Module 3

Activity 1
Read this student letter. Feel the words.
Right after reading it, proceed to Analysis for Activity 1.

I just wanted to write you a little thank you note for everything that you have done for me over the
past two years. I have learned a lot and had a whole lotta doing it. I loved the labs and basically
everything we did in your class because you made it fun. You made it fun so we learned without
even realizing that we were learning but when it was time to show that we knew it, we were like,
“Whoa! I guess I really did learn something!” Not only did you teach us about science, you put us
in real case scenarios and helped prepare us for high school and even college.
But even further than that, you were like a friend to me. That might scare you a little, but you really
remind me of myself, and I hope I grow up to be at least a little like you. I feel like you genuinely
care about your students and sincerely enjoy your job. …Thank you for being such a great teacher
and friend. You have sincerely contributed to the “awesomeness” of these years. Thanks 1000
times. (Stronge, 2002)

Analysis 1
1. The student considers her teacher great. List down the teacher’s behavioral traits that made
learning fun. The teacher is enthusiastic about teaching, and it shows.
2. In a survey that was conducted in 1996, almost 1000 students between the ages of 13 and 17
were asked to identify characteristics of best and worst teachers. The students responded that the
number one characteristic of good teachers is their sense of humor. The others are “make the
class interesting, have knowledge of their subjects, explain things clearly, and spend time helping
students.” The number one characteristic of their worst teachers was that they are “dull and
boring”. The next four are: “do not explain things clearly, show favoritism toward students;
have a poor attitude and expect too much from students.” (National Association of Secondary
School Principals, 1997. Students Say: What Makes a Good Teacher? Publication Information:
NASSP Bulletin, May/June 1997, 15-17.)

Do you find any similarities with your list in #1?

- Yes, the students are thankful and had a lot of fun in learning because his/her teacher
possessed a trait or characteristics that made her/his students to like him/her.

Activity 2
- Recall an experience where, because of a classmate, you were:
- motivated or encouraged to come to class
- turned off/afraid to come to class.
- Share your experiences with your small group.

Analysis 2
1. Is there any experience on bullying that was shared? If yes, what are the various forms of
bullying?
-I got bullied when I was in grade 2 and 3. They made me threw their own garbage and handed
some money.
2. How does bullying affect the students’ need to belong to a learning community?

-Way back then, I was like an outcast sometimes but that did not totally affect my learning in
school because I did not take my studies seriously and I was active and talkative in school.

3. Is calling a classmate Promdi and barriotic a form of bullying?

-Yes, Name-calling is one of the most damaging forms of bullying as it has lasting forms of
mental exploitation to a child's confidence, personality, and mental wellbeing.

Synapse Strengtheners
1. Rev. Father Joseph V. Landy, SJ, in his book “Letter to a Young Teacher: The Art of Being
Interesting”, cites 5 elements that are especially useful for gaining attention in the classroom, to
wit: 1) The activity, 2) The reality, 3) The vital, 4) The humor, and 5) The novelty. Are these
elements found in the affective traits of the facilitating teacher given by Strong in this Module?
-Yes
2. Make clippings of articles on school bullying. React to one article of your choice.
3. Read DepEd Order No. 40 s. 2012. DepEd’s Child Protection Policy.

Application
1. “The quality of teacher-student relationships is the key to all other aspects of classroom
management”, Robert Marzano. Do the teacher’s affective traits have something to do
with that quality teacher-student relationships? Explain your answer.

Yes, if a teacher applies their strengthens and good characteristics to their work, for example,
they are good in communicating with someone and easy to approach I think they can build a
strong relationship with their students.

Research Connection

Read a research or study related to Human Environmental Factors Affecting Motivation. Fill out
the matrix below.
Title/Proponents Problem Methodology Findings Conclusions
Assessment Task/s
1. Compose a song or a poem about a highly motivating and caring teacher.

Complete this statement. A caring teacher ________________________________________________

(provide concrete behavior)

5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!
From the Module on Human Environmental Factors Affecting Motivation, I realized that . . . . .

Lesson 2

Activity
Read this poem:
Bring your papers, pencils and books,
Unless you want my dirty looks.
Class will start – I know I’m pushy –
When in your seat, I see you “tushy”.
You need to know that it’s expected
That you respect and feel respected.
Watch your words and be polite,
Avoid aggression, please don’t’ bite.
Sometimes you’ll sit, sometimes you’ll walk,
Please do each of these on cue.
Listen to me, I’ll listen to you.
These rules exist so we can learn.
Obey them and rewards you’ll earn.
I also feel compelled to mention.
Breaking rules will mean detention.
If these rules seem strict and terse,
Please make suggestions but only in verse.
(Source: Robert J. Manzano, et al. (2003) p. 19.

Analysis
- Do you like the poem? Why or why not?
- When do you think was this poem introduced by the teacher?
Beginning, middle or end of the school year?
- In your opinion, what was the purpose of the poem? Will it make a difference if the teacher
simply announced her class rules? Why did the teacher make use of a poem as a strategy?
- Based on the poem, what kind of classroom atmosphere does the teacher want to establish?
- What conditions must be present in order to establish such atmosphere?
- What rules did the teacher want to introduce?
Application
1. Give adjectives that describe the classroom climate that is conducive for learning. Write the
antonym for each adjective.

-Classroom adjectives are listed in this post. Each word below can often be found in front of the
noun classroom in the same sentence. This reference page can help answer the question what
some adjectives are
commonly used for describing CLASSROOM.

-Academic, actual, additional, American, appropriate, average, based, basic, best, better,
bilingual, busy, collaborative, common, constructivist, conventional, crowded, current, daily
-Day, democratic, different, differentiated, disruptive, diverse, educational, effective, elementary,
empty, english, entire, everyday, face, first, formal, former, future, general
-Good, grade, heterogeneous, ideal, immediate, inclusive, individual, informal, innovative,
integrated, interactive, kindergarten, large, little, main, mainstream, many, math, modern
-More, most, multicultural, new, next, normal, old, ongoing, online, only, open, orderly,
ordinary, other, outdoor, overall, own, particular, physical, Poor, positive, practical, preschool,
primary, productive, quiet, real, regular, responsive, rich, safe, same, school, secondary, separate,
single, small, special, specific, standard, structured, successful, such, supportive, traditional,
typical, undergraduate, university, urban, usual, various, virtual, whole. Hope this word list had
the adjective used with classroom you were looking for. Additional describing words / adjectives
that describe / adjectives of various nouns can be found in the other pages on this website.

2. In your own words, give the conditions that give rise to a classroom climate that is
conducive for learning.
-Ideal Classroom Climate Conductive to Learning: The ideal classroom is a positive place where
a student can come to work toward specific goals set before them in the class objectives. The
teacher is to be positive, organized, outgoing, confident, and compassionate.

Research Connection
Read a research or study related to Classroom Management. Fill out the matrix below

Title/Proponents Problem Methodology Findings Conclusions

5-minute non-stop writing
Your 5-minute non-stop writing begins NOW!
From the Module on the classroom climate, I realized that . . . . .

Classroom physical environment affects morale and student learning. Including students in
creating the physical environment can enhance that environment, increase the feeling of
classroom community, and give students a sense of empowerment.

LESSON 3
Activity
Observe 2 classes with focus on the physical arrangement of the room. Find out how the physical
arrangement affects traffic flow, distraction and teacher-student and/or student-student
interactions. Rate the following aspects of physical arrangement by the use of this checklist:
Aspect Yes No Remarks
1. Are the chairs arranged in such a way that teacher-
student interaction is facilitated?
2. Can every students view and read what is written
on the board?
3. Can the teacher see all students while presenting?
4. Are the chairs arranged is such a way that students
can easily move without unnecessary disruptions?
5. Is there a picture or any other fixture that distracts
Students’ attention for learning?
6. Is the classroom safe, clean, and orderly?
7. Is the classroom well-ventilated?
8. Does the classroom have adequate lighting?
9. Is the classroom wide enough to allow student
movement and activities?
10. Does every student have a chair/desk?
11. Is there a noise, is it academic noise that indicates
students’ engagement in learning?
12. Is the classroom attractive to enhance learning?
13. Is the seat arrangement flexible?

Synapse Strengtheners
1. Is a quiet classroom necessarily favorable for learning?
Yes, lowering noise levels in classrooms improves learning. The research that followed these
two studies also found that noise impairs learning in the classroom as well as speech acquisition
and cognition.
2. Research on wall color/s that is/are most conducive for learning, considering varied
developmental stages of learners?
Based on my research blue is best used for learning situations which are challenging. Blue
paper, blue ink, or blue highlighting can be used to help improve reading comprehension too.
Blue in general it seems is a relaxing and calming color, but lighter shades will seem more
'friendly' while darker ones seem a little more somber.

Research Connection
Read a research or study related to physical learning environment. Fill out the matrix below.

Title/Proponents Problem Methodology Findings Conclusions

5-minute non-stop writing

From the Lesson on Physical Learning Environment, I realized that . . . . .

LESSON 4
Activity
Do this True-False Pretest on the Code of Ethics for Professional Teachers. If you are not sure of
your answer, DON’T WORRY! You may guess. What is important is that you give an answer.

In the Code of Ethics for Professional Teachers:

_______1. the professional teacher may be licensed or not licensed.

_______2. Pre-school teachers are excluded in the term teacher.
_______3. only those who teach in the elementary and secondary schools are referred to as
teachers.
_______4. the teachers in the private schools are not part of the term paper
_______5. the college instructor/professor is not classified as teacher
_______6. the principal is included in the word “teacher”
_______7. the word “teacher” also includes the District Supervisor and the School
Superintendent
_______8. “teacher” refers also to industrial art or vocational teachers
_______ 9. only the public-school teachers in all levels, including tertiary, are classified as
teachers
______ 10. a professional teacher is required only of technical and professional competence
______ 11. “teacher” refers only to full-time teachers.

What is your score? If you got 6 and above, you are on or above the midpoint. If you got a score
below 6, don’t despair! The next time you will take this test, you will get perfect.
Code of Ethics for Professional Teachers.

READ THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS, AFTER READING, DO

THE POSTTEST.

Direction. This is posttest, Write TRUE if the statement is correct and FALSE if it is wrong. You
may write your answers on the blank provided before the number.

In the Code of Ethics for Professional Teachers:

_______1. the professional teacher may be licensed or not licensed.

_______2. Pre-school teachers are excluded in the term teacher.
_______3. only those who teach in the elementary and secondary schools are referred to as
teachers.
_______4. the teachers in the private schools are not part of the term paper
_______5. the college instructor/professor is not classified as teacher
_______6. the principal is included in the word “teacher”
_______7. the word “teacher” also includes the District Supervisor and the School
Superintendent
_______8. “teacher” refers also to industrial art or vocational teachers
_______ 9. only the public-school teachers in all levels, including tertiary, are classified as
teachers
______ 10. a professional teacher is required only of technical and professional competence
______ 11. “teacher” refers only to full-time teachers.

What is your score? Did you improve? Perhaps considerably! That’s good! Congratulations!
Now, let’s analyze the activity you just went through.

Lesson 5- Assessment

Assessment –refers to the process of gathering, describing or quantifying information about the
student performance. It includes paper and pencil test, extended responses (example essays) and
performance assessment are usually referred to as authentic assessment‖ task (example
presentation of research work)
Measurement-is a process of obtaining a numerical description of the degree to which an
individual possesses a particular characteristic. Measurements answers the questions how much?

Evaluation- it refers to the process of examining the performance of student. It also determines
whether or not the student has met the lesson instructional objectives.

Test –is an instrument or systematic procedures designed to measure the quality, ability, skill or
knowledge of students by giving a set of question in a uniform manner. Since test is a form of
assessment, tests also answer the question how does individual student perform?

Testing-is a method used to measure the level of achievement or performance of the learners. It
also refers to the administration, scoring and interpretation of an instrument (procedure) designed
to elicit information about performance in a simple of a particular area of behavior.

Types of Measurement
There are two ways of interpreting the student performance in relation to classroom instruction.
These are the Norm-reference tests and Criterion-referenced tests.
Norm-reference test is a test designed to measure the performance of a student compared with
other students. Each individual is compared with other examinees and assigned a score-usually
expressed as percentile, a grade equivalent score or a stanine. The achievement of student is
reported for broad skill areas, although some norm referenced tests do report student
achievement for individual.
The purpose is to rank each student with respect to the achievement of others in broad areas of
knowledge and to discriminate high and low achievers.

Criterion- referenced test is a test designed to measure the performance of students with respect
to some particular criterion or standard. Each individual is compared with a pre-determined set
of standard for acceptable achievement. The performance of the other examinees are irrelevant.
A student’s score is usually expressed as a percentage and student achievement is reported for
individual skills.
The purpose is to determine whether each student has achieved specific skills or concepts. And
to find out how much students know before instruction begins and after it has finished.
Other terms less often used for criterion-referenced are objective referenced, domain referenced,
content referenced and universe referenced.

Robert L. Linn and Norma E. Gronlund (1995) pointed out the common characteristics and
differences of Norm-Referenced Tests and Criterion-Referenced Tests

Common Characteristics of Norm-Referenced Test and Criterion-Referenced Tests

1. Both require specification of the achievement domain to be measured
2. Both require a relevant and representative sample of test items
3. Both use the same types of test items
4. Both used the same rules for item writing (except for item difficulty)
5. Both are judge with the same qualities of goodness (validity and reliability)
6. Both are useful in educational assessment
Differences between Norm-Referenced Tests and Criterion Referenced Tests

Norm –Referenced Tests Criterion-Referenced Tests

1. Typically covers a large domain of 1.Typically focuses on a delimited domain of
learning tasks, with just few items learning tasks, with a relative large number of
measuring each specific task. items measuring each specific task.

2. Emphasizes discrimination among 2.Emphasizes among individuals can and

individuals in terms of relative of level of cannot perform.
learning.

3. Favors items of large difficulty and 3.Matches item difficulty to learning tasks,
typically omits very easy and very hard without altering item difficulty or omitting
items easy or hard times

4. Interpretation requires clearly defined 4.Interpretation requires a clearly defined and

group delimited achievement domain

TYPES OF ASSESSMENT
There are four type of assessment in terms of their functional role in relation to classroom
instruction. These are the placement assessment, diagnostic assessment, formative assessment
and summative assessment.

A. Placement Assessment is concerned with the entry performance of student, the purpose of
placement evaluation is to determine the prerequisite skills, degree of mastery of the course
objectives and the best mode of learning.
B. Diagnostic Assessment is a type of assessment given before instruction. It aims to identify the
strengths and weaknesses of the students regarding the topics to be discussed. The purpose of
diagnostic assessment:
1. To determine the level of competence of the students
2. To identify the students who have already knowledge about the lesson;
3. To determine the causes of learning problems and formulate a plane for remedial
action.
C. Formative Assessment is a type of assessment used to monitor the learning progress of the
students during or after instruction. Purpose of formative assessment:
1. To provide feed back immediately to both student and teacher regarding the success
and failure of learning.
2. To identify the learning errors that is need of correction
3. To provide information to the teacher for modifying instruction and used for improving
learning and instruction
D. Summative Assessment is a type of assessment usually given at the end of a course or unit.
Purpose of summative assessment:
1. To determine the extent to which the instructional objectives have been met;
2. To certify student mastery of the intended outcome and used for assigning grades;
3. To provide information for judging appropriateness of the instructional objectives
4. To determine the effectiveness of instruction
Research Connection

Read a research or study related to assessment. Fill out the matrix below.

Title/Proponents Problem Methodology Findings Conclusions

5-minute non-stop writing

From the Lesson on Assessment Strategies and its Impact on motivation, I realized that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.