MODULE FIELD STUDY 1

Episode 3: Classroom Management and Learning

 Observe a classroom according to one’s specialization.

 Study how the teacher manages learning.
 Analyze how the activities facilitated learning considering
their attributes.

Classroom management is a process, as well as

a set of skills and strategies, that teacher and
schools use to create and maintain appropriate
behavior of students in the classroom.

Education researchers have studied this topic and

identified evidence-based classroom
management strategies that are effective in
enhancing social behavior and increasing
academic achievement. These principles can
work across almost all subject areas, grade
levels, and developmental differences.

Why Is Classroom Management Important?

Proper classroom management creates an ideal

environment for learning. This is important for teacher and student safety, happiness
and productivity. A successful classroom management system will help prevent teacher
burnout and reduce the need for yelling, scolding or other stressful discipline methods
that cause friction between teacher and student. This kind of environment enhances
learning, as well as social/emotional development.

Managing a classroom is more than simply establishing a set of rules. It takes a school-
wide effort to create a positive classroom environment.

What Do Teachers Need to Succeed?

At the school-wide level, teachers and staff work to create a positive school culture by
setting positive expectations of behavior. This takes a mindset change throughout the
school, and many schools now use norms, instead of rules. Here's an example of a
norm vs. a rule.

Norm—Walk quietly in the hallway.

Rule—Do not yell or run in the hallway.

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To succeed, teachers need the support of their administration in setting up a coherent

school-wide structure and behavior systems.

8 Positive Techniques for Teachers

1. Use specific language and rules.

2. Only use rules and consequences you're willing to enforce.
3. Always enforce classroom norms and never ignore behavior that violates them.
4. Be consistent in your treatment of students and behaviors.
5. Be fair and moderate. Don't use harsh or embarrassing punishments.
6. Use positive behavior systems—never physical punishments.
7. Avoid out-of-school suspensions whenever possible
8. Collaborate and problem-solve with your colleagues, school psychologist and special
education professionals.

Benefits of a Well-Designed Classroom

A well-thought out physical arrangement of your
classroom is also important for these reasons:

 Students learn to respect boundaries. For

example, there are “teacher only” areas as well
as the boundaries of space a student has
around his/her personal desk.
 The organization of classroom materials allows
students to retrieve them quickly, which helps to
decrease unwanted behavior.
 Proper room arrangement provides predictably,
which is essential for students because
students thrive when they are in a comfortable learning environment.
 Students will learn which behaviors are acceptable and expected in each specific
location in the classroom. For example, when in the classroom library, students
need to be quiet, but while in the classroom play area, students are allowed to
talk.
 Students will learn to anticipate which activities will occur in specific areas of the
classroom. This helps students be mindful of how they need to behave for each
specific area they are in.

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Arranging Your Classroom

Before you set out to arrange your classroom,
consider asking yourself the following
questions:

 How do I need to structure the

desks? Teacher-focused activities mean
desks will be in rows or small clusters
facing the front of the classroom, while
student-focused activities mean desks
will be put into groups or semicircles so
students can easily collaborate with one
another.
 Do any of my students have specific
medical needs? A food allergy,
wheelchair, etc.
 What furniture is available? Desks, tables, bookcases, shelves, etc.
 What information do my students need to know? They need to know the
date, assignment, classroom procedures, etc.
 What will inspire my students every day? Quotes, posters, classroom awards,
everyday heroes, etc.
 What education artifacts do they need? Word walls, literacy resources,
purposeful posters and bulletin boards, etc.
 Have I considered a flexible seating classroom? Standing desks, bean bags,
stability balls, etc.

Essential Areas
As mentioned above, there are a few required areas that you must have in your
classroom: a home base, group instruction area, teacher workstation, and transition
space. Here we will take a closer look at how you can arrange each of these specific
areas.

Dedicated Teacher Area

Teachers need a place to call their own too. This space should be near an outlet where
you can have access to a computer, as well as out of the way but also easily accessible
for students to get to you. Ideally, your space should be near the window with your desk
or small table situated sideways, in the corner of the classroom. This way you will get
the light from the window to help you see, you are out of the way but also easily
accessible to students and are able to scan the whole classroom right from your seat.

Home Base
Each student needs a space to call their own. Have it be an individual desk or their own
space at the table, they need something to call their home base. This space is a place
where students can do their independent work or go to when you are transitioning in
between lessons.

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Two factors need to be considered when deciding where students’ home base will be: if
the student has any behavior issues and the size of your classroom. Once you factor in
these issues, then you are ready to clearly assign each student a home base.

Transition Area
The transition area can be a specific location, like the carpet, that students go to while
waiting for the next activity. What this space looks like and where it is located will
depend upon your students’ needs as well as their ages. No matter where the space is,
it is important that your students know where to go during transition periods.

To know more about Classroom Management please click the link below:
https://www.youtube.com/watch?v=z_XR6dy69f4
https://www.youtube.com/watch?v=CiIcptKYNh4
https://www.youtube.com/watch?v=dKCh8N2kkcY
youtube.com/watch?v=s9yOOwGYYfU

http://info.retiredteachers.org/blog/how-does-classroom-management-
promote-student-learning
https://www.teachhub.com/classroom-management/2019/05/classroom-
management-for-an-effective-learning-environment/
Field Study 1: The Learner’s Learning Environment

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On Becoming a Teacher
 MODULE FIELD STUDY 1

To reach your targets do the following tasks:

 Observe a class
 Using a checklist, find out the evident classroom components.
 Describe how the classroom is structured/designed to allow everyone to
participate in the learning activities.
 Relate the data in your checklist to the learners’ behavior.
 Reflect on how classroom management affects learning.

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My Learning Activities

Use the activity form provided for you to document your observations.

An observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on
the provided space.

1. As you observe the class, look into the characteristics of the learners. Note
their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.

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My Learning Activities

An Observation Guide for the Classroom Visit

Be guided by these questions as you do your observation of the classroom

management. It is also good to ask the teacher for the additional information so you can
verify your observation. Write your notes below; and then organize your data in the table
that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.) Describe these areas.

2. Are there rules and procedures posted in the room?

3. Did the students participate in making the classroom rules? (Ask the
Resource Teacher)

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

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

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My Learning Activities

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Description Effect to the

Management Learners
(to be filled up after you
answer the analysis
questions)
1. Specific areas in the
classroom

2. Classroom Rules

3. Classroom
Procedures

4. Daily Routines

5. Seating
Arrangement

6. Handing
misbehavior/ off-
task behavior

7. Reinforcement of
Positive Behavior

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My Reflections/ Insights

1. How did the classroom organization and routines affect the learners’
behavior?

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have
in mind?

3. Which strategies were effective in managing the behavior of the learners?

In motivating students? Why were they effective?

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My Reflections/ Insights

1. Imagine yourself organizing your classroom in the future. In what grade/year

level do you see yourself? What routines and procedures would you consider
for this level? Why?

2. Make a list of the rules you are likely to implement in this level. Why
would you choose these rules?

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

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