Name: Alyzza Kara Pantejo-Acabal Date:

Section: TCC-B Rating:

Instructions: Copy or take a picture of the Vision and Mission of the school you are assigned to
observe and make a short analysis of the important points found.

Vision

We dream of Filipinos who passionately love their country and whose values and competencies
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 improves itself to

better serve its stakeholders.

Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based and complete
basic education where:
Students learn in child-friendly, gender sensitive, safe and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff as stewards 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 partners.

Analysis:

The DepEd Vision and Mission statements clearly describe the shift of the the Departments and the
countrys long-term educational goals.

From focusing on the production of globally competitive individuals, DepEd changed its vision
statement to adapt a more patriotic approach. It also emphasizes the intentions of creating learner-
centered institutions, embracing the individuality of every learner. They also mentioned in their
ending statement about their openness to change as quoted in the phrase continuously improves
itself to better serve its stakeholders.

On the other hand, the mission statement provides in clear detail the tasks or goals that the
Department and its institutions should aim to achieve in order to achieve their vision. As stated,
learning today is not only focused in the classroom but includes the development of the entire
community.

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 EPISODE ONE

School Environment Interaction

Instructions: Describe briefly your observations on the following: (If possible attached some pictures
to support your observation)

Student-to-Student Interaction Patterns

The students typically form groups categorized into sex, interests, and character. The boys are
usually more rowdy and boisterous, singing songs in between classes and moving in packs. The girls,
on the other hand, are more timid. They often talk about animes, dance to pop music, and prefer to
interact by pair rather than in large groups. Confrontations and conflicts between male and female
students are very common in the classroom environment.

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Student-to-Teacher Interaction Patterns
The students respond well to the teachers. They are especially conscious when the teacher warns
about them about deducting points if they do not behave well. We sometimes notice students,
especially those in the younger grades who tend to unconsciously disregard their teachers
instructions. They often roam around the classroom or go outside even during class hours and in one
scenario, students went out of the classroom carrying their bags without being dismissed.

Teacher-to-Student Interaction Patterns

Most of the teachers are strict with their students, demanding discipline and respect at all times.
They treat their students as if they were their own children, knowing them personally and giving
each and every one of them equal attention.

Student-to-Non-Teaching Personnel Interaction Patterns

The students are very respectful and polite. They often greet us even outside the classroom. They
take the time to memorize our names and some ask our permission before leaving the classroom.

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Teacher-to-Teacher interaction Patterns
The teachers are very tight knit. They have high respect for each other and for each and everyones
work. They have a good sense of humor but still observe proper ethical behavior at all times. They
mostly chat during their free time, especially on topics centered on love.

Why is a classroom a miniature of a greater society?

It depicts the social structure mostly present in a society. The teacher acts as a leader, and at
the same time a father/mother figure while the students are the citizens. The students often elect a
set of officers who will lead their peers, representing what we may consider to be similar to a

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government. The teacher set classroom rules and procedures (laws of society) which students
(citizens) are expected to follow.

The students also begin to form cliques in their classrooms, usually developing friendships
and alliances according to their sex, interests, characters, and many other factors. Some work harder
than others, while some are more talkative than others. These situations all reflect the scenarios in a
larger community.

What are found in the classrooms that are similar to what can be observed in society?

The human interactions we observe in the classrooms can be seen in real world societies. We see
people with similar interests forming groups which can be likened to people in political parties who
side with those who share the same goal as they do. We can also observe some form of bullying
which is similar to the problems of discrimination present in our societies today. There are also rules
in the classroom implemented by the teacher which calls for penalties when you break them.

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 EPISODE TWO

Inside the Classroom

Instructions: Select and narrate briefly the best topic discussion done by the teacher while you were
doing your observation. (If possible attached some pictures to support your observation)

Narration of the classroom discussion

The teacher was conducting a review on the topic Passive vs Active Voice. She asked the
students to define the terms and to provide her with examples. The students actively participated
and gave the teacher several examples, some of them correct while some needed some correction
from the teacher. They ended the class with an assessment to see if the learners understood the
lesson well.

State your personal assessment and reflections

I salute the teacher for how she handled the class, especially since her students were of a
much younger age with very short attention spans. She cleverly used the question-and-answer
approach and allowed the students to form their own sentences helping them develop their
cognitive skills. If I were to become a teacher someday, I would also like to practice the Socratic
method instead of spoonfeeding my students with the information.

Questions to ponder: Answer the questions concisely.

How important are dialogue and substantive conversation in the classroom in terms of students
learning?

Dialogue and substantive conversation in the classroom are essential to students learning
because it enables the teacher to assess if students are capable of analyzing and synthesizing the
subject matter. It can, however, lead to students avoiding more class work. Students love to discuss,
some even go beyond the material, thus the teacher should learn how to properly facilitate a
discussion. The teacher must remember that content must still be feasible. He/she (teacher) should
know when to stop the conversation and encourage the students to move on.

The ideal scenario of this approach is when students actively participate in the discussion,
creating an interactive and productive class. The disadvantage, however, is when students are

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uninterested in the topic and teachers would have to push for them to participate. This disrupts the
flow of the dialogue and can lead to very awkward situations for both the teacher and the students.

What learning benefits could teachers and students draw from intentional classroom dialogue?

The dialogue will greatly assist the students and teachers abilities to speak publicly and
privately. It will develop their thought processes and make for much more engaging and intriguing
conversation as well as improve vocabulary and speaking confidence of both students and teacher.
Students who engage in dialogue are more likely to develop better listening skills and increased self-
esteem.

Dialogue also helps in the development of students comprehension and critical skills.

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 EPISODE THREE

Curriculum Implementation

Instructions: Describe briefly your observations on the following: (If possible attached some pictures
to support your observation)

Classroom environment
Some of the classrooms that I have been to are prone to flood. In fact, one of the classrooms ceiling
is currently under repair as of writing. There is poor ventilation, and some classrooms have no lights.
On a positive note, classroom have enough chairs, and students are disciplined enough to maintain
the cleanliness of the room at all times.

Flooding in the classroom

There are no lights in the classroom

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School Facilities
There are limited school facilities in Rizal National High School. They do not have a School Library but
they do have access to the Caraga Regional Science High School Library where they borrow most of
the books that they use in class. Some teachers create a mini library inside their classrooms, offering
free reading materials for their students.

Some classrooms were fortunate enough to have television sets but these were not used during our
observation period. There was also a computer laboratory where desktop computers were available
for use but they were not functional during our visit because they were still under repair.

A television set is placed in the top right corner of the classroom.

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 Computer laboratory was not functional during the time of our visit

One of the teachers also shared that a main issue in the school is the poor drainage system. When it
rains, they are unable to use their open field so they usually conduct their flag ceremonies outside
their individual rooms.

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Arrangement of the Subject Matter

The subject matter is well-organized. The teacher discusses the most important lessons first and the
least important lessons last. The key points are presented in chronological order so students easily
understand the discussion. Applying the concept of constructivism, the teacher reviews the previous
lesson to assess the students prior knowledge and builds from there to come up with a structured
appraoch in learning.

Questions to ponder: Answer the questions concisely.

Why should teachers know about curriculum design?

The teachers should know the curriculum because it serves as a guideline for them to obtain their
individual objectives.

Planning and writing the curriculum is one of the key responsibilities of the teacher. He/she writes a
curriculum daily through a detailed lesson plan. Teachers are the ones who prepare activities for the
students to do as well as design, enrich and modify the curriculum to suit the learners
characteristics. Teachers are empowered to develop their own curricula, taking into consideration
their own expertise, the context of the school and the abilities of their learners.

What do most principles and theories of curriculum development have in common? How is the
commonality expressed or spelled out in the curriculum of the class you have observed?

Most of them consider cognition, learning theory, maturation and development, concepts and skills,
philosophy of education, use of technology, and expected learning. The commonality was also
expressed through the learning activities that the teacher provides. Through this, the teacher gives
emphasis on the performance of the students. Another thing these principles and theories have in
common is the fact that they are more student-centered wherein the needs of the students are
provided. In the class observed, the teacher does less of the task and the students participate more.

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 EPISODE FOUR

Curriculum Stakeholders

Instructions: Copy or take a picture of the Classroom Parents Teachers Association (PTA) list of
officers of the class you are assigned to observe.

[PHOTO TO BE INSERTED]

Questions to ponder: Answer the questions concisely.

How important is involvement of all stakeholders of the school in the schools programs and
activities?

The involvement of teachers, students, parents, curriculum administrators and managers, and
community members has a powerful influence to the success of the schools programs and activities.
When each of these stakeholders participate, programs and activities will be much more meaningful
and effective. While the greatest help that these people can give involves a great portion of the
financial aspect, the moral support from parents and the emotional support from members of the
community especially barangay officials will encourage our students to participate more in programs
and take active responsibility in building their communities.

On the other hand, since the school is such an integral part of the community, the people should
work together to maintain the schools integrity for the preservation of our culture. During our
interview with one of the teachers, we were told that a big issue of the school is the absenteeism of
students. This is mostly due to financial and familial restraints. If parents become more active in the
academic lives of their children, it will certainly help in the childs education.

Facilities, such as the poor drainage system of the school, can also be addressed by barangay officials
if they were more involved in the schools programs and activities.

What specific principle of curriculum development justifies the importance of cooperation and
collaboration among all stakeholders of the school?

Designing a curriculum involves the interaction of several participants, reaching beyond the
academic wall to impact the entire community. Without cooperation and collaboration among
stakeholders of the school, students will not be able to understand or meet the challenges of
society. A curriculum prepares an individual with the knowledge to be successful, confident and
responsible citizens.

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 EPISODE FIVE

Curriculum design

Instructions: Describe briefly the curriculum type (Subject Centered, Experience/ Learner and
Society/Culture Based) observed in the class. Write a brief explanation to support your
observation(s).

The curriculum type observed in Rizal National High School is the spiral curriculum, in line with the
DepEds K-12 goals and objectives. The spiral curriculum often discusses the same topics in different
year levels with increased complexity of topics in the advancement of each level. As I was able to
observe the classes of Grades 7 to 10, I noticed that the subject descriptions were the same, only
that the approaches and content varied in terms of difficulty and age-appropriateness.

Questions to ponder: Answer the questions concisely.

How important is it for teachers and curriculum planners to anchor their curricular plans to
specific theories and principles of curriculum development?

Any given curriculum in place in a school for a new academic year is highly important. It proides the
whole program for the year for each and every class level. It gives stability to a schools planning for
the year and gives teachers a main idea of where they are heading with their students during that
year. It provides an overview for the head of the school, and provides an important foundation for
yet further planning for both educational supervisors and teachers.

Once a curriculum is in place, breakdowns can be made of this. These are called syllabuses and gives
teachers an idea of what is to be taught in a given month, week, etc. Once the teachers receive
these, they can then start to break down further in the form of lesson plans. This also makes sure all
the teachers are on the same educational stages. After having referred to the syllabuses, each week
the teachers will follow the lesson plans they have prepared writing down the given objectives,
educational methods to be used, time period, list of teaching ads and work sheets to be used or
books pages to be read along with any other reinforcement activities, etc. They will also write an
evaluation at the end of the day. The lesson planner keeps them organized, on the same track, and
keeps the schools academic year organized, stable and running efficiently.

Aside from the teachers, who else should be involved in the curriculum planning? Expound your
thoughts.

Aside from the teachers, other stakeholders of the school should be asked to be involved in
curriculum planning. These include the parents, the people in the community surrounding the
school, the school administrators, and most of all - the learners. These different stakeholders should
be requested to participate in curriculum planning so that the curriculum will be a relevant and
functioning tool in attaining the success of the society through educating the individual student.

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 EPISODE SIX

Curriculum experience

Instructions: attached pictures of the class (teacher and students) you observed. Write short
captions of every picture.

The teacher divided the student into groups and conducted a mini quiz bee to encourage positive
competition

Students are copying notes from the board

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Teacher uses the question and answer method to get students to participate. She also roams around
the classroom to ensure that the students are behaving properly.

Questions to ponder: Answer the questions concisely.

How do you find the teaching profession after your class observation?
Before I entered Rizal National High School, I developed some preconceptions in my head about how
exciting the next few days were going to be. Carrying my field study observation guides, a DSLR
camera, and my overly positive idealist attitude, I entered the halls (more like open field) of Rizal
National High School (slash Vasquez Elementary School) and I greeted the principal with much
confidence and pride.

At first, she asked us why we entered teaching in the first place and suggested how we would be
much better off pursuing a career with our previous course. Of course, I and my fellow colleagues
were not going to back out from a challenge stating with complete confidence that we were going
to make it! So the principal politely introduced us to the faculty members of the secondary
institution and finally gave us our class assignments.

Soon enough, my excessively optimistic ideals were shattered with the truth of real life. I said to
myself, so this is it - the real world - it was much more chaotic, pungy, and noisier than what I
imagined. Its as if the idealist me finally had a taste of realism.

The students were difficult to manage, some came in late, others dont even have good manners,
and in our second day, it took us almost an hour to get just one student to introduce himself/herself.
Dear Lord, this was far from the soul-fulfilling, heroic character I often see in movies.

And here we are, twenty observation hours later, starting to question ourselves whether we were
really fit to enter this profession. Then remembering all my teachers back then, remembering how
they inspired me to be better, remembering how they transformed the girl who could barely speak
in straight English and made her into a National Oratorical Champion.

Then I start to think about the students in those classroom, how they were not so different from
who I once was. I started to reflect on the perseverance of the educators in that place, with some
having to travel a remote distance just to come to school. I began to appreciate their patience and
their virtues, something I still seem to lack (judging from all my silent complaining); how they were

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transforming a what seemed to be negative environment and shed positive light into the hearts of
each one of those students, giving them hope for a better, much more comfortable future.

In the midst of all that chaos, the teacher remains grounded in the center of the room, continuing to
change the lives of these kids despite the many different struggles they face each day.

Teaching is not just a difficult profession. It is an insanely, understated, underappreciated and

underpaid profession. But the nobility that comes from their sacrifice, their service and their
humility is incomparable to all other professions out there.

Truly, teaching is indeed the profession from where all other professions come from.

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