Episode 5: Creating an Appropriate Learning Environment

Activity 5.1: Managing Time, Space and Learning Resources

Resource Teacher: Teacher’s Signature:

Cooperating School:

Year/Grade Level and Section: Grade 10

An Observation Guide to Learner’s Characteristics Read the following statements

carefully. Then write your observation report on the provided space.

1. As you observe the class, look into the characteristics of the learners. Note their age.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their attention span.

Analysis

Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data

1. Are there areas in the classroom for specific purposes? (Storage of teaching aids,
books, students’ belongings, supplies, etc.)

They have a cabinet for storage of teaching aids, books but non for students’
belonging. They have also storage for the cleaning tools like broom, dustpan, ragged
and detergent soap. It is organized in the back part beside the teacher’s table.

2. Are there rules and procedures posted in the room?

They don’t have rules and procedures posted in the room.

3. Did the students participate in making the classroom rules?

The rules are general set of rules that the students have been accustomed to.
There was no official rules making done.
4. What are the daily routines done by the teacher? (prayer, attendance, assignment of
monitors, warm up activities, etc.) How are they done?

Sometimes, they do pray before starting the class and then after that, the
teacher checks the attendance of her students and before ending the class, the teacher
often give assignment.

5. Is there a seating arrangement? What is the basis of this arrangement?

Seating arrangements are supposed to be in alphabetical order but the students

seem to just go sit wherever they want. Usually, friends group up and the studious
ones are in front while the often misbehaving students pick the back seats.

6. Observe the noise level in the classroom. How is this managed?

When left unchecked, the noise level the students create can be uncomfortable.
It even disturbs other classes close-by. The teacher sees to it that it is controlled by
calling out the noisy ones and separate them far apart.

7. If a learner is not following instructions or is off-task, what does the teacher do?

The teacher tries to repeat the instructions and asks whether the students
actually get it. If for any reason that a student doesn’t follow, she focuses on that
student and personally explains it to him. She give him examples or allow him to check
the work of his classmates.

8. What does the teacher do to reinforce positive behaviors?

Positive behaviors of the students are reinforced by the compliment and

appreciation from the teacher. She sets the good student as good example for all to
follow.

Reflection

As a future teacher.

1. Why do you need to enforce positive discipline?

Studies show that recognizing and rewarding teens' positive behavior is critical to
promoting their identity formation and moral reasoning. Additionally, accentuating the
positive cultivates teens' ability to take others' perspectives in social situations, an
essential skill for successfully navigating relationships, careers and other areas of life.
Numerous studies lend strong support to the idea that positive reinforcement, both at
school and in the home, empowers teens to make the right choices and exhibit good
behavior.

Activity 5.2: Identifying the Different Aspect of Classroom Management

Resource Teacher: Maria Cleahsol Bactong Teacher’s Signature:

Cooperating School: P. D. M. N. S. H. S

Year/Grade Level and Section: Grade 10

CLASSROOM MANGAEMENT MATRIX

Aspect of Classroom Description Effects on the Learners

Management

Specific Areas of the The classroom I have The room is spacious

Classroom observed does not have and give the students a
particular areas. It’s bit of freedom and good
just an open room with circulation of air.
chairs and a desk.

Classroom Rules They don’t have posted Students have a set of

rules because they are rules to abide and
always reminded by follow
their teacher

Classroom Already set by the Students already know

Procedures teacher since the first what to expect during a
day class
 Daily Routines Ranges from picking up Students doesn’t get
trash, arranging of confused on what to do
seats, attendance, to next and gives a sort of
end of class summary system.

Seating Arrangement Alphabetical Makes the student

follow rules and make
them responsible for
the areas where they sit

Handling Reprimanded by Learners will be able to

Misbehaviors/off-task teachers and call-outs recognize their mistake
behavior and make up for it

Reinforcement of Giving praise and It will influence the

Positive Behavior appreciation student to do their best
next time.

Analysis

1. How did the classroom organization and routines affect the learner’s behavior?

Without effective classroom management and a positive learning environment, you’ll

find it difficult to motivate students to behave well and study, and their academic
performance will inevitably take a hit. 

2. What should the teacher have in mind when he/ she design the classroom
organization and routines? What theories and principles should you have in mind?

When you organize your classroom effectively, your students know what their
responsibilities are and what you expect of them. The teacher should always remember
that each classroom is different, and not every strategy will work for you. You know
your students best, so make sure that whatever strategy you employ aligns well with
their learning patterns, preferences, and behavior. 

3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
Student behavior management strategies don’t necessarily mean ruling a classroom
with an iron fist. Instead, classroom level behavior management should provide a set of
expectations and allow for appropriate corrections within the context of the learning
environment. In addition, building positive relationships and improving communication
with families and students outside of the classroom can help drive positive behaviors
while on campus.

Reflection

1. Imagine yourself organizing your classroom in the future. In what grade/ year level
do you see yourself? What routines and procedures would you consider for this level?
Why?

If I am going to organize my classroom in the future, it should be a conducive

classroom. I see myself handling SHS or college students someday. I will make sure
that the routines are fun and exciting which will help student to be enthusiastic about
going to school. I will provide a permissive, desirable environment and a stimulating
atmosphere to get the attention of the learners.

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?

 Students should always be presentable and wear complete uniforms

 Observe cleanliness inside and outside the classroom
 No vandalism in any classroom property
 respect your classmate as you respect your teacher
 Take good care of the school properties
 Listen properly and be quiet during classes hours
 Don’t be late
 Be responsible for your actions

Anytime you have a group of people working simultaneously in the same

environment, you must have established guidelines and procedures in order for

organization and efficiency. Schools must have rules for students to follow to
 ensure the safety of all students and staff, as well as create a well-balanced

environment that reduces stress and confusion. 

3. Should learners be involved in making the class rules? Why?

Yes. Allowing students to take ownership over their environment shows them
you value their thoughts. One of the most effective and practical ways teachers can
give students a say in the classroom is by allowing them to participate in developing
the classroom rules or behavior guidelines.

Link theory to practice:

1. D

2. C

3. B

Episode 6: Classroom Management and Classroom Routines

Activity 6.1: Observing Classroom Management and Routines

Resource Teacher: Teacher’s Signature:

Cooperating School:

Year/Grade Level and Section: Grade 10

Observe

Observe a classroom routines of the Resource Teacher by accomplishing the given

checklist.

Checklist on Classroom Routines

Classroom Routines Observed Not observed

(/) (×)

1. Movement into the classroom /

 2. Transition in class activities /

3. Movement out of the classroom /

4. Use Lavatories/ comfort room/ washroom /

5. Passing papers /

6. Passing books /

7. Working with pair/group /

8. Tardy students /

9. Absent students /

10. Submission/collection of materials x

11. Submission of projects x

12. Asking questions during lessons /

13. Asking for assistance /

14. Joining classroom activities /

15. Lining up /

16. Walking in line /

17. Fire drill/ emergencies x

18. Movements between activities /

19. Use of classroom supplies /

20. Checking of assignments /

Analysis

1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
 Teachers with well-established and clearly defined classroom management
strategies can positively affect their student’s behavior.
Incorporating effective routines into your classroom will take time, consistency, follow-
up, and effort. The alternative of not taking the steps necessary would be escalating
stress and frustration. You will be continuously telling the students over and over again
what to do.

2. Which of those routines were systematic and consistently implemented? Explain your
answer.

Probably all but we didn’t have enough time or the chance to witness some of
the routines.

Reflection

1. Which of the routines will you most likely apply in your class? Why? Why not?

All, if possible. By having these routines and by teaching your expectations, you

save time trying to control a class later. Routines are an important way to establish
norms, set expectations, and otherwise build positive relationships in the classroom
environment (and the workplace). They help everyone involved be on the same page.

Activity 6.2: Listing down Classroom Rules

Resource Teacher: Teacher’s Signature:

Cooperating School:

Year/Grade Level and Section: Grade 10

Observe

Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of this rules

Classroom Rules Importance

1. Read the instruction carefully Ensures less error when answering

activities
 2. (During quiz or performance To develop students listening skill
activity) The teacher will only read and comprehension
the instruction and question twice

3. Keep silence when the teacher is To make sure the student behaves
teaching and focus

4. Ask the teacher for clarification To be able to spot where students

not your classmate have the hard time to understand

Analysis

1. Analyze each given rule. What circumstances led the formulation of the rule?

Students by nature are chaotic and find themselves disoriented by several factors
around them. By having these rules, students are less prone to distractions and they
will be urged to listen and focus on their classes and activities.

2. Are classroom rules really important?

They let everyone know how they should behave and why. Fair rules shouldn’t
change your classroom’s culture too abruptly, but they should allow space for creativity,
personality, and communication. 

They ensure the physical and emotional safety of students and protect their educational
experience from disruptions or offenses. Guidelines for behavior shouldn’t feel
restricting – they should feel enriching. Every student should understand and feel that
the classroom is a safe space, and rules will help to create that space.

Reflection

1. Reflect on the various classroom rules set by the resource teacher. Will you have the
same rules? If not, what are the rules you’re going to employ? Explain your answer.

I will follow the common rules and those that will apply to my classes. I must
also be able to employ certain rules which are specific to a certain type of class.
Considering that year levels have a lot of sections where the students are banded
because of their grades, it is expected to have stricter or more rules applied to the
relatively “lower” section because common rules might not be enough for them.

Link to Practice:

1. A

2. A

3. A

4. D

5. D

Episode 7: Physical and Personal Aspects of Classroom Management

Activity 7.1: Observing Physical and Personal Aspects of Classroom Management

Resource Teacher: Teacher’s Signature:

Cooperating School

Year/Grade Level and Section: Grade 10

Observe

Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and
discipline.

Check if these aspects were observed in the classroom.

Aspect of classroom management YES NO

1. Personal classroom management

1.1 Is the teacher well-groomed that he/she demands respect /

from the learners?

1.2 Is the teacher’s voice modulated and can be heard by the /

entire class?

1.3 Was the teacher present in class? /

1.4 Did the teacher arrive on time in class? /

 1.5 Does the teacher exude a positive attitude towards /
teaching?

2. Physical Classroom Management

2.1 Is this classroom well-ventilated /

2.2 Is the lighting good enough? /

2.3 Is the classroom free from noise? /

2.4 Does the seating arrangement provide better interaction? /

2.5 Is the design/structure of the room inviting to classroom /

activities?

2.6 Is the physical space / learning station clear from /

obstruction?

Analysis

1. How does the voice of the teacher affect classroom instruction?

It is important because the students will be influenced by the tone you employ;
As a teacher, you must be able to manage the tone you use otherwise students will not
listen to you.

2. How does the punctuality of the teacher affect classroom discipline?

As a role model, Student will regularly observe you. If the teacher does not
demonstrate punctuality, it will have an impression on his or her students that it’s okay
to be late which will cause them to copy their teacher.

3. Why do we need to check on the physical aspects of classroom management?

Other says. "A nice atmosphere welcomes positive energy," As a result, the
physical aspect of a classroom must be managed and organized because it will say a lot
about you, as a teacher and as an individual. It will also keep students motivated and
comfortable inside the classroom.

Reflection

1. What does this statement mean to you as a future teacher? Explain.

“No among of good instruction will come out without effective classroom management.”

Instructions alone does not ensure effective learning. It is only a tiny part of the whole
learning process. Without effective classroom management, students will be in disarray.
The practice of effective classroom management turns your classroom into the optimum
learning environment where students can engage with their studies and work to the
best of their ability.

2. What are your plans in ensuring effective classroom management?

First is by understanding the strengths and needs of students, i can better plan
activities and lesson plans that allow for a cohesive and collaborative classroom. Then I
will map my intended flow for the semester or year when planning, so you can ensure
that i cover everything i need to get through.

Activity 7.2: Demonstrating Knowledge of positive and non-violent discipline in the

management of learner behavior.

Resource Teacher: Teacher’s Signature:

Cooperating School:

Year/Grade Level and Section: Grade 10

Observe

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation. Check the management strategies employed by the Resource Teacher.
Check (/) observed, put an (X) if not observed and O for no opportunity to observe.

Effective Classroom Management Observed Not No

Strategies Observed Opportunity
to Observe
 1. Model to the students how to act in I
different situations.

2. Establish classroom guidelines. /

3. Document the rules O

4. Refrain from punishing the entire /

class.

5. Encourage initiative from class. /

6. Offer praise and rewards. /

7. Use non-verbal communication. /

8. Take time to celebrate group effort. /

9. Let students work in groups. /

10. Interview students to assess their /

needs.

11. Address bad behavior quickly. /

12. Consider peer teaching. /

13. Continuously engage the students. /

14. Assign open-ended project. x

15. Write group contracts. O

Analysis

1. How many strategies were employed by the Resource Teacher? Did these contribute
to better classroom management? Explain your answer.
 12 of the strategies were employed and contributed to the classroom
management. The teacher maintained control of the classroom and students are
organized, on task, well-behaved, and productive during the class.

2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.

Documenting the rules, assigning open-ended project, and writing group

contracts.

These strategies are also important. The rules for example has no need to be
documented as it is applied everyday and already became a standing order. The
remaining two are not employed as there might be no opportunity to do so or it is to
technical for the students.

Reflection

1. What classroom management strategies do I need to employ to respond to

diverse types of learners?

1. Provide a variety of differentiated instruction methods.

2. Create flexible seating arrangements.
3. Allow for different communication styles.
4. Encourage student collaboration.
5. Use positive reinforcement.
6. Modify assignments as needed.
7. Make accommodations for sensory needs.
8. Create a positive classroom environment.
9. Use individualized instruction.
10. Use explicit instruction.
11. Use cooperative learning.
12. Use task simplification.
13. Addressing cultural differences in the classroom.
14. Adapting instruction for students with disabilities
15. Be flexible.

Link to Practice:

1. D
2. C

3. D

4. D

5. D

Episode 8: Close Encounter with the School Curriculum

Activity 8.1. Curricula in the school setting

Resource Teacher: Teacher’s Signature:

Cooperating School:

Year/Grade Level and Section: Grade 10

Observe

1. Locate where you can find the following curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix
below. Describe your observation.

TYPE OF CURRICULUM WHERE FOUND DESCRIPTION

1. Recommended Since we are not given The K to 12 Program

Curriculum (K-12 the opportunity to covers Kindergarten
guidelines) observe physically in and 12 years of basic
the grade 12, what I education (six years of
did was look for the K primary education, four
to 12 Guidelines on the years of Junior High
internet School, and two years
of Senior High School
[SHS]) to provide
sufficient time for
mastery of concepts
 and skills, develop
lifelong learners, and
prepare graduates for
tertiary education

2. Written Curriculum Since we were not My cooperating

(Teacher’s lesson plan) given a chance to teacher’s lessons
personally look at our composed of recalling
cooperating teacher’s previous topic, learning
lesson plan we just outcomes/objectives,
observed the flow of motivation, lesson and
the class the assessment.

3. Taught Curriculum I’ve seen the taught Upon observing the

(Teaching learning curriculum in our online lesson, itself, I
process) meet because the observed that my
classes now are done cooperating teacher
virtually. In which they was focusing on
will join the class by accomplishing what is
going to their google the intended learning
classroom and by outcomes. she presents
clicking the link. the lesson and lets the
students engage.

4. Supported Most of the information SlideShare and edu.com

Curriculum (Subject gathered about the is a community for
textbook) topic is supported by sharing presentations.
the internet. Individuals or
Specifically, on organizations can
slideshare and edu.com upload and share
PowerPoint, PDF, or
OpenOffice
presentations. Anyone
can find presentations
on their topic of
interest.

5. Assessed Curriculum It can be found on the Since we are in a

(Assessment Process) virtual classroom of the blended learning some
students which is the assessments now are
 google classroom. It available in their virtual
was posted there classroom.
aligned with the lesson
so it can be easily found
by the students and it
has a due date set by
the teacher.

6. Learned Curriculum I’ve seen it in the At the end of the lesson

(Achieved learning students' performance the students are able to
Outcomes) during class and their understand and use
scores on quizzes and proper noun, pronoun
activities. and sentences.

7. Hidden Curriculum Pictures and videos are The media like videos
(Media) attached in the teaching and pictures are posted
materials. It can be either in the stream of
easily played and the classroom or in the
shown to the students. slides. It can be easily
seen and recognized by
the students.

Analysis

 Which of the seven types of curriculums in the school setting is easy to find?
Why?

Seven out the seven types of the curriculums are easy to find since all curricula
can be easily observed in class and seen in the internet. Some of it is in the discussion
proper and some of it is posted in the student’s virtual classroom.

 Which is difficult to observe? Why?

The recommended curriculum is difficult since I haven’t observed it so I don’t

have enough information about how it is implemented and taught in the class.

 Are these all found in the school setting? How do curricula relate to one another?

Yes, these curricula are connected to one another and each of these curricula are
observed and shown in the process.
  Draw a diagram that show the relationship of one curriculum to the other?

Written curriculum

Recommended curriculum

Supported

Curriculum Learned curriculum

Taught curriculum

Hidden curriculum

Assessed

Curriculum

Reflection

The diagram shows that all these curricula depict the way learners learn the
material. A curriculum is essentially a collection of specified objectives and criteria for
learners to identify a topic from beginning

to end till assessed. As a result, students develop a learning pattern in

a certain subject.

Activity 8.2: the miniscule school curriculum: the lesson, a

Closer look

Resource Teacher: Teacher’s Signature:

Cooperating School:

Year/Grade Level and Section: Grade 10

 OBSERVE AND RECORD OBSERVATION ON THE FOLLOWING ASPECTS

MAJOR CURRICULUM COMPONENTS Key guide for observation (Carefully

look for indicators/behavior of the
teacher along the key points. Write
your observation and description in
your notebook.

A. PLANNING 1. Borrow teacher’s lesson plan for

the day. What major

parts do you see? Request a copy

for your use. Answer the following
questions:

a. What are the lesson objectives or

learning outcomes?

b. What are included in the subject

matter?

c. What procedure or method will

the teacher use to implement the
plan?

• The procedures are first by

explaining what are the intended
learning outcomes. The expectations
that will be met at the end. Next,
the teaching and

learning process. Where the teacher

will discuss and
 process content and make
meaningful connections.

The last is checking the

understanding of the students. It
can be through assessments like
oral recitation, group activity,
quizzes and individual activity.

d. Will the teacher assess or

evaluate the lesson? How will this
be done?

• Yes, the ways the teacher can

assess the lesson are through direct
and indirect measures. Mostly, the

teacher uses the direct measure

kind of assessment.

She gives quizzes, homework,

essays and exams.

Collecting and analyzing the

responses might help you figure out
which themes students remember
and what your next instructional
steps should be.

B. IMPLEMENTING Now is the time to observe how the

teacher implement the prepared
lesson plan. Observe closely the
procedure.

a. How did the teacher begin the

lesson?

• Based on the lesson plan of the

teacher I observed, she usually
starts the class by morning
greetings and the she would lead
the prayer. She would also remind
the students of their activities that
haven’t been submitted yet and
review their lesson yesterday for a
bit. Then, she starts introducing the
lesson.

b. What procedure or steps were

followed?

• In executing the lesson to the

students, my cooperating teacher
really follows what is in his lesson
plan. She starts by routines like
greetings

and prayer. Also by reviewing the

past lessons if they can still
remember it. Then by introducing a
new topic, asking and entertaining
queries from the students lastly
their assessment.

c. How did the teacher engage the

learners?

• We all know that engagement is

one of the keys in learning. At the
start of the lesson, my cooperating
teacher asked for their prior
knowledge of the topic. She also
connects the topic to what’s trendy
nowadays. In that way I have
observed that the students actively
engage in the discussion. Then, she
provides feedback to the students.
She asked if they understand the
topic or not.

d. Was the teacher a guide at the

side?

• Yes, she guides them in their

activities.

e. Were the learners on task? or

Were they participating in the class
activity?

• If they are given a tasks all the

students are participating in the
class.

f. Was the lesson finished within the

class period?

• The lesson is finished with the

 class.

C. EVALUATING/ASSESSING Did learning occur in the lesson taught?

Here you make observations to find evidence
of learning.

a. Were the objectives as learned outcomes

achieved?

• Yes, the objectives were met because it is

always the priority of the teacher to get
the outmost result of the lesson.

b. How did the learner assess or evaluate it?

• The teacher always gives them a quizzes

to assess their level of understanding
about the lesson.

c. What evidence was shown? Get pieces of

evidence.

Analysis
1. How does the teacher whom you observed compare to the ideal characteristics or of
global quality teachers?

Mrs. Dimzon has a considerable amount of dedication to her profession and

maintains an outlook that appeals to all her students. she puts in a lot of dedication
towards her work and didn’t just kill time and wait for the bell to sound. 

2. Was the lesson implemented as planned? Describe

The lesson is implemented as planned for I have observed a good result after
the class. Students got high scores in the assessment test.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?

She is quite happy and can be seen smiling and sometimes laughing while having
conversations with her students.

4. Can you describe the majority of students’ reaction after the lesson was taught?
Confused? Happy and eager? Contented? No reaction at all?

Majority of the students are happy and contented because they got good results
and that means they understood the lesson.

Reflection

When planning my own lesson, it is important that i realize the language level of
my students and their learning levels. I also need to relate the lesson to real life, adding
relevant supplementary materials, or creating additional activities for my students. I will
also need to allot time in my lesson for activities that require the students to move
around, stretch, and talk. Lastly, it is a good idea to bring something besides a book to
the classroom. If I add video clips, music, or even simple props to my lesson plan, the
students are more likely to pay attention. 

Activity 8.3: Constructive alignment of the components of a

Lesson plan

Resource Teacher: Teacher’s Signature:

Cooperating School: P. D. M. N. S. H. S

Year/Grade Level and Section: Grade 10

Observe

I. TITLE OF THE LESSON: Mythology

II. SUBJECT AREA: English
III. Grade level: 10

Outcomes Teaching Method Assessment

Analysis
1. Are the three components constructively aligned? Explain

Yes, the three components are constructively aligned. Ma’am Bactong prioritize
to determine the object to classify what will be the best way to make the student learn
effectively and the explained about the story of Trojan war and make activities about it
like a performance task.

2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, because having to plan ahead will determine your intended outcome for you
already have a vision of you want to accomplish.

3. What components would tell if the outcomes have been achieved?

The components like quizzes and tests are example of evaluation methods which
will determine the success of the lesson.

Activity 3: Artifact

I. TITLE OF THE LESSON: Mythology

II. SUBJECT AREA: English
III. Grade level: 10

Lesson outcomes Teaching methods Evaluation

 Students should be  Discussion  Quiz

able to tell the plot  Motivation  Performance
of the story  Questioning Activity
 Determine the  Film showing  recitation
hero in the story  Group activity
 Recognize the
reason of war

Link Theory Practice:

1. B
2. B
3. D
4. D
5. B