Creating an Appropriate

FIELD STUDY 1 Learning Episode

Learning Environment
FS 1 5

SPARK Your Interest

This learning Episode provides an opportunity to examine how classroom are structured or designed to allow
everyone's maximum participation for effective learning. You should be able to examine how classroom management
practices affect learning. This episode enhances the application of the theory episode enhances the application of the
theories learned in the following subject such as facilitating Learner-Centered Teaching and The Child and Adolescent
Learners and Learning Principles.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:

 plan on how to manage time, space, and resources; and

 Provide a learning environment appropriate to the learners and conducive to learning.

REVISIT the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet business-like. It is a classroom
where, when creating audio-visual presentations, the following are observed:

 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the designer of the rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for such are communicated.
 Classroom processes are democratic.

OBSERVE, ANALYZE, REFLECT

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 ACTICITY 5.1
Managing time, Space and Learning Resources

Resource Teacher: Teacher’s Signature School_________________________

Grade/Year Level: Subject Area: Date___________________________

OBSERVE

Observe and use the observation sheet provided for you to documents your observation.

1. As you observe the class, look into the characteristics of the learners. Note their ages.
-Its 15 to 20 years old

2. How many boys are there? How many girls?

There are more Male than Female per class
I can’t give the exact population of the students because they have different population per class but the
male will be around 80% of the it and the Female is the 20%

3. Focus on their behavior. Are they already able to manage their own behavior?
It depends on the students and their current level of self-management. If they are already able to manage
their own behavior, there may not be a need for extra intervention from teachers or parents. However, if
they are struggling with managing their own behavior, then it may be necessary to provide additional
guidance and support in helping them learn how to effectively manage their own behavior.

4. Can the learners already work independently?

It depends on the learners, their level of skill and knowledge, and the type of task they are required to
complete. Some learners may be able to work independently with little or no guidance, while others may
require more support.

5. Describe their span of attention.

The learner's span of attention is the amount of time that a student can stay focused on a specific task or
concept. It varies greatly among different students and can be affected by many factors, such as their level of
interest in the subject, how challenging the material is, external distractions, mental fatigue and physical
health. Generally speaking, younger learners tend to have shorter spans of attention than older learners due
to their developmental stage and lack of experience with complex tasks.

ANALYZE

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 Analyze and answer these questions on observed classroom management practices. It is also good to ask the
teacher for additional information, so you can validate your observation. Write your notes below; and then organize your
data in the table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’ belongings,
supplies, etc.)? Describe these areas. Will it make difference if these areas for specific purposes are not present?
- The classroom is set up in a modern type, because it has already monitors and LCD TV, although there’s a
blackboard in front but they’re more on to LCD and tablets. Since it is ICT class their more into technologies.
Despite it is not the traditional high school style but then the students can be an active learner and improve
skills regarding to the softwares and also encourages good learning to the students.

2. Are these rules and procedure posted in the room? List them down. Do these rules reinforce positive behavior?
3. - No eating food during classes
4. - Always use shoeprotectors
5. - No using of phones during class
6. - Come to class on time
In the classroom, rules help control student behavior and set the tone for effective learning. Plus, they guide
student's actions and promote consistency making the learning environment predictable. This gives students
the safety they need to get ahead in their physical, emotional, and social development .

3. Did the students participate in making the classroom rules? If the resources teacher is available, ask him/her to
describe the process. What’s the effect of students’ participation in rule-making on students’ behavior?
Yes, the students typically participate in making classroom rules. The process of rule-making usually involves a
discussion between teachers and students about what types of behaviors are expected within the classroom
setting. This could include topics such as respect for others, maintaining an appropriate level of noise, staying
on task, coming to class prepared with materials, and other expectations related to the coursework. The effect
of having students involved in this process is that it helps them feel more ownership over their own learning
environment and encourages them to take responsibility for following the agreed upon guidelines.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment of monitors, warm
up activities, etc.) How are they done?
To start the class, usually the teacher ask them to wear shoe protector and take their seats. Then, she asks
everybody how they are doing. Usually students say they are doing well , then they can continue their task or
unfinished projects. They consumed their time by finishing the task.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing the class?
The seating arrangement, in one long table the total occupied to that area are 10 students

6. Observe the noise level in the classroom. How is this managed?

The noise level in a classroom is typically managed through various strategies such as establishing clear
expectations and boundaries for appropriate behavior, providing structure to the class environment, using
positive reinforcement techniques, implementing noise breaks or quiet times throughout the day, setting
consequences for inappropriate behavior and enforcing them consistently

7. If a learner is not following instruction or is off-task, what does the Resource teacher do? Describe the behavior
strategies used.
The resource teacher will first assess the situation and identify what is causing the student to not follow instruction
or be off-task. Once they have identified the root cause, they can intervene in a variety of ways. One behavior
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 strategy used may be positive reinforcement, such as praising and rewarding desired behaviors when observed.
This can help encourage students to stay on task and follow instructions more frequently. In addition, teachers
may provide specific verbal cues or directions to redirect learners back onto an activity if needed. If necessary,
established behavioral expectations should also be reviewed with students so that it’s clear what is expected of
them during class time. Finally, providing frequent feedback about progress towards goals can help motivate
learners and keep them focused on tasks for longer periods of time.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)

1. Provide positive reinforcement whenever possible, such as verbal praise or rewards for desired behaviors

2. Use positive language when providing instruction and feedback

3. Model the desired behavior

4. Set clear expectations with explicit instructions on how to display appropriate behavior

5. Develop a system of rewards for meeting behavioral goals

6. Utilize proactive strategies to prevent unwanted behaviors from occurring in the first place (e.g., offering choices,
providing frequent breaks)

7. Have students reflect on their mistakes and brainstorm ways they can improve future outcomes

8. Avoid physical punishments or threats that may be harmful to the others.

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

Enforcing positive discipline is essential for a successful learning environment. Positive discipline helps to create an
atmosphere of respect and encourages students to take responsibility for their own behavior. It also teaches them how to
think critically, solve problems, and make better decisions in the future. Additionally, it sets clear expectations and
boundaries so that everyone knows what is expected of them in the classroom. Finally, positive discipline promotes
healthy relationships between teacher and student by helping students develop social skills as well as understanding
consequences.

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: Teacher’s Signature School_________________________

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Grade/Year Level: Subject Area: Date___________________________

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effects on the Learners

Management (to be filled out after you answer the
analysis questions)

1. Specific areas in the - the classroom is modern set up These make them feel safe and
Classroom because of the modern learning comfortable in their learning spaces.
such as tablets, and computers.
2. Classroom rules - The classroom rules are well The rules help them to become
established and effective responsible and well-mannered.
3. Classroom Procedure - The classroom procedures are The rules help them to become
carefully taught and modeled. responsible and well-mannered.
4. Daily Routines - Daily routines are well- - These maintain consistent
established. standards.
5. Seating Arrangement - The seating arrangement is well- - This lead them learn better and
arranged and help learners to be partcipate in the class well.
active in doing the task.
6. Handling misbehavior/off- - The teacher handles the - This does not threatens the learners
task behavior misbehavior sometimes strictly instead motivates them to do better
and politely. next time.
7. Reinforcement of Positive B - Reinforcement of positive - It increases their confidence,
behavior is appropriate and regulates their behavior and reduce
engaging negative behavior.

ANALYZE

1. How did the classroom organization and routines affect the learners’ behavior?
Classroom organization and routines can have a significant effect on learners’ behavior. Establishing consistent rules,
expectations, and procedures helps create an orderly learning environment that promotes positive behavior. Additionally,
having well-defined classroom roles, such as assigning students certain tasks or responsibilities to fulfill during class time,
encourages students to take ownership of their learning and fosters responsibility. Finally, creating clear expectations for
how the classroom should be managed—including when transitions occur and how disruptions are handled—promotes
positive behaviors by creating an environment in which all students understand what is expected of them.

2. What should the teacher have in mind when she/he designs the classroom organization and routines? What
theories sand principles should you have in mind?
When designing classroom organization and routines, the teacher should consider theories of behaviorism, constructivism,
and humanistic approaches. Behaviorist theory emphasizes structure and predictability in order to create a positive
environment for learning. Constructivist theory stresses that students learn best when they are actively engaged in
activities that allow them to apply knowledge in a meaningful way. Humanistic approaches emphasize the importance of
relationships between teachers and students as well as providing autonomy and choice within the classroom setting.
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Additionally, a teacher should ensure they have clear expectations for student conduct as well as effective systems for
positive reinforcement available so that appropriate behavior is consistently rewarded. Finally, it is important to remember
to be flexible with any changes or adjustments needed according to the individual needs of each student or group of
students throughout the year.

3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students?
Why were they effective?
The most effective behavior strategies for managing and motivating learners included positive reinforcement, providing
structure and clear expectations, avoiding power struggles, using breaks to avoid frustration, offering choices, redirecting
inappropriate behavior in a calm manner, speaking calmly but assertively when addressing misbehavior and engaging
students in meaningful activities. These strategies were effective because they created an environment of trust and respect
that allowed students to feel safe taking risks without fear of being ridiculed or punished. They also provided clear
expectations for appropriate behavior that gave students the opportunity to make better decisions and experience success.
Finally, these strategies encouraged active participation by allowing students to have input into their learning process
while still maintaining control over the classroom environment.

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do you see yourself?
What routines and procedures would you consider for this level?

I see myself teaching in the 8th grade year level. I would start by setting expectations for behavior and
creating an environment that promotes respect, responsibility, and collaboration. I would also emphasize
communication with students from the very beginning. To further foster a positive learning atmosphere, I would
include ways for students to get involved in their own learning process such as having them create individual or
small group projects of their choice in addition to required curriculum tasks. Additionally, establishing regular
routines like having daily agendas available at the beginning of each class period will help keep lessons organized
and provide direction for student work time in class. Finally, I would incorporate technology into my teaching
whenever appropriate so that students can have access to various digital resources and tools that aid their
exploration of topics.

2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?

1. Follow all instructions from the teacher and other adults carefully and respectfully.
2. Respect the environment of the classroom, including all equipment, furniture, supplies, and materials provided
by the school or instructor.
3. No physical contact (e.g., hitting) with other students allowed in any context; verbal disagreements should be
handled calmly and maturely without resorting to violence or name-calling.
4. All electronics must be turned off during class time unless otherwise instructed by the teacher or instructor; use
of technology for educational purposes is permissible as long as it does not distract yourself or others in class
from learning objectives being presented at that moment in time.

3. Should learners be involved in making the class rules? Why?

Yes, learners should be involved in making the class rules. This ensures that students are aware of and
understand the expectations for behavior in the classroom. It also helps build a sense of responsibility among
students by allowing them to take ownership of their learning environment and develop problem-solving skills.
Additionally, involving learners in establishing class rules allows teachers to set achievable goals for student
conduct and create an atmosphere where everyone is respected.

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.

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 1. Focusing on natural consequences of the students’ behavior develops more self-registration in the students.

Which of the following teacher statements demonstrates focusing on natural consequences?

A. “Those who were noisy today during seatwork will not be allowed to play games in the computer

later.”

B. “If it takes you longer to finish the seatwork because time is wasted with chatting, then we won’t

have time to go to the playground anymore.”

C. “Those who are well-behaved in the class will be given plus 5 points in the quiz.”

D. If you get a grade you will of 95 or higher in the first two assignments, you will be exempted

from the 3rd assignment.

2. Learners are more likely to internalize and follow classroom rules when ______________________.

A. the teacher clearly explains the rules she prepared

B. the learners know the punishments for not following the rules

C. the learners participate in the rule-making process

D. the teacher gives additional points for those who follow the rules

3. For a teacher to establish and maintain consistent standards of learners’ behavior, they should do all EXCEPT -

______________________________.

A. give immediate feedback to reinforce appropriate behavior of learners

B. be open to exceptions each time a learner misbehaves in class

C. communicate and enforce school policies and procedures clearly and consistently

D. handle behavior problems promptly and with due respect to learners’ rights

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the physical
space and learning stations which contribute to the effective implementation of classroom management.

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 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 5 – Creating an Appripriate Learning Environment

Learning Outcomes: Plan on how to manage time, space, and resources •Provide a learning environment appropriate to
the learners and conducive to learning.

Name of FS Student ________________________________________ Date Submitted: ______________

Year & Section: ____________________________ Course: ____________________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks completely observation questions/tasks not observation
Sheet answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth answers are clearly answers are not clearly not answered; answers not
and are thoroughly connected to theories; connected to theories; one connected to theories;
grounded on theories; grammar and spelling are (1) to three (3) more than four (4)
grammar and spelling are free from errors. grammatical/spelling grammatical/spelling
free from error. errors. errors.

Reflection Profound and clear Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyzed. what were observed and were observed and
analyzed. analyzed.

Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the learning on in the context of the on in the context of the
outcomes; Complete, well- outcomes. Complete; well learning outcomes. learning outcomes; not
organized, highly relevant organized, very relevant to Complete; not organized. complete; not organized,
to the learning outcome the learning outcome relevant to the learning not relevant
outcome

Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline deadline more after the deadline
COMMENT/S Over-all Score Rating: (Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 71 71-below

_____________________________________________ ______________________
Signature of FS Teacher above Printed Name Date

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