A Journal on Observing a Reading Teacher Essay

I was deployed at the unsubdivided Department of the New Era University under the mentorship of my cooperating t each(prenominal)er, Prof. Samuel Bayang, practice coordinator of the division and the adviser of Grade 6 Simon, the departments upper hetero section which is re get of 33 scholarly pupils. Given the misadventure by our supervisor, Dr. Corazon Liwayway, Principal of the wide-eyed Department, to observe the give instructi oners belief on savant instructors designated layerroom assignments in supplying on our apprenticeship which commenced on the quaternaryth week of July, I conducted my expression on Prof.Bayangs strategies and methodologies in article of faith culture with his permission. in the depression place I move my observation, I made a leaning of potential strategies and methodologies that a variant teacher may use by find outing Prof. Bayangs bug journals and his go fors that ar troubleed on improving and improvising learn strategies in version to facilitate better learning in the score. One of which is Dr. Rizalina R. Santoss Strategies and Methodologies in Teaching Reading. aft(prenominal) buying some time to present his al-Qurans and RAP journals, which has been a great financial service not only by finishing this journal observation but excessively for introducing me on a different level of teaching Reading, I completed a bring up of prob satisfactory proficiencys which I cultured on my diss ever so periods that might help me on noting and distinguishing informative divisions on my observation. Upon accomplishing the list of techniques I made, I turned my precaution on familiarizing myself on the conducts of teaching Reading to grade tutor pupils by painstakingly seeking on-line clippings, journals and researches that I compiled and read later on. nearly of those on-line materials I had be Asia E-Universitys module regarding Motivation in the Classroom which mainly discusses upraising motivatio n in the classroom through heterogeneous techniques such as presenting spring boards that serves as an introduction to a cross Reading materials more(prenominal) or less likely epics, novels, short stories and the like. Also, it discourses the art of c on the whole into questioning that is compound with real life situation that happens in the universal set up of a conventional public schools mostly located on homespun parts of Asia-Pacific countries.It in any case offered a information regarding on demeanors in teaching Reading in both private and public schools which caught my attention. I list down the conducts and citations in the research presented and included it on the list which I made beforehand. An article authorize, Using stories Teaching training which was copyrighted by The BBC British Council also helped me on advancing further on complemental my observational t signlist and for formulating questions that I may want to Prof. Bayang afterwards I break up my observation.The article taught me how stories can be employ in class with primeval or lower secondary aged pupils. The ideas can be thoroughly used without access to billbooks or com ascribeers the counselling is on the teacher interpret aloud a printed story or telling a story orally and designing motivating tasks around this. As of my prime concern in looking for conducts in teaching Reading, it provided a detailed arise on presenting practical ideas on exploiting stories in the classroom spot considering the benefits of victimisation stories in both Reading and Language classrooms.It also offers a capacious admitledge on conducting active learning through interactive interchanges and base works, subject matter generalizations and reflections regarding the stories read by the pupils. July 23, 2012 OBSERVATION after(prenominal) pass enormous time on researching and collection data that may help me, I printed an approved and improved format of a detailed les n ews stick out which I made during my demonstration teaching in MSC 5-05 under Dr. Lucila Bondoc so I proceeded on my observation. On the preliminary phase on July 23, 2012 of my observation, I sat at the back of the classroom while Prof.Bayang is teaching his advisory class rough Facts and Opinions. During the news, I noticed the systematic commingle of events. The class was started by an opening prayer led by temporary del Mundo at 700 a. m. The prayer was followed by the checking of regularizeliness and cleanliness of the classroom. Because the classroom was used by Prof. Bayangs college students prior that day, he asked his pupils to check their surroundings for litters and send packing those that will be nailn on their trash bags. Then checking of attendance was conducted by the class President, Patricia Nagales, who is in-charge of monitoring the punctuality of her classmates.She wrote the names of those pupils who be absent and belated that day. aft(prenominal) the prayer was conducted, the checking of the orderliness and cleanliness of the classroom was administered and the checking of the attendance was d single, Prof. Bayang reviewed the class close their fore vent lesson which is all about contextual clues. He made the class defines contextual clues by using their own speech communication. Then, he presented a visual back up containing exercises which he made as an interactive action by calling pupils randomly to arrange each item.He asked those pupils to read the question and choices for the number they be called and in that respectfore to determine if the pupils execute is correct, he asked the class whether if it is correct or not. He also asked the pupils to causal agent out why their classmates f atomic number 18s ar correct or wrong enabling to activate their critical mentation skills. As reinforcement, Prof. Bayang gave positive feedbacks like, thats great, well done, and nice job to those pupils who tried their o utgo to participate in the activity.Before he proceeds to the next activity I browsed the lesson syllabus I printed beforehand and noticed the synchronizing of activities as to Prof. Bayangs performance. The review of the previous lesson was trailed by a version drill about words that weighty as /ch/ written on a manila paper of 5 columns and 3 rows. Words that ar included in the drill argon as follow children, chili, chimney, chin, chip, chuckle, chum, chunk, church, bunch, bleach, each, peach, reach and speech. First, he read the drill by himself emphasizing the /ch/ sound on each word. afterwardwards, he asked the class to read the words after him. When the class finished exercise the drill, he let the class to read the drill again by them. To accentuate the logical implication of the drill, he called dickens contributors to stand in front of the class and shift the drill once more(prenominal). As follow up, Prof. Bayang gave verbal appraisal to the twain readers he called on. Subsequently, he divided the class into two to present the motivation. He gave each free radical with a puzzle outline and asked them to assemble it for a minute. After a minute, Prof.Bayang collected the sketchs and requested for a representative of each group to interpret what was furnishn in the puzzle. First, he let the first group to discuss their puzzle in the class. The picture they formed is a picture of a counselling and a counselee. The pupil described the picture as a an illustration of an aged woman wearing white hospital clothing seating on a chair adjacent on a wooden t fit with her name on top inscribe on a marble t satisfactoryt indicating that shes a counselor. In front of her is a guy probably on his mid-twentys seeking for advice. After the first group described the picture, Prof.Bayang called the second groups representative. They formed the same picture near like the first group but it illustrates a different scenario. The pupil described t he picture as a photo of two women on a living room. An old woman probably on her sixtys sitting go across legged on a mahogany oak wood fitted out(p) sofa. Beside her is a sobbing woman who is probably married because of the impression of her clothes and accessories worn. Prof. Bayang acknowledged their interpretations as true and correct. He followed the activity with questions like, what does a counselor do?What is a counselee? Who did you often seek an advice and how frequent it is? What kind of paradox do you usually encounter? How do you deal with it? Pupils became very burning and eager to answer his question because everybody was sufficient to relate. Most in particular when cited several(prenominal) examples that implies the needs of having guidance and counsel from soul close or dearly to us. After he motivated the class, he presented the phraseology words which later on will be seen on the selection theyll be reading. He delivered it through contextual clues ac tivity.He be shooted a visual aid with questions and choices that corresponds each number. By means of using contextual clues, the pupils were able to define the meaning of patch, summarize, extract, summon, fines, testify, assurance, complainant, clues, and interrogation. When they already unlocked the meaning of the difficult words in the selection, Prof. Bayang ensued to the reading activity. First, he asked a spring board that is state on the beginning of the selection theyre about to read then he let the pupils answered his question orally. He followed the spring board by introducing the story to the pupils.He requested the pupils to get their book in Reading, Reading Realm 6 by Rizalina R. Santos, Ph. D. and by writing the page numbers on the board, he asked his pupils to turn their books on the pages where the story The Farmer and the tonic Judge is located. When everybody is ensured to return turned their book on the prescribed pages, he asked his pupils to conclude wha ts in the picture. The pupils are able to described the picture which illustrate an old Chinese judge wearing a conventional Chinese wardrobe and a peasant farmer seeking for help, After the pupils discussed their interpretation of the picture, Prof.Bayang asked them to kick downstairs the standards in silent reading. One by one, the pupils gave the standards and then Prof. baying called on readers to read each split up. He asked the pupils to silently read what the reader is reading so that everybody will be able to read the selection. After quadruplet to phoebe bird paragraphs read, I noticed that Prof. Bayang interrupt the reading carry through to explain and ask the pupils what has been read. He incorporated the oral perception check-up in the reading activity and ext finish it until the entire reading activity was done. supplementary follow-up question was supplied to test the pupils comprehension skills. After the pupils were able to answer the additional questions, Pro f. baying gave them ten legal proceeding to answer the written comprehension check-up on their books which is consisted of 3 parts. The first part is recalling details, second part is story plotting, and the tierce part is inferring characters moods and feelings. While the pupils are answering their activity, I took the chance to check out the list which I made. Prof. Bayang followed the same format of lesson plan that I did before.The execution of each activities as well as the systematic synchronization flow of discussion is well performed without mannerisms that tend to disturb the pupils attention. I also noticed his stance and composure, the way he carried himself is very respectable and accomplished which is enough for him to be treated with authority and respect by his pupils and co-teachers that enables him to rule reverence responsiveness. When it spots to speaking, he has a well-modulated and articulated voice that is audible throughout the whole class.I also ascertai ned that his questioning skills hie discussion in different ways. He was able to probe learners understanding, help pupils articulate their ideas and thinking puzzle out, promote risk taking and bother solving, facilitate recall, encourage convergent and divergent thinking, stimulate curiosity and helps pupils to ask questions. After the span of ten minutes roaming around the classroom to see if his pupils are responding in the activities arrayuated and if they have queries, he asked the class if theyre done. Some pupils are not yet finish so he gave them an additional 2 minutes to work.For those that are able to finish the activity on time, he gave them verbal appraisal and asked them to review their answer. When the additional deal out time was finished, he asked his pupils to pass their books sideways going away to the centre of attention aisle at the count of five. Each count, the pupil from the innermost row passes his book on his seatmate. When the final count was giv en by Prof. Bayang, all books are in the center aisle. At the count of six, all books should be at the opposite row. he state firmly. As he counted, the same process was done by the pupils.After the books are delivered to each respected pupils, Prof. Bayang asked his pupils to put corrected by on the lower right corner of the book they received and affix their name and signature on it. While the pupils are busy following his instruction he bought some time to post the keywords on the board. After posting the keywords, he asked the pupils to check the book their prop by looking at the keyword posted in front for two minutes. He also instructed them to tally the scores and write the sum on the upper left corner of the book they have.When the pupils are done checking their classmates book, he asked them to return the books to its owner by repeating the routine theyve done before. When the books are already returned to the owners, Prof. Bayang recorded their scores by calling their cl ass numbers. After he recorded the scores, he asked if all names are called. Then, he let the class relaxed their selves and seat up straight and properly. He also let others go out for a water break and to simplicity their selves. Once he made sure that everybody is ready and present inside(a) the room, he started presenting to the class their lesson for thatday which is Facts and Opinions. He asked the same question as he did before they read the selection, How judges now-a-days decides on their cases? Then he called random pupils to answer. This time, pupils arent just enthusiastic to answer but they became more dignified and willing to answer Prof. Bayangs question. He stated that one of the ways on how judges decide on their cases is by inspecting almost what are facts and what are opinions. He posted a visual aid which contains the definition of facts and opinions then he asked someone to read the definition and example of facts.Afterwards, he explained it and gave the de terminants to identify whatre facts and otherwise. He supplied the class with different examples and cited situations to stimulate their higher order thinking skills. Later on, he did the same effect in explaining the idea of opinion in the class. After explaining the concept of the lesson, he asked the class if its clear to them and if they can move to the next activity. Everyone concord that they have no question regarding the lesson so Prof. baying move on the drill part. He divided the class into 4 groups.The first group is in charge of Gossip Hunter, it is a game wherein theyre going to spot the facts and opinion in the selection read. The second group is going to perform the One Click Act activity in which theyre going to choose a scene from the selection and then theyll present it on the class highlighting the facts and opinions in their dialogues. The third group was tasked to do the F and O Talk Show. They made a talked show about the selection read exposing what are th e facts and opinions stated by the characters in the story. The last group did a Journal Entry which is made of facts and opinions in about the story.Each group was given fifteen minutes to do their assigned task and prepare their materials and scoops. After the given allotted time, they are asked to go back to their proper seats and avoid fashioning unneeded noises so that the group that shall present their work will be able to present it without disturbance. Each group was given three to five minutes to present their work in front of the class. The group that made the outperform presentation was given verbal appraisal and plus diaphragms 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 about 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 t o answer the activities. After five minutes, they checked the activities the way they did in checking the written comprehension activities it was followed by the same recording of scores routine. Knowing the scores of the pupils are outstandingly promising, he didnt give homework anymore, instead, he congratulated the class for showing an exemplary performance.July 25, 2012 INTERVIEW After observing Prof. Samuel Bayang, I analyse and evaluated my findings. I was amazed by the amount of the data I was able to collect upon observing him. There are a lot of celebrated comments I listed down regarding him but the one that really amazed me was the congruousness of his discussion mingled with his objectives and subject matter that even without looking for his lesson plan, it was understandably manifested throughout the class. There are also notable congruence between his lessons objectives, teaching procedures and formative test.When it comes to his teaching procedures, his used method s and strategies that was suited to the needs and capabilities of his pupils, he was creative enough to adapt his method to the pupils capabilities, visual back up and other examples were used to illustrate the lesson, and he also made powerful use to the formative test after teaching. I also observed 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-friendly, order and discipline present in classroom while its on session. Also, the visual aids that were used by Prof. Bayang were within reach during his teaching which made him easy to assemble his materials during the session. Before I observed him, I thought 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 interview. So I enumerated my findings and made a narrative report about it which helps me to explain questions regarding my curiosity towards the way he taught his pupils.Upon completing my questions for my interview, I instigated my plans. I came up to school early on Wednesday of July 25, 2012 where I was schedule to meet Prof. Bayang in preparation of my first on the job training which was due in July 26, 2012. First, he instructed me to serve my instructional materials while he was editing my lesson plan. I took the chance to ask him about himself. I learned that he graduated in Philippine Normal University twith Bachelor Degree in elementary Education major in Reading.He has been in the department for 15 years with her wife, Maam Bessie Bayang, primary(a) Registrar, and that he has three son who is currently enrolled in the elementary and high school department of the university. I was uncomfortable to ask him about his life because talking about something which doesnt concern me is not my interest so I went directly to my concern. I as ked him if his using a lesson plan in teaching. He said that its not necessary anymore to use a lesson plan in his case because his already a professional licensed teacher already.In fact, according to him, the department does not require them to do so because of their atrocious loads in teaching though sometimes they most especially when the subject 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 basal reading go up or the basal type lesson plan. He said that he is fully conscious(predicate) of it. He says that uncorrupted basal reading programs c all everywhere all aspects of reading learning (phonemic awareness, phonics, fluency, vocabulary and comprehension) in a systemic, explicit and comprehensive way.They are intended to teach children to read at or above grade-level expectations and give those all the skills they need to make reading progress. Regarding to its effectiveness, he stated that, its very helpful and child friendly approach because basal reading program is a core reading program 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 basis for the lessons that teach children reading skills. Basal reading programs are mainly used by school districts, as they are generally too expensive for most homeschoolers and tutoring centers.This discussion with him opened me the chance to ask him a lot about his approaches in teaching Reading. He specified that there are a lot of approaches in teaching Reading and its affectivity varies according to the learning style 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. get ahead study and researches are needed to cater the needs of your pupils. Hindi tayo focus sa iisang bagay lang, ang target natin, LAHAT.And when we say LAHAT we deal with diversity and there comes the bigger picture. You should know that. Prof. Bayang boldly said. Having my research as my guideline, I asked him if his accustomed with Marungko approach. He told me one of his seminars he attended in Manila hotel sometime during the year 2011. He also showed me one of his RAP journals about Marungko approach. He conversed it is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, and so forth. The alphabets are sort of sound out than read. Then he cited an example.The alphabet m would be pronounced as mmm not the old Pinoy style of reading it as ma. Learning the pronunciation of just a few of the letters would genuinely help the child read a few more words. he explained. Then I asked if his aware of the Four Pronged Approach. On his old large file case, he brought out an envelope and gave it to me. I opened it and found out a compact disk entitled The Four Pronged Approach along with it are five samples of four pronged approach lesson plans. He handed another 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 topsy-turvy above his glass framed table, he turned his attention to me. He offered a close discussion about the Four Pronged Approach from which at that point I have 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 holding. He stated that the philosophical foundations of the four-pronged approach are the following literature-based, holistic, and places emphasis on the process of transfer.He also stressed that the four pronged approach is composed of four parts genuine love for reading (GLR), which aims to immerse the child i n literature and develop a deep and lasting love for reading. fine reading this offers a story/poetry 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 message of the story. The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are train to reflect on the story.They soon become accustomed to critical thinking (CT), the second prong. The third prong follows which is the mastery of the structures of the language now also named Grammar and unwritten Language Development (GOLD). He indicated that through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a apparel.The last prong follows nowadays, the transfer stage (TS). This prong is also planned and implemented as systematically as the three prongs. This is the prong where reading readiness 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 breath eyeing for my buried lesson plan that he was halfway finished on editing throughout our 30 minutes interview.He looked towards the direction of my hand which is swiftly writing the study he shared. At first, I thought he was skeptical or somewhat cynical about his answer then he crisply 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 can see his passion and allegiance as his hands swiftly write his comments on my red ink filled lesson plan. As I have 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-value. And by val uing, there comes the answer to your question. hes smiling while hes talking. There has been a long pause. I wanted to break the placidity so I attempted to asked, wh-.. He interrupted my statement so I lay back on the arm chair I was seated. There is a lot of things you really need to know.He-he He laughed. Appreciating someones value or purpose might it be favorable or bad is the perhaps the best job a teacher does that is hidden to the eyes 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 appreciative 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, hindi 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 yo u to teach him. Most 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 laughing 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 portion of me when it comes to the career I chose. I was able to reflect back on. How am I doing in the correction? Am I after to the childs personality? location? Or am I just focus on the theoretic 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 unexpected bang course. In taking this class, I would have never expected to be able to write so much at once.In fact, in the recent I probably would not have even tried. However, during the course of this class, I guess I began to open my mind to different ideas and styles of writing that have helped me to develop as a writer 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 paper structure because 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 unchanging have a hard time choosing one side over another because I will sit there and analyze ever side to an issue. This innate habit of mine is both a fall in and a curse. It is beneficial to me because I am able to look at things from several perspectives with compass ion and understanding. But on the other hand, I always want to write a paper giving both my point of view towards something I personally experienced, instead of theoretical and argumentative 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 happening 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 sentence or this paragraph supports the wrong side.That is me trying to be fair I guess, a habit which I will have to keep learning how to break. I must(prenominal) say that I have enjoyed all of the facts and journals that we got to write about for the causal agent that I had quite a bit of interest in the subjects. hitherto my journals and lesson plans which I w as 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 interesting to write about things that affect me or things that I can relate to. For example my journal made me aware of the things that are going on that I seem 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.