Ronan Byron B.

Bartolazo May 3, 2020

2018-67742 MST 101d – CD2

Learning Task 2: Space Management

Observed class Observed class Name of subject Date and time of
(subject) (section) teacher observation

Science 9 Acacia Ronadane N. Liwanag February 27, 2020

9:00 – 11:00

Math 9 Mahogany Rina A. Mabilangan February 27, 2020

12:30 - 2:00

In Class 1, the students are compressed, with little to no space on the aisle. There are some
students who are not listening to the teacher while discussing the pre-lab. Some students at the
back are using their gadgets because there is a blind spot caused by the seating arrangement. But
at the moving stations part, the students became more engaged in the learning. However, the space
is not enough still for the students to pass through stations. The room is not enough for the students
to move freely for 41 students inside. However, the room is well ventilated but poorly lighted.

In Class 2, the seating arrangement is in a “U” shape, where the students are facing the
teacher in front with no aisle. There is a real disadvantage with this seating arrangement since the
teacher has two blind sides where students are inattentive. But with the reward system that the
teacher applied in her class, all students were attentive enough the entire discussion. The room is
well ventilated, and the lighting is enough for the students.

In summary of what I have learned from this space management is that student convenience
is a must. The teacher’s role on facilitation must first check if learning is possible in a learning
environment. The second is to weigh the disadvantages and the advantages of every possible seating
arrangements (TFA Editorial Team, 2016). Learning these tasks will take some time. For that to
happen, we must maximize the classroom first. Setup your activities depending on how big your
class and your classroom is (Madylus, 2003). Like in what happened to the laboratory class. It is
appropriate to use the “moving stations” strategy for the students to explore more knowledge in
every stations. Then when you are done with it, you go with the classroom management style that
you want to apply. You need have a program that will demonstrate the effectiveness in improving
teachers' practice and students' academic achievement and behavior (Evertson, 2006).

We need to weigh in different strategies that are compatible with the system we want to
implement in the classroom. We cannot compromise the quality of education with the worst of our
facilities. We as teachers need to act for learning to happen in a Physical Environment (Shalaway,
2001). We as teachers also need to minimize students’ inattentiveness by choosing the best possible
physical arrangement in the classroom. And we also need to assess if the room is safe (Konen, 2017).
References
Evertson, C. M. (2006, March 4). Classroom Management. Retrieved from Education State
University: https://education.stateuniversity.com/pages/1834/Classroom-
Management.html
Konen, J. (2017, November 21). 5 Questions to Tackle in Organizing the Physical Space in Your
Classroom. Retrieved from Teacher.org: https://www.teacher.org/daily/organizing-
physical-space-classroom/
Madylus, O. (2003, August 15). Classroom management: Maximizing your space. Retrieved from
OneStop English: http://www.onestopenglish.com/children/methodology/classroom-
management/classroom-setup/classroom-management-maximizing-your-
space/146637.article
Shalaway, L. (2001, February 1). Classroom Organization: The Physical Environment. Retrieved
from Scholastic: https://www.scholastic.com/teachers/articles/teaching-
content/classroom-organization-physical-environment/
TFA Editorial Team. (2016, January 28). The Pros and Cons of 3 Common Classroom Seating
Arrangements. Retrieved from Teach For America:
https://www.teachforamerica.org/stories/the-pros-and-cons-of-3-common-classroom-
seating-arrangements