Romblon State University
San Fernando, Romblon
Teacher Education Department
ACTIVITY # 1.1
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: The School Environment
OBJECTIVES
At the end of this activity, the students should be able to:
1. identify the available facilities of the school;
2. explain the importance of facilities to the students‟ learning and development;
3. describe the present classroom facilities;
4. justify how the school campus and classroom affect students‟ learning;
5. suggest ways to make the campus and classroom conducive for learning.
Observe
Check the availability of the following facilities:
Facilities
/ or X
Office of the principal
/
Library
/
Counselling Room
Canteen/Cafeteria
X
/
Medical Clinic
Audio Visual/Learning
Resource Center
Science Laboratory
X
X
/
Will it contribute to the students’ learning and
development? Why?
Yes, office of the principal will contribute to
the students’ learning and development. This
office will help the students’ learning ability
due to its clean office and well-arranged
things. It will also develop the students’
discipline since they need to be quiet inside
the office. Lastly, this office will also serve as
an inspiration to the students to be clean and
well-groomed as the office of the principal.
Yes, school library will play important roles in
contributing to the students’ learning and
development. The library will be the learners’
source of information whenever they need
information regarding a specific lesson or
topic. It will also contribute to the
development of the students’ discipline
because students should show respect in a
way that need to be quiet and move silent
for them to not distract of disturb other
students in studying.
Yes, Canteen/Cafeteria will contribute to the
students’ learning and development. This
facility will provide meals that aims to help the
students improve students' concentration,
focus, and cognitive function.
Yes, science laboratory will contribute to the
students’
learning
and
development.
Laboratory experiences may aid learners to
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Romblon State University
San Fernando, Romblon
Teacher Education Department
understand the values and assumptions that
underpin
the
development
and
interpretation of scientific knowledge.
Gymnasium
Auditorium
Outdoor/Garden
Home Economics Room
Industrial Workshop Area
X
X
X
X
/
PTA Office
Comfort Room for Boys
X
/
Comfort Room for Girls
/
Herbarium
/
Computer Laboratory
/
Material Recovery Facility
/
Supreme Students
Government Office
/
Yes, industrial workshop area will contribute to
the students’ learning and development. This
facility will help the students in hand-on
activities in their industrial subjects, wherein
they will engage in actual application of tools
in making projects and activities.
Yes, it will contribute to the students’ learning
and development. The students will learn to
maintain cleanliness of the facilities. This will
also develop their respect of other’s facility
wherein they will use the comfort rooms for
boys only.
Yes, it will contribute to the students’ learning
and development. The students will learn to
maintain cleanliness of the facilities. This will
also develop their respect of other’s facility
wherein they will use the comfort rooms for
girls only.
Yes, it will contribute to the students’ learning
and development. Herbarium will help the
students gain information regarding the
different herbs and their uses. In addition,
through herbarium students will develop their
ability to love planting and value the
importance of having herbarium in their
house and school.
Yes, it will contribute to the students’ learning
and development. Computer laboratory will
contribute to the students’ knowledge
regarding ICT related information. It is also an
integral facility for students wherein students
will practice and apply what they learned
during their ICT subject.
Yes, it will contribute to the students’ learning
and development. Material recovery facility
will develop the students’ discipline regarding
proper segregation of waste materials.
Yes, this will contribute to the students’
learning and development. SSG office will
inform the students that there is an
organization that will help them about
school-based rules and activities.
“Shine and Serve with Honor and Excellence.”
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Romblon State University
San Fernando, Romblon
Teacher Education Department
Considering your major/specialization, ask a teacher who could be your resource
person to accomplish the form.
CLASSROOM FACILITIES MATRIX
Facilities
1. Wall Displays




Description
(Description, number, condition)
12 inspirational quotes. These are old but in good
condition.
Emergency contact number. It is quite new and in
good condition.
“Aims in life”. It looks new and in good condition.
Classroom Officers and Homeroom PTA Officers.
These are new and in good condition.
Core values. It is new and in good condition.


There is one teacher’s table. It is in good condition.
NONE
There are two chalkboards. These quite old but in good
condition.
There is one whiteboard. It is old and quite messy due to
stains of markers and other brownish stains.
There is one LED TV it is quite new and in good condition.
There are books and modules on the teacher’s desk,
drawers, etc. These are quite old but in good condition.
NONE
2. Teacher’s Table
3. Learner’s Desks
4. Chalkboard
5. Whiteboard
6. LED TV
7. Learning Materials
8. LED Projector &
White Screen
9. Electric Fan
Six stand fans. These are old but in decent condition
and working condition.
 Two ceiling fans. These are old and not in working
condition.
Five lightings. Three bulbs are in working condition while two
are busted.
There are 30 lockers. These are old and needs to be
painted. Some of the locker’s hinges are in bad condition.
There are two comfort rooms, one for the students and one
for the faculty. It is clean and in good condition.
Three trashcans. These are new and in good condition.
One dispenser. In decent condition and working condition.
There are 22 arm chairs. These are old yet in good condition
and stable.

10. Lightings
11. Lockers
12. Rest Rooms/Comfort
Rooms
13. Trashcans
14. Water Dispenser
15. Arm chairs
Analyze
The school campus and classroom impact the learning of the students both
positively and negatively. When the school campus is comfortable for the students, has a
complete facility and equipment, has effective teachers, and other qualities that are
needed for a conducive learning, it will impact the learning of the students positively.
“Shine and Serve with Honor and Excellence.”
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Romblon State University
San Fernando, Romblon
Teacher Education Department
However when the school campus and classroom possess the reciprocal of these
positive qualities, it will impact the learning of the students negatively. (Add proofs about
this, like references).
Reflect
Based from my observations and experiences in this school, I can honestly say
that I would like to teach in this school. My first reason is, this school has enough facility
and equipment that is pretty decent for conducive learning. Secondly, the environment
is quite comfortable for a school in a tropical country. Lastly, the teachers and staffs are
kind and welcoming. However, it is challenging when it comes to the students’ attitude
yet it could not make me to dislike to teach in this school.
To make the campus and classroom conducive for learning, the
have an environment that is comfortable for the learners, the campus
and have a security measures and emergency response plans. Facilities
infrastructures, library and study areas should also be present. Lastly the
be accessible.
campus should
should be safe
like technology
campus should
The classrooms should ensure comfortable seating, lighting, and organized.
Classroom management should also be effectively implemented to maintain order and
focus. Technology integration and adequate supplies should be provided in classroom.
Lastly the teacher should enforce professionalism in teaching.
ACTIVITY # 1.2
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: The School Environment
OBJECTIVES
At the end of this activity, the students should be able to:
1. list the available learning resources;
2. describe the characteristics and unique capabilities of the learning resources;
3. identify the teaching approach where the resource is most useful;
4. give impression about the learning resource center;
5. distinguish the strengths and weaknesses of the learning resources; and
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Romblon State University
San Fernando, Romblon
Teacher Education Department
6. recommend suggestion/s to the learning resource center.
Observe
Visit the Learning Resource Center. Use the observation form.
Name of Learning Resource Center: Library
Date: September 22, 2023
Name of Observer: Richmond R. Roon
List of Available Learning Resources
Available Learning Resources
Characteristics & Unique
Teaching Approaches
(Enumerate in Bullet form)
Capabilities
where the Resource is Most
Useful
1. Printed
Majority of the printed Useful
in
teaching
 Books
materials in the Learning approach
like
inquiry Dictionaries
and Resource Center (Library) based
teaching
Encyclopedia
are old but still in good approach, research-based
 Newspapers
condition and can be learning
and
project Magazines
good
sources
of based learning.
 Journals
information.
Resources are managed
properly.
Separated
according to the subjects
and disciplines.
2. Audio
One LED TV is available in Useful
in
audio-visual
 LED TV
the library which is useful approach.
for presentation of audio
visual
presentation
in
discussion and students’
reporting.
3. Non-electronic Visual
These are legible for Useful
in
interactive
 Quotes
visitors. Informative and teaching approach.
 Reminders
and inspiring.
Guidelines
 Pictures
4. ICT


Computer
LED TV
One computer and LED TV
are available in the LRC. It
helps the students in
browsing the internet for
more information.
Useful
in
constructivist
approach
and
technology-based
learning.
Impression about the LRC:
Based on my observation, I can safely say that the LRC (Library) of the Don Carlos
M. Mejias Memorial National High School is very useful for the students and the teachers.
It offers a decent source of information and references for a conducive learning. In terms
of the atmosphere and the organization of the library, I can say that it is neat and
arranged properly.
“Shine and Serve with Honor and Excellence.”
5
Romblon State University
San Fernando, Romblon
Teacher Education Department
Name & Signature of Observer:
RICHMOND R. ROON
Name & Signature of the LRC In-charge:
JOEL R. BACSAL
Teacher II
ANALYZE
Answer the questions.
1. Are the learning resources/materials arranged properly according to their functions
and characteristics?
The learning resources/materials are properly arranged according to their functions
and characteristics. It allows an easy access of materials for the students due to its
proper arrangement and organization.
2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why or why not?
The guidelines and procedures facilitate easy access to the materials by the
teachers. I say this because based on my observation, the students do not struggle
in finding the resources of material that they need whenever they enter the library.
3. Fill in the table as to the strengths and weaknesses of LRC, and your suggestions.
Strengths
It allows an easy access of
information and reference
for the students, both
online and offline.
Weaknesses
Not all students visit the
library and it cannot cater
a larger number of students
Suggestions
The school may contruct or
build a bigger library to
cater a larger number of
students.
REFLECT
Ponder on:
“Shine and Serve with Honor and Excellence.”
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Romblon State University
San Fernando, Romblon
Teacher Education Department
The materials which caught your interest the most
•The material/s that caught my interest the most are the newspapers published by
the "The Young Obserer. It caught my attention because i was just amazed that the
learning resource center was able to preserve the publications. It also brought back
my memories as a member of the organization for almost five years.
The gadget/materials you are confident to use/operate
•The gadget/materials that I am confident to use are the LED TV and the Computer. I
am well educated when it comes to using TV and Computers.
The gadget/materials you need to learn/explore more
• The materials that I need to learn or explore is the encyclopedia because during my high school stay in DCMMMNHS, I
never ecountered exploring the encyclopedia. Maybe when there is a chance, I will give time for exploring encyclopedia.
“Shine and Serve with Honor and Excellence.”
7
Romblon State University
San Fernando, Romblon
Teacher Education Department
ACTIVITY # 2
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Learner Diversity: Developmental Characteristics, Needs and Interests
OBJECTIVES
At the end of this activity, the students should be able to:
1. describe learners‟ diversity in terms of their characteristics, needs, and interest;
2. compare and contrast the learners from preschool, elementary, and high school
as to their physical, social, emotional and cognitive aspects/domains; and
3. understand the importance of learners‟ diversity and relate these to personal
experiences.
Observe
Observe learners from preschool, elementary, and high school using the new
modalities of learning. Describe each. Validate your observation by interviewing them.
Compare them in terms of their interest and needs. Be sure to take photos during the
process.
An Observation Guide for the Learners' Characteristics
Read the following statements carefully. Then write your observation report.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners.(happy, sad,
easily cries, mood-shifts
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they selfconscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
“Shine and Serve with Honor and Excellence.”
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Romblon State University
San Fernando, Romblon
Teacher Education Department
solving abilities.
Learners' Development Matrix
Development
Domain
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
classmates/friends
Interests
Others
Pre-schooler
The majority of the
time, they
like
running
and
playing.
They
have no idea how
they are going to
walk or run. They
still behave
like
kids and are quite
childish.
They enjoy writing
and
drawing,
despite their lack
of skill.
Preschoolers
are
constantly seeking
assistance
and
relying on others,
such
as
their
parents
and
teachers.
 They
communicate
with the teacher
by enthusiastically
answering
questions,
even
if
 they are unsure
of their answers.
They
converse
as if they were
conversing
with
somebody
their
own age.
 They
are
still
Elementary
High School
 They
enjoyed
wandering
around
the
classroom while
the class was in
progress.
 They began by
learning
basic
writing
and
drawing skills and
then
improved
with the help of
teachers.
Their
drawings
are
partially
real,
and their writing
is in the process
of
being
transitioned
to
cursive.
 On
some
activities,
they
may
seek
assistance
from
the teacher.
 Because
they
respect
their
teacher,
they
obey his or her
instructions
and
requests.
Whatever
the
teachers
say,
they believe it is
their obligation to
follow it out.
 *They
are
still
unsure if they will
act like a child
or a teenager at
this stage. Some
students are fine
with walking and
climbing
stairs,
but
others
continue to act
childishly as they
did in elementary
school.
 They are now
more aware of
their
abilities,
particularly
in
writing
and
drawing.
 They have the
ability to support
themselves and
can complete a
variety of tasks on
their own.
 High
school
students
are
confident in their
interactions with
their
teachers.
They
can also
share
their
thoughts
with
their teacher.
 They also enjoy
chatting
and
playing with their
classmates.
“Shine and Serve with Honor and Excellence.”
 The majority of
the time, who
they are sat with
is their circle of
friends.
The
seating
9
Romblon State University
San Fernando, Romblon
Teacher Education Department
adjusting to their
new surroundings
when they first
arrive at school.
They treat their
peers as mere
playmates, with
no
sense
of
competition.
 They want
to
play, and so the
lecture
should
always feel like a
game.
 They
are
still
playing
games,
but
the
discussion of the
lesson
is
gradually being
incorporated.
It
was
through
instructing
elementary pupils
in
basic
education.
arrangement
in
high
school,
particularly
in
public schools, is
not simply giving
attention so that
students
can
freely
choose
who will be their
seatmates.
Grouping
of
companions
is
basically
observed at this
level.
 They
are
interested
in
many different of
topics now that
they are older,
such as having a
crush, love, and
so on.
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
Others
Cognitive
Communication
They are prone 
They
are
to
crying, also cheerful, yet
especially
when their
moods
they
do
not fluctuate
receive what they depending on the
wanted.
They circumstances.
show
their
excitement
or
unhappiness

They
are
through
their beginning
to
facial expressions.
develop
selfThey are not self- consciousness as a
conscious;
they result of their own
cry
only when experiences
and
something clearly interactions
with
needs it, and they the
environment.
usually alert their Their feelings
of
teacher
if happiness, sadness,
something
is and frustration are
wrong.
moderately
managed with the
help of teachers.
 They
can
communicate
readily with
the

Students
learn
how
to
communicate with
“Shine and Serve with Honor and Excellence.”

During this
stage, they began
to mature. They
can
mask their
feelings and put
on a strong face.
They are partially in
charge
of
their
own emotions and
feelings.

High school
students are aware
of their emotions
and find it difficult
to
express them;
yet, because they
are mature, they
can handle it on
their own.

They
are
being
prepared
to
be
a
10
Romblon State University
San Fernando, Romblon
Teacher Education Department
Skills
Thinking skills
teacher now that
kindergarten
is
speaking
their
native tongue.
Problem-solving
Others
 As long as they are
not
driven
to
study,
you
will
never be able to
get them to think
or grasp. As a
result,
teachers
must initially pique
their
attention
before
allowing
students to think
for themselves.
 They don't have
any
problemsolving skills, or if
they
do,
it's
usually based on
what they believe
is correct, and
they
usually
suggest
solution
based on what
they've
encountered.
others as a result
of the teachers'
teaching.
They
gradually
learn
how
to
utilize
suitable language
and
how
to
effectively explain
their ideas.

They
still
have a tough time
understanding,
but if you provide
them with bright
visual aids and
an engaging style
of delivering the
information,
you
can at least get
them to engage
in the discussion.

They
are
capable
of
finding solutions to
problems
that
arise,
yet
they
prefer to rely on
the
teacher's
method.
competent
person in society
at
this
stage.
One of the most
important aspects
of achieving this
is
to
mold
students'
communication
skills. They learn
how
to
communicate
their own
ideas
and
become
adept in using the
language.

In the high
school classroom,
comprehension
and
understanding
are
important.
Students
are
better
able
to
absorb the text
and expand on it
in a more creative
manner.

They
comprehend and
comprehend
things,
which
enables them to
solve issues more
independently
than
primary
students.
Analyze
Write the most salient developmental characteristics of the learners and
implications for the teacher.
Level
Pre-schooler
Salient Characteristics
Preschooler like to move
around a lot.
“Shine and Serve with Honor and Excellence.”
Implications
Therefore, the teacher
should remember to used
music and movement
activities not just in PE but
in all subject areas.
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Romblon State University
San Fernando, Romblon
Teacher Education Department
Elementary
High School
They are always inquisitive
and ask a lot of questions.
Therefore, the teacher
should not expect preschooler to stay seated for
a long period of time.
Elementary students are
far more disciplined than
pre-schoolers, and they
pay close attention to
their teacher's instructions.
As a result, teachers should
pay close attention to
what he or she is saying
or dictating since pupils
will look up to him or her as
a role model.
Elementary pupils are
more self-reliant than preschoolers, and the teacher
does not need to tell them
what to do one by one.
Therefore, teachers
should provide clear
instructions and guidance
on what the class should
be doing.
Students in high school
engage a secret
conversation with their
seatmate while they are
stalking stuff.
To guarantee that the
students are still listening
to the discussion, the
teacher should be aware
of their actions.
Reflect
Answer the questions.
1. When you were their age, cite similarities and differences you and the learners
have?
Here are the similarities and differences that I have when I was there age: When I
was a preschooler, I like to ask questions to my teacher however unlike the preschoolers
that I observed I do not walk or roam around the classroom. During my elementary years
I love to listen to the teacher’s discussion and I can do my task independently. In my
high school stay in DCMMMNHS, I am more independent in doing tasks, more attentive
listeners and more engaged in activities.
2. Who was the teacher you cannot forget for positive or negative reasons? Why?
The teacher that I cannot forget is my adviser during my junior high school, Mrs.
Ma. Socorro R. Maravilla. She was our adviser for four years as Special Science Class
students. I cannot forget her because she hone me as what I am now, both academic
and as a person.
“Shine and Serve with Honor and Excellence.”
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Romblon State University
San Fernando, Romblon
Teacher Education Department
ACTIVITY # 3
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Learner Diversity: The Community and Home Environment
OBJECTIVES
at the end of this activity, the students should be able to:
1. identify the elements influencing the education of the students;
2. differentiate between the significance of home from school; and
3. relate interpreted data to personal life.
Observe
Select a learner which you have previously observed considering your course.
Interview the teacher on the learner's characteristics and the community. Interview the
parents on the rules they implement at home concerning their child's schooling and the
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Romblon State University
San Fernando, Romblon
Teacher Education Department
learner's activities and behavior while at home. Write the Learner's Profile. Analyze your
observation and interview data. Reflect on your observation experience.
An Observation/Interview Guide for Home-School Link
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment).
2. How does the teacher communicate with the parents? How often? What do
they discuss? How do they decide of the best course of action to resolve issues
or problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process? How does the teacher work with the community to
meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly,
family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you
feel comfortable.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write
your observation report on the space provided.
The Learner
Make a general observation of the learner. Describe him/her in each of the
domains of development:
a. physical-body built and height (thin, chubby, underweight, overweight), level
of
physical activity (fast, slow, lethargic, active, etc.)
b. social-interaction with teachers and classmates (loner, shy, sociable, friendly,
gets into fights, liked by others, etc.)
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Romblon State University
San Fernando, Romblon
Teacher Education Department
c. emotional moods, temperanment, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
d. cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, shows reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic
performance, relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or
problems?
3. How does the teacher utilize resources in the community to support the teachinglearning process? How does the teacher work with the community to meet the
needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly,
family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you
feel comfortable.
Parent Interview Guide
Name of Learner:
Date of Birth:
Number of Siblings:
Parents:
Mother:
Father:
Grade/Year Level:
Gender:
Birth Order:
Age:
Age:
Occupation:
Occupation:
Educational Attainment:
Educational Attainment:
Learner's Physical Aspect:
Health
1. Mother's Health during pregnancy with the learner
2. Ailments or health problems of the learner as a child
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).
2. Who were the learner's playmates? b s
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Romblon State University
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3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
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?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are thev? o
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:
1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4 How do you monitor his/her performance in school? How do you motivate
him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
THE LEARNER'S DEVELOPMENT PROFILE (Outline)
Name of the Learner:
School:
Date of Home Visit:
Date of Birth:
Grade/Year Level:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation
Father:
Age:
Occupation:
Age:
Gender:
Educational Attainment:
Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Combine
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the teacher's, parents' responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine
the teacher's, parents' responses, and your own observations
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner
Combine the teacher's, parents' responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner.
Combine the teacher's, parents' responses, and your own observations.
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and
the home on the learner's development. The questions in the Your Analysis portion of
this learning Episode can help you.
Recommendations
Write your recommendations.
ANALYZE
Answer the question.
1. Based from the activities conducted, what is the parenting style experienced by
the learner. Explain your answer.
2. Considering your knowledge from child development subject, what family factors
do you think contribute to the development and over-all adjustment of the learner
in school?
3. Does the communication between the home-school have an effect on the
learner? If yes, what are these effects?
4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students.
REFLECT
Answer the question.
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
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2. As a future teacher, how would you establish good home-school collaboration?
How can you work well with the parents? How can you help them? How can they
help you?
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ACTIVITY # 4
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Creating an Appropriate Learning Environment
OBJECTIVES
At the end of this activity, the students should be able to:
1. describe the learning environment;
2. assess the management practice of facilitators and learners in classroom; and
3. relate the concept to personal life.
Observe
Observe and use the observation sheet provided for you to document your
observations. Don’t forget to take documentations.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
The learners are 15-16 years old.
2. How many boys are there? How many girls?
There are 6 boys and 16 girls, a total of 22 learners.
3. Focus on their behavior. Are they already able to manage their own behavior?
Most of the learners are able to manage their own behaviors while some are not
able to manage their behaviors. Most students are listening attentively while some
are doing unnecessary movements and not paying attention.
4. Can the learners already work independently?
Based from my observation, this class section has a big portion of the class that is
able to work independently, however some needs help from the teacher and
from the classmates.
5. Describe their span of attention.
The learners’ span of attention in this section is long not like other class section.
Most of the time, the learners’ attention is to the teacher. It can range from 30-45
minutes of attention span before the students get distracted, yet the attention can
be easily retrieved.
Analyze
Yes, there are areas in the classroom that is for specific purposes. These are
comfort rooms, student lockers, and storage for teaching aids. Comfort rooms are clean
and having decent water supply. Student lockers is quite old, needs to be painted nee
but in good condition. The storage for the teaching aids is clean and presentable. The
absence of these specific areas will have a difference since these three specific areas
contributes to the students learning and development.
There are no classroom rules and procedures posted in the room, yet the students
has a positive behaviors. The classroom rules and procedures might be orally stated
before that is why the students have positive behaviors.
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The students participated in making the classroom rules because it was the rules
that they agreed on during the first days of classes. This way of making the classroom
rules is effective in reinforcing positive behaviors.
The routine that the resource teacher do daily is prayer. It is done by reciting the
prayer in the appropriate manner.
There is no seating arrangement, the students selected where they want to sit.
Yet, the students show positive behavior.
The students are not making unnecessary noise most of the time but there are
times that they make unnecessary noise. The classroom noise is managed when the
teachers says “quiet” and “listen”.
When a learner is off-task or not following instructions, the resource teacher
immediately calls out the learner and asks what is he doing. The resource teacher also
makes his voice louder to get the attention of the off-tasked learner. This method is
effective in getting the attention of the students.
The resource teacher makes sure that the classroom rules are being done and
obeyed by the students to reinforce positive behaviors. He also approaches
misbehaviors of the students in an appropriate manner. In addition, to reinforce positive
behaviors, the resource teacher compliments the students when they got the correct
answers.
REFLECT
Positive discipline must be enforced in order to effectively manage the
classroom. Even if the students are well-behaved, there are unanticipated occurrences
that challenge the patience of the teachers. Positive discipline must be enforced among
students in order to positively address problems that may develop in the classroom
without being too harsh on learners. Students will have fewer negative thoughts about
themselves, which will result in fewer undesirable behaviors or reactions. This will also assist
the teacher in instilling positive ideals in his or her students. Furthermore, students will take
responsibility for their actions, be sensible and analytical, and make sound decisions in a
variety of situations.
In the near future, I see myself instructing grade seven students. I'll start my class
with a prayer since I find it to be very essential. Then I'll ask them how they're doing, if
they're pleased, what they think of our topic, and other things. I can assess the current
level of my pupils' learning in my lessons with the aid of these questions. If they ever
expressed their opinions on learning my subject, I could rapidly determine the best
approaches to take to fulfill their demands. Then there are the expected practices like
attendance, inspiring activities, and sincere discussion with frequent probing to assure
understanding. Lastly, since I will be teaching Mathematics subject, I will provide more
activities for my students because it will help them understand the lesson well.
1. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
RULES TO BE IMPLEMENTED
REASONS
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2. Should learners be involved in making the class rules? Why?
Students should be involved in the creation of classroom rules in order to help
them develop leadership abilities and understand the importance of taking
responsibility for their own actions and behavior. It also allows students and teachers
to work together to agree on the rules that must be established. Making the rules, on the
other hand, should be guided by the teachers, as they are the ones who are familiar with
the guidelines and know how to conduct a productive discussion about the rules to be
included.
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ACTIVITY # 5
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Classroom Management and Routines
OBJECTIVES
At the end of this activity, the students should be able to:
1. mark the observed and not observed routines in the classroom;
2. identify the classroom rules and its importance; and
3. justify whether the routines were effective in ensuring discipline and order in the class
or not.
Observe
A. Observe the classroom routines of the Resource Teacher by accomplishing
the given checklist. Don’t forget to take documentations.
Checklist on Classroom Routines
Check Yes () if observed and (*) if not observed.
Classroom Routines
Observed
(/)
Not Observed
(x)
1. Movement into the classroom
/
2. Transition in classroom activities
/
3. Movement out of the classroom
/
4. Use of lavatories/ comfort room/ washrooms
/
5. Passing of papers
/
6. Passing of books
/
7. Working with pairs/groups
/
8. Tardy students
/
9. Absent students
/
10. Submission/Collection of materials
/
11. Submission of projects
/
13. Asking for assistance
/
14. Joining classroom activities
/
15. Lining up
X
16. Walking in line
X
17. Fire drill / emergencies
X
18. Movement between activities
/
19. Use of classroom supplies
/
20. Checking of assignments
X
Others, please specify.
B. List down the classroom rules formulated by the Resource Teacher by accomplishing
the given checklist.
Classroom Rules
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Analyze
Answer the question.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
The routines are effective in ensuring discipline and order in the class because the
students show disciplined actions. It also aids students in being disciplined and orderly in
their approach to their study, even if there are lapses from time to time.
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
Transitioning between activities, submitting material, submitting projects, asking for help,
and participating in class activities are all routines that were observed or implemented in
a systematic and consistent manner. These routines require a great deal of guidance
from the teacher in order for them to be carried out properly.
3. Analyze each given rule. What circumstances led to the formulation of the rule?
Most of the time, students who are not guided or who are ostensibly directed by the rules
are irresponsible and constantly make mistakes; in order to avoid such scenarios, rules
are being developed for students for the orderliness of the classroom routines.
4. Are classroom rules really important?
Classroom rules are extremely important because they function as a stimulant in the
minds of students, guiding them toward becoming more responsible individuals over
time. Even though improvement isn't always visible, there will always be progress, even if
it's little.
REFLECT
Answer the question.
1.
Which of the routines will you most likely apply in your class? Why? Why not?
All of the routines are most likely to apply in my class because
2. Will you have the same rules? If not, what rules are you going to employ? Explain
your answer.
ACTIVITY # 6
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Romblon State University
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Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Physical and Personal Aspects of Classroom Management
OBJECTIVES
At the end of this activity, the students should be able to:
1. Determine the different aspects of classroom management;
2. Identify effective classroom management strategies; and
3. Suggest effective classroom management strategies.
Observe
A. Observe a class and interview the Resource Teacher. Ask how the personal
and physical aspects of classroom management ensure proper classroom
management and discipline. Check if these aspects were observed in the
classroom. Don’t forget to take documentations.
Aspects of Classroom Management
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands
respect from the learners?
1.2 Is the teacher's voice modulated and can be heard
by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards
teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better
interaction?
2.5 Is the design/structure of the room inviting to
classroom activities?
2.6 Is the physical space/ learning station clear from
obstruction?
YES
NO
/
/
/
/
/
/
/
/
/
/
/
B. Observe the classroom management strategies that your Resource Teacher
employs in the classroom. You may also conduct an interview to substantiate
your observation. Don’t forget to take documentations.
Check the management strategies employed by the Resource Teacher. Check
(/)observed, put an (X) if not observed and O for no opportunity to observe.
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Effective Classroom Management Strategies
Observed
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others(Please specify)
/
Not
Observed
No
Opportunity
to Observe
/
X
X
/
/
/
X
/
X
/
/
/
0
0
ANALYZE
Answer the question.
1.
2.
3.
4.
How does the voice of the teacher affect classroom instruction?
How does the punctuality of the teacher affect classroom discipline?
Why do we need to check on the physical aspects of classroom management'2
How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
5. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
REFLECT
Answer the question.
1. What does this statement mean to you as a future teacher? Explain. “No amount of
good instruction will come out without effective classroom management."
2. What are your plans in ensuring effective classroom management?
3. What classroom management strategies do I need to employ to respond to diverse
types of learners?
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“Shine and Serve with Honor and Excellence.”
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ACTIVITY # 7.1
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Close Encounter with the School Curriculum
OBJECTIVES
At the end of this activity, the students should be able to:
1. comprehend the resource teacher’s lesson plan;
2. describe the planning, implementing, and evaluating components of the
resource teacher’s lesson plan;
3. construct a diagram of the parts of a lesson plan/syllabus/module;
4. critique the resource teacher’s lesson plan; and
5. reflect on the importance of understanding the curriculum in preparing the lesson
plan.
Observe
A. Observe and Record Observation on the Following Aspects
Major Curiculum Compornents
Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key points.
Write your observation and description in your
notebook.)
A. Planning
Borrow the teacher's lesson plan for the day. What
major parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing
Now it's time to observe how the teacher
implemented the prepared lesson plan. Observe closely
the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/Or were they
participating in the class activity?
f.Was the lesson finished within the class period?
Did learning occur in the lesson taught? Here you
make observations to find evidence of learning
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evalkuate it?
c. What evidence was shown? Get pieces of evidence
C. Evaluating/Assessing
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B. Using the diagram below fill up the component parts of a lesson
plan/syllabus/module.
I.
Title of the Lesson
II.
Subject/Course area
III.
Grade/Year Level
Teaching Method
Outcomes
Assessment
ANALYZE
Answer the following questions:
1.
2.
3.
4.
Are the three components of lesson plan constructively aligned?
Will the outcomes be achieved with the methods used? Why?
What component will tell if the outcomes have been achieved?
Compare the teacher you observed to the ideal characteristics or competencies of
global quality teachers.
5. Does the planned lesson was implemented? Describe.
6. After the lesson was delivered, what were the dispositions of the teacher and
students?
REFLECT
Answer the question.
How will you prepare your lesson plan? Why?
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“Shine and Serve with Honor and Excellence.”
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ACTIVITY # 7.2
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Close Encounter with the School Curriculum
OBJECTIVES
At the end of this activity, the students should be able to:
1. identify the teaching and learning approach in the classroom;
2. explain the drawbacks of teaching purely subject matter for mastery and for the test;
3. defend your chosen approach as a future teacher; and
4. elaborate the quote „Principles of teaching worth applying”
Observe
Observe and record observation on the following aspects.
Teacher-centered
Did the teacher lectured all the time?
Student-centered
Were the students involved in
teaching-learning process? How?
Was the emphasis on the mastery of the
lesson or on the test? Prove.
Was the emphasis on the student’s
application of the lesson in real life?
Prove.
Was the class atmosphere competitive?
Why?
Was the class atmosphere collaborative?
Why?
Did the teacher focus only on one
discipline/subject?
Did the teacher connect lessons to other
discipline/subject?
the
What teaching-learning practice shows that teaching approach as:
a. Constructivist
b. Inquiry-based
c. Developmentally appropriate
d. Reflective
e. Inclusive
f. Collaborative
g. Integrative
ANALYZE
Answer the following questions:
1. What are the possible consequences of teaching purely subject matter for mastery
and for the test?
2. As a future teacher, would you be a teacher-centered or student-centered? Why?
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REFLECT
Ponder on this, “Principles of teaching worth applying.”
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ACTIVITY # 7.3
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Close Encounter with the School Curriculum
OBJECTIVES
At the end of this activity, the students should be able to:
1. identify the teacher‟s activities that apply principles of teaching;
2. describe whether learning outcomes are achieved or unachieved and
provide evidence;
3. evaluate teaching and learning activities related to learning outcomes.
Observe
A. Observe a class with the use of the principles of learning.
1.
2.
3.
4.
Principles of Learning
Effective learning begins with the setting
of clear and high expectations of learning
outcomes.
Learning is an active process.
Learning is the discovery of personal
meaning and relevance ideas.
Learning
is
a
cooperative
and
collaborative
process.
Learning
is
enhanced
in
an
atmosphere
of
cooperation and collaboration.
Resource Teacher’s Activity
B. Observe on how the learning outcomes were stated. Determine if these were
achieved or not. Give evidence.
Learning Outcomes
SMART
OBJECTIVES
YES
NO
ACHIEVED
YES
Evidence
NO
1.
2.
3.
4.
5.
C. Observe the Outcome-Based Teaching-Learning
Learning Outcomes
Teaching-Learning
Activities
Assessment
1.
2.
3.
4.
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5.
ANALYZE
Answer the following questions:
1. What principles of learning were most and least applied? Give instances.
2. Do SMART objectives make the lesson more focused?
3. What can you assay about the Outcome-Based Teaching-Learning (OBTL)
REFLECT
Answer the following questions:
1. Which among the principles of learning is more important for you?
2. Reflect on the ff.
a. “Lesson learned in determining SMART learning oucomes.”
b. Outcome-Based Teaching-Learning (OBTL)
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ACTIVITY # 7.4
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Close Encounter with the School Curriculum
OBJECTIVES
At the end of this activity, the students should be able to:
1. Determine the different strategies that are used inside the classroom;
2. Select the best learning strategy to be used in teaching the lesson; and
3. Reflect on the importance of choosing the best strategy in teaching.
Observe
Observe a class with the use of the guiding principles in the selection and use of
strategies.
Guiding Principles
1. The more senses that are involved, the more and
the better the learning.
2. Learning is an active process.
3. A
non-threathening
amosphere
enhances
learning.
4. Emotion has the power to increase retention and
learning.
5. Good teaching goes beyond recall of
information.
6. Learning is meaningful when it is connected to
students’ everyday life.
7. An integrated teaching approach is far more
effective than teaching isolated bits of
information.
Strategies
ANALYZE
Answer the question.
What is the best method of teaching?
REFLECT
Answer the question.
How do we select the appropriate strategy for our lessons?
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ACTIVITY # 7.5
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Close Encounter with the School Curriculum
BJECTIVES
At the end of this activity, the students should be able to:
1. compile the sample questions related to types of questioning technique;
2. relate the type of questions that teachers ask to the questioning and reacting
techniques that they employ according to experts; and
3. justify the advantages of reacting techniques.
Observe
Observe the questioning techniques of the teacher.
Types of Question
1. Factual/Convergent/Closed/Low
Level
2. Divergent/Higher-order/
Openended/Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
Sample
ANALYZE
Answer the questions.
“Children go to school as question marks and leave school as periods.” (Neil
Postman)
Is this related with the type of questions that teachers ask and the questioning
and reacting techniques that they employ?
REFLECT
Think about the importance of using various reacting techniques.
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ACTIVITY # 7.6
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Close Encounter with the School Curriculum
OBJECTIVES
At the end of this activity, the students should be able to:
1. describe the teaching approach used in the classroom;
2. identify the strengths, weaknesses, and appropriateness of the teaching aids
used;
3. locate where the learning resources were used effectively;
4. suggest ways in effective use of learning resources; and
5. reflect on utilization of teaching aids based on what you observed.
Observe
Observe on the utilization of the teaching aids.
UTILIZATION OF THE TEACHING AIDS FORM
Class/Year level:
Date:
Subject Matter:
Brief Description of Teaching Approach Used:
Teaching Aids Used
Strenghts
Weaknesses
Appropriateness
ANALYZE
Answer the question.
Where the learning resources used effectively? Why/Why not? Give your
suggestions.
REFLECT
Answer the question.
Would you do the same or differently? Why?
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ACTIVITY # 8.1
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Assessment FOR Learning
OBJECTIVES
At the end of this activity, the students should be able to:
1. identify and tally the teachers‟ actions/words during the teaching-learning
process;
2. recognize the strategy that the teacher did for clearer understanding;
Observe
A. Observe the assessment FOR Learning practices (formative assessment). Record
what the teacher does/says to find out if the students understood the lesson while
teaching-learning is in progress.
What Teacher Said/Did
Tally
Total
What Teacher Said/Did
Students’
Reaction/Response
Teacher’s
Reaction/Response
B. Did you observe any of these activities when the teacher found out that the
lesson was not clearly understood?
Activities
Yes
No
1. Peer tutoring (Tutors were assigned by
teacher)
2. Each-one-teach-one (Students paired with
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one another)
3. Teacher gave a module for more exercises
for lesson mastery
4. Re-teach
5. Others, please speecify:
C. For Re-teach
1. How did she do it? Did she employ the same teaching strategy? Describe.
2. Did she check on students’ progress? How?
ANALYZE
Answer the question.
1. Why do teacher needs to check on learners’ progress?
2. Should the teacher records formative assessment? Why/hy not?
3. In the class, how important to use the peer tutoring strategy?
REFLECT
Cogitate on this, “Formative assessment is tasting the soup while cooking.”
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ACTIVITY # 8.2
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Assessment AS Learning
OBJECTIVES
At the end of this activity, the students should be able to:
1. Describe the practices that reflect assessment as learning;
2. Justify whether all assessment should support student learning or not;
3. Compare and contrast the purpose of assessment as learning and assessment for
learning;
4. Justify the impact of self-assessment in students‟ learning.
Observe
Observe and find out practices that reflect assessment AS learning.
Teacher
1. Did teacher provide opportunities for
the learners to monitor and reflect on
their own learning?
2. What are the proofs that students were
engaged
in
self-reflection,
selfmonitoring and self-adjustment?
3. Did students record and report their
own learning?
4. Did teacher create criteria with the
students for tasks to be completed or
skills to be learned?
Observation
ANALYZE
Answer the question.
1. If the students is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why/Why not?
2. Does assessment AS learning have the same ultimate purpose as assessment
FOR learning?
REFLECT
Answer the question.
The primary purpose of assessment is not to measure but to further learning.
Reflect on your own personal experience of assessment in school. Were you given
opportunities for self- assessment? If yes, what was its impact on your learning?
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ACTIVITY # 8.3
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Assessment OF Learning
OBJECTIVES
At the end of this activity, the students should be able to
1. Describe the relatedness of learning outcomes and assessment task;
2. Explain the drawbacks of inappropriateness of assessment task to learning outcomes;
and
3. summarize the learning from the activity.
Observe
Observe a class using the guide.
Subject
Learning
Outcome/s
(LO)
Assessment
Task (AT)
Is the AT
aligned with
the LO?
If not aligned,
improve on it.
ANALYZE
Answer the question.
What are possible consequences if the assessment task are not aligned to
learning outcomes? Does his affect assessment results? How?
REFLECT
Answer the question.
What do you learn from this activity?
“Shine and Serve with Honor and Excellence.”
40
Romblon State University
San Fernando, Romblon
Teacher Education Department
ACTIVITY # 9
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: The Teacher as a Person and as a Professional
OBJECTIVES
At the end of this activity, the students should be able to
1. Identify the different personal qualities being professional;
2. Determine the qualities being a teacher as a person; and
3. How these qualities apply to our real life as a professional.
Observe
Observe and/or interview a secondary school teacher you like.
Personal Qualities
Data Results
I found out that…
Dignified
Healthy
Spiritual
Knowledgeable
Humble
Determined
Cooperative
Professional Competence
1. Practice Code of Ethics for Professional
Teachers.
2. Teaches the subject matter very well
with mastery.
3. Updated with educational trends, policy
and curricula.
4. Uses varied teaching methods that
facilitate learning with skills and ease.
5. Engages the parents and other
stakeholders to cooperate as partners in
educating children.
6. Teaches with compassion based on the
knowledge and understanding of the
characteristics and needs of diverse
learners.
7. Prepares curriculum plans, implements
these with innovation in every lesson.
8. Designs or selects and utilizes
appropriate assessment strategies and
tools for lessons taught.
9. Makes classroom atmosphere physically
(arrangement)
and
psychologically
(friendly, inclusive) safe and secure for
learning.
10. Serves willingly beyond teaching work
1.
2.
3.
4.
5.
6.
7.
“Shine and Serve with Honor and Excellence.”
41
Romblon State University
San Fernando, Romblon
Teacher Education Department
by participating in other extra-curricular
activities when needed.
ANALYZE
Answer the question.
1. What is the most outstanding quality and competence of the teacher you
observed and interviewed?
The most outstanding quality and competence of the teacher that I observed
and interviewed is being expert in his field. My mentor shows expertise in
Mathematics and for me this is the outstanding quality that he possesses.
2. Do you think you possess this quality? Prove it.
I think I do not possess this quality because I am not yet an expert in Mathematics.
However I will study and try my very best to be an expert in this field.
REFLECT
Answer the question.
What is the best quality of your resource person that has a great impact to you as
a future teacher?
“Shine and Serve with Honor and Excellence.”
42
Romblon State University
San Fernando, Romblon
Teacher Education Department
ACTIVITY # 10
Course: FS 1-Observations Teaching Learning in Actual School Environment
Topic: Towards Teacher Quality: Developing a Global Teacher of the 21st Century
OBJECTIVES
At the end of this activity, the students should be able to
1. Identify the different responsibilities of the resource teacher;
2. Evaluate the responsibilities of the resource teacher; and
3. Reflect on being inspired as a future teacher;
4. Create a 21st century classroom.
Observe
Observe a teacher by using the guide. (You may use your previous observations.)
Responsibility
A. Actual Teaching
1. learner-centered
2. acts as a facilitator of learning
3. has mastery of subject matter
4. sees to it that learning outcomes are achieved
5. pleasant and fair in dealing with the learners
B. Management of Learning
1. allows all learners to participate in the lesson
2. considers the needs of the learners in the seating
arrangement
3. uses instructional support materials to help learners
understand the lesson
4. making sure that learning is achieved within the period of time
5. dismisses the class on time
C. Administrative Work
1. keeps records of learners attendance everyday
2. keeps record of formative and summative tests
3. submits reports and other documents on time
4. do other tasks as requested by superiors
5. cooperates with peers and staff in the cleanliness and safety
of the school
Response
Yes
No
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
ANALYZE
All of the responsibilities of a teacher manifest all the indicators being practiced.
Actual teaching, management of learning, and administrative work are done well by my
mentor.
In my observation, I can say that all of the responsibilities are evident.
“Shine and Serve with Honor and Excellence.”
43
Romblon State University
San Fernando, Romblon
Teacher Education Department
My mentor is a quality teacher because he possess the characteristics of a quality
teacher. I can see his enthusiasm for teaching and his mastery in delivering the lesson to
the students.
REFLECT
I am inspired to be a teacher because becoming a teacher is a profoundly
inspiring path for those who seek to shape the future and make a meaningful impact.
Teachers have the unique privilege of nurturing personal and intellectual growth in
students, instilling a love for learning, and fostering self-confidence. The profession offers
variety, creativity and constant need for innovation, keeping educators engaged and
allowing them to adapt to evolving educational landscapes. Teaching is not just a job;
it’s a vacation that empowers individuals to inspire change build a sense of community,
and make a difference in the lives of students. It’s a journey of personal fulfilment,
resilience, and lifelong learning, offering the chance to leave a lasting legacy and
contribute to the betterment of the society.
My 21st Century Classroom
“Shine and Serve with Honor and Excellence.”
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