LEARNING EPISODE 6 Classroom Management and Classroom Routines

Activity 6.1-Observing Classroom Management and Routines

Resource Teacher: Elaisa Rosales School: CNSC College of Education Laboratory High School Grade/Year Level: Grade 8 Subject: English

Teacher’s Signature: _____________________

Date: September 19, 2021

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.

Checklist on Classroom Routines

Check Yes (√) if observe and (x) if not observed.

Classroom Routines Observed (√) Not Observed (x)

1. Movement into the classroom. 

2. Transition in classroom activities. 

3. Movement out of the classroom. 

4. Use of lavatories/comfort rooms/washrooms 

5. Passing of papers. 

6. Passing of books. 

7. Working with pairs/groups. 

8. Tardy students. x

9. Absent students. 

10. Submission/Collection of materials. 

11. Submission of projects. 

12. Asking questions during lessons. 

13. Asking for assistance. 

14. Joining classroom activities. 

15. Lining up. x

16. Walking in line. x

17. Fire drill/emergencies x

18. Movement between activities. 

19. Use of classroom suuplies. 

20. Checking of assignments. 

ANALYZE

LEARNING ASSESSMENT STRATEGIES

BSED THE K TO 12 GRADING SYSTEM

Analyze the routines set by the Resource Teacher by answering the following questions.

 1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?

The routines followed in class effectively preserve order and discipline. The class is managed efficiently,
the students are paying attention, and the lesson is going well. The time allotted for the discussion,
activities, and assessments is well utilized. As a result, the specific learning objectives for each session
were met.

 2. Which of those routines were systematic and consistently implemented? Explain your answer.

The routines that are implemented by the teacher are systematic and consistent. These routines are the
following:

o Morning prayer

o Turning in assignments or late work

o Recording attendance/absent

o Lunch/recess
o Independent work/asking for help

o Use of technology

o Bathroom policy

o Homework

o Behavior Management

These routines were implemented regularly and orderly by the teacher and the students. These routines
contribute to the harmony in class during the instruction.

REFLECT

Reflect on the various routines observed.

 1. Which of the routines will you most likely apply in your class? Why? Why not?

From the routine I have observed in the class, I will most likely apply the following:

a. Morning Prayer – It is a significant approach to begin the class. I want my pupils to value prayer as a
way to receive divine guidance in their academic pursuits.

b. Recording Attendance- It helps me remember their names and recognizes faces or names of my

students because I need to maintain track of my students' attendance and find those who are regularly
late.

c. Use of technology – Since digital literacy is a 21st-century ability that students must acquire, using
technology in the classroom is essential to helping them improve.

d. Homework – For them to review their lesson and build their independence.

LEARNING ASSESSMENT STRATEGIES BSEDFS1FIELD STUDY

THE K TO 12 GRADING SYSTEM

ACTIVITY 6.2 -Listing Down Classroom Rules

Teacher’s Signature: _____________________

Date: September 19, 2021

OBSERVE

Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.

Classroom regulations must be upheld and maintained for the benefit of the students' safety and
security. Rules also instill discipline and self-control. Rules provide a more relaxed, safe, and non-
threatening workplace and minimize anxiety. Students are more interested and focused when there are
rules in place.

Classroom Rules Importance

 -To enhance the students’ time management skills. 
1. Be on time.
-To reduce interruptions and distractions in the class.

2. Be respectful. -Builds trust among students and teachers.

-Establish harmonious relationship with each other.

3. Follow directions. Minimizes errors or mistakes in the stduents’ outputs.

-To allow a free from distraction discussion. -For the

4. Keep Quiet. students to understand well the lesson.

5. No Food/Beverages/Chewing Gums
To reduce distractions.
while in class.

6. Ask questions. -To clarify confusions.

-To check their understanding.

LEARNING ASSESSMENT STRATEGIES

THE K TO 12 GRADING SYSTEM

ANALYZE

1. Analyze each given rule. What circumstances led to the formation of the rule?

CLASSROOM RULES CIRCUMSTANCES THAT LET TO THE FORMULATION OF THIS RULE

There is a chance that students arrived late for class, which cuts
1. Be on time.
into their learning time.

2. Be respectful. There might have been major issues or conflicts created by

 students' misunderstandings of their teachers or their peers.

It's possible that students were producing work with a lot of errors,
3. Follow directions.
which affected their grades.

It's possible that some of the students were so disruptive and

4. Keep quiet. rowdy that it disrupted the other classes and prevented them from
comprehending the topics covered in detail.

5. No Food/Beverages/Chewing The food of their classmates may have kept some students from
gums while in class. paying attention to what the teacher was saying.

Students might have been perplexed, which resulted in incorrect or

6. Ask questions
mistake-prone production.

 2. Are Classroom rules really important?

In addition to preventing potential student wrongdoing, classroom rules also help to discipline students,
improve behavior, and enhance learning. They learn responsibility and the dos and don'ts of the
classroom.

REFLECT

Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules? If
not, what rules are you going to employ? Explain your answer.

The students are very responsible with their behaviors, and they are well-behaved and disciplined,
therefore I will absolutely implement the classroom guidelines established by my resource teacher.
Most essential, kids don't engage in behavior that is prohibited in the classroom and are courteous of
others. This allowed them to absorb the information in a meaningful way. It will be simpler for me as a
teacher to control my class and successfully accomplish the learning objectives if I follow these
principles.

FS1FIELD STUDY

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which are worth
emulating. Tell something about the pictures.
ATTENTIVE. Students are eagerly and quietly listening to the teacher’s discussion.

LET’S RESEARCH. Students are working on their task and using the computerrs to get information from
the internet.
FS1FIELD STUDY

LEARNING ASSESSMENT STRATEGIES

BSED
“BLESS US”. Students bow their head as they pray for the Lord’s guidance and blessing to learn
effectively.

“TEACHER, I HAVE A QUESTION.” Jessa, a student from the class raising her hand to clarify from the
teacher her confusion in the discussion.
FS1FIELD STUDY

BSED LEARNING ASSESSMENT STRATEGIES

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 6-Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher and Observe how the students
execute the various classroom routines.

Name of FS Student: Elaisa Rosales Date Submitted:September19, 2021 th Year & Section: 4year-B Course: BSEd major in English

Learning Episo Excellent Very Satisfactory (3) Satisfactory Needs

de Improvement
  (4)  (2)  (1)

Four (4) or
Three (3)
One (1) to two more
Accompl observation
observation observation
ished All questions/tasks completely answere questions/tasks
observ questions/tasks (2) questions/task
Observa d/accomplished not
ation answered/acco not s not
tion answered/acco
. mplished answered/acc
Sheet mplished
omplishe
.
.
 d.

Questions were Four (4) or

not answered more
depth theo
completely; observation
All questions were questions
were comple answers are not
tely; answered clear clearly were not
All questions answered answers are
completely; ly connected to answered;
Analysis with and are grounded on grammar thorou
answers are ries; theories; answers not
and are free from error. ghly
connected to spelli connected to
theorie  (1) to three
ng theories; more
s; grammar and are free from (3) than four (4)
spelling errors. grammatical/sp grammatical/s
elling errors. pelling errors.

Not so clear and

Unclear and
shallow;
Clear but lack depth; shallow; rarely
Profound and clear; supported somewhat
Reflectio supported by what supported by
by what were observed and supported by
n were observed and what were
analyzed. what were
analyzed. observed and
observed and
analyzed.
analyzed.

Portfolio is not
reflcted on in Portfolio is not
relev the context of reflected on in
Portfolio is reflcted on in the Portfolio is reflcted in the
ant the learning the context of
context of the learning context of learning
Learning Artifa outcomes; the learning
outcomes; complete, well- outcomes; complete, on
cts complete, not outcomes; not
organized, highly relevant to the organized, very to the the
organized, complete; not
learning outcome. learning outcome.
well- relevant to the organized, not
learning relevant.
outcome.
 a Submitted two
Submitted
Submissi Submitted Submitted day (2) days or
before the on the the
on deadline. deadline. afte more after the
deadline.
r deadline.

COMME
Over-all Score 20 Rating: 99
NT/S

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 12 10 8
19-18 17 16 15 14 13-
20 11 9- 7-below


3.0
Grade 2.
1.25 1.5 1.75 2.00 2.50 2.75 0 5.00
 1.0 25

3.5

75
99 96 93 90 87 84 81 78 71-below
72

BSED LEARNING ASSESSMENT STRATEGIES

Signature over printed name of FS Teacher

Date