Observot|on

I|ps

Tre pu(pose ol
oose(val|or |s lo p(ov|de
oppo(lur|lv lo( vou lo (e|ale
lreo(v lo aclua| p(acl|ce. To
re|p vou do lr|s. (ereroe( lo:

roW ard urde(slard
Wral exacl|v vou reed
lo oose(ve
sludv lre oose(val|or
du|des. ||sler lo vou(
F3 leacre( ard as
cuesl|ors lo oe su(e a||
|s c|ea( lo vou.
rave pape( ard per lo
jol doWr dela||s.
ca(elu||v sepa(ale lacls
l(or |rle(p(elal|ors
accorp||sr
crec||sls/lo(rs
a.s.a.p. so lral lre
dela||s a(e sl||| l(esr |r
vou( r|rd.


p|sode 1
THE SCHOOL AS A LEARN!NC ENv!RONNENT
are ol F3 3luderl __________________________________________________
Cou(se ________________________________ Yea( & 3ecl|or _______________
Resou(ce Teacre( __________________ 3|dralu(e ___________ 0ale _________
Coope(al|rd 3croo| __________________________________________________
Iorget
At the end oI this activity, I will be competent in determining a school
environment that provides social, psychological, and physical environment
supportive oI learning.
Fer|ormonce (How I W||| 8e koted)



















































F|e|d 8tudy 1 Ep|sode 1 - The 8choo| as a Learn|ng Env|ronment
Focused on: 0eterm|n|ng a schoo| env|ronment that prov|des soc|a|,
psycho|og|ca|, and phys|ca| env|ronment support|ve of |earn|ng.
Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1

0ose(val|or/
0ocurerlal|or
A|| lass We(e
dore W|lr
oulslard|rd
cua||lv: Wo(
exceeds
expeclal|ors
1
A|| o( rea( a||
lass We(e dore
W|lr r|dr cua||lv



3
ea(|v a|| lass
We(e dore W|lr
acceplao|e cua||lv



2
FeWe( lrar ra|l ol
lass We(e dore:
o( rosl oojecl|ves
rel oul W|lr poo(
cua||lv

1.

Vv Ara|vs|s
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v: |r
deplr arsWe(s:
lro(oudr|v
d(ourded or
lreo(|es\
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v


C|ea( correcl|or
W|lr lreo(|es


0(arra( ard
Ara|vs|s
cuesl|ors We(e
rol arsWe(ed
corp|ele|v.


\adue|v (e|aled lo
lre lreo(|es

0(arra( ard
spe|||rd

Ara|vs|s
cuesl|ors We(e
rol arsWe(ed.


0(arra( ard
spe|||rd
ursal|slaclo(v.
FlELD SIUDY 1
$
FIELD 8TUDY
The Learner'a DeveIopment
and Environment




















































Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1


-
-Exerp|a(v
d(arra( ard
spe|||rd.
1
spe|||rd a(e
supe(|o(.

3
acceplao|e


2



1.

Vv Rel|ecl|or
Rel|ecl|or
slalererls a(e
p(olourd ard
c|ea(. suppo(led
ov expe(|erces
l(or lre ep|sode.

1
Rel|ecl|or
slalererls a(e
c|ea(. oul rol
c|ea(|v suppo(led
ov expe(|erces
l(or lre ep|sode.

3
Rel|ecl|or
slalererls a(e
sra||oW:
suppo(led ov
expe(|erces l(or
lre ep|sode.

2
Rel|ecl|or
slalererls a(e
urc|ea( ard
sra||oW ard a(e
rol suppo(led ov
expe(|erces l(or
lre ep|sode.
1

Vv Po(llo||o
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard a|| a(e
suppo(l|rd
docurerlal|or
a(e |ocaled |r
secl|ors c|ea(|v
des|draled.

1
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard rosl
suppo(l|rd
docurerlal|or
a(e ava||ao|e
ard/o( |r |od|ca|
ard c|ea(|v
ra(ed |ocal|ors.
3
Po(llo||o |s
|rcorp|ele:
suppo(l|rd
docurerlal|or |s
o(dar|zed oul |s
|ac|rd.




2
Po(llo||o ras
rarv |ac|rd
corporerls: |s
uro(dar|zed ard
urc|ea(.





1

3uor|ss|or
8elo(e dead||re


1
0r lre dead||re


3
A dav alle( lre
dead||re

2
TWo davs alle( lre
dead||re

1
3uo Tola|s




0ve(-a|| 3co(e




Ral|rd:
|8ased or
l(arsrulal|or)




_______________________________
3|dralu(e ol F3 Teacre(
Aoove P(|rled are






_____________________________
0ale
Transmutat|on of score to grade|rat|ng
8core Crade
20 - 1.0 - 99
18-19 - 1.25 - 9
1Z - 1.5 - 93
1 - 1.Z5 - 90
15 - 2.00 - 8Z
11 - 2.25 - 81
8core Crade
12-13 - 2.50 - 81
11 - 2.Z5 - Z8
10 - 3.00 - Z5
8-9 - 3. 5 - Z2 ard
Z-oe|oW - 5.00 - oe|oW
FlELD SIUDY 1
op
A general observation oI the campus and the classroom is an
exciting way to start my observation.

My mission is to do the Iollowing tasks:




















































2. Visit a school. Look into
facilities and support
learning areas in the
campus, then in the
classroom.
1. Accomplish
checklist as you
move around the
school premises.
4. Based on your
gathered data in the
checklist, describe
the school
environment.
3. Make a reflection on
the characteristics of
a school
environment that
promotes 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
FlELD SIUDY 1


Wr|te our
observot|on
notes here:
Ioo|s



















































FlELD SIUDY 1
As you move around the campus, activity forms are provided Ior you to
document your observations. It is advised that you read the entire worksheet beIore
proceeding to the school site. A good understanding oI activities and tasks to be
accomplished in the activity sheets yield better learning results.

SCHOOL FACILITIES CHECKLIST
FamiIiarize yourseIf with the different areas and faciIities of the
schooI. Check the coIumn to indicate their avaiIabiIity. Give brief
description of those that are avaiIabIe on the Iast coIumn.

Fac|||t|es Ava||ab|e
Not
Ava||ab|e
0escr|pt|on
0ll|ce ol lre P(|rc|pa|



L|o(a(v



Course||rd Roor



Carleer/Calele(|a



Ved|ca| C||r|c



Aud|o \|sua|/Ved|a Cerle(



Read|rd Cerle(



3peecr Laoo(alo(v
























































Fac|||t|es Ava||ab|e
Not
Ava||ab|e
0escr|pt|on
3c|erce Laoo(alo(v



0vrras|ur



Aud|lo(|ur



lore Ecoror|cs Roor



lrdusl(|a| wo(srop A(ea



PTA 0ll|ce



Corlo(l Roor lo( 8ovs



Corlo(l Roor lo( 0|(|s



0lre(s (P|ease soeo|ly.j



































FlELD SIUDY 1


Wr|te our
observot|on
notes here:



#ead the foIIowing statements carefuIIy. Then Write your
observation report on the provided space.

. Describe the community or neighborhood where the school is
found.
2. Describe the school campus. What colors do you see? What
colors do you see? What is the condition of the buildings?
3. Pass by the offices. What impression do you have of these
offices?
4. Walk through the school halls, the library, the cafeteria. Look
around and find out the other facilities that the school has.
























































An Observation Guide for the CLASS#OOM VISIT
ame of the School Observed ________________________________
School Address ___________________________________________
Date of Visit ______________________________________________
FlELD SIUDY 1



Be guided by the tasks as you do your observation. Then
accompIish the matrix to record your data.

. 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 pieces of furniture are 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. s the room well-lighted and well-ventilated?

CLASS#OOM FACILITIES MAT#IX
CIassroom FaciIities
Description
(Iocation, number,
arrangement,
condition)
. Wall Displays

2. Teacher's Table

3. Learner's Desks

4. Blackboard

5. Learning
Materials/Visual Aids

6.

7.

8.

9.

.





FlELD SIUDY 1

'l erle(ed
lre
c|ass(oor
W|lr corv|cl|or
lral |s Was
c(uc|a| lo(
re ard eve(v
olre(
sluderl lo
oe ar acl|ve
pa(l|c|parl.
rol a
pass|ve
corsure( .
Lea(r|rd |s
a p|ace Wre(e
pa(ad|se car
oe c(ealed.

-8e|| loos.
Teacr|rd lo
T(arsd(ess.
Y:Roul|edde.
1991.

An Observation Guide for the CLASS#OOM VISIT




Ano|s|s
Tre o(ea|rd doWr ol
|rlo(ral|ora| rale(|a|s |rlo
lre|( corporerl pa(ls.
exar|r|rd |ard l(v|rd lo
urde(slard lre
o(dar|zal|ora| sl(uclu(e ol)
sucr |rlo(ral|or lo deve|op
d|ve(derl corc|us|ors ov
|derl|lv|rd rol|ves o(
causes. ra|rd |rle(erces.
ard/o( l|rd|rd ev|derces lo
suppo(l dere(a||zal|ors. ll
|rvo|ves:
O see|rd palle(rs
O o(dar|zal|or ol pa(ls
O (ecodr|l|or ol r|dder
rear|rds
O |derl|l|cal|or ol
corporerls


O ":esr|on 0:es
ara|vze. sepa(ale.
o(de(. exp|a|r.
correcl. c|ass|lv.
a((arde. d|v|de.
corpa(e. se|ecl.
exp|a|r. |rle(
|8|oor's Taxororv)


ame of the School Observed _________________________________________
School Address ____________________________________________________
Date of Visit _______________________________________________________
FlELD SIUDY 1
Write your observation report here.
Ano|s|s
ow do the school campus and the classroom in particular impact on the
learning oI the students going to school? What are your conclusions?

ow does this relate to your knowledge oI child and adolescent
development/ ow does this relate to your knowledge oI Iacilitating
learning?

'To |ea(r ard rol lo
lr|r ove( Wral vou
rave |ea(red |s
pe(lecl|v use|ess. To
lr|r W|lroul rav|rd
|ea(red |s darde(ous.
~ 0o(e \|da|


FlELD SIUDY 1
ke||ect|ons
. Would you like to teach in the school environment you iust observed?
Why? Why not?

2. What kind oI school campus is conducive to learning

3. What kind oI classroom is conducive to learning?

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

5. Write your additional learning insights here.

Let our
Creot|v|t
$h|ne
0r lre oppos|le oox.
p(eserl ar |||usl(al|or
sroW|rd vou( |dea ol ar
ellecl|ve scroo|
erv|(orrerl lr(oudr arv
ol lrese:

A desc(|pl|ve
Pa(ad(apr
A prolo Essav
A selcr o( d(aW|rd
A poer. sord o( (ap




FlELD SIUDY 1
Fort|o||o
My PersonaI IIIustration of an Effective
SchooI Environment
FIELD 8TUDY
p|sode 2
THE LEARNER'S CHARACTER!ST!CS AND NEEDS
are ol F3 3luderl _____________________________________________________
Cou(se ________________________________ Yea( & 3ecl|or __________________
Resou(ce Teacre( ____________________ 3|dralu(e ____________ 0ale _________
Coope(al|rd 3croo| _____________________________________________________
Iorget
At the end oI this activity, I will gain competence in diIIerentiating the
characteristics and needs oI learners Irom diIIerent developmental levels.
Fer|ormonce (How I W||| 8e koted)



'To oe a leacre( |r
lre (|drl serse |s lo
oe a |ea(re(.
lrsl(ucl|or oed|rs
Wrer vou. lre
leacre(. |ea(r l(or
lre |ea(re(. Pul
vou(se|l |r r|s p|ace
so lral vou rav
urde(slard Wral re
urde(slards ard |r
lre Wav re
urde(slards |l.
- 3o(er K|e(edaa(d



















































F|e|d 8tudy 1 Ep|sode 2 - The Learner's 6haracter|st|cs and Needs
Focused on: 0|fferent|at|ng the character|st|cs and needs of |earners from
d|fferent deve|opmenta| |eve|s
Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1

0ose(val|or/
0ocurerlal|or
A|| lass We(e
dore W|lr
oulslard|rd
cua||lv: Wo(
exceeds
expeclal|ors
1
A|| o( rea( a||
lass We(e dore
W|lr r|dr cua||lv



3
ea(|v a|| lass
We(e dore W|lr
acceplao|e cua||lv



2
FeWe( lrar ra|l ol
lass We(e dore:
o( rosl oojecl|ves
rel oul W|lr poo(
cua||lv

1.

Vv Ara|vs|s
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v: |r
deplr arsWe(s:
lro(oudr|v
d(ourded or
lreo(|es\
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v


C|ea( correcl|or
W|lr lreo(|es


0(arra( ard
Ara|vs|s
cuesl|ors We(e
rol arsWe(ed
corp|ele|v.


\adue|v (e|aled lo
lre lreo(|es

0(arra( ard
spe|||rd

Ara|vs|s
cuesl|ors We(e
rol arsWe(ed.


0(arra( ard
spe|||rd
ursal|slaclo(v.
FlELD SIUDY 1
$

The Learner'a DeveIopment

and Environment





Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1


-
-Exerp|a(v
d(arra( ard
spe|||rd.
1
spe|||rd a(e
supe(|o(.

3
acceplao|e


2



1.

Vv Rel|ecl|or
Rel|ecl|or
slalererls a(e
p(olourd ard
c|ea(. suppo(led
ov expe(|erces
l(or lre ep|sode.

1
Rel|ecl|or
slalererls a(e
c|ea(. oul rol
c|ea(|v suppo(led
ov expe(|erces
l(or lre ep|sode.

3
Rel|ecl|or
slalererls a(e
sra||oW:
suppo(led ov
expe(|erces l(or
lre ep|sode.

2
Rel|ecl|or
slalererls a(e
urc|ea( ard
sra||oW ard a(e
rol suppo(led ov
expe(|erces l(or
lre ep|sode.
1

Vv Po(llo||o
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard a|| a(e
suppo(l|rd
docurerlal|or
a(e |ocaled |r
secl|ors c|ea(|v
des|draled.

1
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard rosl
suppo(l|rd
docurerlal|or
a(e ava||ao|e
ard/o( |r |od|ca|
ard c|ea(|v
ra(ed |ocal|ors.
3
Po(llo||o |s
|rcorp|ele:
suppo(l|rd
docurerlal|or |s
o(dar|zed oul |s
|ac|rd.




2
Po(llo||o ras
rarv |ac|rd
corporerls: |s
uro(dar|zed ard
urc|ea(.





1

3uor|ss|or
8elo(e dead||re


1
0r lre dead||re


3
A dav alle( lre
dead||re

2
TWo davs alle( lre
dead||re

1
3uo Tola|s




0ve(-a|| 3co(e




Ral|rd:
|8ased or
l(arsrulal|or)




_______________________________
3|dralu(e ol F3 Teacre(
Aoove P(|rled are






_____________________________
0ale
Transmutat|on of score to grade|rat|ng
8core Crade
20 - 1.0 - 99
18-19 - 1.25 - 9
1Z - 1.5 - 93
1 - 1.Z5 - 90
15 - 2.00 - 8Z
11 - 2.25 - 81
8core Crade
12-13 - 2.50 - 81
11 - 2.Z5 - Z8
10 - 3.00 - Z5
8-9 - 3. 5 - Z2 ard
Z-oe|oW - 5.00 - oe|oW
FlELD SIUDY 1
op

8tep 1

0ose(ve a 3 d(oups ol
|ea(re(s l(or d|lle(erl |eve|s
|p(escroo|. e|er.. ard r|dr
scroo|)

8tep 3

\a||dale vou( oose(val|or ov
|rle(v|eW|rd lre |ea(re(s.

8tep 2

0esc(|oe eacr ol lre |ea(re(s
oased or vou( oose(val|ors.



8tep 4

Corpa(e lrer |r le(rs ol
lre|( |rle(esls ard reeds.


o reach your target, do the Iollowing tasks:
FlELD SIUDY 1
Ioo|s



Theory
connect|ons
0r E(|sor's
Ep|derel|c P(|rc|p|es

Tr|s p(|rc|p|e savs lral
We deve|op lr(oudr a
p(edele(r|red urlo|d|rd ol
ou( pe(sora||l|es. 0u(
p(od(ess lr(oudr eacr
slade ol ||le |s |r pa(l
dele(r|red ov ou(
success. o( |ac ol
success. |r a|| lre p(ev|ous
slades. A ||ll|e ||e lre
urlo|d|rd ol lre (ose oud.
eacr pela| opers up al a
ce(la|r l|re. |r a ce(la|r
o(de(. Wr|cr lr(oudr |ls
derel|cs. ras dele(r|red.
ll We |rle(le(e |r lre ralu(a|
o(de( ol deve|oprerl ov
pu|||rd a pela| lo(Wa(d
p(eralu(e|v o( oul ol o(de(.
We (u|r lre deve|oprerl ol
lre erl|(e l|oWe(.
0r. 6. Ceorge oeree




FlELD SIUDY 1
Use the activity form provided Ior you to document your
observations.
An Observation Guide for the Learner's Characteristics

#ead the foIIowing statements carefuIIy. Then write
your observation report on the provided space. Your teacher
may aIso recommend another observation checkIist if a more
detaiIed observation is preferred.
PhysicaI
. 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.

SociaI
. Describe how they interact with teachers and other adults.
2. ote how they also interact with peers. What do they talk
about? What are their concerns?

EmotionaI
. Describe the emotional disposition or temperament of the
learners. (happy, sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their
behavior. Are they self-conscious?

Cognitive
. Describe their ability to use words to communicate their
ideas. ote 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
did they show problem solving abilities.

Learner's DeveIopment Matrix



DeveIopment Domain
PreschooIer
ndicate age range of children
observed: ________________
EIementary
ndicate age range of children
observed: ________________
High SchooI
ndicate age range of children
observed: ________________
PhysicaI
Gross-motor skills

Fine-motor skills

Self-help skills

Others

SociaI
nteraction with
Teachers

nteraction with
Classmates/Friends

nterests

Others

EmotionaI
Moods and
temperament,
expression of feelings

Emotional
ndependence

Others

Cognitive
Communication Skills

Thinking Skills

Problem Solving

Others

Record the data you gathered about the learner`s characteristics and needs in this matrix. This will
allow you to compare the characteristics and needs oI learner`s diIIerent levels. The items under each domain
are by no means exhaustive. These are iust sample indicators. You may add other aspects which you may have
observed.
FlELD SIUDY 1
Write the most salient developmental characteristics oI the learners you observed. Based on these
characteristics, think oI implication Ior the teacher.
Example:
LeveI
SaIient Characteristics
Observed
ImpIication to the Teaching-Learning
Process
PreschooI
Age Range of
Learners
observed 3-4






O Preschoolers like to move
a lot.
O Therefore, the teacher should remember to
use music and movement activities not just
in PE but in all subject areas.

O Therefore, teachers should not expect
preschoolers to stay seated for a long
period of time.

LeveI
SaIient Characteristics
Observed
ImpIication to the Teaching-Learning
Process

PreschooI
Age Range of
Learners
observed ______







EIementary
Age Range of
Learners
observed ______







High SchooI
Age Range of
Learners
observed ______










Ano|s|s
FlELD SIUDY 1




0n Ref|ect|ons


2 leacr. |s
2 loucr ||ves
1 eve( lll



















































FlELD SIUDY 1
ke||ect|ons
. While you were observing the learners, did you recall your own
experience when you were their age? What similarities or diIIerences do
you have with the learners you observed?

2. Think oI a teacher you cannot Iorget Ior positive or negative reasons.
ow did she/he help or not help you with your needs (physical,
emotional, social, and cognitive)? ow did it aIIect you?

3. Share your insights here.

Fort|o||o
FlELD SIUDY 1
Which is your Iavorite theory development? ow can this guide you as a
Iuture teacher?

Clip some readings about this theory and paste them here.
FIELD 8TUDY
p|sode 3
CLASSROON NANACENENT LEARN!NC
are ol F3 3luderl _____________________________________________________
Cou(se ________________________________ Yea( & 3ecl|or __________________
Resou(ce Teacre( ____________________ 3|dralu(e ____________ 0ale _________
Coope(al|rd 3croo| _____________________________________________________
Iorget
At the end oI this activity, I will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and
conducive to learning.
Fer|ormonce (How I W||| 8e koted)



Wr|te our
observot|on
notes here:



















































F|e|d 8tudy 1 Ep|sode 3 - 6|assroom Hanagement and Learn|ng
Focused on: competence |n manag|ng t|me, space and resources to prov|de an
env|ronment wh|ch |s appropr|ate to the |earners and conduc|ve to |earn|ng.
Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1

0ose(val|or/
0ocurerlal|or
A|| lass We(e
dore W|lr
oulslard|rd
cua||lv: Wo(
exceeds
expeclal|ors
1
A|| o( rea( a||
lass We(e dore
W|lr r|dr cua||lv



3
ea(|v a|| lass
We(e dore W|lr
acceplao|e cua||lv



2
FeWe( lrar ra|l ol
lass We(e dore:
o( rosl oojecl|ves
rel oul W|lr poo(
cua||lv

1.

Vv Ara|vs|s
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v: |r
deplr arsWe(s:
lro(oudr|v
d(ourded or
lreo(|es\
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v


C|ea( correcl|or
W|lr lreo(|es


0(arra( ard
Ara|vs|s
cuesl|ors We(e
rol arsWe(ed
corp|ele|v.


\adue|v (e|aled lo
lre lreo(|es

0(arra( ard
spe|||rd

Ara|vs|s
cuesl|ors We(e
rol arsWe(ed.


0(arra( ard
spe|||rd
ursal|slaclo(v.
FlELD SIUDY 1
$

The Learner'a DeveIopment

and Environment





Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1


-
-Exerp|a(v
d(arra( ard
spe|||rd.
1
spe|||rd a(e
supe(|o(.

3
acceplao|e


2



1.

Vv Rel|ecl|or
Rel|ecl|or
slalererls a(e
p(olourd ard
c|ea(. suppo(led
ov expe(|erces
l(or lre ep|sode.

1
Rel|ecl|or
slalererls a(e
c|ea(. oul rol
c|ea(|v suppo(led
ov expe(|erces
l(or lre ep|sode.

3
Rel|ecl|or
slalererls a(e
sra||oW:
suppo(led ov
expe(|erces l(or
lre ep|sode.

2
Rel|ecl|or
slalererls a(e
urc|ea( ard
sra||oW ard a(e
rol suppo(led ov
expe(|erces l(or
lre ep|sode.
1

Vv Po(llo||o
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard a|| a(e
suppo(l|rd
docurerlal|or
a(e |ocaled |r
secl|ors c|ea(|v
des|draled.

1
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard rosl
suppo(l|rd
docurerlal|or
a(e ava||ao|e
ard/o( |r |od|ca|
ard c|ea(|v
ra(ed |ocal|ors.
3
Po(llo||o |s
|rcorp|ele:
suppo(l|rd
docurerlal|or |s
o(dar|zed oul |s
|ac|rd.




2
Po(llo||o ras
rarv |ac|rd
corporerls: |s
uro(dar|zed ard
urc|ea(.





1

3uor|ss|or
8elo(e dead||re


1
0r lre dead||re


3
A dav alle( lre
dead||re

2
TWo davs alle( lre
dead||re

1
3uo Tola|s




0ve(-a|| 3co(e




Ral|rd:
|8ased or
l(arsrulal|or)




_______________________________
3|dralu(e ol F3 Teacre(
Aoove P(|rled are






_____________________________
0ale
Transmutat|on of score to grade|rat|ng
8core Crade
20 - 1.0 - 99
18-19 - 1.25 - 9
1Z - 1.5 - 93
1 - 1.Z5 - 90
15 - 2.00 - 8Z
11 - 2.25 - 81
8core Crade
12-13 - 2.50 - 81
11 - 2.Z5 - Z8
10 - 3.00 - Z5
8-9 - 3. 5 - Z2 ard
Z-oe|oW - 5.00 - oe|oW
FlELD SIUDY 1
op
FlELD SIUDY 1
To reach your target, do the Iollowing tasks:

O Observe a class.
O Using checklist, find out the
evident classroom
components.
O Describe how the classroom
is structured/designed to allow
everyone to participate in the
learning activities.
O Relate your data in your
checklist to the learner'
Ioo|s


FlELD SIUDY 1
Use the activity form provided Ior you to document your
observations.
An Observation for the Learner's Characteristics

#ead the foIIowing statements carefuIIy. Then write your
observation report on the provided space.
. As you observe the class, look into the characteristics of
the learners. ote their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage
their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.


are ol lre 3croo| ______________________________________________
0ose(ved______________________________________________________
Local|or ol lre 3croo| ___________________________________________
0ale ol \|s|l ___________________________________________________



























'l erle(ed
lre
c|ass(oor
W|lr corv|cl|or
lral |s Was
c(uc|a| lo(
re ard eve(v
olre(
sluderl lo
oe ar acl|ve
pa(l|c|parl.
rol a
pass|ve
corsure( .
Lea(r|rd |s
a p|ace Wre(e
pa(ad|se car
oe c(ealed.

-8e|| loos.
Teacr|rd lo
T(arsd(ess.
Y:Roul|edde.
1991.


FlELD SIUDY 1
An Observation Guide for the CLASS#OOM VISIT

Be guided by these questions as you do your
observations of the cIassroom management. It is aIso good
to ask the teacher for additionaI information so you can
verify your observation. Write your notes beIow; and then
organize your data in the tabIe that foIIows.

. Are there areas in the classroom for specific purposes
(storage of teaching aids, book, student's belongings,
supplies, etc.)? Describe these areas.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

2. Are there rules and procedures posted in the room?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

3. Did the students participate in making the classroom rules?
(Ask the resource teacher.)
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

4. What are the daily routines done by the teacher? (prayer,
attendance, assignments of monitors, war-up, activities,
etc.) How they are done?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

5. s there a seating arrangement? What is the basis of this
arrangement?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________





FlELD SIUDY 1

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

7. f a learner is not following instructions or is off-task, what
does the teacher do? Describe the behavior strategies
used.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

8. What does the teacher do to reinforce positive behaviors?
(behavior strategies)
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________


Observation notes:




CLASS#OOM MANAGEMENT MAT#IX
Aspect of CIassroom
Management
Description

Effect on the Learners
(to be filled up after you answer
the analysis question)

. Specific Areas in the
Classroom




2. Classroom Rules




3. Classroom Procedures




4. Daily Routines




5. Seating Arrangement




6. Handling
Misbehavior/Off-task
behavior




7. Reinforcement of Positive
Behavior




8. Others




9. Others




. Others








FlELD SIUDY 1


FlELD SIUDY 1
Ano|s|s
. ow did the classroom organization and routines aIIect the learner`s
behavior?

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

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

Th|nk about these

pract|ces.

1. Teacre(s ersu(e lral
lre |ea(re(s lurcl|or
as a ca((v|rd
corrur|lv.
2. Teacre(s o(|rd eacr
ore's rore cu|lu(e
ard |arduade |rlo
lre sra(ed cu|lu(e ol
lre scroo|.
3. Teacre(s use
sl(aled|es lo ou||d a
cores|ve corrur|lv.
1. Teacre(s |el |ea(re(s
accorp||sr
rear|rdlu| la|s ard
lo pa(l|c|pale |r
|ea(r|rd expe(|erces
|r Wr|cr lrev car
succeed.
5. Teacre(s erpras|ze
ro(e coope(al|or.
|ess corpel|l|or.

You rav croose lo
W(|le a (el|ecl|or or
lr|s ard |rc|ude |l |r
vou( po(llo||o.


FlELD SIUDY 1
. Imagine yourselI organizing your classroom in the Iuture. In what
grade/year level do you see yourselI? What routines and procedures
would you consider Ior this level? Why?

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

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

ke||ect|ons












Fort|o||o
Include here pictures oI the classroom/s you observed. Write
descriptions/annotations about what you observed in each photo.
FlELD SIUDY 1
FIELD 8TUDY
p|sode 4
!ND!v!DUAL D!FFERENCES AND LEARNER'S !NTERACT!ON
Fccu:inc cn ciffe(ence: in cence(. (ccic|. (e|icicu: Lcckc(cunc: )
are ol F3 3luderl _____________________________________________________
Cou(se ________________________________ Yea( & 3ecl|or __________________
Resou(ce Teacre( ____________________ 3|dralu(e ____________ 0ale _________
Coope(al|rd 3croo| _____________________________________________________
Iorget
At the end oI this activity, I will gain competence in determining,
understanding and accepting the learner`s diverse backgrounds.
Fer|ormonce (How I W||| 8e koted)




















































F|e|d 8tudy 1 Ep|sode 4 - |nd|v|dua| d|fferences and |earner's |nteract|on
Focused on: d|fferences |n gender, rac|a|, re||g|ous backgrounds
Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1

0ose(val|or/
0ocurerlal|or
A|| lass We(e
dore W|lr
oulslard|rd
cua||lv: Wo(
exceeds
expeclal|ors
1
A|| o( rea( a||
lass We(e dore
W|lr r|dr cua||lv



3
ea(|v a|| lass
We(e dore W|lr
acceplao|e cua||lv



2
FeWe( lrar ra|l ol
lass We(e dore:
o( rosl oojecl|ves
rel oul W|lr poo(
cua||lv

1.

Vv Ara|vs|s
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v: |r
deplr arsWe(s:
lro(oudr|v
d(ourded or
lreo(|es\
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v


C|ea( correcl|or
W|lr lreo(|es


0(arra( ard
Ara|vs|s
cuesl|ors We(e
rol arsWe(ed
corp|ele|v.


\adue|v (e|aled lo
lre lreo(|es

0(arra( ard
spe|||rd

Ara|vs|s
cuesl|ors We(e
rol arsWe(ed.


0(arra( ard
spe|||rd
ursal|slaclo(v.
FlELD SIUDY 1
$

The Learner'a DeveIopment

and Environment






Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1


-
-Exerp|a(v
d(arra( ard
spe|||rd.
1
spe|||rd a(e
supe(|o(.

3
acceplao|e


2



1.

Vv Rel|ecl|or
Rel|ecl|or
slalererls a(e
p(olourd ard
c|ea(. suppo(led
ov expe(|erces
l(or lre ep|sode.

1
Rel|ecl|or
slalererls a(e
c|ea(. oul rol
c|ea(|v suppo(led
ov expe(|erces
l(or lre ep|sode.

3
Rel|ecl|or
slalererls a(e
sra||oW:
suppo(led ov
expe(|erces l(or
lre ep|sode.

2
Rel|ecl|or
slalererls a(e
urc|ea( ard
sra||oW ard a(e
rol suppo(led ov
expe(|erces l(or
lre ep|sode.
1

Vv Po(llo||o
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard a|| a(e
suppo(l|rd
docurerlal|or
a(e |ocaled |r
secl|ors c|ea(|v
des|draled.

1
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard rosl
suppo(l|rd
docurerlal|or
a(e ava||ao|e
ard/o( |r |od|ca|
ard c|ea(|v
ra(ed |ocal|ors.
3
Po(llo||o |s
|rcorp|ele:
suppo(l|rd
docurerlal|or |s
o(dar|zed oul |s
|ac|rd.




2
Po(llo||o ras
rarv |ac|rd
corporerls: |s
uro(dar|zed ard
urc|ea(.





1

3uor|ss|or
8elo(e dead||re


1
0r lre dead||re


3
A dav alle( lre
dead||re

2
TWo davs alle( lre
dead||re

1
3uo Tola|s




0ve(-a|| 3co(e




Ral|rd:
|8ased or
l(arsrulal|or)




_______________________________
3|dralu(e ol F3 Teacre(
Aoove P(|rled are






_____________________________
0ale
Transmutat|on of score to grade|rat|ng
8core Crade
20 - 1.0 - 99
18-19 - 1.25 - 9
1Z - 1.5 - 93
1 - 1.Z5 - 90
15 - 2.00 - 8Z
11 - 2.25 - 81
8core Crade
12-13 - 2.50 - 81
11 - 2.Z5 - Z8
10 - 3.00 - Z5
8-9 - 3. 5 - Z2 ard
Z-oe|oW - 5.00 - oe|oW
FlELD SIUDY 1
op


FlELD SIUDY 1
The learner`s individual diIIerences and the type oI interaction they
bring surely aIIect the quality oI teaching and learning. This episode is about
observing and gathering data to Iind out how student diversity aIIects learning.
To reach your target, do the Iollowing tasks:
8tep 1. 0ose(ve |r d|lle(erl pa(ls ol scroo| dav.
|oed|rr|rd ol lre dav. c|ass l|re. (ecess. elc.)
8tep 2. 0esc(|oe lre cra(acle(|sl|cs ol lre |ea(re(s |r
le(rs ol ade. derde( ard soc|a| ard cu|lu(a| d|ve(s|lv.
8tep 3. 0esc(|oe lre |rle(acl|or lral l(arsp|(es |rs|de
ard ouls|de ol lre c|ass(oor.
8tep 4. lrle(v|eW vou( Resou(ce Teacre( aooul lre
p(|rc|p|es ard p(acl|ces lral sre uses |r dea||rd W|lr
d|ve(s|lv |r lre c|ass(oor.
8tep 5. Ara|vze lre |rpacl ol |rd|v|dua| d|lle(erces or
|ea(re('s |rle(acl|or.
Ioo|s


FlELD SIUDY 1
Use the activity form provided Ior you to document your
observations.
An Observation for the Learner's Characteristics

#ead the foIIowing statements carefuIIy. Then write your
observation report on the provided space on the next page.
. Find out the number of students. Gather data as to their
ages, gender, racial groups, religious and ethnic
backgrounds.____________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
During Class:
. How much interaction is there in the classroom? Describe
how the students interact with one another and with the
teacher. Are there groups that interact more with the
teacher than others.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
2. Observe the learners seated at the back and the front part
of the room. Do they behave and interact differently?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________












ll laes a
Wo(|d ol
d|lle(erce lo
rae a
d|lle(erce
|r lre Wo(|d.

-l(or a
cr||d(er's
sord |0uoled
|r Covev's 8
lr

lao|l 0\0)

wral does
lr|s cuolal|or
rear lo vou?
w(|le vou(
lroudrls re(e.
OBSERVATION REPORT


ame of the School Observed ________________________________________________________________
School Address ____________________________________________________________________________
Date of Visit _______________________________________________________________________________
FlELD SIUDY 1


. IdentiIy the persons who play key roles in the relationships and interactions in the classroom. What
roles do they play? Is there somebody who appears to be the leader, a mascot/ioker, an intention seeker,
a little teacher, a doubter/pessimist?

2. Are students coming Irom the minority group accepted or reiected by the others? ow is this shown?

3. ow does the teacher inIluence the class interaction considering the individual diIIerences oI the
students?

4. What Iactors inIluencing the grouping oI learners outside the classroom?

Ano|s|s
FlELD SIUDY 1


Wr|te our
notes here:


ke||ect|ons
FlELD SIUDY 1
. ow did you Ieel being in that classroom? Did you Ieel a sense oI oneness
or unity among the learners and between the teacher and the learners?

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

FlELD SIUDY 1
Fort|o||o
Post a collection oI quotations advocating Ior celebrating diversity in the
classroom. Using these quotations, explain how you will encourage all learners
regardless oI religious, ethnic or racial background to interact and participate
well.
FIELD 8TUDY
p|sode 5
!ND!v!DUAL D!FFERENCES AND LEARNER'S !NTERACT!ON
Fccu:inc cn ciffe(enI |eve|: cf cLi|iIie:)
are ol F3 3luderl ________________________________________________________
Cou(se ___________________________________ Yea( & 3ecl|or __________________
Resou(ce Teacre( ____________________ 3|dralu(e ______________ 0ale _________
Coope(al|rd 3croo| ________________________________________________________
Iorget
At the end oI this activity, I will gain competence in determining teaching
approaches and techniques considering the learner`s diIIerences in level oI abilities.
Fer|ormonce (How I W||| 8e koted)



















































F|e|d 8tudy 1 Ep|sode - |nd|v|dua| 0|fferences and Learner's |nteract|on
Focused on: determ|n|ng teach|ng approaches and techn|ques cons|der|ng the
|earner's d|fferences |n |eve| of ab|||t|es.
Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1

0ose(val|or/
0ocurerlal|or
A|| lass We(e
dore W|lr
oulslard|rd
cua||lv: Wo(
exceeds
expeclal|ors
1
A|| o( rea( a||
lass We(e dore
W|lr r|dr cua||lv



3
ea(|v a|| lass
We(e dore W|lr
acceplao|e cua||lv



2
FeWe( lrar ra|l ol
lass We(e dore:
o( rosl oojecl|ves
rel oul W|lr poo(
cua||lv

1.

Vv Ara|vs|s
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v: |r
deplr arsWe(s:
lro(oudr|v
d(ourded or
lreo(|es\
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v


C|ea( correcl|or
W|lr lreo(|es


0(arra( ard
Ara|vs|s
cuesl|ors We(e
rol arsWe(ed
corp|ele|v.


\adue|v (e|aled lo
lre lreo(|es

0(arra( ard
spe|||rd

Ara|vs|s
cuesl|ors We(e
rol arsWe(ed.


0(arra( ard
spe|||rd
ursal|slaclo(v.
FlELD SIUDY 1
$

The Learner'a DeveIopment

and Environment
'l
rade |ll

-Leo |r 'Leo lre
Lale 8|oore( ov
Rooe(l K(aus.

You rav Warl lo
(ead lr|s slo(v. ll
|s a slo(v lo(
cr||d(er. oul |l
ras a p(olourd
ressade lo(
leacre(s ard
pa(erls. Loo |l
up.






Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1


-
-Exerp|a(v
d(arra( ard
spe|||rd.
1
spe|||rd a(e
supe(|o(.

3
acceplao|e


2



1.

Vv Rel|ecl|or
Rel|ecl|or
slalererls a(e
p(olourd ard
c|ea(. suppo(led
ov expe(|erces
l(or lre ep|sode.

1
Rel|ecl|or
slalererls a(e
c|ea(. oul rol
c|ea(|v suppo(led
ov expe(|erces
l(or lre ep|sode.

3
Rel|ecl|or
slalererls a(e
sra||oW:
suppo(led ov
expe(|erces l(or
lre ep|sode.

2
Rel|ecl|or
slalererls a(e
urc|ea( ard
sra||oW ard a(e
rol suppo(led ov
expe(|erces l(or
lre ep|sode.
1

Vv Po(llo||o
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard a|| a(e
suppo(l|rd
docurerlal|or
a(e |ocaled |r
secl|ors c|ea(|v
des|draled.

1
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard rosl
suppo(l|rd
docurerlal|or
a(e ava||ao|e
ard/o( |r |od|ca|
ard c|ea(|v
ra(ed |ocal|ors.
3
Po(llo||o |s
|rcorp|ele:
suppo(l|rd
docurerlal|or |s
o(dar|zed oul |s
|ac|rd.




2
Po(llo||o ras
rarv |ac|rd
corporerls: |s
uro(dar|zed ard
urc|ea(.





1

3uor|ss|or
8elo(e dead||re


1
0r lre dead||re


3
A dav alle( lre
dead||re

2
TWo davs alle( lre
dead||re

1
3uo Tola|s




0ve(-a|| 3co(e




Ral|rd:
|8ased or
l(arsrulal|or)




_______________________________
3|dralu(e ol F3 Teacre(
Aoove P(|rled are






_____________________________
0ale
Transmutat|on of score to grade|rat|ng
8core Crade
20 - 1.0 - 99
18-19 - 1.25 - 9
1Z - 1.5 - 93
1 - 1.Z5 - 90
15 - 2.00 - 8Z
11 - 2.25 - 81
8core Crade
12-13 - 2.50 - 81
11 - 2.Z5 - Z8
10 - 3.00 - Z5
8-9 - 3. 5 - Z2 ard
Z-oe|oW - 5.00 - oe|oW
FlELD SIUDY 1
op




FlELD SIUDY 1
To reach your target, do the Iollowing tasks:
1. w(|le a (epo(l ard a o(|el
(el|ecl|or or vou( expe(|erce.
3. 0ose(ve lrer
as lrev pa(l|c|pale
|r lre c|ass(oor
acl|v|lv.
2. F|rd oul sore |rlo(ral|or
aooul lre|( oacd(ourd.
1. 0ose(ve lWo o( ro(e lrar |ea(re(s ol d|lle(erl
ao|||l|es oul l(or lre sare d(ade o( vea( |eve|.
Ioo|s


Wr|te our
notes here:

FlELD SIUDY 1
Use the activity form provided Ior you to document your
observations.

An Observation for IndividuaI Differences

Reud tLe Io!!owInu uveIu!!y beIove you beuIn to obsevve.
TLen wvIte youv obsevvutIon veovt on tLe sue vovIded.
1. Obsorvo fho cInss fo soo fho dIfforoncos In nbIIIfIos of fho
Ionrnors.
. %rv fo IdonfIfv fho sfudonfs who soom fo bo porformIng woII nnd
fhoso fhnf soom fo bo bohInd.
. 'nIIdnfo vour obsorvnfIons bv nskIng fho fonchor nbouf fho
bnckground (fnmIIv, socIo-oconomIc, prosonco of somo IonrnIng
dIsnbIIIfv, ofc.) of fhoso chIIdron.
. Obsorvo fho bohnvIor of bofh fho hIgh nchIovIng nnd Iow-
nchIovIng Ionrnors. ofo fhoIr dIsposIfIons, pnco In
nccompIIshIng fnsks, InforncfIon wIfh fonchor nnd wIfh ofhors.
. Obsorvo fho fonchor`s mofhod In nddrossIng fho IndIvIdunI
IonrnIng noods of fho sfudonfs In hIs/hor cInss.
OBSERVATION REPORT


ame of the School Observed ________________________________________________________________
School Address ____________________________________________________________________________
Date of Visit _______________________________________________________________________________
FlELD SIUDY 1


. Did your observation match the inIormation given by the teacher? Were you able to correctly identiIy
who among the students perIormed well and who did not? What behavior helped you identiIy them?
(volunteering to answer, responding to teacher`s directions, etc.)

2. Describe the diIIerences in ability levels oI the students in the class. Is there a wide gap between the
students who are perIorming well and those that are not?

3. Describe the methods used by the teacher in handling the students` diIIerences in abilities. ow did the
students respond to the teacher?

Ano|s|s
FlELD SIUDY 1


Wr|te our
notes here:
. Recall the time when you were in elementary or high school. Recall the
high and low achievers in your class. ow did your teacher deal with
diIIerences in abilities? Was your teacher eIIective?

ke||ect|ons
FlELD SIUDY 1




















































FlELD SIUDY 1
Fort|o||o
With the principle oI individual diIIerences in mind, what methods and
strategies will you remember in the Iuture to ensure that you will be able to meet
the needs oI both the high and low achievers in your class?

FIELD 8TUDY
p|sode
HONESCHOOL L!NK
are ol F3 3luderl ________________________________________________________
Cou(se ___________________________________ Yea( & 3ecl|or __________________
Resou(ce Teacre( ____________________ 3|dralu(e ______________ 0ale _________
Coope(al|rd 3croo| ________________________________________________________
Iorget
At the end oI this activity, I will gain competence in identiIying and describing the
inIluencing Iactors in the home environment that impact students` learning.
Fer|ormonce (How I W||| 8e koted)


Wr|te our
notes here:


















































F|e|d 8tudy 1 Ep|sode - home - 8choo| ||nk
Focused on: |dent|fy|ng and descr|b|ng the |nf|uenc|ng factors |n the home
env|ronment that |mpact students' |earn|ng
Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1

0ose(val|or/
0ocurerlal|or
A|| lass We(e
dore W|lr
oulslard|rd
cua||lv: Wo(
exceeds
expeclal|ors
1
A|| o( rea( a||
lass We(e dore
W|lr r|dr cua||lv



3
ea(|v a|| lass
We(e dore W|lr
acceplao|e cua||lv



2
FeWe( lrar ra|l ol
lass We(e dore:
o( rosl oojecl|ves
rel oul W|lr poo(
cua||lv

1.

Vv Ara|vs|s
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v: |r
deplr arsWe(s:
lro(oudr|v
d(ourded or
lreo(|es\
Ara|vs|s
cuesl|ors We(e
arsWe(ed
corp|ele|v


C|ea( correcl|or
W|lr lreo(|es


0(arra( ard
Ara|vs|s
cuesl|ors We(e
rol arsWe(ed
corp|ele|v.


\adue|v (e|aled lo
lre lreo(|es

0(arra( ard
spe|||rd

Ara|vs|s
cuesl|ors We(e
rol arsWe(ed.


0(arra( ard
spe|||rd
ursal|slaclo(v.
FlELD SIUDY 1
The Learner'a DeveIopment
and Environment
$

Tass
Exerp|a(v
1
3upe(|o(
3
3al|slaclo(v
2
ursal|slaclo(v
1


-
-Exerp|a(v
d(arra( ard
spe|||rd.
1
spe|||rd a(e
supe(|o(.

3
acceplao|e


2



1.

Vv Rel|ecl|or
Rel|ecl|or
slalererls a(e
p(olourd ard
c|ea(. suppo(led
ov expe(|erces
l(or lre ep|sode.

1
Rel|ecl|or
slalererls a(e
c|ea(. oul rol
c|ea(|v suppo(led
ov expe(|erces
l(or lre ep|sode.

3
Rel|ecl|or
slalererls a(e
sra||oW:
suppo(led ov
expe(|erces l(or
lre ep|sode.

2
Rel|ecl|or
slalererls a(e
urc|ea( ard
sra||oW ard a(e
rol suppo(led ov
expe(|erces l(or
lre ep|sode.
1

Vv Po(llo||o
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard a|| a(e
suppo(l|rd
docurerlal|or
a(e |ocaled |r
secl|ors c|ea(|v
des|draled.

1
Po(llo||o |s
corp|ele. c|ea(.
We|| o(dar|zed
ard rosl
suppo(l|rd
docurerlal|or
a(e ava||ao|e
ard/o( |r |od|ca|
ard c|ea(|v
ra(ed |ocal|ors.
3
Po(llo||o |s
|rcorp|ele:
suppo(l|rd
docurerlal|or |s
o(dar|zed oul |s
|ac|rd.




2
Po(llo||o ras
rarv |ac|rd
corporerls: |s
uro(dar|zed ard
urc|ea(.





1

3uor|ss|or
8elo(e dead||re


1
0r lre dead||re


3
A dav alle( lre
dead||re

2
TWo davs alle( lre
dead||re

1
3uo Tola|s




0ve(-a|| 3co(e




Ral|rd:
|8ased or
l(arsrulal|or)




_______________________________
3|dralu(e ol F3 Teacre(
Aoove P(|rled are






_____________________________
0ale
Transmutat|on of score to grade|rat|ng
8core Crade
20 - 1.0 - 99
18-19 - 1.25 - 9
1Z - 1.5 - 93
1 - 1.Z5 - 90
15 - 2.00 - 8Z
11 - 2.25 - 81
8core Crade
12-13 - 2.50 - 81
11 - 2.Z5 - Z8
10 - 3.00 - Z5
8-9 - 3. 5 - Z2 ard
Z-oe|oW - 5.00 - oe|oW
FlELD SIUDY 1
op

















O 3e|ecl a |ea(re( l(or lre c|ass Wror vou rave oose(ved.
O lrle(v|eW lre leacre( aooul lre |ea(re('s cra(acle(|sl|cs.
O Corducl a rore v|s|l lo vou( se|ecled |ea(re('s (es|derce.
O lrle(v|eW lre pa(erls aooul:
- Tre (u|es lrev |rp|ererl al rore corce(r|rd lre|( cr||d's scroo||rd.
- Tre |ea(re('s acl|v|l|es ard oerav|o( al rore.
O 0esc(|oe lre lar||v |r le(rs ol:
- uroe( ol s|o||rds
- uroe( ol s|o||rds |r scroo|
O lderl|lv lre laclo(s |r lre rore erv|(orrerl lral r|drl allecl lre |ea(re('s scroo|
pe(lo(rarce.
O Rel|ecl or roW a leacre( car corrur|cale ellecl|ve|v W|lr lre rore.
































FlELD SIUDY 1
To reach your target, do the Iollowing tasks:
ome and
School Link
Ioo|s

FlELD SIUDY 1
Use the activity form provided Ior you to document your
observations.

An Observation/Interview for Home-SchooI Link

#ead the foIIowing carefuIIy before you begin to observe.
Then write your observation report on the space provided.
The Learner
. Make a general observation of the learner. Describe him in each of
the domains of development.
O Physical-body built and height (thin, chubby, underweight,
overweight), level of physical activity (slow, fast, lethargic,
active, etc.)
O Social-interaction with teachers and classmates (loner, shy,
sociable, friendly, gets into flights, liked by others, etc.)
O Emotional moods, temperament, cries easily, loses temper,
happy, shows enthusiasm, excited, indifferent, etc.
O Cognitive (appears to understand lessons, copes with the
lessons, excels, lags behind, shoes reasoning skills)
nterview the Teacher
. 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 parents? How often?
What do they discuss? Agree on?
nterview with Parents
. Conduct a home visit. Once there, observe the home set-up.
(Home is orderly, family picture in living room)
2. Use the interview questions on the next page. Just ask the
questions with which you feel comfortable.
Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be Iree to translate the questions, iI
necessary.

ame of Learner:
Date of Birth: Age:
Grade/Year Level: Gender:
umber of Siblings:
Birth Order:
Parents:
Mother:
Age:
Occupation: Educational Attainment:
Father:
Age:
Occupation: Educational Attainment:

Learner's Physical Aspect:
Health
Mother's Health during pregnancy with the learner:




Ailments or health problems of the learner as a child:



Age of the learner when he started to walk/talk:



Food preferences of the learner as a child and at present:



Who took care of him/her as a child?













FlELD SIUDY 1

Learner's Social Aspect:
Describe your child's sociability. (friendly, loner, outgoing or shy)





Who were the learner's playmates?




As a child then was he/she allowed to play outside?



s he/she allowed to go out with friends?
Do you have rules for him/her to follow regarding going out?
What are these rules?




Emotional-Moral
What are your expectations to your child?






How do you provide a nurturing environment for your child?







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?






What do you do when he/she is not successful in something?



FlELD SIUDY 1
How do you discipline your children?





Do you have rules in the house? What are they?




How do you impose the rules?




What are the consequences of breaking the rules?





Learner's Cognitive Aspect:
What are the child's interests?




What subject is he/she good in school?




n what subject/s does he/she have difficulty?





How do you monitor his/her performance in school? How do you motivate him/her???





Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?





FlELD SIUDY 1
AIter you have gathered all the necessary data, write the learner`s development proIile using the outline
below. Type the proIile in a separate sheet and attach it to this learning episode.
THE LEA#NE#'S DEVELOPMENT P#OFILE (OutIine)
The Learner's Development Profile

ame of the Learner _______________________________________________________________
School __________________________________________________________________________
Date of Home Visit _________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:

Family Profile
umber of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Age:
Occupation: Educational Attainment:


Physical Development
n paragraph form, describe the physical development of the learner. Combine the
teacher's, parent's responses and you own observations.
Social Development
n paragraph form, describe the social development of the learner. Combine the
teacher's, parent's responses and you own observations.
Emotional-Moral Development
n paragraph form, describe the emotional-moral development of the learner. Combine
the teacher's, parent's responses and you own observations.
Cognitive Development
n paragraph form, describe the cognitive development of the learner. Combine the
teacher's, parent's responses and you own observations.
Findings
Write here your salient findings about the learner.
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 our Ano|s|s portion of this learning
episode can help you.
Recommendations
Write your recommendations






FlELD SIUDY 1


Ano|s|s
FlELD SIUDY 1
From your Iindings and recommendations in the Learner`s
Development ProIile will help you answer the questions here.

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

2. Relating your data with what you learned Irom child development, what
Iamily Iactors do you think contribute to the development and overall
adiustment oI the learner oI the school?

3. Does the communication between the home-school have an eIIect on the
learner? II yes, what are these eIIects?

aum|nr|nd's Parent|ng
8ty|es

Author|tar|an. Pa(erls a(e
ve(v l|(r W|lr lre|( cr||d(er
ard expecl urWave(|rd ard
urcuesl|or|rd ooed|erce.
Ru|es a(e sel ov pa(erls ard
r|soerav|o( |s rel W|lr
W|lrd(aWa| ol allecl|or.
prvs|ca| pur|srrerl o(
lr(eals
Perm|ss|ve. Pa(erls a(e rol
l|(r o( corl(o|||rd. Trev rave
leW expeclal|ors. Vavoe
Wa(r ard ca(|rd oul appea(
lo oe ur|rvo|ved ard
ur|rle(esled.
Reject|ngNeg|ect|ng.
Pa(erls a(e d|serdaded l(or
cr||d(er. P(ov|de ro
sl(uclu(e. supe(v|s|or.
suppo(l o( du|darce.
Author|tat|ve. Pa(erls
acr|eve a dood o|erd. Trev
a(e l|(r vel |ov|rd. lave c|ea(
ard (easorao|e expeclal|ors
ard ||r|ls lo( lre|( cr||d(er.
T(eal cr||d(er W|lr (especl
ard Wa(rlr. Vae cr||d(er
urde(slard corsecuerce ol
lre|( oerav|o(.

6h||dren of:
Author|tar|an Parents: a(e
oller urrappv. lea(lu|.
W|lrd(aWr. |rr|o|led. rosl||e
ard add(ess|ve. Trev rave
|oW se|l-esleer ard d|ll|cu|lv
W|lr pee(s.
Perm|ss|ve Parents: oe||eve
lral lre|( pa(erls do rol ca(e
lo( lrer. Trev a(e oller
|rpu|s|ve. add(ess|ve. ard
|ac ol se|l-corl(o|: lrev rav
rave |oW |eve|s ol
|rdeperderce ard
(espors|o|||lv.
Reject|ngNeg|ect|ng
Parents: a(e lourd lo oe lre
|easl corpelerl |r lre|(
ove(a|| lurcl|or|rd ard
adjuslrerl.
Author|tat|ve Parents: a(e
soc|a||v corpelerl. se|l-
(e||arl. ard rave d(eale(
ao|||lv lo sroW se|l-corl(o|.
Trev rave r|dre( se|l-esleer
ard a(e oelle( adjusled.
-aseo on 0n||o 0eve|oomenr
-y $anrrook. 2004.


Wr|te our
notes here:


FlELD SIUDY 1
ke||ect|ons
. ReIlect your own development as a child. What type oI parenting did
you experience? ow did it aIIect you?

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

Co|or our
Wor|d.


FlELD SIUDY 1
1. Vae ar a(l|sl|c.
co|o(lu| ard
c(eal|ve v|sua|
exp(ess|or ol vou(
lee||rds o(
|rs|drls. aooul lre
|rl|uerce ol lre
rore ard scroo|
lo lre |ea(re(.

Trer W(|le a leW
slalererls or lre
space oe|oW aooul
vou( v|sua| a(l

8t|ck
w|th
Ac(osl|c.
2. Vae a (el|ecl|or
ac(osl|c aooul lre
rore ard scroo|
||r.
Fort|o||o
.
2. H-
O-
M-
E-

S-
C-
H-
O-
O-
L-

L-
I-
N-
K-