MODULE 3: CLASSROOM MANAGEMENT SKILLS IN THE

TEACHING-LEARNING PROCESS

Lesson 1: Classroom Management Skills and Styles

Learning Outcomes:
1. Observe the teacher’s style of managing his/her class.
2. Acquaint yourself with the classroom routine established by the teacher to maximize
time for teaching – learning activities.
3. Describe the classroom routine established by the teacher and how a classroom is
organized and managed.

ACTIVITY:

Observation Guide
Observe your cooperating teacher on a class discussion. Take note and check the
teacher’s classroom management skills while she facilitates the teaching and learning process.
These management skills include:
a. Routine activities to ensure classroom discipline such as
• checking of attendance
• seating arrangement
• handling materials and devices
• classroom courtesies
b. Monitoring of the learner’s behavior and the teacher’s response to the various
forms of student behavior.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students, belongings, supplies, etc.)? Describe these areas. Take a photo with each area and
put a caption beside to describe it. Put this on a separate sheet/s of paper.

2. Are the rules and procedures posted in the room? List them down. Take a photo of this area
in the classroom and put a caption beside to describe it. Put this on a separate sheet/s of
paper However, if these rules and procedures are not posted but are only spoken by the
teacher during the class, just writes these rules and procedures below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Is there a seating arrangement? What is the basis of this arrangement?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
My Checklist for Effective Classroom Management
This will be accomplished while you observe the teacher’s management styles.

Classroom Management Skills YES NO An example of this is ......

1. The teacher checked attendance using the

learners name in assigning their proper seat
plan.

2. There was a definite place for storage of

materials needed and used in the classroom.

3. There was a system observed on how

students enter/ leave the classroom.

4. The teacher interacted positively and

effectively with the learners.

5. The teacher used some techniques to control

disruptive behavior of the learners.

6. The teacher was fair, minded, and consistent

in dealing with the learners in appropriate
behavior.

7. The teacher has an effective approach in

grouping learners for different learning
activities.

8. Classroom was structured to enhance

learning (display boards, lights, ventilation,
etc.)

9. Board work, visual aids, and instructional

materials were prepared ahead of time.
 10. The teacher was flexible in his/her time
management.

11. The teacher-maintained order and

discipline in classroom.

12. The teacher was flexible in his/her time

management

13. The teacher used non-threatening styles of

discipline.

14. There is a provision for safety and security

of students.

15. The teacher reinforced students for

appropriate behavior and refrained from using
physical punishment.

1. What kind of classroom management does the teacher practice? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Do you think that the management style that the teacher is using in class contributes to the
students learning? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CHECKLIST FOR EFFECTIVE CLASSROOM MANAGEMENT:

Observe teacher’s management styles Below is a list of principles on classroom management
backed up by research as cited by James H. Stronge in his book “Qualities of Effective Teachers”
(2002). Check the box that best describes your observation.
 Always Usually Sometimes Seldom Never
Observed Observed Observed Observed Observed
Principles on classroom Management
5 4 3 2 1
1. The teacher consistently applies
proactive discipline as the crux of
effective classroom management
2. The teacher establishes routines for all
daily tasks and needs.
3. The teacher orchestrates smooth
transitions and continuity of momentum
throughout the day.
4. The teacher strikes a balance between
variety and challenge in students’
activities.
5. The teacher, as classroom manager, is
aware of all actions and activities in the
classroom.
6. The teacher resolves minor inattention
and disruption before they become major
disruptions.
7. The teacher reinforces positive
behavior.
8. The teacher treats minor disturbance
calmly.
9. The teacher works out a physical
arrangement of chairs that facilitates an
interactive teaching-learning process.
10. The teacher makes good use of every
instructional moment. He/She minimizes
discipline time to maximize instructional
time.

Lesson 2: Enriching the Teaching and Learning Experiences

Learning Outcomes:
1. Observe and list different methods, and strategies used by the teacher in the classroom.
2. Identify the teaching strategies, activities, assignment, and instructional materials used
by the teacher.

ACTIVITY:

1. Observe your cooperating teacher during class discussion.

2. In the table below list the teaching methodologies and strategies, instructional materials,
and assessment tools used by the teacher.
 A. Teaching Methods & B. Instructional Materials C. Assessment Tools
Strategies

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

During your classroom observation provide examples of the following competencies you
observe as demonstrated by the teacher.

COMPETENCY EXAMPLES OBSERVED

1. Provides lessons with variety of learning
experiences.
 2. Designs or selects learning experiences
suited to the different kind of learners.

3. Adopt strategies to address needs of

differently-able students.

3. 4. Identifies varied method and strategies

4. used in the learning environment.

5. Selects, prepares, and utilizes instructional

materials appropriate to the learners and to
the objects of the lesson.

6. Engages and sustains learner’s interest in

the subject using appropriate
audio-visual materials.

7. Provides varied enrichment activities to

nurture the desire for further learning.

8. Creates stress-free environment

9. Encourages free expression of ideas.

10.Recognizes that every learner has

strength and worth as a person.
Lesson 3: Communication Skills Enhancement with Buddy Mentor

Learning Outcomes:
1. Enhance speaking skills through interactive communication with the buddy and their
cooperating teacher.
2. Recognize and appreciate the importance and use of clear, coherent and concise
interactive communication with the buddy and mentor.

ACTIVITY:

Observation Guide
A. Observe your cooperating teacher during a class discussion the verbal. Note on
the verbal and non-verbal form of communications used by teachers and
students in the classroom.

A. Identify the verbal and non-verbal form of communications used by teachers and
students in the classroom.
Verbal Non-verbal Remarks

Teacher

Students

B. Check (/) the box that corresponds to what you have observed in class. Write you remarks
in the last column.

Communication Strategies
for Teachers Observed Not Observed Remarks
1. Use a tone that is honest
and tactful
• 2. Thinks before choosing
words that are appropriate to
the situation and non-
inflammatory.
3. Speaks clearly in turn,
never interrupting the speaker
4. Demonstrates in oral
communication.
5. When taking on a listening
role, make eye contact and
focus on the speaker

1. How important are the verbal and non-verbal forms of communications to the
teachers?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. How verbal and non-verbal forms of communication affect the students’ learning?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What forms of communication to the teachers and students need to improve on?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 MODULE 3 OUTPUT
CLASSROOM FLOOR PLAN

I. INTENDED LEARNING OUTCOMES:

• Observe and examine the different classroom management techniques applicable in the
learning environment.
• Enrich knowledge of the teaching methods, strategies, learning activities and appropriate
instructional materials used by teachers (mentors).
• Reflect on the importance of a well-managed classroom in creating a conducive and
healthy teaching-learning atmosphere.
• Develop communication skills as he/she interacts with buddy and cooperating teacher.

II. TASK DESCRIPTION

At the end of the Observation, you need to present a visual illustration of a
CLASSROOM FLOOR PLAN which determines the components of appropriate classroom set-
up for Secondary grade students. To complete the task, you need to:
a. Read the DepEd Guidelines in Classroom Structuring in Public Schools using the files so that
you will have a guide on how to design your own classroom floor plan.
b. Identify the factors and considerations in arranging the physical environment of the
classroom.
c. Make a plan for a classroom set-up for Elementary grade students based on the DepEd
Guidelines in Classroom Structuring in Public Schools.
d. Create a visual illustration of your Classroom Floor Plan showing the arrangement of your
classroom by following the DepEd Guidelines in Classroom Structuring. Label the various
areas you indicated in your visual illustration. It must contain the following information:
• Technical Description (Types of Learners/ Chosen Grade level)
• Arrangement of the Classroom (external and internal structure)
• Note/Description for your basis in coming up with the set-up in your classroom plan.

III. STUDENT ASSESSMENT

CREATIVE VISUAL ILLUSTRATION RATING SCALE
Criteria 5 4 3 2 1
CREATIVITY
The product is original, imaginative and its creativity adds to the content, increasing
the understanding. Audience is actively engaged and wants to hear/see more.
CONTENT
Includes all components and meets or exceeds all requirements indicated in the
instructions. Each part of the task is addressed thoroughly.
EFFORT/DEDICATION
Exceptional effort is put into the task. Several of the following are evident: enough
rehearsal, accurate language, intelligible speaking, good use of technology, others.
ACKNOWLEDGING SOURCES OF INFORMATION
All accurate sources are mentioned and cited correctly.
PRESENTATION
Over-all visual presentation is pleasing and realistic.
TOTAL (25pts.):
 MODULE 4: OBSERVATIONS ON ASSESSMENT IN LEARNING

Lesson 1: Observations on the Use of Traditional and Alternative Assessments

Learning Outcomes
a. Determines the general classifications of assessments used by the classroom teacher in
assessing students’ learning in his/her observations of the actual teaching-learning episodes.
b. Analyzes the general classifications of assessments used by the teacher in terms of how, when,
and why they are used in the teaching-learning episodes observed.
c. Reflects on his or her personal learning experiences in terms of the dialogue between theory
and practice.

ACTIVITY:

Observation Guide
A. Observe your cooperating teacher during his/her classes. Focus on his/her
assessment methods. List down the assessments that were used by him/her. You
may include the assessment used during the start of your field study
observation until now.
B.

What are the intended learning competencies for this teaching-

learning experience?
Assessment

What are the

assessments used by
the teacher to assess
these intended
learning outcomes?

What assessments are

considered traditional
assessments?
 What assessments are
considered alternative
assessments?

Note: You may only fill in one or two columns if there is only one or two competencies during the
observation. But if there is more than that, then, provide only a maximum of three competencies only.

TRADITIONAL ASSESSMENTS

What are the different

Traditional Assessments that
your cooperating teacher had
used?

Why were they conducted

by the teacher? What is the
purpose of giving them?

Recalling the theories,

principles, and concepts you
learned on traditional
assessments, were the
assessments appropriately
used? Did they serve their
purpose? Elaborate your
answer.
AUTHENTIC/ALTERNATIVE ASSESSMENTS

What are the different

Authentic/Alternative
Assessments that your
cooperating teacher had
used?

Why were they conducted

by the teacher? What is the
purpose of giving them?

Recalling the theories,

principles, and concepts you
learned on
authentic/alternative
assessments, were the
assessments appropriately
used? Did they serve their
purpose? Elaborate your
answer.
 MODULE 4 OUTPUT
TRADITIONAL AND ALTERNATIVE ASSESSMENT DEVELOPMENT
I. INTENDED LEARNING OUTCOMES:
• Determines the general classifications and types and of assessments used by the classroom
teacher in assessing students’ learning in his/her observations of the actual teaching-
learning episodes.
• Analyzes the general classifications and types of assessments used by the teacher in terms
of how these are used to make assessment holistic.
• Evaluates the assessments against the intended learning outcomes through the constructive
alignment lens.
• Reflects on his or her personal learning experiences in terms of the dialogue between theory
and practice.

II. TASK DESCRIPTION

At the end of the observation, you need to develop written tests (both formative and
summative), and an alternative assessment template. To complete the task, you need to:
a) Based on your previously created five (5) lesson plans, identify the learning quarter of the lesson plan
topic.
b) Develop a Formative Test for the lesson plans with TOS (10-20 items) and a Summative Test on
the learning quarter where the lesson belongs (50 items).
c) Therefore, you must create 5 Formative Tests and 1 Summative Test
d) Objectives of the Formative Tests must be taken from the lesson plans you created while objectives
for the Summative Tests must be taken from the Mose Essential Learning Competency (MELCS).
e) Review the principles of assessment before creating your Test Questionnaires and TOS.
f) After creating your traditional assessment, identify one competency that needs to be assessed using
Alternative/Authentic Assessment. Develop a Task Design containing rubrics for your assessment.

III. STUDENT ASSESSMENT

Your output will be graded using the rubric below.

For the Formative Written Tests

Criteria 5 4 3 2 1
Used Table of Specifications
Item domains are well-aligned with those of the learning objectives
Used clear and well worded instructions and item statements
Follows proper guidelines for the format of the written response instruments
Has substantial number of items to assess mastery for the time period
Assessment tool is Easy to implement, easy to check and easy to score
TOTAL (30pts.):
 For the Summative Written Test

Poor Fair Exemplary

Criteria Weight Score
1 3 5
4 or more guidelines 1-3 guidelines from the All guidelines fromthe
from the books were books were not books have been
not observed; 4 or observed; 1-3 elements observed; allthe
more elements needed on the 2-way elements needed on the
Format x2 needed on the 2-way TOS weren’t shown; 2- way TOS has been
TOS weren’t shown; and/or no substantial shown; and a
and/or no substantial answer key was substantial answerkey
answer key was presented was presented
presented
4 or more 1-3 grammatical errors No grammatical errors or
grammatical errors or misleading phrases misleadingphrases that
Clarity x2 ormisleading that resultedto will result to ambiguity
phrases that resulted ambiguity
to
ambiguity
4 or more items 1-3 items weren’t All test items were
weren’t aligned with aligned with its aligned with its
Linearity x3 its corresponding corresponding learning corresponding learning
learning objective/learning objective/learning
objective/learning outcome outcome
outcome
4 or more test 1-3 test items weren’t All test items were
itemsweren’t aligned with its aligned with its
Complexity x3 aligned withits corresponding level of corresponding levelof
corresponding cognitive domain cognitive domain
level of cognitive.
domain
Total (50pts)

For the Task Design

Criteria 5 4 3 2 1
Used product-oriented or process-oriented task design with aligned competency
Established clear instructions and specific output/s for the assessment
Used appropriate rating scales or rubric for assessment
Rubrics and/or rating sheets uses quantitative descriptors
Outputs are attainable/doable for the students’ level and interesting to achieve
TOTAL (25pts.):
Template for TOS

Template for Task Design