My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

LEARNING TEACHING EXPERIENCE 6

Observing Management of Classroom Routines

LTE No 6 augurs the start of performing your multiple roles as a student intern. With the
preceding activity allowing you to observe your classroom and its resources, the present
experience will make you focus on the routine activities typically performed by your Mentor
Teacher from the time s/he opens the classroom until s/he closes its doors, all for ensuring
safety and order for the learners.

What's a day like for a classroom teacher? You have ideas about this based on your early
experiences as a basic education student yourself and on your previous experiences during
your Field Study courses. As you recall, the activities regularly carried out are associated with
teaching as well as non-teaching tasks of a teacher regardless of level being taught are
regardless of subject assignment, either as a teacher in-charge of a class or as a teacher of one
or two subject areas.They all have the responsibility of maintaining a teaching environment that
is safe and orderly and that which encourages and inspires learning. This broad process is
referred to as classroom management. You are now tasked to be keen on how your Mentor
Teacher undertakes this process.

During the period, request your Mentor Teacher to allow you to observe him/her and the class
using an observation tool.

Prepares Student Interns for PPST: Your Intended Learning Outcome:

Domain 2: Learning Environment Set standards for implementing classroom

Strand 3: Management of classroom structure management tasks
and activities

Your Experiential Tasks Your Reflection Trigger

6.1 Exposure
Observations of Classroom Management
Activities

6.2 Participation
Recognizing Transition and Classroom
Management Routines

6.3 Identification
Identifying the Consequences Of Transition
and Classroom Management Activities
● How can I manage my classroom
6.4 Internalization routines so effective learning can take
Setting Standards for Effective Transition and place better?
Classroom Management Activities
My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

6.5 Dissemination
Poster Designing for a Safe and Happy
Classroom

6.1 EXPOSURE
Observation of Classroom Management Activities

The Classroom Observation Form you will use in this activity is a variant of what you may have
used in your Field Study. This time you will not focus only on teaching tasks but also on every
routine your Mentor Teacher does before, during, and between any organized activities in the
lesson. These are known as transition periods (Chiarelott, Davidman & Ryan, 2007) and are
part of classroom management.

Examples of such TRANSITION ROUTINES are:

● BEFORE starting the lesson like doing a simple physical activity, singing a short song,
checking on homework, checking attendance, etc.

● DURING could be making students stand or letting them shake their hands to break
monotony, checking on teaching materials needed, attending to students working on a
project or art work, etc.

BETWEEN organized activities may be checking the progress of students while taking
a quiz, giving reminders while doing an experiment, snack break after lesson, etc.

The observation tool is deliberately divided into three parts of a lesson cycle: prior to lesson
proper, during the lesson proper, and post lesson proper. For each segment, you will
describe the transition events or routines done by the teacher and/or the class. Write down
chronologically all the transitional activities that happen in each segment. Some of them are
upon teacher's instructions, some are routinely done by the class themselves without any
directions from him/her. You have to indicate the actual time a segment begins and ends for a
subject area observed. Use one observation from every subject observed during the week.

6.2 PARTICIPATION

Recognizing Transition Activities and Classroom Management

How many subjects does your Mentor Teacher teach during the day?______ How many
have you observed for the LTE 6?______
My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

1. Go over the activities and routines your Mentor Teacher has done prior to starting the
lesson proper in all the subjects you have observed. What are they about? What does
your Mentor Teacher intend to happen through does transition activities?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

Did your Mentor Teacher do the same transitional activities in all the subjects he/she has
taught? Why or Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

2. What transitional period happened while the lesson was going on? What do you think
were the purpose of your Mentor Teacher?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

3. What were the transition routines mostly about after the lesson proper was over? Were
they always directed to the whole class?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

4. Can you describe how the students behave when your Mentor Teacher carry out these
transition routines? Are they more prepared to do the next activity?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

6.3 IDENTIFICATION
My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

Identifying the Consequences of Transition and Classroom Management Activities

1. Based on your observation notes, which transitional activities do you find effective for
maintaining order?
➢ Before starting the lesson?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

➢ During the lesson proper?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

➢ After the lesson proper?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

2. What could have happened if these transitional activities were not done?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

6.4 INTERNALIZATION
Setting Standards for Effective Transition and Classroom Management Activities

1.How does classroom management help in maintaining order in the classroom? What
problems could be avoided?
My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

____________________________________________________________________________
____________________________________________________________________________.

2.Put a check inside the box if you believe the statement can help you in implementing transition
and classroom management activities to maintain orderliness and safety in the classroom.

● Be very clear in giving instructions before starting an activity.

● Allow students to carry out what they can do on their own.
● Be consistent with your expectations of students.
● Give signals when starting and ending a lesson segment.
● Anticipate what could distract or disturb the learners so they could be avoided.
● Favoritism can be displayed once in a while.
● Be sensitive to the personal needs of the students.
● Reinforce good behavior in class.
● Arrange learners’ desks properly so students can move freely.
● Prepare needed teaching aids ahead of time.
● Practice fairness in assigning students to work on tasks.
● Attend immediately to students who are misbehaving in class.

3.Choose five of the guidelines/standards above and describe what could happen if not these
are not followed.

Guidelines Possible Consequence if Not Followed

1.

2.

3.

4.

5.

6.5 DISSEMINATION
Poster Designing for a Safe and Happy Classroom

As a promising teacher, design a poster you can display in your classroom to encourage
students to maintain a safe and happy learning environment.

Growth Portfolio Entry No. 6

Poster Designing for a Safe and Happy Classroom
My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

RUBRIC FOR ASSESSMENT OF GROWTH IN TEACHING INTERNSHIP

LTE 6: Observing Management of Classroom Routines

Criteria 4 3 2 1
Exemplary Satisfactory Fair Limited Score

1 All required Most required Some Most data

Data Collection data are data are required data missing and
Skills: collected, collected, are collected, unrecorded.
● Observation recorded, and recorded, and recorded, but
● Interview organized. organized. poorly
My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

● Survey organized.
● Documents

2 All teaching Some Very few No evident

Description and internship teaching details of details of the
Analysis of experiences internship teaching teaching
Teaching are clearly experiences internship internship
Internship described and are clearly experiences experiences.
Experiences analyzed. described and are described
analyzed. but not
analyzed.

3 Attends all Attends most Unable to Unable to

Level of activities and activities and attend some attend to
Participation requirements. requirements. activities and almost all
requirements. activities.

4 Expresses Attempts to Very little No insights

Reflection of One’s very clearly express insight is given in
Professional insightful insightful given in one’s one’s
Growth reflection of reflection of reflection. learning.
one’s one’s
learning. learning.

5 All evidence At least one Evidence of Shows no

Evidences of of growth evidence of growth is evidence of
Growth displayed are growth shown but is growth at all
all very displayed is not relevant
relevant to relevant to to target
target target instructional
instructional instructional outcomes.
outcomes. outcomes.

6 Personal and Personal and Personal and Personal and

Evidences of professional professional professional professional
Values values are values are values are values are
extensively frequently sometimes rarely evident
evident in the evident in the evident in the in the
portfolio. portfolio. portfolio. portfolio.

Evaluated by: Other Comments and Total Score:

Observation:

Total Score = ______

My Teaching Internship Journey: An Experiential Taxonomy-based Teaching Internship Program

Rating = Total Score x 100

24

Self Assessment:

____________________________ _______________________
Student Intern Date

Conforme:

____________________________ _______________________
Mentor Teacher Date