Untalan, Joriel S.
October 14, 2022
BSEd 4C
LEARNING EPISODE 1:
THE SCHOOL ENVIRONMENT
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: Alvin P Masangkay Teacher’s Signature: ___________School: PTMSMNHS
Grade Year/Level: Grade 7 Subject Area: Mathematics Date: _________________________
SCHOOL FACILITIES OBSERVATION CHECKLIST
Facilities / Description
Well air-conditioned, the
files are organized as well
as the displays and
furniture.
Office of the
/
Principal
The room is big for all
modules, books, and other
learning materials,
Library / however, it is messy
because of being
renovated after shutting
down for two years.
The space is small enough
for only a few persons,
yet the documents and
furniture within are well-
organized.
Counseling Room /
Have enough space to
accommodate up to 30-60
students and school staff.
The cleanliness is always
Canteen/ Cafeteria /
maintained by the canteen
officials. You cannot find
and buy any junk food in
their canteen.
Will it contribute to the students’
learning and development? Why?
The principal's office helps the
learners to be updated about the new
memorandums from the Department
of Education because the principal is
the one assigned to share the said
memos. Aside from it, we can also see
here the various documents that will
help the knowledge of learners about
the current education system in the
country.
This facility will contribute to the
learning of the students because they
can locate some of the information
inside different learning materials like
modules, books, magazines, etc.
The counseling room will aid in the
discussion of the student's difficulties.
The student can express their concerns
about their thoughts and interactions
with others here, and the guidance
counselor and school will assist the
family to understand what the student
is going through. As a result, it aids
the learners' psychological and social
challenges.
The promotion of the school canteen
in prohibiting the sale of junk food
aids in the development of student's
health. This paves the path for
students to become aware of the
importance of consuming nutritious
meals.
 There is enough space to
move around inside the
school clinic. They have
some emergency kits,
Medical Clinic /
medicine, and the like for
some incidents that might
happen inside the school
campus.
Have a spacious room.
Audiovisuals are also in
Audio Visual/ the same room as their
Learning Resource / computer lab. They
Center maintain cleanliness
inside and outside of the
lab.
The entrance of the
science lab is used as an
office. We can see the
main lab at the side of the
Science Laboratory /
room. Most of the tools
and equipment are in
proper storage areas.
The gymnasium is the
line-up for reconstruction
because it is severely
Gymnasium / damaged by the previous
Typhoon Ursula.
Neat, spacious, and well-
ventilated. It can
Auditorium / accommodate up to 50
individuals.
Many gardens are located
inside the school campus
of PTMSMNHS. Almost
Outdoor/ Garden / of them are planted with
ornamental plants and
some are used for
medicinal gardens.
Line-up for
reconstruction and not
Home Economics /
being used by students.
Modified as a classroom
for the vocational strand
of senior high school
Industrial Workshop
/ students.
Area
There is no PTA office
PTA office since the school did not
hold any elections in the
This area will assist in meeting
medical knowledge and
understanding the equipment needed
to put or provide first aid to persons in
need.
This facility will help the learners
become techy. In this area, they will
enhance their ability and skills how to
manipulate some basic equipment or
gadgets that are related to technology.
This will help the student to enhance
their knowledge in science by using
different instruments and tools that are
located in it. They can do some
experiments since they have some of
the tools that are required for their
activities like a test tube, measuring
scale and spoon, etc.
Although the gymnasium needs to
repair, the student and teachers still
use it for their MAPEH time where
they develop their flexibility,
coordination, balance, etc., when they
do their different exercises related to
physical education.
This facility is being used for
gathering meetings, orientation, and
other programs that will help the
learners to be up to date in different
events.
It will help the learners to have places
to refresh their mind since
PTMSMNHS have several outdoor
gardens. This area will help the mental
health of students because they can
relax in it while they have time to
reflect.
As of now, it did not help to the
development of the learners because
the teachers are not able the student to
use it due to safety precautions.
Even though it has been turned into a
classroom, it is still used for some
activities of vocational topics in senior
high where students are allowed to
conduct various tasks that will
develop their abilities in vocational
courses.
This is significant since it is where
teachers and parents communicate and
coordinate important matters for the
 past two years because of learners' well-being and academic
the pandemic. performance.
Have a stinky smell, and It will promote good hygiene and
Comfort Room for
/ need to repair and health awareness among male
Boys
maintain cleanliness. students who utilize it.
Is in good condition It will promote good hygiene and
Comfort Room for
/ however, needs to health awareness among female
Girls
maintain cleanliness. students who utilize it.
Others
/
(Please specify)
The space is large and Because the space is so big, various
grassy, yet the benches activities can be done to keep the
Sports Complex
and pathways are in pretty students active, such as track and
good shape. field, soccer, baseball, and so on.
Have a small room but all This helped make it easier for learners
the files were organized to find the document they needed.
base on their types. Apart from this, it helps students to
Records Office develop their knowledge because it
also contains important documents
such as the school's accomplishment
report, old files, etc.

AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Guide Question Classroom Observation Report
1. Describe The The school is located at Barangay Bagong Sikat, San Jose, Occidental
community or Mindoro. The main entrance gate of the school is facing the national road,
neighborhood on the two sides of the perimeter of the school are residential areas while
where the school its back area is forest. Near the back area of the school premises where
is found you located the Pandurucan River.
2. Describe the The size of the school campus is at least 7 hectares. Most of the buildings
school campus. are newly renovated and constructed however, some buildings are needed
What colors do for repair or reconstruction. They use cream and green as a combination
you see? What is color for the inside and outside of the facilities.
the condition of
the buildings?
3. Pass by the Documents, tables, and other materials are orderly and well-organized.
offices. What Their principal's office is outstanding because of its modern design,
impression do which is unlike any other school facility. Each office has someone
you have these designated to manage or lead it, and bulletin boards are displayed outside
offices? or within the facilities to display accomplishment reports,
announcements, and organizational charts.
4. Walk through the Almost every hall is maintained clean, and garbage cans can be found in
school halls, the every corner. There are two canteen at the school: the coop canteen and
library, the the school canteen. It is not unexpected that there are two due to the
cafeteria. Look school's enormous population; if there is only one canteen, students and
around and find instructors would swarm. Their library is now being restored after being
out the other unused for two years as a result of modular learning. Almost all of the
facilities that the facilities have been restored, except for their home economic workshop
school has. and gymnasium, which require reconstruction. Each facility employs a
color scheme of green and cream or cream and dark brown. Their
complex is largely located in the Occidental Mindoro Sports Complex is
being built as well.
Resource Teacher: Alvin P. Masangkay Teacher’s Signature: __________School: PTMSMNHS
Grade Year/Level: Grade 7 Subject Area: Mathematics Date: _________________________

1. Look at the walls of the classroom. What are posted on the walls?
What heroes, religious figures, lessons, visual aids, announcements,
do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the
teacher’s table located? How are the tables and chairs/desks arranged?
3. What are the learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?
When you enter the classroom, you will notice various wall displays. Some of the them are
educational quotes, health guidelines for the COVID 19 protocol, school vision and mission,
cleaners task of the week, announcement, images of the President of the Republic of the Philippines
and the Secretary of Education, and the like. Each classroom has 16 desks and 36 chairs, some of
which have built-in desks. They're made of thick plywood and steel, or wood and steel. During the
"brigada eskwela," each workstation is arranged in line with the adviser's design. Teachers' tables
are in the back side of the classroom or outside. Some teachers choose to place their teacher's table
in the faculty room. There are many learning materials presented inside of the classroom, it
composes of modules, portfolio, visual aids, etc. Every classroom is occupied by 30 to 38 students.

CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities
(Location, number, arrangement, condition)
1. Wall Displays There are several wall displays in each classroom that you may find in
any part of it. The majority of the display is focused on the COVID-19
health protocol and educational quotes.
2. Teacher’s Table Teachers' tables are located towards the back of the classroom or
outside. Some decided to put their teacher's table in the faculty room.
Because of the modules and other personal belongings of the teachers,
the tables are a bit messy.
3. Learner’s Desks Each classroom contains 16 desks and 36 chairs, with or without built-
in desks. They are constructed from thick plywood and steel, or wood
and steel. Each desk is arranged following the adviser's layout during
the "Brigada Eskwela." Even though the chairs and tables are in decent
shape, the others are a little damaged but may still be utilized by
students.
4. Blackboard Each classroom has 2 blackboards that are still in good condition and
are attached to the wall.
5. Learning Materials/ Textbooks for students may be seen towards the back, close to the
Visual Aids teachers' table. Depending on the type of module, it is placed in each
container. All students are allowed to utilize it during class, however,
they are not permitted to move it without the approval of their teacher.
Modules are sent home to students to study every Thursday and Friday.
6. Comfort Room The second-floor classrooms in the Grade 7 building do not have a
restroom. They go downstairs or to the opposite side of the building
since that is where their restroom is.
7. Water Dispenser Every classroom has its water jug or water dispenser, and students
must bring their drinking cups since it is against COVID-19 safety
protocol to use another student's cup.
 8. Center Table In the front of the classroom, there is one center table. Some of the
tables are the same as the students' desks. It is made of plywood or
wood. It was used to keep the instructors' teaching paraphernalia or
their television.
9. Cabinet Several cabinets may be seen on the side and back of the classroom. It
is in good shape and can carry a large number of modules and
educational materials.
10. Television In each grade level, just one television is supplied. It is not in a
permanent location because other sections of Grade 7 utilize it as well.

Write your observation report here.

Name of the School Observed Pedro T. Mendiola Sr. Memorial National High School
Location of the School Bagong Sikat, San Jose, Occidental Mindoro
Date to Visit September 12-16, 2022

The school is located in San Jose, Occidental Mindoro, in Barangay Bagong Sikat. The
main entrance gate of the school faces a national road, and the two sides of the school's
perimeter are residential areas, while the back area is forest. The school campus is at least 7
hectares in size. The majority of the buildings are newly renovated and constructed, although
others require repair or renovation like their gymnasium and home economic workshop. For
the interior and outside of the facilities, they utilize a combination of cream and green color.
Almost every hall is kept clean, and there are garbage cans at every corner.

Each classroom has various wall displays that may be found in any area of it. The
COVID 19 health protocol and educational quotations take up the majority of the display. Each
classroom has 16 desks and 36 chairs, some of which have built-in desks. They're made of
thick plywood and steel, or wood and steel. Each desk is set up according to the adviser's plan
during the "brigada eskwela," and although the chairs and tables are in good condition, the
others are somewhat damaged but may still be used by students. Every classroom is composing
of 30 to 38 students. They have 3 days of full face-to-face classes while the remaining days are
used for their modular learning.

ANALYZE
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
As I have noticed, campus buildings and classrooms are critical to learners' development
and learning. These have a significant influence on motivation, attitude, and performance in the
classroom. It has an impact on the effectiveness of the teaching and learning process. Students may
strengthen their abilities, obtain information in many fields, and put their existing knowledge in
the different competencies into practice if the school has sufficient and available facilities.
Additionally, the classroom environment influences students' learning as well. This is where they
spend most of their time when they are on school grounds. Students may learn in an enjoyable and
productive atmosphere if the classroom is well-organized, motivating, safe, and free of
distractions. As a result, the administration, teachers, other official school employees, parents, and
other government entities all play critical roles. They must ensure that all of the fundamental needs
of students in learning spaces are met on school grounds to create a conducive learning
environment for them.
How does this relate to your knowledge of child and adolescent development? How does this
relate to your knowledge of facilitating learning?
The concept that the school environment affects students' academic achievement and social
relationships is connected to behaviorism learning theory. This notion also holds that students'
behavior is influenced by their interactions with their surroundings. This hypothesis posits that
actions are affected and learned by external forces rather than internal forces. This indicates that a
pleasant learning environment that provides students with essential learning facilities has a
beneficial impact on students' social interactions, learning, growth, and values, allowing them to
flourish as individuals. On the other hand, if the school setting has a bad classroom physical layout,
it may negatively affect children's learning and cause social behavior difficulties.
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?
Given the many facilities used by the school for student-centered learning and development, I
would love to teach at the school that I have observed. It provides a favorable and safe learning
environment for its students as well as improved education for its teachers. Aside from that, I was
also familiarized with the school's facilities, laws and regulations, and even the teachers and staff,
which would help me cope if I choose to teach at Pedro T. Mendiola Sr. Memorial National High
School.
But first and foremost, I will focus on my school, where many students dislike or have already
low interest in math. This was my motivation for enrolling in this course from the start. I want to
begin by changing almost all of the students' attitudes toward mathematics. I want to put them first
so that I may share my experiences from secondary school with them and help them overcome
their misconceptions about mathematics.
2. What kind of school campus in conducive to learning?
A school campus must accommodate a variety of learners to be regarded as conducive to
learning. It should have adequate resources and facilities to assist all types of students in their
academic aspirations. It must give multiple learning chances in all areas, not just intellectual
growth, but also physical, social, and emotional development. Furthermore, the school must instill
moral values and social responsibilities. Finally, a safe school campus is well-maintained, clean,
and free of violence and pollution.
3. What kind of classroom is conducive to learning?

A classroom that is conducive to learning is well-ventilated, organized, clean, spacious, and

free of distractions so that students may study comfortably. This classroom should promote
acceptance and a sense of belonging. It should foster development, recognize successes, and value
diversity. In conclusion, it should eliminate violence and prejudice and foster good relationships
between teachers and students, as well as between students and their classmates. Furthermore, it
should allow for emotional support and meaningful social relationships.

4. In the future, how can you accomplish your answer in number 3?

To achieve a conducive classroom, I will put all of my skills and experience into practice and
develop into a productive, creative, and capable educator. I will emphasize respect, compassion,
and fairness to my future students for they to feel appreciated. I will foster a pleasant environment
in which learners may freely express themselves and engage in active involvement. I shall
constantly be mindful of my obligation and role to ensure that my teaching might foster them into
successful individuals.
5. Write your additional learnings and insight here.
This course taught me that a favorable learning atmosphere should exist not only in the physical
classroom layout but also in the interactions between students and teachers. Building a positive
relationship within or outside of the school is more crucial. Furthermore, I learned that every
individual should be valued and that diversity should be embraced.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays
Resource Teacher: Alvin P Masangkay Teacher’s Signature: ___________School: PTMSMNHS
Grade Year/Level: Grade 7 Subject Area: Mathematics Date: _________________________

Observation REPORT
(You may paste pictures of the Board display here.)

The bulletin board is one of the school's and instructors' techniques for informing everyone
about significant events taking on and off the school campus. The bulletin board display also tries
to educate by displaying reading materials or visual aids. It attempts, in particular, to convey
accurate information for everyone that is also aligned with the school's and the Department of
Education's vision, mission, goals, and values.
According to my observations of the entire campus, there are 16 board displays near the school
site's entrance gate. It stands out due to the right size of the board and its location. Each display
has its own set of departments, which include the Junior High School subjects and two more in
Senior High School. Aside from this, there will be board displays outside the principal's office and
Basic Education Information Systems in each classroom. The displays at the entrance gate show
each department's successes over the last year, activities during Brigada Eskwela, and profiles of
teachers in each department. Primary colors are usually applied in display design. Because
everything is printed or computerized, there will be no grammatical errors or misspelled words.
The BEIS in each classroom comprises announcements, teachers' and students' profiles, health
protocols, class regulations, and the like.
There is no interaction from the audience in any of the shows I've seen. This, in my opinion,
is a little alteration that can be implemented to encourage everyone to read and understand the
information included inside a display. Another item that may be modified is the background design
employed because the other display just overlays the first ones that were placed there without
changing the background design.
 BOARD DISPLAYS EVALUATION FORM

Topic of the Board Displays Back to School

Location of the Board Displays in School Entrance gate of PTMSMNHS

Check the column that indicate your rating. Write comments to back up your
ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

N S VS O
Criteria Comments
1 2 3 4
Effective The message of the bulletin is hard to catch
Communication up within a short time. It needs to highlight
It conveys the / the main message of the bulletin board by
message quickly using the most appropriate pictures.
and clearly
Attractiveness The usage of color background design in
Colors and the bulletin board theme created some
arrangement / concern. It needs some changes to fit the
catch and hold chosen theme.
interest.
Balance The letters and pictures are in a balanced
Objects are position however they need improvement in
arranged, so / their design.
stability is
perceived
Unity Put simple but attractive colors that are
Repeated shapes appropriate for the theme of the bulletin.
or colors or use
/
of borders hold
displays
together.
Interactivity Try to put in some touch of games so that
The style and the student may interact with the bulletin
approach entice board so they have time to see the main
/
learners to be objective of the bulletin.
involved and
engaged.
Legibility The letters are a medium size that can easily
Letters and be read within a good distance.
illustrations can /
be seen from
good distance.
Correctness There are no errors in the construction of
It is free from grammar and misspelled letters.
grammar errors,
/
misspelled
words,
ambiguity.
Durability The bulletin is secured by a glass case so
It is well- that is of the things inside of it are intact.
constructed,
/
items are
securely
attached.
Bulletin Board Evaluated by: Joriel S. Untalan
Location: Entrance gate of PTMSMNHS
Brief Description of the Bulletin Board

Things inside the bulletin board are secured by a glass case. The theme they use is for
the “Brigada Eskwela” or back to school. They use a violet background color and a yellow
outline for the pictures. Also, they show some of the profiles of the teachers in mathematics
as well as photos of participation of the mathematics department in back to school program.

EVALUATION
Very Satisfactory

Strengths Weaknesses
Description of  They use glass cases.  Usage of color that does not
the Bulletin  All of the things inside are complement the chosen theme.
Board layouts attached well.

Evaluation of  A little amount of interaction from

educational  There are no errors in the the audience.
content and construction of grammar  It is hard to catch easily the
other aspects and misspelled letters information that the displays want
to convey.
Recommendations or Suggestions for Improvement

 Increase the number of interactive, relevant, and up-to-date instructional information.

 Improve artistic and innovative design to attract the interest and attention of the audience.
 Use modern designs and materials.
 To add beauty, enhance the borders or explore with corner design.
 Choose colors that complement one another.
Signature of Evaluator over Printed Name:
____________________
JORIEL S. UNTALAN
My Board Displays Lay-out
 ANALYZE

What do you think was the purpose of the board displays?

The board display intends to focus on facts and impart knowledge in a specific area of
study with a creative touch. Furthermore, it is meant to engage students by exhibiting the
school's successes and achievements. It also introduces students to faculty members from
several departments, allowing them to become acquainted with their specific teachers in various
subjects.

Did the board display design reflect the likes/interests of its target audience? Why? Why not?

Yes, since it catches the readers' attention. A board display can have an audience that
includes everyone who views it, not just the student. As a result, it is critical to adapt the design
of the board display to all potential viewers so that what is displayed there retains its relevance.
We may claim that the design makes the information on our board display come to life.

Was the language used clear and simple for the target audience to understand? Why? Why
not?

Every bulletin uses language that is clear, concise, and easy for the intended audience to
understand. On the display boards intended for students, they utilize simple phrases, but the
language used on the display boards intended for teachers and school employees is more
official, professional, and in-depth.

Was the board display effective? Why? Why not?

Most of the board displays were built in a creative and inspiring manner, making them
effective and responsive in presenting information to their target audience. They are also
successful since they are placed in locations where they may be easily found and noticed.

What suggestions can make?

Following my observations on the board display, I believe it should have more instructive,
motivating, decorative, and instructional but interactive content. Outdated information and
design features should be changed and enhanced.

My Proposed Board Display

Theme: Mathematics: Informative, Challenging, and Fun

Board Title: Mathematics Department
Rationale:
Students are losing interest in mathematics these days. This bulletin contains
important but basic mathematics information and is intended to encourage learners' interest in
math in a fun way. As a result, this bulletin board is interactive since kids may contribute in
addition to presenting information.

Objectives:
 Encourage the student to take part in problem solving.
 Provide basic math information.
 Enhance the existing board display.
Best features of my proposed bulletin enhancement:
It focuses not just on math knowledge sharing, but also on student engagement in
solving math problems.
 Content Resources (Name each needed resources and give each a brief description):

 Printed Memes in Math- this will help to introduce math in a funny way.
 Printed Math Design- provide the aesthetic for the board display.
 Printed Math Crossword Games- this will encourage them to think the learners about
how to answer the crossword problem related to mathematics.
Materials for aesthetic enhancement:
 Printed images design
 Glue
 Scissors
 Printed background

REFLECT
1. Name at least five skills that a teacher should have to able to come up with effective board
displays. Elaborate on why each skill is needed.
The skills a teacher should have to be able to come up with effective board displays are as follows:
CREATIVE- The teacher is skilled at creating designs that complement the concept of the board
display being created. The work is not insignificant and should be taken into account.
INNOVATIVE- Aside from being creative, he must also be innovative in order to come up with
ideas to improve the bulletin that has not yet been utilized.
RESOURCEFUL- To help with the design of the display, the teacher must be resourceful. They
should be aware of the materials that are available and look for alternatives to those that are not.
CRITICAL THINKER- Be skeptical of the information that will be posted on the bulletin board
so that misleading information that may be used on the website that is the source of the display
information does not proliferate.
IMAGINATIVE- Before making a display, consider the probable outcomes of what will be done.
The materials utilized for the display will be visible here.
2. Which of the skills you named in # 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
My existing skills are creative, innovative, and resourceful. Because this is what I discovered
when I helped create the previous bulletin boards in Junior High. I plan our bulletins, and yet they
are polished by me. I also assist with the collecting of items to be utilized, including how and
where to obtain them. As a result, I became the team leader in charge of developing our bulletin.
3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire these skills?
Being innovative is something I still need to work on since I view it as a weakness in creating
the bulletin. I struggled to come up with a unique design that could be used for the display we were
developing. I always find ideas from the internet, and I use them.

LINK Theory to Practice

1. C 4. A
2. D 5. C
3. A 6. C
 SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment

For students to learn efficiently, an effective school environment is required. They are free
to participate in school activities. There are appropriate facilities for many parts of activities that
are away from distractions that might steal learners' concentration.
The school should not be near any businesses or residences so that students are not
distracted. Distraction is one of the reasons why kids lose attention while learning; examples
include vehicle noises, computer shops near the school, and many more. As a result, the school
should be located distant from the establishments, similar to how schools in other nations are
placed on top of a hill or a kilometer away from residences. The school must also have enough
facilities, including equipment, for every type of activity that students require in their studies.
Above all, students have the freedom to express themselves to everyone. They help organize and
implement school programs. The school should also promote student diversity and the absence of
discrimination, violence, and prejudice. In conclusion, a good school environment places a high
value on children's well-being, learning, and growth. It contains enough facilities and tools for
learning. These will bring the students together so that they can reach their full potential in many
disciplines.
Untalan, Joriel S. October 14, 2022
BSEd 4C
Episode 2
Learner Diversity: Developmental Characteristics, Needs and Interest

OBSERVED, ANALYZE, REFLEECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: Alvin P Masangkay Teacher’s Signature: ___________School: PTMSMNHS
Grade Year/Level: Grade 7 Subject Area: Mathematics Date: _________________________

Learner’s Development Matrix

Development Preschooler Elementary High School
Domain Age range of children Age range of children Age range of children
observed: 5-6 years observed: 8-9 years old observed: 12-13 years
old old
Physical
Gross-motor skill  Students are  Elementary  Students are very
especially reckless students are more active in sports and
in their behaviors. behaved than dance. During
They frequently recess, they like
preschoolers. Even
jump, move, walk, playing sipa and
without the performing
and run, which
might result in supervision and aid TikTok dances.
unwanted and of their teacher,
unexpected little they know how to
accidents. correctly handle a
pencil, ball pen, or
chalk.
 Regarding their  Their
Fine Motor Skill  They cannot grip writing,
their pencil excessive motions, cutting, and
properly unless they do not sit drawing abilities
their teacher guides properly unless are excellent.
and teaches them. instructed to do so
They can't control by the teacher.
their hands when Furthermore, they
writing, thus they
always utilize their
tend to write
furiously, hands to
practically ripping accomplish things
their sheets and that are unrelated to
exceeding the their lesson.
letters on the line of  They can answer
their papers.
different questions  They can work on
Self-help Skill  They cannot also
answer questions or independently their assignments
do activities on however they are alone, both
their own. They are still improving their academically and
dependent on their analyzing skill. non-academically.
parents and
teachers.
 Social
 Students at  Learners are polite  Students like
Interaction with preschool engage enough to approach collaborating with
Teachers their friends.
with their teachers. their teachers.
Although they
They are
have the politeness
continually looking to greet their
for their teacher's teachers every
attention to obtain time they meet
praise. It's because them, they appear
students get a sense rude to their
of accomplishment teachers when they
do not stand up
whenever they
while reciting and
complete a task when they do not
assigned to them seat properly in
by the teacher. It's class, or when they
also because there chat with their
are incentives for teachers as if they
students to engage are simply talking
to their friends.
in class.
 They do not
Interaction with interact with their  They always hang
Classmates/friends peers most of the  They get along well out with their
time. Because they with their teachers friends which
are competing for and even their sometimes leads to
cutting their
their teacher's classmates.
classes.
attention.
 They are interested
in a variety of  They still enjoy
Interests topics. They like  They enjoy playing playing mobile
singing, dancing, video games and games, however,
playing, and viewing fictitious other juvenile
interests are
writing. shows, movies,
disappearing.
cartoons, and
anime.
Emotional
Moods and  Kids are unable to  They can control  They easily get
temperament, articulate their their emotions, irritated by a small
expression of
emotions. Some however, they tend thing. They can
feelings
kids throw to cry when they hide their
tantrums when they realize they lose in emotions and not
come to class. a small fight. easily show them.
 They are unable to  They express their
Emotional manage their feelings for as long  They start to gain
independence emotions and as no one stops self-
moods in different them. consciousness.
situations. Their
emotions are
affected by their
 parents' availability
and presence.
Cognitive
Communication  Other words are  They can interact  They can engage
Skills tough for them to and express their effectively in
pronounce. As a thoughts and ideas Filipino but
result, they speak struggle to explain
in Filipino, but it is
whatever comes to their thoughts and
mind, even if the more difficult for ideas in English.
rest of what they them to do so in When asked to
say is irrelevant to English. read an English
the lesson. statement or text,
Thinking Skills  They understand  They can decide for they struggle to
how to write but themselves but they pronounce even
not how to basic words. They
still need the
distinguish an can sometimes
alphabet letter. The guidance of their answer their
same is true for teachers or parents. professors'
counting; they queries, but most
know how to count  Some motivated of the time they
but cannot identify students focus on can't.
numbers. the topic, but there  They can solve
Problem-solving  They request are also distracted real-life problems
assistance from on their own.
individuals. As a
their teacher in
completing their result, individuals
tasks. And they are who were focused
distracted by a were more likely to
variety of factors, complete the task
making it difficult accurately and
for them to
effectively than
comprehend their
lesson. those who were not.

REFLECT
1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?

Almost everything I observed in the learners was similar to what I had experienced before. I
am always engaged in activities both inside and outside of the classroom, and I frequently recite
my teacher's questions. I had no issue connecting with others since I was used to speaking in front
of large groups of people and I was constantly assigned to report classes on various subjects, but I
had difficulties communicating in English because I was used to conversing in Tagalog. Except
for the basketball game, which I'm not used to playing, I don't fall behind in sports. I can also
explain my emotions to others, thus I've acquired a lot of friends. These are only a few of my
experiences, and I recall being the same age as the students I observed.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social and cognitive? How did it affect you?
 I will never forget my kindergarten teacher because she helped me manage my schoolwork.
She assisted me in developing my interpersonal abilities by conversing with our elders. Physically,
she always creates activities for us or makes us do simple things like getting water, sweeping,
fixing benches, pulling grass, and so on. She usually blended a game while she lectured, so I learnt
more in her sessions, and she let us do our activity sheets on our own. Even though I was still
young, I was no longer afraid to approach many individuals who were older than me. We were
able to show off our abilities that we had built over time thanks to her.

3. Share your other insights here.

Differential development should begin from a young age since it will be harder for our bodies
and minds to adjust as we become older. This is something else I noticed when watching the videos
of pre-school students. Development must not be hampered in order for the youngster to improve
it as he grows up; otherwise, it will have a massive impact on almost every aspect of a learner.
LINK Theory to Practice
1. A 2. D 3. A

SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a future teacher?
Clip some reading about this theory and paste them here.

Piaget’s 4 Stages of Cognitive Development

 If I teach, I will be able to utilize the proper approaches with the support of this
idea. You will be able to address the demands of your student due to Piaget's cognitive
development because he demonstrated here the qualities that children have dependent on
their ages. I'll also know how to approach them in the best way.
Untalan, Joriel S. October 14, 2022
BSEd 4C
Episode 5
Creating an Appropriate Learning Environment
OBSERVE, ANALYZE, REFLECT
Activity 5.1 Managing Time, Space and Learning Resources
Resource Teacher: Mary Joy S. Jamot Teacher’s Signature: ___________School: PTMSMNHS
Grade Year/Level: Grade 8 Subject Area: Mathematics Date: _________________________
Observe
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their ages

Attitude changes occur in learners. Girls' activities get more refined throughout time; they
become quieter, lose interest in children's games, and dress properly. The guys still exhibit
childlike behaviors, but they, like the girls, are maturing. In Grade 8, you will notice a
transformation in the learners' behavior; they are becoming more like teenagers as they approach
the age of 13 to 14.

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

Every classroom has more girls than boys. The number of males range from 8 to 15, while
the number of girls range from13 to 24.

3. Focus on their behavior. Are they already able to manage their own behavior?

My observations show that the attitudes in each classroom differ. Many students are still
admonished because they are stubborn, naughty, and noisy. Their actions are comparable to those
of grade 7, although there are some differences. They have not yet totally mastered their behavior,
but if they make a mistake, they will feel shame in themselves.

4. Can learners already work independently?

Yes, because they take the effort to complete their tasks in classroom before the lesson
begins. Women are frequently the ones who take the initiative and accomplish what is assigned
to them, whereas males generally disregard it and do their own thing.

5. Describe their span of attention.

During class, they pay complete attention. You notice that they don't merely talk next to
each other, make fun of each other, or do anything else that may disrupt the class. However, they
quickly lose interest in what is being taught and are unable to keep up with the lessons.
 ANALYZE
Analyze and answer these questions on observed classroom management practices. It is
also good to ask the teacher for additional information, so you can validate your observation.
Write your notes below; organize your data in the Table that follows.
1. Are these areas in the classroom for specific (storage of teaching aids, books, student’s
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for
specific purpose are not present?

The classroom is set out like a normal school, with two blackboards in front, learners'
desks and chairs, ceiling fans, and lighting. There is a designated storage space for
instructional materials, books, student belongings, and supplies. The teaching aids, such as
learning modules, are grouped and stacked at the teacher's table in the back of the class.
Furthermore, students have their own possessions and textbooks, which are frequently kept
in their bags, which are seated by them in their chairs.

2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?

The only regulations displayed in the classroom are about maintaining social distance
and wearing masks, which are pertinent given the pandemic we are still dealing with today.
Rules, however, such as:
 No eating allowed during classes;
 Phones are not permitted to be used during class hours.
 Avoiding negative and harsh statements;
 Arriving early to class; and
 Respecting their instructors and classmates,
are not displayed in the classroom. They were applied and agreed upon verbally between the
teacher and students. These rules support positive behaviors by encouraging students in
developing and strengthening self-discipline. These norms help kids become responsible and
attentive students, which improves the effectiveness of their learning. Because of
this, students may better understand their teachings.

3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What’s the effect of students’ participation in
rule-making on students’ behavior?

The instructor presented the classroom regulations that are being enforced in class.
However, they were reached through a discussion between the teacher and the students.
Participation of students in rule-making is vital because it allows them to express their
concerns about required acts that must be limited in order for them to achieve discipline and
responsibility.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment
of monitors, warm-up activities, etc.) How are they done?

Before beginning the class discussion, the teacher requests a student representative to
lead the prayer. Later, she will welcome the students, and they will then greet her. She then
directs them to sanitize the areas around them before sitting. Following that, she will site
some announcement and she will inquire about their well-being before reviewing the
students' assignments.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
 The seating arrangement in the class is determined by the students' reading abilities.
Readers who struggle are situated near to readers who perform well. This is to help them
deal with reading. This method benefits both the instructor and the students in class
management. In addition, the teachers recommend a different seating arrangement for males
and girls.

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

Even during class discussions and assessments, students like conversing with their
classmates. When the teacher advises students to be quiet and observe silence in class, they
listen. She makes them realize that there are other classes going on that they may disrupt if
they continue to chat throughout their class. She assigns jobs and activities to her students
to keep them quiet at times. And there are times when she calls the loud student/s, asking
what is wrong and forcing them to give their thoughts on their lesson. The noise level within
the classroom is well-managed in this way.

7. If a learner is not following instructions or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.

When a student is not following instructions and is off-task, she asks the student what
the problem is. She will propose a remedy if she is able to do something about the student's
situation. She also uses nice phrases to discipline students to perform appropriately and listen
attentively on several occasions. Furthermore, if the learner does not follow the norms
agreed upon by the teacher and the pupils, he will face the consequences of his/her actions.

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

There are rules and regulations in place for students in the classroom to encourage
good actions. As a result of the wrong behavior they may have committed, consequences are
awaiting them. Routines are also in place to assist them in establishing standards and
behavioral expectations. These routines guarantee that students know what to do next,
allowing the teacher to provide them instruction at all times. Furthermore, the teacher
reinforces good and compassionate words while warning and instructing students in order
to prevent encouraging improper conduct, because negative language reinforces wrong
behavior. She also fostered positive relationships among her students. Its purpose is to assist
her in determining what causes their behavioral issues.

REFLECT
Reflect as a future teacher.
1. Why do you need to enforce positive discipline?
Positive discipline is critical for promoting self-control and improving students' respect for and
compliance to the rules and regulations of the classroom and the school in which they are enrolled.
These guidelines will assist children in becoming well-mannered students and citizens.
Teachers must impose good discipline in the classroom in order to provide a secure learning
environment for children in which disputes and difficulties are effectively resolved. Students will
not do anything terrible as a result of this. They will be more careful and responsible for any
activities and judgments they attempt to make.
Teachers must be the class's role model in order to implement constructive discipline. Learners
understand from the language and conduct that educators exhibit, thus she must model the behavior
that she expects to see in her students.
 Activity 5.2 Identify The Different Aspects of Classroom Management
Resource Teacher: Mary Joy S. Jamot Teacher’s Signature: ___________School: PTMSMNHS
Grade Year/Level: Grade 8 Subject Area: Mathematics Date: _________________________

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observed a class and accomplish the given matrix.
Aspects of Claaroom Effect on the Learners
Management Description (to be filled out after you
anwer the analysis
questions)
1. Specific Areas in the The room is set up The student are able to locate
Classroom conventionally. There easily different learning
are cabinets for students' materials.
outputs, or teaching aids.
2. Classroom Rules The regulations of the These rules are important
classroom are carefully because they help students
followed and applied. The become more accountable
class secretary keeps a list of for their actions. These rules
every student who violates also make them well-
these rules and reports them to mannered and respectful to
their teacher. other people.
3. Classroom Procedures The protocols for the These procedures make the
classroom were introduced on learners be comfortable
the first day of classes. They while learning.
are also being finished right
now.
4. Daily Routines Students are taught daily These uphold constant
routines that have been standards and provide less
developed. instruction from the teacher.
5. Seating Arrangement The seating arrangement The seating arrangement
works well. It is being able the students to work
observed, and moving to seats with and help their peers. It
not designated to a certain is because struggling readers
student is disallowed. situated beside a student who
can read well.
 6. Handling To deal with misbehavior/off- Students are not threatened.
misbehavior/off-task task conduct, the instructor use They remain motivated and
behanior encouraging words. ready to improve their
performance in class.
7. Reinforcement of Positive behavior Learners have great self-
Positive Behavior reinforcement is successful, esteem, good behavior, and a
and it results in beneficial strong desire to attend class.
outcomes for both the
instructor and the students.

ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
Students develop discipline as a result of classroom organization and routines. They become
aware of the daily tasks assigned to them, such as cleaning their environment and arranging things
in the classroom. It promotes a good class flow with a positive attitude on exhibit.

2. What should the teacher have in mind when he/she designs the classroom organization and
routines? What theories and principles should you have in mind?
It is necessary to support and assist students' development when creating a classroom
organization and routines. The teacher also considers the students' circumstances and experiences
in order to provide appropriate routines and classroom organization in their class. The teacher can
employ various developmental theories, such as Piaget's cognitive development. Proper classroom
organization and routines will be facilitated and provided as a result of the teacher's knowledge of
the students' abilities based on these theories.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
Having established guidelines to manage student behavior will be extremely beneficial. These
rules assist the teacher in maintaining a peaceful and positive relationship with the students both
inside and outside of the classroom by displaying a positive attitude. Students are motivated when
they receive rewards or praise for their efforts. Students can do their work well if they first receive
feedback from their teacher. This is also something I notice when I observe classes. As a result, I
can state that the rules and rewards are effective in meeting the students' behavioral expectations.
REFLECT
1. Imagine yourself organizing your classroom routine in the future. In what grade level do you
see yourself? What routines and procedures would you consider for this level? Why?

I plan to teach Grade 7 because it is easier to obey and reprimand them. It's not like the
higher levels are stubborn and don't always follow their teacher's orders. The routines I will use
with them are simple, but will aid in their development. A routine is not required for the difficult
to do because it is easy for students of this age to lose interest because they are transitioning from
being a child to a teenager.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?

The rules I'll pursue are as follows:

1. There will be respect for all living things.

2. Maintain the environment's cleanliness;
3. Maintain a clean and orderly classroom;
4. Participate in activities actively;
5. Maintain neat and clean clothing; and
6. Always arrive on time for class.

All of these are desirable followed rules because they can help students develop many aspects
of themselves and are also consistent with our core values.

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

According to the rules, creating rules must be done with the students because they will be
greatly influenced it. In this modern day, it is necessary to obtain student feedback because it is
one of their rights to participate in educational activities such as rule making. This will give a
chance to the teachers and students to strengthen their bonds with one another.

LINK Theory to Practice

1. D 2. C 3. B
SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put pictures
of the physical space and learning stations which contribute to the effective implementations of
classroom management.
Untalan, Joriel S. October 14, 2022
BSEd 4C
Episode 6
Classroom Management and Classroom Routines

OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Mary Joy Jamot Teacher’s Signature: ___________ School: PTMSMNHS
Grade Year/Level: Grade 8 Subject Area: Mathematics Date: _________________________

OBSERVE
Observe classroom routines of the Resource Teacher by accomplishing the given task.

Checklist On Classroom Routines

Check Yes (/) if observed and (x) if not observed.

Not Observed
Classroom Routines Observed ( / )
(x)
1. Movement into the classroom x
2. Transition in classroom activities /
3. Movement out of the classroom x
4. Use lavatories / comfort room / washrooms x
5. Passing of papers /
6. Passing of books /
7. Working with pair / groups /
8. Tardy students /
9. Absent students /
10. Submission / collection of materials /
11. Submission of projects /
12. Asking questions during lessons /
13. Asking for assistance /
14. Joining classroom activities /
15. Lining up /
16. Walking in line x
17. Fire Drill / emergencies x
18. Movement between activities /
19. Use of classroom supplies /
20. Checking of assignments /
Others, please specify
 21. Checking of proper uniform /
22. Cleanliness of classroom /
23. Arrangement of chairs and table /
24. Presentation of individuals task /
25. Checking of modules /

ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.

1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?

Yes, based on my observations while observing the students, I can see that the teacher's
routines in his teaching are beneficial and effective. It keeps students disciplined in various areas,
and each lesson flows well. The teacher is no longer troubled because the students already know
what they will do on a daily basis, even if they do not keep track of them.

2. Which of those routines were systematic and consistently implemented? Explain your answer.

Checking students' attendance, praying, and cleaning the classroom are always part of the
routine. This is the first thing I noticed during my observations, because other routines change or
disappear, but these three do not, because this is what students and teachers frequently and easily
do.

REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
In my class, I have a routine of praying before class begins. Because prayer is essential in all
that we do on a daily basis. This serves as our guide to ensure that everything we do is done
correctly. Prayer is simple, but I rarely see it before other classes begin. So this is what I chose
because God is at the center of everything we do, so we should offer them all to Him.

Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Mary Joy Jamot Teacher’s Signature: ___________ School: PTMSMNHS
Grade Year/Level: Grade 8 Subject Area: Mathematics Date: _________________________

OBSERVE
Classroom Rules Importance
1. Avoid too much noise.  It helps to maintain the focus of the student.
 It will not distract the flow of discussion.
 2. Respect your classmates.  It will support the mutual relationship
between every student with a positive
attitude.
3. Wear your proper uniform every day.  This assist the discipline of each student.
 They are easily to determine of the everyone
whether they are student or an outsider.
4. Be on time when entering the class.  This will serve as their practice since they
are able to find their work soon.
 It also pays attention to be early in
everything they do.
5. Actively participate in the discussion  They are able to keep up with the flow of the
lessons.
6. Maintain the cleanliness of your  Students will secure their safe and healthy
surroundings. environment.

ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?

The first reason for making rules is due to student behavior. Because students come from
diverse backgrounds, they must follow a set of rules in order to communicate with one another and
avoid conflict or fighting. The second consideration is to adhere to the competencies that the
students need to practice. These competencies apply not only to academics but also to socializing
and dealing with others. The final factor is adhering to the school's mission, vision, and goals.
2. Are classroom rules really important?
Yes, because it fosters a positive learning environment for all students. It maintains order and
prevents undesirable events from occurring on school grounds. It also improves the flow of the
class and helps to avoid delays. Rules also help students develop skills such as discipline,
responsibility, and others.

REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
My resource teacher's rules are not posted in her classroom; they were only agreed upon
verbally by him and the students, and he did not write them down. I've noticed that even if you
don't read it, this is effective because the students already remember all of them. If I teach, I will
follow his rules, but I will add more depending on the type of student I have.
 SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about the pictures.

Students are taking their 2nd summative test in math without making any noise even they are finish
on answering it.

The students are actively participating with their teacher. There was no commotion or noise while my
cooperating teacher was taking their attendance.

LINK Theory to Practice

1. A 2. A 3. A 4. D 5. D.
Untalan, Joriel S. October 14, 2022
BSEd 4C
Episode 7
Physical and Personal Aspects of Classroom Management

OBSERVE, ANALYZE, REFLECT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Mary Joy Jamot Teacher’s Signature: ___________ School: PTMSMNHS
Grade Year/Level: Grade 8 Subject Area: Mathematics Date: _________________________

OBSERVE
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
/
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class? /
1.3 Was the teacher present in class? /
1.4 Did the teacher arrive on time in class? /
1.5 Does the teacher exude a positive attitude towards teaching? /
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? /
2.2 Is the lighting good enough? /
2.3 Is the classroom free from noise? /
2.4 Does the seating arrangement provide better interaction? /
2.5 Is the design/structure of the room inviting to classroom activities? /
2.6 Is the physical space/learning station clear from obstruction? /

ANALYZE
Analyze the different elements of personal/physical classroom management and answer
the following question.

1. How does the voice of the teacher affect classroom instruction?

The teacher's voice makes an important contribution to classroom teaching and learning.
The participation of a student is dependent on the teacher's voice. Many students are unable to
keep up if the teacher's voice is low, yet many participate if the teacher's voice is moderate or high.

2. How does the punctuality of the teacher affect classroom discipline?

Because of the amount of work that the instructor accomplishes in the faculty, she is
frequently late for her class; yet, this allows the learners to complete their other assignments in all
other subjects. Also, when the instructor is late, the students create noise because no one
reprimands them.

3. Why do we need to check on the physical aspects of classroom management?

A continuous awareness of physical classroom management aids in the smooth flow of

instruction. Obstacles that might disrupt the class are reduced, which is frequently the cause of
learners being diverted from their lesson. The instructor may also guarantee that the potential
injury that the student will get inside the classroom is avoided.

REFLECT
Reflect on the aspects of personal and classroom management.

1.What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management.”

This signifies responsibility to me. Because effective classroom management is essential

to a learner's development, it is a great responsibility that rests on every teacher. The teacher will
take various factors into account because the students have different personalities, faiths,
cultures, and genders. These are in addition to the student's disability, which the instructor must
address in his teaching.

2.What are your plans in ensuring effective classroom management?

The first step is to find out about my students' behaviors since this is the first component I
will evaluate because their behavior has a stronger impact on their learning and interacting with
others. The second step is to understand their strengths and limitations so that I may address their
needs not just in terms of knowledge but also in terms of personal needs. The final step is to
establish suitable classroom rules based on the school's student handbook.

Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the

management of learner behavior.

Resource Teacher: Mary Joy Jamot Teacher’s Signature: ___________ School: PTMSMNHS
Grade Year/Level: Grade 8 Subject Area: Mathematics Date: _________________________

OBSERVE
Check the management strategies employed by the Resource Teacher.
Check observed, put an if not observe and for no opportunity to
observe.
No
Not
Effective Classroom Management Strategies Observe opportunity
observe
to observe
1. Model to the students how to act in different
/
situations.
 2. Establish classroom guidelines. /
3. Document the rules. /
4. Refrain from punishing the entire class. /
5. Encourage initiative from class. /
6. Offer praise and rewards. /
7. Use non-verbal communication. /
8. Take time to celebrate group effort. /
9. Let students work in group. /
10. Interview students to assess their needs. /
11. Address bad behavior quickly. /
12. Consider peer teaching. /
13. Continuously engage the students. /
14. Assign open-ended project.
15. Write group contracts.
Other’s (Please Specify)
16. Reminding the classroom rules
17. Checking the school uniform /
18. Open to suggestions of the students /
19. Assign an individual project /
20. Always check the output of students /

ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management?
My resource teacher employs 2 to 3 strategies the majority of the time. These are the most
frequent, yet they are quite beneficial to students. It not only helps students, but it also keeps the
order of her lectures since students become more engaged when she employs them.
2. What were not used by the Resource Teacher? Were these important? What should have been
used instead? Explain.

Other strategies, in my opinion, are unneeded because all of the strategies used by my resource
teacher are appropriate for the learners. If she modifies them, she will have to make another
adjustment, as well as the Grade 8 students. Because the students are still adjusting to their new
study environment, they need time for adjustment before devising a new strategy that will work
for them.
 REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse types of
learners?

One of the great techniques I've seen is to eliminate the setting arrangement unless absolutely
essential so that the students may interact and get to know their classmates. The elimination of the
setting arrangement has a positive influence on the student, allowing them to distinguish
themselves from their peers, allowing a good relationship to emerge that respects everyone. Apart
from getting to know their classmates, they will also have the option to collaborate to teach each
of the lessons, which will improve the effectiveness of your instruction.
SHOW Your Leaning Artifacts
Show piece(s) of evidence of learning to capture the classroom management strategies used
by your Resource Teacher.

LINK Theory to Practice

1. D 2. C 3. D 4. D 5. D
Untalan, Joriel S. October 14, 2022
BSEd 4C
Episode 8
Close Encounter with The School Curriculum

OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the setting

Resource Teacher: Ma. Basilia L. Barongan Teacher’s Signature:_______ School: PTMSMNHS

Grade Year/Level: Grade 10 Subject Area: Mathematics Date: _________________________

Type of Curriculum Where found Description

It contains competencies that
1. Recommended Curriculum At the principal’s
students need to learn and
(K to 12 Guidelines) office
practice.

This is the flow of teaching in a

teacher's lesson. It is based on
2. Written Curriculum
Inside the classroom each topic's competencies. You
(Teacher's Lesson Plan)
can also see the strategies that
teachers use in their classes.

This is the actual teaching of the

3. Taught Curriculum (Teaching
Learning Process)
teacher of his lesson. Here he is
already practicing the lesson plan
Inside or outside the he made. This is also where you
classroom can see the interaction of the
teacher with the student and the
feedback that the teacher gives to
their student and vice versa.

These are the tools used by the

teacher and students in the
4. Supported Curriculum teaching and learning process,
Inside the classroom
(Subject textbook) examples of which are modules,
computers, and other teaching
aids.

5. Assessed Curriculum It is used as a formative

Inside the classroom
(Assessment Process) assessment to find out if the
 students have learned anything
after each lesson. It is in the form
of activities, quizzes, summative
tests and others.

6. Learned Curriculum This refers to the result of the

(Achieved Learning Inside the classroom assessments obtained by each
Outcomes) student or in other words, grades.

This is the curriculum that is not

taught in the normal classroom
7. Hidden Curriculum (Media) School campus
setting, it happens in extra-
curricular activities.

ANALYZE
Which of the seven types curriculum in the school setting is easy to find?
Taught Curriculum is obvious because it refers to the execution of a teacher's lesson plan
or the teaching process that can be found inside or outside the classroom.
Which is difficult to observe? Why?
Learned Curriculum is difficult to observe because viewing a child's grades requires
permission from the teacher and parents.
Are these all found in the school setting? How do curricula relate to one another?
The entire curriculum is accessible on the school campus. Because this is the primary
location for almost all curricular activities. School is also a formal setting for teaching various
types of curriculum. The curricula are all in line with our country's recommended curriculum,
which is K-12. Republic Act 10533 requires the implementation of this curriculum.
 Draw a diagram to show the relationship of one curriculum to the other?

REFLECT
Make a reflection on the diagram that you have drawn.
According to the diagram I created, all other existing curricula are linked to our country's
recommended curriculum. The lesson plan or written curriculum is aligned with the taught
curriculum, assessed curriculum, and learned curriculum. Because it has a direct relationship
with the recommended curriculum, the written curriculum and the supported curriculum are
related. Because it is not taught in the classroom, only the hidden curriculum is unrelated to the
other branches of the curriculum.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
Resource Teacher: Ma. Basilia L. Barongan Teacher’s Signature: ______ School: PTMSMNHS
Grade Year/Level: Grade 10 Subject Area: Mathematics Date: _________________________
OBSERVE

Observe and Record Observation on the Following Aspects

Key Guide for Observation (Carefully look for the

Major Curriculum Components indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What
major parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?

The objective of the lesson plan is to generate

patterns.
 b. What are included in the subject matter?

The topic included in this objectives is sequence and

patterns.

c. What procedure or method will the teacher use to

implement the plan?

My resource teacher used an inductive method to

teach her lessons.

d. Will the teacher assess or evaluate the lesson? How

will this be done?

The teacher gives an activity about the sequence and

patterns by means of answering the follow activities
on it. One of the activity she gave is letting the
students to give their own sample of finite and
infinite sequence.

B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?

The teacher starts the lesson by using motivation of

sequence in real life.

b. What procedure or steps were followed?

After giving the motivation, they proceed to proper

discussion of lesson, developing their mastery by
identifying the infinite and finite sequence, and then
the last is answering the follow activity on sequence
and patterns.

c. How did the teacher engage the learners?

She conducted an oral recitation, giving real life

sequence, etc.

d. Was the teacher a guide at the side?

My resource teacher does not have any guide during

their discussion except to the modules of the student.

e. Were the learners on task? /Or were they

participating in the class activity?
 Not all of the students are able to participate in the
class because they renewing again in the learning
environment after the 2 years of modular learning.

f. Was the lesson finished within the class period?

The lesson is finished within the given class period.

C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?

As I observed the result of their activity, mostly of

the student are achieved the learning outcome of
their lesson.

b. How did the teacher assess/evaluate it?

The teacher is evaluating it by giving her student an

activity related to their lesson.

c. What evidence was shown? Get pieces of evidence

I did not get evidence because the students' activities

were given to them again to keep and return again if
it was already in their portfolio.

ANALYZE
Write a paragraph based on the data you gathered using these key questions
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?

My resource teacher is excellent in my opinion because she achieved the goal of her lesson. I
was even more impressed by the qualities she demonstrated while teaching. Because her students
were still adjusting to their new learning environment, her first teaching after two years of modular
was difficult. I also think his character is ideal becausse he never gives up on properly teaching
her student the lesson.

2. Was the lesson implemented as planned? Describe.

Yes, because they began with the routines before moving on to the lesson's proper discussion.
There are times when she diverts the lesson to allow her students to rest their minds about the
lesson, which is good so that they do not lose interest in what she is teaching.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager?
Satisfied and contented? Disappointed and exhausted?
 After her discussion, I noticed that the teacher was happy and exhausted. She was happy
because he saw that her students had learned something from her lesson, but she was exhausted
because it became difficult for her to teach the lesson due to what her students were going through.
4. Can you describe the majority of students' reactions after the lesson was taught? Confused?
Happy and eager? Contented? No reactions at all.

Majority of them are contented because they cope up to finished one of their hard subject
of the day. Contented because they gain new knowledge, I did not say they happy since during
the discussion they also experience hard time to learn math.

REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.

When creating a lesson plan, you must first decide what lesson you will teach. As a result,
the textbook you'll use and the competency you'll take are determined by the curriculum guide for
the subject you'll be teaching. You will base the content of your lesson plan on your teacher's guide
so that you understand the flow of your lessons. All of the activities you will use are detailed in
your teacher's guide or the students' module. You must achieve your learning outcomes at the end
of your lesson plan by participating in the activities.

Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: Ma. Basilia L. Barongan Teacher’s Signature: School: PTMSMNHS

Grade Year/Level: Grade 10 Subject Area: Mathematics Date: _________________________

OBSERVE
Using the diagram below fill up the component parts of a lesson plan.

I. Title of the Lesson: Sequence and Patterns

II. Subject Area: Mathematics
III. Grade Level: Grade 10

To generate Inductive method is  Identifying if it is

patterns being utilized in the finite or infinite
whole lessons. sequence
 Let the student give
their own sample of
finite and infinite
sequence.
 Answering Activity
2: Getting to know
you.
 ANALYZE
Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

Yes, because the inductive method teaches the lesson of sequence and pattern, all components
are aligned. Because of the new normal education situation, the student will have difficulty if it is
deductive. However, the outcomes are achieved through the activities carried out.

2. Will the outcomes be achieved with the teaching methods used? Why?

Yes, because of the inductive method, students will understand the lesson better. The teacher
can also support the students' questions if inductive is used. That's why the students and teachers
achieved the learning outcomes at the end of their lessons.

3. What component would tell if the outcomes have been achieved?

To say that the learning outcome of a lesson has been achieved, all domains must be
developed. The domains are cognitive, psychomotor and affective domains. All of this should be
seen in the outcomes of the lesson plan.

REFLECT
What lessons have you learned in developing or writing a lesson plan?
Creating a lesson plan is not easy because you have a lot to consider. Obtaining and
aligning the objectives of your lesson with the curriculum standard is difficult because it needs to
be aligned with your approach of teaching. Doing this is not easy because what the student learns
depends on what you do.
What value will it give to the teacher if the three components are
aligned?
He will be an effective teacher who considers his students' learning interests at all times.
In each lesson, many students will be given the opportunity to participate in the discussion. Your
students will remember you for the rest of their lives if you teach them well.

SHOW Your Learning Artifact

Learning Artifacts for Activity 1-2
Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can
be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.

Lesson Title: Sequence and Patterns

Subject Area: Mathematics
Grade Level: Grade 10

Lesson Outcomes Teaching Methods Evaluation

1. Identifying if it is
To generate Inductive method is
finite or infinite
patterns being utilized in the sequence
whole lessons. 2. Let the student give
their own sample of
finite and infinite
sequence.
3. Answering Activity
2: Getting to know
you.

LINK Theory to Practice

1. B 2. B 3. D 4. D 5. B