Learning Episode

5
Creating an Appropriate Learning
Environment

Intended Learning Outcomes

At the end of this Episode, I must be able to:
 Plan on how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and conductive to learning.

ACTIVITY 5.1: Managing Time, Space and Learning Resource

Resource Teacher: Aimie Maulana Signature: _____________
School: Universidad de Zamboanga High School Grade Level: Grade 9A- Aqua
Subject Area: General Chemistry Date: October , 2021

Observe and use the observation sheet provided for you to document your observations:

1. As you observe the class, look into the characteristics of the learners. Note their ages.
They all have distinct personalities, which can be seen in the way they respond to their teacher and
complete their work assignments, even in virtual classes. They also show interest and focus their
attention on their teacher's lecture throughout class discussion.
2. How many boys are there? How many Girls?
There are a total of 27 students in the class. 12 are boys and 15 are girls.
3. Focus on the behavior. Are they already able to manage their own behavior?
I'm not sure what the students are doing behind their cameras while their teacher is lecturing in virtual
class, but observing the flow of their discussion, I can see that some of the students are really paying
attention because they were able to answer their teacher's questions and compute some of the
exercises. There are some students who ask questions and seek clarifications, indicating that they are
eager to learn and have focused their entire attention on the lesson.
4. Can the learners already work independently?
I am confident that they can now work independently, as seen by their responses to their teacher and
OBSERVE
responses to class tasks.
5. Describe their span of attention.
During a virtual meeting that lasted two hours per class per week, I noticed that the students' attention
remained throughout.

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ANALYZE

1) Are there areas in the classroom for specific purposes (Storage for teaching aids books,
students, belongings, supplies, etc.)? Describe these areas. Will it make a difference if
these areas for specific purposes are not present?
Since I am observing in virtual class I observe that in the classroom there is an
area where you can see the faces of the students (the cameras and microphone
should be turned off unless it is requested by the teacher to open it). And when
the teacher is presenting the lesson he/she can share her screen so that
everybody can see the presentation. And also there’s also a chat box where in
students can type their answers and concerns.
2) Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
When entering the classroom:
o Be on time for Online Classes (Log in 15 minutes before the scheduled
class)
o Dress appropriately.
o Situate yourself in quiet place so there will be no disruption.
o Listen attentively to give respect to the instructor.
o Please use chat box for your concern or questions.
o Use respect language
o Respect people’s privacy

When having lectures:

o Mute yourself when you enter online class except when called on by our
instructor.
o Listen to the discussions.
o Take down notes of the important topics.

When having a concern outside the classroom:

o Consultation every 8:00 to 8:30 am

When having a quiz:

o Open camera during quiz

When having an activity/assignment:

o The activity or assignment will be posted on GCR.

About your attendance:

o Open camera once the instructor/facilitator called your name.

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3) Did these students participate in making the classroom rules? If there is Resource
Teacher is available, ask him or her to describe the process. What's the effect of student’s
participation in rule-making on student’s behavior?
Yes, partly the students participated in scheduling the day of their virtual meeting,
submission of their assignments, reporting and exams. But in general the school
staffs guided by the classroom teacher established the classroom rules. Students
who participate in the creation of the rules are more likely to become disciplined
and responsible individuals who adhere to the rules in a positive manner.

3) What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm up activities, etc.) How are they done?
Every virtual meeting will begin with the teacher checking attendance, followed by a
brief overview of previous lessons and a reminder of the students' unfinished tasks.
After that, they'll move on to the actual lesson. To see if the students are paying
attention or listening, the teacher will ask them a series of questions at random and
then have them answer to some short exercises. When the lesson is about to end,
the teacher will check the pupils' attendance once more to ensure that they are still
present. Is there a seating arrangement? What is the basis of this arrangement?
Does this help in managing the class?

4) Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
None

5) Observe the noise level in the classroom. How is this manage?

The mic of the students will only be turned on upon request of the teacher.

6) If a learner is not following instruction or is off task, what does the resource teacher do?
Describe the behavior? Are strategies used?
All the behavior of the students will be reflected in their grades. Late submission of
activities and assigned task are being deducted to their points.

7) What does the resource teacher do to reinforce positive behaviors? Behavior strategies
Address problems in a friendly manner, talks to the students calmly.
Praise the students and give rewards or incentives to motivate them strive harder.
Make the class discussion engaging and fun.
Incorporate activities that promote collaboration and peer teaching.

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REFLECT

Why do you need to enforce positive discipline?

Positive discipline must be enforced in order to effectively manage the classroom.

Even if the students are well-behaved, there are unanticipated occurrences that
test the patience of the teachers. Positive discipline must be enforced among
students in order to positively address problems that may develop in the
classroom without being too harsh on children. Students will have fewer negative
thoughts about themselves, which will result in fewer undesirable behaviors or
reactions. This will also aid the teacher in instilling positive ideals in the children.
Furthermore, students will be accountable for their actions, reasonable, critical,
and capable of making wise decisions in different circumstances.

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ACTIVITY 5.2: Identifying the Different Aspects of Classroom

Management
Resource Teacher: Aimie Maulana Signature: _____________
School: Universidad de Zamboanga High School Grade Level: Grade 9A- Aqua
Subject Area: General Chemistry Date: October , 2021

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Effect on the Learners (to be

Description filled out after you answer the analysis
Management questions)
The set-up of the classroom is virtual, where These make the students feel
you can only see the faces of the students and safe and comfortable wherever
1) Specific Areas in the
here them when they are called. You can also they are. As long as they have a
Classroom
OBSERVE see the presentation of the teacher and gadgets and stable internet
utilized the chat box below the screen. connection
These will help them to
2) Classroom Rules Well established and effective classroom rules. become responsible and well-
mannered students
Enable students to learn
3) Classroom Procedures Carefully taught classroom procedures.
possibly and comfortably
They meet once a week virtually. And do their These gives the students more
4) Daily Routines activities and assigned task for the rest of the time to study their lessons and
week. finish their task and activities.
5) Seating Arrangement There is no particular seating arrangement. N/A
This will not bring fear to the
6) Handling misbehavior/off Misbehaviors are handles calmly and politely students, instead will make
task behavior by the teacher. them realized their mistake and
do it right the next time.
It boosts their self-esteem,
Positive behavior reinforcement is appropriate helps them regulate their
7) Reinforcement of Positive
and effective for better outcomes. conduct, and reduces negative
behavior.

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ANALYZE

1. How did the classroom organization and routines affect the learners’ behavior?
Classroom organization and routines have a favorable impact on students' conduct
by transforming them into more responsible individuals who are better able to
apply and manage their learning. It helps them gain confidence and establish
positive relationships with their friends and classmates. They would be able to
make better decisions as a result of this, reducing their chances of failing the class.

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?
The following Theories and principles should be considered by the teacher in
designing classroom organization
o Behaviorist theory, this theory states that behaviors are learned from the
environment, and says that innate or inherited factors have very little
influence on behavior.
o Humanist theory, this theory stresses that human beings are inherently
good, and that basic needs are vital to human behaviors.
o Democratic theory, the freedom of the in decision making regarding
learning as well as the equal chances to choose their own educational path
o Psychoanalytic theory, individual thoughts, feelings and experiences
consciously or subconsciously must be considered by the teacher.
o Cognitive theory focus on the idea that how and what people think leads to
the arousal of emotions and that certain thoughts and beliefs lead to
disturbed emotions and behaviors and others lead to healthy emotions and
adaptive behavior.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
Behavior Management Strategies for Your Classroom
o Maintain a Routine.
o Set Rules Together with Students.
o Create Stimulating Lessons.
o Use Positive Language.
o Develop a Relationship with Your Students.
o Adjust Your Scoring Methods.
These strategies are all effective because their all focus in the betterment of the
students and the classroom as a whole.

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REFLECT

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Reflect on the following and learn your 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?
I am seeing myself in the future teaching students in Senior High School Level, where
in I will handling Science classes. I would like to help mold my student’s behavior in
preparation to their future careers. My daily routines in my class would start with a
prayer. Then checking of attendance. After that I would ask how’s my students doing
or maybe if they have some concerns, then maybe a short recap with the previous
lesson and updates with their projects and requirements. Then we will proceed to
our lesson proper. After the class discussion maybe a short assessment will follow. To
check if they really understand the lesson.

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
The rules that I would most-likely to implement in this group of students are the
following:
1. Be on time. – To help them realize the value of punctuality.
2. Be respectful. – A common rule that everyone should learn.
3. Follow Directions. – To remind them that through following directions, thing will
work well.
4. Keep Quiet. Raise your hand if you want to speak. – To minimize loud noises.
5. No foods/gums/drinks while in class discussion. – It is disrespectful for teachers if
the students are eating while they are discussing.
6. Ask questions. – To normalize raising queries if the concepts are not clear for them.
And also, to avoid them from making wrong outputs.

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

Students should be involved in the design of classroom rules in order to help them
develop leadership abilities and understand the importance of taking responsibility
for their own actions and behavior. It also allows students and teachers to work
together to agree on the regulations that must be established. Making the rules, on
the other hand, should be guided by the teachers, as they are the ones who are
familiar with the guidelines and know how to support the discussion of the rules to
include.

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LINK Theory to Practice

Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students’ behavior develops more self-

regulation in the students. Which of the following teacher statements demonstrates
focusing on natural consequences?
A. “those who were noisy today during seatwork will not be allowed to play games
in the computer later”
B. “If it takes you longer to finish the seatwork because time is wasted with
chatting, then we won’t have time to go to the playground anymore.”
C. “Those who are well-behaved in the class will be given plus 5 points in the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you will be
exempted from the third assignment.

2. Learners are more likely to internalized and follow classroom rules when _____
A. The teacher clearly explains the rules she prepared.
B. The learners know the punishment for not following the rules.
C. The learners participate in the rule-making process.
D. The teacher gives additional points for those who follow the rules.

3. For a teacher to establish and maintain consistent standards of learners’ behavior,

they should do all EXCEPT____
A. Give immediate feedback to reinforce appropriate behavior of learners.
B. Be open to exceptions each time a learner misbehaves in class.
C. Communicate and enforce school policies and procedures clearly and
consistently.
D. Handle behavior problems promptly and with due respect to learners’ right.

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SHOW Your Learning Artifacts
Paste pieces of evidences of classroom rules that work in your class. You may also put pictures of the physical
space and learning stations which contribute to the effective implementation of classroom management.

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LEARNING VERY EXCELLENT SATISFACTORY SATISFACTORY IMPROVEMENT
EVALUATE Performance Task
EPISODES NEEDS 4 3 2 1
All observation One (1) or two (2) Three (3) Four (4) or more
ACCOMPLISHED
Evaluate Your Work Taskquestions/tasks observation
Field Study 1, Episode observation
5- Creating an Appropriate observation
Learning Environment Learning
OBSERVATION completely questions/tasks not questions/tasks not
Outcomes: Plan on how to manage time, space, and resources – Provide a learning environment questions/ tasks not
appropriate to
SHEET answered/ answered/ answered/ answered/
the learners and conducive to the learning.
accomplished. accomplished accomplished. accomplished.
All questions were All questions were Questions were not Four (4) or more
Name of FS Student: Re’An C. Apolinario Date Submitted: September 17, 2021
answered answered answered observation were
Year&Section: 1A Course: TCP
completely; completely; answers completely; answers not answered;
answers are in are clearly are not clearly answers not
depth and are connected to connected to connected to
ANALYSIS
thoroughly theories; grammar theories; one (1) to theories; more than
grounded on and spelling are free three (3) four (4)
theories; grammar from errors grammatical spelling grammatical/spelling
and spelling are errors. errors.
free from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
REFLECTIONS by what were what were observed supported by what what were observed
observed and and analyzed were observed and and analyzed
analyzed analyzed

Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

reflected on the on the context of reflected on in the reflected on in the
context of the the learning context of the context of the
LEARNING learning outcomes; outcomes. learning outcomes. learning outcomes;
ARTIFACTS Complete, well- Complete; well- Complete; not not complete; not
organized, highly organized, very organized, relevant organized, not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome outcome

Submitted two (2)

Submitted before Submitted on Submitted a day
SUBMISSION days or more after
the deadline deadline after the deadline
the deadline

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Creating an Appropriate Learning Over- all Score Rating: (Based on
Comment/s transmutation)
Environment 9 2.75
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Rating: (Based on transmutation)

GEDIE RICAMORA December 09, 2021

Signature of FS Teacher above Printed Name Date

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