Learning Episode

My Learning Episode Overview

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 outcomes

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
● quality of my observation and documentation,
● completeness and depth of analysis,
● depth and clarity of classroom observation-based reflection,
● completeness, organization, clarity of 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 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 process are democratic

Classroom Management and Learning | LEARNING EPISODE 3

 My Map
To realize my Intended Learning Outcomes, I will work my way
through these steps:

ve a class.
a checklist, find out the evidentclassroom components.
ibe how the classroom is structured/designed to allow everyone to participate in the learning acti
e the data in your checklist to the learners’ behavior.
ct on how classroom management affects learning
 My Tools
Use the activity form provided for you to document your observations.

An Observation Guide for the learners’ Characteristics

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 are there?
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 inti their listening skills and ability to concern.

Name of the School Observed:

Location of the School:
Date of Visit:
 An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation 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 teachers 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-up activities, etc.) How they are 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 use.

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

Write your
Observation
Notes here:
 CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Description Effect on learners

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

1. Specific Areas in the

Classroom

2. Classroom Rules

3. Classroom Procedures

4. Daily Routines

5. Seating Arrangement

6. Handling misbehavior/off-
task behavior

7. Reinforcement of positive
behavior
 My Analysis

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

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?

3. Which behavior strategies were effective in managing the behavior of

the learners? In motivating students? Why were they effective?
 My Reflection/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?

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

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

Why?
 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 demonstrates 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 the 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 the 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
leaners’ rights
My Learning Portfolio
My Learning Rubric (How did I perform in this episode?)
Field Study 1, Episode 3 – Classroom Management and Learning
Focused on: Planning on how to manage time, space and resources to provide a learning environment
appropriate to the leaners and conducive to learning

Name of FS Student Alexa Jean Q. Colocado Date Submitted: August 27, 2015
Year & Section: Second Year/ SED201 Course: BSE-ENGL

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All episodes were All or nearly all Nearly all episodes were Fewer than half of episodes were
done with outstanding episodes were done done with acceptable done; or most objectives were met
Learning Activities quality; work exceeds with high quality quality but need improvement
4
3 2 1
All Analysis question Analysis questions were Analysis were not answered.
questions/episodes were answered not answered completely.
were answered completely. Grammar and spelling
completely; in depth Vaguely related to unsatisfactory
Analysis of the answers; thoroughly Clear connections the theories
Learning Episode grounded on theories. with theories
Exemplary grammar Grammar and spelling
and spelling Grammar and acceptable
Spelling are superior
4 3 2 1
Reflection statements Reflection Reflection statements are Reflection statements and unclear
are profound and statements are clear; shallow; supported by and shallow and are not supported
clear; supported by but not clearly experiences from the by experiences form learning
experiences from the supported by learning episodes episodes
Reflection/Insights
learning episodes experiences from the
learning episodes
3
4 2 1
Portfolio is complete, Portfolio is Portfolio is incomplete; Analysis question were not
clear, well-organized complete, clear, supporting documentation answered
and all supporting; well-organized and are organized but are
documentations are most supporting; lacking Grammar and spelling
Learning Portfolio located in sections documentations area unsatisfactory
clearly designated available and
logical and clearly
marked locations
4 3 2 1
Submission of Submitted before the Submitted on the Submitted a day after the Submitted two days or more after
Learning Episodes deadline deadline deadline the deadline
4 3 2 1
COMMENT/S Over-all Score Rating:
(Base on 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

Signature of FS Teacher Date