Libon Community College

Libon, Albay

EPISODE 5 (Prof Ed 11- Observations of Teaching-Learning in Actual School Environment)

Name of Instructor: BONIFACIO R. SADUESTE, Ed.D.

Course and Year: BSED, BTVTED

Title of the Unit/Learning Episode

Creating an Appropriate Learning Environment

Intended Learning Outcomes

At the end of the lesson the pre-service teachers can:
1. Plan on how to manage time, space, and resources
2. Provide a learning 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 procedure 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 behaviour are employed
 Clear limits for unacceptable behaviour are established and negative consequences for such as
communicated
 Classroom processes are democratic.

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 sheet provided for you to document your observations

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 behaviour. Are they already able to m anage their behaviour?

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
behaviour?

3. Did the students participate in making the classroom rules? If the resource teacher is available, ask
him/her to describe the process. What is the effect of students participation in rule-making on student’s
behaviour?

4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of monitors,
warm-up activities, etc.) How are they done?

5. Is there a seating arrangements? 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
behaviour strategies used.

8. What does the Resource Teacher do to reinforce positive behaviors? (behaviour strategies)
REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

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Activity 5.2 - Identifying the Different Aspects of Classroom 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 Management Description Effect on the Learners
(to be filled out after you answer
the analysis questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangements
6. Handling
misbehaviour/task
behavior
7. Reinforcement of Positive
Behavior
8. Others
9. Others
ANALYZE
1. How did the classroom organization and routines affect the learners’ behaviour?
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2. What should the teacher have in mind when he/she designs the classroom organization and routines?
What theories and principles should you have in mind?

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3. Which behaviour strategies were effective in managing the behaviour of the learners? In motivating
students? Why were they effective?
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REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade your level do you see
yourself? What routines and procedures would you consider for this level Why?
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2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
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3. Should learners be involved in making the class rules? Why ?
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 LINK Theory and Practice

Direction: Read the items given and encircle the correct answer.
1. Focusing on natural consequences of students’ behaviour develops more self-regulation in the
students. Which of the following teacher statements demonstrates focusing on natural
consequences?
A. “Those who were noisy today during seatwork will not 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 bw exempted from the
third 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 to those who follow the rules
3. For the teacher to establish and maintain consistent standards of learner’s behaviour, they should do
all EXCEPT __________.
A. Give immediate feedback to reinforce appropriate behaviour 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 behaviour problems promptly and with due respect to learners’ right

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.
EVALUATE Performance Task

Evaluate your Work Task Field Study 1, Episode 5 - Creating an Appropriate Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources - Provide a learning environment appropriate to the
learners and conducive to learning.
.
Name of FS Student ______________________________________ Date Submitted _____________
Year and Section _________________________ Course ______________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/tasks not answered/accomplished questions/tasks not
answered/ answered/accomplished answered/accomplished
accomplished
Analysis All questions were All questions were All questions were not Four (4) or more
answered completely answered completely answered completely questions were not
answers are with answers are clearly answers are not clearly answered. answers not
depth and connected to theories, connected to theories; connected to theories;
thoroughly grounded grammar and spelling one (1) to three (3) more than four (4)
on theories, are free from error. grammatical / spelling grammatical / spelling
grammar and errors errors
spelling are free from
error.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Un clear and
supported by what supported by what shallow, somewhat shallow; rarely
were observed and were observed and supported by what supported by what
analysed. analysed. were observed and were observed and
analysed. analysed.
Learning Artifacts Portfolio is reflected Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
on in the context of in the context of the on in the context of the on in the context of the
the learning learning outcomes; learning outcomes; learning outcomes; not
outcomes; Complete, Complete, well Complete, not complete, not
well organized, organized, very relevant organized, relevant to organized, not relevant
highly relevant to the to the learning the learning outcome.
learning outcome. outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline
COMMENTS 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
Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

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Signature of Teacher above Printed Name Date