Episode 5

Activity 5.1 =Managing Time, Space and Learning Resources

Resource Teacher: Evangeline Ruth L. Boog Teacher Signature: ______________ School:
TCNHS
Grade/year Level: Grade 7 -Venus Subject Area: Science Date: 09-22-22

OBSERVE
1. As you observe the class, look into the characteristics of the learners. Note their ages.
- I observed that they have different distinct traits. Some are quiet and some are talking loudly without
the permission of the teacher. Some re reciting and some are not. There are also some students who
work independently. Their ages range from 11-13.

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

- There are 15 boys and 26 girls.

3. Focus on their behavior. Are they already able to manage their own behavior?
- From what I observe, they are very participative in the class, they share their ideas and they are
competitive. They are eager to learn and try their best to give an in-depth answer in oral. They are
respectful in approaching their teacher. They raise their hands when they have questions and when
they ask for questions.

4. Can the learners already work independently?

- During my observation I observed that the students can’t work independently. They still need the
guidance of their teacher and their classmates. Some also cheats, they ask answers to their seatmates.
Their behavior shows they are still young and still need guidance from their teacher and parents.

5. Describe their span of attention.

- About 30% of the class are not paying attention, but the rest of the class is focus and jotting down
notes. They listen until the end of the discussion. They are very attentive for every question, but
some did not know how to express their answer as if they are shy.

ANALYZE
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?
The classroom set up is just a typical and traditional Philippine high school style where there is a
blackboard in front of the room and a table in the center front. The row of seats are occupying the whole
space of the room with only minimal space left for other areas. There is a television above the
blackboard where in teachers use for flashing their lesson. There is a small cabinet in the left side near
the window on the back and there is a book shelves on the right side. There is also a locker for the
students belongings and books. The organization of the classroom promotes positive learning among
students.

2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce positive
behavior?

Generally, the rule is about noisy (2.00), transferring seat without permission (5.00) standing up without
any reason (5.00), using of gadgets (3-5 floor wax), escape (10 pcs. Floor wax), bullying, not wearing
proper uniform (5.00), loitering (5.00), vandalism (50.00). Yes, it reinforced positive behavior, because
it shapes good behavior and make them responsible.
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 student’s participation in rulemaking-making on
student’s behavior?
According to the class secretary, the students collaborate with their teacher in establishing this rule.
Establishing the rules makes the students responsible and well-mannered. It shapes them to have good
behavior.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment, of monitors,
warm-up activities, etc.) How are they done?

To start the class, the teacher begins with prayer, then greetings, checking for attendance and a bit of
review for the past lesson. Then she begins with a quiz for assessing her student from their past lesson
and for her to know if her student reviewed their lessons. She then begins with the proper lesson and
then concludes and gives announcement. If there is still time after the discussions she give time to her
student to review for their quiz on the next day. With this daily routine teacher can produce meaningful
instruction.

5. IS there a seating arrangement? What is the basis of this arrangement? Does this help in managing the
class?

Yes, the basis of their seating arrangement according to the class secretary of Grade 7 Venus is
randomly selected by their teacher. It helps in managing the class. It helps the class to receive quality
education. This help in class management as it develop the own way of their teacher in managing
different class with diverse learners.

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

In a Junior high school classroom the noise is louder than the senior high school. Since the class often
do recitation, they can’t avoid making noise they have to share ideas from their classmates. If someone
is very noisy the teacher will call his/her attention and by doing this the student shut their mouth and
continue listening to their teacher.

7. If a learner is not following instruction or is off-task, what does the Resources Teacher do?

There are students who are not following instructions especially when working on their task. The
teacher still accepts their output but, she gives them minus points and reminds them to pay attention to
instruction next time. This helps the learners to learn from their mistake and be attentive to their
teacher’s instruction.

8. What does the Resources Teachers do to reinforce positive behaviors? (Behavior strategies)
 The following are the strategies the teacher makes to reinforce positive behavior:
✓ Let them establish classroom rules
✓ Praising her student achievements
✓ Make the class discussion engaging and fun
✓ Incorporate activities that promotes cooperation and collaboration.
REFLECT
1. Why do you need to reinforce positive discipline?

- Reinforcing positive discipline is essential in managing the classroom well. Even if the students are
well-mannered there are still some unpredictable situations that challenge the teacher’s patient. There
is a need to enforce a positive discipline among students to positively address the conflicts that may
arise in the classroom without being too harsh on students. Students will not think negatively about
themselves and this will eliminate unwanted behaviors or reactions from students. This will also help
the teacher inculcate positive values among students. In addition, students will be responsible for
their actions, to be rational, and critical and decide smartly in different situations.
Activity 5.2 Identifying the Different Aspects of Classroom Management
Research Teacher: Evangeline ruth L. Boog Teacher Signature: _________________
Grade/year Level: Grade 7 Subject Area: Science
OBSERVE
Observe a class and accomplish the given matrix.
Aspect of Classroom Description
Management
1. Specific Areas in the Such specific areas are the
classroom teacher’s table, learner’s
desk, lockers, bookshelves
and a cabinet.
2. Classroom Rules Classroom rules are located
in front of the students posted
in the side of the blackboard.
It is printed a long white bond
paper.
3. Classroom Produces The classroom procedures are
carefully taught an modeled.
4. Daily Routines These are done by the teacher
every day. Prayer, checking
of attendance, greetings,
collecting assignment, review
then opens up a new lesson.
5. Seating Pupils are arranged randomly
Arrangement by the teacher.
6. Handling The teacher handles the
misbehavior/off task misbehavior calmly.
behavior
7. Reinforcement of Reinforcement of positive
Positive Behavior behavior is appropriate,
effective and catalyzed
favorable result.
8. Others
9. Others
10. Others
School: TCNHS
Date: 09-22-22
Effect on the learners
(To be filled out you answer
the analysis questions)
This makes them feel safe in
their learning process. Also
students make sure their
belongings are safe too.
The rules makes them
responsible and well-
mannered.
This enables them to learn
comfortably.
These maintain consistent
standard.
This leads them learn better
and participate in the class. It
also made them more active
in class.
This makes the students
motivated to be better next
time and not threatened.
It reduces negative behavior
and regulates their behavior.
It also increases their
confidence.

ANALYZE
How did classroom organization and routines affect the learner’s behavior?
- Classroom organization and routines affects the learner’s behavior in a sense that they learn
something from it. It makes them responsible and manage their learning better. It also increases their
confidence, regulates their behavior and helps manage their learning better. It also builds good
relationship in the classroom. Students may also be able to control their selves and may reduce the
possibility that they may fail in class.
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?
➢ Humanist theory or Humanism that emphasizes human ability, goals, study habits, and desires.
➢ democratic theory in which students are provided the chance to participate in steps to learn as
well as equal treatment to select their own academic plan.
➢ Psychoanalytic theory requires teachers to consider students' opinions, emotions, and
perspectives, whether consciously or unconsciously.
➢ Cognitive theory should also be considered in order to pay close attention to the students
learning and psychological methods and knowledge building.
Which Behavior strategies were effective in managing the behavior of the learners in motivating students? Why
were the effective?
• Praising her student achievements
• Makes class discussion engaging and fun
This behavior strategies are effective in managing the behavior of the learners in motivating them. It makes
them feel untreated and makes a cooperation in class. Student can be attentive in any discussion if the lesson
is fun. They more likely to engage themselves because, they are having fun. This will give them big effect in
regards to their performance.

REFLECT
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?
- In the near future, I see myself teaching junior high school in my science class. I will start my class
through a prayer. To be followed by asking them about how they are doing, what do they feel about
our subject, etc. these questions help me determine my student current situation and their status in
life. Afterwards I will ask them to tell me their first impression about me and my subject. With this
question I can easily find the strategies to be used while teaching them to address their needs if they
ever shared to me their impressions. Then will proceed to the traditional way of teaching like
checking of attendance, giving motivational activities and then we’ll proceed to the proper lesson
with constant posing to check their comprehension and their participation.

Positive discipline holds that there are no naughty children, only bad behavior.
Positive discipline is a framework of discipline that focuses on the favorable aspects of
conduct. Positive discipline involves caregivers and educators reinforcing and teaching
positive habits while eradicating undesirable behavior; bad behavior patterns are
weaned out without individually or verbally negatively impacting the child.

Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
This are the rules I want to implement in this group of students.
1. Be on time. – To help them realize the value of punctuality.
2. Be respectful. – A common rule that everyone should learn.
3. Follow Directions. – To remind them that through following directions, thing will work well.
4. Keep Quiet. Raise your hand if you want to speak. – To minimize loud noises.
5. No foods/gums/drinks while in class discussion. – It is disrespectful for teachers if the students are eating
while they are discussing.
6. Ask questions. – To normalize raising queries if the concepts are not clear for them. And also, to avoid them
from making wrong outputs.
Should learners be involved in making the class rules? Why?
- Students need to involved in making class rules to develop their leadership skills as well as make
them understand the value of being responsible in their action and behavior. It should be done in
collaboration with the teacher in agreeing about the rules they need to establish. The rules should be
guided by the teacher as they are the one who knows about the guidelines and how to facilitate well
in discussing the rules to include.
Link Theory to practice
Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of the student’s behavior develops more self-regulation in the
students. Which of the following teacher statements demonstrate 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 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 assignment, you will be exempted from
the 3rd assignment.

2. Learners are more likely to internalize and follow classroom rules when __________.
A. The teachers clearly explain the rules she prepared
B. The learners know the punishment 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 leaners 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 learners right.
Show your learning artifacts
Paste pieces of evidence of classroom rules that work in class. You may also put pictures the physical
space and learning situations which contribute to the effective implementation of classroom management

“Classroom Rules” this is

effective way for the
student to be responsible
on their actions.

“Bookshelves and lockers”

EVALUATE Performance Task
Name of FS Student: Jamille Nympha C. Balasi Date Submitted: ____________
Year & Section: BSED-IV Courses: BSED- major in Science
Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement
1
Accomplishe All observation One (1) to two (2) Three (3) Four (4) or
d questions/ tasks observation questions/ observation more
Observation completely tasks not answered/ questions/tas observation
Sheet answered/ accomplished. ks not questions/
accomplished. answered/ task not
accomplishe answered/
d. accomplished.
Analysis All questions All questions were Questions Four (4) or
were answered answered completely, were not more
completely answers clearly answered observation
answer are wit connected to theories, completely, questions
depth and are grammar and spelling answers are were not
thoroughly are free from errors. not clearly answered;
grounded on connected to answers not
theories, theories; one connected to
grammar and (1) to three theories; more
spelling are free (3) than four (4)
from error. grammatical/ grammatical
spelling /spelling
errors. errors.
Reflection Profound and Clear but lacks depth; Not so clear Unclear and
clear; supported supported by what and shallow; shallow;
by what were were observed and somewhat rarely
observed and analyzed supported by supported by
analyzed. what were what were
observed and observed and
analyzed analyzed
Learning Portfolio is Portfolio is reflected on Portfolio is Portfolio is
Artifacts reflected on in in the context of the not reflected not reflected
the context of learning outcomes. on in the on in the
the learning Complete; well context of context of the
outcomes; organized, very the learning learning
complete, well- relevant to the learning outcomes. outcomes; not
organized, outcomes Complete; complete; not
highly relevant not organized, not
to the learning organized relevant
outcome relevant to
the learning
outcome
Submission Submitted before Submitted on the Submitted a Submitted two
the deadline deadline day after the days or more
deadline after the
deadline.
COMMENTS Over- all Score Rating: Based
On transmutation)

TRNASMUTATION OF SCORE TO GRADE/ RATING

Score 2.0 19- 17 16 15 14 13-12 11 10 9-8 7-below
18
Grad 1.0 1.2 1.5 1.7 2.0 2.2 2.50 2.75 3.00 3.5 5.00
e 5 5 0 5
99 96 93 90 87 84 81 81 75 72 71-
Below

_____ARSENIA M. BAYONGAN ________ ________________

Signature of FS Teacher above Printer Name Date