Post on 01-Mar-2018
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PORTFOLIOIN
FIELD
STUDY 1
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THELEARNERS
DEVELOPMENT
&
ENVIRONMENTCLAUDETTE DOMINGO
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MY PERSONAL DATA
PERSONAL DATA
Name : Claudette P. Dom!"o
N#$!ame : Dette% Claud
Adde'' : Ma"dale!a(Ca)atua!(I'a)ela
*t+date : Fe)ua, 1-( 1/
0oda# S"! : Auau'
Yea & Se#to!: *EED2III
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Motto : Let ,ou deam' )e )""e t+a! ,ou 3ea'
a!d ,ou a#to!' )e loude t+a! ,ou 4od'.
Am)to! : To )e 'u##e''3ul ! m, #+o'e! 5o3e''o!.
EDUCATIONAL *AC67ROUND
Pma, : Ca)atua! 8e't Ce!tal S#+ool.
Se#o!da, : Ca)atua! Nato!al H"+ S#+ool.
Teta, : Ou Lad, o3 t+e Plla Colle"e2Caua,a!.
Stateme!t o3 Pu5o'e
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T+e 5u5o'e o3 5ot3olo ' am' to "9e t+em moe u!de'ta!d!" to t+e
'tude!t' t+e, ae +a!dl!"
8e ae a''"!ed to +a9e ou Feld Stud,( a!d )e#au'e o3 t+o'e
o)'e9ato!' 4e "et 'ome dea' 3om t+e #la'' t+at 4e +ad o)'e9ed. I
4a!t ot+e' to $!o4 +o4 d33#ult t+e o) o3 t+e eleme!ta, tea#+e. *e!"
a tea#+e ' !ot ea',( ot+e 'a,' t+at t+e tea#+e' ae u't a e5eate.
T+at;' 4+, 4+e! I;m !'de t+e oom( o)'e9!" +o4 t+e tea#+e ma!a"ed
+e 5u5l'( o! +o4 '+e +old' +e 5ate!t' to4ad' +e 5u5l' I 3eel 'o 5oud
to m, #t# tea#+e )e#au'e '+e ' ea"e to m5at t+e lea!!" t+at '+e
+a9e. A!d )e#au'e o3 t+o'e e
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Tttle
M, Pe'o!al Data==================
FS Tttle=====================
Ta)le o3 Co!te!t' ==============.. 9
T+e Pu5o'e o3 Pot3olo============== 9
Pot3olo E!te' =====================9
FS 12 E5'ode 1 > The School as a Learning Environment
FS 12 E5'ode ? >The Learners Characteristics and Needs
FS 1> E5'ode @2 Classroom Management and Learning
FS 12 E5'ode 2 Individual Differences and Learners Interaction
FS 12 E5'ode B2 Individual Differences and Learners Interaction
(focusing on different level of abilities)
FS 12 E5'ode -2 HomeSchool Lin!
EPISODE 1
T+e S#+ool a' a Lea!!" E!9o!me!t
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Fa#lte' A9ala)le Not
A9ala)le
De'#5to!
"ffice of the #rinci$al The room is so clean%organi&ed and attractive
Librar' There are #osted rules andsa'ings The librar' is ell
organi&ed
Counseling *oom
Canteen It is a classroom si&e Halfof the room as the dis$la'
area of foods and theother half is the tables and
chairs
Medical Clinic Clean and ellventilated
Media Center
*eading Center
S$eech Laborator'
Science Laborator'
+'mnasium Located at the middle $artof the school There are
$aintings on the stage
,uditorium
Home Economics *oom -nder Construction
I!du'tal 8o$'+o5 AeaPTA O33#e
Comfort *oom for .o's The' have C*/s in ever'classroom
Comfort *oom 0or +irls The' have C*/s in ever' room
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O)'e9ato! Re5ot
Name of the School "bserved1 Lu&on Elementar' School
School ,ddress1 Lu&on%Cabatuan
In front of the school is higha' In the other side of the school is a rice
field and the other side is the river ,t the bac! of the school% there/s a
corn field Inside of LES 'ou can see 2 building and their +'mnasium Lots
of rooms 'ou ill find In ever' classroom there are $ainted sa'ings% songs%
$icture% $oems and $ra'er There are also lots of trees% floers% $lants and
vegetables all over the $lace 3ou can see that the $eo$le in there are
nature lovers I can sa' that their Learning Environment is $erfect
CLASSROOM FACILITIES MATRI
Cla''oom Fa#lte' De'#5to! lo#ato!(!um)e(aa!"eme!t(#o!dto!
45all Dis$la's Instructional board1 It is in the bac! of the classroom
S$iritual Corner1 Located at the corner of Instructional
.oard
0ili$ino Corner1 Located at the right side of the classroom
*eading Center1 Located at the left side of the classroom
6Teachers Table 6 table is located at the front of the $u$ils and another
table at the bac! of the $u$ils
7Learners Des!/s 68 des!s 9 des!s $er ro to $u$ils are occu$'ing 4 des!
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:.lac!board The' have 6 blac!boards in front of the $u$ils and another
hiteboard at the bac! of the $u$ils
2Learning Materials;
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She is 'our second mother
If 'ou ala's listen to her
Surel'% 'ou ill become iser and better
MY REFLECTIONS
5ould 'ou li!e to teach in the school environment 'ou >ust
observed? 5h'? 5h' not?
3es% because all of the $eo$le there in the school are good I feel
at home henever I go there because the' elcome me li!e a $art
of the famil' and also I li!e the $u$ils in there the' treat and
res$ect me li!e a teacher even though I/m still observing
5hat !ind of school cam$us is conducive to learning?
Have e@ui$ment/s and facilities Have nice and good teachers
The school should have a good environment
5hat !ind of classroom is conducive to learning?
Should have ala's good aura
Should be ellventilated
Should have com$lete facilities
In the future% ho can 'ou accom$lish 'our anser in number 7?
I ill $ass the LET eAam and I ill be a licensed teacher
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EPISODE ?
Lea!e;' De9elo5me!t Matum$
alread' higher%
catching ball in
one hand%
running ith
confidence% and
can balance
alread' their
on in bod' in
ever' activities
the' ill do
The' can
create ne
things in their
on% can
alread' read
; blending%
can rite
The' do
$ro$erl' all the
activities in
self hel$ s!ills
The' are alread'
inde$endent in all
activities% the' can
do com$licated
s$orts li!e
bas!etballs%
simming%soccer
Their creativit' in
draing%$ainting%s!
etching are more
bolder and meaner
The' can do all the
self hel$ activities
So#al
Interaction ith
Teachers
Interaction ith
Classmates;
0riends
The' can listen
to their
teacher in ashort time
The' ma!e
friendshi$
from one
anotherThe'
The' do
res$ect the
teachers and
listen to them
henever the
teacher
tal!sThe'
obe' all the
The' do have confidence to t
straight to the teacher
More .ar!adas but ; differeseA or gender alread'
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Interests
"thers
ate ala's
$la'ing
commands of
the teacher
The' alread'
have their on
bar!adas.o'sfor bo's and
+irls for girls
The' have a lot
of interest in
ma!ing and
discovering ne
things
Emoto!al
Moods and
tem$erament%
eA$ression of
feelings
Emotional
inde$endence
"thers
The' are easil'
cried and get
angr'
The' can
alread' control
their emotions
Less emotional
Can eA$ress
their emotions
; control
The' can alrea' eA$ress the
on feelings in different a'
Co"!t9e
Communication
S!ills
Thin!ing S!ills
#roblemsolving
"thers
The' still
cannot
com$lete their
sentence
henever the'
tal!
The' as! a lot
of @uestions%
as!ing h'
things are in
the a' the'
are
The' find an
The' can
alread' s$ea!
straight The'
are alread'
conscious on
hat ill the'
tell
The' thin!
more
com$licated
The' can
alread' solve
$roblems that
The' can tal! alread' hatev
the' ant
The' thin!ing st'les are mor
realistic and more com$licate
The' solve different $roblem
;out getting confuse in the
ansers
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eas' a' in
solving a
$roblem
are more
com$licated
M, A!al,''
Le9el Sale!t C+aa#te't#'O)'e9ed
Im5l#ato!' to t+etea#+!"2Lea!!" Po#e''
Pe2S#+ool The' love $icture% draing%and $aintings that are
colorful
Therefore% the teacher
should remember that in
a classroom it should be
attractive to the $re
school
Eleme!ta, The students are ma!ing
ne things through theiron a' of creativit'
Therefore% the teacher
should remember thaton ma!ing activities it
should be ne and unli!e
the traditional
activities
H"+2S#+ool High school students arefond in interactive
activities
Therefore% the teacher
should have an oral
interaction ; the
students
Therefore% the teachers
must $re$are a drill
herein ever' student
can s$ea!
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M, Re3le#to!'
4 5hile 'ou ere observing the learners% did 'ou recall 'our on eA$eriences hen
'ou ere in their age?
3es% I did recall 5hen I sa them raced in riting% shouted at a $erson hen
the' get in the a'% changed seats henever the' got finish riting and chat
ith one another% and also got afraid of the teacher ho ala's counting 44
and list the nois' $eo$le in the blac!board and got minus $oints in recitation I
remember I am also li!e that hen I am in that same age
6 Thin! of a teacher 'ou cannot forget for $ositive and negative reasons Ho did
she;he hel$ or not hel$ 'ou ith 'our needs ($h'sical%emotional%social%cognitive)?
M' Teacher hen I am still 0irst 3ear Highschool She/s Mam Marifel ,cierto I
ill never forget her for she teaches me a lot of things she never failed to ma!e
me fine hen I/m still in highschool 5henever I have a $roblem I can easil'
a$$roach her She treat me li!e her daughter She ma!e me reali&e that being a
teacher 'ou must be o$enminded% 'ou must be a curiousnot >udgmental teacher
and even I can/t see her no I ala's include her in m' $ra'ers
7 5hich is 'our favorite theor' of develo$ment? Ho can this guide 'ou as a future
teacher? ohlberg/s stages of moral develo$ment% It guides me to !no the tactics or
strategies on ho to handle one/s child conscience It hel$s me to !no them
better more
CONCLUSIONS
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Therefore% as a future teacher 'ou should not be so strict in handling 'our $u$ils
3ou should !no ho to be fleAible in ever'thing so there ould no $roblem in 'ou
and ith 'our $u$ils
EPISODE
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION(0ocusing in Differences in gender% racial% religious bac!grounds)
O*SERVATION REPORT
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Name of the School "bserved1 Lu&on Elementar' School
School ,ddress1 Lu&on% Cabatuan
I observed grade 6 section 4 The' are 76 all in all inside the classroom% 48 girls and 42 bo's
Their age range is 89 'ears old Ma>orit' in the class are Ilocano/s and *oman Catholic
During Class1
There are a lot of interactions in their classroom The' have their on businesses ith their on
grou$ The' have a lot of stories in each ever'one The' are carefree henever the' tal! to their
friends The' are alread' good in communicating and eA$ressing their on feelings in a good
manner In interacting ith the teacher the' listen attentivel' and the' ill anser $olitel' ith
res$ect so students interact more ith their friends rather than to their teachers
,s I observed the learners are miAed for eAam$le in the first ro $u$il , is nois' and $u$il . is
the silent one The teacher set the arrangement here the student ho is nois' and naught';
hardheaded here seated in front hile those behave; more !noledgeable $u$ils are $laced at
the bac!
Inside the classroom the $u$ils are li!e com$etitors The' are com$eting li!e in reciting% doing
grou$ activities% doing an individual activities etc but outside of the class the' are more li!e
friends
"utside Class1
In grou$ing the' are more li!el' into same genderbo's for bo's and girls for girls The' are
ala's tal!ing about their ants% stories% eA$eriences% movies and their on >o!es
MY ANALYSIS
4 Identif' the $ersons ho $la' !e' roles in the relationshi$s and
interactions in the classrooms 5hat roles do the' $la'? Is there
somebod' ho a$$ears to be the leader% a mascot;>o!er% an attention
see!er% a little teacher% a doubter;$essimist?
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Elie&es *eann Ba!e +arcia the Bo!er in +rade 6, He is a funn'
$erson He ala's crac!s >o!e He can ma!e the class laugh He is
such a bright% active% and intelligent $u$il He is the to$6 in the
class
*ai'sa arraga The little teacher% ever' time their teacher is outor has a visitor she/s the one acting li!e a teacher She can ma!e
the class listen to her
Boshua *amos The attention see!er% I/ve notice this $u$il in m'
observation that he is lac! of attention so he ala's do sill' things%
he use to thro the boo!% noteboo!s% and bags of his classmates
for them to catch their attentions Sometimes he ill >ust scream%
dance% or sing in the middle of the class
6 ,re students coming from the minorit' grou$ acce$ted or re>ected b'
the others? Ho is this shon?
The' are full' acce$ted The' do not discriminate them but rather
the' treat them as friends and classmates
7 Ho does the teacher influence the class interaction considering the
individual differences of the students?
.' being fleAible and also !noledgeable in different cultures
: 5hat factors influence the grou$ing of the learners outside the
classroom?
The Social Media and the
Environment
MY REFLECTIONS
4 Ho did 'ou feel being in that classroom? Did 'ou feel a sense
of oneness or unit' among the learners and beteen the
teacher and the learners?
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5henever I observe the class% I can sense unit' to them
because the' are hel$ing each other in cleaning% hel$ing each
other in some activities% and the' $erformed ith unit' 3ou
could sa' that the' are com$eting each but not all the time
6 Ho in the future% ho ould 'ou ant the learners in 'our
classroom to interact? Ho ill 'ou ma!e this ha$$en?
I ant m' student or $u$ils to be li!e sisters and
brothers The' should treat their classmate s$ecial I illnot im$lement com$etition in the classroom that ill
brea! the oneness;unit' of m' class There could have
some com$eting activities but it should be a friendl'
game I ill do some behavior strategies or ma!e rules
for them to coo$erate I !no the' ill follo because
it/s not hard to treat each other as sisters and brothers
EPISODEBINDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(0ocusing on different levels of abilities)
O*SERVATION REPORT
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Name of the School "bserved1 Lu&on Elementar' School
School ,ddress1 Lu&on Cabatuan
I observed again the grade 6, I loo!ed into the learners different abilities The'
are all $erforming ell but still there is ala's a $u$il or $u$ils that are eAcelingmore than the others because on m' o$inion even 'ou are smart or intelligent if 'ou
do not have enough learning materials li!e boo!s% com$uter that ma' give 'ou more
!noledge 'ou ma' leave behind In the class there are $u$ils ho are rich and $oor
5e !no rich $eo$le can bu' and can have hatever the' ant% and that is the
advantage of being rich and $oor the' can bu' learning materials that the' need so
m' conclusion even e are smart or intelligent if 'ou do not have enough learning
materials 'ou ill be leave behind
"n addressing the $u$il b' the teacher% teacher ala's give a good com$liment tothe high achieving for them to get motivated more even the lo achieving 5e no
Com$limenting $u$ils are one of the best behavior strategies for motivating so
teacher ala's do this to the achiever ho made a great >ob
MY ANALYSIS
4 Did 'our observation match the information given b' the teacher? 5ere 'ou able to
correct identif' ho among the students $erformed ell and ho did not? 5hat
behavior hel$ed 'ou identif' them?
3es% High achievers are ala's raising their hands henever there is a recitation Lo
achievers are ala's silent and behave henever there are recitation the' are not
raising their hands
6 Describe the differences in abilit' levels of the students in the class I s
there a ide ga$ beteen the students ho are $erforming ell and thoseho are not?
No ga$ beteen them% instead the' hel$ those ho are lo achiver 0or
eAam$le this high achiever have nothing to do she;he can be a little
teacher to the lo achiever
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7 Describe the methods used b' the teacher in handling the student/s
differences in abilities Ho did the students res$ond to the teacher?
The teacher treats her $u$ils e@uall' There is no lo or high achiever in the
class henever the' are having a class discussion She handles them e@uall'
MY REFLECTION
8+e! I 4a' ! ?!d,ea +"+ '#+ool m, Mat+ tea#+e al4a,' a'$' me 'e#etl, 3 I
$!o4 t+o'e 4+o ae lo4 lea!e' ! t+e #la'' 'o t+at '+e #a! aa!"e t+e "ou5
a##od!" to ou !tell"e!#e'. E'5e#all, 3 4e +a9e "ou5 a#t9te' 3o e
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Name of the Learner 1 Elie&es *eann Ba!e +arcia
School 1 Lu&on Elementar' School
Date of Home
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SOCIAL DEVELOPMENT
He is a friendl' but loves to sta' at their house He has a lot of $la'mates but dominant
are girls He loves stor' telling ,lthough *eann is alloed to $la' outside still he chooses
to sta' at their house to $la' ith his 'ounger brother
EMOTIONAL2MORAL DEVELOPMENT
His mother does not have a high eA$ectation to his child (.ut all of them are on to$)
She >ust ants her child en>o' his life to the fullest His mother said she ill ala's
there beside him to guide and advise him She ala's treats her child henever her child
is sad and has a $roblem Bollibee is his favorite fast food
In disci$lining% she ala's tells him the right thing to do If *eann ma!e a mista!e hismother ill >ust tal! to him in good a'
CO7NITIVE DEVELOPMENT
*eann loves mathematics and Science and have difficult' in Music His mother ala's
reminds him% to do his homeor! before $la'ing
FINDIN7S
*eanns mother and father is o$en to him He has this $arent st'le ,-TH"*IT,TI