Narrative Report 1

"COMMENCE: OBSERVATION BEYOND THE FENCE"

Here comes our first-ever observation beyond the CNU walls.

OBSERVATION:

Before class, all the students were occupied with other activities. However, Ms. Abelgas had a commanding presence that made the students follow her instructions immediately. As usual, before starting the prayer, the teacher asked the students to clean the classroom because there were papers scattered all over The students were also asked to remain standing for the prayer After the prayer, she greeted the students and they responded She also acknowledged our presence and the students greeted us as well.

Furthermore, the teacher asked the students to take their seats and began preparing her presentation She started with a recap by asking some questions and encouraged the students to answer The students hesitated to respond at first, but the teacher continued to encourage them. After the recap, the teacher immediately launched into a discussion about the Industrial Revolution without any motivation activity. Although she was well-versed in the topic, her presentation lacked visual aids, and she remained in front of the class without making maximum use of the aisle The students were not seated properly either On a positive note, the teacher contextualized the topic by integrating it into the students' daily lives and encouraged interaction by asking questions during the discussion. She also reminded the students to raise their hands and not answer in chorus. Additionally, she used body language to explain the topic clearly and provided an example of an invention from that time period— the first mechanism of the telephone, which she demonstrated using two cans attached to a long string at both ends.

After the discussion, the teacher conducted an activity where the students were grouped into six and tasked to make a Data Chart for the reasons and effects of the Scientific Age, Enlightenment Age, and Industrial Revolution Although the grouping was managed well, the instructions were not clear, and some groups depended on only two or three students. The teacher constantly checked on each group to make sure they were working on the task. After the activity, the students were given an assignment to study in advance, and the Data Chart activity served as their assessment

Finally, after class, Ms. Abelgas asked us to create a 20-item quiz based on that week's lesson and provided us with the module about the Scientific Age, Enlightenment Age, and Industrial Revolution. We completed the quiz in the library and decided to make the first 10 questions true or false and the remaining 10 questions identifications After finishing the quiz, we submitted it to Ms Abelgas, and that marked the end of our shift

ANALYSIS:

Upon reviewing my observations, it is evident that it is crucial to set the tone of the class the moment the teacher steps in. This will prompt the students to prepare for the lesson. As the teacher did, she stood at the door to signal the students to get ready. She showed an authoritative aura while maintaining a friendly demeanor towards her students Additionally, it is important for the teacher to prompt the students to keep their places clean, as a neat and orderly environment is conducive to learning.

Furthermore, I have observed how the teacher optimizes time by doing a recap of the previous lesson while preparing for the day's discussion It is important to note that time-management is crucial for teachers since they have a limited time for each class Proper time-management ensures that the teacher can cover the intended topics within the given timeframe. During the recap, I noticed that only a few students participated, indicating that retention wasn't highlighted. However, the teacher showed enthusiasm and encouraged the students to recall the previous lesson. At the start of the discussion, there was a lack of motivation and maximum use of aisles, which are effective classroom management practices These practices should be employed to engage the students Nonetheless, the teacher contextualized the lesson well and related it to the students' day-to-day experiences, which is essential in teaching Social Studies. Her interaction with the students contributed to their engagement with the lesson. Moreover, the use of primary and secondary sources in Social Studies is vital, and the teacher manifested this in her discussion of Graham Bell's telephone

The class had a student-centered group assessment that supported collaboration. When the class ended, our mentor asked us to create an assessment quiz for this week's lesson, which would be disseminated the following day The assessment we created focused more on lower-order thinking skills and had a traditional approach However, we endeavored to include higher-order thinking skills in the quiz as well. Overall, the teacher utilized a more traditional and deductive approach, beginning with the theories behind the Industrial Revolution and concluding with examples that students could apply to their lives.

REFLECTION: y first face-to-face observation taught me important lessons that I should keep in mind when I become a teacher. I realized how every step of the lesson plan is crucial, from before going inside the classroom to during the discussion and even after class. There is so much to consider in order to make every learning experience meaningful I also came to understand that as teachers, we should be well-rounded and conditioned holistically in terms of our physical, emotional, mental, and spiritual facets. We must show our students that we are capable educators.

During Ms. Abelgas' discussion, I observed how some students tried to test her patience, but she handled every single instance without showing any discomfort or disrupting the learning environment As teachers, we should be knowledgeable in content mastery and classroom management because every step in the learning process matters. In order to achieve optimum learning, we must be conditioned holistically.

Furthermore, I firmly believe that every teacher should possess positive qualities because we are handling vulnerable students It is also important to remember technical details such as using body gestures, hand movements in participation, and maximizing the aisle to demonstrate control over the learning environment. These small details aid in making the environment more conducive for learning. Lastly, motivation must always be emphasized to set the students' mood for learning and to employ adequate assessments that would test student mastery of the content

The real challenge has commenced beyond the CNU fence!