Module 3: Classroom Management Skills in the Teaching Learning Process

Lesson 1: Classroom Management Skills and Styles

Learning Outcomes:
1. Observe the teacher’s style of managing his/her class
2. Acquaint with the classroom routine established by the teacher to maximize time for
teaching – learning activities.
3. Describe the classroom routine established by the teacher and how a classroom is
organized and managed.

Introduction:
Hello Students,

Welcome to lesson 1 of module 3. This time you will be observing how the learners behaved
at the beginning of the day, upon arrival, during their sharing time in the distribution and collection
of materials and in all other learners activities and responsibilities in the classroom. Attendance
will also be checked. After observation, you will noticed that the success of teaching and learning is
determined by the way the class is managed and organized.
ACTIVITY:

Observation Guide

Research/Watch a teaching demonstration video on YouTube. The video must focus on your
area of specialization. Observe and checked the teacher’s classroom management skills
while facilitating the teaching and learning process. These management skills include:
a. Routine activities to ensure classroom discipline such as
 checking of attendance
 seating arrangement
 handling materials and devices
 classroom courtesies
b. Monitoring of the learner’s behavior and the teacher’s response to the various
forms of student behavior.

Preliminary Activity:
Be guided by these questions as you do your observation of the classroom management.
Write your notes below and then organize your data in the table that follows.
1. Are the areas in the classroom for specific purposes (storage of teaching aids, books, students,
belongings, supplies, etc.) Describe these areas.
 The first thing that struck me was how the teacher had set up the books on the right-hand side
of the table. She had also arranged the paper in a transverse pattern. The chairs can be
arranged correctly. At the center of her table is a reflection. For the purposes of the schedule,
she likewise provided a fun bulletin board. The student belongings are located next to the
supplies, and the reading corner, where books are read, is located last.
2. Are the rules and procedures posted in the room? List them down.

 The guidelines were specified by the teacher during class. She was able to teach the students
regulatory issues so that they could listen to their teacher while simultaneously timing.

3. Is there a seating arrangement? What is the basis of this arrangement?

 Yes, in certain ways. arranged in rows and columns, chronologically. She also examines the
attendance chart. Using the student's name to check attendance and assign the right seat for
them
My Checklist for Effective Classroom Management
This will be accomplished while you observes the teacher’s management styles.
Classroom Management Skills YES NO An example of this is ......
1. The teacher checked attendance using the  Attendance chart
learners name in assigning their proper seat plan.

2. There was definite place for storage of  Storage cabinet and reading
materials needed and used in the classroom. corner

3. There was a system observed on how students  I haven't come across a

enter/ leave the classroom. mechanism for how students
enter or leave the classroom.
4. The teacher inter acted positively and  All across class time, the
effectively with the learners. teacher was active,
participating, and enthusiastic,
and she efficiently taught the
class. If a student reacted
positively to her questions, she
also provided constructive
experience.
5. The teacher used some techniques to control  By providing a task to their
disruptive behavior of the learners. students, who will then count
or organize themselves, the
teachers.
6. The teacher was fair, minded and consistent in  She continuously ascribes the
dealing with the learners in appropriate behavior. students' tasks.

7. The teacher has an effective approach in  She continuously ascribes the

grouping learners for different learning activities. students' tasks.

8. Classroom was structured to enhance learning  The teacher contributes to the

(display boards, lights, ventilation, etc.) improvement when
constructing the classroom,
such as the incorporation of
photos, 5R, cultural icons,
bulletin boards, numbers, and
letters, among so many other
elements.
9. Board work, visual aids, and instructional  The teacher prepared her lesson
materials were prepared ahead of time. with fervor and persistence.

10. The teacher was flexible in his/her time  She always makes things
management. materialize on time. starting her
course promptly and then on
time.
11. The teacher maintained order and discipline in  The teacher will keep a close
classroom. eye on the students and be
obsequious towards them by
embracing or notifying them of
the guidelines that apply in
class.
12. The teacher was flexible in his/her time  She assigns a task that
management necessitates five minutes of
responsiveness.
13. The teacher used non-threatening styles of  Before starting their class, she
discipline. first verified to ensure that the
learners were all right.
14. There is a provision for safety and security of  Without anyone ever
students. concealing those worrisome
things to kids, the teacher has
always had implementation and
enforcement.
15. The teacher reinforced students for  The teacher interrogated the
appropriate behavior and refrained from using class about how they were
physical punishment. grasping the topic. Each of
them has to answer.

ANALYSIS:
After observation you are ready to answer the following questions.
1. What kind of classroom management does the teacher practice? Why?
The teachers supervise with an authoritative parenting style and an analytical methodology.
The teacher demonstrates the dominant classroom management structure, which strikes a harmony
between teacher control and student engagement. The teacher's proactive measures and camaraderie
while emphasizing the significance of ensuring compliance with the regulations the teacher values
the feedback and observations of the students with regard to the school context. Students' learning
will be subsequently measured through appraisal as practice.
2. Do you think that the management style that the teacher is using in class contributes to the
students learning? Why? Why not?
Yeah, of course! It allows students to learn when they are prompted by their educators to
actively engage in and get embroiled in all of the practices that are prescribed for them. The teacher's
methodology corresponds to the forceful classroom autocratic leadership implies, which is a
compromise of instruction and supervision and classroom participation. As shown via observation,
students are as energized as the teacher, and somehow this makes it comprehensive. The learners are
not really reluctant to cooperate and take any chances. This stimulates advancement and
accomplishment in all domains of learning.
3. If you were the teacher, what management style would best maximize student learning?
When we as teachers embrace the authoritative instructional managerial style, which
motivates students to participate in all tasks so that they can absorb more from them, the results will
be satisfactory. In order for learners to feel empowered and have the conviction to grasp more, it is
crucial to care for them both within and beyond the classrooms. This goes beyond simply stimulating
pupils.

ABSTRACTION:

Classroom management is defined as the “administration or direction of activities with

special reference to such problems as discipline, democratic techniques, use and care of supplies and
reference materials, the physical features and the social relationship of learners” in the classroom
(Good, Dictionary of Education)

Management of a classroom includes the organizations of its physical conditions as well as

the use of materials of instruction. Classroom routines that can be established to save time, effort
and resources may include seating arrangement to facilitate checking of attendance, distributing and
returning of instructional materials, entering and leaving the room and observing classroom courtesy.
The way the classroom teacher interacts with the learners and the way learners interact with their
mentor and with one another is an attribute of a healthy environment conducive for learning.
Good classroom management establishes an atmosphere that permits activities to be carried
out efficiently and economically. A well - organized classroom is conducive for mental development
because the teaching and learning process becomes enjoyable and interesting under favorable
conditions.
APPLICATION:
Let’s build on: After reading please be guided by these questions and write your responses
after each guide question.

1. What kind of classroom management do you want to practice? Why?

Managing a classroom effectively fosters an environment that enables tasks to be done
quickly and inexpensively. Because the learning and instruction process is more captivating and
intriguing within a well-organized classroom, it's indeed good for intellectual development.

2. How important is classroom management to the teaching-learning process? Why/ Why not?

The accumulation and return of teaching methods, accessing and quitting the room, and
upholding classroom civility are just a few examples of practices that may be incorporated inside
the classroom and save time, effort, and resources. The way a teacher engages with children in
the classroom and how they interact socially with their advisors and one another is an indication
of a positive setting for learning. This ambience should also make it simple to check attendance,
disperse and revert back educational content, enter and leave the class with reverence, and have
decent supervisor-subordinate interactions.

CHECKLIST FOR EFFECTIVE CLASSROOM MANAGEMENT:

Make use of the same video that you have watched. Observe teacher’s management styles Below is a
list of principles on classroom management backed up by research as cited by James H. Stronge in
his book “Qualities of Effective Teachers” (2002)
Always Usually Sometimes Seldom Never
Observe Observe Observed Observed Observe
Principles on classroom
d d d
Management
3 2
5 4 1
1. The teacher consistently 
applies proactive discipline as
the crux of effective classroom
management
2. The teacher establishes 
routines for all daily tasks and
needs.
3. The teacher orchestrates 
smooth transitions and
continuity of momentum
throughout the day.
4. The teacher strikes a 
balance between variety and
challenge in students’
 activities.
5. The teacher, as classroom 
manager, is aware of all actions
and activities in the classroom.
6. The teacher resolves minor 
inattention and disruption
before they become major
disruptions.
7. The teacher reinforces 
positive behavior.
8. The teacher treats minor 
disturbance calmly.
9. The teacher works out a 
physical arrangement of chairs
that facilitates an interactive
teaching-learning process.
10. The teacher makes good 
use of every instructional
moment. He/She minimizes
discipline time to maximize
instructional time.

Reflection:
The following questions will guide you to how to observe based on actual action of a mentor.

1. Identify at least three indicators of consistent classroom management used by the teacher and
how well was the teacher able to facilitate learning?

 First, the teacher provides additional exercises and always keeps their lesson plans organized.
In her class, she was preparing for the forthcoming lesson. The teacher must be consistently
in the classroom when implementing her various approaches to teaching for something like
the students.
 Second, by asking relevant questions and receiving the appropriate replies from the pupils,
the teacher fosters appropriate behaviors or feedback. She inspires the other students to
remark on her subject or gives others an opportunity to take part as well.
 In sum up, "the teacher balances diversity and complexity in the pupils' tasks." The variety of
tasks given by teachers to children is clearly relevant to their competence. The teacher
provides pupils with reasonable tasks that allow them to work within their capabilities. The
teaching method becomes engaging and entertaining when the teacher introduces it very well.

2. What constitutes a conducive physical learning environment? How can a teacher come up with
a physical environment that is supportive of learning?
  If the teacher wants to teach in a positive environment, they should build a stimulating
classroom. The classroom should continuously be enticing so that students will desire to
study. The educator should also set up a games area in which the students may play while
also understanding, filled with visual appeal and layouts for lessons. The teacher should
determine whether to use a customizable arrangement such that pupils can study in a setting
that suites them. Learners would have to have access to a broad range of resources.
Furthermore, in order to capitalize on ambient light, window curtains must be exclusively
unfastened.

3. Why is establishing routines considered an effective practice in classroom management?

 If the teacher wants to teach in a positive environment, they should build a stimulating
classroom. The classroom should continuously be enticing so that students will desire to
study. The educator should also set up a games area in which the students may play while
also understanding, filled with visual appeal and layouts for lessons. The teacher should
determine whether to use a customizable arrangement such that pupils can study in a setting
that suites them. Learners would have to have access to a broad range of resources.
Furthermore, in order to capitalize on ambient light, window curtains must be exclusively
unfastened.
 Teachers assess the range and depth of learners' comprehension of various subjects.
Furthermore, student-performed patterns enable the educator to focus on more instructional
practices and the unforeseen occurrences that transpire all throughout the duration of the
school day.
4. What routines can be established for an efficient and effective teaching-learning process?

 After teaching these competencies, they should be reinforced and reaffirmed on a regular
basis to ensure interoperability and to emphasize to students the symbolic importance of each
behavior. Students should be shown each technique and what is anticipated of them in a
methodical and situational manner. Teachers should also think about suitable sanctions for
when students comply or disregard rules, and they need to let students know about both
groups of consequences. When a student consistently fails to exhibit the intended behavior,
one method of treatment may be recommended to the teacher; however, if the teacher notices
that multiple students are recurrently unable to participate in the time to do things, that is an
obvious indication that a separate course of action is required. Throughout the academic year,
teachers must keep a close eye on how students perform routines to ensure that what was
expected and instructed is what happens. Students perform more effectively if there is
consistency among teachers' standards, students' responses, and the teaching environment.
Changes to instructional practices can make some students confused about what to expect.
Perhaps it is important to reconsider preconceptions for routine activities with students and to
demonstrate as well as provide pupils more opportunities to practice their competence if a
teacher learns that she (or the students) has changed the pattern in order to bring uniformity
and order back into the room.

4. To what extent does knowledge on the stages of development help the teacher in managing the
class to have an effective teaching-learning?
 In order to help students, create appropriate cognitive maps, connect ideas, and modify them,
teachers must first understand the nature of the content. Teachers need to understand how
concepts can be applied to these other disciplines and to daily life.
  Comprehension of both child and adolescent development and how to stimulate development
in diverse domains, including cognitive, social, physical, and emotional development, is
essential for comprehending learners' statements and behaviors and creating constructive
interactions for them. Identifying variances that may result from culture, parenting practices,
evolved intelligent beings, and differentiated instruction is also crucial for engaging pupils in
learning.
 Teachers should be able to pose tough questions, attach importance, and assess students'
progress conscientiously. For their learners to be capable of exploring ideas, gathering and
communicating ideas, and analyzing and dealing with problems, teachers must be educated
about curriculum technologies and instructional materials. Instructors are also required to
appreciate teamwork, which includes how to coordinate student interactions, communicate
with other teachers, and work with parents to develop the desired environments at both school
and home.

So you have successfully completed the activities and tasks for lesson 1. It is expected that
you have gained insights and meaningful experience in lesson 1. Now, you are already prepared to
move to lesson 2 of this module. So, Enjoy and keep working!

Module 3: Classroom Management Skills in the Teaching Learning Process

Lesson 2: Enriching the Teaching and Learning experiences
Learning Outcomes:
1. Observe and list different methods, and strategies used by the teacher in the classroom.
2. Identify the teaching strategies, activities, assignment, and instructional materials used by
the teacher.
Introduction:
Welcome to lesson 2 of Module 3. In this aspect of teaching-learning process, you are
provided with opportunities to observe the applications of principles, methods and strategies used in
the learning environment. So as you go on with your observation you are given the chance to be
familiar with, develop, try out and enrich the knowledge of teaching method and strategies, learning
activities, assessment strategies and instructional materials used by your mentor/cooperating
teacher.

ACTIVITY:
Activating Prior Knowledge

Discuss the KWL chart on Teaching Strategies.

What I know about Teaching What do I want to know about What I learned about Teaching
Strategies Teaching Strategies Strategies

A teacher will determine the
instructional strategies that are
most advisable for the subject
being studied, the learner's
degree of professionalism, and
the stage in their educational
journey. Instructional
I'm inquisitive about the I've found that there are seven
different approaches to teaching efficient instructional
performed in secondary for techniques:
every topic that could be
successful for the instruction. • Visualization
• Education through
strategies are tools and
approaches that a teacher will collaboration
use to strengthen their students
or pupils through the • Inquiry-based instruction
classroom environment.
• Divergence

• Making use of technology in

education

• Modification of behavior
enhancement of one's career

ANALYSIS:
Processing:

1. What is the main purpose of using Strategies in teaching?

 The core objective of developing strategies in learning is to empower pupils to start to grasp
the process of learning. Learners can use approaches to circumvent their weak points and
perform at their maximum. Strategies encourage versatile thinking and help pupils recognize
the importance of adapting how they handle numerous operations.

2. What will happen if the teacher will not apply teaching strategies?

 If a teacher fails to use excellent instructional practices, students will be less motivated to
study and their educational attainment will suffer. The students are incapable of connecting
the teachings to their own circumstances, which would allow them to synthesize existing
knowledge of existing concepts.

ABSTRACTION:
1. Watch and observe a teaching demonstration class on YouTube.
2. In the table below list the teaching methodologies and strategies, instructional materials, and
assessment tools used by the teacher.
3. Attached the link of your video.
 A. Teaching Methods & B. Instructional Materials C. Assessment Tools
Strategies

1. Lecture 1. Creative power point 1. Quiz

presentation
https://youtu.be/zx__
DNGWDlw?si=Iq_oo5hjMKfMbeKD
2. Cooperative Learning 2. Worksheets, group tasks 2. Group project evaluation,
peer assessment
https://youtu.be/lTI1zHhY
S00?si=5bNAmfmwYJ3meZST
3. Games and Activities 3. Flashcards 3. Game scores, observation
checklist
https://youtu.be/HFAcoMr3Gbg
?si=tCN6Ft9fzJMsbBpn
4. Demonstration 4. Lab equipment, models 4. Observation checklist

https://youtu.be/BBYLYOzYTJA?
si=HTRL6Iuza_62XwtG
5. Discussion 5. Reading materials, 5. Participation rubric,
discussion prompts written reflections
https://youtu.be/WgkuVCU4cpw?
si=1zLOqyaH5tGyoW5P

During your classroom observation provide examples of the following competencies you observe as
demonstrated by the teacher.

COMPETENCY EXAMPLES OBSERVED

1. Provides lessons with variety of learning New content is frequently presented by the
experiences. teacher in a specific order, and handouts for
individual practice settings have always been
an option.
2. Designs or selects learning experiences On any particular day or even during any
suited to the different kind of learners. particular classroom discussion, the teacher
provides pupils with a wide range of
educational experiences. project-based learning
with a peer group, online studying, authentic
assessment, or writing
3. Adopt strategies to address needs of The vast majority of students in a class are
differently-able students. likely to learn in the exact same way.
4. Identifies varied method and strategies The teacher incorporates PBL, inquiry-based
used in the learning environment. learning, and concrete possibilities for
knowledge and ability transfer, including
evaluation processes, performance evaluation,
and portfolio.
5. Selects, prepares and utilizes instructional The teacher made use of curriculum-related
materials appropriate to the learners and to materials for grades K–12. It offers a strong
the objects of the lesson. framework for performance and appropriate
instruction for both students and teachers.
Furthermore, their students will reap the most

6. Engages and sustains learner’s interest in
the subject through the use of appropriate
audio-visual materials.
7. Provides varied enrichment activities to
nurture the desire for further learning.
8. Creates stress-free environment
9. Encourages free expression of ideas.
10.Recognizes that every learner has
strength and worth as a person.
from this handbook.
In order for the learners to learn, be engaged in
the subject, and establish communication, the
teacher develops, arranges, and employs
multimedia resources.
The learner receives work outs from the
teacher, who also stimulates the action of
reinforcing individuality and accumulating
prior knowledge.
The teacher assigns students simple, normal
tasks.
The teacher will prod the learners to express
their own opinions on the topic.
All teachers approach their appropriately
applied and are cognizant of their capabilities,
especially when they complement them.

APPLICATION:

AS A FUTURE
TEACHER

1. What best practices should

the teacher apply to make
teaching-learning more
meaningful?
2. How can excellent physical
condition of the classroom
compensate for a hostile
psychological climate?
3. What routines can be
established for an efficient and
effective teaching-learning
1. What best practices should the teacher apply to make teaching-learning more meaningful?
  Make the subject as pertinent as you are able-This may be accomplished by providing
students the opportunity to relate their activities in the classroom to actual events. This notion
must be maintained in mind, especially while tackling rigorous coursework. You might want
to alter your artistic, design work, and evocative activities to meet your specific needs.
Anything that is relevant should be presented after relevant evaluations.
 Use a student-centered approach- Learners who are more involved in the development of
their academic opportunities have a greater understanding of the particular lesson objectives
and become more engrossed in the instructional strategies. Ask open-ended questions,
promote research projects and learner collaboration, and give assignments that enable
students to think about and assimilate whatever they've learned. However, consider the
variables that could influence your preference.
 Nurture self-education-Learning, as contrasted to education, includes as its key aim
promoting learning to operate efficiently in the future. A learning ecological approach could
be advantageous; instances include adding courses, planning school activities, and
incorporating digital platforms. However, it's vital to emphasize to learners that learning is,
after all, a subjective decision and there is only so much that a teacher can perform.
 Bring the existing reality into the classroom-When we endeavor to think imaginatively about
an issue or when we consider a subject in a creative manner, our brains create connection
points. And what greater way to do this than to think about the challenges we confront on a
daily basis?
 Share information and resources: As a teacher, you will not have all of the answers for how
to engage your students in class. It is genuine to impart your hands-on experience to students
so that they can learn.

Positive Classroom Climate

1. Establish and enforce classroom rules and norms that unambiguously encourage safe and
courteous behavior. Setting up standards for your classroom will enable you to provide your
students with a secure and consistent learning environment. When your students follow the
rules, they will have strict boundaries and the opportunity to build their identity and make
wise choices. When students feel particularly physically and physically appreciated, they can
fully concentrate on their studies.

2. Encourage improved peer relationships. You want to foster an ambiance in which your
learners help and are courteous to one another. Several approaches include:

 Paying attention to pleasant interactions amongst students and encouraging them.

 Hold class meetings. Students can share critical issues with you and their classmates in a
secure setting during class sessions. Through open discussions on topics like adhering to the
rules, begging for assistance, including others at recess, resolving outdoor issues, etc., you
and your students can get to know one another better and develop relationships. This fosters
an environment of respect and confidence in the classroom.
 Create a welcoming environment for all students. You must communicate to your pupils that
you care about them as people, in addition to their academic performance. Several techniques
include:
Whenever a student enters the room, greet them by name. This communicates to them your
awareness of and concern for their presence.
 Show welcoming, inclusive behaviors with your words, body, and face every day. Smile!
How are you feeling, please? " Take a look at your pupils. Take note of and compliment them
on their admirable conduct.
 Get to know your kids personally by asking them open-ended questions about their life
outside of school. "How did you play last night?"
 Get to know your children personally by asking them open-ended questions about their lives
outside of school. "How did you play last night?" "Has your grandmother enhanced?
 Take note of variations in pupils' behavioral and emotional states. Changes could be a sign
that a student needs more emotional support. As required, offer or locate support for the
pupil.
 There are numerous initiatives that teachers can undertake to enhance classroom
management. Learners must first be educated in a methodical and contextual manner about
each procedure and what is expected of them; once learned, these techniques should be
evaluated and asked to be learned frequently to maintain consistency and to emphasize to
learners the relevance of each conduct.
 Teachers should also think about appointing adequate repercussions for when students follow
or disrespect rules, and they ought to let students know about both kinds of charges. When a
student consistently fails to exhibit the desired behavior, one method of treatment may be
suggested to the teacher; however, if the teacher notices that numerous students are
repeatedly unable to participate in the relevant project, that is a clear indication that a
different course of action is required. In order to make sure that routines are carried out as
planned and taught, it is crucial for teachers to keep an eye on students’ performance
throughout the school year.
 It really shouldn't be a revelation that children function better when there is constancy
amongst teachers' standards, students' replies, and formative feedback. Changes to classroom
routines can make certain students apprehensive about what to foresee. It might be critical to
reconsider expectations for routine work with students and to model and provide pupils more
opportunities to demonstrate their competence if a teacher discovers that she (or the students)
has disrupted the routine in terms of bringing uniformity and order back into the classroom.
 You have just finished lesson 2.
In this lesson you learned about the, different methods, teaching strategies and instructional materials
used by the Teacher. In the next lesson, you will learn how to enhance speaking skills through
interactive communication with the buddy and cooperating teacher.

Module 3: Classroom Management Skills in the Teaching Learning Process

Lesson 3: Communication Skills Enhancement with Buddy Mentor
Learning Outcomes:
1. Enhance speaking skills through interactive communication with the buddy and their
cooperating teacher.
2. Recognize and appreciate the importance and use of clear, coherent and concise
interactive communication with the buddy and mentor.

Introduction:
Welcome my dear students!
This time you will observe the interactive and effective communication with the buddy and a mentor.
You should take note of how the classroom teacher interacts with his/her students, responds to the
learners questions and answers to the questions and how the message is clearly and coherently
communicated to the whole class. You are going to observe also how your buddy articulates and
carry on the conservation either with the buddy (ies) or with the mentor as they share the
observations after the end of every session.

ACTIVITY:

Observation Guide
A. Watch a teaching demonstration video on YouTube. The video must focus
on your area of specialization.
B. Observe the verbal and non-verbal form of communications used by
teachers and students in the classroom.
ANALYSIS:
A. Identify the verbal and non-verbal form of communications used by teachers and students
in the classroom.
Verbal Non-verbal Remarks

Teachers When a teacher asking Teacher nods as the I have noticed that the
a question to their student answer the teacher invites the
students. question. student to stand up
while responding to a
question and does the
same for the closing
prayer as examples of
verbal
communication.

When the instructor

nods to a student's
response, which
indicates that the
response is accurate,
that is an example of
the non-verbal
communication the
teacher uses.
Students Saying “goodbye and Raising hands when When the teacher
thank you, teacher” they want to answer says, "Goodbye class,"
the pupils respond,
"Goodbye and thank
you," using verbal
communication.
teacher "

I noticed that students

frequently raise their
hands without saying
"me, teacher" as a
kind of nonverbal
communication. Just
wait for the teacher to
mention their name
while they raise their
hands.

B. Check ( / ) the box that corresponds to what you have observed in class. Write you remarks
in the last column.
 Communication Strategies for Observed
Teachers
1. Use a tone that is honest and 
tactful
2. Thinks before choosing words
that are appropriate to the
situation and non-inflammatory.
3. Speaks clearly in turn, never
interrupting the speaker
4. Demonstrates in oral
communication.
5. When taking on a listening
role, make eye contact and focus
on the speaker
Not Observed Remarks
The teacher has
spoken in a way that
the learners may
easily recognize.
 The teacher takes
time to clearly and
eloquently explain the
lesson's principles or
implications.
 The teacher takes
time to clearly and
eloquently explain the
lesson's principles or
implications.
 For his or her lesson,
the teacher gives an
oral demonstration.
 When discussing his
or her lesson or
posing questions, the
teacher keeps an eye
on the class.

Other comments and observations:

ABSTRACTION:
Communication embraces the variety of behaviors, processes and technologies by
which meaning is transmitted or derived from information (Encyclopedia of
Knowledge, International Edition, 2002). The term is used to describe diverse activities:
conversation, exchange of views, opinions or ideas, expression of feelings and
emotional state of a person. This focused observation on communication is specifically
aimed at how the language, verbal or non-verbal is used as a medium of interpersonal
communication between and among the pre-service teachers, the mentor and the
learners.

There are several important elements of classroom management and one is being
a good communicator. The teacher establishes effective communication which includes
verbal and non-verbal behaviors. The teacher can also communicate clearly in a logical
way using language that learners can understand.

APPLICATION:

Read carefully and answer the following questions based on what you have observed in class.

1. How important are the verbal and non-verbal forms of communications to the teachers?

Since every teacher uses words to orally provide the content to the pupils, verbal and nonverbal
communication are crucial for the teachers. People will discover themselves, grow in their
understanding of themselves, and define their relationship to the outside world through dialogue.

2. How verbal and non-verbal forms of communication affect the students’ learning?
The pupils will boost their ability to communicate while also increasing their ability to learn
steadily and effectively. Learners improve their skills and knowledge while also becoming more
enthusiastic about learning.

3. What forms of communication to the teachers and students need to improve on?
The learners will strengthen their capacity to communicate as well as their learning capacity to
learn methodically and efficiently. Learners gain knowledge and skills while also becoming
more motivated to study.
 Write your reflection by completing the following statements:

I realized that communication

is one of the most vital life skills
since it enables information to
be shared and fosters positive
relationships. The teacher's
ability to communicate with the
kids has a significant impact.
Poor teacher communication can
influence and motivate students
to study more, while poor
teacher communication lowers
students' comprehension levels,
which can harm students'
academic advancement.
I believe it is essential to the
teaching-learning process in
each special classroom. By
giving them the strength to raise
essential issues and discuss
ambiguities, efficient
communication helps students
assimilate more from the
instructional experience. By
aiding a process of learning,
successful verbal
communication fosters the
socialising process..
From now on, I am
determined to employing both
verbal and nonverbal
communication going forward
so that I can efficiently control
my concepts for my upcoming
classes. It is crucial for me to
use my communication abilities.

You have completed the last module of Classroom Management Skills in the Teaching Learning
Process. Indeed you have just a meaningful learning journey in the field where you are exposed as
starting point of your field study experience.

References:

 Acero, Victoria et al. 2000. Principles & Strategies of Teaching. Rex Book Store.

 Atienza, Sonia et al. 2000. Student Teaching Handbook. Rex Book Store.

 Barry, Kevin ans Len King. 1998. Beginning Teaching and Beyond. Social Sciences
Press.
 Bullock, Ann Adams and Parmalee P. Hawk. 2001. Developing a Teaching Portfolio. Merill
Prentice Hall. Ohio.

 Colin, Marsh. 2004. Becoming A Teacher. Pearson Prentice Hall. Australia.

 Corpuz, Brenda and Gloria G. Salandanan. Principles and Strategies of Teaching. 2003.
Lorimar Publishing Co. Inc.

 Corpuz, Brenda et al. 1997. Manual for OBSERVATION, Participation and Community
Immersion. Katha Publishing co. Inc.

 Logus, Modesta Grey . Student Teaching Manual. National Book Store.

 Pohl, M. 2000. Learning to Think, Thinking to Learn. Hawker Brownlow Education.

 Singh, Amarjit. 2004. Classroom Management: A Reflective Perspective. Kanishka

Publishers Distributors, India.

 Smith, Susan G. et al. 2003. teaching Challenges and Dilemmas. Nelson Smith. Australia Pty.
Limited.

MANUALS/HANDBOOKS

 A Self-Assessment Guide for the Child Friendly School. Department of Education.

UNICEF.

 Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004.

 Mentoring the Student Teacher. 2002. DepEd. Region X.

 Professional Application and Reflections 2 (PAR2). UNISA.