3.

For a teacher to establish and maintain consistent standards of learners' behavior, they
should do all

EXCEPT ___________________

A. give immediate feedback to reinforce appropriate behavior of learners B. be open

to exceptions each time a learner misbehaves in class

C. communicate and enforce school policies and procedures clearly and consistently

D. handle behavior problems promptly and with due respect to learners' rights

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
 Reflect on the various classroom rules set by the Resource Teacher. Will you have
the same rules? If not, what rules are you going to employ? Explain your answer.

 When I become a student teacher, my cooperating mentor was very clear

in her rules and regulations. The rules she implemented was my ideal
rules and regulations also when I become a teacher, we have the same
goals for the students and for the classroom. I saw how rules makes the
students have a discipline in their self and in classroom. I saw how
students follows the rules and how it affects in their classmates and in
classroom.

Take some snapshots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.

In this picture, this is where they lined up for their every day routine which is to pray
and exercise every starting of the class in morning and in afternoon. There is always
a energizer before starting the class discussion. This routine makes them energize
and motivated as they tacle another lesson and knowledge. If there is a problem
about the internet connection or if the laptop or speaker is low battery, the teacher
always finds a way to energize the students, and that’s what I like about may mentor
and the energy of my cooperating students.

REFLECT
As a future teacher, reflect on the observations then answer the given question.

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

of learners?
 These strategies that I can employ will help me build a better classroom
management, these 5 classroom strategies are Write Down the Rules, Let
Students Help, Encourage Questioning, Let Students Lead, Encourage Group
Projects, that I believed that it will work in my classroom and for my students.

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management strategies

used by your Resource Teacher.

In this picture, this how my teacher managed the classroom when it comes in their
activities, she roam the classroom to avoid the noise and some destruction of the
students, then she sat on some students who cannot fully know what to do, she
make sure to assist all of her students inquiries, and I understand those because her
students are in section C.

10. MOOCs are considered massive because _________.

A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts

11. MOOCs are open because __________.

A. all courses are offered for free

B. Courses can be accessed by anyone anywhere as long as they are connected to the
internet
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester

12. MOOCs are considered as a course because ____________.

A. they have a guide or a syllabus that indicates content, objectives, activities and
assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor's degree
D. they are graded

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.

She uses both the traditional and the modern teaching materials and it is good for the
class so that they don’t get to used to the technology and the traditional one will still
present in this time.

2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional

materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate
how they might be useful considering your major or area of specialization.

3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-
about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered
and share how these tools can be helpful to you as a teacher

4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.

5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?

Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and
Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the
students execute the various classroom routines.

Name of FS Student : __________________ Date Submitted : _____________

Year & Section : __________________ Course : _____________

Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1

Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks/ (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks not
answered/accom not answered / not answered / answered /
plished. accomplished. accomplished. accomplished.

Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were not
answers were answers are answers are not answered; answers
with depth and clearly clearly connected not connected to
are thoroughly connected to to theories; one (1) theories; more than
grounded theories; to three (3) four (4)
theories; grammar and grammatical / grammatical/spelling
grammar and spelling are free spelling errors. errors.
spelling are free from errors.
from error.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by what were observed and
 analyzed. analyzed. were observed analyzed
and analyzed

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of context of the context of the
the learning the learning learning learning outcomes;
outcomes; outcomes. outcomes. not complete; not
Complete, well- Complete; well Complete; not organized, not
organized, highly organized, very organized, relevant
relevant to the relevant to the relevant to the
learning learning learning outcome
outcome outcome

Submission Submitted Submitted on the Submitted a day Submitted two (2)

before the deadline after the deadline days after the
deadline deadline

COMMENT/S: Rating:

Over-all Score (Based on

transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

Grad 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e

99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________________ ________
Signature of FS Teacher above Printed Name Date
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
 Additionally, peer touring is more effective since most students feel more at ease
learning from their peers than from their professors. Additionally, the tutors or their
peers understand what it's like to be irritated and view the problem from the tutee's
point of view.

6. Could an unreasonable number of failure at the end of the term/grading period be

attributed to the non-application of formative assessment? Why or why not?
 Yes, since it indicates that the pupils were unable to comprehend the lesson and that
the teaching strategies employed were either redundant or completely ineffective.

REFLECT

Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections. Should you record results of formative assessment? Why or why not?
 This comparison is excellent since it makes a clear distinction between formative and
summative evaluation. When a cook tastes a soup, she is primarily seeking
information to help her decide if the soup has to be changed before it is done or
whether it cannot be changed. When the customer tastes or consumes the soup, it is
already prepared, therefore the chef is unable to make any modifications that can
affect the customer's perception of the flavor. It is permissible, in my opinion, to
grade, score, and record formative evaluations. Remember that there are two ways
that learners might be motivated. Some people are born with a strong desire to
achieve. Therefore, obtaining a passing grade or score does not motivate people to
exert more effort to enhance their performance. On the other hand, some students
are motivated by outside forces. They require an outside motivation, such as a good
grade or score, in order to put up their utmost effort. As a result, I think instructors
should regularly score, mark, and document their formative assessments. We must
make every effort to instruct, connect with, and inspire each and every one of our
kids.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

Formative assessment can be seen occurring before and during instruction in a
typical classroom setting. Before the supposed lesson officially begins, teachers will
occasionally administer diagnostic tests or pre-tests. Additionally, activities that are
linked to the topic and the objectives are carried out during the conversation, such as
phoning someone to clarify or respond to a question.
When a student struggles with a subject, the teacher will ask the other students to
assist by having someone clarify the idea and provide an answer. The pupils who are
taking part in the conversation are occasionally recorded by the teacher.

2. My Analysis
Teachers can examine their students' comprehension of the lesson through formative
evaluation.
This is one of the methods teachers use when they feel that their students do not
fully grasp a lesson.
-Teacher retaught the lesson.
 -Peer instruction (tutors were assigned by teacher to teach one or two
classmates)
-Pairs of students studying together

3. My Reflection
Formative evaluation is evaluation done for learning. Instead than being done at the
conclusion, assessment for learning occurs often during the process. Assessment
plays a major role in the teaching and learning process. It enables you to evaluate
the effectiveness of learning. Students are provided comments on their work and
suggestions on how to improve it so that they fully grasp what is expected of them.
When conducting assessments for learning, instructors utilize the results as a
research tool to learn as much as they can about the knowledge and skills of their
students as well as any misunderstandings, assumptions, or knowledge gaps that
may exist. The wealth of data teachers gather about students' learning processes
serves as the foundation for figuring out what they should do next to move forward.

4. Snapshots of peer tutoring or other activities that show formative assessment in practice.

Activity 12.2 Observing Assessment AS Learning Practice (Self-Assessment)

Resource Teacher : Teacher’s Signature : School : ________

________ ________

Grade/Year Level : Subject Area : Date : ________

________ ________

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Demonstrate knowledge of the design and use of self-assessment; and

 Explain the importance of self-assessment.

REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning

 It is the use of an ongoing self-assessment by the learners in order to monitor their
own learning.
 This is manifested when learners reflect on their own learning and make necessary
adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own
learning
 It requires students to ask questions about their learning.
  It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning

1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from
the teacher.

My Teacher, My Hero

If they are determined, patient, courageous, and committed to doing work that may
genuinely inspire pupils, all teachers can be heroes. You may be a hero in your own basic
manner; heroes aren't just well-known and frequently seen on television.

She is resolute and prepared to stretch her hands to assist the students despite the
challenges posed by the current state of education, and she displays consideration while
being aware of the circumstances. The teacher possesses the qualities needed to be a
successful educator. She portrays genuine instructors in a professional manner with the
appropriate manners. Teach your lesson with authority and keep up with the most recent
developments in education, curriculum, and regulations. Teachers must assist their pupils
grow as people and as learners by serving as role models for them. The learners were
impacted and influenced by these personal and professional traits, even if they may not be
aware of it or take it literally.

(Picture of the Teacher Observed)

Narrative (about the personal and professional characteristics of the teacher)

The teacher possesses the qualities needed to be a successful educator. She portrays
genuine instructors in a professional manner with the appropriate manners. Teach your
lesson with authority and keep up with the most recent developments in education,
curriculum, and regulations. Teachers must assist their pupils grow as people and as
learners by serving as role models for them. The learners were impacted and influenced
 by these personal and professional traits, even if they may not be aware of it or take it
literally

SHOW Your Learning Artifacts

Accomplished Observation Sheets

My Philosophy of Teaching
In my opinion, each learner is unique, with a certain learning style, requirements, and
gifts that they bring to the classroom. It is my responsibility as a teacher to highlight
their abilities and to foster a learning environment that meets each child's particular
needs.
I believed I should instruct the students on how to develop and learn. Knowing that
not all students learn in the same manner or at the same rate allows me to be aware
of how children actively acquire and adjust their own knowledge depending on prior
information and experiences. I believe it is my duty as a teacher to accurately
diagnose the interests, skills, and prior knowledge of my students.

Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and
Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the
students execute the various classroom routines.

Name of FS Student : __________________ Date Submitted : _____________

Year & Section : __________________ Course : _____________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
4 3 2
1

Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks/compl observation observation observation
Sheet etely questions/tasks not questions/tasks questions/tasks
answered/accomplish answered / not answered / not answered /
ed. accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions Four (4) or more
answered completely; answered were not observation
answers were with completely; answered questions were
depth and are answers are clearly completely; not answered;
thoroughly grounded connected to answers are answers not
 theories; grammar and theories; grammar not clearly connected to
spelling are free from and spelling are connected to theories; more
error. free from errors. theories; one than four (4)
(1) to three (3) grammatical/spell
grammatical / ing errors.
spelling errors.

Reflection Profound and clear; Clear but lacks Not so clear Unclear and
supported by what depth; supported and shallow; shallow; rarely
were observed and by what were somewhat supported by
analyzed. observed and supported by what were
analyzed. what were observed and
observed and analyzed
analyzed

Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not

Artifacts on in the context of reflected on in the reflected on in reflected on in
the learning context of the context of the context of the
outcomes; Complete, learning outcomes. learning learning
well-organized, highly Complete; well outcomes. outcomes; not
relevant to the organized, very Complete; not complete; not
learning outcome relevant to the organized, organized, not
learning outcome relevant to the relevant
learning
outcome

Submission Submitted before the Submitted on the Submitted a Submitted two (2)
deadline deadline day after the days after the
deadline deadline

COMMENT/S: Rating:

Over-all Score (Based on

transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

Grad 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e

99 96 93 90 87 84 81 78 75 72 71-Below
_____________________________________ ________
Signature of FS Teacher above Printed Name Date