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STUDENT OBSERVER:
SHIRLYN BAJA
THE LEARNERS
DEVELOPMENT
AND
ENVIRONMENT
EPISODE 1
SCHOOL FACILITIES
CHECKLIST
FACILITIES
AVAILABL
E
OFFICE OF THE
PRINCIPAL
LIBRARY
COUNSELLING ROOM
CANTEEN OR CAFETERIA
NOT
AVAILABLE
DESCRIPTION
FACILITIES
AVAILABL
E
NOT
AVAILABLE
MEDICAL CLINIC
AUDIO VISUAL/MEDIA
CENTER
READING CENTER
SPEECH LABORATORY
SCIENCE LABORATORY
FACILITIES
NOT
AVAILABL
DESCRIPTION
AVAILABLE
DESCRIPTION
NOT
AVAILABLE
DESCRIPTION
GYMNASIUM
AUDITORIUM
HOME ECONOMICS
ROOM
INDUSTRIAL WORKSHOP
AREA
PTA OFFICE
FACILITIES
AVAILABL
E
OTHERS(PLEASE
SPICIFY)
NOTES:
4. Walk through the school halls, the library the cafeteria .Look
around and find out the other facilities that the school has.
CLASSROOM
FACILITIES
1. Wall Display
2. Teachers Table
3. Learners Desks
4. Blackboard
5. Learning
Materials/Visual Aids
6.
DESCRIPTION
(Location,Number,Arrangement,Co
ndition)
My Analysis
1. How do the school campus and the classroom is particular
impact on the learning of the student going to school? What
are you conclusions?
MY REFLECTIONS
1. Would you like to teach in the school environment you just
observed? Why? Why not?
MY PORTFOLIO
My Personal Illustration of an Effective School Environment
EPISODE 2
THE LEARNERS CHARACTERISTIC AND NEEDS
TARGET:
TO GAIN COMPETENCE IN DIFFERENTIATING THE CHARACTERISTIC
AND NEEDS OF LEARNERS FROM DIFFERENT DEVELOPMENTAL
LEVELS
MY TOOLS:
:
Read the following statements carefully. Then write your
observation report on the provided space. Your teacher may also
recommend another observation checklist. It a more detailed
observation is preferred.
PHYSICAL
1. Observe their gross motor skills. How they carry themselves. How they
move, walk, run, go upstairs.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing etc.
SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What
are theirs concern
EMOTIONAL
1. Describe the emotional disposition or temperament of learners(happy,
sad, easily cries, mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
self-conscious?
COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note
their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look
for evidence of their thinking skills?
3. Were there opportunities for problem solving? Describe how they show
problem solving abilities.
Physical
Gross-motor skills
Fine motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friend
s
Interests
Others
Emotional
Mood/
Temperament
Expression
of feelings
Emotional
Independence
Others
Preschooler
Indicates
age
range of children
observed
4 -6 years old
Gross motor skill
are basic and a
little
uncoordinated.
They are still
clumsy and still
adjusting to
holding pencils
and crayons.
Elementary
Indicates
age
range of children
observed
10-12 years old
Gross motor skills
are well develop
as can be seen
by how they run
High School
Indicates
age
range of children
observed
15-16 years old
Cognitive
Communication
Skills
Thinking Skills
Problem-solving
Others
My Analysis
Write the most salient development characteristic of the learners you
observed. Based on these characteristic, think of implications for the teacher.
Example:
Salient Character
Observed
Level
Preschool
Aged
range
Learners
Observed
of
Preschool
of
Elementary
Aged
range
Learners
Observed
Preschooler like to
move around a lot
Salient Character
Observed
Level
Aged
range
Learners
Observed
of
Implications to the
Teaching-Learning
Process
Therefore
the
teacher
should
remember to use
music
and
movements
activities not just
in PE but in all
subject areas.
Therefore
teachers
should
not
expect
preschooler
to
stay seated for a
long time.
Implications to the
Teaching-Learning
Process
High school
Aged
range
Learners
Observed
of
MY REFLECTIONS
1. While you were observing the learners, did you recall your own
experiences when you their ages? What similarities or different
do you have with the learners you observed
MY PORTFOLIO
Which is your favorite theory of development? How can this guide you as a
future teacher?
Clip some readings about this theory and put them here.
Development
STAGE
Psychosocial Crisis
Age
Basic Virtue
1.
Hope
2.
Will
3.
4.
Purpose
Competency
Early
5.
Fidelity
6.
Love
7.
Care
8.
Wisdom
EPISODE 3
TARGET:
TO GAIN COMPETENCE IN MANAGING TIME, SPACE AND RESOURCES TO
PROVIDE AN ENEVIRONMENT WHICH IS APPROPTIATE TO THE LEARNERS AND
CONDUCIVE LEARNING
My tools
Used the activity form provided for you to document your
observations.
AN OBSERVATION GUIDE FOR THE LEARNERS CHARACTERISTIC
Focus on their behavior. Are they already able to manage their own
behavior?
3. Did the student participate in making the classroom rules? (ask the
resources teacher)
4. What are the daily routines done by the teacher? (Prayer, attendance,
assignment, of monitors, warm up, activities, etc.) How are they done?
OBSERVATION NOTES:
ASPECT OF
CLASSROOM
MANANGEMENT
1.Specific Areas in
the Classroom
2.Classroom rules
DESCRIPTION
EFFECT ON THE
LEARNERS (to be
filled up after you
answer the
analysis
questions)
3.Classroom
Procedures
4.Daily routines
5.Seating
arrangement
6.Handling
misbehavior/off task
behavior
7.Reinforcement of
Positive Behavior
8.Others
MY ANALYSIS
1. How did the classroom organization and routines affect the learners
behavior?
2. What should the teacher have in mind when he/she design the
classroom organizations and routines? What theories and principles
should you have in mind?
MY REFLECTIONS
1. Imagine yourself organizing your classroom in the future. In what
grade/year or level do you see yourself? What routines or procedures would
you consider for this level? Why?
2 .Make a list of the rules you want to implement in this level .Why would you
choose this rules?
MY PORTFOLIO
Include here pictures of the classrooms you observed. Write the
description/motivations about what observed in each photo.
EPISODE 4
INDIVIDUAL DIFFERENCES AND LEARNERS
INTERACTION
(Focusing on differences in gender, racial, religion backgrounds)
TARGET:
MY MAP
The learners individual differences and type of interactions they bring surely
affect the quality of teaching and learning. This episode is about observing
and gathering data to find out how student diversity affects learning.
STEP 1
Observe a class in different part of a school day (beginning of the day, class
time, recess etc.)
STEP 2
Describe the characteristic of the learners in term of age, gender, and social
and cultural diversity.
STEP 3
Describe the interaction that transpires inside and outside the classroom.
STEP 4
Interview your Resource teacher about the principle and practices that she
uses in dealing with diversity in the classroom.
STEP 5
Analyze the Impact of individual differences of learners Interaction
MY TOOLS
Use the activity form provided for you to document your observation
AN OBSERVATION GUIDE FOR THE LEARNERS CHARACTERISTIC
Read the following carefully before you begin to observe. Then write your
observation report on the next page
1. Find out the number of student. Gather data as their ages, gender,
racial groups, religious and ethnic backgrounds
DURING CLASS:
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teacher. Are there
groups that interact more with the teachers than others.
2. Observe the learners seated at the back and front part of the room.
Do they behave and interact differently?
4.
help?
5. When the student is called and cannot answer the teacher question,
do the
classmates try to help him? Or do they raise their and so that
the teacher will call them instead?
OUTSIDE CLAIMS:
1. How the students do group themselves outside the class?
Homogeneously, by age? By gender? By racial or ethnic groups? Or
the student in mixed social groupings? If so, describe the groupings?
2. Describe how the learners interact with each other. What do they talk
about?
OBSERVATION REPORT
MY ANALYSIS
1. Identify the persons who play the roles in the relationship and
interactions in the classroom. What roles do the play? Is there
somebody who appears to be the leader, a major /joker, an attention
seeker, a little teacher, a doubter/pessimist?
3. How does the teacher influence the class interaction considering the
individual differences of the students?
MY REFLECTIONS
1. How did you feel being in that classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher and the
learners?
2. In the future how would you want the learners in your classroom to
interact? How will you make this happen?
MY PORTFOLIO
Post a collection of quotations advocating for celebrating diversity in the
classroom. Using these questions, explain how you will encourage all
learners regardless of religious, ethnic or racial background to interact and
participants well.
EPISODE 5
INDIVIDUAL DIFFERENCES AND LEARNERS
INTERACTION (DIFFERENT LEVELS OF ABILITIES)
TARGET:
TO GAIN COMPETENCE IN DETERMINING TEACHING APPROACHES AND
TECHNIQUES CONSIDERING THE LEARNERS DIFFERENCES IN LEVEL OF
ABILITIES
MY MAP
EPISODE 1
To reach your targets do the following tasks:
MY TOOLS
USE THE ACTIVITY FORM PROVIDED FOR YOU TO DOCUMENT YOUR
OBSERVATIONS
Read the following carefully before you begin to observe. Then write your
observation.
report on the space provided.
1. Observe the class to see the differences in abilities if the learners.
2. Try to identify the students who seem to be performing well and those
that seem to be behind.
3. Validate your observation by asking the teacher about the background
(family, socio economic, presence of some learning disability, etc.) of
these children
4. Observe the behavior of both the high achieving and low achieving
learners. Note their dispositions, place in accomplishment tasks,
interaction with teacher, interaction with others.
5. Observe the teachers method in addressing me individual learning
needs of the students in his/her class.
My Analysis
1. Did your observation match the information given by the teacher?
Were you able to correctly identify who among students performed well
and who did not? What behavior helped you identify them?
(volunteering to answer, responding in teachers direction, etc.)
MY REFLECTIONS
Recall the time when you were in the elementary and high school. Recall the
high and low achievers in your class. How did your teacher deal with
differences in abilities? Was you teacher effective?
MY PORTFOLIO
With the principle of individual differences in mind, what methods and
strategies will you remember in the future to ensure that you will be able to
meets the needs of both the high and low achievers in your class?
EPISODE 6
HOME-SCHOOL LINK
MY MAP