LEARNING TASK 2: DOING OBSERVATION OF CLASSES, PRE-OBSERVATION

AND POST-OBSERVATION CONFERENCES

PERFOMANCE TASK 1
Observing the teaching-learning process in Flexible Learning and different Distance
Learning Delivery Modes (online, radio-based instruction, television-based instruction, and
other modalities) focusing on the development of the MELCs and reflecting on these
processes.
Based on the Pre-Observation conference with your Cooperating Teacher, complete the matrix
based on your scheduled classes of observation. The observation may be done face-to-face or
through the different Distance Learning Delivery Modes (online, radio-based instruction,
television-based instruction, and other modalities). Take not that your focus of observation is
based on the results of your pre-conference with your Cooperating Teacher. Make sure that you
also need to focus on the development of the MELCs and reflecting on the different processes.
If your observation is more than a week, please copy the given template.
Date Subject Tim Grad Focus of Observation Notes Insights
e e Observation
Level/
Sectio
n
Febr Discipline 1:00 Grade  Intended  Organization of Asking
uary and Ideas - 12- Learning the questions in
17, in Applied 2:00 HUM Outcome Lesson/Structure English is a
2024 Social PM SS  Organization/  He discussed valuable tool
Sciences Structure of lesson about for assessing
the Lesson “counseling” student
 Classroom  Provides activity learning. It
Management that aligned to allows
 Teaching the intended students to
Learning learning practice
Activities outcomes to give communicati
 Instructional his students an on skills and
Materials idea about the gain
Resources lesson confidence
 Student  Classroom by answering
Engagement Management in English.
 He can manage Additionally,
 Student
his time incorporating
Interaction
 Greetings pictures into
 Integration of
presentations
Values  Opening Prayer
can
 Types of  Checking the
significantly
 Assessment Attendance improve
 Use of  Recapitalization student
Language  Lesson Proper comprehensi
 Assessment on of the
 Teaching lesson
Approaches content.
 Provides  Asking
Feedback questions:
 Provide an Emphasiz
activity es its
usefulnes
s for
gauging
student
learning
and
practicing
communi
cation.
 Benefits
for
students:
Highlight
s how it
enhances
communi
cation
skills and
boosts
confidenc
e.
 Visual
aids:
Explains
how
pictures
aid
understan
ding of
the
lesson.
The language
is also made
more concise
and clear.
Mar Introducti 2:00 Grade  Intended  Organization/ Effective
 ch on to - 11- learning Structure of the teachers
26, Philosoph 3:00 Stem Outcome Lesson come
2024 y PM B  Organization/  He presented a prepared and
Structure of video adaptable,
the lesson presentation for ensuring
 Classroom his motivational students
Management activity. actively
 Motivational  He provided engage with
Activity well- structured the lesson
 Video questions about and learn the
Presentation the video material.
 Use of  He delivered the
Language lesson properly This
from beginning condenses the
to the end original text
 Classroom while
Management maintaining
 He can manage the key
his time very points:
well
 Opening Prayer Teacher
preparation is
 Attendance
crucial.
checking
Adaptability
 Recapitalization
is important
 Lesson Proper for
 Reflection unforeseen
situations.
Active
learning is
emphasized
for student
engagement.
The focus is
on student
learning
outcomes.
It also uses
clearer
sentence
structure and
removes
unnecessary
repetition.

Performance Task 2
Attending pre-observation and post-observation conferences with the Cooperating Teacher
and the College Superior
After your observation schedule has been finalized, you are now ready to attend the pre-
observation and post-observation conferences with the Cooperating Teacher and the College
Supervisor

Date (s) Notes on the Pre- Notes Post Plans of Action/ Action
Observation Observation Taken
Conference Conference
February 20, 2024  Create a Positive 1. Warm-Up and  Consistent Structure for
Start: Begin with Review: Student Success: I
greetings, a Begin with greetings, believe in establishing a
prayer (if a prayer (if clear class routine that
appropriate), and appropriate), and provides a predictable
check attendance attendance check. and comfortable
to establish a Briefly review the learning environment
welcoming and previous lesson, but for students. This
organized instead of simply consistency allows
environment. reading it out, ask them to focus on the
Briefly review the students questions to content rather than
previous lesson to recall key points. classroom procedures.
bridge the gap  Meeting Students
and activate prior 2. Active Learning Where They Are: I
knowledge. with Scaffolding: prioritize using
 Introduce the When introducing language that is
New Lesson: new concepts, present appropriate for my
Clearly explain a picture to aid visual students' current level
the learning learners' of understanding. This
objectives and the understanding. ensures everyone can
topic you'll be Instead of directly actively participate and
covering for the providing the grasp new concepts.
day. This sets definition, ask  Motivational Learning
expectations and students what they Environment: I foster a
helps students think it might be. positive and motivating
focus. This encourages classroom where
 Deliver Engaging active participation students feel
Instruction: and critical thinking. comfortable taking
Employ strategies Pose questions in risks and participating.
to effectively English, allowing This approach helps
teach the new students to answer in build their confidence
material. Filipino to create a and encourages active
 Assess for comfortable engagement with the
Understanding: environment. material.
Use an Acknowledge their
 assessment answers in both
activity that languages to
aligns with the reinforce
learning understanding.
outcomes you
established at the
beginning. This
helps gauge how
well students
grasped the
concepts and
allows you to
adjust your
teaching if
needed.
March 04, 2024 Establish a Positive Building Confidence  Consistent Routines for
Routine: for All Learners: Student Success: I
Begin with greetings, Instead of singling believe in establishing
a prayer (if out non-participating clear class routines.
appropriate), and students, use gentle This provides a
attendance check to encouragement and predictable and
create a familiar and strategies to draw comfortable learning
structured them into the environment for
environment. discussion. This students, allowing them
Briefly review the could involve wait to focus on the content
previous lesson, but time after posing rather than classroom
instead of just questions, offering procedures.
summarizing it, ask a sentence starters, or  Clear Communication
thought-provoking forming small for Understanding: I
question to spark groups. prioritize using
their memory and language that is
bridge the gap to the 2. Engaging appropriate for my
new topic. Activities are Key: students' current level
Always strive to of understanding. This
2. Hook Them In provide activities that ensures everyone can
with an Activity: are effective and actively participate and
Introduce the new engaging for all grasp new concepts
lesson by launching students. This means without feeling
into a captivating catering to different overwhelmed by
activity that directly learning styles and complex vocabulary.
relates to the topic. incorporating a  Motivation and
This activity could be variety of activities Confidence Building: I
a game, a short like games, foster a positive and
experiment, a group discussions, projects, motivating classroom
discussion, or or technology where students feel
anything that piques integration. comfortable taking
 students' curiosity risks and participating.
and gives them a taste 3. Clear This approach helps
of what they'll be Communication is build their confidence
learning. Essential: and encourages active
While volume can be engagement with the
helpful for managing material, ultimately
large classes, leading to a deeper
prioritize clear and understanding.
concise
communication.
Speak with
appropriate volume
and enunciation for
everyone to
understand.

Performance Task 3
Keeping a daily reflection journal.
Reflection journals are personal accounts or records of all your learning experiences. These are
your insights and learnings gained in the teaching-learning processes. These are records of events
which are pleasant or unpleasant that you can reflect on and learn from. It can help you assess
the important learning events that happened in your teaching which can direct you to improve
your professional career. Your reflection briefly summarizes your ideas, thoughts, feelings and
emotions which will lead you to analyze and improve your decisions and actions. You need to
write your reflection regularly to motivate you to learn and enjoy the process of learning.
As you move on with your task as a Practice Teacher, you need to write your daily reflection
journal.
You may snow start writing your reflection.

Reflection journals have always seemed like a personal diary for learning, a record of triumphs
and struggles. Today, however, I see them as a powerful tool for professional growth.

This concept truly resonated during my introduction to the role of a practice teacher. Witnessing
a seasoned educator navigate the classroom firsthand was invaluable. It highlighted the
importance of creating a space that fosters participation and ignites a love for learning.

The day wasn't without its challenges. It exposed areas where I can refine my teaching style,
particularly in tailoring it to students' needs and crafting clear, accessible language.
However, these challenges fuel my motivation. Keeping a reflection journal feels like the key to
unlocking this growth potential. By capturing these experiences, analyzing them, and learning
from them, I can continuously improve my teaching practice.

This journey promises to be a tapestry woven with successes and setbacks. My reflection journal
will be the thread that binds it all together, allowing me to learn and evolve as a teacher. I'm
excited to embark on this path of self-discovery and witness the impact it has on both myself and
my students.