Creating An Appropriate Learning Environment

Republic of the Philippines
CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER
EDUCATION
AACIP Level II Accredited Programs: Bachelor of Secondary Educaation & Bachelor of Elementary Education
CREATING AN APPROPRIATE
LEARNING ENVIRONMENT
LEARNING EPISODE 3
This learning Episode provides an opportunity to examine how classrooms are structured
or designed to allow everyone’s maximum participation for effective learning. You should be
able to examine how classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subjects such as Facilitating
Learner-Centered Teaching and The Child and Adolescent Learners and Learning Principles.
◆ TARGET Your Intended Learning Outcome
At the end of this Episode, I must be able to:
✔ plan on how to. manage time, space, and resources; and
✔ provide a learning environment appropriate to the learners and conducive to learning.
REVISIT the Learning Essentials
The classroom climate that is conducive for learning is one that is non-threatening yet business-
like. It is a classroom where, when creating audio-visual presentations, the following are
observed:
o Specific classroom rules and procedures are clear.
o Classroom rules and procedures are discussed within the first few days of the school.
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o Students are involved in the design of rules and procedures.

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o Techniques to acknowledge and reinforce acceptable behavior are employed.
CSU VISION: CSU is a university with global stature in the arts, culture, agriculture and fisheries, the sciences as well as technological
and professional fields.
CSU MISSION: Cagayan State University shall produce globally competent graduates through excellent instruction, innovative and
creative research, responsive public service and productive industry and community engagement.
CTE GOALS: To prepare competent elementary, secondary and technical vocational school teachers with adequate knowledge and skills
and desirable values which are necessary in developing the manpower of the country and in undertaking functional classroom and
community-based researches and extension activities.
COLLEGE OF TEACHER
EDUCATION
o Clear limits for unacceptable behavior are established and negative consequences for such are
communicated.
o Classroom processes are democratic.
Resource Teacher: Andreya Labbao

School: Appari School of Arts and Trades
Subject Areas: Mathematics
Grade/Year Level: 8
Date: October 23, 2023
ACIVITY 3.1: MANAGING TIME, SPACE AND LEARNING RESOURCES

Observe and use the observation sheet provided for you to document your observations.
Topic: Duration:
No. of Participants: Grade and Section:
1. As you observe the class, investigate the characteristics of the learners. Note
their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own
behavior?
own
4. Can the learners already work independently?

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5. Describe their span of attention.

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COLLEGE OF TEACHER
EDUCATION
ANALYZE
CLASSROOM MANAGEMENT PRACTICES
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students' belongings, supplies, etc.)? Describe these areas. Will it make a difference if these
areas for specific purposes are not present?
 Except for the table of the teacher (a small red table with 4 drawers) where she keeps her
belongings and the outputs of the students located in the front right corner of the classroom,
there are no areas in the classroom for specific purposes. The classroom cleaning materials
have no place for storage, but they are put aside neatly and orderly in the back corner of the
classroom. The Storage cabinets for learners and classroom materials should help in the
orderliness and cleanliness of the classroom.
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
 There are no rules and procedures posted in the room.
3. Did the students participate in making the classroom rules if there is resource teacher
available, ask him/her to describe the process. What's the effect of students' participation in
rule making on student's behavior?
 The rules in the classroom are already created and determined by the teacher based on her
past year experiences/ the rules are presented to the students and she solicits their opinions
on whether they agree with the rules and how can they improve them to fit with the needs
of the learners.
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
 The teacher usually gets the attention of her students by bringing them all to stand up and
say good morning before class starts. She checks the attendance at the same time as she
records the student's activities. Before ending the class, she will instruct her students to
pick up the litter on the floor and arrange themselves for the next subject. They will stay
standing until the teacher says, “Goodbye class” and the students respond “Goodbye
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teacher, thank you for teaching us”

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COLLEGE OF TEACHER
EDUCATION
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
 the classroom seating arrangement is by putting the boys seated alternately beside the girls
in chronological order based on their names alphabetically arranged. With this arrangement,
the noise will lessen drastically as boys don’t talk much with girls during class. It also helps
with the checking of attendance and enforcing discipline on the students.
6. Observe the noise level in the classroom. How is this managed?

 The students tend to be noisy when they are not interested in the lesson or when they work
with each other. The teacher then takes their attention for a bit using a yell or tapping the
blackboard and reminds them to stay focused and quiet.
7. If a learner is not following instruction or is off task, what does the Resource Teacher
do? Describe the behavior strategies used.
 The teacher often uses quiet correction wherein she silently tells the student the proper
course of the activity to avoid distraction to other students and to avoid embarrassing the
child. Silent signals on the other are when the teacher gives a quick instruction to the
student using signals and positive phrasing when she's directing the student so that the
learner will not be demotivated when he/she encounters obstacles.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior

strategies)
 the teacher often uses verbal praise and activity rewards to reinforce positive behavior.
REFLECT
Reflection as a future teacher.: Why do you need to enforce positive discipline?
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COLLEGE OF TEACHER
EDUCATION
 Enforcing positive discipline is an integral part of the modern teaching-learning. Positive

discipline enforcement is a crucial component of contemporary teaching and learning. It is
essential to build a nurturing and supportive environment that encourages good social and
emotional development, inclusivity and safety, drive, and fulfilling relationships. Positive
discipline ensures that students learn from their actions, develop important abilities and life
skills, and accept responsibility for how they act by emphasizing teaching rather than
punishment. Positive discipline ultimately equips people to overcome challenges and
experience personal growth in various areas of their lives.
ACTIVITY 3.2: IDENTIFYING THE DIFFERENT ASPECTS OF CLASSROOM

MANAGEMENT
OBSERVE
OBSERVATION IN REMOTE LEARNING CLASSROOM MANAGEMENT
MATRIX
Aspects of Description Effect on the Learners (to be filled out
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Classroom after you answer the analysis questions)

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COLLEGE OF TEACHER
EDUCATION
1. Specific The classroom has teachers table, Students feel comfortable while
Areas in the chairs, enough lighting, learning because their needs for a
Classroom ventilation, desks and conducive environment are already
blackboards. provided
2. Classroom The classroom rules are enforced It is to remind the students with the
Rules by the teacher and officers guidelines and duties that they are
trough verbal reminders but expected to obey and perform.
there’s non posted in the
classroom for students to see.
3. Classroom They follow the rules and They will have a systematic routine
Procedures responsibilities they are expected wherein it promotes good record and
to perform performance in the class
4. Daily The students clean their It will help them to have a clean,
Routines classrooms and designated areas organized and comfortable place to
before, after class and as needed. study to.
5. Seating 5 rows and 5 columns across It is helpful to at least minimize
Arrangement with the students seated unnecessary talks and to help the class
alphabetically arranged. monitor or teacher to easily identify
who’s absent.
6.Handling - The teacher talks to the The students will be more aware to the
students if they have done consequences of their actions which
something bad or wrong will teach them obedience with
-punishment if necessary authority and respect to the rules and
regulation of the school as well as the
society.
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COLLEGE OF TEACHER
EDUCATION
misbehavior/of
f-task behavior
7. Reinforceme The teacher always treat the Their attitudes and values gets more
nt of Positive students with utmost develop
Behavior professionalism and care b
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
 Classroom organization and routines help the students to become more confident in learning
because the classed is already structured wherein they are aware of the things the teacher
expects them to do. Good organization and classroom routines serve as a support of the
teacher to the students as it is structured to be a guideline for the students to properly execute
what is expected learning outcomes from them.
3. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
 The teacher should know and understand her/his students to make the classroom design
suitable to the interests and needs of the students. He/she should determine the effects of
those routines so that he/she can reconfigure them to be the best for the students.
 The theory that I have in mind is the Experimental Learning Theory proposed by John
Dewey. This theory tells us that students learn from experiences, which is why as a teacher,
I should be engaged and explore fun yet productive activities not only to entice them to
participate but also to make the learning more dynamic and enjoyable.
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
 Punishment and reward are effective strategies; however, today's learners now challenge
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authority, and making your teaching approach stricter will only make it more difficult that
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is why I think the best way to manage students is to enforce good behavior. Not only does
COLLEGE OF TEACHER
EDUCATION
it elicit the risk of children going against you, but it also helps you to be closer to your
students as they are going to be more comfortable around you.
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year
level do you see yourself? What routines and procedures would you consider for
this level. Why?
 I see myself teaching preferably in the 9th grade as it is the year where they
transition from being a kid to a teenager and I want to be a part of that
development. I will start the class with a greeting and a prayer followed by
short recaps of the previous topics. Regularly monitor the orderliness and
cleanliness of the room. I will be giving them the chance to learn at their own
pace and accords so that they will be instilled with discipline and good learning
interests. I will then have a short prayer and a farewell greeting before properly
ending the class.
2. Make a list of the rules you are likely to implement in this level. Why choose
these rules?
 Always be on time
 Be attentive to the teacher while he is teaching
 No vandalism
 No bullying
 Be dressed in complete uniform
 Always in good grooming
 Maintain body hygiene
 Respect others
 Participate in all activities
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 don’t use gadgets during class hours
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COLLEGE OF TEACHER
EDUCATION
- I have chosen these rules for the students to have a comfortable and productive time for
learning. It is also to instill in them good practice in respecting others and authority. It is a good
thing that they learn to be responsible for themselves and towards others so that they can be more
effective as a student and as a person.
3. Should learners be involved in making the class rules? Why?

 Yes, rules are meant to govern the student’s behavior and actions. these rules
must be parallel to the school guidelines, but they should also meet the needs of
the students and the wants of the other stakeholders. Therefore, they must be
involved in the decision-making to achieve agreeable rules and regulation that
is favorable to all parties.
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Creating An Appropriate Learning Environment

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Republic of the Philippines

CAGAYAN STATE UNIVERSITY

◆ TARGET Your Intended Learning Outcome

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

✔ plan on how to. manage time, space, and resources; and

✔ provide a learning environment appropriate to the learners and conducive to learning.

REVISIT the Learning Essentials

o Students are involved in the design of rules and procedures.

o Techniques to acknowledge and reinforce acceptable behavior are employed.

Resource Teacher: Andreya Labbao

ACIVITY 3.1: MANAGING TIME, SPACE AND LEARNING RESOURCES

2. How many boys are there? How many girls?

4. Can the learners already work independently?

5. Describe their span of attention.

teacher, thank you for teaching us”

6. Observe the noise level in the classroom. How is this managed?

8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior

 Enforcing positive discipline is an integral part of the modern teaching-learning. Positive

ACTIVITY 3.2: IDENTIFYING THE DIFFERENT ASPECTS OF CLASSROOM

Classroom after you answer the analysis questions)

Reflect on the following and write your insights.

3. Should learners be involved in making the class rules? Why?

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