PCK 1
1st Semester, AY 2024 - 2025
Name: IRA MARICAR R. DAJERO Block Section: BEED 3B
Please answer the following questions.
1. In what ways can punishment hinder or motivate learning outcomes? Give a situation or
example.
In my perspective, I believe punishment can sometimes hinder learning by creating fear or anxiety
in students, which distracts them from focusing on the lesson. For example, if a teacher scolds a
student harshly for making a mistake in math, that student may become more afraid of
participating in future math lessons, leading to decreased engagement. On the other hand, if used
correctly and fairly, punishment can motivate students to correct their behavior. For instance, a
teacher who gives a time-out to students for not following group study rules might help them
understand the importance of teamwork and staying on task.
In my experience way back when I was elementary till highschool, punishment has had a negative
impact on my learning. I remember a time when a teacher scolded me harshly for making a simple
mistake in math. The intense criticism made me feel anxious, and instead of motivating me to
improve, it made me afraid to participate in future math lessons. I started second-guessing myself,
which led to decreased engagement. That fear stuck with me, and every time math came up, I
would hesitate, not wanting to make the same mistake again. If I could go back and change how I
was punished, I think a more constructive approach would have been much better. For instance, if
my teacher had given me a time-out for not following group study rules or for being distracted, it
would have been a fair way to help me reflect on my behavior without crushing my confidence. It
would have helped me understand the importance of staying focused and being a better team
player, motivating me to correct my actions rather than making me feel afraid to try again.
2. How do mental processes like attention, memory, and problem-solving shape learning?
These mental processes are fundamental to learning. Attention helps students focus on important
information, allowing them to absorb and retain what’s being taught. Without attention, even the
best explanations won’t be understood. Memory plays a key role in recalling learned concepts. If
students can’t remember what they learned in a previous class, they’ll struggle to build on that
knowledge. Problem-solving involves applying what students already know to new situations. For
example, when a student faces a difficult math word problem, they need to use both memory (to
recall formulas) and problem-solving strategies to find the solution. In my experience, I’ve seen
just how crucial attention, memory, and problem-solving are in learning. I remember times when I
couldn’t fully focus in class, and it really affected how much I understood. It’s clear that no matter
how well a teacher explains something, if we’re not paying attention, it won’t stick. I’ve also
realized how memory is like the foundation of learning—without recalling previous lessons, we
can’t make progress. And problem-solving? That’s where learning comes alive. I’ve noticed that
when I apply what I know to new challenges, like tackling tough math problems, everything starts
to click.
3. In what ways can social interaction and collaboration promote deeper learning?
When I was in grade 9, I remember one time in class when we were working on a group science
experiment about plant growth. Each of us had different ideas about what would affect the plants
most—water, sunlight, or soil type. As we discussed and debated, I realized how much I learned
from hearing my classmates' perspectives. We ended up combining our ideas, and the experiment
PCK 1
1st Semester, AY 2024 - 2025
made much more sense. It was a simple moment, but it showed me how collaboration deepens
understanding and teaches valuable skills like teamwork and communication. To conclude, Social
interaction and collaboration allow students to exchange ideas, challenge each other’s thinking,
and build upon each other’s knowledge. For example, when students work together on a science
experiment, they may discuss different hypotheses, learn from each other’s perspectives, and gain
a deeper understanding of the concept. Collaboration also teaches students important
communication and teamwork skills, which are essential for real-world problem-solving.
4. How can a teacher create a learning environment that addresses students' emotional and
psychological needs?
A teacher can create a supportive learning environment by first ensuring that students feel safe
and valued in the classroom. This can be done by encouraging open communication, listening to
students’ concerns, and being sensitive to their individual emotional needs. For example, a
teacher who notices that a student is feeling anxious might offer them some one-on-one time or
create a classroom space where students can relax and reflect when they feel overwhelmed. A
sense of belonging and emotional safety encourages students to take risks in their learning
without fear of judgment.
5. From the theories we studied during the midterm, which theory left a significant impact
on you, and how can you apply it in teaching within a learner-centered approach?
The theory that had the most impact on me was Vygotsky’s Sociocultural Theory. It emphasizes
the importance of social interaction and the role of more knowledgeable others (peers, teachers) in
helping students learn within their Zone of Proximal Development (ZPD). I can apply this in a
learner-centered approach by creating opportunities for group work and peer teaching, where
students can help each other through challenging tasks. I would also adjust my support based on
each student’s needs, providing guidance when necessary but encouraging independent thinking
as they grow more confident. This way, students learn through collaboration, building their skills at
their own pace with support when needed.
