SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

Poblacion, Sindangan, Zamboanga del Norte

FIELD STUDY 1 Learning Episode

5 CREATING AN APPROPRIATE LEARNING
FS 1 ENVIRONMENT

This learning Episode provides an opportunity to examine how classrooms are structured or
SPARK Your Interest
designed to allow everyone’s maximum participation for effective learning. You should able to examine
how classroom management practices affect 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.

Intended Learning Outcomes

At the end of this lesson, I must be able to:

1. Plan on how to manage time, space, and resources; to:

2. Provide a learning environment appropriate to the learners and conductive to
learning.

REVISIT the Learning Essentials

The classroom climate that is conductive 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.

Resource Teacher: (If applicable)

 FIELD STUDY 1 Learning Episode
5 CREATING AN APPROPRIATE LEARNING
FS 1 ENVIRONMENT

School:__________________________
Grade/Year Level:______________
Subject Area:_______________
Date:________________
Website/Source:_______________________________________________________________

ACTIVITY 5.1 Managing Time, Space and Learning Resources

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

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

 The class is composed of dominant of girls and with few numbers of boys. Their ages are
between 9 to 10 years old. Pupils, especially the girls are good looking as well as boys. They
also neat and clean with their complete uniforms. Usually thin and height of ___ cm. most of
them love to speak English language when they speak. As what we observe, they tend love to
speak English language and love to play especially when they are in the middle of answering
difficult task.

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

 There are 16 boys and 28 girls.

3. Focus on their behavior. Are they already able to manage their own behavior?

 We think 95% of the class manage their behavior well and 5% of the class can’t control their
behaviour, there are some pupils tend to have been cause of distractions during the discussion
and interrupts the class due to excess amount of excitement of expressing ideas towards the
topic, also there are students that started to talk when they are task to write.

4. Can the learners already work independently?

 Yes, most of the students are really grate compare than we were in our elementary years.
Pupils tend to performs well in English, math and other areas of subjects than we have
expected. Also, they are circle of students where two of them have the ability to compete in
math Olympiad.

5. Describe their span of attention.

 The attention of the pupils depending on the strategies that the teacher implies. Furthermore,
we observe than when teacher use the authoritarian approach, pupils are striving faster than
the usually do with the application of other strategies by the teacher.

ANALYZE
Analyze and answer these questions on observed classroom management practices. Utilize the
resources found in the internet or videos of classroom demonstrations in Youtube. 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, student’s
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for specific
purposes are not present?

 The storage of teaching aids are well-equipped and intact with the demand of technology in the
current times; contains printer, laptop, downloaded lessons, books are well arrange and
essential in daily teaching.

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

 Listen Carefully
 Participate Actively
 Raise your right hand if you want to answer

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 rule-making on student’s
behavior?

 Yes, pupils are attentive to the rules and regulation provided, according to the resource teacher,
pupils to bear it in mind and able to apply it in normal discussion in their daily class. For instance,
teacher will conduct a board work, the moment teacher will be going to assign pupils answer the
specific number, she will give an instruction first which is to raise their hand if they want to
answer. Along the process, the pupils raise their hands if they wanted to answer rather than
shouting in chorus.

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

 The routine of our teacher daily are first or starts with prayer, second is attendance then third is
energizer dancing with the Zumba version of girl in the mirror and lastly checki9ng of
assignments then proceed to discussion.

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

 The setting arrangement is composed of 3 columns. Each column has 14 pupils regardless of the
gender. However, if any of the pupils constantly arguing, talking or might result to fighting will
result to rearrangements of the pupils to manage the class well.

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

 Noise level in the classroom is in just medium class since, they are in fast learner under SPED
Curriculum, they are well discipline or behave well than the other pupils, they only get noisy
when the teacher gives them the chance to air out their ideas in general manner.

7. If a learner is not following instruction or is off-task, what does the Resource Teacher do? Describe the
behavior strategies used.

 We observe that the resource teacher will used authoritarian method by offering an agreement
that pupils will or can have their snacks if they will finish their assign task as well in terms of
instruction the teacher assess them through entertaining them individually or just point out the
things or instructions needed to clarify.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)

 Teacher will say affirmative words such as good work, very good, excellent and then encourage
other pupils to be inspired them to show or improve themselves like their classmate who is doing
great job to do so. In terms of disciplinary acts, the resource teacher will take action of one of
pupils punching his classmates and transfer his setting arrangement but in the end teacher will
says avoid doing so to avoid damaging their handsome faces that we seen effective for pupils that
get scold is smiling and showed an act of agreeing teachers saying.
 REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

 Positive school discipline is a comprehensive approach that uses discipline to

teach rather than punish students. We need to enforce positive discipline to help
students promote positivity allowing them to succeed and thrive in school rather
than depicts negativity and risky behaviors. In addition to that, As a future
teacher, for teaching a diverse mix of learners, probably we might consider
small groups of similar interest, learning styles or even mixed groupings of
abilities. Studies show that peer teaching can be extremely effective strategy,
encouraging independence and strengthening social relationships. And as their
teacher also we must always understand our students, build rapport with them
based on trust and understanding, and we must also practice our patience with
rational detachment. We always keep in mind that we have a choice about how
we respond to our students in distress, choose not to take the behaviour
personally, and use positive self-talk. Engage with students also, we must
always encourage them to focus on what is being taught and to what is being
important that they need to focus on. And the last but not the least as teacher we
must always keep to the schedule we set, following our own expectations is the
key to modeling timeless and productivity.
 Activity 5.2 Identifying the Different Aspects of Classroom Management

School Name: ___________________________ Resource Teacher:__________________

Website/Source:_____________________________________________________

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Using the same material or video in Activity 5.1 (if possible), observed a class and accomplish the given
matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you answer
the analysis questions)
1. Specific Areas in the It is a designated area for specific It can make it easier for students to
Classroom things to help organize the study and feel clean and organized.
classroom.
2. Classroom Rules Classroom rules must be adhered It can assist students in behaving
to in order to maintain class well.
discipline and common decency.
3. Classroom Procedures Classroom procedures are the Routines enable students to
routines and actions that complete day-to-day tasks that are
teacher and students perform in expected of both the teacher and the
the classroom on a daily or weekly students instantly.
basis.
4. Daily Routines A routine is the regular sequence It teaches students about their
of actions that perform at a responsibilities at school.
specific time.
5. Seating Arrangement an arrangement that indicates They have the potential to aid in the
where people should sit prevention of problem behaviors
that reduce student attention and
available instructional time.
6. Handling misbehavior/off- refers to managing the actions that It can keep the student from acting
task behavior are unrelated to classroom negatively or misbehaving.
objectives, rules, or lessons.

7. Reinforcement of Positive the actions that provide a pleasant the students will be inspired to
Behavior stimulus after an undesirable perform better and cultivate a
behavior positive outlook.
8. Others

9. Others

10. Others
 ANALYZE

1. How did the classroom organization and routines affect the learner’s behavior?

 When classroom setting is well-organized, students are aware of their duties and what you expect
of them. Additionally, it helps students better manage their learning by providing them with a
structured daily schedule for your class. In the kindergarten classroom set up there are some
spaces for teacher’s area, there is a small kitchen also inside the room whereas the teacher put her
utensils and other kitchen things. The row of students seats are there in the center of the room
which faces in front of the blackboard. There is also a cabinet at the right side of the room which
the teacher put some books and other learning materials which they may use inside the classroom.
At the back of the pupils there is a small tv also which they may use in watching kids stories. The
classroom set up is well-organized and it was one of the conducive types of learning that I wanted
to achieve also.

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?

 When establishing the structure and routine of the classroom, the teacher should consider how
those decisions will affect the students and what will happen if they are effective or not. As a
future teacher I believe that establishing a classroom rules reflect the student’s successful
learning. As a result from that it leads to students become more responsible for their action which
helps them also the do/make their task clearly.

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

 One efficient method for controlling student behavior is to reward and reinforce positive
behavior. If the teacher uses these techniques, the students will be inspired to perform better and
cultivate a positive outlook. In making the classroom rules, it was only decided by the teacher, the
reason is she was handling a kindergarten pupils. And we all know that these students don’t know
what it is all about, all they know is just to follow on what their teacher was implementing or
wants them to do. By implementing that rule it leads the pupils to become more disciplined and
responsible in following that certain rules which also leads into a positive results at the end.

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 see yourself?
What routines and procedures would you consider for this level Why?

 We visualize ourselves as a grade 3 teacher. The routines and procedures we will take
into consideration to employ them the sense of discipline in them for this level include
managing the designated areas, checking attendance, cooperating, respecting, and
listening to one another. By doing this, they can develop the initiative to take charge and
act responsibly in a variety of situations, not just at school.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?

Classroom Rules

1. Clean your designated areas

2. Checking of attendance
3. Respect and listen carefully
4. Cooperate in the class
5. Raise your hand to speak
These are the rules I’ve chosen to maintain an orderly classroom environment and to
help the students develop a sense of discipline

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

 Yes, the students should be involved in making the class rules as aside from the teachers,
students are in charge of maintaining order in the classroom. With these, they are aware
of the dos and don’ts in the class and so that they are made aware of their limitations
inside the classroom.

Show Your Learning Artifacts

Paste 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

FIELD STUDY 1 – EPISODE 5 Creating an Appropriate Learning Environment

Name of FS Student/s:________________________________________________________________
__________________________________________________________________________________
Year and Section:______________Course:__________________Date Submitted:________________

Learning Outcomes:
1. Plan how to manage time, space and resources
2. Provide a learning environment appropriate to the learners and conducive to learning

Learning Episode Excellent Very Satisfactory Satisfactory Needs

4 3 2 Improvement
Accomplished All observation One (1) to two (2) Three 93) Four (4) or more
Observation Sheet questions/tasks were observation observation observation
completely questions tasks not questions/tasks questions/tasks
answered answered / not answered / not answered /
/accomplished. accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered completely; answered not answered observation
answer are with depth completely; completely; questions were
and are thoroughly answers are clearly answers are not not answered;
grounded on theories; connected to clearly connected answers not
grammar and spelling theories; grammar to theories: one connected to
are free from error. and spelling are (1) to three (3) theories; more
free from errors. grammatical / than four (4)
spelling errors. grammatical /
spelling errors
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported shallow; shallow; rarely
were observed and by what were somewhat supported by what
analyzed observed and supported by were observed
analyzed what were and analyzed
observed and
analyzed
Learning Artifacts Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
in the context of the reflected on in the reflected on in the reflected on in the
learning outcomes; context of the context of the context of the
complete, well- learning outcomes. learning learning
organized, highly Complete; well outcomes. outcomes; not
relevant to the organized, very Complete; not complete; not
learning outcome relevant to the organized, organized, not
learning outcome relevant to the relevant
learning outcome
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline deadline after the deadline days or more after
the deadline
COMMENTS OVER ALL RATING BASED
SCORE ON
TRANSMUTATI
ON
 TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

FRETZELL A. ACTUB, MAED _______________________

FS 1 Instructor Date