Field Study 1

STUDENT OBSERVER:
SHIRLYN BAJA

THE LEARNER’S
DEVELOPMENT
AND
ENVIRONMENT
EPISODE 1

THE SCOOL AS LEARNING ENVIRONMENT

TARGET: TO BE COMPETENT IN DETERMINING A SCHOOL ENVIRONMENT THAT
PROVIDES SOCIAL, PHSYCHOLOGICAL AND PHYSICAL ENVIRONMENT SUPPORTIVE OF
LEARNING.

SCHOOL FACILITIES
CHECKLIST

FACILITIES NOT AVAILABLE DESCRIPTION

AVAILABLE

OFFICE OF THE PRINCIPAL

LIBRARY

COUNSELLING ROOM

CANTEEN OR CAFETERIA
 FACILITIES NOT AVAILABLE DESCRIPTION
AVAILABLE

MEDICAL CLINIC

AUDIO VISUAL/MEDIA
CENTER

READING CENTER

SPEECH LABORATORY

SCIENCE LABORATORY

FACILITIES NOT AVAILABLE DESCRIPTION

AVAILABLE
GYMNASIUM

AUDITORIUM

HOME ECONOMICS ROOM

INDUSTRIAL WORKSHOP
AREA

PTA OFFICE

COMFORT ROOM FOR BOYS

FACILITIES NOT AVAILABLE DESCRIPTION

AVAILABLE

COMFORT FOR GIRLS

OTHERS(PLEASE SPICIFY)
NOTES:
 AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT

READ THE FOLLOWING STATEMENTS CAREFULLY.THEN WRITES YOUR

OBSERVATION REPORT PROVIDED SPACE.

1. Describe the community or neighborhood where the school is found.

2. Describe the school campus .What colors do you see? What is the condition of
the building?

3. Pass by the offices. What impression do you have of these offices?g

4. Walk through the school halls, the library the cafeteria .Look around and find
out the other facilities that the school has.
NAME OF THE SCHOOL OBSERVED ___________________________________
SCHOOL ADRESS _________________________________________________
DATE OF VISIT ___________________________________________________

AN OBSERVATION GUIDED FOR THE CLASSROOM VISIT

BE GUIDED BY THESE TASKS AS YOU DO YOUR OBSERVATION .THEN ACCOMPLISH

THE MATRIX TO RECORD YOUR DATA.

1. Look at the walls of the classroom .What posted on the walls? What heroes,
religious figures, lessons, visual aids, announcements, do you posted?

2. Examine how the pieces of furniture are arranged .Where is the teacher’s table
located? How are table and chairs/tables arranged?

3. What learning material /equipment are present?

4. Observe the student. How many are occupying one room?

 5. Is the room well lighted and well ventilated?

CLASSROOM DESCRIPTION
FACILITIES
(Location,Number,Arrangement,Condition)
1. Wall Display

2. Teacher’s Table

3. Learner’s Desks

4. Blackboard

5. Learning
Materials/Visual Aids

6.
NAME OF THE SCHOOL OBSERVED ___________________________________
SCHOOL ADRESS _________________________________________________
DATE OF VISIT ___________________________________________________

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?

2. How does this relate to your knowledge of child and adolescent

development/how does this relate to your knowledge of facilitating learning?

This relate to my knowledge of facilitating learning that in order to facilitate

learning, we must consider the learning environment where teaching and learning
takes place
 MY REFLECTIONS
1. Would you like to teach in the school environment you just observed? Why?
Why not?

2. What kind of school campus is conclusive to learning?

3. What kind of classroom is conductive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learning’s and insights here?

A effective school environment is

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.
 Learners Development Matrix
Record the data you gathered about the learner’s characteristic and needs in this matrix.
This will allow you to compare the characteristic and needs of learners at different levels.
The items under each domain are by no means conductive. These are just sample indicator.
You may add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicates age range Indicates age range Indicates age range
of children observed of children observed of children observed
4 -6 years old 10-12 years old 15-16 years old
Physical Gross motor skill are Gross motor skills
basic and a little are well develop as
Gross-motor skills uncoordinated. They can be seen by how
are still clumsy and they run
Fine motor skills still adjusting to
holding pencils and
Self-help skills crayons.

Others

Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others

Emotional
Mood/
Temperament
Expression
of feelings
Emotional
Independence

Others

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 Implications to the
Level Observed Teaching-Learning
Process
 Therefore the teacher
Preschool  Preschooler like to move should remember to
Aged range of Learners around a lot use music and
Observed movements activities
not just in PE but in
all subject areas.
 Therefore teachers
should not expect
preschooler to stay
seated for a long time.

Salient Character Implications to the

Level Observed Teaching-Learning
Process
Preschool
Aged range of Learners
Observed

Elementary
Aged range of Learners
Observed

High school
Aged range of Learners
Observed

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

2. Think of a teacher you cannot forget for positive or negative reasons. How did
help or not help with your needs (physical, emotional, social, cognitive)? How
did it affect you?

3. Share your other insight here.

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.

Eric Erikson’s Theory: Psychosocial Development

STAGE Psychosocial Crisis Basic Virtue Age

1. Trust vs. Mistrust Hope (Infancy 1 to 1 ½)

2. Autonomy vs. Shame Will Early Childhood(1 ½ to 3)

3. Initiative vs. Guilt Purpose Play Age (3 to 5)

4. Industry vs. Inferiority Competency School Age (5 to 12)

5. Ego Identify vs. Role Confusion Fidelity Adolescent (12 to 18)

6. Intimacy vs. Isolation Love Young Adult(18 to 40)

7. Generativity vs. Stagnation Care Adult (40 to 65)

8. Ego Integrity vs. despair Wisdom Maturity(65 +)

EPISODE 3
CLASSROOM MANAGEMENT AND LEARNING

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 LEARNER’S CHARACTERISTIC

READ THE FOLLOWING STATEMENTS CAREFULLY.THEN WRITES YOUR

OBSERVATION REPORT PROVIDED SPACE.

 As you observed the class, look into the characteristic of the learner’s .Note their
ages.

 How many boys are there? How many girls?

 Focus on their behavior. Are they already able to manage their own behavior?

 Can the learners already work independently?

 Describe their span of attention.

 Look into their listening skills and ability to concentrate.

NAME OF THE SCHOOL OBSERVED

SCHOOL ADRESS
DATE OF VISIT

AN OBSERVATION GUIDED FOR THE CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom management. It
also good to ask the teacher to additional information as you can verify your observation.
Write your notes below; and then organize your data in the table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, student, belongings, supplies, etc.)Describes these areas

2. Are there rules and procedures posted in room?

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?

5. Is there a seating arrangement? What is the basic of this arrangement?

6. Observe the noise level in the classroom. How is this managed?

7. If a learner is not following instructions or is off task, what does the teacher do?
Describe the behavior strategies used.
 8. What does the teacher do to reinforce positive behaviors?(behavior strategies)

OBSERVATION NOTES:

CLASSROOM MANAGEMENT MATRIX

EFFECT ON THE
 ASPECT OF DESCRIPTION LEARNERS (to be filled
CLASSROOM up after you answer
MANANGEMENT the analysis questions)

1.Specific Areas in the

Classroom

2.Classroom rules

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 learner’s 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?

3. What behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?

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?

3. Should learners be involved in making the class rules? Why?

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 LEARNER’S INTERACTION
(Focusing on differences in gender, racial, religion backgrounds)
TARGET: TO GAIN COMPETENCE IN DETERMINING, UNDERSTANDING, AND
ACCEPTING THE LEARNER’S DIVERSE BACKGROUND.

MY MAP

The learner’s 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.

To reach your target, do the following tasks:

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 LEARNER’S 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?

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other ?

4. Which students participate actively? Which students ask the most 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?
 2. Are student coming from the minority group accepted or rejected by the others?
How is this shown?

3. How does the teacher influence the class interaction considering the individual
differences of the students?

4. What factors influence the groupings of learners outside the classroom?

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 LEARNER’S 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:

1. Observe two or more learners of different abilities but from the same grade
level or year level.

4 .Write a narrative report and a brief reflection

your experience.

3. Observe them as they

Participate to a classroom activity.

2. Find out some information about the background.

MY TOOLS

USE THE ACTIVITY FORM PROVIDED FOR YOU TO DOCUMENT YOUR OBSERVATIONS
 AN OBSERVATION GUIDE FOR INDIVIDUAL DIFFERENCES

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 teacher’s 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.)
2. Describe the differences in ability levels of the students in the class. Is there a wide
gap between the students who are performing well and those that are not?

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teachers?

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
TARGET: TO GAIN COMPETENCE IN IDENTIFYING AND DESCRIBING THE
INFLUENCING FACTORS IN THE HOME ENVIRONMENT THAT IMPACTS STUDENT’S
LEARNING

MY MAP