The Learner’s Development and Environment Episode 2: Learner’s Characteristics and Needs

1. The Learner’s Development
and Environment
Episode 2: Learner’s Characteristics and Needs
Name of FS Student: Ma. Cristina D. Panganoran
Course & Year: BSE-2 English
Resource Teacher: Mrs. Irenea P. Dizon
_________________
Instructor: Mrs. Gloria A. Silva
Cooperating School: Holy Cross College (High School Department)
Date of Submission: January 17, 2011
Date Submitted: January 17, 2011
Remarks: ________________________________________________________
_____________________________________________________
_____________________________________________________
Grade: _________
Signature of Evaluator: _____________________
MRS. GLORIA A. SILVA
Date of Evaluation: _____________

2. Resource Teacher: Mrs. Irenea P. Dizon
Date of Observation: January 13, 2011
Class Observed: 3rd year – section 5
Room Location: High School Building #1, Room 105
Learner’s Development Matrix
Development Preschooler Elementary High School
Domain Age Range: 3-4_ Age Range: _7-8_ Age Range: 15-16
Physical
Gross-motor skills Still developing; a Energetic and Graceful and
bit clumsy but very sometimes hyper composed
hyper
Fine-motor skills Writing skills yet Can write in Can write legibly
to be developed cursive but in a both in manuscript
slow pace and cursive
Self-Help Skills Able to use Assertiveness is Main self help
utensils to eat; able present; household skills are fully
to wash hands by skills are developed; (eating,
herself developing dressing-up,
grooming and
household skills)
Others Needs aid and Less supervision More independent
supervision most than preschool than Preschoolers
of the times and Elementary
Social
Interaction with Does not pay much Very obedient and Well-disciplined;
Teachers attention but can believes their Participates well in
follow simple teacher more than class; Respects
instructions their parents their teachers
Interaction with Able to make Loves to tease Most of them
classmates/friends friends and play classmates and belong in groups
with other children friends but still or cliques; Talks
plays well with about the opposite
them sex
Interests Loves toys; Likes Playing games; Latest fashion and
to scribble Coloring books gadgetry
Others Can throw A time when Concerned with
tantrums curiosity is high their appearance
sometimes
Please see next page for the continuation of the matrix.

3. Continuation of Learner’s Development Matrix
Development Preschooler Elementary High School
Domain Age Range: 3-4_ Age Range: _7-8_ Age Range: 15-16
Emotional
Moods and Very moody; A bit moody; Hides their true
temperament, Expresses feelings Narrow attention- feelings; Scared of
expression of with more use of span; Does not rejection;
feelings non-verbal hide feelings; Expresses feelings
language, e.g. Expresses feelings or problems by
crying, puppy with more use of talking to friends
eyes, pouting lips words or peers
Emotional Very dependent Sometimes a bit Depend more on
Independence especially towards dependent but likes friends than
the mother to try things on his parents when it
own comes to
emotional things
Others If she don’t get Loves the attention A bit confused if
what she wants she from parents; if he she is still a girl or
cries and shouts a gets upset it’s only already a woman;
lot for a small period adolescent period
of time
Cognitive
Communication Can communicate Can communicate Can communicate
skills with little words very well in well in English.
and more on non- Filipino Language Level of
verbal but only a little bit communicative
in English competence is
average
Thinking Skills More on creativity Child can Can perform
like molding clay generalize with deductive and
and more on guidance and apply inductive
physical activity the idea with other reasoning and
like dancing examples or analysis
exercises
Problem Solving N/A Performs well in N/A
problem solving
but still doubts his
answer
Others N/A Can solve simple Understands the
real life situational lesson better with
problems integration of real
life situations

4. Level Salient Implications to the Teaching-
Characteristics Learning Process
Observed
Preschool: Preschoolers can Therefore, the teacher should
Age Range of sometimes throw remember to use toys as a form
learners observed tantrums and are still of reward and try to be patient
3-4 developing motor at all times.
skills The Teacher should also give
physical activities that can help
in developing gross and fine-
motor skills in a child, such as
molding clay, playtime, and
basic scribbling.
Teachers should not expect
preschoolers to be very skilled
in writing or drawing
immediately.
Elementary: Elementary pupils like Teachers should remember to
Age Range of to play games a lot; use games as motivation in
learners observed: they are also class and to keep the interest of
7-8 beginning to show a the learners.
higher rate in motor Teachers must expect that fine-
skills than the motor skills need more practice
preschoolers to get better results.
High School: High School Students Even if the students are not in
Age Range of like to be in the latest the higher section, the teacher
learners observed: trends and can must not show less enthusiasm
15-16 understand lessons in teaching.
better when they are Teachers must communicate
integrated with real- the significance of the lesson to
life situations. They the students’ everyday life.
are also emotional at Teachers should integrate their
this stage. teaching with technology to
keep the students interested.
Must acknowledge the
students’ efforts.
Give advice to the students on
how they can strengthen their
weaknesses.
Treat everyone in class with
fairness and no favoritism.

5. Reflections:
1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with
the learners you observed?
During the observation period of all three levels of learners, I did recall
some instances of my own experience when I was their age. Even if some of my
memories are a bit vague, I felt nostalgia as I stayed in the room and observed the
learners.
When I observed the daycare center in our place, I remembered picture
books, clay, swings and milk. Yes, the good old days in nursery school. Some
similarities I noticed were the difficulties in self-help skills. I also could not write
my name yet but I know how to spell it using scrabble pieces at that time. Being
left-handed, I really had a hard time developing my fine-motor skills.
I observed my cousin, who was in Grade II for the elementary level part; it
was easy to do because I tutor him after school. The difference between my cousin
and I is the communicative skill, I was able to speak in English when I was in
Grade II but he seems to have difficulty doing so. We are similar when it comes to
difficulties in writing. He still has a hard time writing in cursive.
Lastly I observed Mrs. Dizon’s morning class. I sat at the back where there
is one desk available. The class went on smoothly with everyone participating
actively. I remember when I was in high school it was the very same classroom
scenario where the teacher can cover aspects of the cognitive and psychological
development in a short period of time.
Being a teacher is not easy, because a teacher must consider a lot of things in
his/her class. I am glad that I learned a lot from my resource teacher after
observing her in action. This is only one of the many things that I must know how
to deal with because every level of learner has different skills and needs. Adjusting
is only the beginning of a long and great career in teaching.
2. Think of a teacher you cannot forget for positive or negative reasons. How
did he/she help or not help you with your needs (physical, emotional, social,
and cognitive)? How did it affect you?
Mr. Anicete, my Values Education teacher, is the most unforgettable
instructor in my high school days. He helped me a lot with my emotional and
social development. He gave me advice on how to improve my self-esteem and
also told me a lot of important things in life, like if I work hard towards my goals
then I will eventually reach my star. He acknowledged my efforts and gave me a
boost of self-confidence. He even foretold that I will someday go to places I’ve
never even dreamt of going to. And he was right all along.
When it comes to my physical and cognitive development, Mrs. Canlas, my
English teacher in high school, was the one who helped me in improving by

6. advising me to join the dance troupe and school paper. I became feature editor
when I was in 4th year high school and won a few awards in dance contests and
joined the Youth Journalism Competition, I only ended up being in 4 th place but it
was okay. Like Mr. Anicete she was very appreciative and encouraging.
Mrs. Yutuc, my teacher in grade four, is now a retired teacher. She also
helped me in my cognitive development. I remember going to her house and
reviewing with her when I need to compete in Mexico Elementary School (South
District), I remember winning 1st place in the English District Quest way back in
March of 1995.
When I think back on those memories, I appreciate that most of my teachers
played an important role in my development, I started competing in Spelling Bees,
Filipino and Science subjects during Grade III but I don’t even remember having a
hard time reviewing. That’s how great my mentors can facilitate learning and I’m
glad that they became part of my educational experiences.
3. Which is your favorite theory of development? How can this guide you as
future teacher?
Piaget’s theory of cognitive development is my favorite. Not just because it
gives full details of development from infancy to adolescence but also because of
the significance of each stage to teaching. It can be applied from preschool to high
school level types of learners. This theory focuses on how individuals construct
knowledge.
As an aspiring teacher, I will use this theory as my guide in preparing the
kinds of strategies and materials appropriate for learners especially students at the
formal operational stage. For example, I can use materials such as sophisticated
diagrams and illustration.
This theory also suggests giving students opportunities in exploring many
hypothetical questions. I like this theory because I believe that a student will find
the lesson boring if he/she is not presented any challenge to think.
When I become a teacher I will make sure I use the appropriate materials,
ask motivational questions that provoke thinking. Most important of all even if I
want to challenge my students, I will not make a student carry out tasks that is
beyond his/her cognitive capabilities. As they say, too much of something is bad.
4. Share your other insights here.
Basically, most of the observations I did was to compare the characteristics
of each level (preschool, elementary, high school). There are a lot of differences
between these stages and therefore need different types of approach, methods and
strategies in teaching.
I have learned that acknowledgement and appreciation of effort is important.
Equality or fairness in class must prevail. The teacher must be concern not just to a
few but to all his/her students. Encouragement must be present at all times.