EPISODE 1 EPISODE 2

OBSERVING THE LEARNERS AND THE LEARNING LEARNER’S DIFFERENCES: CHARACTERISTICS,

ENVIRONMENT (PPST Domain 2) NEEEDS AND INTERESTS

Learning environment refers to the physical NAEYC (National Association for the
environment, context, culture, and climate in which Education of Young Children) for principles of child
students learn. When we talk about physical development and learning that inform developmentally
environment, it is a learning environment with constant appropriate practice:
practices on keeping the school safe, clean, orderly, and
1. Domains of children’s development--physical,
free from distraction and hazards. It also maintains
social, emotional, and cognitive-are closely related.
facilities that provide challenging learning activities and
2. Development occurs in a relatively orderly
address the physical, social, and psychological needs of
sequence, with later abilities, skills, and knowledge
the students.
building on those already acquired.
The term also includes the culture of a school or 3. Development proceeds at varying rates from child
class—its presiding ethos and characteristics, including to child as well as unevenly within different areas
how individuals interact with and treat one another— as of each child’s functioning.
well as the ways in which teachers may organize an 4. Early experiences have both cumulative and
educational setting to facilitate learning. delayed effects on individual children’s
development; optimal periods exist for certain
Bulletin or display boards can be powerful in
types of development and learning.
communicating information about the learning
5. Development proceeds in predictable directions
environment. They help in building and establishing the
toward greater complexity, organization, and
school culture. These can be tools for vision-mission,
internalization.
goals and school uphold values be known to walk in
6. Development and learning occur in and are
clienteles. Further, bulletin boards, aside from being the
influenced by multiple social and cultural contexts.
school’s visual environment, they have four general
7. Children are active learners, drawing on direct
purposes:
physical and social experience as well as culturally
1. They are decorative when they offer visual transmitted knowledge to construct their own
stimulation and appeal to aesthetics. They set the understandings of the world around them.
social and psychological atmosphere of the school. 8. Development and learning result from interaction
2. When they encourage students to perform better of biological maturation and the environment,
and develop greater confidence, they serve as which includes both the physical and social worlds
motivational. One example is the display of that children live in.
student’s output. Do you have other examples in 9. Play is an important vehicle for children’s social,
mind? emotional, and cognitive development, as well as a
3. They are informational when they are used as the reflection of their development.
strategy of the school in disseminating information. 10. Development advances when children have
4. Finally, bulletin boards are instructional when they opportunities to practice newly acquired skills as
move students to act or to respond and participate well as when they experience a challenge just
through the displays. beyond the level of their present mastery.
11. Children demonstrate different modes of knowing
The following are the criteria set to evaluate and learning and different ways of representing
bulletin board displays: effective communication, what they know.
attractiveness, balance, unity, legibility, correctness, and 12. Children develop and learn best in the context of a
durability. How about you? Do you have something in community where they are safe and valued, their
mind? physical needs are met, and they feel
psychologically secure.
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 LEARNER’S CHARACTERISTICS OBSERVATION GUIDE EPISODE 3
PHYSICAL LEARNER’S CHARACTERISTICS: GENDER, STRENGTH,
LANGUAGE, EXPERIENCES, CULTURE, RELIGION, SOCIO-
1. Observe their gross motor skills on how they
ECONOMIC STATUS, DIFFICULT CIRCUMSTANCES, AND
carry themselves, how they move, walk, run, go
INDIGENOUS
up the stairs, etc.
2. Are gross movements clumsy or I. Principles of Development
deliberate/smooth? A. Development and learning proceed at varying
3. How about their fine motor skills? Writing, rates from child to child, as well as at uneven
drawing, etc. rates across different areas of the child’s
functioning (NYAEC, 2019).
SOCIAL
B. Development and learning are maximized when
1. Describe how they interact with teachers and learners are challenged to achieve at a level just
adults. above their current level of mastery, and when
2. Note also how they interact with peers. What do they have many opportunities to practice newly
they talk about? What are their concerns? acquired skills.
C. Differentiated instruction is a student-centered
EMOTIONAL approach that aims to match the learning
1. Describe the emotional disposition or content, activities and assessment to the
temperament of the learners (happy, sad, easily different characteristics, abilities, interests, and
cries, mood-shifts). needs of learners.
2. How do they express their wants/needs? Can
they wait? II. The Philippine Professional Standards for Teachers
3. How do they handle frustrations? (PPST) Domain 3 enumerated the following factors
4. Describe their level of confidence as shown in that give emphasis about the diversity of learners.
their behavior. Are they self-conscious? A. Differences in learners’ gender, needs, strengths,
interests, and experiences
COGNITIVE B. Learners’ linguistic, cultural, socio-economic, and
1. Describe their ability to use words to religious backgrounds
communicate their ideas. Note their language C. Learners with disabilities, giftedness, and talents
proficiency. D. Learners under challenging circumstances which
2. Describe how they figure out things. Do they include geographic isolation, chronic illness,
comprehend easily? Look for evidence of their displacement due to armed conflict, urban
thinking skills. resettlement or disasters, child abuse, and child
3. Were there opportunities for problem solving? labor.
Describe how the showed problem-solving III. Focus on Indigenous People
abilities.
To learn more about IPs, read the following:

o Republic Act 8371 –The Indigenous People’s

Rights Act
o DepEd Order No 32, s 2015- Adopting the
Indigenous People’s Education (IPED) Curriculum
Framework particularly the 5 Key Elements of an
Indigenous Peoples Education Curriculum. These
are the Curriculum Design, Competencies and
Content; Teaching Methodologies and
Strategies; Learning Space and Environment;
Learning Resources; and Classroom Assessment.
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 EPISODE 4 who is making lunch in the kitchen, hears the boy crying.
She comes into the room, picks the little boy up, and
LEARNER’S DIVERSITY IN THE COMMUNITY AND carries him to the living room. In the example, the little
HOME ENVIRONMENT boy initiated the interaction (crying), and his mother
responded. In a way, the little boy influenced his
The ECOLOGICAL SYSTEMS THEORY is mother’s behavior. It is possible for siblings who find
formulated by an American psychologist, Urie themselves in the same ecological system to experience
Bronfenbrenner. This theory explains how social very different environments. Therefore, given two
environments affect children’s development. It also siblings experiencing the same microsystem, it is not
emphasizes the importance of studying children in impossible for the development of them to progress in
multiple environment, known as ecological systems, in different manners. Each child’s particular personality
the attempt of understanding their development. traits, such as temperament, which is influenced by
unique genetic and biological factors, ultimately have a
hand in how he/she is treated by others.

The Mesosystem

This encompasses the interaction of the

different microsystems which children find themselves
in. It is a system of microsystems that involves linkages
between home and school, between peer group and
family, and between family and community. According to
Bronfenbrenner’s ecological theory, if a child’s parents
are actively involved in the friendships of their child, for
example, they invite their child’s friends over to their
house from time to time and spend time with them, then
the child’s development is affected positively through
harmony and like-mindedness. However, if the child’s
parents dislike their child’s peers and openly criticize
them, the child will experience disequilibrium and
conflicting emotions, which will likely lead to negative
The Microsystem development.
The theory suggests that the microsystem is the The Exosystem
smallest and most immediate environment in which
children live. As such, the microsystem comprises the In Bronfenbrenner’s ecological model,
home, school or daycare, peer group and community exosystem pertains to the linkages that may exist
environment of the children. Within the microsystem, between two or more settings, one of which may not
the interactions involve personal relationships with contain the developing children but affect them
family members, classmates, teachers, and caregivers. indirectly, nonetheless. Based on Bronfenbrenner’s
The interactions they have with people around them will findings, people, and places that children may not
affect how they develop. A nurturing and supportive directly interact with may still have an impact on their
interactions and relationships will eventually foster a lives. Such places and people may include the parents’
better environment for one’s development. The workplaces, extended family members, and the
proponent of the theory proposed that most of the neighborhood the children live in. For example, a father
interactions are bi-directional: first, how children react who is continually passed up for promotion by an
to people in their microsystem will also affect how these indifferent boss at the workplace may take it out on his
people treat the children in return. For example, a little children and mistreat them at home. This will have a
boy playing alone in a room. This little boy suddenly negative impact on the child’s development.
bursts out crying for no apparent reason. His mother,
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The Macrosystem Parents who use this style are supportive and show
interest in their kids’ activities but are not overbearing
The macrosystem in Bronfenbrenner’s ecological
and allow children to make constructive mistakes. This
model is the largest and most distant collection of people
“tender teacher” approach deemed the most optimal
and places to the children that still have significant
parenting style to use in western cultures. Children
influences on them. This ecological system is composed
whose parents use the authoritative style are generally
of the children’s cultural patterns and values, specifically
happy, capable, and successful.
their dominant beliefs and ideas, as well as political and
economic systems. For example, children in war-torn Authoritarian Parenting
areas will experience a different kind of development
Parents using the authoritarian (“rigid ruler”)
than children in a peaceful environment.
approach are low in support and high in demandingness.
The Chronosystem These parents expect and demand obedience because
they are “in charge” and they do not provide any
The chronosystem adds the useful dimension of explanations for their orders. Parents also provide well-
time to Bronfenbrenner’s ecological systems theory. It ordered and structured environments with clearly stated
demonstrates the influence of both change and rules. Many would conclude that this is the parenting
constancy in the children’s environments. The style used by Harry Potter’s harsh aunt and uncle, and
chronosystem may include a change in family structure, Cinderella’s vindictive stepmother. Children reared in
address, parents’ employment status, as well as environments using the authoritarian approach are more
immense society changes such as economic cycles and likely to be obedient and proficient, but score lower in
wars. happiness, social competence, and self-esteem.
Bronfenbrenner's theory shows the Permissive Parenting
interconnected influences on child development through
ecological systems. Context awareness can help the Parents who are high in support and low in
teachers see how children act in different situations. For demandingness are likely using the permissive-also
example, a bully at school may play the victim at home. called the indulgent-style. Their children tend to rank
Due to these variances, adults entrusted with a child's low in happiness and self-regulation and are more likely
care should closely monitor his/her behavior in various to have problems with authority. Parents using this
contexts, as well as the quality and type of links between approach are lenient, do not expect their children to
them. adhere to boundaries or rules, and avoid confrontation.

Diana Baumrind’s Parenting Styles Uninvolved Parenting

The parenting style used to rear a child will likely Children reared by parents who are low in both
impact that child’s future success in romantic, peer and support and demandingness tend to rank lowest across
parenting relationships. Diana Baumrind, a clinical and all life domains, lack self-control, have low self-esteem,
developmental psychologist, coined the following and are less competent than their peers. Parents using
parenting styles: authoritative, authoritarian, and the uninvolved (or sometimes referred to as indifferent
permissive/indulgent, Later, Maccoby and Martin added or neglectful) approach are neglectful or rejecting of
the uninvolved/neglectful style. their children and do not provide most, if any, necessary
parenting responsibilities.
Authoritative Parenting
Parenting Styles and Outcomes for Children
In general, children tend to develop greater
competence and self-confidence when parents have Parenting style has been found to predict child
high-but reasonable and consistent- expectations for well-being in the domains of social competence,
children’s behavior, communicate well with them, are academic performance, psychosocial development, and
warm and responsive, and use reasoning rather than problem behavior. Research in the United States, based
coercion to guide children’s behaviors. This kind of on parent interviews, child reports, and parent
parenting style has been described as authoritative. observations consistently finds:
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 • Children and adolescents whose parents use the students may be more likely to prosper academically in
authoritative style typically rate themselves and settings with more collaborative modes of learning that
are rated by objective measures as more socially acknowledge students’ personal experiences (Kaplan
and instrumentally competent than those whose and Miller 2007).
parents do not use the authoritative style. Student learning can be enhanced by
• Children and adolescents whose parents are establishing a classroom tone that is friendly, caring, and
uninvolved typically perform most poorly in all supportive, and that lets students explore the
domains. relationships among course material, personal, and
In general, parental responsiveness tends to predict social experiences. Instructors can consider a variety of
social competence and psychosocial functioning, while areas to promote inclusivity, including the syllabus,
parental demandingness is typically associated with choices in assigned reading, discussion expectations, and
instrumental competence and behavioral control (e.g., personal style.
academic performance and deviance). These findings To maintain an inclusive Top Strategies for
indicate: classroom climate, the Inclusive Teaching
instructor can:
• Children and adolescents reared in households ‒ Establish guidelines
using the authoritarian style (high in ‒ Structure classroom for interaction.
demandingness, but low in responsiveness) tend conversations to ‒ Be transparent about
to perform moderately well in school and be encourage respectful expectations.
uninvolved in problem behavior, but tend to and equitable ‒ Do not ask
have poorer social skills, lower self-esteem, and participation individuals to speak
higher levels of depression when compared to ‒ Anticipate sensitive for an entire group.
their peers who are reared in households using issues and ‒ If conflict arises,
the authoritative approach. acknowledge racial, acknowledge it.
class or cultural ‒ Illustrate concepts
• Children and adolescents reared in homes using differences in the with multiple and
the indulgent style (high in responsiveness, low classroom when diverse examples.
in demandingness) tend to be more involved in appropriate Promote a growth
problem behavior and perform less well in ‒ Model inclusive mindset.
school, but they have been shown to have higher language ‒ Include a Diversity
self-esteem, better social skills, and lower levels ‒ Use multiple and Statement on the
of depression when compared to their peers diverse examples syllabus.
who are not reared using the indulgent style. ‒ Personally connect See examples of faculty
with students implementing principles
‒ Provide alternative of inclusive teaching
means for
EPISODE 5 participation
STRUCTURING AN IDEAL LEARNING ‒ Respectfully
communicate with
ENVIRONMENT students
An inclusive classroom climate refers to an ‒ Address offensive,
environment where all students feel supported discriminatory, and
insensitive
intellectually and academically and are extended a sense
comments for their
of belonging in the classroom regardless of identity,
behavior.
learning preferences, or education. Such environments
‒ Perform a Self-
are sustained when instructors and students work Assessment
together for thoughtfulness, respect, and academic
excellence, and are key to encouraging the academic
success of all students. Research indicates that many
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 EPISODE 6 ✓ Seating arrangement
✓ Structure/design of the classroom
CLASSROOM MANAGEMENT SKILLS AND STYLES ✓ Physical space/learning stations

ROUTINES are the backbone of daily classroom

life. They facilitate teaching and learning. Routines don’t EPISODE 8
just make the life of the teacher easier. They have
GETTING CLOSER WITH CURRICULUM
valuable classroom time. Efficient routines make it easier
for students to learn and achieve more. Formal education begins in school. The schools
have recommended curriculum. This recommended
Establishing routines early in the school year:
curriculum was translated into written curriculum like
o Enables the teacher to run the daily activities books, course packs or modules, learning plans,
smoothly teacher’s guides which eventually becomes the basis of
o Ensures the teacher to manage time effectively taught curriculum. As a teacher who implements the
o Helps the teacher maintain order in the curricula needs support materials which are known as
classroom support curriculum to enhance teaching and learning so
o Makes the teacher more focused in teaching that the written and the taught curricula can be assessed
because of spending less time in giving (assessed curriculum) to determine if learning is
directions/instructions. experienced by learners (learned curriculum). However,
o Enables the teacher to explain to the learners those things that happened in school but not planned are
what are expected to them. what we called as hidden curriculum.

The teacher implements, plans and evaluates

school learning activities by preparing a miniscule
EPISODE 7 curriculum called a lesson plan or learning plan. The
THE PHYSICAL AND PERSONAL ASPECTS OF teacher then puts life to a lesson plan by using it as a
CLASSROOM MANAGEMENT guide in the teaching learning process where different
strategies were employed. There are many ways to write
2 ASPECTS OF EFFECTIVE CLASSROOM MANAGEMENT lesson plan, but the necessary elements are the
following: Learning Outcomes, Subject Matter, Teaching
1. Personal Classroom Management consists of learning Strategies, and Evaluation or Assessment. These
managing yourself to ensure order and discipline in your elements should be aligned so that at the teaching-
class. It includes: learning episode, learning will be achieved with the
classroom teacher as a guide.
✓ Voice
✓ Personal grooming From a broad perspective, curriculum is defined
✓ Attendance as the total learning process and outcomes as in lifelong
✓ Punctuality learning. Basic education in the Philippines is under the
✓ Personal graciousness Department of Education and the recommended
curriculum is the K-12 or the Enhanced Basic Education
Note: Managing yourself as a teacher contribute to the
Curricula of 2013.
order and well-being of your class.

2. Physical Classroom Management consists of managing

the learning environment. Attending to these physical
elements of the learning environment ensures safety,
security, and order in class. It includes:

✓ Ventilation
✓ Lighting
✓ Acoustics
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 EPISODE 9
GETTING READY FOR TEACHING AND LEARNING

The following are the time-tested principles of

teaching and learning:

1. Effective learning begins with setting clear

expectations and learning outcomes.
2. Learning is an active process. “What I hear, what
I see, I remember, what I do, I understand.”
3. Learning is the discovery of the personal
meaning of ideas. Students are given the
opportunity to connect what they learn with
other concepts learned, with real world
experiences and with their own lives.
4. Learning is cooperative and a collaborative
process.

A teaching method consists of systematic and

orderly steps in the teaching-learning process. It is the
practical realization or application of an approach. All
methods of teaching can be classified either as deductive
(direct) or inductive (indirect).

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