FIELD STUDY 1

Learning Episode 3: CLASSROOM MANAGEMENT AND LEARNING

My Learning Episode Overview

This episode 3 provides an opportunity for me to examine how classrooms are structured or
designed to allow everyone’s maximum participation and effective learning. I will be able to examine how
classroom management practices affect learning.

My Intended Learning Outcome

In this Episode, I must be able to plan on how to manage time, space and resources to provide a
learning environment appropriate to the learners and conducive to learning.

My Performance Criteria
I will be related along the following:

a. Quality of my observation and documentation,

b. Completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and time of submission of portfolio.

My Learning Essentials
The classroom climate that is conducive for learning is one that is non-threatening yet business-like.it is a
classroom where:

 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
 Classroom processes are democratic
My Map

To realize my Intended Learning Outcomes, I will work my way through these steps.

 Observe ca class.

 Using a checklist, find out the evident classroom

components.

 Describe how the classroom is

structured/designed to allow everyone to
participate in the learning activities.

 Relate the data in your checklist to the learners’

behavior.

 Reflect on hoe classroom management affects

learning
 An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the
provided space.

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 behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concern

Name of the School Observed Holy Child School of Davao – Main Campus____
School Address __E. Jacinto St., Roxas Boulevard, Davao City_______________
Date of Visit _January 18, 2018_______________________________________

During my observation to the Grade VI pupils in the ICT Lab, I noticed that most of them are
very courteous when they entered the classroom. They greeted me and smiled at me then they proceed to
their seating arrangement. There were approximately 23 students, 13 boys and 10 girls, ages ranging from
11-12 years old. Before they started the lesson they prayed. I also noticed that they were already familiar
and comfortable to talk with each other. Most of them can be able to manage their behavior.

During the discussion, they had a review about their previous lesson about multimedia. The
students were very attentive to the teacher and would volunteer to raise their hands to answer the
question. I would say that their attention is focused especially if it involves the students’ participation in the
class. When they were given a task to create a slide show about Davao Tourist Spots using Swish Max
application, the students were able to work independently maybe it’s because they were already familiar
how to use the software and the teacher gave them a sample output. Some students asked some questions
and clarifications about the task. When I was observing their work, they have different designs but they
were able to get the gist of the task given.
 An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom

management. It is also good to ask the teacher for additional information, so you can
verify 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.

2. Are there rules and procedures posted in the room? List them down.

3. Did the students participate in making the classroom rules? If yes, and the resource teacher is
available, ask him/her to describe the process.

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

5. Is there a seating arrangement? What is the basis of this arrangement?

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

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

8.What does the teacher do to reinforce positive behaviors? (behavior strategies)

Write your Observation here:

Inside the classroom, I saw a cabinet near the air-condition unit where it has a lot of computer
books and manuals. Near the teacher’s desk there is a small drawer where there are books stacked on top
of it. The back of the classroom is where they store computer parts, peripherals, etc. There is a classroom
policy posted on the wall of the classroom located near the door. Aside from the policy, they have their own
set of rules between the teacher and the student in which they were able to come up with the rules that
everyone agreed on.

Before they start their lesson, they always prayed and afterwards the teacher would check the
attendance of the students, checked if there is an assignment and then have a short review about the
previous topic. The teacher let the students decide freely which workstation are they going to use and once
they have chosen it will be their permanent seating arrangement. The level of noise inside the classroom is
manageable when the teacher was having an activity but he was able to control the situation.

During the activity, some of the students were not able to understand the instructions clearly. When
the teacher noticed this, he explained and elaborated the instruction so that the student was able to
understand it. The teacher also praised students for doing a good work and encourage the students that
they can do it.
 CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Effect on the Learners

Management Description (to be filled up after you answer the
analysis questions)

1. Specific Areas in Computer Stations are The students are comfortable

the Classroom arranged properly and all of and can be able to use it
them are functioning well without having problems and
they can be more efficient.

2. Classroom Rules The Classroom Policy is Students religiously observe

posted on the wall near the the rules and regulation in the
door. classroom.

3. Classroom The procedures such as Student strictly observe the

Procedures “Don’t Turn on the PC unless instruction.
told to do so”

4. Daily Routines Praying before starting the The student will be trained to
lesson be spiritual and will mold them
to become good individuals

5. Seating Students are arranged As I can see they are

Arrangement according to the seats they comfortable on their seating
feel comfortable arrangement

6. Handling The teacher calls the Students would behave when

misbehavior/off- attention of the student and called by their teacher and
task behavior would warn the student know what would be the
instead of scolding the consequence.
student

7. Reinforcement of Praises the students’ good It makes the student motivated

Positive Behavior performance and to follow rules and regulation
encourages students to do in the classroom and to study
better. hard.
My Analysis

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

I am of the belief that classroom organization and routines affect the learner’s
behavior in such a way that it is their set of guidelines of learning their lessons. Students
can proactively participate in the classroom discussion, and participative on their group
activity. The objective of the Teacher which students could reach the goals of the teacher
on teaching process.

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?

I personally believe that the teacher should set his/her mind when designing the
classroom organization and routines that there would be some hindrances that keeps the
student from learning in the class effectively and affects their behavior. I propose
Behaviorist Theory should be considered, that the teacher’s role is to establish rules and
procedures and to apply these rules obviously to students to imply appropriate reward
and punishments to be able to comply the rules and regulations.

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

The kind of behavior strategy that is effective in managing the behavior of the learner
that is being a role model to the learners. That means that teacher could show that they
are responsible of they want their students to be responsible to their actions and decision.
Learner’s motivation is also effective by the use of appropriate material used.
My Reflections/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?

When I will become a teacher in the future, I would be teaching ICT to junior high school students,
an English Teacher, or a Tech-Vocational Teacher in Senior High School. There are some routines and
procedures that I would like to consider. First, I would teach the students not just only academic but to
become spiritual like praying before starting the lesson. Next, I would also suggest that when creating the
house rules, the students are also involved to make the rules and guidelines that will be agreeable to the
teacher and the students without compromising the role of the teacher. Lastly, I would implement to the
class about learning how to make the classroom clean and organize at all times.

2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?

The following rules, to wit:

 Students must speak in English if the subject is English;
 When there is a question, always raise your hand;
 Always ask for clarification if there is any;
 Respect each other’s work and respect one another;
 Maintain cleanliness and proper attitude;
 Always pray anytime.

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

Yes. I believe so because allowing them to be involved in making the class rules, it is also a way in
expressing their opinion or point of view regarding classroom rules. It helps them think that rules are
important and they should abide by it. In that sense, the learners will be able to see the positive side in
making rules because the learners would only think that rules are mostly negative and would only restrict
them.
Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students’ behavior develop more self-

regulation in the students. Which of the following teacher statements focusing on
natural consequences?

A. “Those who were noisy today during seatwork will not be 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 be exempted
from the 3rd 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 rule-making process
D. The teacher gives additional points for those who follow the rules

3. For a teacher to establish and maintain consistent standards of learners’ behavior,

they should do all EXCEPT:

A. Give immediate feedback to reinforce appropriate behavior 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 behavior problems promptly and with due respect to learners’ rights
My Learning Portfolio

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

Yes. I believe so because allowing them to be involved in making the class rules, it is also a
way in expressing their opinion or point of view regarding classroom rules. It helps them think that
rules are important and they should abide by it. In that sense, the learners will be able to see the
positive side in making rules because the learners would only think that rules are mostly negative
and would only restrict them. However, not just because the learners have given the liberty to be
part in creating the class rules, there are certain limitations in which they can be able to suggest.
Because the teacher is still higher than them. In the end, it would depend on the teacher on what
rules that he/she will implement for as long as it would be just and would not compromise the role
of the teacher.
My Learning Rubric
Field Study 1, Episode 1 – The School as a Learning Environment
Focused on: Determining the characteristics of a school environment that provides
social, psychological, and physical environment supportive of learning.

Name of FS Student: __Allan Joneil M. Latagan_____________________ Date Submitted: March 18, 2018
Year & Section: __________________________ Course: ___BSED EARNER__________________________

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All tasks were All or nearly all Nearly all tasks Fewer than half of
done with tasks were done were done with tasks were done; or
outstanding with high quality acceptable most objectives were
Learning Activities quality; work quality met but need
exceeds improvement
expectations

4 3 2 1
All questions were Analysis questions Analysis Analysis questions
answered were answered questions were were not answered.
completely; in completely not answered
depth answers; completely. Grammar and spelling
Analysis of the thoroughly Clear connection unsatisfactory
Learning Episode grounded on with theories Vaguely related
theories. to the theories
Exemplary Grammar and
grammar and spelling and Grammar and
spelling superior spelling
acceptable

4 3 2 1
Reflection Reflection Reflection Reflection statements
statements are statements are statements are are unclear and
profound and clear, but not shallow; shallow and are
Reflections/ clear; supported clearly supported supported by supported by
Insights by experiences by experiences experiences from experiences from the
from the learning from the learning the learning learning episodes
episodes episodes episodes

4 3 2 1
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Portfolio is Portfolio is Portfolio is Analysis questions
complete, clear, complete, clear, incomplete; were not answered
well-organized and well-organized supporting
Learning Portfolio all-supporting; most supporting; documentations Grammar and spelling
documentations documentations are organized unsatisfactory
are located in are available and but are lacking
sections clearly logical and clearly
designed marked locations

4 3 2 1
Submission of Submitted before Submitted on the Submitted a day Submitted two days or
Learning Episode the deadline deadline after the more after the
deadline deadline

4 3 2 1
COMMENT/S Rating:
Overall (Based on
Score 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 1.5 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

____Excel G. Solilapsi. Ed. D._____ ____March 18, 2018________

Signature of FS Teacher Date
above Printed Name
Documentation

Welcome to Holy Child The Grade 6 students inside A quick selfie

School of Davao the Computer Laboratory

The Computer Laboratory Sir Ronnel observing the students with their
Multimedia project

A snapshot with Sir Ronnel Rubio(ICT Teacher) Computer Lab House Rules
 NORTH DAVAO COLLEGES
“Nurtures Distinctive Character”
Quirino St., Panabo City, Davao del Norte, Philippines
Cable Address: NDC Panabo
Zip Code: 8105 Telefax (084) 628-5264 (PLDT)

FIELD STUDY 1
Episode 3: Classroom Management and
Learning

Submitted To:

Excel G. Solilapsi, Ed.D.

Instructor

Submitted By:

Allan Joneil M. Latagan

Group B