Fs 2 episode 1

FS 2 Episode 1
Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar,
Batangas COLLEGE OF TEACHER EDUCATION EPISODE 1: PRINCIPLES OF
LEARNINGName of FS Student: Sarah Jane B. CabilinoCourse, Year & Section: BEEd
IIIResource Teacher: Mrs. Elenita V. DIzon Signature: _________________Cooperating School:
Tanauan North Central SchoolMy PerformanceFocused on: Application of the principles of
learning in the teaching – learning process Task Exemplary (4) Superior (3) Satisfactory (2)
Unsatisfactory (1) All tasks were done with Fewer than half of tasks All or nearly all tasks
Nearly all tasks wereObservation/ outstanding were done; or most were done with high done
with acceptableDocumentation: quality; work exceeds objectives met but with quality quality
expectations poor quality Analysis questions were Analysis questions were Analysis questions
were answered completely not answered completely. answered completely; in Analysis questions
were depth answers; not answered. Clear connection with Vaguely related to the thoroughly
grounded onMy Analysis theories theories theories/exemplary Grammar and spelling grammar
and spelling. unsatisfactory Grammar and spelling Grammar and spelling are superior acceptable
Reflection statements are Reflection statements are Reflection statements are Reflection
statements are unclear and shallow and profound and clear, clear; but not clearly shallow,
supported by are not supported byMy Reflection supported by experiences supported by
experiences experiences from the experiences from the from the episode. from the episode.
episode. episode. Portfolio is complete, Portfolio is complete, clear, well-organized and clear,
well-organized and most supporting Portfolio is incomplete; Portfolio has many all supporting
documentations are supportingMy Portfolio lacking components; is documentation are available
and/or in logical documentation is unorganized and unclear. located in sections clearly and
clearly marked organized but lacking. designated. locations. Two days or more afterSubmission
Before deadline On the deadline A day after the deadline the deadlineSub Totals Mr.
ANTHONY B. BALAKIT _March 1, 2013_ FS 1 and 2 Instructor Date PAGE | 1
 2. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar,
Batangas COLLEGE OF TEACHER EDUCATION OBSERVATION SHEETName of the
Resource Teachers observed: Mrs. Elenita V. DizonSchool Address: Tanauan City, Batangas
Date: February 15- 17, 2013Grade/Year Level: Grade V-A Subject Area: Science and Health V
Teacher Behavior of the Teacher/Learning Principles of Learning Behavior of the Learner as a
Proof of the Application of the Principles of Learning 1. Teacher made sure that students learn 1.
Learning is an experience which by their own experienced. e.g. – Pupils occurs inside the learner
and is write the correct answer on the board activated by the learner. rather than writing by the
teachers. 2. Relevant and need-based curriculum was integrated in the discussion through the
way that arouses the interest and attention of the students. The essentiality of 2. Learning is the
discovery of the the topic was being perceived by the personal meaning and relevance students
by explaining the values being of ideas. incorporated in the lesson. e.g. - The students realized
that the values being integrated in the lesson is our Lord God gave us water because He cares and
loves us. 3. Assimilating different activities made the discussion experiential. The teacher
integrated movie clips for the students to 3. Learning is a consequence of have their own
knowledge and experience. assessment in the processes of water cycle. e.g. – The students
sensualize the processes by watching the video clips provided by the teacher. 4. The teacher
provides group activities for the students are being able to learn by having the chance to share
their own 4. Learning is a cooperative and ideas and work together with groups. e.g.

collaborative process. – The students have their chance to share their knowledge and insights
about their prior knowledge and skills in different task given to them. 5. Learning is an
evolutionary process. 5. Learning, especially if this means a change in behavior, does not happen
in a click. Teachers delivered the lesson in PAGE | 2
Batangas COLLEGE OF TEACHER EDUCATION different ways and she gave patience and
diligence in dealing with the levels of learners’ abilities and skills. 6. For the students to be able
to learn, the teacher devotedly gave her time to prepare the materials needed even the6. Learning
is sometimes a painful preparation was the day before the process. delivery of lesson. The
teacher gave activities which made the students felt that to be able to learn, hard works should be
experienced first. 7. The teacher let the discussion centered with the learners’ ideas and
experiences rather than her thought only. The students were given chances to share their
learning7. One of the richest resources for the through the proper used of art of learning is the
learner himself. questioning. e.g. – the teachers asked the students about their insight about the
topic and somehow generalized the lesson by answering the provided questions. 8. Emotional
stability of the learners was first observed by the teachers. To motivate8. The process of learning
is emotional the interest of the students, she started it as well as intellectual. with singing a song
which also served as their simple review. 9. Multiple intelligences were being considered by the
teacher. Vicarious activities and materials are being provided and utilized to cope with learning
styles of9. The process of problem solving and different individual. e.g. – The teacher learning is
highly unique and provided group activities such as individual. completing the puzzle, drawing
the cycle and sequencing the processes of the cycle. She also used both traditional and modern
instructional materials needed to discuss the lesson. PAGE | 3
Batangas COLLEGE OF TEACHER EDUCATIONMY ANALYSIS 1. What is the impact of
the Resource Teacher’s observance of these principles on the teaching – learning process and on
the learners? The teacher adhere the principles of learning and it makes the presentation of lesson
be purposeful in thoughts as well as in action. The knowledge and skills needed by the students
to attain was almost been learned by how she adopted the principles. The teaching itself was so
smooth and the learners found very minimal hardship in acquiring learning. An active classroom
environment was being created and the learners realize its importance in their lives. 2. Which
learning principle was applied most? As I observed, the learning principle applied the most is the
process of problem solving and learning is highly unique and individual. As I stated in my
previous explanation, vicarious activities were being utilized by her to have an effective teaching
and learning process. 3. Which learning principle was applied least or not all applied? The
process of learning is emotional as well as intellectual was I think to be the least applied because
as part of this principle, the teachers wont able to determine other factors that could affect their
learning such as if they had eaten their breakfast or not? Or are they happy or sad? 4. Do you
agree with these principles of learning? Or have you discovered that they are not always correct?
Yes, I agree on those principles of learning because as I’ve observed different teachers at
different grade levels of students, applications of the principles were always been functional.
And as I foresee my future teaching, principles of learning will also be adapt. 5. Lessons I have
learned from my observations on the classroom application of the principles of learning. For the
students be able to learn, teacher must first considered their individual differences and multiple
intelligences. Of course, they should have their direct- purposeful experiences and reflect on
their physiological, psychological and PAGE | 4

Batangas COLLEGE OF TEACHER EDUCATION emotional needs. Their interest should
always also be considered and let us them upgrade their prior knowledge by learning in
himself.MY REFLECTIONS My reflections on my observation of my Resource Teacher’s
observance of theseprinciples. Did my Resource Teachers adhere to these principles? The
teacher adherence of learning principles was so effective. Somehow, even in a short period of
time, the principles were being integrated efficiently. Based on my judgment on her way of
delivering the lesson, principles of learning used direct the class into actual and real learning.
Considering the nature of the students, she then created a well-balanced classroom environment
and made the students motivated and interested in the discussion. Aside from that, the
assessment of the presentation of lesson was good and awesome. Upon she applied the learning
principles in the presentation of lesson, she had given the students chances to feel their essence
in learning process. She developed the learners’ ability to determine the significance of their
thoughts and meanings. And, for she able to let it happened, teacher provided experiential
experiences through conducting group tasks such as drawing how the cycle goes, completing the
puzzle of the illustration of water cycle and sequencing the processes of water cycle. They had
given opportunity to share their thoughts to others. The strengths and weaknesses of every
individual were considered through accepting their own individual differences and multiple
intelligences. PAGE | 5
Batangas COLLEGE OF TEACHER EDUCATIONMY PORTFOLIO Principles of Learning in
My Own Words 1. Learning should be started, experienced and practiced by the students in own.
2. Learning is reflecting, understanding and applying the essence of ideas and meanings in their
lives. 3. Learning should be experiential as much as possible. 4. Learning is socializing and
sharing ideas with others. 5. Learning is an on-going process which requires time and diligence.
6. Learning is the students’ realization that it sacrifice and hardship to be successful. 7.
Considered learners as active and rational human being. 8. Learners’ physiological,
psychological and emotional stability should be measured in acquiring learning. 9. Individual
differences and multiple intelligences should be considered in integrating the method and
materials needed in the presentation of lesson. PAGE | 6
EPISODE 1-3
 Episode 1 Principlesof learningName of FSStudents:IrvinKentGuintu;AlvinLim;RaymonMasangcay;
Linart Tolentino;NiberatoTolentino;DianaMae Cunanan;JudyAnne Isip;MaricarTolentino;&Sarah
Jane TullaoCourse:______BSEd_Major inEnglish________________ Year: ____Second
Year___________Resource Teacher:_Mrs. AbelitaF.Dizon(ENGLISHII)__ Signature:
_____________________Resource Teacher:_Ms. JillianGonzales(ENGLISHIII)__Signature:
_____________________Cooperating School:Sta. Maria HighSchool (SMHS),Macabebe,Pampanga
_______________ Our ToolsAswe observe aclass,we will use the ObservationSheetfora more
focusedobservation.OBSERVATION SHEETName of the Resource TeachersObserved:Mrs.AbelitaF.
Dizon,andMs. JillianGonzales___School Address:Sta.Maria,Macabebe,PampangaDate: February4,

2013___________Year Level:2ndYear and 3rd Year SubjectArea:EnglishII and English
III_________________ Principlesof LearningTeachingBehaviorof the Teaching/LearningBehaviorof
the Learneras Proof of the Applicationof the Principle of Learning1.Learningisan experience which 
Mrs. Dizonletsthe learnersdothe occurs inside the learnerandislearningactivity.Like forexample,
activatedbythe learner.insteadof writingthe meaningof the adjectivesinthe board,whatshe didis
that she made a group activityandletthe learnersfindoutwhatismeantby that. 2. Learningisthe
discoveryof the  Insteadof givingdirectlythe personal meaningandrelevance meaningof adjectives,
Mrs. Dizonof ideas.showedsome picturesandletthe studentstogive theirowninterpretation.5|Field
Study2 - Experiencingthe Teaching- LearningProcess
 6. 3. Learningisa consequence of  Thisno.3 principle hassomethingexperience.todowithoris
similarto“Learningisan experience whichoccursinside the learnerandisactivatedbythe learner.”
Thisis basedinmy observationbecauseMrs.Dizonletthe learnerstoapplywhattheyhave learned.
Like forexample,theyconductedanactivitywhichinvolve describing,throughthatexperience they’ve
learnedsomething.4.Learningisa cooperative and  Learnerswill learnmore if theyare collaborative
process.givenchancestoworktogetherandshare ideas.Make use of group activities.5.Learningisan
evolutionary  Learningespeciallyif thismeansprocess.achange inbehaviordoesnothappenina
click.Thisrequirestime anddiligence.Soasteachersand students,be patient.6.Learningissometimes
a painful  Thismeansthat learningrequiresprocess.sacrifices,hardworkandpatientstudies.For
example,agreatleaderhadmanysetbacksonthe past.He learnedfromhismistakes.The processwas
verypainful,yet he survived,yethe wantstolearntheyendure the painconsequently,leadershipwas
developed.6|FieldStudy2- Experiencingthe Teaching - LearningProcess
 7. 7. One of the richestresourcesorthe  This meansthatlearningwill notlearningisthe learner
himself.take place unlessthe learnerhim/herself allows,intotality,inhis/hermind.Itisnotprimarily
controlledbythe teacher,ratheronthe learner’swants,interestandmotivestolearn.8.The processof
learningisan  As a teacher,letusappeal to our emotional aswell asintellectual.student’sintellectas
well asto theiremotions.9.The processo problemsolvingand  Each studenthas theirownspecial the
learningare highlyuniqueandwayinlearningandsolvingaindividual.problem.OurAnalysisBasedon
our observation,learningisthe discoveryof the personal meaningandrelevance of ideaswasthe
principle appliedmost.Thisisbecause before ateacherconductsanotherlessonhe/she firstmakesa
recall abouttheirpast lessons.Andthen,afterthathe/she didn’tdirectlygiveorexplainwhatseemsto
be theirtopicon a particularday. Insteadhe/she mightgiveeitheractivityorashort poemwhich
involvesinagiventopic.Inthatway,the learnersfoundoutthatthe learningisthe discoveryof
personal meaningandrelevance of ideas.OurReflectionThe lesson we have learnedfromour
observationonthe classroomapplicationof the principlesof learningisthatfora teacherto be
effective,one firstthingtodoisto getthe learnersattentioninordertohave a betterinteraction
betweenthe learnerandthe teacher.Otherthanthat,make the studentsfeel thatlearningisamust
mostespeciallyonthe partof the learners.Alwaysmotivatethemtolearnandpursue theirstudiesand
nevereasilygive-upuntil theyreachwhatevertheirgoalsinlife.7|FieldStudy2- Experiencingthe
Teaching- LearningProcess

 8. Episode 2 LessonobjectivesasmyguidingstarName of FSStudents:IrvinKentGuintu;AlvinLim;
RaymonMasangcay; Linart Tolentino;NiberatoTolentino;DianaMae Cunanan;JudyAnne Isip;Maricar
Tolentino;&Sarah Jane TullaoCourse:______BSEd_Major inEnglish________________ Year:
____Second Year___________Resource Teacher:_Mrs. AbelitaF.Dizon(ENGLISHII)__ Signature:
_______________ Our ToolsAswe observe aclass,we will use the ObservationSheetfora more
focusedobservation.OBSERVATION SHEETName of the Resource TeachersObserved:Mrs.AbelitaF.
Dizon,andMs. JillianGonzales___School Address:Sta.Maria, Macabebe,PampangaDate: February5,
2013____________Year Level:2nd Yearand 3rd Year SubjectArea:EnglishIIandEnglish
III_________________ GuidingPrinciplesinDeterminingandTeachingBehavior/swhichProve/s
FormulatingLearningObjectivesObservance of the GuidingPrinciple 1.Beginwiththe endof mind. 
Basedon our observation,Ms.JillianGonzales,athirdyearEnglishteacherensuresthatherlesson
objectivesare SMART.Basedinour interview withher,she sharedhertechnique inplanningobjectives.
She saidthat excellentlessonobjectivesmustbe Specific,Measurable,Attainable,ResultOrientedand
Time-Bound.8|FieldStudy2- Experiencingthe Teaching - LearningProcess
 9. 2. Share lessonobjectivewith Forthissecondguidingprincipleinstudents.determiningand
formulatinglearningobjectives,InoticedthatMs.Gonzalesimpartsherlessonobjectivesincludingplans
and purpose of lessonforherstudents.3.Lessonobjectivesmustbe inthe 2  Basedon the totalityof
the lessonor3 domains – cognitive,skill anddiscussed,the lessonisholisticandaffective orcognitive
and affective completebecause itdwellsonorskill andaffective.knowledge,skills,andvalues.The
lessonforthatday of Ms. Gonzaleswasabouta poementitled“whenIwasone andtwenty”,
throughoutthe lesson,theyshowedtheirskillsinreading,astheyreadeachstanza of the poemwith
correct pronunciationconsideringtheiraccentsandpausing.Afterreadingliterarypiece.Questionsare
followedtocheckthe student’scomprehensionandunderstandingaboutthe poemandlastly,withthe
concernin the affective domain,there isalsoaquestionthattestedtheirreasoningskillsinwhich
afterwardstheyinterpretthe true meaningandessence of the poemthatleadsforthe developmentto
theirvalues.4.Work on significantandrelevant Ms. Gonzalespresentapoemlessonobjectives.
entitled“whenIwasone andtwenty”.She askedherstudentsonwhattheyunderstandinthe title and
to the stanzasof the poem.Andthere isa line thatcomesfrom the poemwhere inMs. Gonzalesasked
herstudents onwhat istheirpointof view aboutit.Some studentsraisedtheirhandsandgave their
ownthoughts,ideas,andcommentsandafterthat,she raisedagaina questionandshe askedher
students9|FieldStudy2- Experiencingthe Teaching - LearningProcess
 10. if theyalreadyfall inlove.Some of themwere tooashamedtoanswer.5. Lessonobjectivesmust
leadto the  Basedon whatI observed,Mrs.developmentof critical andDizongave a groupactivityto
creative thinking.performoutside the classroom.She askedherstudentstoobserve theirschool
campusand listdownthe wordsthat may describedaboutit.1.AfterobservingyourResource Teacher
teaches,write downwhatyouthinkwas/were herlessonobjective.Toappreciate the meaningof a
poem.2. AskpermissionfromyourResource Teacherforyoutocopy herlessonobjectiveforthe day’s
lesson.Copyithere thencompare itwithyouranswerin# 2. Are theysame?Different?“Todeduce and

appreciate the meaningof apoem”Yes ! Theyare the same.Our Analysis1.Whydidyou findit
easy/difficulttowrite downthe Resource Teacher’slessonobjeveforthe day?Didshe mentionitinthe
beginningof his/herlesson?We founditeasytowrite the objective of ourResource Teacher’slessonfor
the day. Because she mentioneditatthe beginningof herlessonandthislessonobjective whenshared
and possessedbyourstudentswillbecome theirpersonaltarget.Whenourstudentssettheirown
personal target,we are certainthat theywill become self- motivated.10|F i e l d S t u d y 2 - E x p e r i e
n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
 11. 2. Didyou findthe lessonobjectiveSMART?Whyor whynot? Yes,the objectivesof the teacher
are excellentlySMART(Specific,Measurable,Attainable,Result-oriented,andTime-bounded).Because
it isquite easytofindout the endof a lessonof youattainedyourobjectives.Andthere isabigchance
to match our instructionandassessment.OurReflection1.Anylessonslearnedorinsightsgainedfrom
your observationfocusedonlessonobjectives?Write themdownhere.Are lessonobjectivestrulythe
guidingstarin the developmentof alesson?Orare lessonobjectivessometimesforgottenasthe lesson
develops?Learningobjectivesare of keyimportance whencreatinglessonplans.Theyprovidestudents
withinformationaboutwhattheyare goingtobe learningwhilegivingthemanindicationof howtheir
learningwill be measured.There are afew rulestowritingexcellentlearningobjectivesthatshouldbe
followed.Unfortunately,manyteachersdonotspendthe time tocreate effective,measurable lesson
objectivesbefore theywrite theirlessonplans.We know thatonce youstarted makingthe objectives
specificandmeasurable youwill foundthatyouwere able touse themlike ablueprinttokeepyouon
task as youteach yourlessonsinclass.11| F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e
a r n i n g P r o c e s s
 12. Episode 3 Organizingcontentformeaningful learningNameof FSStudents:IrvinKentGuintu;Alvin
Lim; RaymonMasangcay; LinartTolentino;NiberatoTolentino;DianaMae Cunanan;JudyAnne Isip;
Maricar Tolentino;&SarahJane TullaoCourse:______BSEd_Major in English________________ Year:
____Second Year___________Resource Teacher:_Mrs. AbelitaF.Dizon(ENGLISHII)__ Signature:
_______________ Our ToolsOBSERVATION SHEETName of the Resource TeachersObserved:Mrs.
AbelitaF.Dizon,andMs. JillianGonzales___School Address:Sta.Maria,Macabebe,PampangaDate:
February6, 2013_____________Year Level:2ndYear and 3rd Year SubjectArea: EnglishIIandEnglish
III_________________ A.) FORTHE COGNITIVELESSON 1. What isthe lessonabout?ClassI:Adjectives
ClassII: Poem“WhenI wasone and twenty”2. What are the examplesof factsmentionedinthe lesson?
ClassI: There were picture presentedandthe studentsare askedtodescribe thispicture.ClassII:The
studentswere askedonhowtheyhandle the advicesof theirguardianorotherelderpeople.12| F i e l d
S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
 13. 3. Didthe lessonendwithfacts?Or didthese factsleadto understandingof concepts?Prove your
answers.ClassI:In the Firstlessonthe studentshave learnedthe use of adjective.ClassII:The students
understandthe importance of listeningtotheirparents’advice.4.Write downinstancesof treatingthe
topicin depth(givingexamples,examiningcause –effectrelationships,relatingideasorconceptstoone
another) ClassI:The teacherpresentedpictureswherein,indescribingthese picturestheygainedtheir

examplesof adjectives.ClassII:The studentswere askedaboutthe advicestheywere givenbytheir
parentsand onhow theyact uponthisadvices.5. Cite aninstance/swhenstudentswereencouragedto
ask questions,totalkaboutandreflectonwhattheylearned.ClassI:The studentswere curiousabout
the usesand significance of adjectivesthat’swhytheyraise alotof questions.ClassII:The students
were aware of the fact thatparentshave greaterexperience that’swhythere were onlyfew questions
raised.B.) FORTHE SKILL LESSON 1. What wasthe skill lessonabout?Whichskill/swas/were target?
Manipulative skill orthinkingskill?The lessonmore focusedonthe thinkingskillsof the studentwhere
intheycan thinkfluent,theycanconstructideasrelevanttothe certaintopicand theycan response
easilybecause of theirowninsightsandownexperiencesbyreminiscingtheirpast.Ex.Love…places…13
| F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
 14. 2. Write evidence of teacher’sencouragementof divergentthinkingbythe students.So,whenwe
say divergentthinking,itincludes fluentthinking,flexible thinking,originalthinkingandcollaborative
thinking.The teacherencouragementof divergentthinkingbythe studentsisthattheycan thinkfluent
relatedtothat particularlesson.The Englishlessonthatwe’ve observedwasall aboutthe poem“WhenI
was one andtwenty”where inthe teacherrelate herstudentstoexplainitbecauseit’sall aboutlove,
we all knowthat studentsnowadaysare teenagerswhoare veryaware whenthe topicall aboutisLOVE.
So,the teacherletthem torelate theirexperiencestothispoem.Theyconstructideasthroughtheir
experiences.3.Whichare proofsthat the Resource Teacherpromotedconvergentthinking?Whenwe
say convergentthinking,itisnarrowingdownfrommanypossiblethoughtstoendupona single best
thoughtor an answerto a problem.The otherEnglishlessonwe’veobservedwaspromotingadjectives.
The teachermotivationwasshe presentedapicture of differenttouristspotsordifferentbeautiful
placesinthe Philippines.The teacherletthe studentstorecognize these pictures.So,studentswere
willingtoanswerandanswer.Sayforinstance,“The LunetaPark.”A studentanswered“Itplacedin
Manila.”The otherstudentanswered“Where Jose RizalDied”byansweringpossible thoughts;the
teachercan modifyathingor describe particularthingsusingadjectives.4.If there was problemsolving
inthe lesson,were the pupilstaughttosolve the problemusingalgorithmorheuristicstrategy?Yes!
Justby lettingthe studentstoreminisce theirpastsothattheycan constructa lessonbytheir
experiences.14|F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
 15. 5. What are the proofsthatthe studentswere encouragedtodocritical thinking?Whenwe say
critical thinking,itinvolvesevaluatinginformationorarguments intermsof theiraccuracy and worth.
Studentsuse theircritical thinkingabilitythroughtheiractivitiesnotonlyinthe commoninteractionin
the class butalsoanalyzingtheirobservation.Isn’ttheyhadanobservationoutside?So,discover
approach takesplace bythe teacherwithoutguidingthem;the teacherletthe studentstofind
adjectivesormodifierthroughobservingoutside anddescribingthe surroundings.Afterthat,their
observationleadsthemtogroupcompetitionwhereinthe groupwhoconstructmore sentenceswill
wonthe activity.C.) Value/Affective Lesson1.Whatwas the value lessonabout?The valueslessonwas
all about“FollowingandObeyingInstructionsandAdvicesof Elders.”2.Was the value taughtalone or
was itintegratedwith acognitive orskill lesson?The value wastaughtintegratedwithacognitive and
skill lesson.3.How wasthe value lessondeveloped?The value lessondevelopedinthisway:first,the
teachertestedthe readingskillsof the studentsbyreadingthe said poemconsideringcorrect

pronunciationof wordsandcorrect accentsand stresses.Next,theyanalyzedthe factsandconcepts
withinthe literaryworkfromthe cognitive follow-upquestions.Andlastly,there are alsoquestionsthat
testedtheiraffective domains,includinggivingtheirinsightsaboutthe poemandthe moral lesson
whichcan be deducesfromthe poem.15| F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e
a r n i n g P r o c e s s
 16. Our AnalysisA.Forthe Cognitive LessonThe teacherdeliveredthe lessonwhichisadjectivesin
waywhere studentswill relate theirexperiencesingivingexamples.Forexample ingivingtheirexample
theywere askedtodescribe the beautiful placestheyhave alreadyvisited.B.Forthe Skill LessonInthe
lessonthe thinkingskill iswhatthe teachergave focusitistaught bygivingexamplesbydescribing
pictures.While inthe manipulative skill the studentswere asktolistall of the thingsthat theyhave
observedintheirschool inthe blackboard.C.Forthe Affective LessonThe valuelessonistaughtor
deliveredwithoutgivingemphasisonitforexample inthe secondclassbigwhere theyhave discussed
aboutthe poemthe value lessonisnotgivenattentionorisnota bigdeal the poem“WhenI was One
and Twenty”isthe one that has beenmostlygivenattention.Thatis whythe value lessonisdelivered
withinthe skill andcognitivelessons.OurReflectionSomeone said:“There are dull teachers,dull
textbooks,dull films,butnodull subjects”.Doyouagree?Write you’re yourreflectionshere.Iagree
withthisstatementbecause the subjectswhichwe are takingare all interestingthe onlythingthatis
makingitdull isthe way theyare deliveredtous.The dullnessof subjectsare because of teacherswho
don’tknowhowto delivertheirlessonsinaninterestingway.Dull filmsalsoare the reasonwhysome
subjectsbecome uninteresting.SoinsumI can say that there are no dull subjectsinfactit isthe way
that these subjectsare deliveredthatwill show orbecome thatreasonwhetherthe subjectisdelivered
interestinglyoruninteresting.16| F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n
g P r o c e s s

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