SCHOOL AS A LEARNING ENVIRONMENT

INSTRUCTION: Familiarize yourself with the different areas and facilities of the school. Check the column

to indicate their availability. Give a brief description of those that are available on the last column.

FACILITIES AVAILABLE NOT

AVAILABLE DESCRIPTION

Principal’s Office

Well-painted inside and out located at the middle of the

school buildings. Measurement is half the size of a

standard classroom.

Library

Just a mini library but can accommodate pupils for

additional knowledge and placed at the side of the

school clinic.

Counseling Room The principal’s office is at the same time their

counseling room according to the teachers.

Canteen

Concrete. Located at the back of the stage.

In-front are 6 faucets in lined made of tiles for a safe

drinking water for children.

School Clinic Placed at the Grade VI room extension, well-built

composed of windowpanes.

Audio-visual Room

Reading Center

Science Laboratory

H.E. Room Cemented and well-painted. It is able to facilitate

visitors from the DepED or from the higher ups!

Industrial Workshop Room

PTA Office

SPG Office

Communal CR for Boys

Communal CR for Girls

CR in each room Most CR in each room is made of tiles and has a faucet.

OTHERS (SPECIFY)

FOR FEEDBACKING:

1. Make a reflection on the characteristics of a school environment that promotes learning.

2. Based on your gathered data in the checklist, describe the school environment.

3. Present your own idea of a good school environment through any of these;

a. Descriptive paragraph

b. Photo essay

c. Sketch or drawing

4. Describe the community or neighborhood where the school is found.

(Note: You can use another bond paper for your answers.)

NOTED:

KATHLEEN YUZON-BADON

FS- Instructor

WMSU-MVTS-ESU

CLASSROOM VISIT

INSTRUCTION: Familiarize yourself with the four walls in the classroom where you are assigned. Make

descriptions on each classroom facility. Below are common classroom facilities available inside the

classroom. You can add some facilities that are not in the checklist. Briefly make description on each of the

facility listed.

CLASSROOM FACILITIES DESCRIPTION (LOCATION, NUMBER, ARRANGEMENT, CONDITION)

Wall Displays

Guidance corner is covered with a glass frame containing a readable “Basic

Education Info. System” about the class. There are also pictures posted

under is their name (PTA officials, LGU officials, classroom cleaners,

birthdays, DepEd officials and barangay officials).

Teacher’s Table Two well-painted Teacher’s table. The one is placed beside the door (glass

framed) and the other is placed in front of the class.

Desks, armchairs

Cellophane covered, well-painted and arranged accordingly into rows. No

marks of vandalism as the teacher impose fines to those pupils who had

their desks written. (Pero atik ra daw to promote cleanliness, hehe)

Chalkboard Three well-painted standard chalkboards for Grade IV. Reachable for the

children that fit their height.

Learning Materials

a. Book-ratio

b. Instructional Materials

c. Television

BOOK-RATIO

One is to one, neatly

covered with

cellophane and

arranged properly in

the bookshelves

INSTRUCTIONAL

MATERIALS

Colorful IMs that

could capture the

learner’s

attention/interests.

TELEVISION

21 inch TV placed at

the corner within the

eye-level of the class. With a matching

amplifier & sound box.

Health Corner Facilities

a. Glasses, combs,

toothbrushes, towels

b. Drinking water

c. Medicine Kit

A. Complete in

number arranged

in its proper

shelves.

B. Compose of tiles,

sinks with faucet

and a container/

jar. Safe for

drinking water.

C. Have first aid

meds like beta

dine, cotton, etc.

Paracetamol and

diatab are also

included for

immediate need.

Room ventilation Other than the breezy environment of the school, the room is having 2

ceiling fans, and one stand fan.

OTHERS (specify)

FOR FEEDBACKING:

1. Describe the school campus. What colors do you see?

2. Describe the classroom that you have observed. Is the classroom painted? Express your impression.

3. Examine how furniture is arranged. How many pupils inside the classroom?

4. Would you like to teach in the school environment you have just observed? Why or why not?

NOTED:

KATHLEEN YUZON-BADON

FS Instructor

WMSU-MVTS-ESU

LEARNER’S CHARATERISTICS

Name: DIOSDADO FERNANDEZ

Age: 11

Father’s Occupation: FARMER

Educational Attainment: GRADE IV

Mother’s Occupation: VENDOR

Educational Attainment: HIGH SCHOOL GRADUATE

Family Background:

Diosdado and his family lived in a place not far from school. Their house is semi-concrete and has

electricity. His parent’s monthly household income range from about Php. 2,501 –5,000. He is the youngest

among the three siblings.

FOR FEEDBACKING:

1. List of behaviors of the child

POSITIVE BEHAVIORS NEGATIVE BEHAVIORS

1. trustworthy

2. very attentive/ cooperative in the class

3. obedient

4. very punctual

5. sociable

6. courteous

7. dependable

1. always changing seats

(but it did not distract me)

2. sometimes he can be talkative much (maybe because

of him being a gay)

3. he sometimes mistreat his classmates

4. dictatorial/ bossy

2. Can he/she do her/his lesson independently?

I can say he’s good in the class, got big scores during quizzes. He listens well when you are talking in the class. He’s not a kind of pupil that gets high scores because of cheating and it made me proud to say that he can do his lesson independently.

3. What do you think are the causes of his negative behaviors?

The reason of him being a talkative one maybe because he is a gay and his classmates would bully him for being one. As revenge, he’d swearword his classmates and knocks them out with his hand sometimes. He is the youngest child of the family and that made me conclude the reason why he is bossy.

NOTED:

KATHLEEN YUZON-BADON

FS- Instructor

WMSU-MVTS-ESU

CLASSROOM ENVIRONMENT

QUESTIONS

CLASSROOM NUMBER

1 (Grade IV- A)

CLASSROOM NUMBER

2 (Grade IV- B)

1. Can the teacher

manage her pupils?

How?

Absolutely! The teacher is able to

manage them in the classroom as well as

outside. The pupils willingly obey the

teacher’s command promptly. She may

be harsh sometimes but she’s able to

keep her pupils smile and laugh during in

her class hours to add the pupil’s interest

about the lesson.

In a heterogeneous class, teachers are

tending to be mad much of the time.

Some pupils are manageable to the

teacher and there some that can’t be

manage specifically to those that are

overcast. The discipline is imposed

inside the class but the practice to do

it is lacking.

2. Compare the

behavior of pupils.

Most of the pupils are well behaved, fast-

learners, obedient and very cooperative

in the class. They are also competitive in

terms of their scores on quizzes. During

Read-A-Thon time, they’re very quick to

fall in line so that they’ll be the first one

to read. They are also able to read

consistently with expression.

Pupils in this class are very noisy,

over-reacting, not courteous and

naughty. Some are bright but much of

them are outcasts. They cheat during

quizzes.

3. What do you think

are the factors that

affect poor

classroom

management?

For me, the main factors that affect poor classroom management are:

1. No classroom discipline – the teacher did not impose discipline in the

classroom.

2. The poor aptitude of the teacher. Unorganized lesson and lack of IMs can

also affect the children’s interests

3. Lack of motivation. We always believe in first impression so as for the

pupils, without it the lesson is boring throughout.

4. No reinforcements. It is difficult for the pupils to learn the lesson made

only once. A review is a must before proceeding to the next lesson.

5. What do you think

are the factors that

lead to effective

classroom

management?

If I’d be the teacher, the mechanism I would do so that I can lead an effective

classroom management are:

1. Starting the school year with a good discipline plan;

2. Act fairly for all students if the teacher expects to be respected;

3. Immediately deal with disruptions with as little disruptions as possible;

4. Avoid confrontations in front of students so that it cannot cause the pupil

to ‘lose face’ in front of their friends;

5. Be consistent and keep high expectations in the class; and

6. Make class rules that are understandable to the pupils. I should make

pupils understand what is and what is not acceptable.

NOTED:

KATHLEEN YUZON-BADON

FS- Instructor

WMSU-MVTS-ESU