Learning Tasks 3 Doing Observation of Classes, Pre-Observation and Post-

Observation Conferences
PPST Domains Domain 1. Content Knowledge and Pedagogy Domain 2. Learning Environment
Domain 7. Personal Growth and Professional Development
Strands 1.7.1 Demonstrate an understanding of the range of the verbal and non-verbal communication strategies that
support learner understanding, participation, engagement, and achievement
2.1.1 Demonstrate knowledge of policies, guidelines and procedures that provide safe, secure learning
environments
2.2.1 Demonstrate understanding of learning environments that promote fairness, respect and care to
encourage learning
2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within available learning environments
2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner
participation
2.5.1 Demonstrate knowledge of learning environments that motivates learners to work productively b
assuming responsibility of their own learning
2.6.1 Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior
7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve
practice
6.2.c Facilitate learning using wide array of teaching
Program Outcome of methodologies and and delivery modes appropriate for specific learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching approaches and resources for diverse types
Teacher Education of learners
6.2.f Demonstrate a variety of thinking skills in planning, monitoring and assessing and reporting learning
processes and outcomes
Competency Framework for
Southeast Asian Teachers for 2.2.3 Create positive and caring learning space
the 21st century 4.2.3 Nurture my students confidence on what they can do and what they can become

Target My Intended Learning Outcomes

At the end of this learning task, I should be able to:

 identify the different class structures and routines during face-to-face and/or
virtual classes, (1.7.1)
 discuss the importance of establishing good classroom structure and routines
in everyday class. (1.2.1)
 design effective face-to-face and virtual classroom routines. (2.1.1, 2.2.1.2.3.1,
2.4.1)
 demonstrate positive and non-violent discipline in the management of learner's
behavior. (2.6.1)
 use professional reflection and learning to improve practice. (7.4.1)

Clarifying My Task

Classroom Routine is simply a well-rehearsed response to a teacher's directive.

According to Linda Shalaway, "Routines are the backbone of daily classroom life.
They facilitate teaching and learning. Routines don't just make your life easier; they
save valuable classroom time. And what's most important, efficient routines make it
easier for students to learn and achieve more." ide
A structured learning environment provides many positive benefits for both
students and teachers. A structured class translates to a positive, safe and secure
classroom. Learners enjoy learning when they feel safe and not threatened. Class
structure includes but is not be limited to the physical environment.
An ideal face-to-face classroom set-up allows for fluid traffic patterns, wherein the
students can freely move around without bumping one another or something. The
physical structure of the classroom should also allow for maximum teacher-student
interactions with very minimal distractions.
In an online classroom environment, structure may be dependent on the
technological tools available to the students and the physical learning environment
that students as of teaching easily change from home to an internet café or even a
coffee shop. But some aspects of teaching and learning are easily adaptable. The
actual delivery of the content or scheduling of the class may happen in different ways:
a. Fully synchronous- a fixed schedule is set up to meet with students. This is a
time to do lectures, facilitate discussions, give instructions, answer questions
and give reminders.
b. Blended- allow students to complete tasks independently and submit their
work on a specified time via email or any of the learning management
platforms (LMP) like Google Classroom, Schoology, Moodle, Canvas, etc.;
and strategically design synchronous meetings for more important information
to be communicated face-to-face.
c. Fully Asynchronous- the teacher designs all curriculum to be delivered
through the platform with work submitted online. Consultation hours may be
given for students to ask questions and clarify instructions.
d. Modular- form of distance learning which uses Self-Learning Modules (SLM)
based on the most essential learning competencies provided by the Department
of Education. This is the ideal delivery for students who have limited or no
access to computers or the internet.

Tips for Providing Structure in the Classroom (Face-to-Face or Online)

1. Rules and expectations must be given on the first day

Set high expectations and explain its importance

2.
Hold students accountable for their actions (absences, tardiness, failure
3. to submit requirements

4. Keep your rules clear and simple

Be prepared to adjust. It is essential to understand that every class and

5. every learner are unique in their abilities, interest, limitations and
circumstances.

6. Be the primary model for your students when it comes to structure

7. Be prepared and organized for the class each day

8. Build a good reputation/image

 Revisiting The Infographics

Here are some of the classroom routines and structures necessary for face-to-
face and online classroom:
Face-to-Face Classroom Online/Virtual Classroom

A. Beginning of the Day A. Preparing for Class

1. Ask the students to line up properly and enter 1. Provide the class with meeting codes,
the room quietly. usernames, passwords.
2. Instruct them to sit at their designated seats 2. Encourage students to have a quiet learning
and refrain from touching unnecessary objects. space; free from distractions.
3. Move on to the homeroom routines (like 3. Prepare necessary materials before the class
saying a prayer, greetings, checking of begins (notebooks, headphones/earphones,
attendance, submission of workbooks, etc.) microphones, cameras, etc.).
B. Participating in Class Discussions B. Communication with Parents or
1. Instruct students to raise their hands when Guardians
they want to say something or answer a 1. Provide open communication/access through
question. emails, phones, text messages and social
2. During small group tasks, bring only what is networking apps.
necessary and listen to the directions given by 2. Establish consultation hours.
the teacher. C. Coming to Class
3. Remind students to accomplish assigned tasks 1. Encourage students to log-in at least 5
on the amount of time given and to make sure minutes before the class begins so that they have
that their work is properly labeled. time to ease into the internet connection, check
C. When Leaving the Classroom if the audio and video are working properly.
1. Make sure that students ask permission when 2. Make sure students know how to turn their
going out of the classroom and take necessary microphones on and off as directed.
pass. 3. Teach the students how to make their
D. Ending the Day presence known (example: by typing their full
1. Make sure students clear out their desks, push name in the chat boxes) once signed in.
back their chairs and take with them all D. Participating in Class
necessary items. 1. Set expectations for both synchronous and
2. Encourage them to refrain from leaving trash asynchronous participation.
under their desks and chairs. 2. Remind the students to refrain from using
3. Ask them to retum borrowed items. 4. other devices during class.
Facilitate the lining-up routine and ask the 3. Have clear rules and policies when using the
students to leave the classroom quietly. chat rooms or chat boxes during small group
works.
4. Model how to post on discussion forums and
offer feedbacks by writing comments; asking the
students to identify "helpful" and "unhelpful"
comments.
5. Give students reasonable time to complete
asynchronous tasks and explain how these tasks
are to be assessed.
E. Leaving Class
1. Discourage students from leaving the class
early.
2. Encourage the students to ask questions or
raise concerns before they disconnect.
3. Remind students to sign-out properly to
protect their privacy.
 Performing My Teaching-Learning Activity

Performance Task 1
Being oriented on protocols for classes in the learning modality employed by
the school.
Observe / Assist your Cooperating Teacher. List down some routines that
he/she has done for classes in the learning modality employed by your Cooperating
school to make sure that the class is managed well. Include some notes or points of
improvement which you think will have worked during the class

Observation Log
Cooperating Teacher_________________________________ Date:______________
Grade/Year level:__________ Time:_____________________Subject:___________
Cooperating School Activities/Strategies Notes/Points for
Improvement
1. Beginning the Class
Routines:

2. Class
Discussion/Participatio
n

3. Ending the Class

Routines
Performance Task 2
Assisting the Cooperating Teacher in the preparation and implementation of
class guidelines for holding classes through distance learning modalities. During
asynchronous or modular class sessions, what routines can you suggest to the parents
so that their children will have more effective learning outcomes? Design an effective
class routine outline which parents can use at home.

Performance Task 3
Read the different situation below and suggest a positive and non-violent way
to address the students behaviors.
Case No. 1

Jacob is a new student in your school.

He does not seem to fit well with the

other kids who have already established
friendships with other kids. This results
in Jacob being aloof and withdrawn. He
does not participate in class discussions
and seems uncomfortable during group
activities. You know he is smart because
his written works are almost always
done perfectly. How will you help
Jacob?
Case No. 2

Mia is a smart student, but is very

talkative. She is always talking out of
turn and this results in disruptions
during class. She usually tells her
seatmates stories which are irrelevant
from the topic being discussed. How
will you help Mia?
 Writing My Reflection

Compete the statement:

Having effective class routines and sound class structure is important
because______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 Checking My Mastery

Encircle the letter of the correct answer.

1. Which term refers to are established ways of managing a classroom to ensure an
organized and systematic structure?
A. Classroom Discipline
B. Classroom Management
C. Classroom Routines
D. Positive Discipline
2. When is the best time to establish classroom routines?
A. At the start of the school year
B. At the start of each class
C. During class discussion
D. At the end of the year
3. These things can be routinized EXCEPT
A. passing of papers/books
B. checking of attendance
C. going in and out of the classroom
D. designing the bulletin boards
4. Which is the best way to minimize a noisy learner in class?
A. Stop him/her.
B. Ignore him/her.
C. Talk to him/her personally.
D. Request him or her to go to the room.
5. Which is the best way to know why a learner is always absent in class?
A. Call the parent/guardian.
B. Write a letter to the parent.
C. Report to the Guidance Counselor.
D. Look at his/her Facebook account.
 Working My Learning Artifacts

Paste pictures/screenshots of classroom routines that you have established and

implemented in face-to-face or virtual mode. Label them
 Scoring Rubric For The Teaching-Learning Activities

INDICATORS Meets Approaching Meets Does not meet

Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1

Performance ● Have all ● Have some ● Have ● No aspect of

Tasks the aspects aspects of minimal work meets
of work that work that aspects of level of
exceed level exceeded level work that expectations
of of expectation. meet level of ● Have errors,
expectation ● Demonstrate expectation omissions and
● Show solid ● With some misconceptions
exemplary performance errors and
performance and MASTERY
understanding is not
thorough
Checking for With 5 With 4 correct With 3 With less than 3
Mastery correct answer correct correct answers
answers answers
Learning ALL the The pieces/s of The piece/s The piece/s of
Artifacts pieces of evidence of of evidence evidence of
evidence of learning is/are of learning learning is/are
learning are aligned with is/are aligned NOT aligned
aligned with SOME of the with ONE of with the
learning learning the following learning
outcomes outcomes learning outcomes
outcomes
Creativity and The learning The learning The learning The learning
Resourceful- tasks are tasks are done tasks are tasks are poorly
ness done very creatively and done quite done and need
creatively resourcefully creatively improvement
and and
resourcefully resourcefully
Submission of The assigned The assigned The assigned The assigned
Requirements learning learning tasks learning learning tasks
tasks are are submitted a tasks are are submitted 3
submitted on day after the submitted 2 days or more
or before the deadline days after the after the
deadline deadline deadline
MY TOTAL SCORE