TAMPFAYAN JEROM C.

BEED 4-A

My Reflection

FS1 Episode 6

Classroom management is among the most important skills preservice

teachers learn, yet they may receive inadequate preparation to effectively manage

student behavior. Hediye (2015) discovered that preservice teachers identified

learning classroom management strategies as equally important in their preparation

as experience in the classroom, observation of effective teachers, and content

pedagogy. In a study of five undergraduate students enrolled in the last year of an

elementary science education program, Hediye (2015) found that in terms of learning

classroom management skills, students studying to become teachers could benefit

from a combination of real-world school field experiences and college coursework

during their undergraduate studies.

Discovered that emotions influence on an individual’s career, especially

during preservice training. Therefore, preparing teachers to manage a classroom is

as critical to effective teaching as instructional knowledge. Shoulders and Krei (2015)

student discipline is only an issue when students are required to attend situations

that are not satisfying. Sahin (2015).

(Kritsonis, 2015). Eisenman, Edwards, and Cushman (2015) stated that

learning how to manage a classroom effectively is a difficult task for all teachers.

Ineffective classroom management skills have a severe impact on teachers,

students, and schools because teachers cannot teach and students cannot learn in

such environments. Students enrolled in classrooms where teachers use effective

classroom management practices often experience improved academic

performance. Stough, Montague, Landmark, and Williams-Diehm (2015) asserted

that greater confidence and competence in classroom management practices are a

result of formal classroom management training.

Classroom is one of the centered learning environments of the learners, it is

the place where they are able to focus their lessons and the teacher will concentrate

to teach. Being managed in the classroom is not easy because all the rules as a

teacher you should apply effectively into the pupil.

This episode is all about classroom management and every day routines of a

learner, as I observed the routine set by the teacher are always practiced that is

greetings before starting the lesson even in the morning session and fix their self-first

after playing outside of the classroom. They have also routine to their class hours

they are using text books and after that they are using laptop and there a time that

they should spend 3 minutes reading and 2 minutes ice breaker. In my observation

sometimes the learner will get to sleep during afternoon class, that’s the moment that

our resource teacher will apply the ice breaker.

My reflection about this episode is very important to me, I will able to know the

routine outside the classroom and inside the classroom that will help me to manage

my time and aware for those pupil practices, this will also help me as a future

educator someday will be my guide and experience the actual school environment of

the learner.
References

Hediye, C. (2015). Sources of teaching efficacy beliefs in preservice science

teachers. Elementary Education Online, 14(1), 333-348. doi:10.17051/io.2015.84390

Shoulders, T. L. & Krei, M. S. (2015). Rural high school teachers' self-efficacy in

student engagement, instructional strategies, and classroom management. American
Secondary Education, 44(1), 50-61. Retrieved from
http://www.ashland.edu/academics/education/ase/

Sahin, A. E. (2015). Comprehending elementary school teachers’ classroom

management approaches. International Journal of Progressive Education, 11(3),
131-139. Retrieved from http://www.inased.org

Kritsonis, W. A. (2015). School discipline. National Forum of Educational

Administration and Supervision Journal, 32(3), 8-15. Retrieved from
http://www.nationalforum.com/

Stough, L. M., Montague, M. L., Landmark, L. J., & Williams-Diehm, K. (2015)

Persistent classroom management training needs of experienced teachers. Journal
of Scholarship of Teaching & Learning, 15(5), 36-48.
doi:10.14434/josotl.v15i5.13784.
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS1 Episode 7

Proactive classroom management aims to change students’ behavior by

keeping students on task and limiting the number of distractions in the classroom

(Thornton, 2015). Teachers who utilize proactive classroom management strategies

display certain 103 characteristics that is distinctively different from those of teachers

who use reactive classroom management strategies. Proactive teachers plan how

they will get the most of their instructional time, prevent problems, and create a

predictable learning environment, while reactive teachers try to figure out how to

address problems as they occur because they do not have a classroom

management plan and did not plan for undesirable behaviors (Robinson et al., 2015).

A reactive approach happens after an incident has taken place and relies on external

motivation whether it punishes or rewards a behavior. B.F. Skinner referred to this

phenomenon as operant conditioning (Thornton, 2015). Teachers must acquire and

apply proactive classroom strategies in order to successfully create and maintain a

well-run environment conducive for teach (Robinson et al., 2015). Proactive teachers

concentrate on procedures that encompass everyday occurrences, instructional

strategies that are designed to assist student achievement, and expectations that

promote positive student and teacher mindsets (Robinson et al., 2015). Student

challenges within the classroom make teachers’ jobs more difficult and reduce

students’ abilities to learn, unless teachers take steps to proactively address these

challenges (Chan, 2016). Proactive classroom management strategies prevent

undesirable student behavior and help shape acceptable student behavior. Thornton
(2015) said that authentic proactive management was not about dealing with

problems after they happen, but focusing on the needs of students, nurturing an

environment that emphasizes learning, and creating student engagement and

motivation. According to Chan (2016), proactive classroom management strategies

help teachers create safe and predictable environments

104 that help students overcome challenges improve their ability to learn, and foster

academic and behavioral growth.

The teaching children there are unique way to manage the personal and

physical aspect of the classroom. In personal aspect as teacher should be a good

model and maintain the good character to each one of them.

This episode is all about the physical and personal aspects of classroom

management which are central to teaching and must be consistently apply to the

learner, personal aspect should consists of managing own self to ensure order and

discipline in the class, and physical aspect it is the elements of learning environment

that ensure the safety and security of the learners.

My reflection for this episode is both physical and personal aspects is I need it

when I become a teacher someday I should set them in balance which I can perform

and deliver the quality of education to teach my lesson clear to them. The two

aspects is my foundation to create a strong management in my classroom someday,

that can help me to make my learner mold and develop especially their behavior

towards their peers and how they interact with their classmate.
References
Chan, P. E. (2016). Controlling Setting Events in the Classroom. Preventing School
Failure, 60(2), 87–93, doi:10.1080/1045988X.2015.1007441
Robinson, M., Wong, H., & Wong, R. (2015). Plan of action. Instructor, 124(4), 40-
41. Retrieved from http://www.scholastic.com
Thornton, H. (2015). Making the right choices: Authentic Classroom Management.
Amile Magazine, 3(2), 34-36
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS1 Episode 8

The growing enthusiasm for integrating AI into school subjects in the K–12

sector may be explained in light of the AI talent shortage prevailing across the world

(Gibney, 2016). In government/industry reports of many countries (e.g., the United

States, China, Australia, etc.), this talent shortage issue has been often presented as

a barrier to a competitive and dynamic knowledge-based economy and even a top

national security priority (Allen & Chan, 2017). Under these circumstances, AI

education has been opened up as an arena for a variety of stakeholders and

agencies. AI education policies and curriculum planning have been a part of wider

public discussions and driven by the competition for global leadership in AI

technologies and industries (Zwetsloot et al., 2019). Consequently, relevant

curriculum frameworks are designed to achieve competing and oftentimes

paradoxical social and economic goals, such as improving economic

competitiveness, social mobility, and equity in heterogeneous populations

(Robertson & Dale, 2015). School curricula are also re-configured to focus on the

development of workplace skills and competencies needed for living and succeeding

in modern and complex societies (Zouda, 2018).

Despite the policy advocacy, AI education in the K–12 sector is still in the

experimental stage, and there has been no universal consensus nor general

agreement on the approach and principles of curriculum development (Touretzky et

al., 2019; Williams et al., 2019; Wong et al., 2020). AI is often positioned in the

framework of Computer Science (CS) or Technology Education, but how existing CS

teachers can be (re)trained to teach AI competently remains an unsolved challenge

(Tkacova et al., 2020; Vazhayil et al., 2019; Wong et al., 2020). Meanwhile, a

shortage of qualified AI talents is a major issue on a global scale, making it difficult to

recruit qualified, specialized teachers (Winick, 2017). As AI is a highly sophisticated

subject, many schools choose to partner with external AI experts from local

universities and industries (Tseng et al., 2021; Vartiainen et al., 2020).

This episode is all about the school curriculum it is necessary to have a

curriculum in teaching that the teacher will guided and the pupils will able to assess

them step by step in order for them to identify where they are need to develop and

need to improve. One of the important thing know about this episode which the

components of a lesson plan each one should build on the previous one and flow

seamlessly into the next. There are also other criteria to follow in addition to the

primary components of a curriculum. Each one contains certain key components,

such as the type and level of pupils, their past knowledge, which will help us in the

future that to keep the flow going, and the teaching approaches that we may apply in

our lesson plan, following that, pupils must set learning objectives, develop particular

learning activities, organize the lesson, and assess their progress.

I observed that my resource teacher the delivery of her lessons always

successful. I agreed that the majority of the pupils are happy and contented because

their teacher demonstrates high level of understanding. One thing that it is difficult to

observe is the hidden curriculum, since it is the unintentional curriculum. It defines

what pupils learn through the physical environment, school regulation, and

procedures. Any learning out comes that are not explicitly designed in a lesson plan

are referred to as unplanned learning outcomes.

References
Dai, Y., Liu, A., Qin, J., Guo, Y., Jong, M. S. Y., Chai, C. S., & Lin, Z. (2023).
Collaborative construction of artificial intelligence curriculum in primary
schools. Journal of Engineering Education, 112(1), 23-42.
Allen, G., & Chan, T. (2017). Artificial intelligence and national security. Belfer Center
for Science and International Affairs.
Gibney, E. (2016). Ai talent grab sparks excitement and
concern. Nature, 532(7600), 422–423. https://doi.org/10.1038/532422a
Robertson, S. L., & Dale, R. (2015). Towards a ‘critical cultural political economy’
account of the globalising of education. Globalisation, Societies and
Education, 13(1), 149–170. https://doi.org/10.1080/14767724.2014.967502
Tkacova, Z., Snajder, L., & Gunis, J. (2020). Artificial intelligence—A new topic in
computer science curriculum at primary and secondary schools: Challenges,
opportunities, tools and approaches. Paper presented at the 43rd International
Convention on Information, Communication and Electronic Technology
(MIPRO). https://doi.org/10.23919/mipro48935.2020.9245429
Touretzky, D., Gardner-McCune, C., Breazeal, C., Martin, F., & Seehorn,
D. (2019). A year in K–12 AI education. AI Magazine, 40(4), 88–
90. https://doi.org/10.1609/aimag.v40i4.5289
Tseng, T., Murai, Y., Freed, N., Gelosi, D., Ta, T. D., & Kawahara,
Y. (2021). PlushPal: Storytelling with interactive plush toys and machine
learning. IDC 2021: Interaction design and children. Athens,
Greece. https://doi.org/10.1145/3459990.3460694
Zouda, M. (2018). Issues of power and control in STEM education: A reading
through the postmodern condition. Cultural Studies of Science
Education, 13(4), 1109–1128. https://doi.org/10.1007/s11422-017-9820-6
Zwetsloot, R., Heston, R., & Arnold, Z. (2019). Strengthening the US AI workforce.
Center for Security and Emerging Technology, Georgetown University.
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS1 Episode 9

The 21st century has experienced a rapidly changing landscape in

educational practices largely due to advancement in technology (such as artificial

intelligence) (Petersen, 2021). Recent progress and expansion in machine learning

has led to a more sophisticated innovative technology digital content generation like

generative artificial intelligence (AI) (Hu, 2022). Generative modeling artificial

intelligence (GAI) is an unsupervised or partially supervised machine learning

framework, which generates manmade relics via the use of statistics, probabilities

etc (Hu, 2022; Jovanović, 2022). Through advances in deep learning (DL),

generative AI creates artificial relics using existing digital content such as but not

limited to video, images/graphics, text, audio, video by examining training examples;

learning their patterns and distribution (Abukmeil, et al., 2021; Hu, 2022; Jovanović,

2022; Gui, et al., 2021). Extant literature has identified two major generative AI ⎼

Generative Adversarial Network (GAN) and Generative Pre-trained Transformer

(GPT) (Abukmeil, et al., 2021; Brown et al., 2020; Hu, 2022; Jovanović, 2022; Gui, et

al., 2021). Currently, GAN is the common GAI technique used. GAN uses two neural

networks (i.e., generator and discriminator networks). The generator network

generates synthetic data (e.g., image of someone’s face), while the discriminator

network examines the genuineness of the content to determine whether the content

is authentic or not (e.g., whether the image of the human is real or not). This

verification process continues until the discriminator network is not able to decipher

between the synthetic and real content, and synthetic is recognized as real (Hu,
2022; Jovanović, 2022). CAN is predominantly used for voice generation, graphics

and video (Hu, 2022).

This episode is all about the preparing for teaching and learning, teaching is

like a war, before you join the battle the weapon should ready. In teaching teacher

should prepare his/her self, lessons, and classroom for the pupils. Being teacher you

should prepare yourself to encounter different kinds of behavior, teacher should have

a long patience to teach the children. Effective learning begins with setting clear

expectation and learning outcomes. Learning is the discovery of the personal

meaning of ideas; Pupils are given the opportunity to connect what they learn with

other concept learned, with real world experience and with their own lives.

I learned from this episode is not about I have to teach that’s enough but the

deep taught is to teach pupils even from simple lesson that they never forget and

they will apply to their self. As future educator it is important for me to get their

attention and also I should consider their feelings that can motivate them to their

everyday. Being prepare in teaching will help me to practice and understand my

lesson so that my pupils they have a learning from me.

References
Abukmeil, M., Ferrari, S., Genovese, A., Piuri, V., & Scotti, F. (2021). A survey of
unsupervised generative models for exploratory data analysis and representation
learning. Acm computing surveys (csur), 54(5), 1-40.
https://doi.org/10.1145/3450963.
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial
intelligence (AI): Understanding the potential benefits of ChatGPT in promoting
teaching and learning. Journal of AI, 7(1), 52-62.
Jovanović, M. (2023). Generative Artificial Intelligence: Trends and Prospects.
https://www.computer.org/csdl/magazine/co/2022/10/09903869/1H0G6xvtREk.
0.1109/MC.2022.3192720.
Hu, L. (2023). Generative AI and Future. Retrieved on January 23 from
https://pub.towardsai.net/generativeai-and-future-c3b1695876f2.
Petersen, J. (2021). Innovative assessment practices. Retrieved on 2 August 2022
from https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahU
KEwjhzbGO38T5AhW2hIkEHXPNDdoQFnoECAkQAQ&url=https%3A%2F
%2Ffreshgrade.com%2Fwpcontent%2Fuploads%2F2020%2F07%2FFG-Innovative-
Assessment-Whitepaper1.pdf&usg=AOvVaw1fWCFBStSE4BqDTXT5_Voi.
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS1 Episode 10

The necessity of lifelong learning’ is a need underneath many educational

reforms, government policy plans, and within organizations like the Organization for

Economic Co-operation and Development (OECD Citation2018). The growing

complexity of the working place and learners’ aspirations for acquiring more

knowledge has increased the need for continuous learning (OECD Citation2019).

These were seen as a dynamic approach to provide students with both learning

experience and academic knowledge (Roberts Citation2018). Although many

scholars mention concrete learning experience as a key factor for their theories and

educational development, Buschor and Kamm (Citation2015) point out that

educators face many challenges in their attempt to support learners in their efforts to

practise both their knowledge and learning experiences. Ripples Model of Learning

identifies the fundamental factors underpinning effective experiential learning as

motivation, purposeful intention, and the desire to learn. From another perspective,

studies criticise the absence of methods to support learners’ reflection (Boud, Keogh,

and Walker Citation 2015) and their progress through the learning cycle.

Effective teachers begin the instructional cycle by identifying the content

standards and benchmarks that the lesson or unit will address. Next, the content

standards are translated into measurable learning outcomes. At this stage of the

instructional cycle, the teacher has a clear idea of what students need to know,

understand, and be able to do to meet the standards-based curriculum. It is

important for teachers to keep in mind how they will assess the intended learning
outcomes. Teachers should plan effective teaching strategies and instructional

activities. It is also important that teachers plan on-going formal (e.g., standardized

tests) and informal (e.g., teacher-made tests, portfolios) assessments to determine

students’ progress. Once the learning outcomes, instruction, and assessment have

been planned, the teacher will carry out the planned instruction. Teachers actually

implement their planned assessments to determine whether students have met the

intended learning outcomes. It is important to understand that assessment is not

something that occurs only at the end of the instructional cycle. Assessment is

planned when the intended outcomes are conceptualized and implemented during

instruction and at the end of instruction to determine whether students have

mastered the intended learning outcomes.

I learned that instructional cycle it helps pupils and teachers understand the

goals of an instructional module is to allow the teacher to translate the curriculum

into learning activities. Instructional cycle also important because to keep things

running smoothly and efficiently in the classroom and it also to help learners achieve

learning outcomes.
References
Buschor, C. B., and E. Kamm. 2015. “Supporting Student Teachers’ Reflective
Attitude and Research-Oriented Stance.” Educational Research for Policy and
Practice 14 (3): 231–245.
Boud, D., R. Keogh, and D. Walker. 2015. “Promoting Reflection in Learning: A
Model.” In Reflection: Turning Experience into Learning, edited by D. Boud, R.
Keogh, and D. Walker, 18–40.
OECD. 2018. Education at a Glance 2018: OECD Indicators. Paris: OECD
Publishing.
OECD. 2019. Envisioning the Future of Education and Jobs: Trends, Data and
Drawing. Paris: OECD
Roberts, J. 2018. “From the Editor: The Possibilities and Limitations of Experiential
Learning Research in Higher Education.” Journal of Experiential Education 41 (1): 3–
7.
Radović, S., Hummel, H. G., & Vermeulen, M. (2023). The mARC instructional
design model for more experiential learning in higher education: theoretical
foundations and practical guidelines. Teaching in Higher Education, 28(6), 1173-
1190.
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS2 Episode 6

There is an emerging body of literature about this approach in the UK

because of its novelty here in this country, but there are international examples that

were conducted before the pandemic. Triyason et al. (2020) outlined design

possibilities and challenges of Hyflex whilst Wright (2015) argued that, for HyFlex to

be successfully executed, four main factors need to be considered: equivalency (of

experiences), reusability, accessibility, and learner choice (of participation mode).

Malczyk and Mollenkopf (2019) argued that students respond and engage well

in HyFlex courses, which proved not to be a barrier to social development among

students because they had made their own social networks outside lectures. This

partially contradicts Koskinen’s (2018) observations that there are barriers to any

form of online learning, including being potentially less engaging and being more of a

disconnected, passive experience. Furthermore, simply reusing an existing

curriculum might not be most effective when being used for HyFlex and might not

unite physical and virtual students well enough; but active learning techniques can

help with this. Kohnke and Moorhouse (2021) found that students appreciated the

flexibility of a HyFlex learning environment but perceived an increase in workload.

When Liu and Rodriguez (2019) evaluated the impact that a similar approach

had on students, they found some evidence for the desire of flexibility that this

provides. Care must be taken not to over extrapolate these results because their

definition of HyFlex did not use synchronous teaching, but rather the flexibility of
choice between an in-room synchronous session or an online asynchronous one.

This was in line with findings by Abdelmalak and Parra (2016).

It is important to consider the physical space and its effects on teaching with

respect to HyFlex. Leijon and Lundgren (2019) conceptualised different types of

space in the HyFlex model, including both physical space and interactional space.

The way in which these spaces are designed or adapted is critical for optimal

communication, interaction and, as a result, learning. A teacher implementing

the HyFlex model needs to be able to communicate whilst interacting with all the

different spaces. The teacher’s movement within the space and the variety of

teaching styles must be considered when implementing a design and fitting

additional equipment. Critically, as Binnewies and Wang (2019) note, students often

appreciate the flexibility that HyFlex provides, but this is constrained by the available

technology. Prior studies (e.g. Butler et al., 2017) have shown that audio quality (in

the sense of not having too much noise) is important in determining the quality of a

learning space. Mantooth et al. (2021) reinforce the point that, for effective learning

environments, any novel technology needs to be paired with appropriate pedagogy,

which is a point that this research endorses. There is an emerging literature on

student perceptions of this form of learning environment, with Keiper et al (2021)

identifying examples of positive feedback with a given tool in a specific context.

Learning in face to face makes it possible to share shared ideas and opinions.

Learners acquire the skills necessary to maintain a community that reflects society at

large. The social skills required for success in the business sector are taught to

students. Additionally, they study lifelong discipline.

 As a future educator, I can participate in and contribute to a face-to-face

learning environment by providing students with a safe, fair, and conducive

classroom environment in which everyone is free to ask questions and participate in

class. I will encourage students to share their thoughts, interact with one another,

and provide feedback on something or the lesson. In addition, I will allow students to

work independently as well as in groups to create and develop their social, creative,

and analytical thinking skills in order to get a better result from their task output.

Furthermore, because we are in this new curriculum, I believe I will be able to

employ a variety of teaching strategies that will greatly benefit and assist in a face-to-

face learning environment. I believe that I can use technology to engage my students

in class and encourage them to reflect on and explore their learning.

References
Triyason, T., Tassanaviboon, A., & Kanthamanon, P. (2020). Hybrid classroom:
Designing for the new normal after COVID-19 pandemic. In Proceedings of
International Conference on Advances in Information Technology (IAIT2020), July 1–
3, 2020, ACM, pp. 1–8. https://doi.org/10.1145/3406601.3406635.
Wright, D. (2015). The HyFlex course design: A case study on adult and career
education courses. National Social Science Proceedings, 60(1), 133–140.
Malczyk, B.R., & Mollenkopf, D. (2019). Student-centered blendedlLearning:
The HyFlex approach to blended Learning. Innovation in Pedagogy and Technology
Symposium, 2019 (Selected Conference Proceedings), 86–87.
Koskinen, M. (2018). Understanding the needs of adult graduate students: An
exploratory case study of a Hyflex learning environment. Doctoral thesis,
Northeastern University Boston, MA. Retrieved
from https://repository.library.northeastern.edu/files/neu:m044c738v/fulltext.pdf
Kohnke, L., & Moorhouse, B. L. (2021). Adopting HyFlex in higher education in
response to COVID-19: Students’ perspectives. Open Learning THe Journal of
Open, Distance and e-Learning, 36(3), 231–
244. https://doi.org/10.1080/02680513.2021.1906641
Liu, C., & Rodriguez, R. (2019). Evaluation of the impact of the Hyflex learning
model. International Journal of Innovation and Learning (IJIL), 25(4), 393–
411. https://doi.org/10.1504/IJIL.2019.099986
Leijon, M., & Lundgren, B. (2019). Connecting physical and virtual spaces in
a HyFlex pedagogic model with a focus on teacher interaction. Journal of Learning
Spaces, 8(1), 1640.
Binnewies, S., & Wang, Z. (2019). Challenges of student equity and engagement in
a HyFlex course. In C. Allan, C. Campbell, & J. Crough (Eds.), Blended learning
designs in STEM higher education: Putting learning first (pp. 209–230). Springer.
Butler, R.; Karodial, N., & Rhodes, J. (2017). Does a 'good' space, as determined by
the student body lead to enhanced teaching and learning and/or student
satisfaction? Faculty of Science and Engineering, College of Learning and Teaching,
University of Wolverhampton. Retrieved
from http://lib.uib.kz/edulearn17/proceedings/papers/2404.pdf
Mantooth, R., Usher, E. L., & Love, A. M. A. (2021). Changing classrooms bring new
questions: Environmental influences, self-efficacy, and academic
achievement. Learning Environments Research, 24, 519–
535. https://doi.org/10.1007/s10984-020-09341-y
Zydney, J. M., McKimm, P., Lindberg, R., & Schmidt, M. (2019). Here or there
instruction: Lessons learned in implementing innovative approaches to blended
synchronous learning. TechTrends, 63, 123–132. https://doi.org/10.1007/s11528-
018-0344-z
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS2 Episode 7

One direct impact of the Covid-19 lockdown was on education where teaching

and learning had to be transformed to adjust to the new normal. Schools, colleges,

and universities were closed for more than a year. The pandemic lockdown had

indeed brought a huge influence in the field of education around the world (Lekhraj

Rampal, 2020). Education strategies had to be quickly devised and rolled out.

Educators of all levels in all fields had to be actively involved in transforming physical

classroom environment to a virtual space. Not only did teaching and learning

approaches have to be altered, new e-learning policies and guidelines had to also be

developed in the students’ best interest in order to ensure continuity and quality of

education. Despite these challenges, Nugraha et al (2020) argue that online learning

has its key advantages. In particular, it minimizes time and effort for contact

meetings with the students as well as other related processes. This allows educators

to use time outside of scheduled lessons to for other academic-related tasks.

Hadisi and Muna (2015) describe e-learning as an effort to make learning

materials more accessible to students, and to further facilitate their interaction with

lecturers and other students. With e-learning, students can also exchange

information without having to be with each other. More conveniently, course

instructors can also upload teaching materials and / or assignments on the web or an

online platform, for students to access and use in their own time. Despite these

advantages, what is more important as a way forward, are for us to look into the

many challenges faced by students and lecturers in online teaching and learning
brought about by the pandemic. At this point in time when the world has accepted

Covid-19 as part and parcel of life, flu pandemic is far from over. New strains keep

emerging every now and again, thus putting the world at risk for future major

breakouts, posing socio-economic limitations should history repeat itself (Buheji,

2020). Given the importance of continuous learning in difficult times, this study seeks

to investigate learner perceptions on the online education they have experienced.

Further, this study sets out to investigate the extent to which the challenges students

faced in the virtual learning environment during the pandemic, have impacted their

intention to effectively use the online learning method.

Children who learn virtually will have the self-assurance to express their

opinions, beliefs, and attitudes without worrying about receiving unfavorable criticism

from their classmates. Teachers are better able to handle talks on delicate subjects

with more confidence when they are in a safe learning environment with defined

boundaries. Better achievement among pupils might result from a favorable learning

environment. It produces kids who are at ease, self-assured, friendly, risk-takers,

and unafraid of making mistakes. Online learning environment requires a constant

access to connectivity which allows learning to take place anytime, anyplace and

anywhere.

As a future educator I need to explore more and utilize my learning which

creating online portfolio, creating basic PPT and etc. to share for my learners

someday. This episode is one of the important part of my journey I was experienced

during pandemic time through help of virtual or online learning I can still continue my

dream to become a future teacher.

References
Buheji, M. (2020). Stopping future COVID-19 like pandemics from the Source-A
Socio-Economic Perspective. Am. J. Econ, 10(3), 115-125.
Nugraha, R. V., Ridwansyah, H., Ghozali, M., Khairani, A. F., & Atik, N. (2020).
Traditional herbal medicine candidates as complementary treatments for COVID-19:
a review of their mechanisms, pros and cons. Evidence-Based Complementary and
Alternative Medicine, 2020.
Lekhraj Rampal, M. B. B. S. (2020). COVID-19 pandemic update. Medical Journal
Malaysia, 75(3), 195-214
Hadisi, L., & Muna, W. (2015). Pengelolaan teknologi informasi dalam menciptakan
model inovasi pembelajaran (e-learning). Al-TA’DIB: Jurnal Kajian Ilmu
Kependidikan, 8(1), 117–140.
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS2 Episode 8

The classroom is a significant learning environment in the multifaceted

development of children because they spend an average of 20–30 h a week in it

during their first six years of schooling (OECD, 2019). In a broader sense, the

classroom climate also can include physical environments, such as school building

and classroom furniture that likewise affect the learning and teaching opportunities

(Fahlström & Sumpter, 2018). These include psychosocial factors, such as

relationship characteristics (e.g., teacher–student, student–student), as well as

instructional characteristics (e.g., choice of instructional methods, internal

differentiation, design of the learning environment) (Bülter & Meyer, 2015). One

reason for this is the lack of a suitable instrument for primary-grade students. My

Classroom Inventory was the only instrument developed to measure the perception

of an actual environment by elementary-grade students (8 to 12 years of age). It was

developed on the basis of the CES but includes five scales only (Bülter & Meyer,

2015; the importance of classroom social climate as one of the determinants of

students’ academic performance and motivation, engagement, participation, and

attitude towards school and teaching. In this regard, it is important to understand

how young children perceive their mathematics classroom. Moreover, given that past

research (Bülter & Meyer, 2015; Having these considerations in mind, the main goal

of the inquiry presented in this paper was to gain expressive and rich insight of the

classroom social climate in Grades 3–6 geometry lessons using participant-produced

drawings. To achieve these, students’ data were analyzed using a model and an
analysis instrument of the classroom social climate for primary-grade students (Kuzle

& Glasnović Gracin, 2019, 2021) Given the fine structure of the model including

domains, dimensions, and subdimensions with accompanying scales it enables

researchers “to precisely capture the classroom social climate reflecting versatile

behaviors, actions, situations, and experiences” (Kuzle & Glasnović Gracin, 2021, p.

769).

To ensure that pupils always know what is expected of them, establish

routines that are predictable and constant. Together with the class, go over

procedures and establish a list of standard expectations. Place this list in a location

where students can see it. Make reference to particular routine demands and ask

pupils to adjust their work. Children understand expectations and how to complete

tasks independently when routines and procedures are clearly explained,

demonstrated, and implemented in the classroom. Establishing these dependable

routines enables educators to devote more time to purposeful teaching.

The input I received on classroom routines from my resource teacher gave

me the insights I discovered throughout this learning session. My goal is to keep

refining more classroom procedures because it will help me in the future.

Additionally, it provides me with an overview of how to engage with my kids as I put

the established routines and processes into practice. In addition, I picked up some

strategies for drawing in pupils in person and virtually.

References
OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing.
https://doi.org/10.1787/ f8d7880d-en
Fahlström, M., & Sumpter, L. (2018). A model for the role of the physical
environment in mathematics education. Nordic Studies in Mathematics Education,
23(1), 29–45.
Bülter, H., & Meyer, H. (2015). Unterrichtsklima als Determinante des Lernerfolgs
[Teaching climate as a determinant of learning success]. In I. Leitz (Eds.), Motivation
durch Beziehung (pp. 25–67). Springer Fachmedien. https://doi.org/10.1007/978-3-
658-07416-6
Kuzle, A., & Glasnović Gracin, D. (2019). Classroom social climate in the context of
middle school geometry. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.),
Proceedings of the 43rd Conference of the International Group for the Psychology of
Mathematics Education (Vol. 2, pp. 511–518). PME.
Kuzle, A. (2021). Drawing out emotions in primary grade geometry: An analysis of
participant-produced drawings of Grade 3–6 students. LUMAT: International Journal
on Math, Science and Technology Education, 9(1), 844–872.
https://doi.org/10.31129/LUMAT.9.1.1620
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS2 Episode 9

Environment created by the smart classroom stimulates students’ interest in

learning, thereby improving the quality of education and teaching. Li believes that as

the Ministry of Education vigorously promotes the construction of smart campuses,

the development concept of smart campuses will have broad application prospects.

However, colleges and universities are still at the stage of digital campuses, and

there are still many problems. He designed and realized a complete intelligent

campus management system by analyzing the design principles and design goals of

the system. His system is mainly divided into face recognition terminal hardware

based on the Internet of ,ings and smart campus software system. Although the user

satisfaction of the system he studied is relatively high, there are still certain

shortcomings [1]. Kim believes that the degree of student participation refers to the

degree to which students are immersed in learning when receiving education in the

classroom. He proposed an environmental intelligence algorithm for smart

classrooms. ,e algorithm provided information to teachers by measuring student

participation in real time. He proposed an algorithm for evaluating student

participation by measuring thermal infrared images to evaluate students’ mental

state. He proposed a measurement model that uses thermal infrared imaging to

characterize student participation. ,e color of the teacher’s mobile application will

change in real time according to the immersion level of the students in the

classroom. Although the algorithm he proposed is innovative, it lacks algorithm

simulation [2]. Tissenbaum and Slotta believe that although K-12 media has had a
significant impact on many other aspects of life, people’s classroom environment has

not yet incorporated ubiquitous computing, augmented reality, and other emerging

technologies, even touch screens. He has carried out a series of designbased

research projects to investigate the smart classroom infrastructure, which provides

support for students and teachers in a new form of collaboration and inquiry,

including the substantial role of large projection displays and small touch surfaces,

as well as the dependence of the student’s physical location in the room. His design

includes (1) the role of a large-screen display to transmit aggregate information and

environmental information, (2) real-time communication between students, (3)

application of intelligent software agents to formulate real-time teaching logic, (4)

support cross-context learning, and (5) investigate the coordination of roles,

materials, and environment. Although his research has a certain role in promoting

the development of smart classrooms, it lacks specific experimental data [3]. Lin

believes that, in recent years, many organizations have announced the importance

of software development to the country, society, and individuals. In the process of

software development, various unpredictable problems are often encountered,

especially when developing large and complex software. To reduce the possibility of

these problems, it is essential for students to apply software engineering techniques

to scientifically define the standards, models, and processes required in the software

development process. His goal is to apply an innovative teaching method, called

flipped classroom, to implement a learner-centered learning environment in software

engineering courses. In addition, he also developed an intelligent learning diagnosis

system to support the teaching of this course. He conducted experiments on a

software engineering course at a university in Taiwan to explore the effectiveness of

the proposed method. ,experimental group adopts the flipped classroom teaching
method, and the control group adopts the traditional classroom teaching method.

Although his research is more accurate, it is not innovative enough [4].

I learned from this episode is to stablishing classroom rules is important for

ensuring that my pupils are directed in my lesson. It is the place where the pupils

learn about the tasks they will be performing in my lesson. One thing I want to know

for they will know how to prayer. The kids are to do this in alphabetical order. It's the

place where a daily prayer leader is assign that will help them to engage in knowing

prayer is essential in daily life.

As a future educator I want to be an inventive and creative teacher. Since

some schools have a lack of educational resources, in my capacity as a facilitator of

teaching and learning, I would look for substitutes that are equally relevant to the

subjects taught to the students. Serving the kids is our calling, and it is my duty to

provide them with the greatest instruction possible. Since a teacher's failure is

equally a student's failure, I must make every effort to improve my pupils'

performance.
References
[1] W. Li, “Design of smart campus management system based on internet of things
technology,” Journal of Intelligent & Fuzzy Systems, vol. 40, no. 2, pp. 3159–3168,
2021.
[2] P. W. Kim, “Ambient intelligence in a smart classroom for assessing students’
engagement levels,” Journal of Ambient Intelligence and Humanized Computing, vol.
10, no. 10, pp. 3847–3852, 2019.
[3] M. Tissenbaum and J. D. Slotta, “Developing a smart classroom infrastructure to
support real-time student collaboration and inquiry: a 4-year design study,”
Instructional Science, vol. 47, no. 1, pp. 1–40, 2019.
[4] Y.-T. Lin, “Impacts of a flipped classroom with a smart learning diagnosis system
on students’ learning performance, perception, and problem solving ability in a
software engineering course,” Computers in Human Behavior, vol. 95, pp. 187–196,
2019.
[5] N. Gnotthivongsa, A. K. N. Huangdongjun, A. Huangdongjun, and K. Non
Alinsavath, “Real-time corresponding and safety system to monitor home appliances
based on the internet of things technology,” International Journal of Modern
Education and Computer Science, vol. 12, no. 2, pp. 1–9, 2020.
TAMPFAYAN JEROM C. BEED 4-A

My Reflection

FS 2 Episode 10

Collaboration among preservice teachers has drawn much attention from

teacher education researchers (Akiba et al., Citation2019). Planning a lesson in

collaboration with peers can be helpful for PSTs who are not experienced in lesson

planning, especially when using teaching approaches that are not familiar to them,

such as history of science (HOS). It has been argued that HOS is beneficial to

science instruction and thus should be included in science teacher education (Park

&Song, Citation2018).

Collaborative planning is important in line with the sustained emphasis on the

role of teachers as key agents in curriculum design Priestley et al., Citation2015). A

major benefit of collaborative planning experiences is that they can help teachers

effectively design educational materials and implementation of them. A number of

studies have provided evidence that a collaborative planning experience can

promote teachers’ professional development through sharing each other’s lesson-

related knowledge and skills (Voogt et al., Citation2015).

Lesson planning is an important part of the instructional cycle because it

enables teachers to plan ahead of time what they want their students to

learn, what teaching and learning activities they will use, and how they will

assess understanding. It also allows teachers to focus on what they need for

their lesson, what they want to teach, and it establishes a time frame for what must

be completed.
 I considered the ages of the pupils when creating my lesson plan and lesson

because I wanted to make sure that the words and tasks I used were suitable for

them. I also want my pupils to be able to express what they learned in class, thus I'm

considering adding other activities into performance tasks. In order to inspire my

students to learn, I want to make my lessons more interesting and engaging. I'm

having trouble imagining how I'll present the lesson and what activities I'll include in

my lesson plan because we're doing an online class. Because I'm unfamiliar

with how to make online lessons engaging, I'm having difficulty deciding on

specific strategies to implement.

I realized that as a teacher, I must prepare a lesson plan so that learners

believe the lessons given to them were in the right order, as well as a lesson plan

that includes the following elements: specific, measurable, attainable, realistic, and

time-bound (SMART). I also learned that the strategies, methods, and

techniques used in lesson planning must encourage engaging student-centered

activities in order to promote higher learning processes and ensure that students

retain the lessons well. I also realized that creating a lesson plan is essential

because it serves as a road map for reaching your objectives. It serves as a guide

for completing the lesson objectives. Furthermore, the fact that lesson planning

entails pre-planning your lesson gives me confidence to discuss the subject. I am

convinced that in order to ensure continuous learning, I must be fully prepared

before I teach. A lesson plan forces you to predict when you will be able to finish the

entire unit of your lessons. "Failure to plan is planning to fail," as the saying goes,

and if you don't have a lesson plan, you're planning to fail at delivering the lesson.
References
Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson study design
features for supporting collaborative teacher learning. Teaching and Teacher
Education, 77(1), 352–365. https://doi.org/10.1016/j.tate.2018.10.012
Park, W., & Song, J. (2018). Goethe’s conception of “experiment as mediator” and
implications for practical work in school science. Science & Education, 27(1-2), 39–
61. http://doi.org/10.1007/s11191-018-9965-z
Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: An ecological
approach. Bloomsbury Academic.
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S.
(2015). Collaborative design as a form of professional development. Instructional
Science, 43(2), 259–282. https://doi.org/10.1007/s11251-014-9340-7