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
Program Outcome of
Teacher Education
6.2.c Facilitate learning using wide array of teaching
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 of learners
6.2.f Demonstrate a variety of thinking skills in planning,
Competency Framework for monitoring and assessing and reporting learning processes and
Southeast Asian Teachers for
the 21st century
outcomes

2.2.3 Create positive and caring learning space

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 1. Provide the class with meeting codes,
and enter the room quietly. usernames, passwords.
2. Instruct them to sit at their designated 2. Encourage students to have a quiet
seats and refrain from touching learning space; free from distractions.
unnecessary objects. 3. Prepare necessary materials before the
3. Move on to the homeroom routines class begins (notebooks,
(like saying a prayer, greetings, headphones/earphones, microphones,
checking of attendance, submission of cameras, etc.).
workbooks, etc.) B. Communication with Parents or
B. Participating in Class Discussions Guardians
1. Instruct students to raise their hands 1. Provide open communication/access
when they want to say something or through emails, phones, text messages
answer a question. and social networking apps.
2. During small group tasks, bring only 2. Establish consultation hours.
what is necessary and listen to the C. Coming to Class
directions given by the teacher. 1. Encourage students to log-in at least 5
3. Remind students to accomplish minutes before the class begins so that
assigned tasks on the amount of time they have time to ease into the internet
given and to make sure that their work is connection, check if the audio and video
properly labeled. are working properly.
C. When Leaving the Classroom 2. Make sure students know how to turn
1. Make sure that students ask their microphones on and off as
permission when going out of the directed.
classroom and take necessary pass. 3. Teach the students how to make their
D. Ending the Day presence known (example: by typing
1. Make sure students clear out their their full name in the chat boxes) once
desks, push back their chairs and take signed in.
with them all necessary items. D. Participating in Class
2. Encourage them to refrain from 1. Set expectations for both synchronous
leaving trash under their desks and and asynchronous participation.
chairs. 2. Remind the students to refrain from
3. Ask them to retum borrowed items. 4. using other devices during class.
Facilitate the lining-up routine and ask 3. Have clear rules and policies when
the students to leave the classroom using the chat rooms or chat boxes
quietly. 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 : Sheila Mae E. Atanoso Date: February 6, 2025
Grade/Year level: Grade 8 Time: 1:00-1:45 Subject: MAPEH
Cooperating School Activities/Strategies Notes/Points for
Improvement
1. Beginning the Class -Flag ceremony -There is no need for
Routines: -Greetings improvements because
-Prayer this is already effective
-Daily Reminders for students. It also
-Checking for assisted me in applying
Attendance this routine during my
-Review of past practice teaching.
lessons

2. Class -Clarify learning -There is no need for

Discussion/Participatio goals and expectations. improvements
n -Allow students to because this is
explore the concept. already effective for
 -Engage students in students. It also
class discussions by assisted me in
asking them for their applying this routine
real opinions and during my practice
views on the subject teaching.
getting discussed

3. Ending the Class -Instruct the student -There is no need for

Routines to clean up the table improvements
and keep their because this is
Things. already effective for
-Keep their trash and students. It also assisted
put it on the trash me in
can. applying this routine
during my practice
teaching.

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.
To maximize learning effectiveness during asynchronous or modular class sessions, parents should prioritize
establishing consistent daily routines. This includes a regular wake-up schedule, ensuring children have
adequate time to prepare for learning, get dressed, and have breakfast. A predictable routine fosters a sense
of normalcy and helps students transition smoothly into learning mode. Furthermore, creating a dedicated,
quiet, and distraction-free learning environment is crucial. This designated space should be equipped with
reliable internet access, comfortable seating, and all necessary learning materials. Minimizing distractions, such
as electronic devices or household chores, allows students to focus on their studies. Parents should also ensure
familiarity with the online learning platforms and communication channels used by the school. This includes
understanding how to access assignments, submit work, and communicate with teachers. Encourage children
to proactively seek assistance when needed, and maintain open communication with teachers, school
administrators, and counselors, while understanding that responses may be delayed. Proactive communication
Performance
about any challenges Task 3is essential for timely intervention and support.
or concerns

Crucially, parents should foster student autonomy in learning. While parental support is vital, the goal is to
empower students to take ownership of their educational journey. Avoid assuming the role of primary
educator or content expert. Instead, provide encouragement, guidance, and reasonable expectations for
student accountability and independent work. Help children develop effective study habits, time management
skills, and problem-solving strategies. Encourage them to ask questions, explore topics of interest, and take
responsibility for their learning outcomes. Finally, regular conversations with children about their learning
experiences are essential for monitoring progress and addressing any concerns. Inquire about their daily
progress, challenges they may be facing, and their overall well-being related to their studies. These
conversations provide valuable insights into their academic and emotional state, allowing you to provide timely
support and encouragement. By implementing these strategies, parents can create a supportive and effective
learning environment that empowers their children to thrive in asynchronous or modular learning settings.
 Read the different situation below and suggest a positive and non-violent way
to address the students behaviors.
Case No. 1 -To support Jacob, I will first thoroughly
assess the reasons behind his social
Jacob is a new student in your school. difficulties. This involves observing him
in various school environments,
He does not seem to fit well with the including lunch, recess, and classrooms,
other kids who have already established to understand his interactions and
friendships with other kids. This results identify potential triggers. I will also
in Jacob being aloof and withdrawn. He discreetly consult with his previous
does not participate in class discussions teachers and trusted peers to gather
and seems uncomfortable during group additional perspectives on his social
activities. You know he is smart because experiences. If bullying is identified as
his written works are almost always the root cause of his isolation, I will
done perfectly. How will you help immediately intervene to stop it and
Jacob? ensure his safety. If the issue stems
from underdeveloped social skills, I will
work with Jacob to gradually improve
them. This will involve providing
guidance on appropriate social behaviors
and strategies for navigating different
social situations. We might practice
simple interactions, like initiating
conversations or making eye contact,
and discuss how to respond to various
social cues. The aim is to empower him
to confidently engage with his peers. A
key component of this support will be
encouraging Jacob to actively participate
in activities that align with his interests
and strengths. Joining clubs, sports
teams, or other extracurricular groups
will provide structured opportunities for
him to interact with other students who
share similar passions, fostering a sense
of belonging and facilitating the
development of friendships. This
approach combines direct skill-building
with real-world application in a
supportive setting.

Case No. 2 -Managing excessive talking in the

classroom is a perennial challenge for
Mia is a smart student, but is very educators. A student like Mia, while
talkative. She is always talking out of potentially enthusiastic and engaged,
turn and this results in disruptions can also disrupt learning if her chattiness
during class. She usually tells her becomes excessive. The first step in
seatmates stories which are irrelevant supporting Mia is to understand the root
from the topic being discussed. How cause of her behavior. Is she seeking
will you help Mia? attention? Does she struggle to focus?
Understanding the motivation behind
her talking will inform the most
effective interventions. Clear
communication of classroom
expectations regarding appropriate
conversation is essential. These rules
should be established early and
consistently reinforced. Beyond rules, I
need to develop specific strategies to
redirect Mia's attention when she
becomes disruptive. This might involve
nonverbal cues, proximity control, or
pre-arranged signals. The goal is to
redirect her without disrupting the flow
of the lesson. Furthermore, fostering a
classroom culture that values active
listening is crucial. Explicitly teaching
active listening skills, such as focusing
on the speaker, making eye contact, and
summarizing information, can help Mia
and other students develop better
listening habits. Incorporating silent
signals, like holding up a hand to
indicate quiet or using visual timers, can
also minimize verbal disruptions and
create a calmer learning environment.
By addressing the underlying causes of
Mia's talking and implementing these
strategies, I can help her become a more
focused and productive learner.
 Writing My Reflection

Compete the statement:

Having effective class routines and sound class structure is important because school
setting are very effective because they increase student certainty and comfort levels
because students know what is expected of them in various situations. Routines are
especially useful when working with young learners and high school students who
need extra help controlling their behavior. Routines in the classroom make class more
enjoyable and beneficial. They provide students with a sense of security. Your
students will understand your expectations if your classroom rules and strategies are
simple to follow. When students understand how to act, behavioral issues and
distractions can be reduced. As a practice teacher, all of the routines I learned during
my internship will be ingrained in me and will serve as a guide for me when I become
a professional teacher.
 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