FIELD LEARNING Creating an

Appropriate
STUDY 1 EPISODE Learning
Environment
FS 1 5

SPARK Your Interest

This learning Episode provides an opportunity to examine how classrooms are

structured or designed to allow everyone’s maximum participation for effective learning.
You should be able to examine how classroom management practices affect learning. This
Episode enhances the application of the theories learned in the following professional subject
such as Facilitating Learner-Centered Teaching and The Child and Adolescent Learners
Principles.

Target Your Intended Learning Outcome

At the end of this Episode, I must be able to:

 plan on how to manage time, space, and resources; and

 provided a learning environment appropriate to the learners and conducive to
learning.

Revisit the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the
following are observed:

 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the
school.
 Students are involved in the design of rules and procedures.
 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.
OBSERVE, ANALYZE, REFLECT

Activity 5.1

Managing Time, Space and Learning Resources

Resource Teacher: Marilou Navarro Teacher’s Signature ___________ School: UVC-SHS

Grade/Year Level: 12 Subject Area: Philosophy Date: October 2021

OBSERVE

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

1. As you observe the class, look into the characteristics of the learners. Note their ages.
They are 17-18 years old.

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

In HUMSS 12 B1, there are 14 boys and 19 girls
In ABM 12 B1, there are 10 boys and 33 girls

3. Focus on their behavior. Are they already able to manage their own behavior?
Yes, the students can already manage their own behavior.

4. Can the learners already work independently?

Yes, the students are working independently in their individual activities.

5. Describe their span of attention.

Their attention focuses on the teacher who is discussing.

ANALYZE

Analyze and answer these questions on observed classroom management practices. It

is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; 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, student’s belongings, supplies, etc.)? Describe these areas. Will it make a
difference if these areas for specific purposes are not present?
There are no specific purposes of things except for the cleaning materials because
there is another class section using the same room for the class session. Meaning,
the rooms are being shared with many sections. Well, for me there is no difference
if these areas for specific purposes are not even present inside the classroom

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
There are rules and regulations posted inside the classroom and these are:
• be on time at the beginning of the day and after lunch or recess time.
• Come prepared with supplies and completed homework.
• Be kind, polite, and courteous to others.
• Be respectful of classmates, teachers, and property.
• Listen to the teachers and classmates and follow directions.
• Work hard and always do your best.
• Be safe.
• Raise your hand when you would like to speak in class or if you need to leave the
classroom for any reason.
 • Obey all school rules.
3. Did the students participate in making the classroom rules? If the Resource Teacher
is available, ask him/her to describe the process. What’s effect of students’
participation in rule-making on student’s behavior? Yes, the students participated
in making the classroom rules. During their home-room time the teacher gives
them the
democracy to suggest and give rules in maintaining the classroom cleanliness and
positive behavior. They were given a chance to suggest just to be fair of all
concerns. Therefore, the students do not disregard the rules but there is always a
time that they do neglects the following rules.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done? The teacher
will enter the classroom then she will greet everyone, and the students will greet
her back and she will ask someone to lead the prayer. After praying she will now
call the surnames of the students to check if they are present and asking some
questions, after that the teacher will now ask if everyone did their assignment and
they will answer the assignment together with the whole class. Before starting the
class, the teacher will give a warm-up activity for the student to let them be
energize throughout the discussion. After the warm-up, it is now the time for the
teacher to proceed with the discussion.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help in managing the class? The seating arrangement of the students are based on
their surnames; it is basically an alphabetical seating arrangement. Is the norm in
school that students were arranged alphabetically. Yes, perhaps it does help in
managing the class because it is convenient to the teacher and it is easy to
memorize the learners by this set up.

6. Observe the noise level in the classroom. How is this managed? The teacher was
quite good in managing the noise inside the classroom because the teacher has a
good aura (presence/vibes) in letting them in quiet behavior. By having her staring
the class with silence, the learners already know that they now should be quiet.

7. If a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategies used. If the learner is not following
the instruction, therefore the teacher will repeat the instruction and let the students
know to follow instruction or else she/he will be mark zero in the activity or
whatever it is. Of course! In repeating the instruction, the teacher is in good mood
but for instance if the learner still did not yet follow the instruction it is now the
time that it will change the mood of the teacher

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

strategies) The teacher is always giving them glimpse of lectures about values and
right conduct by having different examples and stories by the teachers’
experiences.

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline? Because as a teacher, you are the one
molding the learners throughout their years in the academe so therefore, you should
enforce positive discipline to mold them and guide them to do positive actions and
not negative actions throughout their life. Teaching them with good and positive
discipline with help them to grow intelligently with good values and right conduct.
Also, teachers should enforce positive discipline to teach the students the difference
of what is right and wrong and enhance their intellectual capability to do good things
 with other people. This way, besides teaching the academic knowledge, it is
everlasting reinforcement that the teacher can do for the student

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: MARILOU NAVARRO Teacher’s Signature: _________ School: UCV-SHS

Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: OCTOBER 2021

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners (to be

Management filled out after you answer the
analysis questions)

1. Specific Areas in the even though is not present the (if present) they will easily
Classroom classroom is still organized locate the things that they
needed

2. Classroom Rules It was being implemented and The learners will be reminded
reminded to the students all the of the rules so they will not do
time any kind of act that oppose any
of their rules.

3. Classroom Procedures The teacher starts with a chat with the learners will feel
the students before proceeding to comfortable with the class
the subject matter. because they already know the
procedure inside the class.

4. Daily Routines Usual manner, the teacher will The learners will do recalling,
start with the prayer then after and it be fresh again in their
recalling the previous lessons they mind and avoid forgetting the
discussed in the class. past lessons.

5. Seating Arrangement The seating was being arranged They will be socialized with
alphabetically. the opposite sex and people
with different interest

6. Handling The teacher gives a one-on one The learners will be able to
misbehavior/off-task talk first then it will proceed to know their limitation and
behavior guidance process if it still not become aware of their own
being stop behavior inside the classroom

7. Reinforcement of By conditioning, the teacher will the learners will be able to

Positive Behavior give acknowledgement for those strive hard to be an excellent
students who will do good and student in their class.
positive action of behavior as well
as excellence inside the class.

8. Others

9. Others
10. Others

ANALYZE

1. How did the classroom organization and routines affect the learners’ behavior?
Since the students are familiarized with their daily routines and some of them are
bored because of it, therefore the teacher can get the students attention by discussing
energetic topics with activity that will boost their attention to participate in the class.
Because as a teacher you must be creative in getting your students’ attention.

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?
Beside of being energetic and active, the teacher should know the learner’s
development theory of BEHAVIORIST for her to set conditioning for the learners,
knowing what kind of conditioning will help her/him to sustain the behavior of the
students.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective? The most effective strategy that the
teacher can use in managing the behavior of the learners is having a good discussion
and enjoyable yet interactive activities because this way the teacher can sustain
momentum of the discussion and it can attract the student’s attention inside the class.

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do
you use yourself? What routines and procedures would you consider for this level?
Why? I see myself managing the grade year level 12 which is obviously in senior
high school. I will consider enhance the daily routine that I’ve learned during my pre-
service training by having every day like routine (starts with prayer, attendance, little
chat, introduction to lesson and subject matter then activity.) and I will be going to
practice them in becoming a college student,

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
 Do not do unto others what you don’t want to be done unto you.
 Do your responsibility as a human
 Do not ask what your country can do for you, ask what you can do for your
own country.

3. Should learners be involved in making the class rules? Why? Yes, because in order to
be fair to all they should be involved in making class rules. Despite of it, it has a
logical sense that they do not have the rights to disregard what rules they gave
because they were given the chance to suggest so therefore, they must obey it always
at all time inside the class.
 LINK Theory to Practice

Direction: 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 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 3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when
______________.
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments 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 learners’ rights

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
EVALUATE Performance Task

Evaluate Your Task Field Study 1, Episode 5 – Creating an Appropriate Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources; Provide a learning environment appropriate to the
learners and conducive to learning.
Name of FS Student: MIKEE GALLA Date Submitted:
Year &Section: SS4 Coarse: BSED

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation Sheet questions/tasks completely observation questions/ questions/ tasks questions/ tasks
answered/accomplished. tasks completely completely completely
answered/accomplished. answered/accomplished. answered/accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth and answers are clearly answers are not clearly were not answered;
are thoroughly grounded connected to theories; connected to theories; answers not connected to
on theories; grammar and grammar and spelling are one (1) to three (3) theories; more than four
spelling are free from free from errors. grammatical/ spelling (4) grammatical/ spelling
error. errors. errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by what
observed and analyzed observed and analyzed supported by what were were observed and
observed and analyzed analyzed

Learning Artifacts Portfolio is reflected on in Portfolio id reflected on Portfolio is not reflected Portfolio is not reflected
the context of the learning in the context of the on in the context of the on in the context of the
outcomes; Complete, well- learning outcomes. learning outcomes. learning outcomes; not
organized, highly relevant Complete; well Complete; not organized complete; not organized,
to the learning outcome organized, very relevant relevant to the learning not relevant
to the learning outcome outcome

Submission Submitted before the Submitted on the Submitted a day after Submitted two (3) days or
deadline deadline the deadline more after the deadline

COMMENT/S

Rating: (Based on
transmutation)

Over-all Score

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 1 11 10 9-8 7-below

3
-
1
2

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2 2.75 3.00 3.5 5.00
.
5
0

99 96 93 90 87 84 8 78 75 72 71-Below
1

________________________________________ ________________________
Signature of FS Teacher above Printed Name Date