This document provides information about a field study course for observing learning environments. The course aims to help students understand how a learner's development and social context can impact learning. It involves observing classrooms to identify approaches that make learning meaningful. The document outlines the course objectives and tasks students will complete, including observing physical, cognitive, and social development in learners, different teaching approaches, and how schools develop social skills. It also includes checklists and reports from visits to Josefina Central Elementary School, describing the facilities and classrooms.
The document describes a field study conducted by a student teacher to observe different aspects of a school environment and learners' characteristics. It includes checklists and matrices used by the student teacher to document facilities at the school and observations of learners at different developmental levels. The purpose of the field study is for the student teacher to gain competence in understanding how the school environment and learner characteristics impact the learning process.
Yes, while observing the preschool learners, I recalled my own experiences when I was their age. Some similarities I noticed are:
- I was also very active and liked moving around a lot just like the preschoolers I observed. It was hard for me to sit still for long periods.
- I enjoyed playing, drawing, singing and dancing just as the preschoolers seemed to. Creative activities held my interest the most.
Some differences could be the availability of more technology now compared to when I was young. Preschoolers now may be more exposed to gadgets than I was at that age. Overall, observing the preschoolers brought back memories of my own childhood. It helped me better understand their developmental
FS 1 Learners' Development and EnvironmentJamaica Olazo
The document describes a school's facilities and environment. It notes that the school has a principal's office, mini library, counseling room, canteen, school clinic, audio-visual room, reading center, science laboratory, H.E. room, industrial workshop room, PTA office, SPG office, and communal restrooms for boys and girls. Most restrooms in each classroom have tiles and a faucet. The document instructs the reader to assess and describe the school environment and facilities.
The article discusses how multimedia projectors are becoming increasingly important classroom tools. It notes that projectors were originally designed for business use and did not meet the specific needs of classrooms. However, manufacturers are now developing projectors specifically for educational settings. The article highlights the key features educators look for in projectors, such as high picture quality, resolution, long lamp life, portability, brightness, connectivity options, and quiet operation. It concludes that multimedia projectors allow teachers to engage students through interactive lessons and are predicted to be in every classroom within five years.
The document outlines a student teacher's expectations and activities for their first day observing at a cooperating school. The student teacher's goals are to meet their cooperating teacher and students, understand expectations, and observe student-teacher interactions. They are expected to observe classroom behaviors, take notes, and help when needed. The cooperating teacher expects punctuality, respect, stewardship, and lesson planning. The student teacher will focus on adolescent development stages like behaviors, intelligences, strengths/weaknesses and competitiveness during observations.
(1) The document outlines a student teacher's first teaching activity on sentence structures and their goals, tasks, performance ratings, directions, and reflections.
(2) The student teacher's goals are to perform the activity well, prepare materials, and follow instructions. Their tasks are to complete a tasks matrix, identify sentence types, plan a lesson on sentence forms, and teach the lesson.
(3) In their reflections, the student teacher analyzes their satisfactory performance and realizes the importance of preparation, engaging teaching methods, and classroom management.
Field Study: FS The Learner’s Development and Environment (Episode 1-5)Jessa Arnado
Here are the key points about the school environment based on your observation:
- The principal's office is in a central location for easy access.
- The library is well-organized with a check-in/out system and separate shoe area, providing a good environment for studying.
- The guidance office is spacious and well-ventilated, providing a comfortable space for counseling.
- The canteen and medical clinic are clean facilities that support student health and well-being.
- Some specialized facilities like the audio visual room, science lab, and gymnasium were not available.
- The home economics room and industrial workshop area provide hands-on learning spaces with native, well-organized furnishings.
- Overall
The document outlines tasks for a student to familiarize themselves with their school's facilities, resources, vision, and mission. The student is directed to visit 5 school facilities and analyze their importance. They will also analyze the school's vision and mission statements. The student will complete reflection activities to better understand how to make the most of their "second home" and help achieve the school's goals. Their performance will be evaluated based on completing these tasks.
The document describes a field study conducted by a student teacher to observe different aspects of a school environment and learners' characteristics. It includes checklists and matrices used by the student teacher to document facilities at the school and observations of learners at different developmental levels. The purpose of the field study is for the student teacher to gain competence in understanding how the school environment and learner characteristics impact the learning process.
Yes, while observing the preschool learners, I recalled my own experiences when I was their age. Some similarities I noticed are:
- I was also very active and liked moving around a lot just like the preschoolers I observed. It was hard for me to sit still for long periods.
- I enjoyed playing, drawing, singing and dancing just as the preschoolers seemed to. Creative activities held my interest the most.
Some differences could be the availability of more technology now compared to when I was young. Preschoolers now may be more exposed to gadgets than I was at that age. Overall, observing the preschoolers brought back memories of my own childhood. It helped me better understand their developmental
FS 1 Learners' Development and EnvironmentJamaica Olazo
The document describes a school's facilities and environment. It notes that the school has a principal's office, mini library, counseling room, canteen, school clinic, audio-visual room, reading center, science laboratory, H.E. room, industrial workshop room, PTA office, SPG office, and communal restrooms for boys and girls. Most restrooms in each classroom have tiles and a faucet. The document instructs the reader to assess and describe the school environment and facilities.
The article discusses how multimedia projectors are becoming increasingly important classroom tools. It notes that projectors were originally designed for business use and did not meet the specific needs of classrooms. However, manufacturers are now developing projectors specifically for educational settings. The article highlights the key features educators look for in projectors, such as high picture quality, resolution, long lamp life, portability, brightness, connectivity options, and quiet operation. It concludes that multimedia projectors allow teachers to engage students through interactive lessons and are predicted to be in every classroom within five years.
The document outlines a student teacher's expectations and activities for their first day observing at a cooperating school. The student teacher's goals are to meet their cooperating teacher and students, understand expectations, and observe student-teacher interactions. They are expected to observe classroom behaviors, take notes, and help when needed. The cooperating teacher expects punctuality, respect, stewardship, and lesson planning. The student teacher will focus on adolescent development stages like behaviors, intelligences, strengths/weaknesses and competitiveness during observations.
(1) The document outlines a student teacher's first teaching activity on sentence structures and their goals, tasks, performance ratings, directions, and reflections.
(2) The student teacher's goals are to perform the activity well, prepare materials, and follow instructions. Their tasks are to complete a tasks matrix, identify sentence types, plan a lesson on sentence forms, and teach the lesson.
(3) In their reflections, the student teacher analyzes their satisfactory performance and realizes the importance of preparation, engaging teaching methods, and classroom management.
Field Study: FS The Learner’s Development and Environment (Episode 1-5)Jessa Arnado
Here are the key points about the school environment based on your observation:
- The principal's office is in a central location for easy access.
- The library is well-organized with a check-in/out system and separate shoe area, providing a good environment for studying.
- The guidance office is spacious and well-ventilated, providing a comfortable space for counseling.
- The canteen and medical clinic are clean facilities that support student health and well-being.
- Some specialized facilities like the audio visual room, science lab, and gymnasium were not available.
- The home economics room and industrial workshop area provide hands-on learning spaces with native, well-organized furnishings.
- Overall
The document outlines tasks for a student to familiarize themselves with their school's facilities, resources, vision, and mission. The student is directed to visit 5 school facilities and analyze their importance. They will also analyze the school's vision and mission statements. The student will complete reflection activities to better understand how to make the most of their "second home" and help achieve the school's goals. Their performance will be evaluated based on completing these tasks.
This document contains information about a student named Jundel L. Deliman who is taking the Bachelor of Secondary Education program. It details his performance in Field Study 3 Episode 7, which focuses on evaluating electronic resources for instructional use. He is rated on various tasks including observation, analysis, reflection, portfolio, and submission. The document provides guidelines for him to observe a mathematics class on sequences and then analyze appropriate electronic resources to support teaching that topic. It includes his analysis matrix and reflections. His portfolio section displays instructional materials he found online related to formulating and solving equations and problems.
The document provides information about facilities available at the Naval SPED Center in Biliran, Philippines. Checklists are used to indicate which facilities are available or not available on campus, including descriptions of available facilities like the principal's office, library, canteen, and ICT center. Classroom observations note wall displays, the teacher's table at the back of the room, learner desks arranged in rows, and available learning materials in good condition.
This document outlines a course for field study students to observe a child's development in an actual learning environment. The course is 17 hours and will help students recognize appropriate approaches to facilitating learning based on a child's development and social environment. Students will identify stages of physical, cognitive, social, and emotional development as manifested in the classroom. They will also observe different teaching approaches used with learners in various developmental stages and analyze how instruction should consider child development. The course focuses on tasks like observing school facilities, learners' characteristics, classroom management, diversity among learners, and the link between home and school.
The document provides guidance for designing classroom bulletin boards, including goals, performance criteria, tasks, activities, analysis, and reflections. It outlines a BOARD acronym for bulletin board design: Begin with a theme, Organize ideas, Arrange ideas creatively, Recreate ideas using illustrations/designs, and Design the board. The student teacher is tasked with observing bulletin boards in their cooperating school and reflecting on how to structure boards properly to reinforce learning when they become a teacher.
The document outlines a field study experience for a student where they are tasked with preparing instructional materials (handouts) on a topic. It provides a template for the student to plan their handout, which they use to create a handout on circles and their lines that includes definitions, parts of a circle, and lines in a circle. The student then analyzes features of effective handouts and reflects on difficulties preparing their handout and tips for teachers on creating handouts.
The document describes Marian B. Tiempo's observations of teaching and learning processes during field study experiences. It outlines 4 steps to the observation process: 1) observe classes and identify teaching principles; 2) observe teaching strategies and learner behaviors; 3) identify lesson objectives, activities, materials, and assessment; and 4) reflect on experiences. Marian documents observations of classes focusing on grammar and identifies principles like "practice makes perfect" and strategies like group work. Insights include the importance of teacher engagement and motivation to avoid boredom. Overall, the document outlines Marian's process of observing classroom instruction and reflecting on effective teaching.
Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes observations of student interactions and diversity in a classroom. It finds that students generally group themselves by gender and age, but some mixed groupings exist. Students in the back of the class are more likely to be noisy, while those in front are more focused. Students generally cooperate with each other, though some competition exists around answering questions. Outside of class, students further separate into homogeneous groups, though they discuss shared interests like upcoming events. The document advocates embracing diversity and individual differences to promote interaction.
The document describes the personal qualities of a good teacher based on a field study. It identifies 9 key personal qualities that make an effective teacher, including intelligence, compassion, emotional stability, innovativeness, fairness, self-confidence, cooperativeness, buoyancy, and reliability. It then discusses identifying and comparing the personal qualities of the author and an experienced teacher they interviewed. The summary concludes with the author reflecting on how to utilize their own personal qualities to become a good teacher.
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
The document outlines the requirements and evaluation criteria for a field study experience at the Saint Francis of Assisi College Learning Resource Center. It includes a description of the center's available learning resources, which are categorized into print, audio, non-electronic visual, and ICT resources. The student then analyzes the center by noting that the resources are properly arranged and accessible. Strengths include the ventilation and accommodations, while a weakness is the single computer unit. Suggestions are made to increase computer availability for student use.
The document describes a field study activity where a student observed a school environment to determine if it supports learning. The student visited Andres Soriano Colleges of Bislig and used checklists to observe the school facilities and a classroom. In their analysis, the student concluded that the school has a positive impact on learning by providing a friendly atmosphere with varied learning materials. The student also reflected that schools conducive to learning have complete facilities, clean surroundings, and classrooms that are well-ventilated with proper lighting and facilities.
This document outlines the goals, tasks, activities, analysis, and reflections of observing classroom routines. The goals are to observe the cooperating teacher's routines, take notes, and assist teachers. Tasks include observing routines like attendance, passing papers, getting materials, and line formation. Potential innovations are discussed like classroom cleaners and providing audiovisual materials. An analysis explains that routines guide students and teachers in their responsibilities. Reflections note that clear routines allow students to know what is expected and help bring a sense of control.
The document describes observations from a field study visit where the student observed two teachers' lessons. For the English lesson, the teacher used various active learning strategies like having students read a selection and dramatize situations to apply what they learned. For the math lesson, the teacher used deductive instruction as well as having students formulate their own examples, and connected lessons to real-life situations. In reflection, the student notes there is no single best teaching method and that teachers should use diverse strategies to cater to different student needs, learning styles, and intelligences.
This post is based on my field study that I did conduct last three months for the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
The document discusses a student's field study experience observing a teacher, Miss Melojane Sarabia. It summarizes the teaching and learning process the student observed in three parts: planning, implementation, and evaluation. In the planning phase, the teacher used a guide to outline topics but did not have formal lesson plans. During implementation, the teacher reviewed sets and gave examples and exercises. For evaluation, the teacher gave a quiz covering the new topics and previous lessons. The student also observed examples of behavioral, cognitive, reception, and discovery learning theories in the classroom.
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
The document discusses a student's field study report on curricular innovations in the Philippines. It includes a matrix analyzing innovations like the Third Elementary Education Program (TEEP) and Secondary Education Improvement and Development Program (SEDIP). The greatest innovation is identified as the K-12 curriculum, which decongests the curriculum and uses progressive teaching methods. In conclusions, the student acknowledges changing needs but challenges of innovating. They pledge commitment to implement curricular innovations for learner and societal betterment.
The document provides information on field study courses for teacher education students. It includes the following key points:
1. Field study courses provide practical learning experiences aligned with professional education courses to allow students to observe, verify, and reflect on concepts and strategies from their courses.
2. There are 6 field study courses that support different professional subject areas like human growth and development, principles of teaching, and assessment.
3. Sample syllabi and activities are provided for the field study courses to give students opportunities to experience teaching methods, develop instructional materials, and reflect on learning theories.
4. Guidelines help students successfully complete at least 17 hours of activities for each field study course to earn credit while demonstrating proper conduct
This document contains a student's self-assessment of competencies for student teaching. It includes a checklist where the student rates their ability in areas like creating a supportive learning environment, differentiating instruction, and facilitating the learning process. The student also documents observations of a school campus and classroom, noting how the environment could impact learning. They analyze characteristics of different aged learners and how that relates to teaching approaches. Finally, the student discusses classroom management strategies and their effects on students.
This document contains information about a student named Jundel L. Deliman who is taking the Bachelor of Secondary Education program. It details his performance in Field Study 3 Episode 7, which focuses on evaluating electronic resources for instructional use. He is rated on various tasks including observation, analysis, reflection, portfolio, and submission. The document provides guidelines for him to observe a mathematics class on sequences and then analyze appropriate electronic resources to support teaching that topic. It includes his analysis matrix and reflections. His portfolio section displays instructional materials he found online related to formulating and solving equations and problems.
The document provides information about facilities available at the Naval SPED Center in Biliran, Philippines. Checklists are used to indicate which facilities are available or not available on campus, including descriptions of available facilities like the principal's office, library, canteen, and ICT center. Classroom observations note wall displays, the teacher's table at the back of the room, learner desks arranged in rows, and available learning materials in good condition.
This document outlines a course for field study students to observe a child's development in an actual learning environment. The course is 17 hours and will help students recognize appropriate approaches to facilitating learning based on a child's development and social environment. Students will identify stages of physical, cognitive, social, and emotional development as manifested in the classroom. They will also observe different teaching approaches used with learners in various developmental stages and analyze how instruction should consider child development. The course focuses on tasks like observing school facilities, learners' characteristics, classroom management, diversity among learners, and the link between home and school.
The document provides guidance for designing classroom bulletin boards, including goals, performance criteria, tasks, activities, analysis, and reflections. It outlines a BOARD acronym for bulletin board design: Begin with a theme, Organize ideas, Arrange ideas creatively, Recreate ideas using illustrations/designs, and Design the board. The student teacher is tasked with observing bulletin boards in their cooperating school and reflecting on how to structure boards properly to reinforce learning when they become a teacher.
The document outlines a field study experience for a student where they are tasked with preparing instructional materials (handouts) on a topic. It provides a template for the student to plan their handout, which they use to create a handout on circles and their lines that includes definitions, parts of a circle, and lines in a circle. The student then analyzes features of effective handouts and reflects on difficulties preparing their handout and tips for teachers on creating handouts.
The document describes Marian B. Tiempo's observations of teaching and learning processes during field study experiences. It outlines 4 steps to the observation process: 1) observe classes and identify teaching principles; 2) observe teaching strategies and learner behaviors; 3) identify lesson objectives, activities, materials, and assessment; and 4) reflect on experiences. Marian documents observations of classes focusing on grammar and identifies principles like "practice makes perfect" and strategies like group work. Insights include the importance of teacher engagement and motivation to avoid boredom. Overall, the document outlines Marian's process of observing classroom instruction and reflecting on effective teaching.
Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes observations of student interactions and diversity in a classroom. It finds that students generally group themselves by gender and age, but some mixed groupings exist. Students in the back of the class are more likely to be noisy, while those in front are more focused. Students generally cooperate with each other, though some competition exists around answering questions. Outside of class, students further separate into homogeneous groups, though they discuss shared interests like upcoming events. The document advocates embracing diversity and individual differences to promote interaction.
The document describes the personal qualities of a good teacher based on a field study. It identifies 9 key personal qualities that make an effective teacher, including intelligence, compassion, emotional stability, innovativeness, fairness, self-confidence, cooperativeness, buoyancy, and reliability. It then discusses identifying and comparing the personal qualities of the author and an experienced teacher they interviewed. The summary concludes with the author reflecting on how to utilize their own personal qualities to become a good teacher.
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
The document outlines the requirements and evaluation criteria for a field study experience at the Saint Francis of Assisi College Learning Resource Center. It includes a description of the center's available learning resources, which are categorized into print, audio, non-electronic visual, and ICT resources. The student then analyzes the center by noting that the resources are properly arranged and accessible. Strengths include the ventilation and accommodations, while a weakness is the single computer unit. Suggestions are made to increase computer availability for student use.
The document describes a field study activity where a student observed a school environment to determine if it supports learning. The student visited Andres Soriano Colleges of Bislig and used checklists to observe the school facilities and a classroom. In their analysis, the student concluded that the school has a positive impact on learning by providing a friendly atmosphere with varied learning materials. The student also reflected that schools conducive to learning have complete facilities, clean surroundings, and classrooms that are well-ventilated with proper lighting and facilities.
This document outlines the goals, tasks, activities, analysis, and reflections of observing classroom routines. The goals are to observe the cooperating teacher's routines, take notes, and assist teachers. Tasks include observing routines like attendance, passing papers, getting materials, and line formation. Potential innovations are discussed like classroom cleaners and providing audiovisual materials. An analysis explains that routines guide students and teachers in their responsibilities. Reflections note that clear routines allow students to know what is expected and help bring a sense of control.
The document describes observations from a field study visit where the student observed two teachers' lessons. For the English lesson, the teacher used various active learning strategies like having students read a selection and dramatize situations to apply what they learned. For the math lesson, the teacher used deductive instruction as well as having students formulate their own examples, and connected lessons to real-life situations. In reflection, the student notes there is no single best teaching method and that teachers should use diverse strategies to cater to different student needs, learning styles, and intelligences.
This post is based on my field study that I did conduct last three months for the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
The document discusses a student's field study experience observing a teacher, Miss Melojane Sarabia. It summarizes the teaching and learning process the student observed in three parts: planning, implementation, and evaluation. In the planning phase, the teacher used a guide to outline topics but did not have formal lesson plans. During implementation, the teacher reviewed sets and gave examples and exercises. For evaluation, the teacher gave a quiz covering the new topics and previous lessons. The student also observed examples of behavioral, cognitive, reception, and discovery learning theories in the classroom.
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
The document discusses a student's field study report on curricular innovations in the Philippines. It includes a matrix analyzing innovations like the Third Elementary Education Program (TEEP) and Secondary Education Improvement and Development Program (SEDIP). The greatest innovation is identified as the K-12 curriculum, which decongests the curriculum and uses progressive teaching methods. In conclusions, the student acknowledges changing needs but challenges of innovating. They pledge commitment to implement curricular innovations for learner and societal betterment.
The document provides information on field study courses for teacher education students. It includes the following key points:
1. Field study courses provide practical learning experiences aligned with professional education courses to allow students to observe, verify, and reflect on concepts and strategies from their courses.
2. There are 6 field study courses that support different professional subject areas like human growth and development, principles of teaching, and assessment.
3. Sample syllabi and activities are provided for the field study courses to give students opportunities to experience teaching methods, develop instructional materials, and reflect on learning theories.
4. Guidelines help students successfully complete at least 17 hours of activities for each field study course to earn credit while demonstrating proper conduct
This document contains a student's self-assessment of competencies for student teaching. It includes a checklist where the student rates their ability in areas like creating a supportive learning environment, differentiating instruction, and facilitating the learning process. The student also documents observations of a school campus and classroom, noting how the environment could impact learning. They analyze characteristics of different aged learners and how that relates to teaching approaches. Finally, the student discusses classroom management strategies and their effects on students.
Alexa Jean Q. Colocado
Criteria Rating Comments
Quality of observation and
documentation
3
- Observed bulletin boards in different areas of the school
- Documented observations thoroughly using provided forms
Completeness and depth of
analysis
3
- Analyzed purpose, content, design of actual bulletin boards
- Evaluated strengths and weaknesses of one display
Depth and clarity of reflection
3
- Reflected on skills needed to design effective displays
- Identified skills to improve and concrete steps to do so
Completeness, organization,
clarity of portfolio
3
- Portfolio contains all required outputs and reflections
- Outputs are presented clearly and easy to follow
Timeliness of submission
3
-
This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
This document contains information about a student's field study evaluation on bulletin board displays. It includes an observation report, evaluation form, analysis, reflections, and proposed enhanced bulletin board design.
The student observed 8 bulletin boards at their school focusing on Valentine's Day themes. Most were found by the entrance and conveyed messages clearly with few errors. In their analysis, the student determined the boards effectively captured interest but lacked educational content.
The student suggested making text more legible and including educational information. Their proposed board focuses on environmentalism with objectives to motivate protecting nature. It would use quotes, facts, and earth images to convey its message in an aesthetically pleasing way.
In reflections, the student discussed
This document contains a student teacher's portfolio submission for a field study course. It includes an observation guide for surveying available learning materials at a cooperating school. The student analyzed benefits of surveying materials in advance such as saving time and money. They reflected on enjoying making visual aids most and difficulties planning exciting activities for students. Tips provided for teachers include considering topic, student interests, and school rules when preparing materials. A graphic organizer shows learning resources for a direct variation topic that are available, may be purchased, or will be made.
The document contains personal information forms for 6 student teachers taking the Bachelor of Secondary Education program. The forms provide details on each student's personal background, family background, educational attainment, and teaching philosophy. They also include self-rating competency checklists where the students assess their current abilities in teaching competencies such as identifying qualities of good teachers, facilitating diverse learning, and relating educational processes to social issues.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
This document describes Sarah Jane Cabilino's field study experience creating teaching materials for a lesson on telling time. It provides instructions for her tasks, criteria for evaluation, and sections for her to analyze and reflect on her work. She surveyed available materials, created visual aids and a PowerPoint presentation, and organized her work into a portfolio. She encountered some difficulties deciding on design elements but overcame them through group cooperation. Her tips for teachers include considering topics, learners, availability, and developing resourcefulness when preparing materials.
Field Study 1, Episode 1 "The School as a Learning Environment"Ruschelle Cossid
The document provides guidelines for observing a school campus and classrooms. It includes activity forms to document observations of various school facilities like the science laboratory, gymnasium, and comfort rooms. The document also includes a classroom facilities matrix to record observations of classrooms, including wall displays, furniture arrangement, learning materials, and student occupancy. The purpose is to familiarize observers with the different areas and facilities of the school to understand how they impact student learning.
1. The student visited NDC Tagum Foundation school to observe the learning environment. The campus was found to be wide with green surroundings and mostly clean buildings.
2. Facilities like the library, computer lab, and classrooms provided resources to support learning. The Grade 7 classroom had inspiring displays and was well-lit, ventilated and comfortable for 28 students.
3. Based on the observation, the school environment at NDC Tagum Foundation was conducive to learning, with facilities that met students' needs and a classroom that created a pleasant atmosphere for teaching and learning.
The document summarizes a student's field study assignment to observe a school environment and evaluate how conducive it is to learning. The student is asked to:
1) Visit a school and document facilities using a checklist
2) Observe a classroom and record findings in a matrix
3) Analyze how the school/classroom impacts learning and relate it to child development knowledge
4) Reflect on the observation and note insights into creating an ideal learning environment.
This document summarizes a student's observations from field studies at Burauen North Central School in Leyte, Philippines. It discusses the school environment, classrooms, learner characteristics and needs, classroom management strategies, and individual differences among learners. The student observed elementary school classrooms and noted facilities, learner interactions, teaching methods, and implications for their future role as a teacher.
The document describes a field study conducted by a student to evaluate the learning environment of a school. The student used checklists to observe facilities and a classroom, noting what was available and its condition. The student concluded that a clean, well-organized campus and classroom with proper facilities positively impacts the learning and motivation of students. The student reflected that they would like to teach in such an environment to become a competent educator and apply what they learned about facilitating learning.
The document summarizes a field study conducted by 5 students to observe the learning resource center and bulletin boards at Sagay National High School. The students found that the learning resource center was well-stocked and organized, containing various printed, audio/visual, and ICT resources. The resources were properly classified and borrowing guidelines were clearly posted. The bulletin boards were also well-made and located in visible areas to effectively communicate announcements and information to students and faculty. The one board display that most interested the students promoted peace and justice.
This document summarizes a student's observation of their school campus facilities and how each facility contributes to student learning and development. The student observed 14 different facilities on campus including the office of the principal, library, counseling room, canteen, medical clinic, science laboratory, gymnasium, outdoor garden, home economics room, industrial workshop, PTA office, boys and girls comfort rooms, washing area, and storage area. For each facility, the student analyzed how it could enhance students' knowledge, skills, health, and well-being. The student concluded that the school aims to promote students' holistic development and maximize their potential beyond academic learning.
Learning act# 3 the school as a learning environment (for private school)shaian30
This document summarizes a school campus visit by a student named Shara Cañada to Sisters of Mary Boystown school. Some key observations from the visit include:
1) The school is located in a residential area and has very clean, well-maintained facilities.
2) Most facilities like the library, canteen, laboratories, and classrooms are functional, though the music room was under renovation.
3) The classrooms have adequate furnishings and tools like wide windows, chairs, blackboards, and LCD projectors to enhance learning.
The student concluded the school environment is very conducive to learning, with hands-on activities, equipment, and buildings located away from
1. The document describes a classroom observation conducted at Burauen North Central School in Leyte, Philippines. The observer notes the classroom organization, routines, and their effect on learner behavior.
2. The classroom had specific areas like a storage drawer for books and posted classroom rules. Daily routines like checking assignments helped monitor learning. The mixed seating arrangement allowed students to be comfortable.
3. The classroom organization and routines helped guide student behavior and develop skills. It also considered learner needs and multiple intelligences. The teacher aimed to create a pleasant learning environment through established routines and procedures.
The school campus has tidy buildings painted in yellow and blue. Classrooms are well-organized with desks arranged for students. Other facilities include teachers' offices, which are tidy and provide an effective workspace, school halls, a library, and a cafeteria. The science laboratory allows for experimentation and research in a controlled environment to facilitate student learning.
The document describes a teacher's daily class schedule and observations made in a school setting. It includes the teacher's class schedule, which allocates 60 minutes for subjects like Filipino, Science, and Math. It also notes observations about the physical classroom setting like seating arrangements and bulletin board displays. The document aims to help students understand the teacher's role in creating a conducive learning environment through reflective activities analyzing factors like the classroom environment and relationships between teachers and students.
Louisville academy facility plan fall 2008 itec frit 7132chellis22
The document proposes updates to the media center facility at Louisville Academy. It recommends building an additional 12x10 production room to accommodate the 5th grade morning news program. It also suggests brightening the media center with paint, colorful tables and chairs with a fish theme, and sea-themed carpets and rugs. New camera equipment is recommended for the production room. The proposed changes aim to create a warmer, brighter environment for students.
The document summarizes the observations of various schools and places visited during an education tour. Several areas were observed at each location, including school plants and facilities, learning environments, classroom management policies, core values and philosophies, instructional practices, learner behavior, best practices, faculty and administration, and other notable features. In general, the schools provided conducive learning environments with a variety of modern and traditional teaching methods. Facilities were well-maintained and policies focused on respect, discipline and student development.
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
MANAGING LEARNING ENVIRONMENT in the K-12 CURRICULUM.pptxNORACANARIA1
This document discusses strategies for creating a positive learning environment in K-12 classrooms. It emphasizes establishing safe, secure, and fair learning environments through consistent policies and procedures. It also stresses maintaining environments that promote respect, care, collaboration, and motivation. Specific strategies mentioned include arranging furniture appropriately, keeping the classroom clean and orderly, having clear expectations, engaging activities, minimizing distractions, getting to know different student types, and using positive discipline. The overall goal is to nurture students and inspire continued learning.
Colegio San Vicente is a private school located in Valparaiso, Chile that was founded in 1982 and provides education from preschool through secondary school. The school's philosophy focuses on person-centered education with an emphasis on humanism, autonomy, creativity, environmentalism, and social responsibility. Classrooms are spacious but have few resources, though a computer lab helps mitigate this. Students are engaged during lessons which involve presentations, readings, and worksheets, with the teacher providing instruction and clarification. While students are motivated by meaningful activities, the school does not assign homework, expecting students to learn independently with teacher assistance. Students are encouraged to participate in extracurricular activities for rewards and recognition. The English levels vary, with
This document provides information about the Perdue Primary School library program. It includes demographic data about the school, details about classroom sizes and teacher to student ratios. Floor plans and photos of the library are presented, showing the current layout and resources. Survey results from teachers and students are also included. Proposed additions and changes to the library are suggested such as new furniture, technology, and extended operating hours to improve accessibility and privacy of student records.
1. The document provides details about a Life Orientation lesson that will be taught to 37 grade 9 learners at Tholulwazi High School.
2. The lesson will cover topics related to depression, grief, loss, trauma and crises. It will define these terms, discuss symptoms, and ways to cope and get help.
3. A variety of teaching methods will be used including role-plays, class discussions, questions and activities in groups and individually. Formative and summative assessments are included.
This document summarizes information about the context of a professional practicum taking place at Colegio Maria Inmaculada school in Concepción, Chile. It describes characteristics of the school including its educational approach, vision, and available resources. It then provides details about the specific classroom, including the layout, students, and teacher routines. Finally, it analyzes which contextual factors and student characteristics will most impact lesson planning, such as the school's values-based approach, available technology, and understanding student interests and needs.
Similar to field study1(JHCSC)Albert ONTO- FULL EPISODES (20)
The document discusses ways to promote early literacy through the home, language, reading, writing, and school environments. It emphasizes that oral language, reading, and writing develop concurrently in children. Promoting early literacy requires recognizing children's natural development stages and providing supportive environments at home and school where children can actively construct their own learning through interactions with adults.
This document provides an overview of vegetarianism and its history and benefits. It discusses:
- Vegetarianism has existed for thousands of years in various cultures and religions, dating back to 7th century BCE India. It later emerged in parts of Europe during the Renaissance.
- Vegetarians abstain from eating meat and animal products for various reasons like health, ethics, environment. Vegetarian diets have been shown to reduce risks of diseases and increase longevity.
- The document reviews related literature on the history and philosophy of vegetarianism. It also discusses the health benefits of a vegetarian diet in reducing risks of chronic diseases.
- The conceptual framework outlines that vegetarianism provides a lifestyle choice
Riyadh is the capital of Saudi Arabia, where Arabic is spoken and Islam is the dominant religion. Saudi Arabia occupies most of the Arabian Peninsula and has a largely desert landscape, with mountains along the Red Sea and plains by the Persian Gulf. Despite over 95% of the land being desert, Saudi Arabia is one of the wealthiest nations in the world due to its oil resources.
The document contains a single word "KEEP" in large text followed by the words "SILENCE PLEASE!!!!!" also in large text, suggesting the document is requesting those who see or hear it to remain quiet.
A kitchen is a room used for cooking, food preparation, and related tasks. Modern residential kitchens typically include appliances like a stove, sink, refrigerator, and cabinets. Commercial kitchens found in restaurants and other establishments tend to be larger with heavier-duty equipment and are subject to public health regulations. Kitchens in schools for teaching cooking skills have multiple workstations with individual ovens and equipment. Proper kitchen design with well-planned cabinets and appliances can create an efficient workspace.
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
The little mouse begs the lion for forgiveness after climbing on him. The lion spares the mouse, amused by the idea that the mouse could someday help him. Later, when the lion is trapped by hunters, the tiny mouse happens upon the scene and frees the lion by gnawing through his ropes, proving that even the small can help the large.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Liberal Approach to the Study of Indian Politics.pdf
field study1(JHCSC)Albert ONTO- FULL EPISODES
1. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 1
FS1 The Learner’sDevelopmentand Environment
Field Study
COURSE DESCRIPTION
This course is designed to help the Field Study students observe actual learning
environment. It requires them to identify approaches that would make learning more
meaningful through the different phases of the learners’ development and social context.
Field Study 1 can be anchored on these Professional Education subjects:
Child and Adolescent Development
Facilitating Learning
Social Dimensions on Education
GENERAL OBJECTIVES
1. Identify the physical, motor, linguistic, literacy, cognitive, social and emotional development of the
children or adolescents as manifested in the actual classroom.
2. Observe and reflect on the different approaches employed by the teacher in facilitating learning
among the students.
3. Describe now the schools develop among the students social skills that enable them to become law-
abiding members of society.
NCBTS DOMAIN COMPETENCE/PERFORMANCE
INDICATOR
Learning Environment Determines an environment that provide social,
psychological and physical environment supportive of
learning.
Diversity of Learners Differentiate learners of varied characteristics and needs.
Determines, understands and accepts the learner’s diverse
background.
Relates the learners’ background to their performance in
the classroom.
Learning Environment Recognizes the cultural background of learners when
providing learning opportunities.
Community Linkage
Learning Environment
Reflects on the impact of home and family life to learning.
2. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 2
Learning Activity 1: The School as Learning Environment
SubjectinFocus:Childand AdolescentDevelopment
Name of FS Student: : Criselyn P. Luma
Course: Bachelorin Elementary Education Year and Section: II
Resource Teacher: Mr. Albert Onto Signature:
Cooperating School: Josefina Central Elementary School
Your Goal
At the end of this activity, you will be able to describe a school environment that provides
social, psychological and physical support.
Your Tasks
Do the following:
Your Tools
Step 1: Visit a school. Observer the facilities in the learning areas within
the campus
Step 2: Accomplish the checklist as you move around the school premises.
Step 3: Based on your observations, describe the school environment in
terms of the facilities you see around.
Step 4: Document the features of these facilities through photos and other
documentation.
3. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 3
Go around the different areas in the school. From the list below, check the facilities that
you see in the campus and describe them.
CHECKLIST FOR SCHOOL FACILITIES
Facilities Description
Library The library is located at the back of the Principal’s
office. A place where books, and other materials are available
for pupils to borrow. The environment is clean but the light is
slightly dim.
Office of the Guidance
Councilor
The office of the guidance counselor is located inside
the principal’s office. This office is peaceful and the chairs and
table are well arranged and well ventilated.
Canteen The canteen is located near at the District Supervisor
office. The place is very clean and their product is well
arranged.
Principal’s Office The principal’s office is located in between the District
Supervisor office and computer room. This place is very
beautiful and colorful. It is also here.
Medical Clinic This medical clinic is located in between the classroom
of Maam Leonardo and Maam Rago. This clinic is well-
ventilated; it has medicine and medical kits.
Audio-Visual/Media
Center
This media center is located in between the Principal’s
office and alternative Learning System. It is very clean and it is
ready to use for the pupils to research information.
Reading Center This reading center is located near at the classroom of
Maam Maghanoy. The environment is peaceful and
harmonious and clean.
Auditorium The auditorium is located near at the classroom of
ma'am Amy Onto. A large building where people gather to
watch a performance, hear a speech. The place is not clean.
Home Economics
Room/Building
This building located near at the classroom of the
school campus. The room is clear and beautiful where a pupil
teaches cooking, sewing and other skills that are useful in
home.
4. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 4
My School Campus Visit
Name ofSchool Observed: JosefinaCentral Elementary School
School Address: Gumahan, Josefina, ZamboangaDel Sur
Date of Visit: July 2, 2015
Write your observation report by answering the question below.
1. Describe the school community you have visited in terms of its location (whether it is within
the residential, commercial or agricultural area)
The school community that I have visited in terms of its location it is
agricultural area because a lot of beautiful and well-arranged flowers and also a lot
of vegetables around.
2. What impression do you have of the offices that you passed by?
My impression of the offices that I passed by is the first impression are the
lasting impressions. I really appreciate it together with the environment because it is
very impressive according to their prospect, well-organized and arranged it
properly and orderly with regards of the color of all the paint that they used of the
different offices, and most especially it was very clean and very delightful.
Industrial Workshop Area This area is located in front of the school library, it is
very quiet place and the environment is clean. All plants are
well organized and they use fertilizer like animal manure.
PTA Office None
Toilet for Boys None
Toilet for Girls None
Drinking Fountain The drinking fountain is located in between the
classroom of Ma’am Mag-usara and ma’am Redondo. This
fountain is very usable and useful for all.
5. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 5
3. Go around the school, and observe the facilities such as the library, the canteen and science
laboratory. Describe whether these facilities are still functional.
When I go around the school I observed that the facilities such as the library
and the canteen are still functional in which the library we can see many books
and the pupils also can borrow books and can study here in the library while the
canteen in which all available foods and snacks. Soft drinks are display in these
place ready for the pupils to buy and about the science laboratory I didn’t saw it in
the other words there’s no science laboratory.
6. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 6
The Classroom Visit
Mrs. CirilaM. Dimol Grade III Regular
CLASSROOM FACILITIES
Enumerate the facilities found in
classroom
DESCRIPTION
(Location, number, arrangement, condition)
Teacher’s Table Only one teacher’s table is placed at the left side of
the door where supplies, materials and handled instruments
are arranged, ready for the day’s lesson.
Chairs There are many chairs occupied by the pupils, it is
located in the middle of the classroom. The chairs are neatly
arranged with sufficient spaces in between for ease in moving
around.
Chalkboard The portion of the board left and right is located in
the front of the pupils. It is smooth, dark surface that is used
for writing on with chalk in a classroom.
Teacher’s Stand Only one teacher’s stand is place at the right side of
the student or pupils. It was good and attractive teacher stand.
Healthcorner Only one health corner is placed near the comfort
room. It is very clean and the materials inside are well-
arranged.
Bulletin Board The bulletin Board is placed near at the comfort room.
This board where things such as written notice or pictures are
put so that they can be seen by many people.
Comfort Room Only one comfort room is placed or located at the
back of the students’ right side. It is very clean.
Bookshelves These bookshelves are placed in front of the student
in right side. A shelf that is used for the books.
Information Board This information board is place at the back of the
student; it is very simple and clean and everything well-
arranged orderly.
NDEP Corner This corner is placed at the back of the student near
information board. It is very clean, well- organized all
pictures are very clean.
7. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 7
The Classroom Visit
Mrs. MarcelaBarinan Grade III Regular
CLASSROOM FACILITIES
Enumerate the facilities found in
classroom
DESCRIPTION
(Location, number, arrangement, condition)
Teacher’s Table Only one teacher’s table is placed at the left side of
the door where supplies, materials and handled instruments
are arranged, ready for the day’s lesson.
Chairs There are many chairs occupied by the pupils, it is
located in the middle of the classroom. The chairs are neatly
arranged with sufficient spaces in between for ease in moving
around.
Chalkboard The portion of the board left and right is located in
the front of the pupils. It is smooth, dark surface that is used
for writing on with chalk in a classroom.
Teacher’s Stand Only one teacher stand is placed in front of the
student. It was good and simple and clean.
Bookshelves These bookshelves are placed in front of the student
in right side. A shelf that is used for the books.
Information Board The information board is placed at the back of the
student. It is very simple and color being used promotes
harmony. It can be seen by many people.
Comfort Room One comfort room is placed at the back of the
students’ right side. It is very clean.
Divan One divan is placed at the back of the door. It is very
simple and the brooms are placed here; that is used for
sweeping the floors.
Healthcorner One health corner is placed near at the comfort room. It is
very simple and all the things put here are all well-organized
like glass and plates.
StudentsProject The students’ project is placed at the back of the
students near the NDEP corner. It is very usable for each
student for their needs in the class.
8. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 8
Give your insights about your observations.
When we started our first actual observation in accordance to our FS 1
subject. I was so excited on that day that I came to school very early. Each one of
us were assigned to a certain classroom and observed everything that is related to
the pupils’ learning process. Our teacher told us to fill in everything that correspond
to our target and goal. The target is to be competent in determining a school
environment that provides, social, psychological and physical environment
supportive of learning. I strolled around the campus together with my classmates
and 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 has a lot of
improvement as the years goes by. I observed everything that the school have. Most
of the rooms are already using projectors and computers during their classes.
Lastly, I tried my very best to finish my field study in answering and having
photo documentations in order to pass it on the deadline which our instructor told
us.
Conclusion
I conclude that in visiting a school and observe the facilities in the learning
areas within the campus, I learned many things and I realized that every learner
need a learning environment and facilities that would help in processing effectively
their knowledge and skills taught by their teachers and it is very important that all
the pupils’ needs different facilities for their own learning for them to gain their
own knowledge.
As I observed the school environment, I can say that it is conducive to
learning because it is quiet. The atmosphere and plants are visible to give fresh air,
offices and halls are well-organized and clean, and very attractive to us. The office
and the classroom is well-ventilated and has proper lighting. It is properly
decorated and the furniture are properly arranged. And they have also different
facilities which help the pupils learning.
Through photo documentation it help to finish these field study which it help
me a lot of their purpose of each offices and areas. In identifying their uses and
learning.
9. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 9
Teaching is both a vocation and a mission. Responding to God’s call is not a
simple task and gets even harder when you will do the mission of being the catalyst
for change. Yet, touching one’s life is priceless and molding them into the best of
what can be is the hardest job but rewarding.
Your reflections
1. Can you consider the school environment you just observed conducive to learning? Why?
Yes, the school environment I had observed is conducive to learning because
the learning environment is the place where teaching and learning takes place in
the most effective and productive manner. The school accessibility is well-ventilated,
comfortable to the student to study well. It is appropriate to the student to learn
more and explore their young minds for interaction and get more stock knowledge
that can be used in their future learning.
2. What are the characteristics of a classroom that is conducive to learning?
The characteristics of a classroom that is conducive to learning are; the rooms
are clean, well-lighted and ventilated, chairs are good and properly arranged,
students are cooperating with each other as well as the teachers for they set a good
example and have to respect each every students and teacher can motivate students
or pupils to learn. Having all the facilities that help students in the learning process.
It would also have an atmosphere that is conducive to learning and intellectual
growth.
Date Accomplished: Signature:
10. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 10
Learning Activity 2: Learners’ Characteristics and Needs
SubjectinFocus:Childand AdolescentDevelopment
Name of FS Student: : Criselyn P. Luma
Course: Bachelorin Elementary Education Year and Section: II
Resource Teacher: Mr. Albert Onto Signature:
Cooperating School: Josefina Central Elementary School
Grade Level Observed: Preschooland Elementary
Your Goal
At the end of this activity, you will gain competence in differentiating the characteristics
and needs of learners at different developmental learners.
Your Tasks
Reach your goal by doing these tasks.
Step 1: Observe 3 groups of learners from different levels (preschool,
elementary, and high school).
Step 2: Describe the qualities of the learners that you observed in terms
of interests and needs.
Step 3: Validate your observation by interviewing the learners.
Step 4: Compare them in terms of their interests and needs.
11. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 11
Your Goal
Use the activity form provided for you to document your observations.
Activity form (Write your observations here)
As what I observed, the preschool pupils, preschooler or the children I n that
stage they’re likes are walking, running and they always want to move around the
room. They love to write, draw and put every color and they are still dependent on
their parents or teachers.
The Learners Characteristics
Write your observation report using the following guide.
Physical
1. Describe the activities in the school where the pupils are actively involve: e.g.,
games/play
2. What activities do pupils prefer the most?
3. What activities develop the pupils’ motor skills?
Social
1. How do they interact with teachers?
with other adults?
with peers?
2. What do they talk about?
Emotional
1. Describe how the pupils manifest their emotion in terms of their
being happy, sad, easily cries, mood shifts?
2. How do they express their wants/needs? Can they wait?
3. Describe their level of confidence as show in their behavior. Are they self-
conscious?
Cognitive
1. Describe how the pupils express their ideas. Can they communicate well?
2. How do they show their understanding of concepts? How do they show
abilities in problem solving?
12. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 12
In terms of social children at this stage, children always follow what the
teacher says and asks. They are still not too mature of the things surround them.
Most of the time they like playing with their peers.
In terms of their emotions the moods of this learner shifts most of the time,
some would fight with each other and some would easily cry. And as usual this kind
of learner some are always noisy.
In terms of cognition they can express what they think by not in a proper
way because their communication skill is still limited. At this stage, they cannot
comprehend easily.
Activity form (Write your observations here)
As what I observed in the elementary pupils children in terms of physical they
carry themselves in a different way compare to the preschooler. They move actively,
walk there and here, going in and out of the room. They can do physical activities
by themselves but they are still emotionally dependent to their parents or teachers.
In terms of social, they interact to their teachers with respect like their
parents. Some of them are naughty some pupils love when his or her classmates
cries and always fight back with. They are also interested in playing.
In terms of emotions the temper of these learners explodes easily. They are
little bit conscious of themselves. Conflict among them exist.
In terms of cognitions, they are still on the stage of developing the two
languages, the Filipino and English. Most of these learners are good in memorization
and fond of explaining.
13. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 13
Child’sDevelopment
Using the comparison matrix, record the data gathered about the learner’s characteristics and
needs. You will be able to compare their characteristics at different aspects. These are just sample
indicators. You may give additional aspects that may have been observed in the school’s context. You can
choose only one level (ex. Preschool, elementary, or school).
COMPARISON MATRIX
Mrs.Argielyn J. Maghanoy
LEVEL PHYSICAL EMOTIONAL MORAL
Pre-School
She is Erika Xyriel
Sanorjo, she is 4
years old and she
was born on October
31, 2010
Parent Signature
She loves to move around
while playing especially
outside. She is physically
fit and healthy.
Her mood is
changing she easily
cries if she is sad or
upset. She can’t still
control her
emotions.
She is a good girl,
friendly, and
helpful.
Your Analysis
COMPARISON MATRIX
Mr. Rene Acuram
LEVEL PHYSICAL EMOTIONAL MORAL
Elementary
She is Daniella
Arnaiz, 11 years of
age and she was
born on January 23,
2004.
Parent Signature
She loves to play in the
playground and she is
physically fit and
healthy.
She is moody if she
is sad, she’s quiet
but if she’s active
happy she’s active.
She needs discipline
because she can’t
control her
emotions.
She is a good person,
friendly, and
helpful.
14. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 14
Identify the most significant characteristics of the child that you have observed and give
them their implications for the learners.
Your Reflections
1. Reflect on your experiences when you were of their age. Discuss any similarities or differences
of such experience with those you observed.
When observing the learners, I recall my childhood years like them, I am also
naughty that time. I love to play all the time and I'm fond of roaming around our
classroom. My experience that was enjoyable like the learners do right now.
2. Which theory of development can help you explain your observations?
Piaget’s theory of cognitive development because this theory explains that an
individual has its own level of learning according to their age and this will guide as
to become a better person. Piaget’s theory use their minds or brains in order for us
to think critically.
CHARACTERISTICS IMPLICATIONS FOR THE TEACHER
The Preschoolers always
want to play.
Therefore, the teacher should not only focus on
teaching academically but also he/she must give time for
playing.
Talkative The teacher should enforce classroom rules discipline,
because rules are an important part of any classroom. And the
teacher must know on how to manage the pupils and having
also patience to their pupils.
Inattention The teacher should always determine their pupils
characteristics of its individual and know how to control their
pupils and discipline it.
15. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 15
Learning Activity 3: Classroom Management and Learning
SubjectinFocus:Childand AdolescentDevelopment
Name of FS Student: : Criselyn P. Luma
Course: Bachelorin Elementary Education Year and Section: II
Resource Teacher: Mr. Albert Onto Signature:
Cooperating School: Josefina Central Elementary School
Your Goal
At the end of this activity, you will gain competence in managing, time, space and
resources to provide an environment appropriate and conducive to the learners.
Your Tasks
Reach your goal by doing the following tasks.
Step 1: Observe a class.
Step 2: Using a checklist, find out the evident classroom components.
Step 3: Describe how the classroom is structured/designed to allow
everyone to everyone to participate in the learning activities.
Step 4: Compare them in terms of their interests and needs.
Step 5: Reflect on how classroom management affects learning.
16. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 16
Your Tasks
Use the activity form provided for you to document your observations.
An Observation Guide for the ClassroomManagement
During your observation of the classroom management, take note of important details.
You may ask the leader to verify your observations.
Observation Notes:
1. Where the student’s belongings stored? Are there areas for these things to be kept?
2. Have you seen any posted rules and regulations?
3. What daily routines are being done by the teacher?
4. How are the pupils arranged?
Name of the School: Josefina Central Elementary School
School Address: Gumahan, Josefina,Zamboanga del Sur
Date of Visit: August 3, 2015 (9:40-10:40 AM)
NARRATIVE DESCRIPTION OF THE CLASSROOM
As I observed the classroom of Mrs. Estrella Rago, Grade- IV SPED. I really
appreciate her classroom because the surrounding was cleaned and it is very
conducive to learning. I noticed the different areas in the classroom for storage theme
intended for the pupils only but their personal things like book and notebook was
inside their backpack.
There are rules and regulations posted in their classrooms such as come to
school before time, wear complete school uniform, bring an excuse letter when you
makes absences always study your lesson, respect one another.
They have also their daily routine assigned task according to their group
Monday to Friday rotation, such as group 1 cleaners, group 2 sweeping the pathway,
group 3 cleaning the CR and etc.
The seating arrangement is divided into 4 rows is in the basis of alternation
row and row 2 intended for all boys row 3 and 4 intended for all girls. The reason for
this arrangement is that the pupils will be able to socialize well and orderly to their
friends or opposite sex.
17. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 17
Your Tasks
Use the activity form provided for you to document your observations
An Observation Guide for the ClassroomManagement
During your observation of the classroom management, take note of important details.
You may ask the leader to verify your observations.
Observation Notes:
1. Where the student’s belongings stored? Are there areas for these things to be kept?
2. Have you seen any posted rules and regulations?
3. What daily routines are being done by the teacher?
4. How are the pupils arranged?
Name of the School: Josefina Central Elementary School
School Address: Gumahan, Josefina,Zamboanga del Sur
Date of Visit: August 3, 2015 (9:40-10:40 AM)
NARRATIVE DESCRIPTION OF THE CLASSROOM
As I observed the classroom of Mrs. Amedelia Onto Grade- IV Regular, I felt
very fortunate to have been to observe their classroom because the classroom
management is the key in any educational setting. As I noticed the different areas in
the classroom for the storage such as shelves exclusively their project, drawing book,
informal theme not all their personal things intended only for the pupils.
I couldn’t see the rules and regulations posted in the wall, but surely in the first
day of their class the rules and regulations was already implemented to the pupils
done by the teacher, but the teacher always remind for the pupils with their social
rules if somebody is making news.
There are daily routines are being alone by the teacher intended for the pupils
according to their group such as cleaning the CR sweeping the pathway, sweeping the
floor and etc. in order to maintain cleanliness.
The seating arrangement was arranged by row and majority of the girls seated
in front while all boys at the back.
18. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 18
Your Tasks
Use the activity form provided for you to document your observations
An Observation Guide for the ClassroomManagement
During your observation of the classroom management, take note of important details.
You may ask the leader to verify your observations.
Observation Notes:
1. Where the student’s belongings stored? Are there areas for these things to be kept?
2. Have you seen any posted rules and regulations?
3. What daily routines are being done by the teacher?
4. How are the pupils arranged?
Name of the School: Josefina Central Elementary School
School Address: Gumahan, Josefina,Zamboanga del Sur
Date of Visit: August 3, 2015 (9:40-10:40 AM)
NARRATIVE DESCRIPTION OF THE CLASSROOM
As I observed the classroom of Mrs. Leziel Mag-usara Grade-V. I really
appreciated it because it is very beautiful, clean, well-arranged, well-organized and
creating and maintaining their areas in the classroom for the storage like the shelves
containing their different educational activities such as drawing books, informal
theme, and project intended only for the pupils.
I couldn’t see any posted rules and regulation in the classroom but the teacher
herself always remind the pupils about the rules and regulations in the class was
implemented in their first day in order for the pupils not to become stubborn.
There are daily routines that are being done by the teacher intended for the
pupils according to their group such as cleaning the CR., sweeping the floor, sweeping
the pathway and etc. in order to maintain cleanliness.
The seating arrangement by row and it is alternation according to the boys and
girls in order to avoid talking. Their noise is manageable the teacher let them take
turns in speaking so that everybody can hear them.
19. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 19
Classroom Management Matrix
Mrs. Estrella B. Rago Grade- IV
CLASSROOM MANAGEMENT DESCRIPTION
Identification Classroom
Management Area
Classroom Rules
The classroom rules are posted in the wall
inside the classroom such as;
1. Come to school on time- The pupils
should always come to school on time so that
they can avoid being late and absent.
2. Keep the room clean- The pupils should
always do their assigned task in order to
maintain cleanliness.
3. Wear complete Uniform-The pupils should
always wear their complete uniform to
maintain neatness and cleanliness especially
in school days.
Daily Routines These daily routines include the different
assigned task according to their group such as;
cleaning the pathway, sweeping the floor, and etc.
1. Cleaners- there are pupils are assigned to
their assigned task in order to maintain
cleanliness.
2. Sweeping the Pathway- there are pupils
assigned to clean outside in maintaining
cleanliness.
3. Cleaning the CR- There are pupils assigned
to clean these area in order to maintain
cleanliness.
20. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 20
Classroom Management Matrix
Mrs. Amedelia Onto Grade- IV
CLASSROOM MANAGEMENT DESCRIPTION
Identification Classroom
Management Area
Classroom Rules
The classroom rules very important in the
classroom such as;
1. Come to school on time- The pupils should
always come to school on time so that they
can avoid being late and absent.
2. Keep the room clean- The pupils should
always do their assigned task so that the
classroom is always clean and conducive to
learning.
Daily Routines The daily routines include the different
assigned task according to their group such as:
1. Cleaners - there are pupils are assigned to
their assigned task in order to maintain
cleanliness.
2. Sweeping the Pathway- there are pupils
assigned to clean outside in maintaining
cleanliness.
3. Cleaning the CR- There are pupils assigned
to clean these area in order to maintain
cleanliness.
21. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 21
Classroom Management Matrix
Mrs. Leziel Mag-usara Grade- V
CLASSROOM MANAGEMENT DESCRIPTION
Identification Classroom
Management Area
Classroom Rules
The classroom rules are posted in the wall
inside the classroom such as;
1. Come to school on time- The pupils
should always come to school on time so that
they can avoid being late and absent.
2. Keep the room clean- The pupils should
always do their assigned task in order to
maintain cleanliness.
3. Wear complete Uniform-The pupils should
always wear their complete uniform to
maintain neatness and cleanliness especially
in school days.
Daily Routines Daily routines for a teacher is to teach pupils
about what they are learning and it help the pupils
with their work and make sure they’re doing what
they’re supposed to do, such as:
1. Cleaners - there are pupils are assigned to
their assigned task in order to maintain
cleanliness.
2. Sweeping the Pathway- there are pupils
assigned to clean outside in maintaining
cleanliness.
3. Cleaning the CR- There are pupils assigned
to clean these area in order to maintain
cleanliness.
22. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 22
Your Analysis
What is the basis of the classroom organization and routine?
The basis of the classroom organization and routines, is effective classroom
teacher’s spend more time in the first few days of the year teaching classroom
routines and procedure are the key to a well-managed, organized classroom. Pupils
learn better when a classroom is organized and they have a consistent routine. They
are much more prone to have good behavior, pay attention and do their work
under those conditions. In addition, even those students who are prone to pay
attention and do their work if the lessons are interesting and pertinent to their lives
in addition to having a routine and organization classroom, which helps to bring out
the best in pupils.
Cite certain theory that can support your answer. Share your insights with your classmates
during the class.
Piaget’s theory can support my answer because many children at certain
stages are capable of only certain types of intellectual endeavors, acquire knowledge
by interacting with the world, active participants in their own learning. This theory
focus on the process of children’s thinking just products.
Your Reflections
1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see
yourself in? What routines and procedures would you consider for this level? Why?
As I imagine myself in future, someday if I were to become a teacher, I will
prefer to teach the grade 6 pupils because at this stage they are more mature than
in lower grades. They are manageable though they are independent, they can work
on their own without being told by the teacher. I would impose daily routine like
cleaning inside and outside such as sweeping the floor, sweeping the pathway,
cleaning the CR before and after the class and to proceed to prayer, checking the
attendance and also the rules and regulation to be followed strictly so that there
would be as smooth flow of teaching learning process.
23. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 23
2. Should learners be involved in making the class rules? Why?
No, the pupils should not be involved in making the class rules because
classroom rules is already implemented by the teacher in the first day of the class.
The pupils just have to follow and obey the rules and regulations of the class
24. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 24
Learning Activity 4: Social Dimension of Education
SubjectinFocus:Childand AdolescentDevelopment andSocialDimensionofEducation
Name of FS Student: : Criselyn P. Luma
Course: Bachelorin Elementary Education Year and Section: II
Resource Teacher: Mr. Albert Onto Signature:
Cooperating School: Josefina Central Elementary School
Your Goal
At the end of this activity, you will be competent in determining the teaching approaches
and techniques that address individual differences of learners.
Your Tasks
The learners’ individual differences and types of interaction it brings surely affect the
quality of teaching and learning.
To reach your target, do the following:
Step 1: Observe a class.
Step 2: Describe the learners’ characteristics in terms of age, gender, social and
cultural.
Step 3: Identify any distinct feature of the learners’ (physical, intellectual and
social)
Step 4: Interview your resource teacher about the principles and practices that
she uses in dealing with the diversity in the classroom.
Step 5: Describe the learning activities undertaken in the class.
25. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 25
Your Tools
Document your observation using the form provided. Take note of the guide questions in
gathering the information.
Read the instructions very well and provide the necessary information.
1. Number of Pupils: 31
2. Females:14 Males: 17
3. Age range of Pupils:5-7
4. Religious Affiliation: / Christian Non-Christian
5. Ethnic Groupings: Cebuano
My observation report
Name of the School Observed: Josefina Central Elementary School
School Address: Gumahan,Josefina, Zamboanga Del Sur
Date of visit: September29,2015
Subject Observed: English
A. Pupils’ Socio-Cultural Characteristics
Gender
During my observation in Grade 1 classroom under the advisory of Mrs.
Jeane B. Serafin with 31 pupils. There are 14 females and 17 males.
Age Range
The pupils age range were mostly 5-7 years old but majority of their age was
6 years old.
Religion
Most of the pupils are Roman Catholic.
Ethnic Groupings
Most of the pupils are Cebuano.
B. Distinct Features of the learners observed
26. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 26
Physical
The pupils are healthy and physically fit most of them love playing in the
playground with their friends and classmates.
Social
The pupils interact with each other especially in the class. Some of them are
participating in the discussion they socialize to each other.
Emotional
The pupils according to their emotion, some of them are very are moody and
easily get angry and they can’t control other emotion.
Intellectual
Some of the pupils according to their intellectual they were fast learner and
the rest are slow learner but they tried their very best to catch up to their lesson.
Your analysis
(To be shared with the Professional Education teacher in the class)
1. Describe how the teacher plays her roles in allowing the learners interact with interact with
others in the classroom activities.
The teacher plays her role like a mother in allowing the learners interact with
others in the classroom activities, she’s always guiding the pupils very well, instruct
and teach them properly.
2. Have you noticed anyone or group that do not join the group? Why don’t they join the others?
Yes, I noticed someone that do not join the group because some of them are
busy in talking with their seatmates, but the teachers make an activity in order for
them to them to get their attention and to participate in the class.
3. How does the teacher influence the class interaction considering the individual differences of
the students?
The teacher can influence the class interaction by considering the individual
differences of the pupils and everyone can accept and understand each other
because one of them came from individual different social and cultural background
and has a unique differences.
27. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 27
Your Tools
Document your observation using the form provided. Take note of the guide questions in
gathering the information.
Read the instructions very well and provide the necessary information.
1. Number of Pupils: 34
2. Females: 12 Males: 22
3. Age range of Pupils:10-11
4. Religious Affiliation: / Christian Non-Christian
5. Ethnic Groupings: Cebuano
My observation report
Name of the School Observed: Josefina Central Elementary School
School Address: Gumahan,Josefina, Zamboanga Del Sur
Date of visit: September29,2015
Subject Observed: Filipino
A. Pupils’ Socio-Cultural Characteristics
Gender
During my observation in Grade V Regular classroom under the advisory of Mrs.
Resmie Redondo with 34 pupils. There are 12 females and 22 males.
Age Range
The pupils age range were mostly 10-11 years old but majority of their age was 10 years
old.
Religion
Most of the pupils are Roman Catholic.
Ethnic Groupings
Most of the pupils are Cebuano and only 1 Subanen pupil.
B. Distinct Features of the learners observed
28. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 28
Physical
The pupils are healthy and physically fit most of them love playing in the
playground with their friends and classmates.
Social
The pupils interact with each other especially in the class. Some of them are
participating in the discussion .
Emotional
The pupils according to their emotion, some of them are very are moody and
easily get angry and they can’t control other emotion.
Intellectual
Some of the pupils according to their intellectual they were fast learner and
the rest are slow learner but they tried their very best to catch up to their lesson.
Your analysis
(To be shared with the Professional Education teacher in the class)
1. Describe how the teacher plays her roles in allowing the learners interact with interact with
others in the classroom activities.
The teacher plays her role like a facilitator of learning process, because she’s
always guiding the pupils and instruct them in a proper way; Is allowing the
learners interact with each other in classroom activities.
2. Have you noticed anyone or group that do not join the group? Why don’t they join the others?
Yes, I noticed someone that do not join the group because some of them are
busy in talking with their seatmates, but the teachers make an activity in order for
them to them to get their attention and to participate in the class.
3. How does the teacher influence the class interaction considering the individual differences of
the students?
The teacher can influence the class interaction by considering the individual
differences of the pupils and everyone can accept and understand each other
because one of them came from individual different social and cultural background
and has a unique differences.
4. Are there interaction of learners outside of the classroom? Describe it.
29. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 29
Yes, there are interaction of learners outside the classroom , some of the
learners ate their snack and lunch together. They also share thoughts and ideas in
the subject as well as non-related topics. They also play together in their break time.
5.What factors may have influenced the grouping of learners outside the classroom
Teachers influenced the groupings of the learners are similarities of interest
and religious affiliation. Some pupils group themselves according to their age and
gender.
Your Reflections
1. Based on your experience, do you see only among the teachers and learners?
Based on my experience, I’ve seen unity among the teachers and the learners,
during the class, both learners and teachers make an interaction. Some of the pupils
they share their ideas and make the flow goes. The learners and teachers make the
learning better by the interactions inside the classroom.
2. Is there anything you would like to improve in the classroom interaction? How will you do it?
Yes, by allowing the passive learners to participate in class, also. I would use
variety of instructional materials that would cater the needs of each learner despite
their difficulties.
3. How will you encourage all learners regardless of religious, ethnic or racial background
interact and participate in class activities?
I will encourage them to mingle with each other with different belief so that
they can share their differences and allowing acceptance with each other.
Date of Observation: September 29, 2015 Signature:
Learning Activity 5: Learning Activities and Learning Process
30. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 30
SubjectinFocus:FacilitatingLearning
Name of FS Student: : Criselyn P. Luma
Course: Bachelorin Elementary Education Year and Section: II
Resource Teacher: Mr. Albert Onto Signature:
Cooperating School: Josefina Central Elementary School
Grade Level Observed: : Elementary Grade II Regular
Your Goal
At the end of this activity, you will gain competence in managing, time, space and
resources to provide an environment appropriate and conducive to the learners.
Your Tasks
Reach your goal by doing the following tasks
Step 1: Visit a school and arrange with a teacher for a classroom observation.
Discuss with the teacher your intention for doing the observation. When
arrangement is set, note the basic information about the class you will
observe.
Step 2: During your observation, look into the instructional activities in the
entire duration of the class and note the types and qualities of knowledge
emphasized in the activities. For your options, you many focus on the teachers
or the kind of task introduced by the teacher for the students (analyze the
task instructions.)
Step 3: Thank the teacher and the school head for allowing you to do your FS
in their school then take you leave. Set a professional schedule to do you FS
observation written report.
Step 4: Reflect on your FS experience and draw new insights, from it. Then
you may discuss with your classmates and or FS Teacher your experiences
and reflections.
31. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 31
Name of school observed: Josefina Central Elementary School
School Address: Gumahan, Josefina, Zamboanga Del Sur
Grade/Year level and section: Grade II Regular
Subject Area: Araling Panlipunan
Subject Matter/ Lesson: Mga klase sa Panahon nga Nasinate sa Komunidad
Date and Time of Observation: September 29, 2015 10:00-11:00 AM
Name of teacher: Mrs. Cerila M. Dimol
Name of Principal: Mr. Josue Serafin
Name of FS student/Observer: Criselyn P. Luma
Your tools
Observation Scribbles
This is your observation sheet intended only for your organized note taking.
List down the learning activity or activities you have observed in the class. Describe the
types of knowledge (situational, procedural, conceptual, strategic) emphasized in the activity.
INSTRUCTIONAL ACTIVITIES
OBSERVED
OBSERVATION NOTES
(You may write your observation in bullets)
Lecture The teacher discusses their lesson very well and
clearly in order for the pupils to understand their
lesson.
Conceptual knowledge is shown. The ability to think
creatively about, analyze and understand
complicated abstract ideas.
Critical Thinking The teacher give questions which it connect to their
mental abilities and ideas,
Situational knowledge is shown. It gives the ability
to think clearly and rationally about what to do and
what to believe in.
Oral Recitation The teacher asks questions to the pupils and let the
pupils answer the questions.
Conceptual knowledge is shown. The ability to think
creatively about, analyze and understand
complicated abstract.
32. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 32
Basic Information
Fill out this part begin your actual classroom observation.
Summary of Observation
In narrative form, make a summative discussion of your observation.
Mrs. Cerila M. Dimol Grade II Regular Time: 10:00-11:00
As I have observed in the class of Mrs. Cirila M. Dimol, she is discussing
Araling Panlipunan about “Mga Klase nga Panahon nga Nasinate sa Komunidad”. I
observed that diversity is present in the classroom. There are really different in the
pupils in terms of their cultural background, on how they interact their cognitive
abilities.
During the discussion, I noticed the teacher discusses her lesson very well in
order for the pupils to learn the lesson. The teacher use different instructional
activities such as lecture, the teacher discusses very well, she is also giving a quiz in
order if they really understand their lesson, and oral questioning also was given to
them the teachers ask question to the pupils during their classroom to assess their
understanding.
As I observed the class’ individual differences among learners is shown in them,
here are learners who are really attentive during the discussions and there are also
others who just listens to the discussion but the attention span is too short and
there are others who are really fond of making noise during the discussion.
As I observed the teacher treat her pupils fairly, respect their individuality,
social background and most especially their individual differences in abilities. The
Quiz The teacher conducts a quiz in order if they really
understand the discussion that was given by the
teacher.
Strategic knowledge is shown. The pupils provide
answers to the given questions.
33. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 33
teacher makes sure to avoid comparing to each other and never attempt from
putting them down.
As a future teacher, this activity is not only intended for me to have a good
observation but rather to furnish me to become a competent educator.
As I observed the different class the teacher discussed their lesson but it
always depends on the subject matter. The teaching strategies vary from time to
time. The teacher uses differentiated learning activities according to their year level
so that slow learners will participate and also the high achieving learners will not
get weary on doing activities which they think is very easy for them.
As I observed, the pupils all of them are listening to the teacher’s discussion,
the behavior of high achieving learner is active and will participate during discussion
or even in group works, while slow learners they tried their very best to understand
their lesson very well.
The type of knowledge being used in these classroom is conceptual, the ability
of the pupils to think creatively about, analyze and understand complicated abstract
ideas and they also think imaginary ideas.
If I am given a chance to teach in class, I observed and given the same context,
I used conceptual knowledge because in this knowledge the pupils have their freedom
to think imaginary ideas and think with mental concepts. I would emphasize and do
it by applying different methods, the pupils which will be effective to fit the
capabilities of the pupils and also the pupils will respond productively, cooperate and
participate in class.
34. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 34
Name of school observed: Josefina Central Elementary School
School Address: Gumahan, Josefina, Zamboanga Del Sur
Grade/Year level and section: Grade I SPED
Subject Area: Mother Tongue
Subject Matter/ Lesson: Mga Ngalan sa Tawo, Butang og Lugar
Date and Time of Observation: September 30, 2015 8:00-9:00 AM
Name of teacher: Mrs. Jeanne Mag-usara
Name of Principal: Mr. Josue Serafin
Name of FS student/Observer: Criselyn P. Luma
Your tools
Observation Scribbles
This is your observation sheet intended only for your organized note taking.
List down the learning activity or activities you have observed in the class. Describe the
types of knowledge (situational, procedural, conceptual, strategic) emphasized in the activity.
INSTRUCTIONAL ACTIVITIES
OBSERVED
OBSERVATION NOTES
(You may write your observation in bullets)
Lecture The teacher discusses their lesson very well and clearly
in order for the pupils to understand their lesson.
Conceptual knowledge is shown. The ability to think
creatively about, analyze and understand complicated
abstract ideas.
Critical Thinking The teacher give questions which it connect to their
mental abilities and ideas,
Situational knowledge is shown. It gives the ability to
think clearly and rationally about what to do and
what to believe in.
Oral Recitation The teacher asks questions to the pupils and let the
pupils answer the questions.
Conceptual knowledge is shown. The ability to think
creatively about, analyze and understand complicated
abstract.
35. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 35
Basic Information
Fill out this part begin your actual classroom observation.
Summary of Observation
In narrative form, make a summative discussion of your observation.
Mrs. Jeanne Mag-usara Grade I SPED Time: 8:00-9:00
As I have observed in the class of Mrs. Jeanne Mag-usara, she is discussing
Araling Panlipunan about “Mga Klase nga Panahon nga Nasinate sa Komunidad”. I
observed that diversity is present in the classroom. There are really different in the
pupils in terms of their cultural background, on how they interact their cognitive
abilities.
During the discussion, I noticed the teacher discusses her lesson very well in
order for the pupils to learn the lesson. The teacher use different instructional
activities such as lecture, the teacher discusses very well, she is also giving a quiz in
order if they really understand their lesson, and oral questioning also was given to
them the teachers ask question to the pupils during their classroom to assess their
understanding.
As I observed the class’ individual differences among learners is shown in them,
here are learners who are really attentive during the discussions and there are also
others who just listens to the discussion but the attention span is too short and
there are others who are really fond of making noise during the discussion.
Quiz The teacher conducts a quiz in order if they really
understand the discussion that was given by the
teacher.
Strategic knowledge is shown. The pupils provide
answers to the given questions.
36. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 36
As I observed the teacher treat her pupils fairly, respect their individuality,
social background and most especially their individual differences in abilities. The
teacher makes sure to avoid comparing to each other and never attempt from
putting them down.
As a future teacher, this activity is not only intended for me to have a good
observation but rather to furnish me to become a competent educator.
As I observed the different class the teacher discussed their lesson but it
always depends on the subject matter. The teaching strategies vary from time to
time. The teacher uses differentiated learning activities according to their year level
so that slow learners will participate and also the high achieving learners will not
get weary on doing activities which they think is very easy for them.
As I observed, the pupils all of them are listening to the teacher’s discussion,
the behavior of high achieving learner is active and will participate during discussion
or even in group works, while slow learners they tried their very best to understand
their lesson very well.
The type of knowledge being used in these classroom is conceptual, the ability
of the pupils to think creatively about, analyze and understand complicated abstract
ideas and they also think imaginary ideas.
If I am given a chance to teach in class, I observed and given the same context,
I used conceptual knowledge because in this knowledge the pupils have their freedom
to think imaginary ideas and think with mental concepts. I would emphasize and do
it by applying different methods, the pupils which will be effective to fit the
capabilities of the pupils and also the pupils will respond productively, cooperate and
participate in class.
37. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 37
Name of school observed: Josefina Central Elementary School
School Address: Gumahan, Josefina, Zamboanga Del Sur
Grade/Year level and section: Grade VI A Regular
Subject Area: Science
Subject Matter/ Lesson: Proper Use and Storage of Materials
Date and Time of Observation: September 30, 2015 10:00-11:00 AM
Name of teacher: Mrs. Gregeline Leonardo
Name of Principal: Mr. Josue Serafin
Name of FS student/Observer: Criselyn P. Luma
Your tools
Observation Scribbles
This is your observation sheet intended only for your organized note taking.
List down the learning activity or activities you have observed in the class. Describe the
types of knowledge (situational, procedural, conceptual, strategic) emphasized in the activity.
INSTRUCTIONAL ACTIVITIES
OBSERVED
OBSERVATION NOTES
(You may write your observation in bullets)
Lecture The teacher discusses their lesson very well and
clearly in order for the pupils to understand their
lesson.
Conceptual knowledge is shown. The ability to think
creatively about, analyze and understand
complicated abstract ideas.
Critical Thinking The teacher give questions which it connect to their
mental abilities and ideas,
Situational knowledge is shown. It gives the ability
to think clearly and rationally about what to do and
what to believe in.
Oral Recitation The teacher asks questions to the pupils and let the
pupils answer the questions.
Conceptual knowledge is shown. The ability to think
creatively about, analyze and understand
complicated abstract.
38. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 38
Basic Information
Fill out this part begin your actual classroom observation.
Summary of Observation
In narrative form, make a summative discussion of your observation.
Mrs. Gregeline Leonardo Grade VI A Regular Time: 10:00-11:00
As I have observed in the class of Mrs. Gregeline Leonardo, she is discussing
Araling Panlipunan about “Mga Klase nga Panahon nga Nasinate sa Komunidad”. I
observed that diversity is present in the classroom. There are really different in the
pupils in terms of their cultural background, on how they interact their cognitive
abilities.
During the discussion, I noticed the teacher discusses her lesson very well in
order for the pupils to learn the lesson. The teacher use different instructional
activities such as lecture, the teacher discusses very well, she is also giving a quiz in
order if they really understand their lesson, and oral questioning also was given to
them the teachers ask question to the pupils during their classroom to assess their
understanding.
As I observed the class’ individual differences among learners is shown in them,
here are learners who are really attentive during the discussions and there are also
others who just listens to the discussion but the attention span is too short and
there are others who are really fond of making noise during the discussion.
As I observed the teacher treat her pupils fairly, respect their individuality,
social background and most especially their individual differences in abilities. The
Quiz The teacher conducts a quiz in order if they really
understand the discussion that was given by the
teacher.
Strategic knowledge is shown. The pupils provide
answers to the given questions.
39. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 39
teacher makes sure to avoid comparing to each other and never attempt from
putting them down.
As a future teacher, this activity is not only intended for me to have a good
observation but rather to furnish me to become a competent educator.
As I observed the different class the teacher discussed their lesson but it
always depends on the subject matter. The teaching strategies vary from time to
time. The teacher uses differentiated learning activities according to their year level
so that slow learners will participate and also the high achieving learners will not
get weary on doing activities which they think is very easy for them.
As I observed, the pupils all of them are listening to the teacher’s discussion,
the behavior of high achieving learner is active and will participate during discussion
or even in group works, while slow learners they tried their very best to understand
their lesson very well.
The type of knowledge being used in these classroom is conceptual, the ability
of the pupils to think creatively about, analyze and understand complicated abstract
ideas and they also think imaginary ideas.
If I am given a chance to teach in class, I observed and given the same context,
I used conceptual knowledge because in this knowledge the pupils have their freedom
to think imaginary ideas and think with mental concepts. I would emphasize and do
it by applying different methods, the pupils which will be effective to fit the
capabilities of the pupils and also the pupils will respond productively, cooperate and
participate in class.
40. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 40
Think Pad
Engage your reflective thinking and consider answering the following questions.
1. Consider the context of the class you have observed, such as its subject matter/ lesson,
grade/year level, and the students, are the types and qualities of knowledge emphasized in the
instructional materials.
2. If given the chance to teach in the class you observed and given the same contexts, what types
and qualities of knowledge would you wish to emphasize and how will you do it?
Write and Share. Prepare a written report of your FS experience.
As an aspiring teacher, I'm so glad and thankful that I was given the
opportunity to observe or visit in Josefina, Central Elementary School. Our resource
teacher, Mr. Albert Onto, instructed us to observe in the different room Preschool-
Grade- 6 pupils.
We observed how the teacher manage her classroom and handle the pupils
with their different abilities and her way of strategies and the method they use in
teaching to the pupils.
We had an opportunity to document picture in the surroundings and
environment such as the school facilities like the library, school canteen, and
computer laboratory. And we also interviewed pupils and tell them our purpose of
having an interview to them.
We tried our very best to finish our field study but due to some conflicting
and hectic schedule, we weren’t able to do so.
We have learned many things their techniques, strategies and method in
teaching the pupils how they interact to each other; teacher-pupils and pupils to
pupils.
And it helps us, their knowledge of teaching for our near future the method
and techniques they use.
41. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 41
The type of knowledge being used is conceptual because during my
observation in these classrooms, the teacher in class in handling her pupils whether
high or low achiever is very fair. She addresses the class as a whole and not by
making her pupils think that there is a huge barrier among those pupils who
performed well than those who are not.
Conceptual knowledge is emphasized in these classrooms. Every one of the
pupils have their freedom to think with mental concepts; having to do with the
mind and the imaginary ideas, the ability of the pupils to think creatively about,
analyze and understand complicated abstract ideas.
Your Analysis
Write a summary of your answers to the two analysis questions of this FS activity.
The types and qualities of knowledge was emphasized in the instructional
activities. The teachers teach their pupils very well and they use different techniques
methods and strategies in order for the pupils to understand their lesson.
Your Reflections
Complete the lead statement.
I used to think that knowledge is very important and it is an essential to acquire
especially to the teachers because teachers are the one who delivers the mastery of
knowledge of the subject. And it will also help the teachers to have different
strategies, method and approaches because without the knowledge of education like
child and adolescent development, facilitating human development and etc. teachers
cannot make the best of the learning teaching.
42. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 42
After doing this observation, in now think that knowledge is important as I’ve expected. It is
very well known for the teachers to know the varied knowledge in education,
especially about the learners. But the knowledge is not enough, the teacher should
know about the learners, their interest, types of learning and she tries to find the
best way to guide and help the learners to maximize their potential learning.
From the experience, I feel that learning is not limited from the teachers’ knowledge
because the teachers share their knowledge to the pupils in order for them to learn
and the pupils can gain also knowledge from them.
If only I have a chance, I want to observe, I want to observe or more seminars
especially about teaching personality of the pupils, quality of the teachers, so that I
can broaden my knowledge of education.
Date: September 30, 2015 Signature:
43. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 43
Learning Activity 6: Home-School Connections
SubjectinFocus:SocialDimensionofEducation
Name of FS Student: : Criselyn P. Luma
Course: Bachelor in Elementary Education Year and Section: II
Resource Teacher: Mr. Albert Onto Signature:
Cooperating School: Josefina Central Elementary School
Grade Level Observed: Grade IV SPED. Grade IV Regular
Your Goal
At the end of this activity, you will gain competence in understanding and accepting the
learners’ diverse backgrounds and in relating such backgrounds to their performance in the
classroom.
Your Tasks
To reach your goal, do the following:
Step 1: Observe 2 or more learners of different abilities but from the same
grade or year level.
Step 2: Find out some information about their background through home
visitation.
Step 3: Observe them as they participate in a classroom activity.
Step 4: Write a narrative report and a brief reflection on your experience.
44. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 44
Your Tools
Name of Pupil Observed: Kasandra Clare Sacares
No. of siblings: 4 Rank: youngest
Residence: Gumahan, Josefina,Zamboanga Del Sur
Age: 9 years old Gender: Female
After your class observation, choose 1 or 2 learners whom you will visit in their home.
Document your observations and write them in the activity form provided.
My observation Report
Activities done by the Pupil/Learner in their Home
Describe any tasks or non-school related tasks assigned to the pupil while at home.
She is very responsible in doing her daily routine like washing plated after
eating, cleaning the house and sweeping the floor.
Who assists him/her in doing her assignments?
Her mother assist her in doing the assignment, sometimes the consult and
ask to her sister if it is very difficult. She is asking help to them in order to finish
her assignment.
.
Parent Signature
Your Tools
Name of School Observed: Josefina Central Elementary School
School Address: Gumahan,Josefina, Zamboanga Del Sur
Date of Visit: October30, 2015
Name of FS Student: Criselyn P. Luma
Grade Level/ Class Observed: Grade IV SPED
FAMILY BACKGROUND MOTHER FATHER
Occupation of Mother Fish Vendor Vendor
Educational Attainment Elementary Level High School Level
Religion Roman Catholic Roman Catholic
45. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 45
Name of Pupil Observed: RishelLibrez
No. of siblings: 4 Rank: 3rd
Residence: Gumahan, Josefina,Zamboanga Del Sur
Age: 11 years old Gender: Female
After your class observation, choose 1 or 2 learners whom you will visit in their home.
Document your observations and write them in the activity form provided.
My observation Report
Activities done by the Pupil/Learner in their Home
Describe any tasks or non-school related tasks assigned to the pupil while at home.
She is very responsible in doing her daily routine like washing plated after
eating, cleaning the house and sweeping the floor.
Who assists him/her in doing her assignments?
Her mother assist her in doing the assignment, especially if it is very difficult
she’s asking help from them in order to finish it and submit to the date deadline.
.
Parent Signature
Name of School Observed: Josefina Central Elementary School
School Address: Gumahan,Josefina, Zamboanga Del Sur
Date of Visit: October30, 2015
Name of FS Student: Criselyn P. Luma
Grade Level/ Class Observed: Grade IV B Regular
FAMI LY BACKGROUND MOTHER FATHER
Occupation of Mother Vendor Checker
Educational Attainment College Level High School Level
Religion Roman Catholic Roman Catholic
46. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 46
What time does the pupil perform her assignment, if any?
The pupils perform her assignments at home during at night after doing
her responsibilities a home especially to be passed next day. She’s doing at night
because she’s lot of time to do these.
Describe how the learner is motivated to do his/her assignments at home?
The learner is motivated to do her assignment at home because her
assignment it gives her interest to do these especially her mother always
encouraging her to finish her studies for the near future to have a stable job.
Your Analysis
Share your analysis in your class with the guidance of your FS teacher. Anchor your
analysis on the relationship of home environment with the learners’ academic performance.
Identify specific home environment that you consider to have a greater influence on the child’s
academic performance. Discuss this in your class. You may formulate your own based on the
significant observation you made.
As a future teacher, how can you establish good relationship with the parents?
As a future teacher to be, I will build a good working relationship to the parents, their
collaboration would be a great help in regards to home-school link. I will make sure that they
will do work well with the parents through consulting the behavior of the child in their house. I
can help them through reporting the child’s progress and performance in school.
A way I can establish home-school collaboration with parents is by being acquaintance
to build rapport and gain information from them. In order to have a good working relationship
with the parents, I need to think like one, to genuinely sendoff caring and concerned messages
when speaking about their child and to create a welcoming environment to their guardians,
positive hones and clear communication is suggested as the foundation to build personalized
relationships with parents where each of us understands and respects each other perspective.
Together, the parents and I can discuss expectations for their child’s achievements and our
respective roles in helping the child future, I can develop programs to promote effective home-
school partnerships that support positive academic behavioral and social competencies for all
pupils in school. I’ll look to be engaged in efforts to increase mutual respect, understanding,
caring and flexibility among families and the school community.
Signature of FS student: Date: October 1, 2015
SELF-RATING COMPETENCY CHECKLIST FOR FS 1
47. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 47
(For Student Use)
Name: Criselyn P. Luma Course: BEED Year: II
Directions: Check the appropriate column that best describes your current level of mastery of
each listed competency.
Competency I
cannot
do
I'm learning
how to do
this
I can do this but
need to learn
and improve more
I can do
this
very
well
1. Determines an environment
that provides social,
psychological, and physical
support to learning.
/
2. Differentiates learners of
varied learning
characteristics and needs.
/
3. Manages time, space and
resources to provide an
environment conducive to
learning.
/
4. Recognizes multi-cultural
background of learners
when providing learning
opportunities.
/
5. Determines teaching
approaches and techniques
appropriate to the learners.
/
6. Determines, understands
and accepts the learners’
diverse background.
/
7. Relates the learner’s
background to their
performance in the
classroom.
/
48. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 48
8. Reflects on the impact of
home and family life to
learning.
/
9. Expounds one’s
understanding of the
learning processes and the
role of the teacher in
facilitating these processes
in their students.
/
10. Accepts personal
accountability to learners’
achievement and
performance.
/
Date Accomplished: October 30, 2015 Rater’s Signature:
COMPETENCY CHECKLIST FOR FS 1
(For Faculty/ College Supervisor Use)
Name: Criselyn P. Luma Course: BEED Year: II Section:
Directions: Check the appropriate column that best describes the FS students’ current level of
mastery of each listed competency.
49. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 49
Competency THE FS
STUDENT
CANNOT
DO THIS
THE FS
STUDENT IS
LEARNING
TO DO THIS
THE FS STUDENT
CAN DO THIS BUT
NEED TO LEARN
MORE AND
IMPROVE
THE FS
STUDENT
CAN DO
THIS VERY
WELL
1. Identifies and
classifies resources
that facilitate
teaching and
learning process.
2. Appraises the
effectiveness of
displays as learning
resources.
3. Designs a bulletin
board display.
4. Determines the
appropriateness of
teaching aids to
learning tasks.
5. Prepares
instructional
materials that are
appropriate to the
learning content.
6. Develops and utilizes
materials which
involve students in
meaningful learning.
7. Recognizes strengths
and weaknesses of
side presentations in
facilitating the
teaching-learning
50. F S 1 T h e L e a r n e r s D e v e l o p m e n t a n d
E n v i r o n m e n t
Page 50
process.
8. Determines the
appropriateness of
the internet
resources to the
learning tasks.
Date Accomplished: Rater’s Signature: