LEARNING

Physical and

7
FIELD STUDY

FS
EPISODE
Personal Aspects
of Classroom
Management

1
SPARK Your Interest
This Episode tackles classroom management and disciplines. It focuses
on the personal and physical aspects of classroom management which are
central to teaching and therefore must be consistently implemented.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:
 Identify the two (2) aspects of classroom management; and
 Determine the classroom management strategies that the Resource
Teacher employed in his/her class.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques

that teachers use to keep students organized, orderly, focused, attentive on tasks
and academically productive in class.
Ref: edglosarry. org
Importance of Effective Classroom Management
 Increases chance of student success
 Paves the way for the teacher to engage students in learning
 Helps create an organized classroom environment
 Increases instructional time
 Increase consistency in the employment of rules and regulations
 Align management strategies with school wide standards
 Decrease misbehavior in the classroom
 Gives student boundaries as well as consequences
Ref: http://ww.ehow.com
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to
ensure order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your
class.
2. Physical Classroom Management consists of managing the learning
environment. Attending to these physical elements of the learning environment
ensures the safety, security and order in the class. It includes:
1.1 ventilation
1.2 lighting
1.3 acoustics
1.4 seating arrangement
1.5 structure/design of the classroom
1.6 physical space/learning stations

Some Effective Classroom Management Strategies

1. model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative form 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.
15. Write group contracts.
 OBSERVE, ANALYZE, REFLECT
Activity 7.1 Identifying Personal and Physical Aspects of Classroom
Management
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE
Observe a class and interview the Resource Teacher. Ask how the
personal and physical aspect of classroom management ensure proper
classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects 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 the classroom well-ventilated? 
2.2 Is the lighting good enough? 
2.3 Is the classroom free from noise? 
1.4 Does the seating arrangement provide better 
interaction?
1.5 Is the design/structure of the room inviting to 
classroom activities?
1.6 Is the physical space/learning station clear from 
obstruction

ANALYZE
Analyze the different elements of personal/physical classroom
management and answer the following questions?
1. How does the voice of the teacher affect classroom instruction?
 Some students pay more attention when the speaker has a loud, strong
voice because a teacher with a loud voice can grab their attention and
make learning more engaging. The teacher's voice is very important for
effective teaching. If the teacher speaks very softly, some students might
get bored, making the classroom feel dull, which can affect their
performance and success in class.

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

The teacher helps students learn and has the authority to enforce
classroom rules. How the teacher applies these rules and gives out
punishments or rewards greatly affects how well students follow them.

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

management?
The way a classroom is designed and arranged greatly affects how
teaching and learning happen. A quiet classroom, free from noise and
distractions, is best for effective teaching and learning. When the
classroom creates a positive atmosphere, it motivates students to learn
and can help boost their confidence, especially if it includes designs,
pictures, or quotes from famous thinkers.

REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective
classroom management.”
This statement means that to get good results in teaching, we need to
focus on classroom management because it is very important for the
teaching and learning process. When the classroom is managed well,
students are more motivated to learn. Without good classroom
management, many factors can affect how lessons go.

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

To manage the classroom effectively, I will let my students help create
the rules so they understand them and are more likely to follow them
since they helped make them. I won’t just enforce the rules; I will also
be a good example for them.
 Demonstrating knowledge of positive and non-violet
Activity 7.2
discipline in the management of learner behavior.
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE
Observe the classroom management strategies that your Resource
Teacher employs in the classroom. You may also conduct an interview to
sustainable your observation.
Check the management strategies employed by the Resource Teacher.
Check () observed, put an (×) if not observed and (Ο) for no opportunity to
observe.
Effective Classroom Management Not No
Strategies Observed Observed Opportunity
to Observe
1. Model to the students how to
act in different situations.
2. Establish classroom guidelines.

3. Document the rules.

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.
15. Write group contrasts.
Others (Please specify)
16.
17.
18.
 19.
20.

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
The Resource Teacher used various strategies that helped improve
classroom management because she effectively assisted students in their
learning. There are also things I haven't had the chance to observe, but
that doesn't mean they haven't contributed to better classroom
management.

2. What were not used by the Resource Teacher? Were these important?
What should have been used instead? Explain.
All strategies were used. There were some things I couldn't see because
of certain factors. However, the strategies I did observe were more than
the ones I didn't.

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?
To address different types of learners, we need to understand our
students individually by knowing their strengths, weaknesses, and
interests to find their talents and potential. As teachers, we should keep
open communication with our students, encourage respect for everyone,
set a good example of cultural sensitivity, and include group activities that
allow students to show their talents and skills.
 SHOW Your Learning Artifacts

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

management strategies used by your Resource Teacher.
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal
Aspects of Classroom Management
Learning Outcome: identify the two (2) aspect of classroom management and
determine management strategies that the Resource Teacher employed in
his/her class.
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 Three (3) Four (4) more
ed questions/ two (2) observation observation
Observatio tasks observation questions/ta questions/
n 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
answers are completely; completely; were not
depth and are answers are answers are answered;
thoroughly clearly not clearly answers are
grounded on connected to connected to not connected
theories; theories; theories; one to theories;
grammar and grammar and (1) to three more than four
spelling are spelling are (3) (4)
free from error. free from grammatical/ grammatical/s
errors. spelling pelling errors.
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 analyzed
and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on not reflected reflected on in
the context of in the context on in the the context of
 the learning of the context of the learning
outcomes; learning the learning outcomes; not
Complete, well- outcomes. outcomes. complete; not
organized, Complete; Complete; organized, not
highly relevant well not relevant
to the learning organized, organized,
outcome very relevant relevant to
to the the learning
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. 1.75 2.0 2.25 2.50 2.7 3.00 3.5 5.00
e 5 0 5
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice
1. How will you prevent truancy among students?
A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lesson effectively at all times.

2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5. To discipline unruly students, Teacher Helen always tells her students

“Remember I am the person in authority here. I have the power to pass or
fail you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail
student.