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FieldStudy1TheLearner’sDevelopmentan

STUDY 1
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THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT
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Submitted by:
Cathryn Dominique B. Tan
evelopmentandEnvironmentFieldStudy1T BSEd Fl 3-1N

heLearner’sDevelopmentandEnvironment
Submitted to:

FieldStudy1TheLearner’sDevelopmentan
Dr. Sofia E. Guillermo
Professor

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FieldStudy1TheLearner’sDevelopmentan
 FS The Learner’s Development
FIELD and Environment
1
STUDY
COURSE DESCRIPTION

This course is designed to help the Field Study. Students verify the behavior of the child in the actual
learning environment. It will require them to recognize feasible approaches to facilitate learning considering the
learner’s different phases of development and social environment.
Field Study 1 can be anchored on these professional education subjects:
 Child and Adolescent Development
 Facilitating learning
 Social Dimensions of Education
GENERAL OBJECTIVES
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional
development of the children or adolescents as manifested in the actual classroom setting.
2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the
different stages of development.
3. Analyze how the teaching and learning process should be conducted considering the different phases of
child development.

LEARNING
FOCUS SPECIFIC TASK DOMAIN COMPETENCIES
EVIDENCE
School as a EPISODE 1
Learning  Visit a school; look into its An illustration of a Learning Determines an
Environment facilities and areas that school that is supportive Environment environment that
support learning (i.e., of learning or a “child- provides social,
classroom, library, friendly school” through psychological and
playground, and canteen). any of the following: physical environment
 Describe the school A descriptive supportive of learning.
environment paragraph
 Prepare an observation log A photo essay Curriculum
Learner’s EPISODE 2
Characteristics “YOU AND I
and Needs ARE DIFFERENT”
 Observe 3 groups of learners Narrative description of Diversity of Differentiate learners of
from different levels. Diversity among Learners varied characteristics
 Describe each group of children and needs
learners based on your
observations
 Validate your observation by
interviewing the learners
 Compare them in terms of
their interests and needs.
Classroom EPISODE 3
Management and “IN NOT OUT”
Learning  Observe a class Checklist on classroom Learning Manages time, space
 Using a checklist, find out the management Environment and resources to provide
evident classroom components an environment
components appropriate to the
 Describe how the classroom Photo documentation of learners and conducive
is structured/ the classroom setting Diversity of for learning.
designed to allow everyone to Learners
participate in the learning Reflection paper on
activities activities that allow

Field Study 1: The Learner’s Development and Environment | 2

  Relate the data in your inclusively rather than
checklist to the learner’s exclusively among
behavior learners
 Reflect on how classroom
management affects learning.
Individual EPISODE 4
Differences and  Observe a class on a regular Narrative description of Diversity of Recognizes cultural
the Learner’s day Diversity among learners backgrounds of learners
Interaction  Take note of characteristics of children when providing learning
the learners in the class opportunities.
(social and cultural focusing on gender and Description on how the
diversity) cultural diversity teacher instills among
 Interview our resource children the values and
teacher about principles and knowledge on
practices that he/she uses in differences on gender,
dealing with diversity in the social and cultural
classroom. background

Individual EPISODE 5
Differences and  Observe learners of different Reflection on the Diversity of Determines, understands
the Learner’s learning abilities but the same interaction of learners learners and accepts the learners;
Interaction grade/year despite differences diverse background
 Interview them to gather their
(Difference in the background information Learner’s profile Relates the learner’s
ability level)  Observe them as they background to their
participate in a classroom Narrative Report performance in the
activity classroom
 Write the narrative report.
Home-School Link EPISODE 6
“CONNECT ME”
 Select a learner from the class Home visitation report Community Reflects on the impact
that you have observed linkages of home and family life
 Conduct a home visit to your Reflection on the impact to learning
selected learner of home and Family life
 Describe the family in terms to learning Learning
of Environment
-number of siblings
-number of siblings in school
 Interview the parents about
1. Rules they implement at
home concerning their
child’s schooling
2. The learner’s activities
and behavior at home

FS 1
The Learner’s
FIELD STUDY
Development and Environ

Episode 1 SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student: Cathryn Dominique B. Tan
Course: BSED Fl 3-1N
Resource Teacher: Mrs. Angeline Pangilinan
Cooperating School: Norzagaray National High School

My
Field Study 1: The Learner’s Development and Environment | 3
 At the end of this activity, you will be competent in determining a school environment that provides
social, psychological, and physical environment supportive of learning.

My Map
A general observation of the campus and the classroom is an exciting way to start your observation.
Your mission is to do the following tasks:

1. Visit a school. Look into

2. Accomplish the checklist as
facilities and support learning
you move around the school
areas in the campus, then in the premises.
classroom.

4. Make a reflection on the

3. Based on your gathered data in
characteristics of a school
the checklist, describe the school
environment that promotes
environment.
learning.

5. Present your idea of a good school

environment through any of these:
a) descriptive paragraph;
b) photo essay
c) sketch or drawing
d) poem, song or rap

Field Study 1: The Learner’s Development and Environment | 4

Field Study 1: The Learner’s Development and Environment | 5
 My
As you move around the campus. Activity forms are provided for you to document your observations. It
is advised that you read the entire worksheet before proceeding to the school site. A good understanding of the
activities and tasks to be accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITIES CHECKLIST (EXTENSION CAMPUS)

Familiarize yourself with the different areas and facilities of the school. Check the column to indicate
their availability. Give a brief description of those that are available on the last column.

FACILITIES AVAILABLE NOT AVAILABLE DESCRIPTION

Office of the Principal

Library

The area looks comfortable to stay and

Counseling Room
discuss matters
Spacious. Offers affordable and healthy
Canteen/Cafeteria
food.
Small space, enough medicines and
Medical clinic
equipments
Audio Visual/Media Center

Reading center Few books, small space

Speech laboratory

Science laboratory

Gymnasium

Auditorium

Home Economics Room

Industrial Workshop area

PTA Office

Comfort room for boys Needs proper maintenance

Comfort room for girls Needs proper maintenance

Computer laboratory

An Observation Guide 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 are posted on the walls? What heroes, religious figures,
lessons, visual aids, announcements, do you see posted?
2. Examine how the furniture is arranged. Where is the teacher’s table located? How are the tables and
chairs/desks arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX

Field Study 1: The Learner’s Development and Environment | 6

 DESCRIPTION
CLASSROOM FACILITIES
(location, number, arrangement, condition)

1. Wall displays Found everywhere inside the classroom, 2 bulletin boards.

2. Teachers table Adjacent to the door, facing the chairs of the pupils.
3. Learner’s desk Some are old and has defects.
4. Blackboard Big, found in front of the students
5. Learning Materials Modules, PowerPoint Presentation
6. Lightings There are two big fluorescent lamps
7. Book shelves Found near the door; big but few books are there
8. teacher’s stand Found at left corner facing to the chairs of the pupils
9. Fan There are two ceiling fans available
10. Broom Stand Found at the back corner, full of broomsticks and scrubs.

Write your observation report here:

Name of School Observed: Norzagaray National High School
Location of the School: Norzagaray, Bulacan
Date of visit: February 15, 2016

Norzagaray National High School has two campuses: the main campus that accommodates the
students from Grade 9 and 10 and the extension campus where the rooms for Grade 7 and 8 are located. I
was assigned by the principal to observe in the extension campus because the Filipino Department is
located there. As I roam around the campus, I noticed that some of the classrooms have broken doors, seats
and windows. Their canteen is quite spacious. The comfort rooms are not so clean and it has many vandals
at the wall and trashes are not placed properly.
As I entered the room of the advisory class of my resource teacher, she greeted the class and
introduced me to them. I was given a seat at the back. While she was discussing the lesson for that day, I
noticed that the room is here are a lot of wall displays in the classroom like quotations, classroom officers,
birthdays, class schedule and others. There are two fluorescent lamps located at the center of the ceiling.
There are two ceiling fans in the room but only one is functioning which is okay because the windows are
open which makes the wind free to enter the room. The teacher’s table is located at the front of the room
and it well-varnished and looks new. The students desks are arranged by rows but some of the desks are
unoccupied. The students at the front are paying attention to their teacher and those students at the back
are not attentive to their lesson.

My Analysis
1. How do the school and the classroom in particular impact on the learning of the students going to
school? What are your conclusions?

The school campus creates the learner’s environment so that the school campus and the
classroom must be conducive to learning. Proper lighting and ventilation should be enhanced in any
classroom so that pupils/students would feel comfortable.
2. How does this relate to your knowledge of child and adolescent development/ how does this relate to
your knowledge of facilitating learning?

In child and adolescent development, I learned that the child’s cognitive level is still
developing and they’re still acquiring and constructing knowledge into their minds while in
facilitating learning, topics should involve the appropriate level or mental operations for a child of
given age. I must avoid asking pupils to perform tasks that are beyond their current cognitive
capabilities.

Field Study 1: The Learner’s Development and Environment | 7

 My
1. Would you like to teach in the school environment you just observed? Why? Why not?
Yes, because the school campus is located in a peaceful environment. Although some of the
facilities are not provided or not enough, it’s up to me, the teacher, on how would I attend to the
needs of my students.
2. What kind of school campus is conducive to learning?

The school campus is conducive to learning if it has a calm atmosphere, plants are visible to
give fresh air, offices and halls must be well-organized and accommodating, must have complete
facilities to accommodate the student’s needs.

3. What kind of classroom is conducive to learning?

The kind of classroom that is conducive to learning has proper ventilation and lighting for the
students to do their learning in a peaceful environment. The classroom has its own learning
resources like books and computer units. There are also quotations all around the classroom that
would motivate the students to keep on trying and achieve their goals in life. The teacher is open-
minded.

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

In the future, I could accomplish these plans through a careful planning. Re-building a
classroom to be conducive to learning would be tough if I won’t have an open mind. I should
consider the characteristics and needs of the students carefully so that the learning would be
possible.

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

I realized that every learner needs a learning environment that would help them in
processing their knowledge and skills effectively taught by their teachers.

Field Study 1: The Learner’s Development and Environment | 8

MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT

Field Study 1: The Learner’s Development and Environment | 9

FS 1
The Learner’s
FIELD STUDY
Development and Environ

Episode 2 LEARNER’S CHARACTERISTICS AND NEEDS

Name of FS Student: Cathryn Dominique B. Tan

Course: BSED Fl 3-1N
Resource Teacher: Mrs. Angeline Pangilinan
Cooperating School: Norzagaray National High School

My
At the end of this activity, you will gain competence in differentiating the characteristics and needs of
learners from different developmental levels.

My Map
To reach your target, do the following tasks:

STEP 1
Observe 3 groups of learners from different levels. (preschool,
elementary and high school)

STEP 2
Describe each of the learners based on your observations.

STEP 3
Validate your observation by interviewing the learners.

STEP 4
Compare them in terms of their interests and needs.

Field Study 1: The Learner’s Development and Environment | 10

 My
Use the activity form provided for you to document your observations.

An Observation Guide for the Learner’s Characteristics

Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation checklist if a more detailed observation is
preferred

PHYSICAL
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up the
stairs. Etc.
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 to do they talk about? What are their concerns?

EMOTIONAL
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries ,mood-
shifts)

Field Study 1: The Learner’s Development and Environment | 11

 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 showed problem solving abilities.

Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this matrix. This will allow
you to compare the characteristics and needs of learners at different levels.

Development Preschooler Elementary High school

Domain 3-5 years old 6-12 years old 13-17 years old
Physical
Moves freely; runs without Moves, runs, walk with Their actions are done
Gross-motor skills attention on who and what deliberation. They would deliberately but sometimes
they will bumped with; not now pay attention on they would still run and
Fine-motor skills so good in writing, drawing, whom/what they will hit if walk freely especially if
mostly made of lines they move so fast. Very they are playing. Could
Self-help skills active, can write and draw write legibly, read with
already. comprehension and some
can draw well.

Social
Some of the student’s They respect their teachers Listens attentively but
Interaction with answers need the follow-up and could follow their sometimes engaged in
teachers by the teachers. Always ask instructions well. They talking to their seatmates.
questions and seek the help share ideas, stories that Teachers are well respected.
Interaction with of the teacher when they build their self confidence. Choose friends whom they
classmates/ didn’t understand the lesson Watching and observing, get along well, where they
friends talking and sharing about could share similar
their experiences experiences.
Interests

Field Study 1: The Learner’s Development and Environment | 12

Emotional
Mostly stubborn, shows Stubborn but behaves when They could hide their
Moods and their emotions when they scolded or dealt well with feelings, from being happy
temperament, feel like crying, laughing the teacher. Express feelings to sad. (Mood swings).
expression of out loud when they are but with limitations. They could handle their
feelings happy. Express emotions Emotions are expressed on emotions now. Shy or
freely, say things without their closest friends. ashamed of crying and
proper thinking. Depends on showing emotions in public.
Emotional teachers to ease their
independence feelings.

Cognitive
Simple words can be Can talk and communicate Talks with sense. Ideas are
Communication expressed, but some can’t well. Words are pronounced expresses freely,
skills be pronounced well or well and clear. Ideas are communicates well. Their
clearly. Ideas mostly came being expressed with the opinions are mostly based
Thinking skills from their experiences. sense and thought. Good from their experiences and
Problem solving is always enough in solving problems. the teaching they gathered.
Problem-solving depending from the
teachers.
others

My
Write the most salient developmental characteristics of the learner you observed. Think of the
implications, as the teacher, based on these characteristics.

Level Salient characteristics observed Implications to the Teaching-Learning Process

Preschool Preschoolers like pictures. They like to Therefore, the teacher should use visual aids and instructional
3-5 years old listen to stories and could be easily materials that would catch their attention like pictures,
motivated with pictures and drawings. drawings and if possible, videos/film showing.

Elementary These pupils are now independent. They Teachers should impose rules and guidelines to make
6-12 years old could do their assigned tasks, and could teaching-learning process effective. Discipline of the students
listen attentively to teachers especially in their study habits should be imposed to develop
good attitude values.

High school Very observant. Could speak well and Therefore, teachers should be a role model because the
13-17 years talks with sense. Can read using their students will adapt to his/her environment in developing
old eyes only his/her values.

My Reflection
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?

While I’m observing the learners, I remembered those days when I was at their age. The
similarities are being active in discussions and having a good relationship to my classmates and
teachers. The difference is, when I got warned by the teacher, I immediately behave myself. Some kids
today disrespects their teachers.

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

Field Study 1: The Learner’s Development and Environment | 13

 The teacher that I could not forget was Sir Peter. I idolized him for his intelligence, and
kindness. He was the one who encouraged me to audition and join the radio broadcasting team of our
school which developed my self-esteem and skills in news reporting.

3. Which is your favorite theory of development? How can this guide you as a future teacher?

I choose Erikson’s theory of Psychosocial Development because it is indeed true that

personality is determined by experiences during childhood and adulthood. Development has a series
or stages where it is determined by crisis. As a person grows up, she/she will acquire and construct
knowledge and different characteristics that fit on his/her age depending on the stage he/she belongs.

Field Study 1: The Learner’s Development and Environment | 14

FS 1
The Learner’s
FIELD STUDY
Development and Environ

Episode 3CLASSROOM MANAGEMENT AND LEARNING

Name of FS Student: Cathryn Dominique B. Tan

Course: BSED FL 3-1N
Resource Teacher: Mrs. Angeline Pangilinan
Cooperating School: Norzagaray National High School

My
At the end of this activity, you will gain competence in managing time, space and resources to provide
an environment which is appropriate to the learners and conducive to learning.

My Map
To reach your target, do the following tasks:

1. Observe a class

2. Using a checklist, find out the evident classroom components.

3. Describe how the classroom is structured/designed to allow everyone to

participate in the learning activities.

4. Relate the data in your checklist to the learner’s behavior.

5. Reflect on how classroom management affects learning.

My
Field Study 1: The Learner’s Development and Environment | 15
 Use the activity form provided for you to document your observations.

An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom management. It is also good
to ask the teacher for additional information so 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, students’
belongings, supplies, etc.)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
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 basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions is off-task, what does the teacher do? (behavior
strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior strategies)

OBSERVATION NOTES:

There are areas in the classroom where they store teaching aids, books as well as the student’s
belongings and supplies that can be found in the corner of the classroom. There are rules and
regulations posted the Do’s and Don’ts that should be followed in the classroom.

Their daily routines are cleaning inside and outside the classroom before 7:00 am, then the flag
ceremony, after that they will have warm-up activities, a short program and the rest in the lesson
proper.

Their seating arrangement consists of five rows and two columns. The students are arranged by
alternating boys and girls. Their noise level is manageable; the teacher let them take turns in
speaking so that everybody can hear them. If a certain pupil is not following instructions or
misbehaving, the teacher calls her/his attention and talk to the pupils after the class.

The strategies that the teacher used to reinforce positive behavior are giving praises and rewards.

Aspect of Classroom
Description Effect on the Learner
Management

The pupils are comfortable inside the

1. Specific Areas in the Books and students’ belongings are
classroom since the areas are well
classroom properly arranged.
arranged

The rules are posted on the wall, the Pupils are very careful in not breaking
2. Classroom Rules
Do’s and Don’ts to be followed by the the rules because there is an equivalent

Field Study 1: The Learner’s Development and Environment | 16

 pupils punishment for it.

The procedure such as “NO

3. Classroom Pupils follow the instructions to
LOITTERING” between class hours to
Procedures continue the lesson smoothly
avoid distractions.

Cleaning inside and outside the Pupils are responsible enough to do

4. Daily Routine classroom, flag ceremony, prayer and their responsibilities and the rules and
warm-up activities procedures.

Their seating arrangement consists of

five rows and two columns. The The pupils are comfortable in their
5. Seating Arrangement
students are arranged by alternating seating arrangement
boys and girls.

6. Handling The teacher calls the attention of the The pupils/students would behave when
misbehavior/ pupils/students, and later on they will called by the teacher but frightened of
off task behavior talk after class. whatever the consequences.

Praises the student’s good performance

7. Reinforcement of The pupils are motivated to study
and giving awards like an extra points
positive behavior harder.
on grades
CLASSROOM MANAGEMENT MATRIX

My
1. How did the classroom organization and routines affect the learners’ behavior?

The classroom organization and routines affects the learners’ behavior because if the
classroom and the routines are organized then the student will be interested to learn. It will provide a
good atmosphere for the students to learn because they know that all is well-organized so everything
will go well. Good classroom organization + good classroom routine = productive students.

2. What should the teacher have in mind when she/he designs the classroom organization and routines?
What theories and principles should you have in mind?

Teacher should put in his/her mind that designing the classroom organization and routines
that would avoid some of the distractions that keeps the students from functioning effectively and
would affect the students behavior and learning. Behaviorist theory should be considered, that the
teacher’s role is to establish rules and procedures and to communicate these rules clearly to students
to implement appropriate reward and punishment for the compliance of the rules.

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

The behavior strategy that is effective in managing the behavior of the learner is being a role
model to the pupils, meaning to say that teachers should show that they are responsible if they want
pupils to be responsible as well.

My
1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see yourself?
What routine and procedures would you consider for this level? Why?
If I were a teacher, I will prefer to teach in Grade 10 class because at this stage, they are more
mature than in lower grades. They are still manageable though they are independent, they can work

Field Study 1: The Learner’s Development and Environment | 17

 in their own without being told by the teacher. I would impose routines like cleaning inside and
outside the classroom before and after the class.

2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?

The following rules are:

 Students are strictly advised to wear their proper uniforms.

 Speak kindly and respectfully to each other.

 Take care of the classroom equipment

 Late comers will not be tolerated.

 Always maintain the cleanliness of the classroom.

I would choose theses rules because they are observable and achievable that would prevent the
students from misbehaving.

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

Yes, because it’s one way of the learners to express their opinions or point of views about the
classroom rules. This can be done the classroom is democratic and all are open to share and speak
out, however the students should know their limits because teachers are still higher than them. It
depends on the teacher if he/she will let his/her students be involved in making the class rules or the
teacher will alone establish the rules because for him/her, the classroom must be autocratic.

Field Study 1: The Learner’s Development and Environment | 18

FS 1
The Learner’s
FIELD STUDY
Development and Environ

INDIVIDUAL
Episode 4 DIFFERENCES AND THE LEARNER’S INTERA
(SOCIAL AND
CULTURAL DIVERSITY)
Name of FS Student: Cathryn Dominique B. Tan
Course: BSED Fl 3-1N
Resource Teacher: Mrs. Angeline Pangilinan
Cooperating School: Norzagaray National High School

My
At the end of this activity, you will gain competence in determining teaching approaches and techniques
considering the individual differences of the learners.

My Map
The learners’ individual differences and the type of interaction 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:

OBSERVE.
Observe a class in different parts of a school day. (beginning of the day, class time, recess
etc)

TAKE NOTE.
Describe the learners in terms of age, gender and asocial cultural diversity.
Describe the interaction that transpires inside and outside the classroom.

INTERVIEW.
Interview your resource teacher about the principles and practices that she uses in dealing
with the diversity in the classroom.
Analyze the impact of individual differences on learners’ interaction.

Field Study 1: The Learner’s Development and Environment | 19

 An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation report on the space
provided on the next page.
1. Find out the number of students; gather data as to their ages, gender, and racial groups, religious and
ethnic backgrounds.
DURING CLASS:
1. How much interaction is there in the classroom? Describe how the students interact more with the
teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave and interact
differently?
3. Describe the relationship among the learners. Do the learners cooperate with or complete against each
other?
4. Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try to help them?
Or do they raise their hands so that the teacher will call them instead?
OUTSIDE CLASS:
1. How do the students group themselves outside the class? Homogeneously, by age? By gender? By
racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings.
2. Describe how the learners interact with each other? What do they talk about?

Use the activity form provided for you to document your observations:

OBSERVATION REPORT
Name of the School Observed: Norzagaray National High School
School Address: Norzagaray, Bulacan
Field Study 1: The Learner’s Development and Environment | 20
Date of Visit: February 17, 2016
My Analysis
1. Identify the persons who play key roles in the relationships and interactions in the classrooms. What
roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker,
a little teacher, a doubter/pessimist?

In a classroom, In terms of relationships and interactions in the classroom, I can see that all is
having a good relationship and interaction with each other. They talk to each other, laugh, play,
study, etc. If there is no teacher involved in the interaction, there are students who appear to be the
entertainer of the class. He jokes and makes the class laugh, then after that, they will tease and talk to
each other and I can see it that they’re having fun. If everything goes wrong, of course there is a little
teacher who will manage the class and ensures that interaction must be good and favorable.
2. Are students coming from minority group accepted or rejected by the others? How is this shown?

The students were of different cultures since each family has a culture of their own. Some
pupils who belonged to minority group were still accepted by their classmates. At their age, they just
want to have fun together because they respect each other despite their differences in attitudes, skills,
socio-economic status and abilities. The teacher also shows that they are accepted and they belong in
the class by making her classroom a perfect place to be.

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

The teacher influences the class interaction by encouraging learners to share their personal
experiences through sharing to the class or by groups; students will be made to realize that they have
something in common with the rest though they possess some differences. Another way is using
varied instructional methods to accommodate student diversity.
4. What factors influence the grouping of learners outside the classroom?

The factors that bring about the grouping of learners outside the classroom are; socio-
economic status, thinking/learning styles and exceptionalities. When the class is done, I can see
students grouping outside the classroom. They grouped themselves by their age and gender. Boys go
with boys and girls go with girls. They also grouped accordingly to their interests like those students
who love to play games and go outside and also those students who want to study will group
themselves and just stay in the room.

Field Study 1: The Learner’s Development and Environment | 21

 My

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?

I feel glad and comfortable in observing that classroom since the teacher acknowledge our
presence and the students very polite to us. I could feel that the teacher is well respected by her pupils
because they listen attentively and participate during discussions. In that way, I can sense the oneness
among the students and the teacher. Learners unite when there are groupings or in every questions or
problems that they find difficult to solve. The teacher and the learners unite when you can see that
the classroom’s atmosphere is good and favorable because you can see that everyone is participating
and active in the class.

2. In the future, how would you want the learners in your classroom to interact? How will you make this
happen?

I want my learners in the future to be active learners. I could make this happen by imposing rules
and regulations that would discipline my pupils to make them behave in the class that provide a
positive classroom atmosphere. Through good classroom management and teaching strategies that
would consider student diversity, I could effectively make my pupils competitive learners.

3. How will you encourage all learners, regardless of religious, ethnic or racial background, to interact and
participate?

I could encourage all learners regardless of religious, ethnic or racial background to interact and
participate by initiating co-curricular activities/experiences that are aimed to promote diversity
awareness such as Linggo ng Wika, cultural shows and intramurals, exposing them to other students
with diverse backgrounds and experiences also serves to help students focus on their awareness of
themselves.

Field Study 1: The Learner’s Development and Environment | 22

FS 1
The Learner’s
FIELD STUDY
Development and Environ

INDIVIDUAL
Episode 5 DIFFERENCES AND THE LEARNER’S INTERA
(DIFFERENCE IN THE
ABILITY LEVEL)
Name of FS Student: Cathryn Dominique B. Tan

Course: BSED Fl 3-1N

Resource Teacher: Mrs. Angeline Pangilinan

Cooperating School: Norzagaray National High School

My
At the end of this activity, you will be competent in determining, understanding and accepting the
learner’s diverse background. You can also easily relate the learner’s background to his/her performance inside
and outside the classroom.

My Map
To reach your target, do the following tasks:

Observe two or
more learners of Find out some Observe them as Write a narrative
the different information they participate report and a brief
abilities but from about their in a classroom reflection on your
the same grade or background. activity. experience.
year level.

Field Study 1: The Learner’s Development and Environment | 23

 My
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 of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations 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, pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.

OBSERVATION NOTES:

 Performing well – commonly girls at the front

 Seem to be left behind – commonly students who are seated at the back

 High Achieving Students – actively participates during discussions and gets high scores in
quizzes.

 Low Achieving Students – they’re just quite in their seats and depend on their leaders when
they are grouped, however they’re trying to cope with the lessons.

 Method of the Teacher – She’s encouraging everyone to participate and raise their hands
especially to those low achievers in the class.

Field Study 1: The Learner’s Development and Environment | 24

 The Learner’s Development Profile

Name of the learner: Audrey Jill Sardallaaa a Age: 13 years old

School: Norzagaray National High School a a a Gender: Female
Date of Birth: February 8, 2003
Grade/ Year Level: Grade VII

FAMILY PROFILE
Number of Siblings: 4 siblings
Birth order: Fourth child

PARENTS
Mother: Nilda Sardalla aaaaaaaaaaaaaaa Father: Wilmer Sardalla
Age: 40 years old Age: 43 years old
Occupation: Dressmaker aOccupation: Government Employee
Educational attainment: College Level aEducational attainment: College Level

NARRATIVE REPORT

Name of the School Observed: Norzagaray National High School

School Address: Norzagaray, Bulacan
Date of Visit: February 17, 2016

As I have observed in the Grade VII class, I noticed that there are individual differences
among the learners not only in physical aspects but also with their abilities. There are pupils who
have the ability to become good leaders, an active learner who participate in the class though some
pupils are passive learners and absentees.

As I validate the teacher about the background of one student who makes frequent
absences about 3 to 4 days a week without any valid reasons. the teacher said that his parents are
busy in their business and tried to send them letters but didn’t respond to it, so she planned to visit
them at home to let them know the behavior of their son and to know the reason of his absences.

As I observed the behavior of the high achieving and low achieving learners; the high
achieving learner is active and well participated during discussions or even group works while the
slow learner just sits on his chair and non-participating.

The teacher uses differentiated learning activities so that slow learners will participate and also
the high achieving learner will not get weary on doing activities which they think that are very easy for
them.

Field Study 1: The Learner’s Development and Environment | 25

 My Analysis

1. Did your observation match the information given by the teacher? Were you able to correctly identify
who among the students performed well and who did not? What behavior helped you identify them?
(Volunteering to answer responding to teacher’s directions, etc.)

Yes the information given by the teacher matched my observation. I could identify the students
who performed well since they are the ones who raise their hands when the teacher asks some
questions and got a high score in exams. Others would just listen and preferred to be called by the
teacher first before they answer and sometimes hesitates in giving answers.

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?

The class that I have observed has a huge number of students but there isn’t a wide gap
between the students who are performing well and those are not. Since the teacher is effective, she
can still accommodate their needs, as a result, almost all of them could perform well in class.

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

The teacher uses student-centered learning procedures such as class discussions and small
group work. But it always depends on the subject matter. The teaching strategies vary from time to
time.

My

1. Recall the time when you were in the elementary or high school. Recall the high and low achievers in
your class. How did your teacher deal with differences in abilities? Was your teacher effective?

When I was in high school, our teacher would deal with our differences in abilities by engaging
us into group works. Our teacher would group us by distributing the high and low achievers in every
group. In this way, the high achievers could help the low achievers to cope up with the lessons. The
method that our teacher used was effective because the low achievers can participate somehow in
class discussions.

2. 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 meet the needs of both the high and low achievers in your
class?

With the principle of individual differences in mind, I can ensure that I will be able to meet
the needs of both high and low achievers by engaging them into group works. Through this strategy,
the high achievers would be avle to share their ideas to the low achievers that would result to the
betterment of their learning. I could also use an assessment on the low achievers so that I can identify
their weaknesses. This would help me teach the low achievers in my class.

FS 1
The Learner’s
FIELD STUDY
Development and Environ

Episode 6 HOME-SCHOOL LINK

Field Study 1: The Learner’s Development and Environment | 26
Name of FS Student: Cathryn Dominique B. Tan
Course: BSED Fl 3-1N
Resource Teacher: Mrs. Angeline Pangilinan
Cooperating School: Norzagaray National High School

My
At the end of this activity you will gain competence in reflecting on the impact of home and
family life to learning.

My Map
To reach your target, do the following tasks:

Select a learner
Conduct a home
from the class Describe the Interview the
visit to your
that you have family. parents.
selected learner.
observed.

Field Study 1: The Learner’s Development and Environment | 27

 My
Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/ interview. Then write your observation report on
the provided space.
The Learner
1. Make a general observation of the learner. Describe him in each of the domains of development.
 Physical-body built and height (thin, chubby, underweight, overweight) level of physical
activity (fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights,
likes by others, etc.)
 Emotional moods, temperament, cry easily, lose temper, happy, show enthusiasm, excited,
indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, showing
reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior and
discipline, sense of responsibility, study habits, academic performance, relationship with peers,
relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss? Agree on?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. ( home is orderly, family pictures in the
living room)
2. Use the interview questions on the next page. Just ask the questions with which you feel comfortable.

Field Study 1: The Learner’s Development and Environment | 28

 The Learner’s Development Profile

Name of the learner: Audrey Jill Sardallaaa a Age: 13 years old

School: Norzagaray National High School a a a Gender: Female
Date of Birth: February 8, 2003
Grade/ Year Level: Grade VII

FAMILY PROFILE
Number of Siblings: 4 siblings
Birth order: Fourth child

PARENTS
Mother: Nilda Sardalla aaaaaaaaaaaaaaa Father: Wilmer Sardalla
Age: 40 years old Age: 43 years old
Occupation: Dressmaker aOccupation: Government Employee
Educational attainment: College Level aEducational attainment: College Level

PHYSICAL DEVELOPMENT
The child is physically fit and healthy. She is very active in all activities. She can work independently
without the assistance of others.

SOCIAL DEVELOPMENT
The learner is friendly and sociable. She interacts with her teacher, classmates and friends
outside the school. She learns to communicate with other respectfully. She knows how to socialize other people in a
good way.

EMOTIONAL-MORAL DEVELOPMENT
The child grows with self confidence and assurance that her family will support her all the way. From
authoritative type of parenting she received love, respect and warmth from her parents.

COGNITIVE DEVELOPMENT
Her cognitive aspect continuously developed as she comes to school and study. She is not the same as the
other learner. She learns fast and participates actively during class activities.

FINDINGS
I found out that the child is friendly, active and she likes to socialize with her peers. She likes to play
volleyball that is why most of her friends are boys. She also participates in school activities. The teacher that
makes the child motivated to learn. She is responsible in carrying and molding the cognitive, affective,
psychomotor skills as well as the total personality of the leaner.

CONCLUSIONS
I conclude that the school and home contributes a great impact in developing the cognitive, affective, psychomotor
and so as to the total personality of the pupils. Hence the learning of the child begins at home. The child learns
values, good attitude and discipline. However, school plays a vital role in molding the child. Since the school
is made for the purpose of developing physical, social, emotional-moral and cognitive aspect of the
learner. The total development of the child depends in school as well as the teacher which is the most
important person in school that bears knowledge and values to share with the learner.

RECOMMENDATIONS
For the parents, they are responsible in guiding and disciplining their children. They must be open with their
children. They should ask them about their study and give encouragement to focus and study hard so as to
become successful in their life. For the teachers, the use of technologies is a great to enhance learning which
they impart to the students to have a good quality of teaching.

Field Study 1: The Learner’s Development and Environment | 29

 Parent Interview Guide

Name of learner: Audrey Jill Sardalla

Date of Birth: February 8, 2003 a Age: 13 years old
Grade/ Year Level: Grade VIIa Gender: Female
Number of Siblings: 4
Birth order: Fourth child

Parents
Mother: Nilda Sardalla Father: Wilmer Sardalla
Age: 40 years old Age: 43 years old
Occupation: Dressmakera Occupation: Government Employee
Educational Attainment: College Level Educational Attainment: College Level

LEARNER’S PHYSICAL ASPECT:

Is the child healthy?
- She is healthy and physically fit. The level of physical activity is very active.
Mother’s health during pregnancy with the learner?
- The mother during pregnancy is in good health.
Ailments or health problem of the learner as a child?
- The child just suffers colds and fever sometimes.
Age of the learner when he started to walk/talk?
- She started to walk when she was 9 months old and talk when she was 1 year old.
Food preferences of the learner as a child and at present?
- She likes finger foods such as fried chicken or fried fish.
Who took care of him/her as a child?
- Both the parents’ take care of the child, but since the father is in work, the mother got a lot of
time taking care of the child.

LEARNER’S SOCIAL ASPECT:

Describe your child sociability (friendly, outgoing or shy, loner)
- She is friendly, easy to deal with peers.
Who were the learner’s playmates?
- She usually plays with her classmates, neighbors mostly boys.
As a child then was he/she allowed playing outside?
- Yes, she is allowed with an adult’s supervision.
Is he/she allowed to go out with friends?
- Yes.
Do you have rules for him/her to follow regarding going out? What are these rules?
- Yes, the mother allows her but there are rules, ask permission either the mother or to the father
before going out, Go home early, be careful when crossing the streets glimpsed on both sides
just to be sure there is no vehicle coming.

EMOTIONAL –MORAL ASPECT:

Field Study 1: The Learner’s Development and Environment | 30

What are your expectations of your child?
- I expect that she can handle herself well and be good on her studies.
How do you provide a nurturing environment for your child?
- I provide a nurturing environment for my child through exposing her to circle of her friends
whom I can trust with.
Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her
emotional needs?
- Yes, sometimes she asks for my advices, I do my best to give her good advices to comfort her.
What do you do when he/she is not successful in something?
- I encourage her not to give up and support her in all ways to strive harder.
How do you discipline your children?
- I will discipline my children through giving a punishment when they have done something
wrong.
Do you have rules in the house? What are they?
- Yes, I have rules, by cleaning the house, doing assignments/ projects, ask permission if they go
out with friends.
How do you impose the rules?
- I impose the rules by explaining to them that there is an equivalent punishment once they fail to
obey the rules.
What are the consequences of breaking the rules?
- The consequences of breaking the rules are to be whipped by a piece of broom stick and distrust
to the child.

LEARNER’S COGNITIVE ASPECT:

What are the child’s interests?
- The child is interested into sports especially in playing volleyball.
What is he/she good at in school?
- She is good in all the subjects. She is also good in playing volleyball.
In what subject does he/she have difficulty?
- She finds Mathematics a difficult subject.
How do you monitor his/her performance in school? How do you motivate him/her?
- I ask the teacher about her progress in school. I motivate her through reviewing her lessons and
supporting her in all activities in school.
Do you have rules at home to help him develop good study habits? What are these rules? How are they
implemented?
- Yes, she will do her homework/ projects, and no watching TV after dinner because she has to
study her lessons.

My Analysis

Field Study 1: The Learner’s Development and Environment | 31

 Your findings and recommendations in the Learner Development Profile will help you answer the questions
here.

1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.

From the home I visited and interviewed, they practice the authoritative style of parenting.
Parents achieve a good blend. They are firm yet loving. They treat children with respect and warmth;
make children understand consequence of their behavior.

2. Relating your data with what you learned from child development, what family factors do you think
contribute to the development and over-all adjustment of the learner in school?

The family factors that contribute to the development and over-all adjustment of the learner in
school are first, the emotional-moral development; on how the learners are nurtured by his parents,
second is the financial setting and last is the cultural background of the family.

3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?

Learner can absorb the way they communicate in their home, they can bring this in school
which reflects how the learner nurtured and reared by his parents at home because I believe that
“education begins at home”.

My

1. Reflect on your own development as a child. What type of parenting did you experience? How did it
affect you?

In my own experiences, the type of parenting style is authoritative. They have a clear and
reasonable expectations and limitations for us. For instance, my mother would let me play and go
with my friends outside but never too far away so that she can see us easily and to make sure we are
safe. She also encourages us to participate in any school activities depends on our skills and interest.
She always told us the old saying “Do not do unto others the things that you don’t want others do to
you”.

2. As a future teacher, how would you establish good home-school collaboration? How can you work well
with the parents? How can you help them? How can they help you?

As a future teacher to be, I will build a good working relationship to the parents. Their
collaboration would be a great help in regards to home-school link. I will make sure that they will do
their job in providing the needs of their children. I can work well with the parents through consulting
the behavior of the child in their house. I can help them through reporting the child’s progress and
performance in school.

Field Study 1: The Learner’s Development and Environment | 32