My Cooperating School

Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as steward of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

Vision
We dream of Filipinos who passionately love their country and whose competencies and
values enable them to realize their full potential and contribute meaningfully to building the
nation.
As a learner-centered public institution, the department of Education continuously improve
itself to better service its stakeholders.

Core Values
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa
School Profile:
Name of School: Barotac Nuevo National Comprehensive High School
Address of School: J.T. Bretaña St., Brgy. Ilaya Poblacion, Barotac Nuevo, Iloilo
School Head: Mr. Gemar A. Blanco
Lot Area: 74,333sq.m.
Number of Faculty and Staff: 126
Student Population: 4,525

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 FS 1: EPISODE 1
My Tools

As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school
site. A good understanding of the activities and tasks to be accomplished in the activity sheets
will yield better learning results.

SCHOOL FACILITIES CHECKLIST

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, and say how each will
contribute to the students’ learning and development.
Facilities / Description Will it contribute to the students’
learning and development? Why?
Office of the The principal’s office features a well- It will aid in the development of
Principal kept and air-conditioned area. The the student's learning because a
organizational chart is visible as soon clean principal's office reflects the
as you enter the principal's office. The student, encouraging them to
principal's table is a huge glass-topped study effectively and improving
table. It also boasts a large number of their learning.
display awards that have been
awarded to the school.
Library / Two rows of bookshelves, two long Students will love studying in a
tables, and one teacher's table are library with clean and
available in their library. The books are comprehensive books and
also ordered by subject and genre. furniture
Counselling / They have a small office for their It will contribute to the student's
Room guidance office/ counselling room, they learning growth by listening to the
also have one long chair or couch. counselor's advice about their
problem
in terms of academics and they
may get peace of mind and
freshen up in the counseling
room.
Canteen/Cafeteria / The cafeteria is clean and well- If they serve nutritious meals
organized, but due to the epidemic, it is because healthy meals support
not in use. Their utensils are, after all, the primary aim of education,
complete. particularly in terms of improving
The cafeteria is clean and well- students' concentration, focus,
organized, but due to the epidemic, it is and cognitive function.
not in use. Their utensils are, after all,
complete.
The cafeteria is clean and well-
organized, but due to the epidemic, it is
not in use. Their utensils are, after all,

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 complete.
Medical Clinic / The school has a medical clinic where The school clinic is vitally
students can go if there something necessary in order to provide first
happens to them or they have wounds. aid and triage for illness and
injuries, to provide direct services
for students with special needs,
and to also provide health
counseling and education for
students. The school clinic is
vitally necessary in order to
provide first aid and triage for
illness and injuries, to provide
direct services for students with
special needs, and to also provide
health counseling and education
for students. The school clinic is
vitally necessary in order to
provide first aid and triage for
illness and injuries, to provide
direct services for students with
special needs, and to also provide
health counseling and education
for students.
Audio / Yes, they have audio visual hall where It helps the teacher in
Visual/Leaning they can hold a program or activities. effectively
Resource Center presenting the lesson, and
students
learn and retain information
more
efficiently. Students' critical and
analytical thinking increases
when
audio visual aids are being used.
It helps the teacher in
effectively
presenting the lesson, and
students
learn and retain information
more
efficiently. Students' critical and
analytical thinking increases
when
audio visual aids are being used.
It helps the teacher in
effectively
presenting the lesson, and

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 students
learn and retain information
more
efficiently. Students' critical and
analytical thinking increases
when
audio visual aids are being used
It helps the teacher in effectively
presenting the lesson, and
students learn and retain
information more efficiently.
Students' critical and
analytical thinking increases when
audio visual aids are being used
Science They don't have a science lab, but they Laboratory experiences may aid
Laboratory do have the essential tools for lab time. learners to understand the values
They just bring the tools or equipment and assumptions that underpin
to a specific classroom when they are the
necessary. development and interpretation of
scientific knowledge.
Gymnasium / The school has gymnasiums, that they The gymnasium can be also used
used for Programs and other activities for P.E. activities and group tasks
like sports. mostly about fitness that may help
the students to develop their
physical strength.
Auditorium / They don’t have auditorium, and they Students may benefit from school
always use the audio-visual hall. programs that revitalize both their
bodies and minds. Having fun
while
learning has an impact on how a
student develops his or her self
through
increasing confidence and self-
esteem.
Outdoor/Garden / Every section has its own garden. Each Learning entails more than just
classroom has flowers and veggies in studying hard and growing your
the front and back. They also have a skills, knowledge, and self-
science garden near the entrance. awareness; it also involves taking
Every section has its own garden. Each a break to re-energize from
classroom has flowers and veggies in surroundings.
the front and back. They also have a
science garden near the entrance.
Home Economics / They call it a cookery room. It is Yes, there is a specialization in
Room equipped with all of the necessary tools culinary in grades 9,10,11, and
and equipment for cooking and food 12. It is necessary to develop the
preparation. The washing area is relevant skills, such as cooking,

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 visible from the front, while the cooking as well as the behavioral element.
area, which includes the stove and
oven, is visible from the side
Industrial / The school has no facility like this but in It helps students in developing
Workshop Area developing their student's skills couldn’t their skills and preparing them for
say more. The school has an industrial a career in which they must
are like in automotive and electronics exhibit appropriate behavior and
workshop. attitude, particularly while dealing
with others or their colleagues.
PTA Office / The PTA office is also located in the
office, where they can pay
Comfort Room for / In the boys' comfort room is clean and Students will learn discipline in
Boys there are two cubicles and a using other people's facilities, as
handwashing area. well as how to maintain personal
hygiene.
Comfort Room for / It is also clean. There are two cubicles, A pleasant environment can
Girls a handwashing area in the girls' improve a student's ability to study
comfort room. effectively.
Others (Please
Specify)
An observation Guide for the Classroom Visit

Read the following statements carefully. Then write your observation report on the provided
space.

1. Describe the community or neighbourhood where the school is found.

2. Describe the school campus. What colors do you see? What is the condition of the
buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, the cafeteria. Look around and find out the
others.

1. I couldn't say much more about the neighborhood or even the nearby neighbors because
they all understand the meaning of "cooperation." When the classes began, there was no
noise from them except for passing vehicles. When it comes to cleanliness awareness month,
barangay tanods, SK officials, and even barangay officials, as well as community people,
participate in. The school campus and the community have such a wonderful relationship, and
I believe it is because everyone respects and supports one another. Respecting the teachers
of the campus and their passion for their students who are members of the community in a
way that the community can see.
2. When I visit the campus, the wonderful view produced by the trees, grass, and plants makes
me feel at ease. It is a school that is eco-friendly. The silence was also frequently observed, so
I called it a discipline school because it was the first thing they instilled in their students. When
it comes to the facilities, yes, they used to have average ones, but thanks to the dedication of
the teachers and the positive relationships they have with the community, all you can see now

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is a modern school that is improving. In addition, I noticed that every room is in good, clean,
and improving condition. The equipment is very up to date, particularly in the computer lab.
They also have two canteens and a cafeteria so that other students will not go out for schools
to have lunch, and also, they have a street food area located at the back of the school in oval,
where students always staying after class in the afternoon, or other students who has training
in basketball, arnis and other sports and activities there joining.
3. When it comes to offices, what I've noticed is that they are treated with respect. They
recognize the value and importance of it. They demonstrate this by traveling through it in
silence and greeting whoever comes from it. My impression is that they respect and place a
high value on each office, particularly the principal's office since they understand how
important it is in meeting their needs, building the school, and teaching and learning on that
campus.
4. While roaming about the school, I noticed certain inside-the-classroom facilities that were
unfamiliar to me. They also have a library which is small but clean, and the cafeteria is clean
and more tables and chair for students and teachers. Their utensils, however, are complete
and sanitize well.
My Reflections/Insights
1. Would you like to teach in the school environment you just observed? Why? Why not?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?
4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learning and insights here.
ANSWER:
1. For me, I don't want to teach at the school I'm observing because they lack teachers for
computer subjects, and there aren't many subjects or courses that are endorsed in their
school, so I chose to teach at another school that has more teachers or subjects they are
related to ICT or computer subjects. It will also help our student teachers who are related to
our program who we will observe or teach so that we can learn more and expand our
knowledge about technology or in computers a school campus conducive for learning are
typically:
 Well-maintained- school should be clean, safe, and well-maintained
classrooms, libraries, labs and recreational areas.
 It has adequate resources, it should have a up to date books, technology and
learning materials
 Comfortable environment- students should have an area where they can
hangout, standby, has good lighting and temperature for a conducive study
environment.
 Has an interactive space- for students to have a group discussion,
collaboration and hands-on-learning.

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  School should have safety and security- a secure campus with measures in
place to ensure the safety of students and staff.
 Supportive staff- caring teachers and staff who are available to assist and
guide students.
 Positive atmosphere- a positive and inclusive atmosphere that promotes
respect, diversity and a love for learning
 Lastly it has minimal distractions- designs considerations that minimize
distractions and noise.
2. A conducive classroom for learning it is where students can be more comfortable
specially in their seats, have proper lighting so that students can study well, also classroom
should have a well-organized room specially in designing or we can minimize those poster
and other things that hanging in the wall to lessen the distractions and they can focus on
their lesson. We also think our weather nowadays we should control or has a temperature
control to maintain a comfortable room throughout the year. We can also put some
educational poster or sayings that can inspire students in their academics and also can
stimulates their creativity and a love for learning.
3. In the future, I will fulfill my answers to number 3 by taking action and I will make my
students feel welcome and comfortable so that they can study well.
4. In addition conducive campus and classroom it is where students should be secure and
safe in school measures. Teachers and staff should care, who’s available to assist or guide
students in academics and other activities their joining. School should have positive
environment so that students can have a peaceful place and they can study well their
lesson and can have some time to hangouts with their friends. The appearance of the
school buildings, grounds, and classrooms reflects the type of educators in charge.
Parents, students, and the rest of the community in which the school is located form their
first impressions of the school based on its appearance. They associate the teachers with
that impression. That perception may influence their level of trust and respect for the
school. Teaching is influenced by trust and respect. Learning is influenced by trust and
respect

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 FS 1: EPISODE 2
Learners Development Matrix

Record the data you gathered about the learners ‘characteristics and needs in this matrix. This
will allow to compare the characteristics and needs of learners at different levels. The items
under domain are by no means exhaustive. These are just simple indicators.

Developmental Domain High School

Physical - Know how to dance
Gross Motor Skills - Know how to write poems, letter essays, stories, etc.
Fine motor Skills - Doing all things by his/herself.
Self-Help skills

Social - Competitive in the class. Love to talk with his/her teacher.

Interactive with - He/she has many friends because they are friendly.
Teachers
Interaction with
classmates and friends
Interests
Others

Emotional - They easily get annoyed when someone tease them.

Moods and - They already know how to manage their emotions/
temperament, feelings.
expressions of feelings
Emotional
Independence
Others

Cognitive - He/she is friendly to everyone and really communicate

Communication Skills well.
Thinking Skills - They think very well and love problem-solving.
Problem Solving
Others

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
High School High School students like to Therefore, teachers should
Age Range of Learners talk and mingle with others. remember to have activities that
Observe 13-18 will help the students in
socializing with others.

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 My Reflections/Insights
1. While you are observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
3. Share your other insights here...

1. Yes, those are, sleeping, talking and not paying attention sometimes to my teachers, and
it makes me guilty. But now if I become a teacher someday, I will correct those behavior to
my students so that they can learn more.
2. there are 2 teachers I remember the most first my advisory teacher in grade 10 his good
in math and in arts, the most things I remember to him is that he help me in my math
subject he teach me well and always guiding me in any decision I made in my entire school
year, he also help me to be In top that time, he is the one who supported me that I can be
on top whenever I have doubts and disappointments in myself and I don’t have self-
confidence to be in any competitions like presenting our section he always treat me when I
have achievements in class. The second teacher I remember the most also is in my
teacher in grade 11, in this journey it where my anxiety, depressions and doubtness fully
develop. She helps me always in my problems, she really knew when his/her students have
problems, she’s always there for me, also when im emotionally sometimes she always
giving me some advice, when I’m talking to her, I’m always feel relief also when it is really
hurt. These 2 teachers always have a space in my heart, I’m always praying and hoping if I
become successful someday, I will return everything that when they being nice to me and
being my second parents in school.
3. In other hand we should respect and love our teachers because they did their best and
effort to teach us even, we have all different behavior they can still manage to understand
and help us in physical, emotional, social and cognitive. We need also to be patient and
listen to our teacher because they always give their full force to teach us even, they hurting
their throat just to hear them loud and clear.
My Learning Portfolio

Which is your favourite theory of development. How can this guide you as a future teacher?

Clip some readings about this theory and paste them here.

I choose Erikson’s theory because it is indeed true that personality is determined by

experiences during childhood and adulthood. Development has a series or stages where it is
determined by crisis. As a person grows up, she/he will acquire and construct knowledge and
different characteristics that fit on his/her age depending on the stage he/she belongs.
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FS 1: EPISODE 3
An observation guide for the Learner’s Characteristics

Read the following statements carefully. Then write your observation report on the provided
space.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention. Look into their listening skills and ability to concern.

1. As an observant I see some students ages 11-12 that some of them are too talkative
and some of them are not paying attention to the discussion, but still they can answer
the question given to them, and others has an attitude.
2. The grade 8 students are composed of 10 boys and 20 girls. The grade 7 students are
composed of 10 boys and 25 girls.
3. Some are managing their attitude and behavior when they have class others are still
trying their best to be better students and focus only to their lesson.
4. In their age they still trying and doing their best to be independent and some are still
needing some help to their teachers.
5. Some students don't have a long attention span, but they can keep up with their teacher
in answering their teacher's questions and queries and they are always alert to the
activities that their teacher gives them.

My Analysis

1. How did the classroom organization and routines affect the learners.
2. What should the teacher have in mind when she/ he designs the classroom organizational
routine.
3. Which behaviour strategies were effective in managing the behaviour of the learners? In
motivating students? Why were they effective?

1. The classroom organization and routines affect the behavior of the learners in their
five human aspects. It is because when the classroom is organized and routines are
always done by the teacher and the students. Thus, those students who don’t have
higher attention before will gradually change especially for those who are not fond of
joining the activity made by the teacher.
2. What theories and principles should you have in mind? I think the teacher should
bear in his/her that daily organization and routines depend on the age the learner.
Since there are also students who possessed different actions, characteristics, and
behavior when it comes to daily routines which used by the teacher. Furthermore,

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 the teacher should design routines that fit to the students and the principles of Jean
Piaget theory and principles are very applicable on this.
3. e for students who feel tired in school especially for those students who are fond of
“pawala lang” and not giving the value of how education can change their lives and
their future. Therefore, I can say that this is very effective in motivating the attention
of the students who have less able in attention in the classroom.
Reflection/Insights
1. Imagine yourself organizing your classroom in the future. In what grade level do you
see
2. yourself? What routine and procedures would you consider for this level? Why
3. Make a list of the rules you rare likely to implement in this level? Why would you
choose this
rules.
4. Should learners be involved in making the class rules? Why?
1. If I become a teacher someday, I use to teach in senior high school. Organizing a
classroom for senior high school students involves creating an environment that fosters
learning, independence, and responsibility. I will implement some routines for my students
like:
- Morning Routine:
 Start the day with a bell or signal for students to enter the classroom.
 Have a designated area for students to place their bags, coats, and personal
belongings.
 Display a daily agenda on the board with the day's objectives and schedule.
- Attendance and Check-In:
 Take attendance at the beginning of each class period or have a system in place for
students to check in.
 Implement a late policy and communicate it clearly.
- Seating Arrangements:
 Allow students to choose their seats within certain guidelines, promoting
independence.
 Adjust seating arrangements periodically to encourage interaction and prevent
complacency.
- Materials and Supplies:
 Provide a clear system for accessing and organizing materials, such as textbooks,
notebooks, and writing utensils.
 Keep additional supplies available for students who may forget theirs occasionally.
- Classroom Expectations:
 Establish clear rules and expectations for behavior, respect, and participation.
 Discuss consequences for breaking classroom rules, ensuring they are fair and
consistent.

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  Encourage a culture of respect and inclusivity.
- Assignments and Grading:
 Outline procedures for submitting assignments, including due dates and formats.
 Explain the grading system, including how grades are calculated and when they will
be updated.
- Technology Usage:
 Set guidelines for the use of personal devices, such as phones and laptops, during
class.
 Clearly communicate when and how technology can be integrated into lessons.
 Homework and Study Routine:
 Emphasize the importance of homework and study habits.
 Provide guidance on effective study techniques and time management.
- Classroom Management:
 Develop strategies for addressing disruptive behavior, such as a warning system or
a time-out area.
 Encourage students to take ownership of their behavior and self-regulation.
- Communication:
 Establish channels of communication between students, parents, and yourself.
 Use an online platform or class website to share resources, assignments, and
announcements.
- Group Work and Collaboration:
 Promote teamwork and collaboration through group projects and discussions.
 Teach students how to work effectively in groups and resolve conflicts constructively.
- Assessment and Feedback:
 Explain the assessment process, including how tests and quizzes will be
administered.
 Provide constructive feedback on assignments and assessments to support student
growth.
 Extracurricular and Enrichment Opportunities:
 Share information about clubs, sports, and other extracurricular activities available at
the school.
 Encourage students to explore their interests outside of the classroom.
- Emergency Procedures:
 Review safety protocols and emergency procedures with students.
 Ensure that students know where emergency exits and first-aid supplies are located.
 Flexibility and Adaptability:
 Be open to adjusting routines and procedures based on the evolving needs and
dynamics of the class.
Creating a positive and organized learning environment is an ongoing process. It's
essential to be flexible and responsive to the unique needs of senior high school students
while maintaining a consistent and fair approach to classroom management.

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2. Rules and regulations in senior high school are put in place to ensure the safety, well-
being, and conducive learning environment for students. While specific rules may vary from
school to school, here are some common rules and regulations I want to implement if im
going to be a teacher someday.
Attendance and Punctuality:
 Students are expected to attend all classes regularly and be on time.
 Procedures for reporting absences or tardiness should be followed.
Dress Code:
 Schools often have specific guidelines regarding appropriate attire, which may
include dress uniforms or restrictions on clothing with offensive messages.
Academic Integrity:
 Plagiarism and cheating are strictly prohibited.
 Students are expected to submit their own work and give proper credit when using
external sources.
Behavior and Respect:
 Respect for teachers, staff, and fellow students is paramount.
 Bullying, harassment, or disruptive behavior is not tolerated.
Use of Technology:
 Rules for the use of personal electronic devices, including cell phones, during class
hours.
 Policies on internet usage and access to school-provided technology resources.
Substance Abuse:
 Strict policies against the possession, use, or distribution of drugs, alcohol, and
tobacco products.
 Random drug testing may be conducted in some schools.
Safety and Security:
 Rules related to safety measures, including evacuation procedures during
emergencies.
 Guidelines for reporting safety concerns or suspicious activities.
Bullying and Harassment:
 Anti-bullying policies to prevent and address incidents of bullying, cyberbullying, and
harassment.
 Reporting mechanisms for students who experience or witness such incidents.
Personal Belongings:

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  Regulations about the use of lockers, backpacks, and storage of personal items.
 Guidelines for bringing valuable items to school.
Extracurricular Activities:
 Rules for participation in sports, clubs, and other extracurricular activities, including
eligibility criteria.
Health and Hygiene:
 Policies regarding personal hygiene and health, including requirements for
vaccinations.
 Guidelines for students with medical conditions or allergies.
Student ID Cards:
 Requirements to carry and present student ID cards when requested by school staff.
 Use of ID cards for access to school facilities.
Visitors and Guests:
 Procedures for visitors and guests entering the school premises.
 Guidelines for parental visits, meetings, or conferences.
Student Conduct Code:
 Detailed code of conduct outlining expected behavior, responsibilities, and
consequences for violations.
 Procedures for disciplinary actions, including warnings, suspensions, and
expulsions.
Use of School Facilities:
 Rules for using school facilities, such as the library, and computer labs.
 Guidelines for booking and scheduling events.
It's important for students to familiarize themselves with their school's specific rules and
regulations, as well as to adhere to them to ensure a safe and productive learning
environment. Additionally, schools often provide student handbooks or codes of conduct
that outline these rules and regulations in detail.
3. Involving learners in the process of making class rules can be a beneficial and
educational approach for several reasons:
 Promotes Ownership and Responsibility: When students actively participate in
creating class rules, they are more likely to take ownership of those rules and see
them as fair. This sense of ownership can lead to greater adherence to the rules
because students feel a sense of responsibility for maintaining a positive learning
environment.

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  Enhances Engagement: The process of discussing and setting rules encourages
student engagement and critical thinking. It provides an opportunity for students to
voice their concerns, preferences, and expectations, which can lead to a more
inclusive and respectful classroom culture.
 Teaches Decision-Making and Problem-Solving: Involving students in rule-making
teaches them valuable skills in decision-making and problem-solving. They learn
how to negotiate, compromise, and consider the needs and perspectives of others.
 Fosters Respect for Rules: When students have a say in creating rules, they are
more likely to understand the rationale behind those rules. This understanding can
lead to a greater respect for rules and a decreased likelihood of rule-breaking.
 Encourages Critical Thinking: Students can critically evaluate existing rules and
suggest improvements or modifications. This encourages them to think critically
about the purpose and impact of rules, which is a valuable life skill.
 Builds a Sense of Community: Collaborative rule-making can contribute to building a
sense of classroom community and trust. When students feel that their voices are
heard and respected, it can strengthen their connection to the class and their peers.
 Aligns with Restorative Practices: Restorative practices in education focus on
repairing harm and restoring relationships when conflicts arise. Involving students in
rule-making aligns with this approach by emphasizing dialogue and understanding
rather than punishment.
However, it's important to strike a balance between student involvement and maintaining a
structured and productive learning environment. While students can have a say in rule-
making, teachers and educators ultimately have the responsibility to ensure that the
classroom rules are conducive to learning and safety.
4. Yes, it is important to involved students to make rules so that they were aware. Here's a
suggested process for involving learners in making class rules:
 Brainstorming: Begin by brainstorming with the students about what rules are
necessary for a productive and respectful learning environment. Encourage them to
share their ideas and concerns.
 Discussion and Consensus-Building: Engage in discussions about the proposed
rules. Encourage students to express their opinions and concerns. Use this as an
opportunity to build consensus and clarify the purpose of each rule.
 Voting or Agreement: Once the rules are discussed, allow students to vote on or
agree to the final set of rules. This ensures that the rules are collectively decided
upon.
 Documentation: Document the agreed-upon rules in a visible place in the classroom,
such as a poster or whiteboard, so that everyone can refer to them throughout the
school year.
 Review and Adjust: Periodically review the rules as a class to assess their
effectiveness and make adjustments if necessary. This ongoing dialogue reinforces
the idea that rules can evolve based on the needs of the class.

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In summary, involving learners in making class rules can be a valuable educational
experience that promotes a sense of ownership, responsibility, and respect for rules. It also
teaches important life skills and contributes to a positive classroom environment.

16
EPISODE 4
My Tools
Use the activity form provided for you to document your observations.

An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of the students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.

-There are 40 students in the classroom. As I observe they, they feel comfortable
to interact to those students/classmates who are at their age and gender. They
talk topics that are based to their interest. Their have their individual differences
and you can see that there grouped themselves and girls grouped themselves.
1. During class:

All of them participate in the class. Each of them is called to answer the
questions or do the board-work exercises especially in math and science subject.
Their seating arrangement some are not affecting their learning and the teacher
could accommodate and give attention to them. There are really good students
who excel and answer the questions correctly. There are instances that a certain
pupil could not give the answer correctly. Other pupils will raise their hands to
help him.

2. Outside class:
Most students group mix social group like in their group has introvert, extrovert,
and LGBTQ+ this are common group of students. This are their mix up because
it is fun to have LGBT in a group also an introvert and extrovert, they also click in
each other. Some also group they mix up with PWD’s students that they can help
them towards their situation. Nowadays students are more interacting because of
Cellphone like playing ML, TikTok Facebook and other apps. Also, they are
interacting with sports like, basketball, volleyball, combat sports and other.

My Analysis
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader,
a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
In a classroom students differ from each other in their skill’s innate talents and
abilities. There are students that plays as a leader, a little joker that makes all his

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 classmates laugh, an attention seeker because she likes to sing and she has a beautiful
voice. There is also a little teacher not to do bad things. In each role they play in the
relationship and interactions in the classroom, it only shows that they have different
characteristics and interest.
2. Are students coming from the monitory group accepted or rejected by the others? How
is this shown?
Each student is different because each family is unique. Some students who
belonged to monitory group were still accepted by their classmate. At their age, they just
want to have fun and play together because they respect each other despite their
differences in attitudes, skills, socio-economic status and abilities. The teacher also
shows that they are accepted and they belong in the class by making her classroom as
perfect as can be.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher influences the class interaction by encouraging learners to share
their personal experiences through sharing to the class or by groups, students are made
to internalize that they have differences. Another way is using varied instructional
methods to accommodate students’ diversity.

4. What factors influence the groupings of learners outside the classroom?

The factors that bring about the grouping of learners outside the classroom are;
socio-economic status, ways of thinking/ learning approach and habits, hobbies, interest
and way of life, and genre.
My Reflections/Insights
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
I feel glad and comfortable in observing that classroom since the teacher
acknowledge our presence and the students are very polite to us. I could feel that the
teacher is well respected by her discussions. In that way, I can sense the oneness
among the students and the teacher.
2. In the future, how would you want the learners in your classroom to interact? How will
you make this happen?
I want my learners in the future to be active and good listener. I could make this happen
by imposing rules and regulations that would discipline my students to make them
behave in the class that provide a positive classroom atmosphere. Through good
classroom management and teaching strategies that would consider students diversity, I
could effectively make my students and competitive learners.

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Learning Episode 5- INDIVIDUAL DIFFERENCES AND LEARNERS’ INTERACTION
(focusing on different levels of abilities)
My Tools
Use the activity form provided for you to document your observations.

An Objective Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the space provided.
There are different abilities of the learners that I saw. First, there are learner who can
easily understand some are not, especially the boys at the back, another is, when the teachers
said that they need to be quiet, they follow their teacher.
The students in the front are more active than the students at the back though the
students at the back can answer the teacher’s question they need to be called first, while the
students in the front raising their hands immediately when their teacher give question.
Base on their teacher, the students at the back is really naughtier than the students in
front. The teacher really needs to focus on them especially on their studies because among all
the students in that section, they are not totally fast learners.
Obviously, high achieving students are more active in class than in the low achieving
students. On their group work, the high achieving learners can finish their work faster than in
low achieving learners. They also interact with their teacher often than in low achieving learner.
My Analysis
1. Did your observation match the information given by the teacher? Were you able to
correctly identify who among the students performed well and who did not? What
behavior helped you identify them? (volunteering to answer, responding to teacher’s
directions, etc.)

- Yes, , some of my information matches to the information that their teacher given to
me. I was able to correctly identified who’s listening and understand the lesson well
and who are not and it is obvious to identify them anyway, because you can see it by
how the students participates in the class and who is more active when the teacher
ask question regarding to their lesson, and how he/she socialized or what scores
he/she gets from quizzes, oral recitation, etc. the students who performing well are
participating and active while those who didn’t are just quiet and they are shy.

2. Describe the difference in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those that are not?

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 - Yes, the gap between the students who are performing well and those who are not is
so far because even though the low achievers sometimes can’t cope with their
lessons, they trying to understand and focus to their lesson and I can see that
eagerness to learn in their faces. The ability of high achievers are really different in
low achievers based on how they perform in class.

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use differentiate
instruction? If yes, describe how.

- In handling student’s differences in ability, the teachers assess those low achievers
to cope with their lesson. He/ she want that everyone must participate and be active
in the class especially to the low achievers. The teacher also applies method and
techniques that he/she know that will be effective or fits the capabilities of his/her
students and also in order for the students to respond productively to the teacher
and as what I see, the students follow their teacher and they’re trying to cooperate
and participate so I can say that they’re doing well.
My Reflections/Insights
1. Recall the time when you were in the elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?

- Way back during my high school years, when I'm in my third and fourth year, I have
the same classmates. I can recognize those who are high achievers and low
achievers. Most of the high achievers are girls and the low achievers are boys. But
not all girls are high achiever and not all boys are low achievers it all mix up. When
there are groupings in the class, our teacher will assign those high achievers in
every group so that those who are low achievers can cope with the lessons and it is
also fair because the student’s group is balanced (high and low achievers are
grouped together), Every time when the problem is hard, she will just call those
intelligent students to answer while those low achievers will just sit on their seats
doing nothing. But my teacher gives some time to low achievers to prove if they
know or learn while they are discussing in their group, there are also times that
those slow learners will be tutored by those intelligent students. This method is
sometimes kind of effective because I can see that the slow learners are doing well
in answering the topics. I can also say that our teacher is effective because she is
trying her best in dealing differences in abilities.

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Learning Episode 6- HOME-SCHOOL LINK
My Tools
Use the activity form provided for you to document your observations.

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
1. Make a general observation of the learner. Describe him in each of the domains
of development:
 Physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 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? Agree on?
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.

Suggest Parent Interview Guide

Your teacher may ask you to use detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner: Angel Monique Velez
Date of Birth: November 14, 2007 Age: 16
Grade/Year Level: 11- HUMMS Democritus Gender: Female
Number of Siblings: 2
Birth Order: 1

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Parents:
Mother: Maricar Velez
Age:40
Occupation: Housewife Educational
Attainment: College Graduate
Father: Martin Velez
Occupation: Security Educational
Attainment: High School

Learner’s Physical Aspect:

Health
Mother’s Health during pregnancy with the learner: When Angel’s mom carrying her,
her mother’s health during pregnancy is okay and not so complicated

Ailments or health problems of the learner as a child: Angel was healthy child

Age of the learner when he started to walk/talk: Angel’s started to talk and walk when
she was 1 year old

Food preferences of the learners as a child and at present: When Angel is still a child,
her favorite food is fried chicken and until now it was her favorite, she also loves to
eat desserts.

Who took care of him/her as a child? Her Parents

Learner’s Social Aspect:

Describe your child’s sociability (friendly, outgoing or shy, loner)

- Friendly and Outgoing

Who were the learner’s playmates?

- Red

As a child the, was he/she allowed to play outside?

- Sometimes

If he/she allowed to go out with friends?

- Her parents gave her a rule to follow

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Do you have rules for him/her to follow regarding going out?
What are these rules?

- Yes, the rules that her father gave is limiting her going outside

Emotional-Moral
What are your expectations of your child?

- My expectation to my child is that she will focus on her studies, she already
knows her responsibilities and I expect that she will finish her studies
someday. I believe in my child’s skills and capabilities so I know that she
will succeed someday.

How do you provide a nurturing environment for your child?

- I provide Angel a nurturing environment by maintaining the silence in the

house if she is studying her lessons. I will let her feel that me and her father
will be always here to support her and also, I will not be firm/strict to her so
that she will open to me her problems if she had.

Does your child go to you when she/he feels down or has a problem? What do you do
to meet hi/her emotional needs?

- Yes, my child goes to me when she feels down or has a problem. She
shares it to me and I comfort her by using comforting words and I also gives
advices to her.

What do you do when he/she is not successful in something?

- I know that my child is not successful/failed in something so what I do is

comfort her and motivate her to be persistent that she must keep on going
so that in the next try, she will succeed and not fail.

How do you discipline your children?

- I disciplined my child by telling her the things I want and don’t want to
happen. But as I see on Angel’s behavior, I know that she is already
responsible enough to know what is right and what is wrong.

Do you have rules in the house? What are they?

- Yes, I have rules in the house like Angel must be attentive in her studies, in
going out with her friends she must not go home late, she must also clean
her room and do her assign household chore.

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How do you impose the rules?

- I impose these rules by reminding this to Angel always so she will not forget
what I had say. She is not stubborn anyway and she really follows the rules.

What are the consequences of breaking the rules?

- If Angel breaks the rules, she will be warned of her behavior but if she
repeats the same mistake, that’s the time to take some actions (not
physical punishment).

Learner’s Cognitive Aspect:

What are the child’s interests?

- Her interest are Arts and Crime Documentary

What is he/she good at in school?

- She is good in Performance and Academic

In what subject/s does he/she have difficulty?

- Like other students hate, Angel also hates Math. She says that she has no
problem in all subjects except Math.

How do you monitor his/her performance in school? How do you motivate him/her?

- I monitor her by checking her grades and asking her is she’s doing her
homework’s and projects. I motivate her by encouraging her to continue her
good behaviors.

Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?

- Yes, for example Angel’s exam is fast approaching. I will tell her to focus
first on studying for the exam. No watching of television and going to out
with friends.

After you have gathered all the necessary data. Write the learner’s development profile
using the outline below. Type the profile in a separate sheet and attached it to this learning
episode.

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 THE LEARNER’S DEVELOPMENT PROFILE (outline)
The Learners’ Development Profile
Name of the Learner: Angel Monique Velez
School: Barotac Nuevo National Comprehensive High School
Date of Home Visit: November 7, 2023
Date of Birth: November 14, 2007 Age: 16
Grade/Year Level: 11 HUMMS Democritus Gender: Female

Family Profile
Number of Siblings: 2
Birth Order:1
Parent:
Mother: Maricar Velez
Age: 40
Occupation: Housewife Educational Attainment: College
Graduate
Father: Matin Velez
Occupation: Security Guard Educational Attainment: High School
Graduate

Physical development
In paragraph form, describe the physical development of the learner. Combine the teacher’s,
parents’ responses, and your own observations.

Physical Development
The physical development of the learner is she is physically fit. He loves to be engaged in different
Performance and some group activity. She is active and energetic in class.

Social Development
The learner is friendly to everyone. Sometimes she’s not but most of the time she loves to make
new friends. She interacts well with others and with that she gains more confidence in herself.

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 ACCOMPLISHMENT REPORT
NAME: Rhea Mae Sumbo BTVTED-CHS 3A
MONTH COVERED: September 12, 2023
DATE ACCOMPLISHEMENT Picture

This is the first day of observation,

this day I felt nervous and also, I
feel excitement because it is the
reality, and were observing the
grade 10 students in the first day.
But that day the head of TLE
assigned us in one teacher, but
this teacher is teaching Drafting
and it is not our major so during
lunch time we decided to go to the
principal we ask if they have a
09/12/2023 teacher who teach computer so,
he offers us to the STE adviser
she teaches Science and basic
computer. She is handling grade 7
and 8 STE. They were good
students but sometimes they
showing naughty part or showing
their attitudes. The teacher is the
best in teaching her voice, the way
she teaches, make her students
understand what she’s saying and
she has a calming voice.

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NAME: Rhea Mae Sumbo BTVTED-CHS 3A
MONTH COVERED: October 3 & 10, 2023
November 7 & 14, 2023
December 5, 2023
DATE ACCOMPLISHEMENT Picture

This is it were on 2nd day and

were so excited we will meet the
Grade 7 SP STE Galilie and
they were so cute and lovable
students. They really want to
10,03,2023 learn but when we go besides
them their hands always
shaking and felt nervous, we
just got together now but it
seems like I’ve been with hem
for a long time.

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 On the 3rd day we don’t have
class at 8:30-9:30 so we wait for
the second class we observing
at 12:30-1:30 pm. The same
10/10/2023
experience but more enjoyable
we got a picture together with
grade 7 and they really
enjoying.

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 On my fourth day they don’t
have classes because teachers
November
are busy because they are
7, 2023
doing the grades of their
students.

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 On my fourth day the BNNCHS
has no class because they are
November
preparing for their intramurals
14, 2023
so we decided to take a survey
in 1 student.

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 This is our last day on
observation were giving
December certificate to our cooperating
5, 2023 teachers and to the Principal
of the Barotac Nuevo National
Comprehensive High School

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DOCUMENTATION

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33
. BAROTAC NUEVO NATIONAL COMPREHENSIVE HIGH
SCHOOL

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35