond his/her cognitive capabilities. As they say, too much of something is bad.4. Share your other insights here. Basically, most of the observations I did was to compare the characteristicsof each level (preschool, elementary, high school). There are a lot of differencesbetween these stages and therefore need different types of approach, methods andstrategies in teaching. I have learned that acknowledgement and appreciation of effort is important.Equality or fairness in class must prevail. The teacher must be concern not just to afew but to all his/her students. Encouragement must be present at all times.