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MANAGING TLE TIME DURING PRACTICAL ACTIVITIES
INTRODUCTION
Experience is the best teacher – a cliché for educators who are considered as pillars
in the academe, this is a part of learning to which students have personal involvement or
experience of the subject being taught and an event in which learners can actually see, feel,
hear or encounter a certain situation. In this manner, students are able to create their own
meanings, concepts and perspectives and directly use all their senses. It is a challenging
task for Technology and Livelihood Educators to ensure that the students can perform a
skill in a defined time. Maximizing laboratory time needs proper planning of activity
reflected in their lesson plan procedures in order for the teacher to meet all the competency
and manage all the factors that could affect the delivery of instruction during practical
activities. In the same manner, the student should also display dynamism during the
Amongst the most incomparable and indispensable attribute a person must possess
is his ability to manage his time efficiently and effectively, for in every task that we do,
time is a requirement. Time management is essential for maximum health and personal
effectiveness. The major determinant of your level of inner peace, harmony and mental
well-being is your ability to control your time. The better you can organize and control the
critical events of your life, the more satisfaction you will feel. (Tracy, Brian 2014)
given opportunity to perform a skill or competency required by the subject or course, for
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building robot and etc. This teaching approach is an avenue for the learners to apply the
theories or concepts taught during the classroom discussion and also simulate the actual
job scenario in an industry. This is a way for the teachers to employ meaningful experiential
learning and a way to retain knowledge and skills for the subject matter.
concepts by manipulating objects which may make abstract knowledge more concrete and
clearer. In this manner, students will be able to connect the concepts learned thru discussion
into concrete activity or output for the more senses are involved, the more learning will
take place.
Woodly, 2009 said that “most practitioners would agree that good – quality
practical work can engage students, help them to develop important skills, help them to
concepts”. This activity helps the student to think and analyze concepts critically so that
they could apply it in the designed task, also will develop proper work ethics that are
needed in a workplace.
When the pre-defined learning outcomes for the practical activity is achieved, then
we can consider this as a good practical task. But, most often than not, the ideal outcome
is difficult to achieve because the desired outcome for the activity is far different from how
activity to the learners so that they would see the value of this learning experience in the
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enhancement of their skills and to perform their best to meet the desired competency for
the subject. As what Millar, 2009 has mentioned “Really effective practical activities
enable students to build a bridge between what they can see and handle (hands – on ) and
theories or scientific ideas that account for their observations (brains – on). Making these
connections is challenging, so practical activities that make these links explicit are more
likely to be successful.”
It is significant that the practical task should be tailored to achieve the learning
competency of the subject. The concepts and knowledge learned should be associated to
the practical activity in order for the learners to make meaningful connections. That is why
it is essential for a T.L.E teacher to ensure that the practical activities are relevant to what
is the required skill that a K – 12 graduate must possess. We must guarantee that our
students can really perform these practical skills they needed as they will be employed in
the future.
executed well and that is assuring the standards set for the performance of a skill in a certain
subject and done on time. It is also in the role of the subject teacher to ensure that he or she
is evaluating the students’ performance in a structured time and not compromise the
learning competencies intended for the subject matter. As what Strong and Tucker, 2005
said “If classroom time is managed properly according to needs and requirements of the
effectively manage time can actually guarantee success, this is thru appropriately
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THEORETICAL FRAMEWORK
intended tasks for a subject matter and it is in the educator’s decision how he or she will
execute the lesson plan for his or her practical activity and this has been one of the
when we talk about how people use their time. We often bring up efficiency and
effectiveness when discussing how people spend their time. It is also important to
determine how much your time is worth to you. Goal identification is a way to allow us to
keep track of what we would like to accomplish as well as a mechanism to measure how
successful we are at achieving our goals. Without goals, we aren’t sure what we are trying
to accomplish, and there is little way of knowing if we are accomplishing anything. If you
already have a goal-setting plan that works well for you, keep it. (Time Management
https://press.rebus.community/blueprint1/chapter/14-time-management-theory/)
Abraham Maslow’s hierarchy of needs combined time management with our needs.
He designed this 5 levels of different strata of human life which are physiological level
needs, safety needs, self-esteem and self-actualization needs. The theory doesn’t specify
the time period required to attain them, but it actually helps you to understand the
importance of these elements in life. Once you understand your needs, you can differentiate
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between them and set a time period during which you can fulfil them.
(Raspopov,https://www.academia.edu/5048338/Theory_of_time_management?auto=download)
GENERAL OBJECTIVE
1. How may the managing time in TLE during practical activities be described?
2. How may the lived experiences of TLE teachers in managing time during practical
activities be described?
3. How may the performance standard or learning competency of the subject affect
This study is limited to the teachers handling grade 9 and 10 T.L.E specialization
This study is relevant to the varied issues in time management of T.L.E teachers of
defined competencies of a subject or course. This research work shall be beneficial to the
following units:
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1. TO STUDENTS: This study will give an answer as to how TLE 9 and 10 students
should maximize the allotted time for them in the performance of the skill or competency
2. TO TLE TEACHERS: This study is relevant to the improvement of teaching and time
management techniques of a TLE teacher in the application of the pre – designed practical
DEPARTMENT - This will also give partial answer to one of the recommendations of
PAASCU during the Level III Re –survey last September 19 and 20, 2019 which is about
better time management and an avenue for the administrators to review the schedule and
DEFINITION OF TERMS
1. Practical Activities – set of students tasks which is intended to apply the concepts
2. T.L.E teacher - a high school faculty who handles either Robotics Class or T.L.E
3. Specialization Class – course offered for the grade 9 and 10 students such as
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4. Laboratory Time – a defined time used during practical activities or hands – on task
5. Time Management – the approach by which the T.L.E teacher maximizes a given
7. PAAASCU – the accrediting unit for private schools, colleges and universities.
End of Chapter 1
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This chapter presents the different literature gathered and reviewed by the researcher
as well as local and foreign studies conducted by other researchers that are relevant to the
present study. This is to enhance the content of the study and to enrich the perspectives and
LOCAL LITERATURE
develops one’s skills and knowledge. Moreover, experiential learning permits the learners
to explore, analyze and ready to comprehend things that surround him. As Lewis and
Williams (1994) stated, “expose the children with lots of activities, in this way they will
learn: in short “learning by doing”. It is also connected to the idea of constructivism where
pupils acquire information best. “Learners are given the rights and benefits to think, to
reflect and to associate with ideas, objects and many more”. (Brooks and Brooks, 1993).
Direct involvement with the materials is the finest method when it comes to the
method of learning which directly involves the learner, by actively encouraging them to do
something in order to learn about it. In short, it is ‘learning by doing’. Lewis and Williams
the process of learning by which students are capable of doing something which they could
not do before learning took place (Olson, 2007). Under the theory of practice, also known
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their own action of reaching a conclusion and discoveries. Students learn by doing;
therefore, actively engaging and exposing learnings in experience – based learning is one
important key to the construction of new meaning (Gidds, 1988; Merriam, Caffarella &
Baumgartner, 2007).
FOREIGN LITERATURE
Practical Activities involves strongly the domain of ideas essential for higher
learning demand that those activities which allows students to see and remember an
observable circumstance. With this type of activity, learners need assistance to use or
develop the ideas that give importance to the activity and lead to learning that is why,
teachers as facilitators must ensure that the learning competencies are being performed
The most basic in using practical activities is its sense of effectiveness, in which
we are expecting students to do what we intend them to do and see what we meant them to
see.. Students only learn only when the activity is not only ‘hands – on’ but also ‘minds –
on’ we need to look at what students ‘do’ with the ideas, as well as what they do with
objects and materials and we need to look how well the activity supports their learning of
ideas and not merely their ability to recall observable events.. (Millar, 2009)
A productive learning experience occurs when students work with teachers who
give clear and precise presentation (lesson clarity); use different approaches in teaching
and learning (instructional variety); and stay on tasks toward completion and efficiency
(task orientation) It is also a privilege to observe a classroom where students are engaged
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Greater appreciation to learning is given in a classroom where the teacher uses varied
teaching strategies (expanding processes) that provide opportunities for success (building
for student success) and where the students engage in collaborative learning (students
equipped in four main skills, namely, (1) Engaging in quality planning and preparations;
(2) preparing a positive classroom environment; (3) using proven instructional strategies;
learning, and self – motivation (Burded & Byrd, 2003). Likewise, it involves the
establishment and maintenance of the classroom environment so that educational goals can
then, can be defined as the provisions and procedures necessary to create and maintain an
environment in which teaching and learning can occur. (Duke, 1987 in Cruickshank et.al.,
1999).
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Strategy, speed and skill are the keys to time management in the kitchen. It is
essential that prior to cooking and serving a meal, you are organized. This smart strategy
always starts with a work plan. Basically, this is a list of all the tasks required to complete
the recipe and an estimate of how long each task will take. As an effective cook, you will
need to draw on your ability to think critically to help you identify other tasks and find or
estimate the time each requires. Such tips in working efficiently are the following:
Organize the kitchen, Learn to use equipment properly, look for ways to simplify, father
all equipment and ingredients first, dovetail tasks and clean up as your work.
https://hbmcintosh.files.wordpress.com/2010/05/time-management-in-the-kitchen.pdf.
classroom safety and welfare. Building harmonious relationships with colleagues, parents
and friends also helps in attaining classroom management objectives. Learning, where it
occurs, is likely to result from a sequence of lessons which involve activities of various
kinds, including some carefully planned practical activities at appropriate points. The way
teachers use practical activities often seems to imply a belief that that ‘practice makes
perfect’ – that students will get better at planning and conducting their own investigations
information using hands-on and minds-on learning, they are learning by doing and are
thinking about what they are learning or doing. Virtually, this approach to learning helps
questioning, thereby turning the learner’s mind on. Simply put, hands – on and minds – on
learning develop the questioning skills of the learners by devising ways and means of
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teachers which are (1) to plan hands on experiences, providing the materials and the
supportive environment necessary for students meaningful exploration and discovery; and
(2) to know how to facilitate the most meaningful and longest-lasting learning possible
once the learners mind has been engaged by the hands on learning (kelloguh, 2003)
and coordination. This area includes goals such as learning to sew a buttonhole, or
developing good tennis serve. While intellectual abilities enter into each of the physical
tasks, the primary focus is on the development of manipulative skills rather that in the
process. Ornstein and Levine (2006) viewed that teachers are expected to be
techniques. They make students know what they expect, they make students what to do
when they need help, they follow through reminders; rewards and punishment to enforce
rules and they do respond to problems not emotionally. An effective teachers sets ground
rules and interacts with the students in a calm yet forceful way. As such, this conduct
liberates students’ best traits, skills, attributes and provides them with the psychological
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LOCAL STUDIES
It was single out by Salandanan (2009) that effective teaching and learning cannot
take place in a poorly managed classroom. When chaos became the norm, both students
technology is reflected in the levels of skills, work habits and values developed by the
the subject matter is based upon the taught influenced by learning. Knowledge of the
subject matter is based upon the principle that one cannot give what he does not have. He
further pointed out that a teacher who uses haphazardly outmoded and ineffective methods
FOREIGN STUDIES
According to Millar, 2009 student practical work leads to better learning – because
we all understand and remember things better if we have done them ourselves. WE can
observe the events that occur when the activity is carried out in the classroom, and this is
through how students do the task or activity. This is again influenced by several factors:
the students’ understanding of science (what they know about the topic in which the
activity is set; how competent they are in using the apparatus involved etc.); the students’
view of learning (for example, whether they see their own learning as constructing meaning
‘given’ ideas and insights by a teacher); and the context of the activity (what their
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curriculum required; how they will be assessed, the equipment available, etc.) As a result,
the actions of the students may be close to what the person who designed the activity had
On the basis setting priorities, decide what you need to do and when. Plan ahead
and know your deadlines, set aside blocks of time for specific tasks, break large tasks into
establish clear goals and expectations early, starting with simple tasks the staff can handle.
Make sure that they understand the tasks. Help them seek advice without taking up
unnecessary time. Teach them how to describe projects, issues and problems, issues and
problems accurately and efficiently. (Burroughs Wellcome Fund Howard Hudges Medical
Institute, 2006). Applying this in a classroom setting, a teacher must ensure that the
students have clearly defined task to perform during the laboratory. The facilitator should
monitor the progress and output of the students in order not to compromise the competency
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REFERENCES
Eusebio, L. D. (2016). “The Technology and Livelihood Program of Two Public Secondary
Bacolor, Pampanga
Inc.
De Guzman, Jane L. (2016). “The Use of the Daily Lesson Log as a tool in enhancing
Courter, M. & Robbins, S. 2019. Management, 10th Edition, Pearson Education, Inc
https://www.grin.com/document/359336
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Yoder, Nicholas, 2014 Teaching the Whole Child: Instructional Practices that Support
https://gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf
from: https://www.questia.com/library/120082116/time-management
https://www.researchgate.net/publication/283903383_The_Impact_of_Hands-On-
Approach_on_Student_Academic_Performance_in_Basic_Science_and_Mathematics
http://www.gettingpractical.org.uk/documents/EmmaWoodleyarticle.pdf
Millar, Robin 2009 “Analysing practical activities to assess and improve effectiveness: The
Practical Activity Analysis Inventory (PAAI). Centre for Innovation and Research in
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https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf
Tucker, P. & Stronge J. 2005 “Linking Teacher Evaluation and Student Learning”
an-Effective-Teacher-and-Why-We-Should-Assess-It.aspx
Dillon, Dave “Blueprint for Success in College: Indispensable Study Skills and Time
https://press.rebus.community/blueprint1/chapter/14-time-management-theory/
https://hbmcintosh.files.wordpress.com/2010/05/time-management-in-the-kitchen.pdf.
Howard Hughes Medical Institute and Burroughs Wellcome Fund, 2006. “Making the
Right Move” Practical Guide to Scientific Management for Postdocs and New Faculty”.
Second Edition.
https://www.hhmi.org/sites/default/files/Educational%20Materials/Lab%20Management/Maki
ng%20the%20Right%20Moves/moves2_ch6.pdf
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