EXPERIENCING THE TEACHING-LEARNING PROCESS

PRAXIS makes perfect

FS Student: Diane Clarisse A. Gonzales Date: October 20,2017

Course: Bachelor of Secondary Education Major in Filipino

Name of school: Laboratory High School

Your tasks
 Observe at least three different classes
 Interview teachers in the profession
 Come-up with a learning plan

PRINCIPLES OF LEARNING
PRINCIPLES OF TEACHING AND HOW WILL I TEACH?
LEARNING LEARNING BEHAVIOR
MANIFESTED, RELATIVE
TO THE PRINCIPLES OF
LEARNING
1. Learning is an The students internalize I shall use the students
experience which their answers; when the motor actions like their
occurs inside the opportunity to answer the nodding as an indicator
learner and is teacher they either raise that they are
activated by the their hands, nod or simply understanding the lesson,
learner. standing and stating their and when they aren’t or
answers. show faces of confusion, I
will show motivation for the
students.
2. Learning is the The student called were I will keep on asking HOTS
discovery of the able to answer the questions so that topic of
personal meaning questions that was given discussion can be
and relevance of by the teacher. narrowed down from a
ideas. broad perspective.
3. Learning is a The teacher asked the The teacher will choose a
consequence of students to create a poem student who wants to
experience. about their love ones and I share their poems in front
can say that they are of the class and will
actively doing it. receive incentives or
appreciations from the
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 EXPERIENCING THE TEACHING-LEARNING PROCESS

teacher.
4. Learning is a The only task that was Before they start, the
collaborative and given to the students in teacher will properly
cooperative group work is for them to prepare all the materials
process. create a poster that is needed to avoid wasting
related to the celebration time. Time is limited so the
of "Buwan ng Wika" and as teacher should be strict in
we are observing, some time management.
students were not
participating and materials
are not yet prepared. They
have to go down first to
buy materials that they
need.
5. Learning is an In our four times of The teachers will use
evolutionary observing I can say that different strategies
process. there's no change at all. depending on the needs of
How the teacher teach and the students and focus of
even how the students act discussion.
it's all the same.
6. Learning is It is true that learning is a I suggest relating one topic
sometimes a painful painful process, and as we to a realistic situation so
process. are observing the class, that the students will have
the teacher are doing realization towards the
his/her best to deliver the topic or subject matter.
lesson very well and I can
say that the students are
able to internalize the
topics.
7. One of the richest The class is student- The teacher must
resources for the centered. The teacher let facilitates the students
learning is the the students to create their while they are doing their
learner himself. own poem, and to do the task.
task. The students are
involved in the discussion.
8. The process of The discussion always The teacher must involve
learning is taps the cognitive and all the students and avoid
emotional as well as affective side of the favoritism when it comes to
intellectual. students. It is also open recitation and in some
communication in which activities.
the teacher and students
are throwing questions to
each other if needed and
the both side are able to
answer the questions. But
the teacher only focuses
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on one side of the

classroom.
9. The process of There's no special task
problem solving and given, but the teacher
learning unique and prepared a lot of
individual. evaluation in which the
questions is in the manila
paper/cartolina, the
students will go the board
and will write the answer.
If I was in the shoe of the
teacher, I will be more
enthusiastic across the
classroom so that all of the
students are active in
cooperating.

FORMULATING LEARNING OBJECTIVES

BASED ON
TEACHING BEHAVIOR/S
OBSERVATION,
GUIDING PRINCIPLES IN THAT SUPPORT/S THE
FORMULATE A SAMPLE
DETERMINING AND GUIDING PRINCIPLES IN
OBJECTIVE IN SUPPORT
FORMULATING DETERMINING AND
WITH THE STATED
LEARNING OBJECTIVES FORMULATING
PRINCIPLES IN THE
LEARNING OBJECTIVES
FIRST COLUMN
While inspecting the
Lesson Plan, the content
are good for the students
The objectives written in
1. Begin with the end but I observed that there's
the Lesson Plan are
in mind. a typo. In writing the LP,
attainable within one hour.
we must read it not once
not twice but thrice to avoid
typos.
2. Share lesson I can see that all the
The objectives are good
objective with objectives are used inside
but there's a typo.
students. the class.
3. Lesson objectives
All of the domains- The teacher must continue
must be in the 2 or
cognitive, skill and to create objectives which
3 domains-
affective domain are are suitable for the
cognitive, skill and
present and was obviously students and the lesson is
affective or skill and
used in class. attainable in a given time.
affective.
"Nalalaman ang ibat ibang The teacher must limit the
4. Work on significant uri ng tulang taludturan." examples. And he/she
and relevant lesson The teacher lectured the must master the lesson or
objectives. students about the kinds of topic before face to the
poem. students.
5. Lesson objectives There's one objective in I like the objective in which
must lead to the which the students have to the teacher let the students
development of create their own poem and to create their own poem
critical and creative I think it's in the HOTS but I think if the teacher
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wanted to have a good and

meaningful poems, he/she
must make it as an
thinking. form.
assignment so that they
have more time to think
properly.

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 EXPERIENCING THE TEACHING-LEARNING PROCESS

THE STRAT
GUIDING PRINCIPLES TEACHING BEHAVIOR/S BASED ON THE
IN THE SELECTION AND STRATEGIES OBSERVATION, DEVELOP
AND USE OF UTILIZED THAT ARE AN IMPROVED STRATEGY
STRATEGIES RELATIVE TO THE STATED THAT IS SUITED WITH THE
GUIDING PRINCIPLES STATED PRINCIPLES IN
THE FIRST COLUMN
1. Learning is an Not all students were I think the teacher needs to
active process. involved. Some are busy be interactive or choose a
talking to their seatmates. strategy to call the attention
of the students.
2. The more senses There's a participation when it The teacher needs to be
that involved, the comes in answering the more collaborative towards
more and the teachers question but if the students so that there is
better the there's no question, there's no a two-way communication.
learning. participation at all.
3. A non- The seats are arranged There should a seat plan and
threatening alphabetically but there's before the class starts the
atmosphere always a students who is teacher should check the
enhances transferring one seat to students if they are properly
learning another. seated.
4. Emotion has the One of the quality of the The teacher should share
power to teachers is being aware of his/her life experiences
increase what is the students feeling. wherein it involves
retention and And I think they’re able to challenges faced by the
learning. consider the feeling of the teacher all the while relating
students. to the topic of discussion.
5. Good teaching After the discussion, there's The teacher should consider
goes beyond always an evaluation to know doing extra work and not
recall of if the students really learned sticking on just a paper-and-
information. something about the lesson. pen evaluation.
6. Learning is Teacher always ask questions The teacher should involve
meaningful when but only what is inside the out-of-the-box questions so
it is connected to context, they were not able to that the students will think
students’ connect it to the real life critically.
everyday life. situation/scenarios.

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7. An integrated The teacher implies I like communicative

teaching approach communicative approach approach but you have to
is far more effective wherein there is open consider the student’s
than teaching communication towards participation towards the
isolated bits of the teacher and students. discussion. There should
information. be enough effort in both
sides.

THE TEACHING MODEL

THE RESOURCE
MY PROPOSAL
THE TEACHING MODEL TEACHER (Specify and
(Specify and explain)
explain)
APPROACH The teacher let the
students to do the
Student-centered
particular tasks in their own
Approach
way. All the students must
be involved in every task.
The students have equal
METHODS
opportunity to share what
they got. To share their
opinions, thoughts about
the given topic or
scenarios
Teacher must have
different strategies that will
fit to the students. By any
STRATEGIES
chance, I proposed to
Lecture discussion and atleast have a games to
activities set the mood. And also to
be able for the students to
be energized. Must used a
attractive visuals to get the
attention of the students.
The teacher must think
TECHNIQUES different techniques
because the students is
Loud and clear voice,
Millennials, the teacher
appropriate language
must used techniques that
can get the attention of the
students.

QUESTIONING AND REACTING

QUESTIONING
NOTICED NOT IF NOTICED, JUSTIFY
BEHAVIOR
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Varying types of There is follow-up questions in every

questions questions.
Asking non-directed
questions
Calling on non-
volunteers

Rephrasing

Sequencing
logically
Requiring abstract
thinking
Asking open-ended Once the questions started, the
questions discussion follows.
The teacher gives the student time to
Allowing sufficient
think about the answers towards the
wait time
questions given.
Involving as many
as possible

REACTING
NOTICED NOT IF NOTICED, JUSTIFY
BEHAVIOR
Providing
The teacher gives appreciation to the
acceptance
efforts of the students.
feedback
Providing corrective
feedback
Giving appropriate The praise of the teacher depends on
praise the depth of answer of the students.
If the answer is accurate and
Repeating the appropriately given, then the teacher will
answer repeat it again to give emphasis on the
answer.
Explaining the
answer
Rephrasing the
question
Asking follow-up
questions

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Redirecting
questions to other
students
Soliciting student
questions
Encouraging The teacher uses different gestures like
through non-verbal tapping the shoulder of the students and
behavior nodding and approving.
Criticizing
responding student
for his/her answer
Scolding for
The teacher increases his/her voice to
misbehavior or not
show authority inside the classroom.
listening
Overusing
expressions such
as Okay, Right etc.

TYPES OF BASED ON OBSERVATION, STATE SAMPLE QUESTIONS

QUESTION ASKED BY THE RESOURCE TEACHER

CONVERGENT “Ano ang tradisyunal na tula?”

DIVERGENT

LOW-LEVEL “Ano ang tradisyunal na tula?”

HIGH-LEVEL “Gumawa ng tula tungkol sa pag-ibig”

COGNITIVE-
MEMORY

PROBING

CUEING

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LEARNING TO PLAN
YOUR LP YOUR ANALYSIS AND REFLECTION
IV. Kasunduan The teacher was surprised and amazed
that every student was able to participate
Saliksikin at suriin ang akdang “Ang Ama” and share their thoughts in the lesson.
at ihambing ito sa akdang “Tahanan ng Every student was given the chance to
Isang Sugarol” gamit ang Venn Diagram. reflect themselves accordingly. Both the
teacher and students learned not only
about the lesson but also about the bonds
of relationship inside the school premises.

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