FS 1 EPISODE 6 – Creating An Appropriate Learning

Environment

At the end of this Episode, the students must be able to identify the classroom routines set
by the teacher, and observe how they execute the various classroom routines.

Routines are the backbone of daily class life. They facilitate teaching and learning.
Routines do not just make the teacher’s life easier, they even save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.

Establishing routines early in the school year:

 Enables you to run your daily activities run smoothly;

 Ensures you to manage time effectively;
 Helps you maintain order in the classroom;
 Makes you more focused in teaching because you spend less time in giving
directions/instructions, and
 Enables you to explain to the learners what are expected from them.

Classroom rules are imperative and must be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students’ engagement and
focus in their classroom activities.
 1. Interview the teacher about classroom routines.

2. List down classroom routines set by the teacher.

3. Document the students’ execution of the various classroom routines.

4. Analyze the result of the observation and interview data.

5. Reflect on my observation experiences.

EPISODE 7 – Physical and Personal Aspects of

FS 1 Classroom Management

At the end of this Episode, the students must be able to identify two aspects of classroom
management and to determine the classroom management strategies that the Resource Teacher
employed in his/her class.

Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused attentive on tasks and academically productive
in class. – edglossary.org

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 misbehaviour in the classroom
 Gives student boundaries as well as consequences
- http://www.ehw.com

Two Aspects of Classroom Management

1. Personal Classroom Management. It consists of managing your own self to ensure order and
discipline in your class. It includes voice, personal grooming, attendance, punctuality, and
personal graciousness

Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management. It 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 ventilation, lighting, acoustics, seating arrangement,
structure or design of the classroom, and physical space or 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 group.
10. Interview students to assess their needs.
11. Address bad behaviour quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
- prodigygame.com
 1. Interview the teacher about the personal and physical aspects of classroom
management which ensures proper classroom management and discipline, and the employed
classroom management strategies by the Resource Teacher.
2. Analyze the different elements of personal/physical classroom management and the
accomplished checklist
3. Reflect on the aspects of personal and physical classroom management.

4. Show pieces of evidence of learning to capture the classroom management strategies

EPISODE 8 – Close Encounter with the

FS 1
School Curriculum

At the end of this Episode, the students must be able to identify the different curricula
that prevail in the school setting; to describe how the teacher manages the school curriculum by
planning, implementing lessons through different strategies and assessment of learning
outcomes, and to analyse if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.

School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called school.
Schools are formal institutions of learning where the two major stakeholders are the learners and
the teachers.

Basic education in the Philippines is under the Department of Education and the
recommended curriculum is the K to 12 or Enhanced Basic Education Curricula of 2013. All
basic education schools offering kindergarten, elementary, and secondary high school adhere to
this national curriculum as a guide in the implementation of the formal education for K to 12.

Salient Features of the K to 12 Curriculum

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the Basic

Education Curriculum, the DepEd shall be guided by the following:

10.2. Standards and Principles. The DepEd shall adhere to the following standards and
principles, when appropriate, in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already know proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available. For this purpose,
MTB-MLE refers to formal or non-formal education in which the learner’s mother tongue and
additional languages are used in the classroom;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts.

Implementing Rules and Regulations of the Enhanced Basic

Education Act of 2013
Implementing Rules and Regulations of the Enhanced Basic Education Act of 2013
Available online at: https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/

Seven Types of Curriculum

 The enhanced curriculum K t o12 curriculum is the Recommended Curriculum. It is to

be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standards of the
K to 12 Curriculum, it became a Written Curriculum. It reflects the substance of RA
10533 or the Enhanced Basic Education Act of 2013. In the teacher’s class, it is the
lesson plan. A lesson plan is a written curriculum in miniscule.
 What has been written in a lesson or learning plan has to be implemented. It is putting life
to the written curriculum, which is referred to as the Taught Curriculum. The guidance
of the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum. This
curriculum whether small or big indicates accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools. These are not written nor
deliberately taught but they influence learning. These include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.

Roles and Responsibilities of the Teacher

Teachers should be multi-talented professional who:

 Know and understand the curriculum ass enumerated above
 Write the curriculum to be taught
 Plan the curriculum to be implemented
 Initiate the curriculum which is being introduced
 Innovate the curriculum to make it current and updated
  Implement the curriculum that has been written and planned
 Evaluate the written, planned and learned curriculum

1. Discover what curriculum is operating in the school setting.

2. Locate where I can find the different curricula in the school setting

3. Analyze the curriculum that is operating in the school setting and the teacher’s
disposition of the lesson being taught.

4. Reflect on my observation experiences.

5. Accomplish the requirements of this episode; and

6. Present my learning artifacts relative to curriculum and learning plan.