FS1 Observations of Teaching-Learning in Actual School Environment

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS1
OBSERVATION OF TEACHING-LEARNING IN ACTUAL
SCHOOL ENVIRONMENT
BEED/BSED
FIELD STUDY
THE K TO 12 GRADING SYSTEM
FS 1
Observations of
Teaching-Learning in
Actual School
Environment
FS1
ON BECOMING A TEACHER
Episode 7-Physical and Personal Aspects of Classroom Management
FIELD STUDY
Physical and Personal Aspects

of Classroom Management
SPARK Your Interest
This Episodes tackles classroom management and discipline. It

focuses on the personal and physical aspects of classroom management
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1
which are central to teaching ans therefore must be consistently
implemented.
FS1
FIELD STUDY
TARGET Your Intended Learning

Outcome
At the end of this Episode, I must be able to:
 identify the two (2) aspects of classroom management; and
 etermine the classroom management strategies that the Resource
Teacher employed in his/her class.
REVISIT the learning Essentials
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.
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 which school wide standards
• decreases misbehavior in the classroom
•gives students boundaries as well as consequences
Two Aspects of Classroom Management

1. Personal Classroom Management consist 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
FIELD
Managing yourself as STUDY 1 contributes
a teacher – Observations to
on Teaching-Learning in Actual School
the order and well-being Environment|
of your class. 2
2. Physical Classroom management consist of managing the learning environment.
Attending to these physical elements of the learning environment ensures the safety
FS1
FIELD STUDY
OBSERVE, ANALYZE,
REFLECT
Identifying Personal and Physical Aspects of

Activity 7.1 Classroom Management
FS1
FIELD STUDY
Name of the FS Student: Matsusaki, Nica C. Resource Teacher: _Mr. Roque M. Carillo__
Teacher’s Signature: ______________ School: _CNSC Abaño Campus_ Grade/Year Level: Grade 8___________
Subject: _Mathematics________ Date: ____________
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 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 the class. √
1.4 Did the teacher arrive in time in class? X
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

FS1
FIELD STUDY
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?
Consider a teacher who uses a low, gentle tone of voice. Students simply get tired while
participating in the conversation. The class will come alive if the teacher, on the other hand,
has a good, modulated voice. As a result, the teacher has influence over the environment in
the classroom. The teacher's voice may be utilized to manage the class's learning
environment's level of engagement and effectiveness.
2. How does the punctuality of the teacher affect classroom discipline?

Being on time can enhance student conduct and aid with classroom organization. It may
be possible to get the whole class ready using the teacher's punctuality. The teacher can do
an initial and preparatory preparation for the necessary material activity before the class
even starts. Punctuality allows you to finish important duties in an acceptable period of
time, which can help you discipline your students.
3. Why do we need to check on the physical aspects of classroom management?

The foundation for a more supportive learning environment that will fulfill the demands
of the learners while also overcoming their weaknesses may be laid by looking at its
physical aspects. If we don't check the classroom management, it will be difficult for us to
arrange and manage the class. It could also be problematic and stressful for you as a teacher
and the students.
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.”
I believe that in order for a classroom management to be effective, they must also
possess the qualities of an excellent teacher. A key component of good teaching is
competent classroom management. In order to generate better students, teachers must be
able to run their classrooms efficiently and act as positive role models for learning.
FS1
FIELD STUDY
Activity 7.2 Demonstrating knowledge of positive and non-violent

discipline in the management of learner’s behavior.
OBSERVE
Observe the classroom management strategies that yiour 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 and O for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No

Observed Opportuni
ty to
Observe
1. Model to the students how to act in different situations O

2. Establish classroom guidelines. √
3. Document the rules. O
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. O
9. Let students work in groups. O

FS1
FIELD STUDY
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. O
15. Write group contracts. O
Others (please spicify)
16.
17.
18
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 the
better classroom management? Explain your answer.
The resource teacher employs nine different strategies. Yes, it helps to establish a
supportive and safe school environment, which in turn helps students be more productive and
have better courses. Encourages social and emotional development and increases meaningful
academic learning. Students' academic engagement improves as negative classroom conduct is
reduced.
2. What were not used by the Resource Teacher? Were these important? What should have been
used instead? Explain.
I think the resource teacher used all of the strategies, and none of them were unable to
be used; they were all used.
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?
As a future teacher, the first thing I must do in a class with a diverse group of students is
learn about their backgrounds. You must be aware of what your pupils expect from you. If
we are knowledgeable, we may design criteria such as the ones outlined to accomplish high-
quality education in a diverse class. Additionally, I'll use the following strategies:
(1) understand the children

FS1
FIELD STUDY
(2) create sensible ground rules and classroom discipline with the students
(3) interact with the students
(4) identify and model right conduct
(5) implement appropriate discipline
(6) provide praise
(7) converse with and learn more about the students.
Show Your Learning Artifacts
Show piece(s) of eveidence of learning to capture the classroom management strategies used by
the Resource Teacher.

FS1
FIELD STUDY
EVALUATE Performance Task
NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1

FS1
FIELD STUDY
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were Questions were not Four (4) or more
All questions were answered completely;
answered completely; observation were not
answered completely; answers are not clearly
answers are in depth answered; answers not
answers are clearly
ANALYSIS and are thoroughly connected to theories; connected to theories;
connected to theories;
grounded on theories; one (1) to three (3) more than four (4)
grammar and spelling
grammar and spelling grammatical spelling grammatical/spelling
are free from errors.
are free from error. errors. errors.
Not so clear and
Profound and clear; Clear but lacks depth; shallow; somewhat Unclear and shallow;
supported by what supported by what supported by what rarely supported by what
REFLECTIONS
were observed and were observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Portfolio is reflected Portfolio is reflected

Portfolio is not
on the context of the on the context of the Portfolio is not reflected
reflected on in the
learning outcomes; learning outcomes. on in the context of the
LEARNING context of the learning
Complete, well- Complete; well- learning outcomes; not
ARTIFACTS outcomes. Complete;
organized, highly organized, very complete; not organized,
not organized, relevant
relevant to the relevant to the not relevant
to the learning outcome
learning outcome learning outcome
Submitted two (2) days
Submitted before the Submitted a day after
SUBMISSION Submitted on deadline or more after the
deadline the deadline
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below
_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

FS1 Observations of Teaching-Learning in Actual School Environment

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS1 Observations of Teaching-Learning in Actual School Environment

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

Physical and Personal Aspects

SPARK Your Interest

This Episodes tackles classroom management and discipline. It

TARGET Your Intended Learning

REVISIT the learning Essentials

Classroom management refers to the wide variety of skills and techniques

• increases chance of student success

Two Aspects of Classroom Management

Identifying Personal and Physical Aspects of

Aspects of Classroom Management YES NO

1.Personal Classroom Management

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

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

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

Reflect on the aspects of personal and classroom management.

Activity 7.2 Demonstrating knowledge of positive and non-violent

Check the management strategies employed by the resource Teacher.

Effective Classroom Management Strategies Observed Not No

1. Model to the students how to act in different situations O

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

1. What classroom management strategies do I need to employ to respond to diverse types of

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

Show Your Learning Artifacts

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

EVALUATE Performance Task

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

Portfolio is reflected Portfolio is reflected

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

You might also like