The Learners' Development and Environment: Episode 1 School As A Learning Environment

FS 1 THE LEARNERS’ DEVELOPMENT
AND ENVIRONMENT
Objectives:
1. Identify the physical, motor, linguistic, literacy, cognitive, social
and emotional development of the children or adolescent as
manipulated in actual classroom setting.
2. Observe and reflect on the different approaches employed by
the teacher in dealing with the learners in the different stages
and development.
3. Analyze how the learning and teaching process should be
conducted considering the different phases of development.
EPISODE 1 : School as a
Learning Environment
Visit a school. Look Accomplish the

into facilities and checklist as you move
support learning around the school
areas in the campus, premises.
then in the
classroom.
Make a reflection on Based on your

the characteristics of gathered data in the
a school environment checklist, describe the
that promotes school environment.
learning.
Present your data of a good school environment

through any of these:
a. Descriptive paragraph
b. Photo Essay
c. Sketch or Drawing
d. Poem, song or rap
MY TOOLS
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As you move around the campus, activity forms are provided for
you to document your observations. It is advised that you read the
entire worksheet before proceeding to the school site. A good
understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.
Facilities Description Will it contribute

to the students
learning and
development,
why?
1. Office of the Everything is in place. There is a big

principal Trophies, certificates contribution to the
are well-placed on students learning
their corresponding development in
areas. They maintain this place. First,
the cleanliness of the how student’s
room. There is a organized things,
comfortable couch for second the
the guests and it is cleanliness and
air-conditioned. All care for their
files were organized surroundings, last
and the staff are how to
approachable. communicate well
to other school
officials. It has a
big role in
student’s learning
development
because they help
in implementing
and deciding if
what curriculum is
needed for their
campus.
2. Library Books are arranged It has a big role to
per section. They still the student’s
used the Dewey learning
Decimal System so development
that the students will because almost of
easily find the the information’s
information’s they that they needed is
needed. There were all in here.
also computers inside
of the room. But as I
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enter the school
library, I only saw 5
students searching for
books and doing
some research. It has
a peaceful ambiance
that helps the
students to
concentrate on their
studies.
3. Guidance office The space is wide It is conducive for
enough for the learning because
student’s counselling. there were
There is a particular informative posters
area for counselling. It on the wall. The
is well-ventilated and rules and
presentable for those regulations of the
visitors. campus were
clearly posted on
the bulletin board
outside the office.
We can also ask
for a student
handbook in the
office. There were
school
newspapers and
magazines that
were updated.
4. Canteen Fort Bonifacio High It has a big

School has two contribution to the
canteens. The space students learning
is wide enough for the because this is the
students and for the energizer of a
school officials. But, it student. They say
is not well ventilated. that a healthy food
They don’t sell soft makes a mind
drinks, instead juices healthy.
and water only. They
sell healthy foods
inside the canteen.
5. Medical clinic Small but always Medical clinic

neat. They have conducts seminars
those medicines and orientations
available for common thrice a school
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illnesses like year to provide
paracetamols and health information
pain relievers. There to the students for
was also a first aid kit them to prevent
displayed with from diseases,
complete materials. illnesses or
An informative poster injuries.
about health was
posted inside the
clinic. But, there were
moments that no
physician available. 
6. AVR/ AVLRC The Audio-Visual Some of the

Room was located at programs and
the 2nd floor of Bldg. seminars were
1. During the time of held here inside
our visit, it is closed.the AVR. It will
surely contribute to
the student’s
learning.
7. Science lab The science lab was This lab was used
located at the Bldg. 1, for conducting
4th floor near the experiments,
stairs. In here, we can experiments and
see the different some science
laboratory activities. This is a
apparatuses like test perfect place for
tubes, microscopes. those who loved
Also there were some science a lot.
displays of different
body system like
anatomy, digestive
system, etc.
8. Gym The gym was located Physical education

at the back of stage. requires a lot of
Some of their athletes physical abilities.
trained here This is such a
especially if they on great place for
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their strengthening performing
period. tremendous
workouts for the
students. They will
be physically fit.
9. Auditorium They don’t have
auditorium.
10. Outdoor/ The garden was A great and
Garden located at the back relaxing ambiance
gate. They plant can help the
different plants to students to think
pursue the advocacy well and study
of GREEN. well.
11. H.E room Since we were under
the new curriculum,
their H.E room
become Feeding
Center.
12. Arts room
13. PTA room
14. Comfort room The comfort room Hygiene is very
Boys: were located at both important to the
ends of the hallways. students. There
Girls: There were also were posters
restrooms in the inside the
middle of the hall. restrooms.
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Facilities:
1. Office of the Principal
2. Library
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3. Guidance Office
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4. Canteen
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5. Medical Clinic
6. Audio Visual Room (AVR)

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7. Outdoor garden
8. Comfort Room (C.R)

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An observation Guide for the CLASSROOM

VISIT
Give and write your observations
1. Describe the community or

neighborhood where the school is found.
2. Describe the school campus. 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,

and the cafeteria. Look around and find
out the others.
Name of the school observed: FORT BONIFACIO HIGH SCHOOL

School address: West Rembo, Makati City
Date of Visit: January 14, 2019
Fort
Bonifacio
High School
(FBHS) lies
along J.P
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Rizal Extension. It is part of the University of Makati campus.
Since Makati is an urban place, the school is surrounded by
houses and government infrastructures. In front of FBHS, you
can barely see the Makati Aqua Sports Arena or also known as
MASA. Beside MASA is the famous Makati Park and Garden. A
perfect place for relaxation because of its eco-friendly ambiance.
The school campus is surrounded by commercial buildings and

houses. Fort Bonifacio High School is in a good condition. The facilities
are still fine, neat and well-ventilated. The offices present on the
campus are very much helpful to the learners and also to the educators
because they can address the different needs of the students. In
contrary, there were rooms that have vandals on the walls especially
on the 4th floor. Comfort rooms were under-renovation during my
observation.
Analysis
1. How do the school campus and the classroom in particular

impact the learning of the students going to school? What are
your conclusions?
As far as I observed, if the learning environment is well-lighted,

well-ventilated, facilities are enough for all the students and not too
crowded there is a greater percentage that the students will have a
better learning and development inside the campus and in the
classroom in particular. There’s one classroom that is crowded and the
chairs aren’t enough for the students that scenario causes distraction
to the students and made them not able to focus to the discussion. To
sum it up, if the campus or the classroom has enough facilities for the
student it can help them focus on their learning and development.
2. How does this relate to your knowledge of the child and

adolescent development and How this relate to your knowledge
of facilitating learning?
On what I have learned from Child and adolescent development,

those facilities are conducive to the learning of the students. The
campus’ facilities help maximize the student’s learning and make
learning a fun experience for them.
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Insights
1. Would you like to teach in the school environment you just
observed? Why? Why not?
If given a chance, it’s a hundred percent “YES”! For Pitogo High

School was an airy, sanitation is well-observed, clean and green
surroundings and learner capacities both cultural and sports are being
developed although the location is quiet far from my home it doesn’t
matter. I still like to teach there anyway.
2. What kind of school campus is conducive to learning?
A campus of students and faculty who are focused on learning

and who work together is conductive to learning. Conductive school
campus was the school having all the facilities that help the students in
their learning process. If the school is very clean, well-ventilated and it
is free from destruction like noise and pollution then I can consider that
as an effective learning, but the problem is spacious, this problem is
not based of students not to learn but students active to all activities
and lessons. This school Pitogo High School is one of the best
example of this which the learning materials are complete, advance,
sufficient and facilities are being prioritized.
3. What kind of classroom is conducive to learning?
For me a classroom which has a complete learning

material such as Power Point Presentation, posters, sayings,
pictures, computer parts, mother board, memory, all parts of the
computer and discipline and most especially harmony between
the teacher and the students. With these, it will be easier for the
teacher to impact the knowledge and develop the psychological,
physical, mental, social and spiritual aspect of the students.
4. In the future, how can you accomplish your answer in no. 3?
I will apply in big universities for I know that I have the

guts to teach there. I will do my best to fulfil the needs of my
students and promise to be resourceful of the things that my
students will be needing so that they can easily learn from the
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lessons I will be discussing. With this, I can create and provide
an ideal learning environment.
Reflection
1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or
differences do you have with the learners you observed?
Yes, the similarities I remembered was the behavior of the

students because I behaved like them when I was in high school that
every time I get scolded by my teacher because I’m so clever, and the
differences of me between them is that when my teacher called my
attention I stop the thing that I’m doing unlike them they continue even
their teacher is shouting at them already, in short they are much hard
headed than me.
2. Think of a teacher you cannot forget for positive or negative

reasons. How did she/he help or not help you with your needs
(physical, emotional, social and cognitive)? How did it affect
you?
I will never forget my Mathematics teacher in high school she

was an ideal and effective teacher for me. She gave chances to
improve myself and my classmates. She was fond of giving praises for
students who excel most in her class. With that I became more
motivated. She didn’t get mad when we cannot understand the
discussion instead she’s discussing it step by step until we will
understand the topic fully. She has good and encouraging words of
wisdom every time we feel down. She stood up as our second mother
inside and outside the school.
Learning Portfolio
Which is your favorite Theory of development? How can this
guide you as a future teacher?
Clip some readings about this theory.
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My
favorite
Theory
of
Develop
ment
was the
Theory
of
Cognitiv
e
Develop
ment
which is
about
knowled
ge by
Bloom’s Taxonomy. He explains the stages of development the
narrower way. With that, I can easily identify the differences of
characteristic between my students.
As a soon to be teacher, I must be aware that inside my

classroom I might have different types of learners. Therefore, I need to
be resourceful and knowledgeable in handling different instances. This
theory will serve as my guide in preparing different strategies and
approaches in handling different learners I will be handling.
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EPISODE 2 : LEARNERS
CHARACTERISTICS AND NEEDS
Credit: 1 unit
Duration: 18 hours
Objectives:
1. Identify the physical, motor, linguistic, literacy, cognitive, social
and emotional development of the children or adolescent as
manipulated in actual classroom setting.
2. Observe and reflect on the different approaches employed by
the teacher in dealing with the learners in the different stages
and development.
3. Analyze how the learning and teaching process should be
conducted considering the different phases of development.
Provides an opportunity to observe learners of different ages and

grade levels.
ILO - INTENDED LEARNING OUTCOME

Differentiate the characteristics and needs of learners
from different development levels.
STEP # 1
Observe learners form different levels in high school.

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STEP # 2
Describe each of the learners based on your observation.
STEP # 3
Validate your observation by interviewing the learners.
STEP # 4
Compare them in terms of their interests and needs.
Observation Guide for the Learner’s

Characteristics
I. PHYSICAL
1. Observe the gross motor skill how they carry themselves, how
the walk, run, go upstairs.
2. Are gross movements clumsy or deliberate / smooth?
3. How about their fine motor skills? Writing, Drawing etc.
II. SOCIAL
1. Describe how they interact with teacher and another adult.

2. Note how they also interact with peers. What do they talk about?
What are their concern?
III. EMOTIONAL
1. Describe the emotional disposition or temperament of the

learners. (Happy, sad, easily cries, mood shifts).
2. How do they handle frustration?
3. How do they express their wants/needs? Can they wait?
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4. Describe their level of confidence as shown in their behavior.
Are they self-confidence?
IV. COGNITIVE
1. Describe their ability to use the word to communicate their

ideas. (Note: their languages proficiency).
2. Describe how their figure out things. Do they comprehend
easily? (Look for evidence of their thinking skills).
3. Were there opportunities for problem solving ability? Describe
how they shared problem solving abilities.
LEARNER’S DEVELOPMENT MATRIX
Development Domain Indicate the Age Range Grade Level

Observed
PHYSICAL: They are very active

 Gross-Motor skills in class because of their
 Fine-Motor skills young age there is still a lot
 Self-Help skills of energy coming from Grade 7 aged 12-14
 Other skills them. They can move fast
and do a thing in a short
period of time. If they are
having a hard time they are
trying to solve it by
themselves.
SOCIAL:  During interaction,
 Interaction with they are very
teacher participative in class
 Interaction with if it caught their
classmates and interest same thing Grade 7 aged 12-14
friends when they talk to
 Interest their classmates.
 Other The more the topic is
interesting the more
they interact with
each other.
EMOTIONAL:  They were moody
 Moods and and sensitive. Easily
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temperament got annoyed if
 Expression of feelings undergoes bullying
 Emotional or hear unwanted
 Independence feedbacks from their
classmates and
teachers. Grade 7 aged 12-14
 They were great
pretenders. They can
handle self-heartfelt;
they might be smiling
but deep inside they
were hurt. They can
handle certain
adjustments of one’s
differences.
COGNITIVE:  They are using

 Communication skill Tagalog, but they are
 Thinking skill fluent on speaking
 Problem solving skill English. Grade 7 aged 12-14
 Its hard for them to
speak on class or
during recitation,
they feel nervous
and shy.
Reflection / Insight:
1. While you were observing the learners, did you recall your own
experiences when you where their age? What similarities and
differences do you have with the learners you observe?
Yes, the similarities I remembered was the behavior of the

students because I behaved like them when I was in high school that
every time I get scolded by my teacher because I’m so clever, and the
differences of me between them is that when my teacher called my
attention I stop the thing that I’m doing unlike them they continue even
their teacher is shouting at them already, in short they are much hard
headed than me.
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2. Think of a teacher you cannot forget for positive or negative

reason. How did she/he help or not help you with your needs
(Physical, Social, Emotional and Cognitive). How did they
affect you?
I will never forget my Mathematics teacher in high school she

was an ideal and effective teacher for me. She gave chances to
improve myself and my classmates. She was fond of giving praises for
students who excel most in her class. With that I became more
motivated. She didn’t get mad when we cannot understand the
discussion instead she’s discussing it step by step until we will
understand the topic fully. She has good and encouraging words of
wisdom every time we feel down. She stood up as our second mother
inside and outside the school. She even talks to us personally if she
notices that we are having problems. The way she treats us is very
extraordinary and keeps me motivated in pursuing my future calling
which is teaching. I want to inspire my students in the future just like
she did to us.
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Learning Portfolio
Which is your favorite theory of development. How can this

guide you as a future teacher?
My favorite Theory
of Development
was the Theory of
Cognitive
Development
which is about
knowledge by
Bloom’s
Taxonomy. He
explains the
stages of
development the
narrower way.
With that, I can easily identify the differences of characteristic between
my students.
As a soon to be teacher, I must be aware that inside my

classroom I might have different types of learners. Therefore, I need to
be resourceful and knowledgeable in handling different instances. This
theory will serve as my guide in preparing different strategies and
approaches in handling different learners I will be handling.
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Episode 3:Classroom Management

& Learning

To be able to plan on how to manage time, space and resources
to provide a learning environment appropriate to the learners and
conducive to learning.
Observe a
class.
Using a checklist
find out the
evident classroom
components.
Describe how the

classroom is
instructed/designed to
allow everyone to
participate in the learning
activities.
Relate the data

in your
checklist to the
learner’s
behavior.
Reflect on how
classroom
management affects
learning.
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Observation Guide for Learners’ Characteristics

1. As you observe the class, look into the characteristics of
the learners. Note 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 concern.
Observation Guide for the Classroom Visit
1. Are there areas in the classroom for specific purposes

(storage of teaching aids, books, students’ belongings
supplies)? Describe these areas.
2. Are there rules and procedures pasted in the room? List
them down.
3. Did the student participate in making the classroom rules?
If yes, and the resource teacher is available, ask him/her to
describe the process.
4. What are the daily routines done by the teacher? (prayer,
attendance, assignments of monitors, warm – up activities)
How are they done?
5. Is there a setting arrangement? What is the basis of
arrangement?
6. Observe the noise level in the classroom. How it is
managed?
7. If the learner is not following instructions or in off – tack,
what does the teacher do? Describe the behavior strategies
used.
8. What does the teacher do to reinforce positive behavior?
(behavior strategies)
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Classroom Management Matrix
Aspect of Classroom Description Effect on the

Management Learners
(to be filled up after
you answer the
analysis questions)
1. Specific areas in the - Teacher’s Table - Learning materials
classroom. - Things for teacher will help the students
such as laptops, to understand the
books, etc. discussion
effectively.
2. Classroom rules - Do’s and Don’t’s - Practice Discipline
- Classroom and respect to the
cleanliness teachers
- Proper classroom - Be a better
management individual in the
society
3. Classroom - Learning instruction - allow students to be
Procedures procedures organized inside the
(procedures to be classroom
followed by the
students inside the
classroom)
4. Daily routines - Prayers, checking of - Be able to guide
attendance and student in introducing
assignment recall, new topic and to
motivation check whether they
learned from the past
lesson.
5. Seating - Properly arranged - Allows them to be
arrangement according to the comfortable and be
needs of the students. more interested in
the class
discussions.
6. Handling - Reinforcement - Make the students
misbehavior/off-tack strategies to be more respectful
behavior - Techniques in and be responsible in
proper classroom abiding the rules.
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management
7. Reinforcement of - Teacher’s talent in - Allow students to be
Positive Behavior giving positive aura’s more motivated and
and motivations to the encouraged to learn
students. well.
Analysis
1. How did the classroom organization and routines affect the

learners’ behaviour?
-The classroom organization and routines affect the learner’s

behavior because this thing prepares them before the lesson proper
starts and the sequence on how the delivering of the topic should be
done.
2. What should the teacher have in mind when she/he designs

the classroom organization and routines? What theories
and principles should you have in mind?
-For me the teacher should have in mind when he/she is

designing the classroom organization and routines is if this will be
effective for the students will they learn fast or not, if they can pick it up
and truly understand what is being taught.
3. Which behavior strategies were effective in managing the

behaviour of the learners? In motivating students? Why
were they effective?
-I guess the strategies that are effective in teaching first you

have to earn their respect and get their attention first after that it will be
easy for the teacher to teach because the students are focused on the
topic on what the teacher is discussing. There will be no problem in
discussing the topic or lesson.
Reflections/Insights
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1. Imagine yourself organizing your classroom in the future. In

what year level do you see yourself? What routines and
procedures would you consider for this level? Why?
I see myself teaching grade seven students which I prefer to

handle because of the young minds that can be mold easily. The
routines and procedures that I will be implementing is the same as my
critic teacher because I find it effective and the students are very active
in interaction every time there is an interesting topic that’s being
discussed.
2. Make a list of the rules you are likely to implement in this

level. Why would you choose these rules?
These are the rules that I wan to implement in my class:
 Be polite always
 Raise your hand if there is something you want to say
 Be punctual
 Do not chat instead do your best
 No using of gadgets
I select these rules although it is simple but it effective because this

can make the students focus on the class and there will be no
hindrance for their learning.
3. Should learners be involved in making the class rules?

Why?
Definitely! In the first place they are the reason of having this rule
and this can make them focus on the discussion of the topic.
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Learning Portfolio
Should learners be involved in the class rules? Why?
Absolutely yes! The students should be involved in making the

classroom rules and regulations for the reason they should be aware of
such things and for them to be well-oriented and have an idea of those
possible suctions that might be given if they will violate the said rules.
I believe that the learners play an active vital role inside the
classroom, they begin to learn the rules and they are inclined to have
rule ownership. The rules become their rules, not my rules. If I give
them freedom to choose those rules they are comfortable of, then it will
be easier for them to follow and implement the rules that they
personally set. When rules are being implemented, I will be into an
orderly, productive and effective classroom management that will be
very conducive for learning.
To include the learners, I must conduct several short rules

setting meetings the first few days of school. For these meeting to be
effective, I need to share with them rule making guidelines. Without
those guidelines, they are inclined to make rules; they must be
observable and be measurable in rule-making.
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Episode 4 :Individual Differences

AND Learners’ Interaction

 Demonstrate understanding and acceptance of the learners’
diverse backgrounds.
 Identify best practices in dealing with diversity in the classroom.
Observation Guide for the learners’ Characteristics
1. Find out the number of students. Gather data as to their

ages, gender, racial groups, religious and ethnic
background.
During class:
1. How much intervention 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?
3. Describe the relationship among the learners. Do the
learners cooperate with or compete against each other?
4. Who among the students participate actively? Who among
them ask for most help?
5. When a student is called and cannot answer the teacher’s
question, do the classmates try to help him? Or do they raise
their hands, so that the teacher will call them instead?
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Outside class:
1. How do the students group themselves outside class? Or
are the students in mixed social groupings? If so describe
the groupings.
2. Describe the learners interact with each other. What do
they talk about?
Analysis
1. Identify 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/joker, an attention seeker, a little
teacher?
- Teachers and students play a vital role in relationships and
interactions inside the classroom. Teacher will serves as a
facilitator who will impart their knowledge and values to their
students while learners are the important element of the learning
process. In every classroom, there were different personalities.
There were leaders, a joker, attention seekers, loners, etc.
2. Are students coming from the minority group accepted or

rejected by the others? How is this shown?
-They are not totally accepted by the class. There are
some who wants to be with them and there are some rejecting
them. These are shown through their group works and
activities.
3. How does the teacher influence the class interaction
considering the individual differences of the students?
-The teacher influences the class interaction by using different
strategies and methodologies that will suit the different needs of
the learners. Educator must be able to establish an instruction that
all of the learners with multiple intelligence can benefit.
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4. What factors influence the groupings of learners outside
the classroom?
Based on my observation, the factors that influence the
groupings of the learners outside the classroom are their
interests, extra-curricular activities and group of friends. These
are the factors that influence the groupings of the learners
outside the classroom.
1. How did you feel being in the classroom? Did you feel a
sense of oneness or unity among the learners and
between the teacher and the learners?
- During my observations, I felt like that there is a harmonious
relationship between students to students, and students to
teachers. Though sometimes there were some misunderstanding
but they can even manage to handle those situations properly.
They proved that school is our second home and teachers were
our second parents. As I can see, they treat each other like a
family.
2. In the future, how would you want the learners in your

classroom to interact? How will you make this happen?
Yes, I feel the oneness and unity maybe because the

students love and admire the teacher so much that they don’t
want their teacher to be mad at them.
In the future, I want my students to be active in the class
and be very active in interacting. I want to encourage them to
boost their confidence in the class and not to be shy. I want
them to excel not just in my subject but also to the other
subjects and promise to myself that I will be giving my hundred
percent in giving them all the information that they can learn in
my class.
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Episode 5 : Individual
Differences and Learners’ Interaction
( focusing on different levels of
abilities )
ILO - INTENDED LEARNING

OUTCOME
 Identify the needs of students with different levels of
abilities in the classroom
 Choose effective strategies to address the diverse
needs of the learners
Step #1:
Identify two or more learners of different abilities but from the same
year level.
Step #2:
1. Find out some information about their background.
Step #3:
2. Observe them as they participate in the classroom activity and
how the teacher addresses their needs.
Step #4:
3. Write a narrative report and a brief reflection on your
experience.
Observation Guide for Individual Differences

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1. Observe the class to see the differences in abilities of the
learners.
2. Try to identify the students who seem to be performing well and
those that seem to be behind.
3. Validate your observations by asking the teacher about the
background (family, socio-economic, presence of some
learning disability) of those children.
4. Observe the behaviour of both the high achieving and low

achieving learners. Note their dispositions, pace in
accompanying tasks, interactions with teacher and interactions
with others.
5. Observe the teacher’s method in addressing the individual
learning needs of the students in his/her class.
Analysis
1. Did your observation match the information given by the

teacher? Were you able to correctly identify who among
the students performed well and who did not? What
behaviours help you identify them?
One of the students caught my attention she is from Grade 7
masigasig, she is Atasha Mae Alde. The reason why she caught
my attention she is very active in class and has leadership
inside the classroom. With her inside the classroom her
classmates was very organized and well behaved.
2. Describe the differences in the ability levels of the students in
the class. Is there a wide gap between the students who are
performing well and those that are not?
As I have observed there is no gap between the learners
its just that the achievers of the class studies well and listen
carefully to their teacher. The attention in the class while the
teacher is discussing is given by the students is the only
difference between them.
AND ENVIRONMENT
3. Describe the methods used by the teacher in handling the
student’s differences in abilities. How did the students respond
to the teacher? Did the teacher used differentiated interaction?
If yes, describe how.
- As I asked my critic teacher, she told me that the class that I

will going to observed possess different attitudes and abilities.
That’s why she uses also different methods in handling students’
every day. One best example is Section Amber and Garnet. In
section Amber, she let the students speak and be the facilitator
that day because this section belongs to the crème of the crop.
While in section Garnet, my critic teacher almost gave
everything to the students. She discusses the topic on the
simplest way that the student will learn. If the students can’t
understand the topic, she will discuss it again to make sure that
the learning will be effective.
.
1. Recall the time when you were in high school. Recall the
high and low achievers in your class. How did your
teacher deal with differences in abilities? Was your
teacher effective?
When I was in high school my teacher is giving us the
same treatment even though we have different learning
adaptation. When she recognizes the low achievers, she is
motivating them to focus and give time in their studies and by
giving points in the discussion in order for them to catch up in
the lessons they cannot understand and that made them active
and more participative in class. I found my teacher effective
because of these results.
AND ENVIRONMENT
Learning Portfolio
With the principle of individual differences in mind, what method

and strategies will you remember in the future to ensure that you will be
able to meet the needs of both the high and low achievers in your
class? Make a collection of strategies on how to address the students’
different ability levels.
Following the principle of individual differences in mind, my

strategy is that I will still treat the low achievers the same with the
fast achiever’s learners the difference is that I will give more
attention on the low achievers because they need it for them to
catch up.
And for the high achievers I will encourage them to assist

their classmates if they have free time or some of them has
questions. As a teacher I will give them the same praises or
rewards if they will be performing great.
AND ENVIRONMENT
Episode 6 : Home-School Link

 Describe the influencing factors in the home environment
that affects the students learning.
 Identify effective strategies on how teachers can work
together with the family.
Steps:
2. Interview the teacher
1. Select a learner about the learner’s
from the class whom characteristics.
you observed.
3. Conduct a home visit to

your selected learner’s
residence.
4. Interview the parents about:

a) The rules they implement at home
concerning their child schooling.
b) The learner’s activities and behaviour
while at home.
AND ENVIRONMENT
5. Describe the family in terms of:
a) Number of siblings
b) Number of siblings in school
6. Identify the factors in the home

environment that might affect the
learner’s school performance.
7. Reflect on how a teacher can

communicate effectively with the home.
AND ENVIRONMENT
Suggested Parent Interview Guide
Name of the Learner: James Christian D.Pelez

School: Fort Bonifacio High School
Date of Home Visit: January 26, 2019
Date of Birth: April 21, 2002 Age: 16
Grade/Year Level: Grade 9 Gender: Female
I. Learner’s Physical Aspect
Health
Family Profile
 Mother’s health during pregnancy with the learner:
Number of Siblings: 5
The mother was healthy during pregnancy.
Birth Order: Youngest
Parent
 Ailments or health problem of the learner as a child:
Mother: Sherry Mae D. Pelez Educational Attainment:
None.
Age: 45years old College Graduate
 Age of the learner when he started to walk/talk:
Occupation: Business Woman
Father: Alfred C.
ThePelez
learner learned to walk when she is 7 months old
Age: 48 years old Educational
and she learned to talk when she Attainment:
is 3 years old.
Occupation: Business Man College Graduate
 Food preferences of the learner as a child and at present:

Sea foods, ice cream, fries, float, vegetables and fruits.
 Who took care of him/her as a child?
Both mother and father.
II. Learner’s Social Aspect (Describe your child’s socio-ability

(friendly-y, outgoing, shy or loner))
1. Who were the learner’s playmates?

The learner’s playmates are John, Paul, Reymart,
Genesis and Mark.
2. As a child, was he/she allowed to play outside?
Yes, the learner is allowed to play outside.
AND ENVIRONMENT
3. Is he/she allowed to go out with friends? Do you have
rules for him/her to follow regarding going out? What are
these rules?
Yes, the learner is allowed to go out with friends and she
has a curfew until 6 pm.
III. Emotional Moral
1. What are your expectations of your child?

According to Mrs. Alde they want their child to be good
and hard working in her studies. To finish it and to be a good
and loving daughter.
2. How do you provide a nurturing environment for your

child?
According to Mrs. Alde they make sure that they are
providing anything their child will be needing and wanting.
3. Does your child go to you when she/he feels down or has

a problem? What do you do to meet his/her emotional
needs?
According to Mrs. Alde yes, every time their child is
having a problem or hard time at school and with regards to her
friends.
4. What do you do when he/she is not successful in

something?
According to Mrs. Sherry they are rewarding their child if
he does good and encourage her more by giving words of
wisdom.
AND ENVIRONMENT
5. How do you discipline your children?

According to Mrs. Sherry he disciplines her child by if its
he had a wrong move , he’s grounded for the day.
6. Do you have rules in the house? What are they?

According to Mrs. Sherry that her child is not allowed to
go home late and to ask permission every time she’s going out
with friends and should inform her parents what time is she
going home if she will be going home late.
7. How do you impose the rules?
According to Mrs. Alde she imposes the house rules by
telling it to them and reminding them if they violated it.
8. What are the consequences of breaking the rules?
According to Mrs. Alde she tells them if they’re wrong and
made them realize what is the correct action pertaining to the
mistake they made.
IV. Learner’s Cognitive Aspect
1. What are the child’s interest?

The child’s interests were singing, swimming, writing
stories, Korean pop, lipstick, baking and surfing internet.
2. What is he/she good at in school?

The child is good at English &
3. In what subjects does he/she have difficulty?

The subject that the child is having difficulty is in English.
AND ENVIRONMENT
4. How do you monitor his/her performance in school? How
do you motivate him/her?
According to Mrs. Alde, she monitors her children by
checking their notebooks if they have assignments and ask
them what happened in school. She motivates them by giving
encouraging words.
5. Do you have rules at home to help him develop good study
habits? What are these rules? How are they implemented?
According to Mrs. Alde, she’s just reminding them to do
good in school and be good at home also. There are no specific rules
she said as long as they fear the Lord God our creator.

The Learners' Development and Environment: Episode 1 School As A Learning Environment

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The Learners' Development and Environment: Episode 1 School As A Learning Environment

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FS 1 THE LEARNERS’ DEVELOPMENT

Visit a school. Look Accomplish the

Make a reflection on Based on your

Present your data of a good school environment

Facilities Description Will it contribute

1. Office of the Everything is in place. There is a big

4. Canteen Fort Bonifacio High It has a big

5. Medical clinic Small but always Medical clinic

6. AVR/ AVLRC The Audio-Visual Some of the

8. Gym The gym was located Physical education

1. Office of the Principal

6. Audio Visual Room (AVR)

8. Comfort Room (C.R)

An observation Guide for the CLASSROOM

Give and write your observations

1. Describe the community or

2. Describe the school campus. What

3. Pass by the offices. What impression do

4. Walk through the school halls, the library,

Name of the school observed: FORT BONIFACIO HIGH SCHOOL

The school campus is surrounded by commercial buildings and

1. How do the school campus and the classroom in particular

As far as I observed, if the learning environment is well-lighted,

2. How does this relate to your knowledge of the child and

On what I have learned from Child and adolescent development,

If given a chance, it’s a hundred percent “YES”! For Pitogo High

2. What kind of school campus is conducive to learning?

A campus of students and faculty who are focused on learning

3. What kind of classroom is conducive to learning?

For me a classroom which has a complete learning

4. In the future, how can you accomplish your answer in no. 3?

I will apply in big universities for I know that I have the

Yes, the similarities I remembered was the behavior of the

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

I will never forget my Mathematics teacher in high school she

As a soon to be teacher, I must be aware that inside my

Provides an opportunity to observe learners of different ages and

ILO - INTENDED LEARNING OUTCOME

Observe learners form different levels in high school.

Observation Guide for the Learner’s

1. Describe how they interact with teacher and another adult.

1. Describe the emotional disposition or temperament of the

1. Describe their ability to use the word to communicate their

LEARNER’S DEVELOPMENT MATRIX

Development Domain Indicate the Age Range Grade Level

PHYSICAL: They are very active

COGNITIVE:  They are using

Yes, the similarities I remembered was the behavior of the

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

I will never forget my Mathematics teacher in high school she

Which is your favorite theory of development. How can this

As a soon to be teacher, I must be aware that inside my

Episode 3:Classroom Management

ILO - INTENDED LEARNING OUTCOME

Describe how the

Relate the data

Observation Guide for Learners’ Characteristics

1. Are there areas in the classroom for specific purposes

Classroom Management Matrix

Aspect of Classroom Description Effect on the

1. How did the classroom organization and routines affect the

-The classroom organization and routines affect the learner’s