LEARNING

FIELD STUDY 1 EPISODE

FS 1 7
Creating an Appropriate Learning Environment

SPARK Your Interest

This Episode tackles classroom management and discipline. It focuses on the personal
physical aspects of classroom management which are central to teaching and therefore must be
consistently implemented.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify the two (2) classroom management; and

 determine the classroom management strategies that the Resource Teacher
employed in his/her class.

REVISIT the Learning

Essentials

Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused, attentive on tasks and academically productive
in class.

Ref: edglossary.org

Importance of Effective Classroom Management

 increases chance of student success.

 paves the way for the teacher to engage students in learning.
 helps create an organized classroom environment.
 increases instructional time - creates consistency in the employment of rules and
regulations.
 aligns management strategies with school wide standards.
 decreases misbehavior in the classroom.
 gives student boundaries as well as consequences

Ref: http://www.ehow.com
 Two aspects of Classroom Management.

1. Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 . voice
1.2 . personal grooming
1.3 . attendance
1.4 . punctuality
1.5 . personal graciousness

Managing yourself as a teacher contributes to the order and well-being of your class.

2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the security
and order in the class. It includes:
3.1. ventilation
3.2. lighting
3.3. acoustics
3.4. seating arrangement
3.5. structure / design of the classroom
3.6. physical space/learning stations

Some Effective Classroom Management Strategies

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 behavior quickly
12. Consider peer teaching
13. Continuously engage the students
14. Assign open-ended project
15. Write group contracts
 Identifying Personal and Physical Aspects of Classroom
Activity 7.1 Management

Resource Teacher: JOHN HOMER BACEA Teachers Signature: ___________

School: A.S. BERNARDO NHS Grade/Year Level: 10- FARADAY
Subject Area: ENGLISH Date: ___________
OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline. Check if
these aspects were observed in the classroom.
ASPECTS OF CLASSROOM MANAGEMENT YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the /
learners.
1.2 Is the teacher’s voice modulated and can be heard by the entire class? /
1. 3 Was the teacher present in class? /
1.4 Did the teacher arrive on time in class? /
1.5 Does the teacher exude a positive attitude towards in teaching? /
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? /
2.2 Is the lighting good enough? /
2.3 Is the classroom free from noise? /
2.4 Does the seating arrangement provide better interaction? /
2.5 Is the design/structure of the room inviting to classroom activities? /
2.6 Is the physical space/learning station clear from obstruction? /

ANALYZE

Analyze the different elements of personal/physical classroom management and answer the
following questions?
1. How does the voice of the teacher affect classroom instruction?

The more moderate the teacher's voice, the more likely the class will take his
instructions.

2. How does the punctuality of the teacher affect classroom discipline?

If the teacher is good at adhering to school policies and is disciplined about his/her work
schedule, his/her students may learn and be inspired by his/her attitude, making the class more
active and well-mannered.

3. Why do we need to check on the physical aspects of classroom management?

The physical environment of the classroom can aid in the prevention of behavioral issues
as well as the promotion and improvement of learning. The organization of the learning
environment is critical for both teachers and students.
REFLECT
Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management”.

Classroom management systems are effective because they improve student performance
by creating an orderly learning environment that promotes students' academic abilities and
competencies, as well as their social and emotional growth. Encourage students to participate in
their learning.

2. What are your plans in ensuring effective classroom management?

I'll be glad to speak with my students. Learn about each of my students as a distinct
individual. Rational Detachment can be used to practice patience. Set effective boundaries. Stick
to the schedule I've set. Be aware of the underlying reasons for behavior. Engage the students in
conversation. More classroom management resources should be made available.
Activity 7.2: Demonstrating knowledge of positive and non-violet discipline in the
management of learner behavior.

Resource Teacher: JOHN HOMER BACEA Teachers Signature: ___________

School: A.S. BERNARDO NHS Grade/Year Level: 10- FARADAY
Subject Area: ENGLISH Date: ___________
OBSERVE

Observed 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 Resource Teacher.

Check (/) observed, put an (X) if not observed and 0 for no opportunity to observed.

Effective Classroom Management Strategies Observe Not No

d Observed Opportunity
to Observe
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 behavior quickly 
12. Consider peer teaching 
13. Continuously engage the students 
14. Assign open-ended project. 
15. Write group contracts 

ANALYZE

Analyze the checklist you have accomplished and answer the given questions.

1. How many strategies were employed by the Resource Teacher? Did these contribute
better classroom management? Explain your answer.
The resource teacher used a number of strategies, all of which improved classroom
management. Because, according to our resource teacher, if you act as a role model for your
students and demonstrate respect and authority in the classroom, you will eventually achieve
effective implementation of these classroom management tactics.
 2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
During our interview with our resource teacher, he stated that these classroom
management strategies are similar to those he used in his class, that they are all necessary and
successful, and that they have all been used.

REFLECT
As a future teacher, reflect on the observation then answer the given question.
1. What classroom management strategies do I need to employ to response to diverse types of
learners?

Interviewing them to assess their needs and allowing them to work in groups so that they
are aware of their particular distinctions are two classroom management tactics that we must
employ in order to respond to various types of learners. While teaching, take the time to
recognize and applaud group efforts. These are just a few of the many important classroom
techniques to actively use in the classroom, and as time goes on, we can always think of new
methods and ways to improve our classroom.

SHOW YOUR ARTIFACTS

Show piece(s) of evidence of learning to capture the classroom management strategies used by
your Resource Teacher.
EVALUATE Performance Task

Evaluate Your Work Task. Field Study 1: Episode 7: Physical and Personal Aspects of Classroom
Management
Learning Outcome: identify the two (2) classroom management; and determine the classroom management
strategies that the Resource Teacher employed in his/her class.

Name of FS Student: ROSELLE VELASCO Date Submitted: __________

Year & Section: ENGLISH – 4 Course: BACHELOR OF SECONDARY EDUCATION
Learning Excellent Very Satisfactory Satisfactory Needs
Episode Improvement
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
Over-all Score (Based 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

ADRIAN PROTACIO, PhD __________________

Signature of FS Teacher above Printed Name Date
LINK Theory to Practice

1. How will you prevent truancy among students?

A. Check attendance regularly.

B. Allocate budget for each student.

C. Improve sanctions on absentees

D. Prepare and teach your lessons effectively at all times.

2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them

B. Refer the matter to the Guidance Counselor.

C. Employ engaging and enjoyable activities.

D. Give them the grader they deserve based on their performance.

3. How will you help the shy and timid students in your class?

A. Treat them naturally.

B. Let them be as they are.

C. Refer them to the Guidance Office.

D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?

A. Recognize their leadership skills.

B. Let them just do what they please.

C. Refrain from calling them all the time.

D. Empower them to initiate activities in class.

5. To discipline unruly students, Teacher Helen always tells her students
"Remember I am the person in authority here. I have the power to pass or
fail you." Do you agree with Teacher Helen's reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.