UNIVERSITY OF ANTIQUE

TARIO LIM MEMORIAL CAMPUS

TIBIAO, ANTIQUE

FIELD STUDY 1: EPISODE 5

Learning Episode- Creating an Appropriate Learning Environment
SPARK YOUR INTEREST
This learning Episode provides an opportunity to examine how classrooms are structured
or designed to allow everyone's maximum participation for effective learning. You should be
able to examine how classroom management practices affect learning. This Episode enhances
the application of the theories learned in the following professional subject such as Facilitating
Learner-Centered Teaching and The Child and Adolescent Learners and Learning Principles.

TARGET YOUR INTENDED LEARNING • OUTCOME

At the end of this Episode, I must be able to:
 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.

REVISIT THE LEARNING ESSENTIALS

The classroom climate that is conducive for learning is one that is non-threatening yet business-like. It
is a classroom where, when creating audio-visual presentations, the following are observed:
Specific classroom rules and procedures arc clear.
Classroom rules and procedures are discussed within the first few days of the school.
Students are involved in the design of rules and procedures.
Technique, to acknowledge and reinforce acceptable behavior are employed.
Clear limits for unacceptable behavior are established and negative consequences for
such are communicated.
Classroom procedures are democratic.

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
Observe and use the observation sheet provided for you to document your observations.

1. As you observe the class, look into the characteristics of the learners. Note their ages.
Answer: Considering the limited face-to-face interaction of teachers and learners, we are not able to
observe classes but ages vary depending on grade level.

2. How many boys are there? How many girls?

Answer: Number of students also vary depending on their strands. For example, in STEM Maritime
students of CRANS, all are males and there is only one female.

Submitted by: JUNABETH A. ESCOTON Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 UNIVERSITY OF ANTIQUE
TARIO LIM MEMORIAL CAMPUS
TIBIAO, ANTIQUE

3. Focus on their behavior. Are they already able to manage their own behavior?
Answer: Considering the limited face-to-face interaction of teachers and learners, we are not able to
observe classes but it happened that I have communication with the Grade 12 STEM students because they
were our respondents in research. I was overwhelmed by their warm approach. I guess they have already
mastered their behavior. They were very cooperative and kind.

4. Can the learners already work independently?

Answer: Considering the limited face-to-face interaction of teachers and learners, we are not able to
observe classes but based on my own experience, there are always learners who are dependent and there
are learners who can finish their works independently.

5. Describe their span of attention.

Answer: As what I have observed when I communicate with the learners, they are participative,
approachable and very vocal. There were few that seems so uninterested.

ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good
to ask the teacher for additional information, so you can validate 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. Will it make a difference if these areas for
specific purposes are not present?
Answer: yes, there is. The said areas are important in each classroom so that it will be organized.
Without these areas, things will be place anywhere and it’s not so good to see that everything is
scattered around. For me, it’s kind of destruction.

2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positivebehavior?
Answer: Yes. Simple rules like, maintain cleanliness. Yes, I believe that being clean means being
organize person. I believe that that when are you are organize person, you are able to organize your
things, schedule, and manage everything step by step.

3. Did the students participate in making the classroom rules? If the Resource Teacher is available, ask
him/her to describe the process. What's the effect of students' participation in rule-making on
student's behavior?
Answer: I guess its always the learners that create the rules. back when we were in high school, after
voting for class officers we were obliged to create rules and punishments in breaking these rules.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment
of monitors, warm-up activities, etc.) How are they done?
Answer: prayer, attendance and recap of lessons is the daily routines of most teachers.

Submitted by: JUNABETH A. ESCOTON Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 UNIVERSITY OF ANTIQUE
TARIO LIM MEMORIAL CAMPUS
TIBIAO, ANTIQUE

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
Answer: Yes. It is usually by height and alternate boys and girls but there are some teachers who allows
the learners sit wherever they want.

6. Observe the noise level in the classroom. How is this managed?

Answer: The noise inside the classroom were managed properly depending on students and their teachers. But there are
teachers who are very particular in implementing discipline with the students. That even by just giving them a simple
look, students are already afraid and tensed.

7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.
Answer: well, if a learner is not following instruction, the resource teacher must correct him/her. Good communication is
always the key.

8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
Answer:
The teacher implements rules and regulations and whoever violates has punishments.

REFLECT
Reflection as a future teacher.

Why do you need to enforce positive discipline?

Answer:
As a future teacher, I believe that I have to enforce positive discipline so that no one will be left
behind. Discipline will bind my students to work hard with determination and good character. Positive
discipline is the key to success. Even in our everyday life, discipline is crucial. Discipline must be part of
our habits. What we eat every day, what we do every day, we have to deal it with discipline. I have read
once as I browse on Pinterest that discipline means doing God’s will and not your will. This means that
discipline is a godly act. Considering the goodness of all. It is a selfless act and yes, it should be enforced
to schools in order to have peace and harmonious relationships between the teachers and learners.

Submitted by: JUNABETH A. ESCOTON Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 UNIVERSITY OF ANTIQUE
TARIO LIM MEMORIAL CAMPUS
TIBIAO, ANTIQUE
Activity 5.2 Identifying the different aspects of classroom management.
Resource Teacher: Teacher’s Signature:
Grade/Year Level: Subject Area:
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom Description
Management
1. Specific Areas in the There were Learning Corners
Classroom and posters that provides
important information in which
students can learn.
2. Classroom Rules Basic rules like “Maintain
Cleanliness”
3. Classroom Entering the room in line,
Procedures organizing the seats properly.
4. Daily Routines Cleaners of the day.
Arranged by height. Alternate
5. Seating boys and girls.
Arrangement
6. Handling There are implemented
misbehavior/off-task punishments like cleaning the
behavior garden, writing an explanation
in a whole sheet of paper or
leaving the class as
consequences for misbehavior.
7. Reinforcement of Giving rewards and
Positive Behavior compliments as sign of
appreciation of good behavior.
Submitted by: JUNABETH A. ESCOTON
BSED Science
School:
Date:
Effect on the Learners
(To be filled out after you answer the analysis
questions)
The learners learn from the posters and
lessons displayed in artful manner.
Through this they can easily remember it.
The learners were taught to maintain
cleanliness and organize environment.
This establishes discipline among learners.
The learners learn
This will help the students identify their
proper seats and will also teach them
discipline that they can’t be seated
anywhere they want.
This will teach the learners to behave
accordingly, avoid disputes and maintain
peace.
This inspires students to manifest and
observe excellent behavior.
Submitted to: ALDREX A. BARRIENTOS
Course Facilitator
 UNIVERSITY OF ANTIQUE
TARIO LIM MEMORIAL CAMPUS
TIBIAO, ANTIQUE

ANALYZE

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

Answer: Classroom organizations and routines helps students improve discipline and develop them to
become organize and specific in handling things. These are basics that will greatly prepare them in the
future. They will be working and become professional in the future and they have to understand that
having a daily productive routine can help them become successful.

2. What should the teacher have in mind when he/she designs the classroom organization and
routines? What theories and principles should you have in mind?

Answer: The teacher must think about how the classroom organization and routines will improve
students and become the best version of their selves. It must be something that will touch their heart and
build a strong character.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?

Answer: The strategy that is effective in motivating students is through making strong connection and
bond with them. Showing them support and understanding their uniqueness. Know what they can give
and what they can. Identify their strengths and develop their weaknesses.

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself?
Answer: I believe that I can teach in teens or even pupils in elementary level. Wherein they are in a critical
stage of confusion and development. I will make positivity corner inside my room and make some time
attending to listen to my students. The goal is guiding them and understanding them as they find who they are
and what they are capable of doing.
2. What routines and procedures would you consider for this level Why?
Answer: If I will teach in high school, I will make routines and procedure that will help my learners confident
and calm. I can give simple rewards to encourage them to do better. I will make them realize their worth and
uniqueness that they don’t have to compare their selves to others. I will give fair opportunity despite various
colors, ages, social status and gender.
3. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
Answer: first is observing cleanliness, because I’m very particular with an organize and clean environment.
This can help you focus and feel comfortable. Next is punctuality. I want my students active and disciplined in
giving importance with time. We can’t take back time and no time should be wasted. Next will be the proper
grooming, because I want them to feel good about their selves. I want them to be confident.
4. Should learners be involved in making the class rules? why?
Answer: Yes, because they have to agree together and to make sure that the rules and the consequences are clear.

Submitted by: JUNABETH A. ESCOTON Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 UNIVERSITY OF ANTIQUE
TARIO LIM MEMORIAL CAMPUS
TIBIAO, ANTIQUE

SHOW YOUR LEARNING ARTIFACTS

Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the
physical space and learning stations which contribute to the effective implementation of classroom
management.

4.

Submitted by: JUNABETH A. ESCOTON Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 UNIVERSITY OF ANTIQUE
TARIO LIM MEMORIAL CAMPUS
TIBIAO, ANTIQUE

EVALUATE PERFORMANCE TASK

Evaluate your work task Field Study 1, Episode 2- Learner Diversity: Developmental Characteristics,
Needs, and Interests
Learning Outcome: Determine the characteristics, needs, and interests of learners from different
developmental levels.

Name of FS Student: _______________________________ Date Submitted: _____________________

Year & Section: __________________________________ Course: _____________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d Observation questions/tasks observation questions/tasks not observation
Sheet completely answered/ questions/tasks not answered/ questions/tasks not
accomplished answered/ accomplished. answered/
accomplished accomplished
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered clearly connected to observation
answers are with depth completely; answers theories; one (1) to questions were not
and are thoroughly are clearly connected three (3) grammatical/ answered; answers
grounded on theories; to theories; grammar spelling errors are not connected to
grammar and spelling and spelling are free theories; more than
are free from error. from errors. four (4)
grammatical
/spelling errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed. and 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 the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes. context of the learning context of the
complete, well- Complete; well- outcomes. Complete; learning outcomes;
organized, highly organized, very not organized, relevant not complete; not
relevant to the learning relevant to the to the learning organized, not
outcome. learning outcome. outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
Comment/s Over-all Score Rating (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

Submitted by: JUNABETH A. ESCOTON Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 UNIVERSITY OF ANTIQUE
TARIO LIM MEMORIAL CAMPUS
TIBIAO, ANTIQUE

Submitted by: JUNABETH A. ESCOTON Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator