DONNETH_04 FS 1

I. Student’s Resume ----------------------------------------------
II. Statement of Purpose -----------------------------------------
III. Self-Rating Competency Checklist(Pre-Assessment)----
IV. Organization of Portfolio Entries ---------------------------
a. Episode 1 -----------------------------------------------------
b. Episode 2 -----------------------------------------------------
c. Episode 3 -----------------------------------------------------
d. Episode 4 -----------------------------------------------------
e. Episode 5 -----------------------------------------------------
V. Entries of Evidences--------------------------------------------
a. Clippings ------------------------------------------------------
b. DTR -------------------------------------------------------------
VI. Additional Entries------------------------------------------------
a. Teacher’s Prayer-----------------------------------------
b. Teaching Philosophy------------------------------------
c. Poem of a Teacher--------------------------------------
VII. Self-Rating Competency Checklist(Post-Assessment)--
VIII. Personal Reflection---------------------------------------------
IX. Comments of the Faculty-------------------------------------
X. Rubric for FS Portfolio-----------------------------------------

PERSONAL DATA
Name: DON FRANCIS D. DENIOLA
Address: Luna, Roxas, Isabela
Age: 17 y/o
Gender: Male
Height: 5’7
Place Of Birth: Rizal, Roxas, Isabela
Date Of Birth: July 28, 1997
Civil Status: Single
Religion: Latter-Day Saints
Contact Number: 09168743906
Hobbies: Playing Chess, Listening Music, Texting, Etc.
EDUCATIONAL BACKGROUND
School Received Awards
Elementary: Bantug-Lintao Elementary School Academic Achiever
Secondary: Isabela State University –Roxas Campus None
Laboratory High School
Tertiary: Isabela State University –Roxas Campus (Pending)
Course: Bachelor of Secondary Education
Major: Math

_____________________________________________________________________________________
Name of FS Student __________ DON FRANCIS D. DENIOLA _____________________________
Course ____BACHELOR OF SECONDARY EDUCATION__ Year and Section ______II-math______
Resource Teacher _Ma’am_ELENA BULUSAN___ Signature_______________ Date__________
Cooperating School _______ROXAS CENTRAL SCHOOL__________________________________
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.
TARGET

(How I will be rated)
FieldStudy1 Episode 1- The School as a LearningEnvironment
Focusedon:Determiningaschool environmentsupportive of learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All taskswere
done with
outstanding
quality;work
exceeds
expectations
4
All nearlyall tasks
were done with
highquality
3
Nearlyall tasks
were done with
acceptable quality
2
Fewerthanhalf of
taskswere done,
or most objectives
metbut withpoor
quality
1
My analysis Analysisquestions
were answered
completely;in
deptanswers;
thoroughly
groundedon
theories
Analysisquestions
were answered
completely
Clearconnections
withtheories
Grammar and
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories
Grammar and
spelling
Analysis questions
were not
answered.
Grammar and
spelling
unsatisfactory
Tasks Exemplary
4
Superior
3
Satisfactory
3
Unsatisfactory
1
-Exemplary
Grammar and
spelling
4
Spellingare
superior
3
Acceptable
2 1
My Reflection Reflection
statementsare
profoundand
clear,supported
by experiences
fromthe episode
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe episode
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the episodes
2
Reflection
statementsare
unclearand
shallow andare
not supportedby
experiencesfrom
the episodes
1
My Performance

My portfolio Portfoliois
complete,clear,
well-organizedand
all supporting
documentation
are locatedin
sectionsclearly
designate.
4
Portfoliois
complete,clear,
well-organizedand
mostsupporting
documentation
are available
and/orin logical
and clearlymarked
locations.
3
Portfoliois
incomplete;
supporting
documentationis
organizedbutis
lacking.
2
Portfoliohasmany
lacking
component;is
unorganizedand
unclear
1
Submission Before deadline
4
On the deadline
3
A day afterthe
deadline
2
Two daysafterthe
deadline
1
Sub Totals
Over-all score
Rating:
(Basedon
transmutation)
_____________________________
Signature of FSTeacher ____________________
Above PrintedName Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - below
14 - 2.25 - 84

A general observationof the campusandthe classroomis an excitingwaytostartmy
observation.
My missionisto do the following tasks:
1. Visit a school.
Look into facilities
and support
learning areas in the
campus, then in the
classroom.
2. Accomplish the
checklist as you
move around the
school premises.
3. Based on your
gathered data in the
checklist, describe
the school
environment.
4. Make a
reflection on the
characteristics of
a school
environment that
promotes
learning.
5. Present your idea of a good school
environment through any of these:
a) Descriptive Paragraph; b) Photo Essay; c)
Sketch or drawing; d) Poem, Song or Rap
My Map

CLASSROOM FACILITIES CHECKLIST
Facilities Available Not available Description
Office of the Principal
The office of the principal
is exact in measurement
and it is clean and well-
organized.
Library
The library is wide with
different materials can be
found where in the books
are well-arranged.
Counseling Room
Counseling Room is in
every classroomof the
school campus.
MY TOOLS

Canteen/ Cafeteria
The canteen is small and is
located beside the
principal’s office. Native
foods as well as biscuits
and soft drinks are sold
inside the canteen.
Medical Clinic
They have clinic it is small
but well-ventilated. It is
use for first aid during
emergency cases.
Audio Visual/Media
Center
Reading Center
The reading center can be
found inside the library it is
clean and comfortable for
reading.
Speech Laboratory

Science Laboratory
.
Gymnasium
Auditorium
Not available because it is
under-construcion.
Home Economics
Room
Industrial Workshop
Area
PTA Office

Comfort Room for
Boys
Comfort rooms are located
at every room.
Some comfort rooms are
clean and some faucets
and toilet bowls are
functioning.
Comfort Room for
Girls
Comfort rooms are located
at every room.
Some comfort rooms are
clean and some faucets
and toilet bowls are
functioning.
Computer laboratory

Read the followingstatementscarefully.Thenwrite your observationreport on the providedspace.
1. Describedthe communityorneighborhoodwherethe school isfound.
2. Describedthe school campus.Whatcolorsdo yousee?What isthe conditionof the buildings.
3. Passby the offices.Whatimpressiondoyouhave of these offices?
4. Walkthrough the school halls,the library,the cafeteria.Lookaroundandfindoutthe other
facilitiesthatthe school has.
Name of the School Observed ___ROXAS CENTRAL SCHOOL______________________
School Address ____________________RIZAL, ROXAS, ISABELA____________________
Date if Visit ________NOVEMBER, 24, 2014__________________________________
_____________________________________________________________________________________
The school was locatedat the back of “RoxasMunicipal Hall”whereinitis
surroundedbyhundredsof houses andthe newlybuilt“savemore”,the largest
mall inthe municipal.The people inthe communitywherethe school is found
are cooperative intermsof programspresented/organizedbythe school.
Ithas the colorof nature;the wall isgreen,the roof isred,and the ceilingof
everyclassroomiswhite.The treesaroundthe school campusmake the school’s
atmosphere airy.Some buildingsare oldbutstill conducive forlearning.
The officesare exactinmeasurementsbutwell-organized.These officesare
cleanand fromthe facilitiesbeingmentionedinthe checklist.

An ObservationGuide for the CLASSROOM VISIT
Be guidedby these tasks as you do your observation.Then accomplishthe matrix to record data.
1. Look at the wallsof the classroom.What heroes,religious figures,lessons,visual aids,
announcements,doyousee posted?
2. Examine howthe piecesof furniture are arranged.Where isthe teacher’stable located?How
are the tablesandchairs/deskarranged?
3. What learningmaterials/equipmentare present?
4. Is the room well-lightedandwell-ventilated?
Classroom Facilities Description
(location, number, arrangement,
Condition)
Wall Displays
There are ecological and educational wall
displays and sayings posted on the four walls
of the classroom.
Teacher’s Table
The teacher’s table is located at the back
portion of the classroom. It is neatly covered
with plastic and several educational textbooks
are on top.
CLASSROOM FACILITIES MATRIX

Learner’s Desk
There are approximately 35 wooden chairs in
the classroom. The chairs look old but
comfortable to sit. And these chairs are
arranged in 4 rows with 5 columns.
Blackboard
The blackboard is wide and clean. It has a
rectangular shape and is located in front of the
learners’ desks facing the sunset.
Learning Materials/ Visual Aids
The visual aids are arranged above the
cabinet. There are also educational pictures
posted in the bulletin board at the back
portion of the classroom.
Trash Cans The classroomhas 3 small trash cans which
are located near the back door of the
classroom.
Write your observationreport here.

Name___________ROXAS CENTRALSCHOOL________________________________________________
Locationof the School______RIZAL,ROXAS,ISABELA__________________________________________
Date of Visit________NOVEMBER, 24, 2014__________________________________
1. How do the school campus and the classroom in particular impact on the learningof the
studentsgoing to school?What are your conclusions?
ANALYSIS
There are lots of materials present that they can use to have an
efficient or effective learning to the students but there are materials also
to be used that are missing on the Roxas Central School.
Although there are few things that are missing or lacks on the
Roxas Central School I can say that this school was a conducive
environment for learning as I observed to the learners.
The school campus and the classroomin particular impact
on the students learning going to schoolby its conducive learning
environment, facilities and also the availability of resources.
Therefore I concludethat a schoolhaving sustainableeducational
resources and facilities motivates the students to go there even if
it is far fromthem.

2. How does thisrelate to your knowledge ofchild and adolescentdevelopment?Howdoesthis
relate to your knowledge offacilitatinglearning?
1. Would you like to teach in the schoolenvironment you just observed? Why? Why not?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?
REFLECTIONS
This relate to my knowledge of facilitating learning that
in order to facilitate learning, we mustconsider the learning
environmentwhere teaching and learning takes place.
Maybe yes, because it is near from our house and the school is
now modernize so I can teach there efficiently.
A school campus that is free from noise. A school campus that has the
availability of sustainable resources and facilities that could provide
and motivate the students to learn. And a school campus that
promotes a physical environment supportive of learning.
A classroomthat is well-lighted and well-ventilated. A
classroom that is not overcrowded. A classroom that has facilities
which could motivate the students to learn. A classroom that has
available resources needed for every discussion/lesson.

4. In the future, how can you accomplish your answer in number3?
5. Write your additional learning’s and insights here.
By providing facilities that could enhance the skills of my
learners. By also posting educational pictures on the walls that will
help them better understand the subject matter.
I learned that a conducive learning environment greatly
motivates the students to learn. I also learned that a school
environment which provides socially, psychologically and physically
positive image facilitates better learning.

My Personal Illustration of an Effective
School Environment
MY PORTFOLIO

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

(How I will Be Rated)
FieldStudy1 Episode 2- The Learners’CharacteristicsandNeeds
Focusedon:Differentiatingthe characteristicsandneedsof learnersfromdifferent developmental
levels
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All taskswere
done with
outstanding
quality;work
exceeds
expectations
4
All nearlyall tasks
were done with
highquality
3
Nearlyall tasks
were done with
acceptable quality
2
Fewerthanhalf of
taskswere done,
or most objectives
metbut withpoor
quality
1
were answered
completely;in
deptanswers;
thoroughly
groundedon
theories
Analysisquestions
were answered
completely
Clearconnections
withtheories
Grammar and
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories
Grammar and
spelling
Analysisquestions
were not
answered.
Grammar and
spelling
unsatisfactory
Tasks Exemplary
4
Superior
3
Satisfactory
3
Unsatisfactory
1
-Exemplary
Grammar and
spelling
4
Spellingare
superior
3
Acceptable
2 1
statementsare
profoundand
clear,supported
by experiences
fromthe episode
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe episode
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the episodes
2
Reflection
statementsare
unclearand
shallow andare
not supportedby
experiencesfrom
the episodes
1
My Performance

complete,clear,
well-organizedand
all supporting
documentation
are locatedin
sections clearly
designate.
4
Portfoliois
complete,clear,
well-organizedand
mostsupporting
documentation
are available
and/orin logical
and clearlymarked
locations.
3
Portfoliois
incomplete;
supporting
documentationis
organizedbutis
lacking.
2
Portfoliohasmany
lacking
component;is
unorganizedand
unclear
1
4
On the deadline
3
A day afterthe
deadline
2
Two daysafterthe
deadline
1
Sub Totals
Over-all score
Rating:
(Basedon
transmutation)
_____________________________
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - below
14 - 2.25 - 84

To teach your target, do the following tasks:
My Map
Step1-Observed3groupsof learners
fromthe differentlevels(preschool,
elem.,andhighschool)
Step2 -Describe eachof the
learnersbasedonyou
observation
Step3-Validate your
observationbyinterviewing
the learners
Step4-Compare
thenintermsof
theirinterestand
needs.

Use the activity form providedforyouto documentyourobservations.
An Observation Guide for the Learners’ Characteristics
Your teacher may also recommendanother observationchecklistif more detailedobservationis
preferred.
Physical
1. Observedtheirgrossmotorskills.How theycarrythemselves.How theymove,walk,run,goup
stairs,etc.
2. Are gross movementclumsyordeliberate/smooth?
3. How abouttheirfine motorsskills?Writings,drawing,etc.
Social
1. Describedhowthey interactwiththe teachersandotheradults.
2. Note howtheyalsointeractwithpeers.Whatdo theytalkabout?What are theirconcerns?
Emotional
1. Describedthe emotionaldispositionortemperamentof learners.(happy,sad,easilycries,mood-
shifts)
2. Haw theythe expresstheirswantsand/needs?Cantheywait?
3. How dotheyhandle frustration?
4. Describedtheirlevel of confidenceasshownintheirbehavior.Are theyself-conscious?
Cognitive
1. Describedtheirabilitytouse wordstocommunicate theirideas.Note theirlanguage
proficiency.
2. Describedhowtheyfigure outthins.Dotheycomprehendeasily?Lookforevidenceof their
thinkingskills.
3. Were the opportunitiesforproblemsolving?Describedhow didtheyshow problemsolvin
abilities.
My Tools

Development
Domain
Preschooler
Indicate age range of
children observed:
5-6 years old
Elementary
children observed:
8 – 10 years old
High school
children observed:
12-16 years old
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
They learn how to
button their uniforms
and tie their shoes.
They are restless;
they always walk
around inside the
classroom.
They can complete
simple puzzles. They
can hold the pencil
but they cannot write
well.
If they know already
about something,
they insist to do it on
their own. They need
supervision from
their parents.
They could perform
simple dance steps.
They could lift their
chairs from one place
to another.
They can draw simple
lines, boxes and
shapes.
They can take water
from a jug without
spilling. They can go
to the CR
independently. And
they can eat their
lunch alone using
utensils.
They can lift the
teacher’s table and
the chairs. They can
also drag cabinets
from one place to
another. They can get
water from the faucet
using containers and
sprinklers and then
pour it to the plants.
They can construct a
sketch and an artistic
drawing. They can
also write letters with
artistic designs.
They can make their
own reports. They can
play and surf on the
computer.
LEARNERS’ DEVELOPMENTAL MATRIX

Social
Interaction with
Teachers
Interaction with
Classmates/Friends
Interests
They always swallow
what their teacher is
teaching to them.
They are dependent
from their teacher.
Their mood is
changeable. They
quarrel for a while
but they become
friends again.
They are interested in
colorful objects. They
always want to do
something that they
could enjoy such as
games, singing and
dancing activities.
Whenever the
teacher asks
questions, they raise
their right arms
before answering but
sometimes they
answer directly in
chorus.
They like to compete
with their classmates.
They always want to
know the scores of
their friends.
They are interested in
an oral discussion and
in games that makes
the class laugh.
They sometimes
answer in chorus but
they share their own
ideas about
something which is
related to the topic.
They always go with
their friends. They
consult something in
their classmate
before answering to
teacher’s question.
They are interested to
learn new concepts
and ideas by means of
a group activity or
discussions that are
related to them.
Emotional
Moods and
temperament,
express of feelings
They express what
they feel. If you look
like a good and
friendly person to
them, they will really
make a move that
make them close to
you.
They hide their
feelings to their
peers. They easily
bore if the topic is not
interesting.
They are sometimes
expressive. If they
love the person, they
let some students
know about their
feelings.

Emotional
Independence
They cannot control
their emotions. If
their mother goes
somewhere, they
easily cry without
considering others
inside the classroom.
Some can control
their emotions. Some
frankly tell what they
feel for someone.
They can easily
control their
emotions; they can
hide it.
Cognitive
Communication Skills
Thinking Skills
Problem-Solving
They cannot clearly
express their idea of
something unless
guided by their
teacher. They listen to
a story told by their
teacher. They have
the idea on the story
but they cannot retell
it to the class.
They could count
numbers from 1-50 in
their vernacular
language. They
always think that
teachers are correct.
They can easily
understand the topic
if you show them
pictures that they can
relate.
They can do simple
problems like adding
simple numbers and
completing simple
They always respond
to their teacher.
Some are active
participant and some
talk less in the class
during the discussion.
They could add,
subtract, multiply and
divide simple
numbers. They think
of something that
makes us laugh.
They can solve
problems
independently if it is
easy but they ask help
They could retell
stories and answer
the teacher’s
question.
They could
understand complex
topics if elaborately
discussed by their
teacher. They think
something related to
their topic. And they
could distinguish the
cause and effect
relationship of
something.
They can solve
problems which are
related to their
lessons. They can also

puzzles. from their classmates
if they don’t know it.
identify a substance if
it is an acid or a base.
Level Salient Characteristics
Observed
Implications tothe Teaching-
Learning Process
Pre-school
Age range of learners
Observed:5-6years old
Preschoolers have short span of
attention and they cannot control
their emotions.
Therefore, as teachers we should
engage these learners in activities
that they can participate and
enjoy such as games, role playing,
singing and dancing activities.
Elementary
Observed: 8-10 years
old
Elementary students easily bored
if the topic is not of their interests.
They answer in chorus from
teacher’s questions.
have a sense of humor in
discussing our lessons. We should
also lead our learners to have the
best student-teacher interaction
during the teaching-learning
process.
Highschool
Observed: 12-16 years
old
Highschool students like to share
ideas from their own experiences
and learnings.
guide these students to explore
their knowledge.
MY ANALYSIS

1. While you were observing the learners, did you recall yourown experiences when you
were their age? What similarities or differences to you have with the learners you
observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with yourneeds (physical, emotional, social, cognitive)? How did
it affect you?
REFLECTIONS
When I was in elementary, I was so different from my
classmates. Instead of listening to the teacher, I used to watch
the window looking outside and thinking in depth. On that
time, I was weird because I don’t care about something inside
the classroom different from the learners I had observed.
Sir Ediver F. Castillo is the teacher that I cannot
forget because of some positive reasons. First, he
always implements a zero-cheating management.
This means that if the student will be caught
cheating, he will be marked zero for that day.
Second, he gives a reward if someone could perfect
her exam. And third, he always discussed every
lesson where we can relate as students. Due to these
reasons, he inspired me to study more. In fact, he is
one of the reasons why I took education as my
profession due to that because of him, I started to
love the teaching profession.

3. Share you other insights here.
Which is your favorite theory of development? How can this guide you as a future
teacher?
THE PSYCHOANALYTICTHEORY
Clip some readings about this theory and paste theme here.
My Portfolio
The teacher should relate lessons that are relevant to
the needs, problems and interests of the learners to explore
their ideas by engaging them in oral discussions or group
activities where they can participate and will be motivated to
learn.
The psychoanalytic theory which
focuses on the psychosexual stages of
personality. As a future teacher, this theory
will guide me on how sexuality starts from a
very young age and develop through various
fixations. This theory will also help me to know
the personality of a child from an oral stage
until puberty and then going onward.

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

FieldStudy1 Episode 3- ClassroomManagementandLearning
Focusedon:Competence inmanagingtime,space andresourcestoprovide anenvironmentwhichis
appropriate tothe learnersandconducive tolearning.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All taskswere
done with
outstanding
quality;work
exceeds
expectations
4
All nearlyall tasks
were done with
highquality
3
Nearlyall tasks
were done with
acceptable quality
2
Fewerthanhalf of
taskswere done,
or most objectives
metbut withpoor
quality
1
were answered
completely;in
deptanswers;
thoroughly
groundedon
theories
Analysisquestions
were answered
completely
Clearconnections
withtheories
Grammar and
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories
Grammar and
spelling
Analysisquestions
were not
answered.
Grammar and
spelling
unsatisfactory
Tasks Exemplary
4
Superior
3
Satisfactory
3
Unsatisfactory
1
-Exemplary
Grammar and
spelling
4
Spellingare
superior
3
Acceptable
2 1
statementsare
profoundand
clear,supported
by experiences
fromthe episode
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe episode
3
Reflection
statements are
shallow;
supportedby
experiencesfrom
the episodes
2
Reflection
statementsare
unclearand
shallow andare
not supportedby
experiencesfrom
the episodes
1
My Performance

To reach yourtarget, dothe following tasks:
Observed a class.
Usingchecklist,find out the
evident classroom
components.
Described how the classroom
is structured/designed to
alloweveryone to participate
in the learningactivities.
Relate the data in your
checklistto the learners’
behavior.
Reflect on how classroom
management affects
learning.
My Map

1. As youobservedthe class,lookintotheiragescharacteristicsof the learners.Note theirages.
2. How manyboysare there?How many girls?
3. Focuson theirbehavior.Are theyalreadyable tomanage theirownbehavior?
4. Can the learnersalreadyworkindependently?
5. Describedtheirspanof attention?
Look intotheirlisteningskill andabilitytoconcentrate
Date of Visit________DECEMBER, 01, 2014___________________________________________
MY TOOLS
There are learners that are silent type and there are
also learners that are talkative but these learners
cooperate actively in the teaching-learning process.
There are 19 boys and 12 girls in the class. Their age
ranges from 5-6. Some students can manage their own
behavior but there are few who really need to be guided
by their teacher.
Most of them can work independently but
sometimes it depends upon the complexity of the
test/activity provided by their teacher.
They can focus for a long period of time but their
listening skills and ability to concentrate depend upon on
their interest about the topic being presented by the
teacher.

An Observation Guide for the CLASSROOM VISIT
Be guidedbythese questionsasyoudoyour observationof the classroommanagement.Itis
alsogood to askthe teacherfor additional informationsoyoucanverifyyourobservation.Write your
notesbelow;andthenorganize yourdatainthe table thatfollows.
1. Are there in the classroomfor specificpurposes(storage of teachingaids, books,students’
belongings,supplies,etc.) Describe these areas.
2. Are there rulesand procedurespostedin the room?
3. Did the studentsparticipate inmaking the classroom rules?(Ask the Resource Teacher)
4. What are the dailyroutines done by the teacher? (prayer, attendance,assignmentof
monitors,warm-up activities,etc.) How are they done?
Yes,there isbecause I saw theirbookswere placedat one
area and also the roll of manila papers.
Yes,there are rulespostedforexamplethe posterthere
that has quotationof ‘feetshoudbe closed’,listen,be
quietandparticipate.
No since we are assigned tothe pre-school section
so the teacheristhe one whomade that rules.
The teacheralways allowing her students to sing
and dance before she starts to teach she also
sometimes telling a short story and emphasizing the
good values that they could get on the story .

5. Observedthe noise level inthe classroom. How is this managed?
6. If a learner isnot followinginstructionsor off-task,what doesthe teacher do? Describe the
behaviorstrategiesused.
7. What doesthe teacherdo to reinforce positive behaviors?(behaviorstrategies)
Observationnotes:
The pre-schoolers are notnoisybecause theyhave abright
whocontrolsthemto be quiet.
Whenthe someone amongthe learnersare not
listeningthe teachermentionedhis/hername andtelling
him/hertolistenorto paya attention.
The teachermotivatesthemtodogoodthingand
explaininguntothemthatwhentheywill doittheywill have a
reward.
The teachers have a
strong impact on the learners to
develop them to become an
effective learner.

Aspect of Classroom
Management
Description Effect on the Learners
(to be filled up after answer
the analysis questions)
Specific Areas in the
Classroom
There is a comfort room but it is
not functional.
Some students become busy
going outside and the
tendency is their
concentration to the lesson
will be affected.
Classroom Rules
The room must be always clean. Theybecome responsible in
cleaningthe room.
Classroom Procedures
Daily Routines
The teacher always allow her
learners to dance and sing before
she will proceed in teaching.
The learners becomes lively
and alive they are not sleepy.
Seating Arrangement
There’s no such seating
arrangement implemented inside
the classroom only that the girls
are separated on the boys. Every
student has the choice to choose
in what chair he/she wants to sit.
The tendency is some
students feel comfortable and
some are not. That will
become a disadvantage to
some students if taller
students want to sit in the
front seats and if students
with poor eyesight will have
no choice but to sit at the
CLASSROOM MANAGEMENT MATRIX

back portion of the classroom
due to that most of their
classmates wants to sit in
front.
Handling misbehavior/off-
task behavior
The teacher guides her students
to modify their misbehaviors by
decreasing points on their
attitude and by saying “It is not a
good manner to do it.”
Some students do not
anymore misbehave because
they don’t want that their
points would be deducted.
Reinforcement of Positive
Behavior
The teacher gives plus points to
the groups of students who
participate actively in every class
discussion.
The students are motivated to
participate in the discussion in
order to get plus points
(reward) from their teacher.
1. How did the classroom organization and routines affect the learners’ behavior?
2. What should the teacher have in mind when she/he designs the classroom
organizations and routines? What theories and principles should you have in mind?
MY ANALYSIS
If the classroom organization and
routines are implemented well among
students, it will help them lessen their
misbehaviors. It will also create a positive
outcome in the teaching-learning process
especially on the student-teacher relationship
inside the classroom. And it can motivate the
students especially if the classroom is well-
organized.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
1. Imagine yourself organizing yourclassroom in the future. In what grade/yearlevel do
you see yourself? What routines and procedures would you consider for this level?
Why?
REFLECTIONS
The teacher must consider routines that are best suited
to the level of learners he had. He must also consider a
classroom organization that could help build his learners
motivation to learn. Therefore I should have the third
guiding principle in the Selection of Teaching Strategies
which states that “A non-threatening atmosphere
enhances learning”. This principle focuses on the
psychological and physical climate of the classroom that
is supportive for learning. This principle will guide me in
setting an ideal classroom management in the future.
Behavior strategies like giving rewards to
students such as adding plus points on their
quizzes, or a treat for snack. These behavior
strategies are effective because the students will
not only be motivated to learn but they will also
minimize their misbehaviors inside the classroom.
In the future, I see myself teaching in the high school level
specifically in first year. In this level, I must consider routines and
procedures such as assigning them to clean the room before and after
class, motivating them to study by giving rewards and by assigning them
roles inside the classroom so that they will develop a sense of self-
responsibility. I will start the class with a prayer followed by an action song
so that they will be energized and motivated in learning the new lesson.

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
The room must be clean before the class starts.
Students must wear complete uniform.
Cellphones must be turn off during the discussion.
A student will be given a reward if he/she could perfect the exam.
Every student must be responsible in beautifying the classroom and in
minimizing their voice during discussion.
I choose these rules because I want to develop their sense of self-responsibility
having a good character and discipline inside and outside the classroom.
3. Should learners be involved in making the class rules? Why?
Yes, because class rules must be agreed by the learners. So if you don’t involve them in
making the class rules, there will be having a bias. Remember, what is good for you
might not be good to others. One way of understanding our learners is to involve them
in making the class rules so that there will be unity among them.

Includeshere picture of the classroom/syouobserved.Write descriptions/annotationsabout
whatyou observedineachphoto.
My Portfolio
As we can see on the
photo the kinder pupils are
motivated to learn since there
are many toys that makes their
room attractive.
We can see on their
classroom that it was full of
objects like wall displays
that are very useful in
effective learning.
We can alsose that on one
corner of theirclassroomthere are
books,manilapapersthathas
writing’sabouttheirdailysubjectslike
stories,countingnumbersandetc.

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

FieldStudy1 Episode 4- Individual DifferencesandLearner’sInteraction
Focusedon:Differencesingender,racial,religiousbackgrounds
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All taskswere
done with
outstanding
quality;work
exceeds
expectations
4
All nearlyall tasks
were done with
highquality
3
Nearlyall tasks
were done with
acceptable quality
2
Fewerthanhalf of
taskswere done,
or most objectives
metbut withpoor
quality
1
were answered
completely;in
deptanswers;
thoroughly
groundedon
theories
Analysisquestions
were answered
completely
Clearconnections
withtheories
Grammar and
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories
Grammar and
spelling
Analysisquestions
were not
answered.
Grammar and
spelling
unsatisfactory
Tasks Exemplary
4
Superior
3
Satisfactory
3
Unsatisfactory
1
-Exemplary
Grammar and
spelling
4
Spellingare
superior
3
Acceptable
2 1
statementsare
profoundand
clear,supported
by experiences
fromthe episode
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe episode
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the episodes
2
Reflection
statementsare
unclearand
shallow andare
not supportedby
experiencesfrom
the episodes
1
My Performance

The learners’ individuals’ differencesandthe type of interactiontheybringsurelyaffectthe
qualityof teachingandlearning.Thisepisode isaboutobservingandgatheringdatatofindouthow
studentdiversityaffectslearning.
Step 1. Observed a class in
different parts of the school
day. (beginning of the day,
class, recess, etc.)
Step 2. Described the
characteristics of the
learners in terms of age,
gender, and social and
cultural diversity.
Step 3. Described the
interaction that transpires
inside and outside the
classroom
Step 4. Interview your
Resource Teacher about the
principles and practices that
she uses in dealing with
diversity in the classroom.
Step 5. Analyze the impact of
individual differences on
learners’ interaction.
My Map

Read the followingcarefullybefore youbeginto observe.Then write your observation
report on the space providedon the next page.
1. Findout the numberof students.Gather data as youtheirages,gender,racial,religiousand
ethnicbackgrounds.
The total numberof the learnersis31 (12 girlsand 19 boys),theiragesare rangesfrom 5 – 6
yearsoldand mostof themare purelyIlocano’sbutthere are alsolearnerswhocan’t
understandIlocanopurelyTagalog.
Duringthe class:
1. How muchinteractionisthere inthe classroom?Describedhow the studentsinteractwith
one anotherand withthe teacher.Are there groupsthatmore withthe teacherthanothers.
Almosthalf of the learnersinteractwiththeirteacherverywellbyparticipatingintheir
discussionsbutIobservedthatboysare more interactive thangirlsbecause boysare alwayswinning
whenthe teachergives agroup workwhichisboysvs. girls.
2. Observe the learnersseatedatthe back and the frontpart of the room.Do theybehave and
interactdifferently?
Yes,most of the learnerswhoare sittingat the back are not listeningwhile mostof the
learnerssittinginfrontare more active inparticipation.
MY TOOLS

3. Describe the relationshipamongthe learners.Dothe learnerscooperate withorcompete
againsteach other.
I thinklearnersare competingbecause whena learneranswersthe questionof the teacher
fasterthan the otherhe/she thinksthathe/she isbetterthanthe other.
4. Whichstudentsparticipate actively?Which studentasks formosthelp?
Boysare more active in participatingthangirls,the teacheralwayshelpsthe more the girls
because theyhave lesserunderstandingthanthe boys.
5. Whena studentand cannotanswerteacher’squestion,dothe classmate tryto helphim?Or
do theyraise handsso thatwill call theminstead?
Whenthe learnercan’tanswerthe questionthe otherlearnersdon’thelphimnorraising
theirhandsinstead,theyare recitingatchorus.
Outside class:
1. How dothe studentsgroupthemselvesoutside the class?Homogeneously,byage?By
gender?Byracial or ethnicgroups?Orare the studentsinmixedsocial groupings?If so,
describe the groupings?
The learnersgrouptheirselvesoutsidethe classroom notaccordingtotheirage ,racial
nor ethnicgroupsbutaccording to their gender.
2. Describe howthe learnersinteractwitheachother.Whatdotheytalk about?
Theyinteractwitheachotherby talkingandplayingwitheachother.Theyare talkingabout
anythingoutside school forexample how toplay“flappybirds”.

Date of Visit________DECEMBER, 01, 2014___________________________________________
The students are noisy due to that they answer in chorus during the discussion of the
lesson. The students who sit at the front part of the room are mush attentive and responsive
than the students sitting at the back portion of the room. They do not compete against each
other. Instead, they cooperate with the teacher to really understand every lesson. And as I
observed, most of the boys participate actively every class discussion. I also noticed that there
are students who still need guidance from their teacher. These are students who usually sit at
the back portion of the classroom. And when a student cannot answer the teacher’s question,
some of his/her classmates try to help him but there also some students specifically boys who
really raise their hands so that their teacher will call them.
Based on what I have observed, students group themselves according to gender,
hobbies and interests. Girls prefer to play with some other girls (ex. In playing Chinese garter)
and boys prefer to play with some other boys (ex. In playing soccer).
There are times that they agree with their classmates if they are interested with the
subject/topic. They sometimes talk about their school works and memorable experiences that
happened in their lives such as fieldtrips and family reunions.
OBSERVATION REPORT

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
As I observed, the boys play key roles in the relationships and interactions in the
classroom. These boys usually appear as a leader due to that they always lead their
classmates during the discussion. They also act as a little teacher. They always remind
their classmates about their mistakes and on how to handle their behaviors in a good
manner.
2. Are the students coming from the minority group accepted or rejected by the others?
How is this shown?
There’s no such minority group in kinder section.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
By providing group activities, combine low achievers to high achievers in order that
these low achievers may encourage to participate and learn the lesson. And by also
allowing her students to voice out and share their opinions and knowledge in the
teaching-learning process.
4. What factors influence the grouping of learners outside the classroom?
As I observed, I noticed that gender is one of the factor which may influence the
grouping of students outside the classroom. Boys and girls differ in terms of their
MY ANALYSIS

hobbies and interests. Unlike girls, boys like to play slipper games (paway). However,
girls like to play Chinese garter but boys do not.
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?
I feel accepted being on that classroom. The students don’t bother to mingle us and the
teacher sometimes asks if we were still okay. As I observed, there is really unity among
the students. They are aiming only one thing and that is “to learn”. And also between
the students and the teacher, the teacher is fair in terms of how she usually treats her
students inside and outside the classroom.
2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
I want my learners to participate actively in the teaching-learning process. I also want
them to show respect with their teacher as well as to their classmates. To let this
happen, I will allow my learners to share their own ideas and knowledge during class
discussion. I will guide them on how to become a good person with good character.
3. How will you encourage all learners, regardless of religious, ethnic or racial
background, tointeract and participate?
By giving them the opportunity to speak out, participate and interact during discussion.
By not just respecting but also accepting their beliefs, views and opinions in every
lesson. And by treating them fairly in terms of student-teacher relationship.
MY REFLECTIONS

Posta collectionof quotationsadvocatingforcelebratingdiversityinthe classroom.Usingthese
quotations,explainhowyouwillencourage all learnersregardlessof religious,ethnicorracial
backgroundto interactandparticipate well.
Through this quotation I can
encourage the learners with different
religious group, ethnic or racial
background by explaining unto them
that even though where they came
from or who they are we are all
human so that we should value each
other.
I will encourage those learners
that have diverse background or ethnic
groups by explaining to them that
diversity is not about how we differ
with each other but it is about
embracing one other are uniqueness.
My Portfolio

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

FieldStudy1 Episode 5- Individual DifferencesandLearner’sInteraction
Focusedon:Determiningteachingapproachesandtechniquesconsideringthe learners’differencesin
level of abilities.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All taskswere
done with
outstanding
quality;work
exceeds
expectations
4
All nearlyall tasks
were done with
highquality
3
Nearlyall tasks
were done with
acceptable quality
2
Fewerthanhalf of
taskswere done,
or most objectives
metbut withpoor
quality
1
were answered
completely;in
deptanswers;
thoroughly
groundedon
theories
Analysisquestions
were answered
completely
Clearconnections
withtheories
Grammar and
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories
Grammar and
spelling
Analysisquestions
were not
answered.
Grammar and
spelling
unsatisfactory
Tasks Exemplary
4
Superior
3
Satisfactory
3
Unsatisfactory
1
-Exemplary
Grammar and
spelling
4
Spellingare
superior
3
Acceptable
2 1
statementsare
profoundand
clear,supported
by experiences
fromthe episode
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe episode
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the episodes
2
Reflection
statementsare
unclearand
shallow andare
not supportedby
experiencesfrom
the episodes
1
My Performance

Observed two or more learners
of different abilities but from
the same grade level.
Find out some information
about their background.
Observe them as they participate in
a classroom activity.
Write a narrative report and a
brief reflection on your
experience.z
My Map

An Observation Guide for Individual Differences
Read the followingcarefullybefore youbeginto observe.Then write your observation
report on the space provided.
1. Observe the classtosee the differencesinabilitiesof the learners.
2. Try to identifythe studentswhoseem tobe performingwell andthose thatseemtobe
performingwellandthose thatseemtobe behind.
3. Validate yourobservationsbyaskingthe teacheraboutthe background(family,socio-economic,
presence of some learningdisability,etc.) of these children.
4. Observe the behaviorof boththe highachievingandlow-achievinglearners.Note their
dispositions,pace inaccomplishingtasks,interactionwithteacher,interactionwithothers.
5. Observe the teacher’smethodinaddressingthe individuallearningneedsof the studentsin
his/herclass.
My Tools

Date of Visit________JANUARY, 12, 2015___________________________________________
As I observed the class of Mrs.Bulusan, that the learners differ in terms of their abilities.
There are learners that seem to be performing well during the teaching-learning process. These
are the high-achieving learners usually the boys who always actively respond and participate in
the discussion. There are also learners that seemto be behind. These are the low-achieving
learners who usually sit at the back portion of the classroom.
I asked the teacher about the background of her learners and I found out that most of her
learners came from poor families with low income. I had also found out that most of the low-
achieving learners came from poor families.
High-achieving learners always lead their classmates in the student-teacher interaction
even during the teaching-learning process. They usually accomplish tasks easily/quickly. They
can also answer complex problems independently. However, low-achieving learners can’t easily
answer complex problems unless guided by their teacher. They are hesitated to answer the
questions because they don’t want to be laughed by their classmates if they cannot derive the
correct answer.
As I observed, the teacher uses different methods in addressing the learning needs of her
learners. Methods as using visual aids like Television and manila paper; giving/conducting group
activities; Q and A method to ensure the learning of the learners.
OBSERVATION REPORT

1. Did your observation match the information given by the teacher? Were you able to
correctly identify who among the students performed well and who did not? What
behavior helped you identify them? (Volunteering to answer, responding toteacher’s
directions, etc.)
Yes, I was able to identify the well-performing students and the less-performing
students. Students who performed well usually volunteer to answer and always respond
to their teacher during the teaching-learning process. They are very attentive during the
discussion. Whereas students who did not performed well were always shy to share
their ideas because they are afraid that their classmates will laugh at them if they can’t
answer correctly.
2. Describe the differences in ability levels of the students in the class. Is there a wide
gap between the students who are performing well and those that are not?
In terms of the differences in ability levels of the students in the class, there is really a
wide gap between the students that are performing well than those that do not. The
students who perform well are those who are taken cared by their parents in terms of
physiological needs. As I observed, students who are less-performing in the classroom
are those students came from poor families. Some students come to school without
money for their recess. This really affects the student’s willingness to perform inside the
classroom.
ANALYSIS

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher?
The teacher uses methods and learning styles in handling the student’s differences in
abilities such as Q and A method when she tell a short story to a kinder pupils,
discussing the lesson with concrete objects and conducting experimentation by means
of individual or group activities. Due to these methods, some students are motivated
and they respond actively to their teacher.
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 Elementary, I can still recall how my teacher in math helps both the high
and low achievers in our class. Every student was forced to memorize the multiplication
table because one of his policies was that “A student cannot enter the classroom if
he/she could not memorize the multiplication table from 1 to 10”. He used concrete
objects like geometrical shapes made up of blocks and fruits such as apple and melon in
presenting the topic. He used these fruits in his discussion of fractions wherein he let us
sliced the fruit in front of the class. I think his strategy was effective because he let us
REFLECTIONS

involved in the teaching-learning process and of giving us responsibility by means of
memorizing the lesson.
2. With the principle of individualdifferences 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 future teacher, I will treat my students fairly. I will not compare each one of them.
Instead, I will guide them to build a classroom that could be considered as a market
place of ideas where every student has the freedom to participate and share their own
knowledge and opinions with respect to their abilities, social backgrounds and levels of
intelligence. I will provide group activities with simple/basic to complex problems
engaging low achievers to high achievers to ensure the needs of the students with
individual differences.

Withthe principle ofindividual differencesinmind,what methodsand strategieswill you
rememberinthe future to ensure that you will be able to meetthe needsofboth the high and low
achieversin you class?
As a future teachersomedayIwill alwaysputintomymindthatlearnersare not like a
machinesnorrobot thatshouldbe manipulatedbysomeone,therefore learnersare bornwith
manydifferencesandone of that differences isthat,there are learnersthatare highachievers
but there are learnersalsothatare low achievers’so beingafuture teacheror educatorto
those type of learnersIwill make use of variousstrategiesorwayto betterfacilitatethe learning
process of thislearnersandexample of thisstrategiesthatIwill use tomeetthe needsof both
highand lowachieverslearnersistouse the problemsolvingmethodandinquirymethodto
determine the capacityof mylearnersbymeansof usingsimple quizzesorexams sothatI can
adjustmy wayof teachingtohelpbothlow and highachievers.
Another way also is to use discovery method of teaching to let my learners
discover what best suits for them to have an effective way of learning.
My Portfolio

_____________________________________________________________________________________
At the endof thisactivity,Iwill aincompetencein identifyinanddescribinthe
influencingfactorinthe home environmentthatimpactstudents’learning.
TARGET

FieldStudy1 Episode 6- Home-School Link
Focusedon:Identifyinganddescribingthe influencingfactors inthe home environmentthatimpact
student’learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All taskswere
done with
outstanding
quality;work
exceeds
expectations
4
All nearlyall tasks
were done with
highquality
3
Nearlyall tasks
were done with
acceptable quality
2
Fewerthanhalf of
taskswere done,
or most objectives
metbut withpoor
quality
1
were answered
completely;in
deptanswers;
thoroughly
groundedon
theories
Analysisquestions
were answered
completely
Clearconnections
withtheories
Grammar and
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories
Grammar and
spelling
Analysisquestions
were not
answered.
Grammar and
spelling
unsatisfactory
Tasks Exemplary
4
Superior
3
Satisfactory
3
Unsatisfactory
1
-Exemplary
Grammar and
spelling
4
Spellingare
superior
3
Acceptable
2 1
statementsare
profoundand
clear,supported
by experiences
fromthe episode
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe episode
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the episodes
2
Reflection
statementsare
unclearand
shallow andare
not supportedby
experiencesfrom
the episodes
1
My Performance

complete,clear,
well-organizedand
all supporting
documentation
are locatedin
sectionsclearly
designate.
4
Portfoliois
complete,clear,
well-organizedand
mostsupporting
documentation
are available
and/orin logical
and clearlymarked
locations.
3
Portfoliois
incomplete;
supporting
documentationis
organizedbutis
lacking.
2
Portfoliohasmany
lacking
component;is
unorganizedand
unclear
1
4
On the deadline
3
A day afterthe
deadline
2
Two daysafterthe
deadline
1
Sub Totals
Over-all score
Rating:
(Basedon
transmutation)
_____________________________
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - below
14 - 2.25 - 84

HOME SCHOOL-LINK
 Selectalearnerfromthe class whomyouhave observe.
 Interviewthe teacheraboutthe learners’characteristics.
 Conducta home about the learner’scharacteristics.
 Interviewthe parentsabout
- The rulestheyimplementathome concerningtheirchild’sschooling.
- The learner’sactivitiesandbehaviorwhile athome.
 Describe the familyintermsof
-numberof siblings.
-numberof siblingsinschool.
 Identifythe factorsinthe home environmentthatmightaffectthe learner’sschool
performance.
 Reflect onhowa teachercan communicate effectivelywiththe home
My Map

Use the activityformprovidedforyoutodocumentyourobservations.
An Observation/Interview Guide foe Home-School Link
Read the followingcarefullybefore youbeginto observe/interview.Thenwrite your
observationreport on the providedspace.
The Learner
1. Make a general observationof the learner.Describe himineachof the domainsof
development:
 Physical-body builtandheight(thin,chubby,underweight,overweight),level of
physical activity(fast,slow,lethargic,active,etc.)
 Social-interactionwithteachersandclassmate (loner,shy,sociable,friendly,gets
intofight,likedbyothers,etc.)
 Emotional moods,temperament,crieseasily,losestemper,happy,shows
enthusiasm,excited,indifferent,etc.)
 Cognitive (appearstounderstandlessons,copeswiththe lessons,excels,lags
behind,showsreasoningskills,turninassignmentandrequirements,etc.)
Interviewthe Teachers
1. What are the mostnoticeable characteristicsof the learner?(emotional disposition,
behavioranddiscipline,sense of responsibility,studyhabits,academicperformance,
relationshipwithpeers,relationshipwithadults,social adjustment)
2. How doesthe teachercommunicate withthe parents?How often?Whatdothey
discuss?Agree on?
InterviewwithParents
1. Conducta home visit.Once there,observe the home set-up(Home isorderly,family
picturesinthe livingroom.
2. Use the InterviewQuestiononthe nextpage.Justaskthe questionswithwhichyoufeel
comfortable.
My Tools

Suggested Parent Interview Guide
Your teachermay askyou to use a more detailedinterview guide.Be free totranslate questions
if necessary.
Name of Learner: queenShayne A.De Guzman
Date of Birth:July,28, 2009 Age:5 y/o
Grade/YearLevel:Pre-School Gender:Female
Numberof Siblings: two
BirthOrder : 1st
Parents
Mother: NellyA.De Guzman
Age:30 y/o
Occupation:House Keeper Educational Attainment:college level
Father:EdmundD. De Guzman
Occupation:Electrician Educational Attainment:College level
Learners’Physical Aspects
Health
Mother’sHealthduringpregnancywiththe learner: Healthy
Ailmentsorhealthproblemsof the learnerasa child: Nothing
Age of the learnerwhenhe startedtowalk/talk: 1year and4 monthsold
Foodpreferencesof the learnerasa childand at present:
Who tookcare of him/herasa child? Parents

Learner’s Social Aspects:
Describe yourchild’ssociability( friendly,outgoingorshy,loner)
She isa friendlychildandbutsometimesshe getseasilymadwithherplaymates.She sometimes
shamedtoface otherpeoples.
Who were the learner’splaymates?
Her playmatesare herclassmatesandalsoour neighbor’schildren.
As a childthenwashe/she allowedtoplayoutside?
Of course we allowedhertoplaywithourneighbors.
Is she/he allowedto gooutfriends?
Do youhave rulesfor him/hertofollow regardinggoingout?
What are these rules?
Yes we allow herto go withherfriendsbutwe gave hera rule thatshe must go home before
6:00pm or else she will be groundedtogooutside andplaywithherfriends.
Emotional-Moral
What are yourexpectationsof yourchild?
We gave our daughtersa rulesto be obeysowe expectthemto be goodgirl at all times.
How doyou a nurturingenvironmentforyourchild?
We nurture the environmentof ourchildrentroughforexamplewe choose whereisthe right
school forthemthat theywill grow withgoodbehaviorandverymuchlearning.
Doesyour childgoto you whenshe/he feelsdownorhasa problem?Whatdoyou doto meethis/her
emotional needs?
Yessometimesshe approachme andask me to helpwithherassignments,schoolwork’sandother
problems.
What do you do whenhe/she isnotsuccessful insomething?
Whenwe knowthat she’snotfaultwe motivate herto dobetternexttime.

How doyou discipline yourchildren?
We discipline ourchildrenbygivingthemapunishmentforexampleLessinghermoneygoingto
school whenshe broke ourrules.
Do youhave any rulesinthe house?What are they?
Yes,forexample theyshouldcome home earlyandtheymust know how to cleantheirthingsor
toys.
How doyou impose the rules?
We impose those rulesbygivingapunishmentswhenevertheybroke the rulesthatwe gave to
themto ensure thattheywill obeyit.
What are the consequencesof breakingthe rules?
We gave thempunishmentasa consequence whentheybroke the rulesforexample lessening
theirmoneywhentheygoto school.
Learner’sCognitive Aspects:
What are the child’sinterests?
She has simple interestsorhobbiesthese are playingwithherfriends,eating,watching,andgoing
at the park.
What ishe/she goodat inschool?
She isgoodin writingbecause she hasbeautiful penmanship.
What subject/sdoeshe/shehave difficulty?
Based onmy observationshe hasdifficultyintheirEnglishsubject.
How doyou monitorhis/herperformance inschool?How doyoumotivate him/her?
I monitorherperformance inschool bysometimes visitingherattheirschool and askingher
teacherwhatis herattitudesatschool and alsoI monitorherperformance bytestingwhatlearning’sdid
she attaineach day.
Do youhave rulesat home to helphimdevelopgoodstudyhabits?
What are these rules?Howare theyimplemented?
We have a rule to develophergoodstudyhabitsitisshe must presenttouswhat learning’sdid
she attainduringthe whole dayto assure that she has learnedsomething.

Afteryouhave gatheredall the necessarydata. Write the Learner’sdevelopmentprofileusingthe
outline below.Type the profile inaseparate sheetandattacheditto thislearningepisode.
THE LEARNER’S DEVELOPMENTS PROFILE (Outline)
The Learner’s Development Profile
Name of the Learner: QueenShayne A.De Guzman
School:RoxasCentral School
Date of Home Visit:
Date of Birth: July, 28, 2009 Age:5 y/o
Grade/Year Level: Pre-school Gender:Female
FamilyProfile
Numberof Siblings: two
BirthOrder: 1st
Parents
Mother: NellyA.De Guzman
Age:30 y/o
Occupation:House Keeper Educational Attainment:college level
Father:EdmundD. De Guzman
Occupation:Electrician Educational Attainment:College level
 Physical Development
In paragraphform,describe the physical developmentof the learner.Combine the
teacher’sparents’responses,andyourownobservations.
 Social Development
In paragraphform,describe the social developmentof the learner.Combinethe teacher’s.
parents’responses,and yourownobservations.
 Emotional-Moral Development
In paragraphform,describe the emotional-moral developmentof the learner.Combine
the teacher’s,parents’responses,andyourown observations.
 Cognitive Development
In paragraphform,describe the cognitive developmentof the learner.Combine the
teacher’s,parents’responses,andyouownobservations.
 Findings
Write here your salientfindingsaboutthe learner.
 Conclusions
Write your conclusionsafteryouhave analyzedthe impactof the school at the home on
the learner’sdevelopment.The questionsinthe youranalysis portionof thislearningepisode canhelp
you.
 Recommendations
Write yourrecommendations

Your findingsandrecommendationsinthe LearnersDevelopmentProfilewill helpyouanswer
the questionhere:
1. From you home visitand interview,what do you think is the style of parenting
experiencedbythe learner?Explainyour answer?
Accordingto myobservationsthere are differentparentingstylesforexampleparents
shouldmonitortheirchildren’sperformance athome andalsoat theirschool anotherwas
parentsshould alsoformulate arulesfortheirchildrentobecome agoodchildrenandfor
themto learnbetter.
2. Relatingyour data with what you learnedfrom childdevelopment,whatfamilyfactors do
you think contribute to the developmentandover-all adjustmentof the learnerin school?
I thinkthe family factorsthat affectthe developmentandover-alladjustmentsof the
learners are the familyproblems,socialproblemsamongthe membersof the familyand
sometimesfinanciallybecomesafactor that the studentdevelopmentwill be affected.
3. Does the communication betweenthe home-school have an effecton the learner?If yes,
what these effect?
Yes,the communicationbetweenthe home-school affectsthe learnerbecausewe can
monitorthe performance of the childrenwhenwe asaparentswill communicate tothe
school of our children.
My Analysis

1. Reflecton your own developmentasa child.What type of parenting didyou experience?
How did it affect you?
My mothers’burdenanddifficultiestoearnmoneyforusto go intoschool and to finish
our schoolingforusto have a good life somedayverymuch motivatesme tostrive tohave a
highgradeson the school and finishmystudy.Soitis parentingbymotivationfor
development.
2. As a future teacher,how would establishgood home-school collaboration?Howcan you
work well with the parents?How can you helpthem? How can theyhelpyou?
As a future teacherI will establishgoodhome-school collaborationbykeenly
observingthe performancesof everystudentandwritingthisobservationsontheirprogressreportcard
or directlytellingthisobservationstotheirparentsduringmeetingsof parents
My Reflections

1.
2.
H - High-diversified background
O - Open acceptable
M - Methods to be used for
E - Effectiveness in learning
S - Students must
C - Concern of
H - his/her
O - Output
O - Of
L - Learning
L - Learners
I - incorporate
N - New
K - Knowledge
My Portfolio

Name Diongson,Arjel A. Course BSEd Year & Section II-A
Direction:Check(/) the appropriate columnthatbestdescribesyourcurrentlevel of masteryof each
listedcompetency.
I cannot do
thisyet
I am learning
how to do this
I can do this
but I needto
learnmore
and improve
I can do this
verywell
1. Determines anenvironment
that providessocial,
psychological andphysical
environmentsupportive of
learning.
2. Differentiateslearnersof
variedlearning
characteristicsandneeds.
3. Manages time,space and
resourcestoprovide an
environmentconduciveto
learning.
4. Recognizesmulti-cultural
backgroundof learners
whenprovidinglearning
opportunities.
5. Determinesteaching
approachesandtechniques
appropriate tothe learners.

6. Determines,understands
and acceptsthe learners’
diverse background.
7. Relate the learners’
backgroundto their
performance inthe
classroom.
8. Reflectson the impactof
home and familylifeto
learning.
9. Expoundsonone’s
understandingof the
learningprocessesandthe
role of the teacherin
facilitatingtheseprocesses
intheirstudents.
10. Acceptspersonal
accountabilitytolearners’
achievementand
performance.
( ) Pre-Assessment Date Accomplished: Rater’s Signature
( ) Post-Assessment

Name DENIOLA,Don FrancisD. Course BSE Year & Section II-MATH_______
Direction:Check(/) the appropriate columnthatbestdescribesyourcurrentlevel of masteryof each
listedcompetency.
I cannot do
thisyet
I am learning
how to do this
I can do this
but I needto
learnmore
and improve
I can do this
verywell
1. Determines an
environmentthatprovides
social,psychologicaland
physical environment
supportive of learning.
2. Differentiateslearnersof
variedlearning
characteristicsandneeds.
3. Manages time,space and
resourcestoprovide an
environmentconduciveto
learning.
4. Recognizesmulti-cultural
backgroundof learners
whenprovidinglearning
opportunities.
5. Determinesteaching
approachesandtechniques
appropriate tothe
learners.

6. Determines,understands
and acceptsthe learners’
diverse background.
7. Relate the learners’
backgroundto their
performance inthe
classroom.
8. Reflectsonthe impactof
home and familylifeto
learning.
9. Expoundsonone’s
understandingof the
learningprocessesandthe
role of the teacherin
facilitatingtheseprocesses
intheirstudents.
10. Acceptspersonal
accountabilitytolearners’
achievementand
performance.
( ) Pre-Assessment Date Accomplished: Rater’sSignature
( ) Post-Assessment

100 95 90 85 80
1. Content of the
Portfolio
has 100% of
the needed
content
has 95% of
the
needed
content
has 90% of the
needed
content
has 85% of the
needed
content
has 80% of the
needed
content
2. Objectives of
the Portfolio
Objectives are
SMART and
cover the
whole course
Objectives
are
SMART
but cover
only a
minimum
of 80% of
the course
Objectives are
SMART but
cover only less
than 80%of
the course
Some
objectives are
not SMART
and do not
cover the
whole course
Most
objectives are
not SMART
and cover only
a minimum of
the course
3. Quality of
Entries
Entries are of
best quality,
well selected
and very
substantial
Entries are
of better
quality,
many are
well
selected
and
substantial
Entries are of
acceptable
quality, some
are well
selected and
substantial
Some entries
are of
acceptable
quality, limited
selection and
substantial
Few entries
are of
acceptable
quality, not
well selected,
and very
minimal
substantial
4. Presentation of
Entries
Creative, neat
and has a very
strong
impact/appeal.
Creative,
neat and
has strong
impact
/appeal.
Creative, neat
and an
average
impact/appeal.
Minimal
creativity, neat
with minimal
impact/appeal.
No creativity,
in disarrange,
no
impact/appeal.
5. Promptness in
the Submission
Submitted
ahead of
schedule
Submitted
on
schedule
Submitted, a
week after the
schedule
Submitted 2
weeks after
the schedule
Submitted 3
weeks or more
after the
schedule.

LORD, Help me to be a fine teacher,
To keep peace in the classroom,
Peace between my students and myself,
To be kind and gentle to each and every one of my students.
Help me to be merciful to my students,
To balance mercy and discipline in the right measure for each student,
To give genuine praise as much as possible,
To give constructive criticism in a manner that is patentable to my students.
Help me remain conscientious enough to keep my lessons always interesting,
To recognize what motivates each of my students,
To accept my student's limitations and not hold it against them.
Help me not to judge my students too harshly,
To be fair to all,
To be a good role model,
But most of all Lord,
Help me to show your love to all of my students.
Amen.

By Joanna Fuchs
A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.
A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.
A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.
A teacher is like Winter,
While it's snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.
Teacher, you do all these things,
With a pleasant attitude;
You're a teacher for all seasons,
And you have my gratitude!

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