LORENZO RUIZ DE MANILA SCHOOL Phase 1 Vista Verde Exec.

Village, Cainta, Rizal Grade School Division

How Mass Attendance Card ACTION PLAN DESIGN A. Situation: Students in the Grade 1 level have difficulty writing long items due to their transition from preschool to grade school. Therefore practice writing in the morning while waiting for the morning assembly is done. B. Problem: How will practice writing help in improving the handwriting of Grade 1 pupils? C. Plan of Action: Monitor and evaluate students handwriting in all the different subjects and how well they have improved through the school year. D. Action/s: Students were asked to practice the proper strokes of each letter. Every school day the teacher demonstrated the correct way to write eac letter During the First Trimester the students practiced all the letters in print. They then practiced the cursive strokes during the Second or Third Trimester depending on the batch. They took two practice days for each letter. Since all the letters were taken up before the school year even ended we moved on to practicing the proper strokes for each numeral. They followed the blue to blue lines for capital letters and red to blue lines for small letters. Activities in Writing and Me were used as follow up drills. Best handwriting were commended and rewarded in the class The teachers also studied the writing behavior of each students and how it will be improved. Here are some of the guidelines that were followed : Sit at a table so that your elbows comfortably rest on the surface. Then fold your hands in front of you, flat on the desk so that your body and folded hands form a triangle. If you are right-handed, the paper would go directly under that folded arm. If you are lefthanded, the paper would go directly under that folded arm. Notice that when you hold the pencil, after this experiment, that the writing hand touches the surface of the paper directly along the line of the little finger and wrist. If you are right-handed, your back and head will be slightly curved to the left. (Vice-versa for the left-hander.) If the child is doing anything other than this, it means that he is not ready for the activity, or it is too demanding for him. It may also suggest that he has visual difficulties in the way he uses his eyes. (This does not necessarily mean that he has poor vision.) If a child continues to reverse letters, even as his handwriting improves, give him opportunities to identify left and right on his own body. Play games requiring use of just the left hand or the right hand or the left foot or the right foot. Play blind mans bluff, in which you must direct him across a room by giving him turns to make. Have him direct you when its your turn. If you notice that the child continually holds his pencil right at the tip, it ran suggest that too much pressure is required for holding it properly. Try using a rubber band, twisted several times, and place it just above the shaved area. This will provide a tactile reminder on where to hold it.

Rhythmic writing is a term applied to law handwriting at a chalkboard. On the chalkboard youve made for home use, have the child stand so that he is facing the center of the board. Then, if he is right-handed, have him start a series of e letters, all connected, and all moving from left-to-right. As he moves from left-to-right with his writing hand, he should keep his feet firmly planted in one spot, and move his arms as far as he can. Then he can practice with y letters, and then combine e and y across the board. If you have a large sink area with a Formica top, carefully Soap it. Dont make it too wet or youll have a mess in the kitchen. Let the child stand by it and practice writing his letters, one at a time. Again, it is good for getting the feel of the letters. You can also take his hand, as in finger-painting, and move it through the slick surface, to form specific letters that are difficult for him. Encourage the child to use what he learns. Go on a sign-making spree. Let him write (and decorate) signs that say, for example, This is Jimmys room. Enter at your own risk, et cetera. He can you help prepare a shopping list or birthday list. When a child develops proper formation of letters, particularly in cursive, but does not maintain a constant slant, try this. Even though it takes a little time, it is worth it. With a ruler, pencil-in diagonal lines, very lightly, across the paper. These diagonal lines should be carefully done so that they provide guidelines for your child. As he writes, he has a visual set of clues to use to make sure his letters all slant the same way.

E. Evaluation and Follow-up Action: The application did not end in the drills given but it was manifested even in the performance outputs evident in their notebooks, quizzes and Writing and Me book. And as the school year progressed the students who were slow in writing improved their speed as well as their strokes. At the end of the school year the numbers of slow writing students were diminished. Also the childrens behavior improved better. They became well behaved, more disciplined, and more patient . The children also learned to make their work neat and clean. The guidelines will be observed for the next school year to enhance further the writing skills of Grade one students. This action research will still be continued for the next school year. As observed it is of great help to the Grade 1 students and the teachers as well.

Prepared by:

Mrs. Aida P. Siosan

How Concept Learning in Language and Mathematics Affect Students Performance in Written Evaluation By Ms. Loraine M. Beltran and Ms. Janes F. Fabella S.Y. 2011-2012

Learning has always been a mystery to me. Imagine, from the very young ones who learned first by imitating movements and sounds to the not so very young who learn more complex things by attending to school and mingling with others. For there

are so many experts in the field of learning and there are so many proponents of the theories of learning as well, it is undeniable that learners have really gone so far. Traditional as it may be considered, I have a firm belief that concept learning still plays a vital role in the efficient learning of the modern-day students. Concept learning is not limited to the lessons in the different subject areas only but it is also important to the practical lessons that each person should know to survive and to cope with everyday life. It is not merely defining terms but knowing how to discriminate one concept from that of the other that will lead to learning complex ones. As I recall it, I learned in this way when I was a student and I can say that the retention is of great percentage. Despite the existence of the so-called different learning styles, multiple intelligences, etc., I have believed from the very start that my students may also learn through this. So, not neglecting the other modern teaching methods, I incorporated concept learning or concept attainment in most of my lessons.

FINDINGS: The learning of concepts started from the presentation of the lessons in classroom discussions and continued up to the quizzes/drills until the performance outputs and trimester exams. Simply, the logic is students who mastered the concepts gained above average if not excellent scores in their written activities/outputs. Also, the retention of the lessons learned was more evident in those students who gained mastery of the different concepts presented to them. Thus, passing marks were garnered by those students in their report cards.

RECOMMENDATION: As educators, teachers should take into consideration all the possible means to help students learn and to make sure that they retain what they learned. Considering the fact that there are so many external influences that may divert the learners attention from their studies, teachers should make use of everything that will ensure learning, be it traditional or modern teaching method. Concept learning is still effective in the teaching-learning process so anyone who wants to incorporate or utilize it may always try and see the positive outcome that it may bring.