TEACHING INTERNSHIP

_______________

Supervising Instructor:
Jeny M. Tuazon
TEACHING INTERNSHIP | 2023
 LEARNING EPISODE 3

Managing My Classroom Structure and Routines

Domain 1. Content Knowledge and Pedagogy

Domain 2. Learning Environment
Domain 7. Personal Growth and Professional Development

1.7.1 Demonstrate an understanding of the range of verbal and non-verbal communication

strategies that support learner 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 nonviolent discipline in the management of
learner behavior.
7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to
improve practice.

6.2 c Facilitate learning using a wide array of teaching methodologies and 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.
6.2 f Demonstrate a variety of thinking skills in planning, monitoring, and assessing and
reporting learning processes and outcomes.

2.2.3 Create a positive and caring learning space.

4.2.3 Nurture my student’s confidence on what they can do and what they 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 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.

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 class may happen in different ways:

A. Fully synchronous - a fixed schedule is set up to meet with students. This is a time to 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.

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

4. Keep your rules clear and simple.

Be prepared to adjust. It is essential to understand that every class
5. 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
A. Beginning of the Day
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
Online/Virtual Classroom
A. Preparing for Class
1. Provide the class with meeting codes,
usernames, passwords.
2. Encourage students to have a quiet
learning space, 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 property.
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. 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.
E. Leaving 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.
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.
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: ___________________________ Date: _________________

Grade/Year Level: _________________Time: ______________Subject:___________________

Topic: _______________________________________________________

Cooperating School Activities/Strategies Notes/Points for

Improvement
1. Beginning the Class
Routines:

2. Class Discussion/
Participation

3. Ending the Class

Routines
Performance Task 2

Assisting the Cooperating Teacher in the preparation and implementation of class

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 an effective
class routine outline which parents can use at home.
Performance Tack 3

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

Case No. 1
 Jacob is a new student in your school.
He does not seem to fit well with the
other kids who have already
established friendships with other kids.
This results in Jacob being aloof and
withdrawn. 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
 Mia is a smart student, but is very
talkative. She is always talking out of
turn and this results in 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:
Working on My Learning Artifacts

Paste the picture/screenshots of classroom routines that you have established and
implemented in face-to-face or virtual mode. Label them.
Scoring Rubric For The Teaching-Learning Activities

Indicators Meets Standards Approaching Meets Does Not Meet

of Excellence Standard of Acceptable Acceptable
Excellence Standard Standards
CRITERIA 4 3 2 1

Performance Have all the Have some Have minimal No aspect of

Tasks aspects of work aspects of work aspects of work work meets
that exceed level that exceed that meet level level of
of expectation. level of of expectation. expectations.
expectation.
Show exemplary With some Have errors,
performance Demonstrate solid errors and omissions and
performance and mastery is misconceptions
understanding not thorough.
Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers

Learning All the piece/s The pieces of The pieces of The pieces 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 not aligned
learning some of the one of the with the
outcomes. learning learning learning outcomes.
outcomes. outcomes.

Creativity and The learning The learning The learning The learning
Resourcefulness tasks are done tasks are done tasks are done tasks are
very creatively creatively and quite poorly done
and resourcefully creatively and and need
resourcefully. resourcefully improvement

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 2 are submitted 3
on or before the a day after the days after the days and more
deadline. deadline. deadline. after the
deadline.
MY TOTAL SCORE