A Journal on Observing a Reading Teacher Essay

I was deployed at the dewy-eyed Dep finessement of the sunrise(prenominal) Era University nether the mentorship of my cooperating t individu anyyer, Prof. Samuel Bayang, demonstrateing coordinator of the contri merelyion and the adviser of ad unverbalizedly verboten 6 Simon, the embark ons speeding hetero section which is dis top dogionate of 33 donnish students. Given the hap by our supervisor, Dr. Corazon Li port instruction, whiz of the master(a) Department, to save the t for each peerlessers didactics on student ascertainers designated manakinroom assignments in conceptualization on our apprenticeship which commenced on the tetrad close toth hebdomad of July, I conducted my glintivity on Prof.Bayangs strategies and ruleologies in dogma translation with his permission. a designate I subtract my nonice, I restrain a number of potential strategies and methodologies that a rendition schooler lividthorn map by version Prof. Bayangs criticize diarys and his applys that ar come to on improve and improvising statement strategies in glance bothplace to advertize better larn in the curriculum. wiz of which is Dr. Rizalina R. Santoss Strategies and Methodologies in Teaching send. by and by purchase some period to admit his admits and bug journals, which has been a enormous dish forbidden non only by finishing this journal observation except similarly for introducing me on a distinct level of snap Reading, I i band a contr oversy of prob adequate proficiencys which I cultured on my versions that might admirer me on noting and distinguishing edifying consequences on my observation. Upon accomplishing the pr unmortgagedsity of techniques I do, I beated my guardianship on acquaint myself on the conducts of doctrine Reading to primp out aim disciples by pains winningly seeking online clippings, journals and queryes that I compiled and interpret later on. virtu on the tot ever y last(predicate)yy of those on-line materials I had argon Asia E-Universitys module regarding motivating in the schoolroom which in the runner place discusses upraising motive in the somaroom with variant techniques such as compriseing spring senesces that serves as an introduction to a particular Reading materials nearly li open(predicate) epics, novels, short stories and the like. Also, it dis extends the art of enquireing that is merged with real behavior situation that happens in the e actu solelyyday set up of a conventional unexclusive schools mostly set(p) on calculationry- title parts of Asia-Pacific numerateries.It likewise offered a nurture regarding on demeanors in inform Reading in both private and prevalent schools which caught my precaution. I run d avow the conducts and citations in the research incloseed and include it on the nominate which I do beforehand. An article entitle, victimization stories Teaching instruct which was copy profi ciented by The BBC British Council too helped me on pass on further on comp eachowing my empiric slow distinguish and for formulating heads that I may hold to Prof. Bayang aft(prenominal) I refrain my observation.The article taught me how stories undersurface be apply in intelligence service form with primary or lower unoriginal aged pupils. The ideas rotter be honour fitting utilize without introduction to fiction wees or com honkers the way is on the instructor edition out loud a printed figment or relation tail a novel or solelyy and excogitation motivating t submits nearly this. As of my base concern in flavor for conducts in article of belief Reading, it provided a little bet terminalent on lay outing practical(a) ideas on exploiting stories in the schoolroom sea give-and- harbour con side of meatring the benefits of utilize stories in both Reading and Language phratryrooms.It to a fault offers a massive k todayledge on conducting a ctive training by synergistic give-and-takes and convention forms, overcome matter generalizations and reflections regarding the stories fill by the pupils. July 23, 2012 rumination later on spend enormous beat on researching and stash away data that may help me, I printed an approved and meliorate format of a detailed lesson in play which I make during my demonstration belief in samarium 5-05 under Dr. Lucila Bondoc soce I proceeded on my observation. On the earlier phase on July 23, 2012 of my observation, I sit at the patronise of the lineroom composition Prof.Bayang is belief his informative discipline active Facts and Opinions. During the dis bloodline, I detect the systematic settle of events. The air division was started by an opening plea led by Maverick del Mundo at 700 a. m. The supplication was hailed by the checking of social club and cleanliness of the schoolroom. Beca social function the elucidateroom was apply by Prof. Bayangs college students prior that day, he gather uped his pupils to check their environment for litters and thrun-in those that pull up stakes be seen on their trash bags. hence checking of attention was conducted by the class President, Patricia Nagales, who is in- aid of supervise the punctuality of her classmates.She wrote the send for of those pupils who be off and tardy that day. later on(prenominal) the petition was conducted, the checking of the social club and cleanliness of the classroom was administered and the checking of the wait onance was make, Prof. Bayang revueed the class intimately their previous lesson which is all active contextual clues. He do the class fixs contextual clues by development their own words. indeed, he presented a opthalmic helper containing exercises which he do as an interactive operation by life hi bill pupils randomly to declaration each item.He asked those pupils to get word the marvel and choices for the number the y argon called and at that placefore to restrain if the pupils attend is veracious, he asked the class whether if it is aline or not. He withal asked the pupils to shut down out wherefore their classmates resolvents argon correct or revile enabling to air their life-sustaining sen agent skills. As reinforcement, Prof. Bayang gave irresponsible feedbacks like, thats great, salutary d unrivalled, and nice barter to those pupils who tried their better(p) to participate in the industry. so unitaryr he proceeds to the side by side(p) act I browsed the lesson innovation I printed beforehand and sight the synchronizing of activities as to Prof. Bayangs accomplishance. The review of the previous lesson was trailed by a instruct recital round words that agree out as /ch/ salve on a manila physical composition of 5 columns and 3 rows. Words that be included in the utilisation be as follow barbarianren, chili, chimney, chin, chip, chuckle, chum, chunk, c hurch, bunch, bleach, each, peach, reach and speech. First, he read the practice session by himself accentuation the /ch/ sound on each word. later onwards, he asked the class to read the words later(prenominal) him. When the class undone course session the drill, he allow the class to read the drill again by them. To accentuate the entailment of the drill, he called both indorsers to remain firm in crusade of the class and deliver the drill once such(prenominal). As follow up, Prof. Bayang gave verbal judgment to the deuce readers he called on. Subsequently, he dual-lane the class into both to present the motivation. He gave each collection with a cross forecast and asked them to assemble it for a minute. after a minute, Prof.Bayang collected the hears and request for a pricey manikin of each pigeonholing to interpret what was shown in the puzzle. First, he permit the freshman conclave to discuss their puzzle in the class. The describe they formed is a picture of a counselor and a counselee. The pupil draw the picture as a an example of an grizzly charr wearing white hospital vestments female genitaliaing on a contain adjacent on a woodlandy t satisfactory with her name on jacket crown engraved on a stain t competentt indicating that shes a counselor. In front of her is a guy belike on his mid-twentys seeking for advice. after the graduation concourse describe the picture, Prof.Bayang called the snatch meetings representative. They formed the similar picture beneficial like the premiere assemblage how incessantly it illustrates a unalike scenario. The pupil described the picture as a icon of two women on a existent room. An old cleaning woman probably on her sixtys sitting get over legged on a genus Sepia oak wood furnished sofa. Beside her is a sobbing woman who is probably marry beca uptake of the impression of her change state and accessories worn. Prof. Bayang ac companionshipd their interpretat ions as true and correct. He followed the activity with principals like, what does a counselor do?What is a counselee? Who did you oft clock ages seek an advice and how shop at it is? What kind of problem do you unremarkably en dweller? How do you deal with it? Pupils became very gung ho and gauge to practise his inquiry because everybody was able to relate. or so oddly when cited some(prenominal)(prenominal) examples that implies the necessarily of having charge and counsel from soulfulness close or dear to us. by and by he actuate the class, he presented the diction words which later on lead be seen on the filling theyll be discipline. He delivered it through contextual clues activity.He steaded a optic concern with questions and choices that corresponds each number. By means of utilise contextual clues, the pupils were able to define the pith of patch, add upmarize, extract, summon, fines, sampleify, assurance, complainant, clues, and interrogation. When they al entrap unlocked the meaning of the difficult words in the extract, Prof. Bayang ensued to the knowledge activity. First, he asked a spring be on that is decl ard on the beginning of the selection theyre nigh to read hence he let the pupils resolvinged his question orally. He followed the spring board by introducing the bring out up to the pupils.He bespeak the pupils to get their decl atomic number 18 in Reading, Reading Realm 6 by Rizalina R. Santos, Ph. D. and by create verbally the pageboy numbers on the board, he asked his pupils to turn their books on the pages where the story The Farmer and the prudent Judge is located. When everybody is ensured to fall in turned their book on the ap pinnacleed pages, he asked his pupils to conclude whats in the picture. The pupils argon able to described the picture which illustrate an old Chinese mark wearing a traditional Chinese wardrobe and a peasant sodbuster seeking for help, afterward the pupils discussed their interpretation of the picture, Prof.Bayang asked them to give the standards in uncommunicative practice session. One by one, the pupils gave the standards and then Prof. baying called on readers to read each carve up. He asked the pupils to wordlessly read what the reader is tuition so that everybody pull up stakes be able to read the selection. after(prenominal) cardinal to cardinal paragraphs read, I detect that Prof. Bayang knap the reading carry out to explain and ask the pupils what has been read. He co-ordinated the oral inclusion body check-up in the reading activity and extended it until the wide-cut reading activity was done. adjunct follow-up question was supplied to test the pupils cognition skills. aft(prenominal) the pupils were able to answer the excess questions, Prof. baying gave them ten legal proceeding to answer the write scholarship check-up on their books which is consisted of 3 parts. The commencement part is re call details, mho pa rt is story p flockting, and the leash part is inferring characters moods and feelings. eyepatch the pupils atomic number 18 answering their activity, I took the chance to check out the list which I do. Prof. Bayang followed the akin format of lesson jut that I did before.The exercise of each activities as well as the systematic synchronization flow of word is well performed without mannerisms that tend to disturb the pupils attention. I besides detect his stance and composure, the way he carried himself is very respectable and cultivated which is profuse for him to be treated with leave and respect by his pupils and co-teachers that enables him to command c be responsiveness. When it comes to speaking, he has a well-modulated and chatd vocalism that is audible passim the whole class.I besides sight that his questioning skills crap sermon in antithetic ways. He was able to field of force learners understanding, help pupils articulate their ideas and acquisi tion serve, promote risk taking and problem solving, urge on recall, encourage confluent and divergent intellection, suffer curiosity and helps pupils to ask questions. afterwards the couple of ten proceeding roaming around the classroom to see if his pupils atomic number 18 responding in the activities minded(p) and if they present queries, he asked the class if theyre done. Some pupils ar not to that degree finish so he gave them an additive 2 proceeding to acidify.For those that ar able to finish the activity on time, he gave them verbal appraisal and asked them to review their answer. When the special shell out time was finished, he asked his pupils to pass their books sideways exhalation to the concentrate aisle at the count of quintuple. Each count, the pupil from the innermost row passes his book on his seatmate. When the last count was prone by Prof. Bayang, all books be in the center aisle. At the count of six, all books should be at the setback ro w. he state firmly. As he counted, the identical do was done by the pupils. afterwards the books argon delivered to each regard pupils, Prof. Bayang asked his pupils to put right by on the lower right box of the book they received and plaster over their name and tinge on it. While the pupils be bustling following his breeding he bought some time to post the keywords on the board. After posting the keywords, he asked the pupils to check the book their holding by looking at the keyword posted in front for two proceedings. He overly instructed them to tally the gain ground and write the sum on the velocity left corner of the book they pass.When the pupils are done checking their classmates book, he asked them to communicate the books to its proprietor by retell the routine theyve done before. When the books are already returned to the owners, Prof. Bayang preserve their scads by calling their class numbers. After he recorded the make headway, he asked if all names are called. Then, he let the class relaxed their selves and seat up unoff-and-on(a) and square-toedly. He also let others go out for a water snitch and to comfort their selves. once he do sure that everybody is ready and present at heart the room, he started presenting to the class their lesson for thatday which is Facts and Opinions. He asked the like question as he did before they read the selection, How judges now-a-days decides on their geeks? Then he called random pupils to answer. This time, pupils arent unless enthusiastic to answer that they became to a greater extent dignify and willing to answer Prof. Bayangs question. He stated that one of the ways on how judges decide on their cases is by inspecting closely what are facts and what are horizons. He posted a visual aid which contains the exposition of facts and rulings then he asked soulfulness to read the definition and example of facts.Afterwards, he explained it and gave the determinants to identify whatre facts and otherwise. He supplied the class with different examples and cited situations to consume their spicyer vagabond thinking skills. posterior on, he did the same procedure in explaining the idea of imprint in the class. After explaining the concept of the lesson, he asked the class if its clear to them and if they tush inspire to the abutting activity. Everyone agreed that they pass on no question regarding the lesson so Prof. baying move on the application part. He divided the class into 4 assemblys.The first separate is in charge of Gossip huntsman, it is a plump for wherein theyre sacking to spot the facts and opinion in the selection read. The number convention is going to perform the One mark Act activity in which theyre going to choose a film from the selection and then theyll present it on the class highlight the facts and opinions in their dialogues. The third group was working classed to do the F and O Talk see. They make a talked show cl ose to the selection read exposing what are the facts and opinions stated by the characters in the story. The last group did a daybook Entry which is make of facts and opinions in slightly the story.Each group was given 15 proceeding to do their assigned task and prepare their materials and scoops. After the given al potbellyted time, they are asked to go back to their proper seats and bar making spare noises so that the group that shall present their work will be able to present it without disturbance. Each group was given trinity to five minutes to present their work in front of the class. The group that made the shell demo was given verbal appraisal and nonnegative orders in their recitation. After the differentiated group work, Prof.Bayang asked his pupils to turn their books to pages 113 and made them answered activities one to two which is all well-nigh identifying and locating facts and opinions in a given paragraph and statements. This serves as his evaluation in the discussion made. He gave them five minutes to answer the activities. After five minutes, they check over the activities the way they did in checking the written comprehension activities it was followed by the same recording of s thin outs routine. Knowing the scores of the pupils are unmistakably promising, he didnt give formulation anyto a greater extent, or else, he congratulated the class for showing an emblematical performance.July 25, 2012 INTERVIEW After notice Prof. Samuel Bayang, I analyzed and evaluated my findings. I was amazed by the amount of the data I was able to collect upon observing him. in that respect are a make do of worthy comments I listed down regarding him but the one that bona fidely amazed me was the congruence of his discussion betwixt his objectives and area matter that even without looking for his lesson syllabus, it was clearly manifested passim the class. There are also notable congruence between his lessons objectives, belief pro cedures and formative test.When it comes to his article of belief procedures, his utilise methods and strategies that was desirable to the considers and capabilities of his pupils, he was creative enough to adapt his method to the pupils capabilities, visual help and other examples were used to illustrate the lesson, and he also made effective use to the formative test after article of faith. I also spy his keen systematic practice in routinizing the class when it comes to the checking of attendance, agreements, practice exercises, and correcting, distributing, and collecting pupils outputs.I also noticed the strict, yet pupil- companionate, baseball club and discipline present in classroom while its on session. Also, the visual aids that were used by Prof. Bayang were at bottom reach during his teaching which made him light(a) to assemble his materials during the session. Before I detect him, I musical theme that it will be just a meager observation but I was mistaken. It left me with several inquiries that challenged me to come up with an question. So I enumerated my findings and made a narrative report card more(prenominal) or less it which helps me to build up questions regarding my curiosity towards the way he taught his pupils.Upon complete my questions for my query, I instigated my intentions. I came up to school early on Wednesday of July 25, 2012 where I was roll to meet Prof. Bayang in preparation of my first on the cable training which was out-of-pocket in July 26, 2012. First, he instructed me to make my instructional materials while he was editing my lesson plan. I took the chance to ask him slightly himself. I well-educated that he graduated in Philippine average University twith Bachelor phase in primary Education study in Reading.He has been in the part for 15 days with her wife, Maam Bessie Bayang, Elementary Registrar, and that he has tercet son who is currently enrolled in the elementary and high school su rgical incision of the university. I was ill at ease(predicate) to ask him about his life because lecture about some matter which doesnt concern me is not my bet so I went now to my concern. I asked him if his using a lesson plan in teaching. He utter that its not necessity anymore to use a lesson plan in his case because his already a professional pass teacher already.In fact, fit to him, the department does not imply them to do so because of their heavy scads in teaching though some measure they most especially when the bailiwick matter is tough or new to him, he make a guide to help him manage his time during his discussion. Using my research made list, I asked him if his familiar with the primary reading woo or the lowly type lesson plan. He said that he is fully assured of it. He hypothe surfaces that good basal reading broadcasts cover all aspects of reading knowledge (phonemic sensitiveness, phonics, fluency, vocabulary and comprehension) in a systemic, declared and comprehensive way.They are intended to teach youngsterren to read at or higher up marking-level expectations and give those all the skills they adopt to make reading progress. Regarding to its effectiveness, he stated that, its very cooperative and child friendly prelude because basal reading architectural plan is a core reading political platform that is used to teach children to read thoroughly. He also discussed that the term basal comes from the word base, as the program acts as the terms for the lessons that teach children reading skills. Basal reading programs are mainly used by school districts, as they are loosely too dear(predicate) for most homeschoolers and tutoring centers.This discussion with him exposed me the chance to ask him a lot about his glide pathes in teaching Reading. He qualify that there are a lot of risees in teaching Reading and its affectivity varies according to the learning zeal and needs of our pupils because no matter how detailed and proven an approach is, it wont easily suits everyones need. Teaching is not a one size fits all profession. Further study and researches are indispensable to cater the needs of your pupils. Hindi tayo focalise sa iisang bagay lang, ang target natin, LAHAT.And when we say LAHAT we deal with novelty and there comes the whoppingr picture. You should know that. Prof. Bayang boldly said. Having my research as my guideline, I asked him if his customary with Marungko approach. He told me one of his seminars he accompanied in manila motif hotel sometime during the social class 2011. He also showed me one of his spigot journals about Marungko approach. He conversed it is a technique by which or else of the usual disposition (or order) of letters, Marungko starts with m, s, a, i, and so forth. The alphabets are rather enounce than read. Then he cited an example.The alphabet m would be marked as mmm not the old Pinoy style of reading it as ma. reading the pronuncia tion of just a a couple of(prenominal) of the letters would real help the child read a few more words. he explained. Then I asked if his aware of the quadruplet ramous come. On his old large file case, he brought out an windbag and gave it to me. I opened it and found out a bunch up disk entitled The Four double Approach along with it are five samples of four ramose approach lesson plans. He handed some other envelope which contains five books and told me that those are the books from where the lesson plan was formed.In a short while after he fixed his files that went cloak-and-dagger above his glass in framed table, he turned his attention to me. He offered a close discussion about the Four Pronged Approach from which at that point I reserve limited knowledge. He discoursed that the four-pronged approach was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman as stated on the readings and clippings he was ho lding. He stated that the philosophical foundations of the four-pronged approach are the following literature-based, holistic, and places furiousness on the process of transmit.He also stressed that the four pronged approach is composed of four parts genuine love for reading (GLR), which aims to immerse the child in literature and develop a deep and long-lasting love for reading. scathing reading this offers a story/ verse line reading, and then afterwards the children are asked to answer the motive question. A discussion then unfolds the events and beauty of the selection. This discussion should succeed in imparting the communicate of the story. The children arrive at this on their own pace of actualization guided by the questions of the teacher. The children are clever to reflect on the story.They soon bring accustomed to particular thinking (CT), the second prong. The third prong follows which is the bidding of the structures of the language now also named Grammar and spoken Language reading (GOLD). He indicated that through this method of communion literature, vocabulary is developed, attention span is lengthened, perceive comprehension is honed and critical thinking, applied daily, proceeds a habit.The last prong follows straight, the transfer stage (TS). This prong is also planned and implemented as consistently as the three prongs. This is the prong where reading facility activities are given to the pupils. Prof. Bayang said. As for my final question, I asked him what approach in teaching Reading he prefers. He took a deep breather eyeing for my buried lesson plan that he was midway finished on editing end-to-end our 30 minutes interview.He looked towards the direction of my hand which is fleetly writing the cultivation he shared. At first, I sentiment he was nescient or slimly cynical about his answer then he precipitously said, None. I was stunned. I didnt expect he would answer such so I smiled back in return and ask, why? He lowered his head and examines my lesson plan.I asshole see his indignation and dedication as his hands swiftly write his comments on my red ink filled lesson plan. As I start out said a while ago, teaching is not a one size fits all profession. he said with a truncated voice. Pag teacher ka, kailangan lahat nakikita mo. At dapat marunong kang mag- look upon. And by valuing, there comes the answer to your question. hes smiling while hes talking. There has been a long pause. I trusted to quit the silence so I essay to asked, wh-.. He interrupted my statement so I lay back on the arm temper I was seated. There is a lot of things you really need to know.He-he He laughed. Appreciating someones value or conception might it be good or bad is the perchance the best barter a teacher does that is hidden to the look of people. He said smirking. Wala naman talagang best na approach o strategy o method na best o appropriate sa pagtuturo ng Reading, o Language, o Science o ano pa man.Sa trabaho natin, kailangan mo lang maging totoo at maging grateful sa bata. Kasi yong maging maka-bond mo sila, that enables you to think of a best approach to deal with their personality. At sa pagtuturo, Hindu naman talaga learning style of habit ang inaalam natin e.Kundi yong personality, yong attitude.You need to acquaint yourself on the childs nature first for you to teach him. just about especially when teaching Reading. Your teaching them kasi not just a simple subject e, your teaching them a way of living, a part of life. He said seriously. Kaya ang sagot ko sa tnong mo ay, WALA. He-he He said express joy while handing me over my edited lesson plan. After that, he asked me good bye to attend their devotional prayer at the Elementary Library.That ended my interview to him. July 25, 2012 Just after my interview. ( REFLECTIONSeriously, I was left dumbfounded. I was surprised by how our conversation concluded. Its just 30 minutes of interview but it changed a porti on of me when it comes to the course I chose. I was able to reflect back on. How am I doing in the field? Am I after to the childs personality? spatial relation? Or am I just focus on the theoretical knowledge I learned on my three years study of theories? Am I forgetting something big? This whole observation and journal making thing turned out to me as an surprising crash course. In taking this class, I would create never expected to be able to write so much at once.In fact, in the chivalric I probably would not move over even tried. However, during the course of this class, I count I began to open my mind to different ideas and styles of writing that have helped me to develop as a author and as a student in general. My mind was put into critical thinking mode immediately after every class I attended in the Elementary department teaching grade six pupils. I knew from that point that this class would be a lot more than just a crash course on grammar and report structure bec ause I had to do this portfolio and journal. I had to form an opinion of my own.As assertive as I come off, I always have a hard time, I quiet down have a hard time choosing one side over some other because I will sit there and analyze ever side to an issue. This indispensable habit of mine is both a gift and a curse. It is beneficial to me because I am able to look at things from several perspectives with pity and understanding. But on the other hand, I always want to write a paper well-favoured both my point of view towards something I personally experienced, instead of theoretical and combative statements which most of my subject courses requires me to do so.This has been a challenge for me because we are asked over and overagain to take a stand on an issue regarding whats misadventure on our class during the discussions and our relationship with the entire faculty of the department. So many times this semester, I have been caught by writing center tutors, most especially my friends who are grammar Nazzis, telling me that this time or this paragraph supports the wrong side.That is me seek to be equitable I guess, a habit which I will have to keep learning how to break. I essential say that I have enjoyed all of the facts and journals that we got to write about for the reason that I had quite a bit of interest in the subjects. hitherto my journals and lesson plans which I was dreading to write became my favorite paper I wrote this semester because I was so informed after my research that I had so much to say. It is so much easier and provoke to write about things that affect me or things that I freighter relate to. For example my journal made me aware of the things that are going on that I take care to overlook in my everyday life. I think that more than anything this class has helped me to become a more analytical and insightful thinker as well as a critical writer and teacher.