FIELD STUDY 1 LEARNING EPISODE Creating an

Appropriate

FS 1 5 Learning
Environment

SPARK Your Interest

The 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 effect learning. this Episode enhances the
application of the theories learned in the following professional subject 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 resources; and
 Provide a learning environment appropriate to the learners and
conductive 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, 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: Teacher’s Signature:

School: Grade/Year Level:
Subject Area: Date:

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

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

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 span of attention

 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 specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.)? describe these areas. Will it make a
difference if these areas for specific purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

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 student’s
participation in rulemaking on student’s behavior?
4. What are the daily routines done by Resource Teacher? (Prayer, attendance, assignment
of monitors, warm-up activities, etc.) how are they done?

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?

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

7. if a learner is not following instruction or is off-task, what does the Resource Teacher
do? Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behavior? (Behavior
strategies)

REFLECT
Reflect as a future teacher.
1. Why do you need to reinforce positive discipline?

Identifying the Different Aspects of Classroom

Activity 5.2
Management

Resource Teacher: Teacher’s Signature:

School: Grade/Year Level:
Subject Area: Date:
 OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix
Aspects of Classroom Description Effect on the Learners
Management (to be filled put after
you answer the
analysis question)

1. Specific Areas in the

Classroom

2. Classroom Rules

3. Classroom Procedures

4. Daily Routines
5. Seating Arrangement

6. Handling
misbehavior/off-task
behavior

7. Reinforcement of
Positive Behavior

8. Others

9. Others

10. Others
 ANALYZE
1. How did the classroom organization and routines affect the
learners’ behavior?

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?

3. What behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?

REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade
year level do you want to see yourself? What routines and procedures
would you consider for this level? Why?

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

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

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.
1. Focusing on the natural consequences of students’ behavior develops
more self-regulation in the students. Which of the following teachers
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 longer to 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 will be given plus 5
points in the quiz.”
D. If you get a grade of 95 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 explains the rules she prepared
B. The learners know the punishments 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 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
learner’s 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 if classroom management.
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 5 – Creating an Appropriate
Learning Environment
Learning Outcome: Plan on how to manage time, space, and resources. Provide
a leaning environment appropriate to the learners and conducive to learning.

Name of FS Student Date Submitted:

Year & Section: Course:
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplish All observation One (1) to two Three (3) Four (4) more
ed questions/ (2) observation observation
Observation tasks observation questions/ta questions/
Sheet completely questions/tas sks not tasks not
answered/ ks not answered/ answered/
accomplished. answered/ accomplishe accomplished.
accomplished. d.
Analysis All questions All questions Questions Four (4) more
were answered were were not observation
completely; answered answered questions were
answers are completely; completely; not answered;
depth and are answers are answers are answers are
thoroughly clearly not clearly not connected
grounded on connected to connected to to theories;
theories; theories; theories; one more than four
grammar and grammar and (1) to three (4)
spelling are free spelling are (3) grammatical/s
from error. free from grammatical pelling errors.
errors. / spelling
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear; lacks depth; and shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observe and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the the learning
outcomes; outcomes. learning outcomes; not
Complete, well- Complete; outcomes. complete; not
organized, well Complete; organized, not
 highly relevant organized, not relevant
to the learning very relevant organized,
outcome to the relevant to
learning the learning
outcome outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENT/S Rating:
Over-all score (Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 Below
Grad 1.0 1.25 1.5 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