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FS 2 Episode 2

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Episode 2: Learners’ Characteristics and Needs

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FS 2 Episode 2

  1. 1. Experiencing the Teaching- Learning ProcessEpisode 2: Learners’ Characteristics and NeedsName of FS Student: Ma. Cristina D. PanganoranCourse & Year: BSE-2 EnglishResource Teacher: Mrs. Irenea P. Dizon _________________Instructor: Mrs. Gloria A. SilvaCooperating School: Holy Cross College (High School Department)Date of Submission: March 14, 2011Date Submitted: March 14, 2011
  2. 2. Name of School: Holy Cross College (High School Department) School Address: Sta. Lucia, Sta. Ana, Pampanga Resource Teacher Subject Matter Mrs. April Joy Mallari Elements of the Story Mrs. Irenea P. Dizon Figures of Speech Mrs. Karen C. Añasco The Church, The People of God Year & Date of Visit Teacher Subject Section 1-4 March 07, 2011 Mrs. April Joy Mallari English 3-2 March 08, 2011 Mrs. Irenea P. Dizon English 3-4 March 08, 2011 Mrs. Karen C. Añasco C.L.E. My Journal1. Description of Teaching Strategies: Collaborative, discussion and integration were the strategies used when I observed 3different teachers for this episode. They were all very effective in letting the students gainknowledge and test how much they have learned in the lesson they have taken up. The first teacher I observed was Mrs. Mallari in the 1-4 class. She divided the studentsinto 6 groups and instructed them to create their own puppet show using the importantelements of a story. She used rubrics to help the students know how they are being graded forthis activity. The following are the criteria for grading: *Content of the story (plot, settings, characters etc.) *Voice (intonation, pronunciation, execution and emotion) *Props *Cooperation *Orderliness She used the collaborative strategy so the students will be able to learn how to work witheach other or how to value teamwork. After the performance of the 3 groups, the teacher gaveimmediate feedbacks. After commenting about the things that the students need to improve onshe encouraged them to do better next time and advised the next batch of performers to learnfrom the first 3 groups that performed. She congratulated the students for a being able to put ona show. The next teacher is Mrs. Dizon. I observed her and the 3-2 class during their gradedrecitation about the previous lessons they had particularly about figures of speech. She usedintegration in teaching where she related the topics in class to real life situations. The teachergave them an assignment to write a summary of the past lessons they took up and this summarywill be the one included in their recitation. The teacher praises the students’ work. If they donot know the answer she doesn’t embarrass them, instead she motivates them to do morereading and appreciates their cooperation in class. The last one I observed was Mrs. Añasco, she used the discussion strategy with the 3-4class. First the class started with a prayer, she asked the students to behave well. She asked meto introduce myself to the class. Afterwards, the class checked and recorded their scores in thepast R.A.T then she reviewed the class on their pass lesson and then gave a short quiz. Sincethere are a few misbehaviors in class, she never fails to call out the attention of the particularstudent. She was able to manage the level of noise during class most of the time. The teacherwas very patient with the class. Since they are in a lower section they pick up slower than theother classes, despite this fact; she was still able to make the discussion interesting, interactiveand lively.
  3. 3. 2. Description of Learning Strategies: Cooperative learning was present in the 1-4 class because the students were able to workas a team towards a common goal. Role play was very effective for them because it helped thestudents speak during class. During the class activity, students who were good in Arts wereable to showcase their talent and made their own puppets and build their own mini puppetstage. The students who were verbal-linguistic utilized their skill in speaking during theperformance, while the good writers were able to use their talent in making the dialogue. Everymember has a part to play and everyone enjoyed the activity. In the 3-2 class, the students were very attentive and knowledgeable of the lessons. It wasevident that the students are very enthusiasm. Most of the students show a lot of effort in theirsummary. I was able to know this since Mrs. Dizon let me read through some of the works ofthe students. There was interactive learning and it was also student-centered where the teacherserved as facilitator. The students talking time was more than the teacher’s, and they were ableto recite most of the things they’ve learned in the past. Some can even answer follow upquestions after another. Cognitive and metacognitive processes are present in the class Iobserved. The last class I observed was the 3-4 class. Though I saw a few misbehaviors, I can saythe class was able to learn by lecture-discussion. Active Learning is anything that students doin a classroom other than merely passively listening to an instructors lecture. Research showsthat active learning improves students understanding and retention of information and can bevery effective in developing higher order cognitive skills such as problem solving and criticalthinking.3. Description of Learners’ Participation: The 1-4 class participated very well and about 85 percent of the class cooperated andperformed at the level that was expected of them. The only weakness in most of them is thequality of voice. Some of them had a hard time to produce a well modulated voice due toshyness. Despite being in the lower section, I was still impressed with their creativity andstory. The class went smoothly and no time was wasted because the students already knowwhat is expected of them in class for that day. The 3-2 class participated actively in class and about 90 percent of them was verycooperative and performed in class with high quality. All the students who were supposed torecite for that day recited with confidence and they really know what they are talking aboutbecause they do not only define the terms but also give examples on the spot. The futureimplications of the lessons are emphasized during the discussion and the students were veryknowledgeable in the topic they are handling. Key concepts are well-explained and theinteraction between students and teacher was like a ping-pong match where the ball was passedmany times on both sides during class. The 3-4 class participated with 75 percent of the class reciting in chorus. The teacher wasvery patient with them and tried to elaborate and explained the lesson clearly. All the girls werewell behaved while some of the boys displayed a few misbehaviors that were quicklycontrolled by the teacher. This resulted to a few delays but the teacher was able to cover theentire lesson she intended to take up on that period. The students showed cooperation to theteacher for most of the time.
  4. 4. Reflection:1. Scribble a brief reflection of your feelings and insights from your observationexperience. After this observation experience, I’ve learned that participation as well ascooperation is very important for a successful teaching-learning process. Using a variety ofstrategies in teaching is also important because students nowadays easily get bored or loseinterest when they are presented lessons at the same manner every day. Teachers should alsoconsider a lot of things before using any methods. Some of these things are learning styles,backgrounds, and multiple intelligences. These varieties of strategies deepen their learning andmotivation by propelling them to develop their own views and hear their own voices. Toencourage students to participate in class, a good environment for interaction must be attainedfirst. If I was the one teaching the lesson about the elements of a story I would use a certainstory for the students to analyze and discuss among themselves regarding their opinion on whythey think that such part of the story is the plot, climax or conflict in the selection. I wouldchoose a story the students can relate to. This type of presentation encourages more onspeaking than reading. It is better for the high school student to be confident in speaking totheir classmates and teachers in English because is supposed to be accomplished in Elementaryand in High School what follows is enhancement. I think that puppet shows are good but I personally think that puppets are moreappropriate for motivating the elementary pupils or even pre-school. Plus in the puppet showmost of the students read their lines instead of speaking. Though there was reading which isalso good I prefer my students to be speakers of the language. Regarding Mrs. Dizon’s style, I personally regard her as one of my favorite teacherswho encourages a lot of speaking and productive interaction in the class. As a future teachermy goal is to make a student speak in English with confidence and fluency then accuracywould follow. I also want to be a teacher who is able to make the students use their intuitionand ability to clarify, reflect and connect. I want to bring certain activities together and enablethe student to inquire what knowledge exists. I’ve learned that teaching is not an easy task; it requires love of children, enthusiasmfor teaching, ability to create interest, skills in classroom management, and knowledge ormastery of the subject. Lastly, I’ve learned that classroom errors are not always harmfulbecause they are a part of the learning process. As they always say, we learn from our mistakesbut never make intentional mistakes just to learn.