Leas iS OBSERVE (7 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 {Personal Classroom Management 41.1 Is the teacher well-groomed that helshe demands ‘espect from the leamers? 4.28 the teacher's voice modulated and can be head by the entre dass? / 1.3 Was the teacher present in class? 1.4 Did the teacher ative on time in class? / 4.5 Does the teacher exude a positive attitude towards teaching? L 2, Physical Classroom Management 2.1 Is the classroom well-ventilated? 2.2 Is the lighting good enough? 23 Is the classroom free from noise? 24 Does the seating arrangement provide better interaction? 25 Is the design/structure of the room inviting to classroom activities? 2.6 Is the physical space earning station clear from obstruction? ran ANALYZE Analyze the different elements of personal/physical classroom management and answer the following questions? [RIAIRIN 1, How does the voice of the teacher affect classroom instruction? Hofuldled, cleo and tard by the ¢npyr claws aod (an cain the _ttornes wtih other’ Yoon fo (Men yen uel and Qatticinative "enw tu clase. caring ode 7 Pryleal end Fevonol Aipects of Clasfoom Management Feusudy {Bt —_2. How does the punctuality ine tec a classroom discipline aon 2 _uctuay of the teaches coacistariny ea i doing i real th et are _tnodel fy ber 10a a management? 3. Why do we need to check on the physical serene o e % Get he shubaal fe class : aged So_iti (earnina of the cu NF Yogi) elvav wr sayords —cadewic pet fivman ce y # REFLECT i | Reffect on the aspects of personal and classroom management. ‘What does this statement mean to you as a future teacher? Explain. “No amount of good instruction will come out without effective classroom management.” z ] No matey hey gtd yous out as frachor if wu ae got on eed Nand “eh ting war Ame. te a teacher, we feavnine of Ye cide far ae ales | aid salt ni arin bunds the earn 4y “pchine four cet ghiechvec. EAectue clan mds bye sannel well. What are your plans in ensuring effective classroom management? he a fhe School Teaher. ws Hone ape the faluwing . Fic, ean ize iM pan_ciategiaiy- [yal Sania ‘he pico aed aute aiea. tua,” Walle, 4 hf sn Ar PMbcitine offal uldiod wll! Kew “hat we wil itt ned oofuby. fied. We a child Sent Ialg se aie the Figur plo or tight usge oF fy cyeclie ings. Fant is wT ' WM Seti, (earning RAS Like Feadirg ard, aed areas stor arias lait, tay, the ub - iF caldren see Yet otoying He ‘aching preed,, Hhink af fon adh noe Wely they are, + ayy the vearrirg pokes .ance Analyze the checklist you have accomplished and answer the given questions: source Teacher? Did these contribute to 1. How many strategies were employed by the Res better classroom management? Explain your answer. ha Sials ade ohjethues- 2. What were aot sed bith Resource Teacher? Were these important? What should have been used instead? Explain. id {yk daidren wily in aviup vate ot -effart. Tit oid ahs fee tuwwunioba wih bdhu- dagmate- “Cel buahW away Tae forcate mybyattin of hy chuld as wr) ard wth grap | ® REFLECT ‘As a future teacher, reflect on the observations then answer the given question. 1. What clas: i arreasroom management strategies do I need to employ to respond to diverse types 4 fi A andthe ela, to ald curtain clraumtancag in He v ea n i ful we a ge Cudeu greets ond fevibility fr aT ts : i ution al “iotligent fy uy pun go Wat! | ‘Ait Gin Sule god Goto Od Hat Tot tana fe odWHEN TEACHER IS TALKING, LISTEN CAREFULLY AND SIT PROPERLY WAIT FOR YOUR TURN / WAIT YOUR NAME 2. ro we cattep DON'T SHOUT AND LauG AND TEACHER SAY SORRY, THANK YOU, PLEASE , Be cxcuse me‘he learing outcomes; Complete, wel- orgaized, highly relevant tothe leaming uttome Subrited before the ceeding nave vat ofthe leaning culoomes, Complete; Wel orgarized, very relevant othe leaming outcome Feveviey wwe ‘VEN Oe COMER OF conte of he learing | he lating odcomes xtcomes, Complete, | not complet: not nok organized. relevant | crgarized, ct relevant {othe leaning Submited a day afer | Submited to (2) the deadine cays or more arte eating COMMENTS TRANSHUTATION OF SCORE TO GRADE/RATING | Sore | frre] a7] 6 | 6] 4] ot] tt | 10 | 98 | teow | Grade | 10) 4.25 | 45) 175 | 200) 225) 260 | 275 | 300) 35 | 500 9 k % ) 93) 9 | 8 | MH) Bt) | | 1 | M-Bew Sqn FS Tate ebove Pred Nameae LINK Theory to Pre How will you prevent truancy among students? A. Check attendance regularly B, Allocate budget for each student. Improve sanctions on absentecs. 1D) Prepare and teach your lessons effectively at all times. 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. (©) Employ engaging and enjoyable activities D. Give them the grades they deserve based on their performance. ‘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. 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. (Dp Empower them to initiate activities in lass. 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. . 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.