field study final
TRANSCRIPT
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Danica Esra B. Dolot (2SPED1)
Episode 1 – The Schools as a Learning Environment
My Analysis
QUESTION: How do the school campus and the classroom in particular impact on the learning
of the students going to school? What are your conclusions?
1) The school campus and the classroom play an important part on the learning process of
the students mainly because the surrounding or the environment affects on how the
child learns or process information. A child needs an environment that is able to meet
all his/her needs and, at the same time, motivating and conducive that would make the
child be eager to go to school every day to learn new things and lessons. Poor
environment and lack of facilities inside the classroom may hinder the child from
learning inside the school campus and classroom.
My Reflections
QUESTION: Would you like to teach in the school environment you just observed? Why? Why
not?
1) Yes, I would like to teach in the school environment I have just observes. I have noticed
that the school is quite clean even if there are no garbage cans, where you can put your
trash; still, it is free from any litters. Inside the classroom, I liked the idea of having a
semi-circle table wherein the teacher could easily watch over his/ her students. Theclassrooms were also well-ventilated, the only problem is, the noise coming from the
vehicles passing by the school. Overall, the school was a nice place to teach the
students.
QUESTION: Write your additional learnings and insights here.
5) I’ve learned that the classrooms were not just a typical public school classroom. They
were modified depending upon the needs of the students. Unlike the classrooms in
public schools, the rooms were not overcrowded wit students and there were sinks
inside the classroom where the students could wash their hands before and after eatingtheir snacks. The classroom was also painted with yellow that creates a cheerful and
positive vibe inside the room. To sum it up, I gain a lot of learning and insights during
the period of observing the students and the school environment where they learn.
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My Portfolio
My Personal Illustration of an Effective School Environment
An effective school was environment should be always clear from litter and other
garbage that may affect the health of the students. There would be a mini-garden or parkwhere the students could play and interact with his/her classmates. The classrooms should be
very well-ventilated and not overcrowded with students. There is a specific number of students
per class. I would also require a restroom and sink in every classroom so the students could
easily use it whenever they want to attend to their personal necessities. Facilities and necessary
equipment should be also available to accommodate the needs of the students like ramps for
CWDs and books in Braille system for kids who are visually impaired. In terms of security, there
should be at least 2 security guards inside the campus. Lastly, the principal’s office should be
easily recognized and should ne bear the classrooms so if accidents happen, the principal could
immediately attend to it.
Episode 2 – The Learners’ Characteristics and Needs
Development DomainElementary ( Grade 4 students/ 10-11
years old)
Physical
Gross-motor skills
They already have a sense of balance.
They could walk, run, jump and to
activities that requires balance.
Fine-motor skills
They do not encounter any problems
with regards to their fine-motor skills.
They could write, draw and do some
other stuff that requires the use of hand
normally. Besides, their fine-motor skills
are always used/manipulated because
they use sign language.
Self-help skills
They could do things freely without
asking for any assistance from other
people.
Social
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Interaction with Teachers
The students could communicate with
their teacher using sign language. The
teacher looks directly at a student to
call his/her attention. The teacher also
uses facial expressions and speaks while
doing the sign language.
Interaction with classmates/friends
They communicate with each other
through sign language. I have noticed
that before they would interact with
their classmate, he or she would first
tap the back of his classmate to call his
or her attention
Interests
The students were more interested in
studying Mathematics than Science. They
were all excited when the teacher told
them that after their discussion with
digestive system in Science, they will
proceed to Mathematics.
Emotional
Moods and temperament, expression of feelings
The students were very willing to learn
the lessons. Although, it is somewhat
hard to sign language terms that are
quite complicated, still, they were
motivated to learn. If they commit
mistakes, they do not feel bad/sad,
instead, they laugh and try to correct
their mistakes. Their feelings are shown
in their facial expressions.
Emotional independence
The students can handle their feelings
and emotions independently. They did
not cry or feel bad when scolded by the
teacher when they committed mistakes.
Cognitive
Communication Skills
The students could not communicate
verbally; instead, they use their hands
(sign language) in communicating.
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Thinking Skills
The students may have poor thinking
skills. They were able to sign language
some terms but when asked by the
teacher, they were not able to answer
even if the answers were already written
in the blackboard.
Problem-solving
We were not able to observe them
during their class in Mathematics. We
only stayed there for just an hour
(Science time/period). Maybe, the
students were good in solving math
problems because they were all excited
when the teacher announced that Math
will be their next class after Science.
My Analysis
LEVELSalient Characteristics
Observed Implications to the Teaching-Learning Process
Elementary
(Grade 4
students/
10-11 years
old)
The students somehow have
poor thinking skills because
they find it hard to
remember their lessons even
if they were studying the
specific subject for almost 2
weeks.
Therefore, the teacher must be very patient in
teaching his/her students and should not expect
that they will learn and remember the lessons
immediately.
Therefore, the teacher must start from the verybasic up to the complex activities/lessons (task
analysis)
My Reflections
QUESTION: 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?
1) I have recalled my own experiences during our observation, especially the lessons
regarding the digestive system when I was in 4th
Grade. The similarities between me and
the learners I have observed was both of us were eager to learn the subject matter even
if there are words/terms in science which are quite complex/complicated. Our
differences would be I could easily communicate with my teacher because I can speak
while for students I have observes (hearing impaired), they have difficulties in
communicating with other people. They are studying how to sign language terms
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related to the digestive system and, at the same time, interacting with their teacher
through the use of sign language.
QUESTION: Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs? How did it affect you?
2. I had an experience when I was in 4th Grade wherein the teacher made fun of me in
front of the whole class after I have recited. And because of this experience, I've
become too shy to speak in front of the class and to even recite even if I really know the
answer. This experience of mine did not help my emotional and social skills. It lessened
my self-esteem and has made me a shy person.
QUESTION: Share you other insights here.
3. I've come to think that it's hard to teach students whom I have observed (hearing
impaired). The teacher must be very patient and should be really an expert when itcomes to sign language. He/she should not scold the student who cannot follow and
should treat the students just and equally. During our observation, the teacher was
shouting the whole time, mostly when the students could not follow her instruction.
Shouting at the students would be of no use in the process of learning, she might as well
talk to the students calmly and let the student learn from his/her mistakes.
My Portfolio
Which is your favorite theory of development? How can this guide you as a future teacher? Clip
some readings about this theory and paste them here.
Piaget's Theory of Development is my favorite theory because it focuses on the physical and
cognitive skills/ domains of the students. By knowing the different stages under the said theory,
the teacher would be familiar and will be able to differentiate/compare the skills of their
students to the normal/actual development of skills. The teachers would know if the student is
different from the normal kids because he/she is not able to do certain tasks that are expected
for him/ her to do so at a specific age. The teacher could then give the appropriate/necessary
measures and services to the students who are lagging behind the other students.
Three Basic Components to Piaget's Theory:
1. Schemas
2. Processes that enable the transition from one stage to another
3. Stages of Development:
Schemas
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Piaget called the schema the basic building block of intelligent behavior – a way of organizing
knowledge. Indeed, it is useful to think of schemas as “units” of knowledge, each relating to
one aspect of the world, including objects, actions and abstract (i.e. theoretical) concepts.
Piaget emphasized the importance of schemas in cognitive development, and described how
they were developed or acquired. A schema can be defined as a set of linked mental
representations of the world, which we use both to understand and to respond to situations.
The assumption is that we store these mental representations and apply them when needed.
Assimilation and Accommodation
Jean Piaget viewed intellectual growth as a process of adaptation (adjustment) to the world.
This happens through:
Assimilation – which is using an existing schema to deal with a new object or situation.
Accommodation – this happens when the existing schema (knowledge) does not work, and
needs to be changed to deal with a new object or situation.
Equilibration – this is the force, which moves development along. Piaget beloved that
cognitive development did not progress at a steady rate, but rather in leaps and bounds.
Equilibrium is occurs when a child's schemas can deal with most new information through
assimilation. However, an unpleasant state of disequilibrium occurs when new information
cannot be fitted into existing schemas (assimilation).
Stages of Development
Cognitive Stage of Development Key Feature Research Study
Sensorimotor
0 - 2 yrs.
Object Permanence Blanket & Ball Study
Preoperational
2 - 7 yrs.
Egocentrism Three Mountains
Concrete Operational
7 – 11 yrs.
Conservation Conservation of Number
Formal Operational
11yrs +
Manipulate ideas in head,
e.g. Abstract Reasoning
Pendulum Task
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Episode 3 - Classroom management and Learning
My Analysis
QUESTION: How did the classroom organization and routines affect the learners’ behavior?
1. The students knew that the teacher could easily see what they were doing because of
their seating arrangement; hence, they behaved properly. The students were arranged
in a semi-circle way/position. In terms of classroom rules, posters of proper etiquette
and behavior were posted on the walls/bulletin board. The teacher also scolded or
reprimanded the students whenever they did something wrong. To sum it up, because
of the classroom organization and routines, the learners behaved properly while we
were observing.
QUESTION: Which behavior strategies were effective in managing the behavior of the learners?
in motivating students? Why were they effective?
3. During our observation, I have noticed that the teacher told the students that they will
be brought to the principal's office if the student is not behaving properly and not
following her instructions. I guessed this is the strategy of the teacher, to scare the
students so they will act properly. For me, her strategy was not motivating at all. These
could affect the self esteem of the students and may discourage the students to learn.
There are other behavior strategies that a teacher could use in managing her students,
one of which is reinforcement of positive behavior, instead of pinpointing the mistakes
of the student, the teacher could appraise the good deeds his/her students had
done/made.
My Reflections
QUESTION: Imagine yourself organizing your classroom in the future. In what grade/year level
do you see yourself? What routines and procedures would you consider for this level? Why?
1. I would probably teach kindergarten students in the future. I would praise/reinforce the
good acts/things that a certain student has done and would talk to my student privately
if he or she has done something wrong, instead of scolding her/him in front of the
whole class. When it comes to class routines, as a Thomasian, I would always start and
end our discussion with a prayer. Moreover, I would impart to them the values and
proper manners/etiquette because I believe that a student who knows the values could
apply it in his/her day-to-day life making him/her not just a good learner but also a
better person.
Episode 4 - Individual Differences and Learner's Interaction
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My Analysis
QUESTION: Identify the persons who play key roles in the 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?
1. Inside the classroom, the teacher and students played key roles in the relationships and
interactions. There was a boy, who for me, appears to be the mascot/joker inside the
classroom. He would just laugh at his mistakes whenever he committed one and would
joke around in sign language. There was also a girl who is able to pronounce or utter
some words, but not clearly.
QUESTION: How does the teacher influence the class interaction considering the individual
differences of the students?
2. The teacher influences the class interaction among students who were different fromeach other by noticing their talents/skills. In the case of the boy who likes to joke
around, the teacher would tell the class that they have a classmate who is really a funny
mascot/joker. The teacher also instructed the girl who can utter some words to speak
while doing the sign language. In this way, the kid would know that although they are
not capable of speaking verbally, still they have special talents and abilities individually.
QUESTION: What factors influence the grouping of learners outside the classroom?
4. I really do not know how the students group themselves outside the classroom. We
weren't able to observe their behaviors outside their classrooms.
My Reflections
QUESTION: In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
2. I would want my student to actively participate during my discussion. My students
should always respect the one who is talking in front as well as respect the answers or
opinions given/stated by their classmates. I would make this happen by being a role
model to my students/learners.
Episode 5 - Individual Differences and Learner's Interaction
My Analysis
QUESTION: Describe the differences in 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?
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2. There was a student who was having a hard time in sign language. The teacher scolded him
and told him that he would be brought to the principal’s office if he would not listen and follow
her. Other students do not encounter any problems in sign languages but when some of the
students were asked by the teacher, they were not able to answer even if the answer was
already written in the blackboard. The teacher got a bit frustrated with her students becauseshe was already spoon feeding her lessons to her students, still they could not answer a very
simple question. There is a wide gap between students who are performing well from those
who are not.