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MST101A – AB6 Date: ______________


Observed Class Observed Class Name of Date and time of

(subject) (section) subject teacher Observation
English 1 ALMON RP ALEDO September 21, 2018
13:00 – 14:00
Dev. Com 1 APITONG JMC BAUTISTA September 25, 2018
13:00 – 14:30
Science 5.1 MANCONO RLG VENTURA October 01, 2018
10:00 – 13:00
BAGTIKAN IC LOMERIO October 01, 2018
13:00 – 14:30


The English class of Almon begun with a simple greeting with the teacher and
immediately after, the teacher began talking about the lesson. Students immediately
brought out their notebooks and pens and get ready to write down notes. This is an
important process in learning, which is note-taking, because taking notes helps a student
become an active listener instead of a passive one. Active listening pertains to the
process of listening carefully and make sure that the information being conveyed us
understand (Koch, 2010). The teacher also made use of a microphone during his lecture
which decrease the possibilities of students being uninterested in his class due to
inaudible voice of the teacher (Technologies, n.d.). Being in a lecture subject, the teaching
method used by the teacher is the lecture method wherein the teacher relay factual
information to the students y introducing principles, concepts and ideas (Stenhouse,
2018). In this style, students are expected to take notes and absorb information (Gill,
2013). The teacher is often observed asking the students whether they understood the
lesson or not. This facilitates the interaction between the students and the teacher and
ensures that the students are still in the class. Humor is as well observe in the class. The
topic at hand is about sentences and the teacher asks the students to construct sentences
as examples. Students often give humorous examples as well as responds to the
teacher’s question with a joke. The teacher also responds to the jokes of his students
implying that he had already grasped the attitude and nature of his class. Furthermore, it
was confirmed that the teacher had handled the same section or class before, so this
would imply the possibility that the teacher and the students have known each other for
more than a year. The way the teacher asks the students to construct examples served
as his assessment whether his class have understood the lesson aside from asking them
if they did. Before the class ended, the teacher asked the students if they all listed their
names in the attendance sheet and he made some announcements regarding their
upcoming activities. The class was dismissed after that.

The classroom setting for the class of Apitong is December setting where the
chairs and tables are arranged in a U-shape and the teacher is positioned either at the
front or at the center of the U. This kind of arrangement is referred to as the horseshoe
arrangement in some sources and this encourages discussion between students and with
the instructor (“Classroom Seating Arrangements | Center for Teaching and Learning,”
n.d.). The instructor teaches her students with a PowerPoint slide presentation as
medium. This increases the visual impact of to the students and promote student focus
to the lesson (“Effective Use of PowerPoint,” n.d.). Furthermore, this makes it easier for
students to take down notes as well as put the teacher at an easier place as she no longer
need to write everything. Before discussing a certain sub-topic, the teacher asks the
students to guess a certain set of words which was connected to the lesson. She made it
a fill-in-the-blank and give its meaning. By using such a method, student interaction with
the teacher as well as to the lesson was elevated. This also promotes the critical thinking
of the students as they try to guess the word. When discussion arrives where the teacher
discusses a topic, the students are found to be in complete silence and just writing down
notes everything in the slide. The teacher takes the floor to herself and states what was
in the PowerPoint slide as well as translating it to Filipino and elaborating the definition
for her class. After the discussion, the teacher grouped the students and gave a group
activity. The seating arrangement was still the same although the seating plan was
changed where groupmates are seated together. It is clear that the teaching method used
by the teacher was discussion method wherein two-way communication was observed as
well as Brainstorming which has a purpose of making the students discover new ideas
(Stenhouse, 2018). Through the group activity, brainstorming was achieved. During the
groupwork, the teacher became a facilitator from a demonstrator style of teaching which
focuses on helping the students develop critical thinking skills (Gill, 2013). This means
that the teacher had incorporated two distinctive styles of teaching which made her
teaching style as hybrid.

The laboratory class of Mancono began with a quiz using a blue book. This served
as a refresher for the students about their past lesson. Questions were repeated twice
and restated in Filipino. After the quiz, the teacher discussed the questions in the quiz
once again and told the class what the correct answers should be as well as giving an
explanation to them. This allows the prevention of typical drop in retention of students to
the material as they were exposed repeatedly to quizzes (Kayser, 2015). Before the
experiments began, the teacher explained the procedure in the manual which is a
discussion method of teaching as well as a demonstrator style of teaching, and the
students prepared themselves by wearing their lab gowns. It was observed that some
students wear their lab gowns unbuttoned. As the students conducted the experiment,
the teaching style of the teacher changed to a facilitator style and her method of teaching
became seminar method wherein the teacher provides guidance to a group of students
at a time (Stenhouse, 2018), since the group of students had divided themselves a
particular role for each member. The teacher roams around the laboratory and often give
hints to students and answer their queries as the students explore and do the
experiments. When the experiment was finished, a discussion of the results followed. The
teacher discussed what, how and why did it happened regarding the experiment. The
class ended with the students cleaning the laboratory and doing the proper procedure of
waste management.

The last class that was observed was mathematics. The teacher was early in the
room. She was preparing and checking her slide to be used for the class. Her class began
by distributing the students’ previous drill exercise which was already checked, and the
teacher was to discuss how to arrive to the correct answers. The students often create
noise when they got incorrect answers, but these noises cause no disturbance in the
class as it cannot dominate the teacher’s voice. Although this is noise, it can still be
considered as academic noise since thee students are creating noise due to their
academic performance. After checking of the drill, the class proceed to the discussion of
the next lesson. The teacher had a loud and audible voice which permeates in the whole
classroom. As the teacher is discussing in the class, side comments from the students
were heard. This is still considered as academic noise as defined as the noise students
produced in a classroom from their discussion of which is relevant and related to their
studies. In a mathematics class where the graphs of functions are being discussed, the
visual representation of a graph is important as it provides an important aspect and
element in learning. Knowing how a graph looks like based only on coordinates requires
concentration and will stress the minds of students when they will try to imagine how this
graph looks like. I’m pretty sure that the teacher wouldn’t like to draw a graph on the board
for every item and this is supported by a research conducted with mathematics teacher
of Kirsehir Directorate of National Education as sample that found out that mathematics
teachers mainly preferred techniques requiring less preparation and effort such as
“Question and Answer” and “Demonstration” technique (Ünal, 2017). A graphical
representation presented in a class is crucial to the learning of the students and this can
be done using a PowerPoint presentation instead of making the teacher to plot the graph
of each function and erasing them on the board to make space for another graph. Visual
Aids is a factor in which impact students’ learning and performance (Ünal, 2017).There
are applications available also with modern technology to represents mathematical
graphs with more ease.

The focus of learning task two is the teacher-student interaction in classroom and
this is defined by Moore (1989) as “interaction between the learner and the expert who
prepared the subject material, or some other expert acting as instructor.” This deals with
the teacher providing counsel, support and encouragement to each student and gave
them the necessary environment to achieve stimulate learning.

Overall, the teacher played a very important role in the student’s learning and
teachers are not simply the source of knowledge of students but also their guide. In a
classroom, different interaction happens as it is a fundamental piece of showing learning
process (Meisuri, Sinar, Gurning, & Zein, 2018). In a classroom, communication is always
present and through this communication, interaction happens. According to Jackson
(1968) in his book Life in Classroom, he reported that teachers are typically involved in
more than 1,000 verbal exchanges with their students every day. This is evident as
teachers communicate to hundreds of students a day. Just a single class already
comprises of 40 students and a teacher is teaching who knows how many sections a day.
In a lecture hall, the number of students may exceed 50 and handling that number of
students is no ordinary feat. A type of teaching method fits a large class like this which is
the lecture method but this type of method of teaching is not always advised as this only
provides the students information and they became a passive recipient of knowledge.

As teachers, they teach students on how they can achieve their dreams. A school
institution constitutes of teachers and its students. Teachers, being the one to impart
knowledge to the younger generation, makes the students passive recipients of facts and
knowledge (Kalu, 1981). As stated by an article in Mediterranean Journal of Social
Sciences, “The major task of a modern teacher is to create an educational environment
where students can obtain first-hand knowledge with appropriate teacher’s support and
guidance at each cognitive level.” (Kudryashova, Gorbatova, Rybushkina, & Ivanova,
2015), this supports the idea that students learn by exploring the world by themselves.
According to Huba & Freed (2000), modern technologies are becoming increasingly
oriented on students. I agree with both authors as I can observe and had experienced
during my high school that it is more becoming of students giving the class the information
they need and less of the teacher through reports and researches. Furthermore, in this
21st Century, modern technology had been incorporated to the way of teaching students
in which to say, is more student-oriented rather than teacher-oriented (Boumova, 2008)
but I also firmly believe that it is not always the case. In my perspective, modern
technology also aids the teacher-oriented way of instructing the students through the use
of different visual aids.

Obtaining first-hand knowledge is best observed during laboratory classes as

students explore by investigating themselves. Teachers serve as a guide for the students,
guiding them and not giving them all the information, they need. In researches, first-hand
information is still superior compared to second-hand information. In connection for being
an aspiring teacher, MST 101a which pertains to field study is one thing that provides us
the necessary first-hand knowledge and experience that we need to shape us as
professional teachers and experts in the field of education. Field study, being exposed to
the different class environment, would allow us to adapt our own strategies and plan for
the future.

There are several methods of teaching students but as Henson (1980) claims, there
is no method simply the best for everything. Every method had their own perks and
purpose. They have their own advantages and disadvantages, so a teacher needs to be
adaptive. A teacher needs to have the capability to discern which teaching method is best
for a class considering the number of students, the subject to be discussed, and other
factors as well.

Boumova, B. V. (2008). Traditional vs . Modern Teaching Methods : Advantages and

Disadvantages of Each. Masaryk University, 91. Retrieved from

Classroom Seating Arrangements | Center for Teaching and Learning. (n.d.). Retrieved
October 7, 2018, from https://ctl.yale.edu/ClassroomSeatingArrangements

Effective Use of PowerPoint. (n.d.). Retrieved October 7, 2018, from


Gill, E. (2013). Teaching Styles: Different Teaching Methods & Strategies.

Retrieved October 7, 2018, from https://education.cu-portland.edu/blog/classroom-

Henson, Kenneth T. “Teaching Methods: History and Status.” Teaching methods:

Designs for learning. Vol.1, pp2-5, of Theory into Practice. vol. 19. 1980. Jstor. 5
Mar 2008. from http://www.jstor.org/view/00405841/ap050091/05a00030/0

Kalu, I. (1981). Classroom Interaction Patterns and Students ’, (1975), 1–6.

Kayser, J. A. (2015). The Effect of Daily Quizzes on Student Learning in the Advanced
Placement Chemistry Classroom, (July).

Koch, A. (2010). Why, how, what. Invitro. Retrieved from


Kudryashova, A., Gorbatova, T., Rybushkina, S., & Ivanova, E. (2015). Teacher’s Roles
to Facilitate Active Learning. Mediterranean Journal of Social Sciences,
(September). https://doi.org/10.5901/mjss.2016.v7n1p460

Meisuri, -, Sinar, T. S., Gurning, B., & Zein, T. T. (2018). The Classroom Interaction
Patterns in Bilingual Classroom at Junior High School in Medan City. Advances in
Language and Literary Studies, 9(4), 31. https://doi.org/10.7575/aiac.alls.v.9n.4p.31
Moore, M. G. (1989). Editorial: Three Types of Interaction. American Journal of
Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659

Stenhouse, L. (2018). Handout 9. types of teaching methods, (August 1997), 1–7.

Technologies, L. (n.d.). The Benefits of Classroom Audio Technology, 0–9. Retrieved


Ünal, M. (2017). Preferences of Teaching Methods and Techniques in Mathematics with

Reasons. Universal Journal of Educational Research, 5(2), 194–202.