DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF EDUCATION

Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Center of Development for Teacher Education
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FIELD STUDY 2 – PARTICIPATION and TEACHING ASSISTANTSHIP

Flex-Obedized Module

I. Title: Learning Teaching Through Participating

- Learning Experience 8: Participating in Maintaining Instructional
Routines
- Learning Experience 9:Participating in Maintaining Management
Routines
II. Objectives: After completing learning experiences 8 and 9, the prospective teachers
are expected to:
a. Participate in promoting wholesome and safe learning environment
b. Establish instructional routine to assist learners in gaining academic success
c. Establish management routines for ensuring smooth functioning of the
classroom.
III. Duration
(1hour and 30 minutes: Synchronous and 1hour and 30 minutes: Asynchronous)
IV. Introduction
LE 8: The main objective of this Field Study 2 is to expose and to provide student
teachers with some authentic hands-on participation in the teaching –learning
experience in the classroom. Engaging student teachers in classroom practices will
help them with gradual development of practical knowledge and wisdom that they
bring along when they become teachers. Successful teaching-learning events have
always been every teacher’s dream yet not all of them become successful especially if
the subject or content area is difficult or less interesting for some learners. Your task
as a student teacher is very crucial in participating in your Cooperating Teacher’s
(CT) challenge of making the learners gain academic content.

In this learning experience, you will be made to observe how this

applied/implemented
in schools.

A. Learning Essentials/Activities
 8.1 EXPOSURE: Knowing and Understanding Instructional Routines
You might have noticed that your CT has activities or routines in which
students are asked to be familiar with. These are practices initially taught to
the students, constantly practiced until they become part of the classroom
structure during the teaching-learning events. Instructional routines are
research- based, interactive modes intended to engage students and increase
their chances of sucesful learning by reducing the effort required to learn a
procedure that otherwise may vary by the day, teacher, or lesson ( Mussman,
2017).

Here are some definitions of instructional routines:

 Instructional routines or tasks enacted in classrooms that structure the

relationship between the teacher and the students around content in ways
that consistently maintain high expectations of student learning while
adapting to contingencies of particular instructional interactions ( Kazemi,
Franke, & Lampert, 2009).
 Instructional routines refer to al of the elements of teaching/ learning
events other than the specific content to be taught and the specific
materials used in teaching (LEARNNet).
  8.2 PARTICIPATION: Observing Instructionl Routines at Work
Observe carefully the different instructional routines taking place in the classroom during
teaching-learning engagements. List them down and start rehearsing on how you will participate
with your CTs in doing those instructional routines. Pay close attention on how your CT models
the routines.
LIST OF INSTRUCTIONAL ROUTINES AT WORK

1. Entering exited in the classroom.

2. Greetings. (Good morning/Good afternoon)
3. Praying.
4. Arranging sits.
5. Picking up pieces of dirt.
6. Asking if they are fine.
7. Checking attendance.
8. Collecting or checking of assignments.
9. Asking previous lesson/topic.
10. Always making the discussion lively.

 8. 3 IDENTIFICATION: Doing Instructional Routines

Perform with your COOPERATING Teacher (CT) in doing instructional routines. Here are
some common instructional routines which your CT might have been doing during his/her class.
 Buzzing Bees
Students mimic the buzzing sound to find a partner in group discussion ( specific instruction
will come from your CT).
 Think- Pair-Share
Students individually think about an issue, then refine or broaden understanding through
discussion with a partner and then share to the big class their common understanding ( specific
and refinement of the routine will come from your CT).

 Warm Up Routine
Students share understanding of concept by taking turns and saying: You’re the next
_____________ ( name of student).

Add and master other instructional routines of your CT and guide the students who cannot follow
the routine.
Take the initiative to review with the class the routines and repeat the routines whenever they are
necessary.

 8.4 INTERNALIZATION: Reflecting on the Usefulness of Instructional Routines

From your participation task in implementing instructional routines, what do you think are the
functions of instructional routines in the academic success of the learners? List down at least five
useful functions you personally observed and encountered.

Functions of Instructional Routines

1. To impose proper manners inside tha classroom, also it will manifest outside by
interacting with others.

2. Helps to systemize the students actions.

3. To establish a structure or series of instructions, to avoid misunderstanding that

may lead to disarrangements.

4.To promote participation in a harmonius way.

 5.To create smoother transition between activities.


8.5 DISSEMINATION: Creating Instructional Routines for Useful
Teaching-Learning
Make your own samples of instructional routines that you can use as a future teacher
My Creative Samples of Instructional Routines
1. Greetings, it should be lively and use a well modulated voice. Can use hand gestures or a certain kind
of simple choreography.

2. Intruct the students saying a certain word if present during attendance. Example, "pogi pa rin" or
"maganda pa rin" as a substitute for the wors present.

3. Praying a presonilze prayer instead mo memorize one. (Optional)

4. Arranging sits aligned with the wall, to create a space and serve as a mini stage for me to teach.

5. Do a simple ice breakers, either dance or singing a particular song.

*LE 9: Participating in Maintaining Management Routines

Establishing predictable routines is a critical part of classroom management. Keeping good
management practices makes the class runs smoothly. A lot of behavioural problems in the
classrooms can be attributed to the failure of the teacher to establish management routines and
the failure of the students to follow them.
A. Learning Essentials/Activities
9.1EXPOSURE: Noting Down Classroom Management Routines
Have a list of classroom routines being used or implemented by your
Cooperating Teacher in running the class smoothly. Observe very well the
what, when and how of these routines.

My Notes of Classroom Management Routines

What Routine When is it Done? How is it Done?
example: Morning Rituals Before the first class  Saying pervently
the “ Morning
Offering Prayer”
 Greeting teachers
and classmates “
Good morning”
 Leader saying aloud
present classmates
by row
Praying Before the class start ✓ Ask for a volunteer or
call a certain students to
lead.
✓ Ask the students to
stand up.
✓ Either personilze or a
traditional prayer.
Checking of attendance Before the class start ✓Accessing my

Passing of assignments
Previous topic
attendance sheet.
✓ Call the names of the
students in alphabetical
order with a well
modulated voice.
Before the discussion ✓ Asking students if they
start finish the given
assignment.
✓ Passing from left to
right.
Before the new lesson ✓ Asking the students if
start thery remember the
previous lesson.
✓ Calling students who
volunteered to answer.
✓ Calling some the
students who doesn't
raise their hand

9.2 PARTICIPATION: Categorizing Classroom Management Routines

Classify the classroom routines that your Cooperating Teacher has been doing in the
teaching-learning events.
Before the Start of the During Teaching- At the End of Learning
Learning Events Learning Events Events
Greetings Asking questions Aksing for questions or
any clarification
Praying Occasional ice breakers Giving assignment

Arranging sits and picking Lively discussion Closing prayer

up dirt
Passing of assignments Giving an activity Leaving the classroom
clean

9.3 IDENTIFICATION: Participating in Implementing and Maintaining Management

Routines

Do participating tasks of maintaining management routines. Rate your level of success in

participating to maintain management routines.

Very Successful

✓ Successful

Moderately Successful

Not Successful

Re-examining your assisting task:

What are some of the difficulties in maintaining management routines
based on your own personal experiences?

• Some students don't listen to the instructions

• Repeating the instructions several times
• Dealing with students who doesn't follow properly
• Connection problem since it is online class

9.4 INTERNALIZATION: Reviewing Success and Failure of Management of Routines

Recall your participation in maintaining management routines. Write your successful and
failure stories for your personal reflection and insights in the future.

My Success Stories in Managing My Difficulty/ Failure Stories in

Classroom Routines Managing Classroom Routines
 Instructing the students to turn off their Repeating instructions because of
mic. connection problem

Instructing to raise or click the raise hand Some students don't follow the given
button when answering or sharing some intructions properly
ideas

9.5 DISSEMINATION: Committing to Adopt Management Routine Strategies for a

Smooth Sailing Teaching- Learning Events.
Make your own samples of instructional management routine
strategies that you can use as a future teacher:

My Compilation of Strategies in Management of Routines

Before the class start

Greetings
✓ Saying "Good morning/Good afternoon"

Checking of attendance

✓Accessing my attendance sheet.

✓ Call the names of the students in alphabetical order with a well modulated voice.

Passing of assignments
✓ Asking students if they finish the given assignment.
✓ Passing from left to right.

Previous topic

✓ Asking the students if thery remember the previous lesson.

✓ Calling students who volunteered to answer.
✓ Calling some the students who doesn't raise their hand

During discussion

Discussion
✓ Make it a lively discussion
✓ Make it entertaining
✓Asking questions
✓ Giving some ice breakers

Activity
✓ Properly address instructions
✓ Guide them properly to avoid mistakes
✓Assessment students fairly

Conclusion
✓ Conclude the discussion properly
✓ Relate it in the real world situation
✓ Leaving an inspiring message

After discussion

Clarification
✓ Asking the students if they learned something, or asking if they have questions or
any clarification.
✓ Entertain any concerns, issues or problem s.
 Assignment(if any)
✓ Giving assignment with detailed instructions.

Closing prayer
✓ I will lead the prayer with a personalized one.

Reference: Field Study 2: Participation and Teaching Assistantship, OBE Handbook Portfolio, Copyright
2019, Adriana Publishing Company, Inc.

Submitted to: Dr. Wilfredo Q. Cunanan

Student Teaching Coordinator

Submitted by: Leslie C. Gamboa

Course, Year and Section: BSED FILIPINO-4B
Date Submitted: October 16, 2021