Southern Luzon State University

Tiaong Campus
Brgy. Lagalag, Tiaong, Quezon

FIELD STUDY 1
Learning Episode 1
The School Environment

Irene Joy L. Arceo

BEEd- IV
OVERVIEW
This learning episode provides an opportunity for students to describe
and reflect on a school environment that promotes learning and development. It
also explores the New Normal set-up of a safe learning environment.
LEARNING OUTCOME

Determine the characteristics of a school environment that is safe, secure and

supportive of learning.
REVIEW OF LEARNING ESSENTIALS

Click the link provided below to watch the video on School Environment
https://drive.google.com/file/d/1EhaDMnSqGfk4WIh7xv_vIOOX1yOewO5D/vie
w?u sp=sharing

ACTIVITY 1- DESCRIBING THE SCHOOL’S PHYSICAL ENVIRONMENT

Procedure
1. Click the link provided here to watch a virtual tour of a learning
environment in the New Normal. Look into the facilities and
areas in the campus that uphold safe, secure and supportive
learning environment.
https://drive.google.com/file/d/1sAR8aZ4wWShV0l2Ojw8E2RMV
MxZvyIV d/view?usp=sharing
2. Observe and create a checklist of the facilities and areas that
are present around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that
promotes safe learning environment.
5. Present your idea of a safe, secure and supportive school
environment
through any of the following:
a. Descriptive paragraph
b. Sketch or drawing
c. Photo essay
d. Poem, song or rap
3. Analyze your gathered data about the school environment.
The school environment of Plaridel Elementary School is focused on
physical conditions; density, in healthy areas, open spaces boards that
contains educational purposes. The quality of these condition in the school
infrastructure can have direct effects on the behavior and cognitive, social,
and emotional development of children.
4. Reflect on the characteristics of a school environment that promotes safe
learning environment.
The characteristics of Plaridel Elementary School in the new normal
provides flexibility, openness, access to resources. Flexibility in terms of
distribution and retrival of modules with guidelines and instructions: (1) The
learning materials shall be systematically distributed to students. (2) The
learning materials are sealed in an envelope that contains all students
learning materials for their subjects in the current grading. Openness
through teacher and parents connections, flexible work spaces and
strategic use of a common learning area. Access to resources through the
availability of the facilities such as hand washing area, bulletin board area,
dry run on the distribution and retrieval of modules area that allows spaces
for different activities.

5. Present your idea of a safe, secure and supportive school

environment through any of the following.

C. Photo Essay
Schools, families, and communities should work together to build a safe
environment for youth at school and at home. Activities to improve school
environments should aim to promote three protective factors:

1. School connectedness, which is the belief held by students that

adults and peers in the school care about their learning and about
them as individuals
2. Parental monitoring,which refers to parental knowledge of
adolescents’ companions, whereabouts, and activities, as well
as enforcement.
3. Parent-student communication, both generally and specifically
about the non discriminatory environment.
4. Government support, (1)ensure that no student is denied the right
to equal educational opportunity based on race, ethnicity, gender,
disability, or other protected status; (2) provide compensatory funding
to facilitate access to educational opportunity for high-need students,
including, but not limited to, students living in poverty and students
with disabilities; (3) education research and development, and the
gathering and dissemination of information about the scope and
quality of the nation’s education system, to inform policy and practice
at the state and local levels; and (4) in a manner consistent with both
its unique advantages and limited capacity, support the development
and conditions to promote continuous improvement of state and local
education systems.
5. Teacher- student communication, the communication of teachers,
verbal or non- verbal, is an important factor required by students to
become successful in their educational pursuit. Communication
motivates the students to enhance their abilities. It also encourages
the students to work hard.
 ACTIVITY REPORT
SCHOOL FACILITIES OBSERVATION CHECKLIST

WILL IT CONTRIBUTE
TO A SAFE, SECURE
FACILITIES DESCRIPTION AND SUPPORTIVE
LEARNING
ENVIRONMENT?
WHY?
Yes, the fire
extinguisher serves as
CLASSROOM the first line of defence
Each classroom has a fire
and the routes
extinguisher and has description serves as
routes description. the guide for the
students through that it
contribute to a safe
and secure
environment for student.
It has 1 gate, 1 Yes, because it reduces the
demarcation/ floor marker amount of noise which
ENTRANCE
and 3 signage ( 2 are about enters the premises,
health protocol and 1 is making the environment
about entrance) more fit for learning.
Yes, this will help each
1 big gate with 2
student in the emergency
signage
EXIT situations.
(1 heath protocol and 1
exit sign)

FOOT MAT 1 piece of foot mat in Yes, It promotes

Plaridel Elementary School cleanliness and safety in
health of the students.
Yes, It promotes
PORTABLE HAND 1 liquid soap, 1 sink with cleanliness and safety in
WASHING AREA faucet health of the students.

INSTALLATION OF HAND
7 sink with faucet with 1 Yes, It promotes
WASHING AREA WITH
liquid soap and 1 comfort cleanliness and safety in
LIQUID SOAP
room health of the students.
 Protocols about for
Covid- 19, 1
Reminder for
Parents/Guardians,
and 1 Reminder for
students of Plaridel
Elementary School

Yes, it helps our

A place where dry run teachers in distributing
GYMNASIUM
for Distribution and and retrieving with
Retrieval of Modules organize and safety of
happens the modules.

ANALYSIS
1. How do the school campus and the classroom in particular impact
the learning of the students?
The various stimuli of the students from the different environment
influence the manner in which they perceive the learning. The school/
classroom that has undesirable smell and noisy may affect the learning
process of the students and this might lead to not being intrigued to
learn. This is because the environment has a great impact in the learning
process of the students, which is proven by the research and article and
according to Hendix (2019), students who study in a positive learning
environment have been shown to be more motivated, engaged, and have
a higher overall learning ability. While on the other hand, students that
learning in a poor environment will find it more difficult to absorb the
information and stay engaged.
 REFLECTION
1. What kind of school campus is conducive to learning?
A school or campus that promotes positive environment not only in
the physical traits of the school (such as good ambiance, clean
classroom, complete necessities and etc.) but also a place wherein the
students and teachers can work together toward to a harmonious
environment.
2. What kind of classroom is conducive to learning?
A classroom that has complete necessities and has a setting that allows
the students to exchange their ideas, thoughts, and skills (a good amount of
space wherein the students can move freely, materials that promotes learning
and etc.).

3. In the future, how can you accomplish a classroom conducive to

learning?
In order for me to achieve a conducive classroom environment I need to
beyond the layout and facilities of my classroom by realizing that the most
important thing that I should consider is my students. I need to know my
students in order for me to create a better classroom environment for them
through that I will not only create a conducive classroom but also building the
trust within each other which I believe a great foundation to a better learning.

4. Write your additional learning’s and insight about a safe learning

environment in the New Normal.

We may not give our students a fully safe learning environment through our
situation right now but we may promote an ideal safe environment for our student and
teachers through creating a large-scale change that could alter the traditional classroom.
Ex. All school will have to make a significant change to the way classes are delivered and
major social distancing and sanitation effort. But most importantly make your student
and teacher feel that their physical health and mental health is not under threat because
feeling safe and secure at school sets students and teachers up truly benefit from their
environment and achieve learning outcomes
YOUR IDEA OF A SAFE, SECURE AND SUPPORTIVE SCHOOL
ENVIRONMENT
 Southern Luzon State University
Tiaong Campus
Brgy. Lagalag, Tiaong, Quezon

FIELD STUDY 1

Learning Episode 1
The School Environment

IRENE JOY L. ARCEO

BEEd- IV
OVERVIEW
This learning episode provides an opportunity for students to describe
and reflect on a school environment that promotes learning and development.
It also explores the New Normal set-up of a safe learning environment.
LEARNING OUTCOME

Determine the characteristics of a school environment that is safe, secure and

supportive of learning
REVIEW OF LEARNING ESSENTIALS

Click the link provided below to watch the video on School Environment
https://drive.google.com/file/d/1EhaDMnSqGfk4WIh7xv_vIOOX1yOewO5D/vie
w?u sp=sharing

Procedure
1. Click the link provided here to watch a virtual tour of a learning
environment in the New Normal.
https://drive.google.com/file/d/1sAR8aZ4wWShV0l2Ojw8E2RMVMxZvy
IVd/view
?usp=sharing
https://www.youtube.com/watch?v=wEwsu5
c_Ris
https://www.youtube.com/watch?v=Jeq5jKZ
bX2s
https://www.youtube.com/watch?v=D8uXVA
wXHVI
2. Examine the bulletin board display. Include sample of those
found at the entrance, lobby, hallways and classrooms.
3. Pick one and evaluate the display.
4. Propose enhancements to make the display more effective.
5. Make your own board display lay-out. You may present your output
through any of the following:
a. Hand-made drawing or lay-out
b. Electronic(computer) drawing/illustration or lay-out
c. Collage
2. Examine the bulletin board display. Include sample of those found at the
entrance, lobby, hallways and classrooms.
• The bulletin board in the 4 different schools conveys an important
information about safety/ health protocols and directions about the
school’s premises. The classrooms are full of displays that will
help the student to have the eagerness to learn.

3. Pick one and evaluate the display.

• At first, I thought that the San Vicente Elementary School are
lacking in general board display which is very important in a
school setting but as the video is continually playing, I saw that
their classrooms has a big difference compare to all schools that I
saw in the previous. It is very neat and full of displays that I surely
catch every attention of a child because they use not only colorful
and clear pictures but also realistic pictures.

4. Propose an enhancement to make the display more effective.

• The only enhancement that I will suggest is it is better to have a
general board-displays that will contain the history of the school,
the mission and vision, the activities in the future, and etc. so that
all students, visitors, and even the parents will surely be updated
about their school. The parents will also have their peace in mind
that they surely found a great school for their child.

5. Make your own board display lay-out. You may present your output
through any of the following:
a. Hand-made drawing or lay-out
b. Electronic(computer) drawing/illustration or lay-out
c. Collage
Read the following carefully before you observe. Choose one school to
evaluate the board display.
1. How many board displays do you see?
• In San Vicente Elementary School their board displays are around
86 and up.
2. Where are the display board found? Are they located in places where
target viewers can see them?
• Some of them were display at the entrance, school administration
office, classrooms and even in hallways and yes, those displays
are will clearly see by the target viewers.
3. What are the displays all about? What key messages do they convey?
What images and color do you see?
• It is all about the things that the students, parents, and even
visitors need to know about the school (canteen area, health
safety protocols, activities and etc.). The key messages that the
board display/ displays covey is they have a harmonious and
stress-free environment. Usually, the images that I saw is all
about the information about the school administrators, about the
behavior that the students need to achieve, Philippine President
and also Philippine Heroes while in the colors the Teacher’s used
an eye catchy (green, pink, blue, yellow and etc.)
4. Do you notice some errors? (Misspelled words, grammar inconsistencies
and the like)
• I haven’t found any errors but I’ve been notice that some of the
displays are not complete and old.
5. Are the messages clear and easily understood?
• Yes, the board displays are clearly conveying the messages to it
viewers through the language and creativeness.
6. Think about what got your attention. Why did it get your attention?
• The classroom of Ms.Celleta R. Donato which is the adviser of
grade 4 – Jose Rizal. Her classroom is neat and clean. She also
had different board display which is very eye catchy and if I will be
her student I will be pleased to listen and go to school every day
because of the design/ display and ambiance of the classroom.

ANALYSIS
1. What do you think was the purpose of the board display?
The purpose of board display is to engaged, collaborative, and
working together, helping to maximize learning and personal skills. But I
think the main purpose of the display board in that context is to catch the
viewer's attention and explain what was performed and what was learned.
2. Was the language used clear and simple for the target audience to
understand? Why? Why not?
Yes, because the language that they used is usually the native language
which is the Filipino and our second language (English) which is very
understandable by the target audience.
3. Was the board display effective? Why? Why not?
I think it is effective even without students because of our situation today
but the display clearly speaks the messages that the teachers want to convey to
their students/ audience.
REFLECTION
1. Enumerate at least five (5) skills that a teacher should have to be able to come
up with effective board displays. Elaborate on why each skill is needed.
• Creativity- the board displays require an artistic mind to get the attention of
the viewer.
• Optimistic - creating board display needs an attitude of being positive or
hopeful since the viewers are the persons that holds the future of our race.
• Organize - the teacher as a professional should have a quality of being
organize all the time specially in creating a board display because this will
affect the students in understanding what should they need to learn,
activities that they need to finish and many more. Most especially the
organized board display won’t be distracted during the lesson.
• Critical thinking- being creative is not enough in creating a board display
you as a teacher should have a strong critical thinking skills in able to
consider the best interest of the students.
• Adaptable- teacher should be adaptable in creating a school board
display. She should consider the things that his/ her viewer needs/ want in
order for the teacher to catch their interest.

2. Which of the skills you have enumerated in the above question do you already
have? Do you have any experience in making board displays?
I think the skills that I already have is Creativeness, and yes, I have 2
experiences in making board display. First is in my 7th grade my teacher was
addicted to beautifying her classroom we are helping her in making some
decorations for our classroom and she even consider our ideas. Second, since my
aunt is a teacher, she also asked for help in designing her classroom.
3. Which skills do you still need to develop? What will you do to improve or acquire
those skills?
The skill that I need to develop is being Adaptable. When the pandemic
begins, I started to realize that I was being so self- centered because my goal before
is to focus in my happiness/ myself but little did I know it grow. So, I think that is the
best skills that I need to consider. To make an improvement I need to be surrounded
by different persons that will help me to improve my adaptation skills in every
situation and also the persons that will contribute my knowledge and positivity

Propose an enhanced version of the display board. Use the form below.
My Proposed Board Display
Learning in the New Normal
Theme
Wearing Mask is Caring
Board Title
To make everyone realize that learning
while being safe is all we need to have
Purpose
a harmonious learning environment
today.
Objectives • To spread an awareness
about the new set up on
learning in all students and
teachers
• To understand the importance of
proper hygiene
• To have a safe and secure
environment for the students,
parents, and teachers

Best Features
The quotation about safety learning.

Content
Resources The pictures and charts will be coming
from the internet.

Materials Printable design, Charts, Pictures,

Tape, Glue gun and glue stick,
Cartolina, Colored papers, and Marker
MY BOARD DISPLAY LAY-OUT
 Southern Luzon State University
Tiaong Campus
Brgy. Lagalag, Tiaong, Quezon

FIELD STUDY 1
Learning Episode 2
Learner Diversity: Developmental Characteristics, Needs and
Interest

IRENE JOY L. ARCEO

BEEd- IV
OVERVIEW
This learning episode provides an opportunity to observe learners of different
ages and grade levels. It highlights the differences in their characteristics and needs.
LEARNING OUTCOME
Describe the characteristics, needs and interests of learners from different
developmental levels.
REVIEW OF LEARNING ESSENTIALS
Click the link provided below to watch the video on Learners’ Diversity
https://www.youtube.com/watch?v=TkB7Rv7b84w

ACTIVITY 1- OBSERVING LEARNER CHARACTERISTICS AT DIFFERENT STAGES

Procedure
1. Observe three groups of learners from different grade levels
(Kindergarten, Primary Grades, Intermediate Grades)
2. Describe each of the learners based from your observation.
3. Validate your observation by interviewing the learners.
4. Compare them in terms of their interests and needs

OBSERVATION GUIDE

Choose 3 sets of learners (preschoolers, primary grades, intermediate grades) in

your household or neighborhood. Use the observation guide provided below to
document your observation. Write your observation report on the provided space.

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 or drawing?

Social
1. Describe how they interact with teachers or other adults?
2. Note also how they interact with peers. What do they talk about? What are
their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners.
2. How do they express their wants or 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. Describe how they showed problem solving abilities.

OBSERVATION REPORT

Development Preschooler Primary Grader Intermediate

Domain Age: 4-5 Age:6-8 Grader
Age: 9-11

Physical He is energetic and She is interactive and He is more

playful, likes to participative. She can engaged in
walk run faster and jump a playing rather
around and run back little bit higher than than simply
and forth. He can the running and
also run without preschooler. She is jumping. His
falling and can not also drawing and
jump forward taking interested in non- writing skills is
off both feet and complicated finer than the
landing in both feet. projects like other two
While in his motor printing/copying students.
skills he can copy or letters. She is
print the letters, more interested
number and simple in drawing animals
words (though some and some things.
of it might not able
to readable).
 Social He is very friendly Attachments start to He starts to
and approachable develop when she is build circle of
to the point that he closer to her peers. friends
almost shares every She usually plays and always
little discovery with her enjoy being
he had in his life.
He also asks many friends with his
questions to his especially with the peers. He also
parents and to same learned to
me. (ano po yan?, gender and age. At cooperate with
saan po kayo first, she is very shy others while
nakatira?, ano and she
po ang ginagawa working out a
always smile
nyo dito?, ano po task. He is
before she speaks approachable
ang
pangalan nyo?, but when she and more focus
may kapatid din already knew in how he will
po kayo? and etc.) you she is accept by the
He likes the approachable and polite.
other
attention of children (playing
everyone in the
online
house.
games are the
way how he gets
new friends)
Emotional He is easily She can Mood shift occur
get upset express her in almost every
when feelings, situation but he
something emotions, ideas can handle it.
happened that and even
he not expected Although he is
but he is imagination. She confident in
gaily and often can wait until I
sharing his
show positive command that
she can start unlike feelings with
emotion
the preschooler. other he still find
toward to
his playmates She can also it hard to deal
and other contradict someone’s with his
peers. frustrations.
opinion or simply tell
what other people
say isn’t true or
unbelievable. Her
confidence is not that
high unlike the
preschooler.
 Shows an .
excitement and
nearly can’t wait
to do the task that
I gave. Easily
cry when gets
hurt or
someone showed
a
negative attitude
and show
jealousy to her
siblings. His
confidence is up
high.

Cognitive He can copy or She knows how to He is more

imitate what I write and spell logical that the
show to him simple words in other two in
especially when he dictation. And also, making
thinks that a certain the reading skill is decisions
action is fun or it much faster than although
causes him to feel the other sometimes he
great emotion. He preschooler but still need
is also familiar with still struggle in guidance
the alphabet, can comprehending from his guardian.
identify words that what she read and
rhyme and can memorizing little
read details. She can
some simple communicate well
word/ than the
sentence but very preschooler.
slow. He can’t
organize
his thoughts
while
communicating.

ANALYSIS
Identify the most noticeable developmental characteristics of the learners you
observed. Based from those characteristics, think of implications for the
teachers.
 LEVEL SALIENT IMPLICATIONS
CHARACTERISTICS
Example: They like to move a lot. Teacher should use
Preschool music and
Age range: 3 – 4 movement activities in all
subject areas and not just in
PE.
Preschool He mostly imitates or copy • Therefore, the
Age range of learners the actions of the guardians/
observed: 4-5 adults and has the high
energy when it comes to
teachers must
playing games. show good acts to
preschooler.
• Therefore, the
guardians/
teachers must
correct if the child
has copied a
wrong action from
adults. They must
explain to the child
what’s wrong with
what they’ve
shown.
• Therefore,
teacher should
incorporate play-
based activities.
Primary Grade She is more interactive • Therefore, the
Age range of in every activity. teacher should
learners observed: 6-8 incorporate
performance
based activities in
every lesson.
Intermediate Grade His moods shift occurs in • Therefore,
Age range of learners almost every situation teachers must be
observed: 9-11 patient in dealing
with intermediate
grade as they are now
at the early
stage of adolescent
which is a critical
stage so
understanding
is needed.
REFLECTION
1. While observing the learners, did you recall your own experiences when you
were of their age? What are the similarities or differences do you have with
the learners you observed?

I see myself when I was young through observing those learners.

Just like a normal preschooler I was also full of energy and gaily when it
comes to activities in class/ school. I always want to be the center of
attention when I am playing with my cousins, classmates and friends. As I
excel in class, I start to enjoy talking to others, sharing my favorites and
telling them most of my imaginations or dreams at night. I had a lot of
friends in elementary and I like being surrounded with them which made
me feel accepted by the others. I was also a cry baby back then because I
can’t handle disappointments when I could not pass the exams but even
though I’m not an achiever my social skills is good I can communicate very
well with others although I am not approachable at first but when someone
speaks to me I entertain them well. That’s why finding a friend for me is
very easy.

2. Think of a teacher you cannot forget either for positive or negative

reasons. How did he/she affect your physical, emotional, social and
cognitive development?

When I was an elementary student, I have two advisers which I

can’t forget. Mrs. Myla Alcazar which is my adviser when I was grade 1
that inspire me to a lot of things, she is very soft and kind, she makes me
feel like I have a second mother in school and also, she always makes
sure that her student is comfortable and had fun during our lesson. I don’t
feel like we are taking our lesson because the ways she teaches is very
light which I think help me to develop my social skills and cognitive skills. I
never heard her shout at us when she’s mad even though her voice is in
high pitch, and I think it’s because she wants us to learn the values that we
need. And then when I reach grade 5, I was amazed by Mrs. Bernadette
Brilata because of her personality, she is also a soft hearted and talk very
well to her students. She even bond to us every break time like she is
telling jokes and stories while checking our notebooks. I can say that she
has a resemblance with my grade1 adviser on the way she handles her
students. And though I am her past student she still remembers me and
she is always proud to me.
 3. Share your other insights about the characteristics and interests of learners.

Dealing with different grade level of learners is difficult job.

Teachers must understand that these differences are factors that
influence learner’s performance. A teacher must be able to respond to
their students’ needs no matter how diverse it is. Teachers need to
modify every strategy or approaches they use while dealing with
different group of learners. But the most important thing is that the
teachers must accept these differences and influence other students to
feel confident with their selves because they are unique.
YOUR OW
YOUR OWN LEARNING ENCOUNTER

Which is your favorite theory of development? How can this guide you as a future
teacher? Search at least three research articles or readings about this
theory. Write the title and author/s of those articles with corresponding annotation
in the space provided below.

Development influences learning. As we go through different stages of life, our

human skills, abilities, and strength are increasing. Those different stages will give
us developmental patterns that will enable our body and brain to perform in a
certain task. How we learn and respond to tasks varies in every stage. And this is
what Jean Piaget’s Cognitive Development Theory emphasizes.
Piaget’s theory simply tells us that we move through different stages of mental
development. This is because from birth to adulthood our intelligence is increasing.
The learning ability, comprehension, and acquiring knowledge have a bigger gap
between when we are young and when we reach adulthood.
Using this theory as a tool in teaching is helpful for an aspiring teacher like me
because it makes me understand the student’s ability and it makes me realize that
differentiated and modified responses in terms of instruction, assessing and
developing learning materials is important. Children are naturally diverse especially
in mental abilities. Through cognitive development theory I will be able to identify
their individual needs and respond easily
 Southern Luzon State University
Tiaong Campus
Brgy. Lagalag, Tiaong, Quezon

FIELD STUDY 1
Learning Episode 3
Focus on Gender, Needs, Strengths, Interest, Experiences,
Language, Culture,

IRENE JOY L. ARCEO

BEEd- IV
OVERVIEW
This learning episode provides an opportunity to observe how differences in
gender, racial, cultural and religious background influence learner behavior,
interaction and performance.

LEARNING OUTCOMES
Describe the characteristics and needs of learners from different diverse
background.
Identify the needs of learners with different levels of abilities.
Identify best practices in differentiated teaching to suit the varying learners’ needs
in a diverse class

REVIEW OF LEARNING ESSENTIALS

Click the link provided below to watch the video on Learners’ DiversityFocus on
Gender, Needs, Strengths, Experiences, etc.
https://www.youtube.com/watch?v=GrauRtbLlKo

ACTIVITY 1- OBSERVING DIFFERENCES AMONG LEARNERS’ GENDER, NEEDS,

STRENGTHS, INTERESTS AND EXPERIENCEs

Procedure
1. Describe the characteristics of the learners in terms of age, gender and
social and cultural diversity.
2. Describe the interaction of learners with same age group as well as in
different age groups.
3. Interview elementary teachers about the principles and practices that she
uses in dealing with diversity in the class.
4. Analyze the impact of individual differences on learners’ interaction
 OBSERVATION GUIDE

Choose diverse learners in terms of gender, ages, religion, abilities and background
in your household or neighborhood. Use the observation guide provided below to
document your observation. Write your observation report on the provided space.
During class (Modular Activity)
1. How much interaction is observed between the learners and
parents/guardian? Describe how the learners interact parents during the
modular session.
Outside class
1. How do learners interact outside the class? Describe the groupings they
formed. Is it homogeneous, by age? By gender? By interest?
2. Notice learner who are alone and those who are not interacting. Describe their
behavior.

Interview teachers and ask about their experiences about learners in difficult
circumstances including their teaching experiences in the New Normal. Request
them to describe these circumstances and how it has affected the learners. Ask also
about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse learners
due to the following factors:
a. Gender, including LGBT
b. Language and cultural differences
c. Differences in religion
d. Socio-economic status
e. Abilities, Disabilities and Talents
 OBSERVATION REPORT

Date of Observation: November 27- 29, 2021

The learners I chose are 3 siblings. They are 2 boys and 1 girl with different ages
and grade levels 1 grade 6, 1 grade 4 and 1 grade 3.
During Class (modular activity)
The interaction between the learners with their parents/ guardians is vey high. The
learners are focus on their module because of their strict guardian. They listen well
and make sure that there is definitely work done. But here are some negative things
I have seen; there are times that they have difficulties in answering those modules
because their guardian can’t cope up with the lessons. Considering that the
learners are different grade levels they almost can’t manage to answer all of it
because the due date of the school is not suited in their given activities. The grade
6 learner has only one week to answer all his modules while the grade 4 and 3 has
two weeks to answer their activities. I think the time frame of their submission can
affect the performance of the learners specially the grade 6 student. Aside from that
the attitude of those learners shows that they are lack in motivation to answer all of
it because they already bombarded, unlike when they are in school the teacher can
chunk all the lesson in able to understand by their students.

Outside Class
As I observe them they are truly diverse. The two boys are really get along with
each other when it comes to mobile games while the girl left alone playing her girl
stuff. And I think the gender and the interest affect their interactions with each other.
But when they are allowed to go out they will play with their cousins regardless of
their gender, age and interest.
The girl that being left out by her siblings was too shy when she interacts with new
kids/ person, you can really seen that because she always smile with timid face
while you look at her and she is also quiet person unlike his two brothers.
Name of the Teacher: Ken Alvarez
School: The Lady Mediatrix Institute, Inc.
Without a doubt, the pandemic has caused difficulties for everyone especially in
education system. It was quite difficult for me to handle my students at some point
because my subject is Mathematics. Our time is also limited for us to interact with.
My lack of access to some pupils especially those known to be vulnerable in some
way, caused significant concern for their learning and it is hard for me to home visit
because we are also not allowed to do this. 2. I feel like I'm on overload. Working
under increased demands and with limited resources during this pandemic caused
me to be exhausted. I learned the pedagogical potential of platforms like Zoom and
Quipper. As a Mathematics teacher, I want my student to be motivated and
inspired. I always put quotations that will motivate them and it is crated with our
lesson. They also required to do1. Without a doubt, the pandemic has caused
difficulties for everyone especially in education system. It was quite difficult for me
to handle my students at some point because my subject is Mathematics. Our time
is also limited for us to interact with. My lack of access to some pupils especially
those known to be vulnerable in some way, caused significant concern for their
learning and it is hard for me to home visit because we are also not allowed to do
this.
I feel like I'm on overload. Working under increased demands and with limited
resources during this pandemic caused me to be exhausted. I learned the
pedagogical potential of platforms like Zoom and Quipper. As a Mathematics
teacher, I want my student to be motivated and inspired. I always put quotations
that will motivate them and it is crated with our lesson. They also required to do my
tasks within 1 week and I also send Math youtube videos as their guide.
A. I can create the appearance of gender bias through unintentional, nonverbal
actions. I need to establish rules, have a classroom seating plan that supports
equal participation, and use gender neutral language
B. Learn about your students’ culture, understand your students’ linguistic traits
and use multicultural books and materials to foster cross-cultural understanding
C. Regardless of the beliefs represented in our classroom, do not make value
statements (positive or negative) about any religion. As with all other conversations
on diversity, ensure that students understand that a difference of religion is not bad.
It is just something that makes people unique! Religious conversations should be
built on respect.
D. Basic meet-and-greet and turn-taking skills should be established into students.
Some of the students may not find inclusion or acceptance at home, so at school,
we need to find ways for all students to feel included.
ANALYSIS
1. Is there anyone you observed who appear left out? Are there learners who
appear “different”? Why do they appear different? Are they accepted or
rejected by others?

Yes, I have seen that the youngest which is the girl is being left out by her
two brothers when it comes in playing inside their house; this is due to
their differences in interest and gender. The two boys are really hooked
with mobile game trends like ML, COD and etc. which usually play by
boys while the girl is usually playing her barbie’s and other girly stuff. I
guess the girl appear different in terms of her behavior towards to new
acquaintance, she appears shier than her two brother but she actually
accepted by others which can promote positivity and enhancement in her
behavior.
2. How does teacher leverage diversity in learners? What strategies do they
use to maximize the benefits of diversity among learners?

The teacher makes sure that she is aware of students’ individual differences
through understanding their backgrounds, learning styles, hobbies and
interest. The teacher establishes friendly relationship with her students
and encouraging them to be open for communication while fostering
respect in the classroom by letting them to talk about their cultural
backgrounds. The teacher also tries to integrate celebration of cultural
differences in every lesson in any way she can, for instance employing
activities that allow the students learn about each other’s culture such as
sharing, role playing etc.

REFLECTION
1. Recall the time when you were in 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?

During my junior year (grade 9 to be specific), there is one time that

my English teacher grouped us for an activity by random and then when
she’s done we gathered together in the spot assigned to us and then
suddenly one of my groupmates showed unpleasant behaviour when he
saw us because he is our top 1 that time and some of my groupmates are
in the lowest rank in our classroom. And when my teacher notice the we
hadn’t started yet she approached us and asked about the problem, then
again our top 1 showed unpleasant behaviour saying “ay ma’am sila po
kasi ka group ko”
 my teacher was surprised by the answer of my classmate but then she
immediately told with a gently voice that his conduct towards us was
wrong, she added that as a top 1 he should be the first one to help and
take the lead to us. And yes, I think that it is very effective because since
then he guided his classmates and treated equally.

2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?

As a future teacher, I will need those following dispositions and traits below
to respond to my learners needs:

• Expectation that I will be handling a diverse classroom with wider-

ability levels
• Additional time and effort to meet the needs of my students
• Effective communication to establish good relationship with
students while being a good listener to them
• Flexibility and adaptability in changing and evolving environment
• Continuous innovation and brainstorming of effective strategies
and approaches in handling students with different levels of
abilities
• Focus on collaboration along with the beliefs that this is more
effective that letting the students learn alone
• Empathetic teacher who understands what her students
backgrounds, needs and interest
• Lifelong learners who continuously seek for what is best for her
students.

YOUR OWN LEARNING ENCOUNTER

Considering the principle of individual differences, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs both
low and high achievers in your class? Make a collection of strategies on how to
address the students with different levels of ability.
I will surely remember using the differentiated instruction so I can start to
ensure that I can meet the needs of every student regardless of their condition (low
achievers/high achievers). This method of instruction is created to meet all the needs
of students through changing what students learn, how they accumulate information
and how they demonstrate knowledge or skills in a learning environment.
The step below is all about how to assist low achievers and high achievers using
differentiated instruction.
Content
1. Use a reading material that varying readability levels.
2. Using spelling or vocabulary lists at readiness levels of each student.
3. Presenting ideas through both auditory and visual means.
4. Using reading buddies.
6. Meeting with small groups to re- teach and idea or skill for struggling learners, or
to extend the thinking or skills of advanced learners.
Process
1. Using tired activities through which all learners work with the same important
understandings and skills but proceed with different levels of support, challenge, or
complexity.
2. Provide an interest center that encourage students to explore subsets of the class
topic of particular interest to them.
3. Develop a personal agenda to be completed either during specified agenda time
or as students complete other work early.
4. Offering manipulative or other hands- on supports for students who need them.
5.Varying the length of time a student make take to complete a task in order to provide
additional support for a struggling learner or to encourage an advanced learner to
pursue a topic in a greater depth.
Product
1. Give the students options of how to express required learning.
2. Use rubric that match and extend students varied skills.
3. Allowing students to work alone or in a small group on their products.
4. Encourage the students to create their own product assignments as long as the
assignment contains the required elements.
Building equity to all students is not a simple task but building a deeper relationship
fostering growth mindset for our students.
 Southern Luzon State University
Tiaong Campus
Brgy. Lagalag, Tiaong, Quezon

FIELD STUDY 1
Learning Episode 4
Learner Diversity: The Community and Home
Environment

IRENE JOY L. ARCEO

BEEd- IV
OVERVIEW
This learning episode provides an opportunity for you to have a more in-depth
look into the factors that affect the development of learners. Focus will be on the early
experiences and characteristics of the learners as described by the family. It will also
focus on how teacher links with the community to maximize the learning and
development of learners.

LEARNING OUTCOMES
Describe the influencing factors in the home environment that affect the students
learning
Seek advice concerning strategies that build relationships with parents/guardians and
the community
Identify effective strategies on how teachers can work effectively with the family.
REVIEW OF LEARNING ESSENTIALS
Click the link provided below to watch the video on Learners’ Diversity Focus on
Community and Home Environment.
https://www.youtube.com/watch?v=jDsfzyUEyJE

ACTIVITY 1- OBSERVING THE LEARNER’S COMMUNITY AND HOME

ENVIRONMENT

Procedure
1. Select a learner which you have previously observed.
2. Interview the teacher about the learner’s characteristics
3. Interview the parent/s of the child about
a. the rules they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at home.
4. Write the Learner’s Profile
5. Analyze your observation and interview data
6. Reflect on your observation experience.
 OBSERVATION GUIDE

Read the following carefully before you begin to observe/interview. Write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the
domains of development:
a. Physical
• body built and height
• level of physical activity (fast, slow, active, etc.)
b. Social interaction
c. Emotional moods, temperament
d. Cognitive
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? How do they decide of the best course of action to resolve issues
or problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process?

OBSERVATION REPORT

The Learner
2. Make a general observation of the learner. Describe him/her in each of the
domains of development:
a. Physical
• body built and height
- chubby and
• level of physical activity (fast, slow, active, etc.)
- he is very active and talkative
b. Social interaction
- The learner is sociable, friendly, and liked by his playmates and
siblings
 c. Emotional moods, temperament
- The learner is easily losing interest, loses temper, happy, shows
enthusiasm, and excited.
d. Cognitive
- The learner appears to understand lessons, copes with the
lessons, excels, show reasoning skills, turns in assignment/
requirements, and likes to draw.

Interview the Teacher

1. What are the most noticeable characteristics of the learner?

The most noticeable characteristics of the learner are the behavior

and his relationship with his peers and adults. He is obedient and
regarding about his academic performance, he doesn’t late in passing the
modules and his scores in his activities are high.

2. How does the teacher communicate with the parents? How often? What do
they discuss? How do they decide of the best course of action to resolve
issues or problems?

The submission of modules is every 2 weeks, so we have a

conversation with his guardian about his performance in the activities that
we assigned to answer by the learners ang aside from that we use
messenger (group chat) in order for them to communicate to us in the
fastest and easy way. We usually talk about what was missing in the
module, what he did not answer and etc. Regarding on how to resolved
those issue we always explain to guardians or parents what should be
answered or what else is needed to further improve the child's
performance.

3. How does the teacher utilize resources in the community to support the
teaching-learning process?

During the pandemic our school is coordinated with the barangay

officials, we often go to the barangay hall with court so that we could get
and distribute the children's modules properly.
Interview with Parents
Use the interview questions provided below. Just ask the questions with which
you feel comfortable. After you have gathered all the necessary data, write the
learner’s development profile using the outline below. Type the profile in separate
sheet and attached it to this learning episode.

Learner’s Physical Aspect:

Health
1. Mother’s health during pregnancy with the learner
2. Ailments or health problems of the learner as a child
3. Age of the learner when started to walk/talk
4. Food preferences of the learner as a child and at present
5. Who took care of him/her as a child

Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing, shy, loner)
2. Who were the learner’s playmate?
3. Was he or she allowed to play outside?
4. Is he or she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?

Emotional- Moral
1. What are your expectations of your child?
2. How do you provide nurturing environment for your child?
3. Does your child go to you when he/she feels down or has a problem?
What do you do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?

Discipline
1. How do you discipline your child?
2. Do you have rules in the house? What are they?
3. How do you impose the rules?
4. What are the consequences in breaking the rules?

Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate
him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
 Learner’s Development Profile

Name of Learner: Mateo M. Tapero

School: Claro M. Recto Memorial Central School
Date of Interview: December 1, 2021
Date of Birth: August 11, 2011
Age: 10
Gender: Male
Grade Level: Grade 4

Family Profile
Number of Siblings: 2
Birth Order: Second
Mother: Mary Joyce Miñas
Age: 35
Occupation: OFW
Educational Attainment: College Graduate
Father: Mark Gil Tapero
Age: 35
Occupation: Nurse
Educational Attainment: College Graduate

Physical Development
In paragraph form, describe the physical development of the learner. Combine
the parent’s and teacher’s responses as well as your own observation.

• The mother’s health during pregnancy is normal. The learner has

no health problems when he is a toddler. He can walk and talk a
little bit when he was 1 year old. His food preference is any healthy
food except junk foods. He was currently taking care of his
grandmother but his mother and father also taking care of him
before.
• The teacher observation is also the same as the parents/ guardian
observation
• I can see that the child has no illness and very healthy
Social Development
In paragraph form, describe the social development of the learner. Combine
the parent’s and teacher’s responses as well as your own observation.

• The child sociability is friendly. His playmates are his siblings and
cousins. He was allowed to play outside but he is not allowed to go
outside with his friends without a guardian. He also have rules and
limitations when he goes outside like no junk foods and don’t climb
in trees or in high places.
• The teacher observation is sociable, friendly, and liked by his
playmates and siblings
• I observed that he is very gentle and friendly and likes to talk and
tell stories about his experiences in life.

Emotional- Moral Development

In paragraph form, describe the emotional-moral development of the learner.
Combine the parent’s and teacher’s responses as well as your own observation.

• He was raised to have a good morals and right conduct. He is also

raised by his grandmother in oriented family. He also goes to his
grandmother when he feels down or have a problem, he is very
open in his feelings and when he didn’t achieved things he always
cheer up by his mother and grandmother.
• The teacher observation in the learner is he easily losing interest,
loses temper, happy, shows enthusiasm, and excited.
• I observed that he is very sensitive and sweet. He cries easily but
he always recovers immediately and can’t see any trace of sadness
or hard feelings.
Cognitive Development
In paragraph form, describe the cognitive development of the learner.
Combine the parent’s and teacher’s responses as well as your own observation.

• The child loves to play basketball, to eat foods, to ride a bike, and
also, he loves to draw. He also good in school but he has
difficulties in English and MAPEH. His grandmother is active in
school in monitoring the learner’s performance in school
sometimes she calls the teacher to assure that the learner
completed his activities. His mother and grandmother always
cheer him up giving him a word of encouragement. His mother
and grandmother have also rules to develop a study habits such
as no gadgets if study time.
 • The teacher said that the learner appears to understand lessons,
copes with the lessons, excels, show reasoning skills, turns in
assignment/ requirements, and likes to draw.
• As I observe he has a good potential to excel in class he has a
good sense of humor and he likes to learn.
Findings
Write your salient findings about the learner.

The learner is sweet and he always care about his siblings. He easily looses
interest in things but he also excels when he focuses in things.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner’s development. The questions in the Analysis portion of this
episode can serve as your guide.

I conclude that the home environment provides the foundation for learning
and is an element of the student's life that can affect grades and education success
was positively impacted by home learning opportunities in partnership with school
(such as parents reading to their children, trips to the library, and resources
encouraging play with letters and numbers

ANALYSIS

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

For me, I think her mother as well as his father is doing the best way
of freedom that they can give to their children because I think they believe
that “to be a bright student you let yourself experienced and explore the good
things that makes a student intelligent.”

2. Considering your data and what you have learned from child development,
what family factors do you think contribute to the development and adjustment
of the learner?

One of the factors that I think contributes to the development of the learner in
learning development is that they have a strong family-oriented life style
because they feed their children with the value of respect and freedom and they
do not intend to let their children be isolated to other people. Although, there is a
restriction but still it is considered a good reason for having that.
3. Does the communication between the home and school have an effect on the
learner? If yes, what are those effects?

Yes of course! Since parents are the first teacher at home. The
practice of communication at home is reflecting on how the learner
communicates with others. So definitely, it really affects the communication
skills of the learner. For teachers, being able to communicate with parents
helps them better understand a child’s strengths and their own individual
personality and learning style. The more information they have about a
student, the more teachers can focus on teaching and being able to address
and overcome challenges along the way that may be unique to each child.

4. How can the teacher partner with the community to contribute to the
development and learning of the students?

The teacher can have an agreement to the community sector such as

public library and mini tour in the history of our barrio to utilize the education
by having the application exploration into these different sectors of the
community, so the learner is not limited to the theories and ideology of
learning but with application. The teacher can tap the local government that
concern with education of the learners to seek sponsorship for the tools and
equipment regarding the development and learning of the students.

REFLECTION

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

I grew up in a conservative and religious family we are often punished

when we do not behave well. They are usually an authoritative type of
parents they listen to us and provide love and warmth in addition to limits and
fair discipline. This approach to parenting avoids punishment and threats and
instead relies on strategies such as positive reinforcement.

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

I would like to establish a good home-school collaboration by first

getting to know the background of the learner to their parents by having an
interview. Through interview, I will negotiate to have an agreement of sharing
information about the learner with both sides. In this way, we can help each
other by giving them an update about the status of their learner and they can
help me by do not giving strict policy on the child so we could have a clear
connection.
 Southern Luzon State University
Tiaong Campus
Brgy. Lagalag, Tiaong, Quezon

FIELD STUDY 1
Learning Episode 5
Creating an Appropriate Learning Environment

IRENE JOY L. ARCEO

BEEd- IV
OVERVIEW
This episode provides an opportunity to examine how classrooms are
structured or designed to allows everyone’s maximum participation for effective
learning.
LEARNING OUTCOMES
Plan on how to manage time, space and resources
Provide a learning environment appropriate to the learners and conducive to learning
REVIEW OF LEARNING ESSENTIALS
Click the link provided below to watch the video on School Environment
https://www.youtube.com/watch?v=ovwOeTQI62c

ACTIVITY 1- IDENTIFYING ASPECTS OF CLASSROOM MANAGEMENT

Procedures
1. Observe classes from the link given below:
https://www.youtube.com/watch?v=QSubgvlPCCI
https://www.youtube.com/watch?v=69dzGwXWh1k
https://www.youtube.com/watch?v=1h1506kaWiM
https://www.youtube.com/watch?v=yExChEwCc6M
2. Choose one class to focus your observation.
3. Accomplish the given matrix below.
CLASSROOM MANAGEMENT MATRIX
Aspects of Classroom Description Effects on Learners
Management
Specific Areas in the The houses of each Some of them are
Classroom students and even unfocused in their
the teacher serves lesson, there are also
as their classroom in some kids that interfere
the meantime during them
because of the discussion. Some of
pandemic. Some of them are sleepy and
their houses are not more likely
suited environment unmotivated.
for the learners
because there are
no board.
Classroom Rules The teacher is active in The students can control
reminding her their behavior because
students. (Raise their the rules are present.
hand if they want to This will also help them to
answer) developed their
discipline.
Classroom Procedures As I observed the The lesson will be
video recording the delivered properly to
classroom procedure the students. It will
is followed except the also help the student
attendance. (One of to be alert to
the possible any situation that may
reasons why the occur.
teacher did not check
the attendance is
because maybe some
of the student has no
internet connection or
any technologies to
use.)
Daily Routines The welcome It helps the students
greetings, prayers, to develop their self
review of discipline and also
previous lesson, and students will be guided of
motivation are all what will happen and
present. what will they do in the
whole period of class.
Seating Arrangement Since it is online class It helps the learners
the seating and teacher to be
arrangement might more focused and
not work but aware in their
the students and lesson.
teacher are properly
seated.
Handling Misbehavior Instead of scolding The students will
her students the able to know their
teacher uses a limitations and also,
diplomatic behavior they are become
to handle some noise aware of behaving
and unproper inside the class.
behavior of Lastly more
her students effective deliver of
lesson and
understanding
among her
students.
 Reinforcement of The teacher always Because of the
Positive Behavior gives an acknowledgement of
acknowledgement to the teacher the students
every student that will are more become active
answer to her in answering her
questions even if some questions and it gives a
of the answer of her positive reinforcement in
students is wrong. every student.

ANALYSIS
1. Are there areas in the classroom for specific purposes? Describe these
areas. Will it make a difference if these areas of specific purposes are not
present?

As I observed in the video recording of online class does has no any

areas for specific areas since their houses serves as the classroom, but the
other three videos have areas for specific purposes the second link which is
the “Classroom Demonstration Grade II” has its own sink with water
container. The third link which is the “Video Teaching Demonstration in
Mathematics 5” has many corners which serves as their areas for specific
purposes like the guidance corner, supervised corner, personality corner,
extension reading corner, and a space in front for their own flat screen TV.
While the last link which is the “Seamo Innotech Demo Teaching Grade1
Math” has its own cabinet in corners for their materials, at the front it has a
space for their own flat screen TV and mini stage which they also put some
boxes that maybe for their portfolios or maybe books, they had also a sink
area with water dispenser and other cabinets for books.

Yes, it will make a difference if those areas are not present

because those areas are helping every student not only in their critical
thinking development but also for their personal and behavior
development.

2. Are these rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?

No, I haven’t seen any rules and procedures that being posted in
the four videos but there are orally rules and procedures that the
teachers implemented.
Yes, even if they are orally said you can see that the students show a
positive behavior (they listen and do the things that their teacher said.)
3. What are the daily routines done by the Resource Teacher? How are
they done?

When the teacher comes in everyone will now stand and someone
will lead the prayer then after that, the good morning greeting will follow,
then checking of assignments then sometimes the teacher does some
warm-up activities then introduces the new lesson.

4. Is there a seating arrangement? Does this help in managing the class?

Yes, it has seating arrangement in the three face to face video

recordings, the second link shows a horse shoe seating arrangement, the
third link shows a parallel seating arrangement while the last link shows a
traditional seating arrangement.
I think it helps them to manage their class because as I observed
the children are very active and listening well in their teachers. And then
on the other hand even if the online class which is the first link doesn’t
have any proper seating arrangement you can also see the cooperation of
everybody during the entire lesson.

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

The noise level in the three classroom is minimize, you can only hear
a noise but it’s still about the lesson they’re discussing and you can actually
see that the kids are very attentive and focused on the teacher. While in the
online class there are some sudden noises that interrupt the lesson
because some student forgets to unmute their mic so the noise that came
from their houses are also heard by their teacher and classmates but the
teacher always reminds her student to mute their mic before she proceeds
to her discussion.

6. What does the Research teacher do to reinforce positive behavior?

Teachers strengthen intrinsic motivation by recognizing and

positively reinforcing positive actions when they see them. Recognition
activities and items such as tokens, stickers, and certificates are effective.
But when teachers or other staff use this strategy, it's important that they
recognize the positive behavior, ask how it made the student feel, and tell
the student the extrinsic reward is a reminder of that good feeling. When
students make the connection between their performance and feeling
good about themselves, intrinsic motivation is enhanced and positive
behaviors continue
7. 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?

A teacher should think the befitting classroom organizations and

routines that could also be fitting with the likings of her/his students in
general. S/he needs to include students mostly in deciding this issue for
them to learn how they could organize themselves and the routines, but of
course with assistance from a teacher. In order to coincide this with the
students I did observe, I once asked a student how did they designed their
classroom, and she in did mention that they did the most of the activities
and the design in the classroom and with the consent from the teacher.

I guess the theory of John Dewey which is the experimental learning

or the learning by doing. By this theory we can help our students to work or
learn Independently, because not all times we have a companion to do our
task, they should learn to face the world independently without depending
to others.

REFLECTION
1. Imagine yourself organizing your classroom in the future. In what grade level
do you see yourself? What routines and procedures would you consider for
this level? Why?

Whenever I dream myself about this path that I chose I always see
myself teaching in grade 1 students, I really don’t know why but I love
being surrounded by those kids, it makes me feel like I am their second
mother and I needed to take a whole responsibility whenever they are in
school.

As a grade 1 teacher I must consider on how my grade 1 students

learn best. First graders are very curious and love the opportunity to
explore topics of interest to them, but they also crave the security of
having routine, structure, and plenty of time to do their best work.
 Consider these needs as you plan your schedule and lessons:
• An up-and-down pace to the day.
• Active, hands-on learning
• Interactive learning
• Freedom within limits
• Changes of pace and place
• Consider the breaktime of my class
First graders thrive when their day is well paced and considers their need
for conversation and movement, their energy and excitement levels, and their
need to eat and drink frequently. They also do best when they know exactly
what their teachers expect, and they're delighted when their teachers notice
that they've met these expectations. Establishing routines and expectations is
worthwhile work, as first graders who know what to do and how to do it can be
as busy and productive as they love to be.

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

For first grade classroom rules, I want to keep them short and
simple. Students should know exactly what is expected when they read the
rule; do not be ambiguous with rules such as “Be good.” Be as specific.
When possible, make each a positive statement. Instead of “Do not hurt
others” use “Be respectful of others.” Now, if you have a class that seems
aggressive, the “Do not hurt others” may work better. You can talk with the
class when writing the rules what it means to be respectful and share as a
group some examples of actions that would be considered disrespectful.
Only you know your class and what will work best to fit their specific needs.

Some suggestions for rules include:

• Actively listen to others and your teacher.

• Raise your hand to speak.
• Be respectful of others and their belongings.
• Clean up after yourself.
• Stay on task.
3. Why do you to do enforce positive discipline?

The most powerful tool for teaching children is modeling what we

want them to do or to be. A classroom is a setting in which teachers employ
positive discipline techniques. Teachers who use this strategy do not rely
significantly on punishment and instead focus on developing their students.
They place a strong emphasis on praising good behavior and helping kids
to learn from their mistakes. Giving praise for each student's performance
and effort is an example of positive discipline in the classroom. Outstanding
work should be praised but not unnecessarily criticized, while less-than-
satisfactory work should be acknowledged but not overly condemned.
Teachers can also give students time to reflect on their own conduct when
they make a mistake by allowing them to self-correct or asking them
questions about what went wrong and how they might improve.
 Southern Luzon State University
Tiaong Campus
Brgy. Lagalag, Tiaong, Quezon

FIELD STUDY 1
Learning Episode 6
Classroom Management and Classroom Routines

IRENE JOY L. ARCEO

BEEd- IV
OVERVIEW
This episode focuses on the classroom structure and routines performed by
teachers in class to provide a safe, friendly, non-threatening and caring environment.
LEARNING OUTCOMES
Identify the classroom routines set by the teacher
Observe how the students execute the various classroom routines
REVIEW OF LEARNING ESSENTIALS
Click the link provided below to watch the video on School Environment
https://www.youtube.com/watch?v=ovwOeTQI62c

ACTIVITY 1- OBSERVING CLASSROOM MANAGEMENT AND ROUTINES

Procedure
Observe the classroom routines of the Resource Teacher by accomplishing the
given checklist. Check YES (/) if the classroom routines and (X) if not observed.
Checklist on Classroom Routines
CLASSROOM OBSERVED (/) NOT OBSERVED (X)
ROUTINES
1.Movement into the /
classroom
2. Transition in classroom /
activities
3.Movement out of the /
classroom
4. Use of x
lavatories/comfort
room/washrooms
5.Passing of papers /
6.Passing of books x
7.Working with /
pairs/groups
8.Tardy students x
9.Absent students x
10.Submission/Collection /
of materials
11.Submission of x
projects
12.Asking questions /
during lessons
13.Asking for assistance /
14.Joining classroom /
activities
15.Lining up x
16. Walking in line x
17.Fire drill / x
emergencies
18.Movement between /
activities
19. Use of classroom /
supplies
20.Checking of x
assignments
Others, please specify
Asking about previous /
lesson
Motivation /
Giving appraisal/ /
incentives

ANALYSIS
1. Were the routines effective in ensuring discipline and order in the
class? Why? Why not?

Yes, it is very effective because as I observed in the previous videos

the students are more focused and attentive when their teacher discusses
the lesson. Giving a routine gives the teacher a power to make their
students to be more cooperative and this also serve as a practice in
developing their discipline.

2. Which of those routines were systematically implemented? Explain your

answer.

Every time the teacher will enter the class the first routine that
they always do is to have a morning/ afternoon greeting to their students
in order for them to make a short introduction and to ensure that she
catch the attention of her student.
While the second thing I guess is giving some incentives or appraisal whenever
the students get a correct answer. Those routines are basically seen in the videos
which I think is systematically implemented.

REFLECTION
1. Which of the routines will you most likely apply in your class? Why?

Equally important is the need to share with students a daily schedule

of activities. Post this schedule in the front of the classroom, and use it to let
students know a daily plan of action or a sequence of procedures for an
instructional period. This schedule offers students an expectation for each
day in your classroom. There's comfort in knowing how a lesson or day will
be conducted. Students, just like adults, are creatures of habit, and enjoy
having the security of a planned sequence of expectations.
Here are two sample daily routines.
• Greet students
• Go to seats
• Quick motivational activity
• Take attendance
• Class welcome
• Review lesson format
• Begin the lesson
• Sing a song
• Incorporate group work
• Independent work
• Collect assignments
• Dismissal procedures