Queddeng, Ma. Nica B.

BEED-1V


Learning
Field episode Physical and
Personal Aspects

Study- 7
of Classroom
Management.

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Activity 7.2

Demonstrating knowledge of
positive and non-violent
discipline in the management of
learner behaviour.

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Observe the classroom management strategies that your Resource Teacher employs
in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher

Check () observed, put an (×) if not observed and 0 for no opportunity to observe.

Effective Classroom Management Not Observed No Opportunity to

Strategies Observed Observed
1. Model to the students how to
act in different situations. 
2. Establish classroom guidelines. 
3. Document the rules. 
4. Refrain from punishing the
entire class. 
5. Encourage initiative from
class. 
6. Offer praise and rewards. 
7. Use non-verbal 
communication.
8. Take time to celebrate group 
effort.
9. Let students work in groups. 
10. Interview students to assess 
their needs.
11. Address bad behaviour 
quickly.
12. Consider peer teaching. 
13. Continuously engage the 
students.
14. Assign open-ended project. 
15. Write group contracts. 0

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Analyse the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did

these contribute to better classroom management? Explain your
answer.
 14 out of 15 strategies were employed. These strategies contribute
to the enhancement of the classroom management because it is
strategies present by the educator. The strategies help the teacher
to organized classroom by group or individual. These strategies
help educators to stir up students’ participation inside the class.

2. What were not used by the Resource Teacher? Were these

important? What should have been used instead? Explain.
 The only strategy that the teacher wasn’t able to use is writing
group contracts. For me NO, because being in a group means you
having a responsibility to cooperate and finish the task with them.
You should not give them reasons why you cannot cooperate. It is
a group wok so everyone in the group should cooperate. Instead of
having group contracts, give them strict instruction about the
submission in order for the pupils to practice punctuality.

Reflect
As a future teacher, reflect on the observations then answer the given question.

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1. What classroom management strategies do I need to
employ to respond to diverse types of learners?
 As a future teacher, I will employ group activities and
asking questions from the pupils about the content and
topic we have been discussed throughout the
discussion. This will help me to practice them in a
group effort or cooperation for them to succeed in
some other times of reality and utilize the given
questions to clarify them what I think lacks in their
understanding throughout my lesson; and I will give
them some outdoor activities that will respond to the
diversity of the learners such as interviewing and
sharing in to the class for them to bond, analyse,
observed and understand the different kinds of
learners with them.

Open-Endedness
Open-ended tasks have more than one right answer, solution or outcome and can be completed in

more than one way. They can take the form of statements, questions, tasks, projects or teaching

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methods. Different learners may use different types of thinking; and there are no predetermined

correct outcomes. Open-ended learning activities are provocative and stimulate divergent

thinking about a topic. Teachers’ attitudes, assessment criteria and procedures must also

encourage students to take different paths and offer creative responses. Unique contributions are

welcomed.

Maker and Scheiver[59] identified these advantages of open questions. They:

 Encourage many students to give responses

 Encourage student-to-student interaction patterns

 Elicit more complete and more complex responses

 Allow students to give knowledgeable answers

 Encourage students to question themselves, their classmates, and their teachers

 Stimulate further thought and exploration

Open-ended activities work well in mixed-ability classrooms because they have “low floors” and

“high ceilings.” This means they require minimal background knowledge and also have high or

no limits on the knowledge and skill participants might use and learn.

Examples

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This section provides a variety of examples and resources for developing open-ended learning

experiences. It begins with samples of different sizes from a social studies unit on Asia. The first

set is small questions, the second are larger activities, and the last is a project. Assessment

criteria and procedures are provided for each.

Table 1. Open-ended questions and assessment criteria

QUESTIONS Criteria for teacher’s feedback

What impact do Asian countries have on our daily Fluency (number of ideas)
lives? Scope of ideas (imports,
immigration, culture, etc.)

What impact does the United States have on the Same as above
lives of people in Asian countries?

In what ways do you think your life is different Scope (hobbies, transportation,
from (or the same as) the life of a boy or girl your recreation, religion, sports, etc.)
age in Tokyo? Depth

Table 2. Open-ended activity with assessment criteria

ACTIVITY Criteria for Evaluation

and Who will apply them

Design a mini-poster about the 5 locations in Asia that Richness of vocabulary:

you find most fascinating. Use rich, colorful language to scored by teacher on a 5-

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describe each one in a sentence so others will share your point scale
fascination.
Interest: scored by peers
on a 5-point scale

Accuracy of names &

locations: scored by
teacher (right/wrong)

Table 3. Open-ended project with assessment criteria

PROJECT Criteria for Evaluation and

Who will apply them

Study of a Country: Effectiveness: Plane tickets

Prepare a presentation and materials to recruit new for peer evaluation (no way,
immigrants to an Asian country of your choice. one way and round-trip)
Include information on the culture, economy, history,
Originality: teacher judgment
population, climate, & geography, and more.
on a 5-point scale

Effort: self-evaluation on a 5-
point scale

Prompts for Creating Open-Ended

Tasks:

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The prompts below are a few examples of starting points for creating open-ended

learning experiences of any size in any subject. Each can be completed with

information relevant to a particular assignment. Click here for a more extensive

collection of prompts.

 How would ________ be different if ________ ?

 If you were a _________, how would you help (an inventor, a person

in history or a character in a story or novel)?

 Create a _________ to promote __________.

 Give (some number) of reasons __________ might ___________.

 What makes ___________ (worthwhile, risky, scary, funny….)?

Open-Endedness during Classroom

Discussions

Despite a teacher’s best efforts to stimulate open, higher level thinking

during teacher-led classroom discussions, students often respond to

questions posed by teachers as if there is one right answer. There are

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alternatives to teacher’s questions. A teacher’s use of specific statements

and silence as well as carefully constructed questions from peers is options.

Dillon [60] proposed 7 effective alternatives to direct questioning when the

purpose of a discussion is to explore ideas and prompt higher level

thinking: declarative statement, reflective restatement, declaration of

perplexity, invitation to elaborate, class questions, speakers’ questions and

deliberate silence. Students can learn to use these techniques too.

Descriptions are provided here. More details are provided in Dillon’s

article.

Open-Ended Teaching Methods

Problem-based learning and Socratic seminars are two instructional

methods that provide students with open-ended learning experiences.

Resources for problem-based learning can be found in the “Examples”

and collection of resources provided for Inquiry-based learning.

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Socratic Seminars are a form of whole class discussion “based on

Socrates’ theory that it is more important to enable students to think for

themselves than to merely fill their heads with “right” answers”[62]. Prior

to the seminar (discussion), students “examine” a text guided by prompts

from the teacher. The “text” may be a novel, political cartoon, artwork,

poem, etc. During the discussion, the teacher offers a few well-crafted,

open-ended questions “that provoke students to think critically, analyse

multiple meanings in text, and express ideas with clarity and

confidence.” A follow-up activity enables students to synthesize what

they’ve learned from their preparation and seminar experiences. Ball and

Brewer[63] provide extensive resources in their materials.

Ensure Success for All Students

with Open-Ended Lesson
Planning
To ensure success for all the artists in your classroom, why not try
open-ended lesson planning? Planning open-ended lessons
allows your students to explore and express their interests while
still meeting important objectives and building skills. Allowing a
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lesson to be tied to personal experiences makes students more
engaged and willing to push themselves further. It also inspires
students to share and express their ideas freely. The key
ingredient of personal connection will help all your students
thrive and grow within their artistic abilities and identities. Today
I’d like to share 5 essentials to consider when planning and
implementing truly open-ended lessons. In addition, I’ll share a
fun lesson example you can use for inspiration.

The 5 Essentials of Open-Ended Lesson

Planning
1. Provide and facilitate a SOLID introduction.
This includes providing clear objectives and learning targets,
making sure you introduce, scaffold, model and reteach
concepts and techniques when appropriate and providing
time to brainstorm, practice, and share.
2. Make sure you have appropriate tools, supplies,
and adaptations for all your learners to create with
3. Emphasize personal connection, introspection,
expression, and exploring interest
This is where really knowing your students and having a
fantastic teacher-student relationship can really help facilitate
meaningful and achievable results.
4. Make sure your lesson is truly open-ended
In a truly open-ended lesson, results will be unique to each
student and related to their interests, skills, and ability levels.
Projects can include the same materials, rendering different
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results, or be a flexible and adaptable demonstration of each
individual’s skills. Make sure you are developing lessons that
you are truly okay with being open-ended. It may help to have
a specific material or technique in mind. It’s impossible to
consider every scenario or detail that may be essential to the
effectiveness and achievability of the lesson for each of your
learners, but the willingness to be flexible, consider
adaptations, and a little patience with you will be extremely
beneficial!
5. Provide Clear Objectives
The objectives may be process and technique driven, and can
include self-reflection, art history connections, and
presentation of final product. They should be unrelated to the
student’s chosen interest or topic

Evidence of Classroom Management Strategies

REVIEW BEFORE THE

NEW LESSON.

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