LTE.3 - MANALANG, Charlene Louise D.

DON HONORIO VENTURA STATE UNIVERSITY
Bacolor, Pampanga, Philippines

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 COLLEGE OF EDUCATION
URL: http://dhvsu.edu.ph CHED Center of Development in Teacher Education
DHVSU Main Campus, Villa de Bacolor, Pampanga
E-Mail Address: coe@dhvsu.edu.ph
FIELD STUDY 2
LEARNING EXPERIENCE 5 & 6 : Participating in Maintaining Management Routines in
the Teaching and Learning Experience in the Classroom
Flex-Obedized Module
Name: Manalang, Charlene Yr. Level/ Sec: BEEd-4B Date: 12/12/22

Louise D.
Cooperating Teacher: Dr. Alberto GamboaSubject: FS2: Participation and Teaching Assistantship (FS
413B)
I. Title: Learning Teaching Through Participating

- Learning Experience 5: Participating in Maintaining Instructional Routines
- Learning Experience 6: Participating in Maintaining Management Routines
II. Objectives: After completing learning experiences 5 and 6, the prospective teachers are
expected to:
a. Participate in promoting wholesome and safe learning environment
b. Establish instructional routine to assist learners in gaining academic success
c. Establish management routines for ensuring smooth functioning of the classroom.
III. Introduction
LE 5: The main objective of this Field Study 2 is to expose and to provide student teachers with
some authentic hands-on participation in the teaching –learning experience in the classroom.
Engaging student teachers in classroom practices will help them with gradual development of
practical knowledge and wisdom that they bring along when they become teachers. Establishing
predictable routines is a critical part of classroom management. Keeping good management
practices makes the class runs smoothly. A lot of behavioural problems in the classrooms can be
attributed to the failure of the teacher to establish management routines and the failure of the
students to follow them.
Successful teaching-learning events have always been every teacher’s dream yet not all of
them become successful especially if the subject or content area is difficult or less interesting for
some learners. Your task as a student teacher is very crucial in participating in your Cooperating
Teacher’s (CT) challenge of making the learners gain academic content.
In this learning experience, you will be made to observe how this applied/implemented in
schools.
A. Learning Essentials/Activities
• 5.1 EXPOSURE: Knowing and Understanding Instructional Routines
You might have noticed that your CT has activities or routines in which students are asked to be
familiar with. These are practices initially taught to the students, constantly practiced until they
become part of the classroom structure during the teaching-learning events. Instructional routines
are research- based, interactive modes intended to engage students and increase their chances of
successful learning by reducing the effort required to learn a procedure that otherwise may vary
by the day, teacher, or lesson ( Mussman, 2017).
Here are some definitions of instructional routines:
• Instructional routines or tasks enacted in classrooms that structure the relationship between the
teacher and the students around content in ways that consistently maintain high expectations of
student learning while adapting to contingencies of particular instructional interactions (
Kazemi, Franke, & Lampert, 2009).
UNIVERSITY VISION UNIVERSITY MISSION

A lead university in producing quality individuals with competent DHVSU commits itself to provide an environment conducive to continuous
capacities to generate knowledge and technology and enhance professional creation of knowledge and technology towards the transformation
practices for sustainable national and global competitiveness through of students into globally competitive professionals through
continuous innovation. the synergy of appropriate teaching, research, service and
productivity functions.
• Instructional routines refer to al of the elements of teaching/ learning events other than the
specific content to be taught and the specific materials used in teaching (LEARNNet).
5.2. EXPOSURE: Noting Down Classroom Management Routines

Have a list of classroom routines being used or implemented by your Cooperating Teacher in
running the class smoothly. Observe very well the what, when and how of these routines.
My Notes of Classroom Management Routines

What Routine When is it Done? How is it Done?
example: Morning Rituals Before the first class
Prayer Before the class starts The teacher will ask the
students to stand up
Then the teacher will pray.
Greetings Before the class starts The teacher will ask the
students, “how was your
day? Is everything good?”
The teacher will ask the

students if they have any
concern with regard to
their activities or lesson.
Review of the previous Before the class starts The teacher will state the
topic previous topic and ask the
students if they have
questions regarding their
previous topic.
Discussion part During the lesson proper The teacher will ask
questions and will show
pictures regarding the new
topic.
Takeaways and After the lesson proper The teacher will ask the
generalization part students what are their
takeaways and
generalization. In this part
the students have the
freedom to talk and share
their ideas and information
regarding the lesson
discussed.
Giving of activities or After the lesson proper The teacher will give and
progress report discuss the progress report

that they need to
accomplish.
5.3 IDENTIFICATION: Participating in Implementing and Maintaining Management Routines
Do participating tasks of maintaining management routines. Rate your level of success in participating to
maintain management routines.
Very Successful
Successful ✔
Moderately Successful
Not Successful
5.4 INTERNALIZATION: Reviewing Success and Failure of Management of Routines
Recall your participation in maintaining management routines. Write your successful and failure
stories for your personal reflection and insights in the future.
My Success Stories in Managing My Difficulty/ Failure Stories in

Classroom Routines Managing Classroom Routines
It is still vivid in my mind the first My difficulty is when a group of
time I handled face to face the 2nd students are all quiet and can hear a
year BPEd, my cooperating teacher deafening silence, I need to wake
was there and observe me. I thought them up and spill jokes for them to
I will just freeze and not going to become active and participate, it will
move in front of them because of not always a one size fits all. As a
nervousness but I can say that I teacher I should learn how to balance
successfully imparted the the atmosphere. For example,
information that they need to learn. sometimes the other students in the
Doing it for the first is quite hard but class will not listen, I need to come up
it is also exciting on my part. I with an idea where I can get their
witnessed that they were all listening attention without overwhelming them.
to me as I talk in front of them. I realized that I always need to be
There were some students who were flexible in order to have a successful
curious and asked different classroom management.
questions, and just when I thought I
cannot answer them, I can say that I
gave them the right answer to their
questions. Our topic that time was
about sexual harassment so it is quite
hard to just say the right and proper
words, but my cooperating teacher
said that it is okay because they are
on their right age but of course I just
said what is needed to be discussed
and all in all my practice teaching or
discussion was successful because at
the end of the session, they gave

their insights and learning in front of E-Mail Address: coe@dhvsu.edu.ph
the class.
5.5 DISSEMINATION: Committing to Adopt Management Routine Strategies for a

Smooth Sailing Teaching- Learning Events.
Make your own samples of instructional management routine strategies that you can use as a
future teacher:
My Compilation of Strategies in Management of Routines

1. Before the class (Warming up or energizer)- As a student teacher, I
learned that you cannot just discuss the lesson after you greeted the
students. First you need to have an energizer for them to become active
and for them to participate to every activity or recitation.
2. During the class (Affirming the students when they performed well)-
This one is also very important to me, because when students know that
you can appreciate and see their efforts in performing well, they will be
inspired to exert more effort in your class.
3. After the class (Giving of clear instructions regarding their activities)-

This one is also an essential for me. when it comes to classroom
management. Because students want a clear instruction, for them to get
ease and for them to know what needs to be done. It is very hard on their
part as a student if something’s not clear and they need to get it done.


LTE.3 - MANALANG, Charlene Louise D.

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LTE.3 - MANALANG, Charlene Louise D.

Uploaded by

Copyright:

Available Formats

DON HONORIO VENTURA STATE UNIVERSITY

Bacolor, Pampanga, Philippines

Name: Manalang, Charlene Yr. Level/ Sec: BEEd-4B Date: 12/12/22

I. Title: Learning Teaching Through Participating

Here are some definitions of instructional routines:

UNIVERSITY VISION UNIVERSITY MISSION

5.2. EXPOSURE: Noting Down Classroom Management Routines

My Notes of Classroom Management Routines

Then the teacher will pray.

The teacher will ask the

UNIVERSITY VISION UNIVERSITY MISSION

5.3 IDENTIFICATION: Participating in Implementing and Maintaining Management Routines

5.4 INTERNALIZATION: Reviewing Success and Failure of Management of Routines

My Success Stories in Managing My Difficulty/ Failure Stories in

UNIVERSITY VISION UNIVERSITY MISSION

5.5 DISSEMINATION: Committing to Adopt Management Routine Strategies for a

My Compilation of Strategies in Management of Routines

3. After the class (Giving of clear instructions regarding their activities)-

UNIVERSITY VISION UNIVERSITY MISSION

You might also like