Field Study 2

Participation and Teaching Assistantship
Chapter 1 Searching for Instructional Materials

1.1 EXPOSURE
Examining Instructional Materials from the School’s Resources or Through
Technology or Digital Resources
One of the things that your Cooperating Teacher (CT) needs assistance from you is your skill
in searching for Instructional materials. Your CT will give you a list of instructional materials
he/she needs in a particular lesson or lessons. You may also be requested to search for
information or do PowerPoint presentation for instructional materials generated from the
internet.
Request a copy of your CT’s learning plans of his/her subject and look at the learning
objectives as your guide in searching for his/her needed instructional materials.
Make a checklist of the sources where you can get the appropriate instructional materials for
your assigned subjects.
Subject School List of Technology Website and Short Description

Resources Materials and or Digital of the Instructional Materials
Short Resources
Description
Example
Araling Book on the On-line https://www.onthegotours.com
Panlipunan Library Different The Official Seven New
Wonders of the Wonders of the World
World with  Man-made Wonders
description/s  Nature’s Wonders
Introduction Library PowerPoint Laptop and  Notable Philosophers

to the Presentation Projector
Philisophy of
the Human
Person
1.3 IDENTIFICATION
Considering the Different Principles in Selecting Instructional Materials
Check whether what you have searched adhere to the given principles:
Yes No
a. Principles of Appropriateness (appropriate to the intended learning
objectives and level of the learners) √
b. Principle of Authority (present, accurate, up to date and dependable
information) √
c. Principle of Cost (economical and easy to manipulate)

√
d. Principle of Interest (power to encourage creativity and imaginative
response among the learners) √
e. Principle of Organization and Balance (clarity and in accordance with the

principles of learning such as reinforcement or transfer) √
REEXAMINING YOUR ASSISTING TASK:
In assisting your CT to search for appropriate instructional materials, what problems

have you encountered as regards to the principles to apply in the selection of instructional
materials?
ANSWER:
In assisting my cooperating teacher to search for appropriate instructional materials in the lesson
"Notable Philosophers," I have encountered several problems regarding the principles to apply in
the selection of instructional materials. One of the main challenges is finding materials that are
age-appropriate and engaging for students. When selecting instructional materials, it is crucial to
consider the cognitive and emotional development of students. However, finding resources that
strike a balance between being challenging yet understandable can be difficult. Many available
materials on notable philosophers are written at a higher reading level, making it challenging for
younger students to comprehend. Another problem I have encountered is ensuring diversity and
inclusivity in the selection of instructional materials. It is essential to present a variety of
perspectives and voices from different cultures and backgrounds. However, many resources tend
to focus on Western philosophers, neglecting contributions from other regions. Additionally,
finding materials that align with the curriculum objectives and learning outcomes can be a
challenge. It is important to select resources that not only provide information about notable
philosophers but also promote critical thinking skills and encourage students' active
participation. To overcome these problems, collaboration with colleagues and extensive research
has been crucial. Consulting with other teachers or subject experts has helped in identifying
appropriate resources that meet both age-appropriateness and curriculum requirements.
Additionally, exploring online platforms dedicated to educational resources has provided access
to diverse perspectives on philosophy.
1.4 INTERNALIZATION
Applying Guidelines in Selecting Instructional Materials
As you search for your Cooperating Teacher’s needed instructional materials, fill
out the table below to serve as your guide in searching and preparing instructional resources.
Year Learning Objectives Subject Purpose for the Possible Instructional

Level Matter Instructional Materials Resources
Grade 12 This lesson aims to broaden Introduction Instructional materials help One possible instructional
students' understanding of to the contextualize the historical material for this lesson is
different philosophical Philosophy of background in which these a PowerPoint
perspectives. By studying philosophers lived. Students presentation. This
the Human
philosophers from various can understand how presentation can include
schools of thought such as Person societal factors influenced concise biographies of
Plato, Aristotle, Descartes, their ideas and how their notable philosophers such
Kant, or Nietzsche, students philosophies shaped as Socrates, Plato,
will gain insights into diverse subsequent intellectual Aristotle, Descartes,
ways of approaching movements. This broader Kant, and Nietzsche. It
fundamental questions about understanding enables can also feature their key
reality, knowledge, ethics, and students to connect ideas and contributions to
human nature. philosophy with other the field of philosophy.
disciplines such as politics, Visual aids like images or
ethics, science or art. diagrams can be
incorporated to enhance
understanding and
retention.
1.5 DISSEMINATION
Presenting Appropriate Instructional Materials – “Better This Time”
1. Guided by the learning objectives of the subject matter given to you, provide your
Cooperating Teacher with the list of resources that you have searched.
Teaching Introduction to the Philosophy of the Human Person better this time
Subject Matter Learning Objectives List of Resources
Notable Philosophers This lesson aims to One possible instructional material for this
broaden students' lesson is a PowerPoint presentation. This
understanding of different presentation can include concise biographies
philosophical perspectives. of notable philosophers such as Socrates,
By studying philosophers Plato, Aristotle, Descartes, Kant, and
from various schools of Nietzsche. It can also feature their key ideas
thought such as Plato, and contributions to the field of philosophy.
Aristotle, Descartes, Kant, Visual aids like images or diagrams can be
or Nietzsche, students will incorporated to enhance understanding and
gain insights into diverse retention.
ways of approaching
fundamental questions
about reality, knowledge,
ethics, and human nature.
2. Write your short reflection on how teaching a certain lesson cam be better because the
teacher uses appropriate instructional materials.
Teaching Introduction to the Philosophy of the Human Person
Teaching is an art, and like any artist, a teacher needs the right tools to create a
masterpiece. One of the most important tools in a teacher's arsenal is instructional materials.
These materials can range from textbooks and workbooks to multimedia presentations and online
resources. When used appropriately, these materials can greatly enhance the effectiveness of a
lesson.
Firstly, instructional materials provide students with visual aids that help them better
understand complex concepts. For example, when teaching about the solar system, a teacher can
use diagrams and models to show the position and movement of planets. This visual
representation makes it easier for students to grasp abstract ideas. Secondly, instructional
materials promote active learning by engaging students in hands-on activities. For instance,
instead of simply explaining how chemical reactions occur, a teacher can provide students with
lab kits that allow them to conduct experiments themselves. This not only reinforces theoretical
knowledge but also encourages critical thinking and problem-solving skills. Furthermore,
instructional materials cater to different learning styles and abilities. Every student has unique
strengths and weaknesses when it comes to learning. By using a variety of materials such as
audio recordings or interactive games, teachers can accommodate different learning preferences
and ensure that every student has equal opportunities for success.
In conclusion, appropriate instructional materials are essential for effective teaching.

They provide visual aids for better understanding, promote active learning through hands-on
activities, and cater to diverse learning styles. By utilizing these tools effectively, teachers can
create an engaging and enriching classroom environment where every student has the
opportunity to thrive academically.
Growth Portfolio Entry No. 1

I was assigned to assist my cooperating teacher in finding an appropriate instructional
material for the lesson on "Notable Philosophers." This task not only allowed me to
showcase my research and analytical skills but also provided an opportunity to contribute
to the professional development of my cooperating teacher. To begin with, I conducted
extensive research on notable philosophers and their contributions to various fields. This
helped me gain a comprehensive understanding of their philosophies and identify key
concepts that would resonate with students. Additionally, I explored different teaching
strategies and resources that could effectively engage learners during the lesson. After
thorough consideration, I recommended using multimedia presentations as an instructional
material. By incorporating videos, images, and interactive elements into the lesson, we
could cater to diverse learning styles and enhance student engagement. Furthermore, this
approach would enable students to visualize complex ideas and make connections between
philosophical concepts and real-life scenarios. I collaborated closely with my cooperating
teacher throughout this process by sharing my findings and discussing potential
implementation strategies. Together, we selected relevant multimedia resources that
aligned with our learning objectives while ensuring they were age-appropriate for our
students.
ASSESSMENT
For Use of the FS Program Coordinator

Criterion: Depth of Understanding
Rubric
Score Description
91-100 Reflection shows evidence of exemplary understanding i. of the’
principles and guidelines in searching for appropriate Instructional
materials.
81-90 Reflection shows evidence of adequate understanding of the
materials.
71-80 Reflection shows minimal understanding of the principles and
guidelines in searching for appropriate Instructional materials.
61-70 Reflection shows difficulty In understanding the principles and
51-60 Reflection shows a need for substantial guidance in understanding-
the principles and guidelines in searching for appropriate
instructional materials.
Rating for LE 1:
Signature of FS Program Coordinator
Chapter 2 Preparing Instructional Materials

2.1 EXPOSURE
Defining Instructional Materials for Various Purposes in the Classroom
Confer with your Cooperating Teacher the materials he/she wants you to
prepare. Identify the types of print materials and audio-visual media needed
for various purposes in the classroom.
Instructional Purpose for Use
Materials
Print (Books, Print materials such as books, magazines, newspapers, posters, and charts are essential for
Magazines, providing information and visual aids. They help students develop reading skills, expand their
Newspapers, knowledge on various topics, and improve comprehension. These resources also encourage
Posters, Charts) critical thinking and analysis as students engage with different perspectives presented in print.
Chalkboards / Chalkboards or boardwork are traditional tools that allow teachers to visually present
Boardwork information and concepts. They facilitate interactive discussions, note-taking, and problem-
solving activities. Students benefit from seeing information written out in real-time as it helps
them understand complex ideas more effectively.
Models, Globes, Models, globes, maps, and realia bring abstract concepts to life by providing tangible
Maps, Realia representations. These resources enable students to visualize spatial relationships, understand
geographical features, explore scientific phenomena through hands-on experiences.
Audi-Media Audio-media such as analog tape cassettes or digital CDs offer auditory learning
(analog tape opportunities. They enhance listening skills while exposing students to different accents or
cassettes, digital languages. These resources can be used for language instruction or audio-based lessons.
CDs)
Videotapes, Films, Videotapes, films, videodiscs provide visual stimulation that engages students' attention while
Videodiscs presenting content in an engaging format. They can be used for historical documentaries or
educational films that illustrate complex concepts visually.
Television offers access to live events or broadcasts that may not be possible otherwise. It
Television allows teachers to show current news events or documentaries relevant to the curriculum.
Technology-driven resources like websites and YouTube videos offer a vast array of
Technology-Driven educational content accessible at any time. They provide interactive learning experiences
(websites, YouTub through multimedia elements such as videos, quizzes, simulations that cater to individual
e videos) student needs.
2.2 PARTICIPATION
Gathering Instructional Materials from Various Resources
Start gathering from various resources the needed instructional materials by your
Cooperating Teacher. Have a checklist of inventory of resources that you will use in assisting your
CT.
From the Library- The library serves as an invaluable resource for acquiring books and reference
materials related to philosophers. I will scour the shelves for biographies, philosophical works, and
critical analyses that can provide comprehensive information about notable philosophers such as Socrates,
Plato, and Aristotle.
From Media Center- The media center offers multimedia resources that can enhance students'
understanding of complex philosophical concepts. I will search for documentaries or educational videos
that present engaging visuals and narratives about these philosophers' lives and ideas.
From the Information Technology Center- The Information Technology Center provides access to
online databases and digital resources. I will utilize these platforms to find scholarly articles or academic
journals that delve deeper into specific philosophical theories or debates.
2.3 IDENTIFICATION
Planning for Instructional Materials for Actual Use

Submit to your Cooperating Teacher your tentative layout of instructional materials
that you will prepare.
What difficulties confronted you while you assisting your CT in the preparation of
instructional materials?
ANSWER:
Assisting a teacher in the preparation of instructional materials can be a challenging task. As a

student, I had the opportunity to support my teacher in creating these materials, and I
encountered several difficulties along the way.
One of the main challenges was understanding the specific needs and learning styles of each
student. Every individual has their own unique way of comprehending information, and it was
crucial to cater to their diverse requirements. This required extensive research and analysis to
ensure that the instructional materials were engaging and effective for all students.
Another difficulty I faced was time management. Creating instructional materials requires
careful planning and organization. Balancing this responsibility with my academic workload
proved to be quite demanding. However, through effective time management strategies such as
setting priorities and creating a schedule, I was able to overcome this challenge.
Furthermore, ensuring that the instructional materials were age-appropriate posed another
obstacle. It was essential to strike a balance between simplicity and complexity so that students
could grasp concepts without feeling overwhelmed or bored.
2.4 INTERNALIZATION
Preparing Instructional Materials for Actual Teaching and Learning
Get from your CT all the suggestions and the forms of assistance he/she needs from
you during the actual use of instructional materials.
Checklist for Using Instructional Material
1. Reserve necessary materials and equipment from the AV room.

2. Practice operating the equipment.
3. Preview PowerPoint Presentation
4. Ready the equipment such as, laptop, projector, AVG and HDMI Cords.
5. Check if there’s an error in the presentation.
6. Table for the Laptop and Projector we will be utilizing.
7. Operating the laptop for switching slides as my cooperating teacher was discussing.
2.5 DISSEMINATION
Utilizing Instructional Materials for Specific Objectives/Activities
Make sure that your materials for instruction are already. Assist your Cooperating
Teacher according to his/her instruction. List other activities that your CT may need assistance in
utilizing instructional materials.
Print Materials
1. Count the number of materials and assist your CT for
distribution if needed.
2. Assist your CT in mounting or posting the pictures on the
board.
3. Make sure that it is attached in the blackboard.
4. Make sure that its visible at the back.
Chalkboard/Boardwork Exercises
1. Write boardwork legibly.

2. Assist your CT in erasing the board.
3. Makes me wrote the activity in the blackboard.
4. Make sure that there is chalk.
5. Make sure that the board is clean.
Models, Globes, and Maps
1. Borrow models and globes from the Media Center.
2. Clean models and globes before use.
Audio-Media Materials
1. Check functionality of the materials.
2. Ready the materials and assist your CT in manipulating the materials.
3. CHECK IF ITS FUNCTIONING.
4. CHECK IF THE AUDIO QUALITY IS CLEAR.
Videotapes, Films, and Videodiscs
1. Preview the materials.
2. CHECK IF ITS NOT PIXELATED.
3. CHECK IF ITS VISIBLE AT THE BACK.
4. CHECK IF THE QUALITY OF THE VIDEO IS CLEAR.
5. CHECK IF THE AUDIO QUALITY IS CLEAR.

Technology Driven
1. Assist your CT in setting up the computer.
2. Make sure that we have back up cords like AVG and

HDMI for PowerPoint Presentation.
3. Make sure that the presentation is visible at the back.

I have had the opportunity to prepare various instructional materials for a lesson on
notable philosophers. These experiences have not only allowed me to deepen my understanding
of these great thinkers but have also contributed to the success of my students' learning.
One of the most rewarding experiences was when I created a visual presentation
highlighting the key ideas and contributions of philosophers such as Socrates, Plato, and
Aristotle. By incorporating engaging images and concise explanations, I was able to capture my
students' attention and facilitate their comprehension of complex philosophical concepts. This
visual aid not only served as a useful reference during class discussions but also encouraged
further exploration outside the classroom.
Another successful endeavor involved designing interactive activities that promoted
critical thinking and analysis. For instance, I developed a group project where students were
assigned different philosophers and tasked with creating a debate-style presentation. This activity
not only allowed them to delve deeper into the philosophies they were studying but also
enhanced their research skills, public speaking abilities, and teamwork.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 2:
Chapter 4 Assessing Learners’ Performance

4.1 EXPOSURE
Defining the Parameters of Learners Performance
Make a table of the learning performance that your cooperating teacher would
like you to assess. List down the part of the outputs assigned to you.
Learning Performance Part to Correct Timetable for Checking/Correcting

1. Reading Pronunciation October 11, 2023 Thursday
4.2 PARTICIPATION
Familiarizing with Rubrics or Scoring Guides
Activity
1. Do you find using or having a rubrics/scoring guide useful when you checked students
learning outputs? Why?
Answer: Using a rubric or scoring guide can be an incredibly useful tool when assessing
students' learning outputs. A rubric provides a clear and structured framework for evaluating
student work, ensuring consistency and fairness in the grading process. Firstly, a rubric helps to
establish clear expectations and criteria for success. By outlining specific criteria and levels of
achievement, students are able to understand exactly what is expected of them. This clarity
allows them to focus their efforts on meeting these expectations, resulting in more targeted and
purposeful learning. Furthermore, a rubric enables me to provide constructive feedback that is
specific and actionable. Instead of simply assigning a grade, a well-designed rubric breaks down
the different components of the assignment and provides detailed feedback on each aspect. This
feedback not only helps students understand their strengths and weaknesses but also guides them
towards improvement by highlighting areas that need further development. Additionally, using a
rubric promotes transparency in assessment. Students are able to see how their work will be
evaluated from the beginning, which eliminates any ambiguity or surprises during grading. This
transparency fosters trust between teacher and student as it ensures that assessments are fair and
objective.
2. List down advantages of having rubrics in checking students learning output
Firstly, rubrics promote transparency and fairness in grading. By clearly outlining the criteria for
success, rubrics ensure that all students are evaluated on the same standards. This eliminates any
bias or subjectivity in grading, as teachers can refer to the rubric to make consistent judgments.
Secondly, rubrics help students understand expectations and set goals for their work. When
students have a clear understanding of what is expected of them, they can better focus their
efforts towards meeting those expectations. Rubrics also allow students to self-assess their work
before submitting it, enabling them to identify areas for improvement. Furthermore, rubrics
provide constructive feedback that helps students learn from their mistakes. Instead of simply
receiving a grade, students receive detailed comments on each aspect of their work. This
feedback allows them to understand where they went wrong and how they can improve in the
future. Lastly, rubrics facilitate effective communication between teachers and students. When
both parties have a shared understanding of the assessment criteria, it becomes easier for teachers
to explain why certain grades were given and for students to ask questions or seek clarification.
4.3 IDENTIFICATION
Recognizing the Importance of Good Assessment Practices
Have a table of the learning outputs that you checked and record the
assessment practices that you employed in assessing your Cooperating Teacher in
correcting students learning outputs.
Learning Output Time Allotted for Good assessment Practices

Checking
Date Date Did I Do the Following? Yes No

Given Finished
Essay September September 1. Used rubrics

26, 2023 28, 2023 guide in checking
√
Essay October 0ctober 12, 2. Reviewed Scores
10, 2023 2023 given in each
item based on
√
rubrics
Quiz October October 3. Recounted

17, 2023 19, 2023 Scores
√
REEXAMINING YOUR ASSISSTING TASK

In your experience of assessing your CT in checking students’ learning output, what
problems did you come across in correcting students’ portfolio, projects, and other
learning outputs?
Answer: In my experience of assessing students' learning output, I have come across several
problems in correcting their portfolios, projects, and other learning outputs. One of the main
challenges is the inconsistency in the quality of work submitted by students. Some students put
in a lot of effort and produce exceptional work, while others submit subpar assignments.
Another issue I often encounter is plagiarism. Some students resort to copying content from
online sources or even from their peers without giving proper credit. This not only undermines
the integrity of their work but also makes it difficult for me to accurately assess their
understanding of the subject matter.
Furthermore, there are instances where students fail to follow instructions provided for a
particular assignment. They may overlook specific requirements or fail to meet deadlines, which
can be frustrating as it hampers my ability to evaluate their progress effectively.
Additionally, providing constructive feedback can be challenging at times. While it is important

to point out areas for improvement, it is equally crucial to maintain a positive and encouraging
tone so that students are motivated to learn from their mistakes.
Lastly, managing a large number of assignments within limited time frames can be
overwhelming. It becomes increasingly difficult to provide timely feedback and ensure
fairness in grading when faced with numerous submissions.
4.4 INTERNALIZATION
Categorizing Learning Outputs
Learning Formative Summative Written works Performance Tasks

Outputs
1. Essay I checked essays
that required
students to
synthesize
information
from multiple
sources and
present their
arguments
coherently.
These essays
provided a
comprehensive
assessment of
students'
knowledge and
critical thinking
skills.
2. Quiz I assisted in
checking
quizzes that
were given after
each lesson to
gauge students'
understanding
of the material
covered. These
quizzes helped
identify areas
where students
needed
additional
support and
allowed for
timely
intervention.
3. Reporting I watched them report and

prepared on specific topics.
These reports allowed me to
assess their research skills,
ability to organize
information effectively, and
communicate their findings
clearly.
Go over the learning outputs that you have assisted your Cooperating Teacher in checking.
Record them under the following categories.
4.5 DISSEMINATION
Snapshots of My Assessing of Learning Performance
Having experienced assisting your Cooperating Teacher in assessing students

learning performance, make an impression on your personal views (snapshots) on how
important are rubrics in assessing learning performance.
My Reflection on the Importance of Rubrics in Assessing Students’ Learning Performance
Rubrics play a crucial role in assessing students' learning performance. As an educator, I have
come to realize the significance of rubrics in providing clear expectations and feedback to
students. They serve as a guide for both teachers and learners, ensuring that the evaluation
process is fair, consistent, and transparent. Firstly, rubrics help establish clear expectations for
assignments or tasks. By clearly outlining the criteria for success, students know exactly what is
expected of them. This clarity fosters a sense of direction and purpose among learners, enabling
them to focus their efforts on meeting the desired outcomes. Rubrics also provide teachers with a
framework to design effective instruction that aligns with these expectations. Secondly, rubrics
facilitate fair and consistent assessment practices. By breaking down complex skills or concepts
into specific criteria, rubrics ensure that all aspects of student performance are considered during
evaluation. This eliminates any bias or subjectivity in grading and ensures that every student is
assessed based on their individual merits. Furthermore, rubrics provide valuable feedback to
students about their strengths and areas for improvement. The detailed descriptions within each
criterion allow learners to understand where they excel and where they need further
development. This feedback empowers students by giving them insight into their progress and
guiding them towards self-improvement.

Assessing students' learning performance is a crucial aspect of education. It helps teachers
understand the progress and areas of improvement for each student. As a student teacher, I had
the opportunity to assist my cooperating teacher in checking students' work using rubrics. This
experience has not only enhanced my understanding of assessment but also allowed me to
contribute to the growth portfolio.
Rubrics provide a clear and objective way to evaluate students' work. They outline specific
criteria and expectations for each task, making it easier to assess and provide feedback. By using
rubrics, my cooperating teacher and I were able to ensure consistency in grading across different
assignments and promote fairness among students. Furthermore, rubrics helped us identify areas
where students excelled or struggled. This information was invaluable as it allowed us to tailor
our instruction accordingly. For example, if we noticed that several students struggled with
organization skills, we could incorporate more activities that focused on this aspect. Assisting in
checking using rubrics also enabled me to develop my own assessment skills. I learned how to
analyze student work objectively and provide constructive feedback that would help them
improve their performance. Additionally, working closely with my cooperating teacher allowed
me to gain insights into her assessment strategies and techniques.
Overall, assisting my cooperating teacher in checking using rubrics has been an enriching
experience that has contributed significantly to my growth portfolio as a future educator. It has
deepened my understanding of assessment practices and equipped me with valuable skills that
will benefit me throughout my teaching career.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 4:
Chapter 5 Assisting in Establishing Routines

5.1 EXPOSURE
Monitoring the Implementation of Classroom Routines
Assist you Cooperating Teachers in the Implementation and monitoring of the following
classroom routines and check the students' level of compliance. The students' level of
compliance will serve as your guide in assisting your CT in monitoring the implementation
of the routines.
Classroom Routines Level of Students Compliance
Always Seldom Never Comply

Comply Comply
1. Raising hands property √
2. Lining up for checking of seat work √

and assignment
3. Greeting visitors √
4. Passing papers and notebooks √
5.Using class pass for going out of the √

classroom
6. Observing proper listening procedure √
7. Working in small groups √
8. Following teachers hand signals √
9. Observing movements during activities √
5.2 PARTICIPATION
Identifying Effective Strategies for Transition Routines and Activities
List down the classroom routines that your Cooperating Teacher needs you the most for
assistance. Set them as your priority to help your CT make a wholesome learning environment.
Match them with effective transition strategies of your Cooperating Teacher.
1. Use hand signals.

2. Give clear directions all the time.
3. Review class rules everyday.
4. Be a good observer
5. Practice the routine with the learners again and again.
5.3 IDENTIFICATION
Recognizing Consequences of Transition Periods
1. Assist your Cooperating Teacher in establishing classroom routines
during transition period and list down how you assisted in establishing
the classroom routines.
Before starting the lesson

Before starting the lesson, I helped my cooperating teacher set up the classroom by arranging
desks and materials in an orderly manner. This created a conducive learning space where
students could easily focus on their tasks. Additionally, I assisted in preparing instructional
materials such as handouts or visual aids to support the lesson.
During lesson proper
During the lesson proper, I played an active role in maintaining classroom routines. For
instance, I helped manage student behavior by reminding them of expectations and
reinforcing positive behavior. By doing so, we established a respectful and disciplined
atmosphere that allowed for effective teaching and learning.
After lesson proper
After the lesson proper, I assisted in wrapping up activities by helping students organize
their belongings and clean up any mess created during the lesson. This routine not only
instilled responsibility among students but also ensured that the classroom was ready for
subsequent lessons.
2. What could have happened if these transitional activities were not done?
Answer: Firstly, without proper transitions, students may struggle to shift their focus from one
activity to another. This can lead to a loss of concentration and engagement, resulting in
decreased productivity. For example, if a teacher fails to provide clear instructions for
transitioning from independent work to group work, students may become confused about their
roles and responsibilities. As a result, valuable learning time may be wasted as students try to
figure out what they are supposed to do. Additionally, without effective transitions, classroom
management can become chaotic. Students may become restless or disruptive during
unstructured periods of time between activities. This can create an environment that is not
conducive to learning and make it difficult for the teacher to regain control of the class.
Furthermore, transitional activities also serve as opportunities for teachers to reinforce important
routines and expectations. By consistently implementing these activities, teachers establish a
sense of structure and predictability in the classroom. Without them, students may struggle with
understanding what is expected of them during different parts of the day.
During your assisting task in establishing routines, what are the problem that you have
encountered in carrying out the different transition routines?
Answer: One of the main challenges is managing time effectively. Transition periods can be
chaotic and time-consuming if not properly planned and executed. Students often take longer
than expected to complete a task or pack up their belongings, resulting in delays and disruptions
to the overall routine. Additionally, maintaining order during transitions can be challenging.
Students may become restless or engage in disruptive behaviors while waiting for the next
activity to begin. It requires constant vigilance and proactive strategies such as using visual cues
or providing clear instructions to keep students focused and on task during these periods.
Furthermore, communication issues can arise during transition routines. It is crucial for all
students to understand what is expected of them during each transition so that they can follow
through accordingly. However, language barriers or difficulties in comprehension may hinder
effective communication, leading to confusion and misinterpretation of instructions.
5.4 INTERNALIZATION
Participating Classroom Routines and Procedures
Continue assisting your Cooperating Teacher by practicing with the

students their classroom routines and procedures. List the challenges you
have encountered in the following:
Behavioral Routines and Procedures
Challenges Encountered
Maintaining consistency. Each student comes from a different background and may have
varying levels of understanding when it comes to behavioral expectations. It can be difficult
to ensure that all students are on the same page and consistently follow the established
routines.
Working Routines and Procedures

Students struggle with time management or organization, making it challenging to
complete tasks efficiently. Additionally, some students require additional support or
accommodations, which can disrupt the flow of working routines.
Transitional Movement Routines and Procedures
Getting them to transition smoothly between activities or locations requires clear

instructions and consistent reinforcement. Some students struggle with following directions or
staying focused during transitions, leading to disruptions in the classroom.
5.5 DISSEMINATION
Designing an Organized and Happy Classroom
Based from your assisting experience in establishing routines, write your
thoughts of an organized and happy classroom.
A Happy and an Organized Classroom
An organized and happy classroom is the foundation for a successful learning environment.
Throughout my assisting experience in establishing routines, I have come to appreciate the
importance of structure and order in creating such a classroom. Firstly, an organized classroom
promotes efficiency. With designated spaces for materials and clear expectations for cleanliness,
students can easily access resources and complete tasks without unnecessary distractions or
disruptions. This allows them to maximize their time spent on learning activities. In addition to
structure and order, fostering a positive atmosphere is crucial for a happy classroom.
Encouraging respect, kindness, and collaboration among students creates a supportive
community where everyone feels valued. Celebrating individual achievements and promoting
teamwork through group projects further enhances this positive environment. Ultimately, an
organized and happy classroom sets the stage for academic success by providing students with
stability, efficiency, and a positive atmosphere. As educators or assistants in establishing
routines, it is our responsibility to create this conducive environment that nurtures both personal
growth and academic achievement.

Establishing classroom routines is a crucial aspect of creating a positive and productive
learning environment. As an aspiring educator, I have had the opportunity to assist in this
process through my involvement in a growth portfolio about assisting experience in establishing
classroom routines. This experience has not only allowed me to observe the importance of
routines but also understand their impact on student behavior and academic success.
One key aspect of establishing classroom routines is consistency. By consistently
following established procedures, students develop a sense of structure and predictability, which
helps them feel secure and focused on their learning. Through my involvement in the growth
portfolio, I have witnessed how consistent routines can minimize disruptions and maximize
instructional time. Moreover, establishing classroom routines fosters independence among
students. When expectations are clearly communicated and consistently reinforced, students
learn to take responsibility for their own actions and become more self-reliant. This empowers
them to make informed decisions and actively participate in their own learning journey.
Additionally, classroom routines promote a positive classroom culture by fostering respect and
cooperation among students. By setting clear guidelines for behavior, students learn to interact
with one another respectfully and collaborate effectively. This creates an inclusive environment
where all students feel valued and supported.
In conclusion, assisting in establishing classroom routines has been an invaluable
experience that has highlighted the significance of consistency, independence, and positive
classroom culture. These elements are vital for creating an optimal learning environment where
students can thrive academically and personally. As I continue my journey towards becoming an
educator, I will carry these insights with me as I strive to create meaningful experiences for my
future students through effective routine implementation.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 5:
Chapter 6 Recording Learner’s Assessment Result

6.1 EXPOSURE
Collecting and Safekeeping of Academic Outputs and Performance Tasks
Assist your Cooperating Teacher in checking the accuracy of entering in the class
record of the students' academic outputs and performance. Follow your CT's guidelines on how
to keep and safeguard the students' learning outputs.
Activity
List down your CT’s guidelines or instructions on how you will collect, sort, and
keep students’ outputs.
1. I will implement a consistent system for collecting assignments. Students will be informed
about the specific method of submission (e.g., online platforms or physical copies) and the
deadline for each assignment. Clear instructions will be provided regarding file formats or any
other requirements.
2. Sorting students' outputs will be done systematically. Assignments will be labeled with the
student's name and date of submission. Additionally, I will create folders or digital spaces
dedicated to each assignment where all submissions can be stored in an organized manner.
3. Keeping track of students' outputs requires regular maintenance. I will maintain a record of all
submitted assignments along with their corresponding grades or feedback provided. This record-
keeping process ensures that students' progress can be easily monitored throughout the academic
year.
6.2 PARTICIPATION
Getting Acquainted with Learners’ Outputs and Tasks
Organize your list of learners’ outputs by recording them in the given categories.
Categories
CLASSES LEARNING OUTPUTS/ PERFORMANCE TASK
ACTIVITIES
GAS 12 ESSAY REPORTING
ICT 12 ESSAY REPORTING
AFA 12 ESSAY REPORTING
6.3 IDENTIFICATION
Collecting, Organizing an recording practices of learners’
performance Outputs.
A teacher must be a good housekeeper students records. It is a key responsibility of
every teacher to accurately monitor and record students’ performance output. Therefore to
keep the tasks manageable and less time consuming part of the teacher’s good housekeeping
skills is to design systematic way of collecting and organizing learner's performance output.
 Storage or drawer pocket

 Packet folder portfolio
 deep baskets
 Color code filing system
 homework / project collection station
 others
From your own class list, record the learning outputs and performance task submitted by
the students. Double check your record before you hand it over to your CT. Arrange the
learning outputs by names or class number for easy recording or follow the manner of
recording as instructed by your CT.
Learning Outputs Performance task
ESSAY REPORTING
As you record the assessment results of

the students what are some of the critical issues of accountability in recording have you
experienced?
Answer: As an educator, recording assessment results is a crucial aspect of ensuring
accountability in the education system. However, there are several critical issues that can arise
when it comes to accurately recording these results. One of the main challenges is maintaining
objectivity and fairness in the assessment process. When recording assessment results, it is
essential to ensure that all students are evaluated using the same criteria and standards. This
requires teachers to be consistent in their grading and avoid any biases or favoritism.
Unfortunately, personal biases can sometimes influence the way assessments are recorded,
leading to unfair outcomes for certain students. Another critical issue of accountability in
recording assessment results is the potential for errors or miscalculations. Teachers must be
diligent in accurately inputting scores and grades into their records, as even minor mistakes can
have significant consequences for students' academic progress. Additionally, technological
glitches or system failures can also lead to inaccuracies in recording. Moreover, there may be
external pressures that affect how assessments are recorded. For instance, some educational
institutions may prioritize high grades or test scores over genuine learning outcomes. This
pressure can lead teachers to inflate grades or manipulate data to meet certain expectations. In
my own experience as an educator, I have encountered instances where personal biases
influenced my initial perception of a student's performance. However, I have learned to reflect on
these biases and ensure that my assessments are fair and objective.
6.4 INTERNALIZATION
Recognizing the importance and difficulties in recording learning outputs

and performance tasks.
What are the challenges you encounter in assisting your cooperating Teacher and
recording students’ academic learning outputs and performance tasks?
Challenges Encountered in Assisting the Recording of Students Learning Outputs
Assisting a cooperating teacher and recording students' academic learning outputs and
performance tasks can be a challenging task.
1. One of the main challenges is ensuring that I am able to effectively support the teacher in
delivering quality education to the students. This requires me to have a deep understanding of the
subject matter and teaching strategies, as well as being able to adapt my assistance to meet the
needs of different students.
2. Another challenge is accurately recording students' academic learning outputs and

performance tasks. It is important to ensure that all student work is properly documented, but this
can be time-consuming and overwhelming, especially when dealing with a large number of
students. Additionally, it can be difficult to objectively assess student performance, as there may
be subjective elements involved in evaluating their work.
3. Maintaining confidentiality can also pose a challenge. As an assistant, I may come across
sensitive information about students' academic progress or personal circumstances. It is crucial to
handle this information with care and respect their privacy.
4. Communication with both the cooperating teacher and the students can present challenges.
Clear communication is essential for effective collaboration between myself and the teacher, as
well as for providing feedback and guidance to the students.
6.5 DISSEMINATION
Preparing and recording strategies
From the experiences and challenges you have encountered, make your own plan of
preparing and recording strategies relative to your future students’ academic outputs and
performance tasks.
My Strategies in Recording My Future Students learning Outputs and Performance Tasks
Firstly, I believe in creating a positive and inclusive classroom environment. This involves
establishing clear expectations, fostering open communication, and promoting mutual respect
among students. By doing so, students will feel comfortable expressing their thoughts and
seeking help when needed.
Secondly, I will implement differentiated instruction techniques to cater to the diverse learning
needs of my students. This includes using various teaching methods such as visual aids, hands-on
activities, and group work. Additionally, regular assessments will be conducted to identify
individual strengths and weaknesses so that appropriate interventions can be implemented.
Furthermore, I understand the importance of providing timely feedback to enhance student

learning. Through formative assessments and constructive criticism, students can reflect on their
progress and make necessary improvements. Additionally, I will maintain accurate records of
each student's academic performance for future reference.
Lastly, collaboration with parents/guardians is crucial for student success. Regular parent-teacher
conferences will be held to discuss individual progress and address any concerns or challenges
faced by the student.

The role of a cooperating teacher is crucial in the development and growth of student
teachers. As a student teacher, I have had the privilege of assisting, preparing, and recording
strategies for my cooperating teacher's students' academic outputs and performance tasks. This
experience has been invaluable in shaping my understanding of effective teaching practices and
has allowed me to witness firsthand the impact that a dedicated educator can have on their
students.
One of the main responsibilities I have had as a student teacher is assisting in the
preparation of lesson plans and instructional materials. This involves collaborating with my
cooperating teacher to create engaging and meaningful activities that align with the curriculum
objectives. Through this process, I have learned how to analyze standards and design lessons that
cater to diverse learning styles and abilities. In addition to lesson planning, I have also been
responsible for recording strategies used during instruction. This includes documenting different
teaching techniques employed by my cooperating teacher, as well as noting any modifications
made to accommodate individual student needs. By observing these strategies in action, I have
gained insight into how effective educators differentiate instruction to meet the unique needs of
their students. Furthermore, I have had the opportunity to assess and record my cooperating
teacher's students' academic outputs and performance tasks. This involves evaluating their work
based on predetermined criteria and providing constructive feedback for improvement. Through
this process, I have developed skills in assessing student progress objectively while also
considering their individual strengths and areas for growth.
Overall, my experiences in assisting, preparing, and recording strategies for my
cooperating teacher's students' academic outputs and performance tasks have been instrumental
in shaping me into an effective educator. These experiences have allowed me to witness
firsthand the impact that quality instruction can have on student learning outcomes. Moving
forward, I will continue to apply these valuable lessons learned as I strive towards becoming an
exceptional educator who positively impacts the lives of all students under my care.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 6:
Chapter 7 Maintaining Wholesome

and Safe Learning
Environment
7.1 EXPOSURE
Giving Attention to Basic Safety Issues
Teachers see to it that students’ safety is their first priority as soon as they enter their
perspective classrooms. As a student teacher you participate in this
responsibility with your Cooperating Teacher. Look at the following
basic safety issues that you have to assist your CT.
1. Take a look at your floor for possible paint, ink, or water spills which
might cause accidents of slip or fall of learners. Do something about it
yourself or summon the custodian for assistance.
2. Check the students’ tables and chairs if they are still in good condition. Report to the
custodian if there are needs for repair.
3. See to it that there is proper lightning in the classroom. Report if there is a need for a
replacement of fluorescent bulbs.
4. Maintain proper ventilation. Check on the functionality of the electric fan in the room. If
there is a provision for an air conditioning unit, you may adjust the thermostat. Check on
windows or blinds for a comfortable room temperature.
7.2 PARTICIPATION
Walking Through the Classroom Appearance
Make a checklist of the things you will do to keep the classroom clean and
orderly.
Classroom Incentives What To Do
1. Furniture  Count chairs, tables and armchairs

a. student’s chairs and armchairs according to the number of
b. bookshelves students
c. activity tables  Take a look for parts that need
d. teacher’s tables repairs
 Arrange chairs and tables according
to seating arrangements
 Clean or dust books
 Arrange books
 See to it the materials and supplies
are neatly filed
 Dust off
 Arrange materials and files
2. Trash Bins or Cans  Empty trash cans
3. Displays  Check on display for missing letters
a. bulletin boards or parts
b. art works
c. attendance
4. Teaching Aids  Put teaching aids in their proper
a. models location of the room
b. charts
c. flannel board
d. globes/maps
5. Blackboard  See to it the blackboards are clean
for the next use
 Check on the completeness of the
board exercises
7.3 IDENTIFICATION
Participating in Maintaining Wholesome, comfortable, and Safe classroom
List down other concerns relative to the learners' comfortability and safety which you will
address daily to assist your CT.
1. One concern that needs attention is physical safety. This includes ensuring that the classroom
is free from hazards such as loose wires or furniture that could cause accidents. Regular checks
should be conducted to identify any potential risks and take immediate action to rectify them.
Additionally, it is important to establish clear guidelines for emergency situations and conduct
regular drills so that students are prepared in case of an unforeseen event.
2. Another concern relates to emotional well-being. Students may face various challenges outside
the classroom, which can impact their ability to focus and learn effectively. It is essential for
teachers' assistants to create a supportive and inclusive atmosphere where students feel valued
and respected. This can be achieved by actively listening to their concerns, providing guidance
when needed, and promoting positive relationships among peers.
3. Addressing individual learning needs is crucial for student comfortability. Some learners may
require additional support or accommodations due to learning disabilities or language barriers.
Teachers' assistants should work closely with the classroom teacher to identify these needs and
provide appropriate assistance or resources.
While you take on the role of assisting your CT in maintaining Wholesome, comfortable,
and safe environment, what problems confronted you along the way?
1. One of the main problems I faced was managing disruptive behavior in the classroom. Some
students would constantly interrupt lessons, talk out of turn, or engage in inappropriate behavior.
This made it difficult to create a conducive learning environment for all students.
2. There were instances where students would run around or engage in rough play during recess
or physical education classes. It was crucial to establish clear rules and guidelines to prevent
accidents and injuries.
7.5 DISSEMINATION
Demonstrating my skills in Assisting in the Promotion of Wholesome and Safe

Environment
Now that you have gained insights on how to make the classroom safe, Wholesome, and
conducive to learning, figure out how you will set up your own classroom in the future. Use your
computer skill in making your design. Use figure and label your design.
My Wholesome Future Classroom
CHALK BOARD CABINETS
TEACHER’S TABLE
LEARNING
MATERIALS AREA
(BOOKS)
STUDENT’S DESK COMPUTER AREA

CABINETS

In the field of education, the role of a cooperating teacher is crucial for the growth and
development of student teachers. As a student teacher, it is essential to take on the responsibility
of assisting your cooperating teacher in maintaining a wholesome, comfortable, and safe
environment for all students.
Creating a wholesome environment involves fostering positive relationships among
students and promoting respect and empathy. It is important to encourage open communication
and create opportunities for collaboration and teamwork. By modeling these behaviors yourself,
you can help establish a supportive atmosphere where students feel valued and included.
Comfort is another key aspect of maintaining an effective learning environment. This includes
ensuring that classroom materials are organized and easily accessible, creating comfortable
seating arrangements, and providing appropriate lighting and temperature control. Additionally,
it is important to consider individual student needs such as providing accommodations for
students with disabilities or creating quiet spaces for those who require them. Safety should
always be a top priority in any educational setting. Student teachers must familiarize themselves
with emergency procedures, enforce safety rules consistently, and be vigilant in identifying
potential hazards. By actively addressing safety concerns, you can help create an environment
where students feel secure physically as well as emotionally. Assisting my cooperating teacher in
maintaining a wholesome, comfortable, and safe environment not only benefits the students but
also contributes to your own professional growth as an educator. Through this experience, you
will develop valuable skills in classroom management, problem-solving, communication, and
empathy – all essential qualities for future success in teaching.
In conclusion, taking on the role of assisting your cooperating teacher in maintaining a
wholesome, comfortable, and safe environment is vital for both student teachers' growth as
educators and the overall well-being of their students. By prioritizing positive relationships
among students while ensuring comfort and safety measures are met consistently; we can create
an optimal learning space that fosters growth academically as well as personally.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 7:
Chapter 8 Participating in Maintaining Instructional

Routines
8.1 EXPOSURE
Knowing and Understanding Instructional Routines
You might have noticed that your Cooperating Teacher has activities or routines in
which students are asked to be familiar with. These are practices initially thought to the
students, constantly practice until they become part of the classroom structure during
the teaching-learning events. Instructional routines are research-based, interactive
modes intended to engage students and increase their chances of successful learning by
reducing the effort required to learn a procedure that otherwise may vary by the day,
teacher, or lesson (Mussman, 2017).
Here are some definitions of instructional routines:
 Instructional routines or tasks enacted in classrooms that structure the
relationship between the teacher and the students around content in ways that
consistently maintain high expectations of student learning while adapting to
contingencies of particular instructional interactions (Kazemi, Franke, & Lampert,
2009).
 Instructional routines, refer to all of the elements of teaching / learning events
other than the specific content to be taught and the specific materials to be used
in teaching(LEARNNet).
You can research other books or sources to widen more your knowledge and
understanding of instructional routines.
8.2 PARTICIPATION
Observing Instructional Routines at Work
Observe carefully the different instructional routines taking place in the classroom during
teaching-learning engagements. List them down and start with rehearsing on how you will
participate with your Cooperating Teacher in doing those instructional routines. Pay close
attention on how your CT the routines.
List of Instructional Routines at Work
1. One routine that stood out was the use of think-pair-share. My CT would often pose a question
or problem to the class and give students a few minutes to think about their response
individually. Then, he would have them pair up with a partner to discuss their ideas before
sharing with the whole class. This routine encouraged active participation and collaboration
among students, allowing them to engage in meaningful discussions and learn
from each other's perspectives.
2. Another routine that was frequently used was direct instruction. My CT would
provide clear explanations of new concepts, model examples, and guide students through
practice activities. He made sure to check for understanding by asking questions and providing
immediate feedback. This routine helped ensure that all students had access to important
information and were able to apply it correctly.
REEXAMINING YOUR ASSISTING
What are the problems you noticed why instructional routines failed to facilitate the teaching-
learning process?
Answer: Instructional routines play a crucial role in facilitating the teaching-learning process. However, there are
several problems that can arise, hindering their effectiveness. One problem is the lack of flexibility in instructional
routines. Many routines are designed to be followed step-by-step, leaving little room for adaptation to individual
student needs or unexpected circumstances. This rigidity can limit the teacher's ability to address specific learning
gaps or provide additional support when necessary.
Another issue is the over-reliance on one-size-fits-all approaches. Instructional routines often assume that all
students learn in the same way and at the same pace. This fails to recognize the diverse learning styles and abilities
within a classroom, leading to disengagement and frustration among students who do not fit into this mold.
Additionally, instructional routines may not adequately address real-world applications of knowledge. Students
need opportunities to connect what they learn in the classroom to their everyday lives and future careers. Routines
that focus solely on rote memorization or repetitive practice may fail to foster critical thinking skills and creativity.
Furthermore, insufficient training and support for teachers can undermine the effectiveness of instructional routines.
Teachers need ongoing professional development and guidance in implementing these routines effectively. Without
proper training, teachers may struggle with managing time, differentiating instruction, or adapting routines for
diverse learners.
In conclusion, there are several problems that can hinder instructional routines from facilitating the teaching-
learning process effectively. These include inflexibility, one-size-fits-all approaches, lack of real-world
applications, and insufficient training for teachers. Addressing these issues is crucial for creating an inclusive and
engaging learning environment where all students can thrive.

8. 4 INTERNALIZATION
Reflecting on the Usefulness of Instructional Routines

From your participation task in implementing instructional routines, what do
you think are the functions of instructional routines in the academic success of the
learners? List down at least five useful functions you personally observed and encountered.
Answer:
Firstly, instructional routines promote active engagement. By following a consistent routine,

students are encouraged to actively participate in their learning. This helps them to stay focused
and attentive during lessons, leading to better understanding and retention of information.
Secondly, instructional routines foster independence. When students become familiar with a
routine, they gain confidence in their abilities and become more self-reliant. They learn how to
manage their time effectively and take responsibility for their own learning.
Thirdly, instructional routines provide opportunities for practice and reinforcement. By

incorporating regular review activities into the routine, students can reinforce what they have
learned and apply it in different contexts. This repetition helps to solidify concepts and improve
long-term retention.
Fourthly, instructional routines promote collaboration among students. Many routines involve
group work or peer interaction, allowing students to learn from each other's perspectives and
experiences. This collaborative learning environment enhances critical thinking skills and
encourages the development of social skills.
Lastly, instructional routines help teachers monitor student progress effectively. By consistently
implementing specific activities or assessments within the routine, teachers can easily track
individual student performance over time. This enables timely intervention or additional support
when needed.
8. 5 DISSEMINATION
Creating Instructional Routines for Useful Teaching- Learning
Make your own samples of instructional routines that you can use as a future teacher.
Answer:
One example of an instructional routine I would create is the "Think-Pair-Share" routine. This
routine encourages active participation and collaboration among students. First, I would pose a
thought-provoking question or problem for students to think about individually. Then, I would
ask them to pair up with a partner to discuss their thoughts and ideas. Finally, each pair would
share their findings with the whole class.
Another example is the "Gallery Walk." This routine promotes critical thinking and allows
students to explore multiple perspectives on a topic. To implement this routine, I would create
stations around the classroom with different resources or artifacts related to the topic being
studied. Students would then rotate through each station, examining the materials and recording
their observations or questions.

As a future teacher, it is crucial to develop an effective instructional routine that promotes
student growth and engagement. A growth portfolio can serve as a valuable tool in achieving this
goal. This portfolio will consist of various instructional strategies, activities, and assessments
that cater to the diverse needs of students.
One essential component of the growth portfolio is the incorporation of differentiated
instruction. By recognizing that students have different learning styles and abilities, teachers can
create lessons that accommodate individual needs. For example, using visual aids for visual
learners or providing hands-on activities for kinesthetic learners. Another important aspect is the
use of formative assessments throughout the instructional routine. These assessments allow
teachers to gauge student understanding and adjust their teaching accordingly. By regularly
assessing student progress, teachers can identify areas where additional support may be needed
and tailor their instruction accordingly. Furthermore, it is crucial to include collaborative
activities in the instructional routine. Group work promotes communication skills, critical
thinking, and problem-solving abilities among students. It also fosters a sense of community
within the classroom.
In conclusion, creating a growth portfolio as a future teacher is essential for developing
an effective instructional routine. By incorporating differentiated instruction, formative

assessments, and collaborative activities into our teaching practices, we can ensure student
growth and engagement in the classroom.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 8:

Chapter 9 Participating in Maintaning Management
Routines
9.1 EXPOSURE
Noting Down Classroom Management Routines
Have a list of classroom routines being used or implemented by your Cooperating

Teacher in running the class smoothly. Observe very well the what, when and how of these
routines.
My Notes of Classroom Management Routines

What Routine? Where is it Done? How is it Done?
Morning Routine Before the Class This includes unpacking their bags,
organizing their materials, and
completing any unfinished work
from the previous day.
Transitioning During Class My cooperating teacher uses visual
between activities cues such as a timer or a specific
signal to indicate when it is time to
move on to the next task.
Clear guidelines for During Class Students are assigned roles within
group work and their groups and are expected to
collaboration follow specific protocols when
working together.
9.2 PARTICIPATION
Categorizing Classroom Management Routines

Classify the classroom routines that your Cooperating Teacher has been doing in the
teaching-learning events
Before the start of the During the Teaching- AT the end of the Learning
Learning Events Learning Events Events
Before the start of each During teaching-learning After teaching-learning events,
lesson, my cooperating events, my cooperating teacher my cooperating teacher assigns
teacher begins by reviewing employs various strategies to homework that reinforces what
the previous day's material. keep students engaged and was covered in class. This
This routine helps reinforce focused. One routine is the use routine allows students to
concepts and ensures that of guided notes or graphic practice independently and apply
students retain information organizers to help students what they have learned.
from previous lessons. organize their thoughts and Additionally, my cooperating
Additionally, it serves as a take effective notes during teacher provides timely feedback
warm-up activity to engage lectures or discussions. This on assignments to ensure that
students' minds and prepare routine promotes active students understand their
them for the upcoming listening and enhances mistakes and can make
lesson. comprehension. necessary corrections.
9.3 IDENTIFICATION
Participating In Implementing and Maintaining Classroom Management
Routines
Do participating tasks of maintaining management routines. Rate your level of success in
participating to maintain management routines.
√ Very Successful Moderately Successful

Successful
Not Successful

What are some of the difficulties in maintaining management routines based on
your own personal experiences?
Answer: Maintaining classroom management routines is a challenging task that every practice
teacher encounters during their teaching journey. From my personal experiences, I have come
across several difficulties in maintaining these routines effectively. Firstly, one of the major
challenges is dealing with student misbehavior. Students often test boundaries and push limits,
which can disrupt the flow of the classroom. It requires consistent reinforcement of rules and
consequences to address these behaviors effectively. Secondly, time management poses a
significant difficulty in maintaining classroom management routines. As a practice teacher, I
found it challenging to allocate sufficient time for each activity while ensuring that all students
are engaged and on task. Balancing instructional time with transitions and individual needs can
be overwhelming. Furthermore, maintaining student motivation and engagement is another
hurdle in managing classroom routines. Students may become disinterested or bored if lessons
lack variety or fail to cater to their diverse learning styles. Keeping students engaged requires
creativity and adaptability in lesson planning.
9.4 INTERNALIZATION
Reviewing Success and Failure of Management Routines
Recall your participations in maintaining management routines. Write

your successful and failure stories for your personal reflections and insights in the future.
My Successful Story
One successful story that stands out in my mind is when I introduced a reward system to
encourage positive behavior among my students. I noticed that some students were consistently
disruptive during lessons, which was affecting the overall learning atmosphere. To address this
issue, I created a points-based system where students could earn rewards for good behavior, such
as extra free time or small prizes. This simple yet effective strategy motivated the students to
actively participate and maintain focus during class. Another successful experience involved
establishing clear expectations and consequences for misbehavior. By clearly outlining the rules
at the beginning of the school year and consistently enforcing them throughout, I was able to
create a structured environment where students understood what was expected of them. This not
only minimized disruptions but also helped foster a sense of responsibility among the students.
Reflecting on these stories, I have gained valuable insights into effective classroom management
techniques. Firstly, it is essential to be proactive rather than reactive when it comes to managing
student behavior. By setting clear expectations and implementing appropriate consequences from
the start, teachers can prevent many behavioral issues before they even arise. Additionally,
building positive relationships with students plays a significant role in maintaining classroom
management routines. When students feel valued and respected by their teacher, they are more
likely to adhere to rules and guidelines willingly.
My Failed Story
One particular instance stands out as a failed attempt at maintaining classroom management. It
was during my first month of practice teaching, and I had not yet established clear expectations
for behavior and routines. I naively assumed that students would naturally follow instructions
without explicit guidance.
During a group activity, chaos ensued as students began talking loudly and disregarding the task
at hand. I attempted to regain control by raising my voice, but this only escalated the situation
further. The lack of structure in the classroom made it difficult for me to regain control and
redirect student focus.
This experience taught me the importance of setting clear expectations from day one. Students
need explicit instructions on how to behave in various situations, as well as consistent
reinforcement of these expectations. Additionally, it highlighted the need for proactive strategies
such as visual cues or signals that can be used to redirect student attention without disrupting the
flow of instruction.
9.5 DISSEMINATION
Committing to Adopt Management Routine Strategies for a Smooth
Sailing Teaching- Learning Events
Make your own samples of instructional management routine strategies that you can use as
a future teacher.
My Compilation of Strategies in Maintaining of Routines
One strategy I would implement is the use of a daily agenda or schedule. This allows
students to have a clear understanding of what will be covered during each class period, helping
them stay organized and focused. Additionally, it provides structure and consistency, which are
essential for effective classroom management. Another routine strategy I would incorporate is
the use of positive reinforcement. By acknowledging and rewarding students' efforts and
achievements, they are more likely to remain motivated and engaged in their learning. This can
be done through verbal praise, certificates, or even small rewards such as stickers or extra
privileges. Furthermore, I would establish clear expectations for behavior in the classroom by
creating a set of rules or guidelines that promote respect and cooperation among students.
Consistently enforcing these rules will help create a safe and inclusive learning environment
where all students feel valued.

By experiencing and implementing these routines, teachers can enhance student engagement,
promote positive behavior, and optimize instructional time. One key strategy is establishing clear
expectations and procedures from the beginning of the school year. This includes setting rules
for behavior, outlining daily routines, and explaining consequences for misbehavior. By doing
so, students understand what is expected of them and feel secure in their learning environment.
Another important routine is creating a structured schedule that maximizes instructional time.
Teachers should plan lessons with clear objectives and allocate specific time slots for each
activity. This helps students stay focused and ensures that all necessary content is covered.
Furthermore, incorporating regular classroom routines such as morning meetings or daily
reflections can foster a sense of community among students. These activities provide
opportunities for students to share their thoughts, build relationships with peers, and develop
social-emotional skills. In addition to these routines, it is crucial for teachers to continuously
reflect on their instructional management strategies. By analyzing their effectiveness through
student feedback or self-reflection, teachers can make necessary adjustments to improve their
practice.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 9:
Chapter 10 Participating in Maintaining Order During

Instuctional and Co-Curricular Activities
10.1 EXPOSURE
Reviewing Classroom Instruction and Co-Curricular Activities
You have observed your Cooperating Teacher multiple times in putting order during
classroom instruction and co-curricular activities. Have a mental review of all these
activities. List down all these instructional and co-curricular activities that you remember.
One of the instructional activities that I observed was the

use of guided reading groups. My cooperating teacher
would divide the students into small groups based on their
reading levels and provide targeted instruction to each
group. This allowed for differentiated instruction and
ensured that every student received support at their
appropriate level.
Another activity that stood out to me was the cooperative

learning projects. My cooperating teacher would assign
students to work in groups on various projects, such as
creating a presentation. This not only fostered collaboration
among students but also taught them important skills such
as teamwork and communication.
10.3 IDENTIFICATION
Participating in Observing Classroom Standards During
Instruction and Co-curricular Activities
Engage yourself with your Cooperating Teacher in the implementation of standards

to observe your learners during instruction and co-curricular activities. The following can serve
as your guide in keeping order during instruction and co-curricular activities.
1. Model the behavior your CT wants to achieve among the students.
2. Use positive presence by moving around and making frequent eye contact with
students who show signs of misbehaving.
3. Help in enforcing the rules and students' compliance with your CT's directions or
instructions.
4. Assist in helping students to gain confidence in doing seatwork, project or activity
sheets.
5. Participate in giving motivational support like stickers, points, or very good remarks
during instruction or co-curricular activities.
REEXAMINING YOUR ASSISSTING TASK:

From your participation task of maintaining order during instruction and
co-curricular activities, what were the most common problems have you
encountered?
Answer:
One of the most prevalent issues is a lack of discipline among the students. Many students fail to
understand the importance of following instructions and adhering to rules, resulting in chaos and
disarray.
Another common problem is a lack of focus and attention from students. In today's fast-paced
world, distractions are abundant, making it difficult for individuals to stay engaged and attentive
during instructional sessions or co-curricular activities. This lack of focus not only hinders their
own learning but also affects the overall atmosphere and productivity of the event.
Furthermore, conflicts among students frequently arise during these activities. Differences in
opinions, misunderstandings, or personal issues can lead to arguments or even physical
altercations. Resolving these conflicts becomes crucial in maintaining order and ensuring a safe
environment for everyone involved.
Lastly, time management is often an issue during instruction and co-curricular activities.
Students may struggle with punctuality or fail to complete tasks within designated time frames,
causing delays or disruptions in the planned schedule.
10.4 INTERNALIZATION
Inferring the Benefits of Maintaining Order During Instruction and
Co-curricular Activities
You have participated in maintaining order during instruction and co- curricular
activities. Review your participation tasks and list down below the effects to the students of the
different participation tasks that you employed.
A. Participation Tasks in Maintaining Effects on Students' Learning Achievement

Order During Instruction
One of the participation tasks I utilized was It promoted teamwork and cooperation
assigning group roles during group among students, as they learned to rely on
activities. This helped in maintaining order each other's strengths and work together
by ensuring that each student had a specific towards a common goal.
responsibility and was actively engaged in
the task.
Implementing clear rules and expectations Students understood what was expected of
at the beginning of each activity them and were more likely to follow
instructions. This not only maintained order
but also fostered discipline among the
students.
Providing opportunities for all students to This created an inclusive environment where
contribute their ideas and opinions during every student felt valued and heard. It also
discussions or presentations enhanced their critical thinking skills as they
learned to analyze different perspectives.

As a practice teacher, I had the opportunity to participate in maintaining order during
instruction and co-curricular activities of students. This experience allowed me to develop my
skills in classroom management and create a positive learning environment for my students.
During instructional time, it was crucial for me to establish clear expectations and rules for
behavior. By setting these guidelines from the beginning, I was able to maintain order and keep
disruptions to a minimum. I also utilized various strategies such as using visual cues, giving clear
instructions, and providing immediate feedback to ensure that students understood what was
expected of them.
In addition to maintaining order during instruction, I also played a role in organizing and
supervising co-curricular activities. Whether it was a field trip or a school event, it was important
for me to ensure that all students were safe and engaged in the activity. This required effective
communication with other teachers and staff members, as well as being proactive in addressing
any issues or concerns that arose.
Participating in maintaining order during instruction and co-curricular activities has taught me
valuable lessons about leadership, organization, and adaptability. It has also reinforced the
importance of creating a positive learning environment where students feel supported and
motivated to succeed. Overall, this experience has been instrumental in my growth as an aspiring
educator.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 10:
Chapter 11 Participating in Guiding Learners During

Transitions or Group Activities
11.1 Exposure
Observing Transitions and Group Activities
Based on your observation of your Cooperating Teacher’s classes, write

transitional and group activities he/she has been doing.
Before Starting the Lesson

Before the lesson begins, my cooperating teacher often starts with a warm-up activity.
This could be a quick review of previous lessons or a thought-provoking question related to the
upcoming topic. This helps to activate students' prior knowledge and prepare them for the new
material.
During Lesson Proper
During the lesson proper, my cooperating teacher frequently uses group activities such as
think-pair-share or jigsaw discussions. These activities encourage collaboration among students
and allow them to share their ideas and perspectives. By working together in groups, students
can deepen their understanding of the subject matter through peer interaction.
After the Lesson Proper
After the lesson proper, my cooperating teacher often assigns group projects or tasks that
require students to apply what they have learned. This allows them to practice their skills in real-
life scenarios and reinforces their understanding of the concepts taught in class.
11. 2 PATICIPATION
Walking Through the transitions and Group Activities
Learn by heart the different transitions and group activities you do in the
classroom. List down the transitions and group activities that your Cooperating Teacher does
in the classroom.
1. One of the most common transitions used is the "quiet signal." This involves the teacher using
a specific gesture or phrase to grab students' attention and indicate that it is time to transition to
another activity. My cooperating teacher uses a chime sound, which immediately captures
students' focus.
2. Group activities are frequently incorporated into lessons. One popular activity is "Think-Pair-
Share," where students think about a question or prompt individually, then pair up with a partner
to discuss their thoughts before sharing them with the whole class. This encourages collaboration
and active participation among students.
3. Another effective group activity observed in my cooperating teacher's classroom is "Jigsaw."

In this activity, students are divided into small groups and assigned different sections of a text or
topic to become experts on. They then come together as an expert group to share their knowledge
with each other before returning to their original groups to teach their peers.
In my experience in participating or guiding the Learners during transition and group activity,
in what areas did I find some difficulties?
Answer: In my experience of participating or guiding learners during transition and group

activities, I have encountered several difficulties in various areas. One of the main challenges I
faced was maintaining the students' focus and engagement throughout the transition process. It
was often challenging to keep their attention as they moved from one activity to another,
especially if they were not interested in the upcoming task. Another difficulty I encountered was
managing different learning styles within a group setting. Each student had their own preferred
way of learning, which made it challenging to cater to everyone's needs simultaneously. Some
learners were visual learners, while others preferred auditory or kinesthetic methods. Balancing
these different learning styles required careful planning and adaptation of teaching strategies.
Furthermore, maintaining discipline and order during group activities proved to be quite
challenging at times. Some students would become easily distracted or disruptive, hindering the
progress of the entire group. It required constant vigilance and effective classroom management
techniques to ensure that all learners remained focused on the task at hand. Lastly, facilitating
effective communication among group members posed its own set of difficulties. Encouraging
students to actively listen and respect each other's opinions was a continuous effort. Additionally,
some learners struggled with expressing their thoughts clearly or articulating their ideas
effectively.
Putting Transitions at Work
Together with your cooperating teacher, implement the transition and
group activity by class episodes. Make your own notes of progress in participating in this
learning – teaching task.
In the journey of becoming a teacher, one of the most crucial aspects is gaining hands-on
experience in the classroom. This is where cooperating teachers play a vital role in guiding and
mentoring aspiring educators. Throughout my learning-teaching task, I had the privilege to work
closely with my cooperating teacher to implement transition and group activities during class
episodes.
The transition from one activity to another is often challenging for students as it requires them to
shift their focus and mindset. With my cooperating teacher's guidance, I learned various
strategies to smoothly transition between activities. We incorporated visual cues such as timers
or music, which helped students understand when it was time to move on. Additionally, we used
verbal cues like countdowns or catchy phrases that grabbed their attention.
Furthermore, implementing group activities allowed me to witness firsthand the benefits of

collaborative learning. My cooperating teacher emphasized the importance of assigning roles
within groups, ensuring that each student had an opportunity to contribute effectively. By
observing these group dynamics, I learned how different personalities interacted and how to
address any conflicts that arose.
Throughout this learning-teaching task, I kept detailed notes on my progress. These notes served
as a reflection tool for self-improvement and allowed me to track my growth as an educator. It
was encouraging to see how my confidence in managing transitions and facilitating group
activities increased over time.
11.5 DISSEMINATION
Making My Own Creative Transitions and Group Activities
Make your own creative transitions and group activities which you can use in the future.
My Creative Transition and Group Activities
In today's fast-paced and ever-changing world, it is essential for educators to constantly
adapt and innovate their teaching methods. One way to engage students and create a dynamic
learning environment is through the use of creative transitions and group activities. These
techniques not only make the classroom experience more enjoyable but also enhance students'
critical thinking, problem-solving, and collaboration skills.

One effective transition technique is the "Think-Pair-Share" activity. This involves giving
students a few minutes to think individually about a question or topic, then pairing them up with
a partner to discuss their thoughts before sharing with the whole class. This activity encourages
active participation from all students and allows them to learn from one another's perspectives.
Another engaging group activity is "Gallery Walk." In this activity, different stations are set up
around the classroom with each station representing a specific topic or concept. Students are
divided into groups and rotate through each station, discussing and analyzing the information
presented at each one. This activity promotes teamwork, communication, and critical thinking as
students collaborate to gather information from various sources. Furthermore, "Jigsaw" is an
effective strategy that encourages cooperation among students. In this activity, students are
divided into small groups where each member becomes an expert on a particular topic or
concept. After researching their assigned area individually, they come together in new groups
where each member shares their expertise with others. This fosters collaboration while ensuring
that every student has an opportunity to contribute their knowledge.
By incorporating these creative transitions and group activities into our teaching
repertoire, we can create an engaging learning environment that promotes active participation
and enhances student learning outcomes. As educators strive to prepare future generations for
success in an increasingly complex world, these techniques prove invaluable in fostering critical
thinking skills, teamwork abilities, and overall academic growth among our students.

Throughout my experience as a student teacher, I have had the privilege of working
closely with my cooperating teacher to implement various transition and group activities in the
classroom. These episodes have not only allowed me to witness firsthand the growth and
development of my students but have also provided me with valuable insights into effective
teaching strategies.
One particular episode that stands out in my mind is when we introduced a new transition
activity called "Pass the Ball." This activity involved passing a ball around the classroom while
each student shared one thing they learned during the day. Not only did this activity help
improve classroom management by providing a structured way for students to transition between
activities, but it also fostered a sense of community and encouraged active participation from all
students. Another memorable episode was when we implemented a group activity called "Think-
Pair-Share." This strategy involved asking students to think about a question or problem
individually, then pair up with a classmate to discuss their thoughts before sharing them with the
whole class. This activity not only promoted critical thinking skills but also encouraged
collaboration and communication among students.
Reflecting on these experiences, I can confidently say that working closely with my
cooperating teacher has been instrumental in my growth as an educator. Through these episodes,
I have learned the importance of incorporating engaging transition and group activities into daily
lessons to enhance student learning and create an inclusive classroom environment. I am grateful
for this opportunity to learn from an experienced professional and look forward to continuing my
journey as an educator.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 11:
Chapter 12 Participating in Conducting Intervention Activities

11. 2 PATICIPATION
Getting Acquainted with Intervention Strategies
Familiarize yourself with some intervention activities being done by your Cooperating Teacher.
Add to the list other intervention activities that you CT Uses in his class
Intervention Strategies
Repeat Instruction more than once.
Repeat your Cooperating Teachers Questions to learners.
Give more examples.
Read with the learners his/her instruction.
Move around to see if learners are all engaged.
Sit with learners who cannot follow instructions.
Stand close to students who always misbehave.
Maintain eye contact will all students.

Shake head indicating disapproval to students who are misbehaving.
12. 3 IDENTIFICATION
Determining the importance of Academic
Intervention Tasks
Look at your list of learners who exhibit academic, social, and behavioural
struggles and the intervention strategies employed by your Cooperating Teacher. Identify
Intervention tasks which you will be participating with your CT.
Struggles
Student Academic Social Behavioural Helpful Intervention Tasks
1. ANNA One notable intervention strategy employed by my
√ CT is differentiated instruction. By tailoring lesson

plans and activities to meet individual student
needs, she ensures that every learner has access to
appropriate content and instructional methods.
2. Mike Recognizing that students respond well to praise

√ and encouragement, he regularly acknowledges
their efforts and achievements, boosting their self-
esteem and motivation.
What are some of the problems I saw with the students that need intervention activities
from the teachers?
Answer: In my experience as a teacher, I have noticed several problems among students that
require intervention activities from teachers. One of the most common issues is a lack of
motivation. Many students seem disinterested in their studies and struggle to find the drive to
excel academically. This can be attributed to various factors such as a lack of understanding, low
self-esteem, or external distractions.
Another problem I have observed is poor time management skills. Students often struggle with
organizing their tasks and prioritizing their responsibilities effectively. As a result, they may fall
behind in completing assignments or studying for exams. Furthermore, some students exhibit
difficulties in concentration and focus. They may become easily distracted by their surroundings
or lose interest in the subject matter being taught. This can hinder their ability to grasp new
concepts and retain information. Additionally, I have noticed that some students struggle with
social interactions and communication skills. They may find it challenging to express themselves
clearly or engage in collaborative activities with their peers.
To address these issues, teachers can implement intervention activities such as personalized goal-
setting sessions, study skill workshops, or one-on-one tutoring sessions. These interventions aim
to enhance motivation levels, improve time management abilities, foster concentration skills, and
promote effective communication among students.
12.5 DISSEMINATION
Learning from Participating in the Conduct of Intervention Activities

My Personal Learning of a Teacher Being an Interventionist
Having participated in doing intervention activities for the learners, make a short
write-up of the learning that you have gained.
Participating in intervention activities for learners has been an eye-opening experience

that has provided me with valuable insights into the learning process. One of the key learnings I
have gained is the importance of individualized instruction. Each learner has unique strengths,
weaknesses, and learning styles, and it is crucial to tailor interventions to meet their specific
needs.
Through these activities, I have also learned the significance of patience and
perseverance. Some learners may require more time and support to grasp certain concepts or
skills. It is essential to remain patient and provide continuous encouragement to help them
overcome challenges. Additionally, I have realized the power of positive reinforcement in
promoting learning. Celebrating small achievements and providing praise can significantly boost
a learner's confidence and motivation. This approach fosters a positive learning environment
where students feel supported and encouraged to take risks. Furthermore, participating in
intervention activities has highlighted the importance of collaboration between educators,
parents, and other professionals involved in a learner's education journey. By working together
as a team, we can develop effective strategies that address individual needs comprehensively.
Throughout my time as a learner, I have had the opportunity to participate in various intervention
activities aimed at supporting and enhancing the learning experiences of my peers. These
activities have allowed me to develop not only academically, but also personally and socially.
One of the key learning experiences I gained from participating in intervention activities is the
importance of empathy and understanding. By working closely with learners who were
struggling with their studies, I was able to put myself in their shoes and truly understand their
challenges and frustrations. This helped me become more patient and compassionate towards
others, as well as develop effective communication skills to offer support and guidance.
Additionally, these intervention activities taught me the value of collaboration and teamwork. In
order to provide meaningful assistance to my peers, it was necessary for me to work alongside
other volunteers and educators. Through this collaborative effort, we were able to pool our
knowledge, skills, and resources to create a supportive environment that fostered growth for all
learners involved. Furthermore, participating in intervention activities allowed me to enhance my
own learning by reinforcing key concepts through teaching others. Explaining complex ideas or
breaking down difficult topics into simpler terms not only helped my peers grasp the material
better but also solidified my own understanding of the subject matter. Overall, engaging in
intervention activities has been a transformative experience for me as a learner. It has provided
me with invaluable lessons on empathy, collaboration, communication, and self-improvement.
These skills will undoubtedly continue to shape my personal growth as I move forward in both
academic pursuits and life beyond the classroom.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 12:

Chapter 13 Participating in Supervising Learners in

Co-Curricular Activities
13.1 EXPOSURE
Familiarizing with Co-Curricular activities
Observe student’s activities outside of the classroom.
1. Do they have activities after class hours? What are they?
It is important to determine whether students engage in activities after class hours.

Many students participate in extracurricular activities such as sports, music lessons, or art
classes. These activities not only provide a break from academic pressures but also foster
teamwork and discipline.
2. Do they have membership to various organization/clubs? List down the different

academic, religious, socio-cultural, or special interest clubs.
Being a member of different organizations or clubs indicates a student's

involvement in diverse areas. Academic clubs like math or science clubs showcase their
dedication to intellectual pursuits. Religious groups demonstrate their spiritual beliefs and
values. Socio-cultural clubs highlight their interest in cultural diversity and community
service. Special interest clubs reveal unique hobbies or passions.
3. Do they have regular meetings outside the regular class hours? Note them down.
Regular meetings outside regular class hours signify students' commitment to

specific causes or projects. These meetings could be related to group projects, study
sessions, or club discussions. Such engagements promote collaboration skills and allow
students to deepen their knowledge beyond the classroom setting.
13.3 IDENTIFICATION
Facilitating Supervision of Co-Curricular Activities
Confer with your Cooperating Teacher his/her expectations on your participation in the
supervision of co-curricular activities. Take note to all her
suggestions/comments/expectations and also remember the limitations that your Ct relevant
to your supervisory roles.
My Supervisory Roles in Co-Curricular Activities
Supervising co-curricular activities is an essential part of a teacher's role in promoting holistic

development among students. As a student teacher, it is crucial to confer with your cooperating
teacher (CT) to understand their expectations regarding your participation in these activities. By
doing so, you can ensure effective collaboration and contribute positively to the students' overall
growth. During my discussion with my CT, he emphasized the importance of being actively
involved in co-curricular activities such as clubs, sports teams, and community service projects.
He believed that by participating alongside the students, I would be able to build stronger
relationships with them and gain a deeper understanding of their interests and talents. Additionally,
my CT suggested that I take note of her comments and suggestions on how to improve my supervisory skills during
these activities. He encouraged me to observe his interactions with students closely and learn from her experiences.
This would help me develop effective strategies for managing groups of students and addressing any challenges that
may arise. However, it is important to remember the limitations set by my CT relevant to my supervisory roles. He
reminded me that as a student teacher, I should not take on full responsibility for planning or leading co-curricular
activities without his guidance or approval. This was crucial for maintaining consistency in teaching methods and
ensuring student safety.
REEXAMINING YOUR SUPERVISORY ROLES:
What are some of the critical issues did I face, when I participated in supervising the
co-curricular activities of the students?
Answer: When I took on the responsibility of supervising the co-curricular activities of students,
I encountered several critical issues that required careful consideration and management. One of
the most significant challenges was ensuring equal opportunities for all students to participate in
these activities. It was crucial to create an inclusive environment where every student felt
welcome and encouraged to explore their interests. Another critical issue was time management.
Co-curricular activities often took place after school hours, which meant that students had
limited time for homework and other academic commitments. Balancing their extracurricular
involvement with their academic responsibilities became a priority. I had to work closely with
teachers and parents to establish a schedule that allowed students to excel in both areas.
Furthermore, safety was a paramount concern when supervising co-curricular activities. Whether
it was organizing a sports event or a field trip, ensuring the well-being of students was non-
negotiable. Conducting risk assessments, implementing safety protocols, and maintaining open
communication with parents were essential steps in addressing this issue.
Planning for Appropriate and Responsible Supervision of Co-Curricular Activities
When you became a teacher, what will be your plan to make sure that you will
accord your students with appropriate and responsible supervision?
Answer: When I become a teacher, my utmost priority will be to ensure that my students receive
appropriate and responsible supervision. As an educator, it is my duty to create a safe and
nurturing environment where students can thrive academically, socially, and emotionally.
To achieve this goal, I will implement several strategies. Firstly, I will establish clear rules and
expectations from the beginning of the school year. By setting boundaries and explaining the
consequences of inappropriate behavior, students will understand what is expected of them and
how their actions can impact themselves and others.
Secondly, I will maintain open lines of communication with both students and parents. Regular
parent-teacher conferences and progress reports will allow me to address any concerns or issues
promptly. Additionally, I will encourage parents to actively participate in their child's education
by attending school events or volunteering in the classroom.
Furthermore, I believe in fostering a positive classroom culture based on respect and empathy.
By promoting kindness and understanding among students, they will learn to appreciate diversity
and develop strong interpersonal skills.
Lastly, I recognize the importance of continuous professional development as a teacher. Staying

updated with current educational practices and attending workshops or conferences will enable
me to enhance my teaching methods while ensuring that I am providing appropriate supervision
for my students.
13.5 DISSEMINATION
Securing the Experiences through Insightful sharing of
Thoughts
When your participate with your Cooperating Teacher in the supervision of
co-curricular activities, and also with your CT’s giving you accompaniment, what are your
insight regarding the experience?
Answer: When participating with my cooperating teacher in the supervision of co-curricular

activities, and receiving their accompaniment, I have gained valuable insights and experiences.
Firstly, this collaboration has allowed me to witness firsthand the importance of teamwork and
effective communication. Working alongside my cooperating teacher has taught me how to
effectively delegate tasks, coordinate schedules, and ensure that all participants are on the same
page. This experience has emphasized the significance of clear and concise instructions in order
to achieve successful outcomes. Furthermore, being involved in co-curricular activities has
provided me with a deeper understanding of student engagement outside the classroom. It is
during these activities that students often showcase their hidden talents and passions. Witnessing
their growth and development in these areas has reinforced my belief in the importance of a well-
rounded education. Additionally, having my cooperating teacher accompany me throughout this
process has been invaluable. Their guidance and mentorship have allowed me to navigate
challenges with confidence while providing constructive feedback for improvement. Their
presence has also given me reassurance that I am on the right track as an educator.

Participating in co-curricular activities is an essential aspect of a student's growth and
development. These activities provide opportunities for students to explore their interests,
develop new skills, and build meaningful relationships with their peers. As a student teacher, it is
crucial to actively engage with your cooperating teacher (CT) in the supervision of these
activities.
Collaborating with your CT allows you to gain valuable insights into the planning and execution
of co-curricular events. By working closely with your CT, you can learn about the various
responsibilities involved in organizing these activities, such as coordinating schedules, managing
resources, and ensuring student safety. This hands-on experience will enhance your
understanding of the holistic education process and enable you to contribute effectively to future
co-curricular initiatives.
Furthermore, having your CT accompany you during these activities provides an additional layer
of support and guidance. Their presence offers reassurance and helps create a positive learning
environment for both you and the students. Your CT's expertise can also help address any
challenges that may arise during the event, allowing for quick problem-solving and fostering a
sense of teamwork.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 13:

Chapter 14 Introduction to Action Research

14.2 PARTICIPATION
Analyzing the Sample Classroom-Based Action Research
After reading an example of a classroom-based action research, answer the

following questions. Expound and discuss your answer.
1. What exactly is the classroom problem that Melinda wanted to help address or
solve?
Answer: The problem she identified was the lack of active participation and engagement among students
during class discussions. Melinda observed that students were often passive listeners rather than active
contributors in the learning process. She noticed that only a few students actively participated in class
discussions, while others remained silent or disinterested. This lack of participation hindered the
development of critical thinking skills and limited the overall effectiveness of classroom instruction. To
help address this issue, Melinda decided to implement action research in her classroom. She introduced
various strategies such as group work, cooperative learning activities, and open-ended questions to
encourage student participation. By doing so, she aimed to create an inclusive and interactive learning
environment where all students felt comfortable sharing their thoughts and ideas. Melinda's goal was not
only to increase student engagement but also to foster a sense of ownership over their own learning. By
actively involving students in class discussions, she believed they would develop better communication
skills, enhance their understanding of subject matter, and become more confident learners.
2. What processes helped Melinda to think of the possible causes why a problem exists?
Answer: Firstly, Melinda engaged in reflective thinking. She carefully observed and analyzed the
situation to identify any patterns or recurring issues. By reflecting on her experiences and interactions
with students, she was able to gain insights into the root causes of the problem. Secondly, Melinda sought
feedback from her mentor and colleagues. This collaborative approach allowed her to gather different
perspectives and ideas about the problem. Through discussions and brainstorming sessions, she was able
to consider various factors that may contribute to the issue. Additionally, Melinda conducted research on
relevant literature related to teaching strategies and student behavior. This helped her broaden her
understanding of similar problems faced by other educators and provided potential explanations for why
the problem exists in her classroom.
3. What processes helped Melinda to think of an action, which if implemented, will help
address or solve the classroom problem?
Firstly, Melinda identified possible solutions based on her analysis of the causes behind the problem. She
considered different strategies that could potentially mitigate or eliminate these causes. Next, she
evaluated each potential action based on its feasibility and effectiveness in addressing the issue at hand.
This involved considering practical aspects such as available resources, time constraints, and potential
impact on student learning outcomes. Furthermore, Melinda sought input from other teachers who had
faced similar challenges before. Their experiences provided valuable insights into which actions were
most likely to yield positive results. Ultimately, after careful consideration and weighing all options
against their potential benefits and drawbacks, Melinda decided on an action plan that she believed would
effectively address or solve the classroom problem.
4. What exactly was the action that Melinda wanted to implement?

Answer: Cooperative learning is an instructional approach where students work together in small groups
to achieve a common goal. It promotes active learning, collaboration, and communication among
students. Melinda believed that by implementing cooperative learning strategies in her classroom, she
could create a more interactive and engaging learning environment for her students. To carry out this
action, Melinda planned to divide her class into small groups and assign them various tasks or projects
that required collaboration and teamwork. She also intended to provide clear instructions on how to work
effectively in groups and establish specific roles for each group member. By implementing cooperative
learning strategies, Melinda aimed to foster a sense of responsibility among her students while promoting
critical thinking skills, problem-solving abilities, and effective communication. She believed that this
approach would not only enhance student engagement but also improve academic performance.
5. What was the expectation of Melinda regarding the effect of the action she wanted to
implement?
Answer: Melinda had a clear expectation regarding the effect of the action she wanted to
implement. Melinda expected that by incorporating cooperative learning strategies in her
classroom, she would be able to enhance student engagement and improve their academic
performance. She believed that through collaborative activities, students would actively
participate in their own learning process, leading to better understanding and retention of
knowledge.
6. What processes did Melinda employ to find out if her expectation regarding the effect of
the action is confirmed?
Answer: To confirm her expectation regarding the effect of the action, Melinda employed
various processes. Firstly, she conducted pre-assessments to determine the baseline level of
student engagement and academic performance before implementing cooperative learning
strategies. This allowed her to establish a starting point for comparison. Next, Melinda
implemented cooperative learning activities in her classroom for a specific period of time.
During this time, she observed and documented student behavior and participation levels. She
also collected data through surveys and interviews with students to gather their feedback on the
effectiveness of these strategies. After analyzing the collected data, Melinda compared it with the
baseline measurements from the pre-assessment phase. This enabled her to determine whether
there was any significant improvement in student engagement and academic performance as a
result of implementing cooperative learning strategies.
7. What are the results of the implementation of the action?
Answer: The results showed a significant improvement in students' engagement and active
participation during class discussions. The use of group work encouraged collaboration among
students, allowing them to share their ideas and learn from one another. Think-pair-share
activities provided opportunities for students to reflect on their thoughts before sharing with the
whole class, leading to more thoughtful responses. Open-ended questions promoted critical
thinking skills and encouraged students to express their opinions. Moreover, the implementation
of these strategies also fostered a positive classroom environment where students felt
comfortable expressing themselves. This resulted in increased confidence levels among students,
as they were actively involved in the learning process.
8. What are the conclusions deduced from the classroom-based action research?
Answer: From this classroom-based action research, several conclusions can be deduced. Firstly,
implementing various strategies to enhance student participation positively impacts their
engagement and learning outcomes. Secondly, creating a collaborative learning environment
promotes peer interaction and knowledge sharing. Lastly, incorporating open-ended questions
stimulates critical thinking skills and encourages independent thought.
Identifying the Different Processes Involved in Implementing
A Classroom-Based Action Research
On the left column below are the significant stages of implementing an action
research based on the conceptual framework discussed previously the right column, describe the
processes applied by Melinda in her action research, corresponding to each step/process.
Steps in the Conceptual Framework Corresponding Step or Processes in the

Sample Action Previously Presented Action Research
a. Diagnosing (identifying a problem) Melinda identified a problem: her students were

struggling with reading comprehension. She
conducted assessments and analyzed data to
understand the root causes of this issue. Through
observations and discussions with colleagues and
students, she discovered that lack of vocabulary
knowledge was hindering their comprehension
skills.
b. Action Planning (Considering Melinda formulated a plan to address the problem
by incorporating vocabulary-building activities into
alternative courses of action) her lessons. She researched effective strategies and
sought input from other educators to develop a
comprehensive approach.
C. Taking Action (Selecting course of She implemented her planned activities in the
action) classroom consistently over several weeks. During
this phase, she closely monitored student progress
and made adjustments as needed.
d. Evaluating (Studying consequence of She collected data through assessments and

observations to measure changes in student
an action) comprehension levels. This allowed her to
determine whether her intervention was successful
or required further refinement.
e. Specifying Learning (identifying general Melinda specified learning from her action research
findings) process by reflecting on both successes and
challenges encountered throughout each stage. She
documented key insights gained from
implementing vocabulary-building activities and
shared these findings with colleagues at
professional development sessions.
14.5 DISSEMINATION
Sharing and Discussing the Processes and the Important
Concepts Related to Classroom-Based Action Research
Together with your Cooperating Teacher, review, present and share the
process of implementing classroom-based action research. Take note of the important
points and concepts related to classroom-based action research. Come up with a list of
these important concepts.
Important Points Related to Classroom/Based Action Research
Classroom-based action research is a powerful tool that allows teachers to improve their teaching
practices and enhance student learning outcomes. It involves a collaborative effort between the
cooperating teacher and the researcher to identify an area of concern, collect data, analyze
findings, and implement changes in the classroom. During the process of implementing
classroom-based action research, it is crucial to review and present the steps involved. This
includes identifying a research question or problem, conducting a literature review to gain
insights from previous studies, selecting appropriate data collection methods such as
observations or surveys, analyzing data using statistical techniques or qualitative analysis, and
finally implementing changes based on the findings. Some important points to consider during
this process include maintaining ethical considerations by obtaining informed consent from
participants and ensuring confidentiality of data. It is also essential to involve all stakeholders
such as students, parents, and administrators in the research process through regular
communication and feedback sessions. Furthermore, it is crucial to establish clear goals and
objectives for the research project. This helps in focusing efforts towards achieving specific
outcomes. Additionally, documenting all steps taken during the implementation process ensures
transparency and replicability of results. In conclusion, classroom-based action research provides
teachers with an opportunity to reflect on their teaching practices and make informed decisions
based on evidence. By collaborating with a cooperating teacher throughout this process,
educators can create meaningful change in their classrooms. Key concepts related to classroom-
based action research include identifying a research question or problem, conducting literature
reviews, selecting appropriate data collection methods, analyzing data using statistical techniques
or qualitative analysis methods, involving stakeholders throughout the process through
communication and feedback sessions while maintaining ethical considerations such as obtaining
informed consent from participants.

Working alongside my cooperating teacher allowed me to witness firsthand the importance of
continuous improvement in education. Together, we identified areas of our teaching that needed
further exploration and developed research questions to guide our inquiry. Through this
collaborative process, we were able to design interventions and collect data to measure their
effectiveness. Presenting our findings was a valuable experience that allowed us to share our
knowledge with other educators. We organized workshops where we discussed our research
methods, results, and implications for practice. This not only helped us refine our presentation
skills but also fostered a sense of community among teachers who were interested in
implementing similar strategies in their classrooms. Sharing the process of implementing
classroom-based action research was crucial for promoting evidence-based practices within the
school community. By showcasing how research can inform teaching practices and improve
student outcomes, we inspired other teachers to engage in reflective practices and seek
opportunities for professional growth.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 14:
Chapter 15 Searching Problems for Classroom-

Based Action Research
15.1 EXPOSURE
Reviewing the PREVIOUS Learning Experiences and Classroom Observation

Notes
Go over Learning Experiences 1 to 13. You may also want to review your observation
notes. Deduce from these, the observed classroom problem or difficulty.
List of Classroom Problems Observation:
Answer: One recurring issue I observed is the lack of student engagement and participation
during lessons. In several instances, students appeared disinterested and disconnected from the
material being taught. This lack of engagement hindered their ability to grasp concepts
effectively and limited their overall academic growth.
Select one situation which you think you would be able to identify as classroom
problem based on your experience. Focus on one problem in one module only. Describe the
circumstances regarding the problem.
Description of the Problem:
Answer: The observed classroom problem is the lack of student engagement and participation during
lessons. In many of the classrooms I observed, students seemed disinterested and unengaged in the
material being taught. They often exhibited passive behaviors such as daydreaming, doodling, or talking
amongst themselves. The circumstances regarding this problem vary but often include large class sizes,
monotonous teaching methods, and a lack of student-centered activities. In some instances, teachers relied
heavily on lectures and did not provide opportunities for students to actively participate in their learning.
This resulted in a disconnection between the students and the material being taught. Furthermore, limited
resources and outdated teaching materials also contributed to this problem. Students were not provided
with hands-on activities or real-world examples that could make the content more relatable and engaging.
15.2 PARTICIPATION
Getting the Feel of the Existence of the Classroom Problem
1. Based from the situation you have identified in the Exposure part, state your reason/s
why you consider it a classroom problem.
Answer: Firstly, the traditional teaching methods employed in many classrooms often prioritize teacher-
centered instruction rather than student-centered learning. This approach tends to stifle students' creativity
and critical thinking skills, leading to disinterest and disengagement. Additionally, the lack of interactive
activities and hands-on experiences further contributes to the problem as students become passive
recipients of information rather than active participants in their own learning process. Moreover, the
absence of meaningful connections between the curriculum and real-life situations can also lead to
student disengagement. When students fail to see the relevance or practicality of what they are learning,
they may lose interest and motivation.
2. Do you think that problem needs a solution? If yes, give your reason/s.
Answer: It is crucial that this problem be addressed promptly. Engaged and participative students are
more likely to develop a deeper understanding of the subject matter, retain information longer, and
perform better academically. Furthermore, active participation fosters critical thinking skills,
collaboration among peers, and enhances communication abilities - all essential for success in future
endeavors.
3. If not, what will happen if the problem is not solved?
Answer: If left unresolved, this problem can have detrimental effects on both individual students
and the overall classroom environment. Students who feel disengaged may become bored or
frustrated with school which can lead to decreased attendance rates or even dropping out
altogether. Additionally, an unresponsive classroom atmosphere can hinder effective teaching
practices as teachers struggle to gauge student comprehension levels or adapt their lessons
accordingly.
15.3 IDENTIFICATION
Identifying a Classroom Problem
One way of identifying or defining a classroom problem is to conduct a gap

analysis. As the word “gap” suggests, it is an area characterized by an absence of “something”
that needs to be filled up or a weakness that needs to be strengthened. The gap analysis will
help you identify the more important problems that need solutions. In a gap analysis, you
should be able to have answers to the following questions:
1. What are the expectations in terms of standards or required learning outcomes set by
the school, or even by the education system? (There are many sources for this
information.)
Answer: In any educational institution, there are certain expectations in terms of standards or
required learning outcomes that are set by the school or even by the education system. These
expectations serve as guidelines for educators and students alike, ensuring a certain level of
quality and achievement. These standards can be found in various sources such as curriculum
documents, national frameworks, and educational policies.
2. What are the actual or existing conditions regarding that standard or expected
learning outcome?
Answer: The actual or existing conditions regarding these standards or expected learning
outcomes can vary from school to school and even within different classrooms. Factors such as
resources, teacher expertise, student demographics, and socio-economic backgrounds can
significantly impact the actual conditions. For instance, schools with limited resources may
struggle to provide adequate materials or technology for effective learning.
3. How big is the difference between actual/existing conditions and standards or

expectations?
Answer: The difference between actual/existing conditions and standards or expectations can be
substantial in some cases. This gap may arise due to various reasons such as lack of funding,
overcrowded classrooms, outdated teaching methods, or insufficient support for students with
special needs. As a result, students may not be able to meet the desired learning outcomes set by
the school or education system.
Determining the “Best” Action to Solve a Problem
Following are hypothetical examples of classroom problems. Notwithstanding

careful study, write the action you believe is the best or the most appropriate, for that problem.
Consider the criteria above.
Classroom Suggested Action to Solve the Problem

Problem
1. Pupils low performance Offering extra tutoring sessions or assigning a math mentor who
in mathematics can assist struggling students individually.
2. Poor reading ability of Teachers should implement differentiated instruction techniques,
pupils such as small group activities or one-on-one reading sessions, to
cater to each student's specific needs.
3. Pupils shouting at the The most appropriate action would be implementing clear
top of their voices behavior expectations and consequences from day one.
Additionally, teachers should encourage active listening skills
through engaging activities and discussions.
4. Frequent absences from Teachers should establish open lines of communication with
classes parents or guardians and emphasize the importance of regular
attendance for academic success.
5. Students not paying Incorporating interactive teaching methods like hands-on activities
attention to the teacher or multimedia presentations can help capture their interest and
engagement.
15.5 DISSEMINATION
Sharing with Co-Student Teacher and CT on the Problems Identified
and Corresponding Action/s to Solve Them
Together with your Cooperating Teacher and co-student teachers, discuss and list down
situations considered as classroom problems which could be solved by applying an action. You
may refer to the list of problems that you have written earlier. Discuss, identify, and share what
actions to take to solve the problem/s.
List of Classroom Possible Actions to Solve the Problems

Problems
1. Lack of student engagement I applied an action by incorporating more interactive and hands-on
during lessons activities into my lessons. This allowed students to actively engage with
the material and increased their interest in the subject matter.
2. Classroom management issues I implemented a behavior management plan that included clear
expectations, consistent consequences, and positive reinforcement for
good behavior. This helped create a more structured learning environment
where students felt accountable for their actions.
3. Pupils shouting at the top of The most appropriate action would be implementing clear behavior
their voices expectations and consequences from day one. Additionally, teachers should
encourage active listening skills through engaging activities and discussions.
4. Understanding complex I utilized differentiated instruction techniques such as small group

concept instruction and individualized learning plans.
5. Students not paying attention Incorporating interactive teaching methods like hands-on activities or
to the teacher multimedia presentations can help capture their interest and engagement.
6. Students sleeping in class Teachers should create an engaging classroom environment by incorporating
stimulating visuals and interactive discussions that encourage participation.

In my experience as a student teacher, I have had the opportunity to work closely with
my cooperating teacher and co-student teachers. This collaboration has been instrumental in my
growth as an educator. Through this experience, I have encountered various classroom problems
that required immediate action for resolution.
One situation that I faced was a lack of student engagement during lessons. Many
students seemed disinterested and were not actively participating in class activities. To address
this issue, I applied an action by incorporating more interactive and hands-on activities into my
lessons. This allowed students to actively engage with the material and increased their interest in
the subject matter. Another problem that arose was classroom management issues. Some students
were disruptive and often interrupted the flow of the lesson. To solve this problem, I
implemented a behavior management plan that included clear expectations, consistent
consequences, and positive reinforcement for good behavior. This helped create a more
structured learning environment where students felt accountable for their actions. Additionally,
there were instances where students struggled with understanding complex concepts. To tackle
this problem, I utilized differentiated instruction techniques such as small group instruction and
individualized learning plans. By tailoring instruction to meet each student's needs, I was able to
provide targeted support and help them grasp difficult concepts.
In conclusion, through my experiences with my cooperating teacher and co-student
teachers, I have encountered various classroom problems that required action for resolution. By
applying strategies such as incorporating interactive activities, implementing behavior
management plans, and utilizing differentiated instruction techniques, these problems were
effectively addressed. This growth portfolio has allowed me to reflect on these experiences and
develop a repertoire of strategies that will continue to guide me in my future teaching endeavors.
ASSESSMENT

Rubric
Score Description
materials.
materials.
Rating for LE 15:
Chapter 16 Writing a Classroom-Based Action

Research Proposal
16.1 EXPOSURE
Familiarizing Oneself with Examples of Completed Classroom-
Based Action Researchs
Go to the library or search the internet for three examples of classroom-based
action research. Read through each of these and be able to determine the important things that
are contained in each action research. Determine the similarities and differences in the
materials you are going to read are written reports of action researches that have been
completed.
Try your best to come up with the parts of a completed action research based on the written
report. Note that in determining the parts, you will be able to deduce the steps or the
processes needed to carry out that part. You can also use as reference, the conceptual
framework of action research in education cited in LE 14. Find out later how similar or different
your output is from the requirements of the conceptual framework found in LE 14. While this
exercise is about developing familiarity with classroom-based action research, it is nevertheless
important because it prepares you to write an action research proposal.
Parts of the Written Report of a Completed Classroom-Based Action Research

1. INTRODUCTION
2. STATEMENT OF THE PROBLEM
3. CONCEPTUAL FRAMEWORD
4. METHODOLOGY
5. RESULTS/FINDINGS
6. CONCLUSION
16.2 PARTICIPATION
Determining the Characteristics and Parts of a Completed
Classroom-Based Action Research
Together with your co-student teachers, describe in your own words, the classroom-based
action research which you have chosen (from among the three samples) for presentation. Focus
on the steps and processes that the author has done while doing the research. Describe in
greater detail the steps or processes the researcher or author has done in each part. Then
discuss and get reactions from your co-student teachers. Remember this is a completed action
research.
Following are parts/steps and processes of a completed classroom-based action research as

shown in a written report. Arrange them in the order that they come by putting a number
representing the first step (1); second step, (2) etc. on the left column.
No. Part of the Action- Corresponding Step or Process

Sequence Research
5 Results/Findings Analyzed the data, usually the change caused by

the action or the effect of the action
2 Statement of the Defined or stated what the problem is all about.
The Problem
1 Introduction Presented the context or background of the

problem and the need to conduct the action
research.
3 Conceptual Developed a holistic view of the problem

Framework supported by principles of education and
pedagogy, or if possible, theories of learning.
4 Methodology Presented the tools or tests for gathering data;
how the data was gathered, and identified the
participants of the action research
6 Conclusions Presented how the results of the action research
will help local practice, or education in general.
Writing an Example of an Action Research Proposal
In the earlier part of this learning experience, you were able to differentiate a full or
completed report of an action research from that of an action research proposal. The next
activity is to develop your own research proposal.
Following is an example of a classroom-based action research proposal. Note that it follows the
same flow as the conceptual framework of an action research presented earlier. After going
through this example, you should be able to write your own action research proposal.
My Sample Action Research Proposal
In observing the Grade 12 gas class of my cooperating teacher, Sir Rendon, it became
evident that there was a lack of engagement among the students during his lessons. This lack of
engagement was concerning as it hindered the students' ability to fully grasp and understand the
subject matter. One major factor contributing to this issue was the teaching style employed by Sir
Rendon. He primarily relied on lectures and presentations, rarely incorporating interactive
activities or discussions. As a result, students often appeared disinterested and passive in their
learning. It is important to note that Grade 12 students are at an age where they crave more active
participation and hands-on experiences in their education. Furthermore, the content delivery
seemed monotonous and lacked creativity. Sir Rendon failed to make connections between
theoretical concepts and real-life applications, making it difficult for students to see the relevance
of what they were learning. This lack of relevance further contributed to disengagement among
the students.
Title: Enhancing Student Engagement in Grade 12 GAS Classrooms
I. Statement of Purpose
The purpose of this action research is to investigate and address the lack of engagement among
Grade 12 General Academic Strand (GAS) students during lessons. The aim is to identify
effective strategies to enhance student engagement, fostering a participatory learning
environment and preparing students for higher education and beyond.
II. Conceptual Framework
This study's conceptual framework is based on Bandura's Social Cognitive Theory, which
emphasizes how personal, behavioral, and environmental factors interact with one another.
Students' self-efficacy beliefs, the classroom environment, and teaching methods are thought to
be important factors that influence engagement. These factors will be positively influenced by
interventions.
III. Hypothesis
Participation rates, attentiveness, and academic performance will all significantly rise when
student-centered and interactive teaching methods are implemented in 12th grade GAS
classrooms.
IV. Description of the Action/Solution:
To address this issue, I would suggest implementing more interactive teaching methods such as
group discussions, debates, or problem-solving activities. These methods encourage active
participation from students and foster critical thinking skills. Additionally, incorporating
multimedia resources like videos or online simulations can help make complex topics more
accessible and engaging.
General Methodology
A. Participants:
The participants will be Grade 12 GAS students and teachers from a selected school.
B. Data Gathering Tools:
1. Surveys/Questionnaires: Pre and post-intervention surveys to assess students' self-reported
engagement levels.
2. Observations: Conduct regular classroom observations to capture behavioral indicators of
engagement.
3. Teacher Reflections: Gather insights from teachers regarding their experiences and
observations.
C. Procedures and Data Gathering:
1. Baseline Assessment:
 Administer pre-intervention surveys to students.

 Conduct initial classroom observations.
 Review academic records.
2. Intervention Implementation:
 Implement student-centered teaching methodologies and technology integration.

 Provide teacher professional development sessions.
 Conduct regular observations and document changes in student engagement.
3. Post-Intervention Assessment:
 Administer post-intervention surveys to students.

 Conduct final classroom observations.
 Analyze post-intervention academic records
D. Analysis
Conduct statistical analysis (e.g., t-tests) on survey data and academic performance metrics.
E. Post-Analysis
Compare pre-intervention and post-intervention results to identify significant changes.

In my experience as a student teacher, I have had the opportunity to work closely with
my cooperating teacher and co-student teachers. This collaboration has been instrumental in my
growth as an educator. Through this experience, I have encountered various classroom problems
that required immediate action for resolution.
One situation that I faced was a lack of student engagement during lessons. Many
students seemed disinterested and were not actively participating in class activities. To address
this issue, I applied an action by incorporating more interactive and hands-on activities into my
lessons. This allowed students to actively engage with the material and increased their interest in
the subject matter. Another problem that arose was classroom management issues. Some students
were disruptive and often interrupted the flow of the lesson. To solve this problem, I
implemented a behavior management plan that included clear expectations, consistent
consequences, and positive reinforcement for good behavior. This helped create a more
structured learning environment where students felt accountable for their actions. Additionally,
there were instances where students struggled with understanding complex concepts. To tackle
this problem, I utilized differentiated instruction techniques such as small group instruction and
individualized learning plans. By tailoring instruction to meet each student's needs, I was able to
provide targeted support and help them grasp difficult concepts.
In conclusion, through my experiences with my cooperating teacher and co-student
teachers, I have encountered various classroom problems that required action for resolution. By
applying strategies such as incorporating interactive activities, implementing behavior
management plans, and utilizing differentiated instruction techniques, these problems were
effectively addressed. This growth portfolio has allowed me to reflect on these experiences and
develop a repertoire of strategies that will continue to guide me in my future teaching endeavors.
ASSESSMENT
Rubric
Score Description
materials.
materials.
Rating for LE 16:

Field Study 2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Field Study 2

Uploaded by

Copyright:

Available Formats

Participation and Teaching Assistantship

Chapter 1 Searching for Instructional Materials

Subject School List of Technology Website and Short Description

Introduction Library PowerPoint Laptop and  Notable Philosophers

Considering the Different Principles in Selecting Instructional Materials

c. Principle of Cost (economical and easy to manipulate)

e. Principle of Organization and Balance (clarity and in accordance with the

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

Year Learning Objectives Subject Purpose for the Possible Instructional

Teaching Introduction to the Philosophy of the Human Person

In conclusion, appropriate instructional materials are essential for effective teaching.

Growth Portfolio Entry No. 1

to the professional development of my cooperating teacher. To begin with, I conducted

helped me gain a comprehensive understanding of their philosophies and identify key

thorough consideration, I recommended using multimedia presentations as an instructional

philosophical concepts and real-life scenarios. I collaborated closely with my cooperating

teacher throughout this process by sharing my findings and discussing potential

implementation strategies. Together, we selected relevant multimedia resources that

For Use of the FS Program Coordinator

Signature of FS Program Coordinator

Chapter 2 Preparing Instructional Materials

Gathering Instructional Materials from Various Resources

Planning for Instructional Materials for Actual Use

Assisting a teacher in the preparation of instructional materials can be a challenging task. As a

1. Reserve necessary materials and equipment from the AV room.

1. Write boardwork legibly.

1. Check functionality of the materials.

2. Ready the materials and assist your CT in manipulating the materials.

3. CHECK IF ITS FUNCTIONING.

4. CHECK IF THE AUDIO QUALITY IS CLEAR.

Videotapes, Films, and Videodiscs

1. Preview the materials.

2. CHECK IF ITS NOT PIXELATED.

3. CHECK IF ITS VISIBLE AT THE BACK.

4. CHECK IF THE QUALITY OF THE VIDEO IS CLEAR.

5. CHECK IF THE AUDIO QUALITY IS CLEAR.

1. Assist your CT in setting up the computer.

2. Make sure that we have back up cords like AVG and

Growth Portfolio Entry No. 2

further exploration outside the classroom.

Another successful endeavor involved designing interactive activities that promoted

enhanced their research skills, public speaking abilities, and teamwork.

For Use of the FS Program Coordinator

Criterion: Depth of Understanding

Signature of FS Program Coordinator

Chapter 4 Assessing Learners’ Performance

Learning Performance Part to Correct Timetable for Checking/Correcting

2. List down advantages of having rubrics in checking students learning output

Learning Output Time Allotted for Good assessment Practices

Date Date Did I Do the Following? Yes No

Essay September September 1. Used rubrics

Quiz October October 3. Recounted

REEXAMINING YOUR ASSISSTING TASK

Additionally, providing constructive feedback can be challenging at times. While it is important

Learning Formative Summative Written works Performance Tasks

3. Reporting I watched them report and

Snapshots of My Assessing of Learning Performance

Having experienced assisting your Cooperating Teacher in assessing students

My Reflection on the Importance of Rubrics in Assessing Students’ Learning Performance

Growth Portfolio Entry No. 4

For Use of the FS Program Coordinator

Criterion: Depth of Understanding

Signature of FS Program Coordinator

Chapter 5 Assisting in Establishing Routines