3.

4 internalization
Recognizing and accepting one’s characteristics across growth and development levels

Growth Portfolio Entry No. 3-A

My Profile
Name: ___________________________ Date of Birth: ____________________
Age: __________

Stages of Growth
Domain of Development Middle Childhood Late Childhood Early Adolescence
(Primary) (Intermediate) (High School)
A. Physical/Motor
What physical-motor
abilities could you perform
during each period?
B. Social-Emotional
What social
relationships were important
to you during each period?
C. Literacy/Cognitive/
Intellectual
What literacy and
cognitive / intellectual
activities were you capable
of doing during each
period?
3.5 Dissemination
Reflecting on the value of addressing the characteristics and needs of learners during the
various stages of development.

Growth Portfolio Entry No. 3-B

Perceived Needs of Learners
Domain of Development
Literacy/Cognitive/
Stages of Growth Physical/Motor Social-Emotional Intellectual

Middle Childhood
(Primary)

Late Childhood
(Intermediate)

Early Adolescence
(High School)

6.2 participation
 Gathering data on teacher management techniques through observation

TABLE 6.1
Teacher’s Management Concerns

Concern 1: Establishing a teacher presence in the O NO NA

classroom as a responsible role
model

● Show respect to command respect.

● Know every student and respect diversity.
● Master your lessons to act confidently.
● Speak courteously to students at all times.
● Show personal pride on your students.

Concern 2: Establishing a well-organized caring O NO NA

learning environment

● Structure a “welcoming” room.

● Arrange the seats according to anticipated learning
activities.
● Structure learning centers and bulletin boards that
reinforce instructions.
● Arrange an area for display of students’ works to
recognize their worth.
● Maintain positively stated rules that go with learning
territories.

Concern 3: Establishing clear set of attainable O NO NA

classroom rules.

● Very importantly, model all established school and

classroom rules.
● Lead the learners to set attainable classroom rules
themselves
● Direct students to make a plan for observing classroom
rules.
● Enforce rules positively.
● Constantly review and revise rules if necessary.

Concern 4: Establishing wholesome friendly O NO NA

relationship with and among students

● Model respectful treatment of students at all times.

● Listen to students’ voices and choices.
● Foster honest, wholesome and constructive conversation.
● Reinforce positive behaviors and achievements with
 deserved praise.
● Exhibit warm and cheerful disposition.
Concern 5: Establishing a management system of O NO NA
routines

● Establishing brief, precise routine procedures for

organizing learners, equipment and activities.
● Define various noise levels and limits for different class
activities.
● Specify time for classroom activities and movement.
● Provide flexibility even with well-planned routines.
● Adopt a consistent and persistent approach to routine
implementation.
Concern 6: Establishing a management plan of routines O NO NA

● Begin and end all class activities on time.

● Plan well ahead to minimize interruptions.
● Use prompts and signals to. Keep students on task.
● Make sure that all needed resource materials are readily
available.
● Allow student volunteers to carry out various tasks as
privileges.
Concern 7: Establishing a well-organized instruction O NO NA

● Provide a well-planned, focused, and logically organized

lessons.
● Select varied teaching styles and grouping patterns to
suit
diverse learners.
● Provide opportunities for productive learning
engagement.
● Observe students’ engagement on task behaviors
throughout the lesson.
● Maintain smooth transition from one activity to the next.
6.3 identification
Sharing observation experiences

Based on your list of observed indicators of each key concern, answer the following
questions.

1. How did the CT establish her presence in the classroom as a responsible role model?
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2. How did the CT establish caring organized learning environment?

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3. How did the CT establish wholesome friendly relationship with and among students?
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4. How did the CT establish clear set of classroom rules?
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5. How did the CT establish a well-organized instruction?

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6. How did the CT establish a management plan of routines?

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6.4 internalization
My own wish list of competencies as a classroom manager

Create your own wish list of competencies as a future classroom manager.

Growth Portfolio Entry No. 6-A

My Wish List

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6.5 dissemination
Collecting what I learned – A reflection

Every future teacher must develop a systematic personal management plan for easy
referral as you approach teaching internship.
 Growth Portfolio Entry No. 6-B
Connecting What I Observed: A Reflection
As a future classroom manager. . . .

I learned

I am excited about

I need to

I am very much concerned about

I am afraid

Oh, how I wish

GROWTH PORTFOLIO
ENTRY NO.
 ●Assessing Learners’ Performance______________________________________

Teachers teach to make students learn. Assessing the learning progress of every student is
always supported by data from the results of their learning outputs. Teachers employ varied ways
to evaluate students’ progress and are faced with a lot of paper works relative to students’
learning outputs. Being faced with various tasks, your Cooperating Teacher needs your
assistance in checking the students learning output.

Prepare FS 2 Students for PPST:

Your Intended Learning Outcome
Domain: Assessment and Reporting
Strand: Monitoring and evaluation of learner Assist in assessing learning
progress and achievement performance
Your Experiential Tasks Your Reflection Trigger
4.1 Exposure
Defining the Parameters of Learners’
Performance

4.2 Participation
Familiarizing with Rubrics of Scoring Guides

4.3 Identification
Recognizing the Importance of Good
Assessment Practices

4.4 Internalization
Categorizing Learning Outputs

4.5 Dissemination ● What important role do rubrics play

Snapshots of My Assessing of Learning in assessment?
Performance

4.1 EXPOSURE
Defining the Parameters of Learners’ Performance

Make a table of the Learning Performance that your Cooperating Teacher would like you
to asses. List down the part of the output assigned to you.

Timetable for
Learning Performance Part to Correct Checking/Correcting
 1.

2.

3.

4.2 PARTICIPATION
Familiarizing with Rubrics of Scoring Guides

Study very well the rubrics used by your Cooperating Teacher in evaluating the quality of
students’ constructed responses to questions especially essays.

Take note of the evaluative criteria for scoring the learning outputs both for written works
and performance tasks.
ACTIVITY
1. Do your find using or having a rubric/scoring guide useful when you checked students’
learning outputs? Why?

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2. List down advantages of having rubrics in checking students’ learning output.

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