

Physical and Personal Aspects

FIELD STUDY 1 Learning Episode
of Classroom Management
FS 1 7

SPARK Your Interest

This episode tackles classroom management and discipline. It focuses on the personal and physical aspects of
classroom management, which are central to teaching and therefore must be consistently implemented.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:

 Identify the two (2) aspects of classroom management; and

 determine the classroom management strategies that the Resource Teacher employed in his/her class.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that teachers use to keep students
organized, orderly, focus, attentive on tasks and academically productive in class.

Ref:edglossary.org

Importance of Effective Classroom Management

 Increases chance of student success

 paves the way for the teacher to engage students in learning
 helps create an organized classroom environment
 increases instructional time
 creates consistency in the employment of rules and regulations
 aligns management strategies with school wide standards
 decrease misbehaviour in the classroom
 give students boundaries as well as consequences
Ref: http://www.ehow.com
Two aspects of Classroom Management.

1. Personal Classroom Management consists of managing your own self to ensure order and discipline in your
class. it includes

1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 Personal Graciousness

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 Managing yourself as a teacher contributes to the order and well- being of your class.

2. Physical Classroom Management consist of managing the learning environment.

Attending to these physical elements of the learning environment ensures the safety , security and order in
the class. It includes:
3.1. ventilation
3.2. lighting
3.3. acoustics
3.4. seating arrangement
3.5. structure/ design of the classroom
3.6. physical space/ learning stations.

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.

2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encouraging initiative from class.
6. Offer praise and rewards.
7. Use non- verbal communication
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behaviour quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open- ended projects.
15. Write group contracts.

Ref.prodigygame.com

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 OBSERVE, ANALYZE, REFLECT

ACTIVITY 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher’s Signature School_________________________

Grade/Year Level: Subject Area: Date___________________________

OBSERVE

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 classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well- groomed that he/she demands respect from the learners 
1.2 Is the teachers voice modulated and can be heard by the entire class? 
1.3 Was the teacher present in class? 
1.4 Did the teacher arrive on time in class? 
1.5 Does the teacher exude positive attitude towards teaching? 
2. Physical Classroom Management
2.1 Is the classroom well -ventilated? 
2.2 Is the lighting good enough? 
2.3 Is the classroom free noise? 
2.4 Does the seating arrangement provide better interaction? 
2.5 Is the design/ structure of the room inviting to classroom activities? 
2.6 Is the physical space / learning station clear from obstruction? 

ANALYZE

Analyze the different elements of personal / physical classroom management and answer the following questions?

1. How does the voice of the teacher affect classroom instruction?

The voice of the teacher is critical in the classroom. It is important that teachers understand how their voices
affect learning and teaching, and they must be intentional about using their voices effectively. The voice of a
teacher can have a profound effect on the classroom instruction. The tone and style used by teachers can have
many different effects, some positive and some negative.

2. How does the punctuality of the teacher affect classroom discipline?

Punctuality is a key factor in effective classroom discipline. If teachers are late to class, students can
become restless and start talking among themselves. This can lead to disruptive behavior and detract
from the lesson plan. It is important for teachers to be punctual because it creates an environment of
discipline in the classroom. If a teacher shows up late, it sends the message that they don’t care about

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 their students and respect their time. Punctuality also displays professionalism, which helps students feel
more comfortable around their instructor.

3. Why do we need to check on the physical aspect of classroom management?

Physical classroom management refers to the ways in which we manage our students’ behavior. It
includes strategies for preventing and managing disruptions, conflicts, and other problematic situations.
It is also important because it helps prevent conflict between students, which can lead to disruptions in
the classroom.

Physical classroom management involves a range of strategies that teachers can use to keep students
focused on their work and reduce stress for both teachers and students. These strategies include: -Using
classroom rules

-Establishing routines and procedures for getting students started in class and getting them back on track
if they are off task or disrupting others

-Using positive reinforcement to encourage good behavior

REFLECT

Reflect on the aspects of personal and classroom management?

1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management”.

It means that students need to know what is expected of them and how to behave well in class. This includes
having clear rules and procedures that are consistently enforced, and providing opportunities for appropriate
feedback on progress towards those goals.

2. What are your plans in ensuring effective classroom management?

It’s important to have effective classroom management. This will help you maintain a safe and inviting
learning environment for your students.

As such, here are some tips on how to do so:

-I am going to make sure that all of my students are on task and working during class.

-I will be making sure that all of my students know what is expected of them as well as what they can
expect from me.

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 ACTIVITY 7.2 Demonstrating knowledge of positive and non –violent discipline the management of
learner behavior.

Resource Teacher: Teacher’s Signature School_________________________

Grade/Year Level: Subject Area: Date___________________________

OBSERVE

Observe the classroom management strategies that your Resource Teacher employs in the classroom. You may
also conduct interview to substantiate your observation.

Check the management strategies employed by the Resource Teacher.

Check (√ ) observed, put an (x) if not observed and O for no opportunity to observed .

Not No opportunity to
Effective Classroom Management Strategies Observed
Observed observed

1. Model to the students how to act in a different situations 

2. Established classroom guidelines 

3. Document the rules 

4. Refrain from punishing the entire class 

5. Encourage initiative from class 

6. Offer praise and rewards 

7. Use non- verbal communication 

8. Take time to celebrate group effort 

9. Let students work in groups. 

10. Interview students to assess their needs. 

11. Address bad behaviour quickly. 

12. Consider peer teaching. 

13. Continuously engage the students. 

14. Assign open – ended project 

15. Write group contracts 

Others please specify

16.

17.

18.

19.

20.

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 ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these contribute to better classroom
management? Explain your answer.

-The first strategy that the resource teacher used was to help the classroom teacher identify triggers for
student behavior. The resource teacher would observe the class and note what times of day or situations
triggered certain behaviors from students.

-The next strategy that the resource teacher used was to implement a behavior plan for students. The
resource teacher would work to identify what behaviors were acceptable and unacceptable, and create a
behavior plan that included consequences for each type of behavior.

-The next strategy that the resource teacher used was to provide students with clear expectations and
consequences. The resource teacher would sit down with each student individually or in small groups and
explain what behaviors were acceptable and unacceptable, as well as how they should react when
someone was acting out.

-The next strategy that the resource teacher used was to create a classroom environment where students
were active participants. The resource teacher would involve students in activities such as small group
work, games, and role play so that they could practice what was being taught.

-The last strategy that the resource teacher used was to make sure that students knew what they were
expected to do and whether or not their behavior was acceptable.

2. What were not used by the Resource Teacher? Were these important? What should have been used instead?
Explain.

The Resource Teacher was not used during the time of transition from one activity to another. This is
where I have found that most teachers need help with classroom management, especially when it comes to
transitioning from one activity to another.

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 REFLECT

As future teacher, reflect on the observations then answer the given questions.

1. What classroom management strategies do I need to employ to respond to diverse of learners?

Classroom management is a crucial competency for teachers. It refers to the process of managing
learners’ behavior in the classroom so that everyone can learn well. It involves planning, establishing
rules and procedures, monitoring and evaluating students’ learning behaviors, intervening when
necessary and providing feedback on students’ learning strategies.

As a future teacher, I need to have an understanding of classroom management strategies that will
help me respond to the diverse learners in my classroom. The goal of a classroom management plan is to
create an environment where students feel safe and comfortable in order for them to be able to focus on
learning. I will need to employ many strategies, but some of the most important ones are:

- Using positive reinforcement, such as praise and rewards when appropriate. This will help students feel
good about themselves and encourage them to continue behaving well.

- Using clear expectations and rules. Students need to understand what is expected of them in order to
behave appropriately. This can be accomplished through posters, charts, or other visuals that clearly
state the classroom rules.

- Providing clear, consistent consequences for behavior. This will help students understand what
happens when they misbehave and how it relates to the classroom rules.

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 SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management strategies used by your Resource
Teacher.

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 EVALUATE Performance Task
Evaluate your Performance Task Field Study 1, Episode 7 - Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspects of classroom management and determine the classroom management
strategies that the Resource Teacher employed in his/her class.

Name of FS Student ________________________________________ Date Submitted: ______________

Year & Section: ____________________________ Course: ____________________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks completely observation questions/tasks not observation
Sheet answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth answers are clearly answers are not clearly not answered; answers not
and are thoroughly connected to theories; connected to theories; one connected to theories;
grounded on theories; grammar and spelling are (1) to three (3) more than four (4)
grammar and spelling are free from errors. grammatical/spelling grammatical/spelling
free from error. errors. errors.

Reflection Profound and clear Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyzed. what were observed and were observed and
analyzed. analyzed.

Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the learning on in the context of the on in the context of the
outcomes; Complete, well- outcomes. Complete; well learning outcomes. learning outcomes; not
organized, highly relevant organized, very relevant to Complete; not organized. complete; not organized,
to the learning outcome the learning outcome relevant to the learning not relevant
outcome

Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline deadline 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
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 71 71-below

_____________________________________________ ______________________
Signature of FS Teacher above Printed Name Date

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 LINK Theory to Practice

1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student
C. Improve sanctions on absentees.
D. Prepare and teach your lesson effectively at all times.

2. 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 Counsselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

3. 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.

4. 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.
D. Empower them to initiate activities in class.

5. To discipline unruly students, Teacher Helen always tell her students “Remember I am the person in authority
here. I have the power to fail you. “Do you agree with Teacher’s Helen reference to power?
A. We need more data to give categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. 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.

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