Ield Study 1: Observation of Teaching-Learning in Actual School Environment
Ield Study 1: Observation of Teaching-Learning in Actual School Environment
Ield Study 1: Observation of Teaching-Learning in Actual School Environment
Self-help Skill
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interests
Others
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
Cognitive
Communication
FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN1
ACTUAL SCHOOL ENVIRONMENT
Skills
Thinking Skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implications for the teacher.
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool
Age range of
learners observed
Elementary
Age range of
learners observed
High School
Age range of
learners observed
REFLECT
FIELD STUDY 1
LEARNING EPISODE 3:FOCUS ON GENDER, NEEDS, STREGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC
STATUS, DIFFICULT CIRCUMSTANCES, AND INDIGENOUS PEOPLES
The learner’s differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data
to find out how its student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these
steps:
Step 1. Observed a class in different parts of his school day. (Beginning of
the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender,
and social and cultural diversity.
Step 3. Describe the interaction that transpired inside and outside the
classroom.
Step 4. Interview the resource teacher about the principles and practices
that she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’
interactions. The observation form is provided for me to document my observations.
OBSERVATION REPORT
ANALYZE
1. Identify the persons who play key roles in their relationships and
interactions in the classrooms. What roles do they play? Is there somebody
who appears to be the leader, a mascot/joker, an attention seeker, a little
teacher, a doubter/pessimist?
What makes the learners assume these roles? What factors affect their
behavior?
What influences them to assume these roles are their peers, their belief that they
would be better to be this way, people’s reaction that somehow satisfy them and their
teachers’ meaningful feedback.
2.Is there anyone you observe who appear left out? Are you students who
appear “different”? Why do they appear different? Are they accepted or
rejected by the others? How is this shown?
3.How does the teacher influence the class interaction considering the
individual differences of the students?
4.What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?
REFLECT
Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class
OBSERVATION REPORT
Name of the School Observed:
School Address
Date of Visit: January 6, 2022
If you are watching videos you searched, instead of actually visiting a school,
have these question in mind as you are watching the videos. You can try to get
in touch with the creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will
visit. Know their norms and customary greetings. This will help you blend in
the school community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How
are learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching
the learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum
goals. You can use the questions found on the Analysis part of this activity.
ANALYZE
Curriculum Design, Answer each question based on your observation
Competencies and Content and interview data
1. Does the school foster -
a sense a belonging to
one’s ancestral domain,
a deep understanding
of the community’s
belies, and practices?
Cite examples.
FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN8
ACTUAL SCHOOL ENVIRONMENT
2. Does the school show
respect of the
community’s expression
of spirituality? How?
3. Does the school foster
in the indigenous
learners a deep
appreciation of their
identity? How?
4. Does the curriculum
teach skills and
competencies in the
indigenous learners that
will them develop and
protect their ancestral
domain and structure?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching
strategies help
strengthen, enrich, and
complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite
examples,
8. Is the cultural sensitivity
to uphold culture,
beliefs and practices,
observed and applied in
the development and
use of the instructional
materials and learning
resources? How?
9. Do assessment
practices consider
community values and
What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?
REFLECT
Reflect based on your actual visit or videos that you have watched.
1. What new things did you learn about indigenous people?
2. What did you appreciate most from you experience in visiting the school
with indigenous? Why?
ANALYZE
Analyze and answer these questions on observed classroom management practices.
It is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; organize your data in the Table that follows.
1. Are these areas in the classroom for specific (storage of teaching aids,
books, student’s belongings, supplies, etc.)? Describe these areas. Will it
make a difference if these areas for specific purpose are not present?
2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the
Resource Teacher is available, ask him/her to describe the process.
What’s the effect of students’ participation in rule-making on students’
behavior?
4. What are the daily routines done by the Resource Teacher? (Prayer,
attendance, assignment of monitors, warm-up activities, etc.) How are they
done?
5. Is there a seating arrangement? What is the basis of this arrangement?
Does this help in managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the
Resource Teacher do? Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors?
(Behavior strategies)
REFLECT
Reflect as a future teacher.
Why do you need to enforce positive discipline?
OBSERVE
ANALYZE
1.How did the classroom organization and routines affect the learner’s behavior?
1. What should the teacher have in mind when he/she designs the classroom
organization and routines? What theories and principles should you have in mind?
2. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
REFLECT
1.Imagine yourself organizing your classroom routine in the future. In what grade
level do you see yourself? What routines and procedures would you consider for this
level? Why?
2. Make a list of 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?
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
2. Which of those routines were systematic and consistently implemented? Explain
your answer
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
ANALYZE
Analyze each given rule.
What circumstances led to the formulation of the rule?
REFLECT
Reflect on the various classroom rules set by the Resource Teacher.
Will you have the same rules? If not, what rules are you going to employ? Explain
your answer.
REFLECT
Reflect on the aspects of personal and classroom management.
What does this statement mean to you as a future teacher? Explain.
What are your plans in ensuring effective classroom management?
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management?
2.What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
REFLECT
As a future teacher, reflect on the observations then answer the given
question.
1.What classroom management strategies do I need to employ to respond to
diverse types of learners?