EP.1 ACTIVITY 1.

OBSERVATION REPORT

MY BULLETIN BOARD DISPLAY

EP 2 [2.1]

Gross-motor skills

4-5

Children are playful explorers, discovering their surroundings.

Not too excellent in writing. drawing, primarily created out of lines.

They can feed themselves without help, but it's untidy and improper.

6-12

They are incredibly active, vivacious, and vigilant. This age range is quietly
unaware about their actions that led them hitting accidentally.

Students are already able to read and write.

Able to feed themselves without help

13-16

Pupils move and speak subtly but freely, especially while they are playing.

able to read comprehension and with their eyes, and write legibly in cursive.

They eat with their classmates.

Specials

Interaction with teachers

4-5

They have too many questions.

They enjoy playing with their classmates, yet they get into trouble easily.

They enjoy writing, drawing, and playing with stuff that doesn't interest
them.

6-12

Students raise logical questions.

Students engage with their peers in a polite and happy manner. They begin
choosing their buddies at this age.

Students are sharing ideas with their professors and friends and are
becoming more perceptive.

13-16

While some students chose to listen intently, others conversed with their
seatmates.

Teachers are respected and viewed as role models by their students. They
pick a friend with whom they get along

Lean and watchful. They exclusively discuss their views and interests with
their closest buddies.
Emotional

4-5

expresses their feelings when they want to cry, laugh aloud, or keep quiet.

Feel free to express your feelings. speak without giving it enough thought.

6-12

limits how they express their emotions.

They tend to open themselves to their buddies, and selected individuals.

13-16

At this age, students keep their emotions to themselves.

They were able to control their feelings.

They feel embarrassed to cry or express their feelings in public.

Cognitive

4-5

They prefer to talk with their schoolmate buddies especially their seatmates

Their experiences largely influenced their ideas.

They're still dependant.

6-12

Students are able to converse well at this age.

Ideas are being expressed with sense and thought.

Could use a little help.

13-16

Pupils use common sense when speaking and choose their words carefully.

Ideas are openly expressed and effectively communicated.

able to solve problems with ease.

Analyze

4-5

Preschoolers enjoy watching educational films and videos and listening to

stories; these methods help them grasp the lessons. They are readily
inspired by drawings and images.

They enjoy dancing and singing.

Educators should employ visual aids, educational films, and instructional

resources that will pique their interest. As much as possible, drawings and
photographs should be colorful.
6-12

The learning capacities of elementary school students vary. They can listen,
concentrate throughout a conversation, and are more self-reliant. They might
complete their assignment on their own. They pay close attention.

Teachers should use a variety of methods to accommodate students' varying

learning styles.

Teachers need to understand the material they are teaching and be

knowledgeable about it.

13-16

incredibly perceptive, some fiercely competitive, and some lighthearted

Since they will serve as their students' role models, teachers must behave
appropriately.

Reflect

1. Yes, thinking about my childhood memories, I've been there too. I'm that
kid who was naughty in my school year back then, thinking happiness over
problems in the surroundings because I think those are my core memories. In
relation to this, we do have similarities that at a young age we experience a
variety of hard work, learning how to write and read, but the difference to
the present generation is that we're exposed more to the digital gadgets.

2. I cannot forget my grade 1 teacher, and her name, if not mistaken, was
Ma'am Tuning. She is the epitome of kindness and pure love who dedicates
her life to her profession because we saw how she loves not only her
teaching field but also her students too. Hence, her dedication to teaching
touches my soul as an eye-opener to follow her dreams, and now I'm here,
taking the same profession that she wanted to, and I will always be grateful
that she is one of my torchlights that gives light on the pathways I'm taking.
3. In life we undergo different stages of learning in different places, and
those learnings you've learned serve as a testament that your agony over
taking a risk on learning was a great achievement. Now, I will continue the
legacy of teaching the community with a dedicated heart to educate people
with kindness.

Short your learning artifacts

Jean Piaget’s Cognitive Development Theory (CDT) is a framework that

outlines the four stages of cognitive development:

Sensorymotor (0-2 years),

Preoperational (2-7 years),

Concrete operational (7-11 years),

And formal operational (11+ years).

SHOW YOUR LEARNING ARTIFACTS

It provides a framework for teaching, focusing on student-centered learning,

hands-on experiences, differentiated instruction, open-ended questions,
collaborative learning, reflective practice, and the gradual release of
responsibility. The theory has been used in various teaching strategies, such
as inquiry-based learning, problem-based learning, project-based learning,
think-pair-share, jigsaw method, scaffolding, and formative assessments. It
has been criticized for its stage-wise progression, cultural bias, and
underestimation of children’s abilities. Practical applications include lesson
planning, assessment, classroom management, and parent-teacher
communication. Understanding CDT can help educators design engaging
lessons, foster critical thinking, adapt instruction, and promote lifelong
learning skills.

FS1 EP 3. [3.1]

OBSERVE

DURING CLASS

The class consists of 50 pupils, 24 of whom are girls and 26 of whom are
boys, ages 16 to 19. Roman Catholics make up 80% of the class, with the
other students practicing other forms of Christianity. They range in height
from 4’11” to 6’3”, and roughly 10% of them are mixed-race. The class is
boisterous and competitive, with intelligent students vying for the best and
most accurate response. The others simply wait for them to finish. However,
the class’s favorite activity is debate. While some pupils respond, others
simply stand up and the teacher assists them. Since she is aware that these
students are not paying attention, the teacher clearly points out the ones
who are falling behind.

The quiet students or the ones who are quiet in general do their normal
students’ stuff, some listened to music, some stayed back played games on
their phone, while others watch anime and read their books.

OUTSIDE CLASS:

The silent students, or those who are quiet in general, go about their typical
school activities; some listen to music, some play phone games, while still
others watch anime and study books. Outside the classroom: Students are
divided into groups based on their interests; some are interested in K-POP
and Foreign Pop Culture, while others are grouped because they previously
attended the same section/school, and some are in groups of the same
gender. A transferee from another school is a pupil who does not interact
with anyone else. The student is still waiting for someone to approach him
first, as well as adjusting to his new surroundings.

ANALYZE

1. Based on I observed, there are few learners had play a leader because
they do a group activity and they select 1 leader who possess the
characteristic of leadership with brain and most of them are girls.

2. No, because they have different roles making that activity. Yes,
somehow but those students who is quite different is pretty good
because they accept by other groupmates.
Since they promote positive and inclusive learning setting, they prior the
kindness, respect and acceptance to foster a unbiases issues between
teachers and learners.

3. Teachers tried to be a role model on the said school setting, she tried
to remind the class that she didn’t allowed to have negative learning
environment where students are excluded. By doing this, learners
realized the real purpose of inclusion.

4. She make sure that all learners received the same attention and
accomodation. She start to observed those slow and fast learners to
adjust the strategies and approaching in her teaching method.

Reflect

I feel the warmth of dedication, love, and diversity in one inclusive classroom. These are a
testament to oneness and interconnectedness by teachers and learners, where both are
exchanging their enthusiasm for learning. And I think this is a good sign of a positive learning
environment, and this is the call for me to continuously strive for a positive and inclusive
classroom where no one is left behind.

[3.2]

Observe

SPED Class with intellectual disabilities

Students with intellectual disability make up the class. One of the students was sitting in the
back, chatting with his seatmate, and not listening to the lecture. Everyone started clapping their
fists in excitement as the teacher showed a video. They made some noise. One student is really
animated; as she watches the film, she starts stomping her feet and clapping her hands. Some
were merely observing their peers and engaging in their own activities, such as playing with their
pens, while others were watching the film. One student raised her hand to respond to a question
posed by the teacher, and the other students followed suit.The girl was ecstatic and burst out
laughing at her little accomplishment when she successfully answered the question. Although
just one student participates in class, the teacher makes an effort to get the other students to at
least read or share their answers. During the discussion, the children engage with their teacher
and peers in a positive way. The teacher claims that her kids struggle to grasp intellectual ideas,
have a sluggish cognitive processing speed, and have trouble digesting new material. The teacher
use a variety of teaching tactics, visual aids, and plain language to meet the needs of the students.

A regular class with Inclusion of learners with low vision students

I can see that five of the students in the class have low vision. One guy has astigmatism, one
male is nearsighted, and three of the girls using glasses are farsighted. Despite having just minor
eyesight issues, they participate in class activities. Two of them were actually the class’s top
pupils. Although there was no bias or special treatment in the classroom, the instructor made sure
that each student’s requirements were met. For instance, taking into account the demands of the
pupils, the instructor designed a functional seating arrangement. The instructor makes every
effort to instill confidence and self-leadership in the students.She celebrates the togetherness of
the class and offers everyone a chance to take the lead in every activity.

Analyze

1. Yes, I definitely agree about the methods for approaching those who have special needs.

2. I observed that there are 2 types of learners—fast and slow learners, which makes sense since
it’s homogeneous. I think the best practices should be that the instructions in every given activity
should have direct and clear instruction to avoid misconceptions, and if this will not help directly
to those who have special needs, we need to ensure that these learners can cope with the class
discussions or activities.

3. She used the verbal method, which involves a clear communication that both learners and
those with special needs can understand since it’s well-modulated.

[3.3]

OBSERVE

The class consists of 50 pupils, 24 of whom are girls and 26 of whom are boys, ages 16 to 19.
Roman Catholics make up 80% of the class, with the other students practicing other forms of
Christianity. They range in height from 4’11” to 6’3”, and roughly 10% of them are mixed-race.
The class is boisterous and competitive, with intelligent students vying for the best and most
accurate response. The others simply wait for them to finish. However, the class’s favorite
activity is debate. While some pupils respond, others simply stand up and the teacher assists
them. Since she is aware that these students are not paying attention, the teacher clearly points
out the ones who are falling behind.
The quiet students or the ones who are quiet in general do their normal students’ stuff, some
listened to music, some stayed back played games on their phone, while others watch anime and
read their books.

Outside Class:

The silent students, or those who are quiet in general, go about their typical school activities;
some listen to music, some play phone games, while still others watch anime and study books.
Outside the classroom: Students are divided into groups based on their interests; some are
interested in K-POP and Foreign Pop Culture, while others are grouped because they previously
attended the same section/school, and some are in groups of the same gender. A transferee from
another school is a pupil who does not interact with anyone else. The student is still waiting for
someone to approach him first, as well as adjusting to his new surroundings.

ANALYZE

1.Yes, they implement the Curriculum Integration which involves indigenous studies, cultural
relevance, and, language reservation fostering supportive and positive environment for everyone
especially in IP’s Community.

2.Yes, they express the sense of spirituality through acceptance and respect for IP’s community
based on their socio-cultural backgrounds, cultural norms and beliefs. The school provide
adequate opportunity to have in-depth knowledge and understanding learning IP’s life status.

3. Indeed, they do not discriminate against anyone based on race.

4.Indeed, they do, as this falls under the DepEd’s list of competencies.

5.yes, the school curriculum which is relevant and timely, the competencies that the school has
helps IP’s community to have an identity that even them can make happen.

6.yes

7. Integrating ancestral domains and community activities into curriculum can preserve cultural
heritage, foster community engagement, develop cultural identity, enhance academic relevance,
promote intergenerational learning, and support indigenous language revitalization. Examples
include environmental science, cultural heritage, traditional medicine, service learning,
apprenticeships, and interdisciplinary approaches like integrated arts, environmental stewardship,
and cultural entrepreneurship.

8. yes, through Teacher training which Provide cultural sensitivity workshops for educators.
9. Indeed, by allowing the indigenous people to wear their traditional attire, they uphold the
values and traditions of the community.

10.yes

Answer

Recognizing collective land rights, bolstering community management of biodiversity, natural

resources, and knowledge based on customary rules and institutions, and bolstering cultural and
spiritual values are all ways to safeguard indigenous knowledge. Although their rights aren’t
always upheld, indigenous peoples contribute to environmental protection, the battle against
climate change, and the development of resilience to natural catastrophes. Implementing
indigenous rights requires educated public education and awareness-raising. Everyone is
accountable for this. For good cause, there is a lot of suspicion. However, it is vitally important
that we educate ourselves and recognize our own involvement in consumerism and policies that
support the need for exploitation, profit, and production.Indigenous peoples historically develop
a set of conservation measures that are passed down from one generation to the next, so they
should be viewed as the best people to conserve that land. Indigenous peoples’ critical role in
conservation—which is frequently one of the reasons given for their eviction—needs to be
acknowledged. Indigenous peoples’ reliance on the land for food, shelter, identity, and survival
has led to a deep respect for that land and a need to conserve it.

Reflect

1.Yes, the Philippines has schools for indigenous people, including the
Indigenous Peoples Education (IPEd) Program and schools established by
indigenous leaders.2

2.I value the opportunity to learn a great deal about the education of the
indigenous people in the Philippines, even though it is a virtual field study.
I admire how they uphold their culture, morals, and beliefs.

3.1allowing people to display their own beliefs and culture. Don't criticize
their speech, attire, dancing, or other behaviors. We all live in this world
equally and should be treated with respect, therefore don't treat them
differently.

3.2Trying their culture for everyone. When they have special occasions,
let's join them in celebrating. Honor their customs and values.

3.3Indigenous Peoples worldwide by strengthening grassroots movements

to raise awareness of and international pressure on their problems and by
increasing the ability of Indigenous communities to demand and exercise
their rights, always at the request of community leaders.

HOW YOUR LEARNING ARTIFACTS

Some keys to successfully managing a classroom with varying ability levels
include:

Building relationships

When students feel connected to their teacher, they are more likely to be
engaged, take ownership of their learning, and exhibit positive behavior.

Establishing clear expectations

Setting clear rules and expectations from the beginning helps students
understand what is expected of them and the consequences of their actions.

Using positive reinforcement

Rewarding students for meeting expectations and following rules can be a

powerful tool for shaping student behavior.

Knowing individual students

Effective teachers understand the cognitive and social/emotional launching

points of individual students.

Being consistent

Consistency in enforcing rules and consequences helps students understand

what is expected of them and reduces confusion and resentment.

Engaging with students

Make friendly eye contact with students and encourage them to focus on
what is being taught by asking questions and using their names.

LINK THEORY TO PURSUE

1.C

2.C

3. B

4. B

5. A

6. C

7. C

8. A
9. A

EP. 4

OBSERVE

Name of the Learner: Griffin C. Taringting

School: North Elementary School

Date of Home Visit: November 08, 2024

Date of Birth: April 18, 2011

Age: 13 years old

Grade/Year Level: Grade 8

Gender: Male

Family Profile

Number of siblings: None

Birth order: Firstborn

Parent

Mother: Windelyn P. Cesista

Age: 29

Occupation: House Wife

Attainment: Bachelor’s Degree

Physical Development

Griffin is starting to mature as an adolescent, with a normal body and a

height of 5’1 and a weight of 47 kilograms. He enjoys practicing basketball,
which helps him grow masculine muscles. He’s also starting to dress more
appropriately, which makes him appear more adult.

Social Development
Griffin is highly personable and kind, which helps him make more friends. He
enjoys hanging out with buddies in the canteen during recess or lunchtime.

Emotional-Moral Development

He is an enthusiastic person, particularly in academics, which contributes to

his success in his class. He is also a Mama’s boy, which makes him
autonomous and self-sufficient because he spent the majority of his
childhood with his mother. He does, however, seek guidance when he is
unsure about a decision he has made.

Analysis

1. The learner that I’ve visited has authoritative parenting because his
parents are quite concerned about his son’s future. She makes sure
that his son will focus on the academic so that he can be this attitude a
lifetime treasure.

2. I’ve learned a lot after the interview and observation that learners are
lucky enough to have those parents; they wanted to be a successful
person with dignity since the parents of the learner haven’t graduated
with degrees; they wanted to continue their postponed dreams. In
relation to the parenting that the learner arouses their interest in that
can help him in his holistic development. This is the realization having
your betterment growing up. That’s why I’m content and grateful for
what life I have right now.

3. Yes, homeschool had its impact on learners development because if

the parents foster that supportive and positive learning environment,
they can promote high-quality learning outcomes. The holistic effects
include arousing their interest in academics, self-discipline, and
increasing self-esteem while pursuing dreams.

4. Teachers can be parents too since they possess a good quality of

parenting where students see them as their own children. That’s why
 teachers can contribute to an effective learning environment by
collaborating with the community since they have the same tools to
promote a positive learning setting, contributing to the enrichment of
the students. This can be possible if they seek advice from high
authorities or professionals in the field of academics that is aligned to
the needs of the said problems, including DepEd and other institutes
that possibly contribute to the learners.

Reflect

1.My parents are extremely strict, particularly my father. He wouldn’t let me

play outside with my pals unless my elder brother was monitoring me. This
has some effect on my social abilities. I grew up with only a few friends, and I
occasionally struggled to maintain positive relationships with them. But I
have never blamed my parents for this. I could tell they were looking out for
me. In fact, I’m grateful for their strictness because it has helped me become
more responsible. My mother was continually checking my quizzes and exam
scores, so I grew up quite academically inclined. She pays me when I achieve
the highest score. But she sometimes chastises me for receiving a low grade
on my examinations. It certainly inspires me to do well! However, they are
incredibly supportive of the things I enjoy doing. My mother continuously
encourages me in my broadcasting career. She allows me to attend press
conferences every year and constantly supports me. I’m glad for how my
parents raised me; they helped shape who I am now.

2.A comprehensive plan to foster strong home-school collaboration is

essential for student success. This includes pre-collaboration, building
relationships, and collaborating strategies. Parents can help by providing
insight, supporting homework completion, attending school events, and
volunteering in the classroom. Teachers can provide regular updates,
teaching strategies, goal setting, crisis support, and referrals to external
services. Technology integration can be achieved through learning
management systems, parent portals, email newsletters, and social media
groups. Cultural sensitivity and inclusivity are also important, with culturally
responsive teaching, language support, inclusive communication, and
diverse representation in classroom materials. By implementing these
strategies, parents feel valued, informed, and empowered to support their
child’s education. By implementing these strategies, a collaborative
environment can be created where parents feel valued, informed, and
empowered to support their child’s education.

SHOW YOUR ARTIFACTS

1.

Observe

Based on my observations, the Grade 7 Daisy is pretty chaotic, although they participate in
class discussions. I asked the teacher about their ages, which ranged from 12 to 14. The class
contains 50 students, including 24 boys and 26 girls. They are polite and respectful while
approaching their teacher, particularly their classmates; nonetheless, the teacher must
monitor the class’s behavior because they are immature. During the discussion, some
students are listening while others are not, however during the activity session, there are
group presentations but students will work alone.

Analysis

1. With a table in the middle and a blackboard in front of the room, the classroom
arrangement is simply standard and traditional Philippine high school. The entire room is
taken up by the row of searts, leaving very little room for other regions. Students store
their belongings on a big table in the back. On the left side of the classroom, close to the
 window, is a little cabinet. It is where some of the earlier students’ efforts and outputs are
on display. The majority of the wall displays are located on the back and right side of the
wall. The way it is set up still encourages children to study positively even though it does
not support an active learning environment.

2. Some of the class regulations listed in the room include:

 “No talking during classes.”

 Raise your hand if you want to speak.
 No chewing gum or eating food in class. Turn off your phones.
 Arrive early.

Establishing classroom rules reflects students’ successful learning. Students take

responsibility for their actions, which helps them grasp their assignment properly.

3. Based on the teacher I asked, the children helped set the classroom rules through voting,
which was led by the classroom president and guided by the teacher. Students who
participate in the rule-making process are more likely to develop into disciplined and
responsible individuals who positively adhere to the rules.

4. The instructor welcomes the class and requests a representative to lead the prayer before
the lesson begins. She then inquires about everyone’s well-being. Students typically claim to
be doing well. She sat them down and began setting up her laptop and projector for her
presentation. Additionally, she calls the pupils’ last names to record their attendance. She
then uses a motivational exercise to continue the lesson.

5. From A to Z, the students were seated alphabetically. However, she allows kids who have
visual or auditory impairments to sit at the front. The teacher can quickly detect the
absent kids with this setup. Additionally, this aids her in identifying a student’s name,
particularly during oral appreciation.
6. Because high school students enjoy talking a lot with their seatmates, there is a lot of
noise in the classroom. Every student participates actively in the debate and wants to
contribute their responses. The teacher tells them to quiet down, nevertheless, without
losing her cool. She explains that they can also disrupt other classes by making loud
noises.
7. Some students may not follow instructions, particularly when working on their
assignments. The teacher still accepts their work, but she tells them to pay attention to the
instructions since she will not accept it again if they make the same error. This helps
students learn from their mistakes and pay attention to the teacher’s directions.
8. The teacher employs the following techniques to reward good behavior: Allow them to
set the rules for the classroom.
Deal with issues in a cordial way. She speaks to them calmly rather than reprimanding them.

Praise accomplishments to celebrate them.

Provide incentives or prizes to encourage people to work more.

Make the class conversation lively and enjoyable.

Include exercises that encourage teamwork and peer instruction.

Reflect

Effective classroom management requires the implementation of constructive discipline.

Despite the fact that the pupils behave properly, there are unforeseen circumstances that
could test the teachers’ tolerance. Enforcing positive discipline among students is necessary
to resolve any problems in the classroom in a constructive way without being overly severe
with them. Students won’t think poorly of themselves, which will stop them from acting out
or reacting in ways that aren’t appropriate. Additionally, this will assist the instructor in
instilling moral principles in the students. Students will also be accountable for their actions,
able to think critically and logically, and able to make wise decisions in a variety of
circumstances.

ACTIVITY 5.1

OBSERVE

1. Description

The classroom is set up traditionally, with a reading nook and a table for pupils’ possessions
in the back.

Impact on Students These help students feel secure and at ease in their classrooms.

2. The regulations in the classroom are clear and efficient.

The regulations aid in their development of responsibility and manners.

3. The methods used in the classroom are meticulously explained and demonstrated.

They can learn effectively and pleasantly thanks to these.

4. Daily schedules are set.

These uphold uniform standards.

5. The well-executed seating arrangement encourages students to pay attention.

They learn more effectively and participate in class more effectively as a result.

6. The teacher responds to the misconduct in a composed and courteous manner.

Instead of endangering the students, this encourages them to perform better the next time.

7. Positive behavior reinforcement is appropriate, efficient, and a catalyst for positive

outcomes.

It boosts their self-esteem and controls both their positive and bad conduct.

ANALYZE
1. Routine and classroom organization help students become more accountable and better
manage their learning, which has a good behavioral impact. Additionally, it boosts their
self-esteem, controls their conduct, and fosters positive relationships in the classroom.
Additionally, students might be able to learn self-control, which could lower their risk of
failing their classes.

2. The following theories and concepts must be taken into account by the teacher while
creating the structure and routine of the classroom:

The focus of behaviorist philosophy, often known as behaviorism, is on pupils’ actions, both
positive and bad.

Humanist theory or humanism that highlights human potential, as well as students’

objectives, learning preferences, and styles.

Democratic theory, which gives students equal possibilities to select their own educational
path and the ability to participate in learning decision-making.

Psychoanalytic philosophy that requires teachers to take into account students’ conscious or
unconscious thoughts, feelings, and experiences.

Cognitive theory should also be taken into account in order to focus on how students create
their knowledge and think.

3. Teachers can employ the following behavioral techniques to effectively control student
conduct or inspire them:
Set up the classroom in a new learner-centered area so that students can become more self-
sufficient and autonomous.

Use a broad range of resources, tools, methods, and techniques when instructing to assist the
many kinds of students.

Establish reasonable classroom rules or expectations that students can meet.

Effectively reinforce teaching methods and routines.

Reward them when they behave appropriately and acknowledge their efforts. This will not
only encourage them, but it will also keep them doing appropriately.

REFLECT

1. I envision myself teaching English to junior high school students in the near future. I will
begin by praying, which is very important to me, and then I will ask them how they are
doing, whether they are happy, and what they think about our subject, among other
things. This will help me assess how well the students are learning my classes and, if they
ever tell me how they feel about it, I can easily determine what strategies I need to
implement to meet their needs. Of course, there will be the standard procedures, such as
attendance, motivational activities, and actual discussion, followed by frequent questions
to gauge their understanding.

2. The following are the guidelines that I would most likely use to this class of students:

1. Arrive on time. To teach children the importance of being on time.

2. Show consideration. A universal principle that everyone ought to understand.

3. Observe instructions. Should remind them that everything will work out if they follow the
instructions. 4. Remain silent. If you would like to talk, raise your hand. To reduce loud
sounds. 5. No food, gum, or beverages during class discussion. It is considered impolite to
teachers when students eat during class discussions.
 6. Pose inquiries. To normalize asking questions if they don’t understand the topics.
Additionally, to prevent them from producing incorrect results.

2. In order to foster leadership qualities and teach them the importance of taking
responsibility for their own actions and behavior, students must participate in the creation
of classroom rules. It also makes it possible for teachers and students to work together to
decide on the rules that must be set. However, as they are the ones who are familiar with
the guidelines and know how to effectively conduct discussions about the rules to
include, teachers should be the ones to guide the creation of the rules.

SHOW YOUR ARTIFACTS

EP.6

1.Discipline and order are effectively maintained by the classroom routines.

It’s clear that the class is well-organized, the students are paying attention,
and the teaching is going well. The discussion, exercises, and evaluations
take up the allocated time effectively. As a result, the learning goals that
were particular to each session were accomplished.

2.The teacher follows procedures that are methodical and reliable. These
practices are as follows:

Prayer in the morning

Submitting assignments or projects after the deadline

Keeping track of attendance and absence

Lunch or recess

Working alone or seeking assistance Technology use

Bathroom regulations

Assignments

Control of Behavior

Both the teacher and the pupils followed these procedures consistently and
in a systematic manner. During instruction, these practices help to maintain
harmony in the classroom.

REFLECT

1. I will probably use the following based on the procedure I have seen in the
classroom:

a. Morning prayer is, in my opinion, a crucial way to begin class. In order for
the Almighty God to lead my kids in their education, I also want them to
appreciate prayer.

b. Keeping track of attendance is important to me because I need to keep an

eye on my kids’ attendance and identify any tardies. Additionally, it helps me
remember my students’ names and recognize their faces.

c. Utilization of technology In order for pupils to improve their digital skills—a

21st century skill—technology use in the classroom is essential.
d. Homework-For them to evaluate their lesson and improve their
independence.

OBSERVE

1. -To improve the pupils’ ability to manage their time.

-To lessen disruptions and diversions in the classroom

2. -Fosters trust between educators and learners.

-Create a cordial friendship with one another.

3. -Reduces the number of blunders or inaccuracies in the students’ work.

4. -To enable a talk free from interruptions.

For the learners to fully comprehend the lesson.

5. -To clear up any misunderstandings. -To assess their comprehension.

ANALYSIS

a. It’s possible that students have been arriving late to class, which
cuts into their learning time.

b. It’s possible that students’ miscommunications with their

teachers or peers led to arguments or other major problems.

c. Students may have received worse grades as a result of

committing several errors in their work.
 d. It’s possible that the other classes were disrupted by the noisy
and distracting students, making it difficult for them to fully
comprehend the topics covered.

e. It’s possible that students were preoccupied with their

classmates’ food and failed to pay attention to what the teacher
was saying.

f. It’s possible that students’ confusion caused them to produce

work that was inaccurate or full of errors.

 Classroom rules are essential in the class because not just it eliminates
possible misconduct of students but it shapes their behavior and
discipline and improves ther learning. It also help them become
responsible and aware of what the do’s and don’t’s in the class.

REFLECT

1. Since I seen how accountable the children are for their behavior and
how well-behaved and disciplined they are, I will most certainly follow
the regulations my resource teacher has set for the classroom. Above
all, they respect others and refrain from actions that are prohibited in
the classroom. They were able to properly learn the teachings as a
result. As a teacher, I believe that following these guidelines will make
it simpler for me to successfully oversee my class and meet the
learning objectives.

EP. 7

[7.1]

ANALYSIS

1. One significant element that helps to achieve good classroom education is

the teacher's voice. As the one in charge of overseeing and directing the
class, the teacher needs to make sure that they are heard clearly.
Additionally, if the instructor speaks clearly, the class will be more engaged
for longer, which will facilitate the discussion, activities, and evaluation. For
instance, if the teacher speaks clearly and effectively, the pupils will pay
close attention, fully comprehend the lesson, and any potential
misunderstandings will be reduced.

2. Because she has the ability to promote excellent discipline in the

classroom, the teacher plays a crucial role in maintaining order in the
classroom. As the class facilitator, he or she also helps the students find their
way by establishing goals, enforcing rules, and employing other positive
discipline strategies. Since teachers were viewed as the pupils' leaders, it
would be impossible to maintain classroom discipline if they were not
functioning.

3. The classroom has a significant impact on both learning and classroom

management. In addition to offering a space for learning and inspiration, it
also aids the instructor in efficiently running the classroom. Students' and
teachers' behavior might also be influenced by the classroom. Achieving
effective management and meeting the learning goals and objectives of both
students and teachers depends on the classroom's various sections and
areas, the distance between the teacher's table and the students' seats, and
the seating arrangement.

REFLECT

1.The statement above emphasizes how crucial an effective classroom

management is in teacher's instruction. This means that for us to achieve
good instruction, we need to work first on how we manage the classroom. It
serves as the key to yield good outcome that without it, it is not possible to
attain effective teaching and learning. This will serve as a reminder for me
that I need to consider classroom management systems to achieve success
in students' learning.

2. My strategy for guaranteeing efficient classroom management will be

based on three principles: positive relationships, effective rules, and strong
teamwork. First and foremost, I will establish a good rapport with my
students by being approachable, having a positive outlook, and making
learning enjoyable. Next, establishing classroom rules in collaboration with
the kids to achieve a shared objective. Then, in order to promote efficient
classroom management, parents and the community should be involved,
collaborated with, and continuously communicated with.

[7.2]

Analyze

1. Ten classroom management techniques are included on the checklist I

completed above. that the instructor uses in the classroom. These are as
follows:

 Creating rules for the classroom

 Motivate students to take initiative.
 Give incentives and praise.
 Communicate nonverbally.
 Take a moment to acknowledge and appreciate teamwork.
 Deal with inappropriate behavior as soon as possible.
 Take peer teaching as an example.
 Engage the pupils consistently.
 Assign projects with no deadlines. These tactics were successful in
improving classroom management, based on my observations of the
class. For example, the kids became well-behaved and cautious with
their words and actions once the teacher set the rules for the
classroom. Additionally, the entire class feels inspired and celebrates
their classmates' accomplishments when the teacher gives them
praise for their accomplishments. The effectiveness of the teacher's
tactics is demonstrated by these facts.

2. What I haven't seen is the "write group contracts" tactic. Rather than
doing this, however, the instructor offers advice on how to collaborate
effectively with your group members to accomplish objectives. She
also goes over the criteria and rubrics that will be applied when
assessing their group's work. In this manner, the students were able to
organize and determine how the responsibilities would be distributed
and what each member should perform. Although it might not be as
official as the group contract, it enables students to understand their
 roles in the group as they work toward a common objective. However,
due to time constraints, I was unable to watch the teacher model how
the pupils should behave in various situations.

REFLECT

It will be difficult to manage a class full of various students. However, in

order to be more successful, the instructor must plan ahead and create
strategies for meeting their various demands. I will use the following
techniques to manage my future diverse students: 1. Encourage active
learning. Instead of merely sitting at their desks and listening to their
teachers, students must acquire a variety of skills and competences. They
must be actively participating in the activity. They must use the abilities
they have acquired in various contexts. They must participate in the real
process of learning. To address their various requirements and improve
their learning, I must employ performance-based, team-based, and
problem-solving activities.Be creative and use a variety of methods. This
is in order to address their disparities in terms of their requirements,
preferences, and learning capacities. The instructor must make sure that
their methods are suitable; if not, they must be able to consider how to
handle them without ignoring their demands. 3. Talk. However, how will
the instructor decide what is best for his or her students? We must ask
them questions, share activities, or administer a basic survey in order to
communicate with them. For instance, the instructor can determine what
kind of materials to create that will capture students’ attention and
improve their learning by just asking them what kind of tool or item they
are most interested in.

EP. 8

8.1

OBSERVE

 School especially in
DepEd, CHED, DOST, or any other institution or organization with an ed
ucational perspective.

The recommended curriculum consists of core components such as language

subjects, electives, life skills, key learning areas, cross-curricular
competencies, soft skills development, assessment and evaluation, inclusive
education, cultural diversity, and technology integration. It also includes real-
world applications like project-based learning, internships, community
service, and entrepreneurship. The curriculum aims for academic success,
career readiness, personal growth, global citizenship, and lifelong learning.
Specifics for specific age groups or subjects can be requested.

 Lesson Plan
 Curriculum Guide

These documents are derived from the suggested curriculum. The “Bible”
of the teacher serves as a manual for instruction.

 Inside the classroom.

Teaching is a learning process. Teaches practical lessons on a daily basis.

 Books
 Printed Materials Science Lab.

These include the tools, supplies, equipment, lab, and many other things
that aid teachers in carrying out the program.

 Test papers (Standardized test).

 District Test.

Evaluate the learning and performance of the students.

 Knowledge and Skills of the learners.

 Personal Attitudes

All changes occurred in the learners as a result of their educational

experience.

 Peers
  Social Media
 Community
 School Environment

Although this curriculum is not designed, published, or taught, it does

have an impact on students’ learning.

ANALYZE

1.The sorts of curriculum that were easy to locate were the following, Written
curriculum, Assessed Curriculum, Recommended curriculum, and Supported
curriculum. They were easy to discover because these may be found inside
the school.

2. Learned, and Hidden curriculum were the three categories of curriculum

that were most challenging to observe. Because of the current circumstances
that have led to minimal in-person or modular learning, it was challenging to
observe.

3.The pupils could only find the above-mentioned, easy-to-observe school

settings. One curriculum links to another because the school and teacher use
one curriculum to correlate with another and produce desirable results from
pupils.

REFLECT

The curriculum diagram reveals the interconnectedness of four curricula,

their dynamic relationship, and feedback loops for continuous improvement.
It emphasizes teacher agency, a student-centered approach, and continuous
revision for relevance. Improvement areas include alignment, teacher
support, student voice, and assessment validity. Future directions include
personalized learning, technology integration, collaborative planning, and
cultural responsiveness. The diagram underscores the importance of teacher
agency, student-centered approaches, and continuous improvement.
8.2

OBSERVE

A. [Answer]

a. Depicts and explains solid figures that are similar to those found in
indigenous materials such as putohan, gantangan, panigahan, and lusong.

b. Visualizing and describing solid figures.

c. Play the “Concentration Game”; practice mental computation; review and

check assignments; and prepare and be motivated.

d. Indeed. Through tests and quizzes that are administered.

B. [Answers]

a. He begin to recall the last discussion then proceed to the main discussion.

b. He based on the lesson plan orderly.

c. He incorporate some interactive games before starting the discussion.

d. The lesson plan.

e. Yes, they were actively participative on the given activities.

f. No.

C. [Answer]

a. Yes.

b. He assess by showing educational video’s which is related to the lesson.

c.

ANALYZE

1. He encourages and supports student learning and creativity so that all

students can thrive in the globalized world of today. He works with his
students to offer new learning opportunities, employs various techniques to
support student learning and program improvements, and develops the
students' potential to become globally competitive and holistically
developed.

2. Yes, as from what I've observed, the teacher's delivery of the lessons went
effectively, as did him handling of his students' active engagement in a
discussion. A class without lessons can never be planned, yet everything
appears are very organized based on my observations.

3. Yes, as from what I've observed, the teacher's delivery of the lessons went
effectively, as did her handling of his students' active engagement in a
discussion. A class without lessons can never be planned, yet everything
appears are very organized based on my observations.
REFLECT

Every element of a lesson plan, regardless of its specifics, should

complement the others and flow naturally into the next. Beyond the essential
elements of a curriculum, there are additional standards to adhere to. The
type and degree of students, their prior knowledge, which will help us
maintain the flow, and the teaching strategies you may use in your lesson
plan are some of the essential elements included in each one. After that,
students need to plan the lesson, create specific learning activities, establish
learning objectives, and evaluate their progress.

OBSERVE

OUTCOMES

At the end of this lesson, student will be able to:

Identify the definition of Environment Health.

Enumerate clearly the important roles of Environment to Health.

Develop and Implement comprehensive Environmental Health prevention

and strategies.

Value the importance of Healthy Environment in the human health effects.

TEACHING METHOD

Collaborative Method

Experiential Learning

Visual and Interactive Method

ASSESSMENT

1. Refers to the contamination of the Earth's atmosphere by harmful

substances, primarily human-made, causing adverse effects on human
health, animals, plants and the environment. [Air pollution]
2. It occurs when substances contaminating water bodies (rivers, lakes,
oceans, aquifers, groundwater) harm aquatic ecosystems, human health and
the environment.[Water pollution]

3. Also known as passive smoke or environmental tobacco smoke (ETS), is

the smoke exhaled by smokers or released from burning tobacco products.
[Secondhand smoke]

ANALYZE

1. Yes, all three components are constructively connected with the learning
outcomes, including the techniques and types of assessment utilized to
assess students' learning.

2. Yes, the aims will be attained using the teaching style that the resource
teacher employed. She first discusses the topic and afterwards provided her
pupils to attempt and practice.

3. The elements that determine if the results have been attained are
evaluation and assessment. These elements would indicate whether the
pupils perform well in the task and receive passing or above-average marks.

REFLECT

When creating or writing a lesson plan, I've discovered that in order to

achieve our desired results, we must align the three components. We must
plan ahead for the knowledge, skills, and values we want our students to
acquire. As educators, we must decide which teaching method to use. It is
essential to provide evaluation and assessment that is in line with our lesson
objective so that we can test our students' learning.

The value of success is what the teacher can gain if all three components are
in alignment: effective lesson delivery, student learning effectiveness.