Learning Experience 1-14

LEARNING EXPERIENCE 1
Educational resources are very important tools used by every teacher to improve the
teaching-learning process. Effective use of instructional materials can assure a teacher for an
active and productive learning and assessment.
Prepares FS 2 STUDENTS FOR PPST: Your Intended Learning Outcome:
Domain: Curriculum and Planning Search for appropriate and effective
Strand: Teaching and learning resources instructional materials.
including ICT
Your Experiential Tasks Your Reflection Trigger
1.1 Exposure
Examining Instructional Materials from

the School’s Resources or through
Technology or Digital Resources
1.2 Participation
Identifying the Purposes of Instructional

Materials
 Why should a teacher spend time in
1.3 Identification
searching for appropriate
Considering the Different Principles in
instructional materials?
Selecting Instructional Materials
1.4 Internalization It is better when a teacher spends a lot
of time searching and preparing his
Applying Guidelines in Selecting instructional materials so that he can make
Instructional Materials them even more beautiful or maybe better
check if the instructional materials he has
1.5 Dissemination made are compatible with his lesson and
effective. Instructional materials are important
Presenting Appropriate Instructional because they assist teachers and students in
Materials “Better This Time”. avoiding an overemphasis on recitation and
rote learning, which may easily dominate a
session.
1
1.1 EXPOSURE
Examining Instructional Materials from the School’s Resources or Through
Technology or Digital Resources
Request a copy of your CT’s learning plans of his/her subject and look at the
learning objectives as your guide in searching for his/her needed instructional materials.
Make a checklist of the sources where you can get the appropriate instructional
materials for your assigned subject/s.
List of Materials Technology

School Website and Short Description of
Subject and Short or Digital
Resources the Instructional Materials
Description Resources
Filipino Library Book on the Online https://en.wikipedia.org/wiki/

“BAYBAYIN” Baybayin
BAYBAYIN
Araling Library Book on the Online www.carousell.ph/p/

Panlipuna “KAYAMANAN
n ARALING
ASYANO” Kayamanan Araling asyano batayan
at sanayan
2
1.2 PARTICIPATION
Identifying the Purposes of the Instructional Materials
The importance of producing instructional materials is to facilitate the teaching-

learning process. The essence is not to use the instructional materials as objects of decoration
but instructional materials must be utilized for an effective, meaningful, and interactive
teaching-learning engagement.
Purposes of the Utilization of the Instructional Materials
 The instructional materials capture the learners’ interest.
 The instructional materials contribute to the realization of the learning objectives.
 The instructional materials motivate the learners to be engaged in the teaching-learning
process.
 The instructional materials contribute in making difficult concepts easy to understand.
 The instructional materials concretize abstract ideas or make concepts realistic to the
learners.
 The instructional materials afford degree of retention of concepts or ideas.
 The instructional materials make learning more real and meaningful.
 The instructional materials stimulate self-activity on the part of the learners.
 The instructional materials address different learning styles and needs of the learners.
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1.3 IDENTIFICATION
Considering the different Principles in Selecting Instructional Materials
While searching for your CT’s instructional materials, make yourself guided by the following
principles in selecting instructional materials (Buno, 2004). Check whether what you have
searched adhere to the given principles:
Yes No
a. Principle of Appropriateness (appropriate to the intended /
learning objectives and level of the learners)
b. Principle of Authenticity (present, accurate, up to date and /
dependable information)
c. Principle of Cost (economical and easy to manipulate) /
d. Principle of Interest (power to encourage creativity and /
imaginative response among the learners)
e. Principle of Organization and Balance (clarity and in /
accordance with the principles of learning such as
reinforcement or transfer)
REEXAMINING YOUR ASSISTING TASK:
In assisting your CT to search for appropriate instructional materials, what

problems have you encountered as regards the principles to apply in the selection of
instructional materials?
We had trouble searching for an instructional material with the principle of

interest. With the technology today it is easy to access materials that is accurate and up to
date, it also just cost less because students don’t need to buy it from bookstores but are
downloadable, with precise keywords these learning materials are aligned with the
principle of organization and balance. It actually took us some time deliberating if the
instructional material can engage students and encourage their creativity given that an
online class is less engaging and we cannot deny the fact that it is sometimes dull. After
quite some time I came with the instructional materials that I think covers not only all the
principle but also is appropriate and match the lesson.
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1.4 INTERNALIZATION
Applying Guidelines in Selecting Instructional Materials
As you search for your Cooperating Teacher’s needed instructional materials, fill out
the table below to serve as your guide in searching and preparing instructional resources.
Purpose for the Possible

Learning
Year Level Subject Matter Instructional Instructional
Objectives
Materials Resources
Grade 7 Knowledge: PRELIM Testpapers - Test  Books
Nauunawaan ang EXAMINATION paper is a set of  Internet
pangkahalatang SA UNANG questions that
panuto sa MARKAHAN the students
pagsusulit. answer while
appearing in the
Skills: exams. These
Nakakasagot ng test papers
mga katanungan contain different
sa pagsusulit. questions with
different
Attitudes: weightage. On
Napapahalagaha the basis of right
n ang mga aral or wrong
na makikita mula answers,
sa akda. students get
evaluated. Their
evaluation per
subject hence
makes a result.
5
1.5 DISSEMINATION
Presenting Appropriate Instructional Materials – “Better This Time”
1. Guided by the learning objectives of the subject matter given to you, provide you
Cooperating Teacher with the list of resources that you have searched.
Subject Matter Learning Objectives List of Resources
6
2. Write your short reflection on how teaching a certain lesson can be better because the
teacher uses appropriate instructional materials.
Growth Portfolio Entry NO. 1
Teaching is Better This Time
7
ASSESMENT
For Use of the FS Program Coordinator
Criterion: Depth of Understanding
Rubric
SCORE DESCRIPTION
91-100 Reflection shows evidence of exemplary understanding of the principles
and guidelines in searching for appropriate instructional materials.
81-90 Reflection shows evidence of adequate understanding of the principles and
guidelines in searching for appropriate instructional materials
71-80
Reflection shows
minimal understanding
of the principles
and guidelines in
searching for
appropriate
instructional
materials.
Reflection shows minimal understanding of the principles and
guidelines in searching for appropriate instructional materials.
61-70 Reflection shows difficulty in understanding the principles and
guidelines in searching for appropriate instructional materials
51-60 Reflection shows a need for substantial guidance in understanding
the principles and guidelines in searching for appropriate instructional
8
materials
Rating for LE 1:
Signature of FS Program Coordinator
9
LEARNING EXPERIENCE 2:
Your Cooperating Teacher needs your assistance in preparing instructional materials.
Prepares FS 2 Students for PPST: Your Intended Learning Outcome:
Domain: Curriculum and Planning Prepare Instructional materials to support

Strand: Teaching and learning resources teaching and learning engagement.
including ICT

2.1 Exposure
Defining Instructional Materials for
Various Purposes in the Classroom
2.2 Participation
Gathering Instructional Materials from
various Resources
2.3 Identification
Planning for Utilization of Materials
for Actual Use  How can the teacher’s use of
2.4 Internalization instructional materials stimulate
Preparing Instructional Materials for meaningful and lasting learning?
Actual Teaching and Learning
2.5 Dissemination It encourages meaningful communication
Utilizing Instructional Materials for as well as successful learning. They improve
Specific Objectives/Activities retention, making learning more lasting. They
aid in overcoming the limitations of the
classroom by making the inaccessible
accessible. They provide a shared experience
on which further learning can be built.
10
2.1 EXPOSURE
Defining Instructional Materials for Various Purposes in the Classroom
Confer with your Cooperating Teacher the materials he/she wants you to prepare. Identify the
types of print materials and audio-visual media needed for various purposes in the classroom.
Instructional Materials Purpose for Use
1. Print (Books, Magazines, Newspapers, Printing is used not merely for books and
Posters, Charts) newspapers but also for textiles, plates,
wallpaper, packaging, and billboards. It has
even been used to manufacture miniature
electronic circuits.
2. Chalkboards / Boardwork Chalkboards are a great way to maximize
your students' ability to learn and retain new
information. By writing out key points and
drawing helpful illustrations on the
chalkboard, students are also able to take
better, more accurate notes.
3. Models, Globes, Maps, Realia Maps and globes are tools for planning trips,
learning about faraway locales, and studying
movements of people, goods, and
information.
4. Audio-Media (analog tape cassettes, They can be used to deliver lectures, panel
digital CDs) discussions, or instructions for the distant
learner. Audio is especially useful in courses
that require the nuances of inflection, such as
foreign languages, or those that are designed
for non-readers.
5. Videotapes, Films, Videodiscs Video learning is effective on both sides of
the classroom; educators can use it to create
time and space for active learning. Once a
video is created, it can be reused and updated
as needed, leaving more time in the classroom
for live discussions and engagement with
students.
2.2 PARTICIPATION
11
Gathering Instructional Materials from Various Resources
Start gathering from various resources the needed instructional materials by your
Cooperating Teacher. Have a checklist of the inventory of resources that you will use in assisting
your CT.
From the Library
 Books
From the Media Center
 Video Tapes
 Television
 Laptop
From the Laboratories

1. Science: Globe and Maps
2. Speech: Headphones and Microphones
2.3 IDENTIFICATION
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Planning For Instructional Materials for Actual Use
Submit to your Cooperating Teacher your tentative layout of instructional materials that
you will prepare.
REEXAMINING YOUR ASSISTING TASKS:
What difficulties confronted you while you were assisting your CT in the
preparation of instructional materials?
There are many challenges will face in preparing the instructional materials, like for
example non-availability of materials, laziness of the teacher, lack of skills and strategies,
financial constraint, lack of appropriate materials in textbook, time constraint, lack of support
from authority, lack of geography resources room. The difficulties that I confronted while I
prepare my instructional materials is by how I will plan it and at the same time by making sure
that my instructional materials are applicable and easy to use and understand so that my
student will learn more and understand more the lesson.
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2.4 INTERNALIZATION
Preparing Instructional Materials for Actual Teaching and Learning
Get from your CT all the suggestions and the forms of assistance he/she needs from you
during the actual use of instructional materials.
Checklist for Using Instructional Materials
1. Reserve necessary materials and equipment from the AV room
2. Practice operating the equipment
3. Preview PowerPoint presentation
4. Are instructional materials with a teaching purpose
5. Are materials written at an appropriate reading level for your students?
6. Are documents clear and easy to read?
7. Are documents accessible?
15
2.5 DISSEMINATION
Utilizing Instructional Materials for Specific Objectives/Activities
Make sure that your materials for instruction are already. Assist your Cooperating Teacher
according to his/her instruction. List other activities that your CT may need assistance in utilizing
instructional materials.
Print Materials
Chalkboard/Boardwork Exercises
Models, Globes, and Maps
16
Audio-Media Materials
Videotapes, Films, and Videodiscs
Technology Drive
17
Write your experiences of success in preparing various instructional materials.
Growth Portfolio Entry NO.2
My Success Story in Preparing Instructional Materials

.
18
ASSESMENT
Criterion: Comprehensive Narration
Rubric
SCORE DESCRIPTION
91-100 The narrative talks about the unforgettable experience and shows
comprehensive details of the learning experience of preparing instructional
materials
81-90 The narrative talks about an interesting experience and show some details
of the learning experience of preparing instructional materials
71-80 Reflection shows minimal understanding of the principles

and guidelines in searching for appropriate instructional
materials.
The narrative talks about an interesting experience but more details are
needed to tell the learning experience of preparing instructional materials
61-70 The narrative needs focus on the experience and the details do not relate
to the experience of preparing instructional materials
51-60 The narrative needs focus on the experience and details are needed
Rating for LE 2:
19
Another way of assisting your CT is using your own creativity in making effective,
attractive and powerful bulletin board and learning station displays. Listen to your CT’s
instruction on how you can assist him/her make bulletin board displays and structure learning
stations. Remember the various uses and importance of bulletin board displays and learning
stations as you assist your CT.
Domain: Learning Environment Assist in making creative and interactive

Strand: Management of classroom bulletin board and learning station
structure and activities displays.

3.1 Exposure
Getting ready with materials for Making
Classroom Displays
3.2 Participation
Identifying Appropriate Instructional
Materials for Bulletin Board and Learning
Station according to Purpose
3.3 Identification
Determining the Guidelines in Structuring  What is a good bulletin board and
Bulletin Board and Learning Stations learning station?
3.4 Internalization
Making a Layout of Bulletin Board and Instructions on interactive bulletin boards
Learning Stations should be clear and concise, making it easy
for your students to read and understand. If
3.5 Dissemination some of your students require additional
Instructional Display Making reading assistance, consider recording the
rules and allowing students to listen to them
as needed.
20
21
3.1 EXPOSURE
Getting ready with Materials for Making Classroom Displays
List down the materials you will be needing in structuring the proposed bulletin board and
learning stations.
1. Cork board
2. Construction paper
3. Glitter paper
4. Pushpins
5. Scissors
6. Glue
7. Candle glue
Other than bulletin board displays and learning stations your CT also needs your assistance in
enhancing the classroom environment. Assist your CT in structuring learning spaces in the
classroom that allow the learners easy access in an interesting and productive manner to a variety
of learning materials.
Assist your CT in structuring any of the following:
 Leaning Centers/Stations
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3.2 PARTICIPATION
Identifying Appropriate Instructional Materials for Bulletin Board and Learning Station
According to Purpose
Work with your Cooperating Teacher as regards to appropriateness of the materials

you intend to use. List down the purpose of the displays that you will be assisting your CT to
work for.
Bulletin Board Purpose/s

 Learning Centers/Stations A learning station is a physical location in the
classroom where students are asked to solve
problems, answer questions, and engage in
independent and self-directed learning
activities using the materials provided. Small
groups of students move between many
learning centers or stations to relay
information to students, reinforce lessons,
display student work, and more. Allowing
teachers to differentiate instruction based on
students' needs, interests, and learning styles.
 Science Corner Similar to reading corners which act as a
mini-library in the classroom or in a school,
science corners are set up by teachers as an
interesting way to introduce the students to
the scientific world and should be of great
benefit to children as these science corners
often allow the learners to discover the
scientific tools and materials directly and
immersively.
23
3.3 IDENTIFICATION
Determining the Guidelines in Structuring Bulletin Board and Learning Stations
Check your readiness in assisting your Cooperating Teacher in structuring bulletin board displays
by considering the following guidelines:
There will be Problems on

Easy on My Part
My Part
1. I will assist in It was simple for us because
structuring the we could help with the
bulletin board bulletin board by making it
displays simple yet more appealing to students,
emphasizing the teachers, and others by using
desired central theme. minimal and appropriate
decorations that focused more
on the desired central theme.
2. I will assist in We will have issues because
structuring our we will not have enough time
bulletin board always to plan and decorate it.
updated.
3. I will see to it that our We can recommend ways to

bulletin board make it more decorative,
displays engaging to informative, and interactive.
the learners.
4. I will assist to make We can assist in piquing

our bulletin board students' interest in a specific
displays engaging to teaching topic and assisting
the learners students in practicing skills
related to their learning.
5. I will assist in It was simple for us because
structuring our we brainstormed ideas for
bulletin board making it catchy and
displays catchy and meaningful.
meaningful.
24
While you were helping your CT in the preparation of your bulletin boards and
learning stations, what problems have you encountered in trying to make your bulletin
boards and learning stations appropriate to the learners?
Students work, accomplish, and duties are on bulletin board on the other hand, learning
stations introduce and reinforce lessons. Teacher should create eye-catching instruction bulletin board
and learning center. There were no difficult in preparing bulletin board and learning stations, we
applied our creativity, ingenuity and concepts that acquire at the bulletin board and learning stations.
3.4 INTERNALIZATION
Making a Layout of Bulletin Board and Learning Stations
25
Knowing the purpose, the theme, and available materials that you can use assist you CT,
make a layout of the bulletin board displays and other learning stations. Ask your CT’s stamp of
approval for your layout design.
A. Sketches/Layout for your Bulletin Board
B. Sketches/Layout for Learning Stations
26
3.5 DISSEMINATION
Instructional Display Making
Having assisted your Cooperating Teacher in making bulletin board displays, make your
own plan to put up a bulletin board display once you become a teacher yourself.
Growth Portfolio Entry No. 3
My Bulletin Board Plan for the Opening of the School Year
27
ASSESMENT
Criterion: Appropriateness and Ingenuity of Plan
Rubric
SCORE DESCRIPTION
91-100 The plan presents interesting innovative design following all the guidelines
in bulletin board making. The layout is appropriate and attractive
81-90 The plans present design following all the guidelines in bulletin board
making. The layout is appropriate and neat.

materials.
The plans present design following some guidelines in bulletin board
making. The layout is appropriate and neat.
61-70 he plans present design following the few guidelines in bulletin board
making. The layout is somewhat neat
51-60 The plan presents design which is appropriate, the layout is poorly designed
Rating for LE 3:
28
Teachers teach to make students learn. Assessing the learning progress of every student
is always supported by the data from the result of their learning outputs. Teachers employ varied
ways to evaluate students ‘progress and rare faced with a lot of paper works relative to students’
learning outputs. Being faced with various task, your Cooperating Teacher needs your assistance
in checking the students learning output.

Domain: Assessment and Reporting
Strand: Monitoring and evaluation of Assist in assessing learning performance.
learner
progress and achievement
4.1 Exposure
Defining the Parameters of Learners’
Performance
4.2 Participation
Familiarizing with Rubrics or Scoring guides
4.3 Identification
Recognizing the Importance of Good  What important role do
Assessment Practices rubrics play in assessment?
4.4 Internalization Rubrics provide students a better

Categorizing Learning Output chance of meeting a specific goal. They
direct curriculum development and
4.5 Dissemination maintain accurate assessments with
Snapshots of My Assessing of Learning integrity. Effective rubrics allow for
Performance self-evaluation and self-directed student
development.
29
4.1 EXPOSURE
Defining the Parameters of Learner’s Performance
Make a table of the Learning Performance that Cooperating Teacher would like you to
assess. List down the part of the output assigned to you.
Timbale for
Learning Performance Part to Correct
Checking/correcting
The answers of the students 45 minutes

1. Quizzes
for each item.
Content, creativity, and 1 hour

2. Making their own
originality.
Tagline
Consiseness and 1 hour

3. Constructing a
correctness of the sentence.
sentence
30
4.2 PARTICIPTION
Familiarizing with the Rubrics or Scoring Guides
Rubrics as terminology in education refers to the scoring guide used by the teachers in
evaluating the quality of students’ written or oral performance or output. Rubrics usually include
evaluation criteria at a particular level of achievements and a scoring strategy (Wikipedia).
Study very well the rubrics used by your Cooperating Teacher in evaluating the quality of
students’ constructed response to question especially essays.
Take note of the criteria for scoring the learning outputs both for written work and
performance tasks.
Activity
1. Do you find using or having a rubric/scoring guide useful when you checked
student’s learning outputs? Why?
Yes, using rubrics allows me to swiftly and consistently assess students' learning
outputs from one to the next. Rubrics provide students with valuable information about the
degree of which a specific learning outcome has been achieved. They provide students with
concrete feedback that displays areas of strength and areas in need of improvement. Students can
use this feedback as a tool to further develop their abilities.
2. List down advantages of having rubrics in checking students’ learning output.
 Assist in clarifying hazy aims.

 Assist pupils in understanding expectations.
 Assist pupils in self-improvement.
 Motivate students to do better.
 Make scoring simpler and quicker.
 Improve scoring accuracy, objectivity, and consistency.
 Improve student feedback.
31
4.3 IDENTIFICATION
Recognizing the Importance of Good Assessment Practice
Have a table of the learning outputs that you checked and record the assessment practices that
you employed in assisting your Cooperating Teacher in correcting students’ leaning outputs.
Time Allotted for

Good Assessment Practices
Learning Checking
Output
Date Date
Did I Do the Following? Yes No
Given Finished
Making their 1. 1. Used rubrics as guide ✔

own Tagline in checking
Constructing 2. 2. Reviewed scores given ✔

sentences in each item based on
criteria
Quizzes 3. 3. scores ✔
REEXAMINING YOUR ASSISTING TASK
In your experience in assisting your CT in checking your student’s learning outputs,

what problems did you come across in correcting students’ portfolio, projects and other
learning outputs?
Difficult in what they are trying to imply. Some students are more talented
in artwork, but it has no deeper meaning. While the others are not good at artwork, the meaning
of art is there. There are students who struggle with grammar and there are also students who
can't understand their writing, we had a little trouble there.
32
4 .4 INTERNALIZATION
Categorizing Learning Outputs
Go over the learning outputs that you have assisted your Cooperating Teacher in checking.
Record them under the following categories.
Performance
Learning Outputs Formative Summative Written Works
Tasks
1. Quizzes
✓ ✓
✓
2. Making their
own Tagline
3. Constructing
Sentences ✓ ✓
33
4.5 DISSEMINATION
Snapshots of My Assessing of Learning Performance
Having experienced assisting your Cooperating Teacher in assessing students’ learning

performance, make an impression on your personal view (snapshots) on how important are
rubrics in assessing learning performance.
Growth Portfolio Entry No.4
My Reflection on the Importance of Rubrics

in Assessing Students’ Learning Performance
.
34
ASSESMENT
Rubric
SCORE DESCRIPTION
91-100 Reflection shows evidence of exemplary understanding of the principles and
guidelines in assessing students’ learning outputs.
81-90 Reflection shows evidence of adequate understanding of the principles and

materials.
Reflection shows evidence of minimal understanding of the principles and
61-70 Reflection shows evidence of difficulty understanding of the principles and
51-60 Reflection shows a need for substantia guidance in understanding of the
principles and guidelines in assessing students’ learning outputs.
Rating for LE 4:
35
Maintaining positive classroom atmosphere in order to achieve learning goals is one of
the biggest challenges of teachers. Teachers employ various strategies to keep a positive learning
environment and establishing classroom routines is one of the teachers’ labor-saving strategies.
Domain: Learning Environment Sustain and monitor establish routines.

Strand: Promotion of purposive learning

5.1 Exposure
Monitoring the Implementation of
Classroom Routines
5.2 Participation
Identifying Effective Strategies for
Transition Routines and Activities
5.3 Identification  What can

Recognizing Consequences of Transitions make a positive classroom
Period atmosphere?
5.4 Internalization
Practicing Classroom Routines and
Procedures
5.5 Dissemination
Designing an Organized and Happy
Classroom
36
5.1 EXPOSURE
Monitoring the Implementation of Classroom Routines
Assist your Cooperating Teacher in the implementation and monitoring of the following
classroom routines and check the students’ level f compliance. The students’ level of compliance
will serve as your guide in assisting your CT in monitoring the implementation of the routines.
Level of Students’ Compliance
Classroom Routines Always Seldom Never
Comply Comply Comply
1. Raising hands properly
2. Lining up for checking of seatwork and
assignments
3. Greeting visitors
4. Passing papers and notebooks
5. Using class pass for going out of the room
6. Observing proper listening procedure
7. Working in small group
8. Following teacher’s hand signal
9. Observe movements during activities
10.
11.
12.
13.
14.
15.
37
5.2 PARTICIPATION
Identifying Effective Strategies for Transition Routines and Activities
List down the classroom routines that your CT needs you most for assistance. Set them as
your priority to help your CT make a wholesome learning environment.
Review the following strategies and identify which of them can be effective in assisting
your CT during transition.
1. Use hand signals.

2. Be a good observer.
3. Give clear directions all the time.
4. Use time signal like bell.
5. Practice the routines with the learners again and again.
6. Use sign language.
7. Sing songs for classroom transition.
8. Observe line up rules.
9. Review class rules every day.
10. Other strategies of your cooperating teacher.
Match them with effective transition strategies of your Cooperating Teacher.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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5.3 IDENTIFICATION
Recognizing Consequence of Transition Periods
1. Assist your Cooperating Teacher in establish classroom routines during transition period
and list down how you assisted in establishing the classroom routines.
 Before starting the lesson
 During the lesson proper
 After the lesson proper
2. What could have happened if these transitional activities were not done?
39
REEXAMNING YOUR TASK ASSISTING TASK:
During your assisting task in establishing routines, what are the problems that you have
encountered in carrying out the different transition routines.
40
5.4 INTERNALIZTION
Practicing Classroom Routines and Procedures
Continue assisting your CT by practicing with the students their classroom routines and
procedures. List the challenges you have encountered in the following:
Behavioral Routines Procedures
 Challenges Encountered
Working Routines and Procedures
Transitional Movement Routines and Procedures
41
5.5 DISSEMANATION
Designing an Organized and Hapy Classroom
Based from your assisting experience in establishing routines, writes your thoughts of an
organized and happy classroom.
A Happy and an Organized Classroom
To have a happy and organized class is one of my goals when I become teacher, a want to
create a happy and organized class not only for myself but most especially for my students, I
want my students to feel that our classroom is really their second home. I think that in order
for me to achieve that happy and organize class, what I need to do is to build or create a
positive relationship with my students, I have to make them feel that I am their mother inside
that classroom, and as their mother inside the classroom I must foster my students to love
and respect each, I have to make my students feel that inside the classroom we are family. I
am going to do everything just for my class to be happy and organized, if I have to come up of
an idea that will make my class happy, I will think of an idea, research, ask for tips to others. I
am very much willing to do everything to achieved the happy and organized class that I want,
and also, I want the best for my students, I want them to feel interested, entertained, enjoyed
and of course learned.
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ASSESMENT
Criterion: Relevance of Experience
Rubric
SCORE DESCRIPTION
91-100 The experience of assisting in establishing routines is found to be very
relevant in keeping positive learning environment.
81-90 The experience of assisting in establishing routines is found to be relevant in
keeping positive learning environment.
71-80 The experience of assisting in establishing routines is found to be somewhat

relevant in keeping positive learning environment.
61-70 The experience of assisting in establishing routines is found to be not

relevant at all in keeping positive learning environment.
51-60 There is no indication of experience of assisting in establishing routines.
Rating for LE 5:
43
Having accurate factual and up to date record keeping of learners’ academic output is
very important part of teachers’ role. Teachers need to keep effective assessment records of every
student’s so that they can have accurate judgements about their students’ progress. Moreover,
these records are important to parents so that they can have clear understanding of their
children’s learning progress and achievement in school. A student teacher needs experience of
how proper recording of academic output and performance task is done by the teacher. Follow
strictly the instructions of your Ct while you help in recording learners’ assessment result.
Domain: Assessment and Reporting Accurate recoding of learner’s assessment

Strand: Communication of learner needs,
progress, and achievement to key
stakeholders

6.1 Exposure
Collecting and safe keeping of Academic
Outputs and Performance Tasks
6.2 Participation
Getting Acquainted with learners’ Output
and Performance Tasks
6.3 Identification  How

Collecting, Organizing, and Recording important is accurate recoding of
Practices of Learners’ Performance Outputs learners’ performance?
6.4 Internalization Monitoring student progress on a regular

Recognizing the Importance and basis also enables the teacher to analyze a
Difficulties in Recording Learning Outputs student's current performance level for a
and Performance Tasks specific skill. As a result, teachers can provide
students with assistance in achieving their
6.5 Dissemination personal academic goals
Preparing and Recording Strategies
44
6.1 EXPOSURE
Collecting and Safekeeping of Academic Outputs and Performance Tasks
Activity
List down your CT's guidelines or instructions on how you will collect, sort and keep the
students' outputs.
1. Collect all the student’s output.

2. Sort them according to their category.
3. Arrange the outputs in an alphabetically order as well as the dates.
4. Label them properly and easy to see just in case you’ll need to get
it.
45
5. Place and organized them in cabinet. 6.2 PARTICIPATION
Getting Acquainted with Learners’ Outputs and Tasks
Organize your list of learners’ outputs by recording them in the given categories.
Categories
Classes Learning Output/Activity Performance Tasks
Section:
46
6.3 IDENTIFICATION
Collecting, Organizing and Recording Practices of Learners Performance Tasks
A teacher must be a good housekeeper of students' records. It is a key responsibility of

every teacher to accurately monitor and record students’ performance output. Therefore, to keep
the tasks manageable and less time consuming, part of the teacher's good housekeeping skill is to
design systematic way of collecting and organizing learners' performance output.
Assist your Cooperating Teacher in organizing the collection of students' learning outputs
by putting them in their designated collection station. Follow strictly and double check your
compliance to your CT's instruction.
 Storage of drawer pocket
 Pocket holder portfolio
 Deep baskets
 Color code filing system
 Homework/project station
 Others
From your own class list, record the learning outputs and performance tasks submitted by
the students. Double check your record before you hand it over to your CT. Arrange the learning
outputs by names or class number for easy recording or follow the manner of recording as
instructed by your CT.
Learning Outputs Performance Tasks
47
As you record the assessment result of the students, what are some of the critical issues of
accountability in recording you have experience?
48
6.4 INTERNALIZATION
Recognizing the Importance and Difficulties in Recording Learning Outputs and
Performance Tasks
What are the challenges you encountered in assisting your Cooperating Teacher in
recording students’ academic learning outputs and performance tasks?
Challenges Encountered in Assisting the Recording of Students’ Learning Outputs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
49
6.5 DISSEMINATION
Preparing and Recording Strategies
From the experiences and challenges you have encountered, make your own plan of
preparing and recording strategies relative to your future student academic outputs
and performance tasks.

My Strategies in Recording My Futures Students’ Learning
Outputs and Performance Tasks
Strategy:
I will provide them instructions on what they must do before submitting their outputs
before I begin my discussion.
Strategy:
I will put some Dropbox files in an easy-to-identify section
Strategy:
To help students make their outputs and performance tasks simple for me to record and
assess their work, I will provide them with a sample rubric.
Strategy:
Keeping a soft and hard copy.
50
ASSESMENT
Criterion: Application and Understanding of Experiences
Rubric
SCORE DESCRIPTION
91-100 All the learned experience in preparing and recording strategies are correctly
applied and fully explained in the plan.
81-90 Some of the learned experiences in preparing and recording strategies are
correctly applied and fully explained in the plan.
correctly applied and but not fully explained in the plan.
not correctly applied and explained in the plan.
51-60 Very few learned experiences in preparing and recording strategies are
mentioned in the plan
Rating for LE 6:
51
Creating a positive, wholesome, and safe learning environment is not an easy nor
very encouraging task for every teacher. Healthy learning environment means making the
learners feel that all their needs, physically, emotionally and intellectually are of prime
importance to the teacher. Researches confirm the provision of healthy classroom environment
has positive impact on student learning.
Domain: Learning Environment Participate in promotions wholesome and

Strand: Learner safety and security safe learning environment.

7.1 Exposure
Giving Attention to Basic Safety Issues
7.2 Participation
Walking Through the Classroom
Appearance
7.3 Identification
Participating in Maintaining Wholesome,  How will
Comfortable and Safe Classroom I make my learning environment
always pleasant, positive safe, and
7.4 Internalization conductive to my learners?
Creating Wholesome and Safe
Environment
7.5 Dissemination
Demonstrating my Skills in Assisting in
the Promotion of Wholesome and Safe
Environment
52
7.1 EXPOSURE
Giving Attention to Basic Safety Issues
Teachers see to it that students' safety is their first priority as soon as they enter
their respective classrooms. As a student teacher, you participate in this responsibility with
your Cooperating Teacher.
Look at the following basic safety issues that you have to assist your CT.
Take a look at your floor for

possible paint, ink or water
spills which might
cause accidents of slip or fall of
the learners. Do something
about it yourself
or summon the custodian for
assistance
Take a look at your floor for
possible paint, ink or water
spills which might
53
cause accidents of slip or fall of
the learners. Do something
about it yourself
or summon the custodian for
assistance
1. Take a look at your floor for possible paint, ink or water spills which might cause
accidents of slip or fall of the learners. Do something about it yourself or summon the
custodian for assistance
Always check the floor to avoid any accidents such as slip/fall of the students because as a
teacher, their priority first is the safety of the students.
2. Check the students’ tables and chairs if they are still in good condition. Report to the
custodian if there are needs for repair.
It is important to check the student’s table ang chairs because it could result of accidents.
3. See to it that there is proper lighting in the classroom, Report if there is a need for
replacement of fluorescent bulbs
Another thing to check is the proper lightning in the classroom because it is important to
use especially during shady weather.
4. Maintain proper ventilation. Check on the functionality of the electric fans in the room. If
there is a provision for an air-conditioning unit, you may adjust the thermostat. Check on
windows or blinds for a comfortable room temperature.
54
7.2 PARTICIPATION
Walking Through the Classroom Appearance
Make a checklist of the things you will do to keep the classroom clean and orderly.
Classroom Incentive What to Do
1. Furniture Count chairs, tables and armchairs according
to the number of students
a. Students’ chairs and armchairs  Take a look for parts that need repairs
b. Bookshelves  Arrange chairs and tables according to
c. Activity tables seating arrangements
d. Teacher’s tables  Clean or dust books
 Arrange books
 See to it the materials and supplies are
neatly filed
 Dust off
 Arrange materials and files
2. Trash bins or cans  Empty trash cans
3. Displays  Check on display for missing letters or
parts
a. Bulletin boards
b. Art works
c. attendance
4. Teaching Aids  Put teaching aids in their proper
location of the room
a. Models
b. Charts
c. Flannel board
d. Globes/maps
5. Blackboard  See to it the blackboards are clean for
the next use.
 Check on the completeness of the
board exercises
55
7.3 INDENTIFICATION
Walking Through the Classroom Appearance
All throughout the day, be vigilant in participating in the maintenance of the wholesome,
comfortable and safe environment of your learners.
List down other concerns relative to the learner’s comfortability and safety which you
will address daily to assist your cooperating teacher.
1.
2.
3.
4.
56
REEXAMNINING YOUR ASSISTING TASKS:
While you take on the role of assisting your cooperating teacher in maintaining a wholesome,
comfortable and safe environment, what problems confronted you along the way?
57
7.4 INTERNALIZATIN
7.5 Creating Wholesome and Safe Environment
Do and follow your Cooperating Teachers’ Direction on how you will arrange or
completely change the physical set up of the classroom.
Students’ Desk/Chairs Directions/Suggestions from CT
Classroom Display Directions/Suggestions from CT
Teaching Resources Directions/Suggestions from CT
58
7.5 DISSEMINATION
Demonstrating my Skills in Assisting in the Promotion of Wholesome and Safe
Environment
Now that you have gained insights on how to make the classroom safe, wholesome and
conducive learning, figure out how you will set up your classroom in the future. Use your
computer skill in making your design. Use figures and label your design.
My Wholesome Future Classroom
A school campus which is conducive for learning is, first and foremost, the environment is
clean. It should also be a child-friendly school. It should have the complete school facilities
such as library, speech laboratory, computer laboratory and other facilities that are also
important or can help on the learning of the pupil. And lastly a conducive for learning campus
is the people who are behind this campus; I mean the teachers, principal and others they
should also be child-friendly people that the pupils will not be threatened by their presence. A
classroom which is conducive for learning is well- lighted and well- ventilated and has the
proper sanitation. It should also be a non-threatening classroom wherein the pupils feel that
they are accepted, they are not alone and nothing is to fear about. And also, teacher should
keep and promote a sound and viable intellectual climate. For me this is the best illustration of
an
effective school environment, where everything is just in one building, also to consider the
safety of the learners. Facilities; like library, laboratories and classrooms are just in there much
accessible by the learner. As a future educator, I can accomplish those things by doing it into
action and become a responsible teacher. I have to show love and care to my pupils in order
for them to feel that they are important as an individual, for them to feel that they really need
to learn from me and that studying is important. I make sure that what I have learned in my
preparatory study well be shared to them properly for them to learn also.
59
ASSESMENT
Criterion: Computer Aide Skill
Rubric
DESCRIPTION
SCORE
91-100 The learner shows exemplary preparation of a wholesome classroom design
using his/her computer skill.
81-90 The learner shows proficient preparation of a wholesome classroom design
using his/her computer skills.
71-80 The learner shows novice preparation of a wholesome classroom design

61-70 The learner shows inadequate preparation of a wholesome classroom design

51-60 The learner shows no preparation of a wholesome classroom design using
his/her computer skill.
Rating for LE 7:
60
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.
Successful teaching-learning events have always been every teacher’s dream yet not all
of them become successful especially if he subjects or content area is difficult or less interesting
for some learners.
Your task as a student teacher is very crucial in participating in our Cooperating
Teacher’s (CT) challenge of making the learners gain academic content.
Domain: Learning Environment Establish instructional routine to assist

Strand: Management of classroom learners in gaining academic success.
structure and activities
Support for Learner participation
Promotion of purposive learning

8.1 Exposure
Knowing and Understating Instructional
Routines
8.2 Participation  How do instructional

Observing Instructional Routines at Work routines contribute to the students’
learning of content areas?
8.3 Identification Instructional routines are tasks carried out in
Doing Instructional Routines classrooms that structure the teacher-student
relationship around content in such a way that
8.4 Internalization high expectations of student learning are
Reflecting on the Usefulness of consistently maintained while adapting to the
Instructional Routines contingencies of specific instructional
interactions. Instructional routines keep
8.5 Dissemination children focused on what they need to do,
Creating Instructional Routines for Useful resulting in more organized and efficient
Teaching-Learning content learning. These are similar to a typical
sports play. The game will run more smoothly
if everyone knows the rules. However, just as
in sports, instructional routines must be
adjusted on the fly in response to student
ideas.
61
8.1 EXPLOSURE
Knowing and Understating 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).
 Instructional routines refer to all of the elements of teaching/ learning events other than
the specific content to be taught and the specific materials used in teaching (LEARNNet).
62
8.2 PARTICIPATION
Observing Instructional Routines at Work
Observe carefully the different instructional routines taking place in the classroom during
teaching-learning engagements. List them down and start rehearsing on how you will participate
with your CTs in doing those instructional routines. Pay close attention on how your CT models
the routines.
List of Instructional Routines at Work
1. Entering exited in the classroom.

2. Greetings. (Good morning/Good afternoon)
3. Praying. 4. Arranging sits.
5. Picking up pieces of dirt.
6. Asking if they are fine.
7. Checking attendance.
8. Collecting or checking of assignments.
9. Asking previous lesson/topic.
10. Always making the discussion lively.
63
8.3 IDENTIFICATION
Doing Instructional Routines
Perform with your COOPERATING Teacher (CT) in doing instructional routines. Here are some
common instructional routines which your CT might have been doing during his/her class.
 Buzzing Bees
Students mimic the buzzing sound to find a partner in group discussion (specific
instruction will come from your CT).
 Think- Pair-Share
Students individually think about an issue, then refine or broaden understanding through
discussion with a partner and then share to the big class their common understanding
(specific and refinement of the routine will come from your CT).
 Warm Up Routine
Students share understanding of concept by taking turns and saying: You’re the next
_____________ (name of student).
Add and master other instructional routines of your CT and guide the students who
cannot follow the routine.
Take the initiative to review with the class the routines and repeat the routines whenever
they are necessary.
64
What are the problems you noticed why instructional routines failed to facilitate then
teacher-learning process?
65
8.4 INTERNALIZATION
Reflecting on the Usefulness of Instructional Routines
From your participation task in implementing instructional routines, what do you think are the
functions of instructional routines in the academic success of the learners? List down at least five
useful functions you personally observed and encountered.
Functionals of Instructional Routines
66
To impose proper manners inside the classroom, also it will manifest outside by interacting
with others.
2. Helps to systemize the students’ actions.
3. To establish a structure or series of instructions, to avoid misunderstanding that may lead to

disarrangements.
. 4. To promote participation in a harmonious way.
5. To create smoother transition between activities
8.5 DISSMINTION
Creating Instructional Routines for Useful Teaching-Learning
Make your own samples of instructional routines that you can use as a future teacher.
My Creative Samples of Instructional Routines
67
1. Greetings, it should be lively and use a well-modulated voice. Can use hand gestures or a
certain kind of simple choreography.
2. Instruct the students saying a certain word if present during attendance. Example, "pogi pa
rin" or "maganda pa rin" as a substitute for the words present.
3. Praying a personalize prayer instead of memorize one. (Optional)
4. Arranging sits aligned with the wall, to create a space and serve as a mini stage for me to
teach.
5. Do a simple ice breaker, either dance or singing a particular song
68
ASSESMENT
Criterion: Creative Transfer of Understanding
Rubric
DESCRIPTION
SCORE
91-100 Output is reflective of the learners’ deep understanding of the importance of
instructional routines for a smooth teacher-learning.
81-90 Output is reflective of the learners’ understanding of the importance of
instructional routines for a smooth teacher-learning engagements.
71-80 Output is reflective of the learners’ minimal understanding of the importance

of instructional routines for a smooth teacher-learning engagements.
61-70 Output is reflective of the learners’ very minimal understanding of the

importance of instructional routines for a smooth teacher-learning
engagements.
51-60 Output does not show reflective understanding of the importance of
instructional routines for a smooth teacher-learning engagements.
Rating for LE 8:
69
Establishing predictable routines is a critical part of classroom management. Keeping good
management practices make the class runs smoothly. A lot of behavioral 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.
Domain: Learning Environment Establish management routines for

Strand: Management of learner behavior ensuring smooth functioning for the
Management of classroom classroom.
structure and activites

9.1 Exposure
Nothing Dwon Classroom Management
Routines
9.2 Participation
Categorizing Classroom Management
Routines
9.3 Identification
Participating in Implementing and  What management routines do I
Maintaining Management Routines need to establish to make a
BETTER classroom?
9.4 Internalization
Reviewing Success and failure of
Management of Routines
9.5 Dissemination
Committing to Adopt Management
Routine Strategies for a Smooth Sailing
Teaching-Learning Events
70
9.1 EXPLOSURE
Nothing Dwon 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 it is Done? How it is Done?
Example: Before the first class  Saying presently the
Morning Rituals “Morning Offering
Prayer”
 Greeting teachers and
classmates “Good
morning”
 Leader saying aloud
present classmates by
row
Praying Before the class start  Ask for a volunteer or
call a certain student
to lead.
 Ask the students to
stand up.
 Either personalize or
a traditional prayer.
Checking of attendance Before the discussion start.  Asking students if
they finish the given
assignment.
 Passing from left to
right
Passing of assignments Before the discussion start.  Asking students if
they finish the given
assignment.
 Passing from left to
right
Previous topic Before the new lesson start  Asking the students if
they remember the
previous lesson.
 Calling students who
volunteered to answer.
 Calling some the
students who doesn't
raise their hand
71
9.2 PARTICIPATION
Categorizing Classroom Management Routines
Classify the classroom routines that your Cooperating Teacher has been doing in the teaching-
learning events.
Before the Start of the During Teaching-Learning At the End of Learning
Learning Event Events Events
 Greetings  Asking questions  Asking for questions
or any clarification
 Praying  Occasional ice  Giving assignment

breakers
 Arranging sits and  Lively discussion  Closing prayer

picking up dirt
 Passing of  Giving an activity  Leaving the classroom

assignments clean
72
9.3 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
73
REEXAMINING YOUR ASSISTNG TASKS:
What are some of the difficulties in maintaining management routines based on your own
personal experiences?
The difficulties in maintaining management routines that we experience during our assistantship
is that:
 Some students don't listen to the instructions
 Repeating the instructions several times
 Dealing with students who doesn't follow properly
74
9.4 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.
Growth Portfolio Entry No. 9-A
My Success Stories in Managing Classroom My Difficulties/Failure Stories in Managing
Routines Classroom Routines
Instructing the students to keep quiet. Repeating instructions because of connection

problem
Instructing to raise or click the raise hand Some students don't follow the given
button when answering or sharing some ideas instructions properly
75
9.5 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:
Growth Portfolio Entry No. 9-B
My Compilation of Strategies in Managing of Routines
Before the class
Greetings
 Saying "Good morning/Good afternoon"
Checking of attendance
 Accessing my attendance sheet.
 Call the names of the students in alphabetical order with a well-modulated voice.
Passing of assignments
 Asking students if they finish the given assignment.
 Passing from left to right.
Previous topic
 Asking the students if they remember the previous lesson.
 Calling students who volunteered to answer.
 Calling some the students who doesn't raise their hand
During discussion
Discussion
 Make it a lively discussion
 Make it entertaining
 Asking questions
 Giving some ice breakers
Activity
 Properly address instructions
 Guide them properly to avoid mistakes
 Assessment students fairly
Conclusion
 Conclude the discussion properly
 Relate it in the real-world situation
 Leaving an inspiring message
After discussion
Clarification
 Asking the students if they learned something, or asking if they have questions or any
clarification.
 Entertain any concerns, issues or problems.
Assignment (if any)
 Giving assignment with detailed instructions.
Closing prayer
 I will lead the prayer with a personalized one.
76
ASSESMENT
Rubric
DESCRIPTION
SCORE
91-100 Output shows the learners’ exceptional creativity and deep understanding of
management routines as an important factor for a successful teaching-
learning.
81-90 Output shows the learners’ exceptional creativity and deep understanding of
learning events.
71-80 Output shows the learners’ minimal creativity and deep understanding of
learning events.
61-70 Output shows the learners’ very minimal creativity and deep understanding
of management routines as an important factor for a successful teaching-
learning events.
51-60 Does nor exhibit learner’s creativity and understanding on the importance of
management routines.
Rating for LE 9:
77
Being a teacher is very rewarding but there are times that being a teacher is also very stressful
not only because of mounting workloads but also because of the diverse learners in the
classroom. The challenge of accommodating diversity and maintaining classroom order during
instruction and related activities is indeed great for every teacher.
Domain: Learning Environment Participate in meeting the short term ang

Strand: Support for learners’ participation long term needs of students for order,
Management of classroom safey, and positive development during
structure and activities instruction and co-curricula activites.
10.1 Exposure
Reviewing Classroom Instruction and Co-
Curricular Activities
10.2 Participation
Recording Rules in Maintaining Order
During Instruction and Co-Curricular
Activities
 How can I put order in my
10.3 Identification classroom so learning can take place
Participating in Observing Classroom and Co- Curricular activities can be
Standard During Instruction and Co- implemented?
Curricular Activities Through making rules that are short and easy
to remember and teaching the students in a
10.4 Internalization positive light, I can bring order to my
Inferring the Benefits of Maintaining classroom so that learning and co-curricular
Order During Instruction and Co-Curricular activities can take place. I should remind
Activities them that good behavior can lead to rewards
as well as the avoidance of reprimands. When
10.5 Dissemination it comes to maintaining order, it's always best
Designing a Flowchart of Instructional to deal with them in a way that they can
and Co-Curricular Rules for an Orderly understand and accept, but if I have to put my
Classroom foot down, I shouldn't hold back about
enforcing the rules' agreed-upon
consequences. Respect is earned through
consistency, and in order to earn respect, I
must be consistent in both mercy and justice. I
should also let students feel that they are
loved and that I am making sure that they are
well; that's why they are being disciplined
78
10.1 EXPOSURE
Reviewing Classroom Instruction and Co-Curricular Activities
You have observed you Cooperating Teacher several times in putting order during classroom
instruction and co-curricular activities. Have a mental review of all these activities. List down all
these instructional and co-curricular activities that you remember.
1. Direct Instruction. - Teachers that

employ explicit teaching strategies to
teach a specific skill to their students
are known as direct instructors.
Teacher directed instruction takes
place when a teacher stands in front
of a class and offers info. Examples: -
Introducing content that is utilized to
activate preexisting knowledge in
pupils – Introducing new content and
guiding students through the learning
process using step-by-step
instructions
2. Indirect Instruction- Students
observe, examine, and make
inferences from data through indirect
instruction, which is a student-
centered method to learning.
Professors, rather than providing
direct instruction, play the function
of facilitator or supporter in this
educational style.
3. Interactive Instruction- When pupils learn through social engagement, it is called interactive
instruction. Group discussion, question-and-answer sessions, debates, and tutoring are all
examples of interactive instruction.
4. Independent Instruction-Independent learning is concentrated on the student. It aids in the
development of decision- making skills.
5. Experimental Instruction- Experiential learning is a type of active learning in which students
"learn by doing" and then reflect on what they've learned. Hands-on laboratory experiment While
Co-curricular activities, programs, and learning experiences are activities, programs, and
learning experiences that supplement or mirror what students are learning in school in some way.
79
10.2 PARTICIPATION
Recording Rules in Maintaining Order During Instruction and Co-Curricular Activities
I. Instructional Activities Short Term Need Long Term Need

A. Prior to Instruction
1. Create Learning Stations Engaging in a group which

the students can listen to
one’s opinion, adopt
learning and assessing
individual experiences.
2.Target Different Senses Within Giving a chance to our

Lessons- students to learn based on
their strengths throughout
the lesson.
B. During Instruction
1.Share Your Weaknesses and To help students Explain -- on a personal

Strengths understand the concept of level —how you study and
differentiated learning, review lessons. Share
explain that not everyone tactics that do and don’t
develops skills and work for you, encouraging
processes information in students to try them.
the same way.
2.Give Different Sets of Reading

Comprehension Activities Having a partner Seating in their proper seats
C. After Instruction
1. Giving an Activity Preparing their questions Listening
II. Instructional Activities Short Term Need Long Term Need
80
A. Before the Co-Curricular
Activities
1. Make a Lesson Plan

2. Prepare for a PowerPoint Presentation 
3. Prepare for Instructional Materials
4. Assist the CT in Organizing Classroom
5. Assist the CT in Setting-up the
Projector/TV
B. During the Co-Curricular
Activities
1. Listening
2. Teaching
3. Assist the CT

4. Recitation
5. Board work
C. After the Co-Curricular

Activities
1. Reflection

2. Math Projects
3. Checking quizzes/test papers
4. Recording scores
5. Evaluation
81
10.3 INDENTIFICATION
Recording Rules in Maintaining Order During Instruction and Co-Curricular Activities
Engage yourself with your CT in the In the Implementation of standards to observe your learners
during instruction and co-curricular activities, the following can serve as your guide in keeping
order during and co-curricular activities.
1. Model the behavior you CT wants to achieve among the students.
2. Use positive presence by moving around and making frequent eye contact with students
who show signs of misbehaving.
3. Help in enforcing the rules and students’ compliance with your CT’s direction or
instructions.
4. Assist in helping students to gain confidence in doing seatwork, project or activity sheets.
5. Participating in giving motivational support like stickers, points, or very good remarks
during instruction and co-curricular activities.
82
From your participation tasks of maintaining order during instruction and c0-curricluar activities,
what were the most common problems have you encountered?
-we believe, being inconsistent is one of the most common problems we may
encounter in maintaining order during instruction and co-curricular activities. Consistency in
classroom is very important and behavioral management relates to a steady, unchanging
follow-through on the routines, policies, procedures, and consequences you have established as
a teacher.
There’s no question that extra-curricular is a huge part of a student’s school experience; however
balancing home, social and school life with added extra-curricular commitments can often cause
a responsibility overload. It’s therefore important for your student’s mental and physical well-
being to find a healthy balance between extra-curricular activities and schoolwork. Avoiding
classes with class time is sometimes not an option, but even if a lesson needs to fall during class
time, there’s still plenty to consider such as:
 A student’s preference on which class to disrupt
 Not disrupting the same class on a regular basis
 Upcoming assessments and exams
83
10.4 INTERNALIZATION
Interring the Benefits of Maintaining Order During Instructional and Co-
Curricular Activities
You have practice in maintaining order during instruction and co-curricular activities.
Review your participation tasks and list down below the effects to the student’s different
participation tasks that you employed.
A. Participation Tasks in Maintaining

Effects on Students’ Learning Achievement
Order During Instruction
B. Participation Tasks in Marinating Oder

Effects on Students’ Learning Achievement
During Co-Curricular Activities
84
10.5 DISSEMINATION
Designing a Flowchart of Instructional and Co-Curricular Rules for an Orderly
Classroom

Flowchart of an Orderly Classroom
Rules for Instructional Rules for Co-curricular
Activities Activities
 Come to class  Every student must be
prepared to learn given equal
 Don’t ever cheat opportunity to
 Always be on time participate in any of
 Be attentive to the activities
teachers while organized.
teaching  The activities must be
 No vandalism is suitable for the level of
allowed in the the students.
classroom  Activities must be
 Be well dressed in planned to develop the
complete uniform multiple intelligence
of students.
 Keep your classroom
 Organize activities that
clean
respect individual
 Don’t ever distract the
differences and which
class during lessons
provides equal
 Complete home works opportunity to students
and assignments daily through different
 Actively participate in activities
classroom activities
 Follow the directions
during activities
 Always do your best
Start of the School Year
85
ASSESMENT
Criterion: Accuracy of Information
Rubric
DESCRIPTION
SCORE
91-100 All information included in the chart presentation is research-based,
accurate, and applicable in the promotion of an orderly classroom.
81-90 All information included in the chart presentation is accurate and applicable
in the promotion of an orderly classroom.
71-80 Most information included in the chart presentation is accurate and

applicable in the promotion of an orderly classroom.
61-70 Few information included in the chart presentation is accurate and applicable
in the promotion of an orderly classroom.
51-60 information included in the chart presentation is inaccurate and not
supported with facts.
Rating for LE 10:
86
Maximum learning and productive use of Instructional time do not always come easy
unless the teacher guidelines to keep students focused and not restless, calm and not noisy nor
disorganized, and learning objectives are realized.
Your task as a student teacher is to participate with your Cooperating Teacher in guiding
learners during transition or group activities to increase time for learning.
Domain: Learning Environment Participate in Implementing Smooth

Strand: Support for learners’ participation Transition and group Activities.
Management of classroom
structure and activities
11.1 Exposure
Observing Transitions and Group
Activities
11.2 Participation
Walking Through the Transitions and
Group Activities
11.3 Identification  How can I smoothly guide my

Charting Transition and Group Activity by learners during transition or group
Class Episodes activities?
I can smoothly guide my learners through
11.4 Internalization transitions by giving my learners notice
Putting Transitions at Work before it's time to make a change. It gives the
students enough time to prepare by
11.5 Dissemination announcing it before the transition. However,
Making My Own Creative Transitions and because students are not all alike, I should
Group Activities take into account those who do not understand
or enjoy transitions. I should make personal
contact with kids who are having difficulty
transitioning and stop by his desk to help
them prepare. During group activities, I can
guide my students on how they will be
physically arranged in groups, encourage
them to respect people's differences and
create an inclusive environment, ensure that
everyone is involved, check on their work and
most importantly, communicate with them.
87
11.1 EXPOSURE
Observing Transitions and Group Activities
Based on your observation of your Cooperating Teacher’s classes, write transitional and group
activities he/she has been doing.
 Before Starting the Lesson
My cooperating teacher preparing her teaching and learning activities. It requires having a
planning, one of the planning is the lesson plan.
 During Lesson Proper
My cooperating teacher is now discussing the lesson to the students, she will start with
showing a picture to the students and then after that she will ask some questions too, so that
she will know if that Student are analyzing the picture.
 After the Lesson Proper
My cooperating teacher ask the students about what they have learn and she called random
name to give some recap about what she discusses.
 Before Recess or Lunch Break
My cooperating teacher informed my students about the schedule after recess or lunch so
that the students will be aware of their next class.
 After Recess of Lunch Break
My cooperating teacher start the class again with her new lesson that she will going to tackle.
And give some activities to test their knowledge that they get to your lesson
 Before Dismissal Time

My cooperating teacher collect all the activities she has given to the students and she asked
again if there is no questions and clarifications at all or did, they ever understand what she
have discuss.
88
11.2 PARTICPATION
Walking Through the Transitions and Group Activities
Learn by heart the different transitions and group activities you do in the classroom. List down
the transitions and group activities that your Cooperation Teacher does in the classroom.
Transition and Group Activities
Transitions
 Greetings
 Cleaning
 Organizing
 Analyzing the classroom
 Listing down the absent
 Lesson Proper
 Collaborative discussion
 Give the assessment
 Homework
 Dismissal
Group Activities
 Brain storming
 Charades
 Drama and role play
 Pair or group discussions
 Debate
89
11.3 PARTICIATION
Charting Transition and Group Activity by Class Episodes
Chart the transition and group activity strategies of your Cooperating Teacher.
A. Transition Songs
Do Re Mi song
B. Transition Routines
Greetings, Prayer, Checking the attendance, Check the classroom or organizing the
classroom, Lesson Proper, Collaborative discussion, giving an assessment, Homework,
closing prayer, dismissal.
C. Transition Routines
 Group the students according to their surname it can be 1-4 groups
 Assign one student to be a leader
 Give the rubrics on how you will grade them.
 Give the instructions clearly
 Ask them if they still have a question about the instruction.
 Give them the task or the drama that they will do.
 Also give them a specific time to present it in the front of the class.
90
In my experience in participating or guiding the learners during transition and group activity, in
what areas did I find some difficulties?
During group activity and transition, we find some difficulties to the students who are not able
to cooperate properly, there are some students that you need to push in order for them the
participate.
91
Putting Transitions at Work
Together with your CT, implement the transition and group activity by class episodes. Make your
own notes of progress in participating in this learning-tasks.
My Learning Progress Notes
Since it was just a class observation, I wasn’t able to participate in a teaching-learning task,
but I have learned that the teachers play an important role during the transition and group
activities. They serve as the guide, the mentor, and the facilitator for the task as well as for the
whole instruction. But, given this fact, the teacher should also take note that students should be
in charge of their own learning. It is said that teachers should not be the sages on the stage but
be a guide on the side. As a guide, they should be there to support their students and make sure
that each one of them is taking part and learning.
92
11.5 DISSEMINATION
Making My Own Creative Transitions and Group Activities

My Creative Transition and Group Activities
Transition Group Activities
To get the next lesson materials ready, Students would be grouped with 5.
I’ll put on one of my students’ favorite Questions or problems should be well
songs (or I let my most behave student explained and understood by each student.
of the week choose a song). Students Each group collaboratively makes one or
are free to get up and move around more sketches and passes the sketch to the
during this time, using quiet voices, and group on the right when it is finished or
talk to their friends and visit, and they when a brief set time has passed.
knew that when the song ended, they
need to be back in their desks.
Play follow the leader and the leader Students would be grouped in 5 and they
would be me and after, I’ll ask for will be given a specific topic for them to
volunteers for who would like to lead make a play out of it. They will be the one
the next transition. to decide on how they will present it.
93
ASSESMENT
Criterion: Creative Transfer of Understanding
Rubric
DESCRIPTION
SCORE
91-100 Output is reflective of the learner’s deep understanding of importance of
having smooth transition and group activities.
81-90 Output is reflective of the learner’s understanding of importance of having
smooth transition and group activities.
71-80 Output is reflective of the learner’s minimal understanding of importance of

having smooth transition and group activities.
61-70 Output is reflective of the learner’s very minimal understanding of

importance of having smooth transition and group activities
51-60 Output does not show reflective understanding of the importance of having
smooth transition and group activities
Rating for LE 11:
94
LEARNING EXPERINCE 12
Teachers play as vital role in the learners’ academic success. The teachers’ main
objectives are to make everybody learn and to help those who need more assistance in acquiring
new knowledge or in developing fluency in skills. Students’ her academic success does not
happen at the same time and at the same pace. Therefore, every teacher must be an
interventionist with an expertise and intentional strategies so that he/she can support learners
who are demonstrating academic, social, and behavioral struggles.
Your role as student teacher is to participate in providing support to learner who have
learning difficulties with your cooperating teacher.
Domain: Diversity of Learning Carry out intervention activities for

Strand: Learners with disabilities Students with learning needs
giftedness, and talents
Learner’s gender needs, strengths,
interest and experience
12.1 Exposure
Listing
Learners who
exhibit  How can I develop my skill in giving
Academic,
Intervention activities as a future
teacher?
As a future teacher, I can improve my ability
social and to provide intervention activities by working

hard to gain a strong understanding of the
subject, being open to suggestions, and
behavioral broadening my knowledge through research

and participation in these kinds of activities.
In the future, I should also plan ahead and
Struggles know my purpose or objective for conducting
these intervention activities
Listing Learners
who exhibit
95
Academic,
social and
behavioral
Struggles
Listing Learners who exhibit Academic,
social and behavioral Struggles
12.2 Participation
Getting Acquainted with intervention
strategies
12.3 Identification
Determining the importance of academic
intervention Tasks
12.4 Internalization
Participating in Doing Intervention
Activities
12.5 Dissemination
Learning insights from participating in the
conduct intervention Activities
96
12.1 EXPOSURE
Listing Learners who exhibit Academic, social and Behavioral Struggles
Intervention starts with having

detailed documentations of
students’ progress and
acknowledgement that there are
learners
that need additional assistance.
Get a list of learners who
are underperforming compared
with their classmates. Listen to
your Cooperating
Teacher as she identifies the
students who need your
participation in providing
intervention activities. List down
your
97
CT’s account of learners who need
special attention and assistance.
Intervention starts with having
detailed documentations of
students’ progress and
acknowledgement that there are
learners
that need additional assistance.
Get a list of learners who
are underperforming compared
with their classmates. Listen to
your Cooperating
Teacher as she identifies the
students who need your
participation in providing
intervention activities. List down
your
98
CT’s account of learners who need
special attention and assistance.
Intervention starts with having detailed documentations of students’ progress and
acknowledgement that there are learners that need additional assistance.
Get a list of learners who are underperforming compared with their classmates. Listen to
your Cooperating Teacher as she identifies the students who need your participation in providing
intervention activities. List down your CT’s account of learners who need special attention and
assistance.
STRUGGLES
Student
Academic Social Behavioral
Example: Lack basic Math  Does not want  Cannot keep
1. Student A Skills; Can’t count to mingle attention
numbers from 1-10 with during classes
classmates  Goes out of
 Wants to be the classroom
alone most of often
the time
99
12.2 PARTICIPATION
Getting Acquainted with Interventions Strategies
Familiarize yourself with some intervention activities being done by your Cooperating Teacher.
Add to the list other intervention activities that your CT uses in his or her class.
Intervention Strategies
1. Repeat Instructions more than once
2. Repeat your Cooperating Teachers’ questions to learners
3. Give more examples
4. Read with the learners his/her instructions
5. Move around to see if learners are all engaged
6. Sit with learners who cannot follow instructions
7. Stand close to students who always misbehave
8. Maintain eye contact with all students
9. Shake head indicating disapproval to students who are misbehaving
10. Put a gentle hand upon the shoulder of students who are misbehaving
11. Change students’ location or seating arrangement
12. Assist learners who cannot follow instructions
13. Give review lessons to students who have difficulty in understanding the lessons
14. Give remedial classes after class hours to students who have learning difficulties.
15. Give differentiated activities
100
12.3 IDENTIFICATION
Determining the Importance of Academic Intervention Tasks
Look at your list of learners who exhibit academic, social, and behavioral struggles and
intervention strategies employed by your Cooperating Teacher. Identify intervention tasks which
you will be participating with you CT.
STRUGGLES Helpful
Student Intervention
Taks
1. Student A Slow Always with Sometimes Give that
Reading friends Late student a
reading
material
2. Student B No confidence Alone most of the Early at Talk to that
in participating time.
School student
3. Student C Not good Always in the Always using Call the

using in proper seat phone in the attention of
English class the student
Language
4. Student D Slow in solving Always quite in Alone most of The teacher
multiplication the side the time. should teach
problem in about that matter.
math.
5. Student E Always got With friends all Not entering in Call the attention
failing grades the time. class. of that Student
parent/ guardian.
REEXAMINING YOUR ASSISTING TASKS

What are some of the problems I saw with students that need intervention activities from
teachers?
As what I Observed, the common problems of the students is that they have no confidence in
raising their hands or In giving answer to the given questions, and that's my concern, the teacher
should do about that so that we can help them to build their hidden confidence by calling their
names during class discussion or oral recitation.
101
Participating in Doing Intervention Activities
Make a daily checklist of your participation in doing Intervention tasks.
Date My Participation with my CT in Conducting Intervention Tasks
November 20, 2023 Observing the class of my cooperating teacher.
November 21,2023 The CT discuss about “Tanaga at Haiku”
November 22,2023 The CT is giving a quiz to her students about previous discussion
November 23,2023 My CT give me some assistantship
102
12.5 DISSEMINATION
Learning Insights from Participating in the Conduct of Intervention Activities
Having participated in doing intervention activities for the learners, make a short write-up of the
learning that you have gained
My Personal Learning of a Teacher Being an Interventionist
My personal learning of a teacher being an interventionist is that the said intervention teacher
plays a key role in assisting students who are experiencing difficulties in the classroom.
Rooted in a special education background, an intervention teacher provides expertise and
intentional support to students who demonstrate behavioral, social and educational challenges.
103
ASSESMENT
Criterion: Insightful Reflection and Understanding
Rubric
DESCRIPTION
SCORE
Reflections convey a lot of personal feelings and thoughts (positive and
91-100 negative) and reactions to the learning events of being interventionist and
relate them to future personal learning as a teacher.
Reflections convey some personal feelings and thoughts (positive and
81-90 negative) and reactions to the learning events of being interventionist and
relate them to future personal learning as a teacher.
Reflections convey limited personal feelings and thoughts and reactions to
71-80 the learning events of being interventionist and to some extent relate them to
future personal learning as a teacher.
Reflections convey limited personal feelings and thoughts and personal
61-70
learning as a teacher is not evident.
51-60 Reflections provide little or no personal feelings, thoughts or reactions
Rating for LE 12:
104
LEARNINIG EXPERINCE 13
Students do not only learn with in four walls of the classroom. There are programs and learning
experience that complement in some ways to students’ learning in the classroom. These are
experience connected to the academic curriculum. Therefor these co-curricular activities because
they are extension activities of the formal learning experience held outside the classroom or
maybe outside the school for outside school sponsored activities.
Domain: Learning Environment Make responsible supervision of co-

Strand: Support for learner participation curriculum activities

13.1 Exposure
Listing
Learners who
exhibit  What character traits of a teacher
Academic,
do I bring when I supervise for their
co-curricular activities?
An effective communicator and leader,
social and compassionate, empathetic, has time

management and the ability to delegate, able
to solve problems, confident, and a great
behavioral supporter are the character traits of a teacher

that I should bring when supervising learners
for their co-curricular activities. Yes, I should
Struggles possess the characteristics or qualities of an
effective and competent supervisor, but above
Listing Learners
all, I should be supportive and show to the
students that I believe in them and that they
can do whatever they want or enjoy by
who exhibit participating in co-curricular activities. I need

to be a good leader or supervisor, but I also
need to be a friend who will always be there
Academic, for them.
105
social and
behavioral
Struggles
Familiarizing with Co-Curricular
Activities
13.2 Participation
Identify Supervision of Co-Curricular
Activities
13.3 Identification
Facilitating Supervision of Co-Curricular
Activities
Planning for Appropriate and Responsible
Supervision of Co-Curricular Activities
13.5 Dissemination
Securing the Experiences Through
Insightful Sharing of Thoughts
106
13.1 EXPOSURE
Familiarizing with Co-Curricular Activities
Observe students’ activities outside of the classroom.

1. Do you have activities after class hours? What are they?
2. Do they have membership to various organization/club? List down the different

academic, religious, socio-cultural, or special interest clubs.
3. Do they have regular meetings outside the regular class? Note them down.
107
13.2 PARTICIPATION
Identify Variations Among Co-Curricular Activities
Look back from your list co-curricular activities. See how they vary in terms of time schedule
and activities.
List of Co-Curricular
Time Schedule
Activities
Discussion 1 hour MWF
Quiz 20 minutes After discussion
108
13.3 IDENTIFICATION
Facilitating Supervision of Co-Curricular Activities
Confer with your CT his/her expectations on your participation in the supervision of co-
curricular activities. Take note of all her suggestions/ comments/ expectations and also remember
the limitations that your CT sets relative to your supervisory roles.
My Supervisory Roles in Co-Curricular Activities
I should have the characteristics or qualities of an effective and competent supervisor, such as
time management, problem solving, and the ability to delegate, but most importantly, I should
be supportive and prove to the students that I believe in them and that they can do whatever
they want or enjoy by participating in co-curricular activities. I must be a good leader or
supervisor, but I must also be a friend who is always available to them.
My Limitations in my Supervisory Roles in Co-Curriculum Activities
Do not overdo things. Sometimes you have to let students explore and learn by themselves.
But do not forget to lend your arms if they stumble or fall.
109
REEXAMINING YOUR SUPERVSORY ROLES:
What are some of the critical issues did I face, when I participated in supervising the co-
curricular activities of the students?
In participating the co-curricular activities, there are many that I have experience, I have
encountered so many issues regarding how I participate the said activities. They said that I'm
biased because I have favoritism, and that's not actually true, I handle the activities with fairness
and my aim to that is, I will make sure that every Students is enjoying.
110
13.4 INTERNAIZATION
Planning for Appropriate and Responsible Supervision of Co-Curricular Activities
When you become a teacher, what will be your plan to make sure that you will accord your
students with appropriate and responsible supervision?
To ensure that my students receive appropriate and responsible supervision during co-
curricular activities, I should ensure that there are enough teachers present to supervise
children in all areas, that we are positioned to see all areas, and that I move around as needed.
When a problem arises, I should intervene and look for ways to troubleshoot. I should also
establish positive verbal and physical interactions with the students. This includes using
positive words to guide the students, speaking in a calm and warm tone and remaining
physically close to them, frequently addressing them by name, using the words please, thank
you, and welcome, kneeling or sitting at the child's level to talk and listen, praising the child
for a new skill or accomplishment, and always smiling. I should also show warm and
responsive affection throughout the activity, which includes comforting an upset, angry, or
hurt child and letting them know that I am there for them. To prevent problems, I need to be
proactive and monitor the children during co-curricular activities. problems from developing.
I should also be assisting them in terms of giving snacks, helping them relax, and
encouraging them by letting them know that I believe in them
111
13.5 DESSIMINATION
Securing the Experiences Through Insightful Sharing of Thoughts
When you participate with your Cooperating Teacher in the supervision of co- curricular
activities, and also with your CT’s giving you accompaniment, what are your insights regarding
the experience?
My Experience in Participating in the Co-Curricular Activities

with My Cooperating Teacher
My experience in participating in the Co-curricular activities are very memorable because I

have seen how the students enjoy that moment together with their friends and classmates. And
as I realized that these Co-Co-curricular activities fuel your learning by stimulating creative
thought, improving your social and organizational skills, developing your interests and talents,
and offering you the chance to switch off and do something you really enjoy. So, it's a good
experience for me.
112
ASSESMENT
Criterion: Participating in Supervising Learners in C0-Curricular Activities
Rubric
DESCRIPTION
SCORE
91-100 The learner demonstrates a thorough self-reflection and deep insights of
his/her experiences of supervision and draws the connections to his/he future
plan as a teacher.
his/her experiences of supervision and draws the connections to future plan
as a teacher.
his/her experiences of supervision and draws the connections to future plan
as a teacher.
61-70 The learner demonstrates a minimal self-reflection and deep insights of
his/her experiences of supervision and somehow draws the connections to
future plan as a teacher.
51-60 The learner lacks the development of self-reflection and insight.
Rating for LE 13:
113
You have just read through 13 Learning Experience’s. In your observation, you must have
encountered problems in the teaching -learning process. In all these, it has been emphasized that
you have roll in assisting your CT by participating in the different learning experiences. One of
your roles as a student teacher is to help your CT do a careful study on how the classroom
problems will be avoided, minimized or solved. Doing a careful study and analysis of classroom
problems will ultimately help improve learning outcomes. To be able to do this, you are expected
to observe keenly the major capacity to address them.
Domain: Content Knowledge and Develop a working knowledge about

Pedagogy classroom-based action research as a tool
Strand: Content Knowledge and its solve or mitigate teaching learning
applications within and across curriculum problems.
areas
14.1 Exposure
Listing
Learners who
exhibit
 Why is there a need to do classroom-
Academic, 
based action research?
What are the processes involved in the
social and
conduct of classroom-based action
research?
behavioral
Struggles
Listing Learners
who exhibit
114
Academic,
social and
behavioral
Struggles
Reading an Example of Classroom-Based
Action Research
14.2 Participation
Analyzing the Sample Classroom-Based
Research
14.3 Identification
Developing an Awareness and
Understanding of the Different Process
Involved in Implementing a Classroom-Based
Action Research
Identifying the Different Process Involved
in Implementing a Classroom-Based Action
Research
14.5 Dissemination
Sharing and Discussing the Processes and
the Important Concepts Related to Classroom-
Based Action Research
115
14.1 EXPOSURE
Reading an Example of Classroom-Based Action Research
Following is an example of a classroom-based action research material. Read through it.
Melinda is aapproval
After student of
intern assignedfrom
the material to assist
her the
CT,Cooperating Teacher (CT)
she sought permission in a Grade the
to implement 5
elementary
action science remedial among
for six sessions, class. Before this For
12 pupils. assignment, she has
each remedial done classroom
session, the following process
observations, and she noticed that in many of the classes there was consistent occurrence of
were observed:
high-level noise. In the present assignment, Melinda noticed the same thing. Almost always,
noise 1.
wasMelinda
created read
by anyto of
thethe
pupils the guidelines
following: learnersbefore
talkingthe
in start
theirof the and
seats remedial lesson to
not listening
proper.
the teacher, doing other things apart from the assigned task; talking while going around the
2. While remedial session
room; creating unnecessary noisewas
andgoing on, Melinda
movements walkedtheir
like tapping around and provided
desks/tables, guidance
and the like.
to each pupil.
She wondered what the possible reason could be why the learners are so noisy. She was more
3. Melinda
concerned helped
that at the end each student who
of a session, had difficulty
the learners almost with
alwaysthecould
task. not complete or finish
4. Melinda
the assigned tasks.made sure thattalked
So, Melinda by thetoend
herofCTthe session,
about she would
her concern. have
She wasmonitored
advised towhat
go to
each learner was doing.
the library or search the internet to get ideas on how to best deal with a situation of a similar
nature. She found
While fromwas
the action her being
readings that these behaviors
implemented, might be attributed
Melinda requested a co-interntotothe following:
note down the
1.number of times,
Time and thethe
hour of pupils exhibited
day the thesession
remedial following behaviors which she believed
is conducted
2.contributed to the high-level
Lack of understanding noise occurring
the learning during remedial lessons: walking and
materials
talking around the room; tapping
3. Difficulty in reading the material desks with pencils/pens; doing things other than the
4.assigned tasks; talking
Low motivation to seatmate and the like. The observer was asked to use an
and interest
5.observation sheet, which
Low expectations Melinda developed.
of oneself
6.TheSimply not serious
following aboutthe
table shows thefrequencies
remedial session
(f) of "noise" behaviors by pupils across
7.sessions
Lack of guidelines for the conduct of the sessions
From the above possible causes, which among these would "best" explain the occurrence
“Noise” Behaviors RS1 RS2 RS3 RS4 RS5 RS6
of the problem, high level noise. Of the seven possible causes, she chose No. 7, lack of
guidelines
1. Talkingin the
andconduct thearound
walking sessions,
roombecause this
8 is what
8 she can
6 validate.
5 Previously,
4 2
she observed that there was lack of order or structure in the way the remedial lessons were
2. Tapping desks with pens 5 4 4 2 1 0
conducted. She believed that if an action like setting guidelines and monitoring the
remedial lessons
3. Talking to were implemented, the level of8noise could
seatmate 7 be7put to a6minimum.3 From 2
her4.readings, she wasother
Doing things ablethan
to deduce that with proper guidelines and monitoring of the
assigned
activities,
taskthe learners will be kept busy and feel7Melinda5 believes
6 that there
6 3 be better
will 2
chances for students learning outcomes to eventually improve. After deciding and
5. Creating unnecessary noise 5 6 6 5 2 1
studying what specific course of action to take, her first step was to inquire from her CT if
there are RS = Remedial
existing Session
guidelines in the conduct of the remedial sessions. She found that there
are no existing or specific guidelines for this remedial class. So, Melinda with the help of
Melinda studied the data, and she came up with the following findings and analysis:
the CT and other student interns, developed the guidelines and the monitoring scheme for
the
a. conduct
There isofathe remedialtrend
decreasing classes. After
in he developing
"talking the guidelines,
and walking around thesheclassroom"
brainstormednoise
with her co-student
behaviors fromteachers
Remedialto improve
Session 1the
to materials,
Remedial prior to final
Session submission
6. A decrease and
in the
approval to the CT.
occurrence of the other "noise" behaviors was also noted. It may be because, with
close monitoring, the learners were kept busy with the tasks and did not have the time
and opportunity to make noise.
b. The learners were able to complete their assigned task at the end of the session. It
used to be that they were not able to do so within the time given them. Besides, with
monitoring and guidance on difficult tasks, perhaps the pupils understood better what
116
they were working on, and consequently became motivated to finish their tasks.
c. Both Melinda and the observer also noted a decrease in the level of noise during the
conduct of remedial lessons. This is due to the decrease in the number of distracting
behaviors of the learners from Day 1 to Day 6
After analyzing these observations or data, Melinda concluded that the action and the
implementation of the use of guidelines and monitoring pupils in the remedial sessions had a
positive effect. The immediate effect is the decrease of noise level in the classroom. This is so
because the action (monitoring and using guidelines) led to the decrease of incidence of
"noise" behaviors of the students which is creating unnecessary noise during remedial
lessons.
As expected by Melinda, monitoring students' activities in remedial sessions had a
positive effect on learners' behavior. Melinda expects that the effects of monitoring will
eventually lead to improved learning outcomes, as for example, finishing the assigned tasks at
the end of the session.
14.2 PARTICIPATION
Analyzing the Sample Classroom-Based Research
After reading an example of a classroom-based action research, answer the following questions.
Expound and discuss your answers.
 What exactly is the classroom problem that Melinda wanted to help address or solve?
Answer: High noise level
 What processes helped Melinda to think of the possible causes why a problem exists?
Answer: She was advised to go to the library or search the internet to get ideas on how to
best deal with a situation of a similar nature.
 What processes helped Melinda to think of an action, which if implemented, will help
address or solve the classroom problem?
Answer: She observed that there was lack of order or structure in the way the remedial
lessons were conducted. She believed that if an action like setting guidelines and monitoring
the remedial lessons were implemented, the level of noise could be put to a minimum.
 What exactly was the action that Melinda wanted to implement?
Answer: Setting guidelines and monitoring the remedial lessons
 What was the expectation of Melinda regarding the effect of the action she wanted to
implement?
Answer: Melinda believes that there will be better chances for students learning outcomes to
eventually improve.
117
 What processes did Melinda employ to find out if her expectation regarding the effect of
the action is confirmed?
Answer: -Melinda read to the pupils the guidelines before the start of the remedial lesson
proper.
- While remedial session was going on, Melinda walked around and provided guidance
to each pupil.
- Melinda helped each student who had difficulty with the task.
- Melinda made sure that by the end of the session, she would have monitored what each
learner was doing
 What are the results of the implementation of the action?
Answer: a. There is a decreasing trend in the “talking and walking around the classroom”
noise behaviors from Remedial Session 1 to Remedial Session 6. A decrease in the
occurrence of the other “noise” behaviors was also noted. It may be because, with close
monitoring, the learners were kept busy with the tasks and did not have the time and
opportunity to make noise.
b. The learners were able to complete their assigned task at the end of the session. It used to
be that they were not able to do so within the time given them. Besides, with monitoring and
guidance on difficult tasks, perhaps the pupils understood better what they were working on,
and consequently became motivated to finish their tasks.
c. Both Melinda and the observer also noted a decrease in the level of noise during the
conduct of remedial lessons. This is due to the decrease in the number of distracting
behaviors of the learners from Day 1 to Day 6.
 What are the conclusions deduced from the classroom-based action research?
Answer: As expected by Melinda, monitoring students' activities in remedial sessions had a
positive effect on learners' behavior. Melinda expects that the effects of monitoring will
eventually lead to improved learning outcomes, as for example, finishing the assigned tasks
at the end of the session.
118
14.3 IDENTIFICATION
Developing an Awareness and Understanding of the Different Process Involved in
Implementing a Classroom-Based Action Research
In reading the sample and in answering the preceding question correctly, you have
actually gained awareness about the processes or stages of classroom-based action research. You
can view the whole process holistically through the conceptual framework of action research
presented below.
119
Following are some important points or requirements about stage.
1. Diagnosing (Identifying/defining the classroom problem)
 Determining what the problem is all about
 Background and rationale for doing that study
 Setting the research questions to be answered
 Setting the conceptual framework of the action research
2. Action Planning (Considering alternative courses of action)

 Looking for possible factors related to the problem
 Establishing alternative actions to solve the problem
3. Taking Action (Selecting the consequences an action)

 Deciding the “best” or most appropriate action to solve the problem
 Advancing expectations as to the effect of the selected action
 Implementing the action and gathering data during implementation
4. Evaluating (Studying the consequences an action)

 Analyzing the date and looking ate the effects of the action
 Analyzing if the data support the expectations advanced earlier or not
5. Specifying Learning (Identifying general findings)

 Reflecting on how the findings will improve education
 Reflecting on the contributions of the research in improving education
120
Identifying the Different Process Involved in Implementing a Classroom-Based Action
Research
On the left column below are the significant stages of implementing an action research based on
the conceptual framework discussed previously. On the right column, describe the process
applied by Melinda in her action research, corresponding to each step/process.
Steps in the Conceptual Framework Corresponding Steps or Process in the
Sample Action Previously Presented Action Research
a. Diagnosing (Identifying/defining the

classroom problem)
b. Action Planning (Considering

alternative courses of action)
c. Taking Action (Selecting the

consequences an action)
d. Evaluating (Studying the consequences

an action)
e. Specifying Learning (Identifying

general findings)
Following are what many authors or experts define classroom-based action research.
 Action research is a form of self-reflective inquiry undertaken by participants in social

and educational situations to improve existing practices (Kemmis as cited by Hopkins,
1986; Nuñez & Navarro, 2015).
 Gay (1966) defines action research as the process of solving practical problems through
the application of the scientific method (in Nuñez & Navarro,2015)
121
 Action research is a systematic study to improve educational practices by groups of
practitioners by means of their own practical actions and reflections or consequences of
their actions (Ebbut in Nuñez & Navarro, 2015)
Some Concepts Common Among the Definitions
1. It is systematic study, a form of inquiry.
2. It is conducted in educational settings like classrooms or schools.
3. It aims to solve problems in education.
4. It aims to improve practices in education.
5. Applies reflection in analyzing the results.
122
14.5 DISSEMINATION
Sharing and Discussing the Processes and the Important Concepts Related to
Classroom-Based Action Research
Together with your CT, review, present and share the process of implementing classroom-based
action research. Take note of the important points and concepts related to classroom-based action
research. Come up with a list of these important concepts.
Important Points Related to Classroom-Based Action Research
123
ASSESMENT
Criterion: Developing awareness and knowledge about the tasks concepts and process
requirements in implementing a classroom-based action research
Rubric
DESCRIPTION
SCORE
91-100 The student teacher demonstrates full level of understanding and knowledge
about the basic concepts and requirements in implementing a classroom-
based action research.
81-90 The student teacher demonstrates an almost full level of understanding and
knowledge about the basic concepts and requirements in implementing a
classroom-based action research.
71-80 The student teacher demonstrates an average full level of understanding and
61-70 The student teacher demonstrates less than average full level of
understanding and knowledge about the basic concepts and requirements in
implementing a classroom-based action research.
51-60 The student teacher demonstrates very little or no understanding and
Rating for LE 14:
124
125

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Learning Experience 1-14

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LEARNING EXPERIENCE 1

Prepares FS 2 STUDENTS FOR PPST: Your Intended Learning Outcome:

Domain: Curriculum and Planning Search for appropriate and effective

Strand: Teaching and learning resources instructional materials.

Your Experiential Tasks Your Reflection Trigger

Examining Instructional Materials from

Identifying the Purposes of Instructional

List of Materials Technology

Filipino Library Book on the Online https://en.wikipedia.org/wiki/

Araling Library Book on the Online www.carousell.ph/p/

The importance of producing instructional materials is to facilitate the teaching-

Purposes of the Utilization of the Instructional Materials

 The instructional materials capture the learners’ interest.

 The instructional materials contribute to the realization of the learning objectives.

 The instructional materials motivate the learners to be engaged in the teaching-learning

 The instructional materials contribute in making difficult concepts easy to understand.

 The instructional materials afford degree of retention of concepts or ideas.

 The instructional materials make learning more real and meaningful.

 The instructional materials stimulate self-activity on the part of the learners.

REEXAMINING YOUR ASSISTING TASK:

In assisting your CT to search for appropriate instructional materials, what

We had trouble searching for an instructional material with the principle of

Purpose for the Possible

Subject Matter Learning Objectives List of Resources

Growth Portfolio Entry NO. 1

Teaching is Better This Time

Signature of FS Program Coordinator

Prepares FS 2 Students for PPST: Your Intended Learning Outcome:

Domain: Curriculum and Planning Prepare Instructional materials to support

Your Experiential Tasks Your Reflection Trigger

Instructional Materials Purpose for Use

From the Library

From the Media Center

From the Laboratories

2. Speech: Headphones and Microphones

REEXAMINING YOUR ASSISTING TASKS:

Checklist for Using Instructional Materials

1. Reserve necessary materials and equipment from the AV room

2. Practice operating the equipment

3. Preview PowerPoint presentation

4. Are instructional materials with a teaching purpose

5. Are materials written at an appropriate reading level for your students?

6. Are documents clear and easy to read?

7. Are documents accessible?

Models, Globes, and Maps

Videotapes, Films, and Videodiscs

Growth Portfolio Entry NO.2

My Success Story in Preparing Instructional Materials

71-80 Reflection shows minimal understanding of the principles

Signature of FS Program Coordinator

Prepares FS 2 Students for PPST: Your Intended Learning Outcome:

Domain: Learning Environment Assist in making creative and interactive

Your Experiential Tasks Your Reflection Trigger

Work with your Cooperating Teacher as regards to appropriateness of the materials

Bulletin Board Purpose/s

There will be Problems on

3. I will see to it that our We can recommend ways to

4. I will assist to make We can assist in piquing

A. Sketches/Layout for your Bulletin Board

B. Sketches/Layout for Learning Stations

Growth Portfolio Entry No. 3

My Bulletin Board Plan for the Opening of the School Year

71-80 Reflection shows minimal understanding of the principles