1. Episode 1: School as a Learning Environment
Name of FS Student: REGINE D. BALANO
Resource Teacher: CLAUDINE JADE JARALBA Signature: ___________________
Cooperating School: HOLY CROSS COLLEGE OF CALINAN
Your Target:
At the end of this activity, you will be competent in determining a school environment that
provides social, psychological, and physical environment supportive of learning.
Your Map:
A general observation of the campus and the classroom is an exciting way to start your
observation.
Your mission is to do the following tasks:
• The Learner's Development and
Environment
FS1Field Study
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

2. Your TOOLS
As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site.
A good understanding of the activities and tasks to be accomplished in the activity sheets yield
better learning results.
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas of the school. Check the column to indicate their
availability. Give a brief description of those that are available on the last column.
FACILITIES AVAILABLE NOT
AVAILABLE
DESCRIPTION
Officeof the Principal Wide, clean and neat.
Papers and documents were
arranged in proper places.
Fully air conditioned.
Library Books are arranged
accordingly, tables and
chairs are also present for
students conducive to
learning. Fully air
conditioned.
Counseling Room With proper ventilation and
well-lighted, helping the
guidance area to counsel to
students concern. Sound
proof.
Canteen/ Cafeteria This common area has few
tables and chairs. Generally,
the place is clean and well
ventilated. Here, they serve
snacks and lunch for
everyone in the school.
They don’t serve junk
foods.

3. Medical Clinic The school clinic has
medical paraphernalia
needed for emergency
cases. There is also a
school nurse who is
assigned to take care of the
facility and do the
monitoring of the students’
health.
Audio Visual/Media
Center
It is well- organized since it
has a complete facilities
enough for the users.
Reading Center
Speech Laboratory It is well-equipped and
well- arranged. It is also
clean and well- ventilated.
It looks like a call center.
Science Laboratory Equipped with different
laboratory apparatuses.
Used by students during
their biology, chemistry and
physics classes.
Gymnasium It is wide enough for the
school activities, well-built
and clean.
Auditorium

4. Home Economics
Room
The room is good and
complete of necessary
things that are needed in the
students activity.
IndustrialWorkshop
Area
PTA Office Small and clean office.
Available for inquiries and
other concerns.
ComfortRoom for
Boys/Girls
It is clean and hygienic.

5. OBSERVATION GUIDE FOR THE CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the
provided space.
1. Describe the community or the neighborhood that the school is found.
2. Describe the school campus. What colors do you see? What is the condition of the
buildings?
3. Pass by the offices. What impressions do you have of these offices?
4. Walk through the school halls, the library, the cafeteria. Look around and find out the
other facilities that the school has.
Name of SchoolObserved: HOLY CROSS COLLEGEOF CALINAN
SchoolAddress: CALINAN, DAVAO CITY
Date of Visit: FEBRUARY 11, 2015
The school is located at the back of the Catholic Church. It is surrounded with houses and
establishments. The neighborhood is noisy because of the motor vehicles plying along the streets,
but the outside environment of the school is clean and not polluted.
The school campus is wide and the buildings are quiet old. I can see different
colors inside the school but most of it is blue since it is the color motif of the school. Some of the
classrooms are already fixed and painted with cool colors.
Whenever I passed by the offices, I always have the impressions that people in the
office are always busy. It is well- equipped and well-ventilated. Personnels are approachable
too.
The Library is full of books, quiet, clean and well-arranged. The halls are clean
too, so with the canteen which is always full of nutritious foods.

6. OBSERVATION GUIDE FOR THE CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix
to record your data.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the furniture is arranged. Where is the teacher’s table located? How are the
tables and chairs/desks arranged?
3. What learning materials/ equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the classroom well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
CLASSROOM FACILITIES DESCRIPTION
(LOCATION, NUMBER, ARRANGEMENT, CONDITION)
1. WALL DISPLAYS There are lots of wall displays posted
everywhere like pupils activity chart, subject
information and even pupil’s birthdays. They
are arranged well.
2. TEACHER’S TABLE The teacher’s table is located at the back,
near the door of the classroom where she
could see every student going in or out of the
class.
3. LEARNER’SCHAIRS There are 40 armed- chairs painted with
brown color. And it is well- furnished.
4. BLACKBOARD It is wide provided for teacher and for the
student’s stability and value of focus to
learning.
5. LEARNING The learning material or visual aids which
are used by the teacher are written ligibly for

7. MATERIALS/VISUAL AIDS the students to learn.
6. CABINET It is where the cleaning materials are kept.
7. CEILING FAN The ceiling fan is good. It help the students
and teacher feel comfortable.
8. COMFORTROOM The comfort room inside the classroom is
clean. There is a faucet but there is no light
inside.
9. TELEVISION AND DVD
PLAYER
It is very useful in any film showing inside the
classroom.
10.CEILING The ceiling is good. Helping the teacher to
interact with each other by covering the inner
surface of the roof to maintain ventilation.
OBSERVATION REPORT ON CLASSROOM VISIT
Name of School: HOLY CROSS COLLEGEOF CALINAN

8. Write your observation here.
SchoolAddress: CALINAN, DAVAO CITY
Date of Visit: FEBRUARY 11, 2015
It was February5, 2015 when I started my first actual
observation in accordance to our FS 1 subject. I was so excited on that daythat I
came to school very early where I graduated. Thetargetis to be competent in
determining a school environment that provides social, psychological and physical
environment supportive of learning.
I strolled around the campusand I jotted down the
observation in my notebook. I was impressed by the different offices and rooms
since it is my alma mater, I could say that the school hasa lot of improvement as
the year goes by. I observed everything that the school have. Thefaculty room in
which the teacher’s stay is neat and clean. Most of the rooms are alreadyusing
projectors and computers during their classes.
I went back on another days and continued our observation.
I accomplished the school facilities matrix and wasable to answer the questions
which are asked in my data.

9. ANALYSIS
1. How do the school campus and the classroom in particular impact on the
learning of the students going to school? What are your conclusions?
I conclude that the school has a great impact in learning, in the sense that they have
a lot of students in school and that only shows how great is the impact of the school to
particular learning process. The classrooms are filled with thoughts, and learning that a
student/pupil can get.
2. How does this relate to your knowledge of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
In relation to my previous knowledge of child and adolescent development, pupils
learn easily if they were exposed to a friendly atmosphere, free from distractions and noises.
They could easily learn if every meeting teacher uses variety and novelty of learning materials
and motivate them always. In connection to my previous subject facilitating learning that in
doing our tasks as a teacher I should follow the methods and techniques that are best for
students to learn and see to it that it is effective.
REFLECTIONS
1. Would you like to teach in the schoolenvironment you just observed?Why?
Yes, I would like to teach in the school that I have observed in the sense that the
environment of the school is good. The building is situated in a good place which
provides proper ventilation and better environment. And since this is my beloved Alma
mater, I would really love to teach here.
2. What kind of schoolcampus is conducive to learning?
In my own views and opinion, a certain school can be considered conducive to learning
if it has complete facilities such as standard size classrooms, shops and laboratories
and library. The surroundings is clean, well- maintained and free from any pollutions.

10. 3. What kind of classroom is conducive to learning?
A classroom can be considered conducive to learning if it is clean, well- ventilated and
with proper lightning. It should also have the complete facilities and equipments
necessary to facilitate the teaching learning process. Lastly, it should not be too
crowded to prevent classroom management problems and to maximize learning.
4. In the future, how can you accomplish your answer to number 3?
If I am blessed by God and granted my aspirations in life that is to become a teacher
someday, I’ll be resourceful and creative when I structure my classroom. I make sure
that my classroom is well- organized.
5. Write your additional learning and insights here.
This subject helps me to learn everything necessary for the students to become future
educators. The ability to observe classroom conditions will help me to become aware
about how to achieve good and effective school environment and on how to provide the
learners a classroom that is conducive to learning.

11. MY PERSONAL ILLUSTRATION OF AN EFFECTIVE
SCHOOL ENVIRONMENT

12. An effective school environment is one that provides to students the
opportunity to achieve high standards that they can use in their future. A school
where student feel safe and happy; an environment that will promote those values
that will help pupils to become good and responsible citizens, enable them to become
involved in their community and become good family members.
Each one of us is facing the difficulties and agonies over studies but
why we are still conscious in choosing our school to study with even in our primary,
secondary and the tertiary which is the college level. Even me, I do the same act.
Simply because, we want to achieve the quality education that we are seeking for.
Quality education that someday will help us to produce and economically free
citizens.
Students today are very lucky unlike of the past generations. They do
not even have their proper education nor have the well- ventilated classroom. I tried
to ask myself on how lucky I am because today, everything is equipped with modern
technology.

13. Episode 2: Learner’s Characteristics and Need
Name of FS Student: REGINE D. BALANO
Course: BSED UNIT EARNER
Resource Teacher: CLAUDINE JADE JARALBA Signature: ___________________
Cooperating School: HOLY CROSS COLLEGE OF CALINAN
Your Target:
At the end of this activity, you will gain competencein differentiating the
characteristics and needs of learners from different developmental levels.
Your Map: To reach your target, do the following tasks:
• The Learner's Development and
Environment
FS1Field Study
Step1
Observe 3
groups of
learners from
different
levels.
Step3
Validate your
observationby
interviewing
the learners.
Step2
Describe each
of the learners
basedon your
observations.
Step4
Compare them
in terms of
their interests
and needs.

14. Your TOOLS
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk,
run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners.(happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self- conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportunities for problem solving? Describe how did they show problem
solving activities.

15. Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at
different levels. The items under each domain are by no means exhaustive. These
are just sample indicators. You may add other aspects which you may have
observed.
Development
Domain
Preschooler
Indicate age range of
children observed:5 to
6 yrs.old
Elementary
Indicate age range of
children observed:
6 to11 yrs.old
Physical
Gross-motorskills
Fine-motor skills
Self-help skills
Others
-Children are clumsy
and brisk.
-They can write and
read letters.
-Can feed their selves
without the assistance
of others of others but
is not proper.
-They are very alert
and energetic and
active.
-They can write and
read words.
- Can feed their selves
without the assistance
of others.
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interest
Others
-They interact with
teachers without
hesitation.
-Love to play with
their classmates then
easily got trouble.
-They love to play
and write anything
and draw.
-They interact with
self-confidence.
-They interact
together with their
classmates joyfully
and actively.
-They become
interested in an
enjoyable activity
especially story
telling
Emotional
Learners’ Development Matrix

16. Moods and
temperament,
expression of
feelings
Emotional
independence
Others
-They are active,
briskly happy but
easily cry.
-They feel happy
when they play with
their classmates.
-There is shifting of
their moods. Often
time they are weak
sometimes they are
active.
- They express their
emotions through
crying.
-They are using
tagalong but they are
not fluent on
speaking.
-They are not be able
to figure out things
alone.
-It is hard for them to
solve problems.
-Can communicate
with their teacher
either in vernacular or
English.
-They can figure out
small things.
-They can solve easy
and some difficult
problems.

17. YOUR ANALYSIS
Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implications for the teacher.
Example:
Level
Salient Characteristics
Observed
Implications to the
Teaching-Learning Process
Preschool
Age range of Learners
observed: 3-4
 Preschoolers like to
move around a lot.
 Therefore,the teacher
should remember to use music
and movement activities not
just in PE but in all subject
areas.
 Therefore,teachers should
not expect preschoolers to
stay seated for a long period
of time.

18. My Reflections
1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or differences do you
have with the learners you observed?
Level
Salient Characteristics
Observed
Implications to the
Teaching-Learning
Process
Preschool
Age range of learners
observed: 5-6 yrs.old
-They like to move a lot and
play.
-They like to draw.
-They like to sing and dance.
-Like to talk about the things
they like.
-Therefore, teachers should
not expect preschoolers to stay
seated for a long period of
time.
-Teachers should let the pupils
to draw and assist them.
-Their teacher should find
ways on how to develop their
talents. He should allow them
to show it and encourage them
in participating in different
activities where they can show
their talents.
Elementary
Age range of learners
observed: 7-8 yrs.old
-Elementary pupils have
different learning abilities such
as dancing, singing, drawing
and are hungry for learning.
-They are keen observers.
-Therefore, the teacher should
provide different activities for
them. He/she should also have
different kind of approach for
the diverse learning abilities of
the pupils.
-Therefore, the teacher should
be aware of what he is
teaching and be careful of the
way he/she present things. The
teacher should always master
his subject matter before
conducting his class next day.

19. During the days of my observation, I immediately recall those time during my
preschool years. I remembered how enjoyable it is. My teacher taught me how to draw
and color it with crayons. I loved those times when our teacher read us some short
stories. She also let me sing the alphabet song in front of the class. I noticed some
similarities or differences with the learners that I have observed. Like connecting the
sound of a letter to a picture. The difference is that, nowadays, teachers are using more
vivid pictures and it is now well printed by the computer.
2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help or not help you with your needs (physical, emotional, social,
cognitive)? How did it affect you?
Mrs. Delia Tinio is one of the few teachers I cannot forget. She is a very kind-hearted
person. She teaches very well in the class. She was actually my favorite teacher .She
helped me gain self-confidence. And helped me a lot with my emotional and social
development. She gave me some advices whenever I needed it, most especially on how to
improve my self-esteem. She have reminded me the importance of having a goal in life.
She used to acknowledge my effort every time I earned or achieved something. When it
comes to my physical and cognitive development, she was the one who helped me
improving my skills and talent. I was always part of a dance troupe during my elementary
years. Thanks to my teachers who believed on my capabilities as a student and for giving
me so much confidence.
3. Which is your favorite theory of development? How can this guide you as
a future teacher?
Piaget’s theory of cognitive development is my favorite theory. It can help me guide in the
future as a teacher. Because this theory explains that an individual has its own level of
learning according to their age. So with this theory you will be guided and understand
that each level has its own level of understanding and development when it comes to their
physical and cognitive aspects. This theory also explains the development of a child as
early as conception until they will become mature, and each level has different level of
development in terms of their physical and cognitive aspects.
4. Share your other insights here.

20. After carefully observing and really paying attention to all of the pupils in elementary the
differences in their abilities becomes very noticeable. I was able to pinpoint the level of
performances of the target students to be observed. Some were active participants and
some were shy and too quiet.
One of the active and smart pupil that I have observed was a girl named Sofia Kayl .
As a fast learner, she is very confident and never fails to raise his hand every time the
teacher asks a question . A 9 year old girl and I think she is the top on their class.
Next was a boy named Abe Christopher at same age. Always neat but a very naughty
boy. He loves moving around and all the time he likes talking to hi seatmate. He can
answer the question of the teacher even if it is wrong. And for that I considered him as an
average learner.
Lastly, I have this boy who got my attention. His name is Clarence. A silent type of
pupil. He seems to have his own world because he is aloof to his classmates. He doesn’t
participate in the class and is not listening to the teacher most of the time. He can’t read
and write well too. He cannot follow teacher’s instruction easily. But then, with the
attention that the teacher has provided for him, I think he will improve himself.
Name of FS Student: REGINE D. BALANO
Course: BSED UNIT EARNER
Resource Teacher: MISS CLAUDINE JADE JARALBA Signature: ___________________
Cooperating School: HOLY CROSS COLLEGE OF CALINAN
• The Learner's Development and
Environment
FS1Field Study
Episode 3: CLASSROOM MANAGEMENT AND LEARNING

21. Your Target
At the end of this activity, you will gain competence in managing time, space
and resources to provide an environment which is appropriate to the learners and
conducive to learning.
Your Map
To reach your target, do the following tasks:
Your TOOLS
Use the activity form provided for you to
document your observation.
An Observation Guide for the
Learners’ Characteristics
 Observe a class.
 Using a checklist,
find out the evident
classroom
components.
 Describe how the
classroom is
structured/
designed to allow
everyone to
participate in the
learning activities.
 Relate the data in
your checklist to the
learners’ behavior.
 Reflect on how
classroom
management affects
learning.

22. Read the following statements carefully.
Then write your observation report on the
provided space.
1. As you observe the class, look into the
characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able
to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to
concentrate.
An Observation Guide for the
CLASSROOM VISIT
Name School:HOLY CROSS COLLEGE OF CALINAN
Observed:CALINAN, DAVAO CITY
Date of Visit: FEBRUARY 9, 2015
As I have observed, the age of the learners do not vary talking about their behavior
and characteristics for the reason that I witnessed there are some pupils who are very
cooperative in the class and there are some who do not involved themselvesin class
discussion.
In the classroom that I have observed,specifically the grade 3, there are 35 pupils
and most of them are girls only 11 are boys.
There are only few students or pupils who can manage their own behavior by
behaving well in the class, while most of them like to wait for teacher to remind them to
stop doing things which could destruct the class.
Since they are very young, only few can work independently. Most of them need help
of the teacher.
The span of attention is very short, since they alwayswant to catch the attention of a
teacher, or even to their classmates.
Most of the pupils pay attention to their teacher; they lend their senses everytime the
teacher is conducting a lesson. Though some of them are not, but then, they are still
confident to answer the teacher whenevershe calls their attention.

23. An Observation Guide for the
CLASSROOM VISIT
Be guided by these questions as you do your
observation of the classroommanagement. It is
also good to ask the teacher for additional
information so you can verify your observation.
Write your notes below; and then organize your
data in the table that follows.
1. Are there areas in the classroom for
specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.)
2. Are there rules and procedures posted in
the room.
3. Did the students participate in making the
classroom rules?
4. What are the daily routines done by the
teacher? (prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are
they done?
5. Is there a seating arrangement? What is the
basis of this arrangement?
6. Observe the noise level in the classroom.
How is this managed?
7. If a learner is not following instructions or
is off-task, what does the teacher do?
(behavior strategies).
8. What does the teacher do to reinforce
positive behaviors? (behavior strategies)
Observation Notes:
Yes, there are areas in the classroom for specific
purposes like a cabinet for teaching aids, a table
for student belongings and a book shelves for
books.
Yes, there are rules posted in the wall, rules in
making the classroom clean all the time.
The pupils are behaving in the manner they

24. should.
The teacher starts the class with a warm-up
activities. By letting the pupils greet good
morning to everyone, and after that they will pray
then sing an action song.
The seating arrangement is arranged by groups.
The class is noisy but manageable by the teacher.
Whenever the learner is not following
instructions, the teacher will repeat the
instruction and reconstruct it to make it more
understandable.
The teacher reinforced the learner for showing
positive behavior by saying “ Ok, very good
answer.”
Classroom Management Matrix
Aspect of
Classroom Description Effect on the Learners

25. Management
Specific Areas of
the Classroom
In front of the class is the
teacher’s table.
The left corner of the room
is where the cleaning
materials are and on the
opposite side is where other
teaching materials are kept.
Desks have a section for
student belongings.
helps the learners gain easy access to
teaching materials; provides freedom to
move easily within the class; maximizes
the students’ interaction with their
teacher and classmates; gives a sense of
familiarity;
Classroom Rules The classroom policy is
posted in the wall.
This will help the pupils to be reminded
when they do a certain kind of mistake.
Classroom
Procedures
The teacher prefers to start
the class with a simple song
and activities as energizers
By this, the pupils would not feel sluggish
and tired in starting the class.
Daily Routines Prayers are done first as a
daily routines, followed by
checking of attendance and
then proceed to the lesson
to be discussed.
A good start for the learners because they
will be trained and helps to improve
themselves from the daily routines.
Seating
Arrangement
Their seating arrangement
is arranged rows with
proper distances.
It is easy for the pupils to move around
and it is quite organized for the teacher.
Handling
Misbehaviors/off-
task behavior
The teacher gives
disciplinary action
according to the mistake
done by the teacher.
The students will behave as a response
according to their teachers disciplinary
action.
Reinforcement of
Positive Behavior
The learner gives
compliment and honor to
the learner for showing
positive behavior in the
class
Because of this, the student will strive
hard in order to be admire by his/her
teacher and classmates.
Others
YOUR ANALYSIS
1. How did the classroomorganization and routines affect the learners’
behavior?

26. The classroom organization and routines affects the behavior of the learners in
improving their senses by way of cooperating to the teachers rules or classroom rules
and by being attentive in every activities or class discussion. The physical environment of
the classroom is one way to improve the learning environment and to prevent problem
behaviors before they occur.
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in
mind?
The teacher should have in mind time management, furniture and teaching
materials, and most importantly the students. I’ve learned that a place must have
favorable learning conditions, smooth transitions during class, and excellent
management skills. If a teacher fails to manage his/her class then he/she fails to get the
students involved during class. This is where the Principles in Classroom Management
come in. As I’ve said before, a superb classroom organization helps the learners and
teacher to gain effortless contact to teaching materials, provides freedom to move easily
within the class and make the most of the students’ interaction with their teacher and
classmates.
When routines are designed to be a habit in class then the Law of Exercise
should be practiced where the teacher can use different kinds of neutral stimulus to
become the conditioned stimulus for the students. Added the positive reinforcement, such
as feedback or verbal praises, from the findings of Skinner then the routine the teacher
designs will be a very effective one.
3. Which behavior strategies were effective in managing the behavior of the
students? In motivating them? Why were they effective?
In the class I observed, the teacher used positive reinforcement in conditioning the
class for their new lesson and expected a test in the next period. When it comes to their
daily routine, the class already turned it into a habit.
The teacher made use of positive reinforcement in forms of verbal praises and
encouragement to the pupils to do better next time. She also showed them honestly that
she is proud of what they have accomplished.
I think that the teacher’s strategies are very effective because the pupils are all actively
participating and focused in class. If a teacher is doing well in letting the student
engage in learning then it means she was successful in motivating them.

27. Pupils want to be acknowledged for their hard work because this boosts their
confidence in being consistent in getting high grades or being encouraged to get better
grades. It was effective because of the fact that pupils/students want to be accepted and
treated fairly, receive their deserved appreciation from their teacher and the right
amount of concern from them.
Your Reflections
1. Imagine yourself organizing your classroom in the future. In what year/grade
level do you see yourself? What routines and procedures would you consider at
this level? Why?
I can see myself in the future as a teacher in high school. I will make my classroom very
presentable and cool in the eyes of my students in order to provide them a good environment
and a knowledgeable one. I will make sure that they will learn a lot from me. As my future daily
routine, I will start in with prayers, then a quick energizer for them to be alert and ready fro
discussion. And also, I will make a classroom that should present a cheerful, inviting, motivating
and purposeful setting for learning.
2. List the rules you are likely to implement in this level? Why would you choose
these rules?
My rules for this year level are obedience and cooperation. I will also implement orderliness
and cleanliness inside and outside the classroom. I choose this rule because at their age, they
need to be more responsible since they are already in teen age years.
And lastly I will give grade incentives to those students who have perfect attendance in the
whole school year. This is to motivate the students to come to class every day.
3. Should learners be involved in making these rules? Why?
Yes, for me learners should be involved in making the class rules for them to be aware of
what the rules are. They must always be reminded of those rules so that they will avoid to make
mistakes that is against the rules.

28. Name of FS Student: REGINE D. BALANO
Course: BSED UNIT EARNER
Resource Teacher: MISS CLAUDINE JADE JARALBA Signature: ___________________
Cooperating School: HOLY CROSS COLLEGE OF CALINAN
Your Target
At the end of this activity, you will gain competence in determining teaching approaches and
techniques considering the individual differences of the learners.
Your Map
The learners’ individual differences and the type of interaction they bring surely affect the
quality of teaching and learning. This episode is about observing and gathering data to find out
how student diversity affects learning.
To reach your target, do the following tasks:
• The Learner's Development and
EnvironmentField Study
Episode 4:
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
(focusing on differences in gender,racial,religious background)

29. Step 3. Describe 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
the learners’ interaction.
Your TOOLS
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully before you begin to observe. Then write
your observation report on the spaceprovided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
Groups, religious and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students
Interact with one another and with the teacher. Are there groups that inter-
act more with the teacher than the others.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperatewith
or compete against each other?
Step 1. Observe a class in different parts of a school day.
(beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms
of age, gender, and social and cultural diversity.

30. Name of the SchoolObserved:HOLY CROSS COLLEGEOF CALINAN
SchoolAddress: CALINAN, DAVAO CITY
Date of Visit: FEBRUARY 11, 2015
As I am observing the class, I observed that there are like 35 pupils in the class.
Their ages vary from 8-9 years old. Most of these pupils are Roman Catholic in religion.
During class:
The interactions between each other including the teacher are present. The pupils
interact with their classmates when they have activities, by sharing their ideas regarding the
activities they had. They also interact with each other when they have their own business aside
from the lesson discussion with the teacher. The interaction of the pupils to their teacher is
when they have something to ask or for clarification from the teacher during discussion of the
lesson, to make the discussion alive.
There are group of pupils who interact more to the teacher, I think this group of pupils are
those who are really participating in the discussion compare to the other pupils.
Yes, the pupils who are seating in front and at the back they interact differently, those
OBSERVATION REPORT
4. Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands so that the teacher
will call them instead?
Outside class:
1. How do the students group themselves outside class?Homogenously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed social
groupings? If so, describe the groupings.
2. Describe how the learners interact with each other. What do they talk about?

31. Name of FS Student: REGINE D. BALANO
Course: BSED UNIT EARNER
Resource Teacher: MISS CLAUDINE JADE JARALBA Signature: ___________________
Cooperating School: HOLY CROSS COLLEGE OF CALINAN
Your Target
At the end of this activity, you will gain competence in determining, understanding and acceping
the learners’ diverse backgrounds; and in relating the learners’ background to their performance
in the classroom.
Your Map
To reach your target, do the following tasks:
4.4
• The Learner's Development and
Environment
FS1Field Study
4. Write a narrative report and a brief
1. Observe two or more learners of
reflection on your experience. different abilities but from
the
same grade or year level.
Episode 5:INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
(focusing on different levels of abilities)

32. Your Tools
Use the activity form provided for you to document your observations.
An ObservedGuide for Individual Differences
Read the following carefully before you begin to observe. Then write your
observation report on the spaceprovided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that
seem to be behind.
3. Validates your observations by asking the teacher about the background
(family, socio-economic, presence of some learning disability, etc.) of these
children.
4. Observe the behavior of both high achieving and low-achieving learners.
Note heir dispositions, pace in accomplishing tasks, interaction with teacher,
interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs
of the students in his/her class.

33. As I have observed the kindergarten, I noticed their differnces in abilities. There are
pupils who were smart or the high achievers in their class and there are also slow learners or
the low achievers in the class.
I have noticed or recognized a group of pupils whom I prefer to be the smart one.
They compose of 3 boys and 1 girl. They are the one who always raised their hands every time
the teacher asked a question. And they can answer it correctly most of the time. They perform
very well in the class. On the other side, there are also group of students who were low
achievers. They are mostly confident in raising their hands even though their answers were
wrong. Luckily, those high achievers always tried to help them with the correct answer.
As I asked the teacher about the background of these students, I learned that those
high achievers pupils came from a well earned family while the low learners or achievers
their family, most of them are less- fortunate and their parents are not fully supportive in
terms of giving attention.
The high achieving learners usually are the one who finish first during the class
activities. They have good interactions with their teachers. They can answer the question
easily. While the low learners they always doubted their answers for they are afraid of getting
wrong.
The teacher knows on how to encourage the student on how to answer the given
questions that needs further clarification.
OBSERVATION REPORT

34. YOUR ANALYSIS
1. Did your observation match the information given by the teacher? Were you
able to correctly identify who among the students performed well and who did
not? What behavior helped you identify them? (volunteering to answer, responding
to teacher’s directions, etc.)
Yes, myobservation matched withthe information givenbythe teacher, and
yes I wasableto correctly identifythe learnerwho is performing welland the
students who are less performing. Volunteeringto answerand always
responding to the teacher is the behaviorsthat help meidentifythem.
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.
Yes, there is a widegapbetween the students whoare performing welland
those who are not. Those who perform well in classhas the abilityto easily
understand the lesson during the discussion, butthose who are low performing
pupilsthey cannot relate muchduring the discussion. Students whoare not
performing wellwill gain a low averagein their grades.
3. Describe the methods used by the teacher in handling the students’ differences
in abilities. How did the students respond to the teacher?
In handlingthe student’s differences in abilities, the teacher that I have
observed treat them in different ways. She usuallygiveinstantattention to those
pupilswhoare smartand after that she willcall the attention of those slow
learner students, and talk to them in a nice waythat a child could easily
understand. Teacheris very flexiblein handlingher pupils. Pupilswhowere
slow learners willlisten attentivelyto whatthe teacher willsayand could easily
get the teacher’s point.

35. Your Reflections:
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 Grade 2, my teacher used rows as a label. Row 1 pupils are the
fast learners; row 2 pupils are the average learners, row 3 pupils are the slow
learners. We were usually grouped by how well our reading skills are. The teacher
gives the fast learners one paragraph to read while the slow learners where given
2 or 3 sentences to read.
My teachers in Elementary were strict and I remember corporal punishment
was still practiced back then. I do not remember clearly the other styles that my
teachers used to deal with the differences.
Back in my high school days, each section was grouped homogeneously based
on the grade. So I didn’t see a big gap among us in our section. Most of our
teachers used discussion, lecture, reporting and role playing procedures. All of us
took the same activities together. Maybe one of the main characteristics of meeting
every type of learner’s needs is the fact that the learners do not notice that they are
differently treated by their teacher because everyone wantsto be treated fairly.
Yes, I could say that our teacher is effective because he can make us more
attentive during classes and cooperative in times of discussion. He always knows
how to understand usand he has his own way of showing it.
2. With the principle of individual differences in mind, what methods and
strategies will you remember in the future to ensure that you will be able to meet
the needs of both the high and low achievers in your class?
As a future educationalist, I must get to know my students well. I can determine
the correct method to use depending on the characteristics and abilities of my
students.

36. I will make sure to organize a teaching procedure that can adapt to all learning
styles and make use of activities that will fit the needs of my students. I will also
take a good idea and make it great for effective teaching. Aside from that I will
make the activities they engage in inconspicuously fit their level of ability without
being obvious that they are the weak ones in class so they won’t lose their
confidence and enthusiasm during class activities. I also plan to utilize different
types of motivational techniques because this is one of the main parts of my
procedures in teaching. If I am successful in motivating my students then I am
successful in letting them engagein learning.