FS2 - Week 10-11

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Rosa Del Norte, Pasacao, Camarines Sur, 4417
Website: www.cbsua.edu.ph
Email Address: ca.pasacao@cbsua.edu.ph
Trunkline: (054) 513-9519
Week 10-12
Lesson 9
Participating in Maintaining Order During
Instructional and Co-Curricular Activities
Learning Objective:
1. Participate in meeting students’ short-term and long-term needs for order,
safety, and positive development during instruction and co-curricular activities.
Pre-Competency Checklist
1. Why is there a need to maintain order during instruction and co-curricular
activities?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Explore
Engage yourself with your CT to implement standards to observe your learners
during instruction and co-curricular activities. The following can serve as your guide in
keeping order during instruction and co-curricular activities.
1. Model the behavior your CT wants to achieve among the students.

2. Use positive presence by moving around and making frequent eye contact
with students who show signs of misbehaving.
3. Help in enforcing the rules and students’ compliance with your CT’s
directions or instructions.
4. Assist in helping students to gain confidence in doing seatwork, projects,
or activity sheets.
5. Participate in giving motivational support like stickers, points, or excellent
remarks during instructions or co-curricular activities.
Field Study 2 38
Prof. JL Torres
Trunkline: (054) 513-9519
Activity
In maintaining order during instruction and co-curricular activities, what do you think
were the most common problems?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Post-Competency Checklist
Make samples of instructional routines you will use as a future teacher.
Flowchart of An Orderly Classroom
Start of the School Year
Rules for Instrcutional Activities Rules for Co-Curricular Activities
Field Study 2 39
Prof. JL Torres
Trunkline: (054) 513-9519
Assessment
Criterion: Accuracy of Information
You will be guided by this Rubric.
Score Description
91-100 All information included in the chart presentation is research-based, accurate,
and applicable in the promoting of an orderly classroom.
81-90 All information included in the chart presentation is accurate, and applicable in
the promoting an orderly classroom.
71-80 Most information included in the chart presentation is accurate and applicable
in the promotion of an orderly classroom
61-70 Few information included in the chart presentation is accurate and applicable
in the promotion of an orderly classroom.
51-60 The information included in the chart presentation is inaccurate and not
supported with facts.
Lesson 10
Participating in Guiding Learners During
Transitions or Group Activities
Learning Objectives:
1. Participate in implementing smooth transition and group activities.
References:
 https://primarydelightteaching.com/classroom-transitions/
1. How do you think you can smoothly guide your future learners during transition or
group activities?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Field Study 2 40
Prof. JL Torres
Trunkline: (054) 513-9519
Explore
What are Classroom Transitions?
 Classroom transitions are the time between activities in the classroom. They
start as students arrive and complete their morning routines. They can include
moving from one activity to another (ex: moving from a reading lesson to a math
lesson.) And those times where students leave or enter the classroom, for lunch,
recess, specials, end of the day, etc.
Why do transitions get so crazy?

Transitions create chaos in many different ways. First of all, there are usually a lot of
things going on at the same time. For instance, in a typical transition between small
group lessons, students need to put away center materials, get new materials,
remember which kids are joining the teacher, and move to join the teacher. As they do
all these things, they pass by friends and naturally want to chat with them (think of what
it’s like when you see your favorite co-worker in the morning!)
Then, teachers are often a bit distracted during these transitions – after all, we are
transitioning between activities and need to get out new materials, too. Plus, we deal
with student concerns that pop up during that time (like lost materials, questions, and
tattling.)
Add in the fact that kids move at different speeds, and it makes transitions even trickier!
You’ve seen how half the class can arrive on the carpet in 10 seconds, while the last
child takes well over a minute. That leaves a lot of kids on the rug waiting, with nothing
to do. So they find something to do – chat, braid hair, or wrestle.
From time to time, teachers do a few things that inadvertently add to the chaos.
Sometimes our directions aren’t clear (kids get confused and we have to repeat
ourselves.) Or we sometimes have unrealistic expectations of our students (like asking
a 5 year old to remember a 5-step direction we just rattled off orally).
What can we do to create smooth classroom transitions?
1. Teach students how to transition

Plan and teach the procedures used during the transition. To do this most effectively,
you’ll need to envision the students going through the transition. What steps are
involved in moving from one specific activity to the next? What steps do students need
to be able to do quickly and efficiently? Think specifically about your current class.
Field Study 2 41
Prof. JL Torres
Trunkline: (054) 513-9519
Where do things start to fall apart? Noticing and reflecting on these things will help you
anticipate and prevent them in the future.
2. Use an attention signal

An attention signal is vital for classroom management. You need a clear way to get
your students’ attention. This is helps provide announcements, clarify directions,
freezing out of control behavior, or ending the transition. Here are some easy ideas or
attention signals:
 ring a bell or a chime

 flash the lights off then back on
 use a clapping pattern (ex: 3 fast claps, followed by 3 slow claps) – students
repeat the clapping pattern
 call and response routines
But to make the signal effective, you have to practice it. When you first introduce
it, you can have kids talk (or pretend talk) to each other. Then use your signal to get
their attention - model what their behavior should look and sound like when they hear
the call. Repeat the practice 2-3 more times. Later in the year, feel free to introduce a
new signal. Sometimes the new signal is refreshing. Sometimes you need a different
signal when you are in another place (like lining up after PE or not near your light
switch.) Regardless of which you choose, you will find an attention signal incredibly
helpful to classroom transitions.
3. Provide a 5-minute warning

It seems so basic, but this truly is helpful for students. It allows them to adjust their pace
to finish the task; and start thinking about the transition in advance. You might even
use a think-aloud to show them what to think about when you give a five-minute
warning. (Ex: “I have five minutes left, and I want to color the picture on my writing. I
need to finish this sentence quickly, so that I can work on my picture a bit. If I don’t
finish my picture before the timer rings, maybe I can work on it during snack time, too.”)
4. Beat the timer

When you play Beat the Timer, you allow a set amount of time for cleaning up or
transitioning and encourage students to beat that time. Some ideas include:
 a visual timer
Field Study 2 42
Prof. JL Torres
Trunkline: (054) 513-9519
 a clean-up song
 “before I count to 10”
This provides students with a visual or auditory cue to help understand how much time
is left. It helps them better pace their transition – and allows a clear-cut end to the
transition.
5. Plan “sponge” activities

Sponge activities are small-time-filling activities. Head off crazy behavior by planning
something engaging during a time that could get out of control. Sponge activities can
be before the whole class or for fast finishers.
SPONGE IDEAS FOR FAS T FINISHERS
First, let’s think about fast finishers. They are students who finish their work quickly and
need something else to do (besides socializing with kids trying to work.) Offer students
a few (slightly engaging) choices if they finish work early. If the activities are too
engaging, kids will rush through work to do them; if they are not engaging, fast finishers
will find other things to do. Here are a few suggestions for your fast finishers:
 read
 write (in a journal, blank book, or a note)
 play a partner math game
WHOLE CLASS SPONGE IDEAS
Whole class sponge activities can be engaging and rewarding. You can use them as
you wait for the final stragglers, or as an intentional break or movement activity. A few
ideas include:
 movement video
 play Simon Says (or a silent version where one leader comes up and students copy
the leader)
 sing a silly song
 do 20 jumping jacks (or other exercises)
 practice counting to 100 (or skip counting)
 allow students to share something from the lesson
Field Study 2 43
Prof. JL Torres
Trunkline: (054) 513-9519
Activity
I. Write your own transitional and group activities they have been doing.
Example:
Transition Strategies use Strategies use during Strategies use after
Time of the day before the transition the transition the transition
Transition between
which activities
7:00-7:15 Students fall in line, The teacher guides Students do “mano”
Start of Flag Raising the teacher stands his/her students on and say “good
near his/her their way to their morning” to their
students classroom teacher as they
enter the classroom.
*www.slideplayer.com slide/3149698/
 Before Starting the Lesson
 During Lesson Proper
 After the Lesson Proper
 Before Recess or Lunch Break
Field Study 2 44
Prof. JL Torres
Trunkline: (054) 513-9519
 After Recess or Lunch Break
 Before Dismissal Time
II. Search online (1) one transition song and (5) five transition routines
A. Transition Song
Field Study 2 45
Prof. JL Torres
Trunkline: (054) 513-9519
B. Transition Routines
Field Study 2 46
Prof. JL Torres
Trunkline: (054) 513-9519
Make your creative transitions and group activities that you can use in the future.
My Creative Transition and Group Activities
Field Study 2 47
Prof. JL Torres
Trunkline: (054) 513-9519
Assessment
Criterion: Creative transfer of understanding
Score Description
91-100 The output reflects the learners’ deep understanding of the importance of
instructional routines for a smooth teaching-learning.
81-90 The output reflects the learners’ understanding of the importance of
instructional routines for a smooth teaching-learning engagement.
71-80 The output reflects the learners’ minimal understanding of the importance of
instructional routines for a smooth teaching-learning engagement.
61-70 The output reflects the learners’ very minimal understanding of the
importance of instructional routines for a smooth teaching-learning
engagement.
51-60 The output does not reflect the importance of instructional routines for a
smooth teaching-learning engagement.
Lesson 11
Participating in Conducting Intervention
Activities
Learning Objectives:
1. Carry out intervention activities for students with learning needs.
1. What is intervention?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Field Study 2 48
Prof. JL Torres
Trunkline: (054) 513-9519
2. What do you mean by intervention activities?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Teachers play a vital role in the learners’ academic success. The teachers’ main
objectives are to make everybody learn and help those who need more assistance in
acquiring new knowledge or developing fluency skills. As a student teacher, what is
your role in the classroom/to your CT?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Activity
Intervention starts with detailed documentation of students’ progress and an
acknowledgment that learners that need additional assistance.
Make a list of learners who are underperforming compared with their
classmates. List down some struggles that some students experience and write the
intervention strategies to help the student.
Student STRUGGLES Helpful

Academic Social Behavioral Intervention
Task
Example:
1. Student A Lacks basic  Does not  Cannot  Assist the
Math skills; want to keep student in
can’t count mingle attention number
numbers from with during counting
1-10 classmates classes  Partner
 Wants to  Goes out him/her to a
be alone of the friendly
most of classroom classmate
the time often  Praise
him/her for
good deeds
Field Study 2 49
Prof. JL Torres
Trunkline: (054) 513-9519
2.
3.
4.
5.
II. Familiarize yourself with some intervention activities provided. Add more
intervention activities in the list.
Intervention Strategies
1. Repeat instruction more than once.
2. Give more examples.
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
6. _________________________________________________________
7. _________________________________________________________
8. _________________________________________________________
Field Study 2 50
Prof. JL Torres
Trunkline: (054) 513-9519
9. _________________________________________________________
10.
Write a short reflection about the learnings that you have gained in this lesson.
My Learning of a Teacher Being an Interventionist
Field Study 2 51
Prof. JL Torres
Trunkline: (054) 513-9519
Assessment
Criterion: Insightful reflection and understanding
Score Description
91-100 Reflections convey many personal feelings and thoughts (positive and negative)
and reactions to the learning events of being an interventionist and relate them
to future personal learning as a teacher.
81-90 Reflections convey some personal feelings and thoughts (positive and negative)
and reactions to the learning events of being interventionist and relate them to
future personal learning as a teacher.
71-80 Reflections convey limited personal feelings and thoughts and reactions to the
learning events of being interventionist and to some extent relate them to
future personal learning as a teacher.
61-70 Reflections convey limited personal feelings and thoughts and personal
learning as a teacher is not evident.
51-60 Reflections provide little or no personal feelings, thoughts or reactions.
Week 12
Compile all the activities from weeks 7-11 and submit through our Google Classroom
and VLP.
Field Study 2 52
Prof. JL Torres

FS2 - Week 10-11

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

1. Model the behavior your CT wants to achieve among the students.

Flowchart of An Orderly Classroom

Start of the School Year

Rules for Instrcutional Activities Rules for Co-Curricular Activities

Why do transitions get so crazy?

What can we do to create smooth classroom transitions?

1. Teach students how to transition

2. Use an attention signal

 ring a bell or a chime

3. Provide a 5-minute warning

4. Beat the timer

5. Plan “sponge” activities

SPONGE IDEAS FOR FAS T FINISHERS

WHOLE CLASS SPONGE IDEAS

 Before Starting the Lesson

 During Lesson Proper

 After the Lesson Proper

 Before Recess or Lunch Break

 After Recess or Lunch Break

 Before Dismissal Time

My Creative Transition and Group Activities

2. What do you mean by intervention activities?

Student STRUGGLES Helpful

My Learning of a Teacher Being an Interventionist

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