Libon Community College

Libon, Albay

Module No. 7 (Prof Ed 11- Observations of Teaching-Learning in Actual School Environment)

Name of Instructor: Mrs. Lorna Regorgo

Course and Year: BEED 4-C

Title of the Unit/Learning Episode

Physical and Personal Aspects of Classroom Managemen

OBSERVE, ANALYZE, REFLECT

Activity 7.1 - Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher : Mr. Gerardo Vargas Jr. Teacher’s Signature ______________

School :Rawis Elementary School Grade/Year Level Grade 5
Subject Mathematics. Date : October 17,2024

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management
and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management Yes No
1. Personal Classroom Management /
1.1 Is the teacher well-groomed that she/he demands respect /
from the learners?
1.2 Is the teacher’s voice modulated and can be heard by the /
entire class?
1.3 Was the teacher present in class? /
1.4 Did the teacher arrive on time in class? /
1.5 Does the teacher exude a positive attitude towards /
teaching?
2. Physical Classroom Management /
2.1 Is the classroom well ventilated? /
2.2 Is the lighting good enough? /
2.3 Is the classroom free from noise? /
2.4 Does the seating arrangement provide better interaction? /
2.5 Is the design/structure of the room inviting to classroom /
activities
2.6 Is the physical space / learning station clear from /
obstruction?

ANALYZE

Analyze the different elements of personal / physical classroom management

and answer the following questions?
1. How does the voice of the teacher affect classroom instruction?

 The voice of the teacher is an important factor that contributes towards

achieving effective classroom instruction. Teacher as the person who
manages and leads the class, must ensure that he/she is loud and clear. In
addition, if the teacher maintains a good voice, the class engagement will be
prolonged, making the discussion, activities and assessment will be easier.
For example, if the teacher has a good and clear voice, the students will
attentively listen to him/her and they will be able to understand the lesson
well, and possible confusion will be minimized.

2. How does the punctuality of the teacher affect classroom discipline?

 Teacher plays a significant role in the classroom discipline, because it is in

her hand that has the power to foster good discipline in the class. Being the
facilitator of the class, he/she also guides the students in their right path
through setting rules, establishing goals and using of other positive
discipline techniques. In fact, teachers were seen as leaders of the students,
that's why if the teacher didn't function, classroom discipline is not possible.

3. Why do we need to check on the physical aspects of classroom management?

 The classroom is an important element that affects the learning as well as
the classroom management. Not just it provides learning space and
motivation, it also helps the teacher in managing the class effectively. The
classroom can also influence the students and teacher behavior. From the
seating arrangement, spaces between the seats, the distance of teacher's
table with the students' seats, the different parts and areas of the classroom
and everything that compose the classroom are essential in achieving good
management, the learning goals and objectives of students and teachers.
REFLECT

Reflect the aspects of personal classroom Management.

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." The statement above emphasizes how crucial an effective
classroom management is in teacher's. instruction. This means that for us to
achieve good instruction, we need to work first on how we manage the
classroom. It serves as the key to yield good outcome that without it, it is not
possible to attain effective teaching and learning. This will serve as a reminder
for me that I need to consider classroom management systems to achieve
success in students' learning.

2. What are your plans in ensuring effective classroom management?

 Positive relationship, effective rules and good collaboration these three

principles will make up my plan in ensuring effective classroom management.
First, I will build positive relationship with my students, through building
rapport, positive attitude and making learning fun. Then, creating classroom
rules together with the students to work towards a common goal. Then,
involving the parents and the community, working with them, and constantly
communicate with them to support effective classroom management.
Activity 7.2 - Demonstrating knowledge of positive and non-violent
discipline in the management of learner behaviour.

Resource Teacher :Mr. Gerardo Vargas Jr.Teacher’s Signature _____________

School: Rawis, Elementary ,School Grade/Year Level : Grade 5
Subject : Mathematics Date: October 17,2024

OBSERVE

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.

Effective Classroom Management Strategies Observed Not No

observed opportunity
to
observed
1. Model to the students how to act in different o
situations
2. Establish classroom guidelines. /
3. Document the rules. / o
4. Refrain from punishing the entire class. / o
5. Encourage initiative from class. /
6. Offer praise and rewards. /
7. Use non-verbal communication /
8. Take time to celebrate group effort /
9. Let students work in groups /
10. Interview students to assess their needs. o
11. Address the behaviour quickly. /
12. Consider peer teaching. o
13. Continuously engage the students /
14. Assign open-ended project /
15. Write group contrscts ×
Others pls, specify
16. Use Real life Examples /
17.
18.
19.
20.
ANALYZE

Analyze The checklist you have accomplished and answer the given questions.

1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.

 Based on the checklist I have accomplished above, there are 10 classroom

management strategies that the teacher employs in the class. These are the
following:
1. Establishing classroom guidelines
2. Encourage initiative from class
3. Offer praise and rewards
4. Use non-verbal communication
5. Take time to celebrate group effort
6. Address bad behaviour quickly
7. Consider peer teaching
8. Continuously engage the students
9. Assign open-ended projects
10. Diffentiated Introduction

From how I observed the class, these strategies that were employed were
effective in managing the classroom better. For instance, after the teacher
established the classroom guidelines, the students became well-behave,
careful with their words and actions. Moreover, when the teacher
commends students for their success, the whole class feel motivated and
celebrated their classmates' achievement. These evidences prove that the
teacher's strategies were effective.

2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.

 The only strategy I haven't observed was "write group contracts". But instead
of doing this, the teacher shares the tips of how to work well with your
groupmates in achieving goals. He also discusses the rubrics/guidelines that
will be used in evaluating their group output. This way, the students were able
to plan and strategize in the distribution of the tasks and what should each
member do. It may not be as formal as the group contract, but it allows
students to be aware of their responsibilities as members of the group in
working toward one goal. On the other hand, I didn't have the opportunity to
observe the teacher models the students how to act in different situation due
to time constraints.
REFLECT

As a future teacher, reflect on the observations then answer the given

question.

1. What classroom management strategies do I need to employ to

respond to diverse types of learners?

 Managing a class with diverse students will be challenging. But to be more

effective, the teacher has to strategize and develop techniques on how to
respond to their diverse needs. The following are the strategies I will employ
in managing my future diverse learners:
1. Promote Active Learning. Students need to develop various skills and
competencies and not just sitting in their desk listening to their teacher.
They need to be engaged in the activity. They need to apply their learned
skills in different situations. They have to be involved in the actual learning
process. So, I must use performance based, collaboration, and problem-
solving activities to respond to their varying needs and help them learn
better.
2. Innovate and Utilize Different Techniques. This is to respond to their
differences in terms of learning ability levels, preferences as well as their
needs. The teacher must ensure that their approaches are appropriate,
and if not, he/she must be able to think on how he/she will manage them
without disregarding their needs.
3. Communicate. But how will the teacher determine what is best for his/her
learners? We need to communicate with them through asking them,
sharing activity or conducting a simple survey. For example, by simply
asking them what type of material/tool they are most interested to, the
teacher would be able to identify what type of materials to prepare that
will gain students' attention and help them learn better.
SHOW Your Learning Artifacts

Show your piece(s) of evidence of learning to capture the classroom

management strategies used by your Resource Teacher.

Student Behavior Logs:

Documentation of student behaviors, including

instances of on-task and off-task behavior, as well as
how the teacher addressed these behaviors. This can
provide insights into the effectiveness of the
strategies used.

Intervention Plans:

Examples of individual or group

intervention plans that detail
strategies tailored to specific
students' needs, showcasing
differentiated management
techniques

Feedback from Students:

Surveys or informal feedback from students

regarding the classroom environment and their
perceptions of the teacher's management style.
This can provide a student perspective on the
effectiveness of the strategies.
EVALUATE Performance Task

Evaluate your Work Task Field Study 1, Episode 7 - Physical and Personal
Aspects of Classroom management

Learning Outcomes: Identify the two (2) aspects of classroom management and
determine the classroom management strategies that the Resource Teacher employed
in his / her class.

Name of FS Student: Freddie Ponteres Date Submitted : October 17,2024

Year and Section : 4-C Course BEED

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplis All One (1) to two (2) Three (3) Four (4) or more
hed observation observation observation observation
Observatio questions/t questions/tasks questions/tasks questions/tasks
n Sheet asks not not not
completely answered/accom answered/accom answered/accomp
answered/ plished plished lished
accomplish
ed
Analysis All All questions were All questions were Four (4) or more
questions answered not answered questions were not
were completely completely answered.
answered answers are answers are not answers not
completely clearly connected clearly connected connected to
answers are to theories, to theories; one theories; more
with depth grammar and (1) to three (3) than four (4)
and spelling are free grammatical / grammatical /
thoroughly from error. spelling errors spelling errors
grounded
on theories,
grammar
and spelling
are free
from error.
Reflection Profound Clear but lacks Not so clear and Un clear and
 and clear; depth, supported shallow, shallow; rarely
supported by what were somewhat supported by
by what observed and supported by what what were
were analysed. were observed observed and
observed and analysed. analysed.
and Portfolio is not
analysed. reflected on in the
Learning Portfolio is Portfolio is Portfolio is not context of the
Artifacts reflected on reflected on in the reflected on in the learning outcomes;
in the context of the context of the not complete, not
context of learning learning organized, not
the learning outcomes; outcomes; relevant
outcomes; Complete, well Complete, not
Complete, organized, very organized,
well relevant to the relevant to the
organized, learning outcome. learning outcome.
highly
relevant to
the learning
outcome.
Submissio Submitted Submitted on the Submitted a day Submitted two (2)
n before the deadline after the deadline days or more after
deadline the deadline
Rating:
COMMENTS Over all score (Based on
transmutation

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
Grade 1.0 1.25 1.50 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

___________________________________ ________________________
Signature of FS Teacher above Printed Name Date
LINK Theory to Practice
1. How will you prevent truancy among students?
A. Check attendance regularly
B. Allocate budget for each students
C. Improve sanctions on absentees
D. Prepare and teach your lessons effectively at all times
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them
B. Refer the matter to the guidance counsellor
C. Employ engaging and enjoyable activities
D. Give them the grades they deserve based on their performance
3. How will you help the shy and timid students in your class?
A. Treat them naturally
B. Let them be as they are
C. Refer them to the guidance office
D. Encourage them to join as may activities in class
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills
B. Let them just do what they please
C. Refrain from calling them all the time
D. Empower them to initiate activities in class
5. To discipline unruly students, Teacher Helen always tells her students “Remember
I am the person in authority here. I have the power to pass or fail you.” Do you
agree with Teacher Helen’s reference to power?
A. We need more data to give categorical answer.
B. Yes, passing and failing are in the hands of a teacher
C. Yes, one may use the power given you to blackmail students
D. No, teacher authority is not meant to be used to pass or fail students.