Learning Task 3

MANAGING MY CLASSROOM STRUCTURE AND ROUTINES

PPST Domain(s) � Domain 1 Content Knowledge and Pedagogy

Domain 2 Learning Environment
Domain 7 Personal Growth and Professional Development

Strand � 1.7.1 Demonstrate an understanding of the range of 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 by 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

Program Outcomes of � 6.2 c Facilitate learning using a wide array of teaching

Teacher Education methodologies and delivery modes appropriate to specific
learners and their environments
6.2 d Develop innovative curricula, instructional plans,
teaching approaches and resources for diverse types of
learners
6.2 f Demonstrate a variety of thinking skills in planning,
monitoring, and assessing and reporting learning processes
and outcomes

CFSAT (Competency Framework for � 2.2.3 Create a positive and caring learning space
Southeast Asian Teachers for 21st 4.2.3 Nurture my student’s confidence on what they can do
Century)
and what they can become
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)

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."

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 are in. It can 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.
2. Set high expectations and explain its importance.
3. Hold students accountable for their actions (absences, tardiness, failure to
submit requirements, etc.)
4. Keep your rules clear and simple.
5. Be prepared to adjust. It is essential to understand that every class and 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.

Here are some of the classroom routines and structures necessary for face-to-
face and online classrooms:

Face-to-Face Classroom Online/ Virtual Classroom

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

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: Mrs. Edna Salandanan Date: _______________
Grade / Year Level: Grade 10 Time: 6:00am - 9:00am Subject: Mathematics
Topic: Probability of an Event

Activities/Strategies Notes/Points for

Cooperating School
Improvement
1. Beginning the Class  Check the attendance The teacher always make
Routines:  Prayer sure to have a prayer and
 Check the check the attendance of
surroundings the class to see who are
missing in the class. Next
is to check the
surroundings so the
students will have a
discipline to maintain
cleanliness as always
whenever they are inside
the classroom.
 What I suggest as part of
the start is to always have
a recap before going to the
next lesson. Because
students will not easily
integrate the previous
lesson on the sequence of
the next topic if they
already forgotten the
previous lesson which is
connected to the previous
topic.
2. Class Discussion.  Presentation using The teacher use a
Participation technology language that all of the
 Provide examples students can easily
using chalk-talk comprehend. Aside from
method using the Smart TV, the
teacher also use the chalk
when giving another
example and give the step-
by-step process on how to
solve the problem.

What I could see that

needs improvements is
active participation of the
teacher to the students
aside from providing a full
lecture. Having an
engagement from students
will enhance the learning
capability and will have the
students to be active in
class.
3. Ending the Class  Assessment The teacher is giving
Routines quizzes or activities to
ensure that the students
knowledge and learning
retained. It is a way to
measure the learning of
the student after the
discussion.

This should be consistent

especially every after
 discussion because
sometimes, the
assessment was not given
immediately and given the
next day which results
student not remembering
the steps on calculating
the problems given.

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.

The routine that I’ll be having is first to orient the parents to have a separate group chat
exclusive only for the parents of the class.
Then after that, I’ll be giving the instructions to the students portal/ group chat, for them
to answer the following questions and read the lesson.
It will be followed by reminding the parents that I’ve sent a task to their children, and to
be accomplished to the given deadline.
That will be my routine on distance learning/ asynchronous sessions, to always monitor
the progress of the students, and will remind the parents if their child is not having the
tasks be accomplished for them to complete it.

Performance Task 3
Read the different situations below and suggest a positive and non-violent way to
address the student's behavior.

Case No. 1 What I will start doing is to always

Jacob is a new student in your school. He prepare more activities that requires
does not seem to fit well with the other groupings. It may seems bias, but I’ll
kids who have already established assign leaders and Jacob should be one
friendships with other kids. This results in of the leaders of the groups that will be
Jacob being aloof and withdrawn. He created. By doing that, I know that Jacob
does not participate in class discussions will start to collaborate with his group-
and seems uncomfortable during group mates and will be the his stepping stone
activities. You know he is smart because to overcome being uncomfortable and
his written works are almost always done build rapport with his classmates. It will let
perfectly. How will you help Jacob? him to go discover outside his comfort
zone, and help him to overcome being left
alone.
Case No. 2 The best way that I can hep Mia is by
Mia is a smart student but is very talking to her personally, since she is
talkative. She is always talking out of turn, good in academics, I know that there
and this results in disruptions during would not be a problem to that, but more
class. She usually tells her seatmates into her behavior. I’ll let her know that
stories which are irrelevant from the topic being talkative will set a disturbance to
being discussed. How will you help Mia? her classmates who pays attention to the
class and listening to the teacher who is
giving lectures.

Complete the statement:

Having effective class routines and sound class structure is important because:
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.

Paste pictures/ screenshots of classroom routines that you have established and
implemented in face-to-face or virtual mode. Label them.
 Approaching
Meets Standards Meets Acceptable Does Not Meet
INDICATORS Standards of
of Excellence Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
Performance Tasks ● Have all the ● Have some ● Have minimal ● No aspect of
aspects of aspects of aspects of work meets level
work that work that work that meet of expectations.
exceed level of exceed level of level of ● Have errors,
expectation. expectation. expectation. omissions, and
● Show ● Demonstrate ● With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not thorough.
understanding
Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers
Learning Artifacts ALL the pieces of The piece/s of The piece/s of The piece/s of
evidence of learning evidence of learning evidence of evidence of learning is/
are aligned with is/ are aligned with learning is/ are are NOT aligned with
learning outcomes. SOME of the aligned with ONE the learning outcomes.
learning outcomes. of the learning
outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks are
Resourcefulness are done very are done creatively are done quiet poorly done and
creatively and and resourcefully. creatively and need improvement.
resourcefully. resourcefully.
Submission of The assigned The assigned The assigned The assigned learning
Requirements learning tasks are learning tasks are learning tasks are tasks are submitted 3
submitted on or submitted a day submitted 2 days days or more after
before the after the deadline. after the deadline. the deadline.
deadline.
MY TOTAL SCORE

Reference:
Teaching Internship by Borabo, M & Borabo-Din, H, 2022. Project WRITE.
Lorimar Publishing