LEARNING EPISODE

FIELD STUDY 1

5
Creating an Appropriate

FS Leaning Environment

1 SPARK Your Interest

This learning Episode provides an opportunity to examine how classrooms are
structured or designed to allow everyone’s maximum participation for effective learning.
You should be able to examine how classroom management practices affect learning.
This Episode enhances the application of the theories learned in the following
professional subjects such as Facilitating Learner-Centered Teaching and The Child
and Adolescent Learners and Learning Principles.

TARGET Your Intended Learning Outcome

At the end of this episode, I must be able to:
 Plan on how to manage time, space, and resource: and
 Provide a learner environment appropriate to the learners and conducive to
learning.

REVISIT the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the
following are observed:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of the
school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences
for such are communicated.
 Classroom processes are democratic.
OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: BENGIE Q. MALALAY Teacher’s Signature:_________

School: TERENCIO HIDALGO NHS Grade/Year Level: GRADE-10
Subject Area: ENGLISH Date: FEBRUARY 22, 2023

OBSERVE
Observe and use the observation sheet provided for you to document your
observations.

1. As you observe the class, look into the characteristics of the learners. Note their ages.
As I observe the class, I can see diverse students with ages ranging from 11-12
years old.

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

There are 15 girls and 15 boys inside the classroom.

3. Focus on their behavior. Are they already able to manage their own behavior?
In Grade-10 Apollo class, I can see that they can already manage their own
behavior because as the moment the teacher entered the class, they already
behave properly—keeping silent, sitting properly, and listen attentively to the class.

4. Can the learners already work independently?

As what I observed, Grade-10 learners can work independently because when the
time a teacher gave them an individual task, I saw that they worked properly and
gave their best in doing the task even though the teacher is not around.

5. Describe their span of attention.

Like most of the students nowadays, the learners in this school have shorter
attention span but they still make sure to finish their tasks.
 ANALYZE
Analyze and answer these questions on observed classroom management
practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; and then organize your data in the
Table that follows.

1. Are there areas in the classroom for specifics purposes (storage of teaching aids, books, student’s
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for specific
purposes are not present?
There is a space beneath the desk of each student to hold their personal belongings. This space
is good because it helps the things to be organized so that the students will have a spacious desk
for them to focus on their task. Yes, there will be a difference if this area is not present because I
do believe that a spacious desk will maximize the ability of the students to focus on learning.
2. Are there rules and procedures posted in the classroom rules? List them down. Do these rules
reinforce positive behavior?
The following are the classroom rules posted in the classroom:
 Prepare to learn
 Treat others with respect
 Work hard and have fun
 Always do your best
 Listen carefully
 Follow directions
 Encourage each other
 Learn from your mistakes
 Be yourself
These rules reinforce positive behavior because it encourages and motivates the learners to
always do their best and behave well.
3. Did the students participate in making the classroom rules? If the Resource Teacher is available, ask
him/her to describe the process. What’s the effect of the students’ participation in rule-making on
student’s behavior?
According to the Resource Teacher the students did not participate in making the classroom
rules but students whole-heartedly obey the rules. The teacher admits that student’s
participation has an effect on their behavior because their involvement motivates them to
follow the rules.
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
Based on my observation, the teacher that I have observed was doing daily routines accordingly.
She starts the class with a prayer, attendance, and tik-tok dance as warm-up activities.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing
the class?
There is no seating arrangement inside the classroom. They sit wherever they want or based on
their learning styles.

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

As what I have observed, when there is no class the room is typically a noisy classroom but as
the moment the teacher enters the classroom the immediately minimize their voices and
behave properly.
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do? Describe
the behavior strategies used.
There is a moment when a learner is not following the instruction. In order to address this kind
of behavior the resource teacher called his name and walked towards him to talk to him. This
strategy is called proximate strategy.
8.What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
In order to reinforce the positive behavior of the student, the teacher acknowledge them—
called their names and make the class clap for them. The teacher also uses different positive
words such as very good, excellent, and congratulations.

REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?

Positive discipline must be enforced in the classroom in order to effectively

manage it. Although every student is well-behaved, there are unexpected events that
test the patience of the teachers. Positive discipline must be implemented among
students in order to positively address problems that may arise in the classroom without
being too harsh on children. Students will have less negative thoughts about
themselves, which will lead to fewer unpleasant behaviors or reactions. This will also
help the teacher develop positive ideals in his or her students. Furthermore, students
will take responsibility for their actions, be sensible and analytical, and develop a high
cognitive learning ability.
 Activity 5.2

Identifying the Difference Aspects of Classroom Management

Resource Teacher: BENGIE Q. MALALAY Teacher’s Signature:_________
School: TERENCIO HIDALGO NHS Grade/Year Level: GRADE-10
Subject Area: ENGLISH Date: FEBRUARY 22, 2023
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspect of Classroom Description Effect on the Learners
Management (to be filled out after you answer
the analysis question)

1. Specific Areas in the The classroom is set up in a These will maximize their
Classroom modern way, with personal space and will allow them to
spaces under the desk of have a cleaner desk which
each student. can help in their thinking
ability.
2. Classroom Rules The rules in the classroom The rules encourage the
are well-established and students to behave well and
effective. to be responsible.
3. Classroom Procedures The procedures in the This allows students to learn
classroom are carefully in a passive and comfortable
taught and modeled. manner.
4. Daily Routines The daily routine has been These ensure that standards
set. are maintained.
5. Seating Arrangement Students are allowed to set This results to students
wherever they are being comfortable to learn
comfortable with. and participate more actively
in class.
6. Handling misbehavior/off- This misbehavior is dealt This does not put the
task Behavior with calmly and politely by students in harm; rather, it
the teacher. inspires them to do better
next time.
7. Reinforcement of Positive This reinforcement increases Positive behavior
their confidence, regulates reinforcement is appropriate,
 Behavior their behavior, and reduces effective, and catalyzes
negative behavior. positive outcomes.
8. Others

ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
Classroom routines and structure increase students' self-esteem, regulate their
conduct, and build strong classroom connections. It also makes kids more accountable
and helps them manage their learning better.
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in
mind?
In designing the classroom organization and routines, the following theories and
principles must be considered by the teacher:
 Behaviorist Theory, focuses on student’s behaviors, both positive and
negative.
 Humanist Theory, emphasizes human capabilities, goals, learning styles,
and preferences.
 Cognitive Theory should be considered as well in order to pay attention to
the learner’s brain processes and knowledge building.
 Psychoanalytic theory in which educator must consciously or
unconsciously evaluate individual thoughts, feelings, and experience.
3. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
The following are some behavioral strategies that teachers can employ
effectively manage student behavior or motivate them:
Set up a learner-centered atmosphere where learners can discover their
own learning.
Use wide range of resources, materials, techniques, and strategies in the
classroom.
Develop classroom rules that students can follow.
Effectively reinforce teaching routines and procedures.

REFLECT
1. Imagine yourself organizing your classroom in future. In what grade year level
do you see yourself? What routines and procedures would you consider for this
level Why?
I can see myself teaching junior high school students in my English class. I shall
begin my class with a prayer, which is very important. Then I will ask them how they feel
so that I can modify the atmosphere inside my classroom. Then there will be standard
procedures such as attendance, motivational activities, and genuine discussion with
regular questioning to ensure comprehension.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
The following are the rules that I will likely to impose on my future class:
Respect is a universal rule that everyone should learn.
Follow directions.
To behave well during class.
To enjoy learning.
3. Should learners be involved in making the class rules? Why?
Students should be involved in the creation of classroom rules in order to help
them develop leadership abilities and understand the importance of taking responsibility
for their own actions and behaviors. It also allows students and teachers to work
together to agree on the rules that must be established.

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students. Which of the following teacher

statements demonstrates focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play
games in the computer later”.
B. If it takes you to longer finish the seatwork, because time is wasted with
chatting, then we won’t have time to go to the playground anymore.”
C. Those who are well-behaved in class well be given plus 5 points in the
quiz.
D. If you get a 95 of grade or higher in the first two assignments, you will be
exempted from the 3rd assignment.
2. Learners are more likely to internalize and follow classroom rules
when________.
A. the teacher clearly explain the rule she prepared
B. the learners know the punishment for not following the rules
C. the learners participate in the rule making process .
D. the teacher gives additional points for those who follow the rules
 3. For a teacher to establish and maintain consistent standard of learners behavior,
they should do all EXCEPT___________.

SHOW your learning Artifacts

Paste pieces of evidence of classroom 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.

EVALUATE Performance Task

Name of FS Student: Wellane Grace L. BIllante Date Submitted: May 20, 2023
Year Section : 3rd Year Course: BSED-English
Learning Excellent Very Satisfactory Needs
Episode Satisfactory Improveme
4 2
nt
3
1
Accomplishe All observation One (1) to Three Four (4)
d questions/questions/tas two (2) (3)observatio more
ks observation n question/ observation
Observation
question/task tasks not question/tas
sheet Task
not a answered/ ks not
scompletelyanswered/
answered accomplishe answered/
Accomplished. accomplished d accomplishe
d

Analysis All question were All question Question Four (4) or

answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; question
grounded on theories; answers are answer are were not
grammar and spelling clearly not clearly answered;
are free from error. connected to connected to answers not
theories; theories; one connected
grammar and (1) to three to theories;
spelling are (3) more than
free from grammatical/ four (4)
errors. spelling grammatical/
errors. spelling
error.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow;
observed and analyzed supported by somewhat rarely
what were supported by supported
observed and what were by what
analyzed observed were
and observed
analyzed. and
analyzed
Learning Portfolio is reflected on Portfolio is Portfolio is Portfolio is
artifacts in the context of the reflected on in not reflected not reflected
learning outcomes; the context of on in the on in the
 complete, well the learning context of context of
organized, highly outcomes; the learning the learning
relevant to the learning complete, outcomes; outcomes;
outcome.. well complete, not
organized, not complete,
very relevant organized, not
to the relevant to organized,
learning the learning not relevant
outcome. outcome. to the
Submission Submitted before the Submitted on Submitted a Submitted
deadline the deadline day after the two (2) days
deadline or more
after the
deadline
Comments
Over- all Score Rating; (based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13- 11 10 9- 7-

12 8 BELO
W
GRADE 1. 1.25 1.5 1.7 2.0 2.2 2.2 2.7 3.00 3.5 5.00
0 5 0 5 5 5
99 96 93 90 87 84 81 78 75 72 71
BELO
W

Signature of FS Teacher above printed Name DATE