JOURNAL NO.

1
Lesson Plan

1. What are the factors to consider in making a lesson plan?

There are 3 factors to consider in making a lesson plan. First, know
your students; we have to know their ability, background and interest level.
This may not happen as quickly as you would like, but it is important for
designing instruction that will meet the needs of your students. That's key in
successful teaching and learning. Second, know your content. It is important
for you to research the subject matter that you will be teaching. You should
also utilize curriculum guides published by the state in which you teach and
the local school district that employs you. It is also a good idea to know the
national standards and state standards that drive curriculum in each subject
area that you are responsible for. Lastly, know the materials that are available
to help you teach for success. Take and keep an inventory of the materials
and resources that are available to you as a teacher. For example:
technology, software, audio/visuals, teacher mentors, community resources,
equipment, manipulative, library resources, local guest speakers, volunteers,
or any materials that can assist you in teaching. The rationale for making a
lesson plan derives from the theories of learning. Basically, it focuses on the
constructivist theory. The lesson plan is designed around the learning
objectives, and provides learners with an opportunity to explore, build, and
demonstrate their learning. This approach shifts the learning environment
from one which is very teacher-centered to one that is very learner-centered.
2. What problems did you encounter in writing your lesson plan?
There is so many problems while I was making a lesson plan. The
most common is aimless wandering, failure to achieve objectives, needed
teaching materials or equipment not available, and poor connection with
preceding or subsequent lessons. I think these are just common problems
that I have encountered. The issue of lesson plans in general and the use of
behavioral objectives in particular are often neglected in discussing school
improvement. Yet, any debate on improving classroom teaching, pedagogical
practices, aspects of participation, intervention, achievement and learning
outcomes revolve around lesson planning and preparation. The rationale
behind these academic and theoretical debates is to improve teaching and
the standard of education. As such, any authentic approach to school
improvement should as a necessity take into account the debate surrounding
the use of lesson plans. A failure to question the premise that good teaching
and learning depend on the formalization of behavioral objectives is deeply
problematic. Educational researchers, policy-makers, curriculum developers
and school-based practitioners are increasingly preoccupied with measures
that can enhance school effectiveness and improvement.

3. How did you improve your lesson plan?

 No matter how good your lesson plan may be, there are always little
ways that you can make it even better. And if you happen to fairly new at
writing a lesson plan this are the steps or ways I used to improve my lesson
plan. First, plan your tests ahead of time. If you know what you plan to test
your students on, then you'll know the most important things to cover in your
lesson plan. While no one likes teaching to the test, in this case, you are
creating a symbiotic relationship between the test and your lesson plan,
thereby improving both of them at the same time. Second, consider your
individual students and their needs. For example: Does Samantha need to
have mathematical concepts explained to her using physical objects? Make
sure you incorporate that into your lesson plan. Maybe Joey needs to have
things explained in volleyball terms because he's the captain of the volleyball
team. Try to throw some of those in. This is not to say that your lesson plan
must be tailored to any one particular student. Rather, an easy way to
improve a lesson plan is to tailor it to your entire class. Lastly, consider not
just the individual lesson, but the big picture. You've likely given some lessons
before this one and you'll likely be giving some lessons after this one. Where
does this fit into the broad spectrum of what you are teaching your students?
Will they gain any kind of benefit from it or will it be isolated? If it is isolated,
maybe it's time to think about how it can be directly tied to another lesson
you're teaching. There are many different theories regarding the way people
learn which you might like to research further and try out with your own
learners. However, don’t get too concerned thinking you must teach in a
certain way because a theorist says so. What works with one group or
individual learner might not work with another. You might find at first you are
teaching the way you were taught at school, college or university. It might
have suited you at the time, or it might have had a detrimental effect. Don’t be
afraid to try something different and step out of your comfort zone. You will
need to find out through experience what works and what doesn’t work with
your learners.

4. Are there times that you deviate from your lesson plan? Why or Why not?
Good lesson planning is essential to the process of teaching and
learning.  A teacher who is prepared is well on his/her way to a successful
instructional experience.  The development of interesting lessons takes a
great deal of time and effort. It is also important to realize that the best
planned lesson is worthless if interesting delivery procedures, along with good
classroom management techniques, are not in evidence.  There is a large
body of research available pertaining to lesson development and delivery and
the significance of classroom management.  They are skills that must be
researched, structured to your individual style, implemented in a
teacher/learning situation, and constantly evaluated and revamped when
necessary.  Consistency is of the utmost importance in the implementation
of a classroom management plan. All teachers should understand that they
are not an island unto themselves.  The educational philosophy of the district
and the uniqueness of their schools should be the guiding force behind what
takes place in the classroom.  The school’s code of discipline, which should
be fair, responsible and meaningful, must be reflected in every teacher’s
classroom management efforts.
5. Experienced teachers claim that they “can teach their classes even
without a lesson plan”. How do you react to this? Provide reasons for your
answer.
A teacher should be prepared not only to teach the students but also to
make sure that they take some fruitful thought regarding the lesson at the end
of the class. A teachers’ most important trait is confidence. Lesson planning
can help the teacher to be well prepared and be aware of what he/she intends
on teaching the students. By failing to prepare, you are preparing to fail. Thus,
an organized teacher will always be able to deliver the lesson within the given
time frame (during the limited class timings). With the additional time saved, a
teacher can give additional attention and time to students that require
additional help. Also, there will be a sense of control and direction while
teaching. Even if there is confusion amongst the students, the teacher will be
able to guide them effectively as the teacher will be well versed with the
subject matter and will be able to cater the questions without any stress. A
lesson plan does not necessarily have to be a detailed script that contains the
plan of every interaction with students in the classroom. It should preferably
have the general overview of the aims and objectives of the course, the plan
of teaching and learning activities of the course and the activities planned to
check the students’ understanding. The driving force behind lesson planning
is the motivation for the teacher and hunger to learn more by students is what
keeps a teacher going.

6. To what extent do you cooperate with your cooperating teacher in

planning and in implementing classroom activities that contribute to the
development of academic performance of learners?
When conducting a classroom an activity first thing first is the instruction
to contribute to the development of academic learners. Whenever we have a
clear and understandable instruction student able to cope and handle every
activity we will be given to them. This will help us, as a teacher to have a
better, smooth and organize planning and implementation of classroom
activities. Effective instruction in planning and implementation of classroom
activities occurs most often in learning communities; is supported with strong
leadership and appropriate resources; is drawn from and measured by data
on students, educators, and systems; applies appropriate designs for
learning; has substantive implementation support; and focuses on student
and educator standards.
 JOURNAL NO. 2
Instructional Materials

1. What are the most important things to consider when selecting

instructional materials to be used for online classes?
Instructional materials provide the core information that students
will experience, learn, and apply during a course. They hold the power to
either engage or demotivate students. Therefore, such materials must be
carefully planned, selected, organized, refined, and used in a course for
the maximum effect. The most important thing we must consider when
selecting instructional materials to be used for online class is first,
availability of personal computer or laptops. Not everyone has its own pc
or laptops and not everyone has the privilege to enroll in an online class.
Lastly, the availability of networks or Wi-Fi. Not everyone has its own
connection and take the online class. That is why if want to have an online
class we must first consider those thing. With knowledge of alternative
theoretical approaches, teachers and instructors are in a better position to
make choices about how to approach their teaching in ways that will best
fit the perceived needs of their students, within the very many different
learning contexts that teachers and instructors face. This is particularly
important when addressing many of the requirements of learners in a
digital age. Furthermore, the choice of or preference for one particular
theoretical approach will have major implications for the way that
technology is used to support teaching. Also, as online learning,
technology-based teaching, and informal digital networks of learners has
been evolved.

2. What instructional materials did you use in online actual teaching? How
did you use them effectively?
These materials can be used in both face-to-face and online
classrooms; however, some must be modified or redesigned to be
effective for the online environment. The best instructional materials are
aligned with all other elements in the course, including the learning
objectives, assessments, and activities. In my experience, I prepared
hardware, stable internet connection, a range a devices: desktop
computer, laptop, tablet and smartphone, Headphones and
a microphone – preferably in an all-in-one headset, a detachable webcam,
a mouse and a keyboard, a CD/DVD drive, and software. Therefore, such
materials must be carefully planned, selected, organized, refined, and
used in a course for the maximum effect. The planning and selection of
instructional materials should take into consideration both the breadth and
depth of content so that student learning is optimized.
3. Do the materials and media support and are aligned with the stated
learning objectives? What evidences would show that these materials
contribute to the attainment of your learning objectives?
Assessments should reveal how well students have learned what
we want them to learn while instruction ensures that they learn it. For this
to occur, assessments, learning objectives, and instructional strategies
need to be closely aligned so that they reinforce one another. Selecting
digital media for a course requires that instructors consider certain
aspects such as technical feasibility for both the creator and the audience
of the media. Other aspects to consider include how to provide
accessible content and whether to find existing materials or create
content and the associated time-cost-benefit analysis. The evidences that
shows materials contribute to the attainment of the learning objectives is
because digital media encompasses all of the audio, video, and visual
content including lectures that instructors might want to put in their
course. This type of instructional material engages multiple learner
senses, including sight, sound, and in some instances touch, where the
media is interactive.

4. What are the problems you encountered in selecting instructional

materials to use for asynchronous and synchronous instructions?
There are a lot of problem I encountered. In synchronous learning,
rigid schedule. As a working student I’m having hard time setting and
planning my schedule. If flexibility is the number one reason that you’ve
chosen the online route, having to adapt to a synchronous learning
schedule may defeat the purpose. Second would be technical difficulties,
I am a working student and I cannot just have my online class in my office
or in my workplace because of its privacy. On the other hand,
asynchronous learning also gives me problems. First things first is
isolation, f you like the personal touch and do your best when you feel
like people are actually listening, asynchronous learning can be a lonely
experience. Social media and email simply aren’t a substitute for real-
time interaction. Asynchronous learning is also far less collaborative that
its counterparts: Opportunities to discuss, debate, and network with
classmates and professors are scarce. Asynchronous learning is great
when you want to pick up skills quickly, but if you’re looking for
enrichment of discussion, feedback, and social interaction, asynchronous
learning likely isn't for you. Lastly, risk of apathy. While working in a self-
guided environment can be empowering, it’s important to be honest with
yourself. Do you have the drive to not only keep yourself on track and
committed to your goals, but also to remain enthusiastic about the subject
matter without the constant support and evaluation of an instructor? The
reality is that some learners do best with clearly stated expectations,
immediate feedback, and a watchful eye. If you’re in the latter category,
the free-form nature of asynchronous learning could be demotivating. The
coolest thing about online learning is that you don’t have to choose just
 one way of doing it. Many online college courses use a mix of
synchronous and asynchronous learning, combining real-time
conferencing with self-paced assignments, or balancing pre-taped
lectures with live discussion sessions. Every online education model is
different, and the very best online colleges use the best of both models to
produce enriching online education experiences.

5. Compare instructional materials you used for synchronous and

asynchronous instructions. Why is there a need to use them in those
instances?

Online training has opened up a world of possibilities for

businesses. Whether learning a new skill or completing mandatory
training, as a business you’ll need to decide one thing when
implementing it - whether synchronous or asynchronous learning is the
most effective way to support your learners. Some examples of
synchronous learning include: live webinars, video conferencing, virtual
classrooms, instant messaging. On the other hand the materials needed
in asynchronous learning include: online courses, email, blogs, pre-
recorded video lessons or webinars, online forums and discussion
boards. When comparing synchronous and asynchronous learning, both
have advantages and disadvantages; what may appeal to one learner
may not appeal to another. Ultimately, the method of learning you choose
for your learners will depend on a number of factors - learning objectives,
the types of course content you create, how you deliver your training, and
the availability of your learners. However, if you have the resources,
using both synchronous and asynchronous learning is a winning formula. 

6. What two insights have you gained regarding the use of instructional
materials?

"Teaching materials" is a generic term used to describe the resources

teachers use to deliver instruction. Teaching materials can support
student learning and increase student success. Ideally, the teaching
materials will be tailored to the content in which they're being used, to the
students in whose class they are being used, and the teacher. Teaching
materials come in many shapes and sizes, but they all have in common
the ability to support student learning. Learning materials are important
because they can significantly increase student achievement by
supporting student learning. This process aids in the learning process by
allowing the student to explore the knowledge independently as well as
providing repetition. Learning materials are important because they can
significantly increase student achievement by supporting student
learning. For example, a worksheet may provide a student with important
opportunities to practice a new skill gained in class.
 JOURNAL NO. 5
The Learning Environment

1. What are the things that you like about your cooperating school?
My first day at Holy Cross of Davao College – Bajada Campus was indeed
a struggle. Everything was new so as the place. The ambiance is really different
as compared to our college campus, Holy Cross. I am not used to this kind of set
up but I cannot push through changing the environment so I could adapt to it.
What I really like about my cooperating school is the positive atmosphere of it,
the teachers and students were actually nice. They are very friendly and they
really wanted to feel you that you belong to them, we were involved in the
different activities inside the school and I really like it. Learning environments are
usually described in terms of pedagogical philosophy, curriculum design and
social climate. There have been only just a few studies about how physical
environment is related to learning process. Many researchers generally consider
teaching and learning issues as if independent from physical environment,
whereas physical conditions play an important role in gaining knowledge; in
learning. Schools’ applications of learning theories had better determine
morphological characteristics of them. Designers should follow a holistic
approach to create effective learning environments. Nonetheless, this study
tends to search for diverse learning theories and the description of related
learning environments corresponding to each theory. School designers should try
to create suitable morphological compositions to support them and should
suggest design criteria for convenient spheres.

2. Was a child friendly atmosphere observed in the cooperating school? Cite

some instances.
Yes. The school always operates in the best interests of the child, The
educational environment of the school is safe, healthy and protective, campus
have trained teachers and adequate resources and the school always protects
the child’s right and always hear their voices. In addition, upholding children’s
rights, a child-friendly school also instills in children the responsibilities that go
with their rights. Among these are to respect the rights of others, respect
diversity, practice equality, and resolve differences without resorting to violence. •
Just as important, a child-friendly school takes the lead in shaping a learning
environment that enables children to learn as much as their intellectual faculties
could take. It is a kind of environment that allows them to grow healthy, equips
them with knowledge and skills that they can use throughout life, and enables
them to become responsible and productive members of their community and
society.

3. Are there any gender and protections issues in your cooperating school?
What are those? What was the intervention done by the school?
Yes. The school always possesses inclusive, gender-sensitive, and
non- discriminating. It is said to be inclusive, gender-sensitive, and non-
 discriminating when it does not turn away any child from enrolling and
attending classes for whatever reason. Gives boys and girls equal learning
opportunities, treats all children equally, regardless of gender, social
status, cultural origin or religious belief. Foremost, it is an institution that
recognizes and respects the range of rights of children, and not just their
right to be educated. These rights also include their rights to be healthy, to
be given opportunities for play and leisure, to be protected from harm and
abuse, to express their views freely, and to participate in decision-making
according to their evolving capacities. Gender equality is intrinsically
linked to the right to quality education for all and to achieve this, we need
an approach that ensures that girls and boys, women and men, access,
complete and are equally empowered through quality education. The
gender equality approach is not a perverse ideology, as certain groups
mistakenly point out. It is a tool that makes visible unhealthy relationships.
It aims to eliminate inequalities of rights between men and women, to
promote a culture of equity and to deal with the different types of violence
and discrimination that we face.

4. Suggest ways to make classroom more conducive for learning?

To create a classroom environment conducive to learning, you
must first focus on the physical space. Use every possible area of the
room to create an atmosphere that encourages participation and learning.
The physical space includes the layout and arrangement of the desks or
tables, the placement of computers and equipment, and items on the
bulletin boards and walls. In modern classrooms the tables and desks are
usually not fixed, allowing for various seating arrangements. Take time to
draw up a seating plan based on how you expect to conduct your
lessons. If you’ll give a lot of instruction, it’s ideal to have any students
who have difficulties closer to you so that they have greater access to the
lesson. If you’ll require your students to take part in collaborative
activities, you can arrange the classroom so that you have maximum
visibility of all groups, which may then be clustered around the classroom
as appropriate. You may be required to make individual seating changes
based on disruptive behavior, keeping students who are more likely to be
disruptive closer to you and rewarding them by allowing them to move if
they learn to conduct themselves more appropriately. You could also
allow students to be clustered around focus areas for activities, moving
back to a more traditional seating arrangement when they have
completed the activity. Always try to accommodate the physical size of
students by procuring an adequately sized desk for them. Although they
are complex and multifaceted, classrooms with a climate and culture
conducive to learning share similar characteristics. The teacher is caring
and supportive. The lessons are well organized, progress smoothly, and
are free from interruptions. The content is challenging without being
frustrating, and activities are relevant and interest students. Open, warm
relationships among students are encouraged, and cooperation and
 respect are expected. Stress and anxiety levels are low, and there is
limited conflict.

5. Cite a specific teaching strategy that demonstrates active learning used in

your class. How did you stimulate critical thinking skills?
Educators can use various instructional methods to promote critical
thinking and problem solving. Although educators value a student who
thinks critically about concepts, the spirit or disposition to think critically
is, unfortunately, not always present in all students. Many high school
faculties expect their students to think critically. When lecturing, the
instructor organizes and presents essential information without student
input. This practice eliminates the opportunity for students to decide for
themselves what information is important to know. For example, instead
of telling our students via lecture what medications could be given to
athletes with an upper respiratory infection, they could be assigned to
investigate medications and decide which one is appropriate. Students
need to be exposed to diverse teaching methods that promote critical
thinking in order to nurture the critical thinking process.

6. Describe the school culture and how does it help learners to succeed?
Effective teachers look for every available opportunity to increase
student learning. The classroom environment is a teaching resource that
should not be ignored. Students and teachers spend the majority of their
day in school classrooms, and it’s your responsibility to foster an
environment and atmosphere that enhance learning. Developing a
classroom environment conducive to learning is a process that entails
staging the physical space, getting the students to cooperate, creating a
communal environment, and finally maintaining a positive classroom
climate and culture. A school culture results from both conscious and
unconscious perspectives, values, interactions, and practices, and it is
heavily shaped by a school’s particular institutional history. Students,
parents, teachers, administrators, and other staff members all contribute
to their school’s culture, as do other influences such as the community in
which the school is located, the policies that govern how it operates, or
the principles upon which the school was founded. Since most members
of a school community will benefit from a more positive culture, and
cultural factors tend to contribute significantly to emotional states such as
happiness and unhappiness or fulfillment and dissatisfaction, the concept
of a more positive school culture is rarely, in itself, controversial. For this
reason, debates tend to arise (if they arise at all) in response to specific
reform proposals, rather than to the general goal of improving a school
culture.
 JOURNAL NO. 6
Self-Evaluation

1. What are your experiences with online classroom teaching that made you
happy/fulfilled/satisfied?
Experience is the best teacher. There is nothing more rewarding
than knowing and seeing the evidence that you’ve made an impact on
someone’s life or multiple lives. As teachers, we should not seek for
rewards and praise. Sometimes, we cannot physically see the
appreciation and impact you’ve made but just know that it’s there. This
reward on its own should drive you to want to be the best teacher you can
be for yourself, your school community, and your dear students. That’s the
experience I had during my online classroom on the job training. After a
review of learning theory as applied to online education. Likewise, John
Dewey saw learning as a series of practical social experiences in which
learners learn by doing face-to-face or online class.

2. What major problems did you encounter during actual online classroom
teaching?
The world of education and learning is moving towards online
training. The benefits are undeniable: reduced costs, great flexibility for
the student and the ability to train thousands of people all over the globe
at the same time. In addition, you can monitor what students are doing at
any given moment, and it breaks with the inertia and passivity of
classroom courses. In my actual online classroom teaching I have
encountered 8 major problems. These are: online is boring, students
always complains about their technical difficulties, they don’t know the
course exists, students don’t have time for online trainings, students need
to talk to people, students can’t practice, the quality of the courses is
mediocre and the online course has no impact on your organization.
Training and studying online is great. Nevertheless, students need the
requisite devices and facilities to realize this innovation. Surprisingly, we
live in a world where IT penetration in many geographical areas is very
low. Really, there are many communities on the world which still cannot
boost of even electricity, not to think of computer devices to stream online
content. If schools are going to succeed in this regard. Then governments
should substantially invest in the Telecommunication Industry. This will
then pave way for educational institutions to reach out to their student
everywhere. Also, this can reduce the stress and cost of education, if the
system is managed well.

3. What immediate actions or solutions did you make to solve these

problems?
 To prevent students from getting bored, be sure to find an online
course that is interactive, dynamic and fun. While this may have been
difficult in the early days of e-learning, nowadays it is much easier: there
are currently a number of providers offering all types of interactive training,
with challenges and adventures, videos, storytelling, gamified solutions,
simulators to ensure practice and game-based learning. Offer multi-device
courses and personal attention when faced with this challenge, keep it
simple. Choose online courses that do not require much internal memory
or a high-speed Internet connection, and with a solid and simple script.
Give priority to courses where you do not have to download any programs
or print out documents. When you take the training before your students,
pay attention to the sound quality (an issue that is often neglected) and be
sure to try out the course on several smartphones, browsers and
operating systems. In addition, choose online courses that have a simple
and comprehensive help page, a detailed FAQ section and an excellent
student care service. If the online course has a chat service, email
address or forum for sorting out technical glitches, you can be certain that
technology won’t be a problem and won’t get in the way of the learning
process. If this is the problem, one solution is to foster personal interaction
within the online world as much as possible. You can organize webinars,
group work or forums where students can discuss and resolve their
queries. It is essential that students have a teacher they can contact (for
example, tutoring via Skype). You could also promote the use of social
media during the training, thus providing an additional opportunity for
social interaction and humanizing the learning process.

4. What are the things that you consulted your Cooperating

teacher/Practicum Adviser? How did they respond?
As I journeyed my online classroom on the job trainee, I don’t have
any complaints to my ct and practicum adviser. They are identifying the
apprehensions, concerns, and joys that a student teacher will experience,
giving encouragement and feedback on a regular basis. That is why I am
confident solving and finding the solution of my certain issues, concerns
and complaints. Complaints may escalate rapidly unless they are well
managed. It is better to have processes in place and rarely need them
than to have nothing in place and end up with an issue that has the
potential to flare up. One principal suggests you "deal with the complaint
at the lowest level possible. An escalated complaint is like a hurricane; the
more emotional the heat, the more ferocious it becomes.

5. After being exposed to online classroom teaching, what are the strengths
and things to improve that you discovered about yourself? What
evidences will show that you gain progress in your teaching performance?
For those of us who will teach large online classes in the fall, the
challenge is clear:  We must design and deliver courses that are
engaging, interactive, well supported, and responsive to the times. The
 strengths that we need to improve on is Build a personal connection with
your student. Instead of simply introducing yourself, consider conducting a
student survey.  Then share the results with your students, while inserting
your own responses to the questions. Motivate your students.
Motivation is a key to effective learning, and perhaps the single most
important contributor to motivation is the course’s perceived relevance.
Thus, it is important to discuss the course’s utility, value, and applicability
from the outset.  Help your students understand the ways that your course
provides an essential foundation for more advanced courses, how it will
help them acquire particular skills, or how it addresses issues that the
students find particularly interesting. Help students maintain focus.
A major contributor to student failure in online classes is an inability to
focus, a challenge that the current health crisis has been facing and
encountered. Lastly, Identify and support struggling students.
During the current crisis, our students are struggling in many ways.  Some
need academic support; others, technology assistance.  Many, perhaps
most, need non-academic support.  Many mental health needs are going
unaddressed.  Still others need help in balancing their responsibilities and
priorities. With a return to normality nowhere in sight, we need to
recognize that for the foreseeable future; much of higher education will
consist of virtual education.  We can lament this all we want, but we have
a professional responsibility and a civic duty to ensure that students learn
just as much this fall as they would have in the pre-pandemic past.  Let’s
rise to the challenge.

6. What emotions will describe your lived experiences and journey as pre
service teacher? What is the most important learning insight do you have
about teaching that will surely inspire you in your chosen profession?
Thankful, Grateful and Bless. Those are the following emotion that
describes my pre service teacher journey. Being a teacher is a very hard
and commendable job. As I journeyed my pre service teaching
experience, I realized that in every profession we chose they will always
there for us. Teachers are arguably the most important members
of our society. They give children purpose, set them up for success as
citizens of our world, and inspire in them a drive to do well and succeed
in life. As I end my pre service teaching journey let me wrote this quote
‘Experience is the best teacher’.
 JOURNAL NO. 4
Classroom Management

1. How did your students behave during your online live class? Why did
they behave in such a way?
Active class participation also improves critical and higher level
thinking skills. Students who participate in class have studied the
material well enough to introduce new concepts to their peers. This
level of thinking goes beyond simple comprehension of text, and can
also improve memory. We can all remember a time in class when we
hoped the teacher or professor wouldn’t call on us. Our fear of saying
the wrong thing and sounding silly in front of our classmates is a strong
deterrent from raising our hands and volunteering to speak in front of
others. In fact, when given the choice most students choose to fly
under the radar and avoid the embarrassment of speaking in front of
their peers. This is unfortunate because class participation, while
sometimes scary, is necessary for getting the most out of an
education. Participation actively engages students with the subject
matter, pushes them to create concepts, and forces them to show
evidence for their claims. Collaborative learning theory involves peer-
to-peer learning that fosters deeper thinking in the classroom.
Collaborative learning theory suggests that group learning helps
students develop their higher-level thinking, oral communication, self-
management and leadership skills.

2. How did you manage online classes in order to ensure learners

attention and active participation? Enumerate your strategies. Did it
work well?
Effective online instruction depends on learning experiences that
are appropriately designed and facilitated by knowledgeable
educators. Because learners have different learning styles or a
combination of styles, online educators should design activities that
include multiple modes of learning. Teaching models should also be
adapted to the new learning environments. Some instructional
strategies from the traditional classroom that also work in the online
learning environment are: Learning Contracts, Discussion, Lecture,
Self-Directed Learning, Mentorship, Small Group Work, Project,
Collaborative Learning. Case Study, Forum Panel, Symposium.
These are the following traditional classroom strategies I used when
have conducted my on the job trainee online classes.

3. What did you learn from your cooperating teacher in terms of

classroom management? Did you follow it? Was it appropriate and
effective?
 The classroom is a vehicle for getting students from where
they are when they enter the schoolhouse door to where they need
to be an academic year later. Effective educators have a sense of
classroom tempo and student harmony such that they are aware of
when an intervention may be needed to prevent a problem. Often,
teachers use nonverbal cues, proximity, and redirection to prevent
misbehavior. These techniques typically allow the momentum of the
instruction to continue and refocus the student; however, there are
times when a stronger intervention is necessary. When a rule is
broken, an effective teacher is prepared to address the problem.
Effective teachers tend to react in several ways, including the
following: positive reinforcement that points to the desired behavior,
consequences that punish the negative behavior, a combination of
reinforcement and consequences, or indirectly responding to the
behavior such that the student is reminded of why a rule is
important. What an effective teacher does not do is react to an
entire class for a rule infraction by a single student. Dewey believed
that classroom management should be guided by democratic
practices with consequences and offered the theory of experience
through social learning. Dewey believed that children were capable
of learning, behaving cooperatively, sharing with others and caring
for one another with the teacher as a facilitator. He believed that
instructional management included a natural approach involving
direction and guidance and that behavior management included the
sequential behavior development of students. Many teachers
practice this technique today as a central component of classroom
management.

4. Cite one situation in your online classes that really tested your skills in
classroom management. What happened? How did you manage it?
Online classroom management isn’t impossible. In some
ways, online classroom management is easier than managing a live
classroom. But it does require a different approach than traditional
classroom management. One time, I have my discussion on a
certain topic unfortunately it’s unorganized. So, I discuss to my
students the topic which is unorganized and the outcome is they
could not understand. After the situation, on the following day I
manage to set my daily routines and organize my discussion so
that we will be having our smooth and effective class. I learned that
if we teachers always prepare on what possible outcome or result it
will take we must prepare ourselves for that especially in an online
class set up. Formal teaching is known as pedagogy, where the
teacher directs all the learning. Informal teaching is known
as andragogy, where the learner is the focus, for example, via
group work and discussions. Pedagogy does not always allow for
 individual knowledge to be taken into account and often focuses on
teaching the same topic at the same time to all learners. 

5. What were some routines activities or classroom courtesy that

contributed to harmonious atmosphere in your live classes? How do
you manage to attract student’s attention?
A large amount of a child’s time is spent sitting in a school
classroom. This place is where they will learn the various skills
deemed necessary and proper for them to achieve success in the
global society. The classroom is where they will gain an
understanding of their place in the world and the gifts that they
have to offer it. It is where the student develops what they want
their future to look like, as well as knowledge of the skills needed to
reach that goal. With the classroom being such an important place
in the growth of a child it is important to understand the ways in
which to affect this environment in order to receive maximum
effectiveness in instruction. If schools really do play a large role in
teaching the next generation how to be successful members of
society then every precaution should be taken to make sure that
the learning environment is one that helps students thrive.

6. What educational principle/concept/theory do you consider in online

classroom management? How did you apply it in your class?
Education is a way of imparting and gaining skill and
knowledge to the learners. Education can be better understood as
the method of examining the nature, and aiming and practicing of
knowledge. Learning theory is meant to explain and help us
understand how people learn; however, the literature is complex
and extensive enough to fill entire sections of a library. It involves
multiple disciplines, including psychology, sociology, neuroscience,
and of course, education. Three of the more popular learning
theories; behaviorism, cognitivism, and social constructivism—will
be highlighted to form the foundation for further discussion. Mention
will also be made of several other learning theories that are
relevant to online education. Out of much educational theory one
thing I consider is behaviorism. As its name implies, behaviorism
focuses on how people behave. It evolved from a positivist
worldview related to cause and effect. In simple terms, action
produces reaction. In education, behaviorism examines how
students behave while learning. More specifically, behaviorism
focuses on observing how students respond to certain stimuli that,
when repeated, can be evaluated, quantified, and eventually
controlled for each individual. The emphasis in behaviorism is on
 that which is observable and not on the mind or cognitive
processes. In sum, if you cannot observe it, it cannot be studied.

7. From your short experience with this new learning management

system, what are the online classroom management strategies that
you have learned?
Determine order of importance. In order to help students
build their skill and confidence in this strategy, we must provide
explicit instruction and ample opportunities for guided practice. This
systematic instruction will give students many opportunities to
practice before they are required to use the strategy independently.
This is the online classroom strategy I have learned throughout my
online on the job training class. Self-efficacy refers to people’s
appraisals of their ability to plan and execute the actions needed to
achieve a desired goal. Individuals with high self-efficacy strive for
challenging goals and exhibit determination to persist through
obstacles to attain them. Setbacks are viewed as challenges to
overcome and often motivate them to intensify their efforts. In
contrast, those with low self-efficacy attempt to avoid difficult tasks
and are less committed to achieving their personal goals. Rather
than being motivated to try harder in the face of setbacks and
obstacles, individuals with low-self-efficacy are more predisposed
to interpret setbacks as signs of personal weakness or deficiency.
 JOURNAL NO. 3
Assessment

1. Describe at least 3 factors to consider in designing a formative

assessment for correspondence and for online class. What type of
formative assessment did you administer?
Whether we use synchronous or asynchronous online sessions,
whether we call it distance or virtual learning, we’re all challenged to
provide meaningful education experiences at a distance as the education
world grapples with the impact of Covid-19. This type of learning is nothing
new, but it is new to many of us and has caused us to quickly shift our
practices. There are so many tools to use to check for understanding. As it
is important to have routines and still have variety, select two to four tools
that work well for you and your students. Focusing on just a few allows
students to experience tools they’re used to, while also ensuring that
checking for learning doesn’t get boring. It addresses selected concerns
including the distinction between online assessment and traditional
assessment; the relevance of authentic and alternative assessment; the
practical considerations relating to security, integrity, validity, and reliability
of assessment; emerging principles of good practice relating to quality
indicators, benchmarks and criteria for effective online assessment; and
the relative significance of online assessment trens to various drivers and
stakeholders. Advanced by the theory of formative assessment. In the
classroom, when children participate in social interactions which make
them feel respected and valued, they begin to demonstrate enhanced
meta-cognitive processing that promotes the conscious use of
autonomous learning strategies. Increasing mastery over these strategies
supports individual learning across the board, helping to ensure outcome
equity and facilitate lifelong learning.
2. What are the online assessment tools you were able to use? Describe the
advantages and disadvantages of using online assessment tools in
evaluating students learning?

I used 3 online assessment tools. Socrative, Google forms and

mentimenter. Socrative is quizzes and questions with real-time grading,
google Forms is easy to use and coppa/ferpa compliant, mentimeter  is
pre-built education templates. Advantages of online assessments. The
use of online assessments saves companies a lot of time and money.
Often the assessments can be completed in less time, multiple candidates
can complete the online assessment at the same time and there is no
need for specialized personnel. Also, the test takers are able to take the
assessment during class, or at home, using their own devices. You get to
see their results and answers and get instant feedback about your chosen
topic. That helps you, as a researcher, recruiter, teacher or trainer, to
 learn more about your users and adapt to their needs, strengths and
weaknesses. Disadvantages of online assessments, not much can be said
about the disadvantages of online assessments, since the advantages
outweigh them by far. But there might be some, for example, you need to
be computer literate or able to use a computer well in order to create and
take an assessment. Technology is not always reliable; there might be
connection or internet problems, energy breaks and other things like that.
Also, there’s a cost involved in online assessment software. Online
assessments have some pros and cons. It’s up to you to decide what the
best option in your case is, that is, keep using hard copy assessments or
go for the online option. Although some financial investment in online
assessment software is needed, we believe the benefits outweigh the
costs by far. It’s a value for money acquisition, since you, as a
professional, will save a lot of time and money in many other ways.

3. What are the problems you encountered in giving assessment? How did
you respond/overcome/improve it?

I think students may have difficulty taking

the assessments seriously and putting forth best efforts, Parents may
question assessment validity and whether it truly demonstrates
understanding and Administrators may not see the benefits, possibly
viewing the method as chaotic. It is important to measure how people
learn and not just what they have learnt. It is necessary to implement
relevant technologies for assessments to make learning applicable to
modern students, who are more digital and competence-based. Feedback
should be used to improve learning. Integrating the e-assessment into the
entire learning process as part of the course design. It is important to
measure how people learn and not just what they have learnt. It is an
ongoing process that should be assessed continuously, and Instructional
Design can help teachers to plan how and when to do it. At the same time,
Instructional Design can help teachers choose the right assessment
methods, strategies, and technologies to enhance learning. Despite the
diversity of assessment contexts and types of assessments, some
common challenges can be identified. If these challenges are addressed
adequately, there is a greater likelihood that the assessment process will
effectively inform the target audience and the decision-making process.
There is an extensive body of literature in which these challenges have
been identified.

4. What did you do to the cater the coping learners, average and advanced
learners in the class in terms of giving assessment?

Assessment usually conjures up images of an end-of-unit test, a

quarterly report card, a state-level examination on basic skills, or the letter
grade for a final laboratory report. However, these familiar aspects of
 assessment do not capture the full extent or subtlety of how assessment
operates every day in the classroom. During the school day, opportunities
often arise for producing useful assessment information for teachers and
students. In a class discussion, for example, remarks by some of the
students may lead the teacher to believe that they do not understand the
concept of energy conservation. The teacher decides that the class will
revisit an earlier completed laboratory activity and, in the process,
examine the connections between that activity and the discussion at hand.
As groups of students conduct experiments, the teacher circulates around
the room and questions individuals about the conclusions drawn from their
data. The students have an opportunity to reflect on and demonstrate their
thinking. By trying to identify their sources of evidence, the teacher better
understands where their difficulties arise and can alter their teaching
accordingly and lead the students toward better understanding of the
concept.

5. What are the things to consider in administering online summative

assessment?

This is an idea we should apply in both in-person and distance

learning. However, with distance learning, this is a further call to distill our
curriculum to essential learning and target specific standards and
outcomes. All of us in the distance learning world know it will take much
longer to move through our curriculum, so there is not enough time to
cover what we intended when we had being in the classroom in mind.
Readiness, Endurance, Assessed, and Leverage to help you make those
decisions. Depending on what is being assessed, teachers may be able to
take these tasks and split them into shorter tasks or performance items to
be completed over a longer term rather than in one sitting. As a
performance task often assesses multiple standards, it can be broken
apart into discrete mini-tasks that each assess an individual standard or
learning target. Summative assessment in an online environment differs in
form and function from the formative assessment process. Not only are
the summative assessments graded, but the methods through which
student’s access and respond to the tests usually differ. The summative
assessment process requires high levels of control and security in the
testing process to ensure reliability and validity in scores, attention to
technical problems that may arise during the testing session, and
assurance that the online nature of the testing process itself has no impact
on actual performance. An additional concern that is often raised by
instructors considering online summative assessment is that online testing
will induce heightened levels of anxiety over the test, leading to
performance levels that underestimate true ability.