Field Study 1

LEARNING EPISODE 5
MARY JANE M. SUNGA
NAME

BEED 4-A
Course, Year & Section

MR. AURELIO B. CANILAO

Instructor
 Episode 5: Creating an Appropriate Learning Environment

SPARK your Interest

This learning Episodes 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
Episodes enhances the application of the of theories learned in the following professional
subjects such as Facilitating Learner-Centered Teaching and The Child and Adolescent
Learners and Learning Principles.

TARGET Your Intended Learning Outcome

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

• Plan how to manage time, space and resources; and

• Provide 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 designs 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: Heddy Liza B. Pangilinan Teacher’s Signature:

School: San Pedro Primary School Grade/Year Level: 6-Mapagkumbaba

Subject Area: E . S . P Date: October 25 2023

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

1. As you observe the class, look into the characteristics of the learners.
Note the ages.

➢ As I observed the Grade 6 Mapagkumbaba, I see that students sometimes need extra motivation
focused and avoid doing something in their seats, there are many students are busy with other activities
that are not connected to their lesson. The age of the students ranged from 10-12 years old.

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

➢ There are total class population of 32 students, composed of 12 boys and 20 girls.

3. Focus on their behavior. Are they already able to manage their own behavior?

➢ They can manage their own behavior but they will only be quiet if the teacher warns them. In the
activities they do, I see some student who can't work alone but I know they are trying to answer and
understand the test or activities.

4. Can the learners already work independently?

➢ According to my observations, even though they have few conversations with their classmates, students work
independently they don't need the help of their seatmate, there are some students who will approach the teacher,
then they will just ask questions that they don't understand.

5. Describe their span of attention

➢ The span of attention of the students is not that wide because it is not enough patience on working with
their seat work. They are active and bored with longer activities, despite distractions they are mature to
follow simple instructions and completely assigned task
 ANALYZE
Analyze and answer this question 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?
➢ Yes, there are areas in the classroom for specific purposes. The teaching materials are
kept in a small cabinet, the cleaning materials are located at the back right door of the
room beside in the teacher table, there are also shelves/ book shelves containing their
different educational activities, like modules, books and some papers. The learning aids
or materials are placed on the side of the shelves.

2. Are there rules and procedures posted in the room? List them down. Do these
rules reinforce positive behavior?

➢ Yes, the rules and procedures are post on the classroom wall, it reinforces to student
conduct: These are the regulations that are post in the classroom

• Be on time in going to classes.

• Raise your hands if you want to say something
• keep the chairs well arrange before leaving the room
• proper disposal of trash
• Policy of honesty / be respectful

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 the effect of
student’s participation in rule-making on student’s behavior?

➢ Yes, the students are actively participating in making of the classroom rules. Student
engagement in rule - making is that they have the freedom to say what they want, and aware
of how they might avoid it.

4. What are the daily routine done by the Resource Teacher? (prayer,
attendance, assignment of monitors, warm-up activities, etc.) How are
they done?

➢ The resource teacher's daily procedures in the classroom are the class starts with a
prayer, followed by greetings and attendance, then monitoring the assignments and
have a bit review about the previous topic, done by the homeroom teacher, the class
Discussion and when the classes end they end it with prayer also.

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

Does this help in managing the class?

➢ Yes, the seating arrangement is in the basis of alternation/ alternate ( boy, girl, boy) or
(girl, boy, girl) process, the reason for this arrangement is that the students will be able to
socialize well.
 6. Observe the noise level in the classroom. How is this managed?

➢ The classroom noise is at its peak the reason why? Is because the students are at their age stage or at
the level of exploring and expressing their ideas, so that they can be loud or talkative. Ofcourse this
noise level is managed by the teacher by talking to the students.

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

Resource Teacher do? Describe the behavior strategies used.

➢ If a learner does not follow instructions given by her teacher, our cooperating teacher
provides a disciplinary actions and after the teacher asks nicely why he or she did not
follow and will make the students realize they should follow.

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

(behavior strategies)

➢ The teacher used questions strategies, she will give extra points to those who honestly
Share their thought and accurately answer the question. for example, address problems
in a friendly manner. She doesn’t scold them, instead talks to them calmly.

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

As a soon teacher it is important to enforcing positive discipline contributes to the

overall social and emotional development of students. It helps them develop self-
esteem, resilience, and a sense of fairness. These skills are crucial for their personal
growth and success in various aspects of life beyond the classroom. Reinforce and
teach them good behaviors while eliminating unwanted behaviors. The bad
behaviors are weaned out without harming the child verbally or physically so that
the children are taught to control themselves, take responsibility, and think about
how their actions affect themselves without holding any grudges to the teacher
because the teacher handles it appropriately
Activity 5.2 Identifying the Different Aspect of Classroom Management
Resource Teacher: Heddy Liza B. Pangilinan Teacher’s Signature:
School: San Pedro Primary School Grade/Year Level: Grade 6
Subject Area: E.S.P, Date: October 25, 2023

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspect of Classroom Description Effect on the learners
Management (to be filled out after you answer
the analysis questions)

Specific Areas in the The areas in the classroom are he effect on the learner's is
Classroom very well organized. that they will be easy to
locate their different
materials they needed such as
books, papers and all other
materials.

Classroom Rules The classroom regulations are Students become more

posted on the wall of the responsible in their actions.
room, the students are aware
of the classroom regulations.

Classroom Procedures Teacher start a little talk They will follow instructions,
before the class Discussion on step by step. It guides them
the subject. of what to do and not to do
for the betterment

Daily Routines The teacher starts the class This is very important and
with a prayer, follow by the useful so that the students
review of the discussion they can be led in their daily
discussed last time. activities.

Seating Arrangement It is divided into 3 rows of 3 This important in order for the
chairs every line. It is well students and the teachers to be
organized. more interactive with one
another and able to minimize
also the noise
 Handling misbehavior/off-task If a learner commits a The learner's will be aware
behavior specific error, the teacher will since it will give them the
give concern disciplinary chance to grow and allow
action. them to reflect on their actions
or will be aware of their faults
and limits, as well as how to
be behave in the classroom.

Reinforcement of Positive The teacher give The effect on the students

Behavior acknowledgement to every become active in
student that will do positive participating the class. They
behavior and excellence in may become motivated to be
the class. excellent in class.

ANALYZE

1. How did the classroom organization and routines affect the learner’s behavior?
The classroom organization and routines affect the learners' behavior by knowing their limitations. The minds of
the students are set that they rules to be followed because of this they will practice their proper attitude and act
politely.Classroom noise, organized objects, and a comfortable environment can enhance students learning
experience. Music, organized objects, and warm materials can help reduce distractions. Structuring the
classroom and following a plan can also encourage learning and improve overall performance.

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 teacher should have in mind that he or she unite with students, teachers should
consider various theories and principles that can guide their decision-making. Learning is
a social process that occurs through interactions with others. Teachers should consider
creating opportunities for collaborative learning, group work, and peer interactions in the
classroom organization and routines. This can enhance students' cognitive development
and promote their social skills.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?

For me, the positive one because, this will give the student the courage to pursue the things
that you have said to the students because you are able to talk to them in way that they will
never ever felt like they are being mistreated too much. This will give them a big effect in
regards to their performance.
 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 see yourself? What routines and procedures would you consider for this level. Why?

As I imagine myself organizing my classroom in the future, I see that I will be handling
kindergarten students. If I want to handle kindergarten students I will create activities or
methods that will definitely suit their age. For example, when the class starts, I will teach
them to pray before anything else, I will also indicate that there will be a story telling session
so that I can get their interest and sing different children's songs and slowly go to the topic in
a way that is not they sense danger. but instead they will enjoy it. I can also do ice breakers, a
little dance step and singing a song to energize the students. And I will also take a few
minutes to rest because at this stage of the students they will definitely get tired with the
passage of time and tasks. Minutes of rest will help them regain their strength.

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

➢ We listen and do.

➢ We sit, stand, and walk properly.
➢ We respect the personal space of others.
➢ We do not leave the classroom without permission.

I chose these set of rules, I think to help my students understand boundaries and expectations
for classroom behavior by setting and enforcing rules with clear and consistent consequences.
Every student should understand and feel that the classroom is a safe space, and rules will
help to create that space.

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

Yes, because they let everyone know how they should behave and why. Involving your students in
creating the classroom rules can help to establish open communication. Students might feel empowered
by having more control over their educational space and, therefore, be more likely to follow the rules.
They’ll know the rules are fair, reasonable, and benefiting ever
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 to 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 Work Task Field Study 1, Episode 5 – Creating an Appropriate
Learning Environment
Learning Outcome: 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: Mary Jane M. Sunga Date Submitted: October 28 2023
Year & Section: _Grade 6-Mapagkumbaba Course: Bachelor of Elementary Education

Excellent Very Satisfactory Satisfactory

Learning 4 3 2 Need Improvement
Episode
Accomplished All observation 1 or 2 observation 3 observation 4 or more observation
Observation question/tasks question/task not questions/task not questions/tasks not
completely answered/accomplished answered/accomplishe answered/accomplished
Sheet answered/accomplis d
hed
All questions were All questions were Questions were not Four or more observation
Analysis answered answered completely; answered completely; question were not
completely; answer answer are clearly answer are not answered; answers are not
are with depth and connected to theories; connected to theories; connected to theories;
are thoroughly grammar and spelling are one to three more than four
grounded an free from error grammatical spelling grammatical spelling
theories; grammar errors errors
and spelling are
free from error
Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
Reflection supported by what supported by what were shallow; somewhat rarely supported by what
were observed and observed and analyzed supported by what were observed and
analyze were observed and analyzed
analyzed
Portfolio is Portfolio is reflected on in Portfolio is not Portfolio is not reflected
Learning reflected on in the the context of the learning reflected on in the on in the context of the
context of the outcomes: complete, well context of the learning learning outcomes:
Artifacts learning outcomes: organized, very relevant outcomes: complete, complete, not organized,
complete, well to the learning outcome not organized, relevant not relevant
organized, highly to the learning outcome
relevant to the
learning outcome

Submitted before Submitted on the Submitted a day Submitted 2 days or

Submission the deadline deadline after the deadline more after the
deadline

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below

12
Grade 1.0 1.25 1.5 1. 75 2.00 2.25 2.5 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

Mr. Canilao, Aurelio B.