BANTAYAN SOUTHERN INSTITUTE, INC
Bantigue, Bantayan, Cebu
FIELD STUDY 1
Lesson 7
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
Name: Maria Antonieth Gayatgay Collamat Course and Year: BSEd English IVA
INTRODUCTION
Good day everyone!
This lesson tackles classroom management and discipline. It focuses on the personal
and physical aspects of classroom management which are central to teaching and therefore
must be consistently implemented.
INTENDED LEARNING OUTCOME (ILO)
At the end of this lesson, you must be able to:
identify two (2) aspects of classroom management; and
determine the classroom management strategies that the Resource Teacher employed
in his/her class.
LEARNING ESSENTIALS
Classroom management refers to the wide variety of skills and techniques that the
teachers use to keep students organized, orderly, focused, attentive on talks and
academically productive in class.
Importance of Effective Classroom Management
increases chance of student success
paves the way for the teacher to engage students in learning
helps create an organized classroom environment
increases instructional time
creates consistency in the employment of rules and regulations
aligns management strategies with school-wide standards
decreases misbehavior in the classroom
gives students boundaries as well as consequences
Two Aspects of Classroom Management
1. Personal Classroom Management consists of managing your own self to ensure
order and discipline in your class. It includes;
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
3.1 ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure/design of the classroom
3.6 physical space/learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
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.
11. Address bad behavior quickly
12. Consider peer teaching
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
16. OBSERVE, ANALYZE, REFLECT
Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management
Resource Teacher: ____________________________Teacher’s Signature: __________
Grade Year Level: ________________ Subject Area : ___________________________
School: ________________________________________ Date: ___________________
OBSERVE
Instruction: 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 he/she 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 plays a huge role in managing a noisy classroom. In
my observation, the teacher’s strong, clear, and modulated voice helped command
attention, especially when students were noisy. Sometimes, the teacher had to use a
megaphone to be heard. Without a strong vocal presence, students continued chatting
and did not take instructions seriously. A well-modulated voice helps establish
authority and helps students focus.
2. How does the punctuality of the teacher affect classroom discipline?
Punctuality sets the tone for the rest of the class. In my observation, the teacher
was already in class before the students arrived. Despite this, many students came in
late. However, the teacher's presence allowed him to question their tardiness and set
expectations. A punctual teacher models discipline and commitment, which students
will hopefully learn to mirror with reinforcement.
3. Why do we need to check on the physical aspects of classroom management?
A physically conducive classroom environment supports focus and discipline. In
the observed class, the room was ventilated and well-lit. However, the lack of noise
control impacted the teaching process. Proper seating arrangement (in an inverted U)
helped the teacher see all students and interact better. Overall, a safe, organized, and
comfortable space encourages active participation and minimizes distractions.
REFLECT
Reflect on the aspects of personal and 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”.
As a future teacher, this statement reminds me of the reality I witnessed during
my classroom observation. I saw how even when the teacher prepared a meaningful
and engaging lesson, it became difficult to deliver when students were noisy,
distracted, or stood up without permission. It was clear that good instruction alone isn’t
enough—without proper classroom management, students won’t be in the right
mindset to learn.
This tells me that before I can teach effectively, I need to first establish a
learning environment where students are respectful, attentive, and responsible.
Classroom management sets the tone for everything that follows. Without it, even the
best-planned lesson will struggle to reach its goals. For me, this means I have to be
consistent with rules, build strong relationships with students, and maintain a
classroom atmosphere where learning is a shared responsibility.
2. What are your plans for ensuring effective classroom management?
In my future classroom, I plan to start by building mutual respect and clear
expectations from day one. I believe in involving students in creating class rules so
that they feel a sense of ownership and responsibility. I will establish daily routines that
help the class run smoothly, such as a clear way of entering the room, submitting
assignments, and transitioning between activities.
I also want to use strategies like humor, praise, and interactive learning—as I
observed the resource teacher doing—to keep students engaged and motivated. At
the same time, I will remain firm but fair in correcting behavior, ensuring that
consequences are consistent and respectful. Most importantly, I want my students to
feel safe and heard in the classroom. When students feel respected and supported,
they are more likely to cooperate, participate, and grow—not just academically, but
personally.
Effective classroom management isn’t just about controlling behavior—it’s
about creating a space where real learning can happen. That’s the kind of teacher I
hope to become.
Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the
management of learner behavior.
Resource Teacher: ____________________________Teacher’s Signature: __________
Grade Year Level: ________________ Subject Area : ___________________________
School: ________________________________________ Date: ___________________
OBSERVE
Instruction: Observe the classroom management strategies that your Resource Teacher
employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher.
Check (/) observed, put an (x) if not observed, and O for no opportunity.
Effective Classroom Management Strategies Observed Not No
Observed opportunity
to Observe
1. Model to the students how to act in different situations. /
2. Establish classroom guidelines. /(oral
only)
3. Document the rules. /
4. Refrain from punishing the entire class. /
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. /
11. Addressing bad behavior quickly. /
12. Consider peer teaching. /
13. Continuously engage the students. /
14. Assign open-ended project. /
15. Write group contracts. /
Others (Please specify)
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.
At least 10 of the listed strategies were clearly used. These included praise,
non-verbal signals, quick redirection, use of humor, and keeping students involved.
While the class remained noisy, these strategies helped maintain a manageable level
of participation. The students were active, engaged, and willing to participate despite
their playful behavior. The humor, praise, and interaction helped keep them connected
to the lesson.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead?
Rules were not posted, and there were no written group contracts or peer
teaching activities. These would have helped reinforce structure and accountability.
Documented rules are especially important for challenging classes. Writing group
contracts and interviewing students could help promote ownership of learning and
behavior.
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?
To effectively manage a classroom with diverse learners, I believe I need to use
a combination of structure, empathy, and adaptability. First, I will establish clear and
consistent routines and expectations so that students know what is expected of them
every day. A predictable structure helps reduce anxiety and creates a sense of safety,
especially for students who struggle with focus or who come from unstable
environments.
However, I also understand that not all students respond to the same strategies.
Some may need visual cues or reminders, while others may need verbal
encouragement or movement-based activities to stay engaged. I plan to incorporate
various teaching approaches that cater to different learning styles—such as using
visual aids, group work, hands-on activities, and even humor—to keep students
interested and involved.
In addition, I want to build strong individual relationships with my students by
checking in with them personally when I notice a change in behavior or participation.
These small conversations can reveal important insights about what they’re going
through, both inside and outside of school. For example, some students may act out
because of stress or struggles at home, while others may be shy or afraid of making
mistakes in front of their peers.
Most of all, I believe in managing the classroom through respect and patience. I
want my students to feel that their differences are acknowledged and valued. My goal
is not to control students, but to guide them in becoming responsible, respectful, and
confident learners. An inclusive and safe environment—where mistakes are treated as
part of learning—is the kind of classroom I aim to build. Classroom management is not
just about discipline; it’s about knowing your students and adjusting your strategies to
meet them where they are.
SHOW YOUR LEARNING ARTIFACTS
Show piece(s) of evidence of learning to capture the classroom management
strategies used by your Resource Teacher.
LEARNING RUBRIC
Name of FS Student: __________________________________________ Date Submitted: __________
Year & Section : ____________________________________ Course : __________________________
Learning Episodes Exemplary (4) Superior (3) Satisfactory (2) Needs Improvement
(1)
Accomplished Observation All observation One (1) to two (2) Three (3) observation Four (4) or more
Sheet questions/tasks observation questions/ questions/tasks not observation
completely answered / tasks not answered / answered/accomplishe questions/tasks not
accomplished accomplished. d answered/accomplished
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered:
and are thoroughly connected to theories. connected to theories; answers not connected
grounded on theories. grammar and spelling one (1) to three (3) to theories; more than
grammar and spelling are free from errors. grammatical / spelling four (4) grammatical
are free from error. errors. errors.
Reflections / Insights Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what were what were observed
analyzed. analyzed. observed analyzed. analyzed.
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
in the context of the in the context of the on in the context of the on in the context of the
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
Complete, well- Complete, well- Complete, not complete, not
organized, highly organized, very organized, relevant to organized, not
relevant to the learning relevant to the learning the learning outcome. organized.
outcome. outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline. the deadline. or more after the
deadline.
Comments:
Over-all Score Rating (Based on
Transmutation)
TRANSMUTATION OF SCORE GRADE
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below
JONATHAN S. DESUCATAN, MAED ______________
FS 1 Instructor Date
