LEARNING EPISODE 3 – CLASSROOM MANAGEMENT AND LEARNING

My Learning Episode Overview

Episode 3 provides an opportunity for me to examine how classrooms are structured or designed to allow
everyone's maximum participation and effective learning. I will be able to examine how classroom
management practices affect learning.

My Intended Learning Outcomes

In this Episode, I must be able to plan on how to manage time, space, and resources to provide a learning
environment appropriate to the learners and conducive to learning.

My Performance Criteria
I will be rated along the following:

 quality of my observations and documentation

 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection
 completeness, organization, clarity of portfolio
 time of submission of portfolio.

My Learning Essentials
The classroom climate that is conducive for learning is one that is non-threatening yet business-like. It is
a classroom where:

 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the school

 Techniques to acknowledge and reinforce acceptable behavior are employed
 Clear limits for unacceptable behavior are established and negative consequences for such are
communicated
 Classroom processes are democratic


FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 My Tools

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 concern

Name of School Observed: Woodfield Academy of Bataan

Location of School: Lot 9Santisville3, Abucay, Bataan

Date of Visit: October 18, 2021

As I observed the class, I noticed that the students sometimes needed extra encouragement to
stay engaged and avoid doing something in their chairs. They are between the ages of 6 and 7. The
class consists of 5 boys and 10 girls. Some pupils are capable of managing their own behavior, but they
will only do so if the teacher has already warned them. I can notice some children who can't work
independently in quizzes and exercises, but I know they're attempting to answer and grasp the task.
Because their attention spans are so short, you'll need to come up with a technique to keep the pupils
focused on the class. On their listening skills, I noticed that they are mature enough to follow the
instructions given to them on their ability to concentrate, even their destructed to some ideas such as
playing and doing their own discussion to their peer group they can still manage to finish their assigned
task.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 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 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.
I saw a cabinet in the classroom where students store their brooms, as well as a table at the back
where kids put their stuff. I suppose the room requires more items that can be used as storage.

2. Are there rules and procedures posted in the room? List them down.
The procedures and rules are posted right next to the door. According to what I've observed, it's
about general standards for students to follow in order to keep the room clean and tidy. The daily
routines that the pupils should follow are also written there.

3. Did the students participate in making the classroom rules? If yes, and the resource teacher is
available, ask him/her to describe the process.
I can tell that the pupils are actively involved in creating the classroom rules because they pay
attention to what their teacher says. Only a few pupils do not always obey the guidelines, but I
believe they can be managed.

4. What are the daily routines done by the teacher? (prayer, attendance, assignment of monitors,
warm-up activities, etc.) How are they done?
When the teacher enters, everyone will get ready and someone will lead the prayer, followed by
the good morning greeting, assignment checking, and sometimes some warm-up activities before
the teacher introduces the new lesson.

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

They have a complex seating setup. The students had no fixed seats since the school adopted
student-moves.

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

The noise level in the classroom can sometimes become unmanageable, but when the teacher
begins to shift her tone (to an angry tone), the kids' attention is drawn immediately to her.
Occasionally, the instructor will warn the loud kids for them to obey her. The classroom's noise
level is at an all-time peak. This is because the children are in age or stage of exploration where
they are expressing their views publicly; therefore, they may be a little noisy.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 7. If a learner is not following instructions or is off-task, what does the teacher do? Describe the
behavior strategies used.
When a student is off task, the teacher informs him or her that they are not following instructions.
When the learner continues to disobey, the teacher will give a warning to the pupil about his
behavior and take appropriate action.

8. What does the teacher do to reinforce positive behaviors? (behavior strategies)

When a pupil exhibits appropriate behavior, the teacher rewards him or her with positive
reinforcement. Those who actively participate earn extra points from the teacher. The teacher will
also make positive comments such as "very good," "good job," or "nice one" to encourage
students to participate in class.

Write your observation notes here:

In every class, there are students that a teacher cannot easily get the attention while discussing
specially when they are bored and there are some distractions on them. As a result, as a teacher, you must
plan more activities and be more animated in class in order to capture your pupils' attention.

CLASSROOM MANAGEMENT MATRIX

Effect on the Learners. (to be

Aspect of Classroom
Description filled up after you answer the
Management
analysis questions
The learners will benefit from
The classroom has a well- the fact that they will be able to
1. Specific Areas in the
organized arrangement. easily locate the many
Classroom
instruments they want, such as
books and other resources.
The teacher reminds the students The effect on the students is that
of the classroom regulations at they will be reminded of the
2. Classroom Rules all times. rules, and they will not act in
any way that is contrary to it.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 3. Classroom Procedures Before the class discussion on The impact on the learners is
the subject, the teacher presents that they will feel more at ease
a brief introduction. and comfortable in the
classroom.
The teacher begins class with a The learners' last discussion will
prayer, a simple warm up be renewed in their minds as a
4. Daily Routines activity, followed by a recap of result of this action.
the previous discussion.
Because the seating arrangement
Seating arrangement is not is based on where the students
5. Seating Arrangement observed in a room . wish to sit, some of the pupils
will not become close.
If a pupil makes a certain fault, The effect on the pupils is that
the teacher takes specific they will be able to see their
6. Handling misbehavior/off
disciplinary action towards own limitations and become
task behavior
them. more conscious of how they
should behave in class.
Every student who exhibits great The impact on students is that
7. Reinforcement of Positive behavior and excels in class they will be able to work hard in
Behavior receives praise from the teacher. class to achieve excellence.

8. Others

9. Others

My Analysis

1. How did the classroom organization and routines affect the learners' behavior?
Classroom organization and routines influence students' conduct because if the classroom and
routines are well-organized, students will be motivated to learn. It will create a positive learning
environment for pupils since they know that everything is well-organized and will go smoothly. They can
build their ability to be a responsible member of their group with the support of the organizations they
already have. Daily habits, such as praying, can help youngsters build their spiritual lives in order to
become decent citizens. Productive students are those who have a well-organized classroom and follow a
routine.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

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?
Every decision made by the teacher has an impact on his students. That is to say before he or she
makes a decision, he or she should confer with his students or patrons first. On a design, he or she should
take into account the learners' maturation and level of understanding so that they can become more
productive citizens of society with the help of academic motivation. When designing the classroom
organization and routine, the teacher should consider the effects on the students and what would be the
outcome if those things were effective or not. The teacher must employ all of the teaching principles he or
she has acquired, as well as all of the tactics, methods, strategies, approaches, and theories that he or she
is familiar with, in order to facilitate learning. If all of this is fulfilled, the children will have a good and
successful classroom.

3. Which behavior strategies were effective in managing the behavior of the learners? in motivating
students? Why were they effective?
Giving positive reinforcements to students who are doing well in class is an excellent behavior
approach for guiding their conduct. Learners will be inspired to participate in class and will repeat their
positive behaviors in this manner. One of the key reasons why pupils are motivated is because they are
given encouraging remarks such as "very good" or awards. Furthermore, corporal punishment is not the
answer to managing each student's behavior, but rather the integration of values and religious concepts.
The teacher should be aware that there are some restrictions beyond this when encouraging children. It is
simple to discipline a youngster who believes in God since to be afraid of wrongdoing is to be afraid of
God.

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?
When I visualize myself organizing my classroom in the future, I picture myself dealing with
pupils in Grade 1. If I'm dealing with Grade 1 students, I'll use routines or procedures that are appropriate
for that age group. For example, when the class begins, I will teach them to pray first before doing
anything else, and I will imply that there will be a story-telling session to pique their interest before
gradually moving on to the subject matter in a way that they will not feel threatened but rather enjoy. I
could also use icebreakers, a quick dance step, and singing a song to get the students' energy up. I'll also
provide a few minutes for rest because the students will become tired as time and activities pass. They
will be able to replenish their energy after a few minutes of rest. I will alos assure that in every lesson,
there is an implication and learnings that they may apply in their daily lives. I will make a class that is
meaningful, creative and interesting.
 

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
 Uniform of the students should be worn properly.
 School I.D. should always be present.
 Boys should observe proper haircut.
 Boys and Girls should observe proper hygiene all the times.
 The students should raise their hands if they want to say something.
 Respect and listen to your classmates.
 Respect and listen to the teacher.
 Raise your hand to speak.
 Be prepared for class.
 Be quiet when the teacher is talking.
 Be quiet when classmates are talking.
 Share new ideas.
 Ask questions.
I chose these rules so that the students will be neat and bright, and so that they will be able to take
responsibility for their own well-being. I'd also like to develop classroom togetherness and a positive
bond between myself and the children.

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

Yes, students should be involved in the creation of class rules. The class is a part of the legislative
council within the classroom, so the teacher should enlist the support of students while establishing class
rules. However, it is the teacher's responsibility to reject what everyone agrees is inappropriate.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

LEARNING EPISODE 4 – INDIVIDUAL DIFFERENCES AND LEARNERS' INTERACTION
(focusing on differences in gender. racial, religious backgrounds)

My Learning Episode Overview

Episode 4 provides an opportunity for me to observe how differences in gender, racial, cultural and
religious backgrounds affect interaction in school, and learn about practices that teachers use in dealing
with diversity in the classroom.

My Intended Learning Outcomes

In this Episode, I will be able to:

 demonstrate understanding and acceptance of the learners' diverse backgrounds

 identify best practices in dealing with diversity in the classroom

My Performance Criteria
I will be rated along the following:

 quality of my observations and documentation

 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection
 completeness, organization, clarity of portfolio
 time of submission of portfolio.

My Learning Essentials
An effective teacher who celebrates student diversity in her classroom:

 uses strategies to build a caring community in the classroom

 models respect and acceptance of different cultures and religions
 brings each of the student's home culture and language into the shared culture of the school
 provides more opportunities for cooperation than competition


FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 My Tools

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

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report on
the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious, and
ethnic backgrounds.
As I am observing the class, I observed that there are 11 pupils. There are 6 girls and 5 boys.
Their ages varied from 7 to 8 years old. Almost from these pupils are Roman Catholic in religion and
there are few who are Born Again Christian.

During class:
1. How much interaction is there in the virtual classroom? Describe how the students interact with one
another and with the teacher.
During my observations, pupils appear to be at ease interacting with classmates of similar ages
and gender. The interactions between the students, as well as the teacher, are visible. Apart from the
lesson discussion with the teacher, the students interact with their classmates when they have activities;
they also interact with each other when they have their own business or during break time.

2. Observe the learners with headset and those who do not wear one. Do they behave and interact
differently?
The learners with headset tend to listen and pay attention very well to their teacher. Unlike
learners without headset and using only speaker on their gadgets are more distracted by all the
background noise they may hear. So based on my observations, both teachers and students must have one.
If a teacher can hear his or her pupils' questions and concerns, he or she can better answer them.
Furthermore, students can better comprehend the lecture if they can clearly hear what the teacher is
saying.

3. Describe the relationship among the learners in a virtual classroom. Do the learners cooperate with or
compete against each other? Give evidences of your observation.
According to my observations, learners had different groups when it comes to interaction. But, I
can still see the cooperation with them especially when their interests are tapped during the discussion.
However, sometimes, I noticed that there are still competition just like when they have checking of
activity and when they have recitations. When one of their classmates answered wrong, they are very
eager to answer it correctly. In my own perspective, sometimes competition is just for the sake of their

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

grades but the important thing is that most of the time, they are really helping each other especially when
they find the activity or the questions so hard. What really matters is that its a healthy competition.

4. Who among the students participate actively? Who among them ask for most help?
As I observe, I see that all students are actively engaged in class, but a few kids are unable to
respond to the teacher's question due to their lack of participation/listening.

5. When a pupil is called and cannot answer the teacher's question, do the classmates try to help him? Or
do they use the raise hand icon, so that the teacher will call them instead? Or do they just unmute their
microphones and answer without being called by the teacher?
There is an instance when a teacher asked a student to answer a question and the student is unable
to do so, one of her classmates unmutes the microphone to give the answer in an attempt to assist him in
answering the question, and then someone raises her hand to answer the question.

During break time:

1. Describe how the learners interact with each other. What do they talk about?
During break time, pupils have more opportunity to interact with each other. Teacher always
share computer sound or either display videos for them to have an atleast entertainment and for them to
have no dull moment. They share what’s their snack by just telling it because of online learning set up.
They talk about random kid stuffs like who bought their snack food. They also talk about application
games they play,“Roblox”. Sometimes, they also share stories about themselves, sharing funny
experiences and reacting to each of their stories.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 OBSERVATION REPORT (Summary of your observation)

Name of School Observed: Woodfield Academy of Bataan

School Address: Lot 9 Santisville3, Abucay, 2114 Bataan
Date: October 25, 2021

As I observed the Grade 2 pupils, I feel good because I can see that the students are really good to
me and they’re respecting me even I’m a student teacher. The learners consists of 5 boys and 6 girls for
the total of 11 students. Almost of them are Christians. Despite of their diversity, the pupils are engaged
in class; they participate in discussions and work cooperatively with their teacher. They respond to their
teacher's questions and offer their thoughts on the lesson. If a student who is not paying attention is called
by the teacher to answer, his classmates will attempt to help him.
The teacher has a good relationship with her students. When her students don't know the answer,
she doesn't judge them; instead, she simply says "thank you for your answer" and then she provides the
answer. Because I can see them always together and joyful interacting with one other, I see a sense of
oneness/unity among the learners and between the teacher and the learners.
With regards to their interaction to each other, students feel at ease interacting with
students/classmates who at their age and gender. They discuss topics that are relevant to their interests
and preferences. They each have their own unique characteristics, demonstrating that the classroom is
truly diverse. Every student comes from a different social and cultural background.
It’s so adorable how they are very close even its just homeschooling and they are very distant to
each other due to pandemic. And the important thing is that their interaction is guided by their teacher.
The teacher always inform and tell learners that they have to be careful on what to share to other
classmates, especially if it is inappropriate or something confidential.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 My Analysis

1. Identify the persons who play key roles in the relationships and interactions in the virtual classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/pessimist?
The teacher and the students are two people who play crucial roles in classroom interactions. The
teacher serves as a facilitator, while the students serve as learners. Some students are attention seekers,
attempting to capture the attention of both their teacher and their classmates. There are certain students
who appear to be the class leader and teacher; they are the ones who teach their peers who are less
knowledgeable about the subject. The teacher and the pupils are also jokers in the classroom. To break up
the boredom of the classroom, the teacher cracks jokes.

2. Are there pupils who are accepted or rejected by the others? How is this shown?
I can see that all of the pupils are on an equal terms and appreciate each other. They don't care if
you're from a minority group or have a religious or racial background; as long as you're in the classroom,
you'll be accepted. The students are not picking and selecting who they want to talk to; instead, students
and the teacher are interacting well in class.

3. How does the teacher influence the class interaction considering the individual differences of the
pupils?
By considering the pupils' individual differences, the instructor can influence how they
will interact in class. In this approach, the kids' distinctive differences in the classroom are recognized.
Everyone will be able to accept and understand one another, and as a result, they will connect more
because interacting with one another will allow them to learn more about their classmates. It's natural for
us to have individual differences because we came from various social and cultural backgrounds,
therefore it's natural that everyone has distinctive qualities that encourage others to be interested in and
socialize with them. Interaction occurs when everyone is interested in one another.

4. What factors influence the grouping of learners during break time?

"Birds of the same feather, flocks together”. As a result, it's comparable to how students are
divided during break time. Gender, racial, ethnic, and religious origin were all factors that influenced
learner groups.
As what I have observed, the students grouped themselves according to their common interests.
Because they are at similar stages of development, the students have similar social preferences. But most
of the time, they grouped themselves based on gender especially when they are sharing their own random
stories.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 My Reflections/Insights

1. How did you feel being in that virtual classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learners?
Observing virtual classes always makes me feel wonderful and welcome. Even though I'm still in
the observation stage, I'm feeling great because students have been really nice to me and respect me.
Whenever I enter the link and my name already appeared on the screen, they will greet happily and say,
"Good morning Teacher Roselle!". I see a sense of oneness/unity among the students, as well as between
the students and the teacher. Learners band together when they're in groups or when they're faced with
difficult questions or problems. When you observe that the classroom atmosphere is nice and favorable
because everyone is participating and active in the class, you can tell that the teacher and the students are
united.

2. In the future, how would you want the learners in your classroom to interact? How will you make this
happen?
 Virtual
Even in a virtual or online learning environment, I want the classroom interaction to be very
engaging and participative, with learners expressing their thoughts in a variety of ways and actively
participating in all classroom activities. As a future teacher, I see myself as a facilitator of the learning
process, giving pupils direction and feedback rather than merely teaching, and I will tailor education to
the learner's needs, preferences, and interests. Also, when it comes to utilizing online platforms that can
enrich and strengthen my learners' connectedness, I will be more flexible and innovative.

 Face to Face
If I ever become a teacher, I plan to implement successful methods or tactics that will help
students develop rapport and interaction in the classroom. In order to achieve a desirable result, I need to
be innovative when developing these methods. To make my plans work, I'll need to employ a variety of
strategies, methods, styles, and approaches. I need to remember that interaction is one of the most crucial
aspects of the classroom, and it should be monitored on a daily basis. This may be accomplished by
encouraging students to participate and be interested in class discussions, grouping them to foster
togetherness and camaraderie, and, of course, making myself approachable to them so that they will not
hesitate to come to me with any difficulties or worries. If all of this is accomplished, the classroom will be
a productive and enjoyable environment.

FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 ATTENDANCE

OCTOBER 18, 2021

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 OCTOBER 19, 2021

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FIELD STUDY 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT