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Classroom Observation Paper

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Phase 1: Classroom Observation
Teaching for understanding concepts in Kindergarten Math program one of the goal in the minimum learning competency in the preschool curriculum. The institution adheres to the policy and adopted Iloco as the Mother Tongue when the implementation of MTB-MLE in the K to 12 Curriculum was institutionalized. Hence, teachers in Kindergarten until the primary grades adhere to this policy. In the class, code switching was a common practice between students with the same mother tongue. Students tended to use mostly their first language in their personal conversations and also in mathematical conversations when these occurred. This happened immediately after the teachers’ instructions for the whole class. Frequently, the teacher switched from Iloco to Filipino/ Tagalog or English when she moved around to help individual students in order to explain and clarify …show more content…

They speak Tagalog/ Filipino and English. The results about students understanding of the mathematical meaning of the words used in the word problems was shown on their performance in the math activities conducted/implemented. The pupils were verbally fluent when asked to read the question aloud in Iloco. When they were asked whether there was anything that they could not understand, they all answered positively about their general understanding. This indicates that being able to read the text or the problem does not guarantee understanding of the concept, process, or ability to solve the problem. The difficulties encountered by the pupils with mathematical word problems were those concerned with comprehension of the texts. Both Rhygs Kendrick and Abdiel Lemuel were able to fluently read the text in Iloco but could not understand the language, except for Jayden Near who could hardly read the texts. According to the three pupils, they could read and understand the statements if it was written in Tagalog/Filipino or in

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