FS1-EP07-EP08-2021.pdf

FIELD STUDY 1
LEARNING EPISODE 7 & 8
GROUP III

PHYSICAL AND PERSONAL ASPECTS OF
CLASSROOM MANAGEMENT
2

ANALYZE
and
REFLECT
Identifying Personal and
Physical Aspects of Classroom
3

1. How does the voice of the teacher affect classroom instruction?
The voice is a very important asset for the teacher. If used well the voice can capture the students
attention and initiate involvement with the teacher and subject matter.
A moderate loud and a clear/good voice of a teacher is one of the most important
elements of personal classroom management. In terms of classroom instructions, the
voice of the teacher should be clear and loud enough to be heard in the entire
classroom so that all the learners must pay attention and listen attentively during
class discussion. Also, a teacher must speak an authoritative way in order for him/her
to be respected by the learners.
4
7.1
ANALYZE

1. How does the voice of the teacher affect classroom instruction?
It forces the student to quiet down in order to hear what you’re
saying. Instead of embarrassing a student by yelling or correcting
behavior in front of the whole class, show respect by whispering a
firm reminder.
Speaking to them with a direct and sincere tone of voice will help
them build trust and meet your expectations.
A dull monotonous voice will only serve to bore the students and
dull the desire to pay attention and participate.
5
7.1
ANALYZE

2. How does the punctuality of the teacher affect
classroom discipline?
The punctuality and the behavior of the teacher reflects to the
learners because if the learners could see that their teacher is
punctual then they will also try their best to follow the behavior of
the teacher. But if the teachers is always late and shows laziness in
the classroom, then it will negatively affect the classroom discipline
and management.
6
7.1
ANALYZE

3. Why do we need to check on the physical aspects
of classroom management?
We need to check on the physical aspects of the classroom
management in order for both the teacher and the learners to
have a smooth flow of discussion and learning activities.
Having the best of these physical classroom elements in the
learning environment would ensure the safety and order in the
class.
7
7.1
ANALYZE

1. What does this statement mean to you as a
future teacher? Explain.
“No amount of good instruction will come out without effective
classroom management.”
8
7.1
REFLECT
If a teacher in a certain classroom doesn't know how to
effectively manage a classroom, then he/she will also not
be able to formulate and give any good instruction that
sometimes leads to the failure of the students to learn.

2. What are your plans in ensuring effective classroom
management?
“No amount of good instruction will come out without effective
classroom management.”
In order for us to ensure the effective classroom management first, we
should possess all the qualities of being a good teacher and have
attained all the personal classroom management elements such as
personal grooming, punctuality, etc.. And also ensure the physical
classroom management such as good ventilation, lighting, learning
stations and so on.
9
7.1
REFLECT

ANALYZE
and
REFLECT
Demonstrating knowledge of positive
and non-violent discipline in the
management of learner behavior.
10

1. How many strategies were employed by the Resource Teacher?
Did these contribute to better classroom management? Explain
your answer.
There are many strategies employed by the Resource Teacher and these
strategies indeed contributed to better classroom management. Because
according to our Resource Teacher if you yourself as a teacher plays as the role
model to your students and you show respect and authority to the class
eventually you will achieve the effective implementation of these classroom
management strategies.
11
7.2
ANALYZE

2. What were not used by the resource teacher? Were
these important? What should have been used instead?
Explain.
As we interview our Resource Teacher, he have said that
these classroom management are somehow the same with
what he implemented in his class and he added that these
are all important and effective and were all been used.
12
7.2
ANALYZE

1. What classroom management strategies do I need to
employ to respond diverse types of learners?
The classroom management strategies that we need to employ in order to
respond to diverse types of learners are first, interview them to assess their
needs and let them work in groups in order for them to be aware of their
individual differences. Consider peer teaching and take time to celebrate
group effort. These are just some of the many important classroom
management strategies tp effectively employ in the class and as we go on, we
can always think of new strategies and improvement in our classroom.
13
7.2
REFLECT

CLOSE ENCOUNTER WITH THE
SCHOOL CURRICULUM
14

ANALYZE
and
REFLECT
Curricula in the School Setting
15

Which of the 7 types of curriculum in the school setting is easy to
find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate
to one another?
Draw a diagram to show the relationship of one curriculum to the
other.
16
8.1
ANALYZE

Which of the 7 types of curriculum in the school setting is
easy to find? Why?
Recommended Curriculum (K – 12 Guidelines)
recommended by scholars and professional organizations
Basic Education (by DepEd); Higher Education (by CHED); Vocational
Education (by TESDA)
Written Curriculum
Documents based on recommended curriculum
syllabi, course of study, module, books, instructional guides, lesson plan
17
8.1
ANALYZE

Which of the 7 types of curriculum in the school setting is
easy to find? Why?
18
8.1
ANALYZE
Taught Curriculum
Teaching Learning Process
Teachers actually deliver day by day
Assessed Curriculum
appears as tests and measures performance
state tests, standardized tests, district tests, and teacher-made tests
Learned Curriculum
Achieved Learning Outcomes
bottom-line curriculum it is the curriculum that students actually learn

Which is difficult to observe? Why?
Hidden Curriculum (Media)
Because this is the unintended curriculum
It defines what students learn from the physical
environment, the policies, and the procedures of the
school.
applied to any learning outcomes that are not expressly
designed in a lesson plan
19
8.1
ANALYZE

Are these all found in the school setting? How do curricula
relate to one another?
Yes. The relationship between curricula to one another is
highly connected and they both serve to enhance each other.
For instance, curriculum is the foundation of education and the
curriculum is what makes the education quality stand out.
from a basic level to increasingly complex topics or skills.
20
8.1
ANALYZE

Draw a diagram to show the relationship of one
curriculum to the other.
21
8.1
ANALYZE

Relationship of the Different Curriculums
2
3
2
6
7 1
4
3
5
Recommended
Curriculum
Written
Curriculum
Taught
Curriculum
Supported
Curriculum
Assessed
Curriculum
Learned
Curriculum
Hidden
Curriculum
TYPES
OF
CURRICULUMS

Make a reflection on the diagram that you have drawn.
The relationship between the different types of curriculum is highly
connected and they both serve to enhance each other.
Curriculum is one of many tools used to give you an education or a
method you use to do the teaching.
Some curriculums work better than others, and/or better for
certain students more than others.
23
8.1
REFLECT

ANALYZE
and
REFLECT
The minuscule School Curriculum:
The Lesson, A Closer Look
24

1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teachers?
He facilitate and inspire student learning and creativity so that all
students achieve in the global society.
He work with their students to co-create new learning opportunities.
He uses data to support student learning and program improvements.
He said that “learning about and with the world occurs within and
outside of school, and it is the work of a lifetime”.
25
8.2
ANALYZE

2. Was the lesson implemented as planned? Describe.
Yes. The lessons are planned before it is used in his class.
It also shows the interaction and relationships of the major curriculum
components in the lesson.
Aside from the lesson plans, an activity checklist (or lesson outline) is used.
A list of the activities that he will be taking place during the lesson are
prepared by him.
26
8.2
ANALYZE

3. Can you describe the disposition of the teacher after the lesson
was taught? Happy and eager satisfied and contented?
Disappointed and exhausted?
It shows that the teacher is happy and satisfied. Because
he knew himself that he delivered the lesson according to
planned and the studetns also actively participating in the
class.
He demonstrated the professional attitudes and conduct
that facilitate student learning and convey a positive image
of the education profession.
27
8.2
ANALYZE

Based on you observations and tasks in Activity 2, how will you
prepare your lesson plan? Make a short paragraph on the topic.
Regardless of the parts of a lesson plan, each lesson it should build on the prior
lesson and flawlessly flow into the next. Alongside from the major components of a
curriculum, there are some guidelines to follow. Each one has some important aspects
that go into its construction such as the type/level of students, their prior knowledge
which will allows us to continue with the flow, and the teaching techniques that you we
can use in your lesson plan. Afterwards are the identifying og the learning objectives,
planning specific learning activities, organize the lesson, and assess students’ learning.
28
8.2
REFLECT

ANALYZE
and
REFLECT
Constructive Alignment of the
Components of a Lesson Plan
29

1. Are the three components constructively aligned?
Explain.
Yes, the three components are constructively aligned from setting the
learning outcomes, down to what methods to be accurately use to achieve the
outcomes and what type of assessment to be conducted to test the level of
learning the student has. For example, in TLE. The Teacher set an outcome for
student to be able to cook a French Omelette. The teaching method she used
was to let the student watch the video. And she assess the student through
cooking activity.
30
8.3
ANALYZE

2. Will the outcomes be achieved with the teaching
methods used? Why?
Yes, the outcomes was achieved with the teaching methods the
teacher used. Although, it was modular but then the teacher
provided an illustration of the steps in cooking French Omelette
and link for the video for those who can avail to watch. Basically,
we think the outcome has achieved through this teaching method.
31
8.3
ANALYZE

3. What component would tell if the outcomes have been
achieved?
The Evaluation and Assessment part will tell if the
outcomes have been achieved when the students able to
get a passing or above average scores and perform well
the activity set.
32
8.3
ANALYZE

What lessons have you learned in developing or writing a
lesson plan?
The lessons we have learned in developing or writing a lesson plan is that you
need to align the three components so you could achieve what you want to
achieved. You need to plan a head the knowledge, skills and values you want
to achieve by your students, choose the right method to achieve the desired
outcome and it is a must to provide evaluation and assessment that is
anchored with your learning outcomes to test where your learner's at the time
of learning.
33
8.3
REFLECT

What value will it give to the teacher if the three
components are aligned?
The value of success will be gained by teacher if the three
components are aligned together. Success in delivering
the lessons efficiently, and learning to the students
effectively.
34
8.3
REFLECT

FS1-EP07-EP08-2021.pdf

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FS1-EP07-EP08-2021.pdf