Learning Task 3 Managing My Classroom Structure and Routines

Domain 1. Content Knowledge and Pedagogy

Domain 2. Learning Environment.
PPST Domain(s) Domain 7. Personal Growth and Professional Development

1.7.1 Demonstrate an understanding of the range of verbal and

non-verbal communications strategies that support learning
Strands understanding, participation, engagement and achievement.
2.1.1 Demonstrate knowledge of policies, guidelines and procedures that
provide safe, secure learning environments
2.2.1 Demonstrate understanding of learning environments that promote
fairness, respect and care to encourage learning
2.3.1 Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery and
hands on activities within available learning environments.
2.4.1 Demonstrate understanding of supportive learning environments that
nurture and inspire learner participation.
2.5.1 Demonstrate knowledge of learning environments that motivates
learners to work productively by assuming responsibility of their own
learning
2.6.1 Demonstrate knowledge of positive and non-violent discipline in the
management of learner behavior
7.4.1 Demonstrate an understanding of how professional reflection and
Outcomes learning can be used to improve practice _____________________________
r 6.2 c Facilitate learning using a wide array of teaching methodologies and
n delivery modes appropriate to specific learners and their environments
6.2 d Develop innovative curricula, instructional plans, teaching approaches
and resources for diverse types of learners
ency 6.2 f Demonstrate a variety of thinking skills in planning, monitoring and
ork for assessing and reporting learning processes and outcomes________________
ast Asian 2.2.3 Create a positive and caring learning space
s for the 4.2.3 Nurture my students confidence on what they can do and what they
tury can become

TARGET MY INTENDED LEARNING

OUTCOMES
At the end of this learning task, I should be able to:

*identify the different class structures and routines during face-to-face and/or virtual classes. (1.7.1)

*discuss the importance of establishing good classroom structure and routines in everyday class.
(1.2.1)

*design effective face-to-face and virtual classroom routines. (2.1.1, 2.2.1, 2.3.1, 2.4.1)

*demonstrate positive and non-violent discipline in the management of learner's behavior. (2.6.1)

*use professional reflection and learning to improve practice. (7.4.1)

 CLARIFYING MY TASK

Classroom Routine is simply a well-rehearsed response to a teacher's directive.

According to Linda Shalaway, "Routines are the backbone of daily classroom life. They facilitate
teaching and learning. Routines don't just make your life easier; they save valuable classroom time.
And what's most important, efficient routines make it easier for students to learn and achieve
more."

A structured learning environment provides many positive benefits for both students and teachers.
A structured class translates to a positive, safe and secure classroom. Learners enjoy learning when
they feel safe and not threatened. Class structure includes but is not be limited to the physical
environment.

An ideal face-to-face classroom set-up allows for fluid traffic patterns, wherein the students can
freely move around without bumping one another or something. The physical structure of the
classroom should also allow for maximum teacher-student interactions with very minimal
distractions.

Learning Task 3: Managing My Classroom Structure and Routines

In an online classroom environment, structure may be dependent on the technological tools

available to the students and the physical learning environment that students are in. It can easily
change from home to an internet café or even a coffee shop. But some aspects of teaching and
learning are easily adaptable. The actual delivery of the content or scheduling of the may happen in
different ways:

a. Fully synchronous a fixed schedule is set up to meet with students. This is a time to class do
lectures, facilitate discussions, give instructions, answer questions and give reminders.

b. Blended allow students to complete tasks independently and submit their work on a specified
time via email or any of the learning management platforms (LMP) like Google Classroom,
Schoology, Moodle, Canvas, etc.; and strategically design synchronous meetings for more important
information to be communicated face-to-face.

c. Fully Asynchronous - the teacher designs all curriculum to be delivered through the platform with
work submitted online. Consultation hours may be given for students to ask questions and clarify
instructions.

d. Modular form of distance learning which uses Self-Learning Modules (SLM) based - on the most
essential learning competencies provided by the Department of Education This is the ideal delivery
for students who have limited or no access to computers or the internet.

Tips for Providing Structure in the Classroom (Face-to-Face or Online)

1. Rules and expectations must be given on the first day.

2. Set high expectations and explain its importance.

3. Hold students accountable for their actions (absences, tardiness, failure to submit requirements,
etc.)

4. Keep your rules clear and simple.

5. Be prepared to adjust. It is essential to understand that every class and every learner are unique in
their abilities, interest, limitations and circumstances.

6. Be the primary model for your students when it comes to structure.

7. Be prepared and organized for the class each day.

8. Build a good reputation/image.

REVISITING THE INFOGRAPHICS

Here are some of the classroom routines and structures necessary for face-to-face and online
classrooms:

Face-to-Face Classroom Online/Virtual Classroom

A. Beginning of the Day A. Preparing for Class

1. Ask the students to line up properly and enter
the room quietly.
2. Instruct them to sit at their designated seats
and refrain from touching unnecessary objects.
3. Move on to the homeroom routines (like
saying a prayer, greetings, checking of
attendance, submission of workbooks, etc.)
B. Participating in Class Discussions
1. Instruct students to raise their hands when
they want to say something or answer a
question.
2. During small group tasks, bring only what is
necessary and listen to the directions given by
the teacher.
3. Remind students to accomplish assigned tasks
on the amount of time given and to make sure
that their work is properly labeled.
C. When Leaving the Classroom
1. Make sure that students ask permission when
going out of the classroom and take necessary
pass.
D. Ending the Day
1. Make sure students clear out their desks, push
back their chairs and take with them all
necessary items.
2. Encourage them to refrain from leaving trash
under their desks and chairs.
3. Ask them to return borrowed items.
4. Facilitate the lining-up routine and ask the
students to leave the classroom quietly.
1. Ask the students to line up properly and 1.
Provide the class with meeting codes,
usernames, passwords.
2. Encourage students to have a quiet learning
space;call free from distractions.
3. Prepare necessary materials before the class
begins (notebooks, headphones/earphones,
microphones, cameras, etc.).
B. Communication with Parents or Guardians
1. Provide open communication/access through
emails, phones, text messages and social
networking apps.
2. Establish consultation hours.
C. Coming to Class
1. Encourage students to log-in at least 5
minutes before the class begins so that they
have time to ease into the internet connection,
check if the audio and video are working
properly.
2. Make sure students know how to turn their
microphones on and off as directed.
3. Teach the students how to make their
presence known (example: by typing their full
name in the chat boxes) once signed in.
D. Participating in Class
1. Set expectations for both synchronous and
asynchronous participation.
2. Remind the students to refrain from using
other devices during class.
3. Have clear rules and policies when using the
 chat rooms or chat boxes during small group
works.
4. Model how to post on discussion forums and
offer feedbacks by writing comments; asking the
students to identify "helpful" and "unhelpful"
comments.
5. Give students reasonable time to complete
asynchronous tasks and explain how these tasks
are to be assessed.
E. Leaving Class
1. Discourage students from leaving the class
early.
2. Encourage the students to ask questions or
raise concerns before they disconnect.
3. Remind students to sign-out properly to
protect their privacy.

Learning Task 3: Managing My Classroom Structure and Routines

PERFORMING MY TEACHING-LEARNING
ACTIVITIES

Performance Task 1

Being oriented on protocols for classes in the learning modality employed by the school.

Observe/Assist your Cooperating Teacher. List down some routines that he/she has done for classes
in the learning modality employed by your Cooperating school to make sure that the class is
managed well. Include some notes or points of improvement which you think will have worked
during the class.

Observation Log

Cooperating Teacher: Sharon Guadalupe Date:

Grade/Year Level: 11 Time: 7:30-9:30 Subject: COOKERY

Cooperating School Activities/Strategies Notes/Points for Improvement

1. Beginning the Class - Asking the students

Routines: how they feel.
- Always reminding the
rules and health
protocols inside the - Allot time for each
room. activity to properly
- Incorporating games plan.
and small talk session
2. Class Discussion/
Participation - Relating the lesson on
your topic to get the - Make sure that the
attention of the students take the lesson
 students. seriously.

3. Ending the Class Routines - Ask the students for

generalization and - Relate the lesson into a
application in real life. contextualized
activities.

Performance Task 2

Assisting the Cooperating Teacher in the preparation and implementation of guidelines for holding
classes through distance learning modalities.During asynchronous or modular class sessions, what
routines can you suggest to the parents so that their children will have more effective learning
outcomes? Design in class routine outline which parents can use at home.

Performance Task 3

Read the different situations below and suggest a positive and non-violent way to address the
student's behavior.

Case No. 1 Jacob should build his confidence to

Jacob is a new student in your school. He does communicate people and share what you’re
not seem to fit well with the other kids who have good at and what you are capable of and be
already established friendships with other kids. more courageous to be more friendly and get
This results in Jacob being aloof and withdrawn. along with other kids.
He does not participate in class discussions and
seems uncomfortable during group activities.
You know he is smart because his written works
are almost always done perfectly. How will you
help Jacob?

Case No. 2 I talk to Mia and I keep my tone professional. I

Mia is a smart student, but is very talkative. She Build talk time into my day so that students can
is always talking out of turn and this results in talk about they’re learning.
disruptions during class. She usually tells her
seatmates stories which are irrelevant from the
topic being discussed. How will you help Mia?

WRITING MY REFLECTION

Complete the statement:

Having effective class routines and sound class structure is important because:

It prepare the students in the lesson and discussion. Moreover, it makes the flow of the class efficient
for both the teachers and students because it line up the things they need and expected to do. Another
things is that it saves time for the teacher and focus on the content of the lesson rather than the
structure because of having predictable routine.

CHECKING FOR MASTERY

Encircle the letter of the correct answer.

1. Which term refers to are established ways of managing a classroom to ensure an organized and
systematic structure?

A. Classroom Discipline

B. Classroom Management

C. Classroom Routines

D. Positive Discipline

2. When is the best time to establish classroom routines?

A. At the start of the school year

B. At the start of each class

C. During class discussion D. At the end of the year

3. These things can be routinized EXCEPT

A. passing of papers/books

B. checking of attendance

C. going in and out of the classroom

D. designing the bulletin boards

4. Which is the best way to minimize a noisy learner in class?

A. Stop him/her.

B. Ignore him/her.

C. Talk to him/her personally.

D. Request him or her to go to the room.

5. Which is the best way to know why a learner is always absent in class?

A. Call the parent/guardian.

B. Write a letter to the parent.

C. Report to the Guidance Counselor.

D. Look at his/her Facebook account.

s WORKING ON MY LEARNING ARTIFACTS

Paste pictures/screenshots of classroom implemented in face-to-face or virtual mode. Label

them.

SCORING RUBRICS FOR THE TEACHING-LEARNING ACTIVITIES

 INDICATORS Meets Approaching Meet Does Not Meet
Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard
CRITERIA
4 3 2 1
Performance  Have all  Have some  Have  No aspect of
Task the aspects aspects of minimal work meets
of work work that aspects of level of
that exceed exceed level work that expectation
level of of meet level  Have errors,
expectation expectation of omissions
. . expectation and
 Show  Demonstrat . misconcept
exemplary e solid  With some ions
performan performan errors and
ce ce and MASTERY
understand is not
ing thorough
Checking for With 5 correct With 4 correct With 3 correct With less than
Mastery answer answer answer 3 correct
answer
Learning ALL the pieces The piece/s of The piece/s of The piece/s of
Artifacts of evidence of evidence of evidence of evidence of
learning are learning is/are learning is/are learning is/are
aligned with aligned with aligned with aligned with
learning SOME of the ONE of the NOT of the
outcomes. learning learning learning
outcomes. outcomes. outcomes.
Creativity and The learning The learning The learning The learning
Resourcefulne tasks are done tasks are done task are done task are poorly
ss very creatively and quite done and need
creatively resourcefully. creatively and improvement.
and resourcefully.
resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks learning tasks learning tasks
are submitted are submitted are submitted are submitted 3
on or before a day after 2 days after days or more
the deadline. the deadline. the deadline. after the
deadline.

MY TOTAL SCORE

_______________________________
Signature of College Supervisor