Field Study 1- Episode 5

Creating an Appropriate Learning Environment

Name: Oda Mae Clamar Secretario Course & Block: BSEd- English 4A
Activity 5.1- Managing Time, Space and Learning Resources
Resource Teacher: Luisa R. Raguero Teacher’s Signature: _________ School: Bonbon NHS
Grade/Year Level: 9 Subject Area: English Date: October 2, 2024

ANALYZE
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for specific
purposes are not present?
• Yes, there are designated areas in the classroom for specific purposes, including storage for teaching
aids, books, and supplies. For instance, shelves are allocated for educational materials, while bins are
available for students' personal belongings. If these areas were absent, it would likely lead to a cluttered
environment that could distract students and hinder their focus on learning activities. A well-organized
space promotes efficiency and minimizes disruptions.
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce positive
behavior?
• The classroom has several rules and procedures posted prominently, including responsibilities for daily
cleaners, roles of classroom officers, and adherence to the Department of Education's core values:
Makatao (humanity), Makabansa (nationalism), MakaDiyos (religious), and Makakalikasan
(environmentally friendly). These rules indeed reinforce positive behavior by setting clear expectations that
encourage respect and responsibility among students.
3. Did the students participate in making the classroom rules? If the resource teacher is available, ask
him/her to describe the process. What is the effect of students’ participation in rule-making on student’s
behavior?
• Yes, students participated in creating the classroom rules. This process typically involves discussions led
by the teacher where students can voice their opinions and suggestions. The effect of this participation is
significant; when students are involved in rule-making, they feel a sense of ownership and accountability,
which often leads to better adherence to the rules and a more respectful classroom environment.
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 daily routines observed in the classroom include prayer, taking attendance, assigning monitors for
various tasks, cleaning the classroom, and engaging in warm-up activities such as short discussions or
icebreakers. These routines are carried out through direct instructions from the teacher, supplemented by
student initiatives when appropriate. This structure helps set a positive tone for the day.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing the
class?
• The seating arrangement consists of four rows with ten desks each, alternating between male and
female students. This setup promotes interaction while allowing the teacher to monitor student behavior
effectively. It aids in managing the class by ensuring that all students can see the board and participate in
discussions without barriers.
6. Observe the noise level in the classroom. How is this managed?
• During lessons, the noise level fluctuates significantly; it tends to be quite high at the beginning but
quiets down during discussions as students focus on listening. After discussions, noise levels often rise
again. The teacher manages this noise through verbal commands and reminders to maintain focus during
instructional time.
7. If a learner is not following instruction or is off-task, what does the resource teacher do? Describe the
behavior strategies used.
• When a student is off-task or not following instructions, the resource teacher typically addresses the
behavior directly by redirecting their attention back to the lesson or reminding them of classroom
expectations. Strategies may include verbal prompts to refocus or gentle reminders about appropriate
behavior during class activities.
8. What does the Resource Teacher do to reinforce positive behaviors? (behaviour strategies)
• To reinforce positive behaviors, the resource teacher employs strategies such as verbal praise when
students demonstrate good conduct and publicly recognizing those who meet classroom expectations.
Additionally, rewards may be given for consistent adherence to rules, which encourages a positive
atmosphere conducive to learning.

REFLECT
1. Why do you need to enforce positive discipline?
• Enforcing positive discipline is essential in creating a respectful and productive learning environment
where students feel safe and motivated to engage. It establishes clear expectations for behavior, fostering
a sense of accountability and ownership among learners. By promoting positive behavior through
reinforcement strategies, such as praise and recognition, teachers can encourage students to adhere to
classroom norms. This approach not only minimizes disruptions but also enhances students' self-
 regulation skills, ultimately leading to improved academic performance and a more harmonious classroom
atmosphere.

Activity 5.2- Identifying the Different Aspects of Classroom Management

Resource Teacher: Luisa R. Raguero Teacher’s Signature: _________ School: Bonbon NHS
Grade/Year Level: 9 Subject Area: English Date: October 2, 2024

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you answer the
analysis questions)
1. Specific Areas in the designated for storage of helps students quickly locate
Classroom teaching aids, books, and materials they need, reducing
supplies, ensuring that downtime and distractions. This
materials are organized and organization fosters a sense of
easily accessible. These areas responsibility and encourages
may include shelves, bins, or students to take care of their learning
cabinets. environment.
2. Classroom Rules established guidelines that provide structure and predictability,
outline expected behaviors helping students understand what is
and responsibilities, such as expected of them. This clarity
respecting others, raising enhances their ability to self-regulate
hands to speak, and keeping their behavior, leading to a more
the classroom tidy. focused and respectful learning
atmosphere.
3. Classroom Procedures specific methods for carrying promote efficiency and reduce
out routine tasks, such as confusion during transitions. When
entering the classroom, students know what to expect, they
submitting assignments, or can engage more fully in learning
transitioning between activities activities without unnecessary
interruptions or distractions.
4. Daily Routines include regular activities such Consistent daily routines create a
as morning prayers, sense of stability and security for
attendance-taking, and warm- students. This predictability helps
up exercises that set the tone them feel more comfortable and
for the day. engaged, allowing them to focus
better on their learning tasks.
5. Seating Arrangements are organized layouts of desks enhance collaboration and
or tables that facilitate communication among students.
interaction among students They also help minimize distractions
while allowing teachers to by positioning students in a way that
monitor behavior effectively. promotes engagement with both
peers and instructional materials.
6. Handling misbehavior/task involves strategies employed Effective management of
behavior by teachers to address off-task misbehavior teaches students
behavior or disruptions in a accountability for their actions and
constructive manner, such as reinforces appropriate behavior. This
redirection or verbal approach helps maintain a positive
reminders. learning environment where all
students can thrive academically and
socially.
7. Reinforcement of Positive includes strategies like verbal encourages students to repeat good
Behavior praise, rewards, or recognition behaviors by acknowledging their
for students who demonstrate efforts. This boosts their self-esteem
desired behaviors. and motivation while fostering a
supportive classroom culture that
values respect and cooperation.
8. Overall Classroom The overall classroom A positive classroom environment
Environment environment encompasses enhances student comfort and
elements such as decor, engagement. When learners feel
lighting, and resources safe and valued within their space,
available to students that they are more likely to participate
contribute to a welcoming actively in discussions and
atmosphere. collaborative activities, leading to
improved academic outcomes.
9. Others
ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
• Classroom organization and routines significantly influenced learners' behavior by providing structure
and predictability. When students know what to expect, they are more likely to stay focused and
engaged in learning activities. Clear procedures reduce confusion and minimize disruptions, fostering a
respectful atmosphere where students can thrive. As a result, students exhibit better self-regulation and
accountability for their actions.
2. What should the teacher have in mind when he/she designs the classroom organization and routines?
What theories and principles should you have in mind?
• Teachers should consider the diverse needs of their students when designing classroom organization
and routines. Principles of inclusivity, accessibility, and flexibility are essential to accommodate various
learning styles. Theories such as constructivism emphasize the importance of active participation, while
behaviorism highlights the role of reinforcement in shaping behavior. By integrating these theories,
teachers can create an environment that supports collaboration, engagement, and effective learning.
3. Which behavior strategies were effective in managing the behaviour of the learners? In motivating
students? Why were they effective?
• Effective behavior strategies included positive reinforcement, such as verbal praise and rewards for
good conduct, as well as clear communication of expectations. These strategies were successful
because they fostered a sense of achievement and encouraged students to repeat desirable behaviors.
By recognizing positive actions, teachers not only motivated students but also created a supportive
classroom culture that values respect and cooperation, ultimately enhancing overall engagement and
academic performance.

REFLECT
1. Imagine yourself organizing your classroom in the future. In what grade your level do you see yourself?
What routines and procedures would you consider for this level Why?
• In my future classroom, I envision teaching at the high school level (grades 9-12). At this level, I would
implement routines such as daily check-ins, structured group discussions, and clear procedures for
submitting assignments. These routines are essential because they promote a sense of responsibility and
independence among older students while fostering collaboration and engagement in discussions.
Establishing clear expectations helps create a focused learning environment that prepares students for
post-secondary education or the workforce.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
• The rules I would likely implement include:
1. Speak only in English during class (to enhance language skills).
2. Raise hands to speak (to ensure respectful communication).
3. Do not use cell phones during lessons or exams (to minimize distractions).
4. Respect others' opinions and contributions (to foster a supportive environment).
I chose these rules because they promote effective communication, respect, and focus, which are crucial
for a productive learning atmosphere in high school
3. Should learners be involved in making the class rules? Why?
• Yes, learners should be involved in making class rules. Involving students in this process fosters a sense
of ownership and accountability, making them more likely to adhere to the established norms. When
students contribute to rule-making, they feel valued and respected, which enhances their commitment to
maintaining a positive classroom environment. This collaborative approach also encourages critical
thinking and negotiation skills as students discuss and agree on what behaviors are acceptable.

LINK Theory and Practice

1. Focusing on natural consequences of students’ behaviour 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
third 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 to those who follow the rules
3. For the teacher to establish and maintain consistent standards of learner’s behaviour, 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 behaviour problems promptly and with due respect to learners’ right

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.