Class Observations at PAREF Southridge School

March 13-17, 2017

English Classes

In the duration of a week of observation, generally, the teachers of English classes were very good in manipulating the English language; they were eloquent and fluent in expressing their thoughts. They incorporated humor in their classrooms to encourage learning-is-fun concept and to avoid monotonous scenario in the arena of instruction. Though there was fun, they still maintained professionalism and sufficient strictness. Hence, this was done to motivate students to get to their tasks and to do their best. A lot of them stated their objectives before discussing the lesson, which they explained it as a way to let the students know exactly what they were going to undertake. Beginning with the end in mind is the habit of most English teachers.

 

Civics Classes

From my observation, strictness was manifested in their classes. This was done to lessen misdemeanors and to make students concentrate. Learner-centered instruction was executed. Discussions were made; answers were gotten from students. Formative assessments like groupworks and recitation were also utilized. Moreover, the coherence of the lesson, starting from objectives until the end, was evident. Plus, teachers incorporated life experiences to relate to their lessons; undoubtedly, that was a way to stimulate student interest.

 

Science Classes

Science teachers were excellent in improvising ways on how to entice students in their discussions. Some of them infused music while others incorporated videos. Positive reinforcement was evident. Appropriate praising was utilized. Praise was done for the effort, not for intelligence. Firmness was utilized not to tolerate class problems. Conviction in the tone of voice by teachers was manifested. Worksheets at the end were given. Hitting the objectives forwardly was remarkable. The class was indeed not dull. It was highly interactive.

 

Filipino Classes

Most students were having a hard time to express their thoughts in the Filipino language. Hence, Filipino teachers did some ways on how to deal with that circumstance: the minimal usage of English language was permitted in their classes to support the lessons in Filipino. Praising students for certain excellent answers was done in a creative manner. Teachers in this subject are clearly excellent in pedagogy and in content; they are good too in instructional scaffolding.

 

Penmanship Classes

The psychology of students was taken into consideration by teachers of penmanship classes; they were very patient, and exerted extra effort on teaching students. Teachers roamed around to see if they were still on task. Discipline was also visible for the students to remain focus to their work. Teaching was done in gradual, and not in hasty manner. Little Teacher technique was new to me, and it amazed me.

 

Advisory Classes

The teachers-in-charge in advisory classes were the class and assistant advisers. In my observation, they discussed the Virtue of the Month, and shared stories and insights on it; they wrote commentary writings too about the VOM. Character formation was emphasized. Advisory notes were also given to students to be reminded on several important matters. They talked too on other concerns of the classes.

 

Concluding Remarks

Overall, the Southridge Grade School Community is a wonderful place for a student to study. Teachers collaborate enthusiastically with parents, which is of great importance to bridge the home and school. Through that way, the welfare of students can be achieved particularly in striving a holistic development.

As far as I can see, Grade School teachers exert their best in teaching and in every undertaking. They are amicable to students, but still maintain professionalism. Teachers, no matter what subject they are specializing, constantly communicate with their fellow teachers for clarification, assistance, and feedback. The working atmosphere is engaging and not stressful. Regarding teaching, their strategies and techniques are excellent to captivate the varied interests of students. Objectives are met through organized instruction. Learner-centeredness and understanding are given emphasis.

I believe I need to develop my skills when it comes to being a facilitator, and not a giver of information. I plan to make my class fun, engaging, and enjoying. I hope to see my students enthusiastic, and self-motivated. I want their curiosity lead us in our discussion. I want them to be surprised, to feel the wonder and astonishment in learning. Hence, I shall collate different pedagogic strategies: role-playing, movie clips, character-based, differentiated instruction, etc. I will make sure that objectives are specific and attainable, and assessments are valid, and reliable. Furthermore, I want to employ learning by doing, to activate their senses, and to relate our lessons in current events and in their prior knowledge.