FIELD STUDY 1 LEARNING

EPISODE
Physical and Personal Aspects
7 of Classroom Management

SPARK Your Interest

The Episode tackles classroom management and discipline. It focuses on the personal and physical aspects of
classroom management which are central to teaching and therefore must be consistently implemented.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 identify the (2) two aspects of classroom management; and
 determine 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.
Ref: edglossary.org
Importance of Effective Classroom Management:

 increases chance of student success

 paves the way for the teacher to engage students in learning

 helps create an organized classroom environment

 increases instructional time

 creates consistency in the employment of rules and regulations

 aligns management strategies with school wide standards

 decreases misbehavior in the classroom

 gives student boundaries as well as consequences

Ref: http://www.ehow.com
Two aspects of Classroom Management
1. Personal Classroom Management consists 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

Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment. Attending to these physical
elements of the learning environment ensures the safety, security and order in the class. It includes:
3.1. ventilation
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 3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure / design of the classroom
3.6 physical space / learning stations

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
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.
15. Write group contracts
Ref: prodigygame.com

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OBSERVE, ANALYZE, REFLECT
Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: _______________________ Teacher’s Signature: ____________ School: _______________________

Grade/Year Level: _______________________ Subject Area: __________________ Date: _________________________

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the persona 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 class?
1.4 Did the teacher arrive on time in class?
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

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?

The voice of the teacher affects the mood and aura of the classroom. A teacher's voice has a big impact on
learning in the classroom in a lot of different ways as it's so important to have a supportive and productive learning
environment. Effective articulation and communication skills are crucial for teachers. Students are better able to
comprehend directions, explanations, and content when spoken in a clear, well-modulated voice. It reduces
misinterpretations and encourages improved understanding. Student involvement and attentiveness can be influenced
by a teacher's tone and excitement in the classroom. A lively and captivating voice can grab students' attention and
improve the enjoyment and retention of the courses. Control and order in the classroom can be established with the use
of a self-assured and authoritative tone. It lets the kids know that the teacher is in authority and that they must abide by
the rules and expectations. An inclusive classroom where all students feel respected and valued can be created by
being aware of the tone and language utilized. Diversity and equity can be promoted by abstaining from rude or
insulting language and by showing consideration for cultural differences. In conclusion, a teacher's voice can
significantly influence classroom education and is a potent instrument. It affects how students view, interact with, and
react to their educational experience. A great teaching voice must have clear communication, emotional connection,
and clarity.
2. How does the punctuality of the teacher affect classroom discipline? _
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 Classroom discipline can be greatly impacted by a teacher's punctuality. Being on time conveys to students that
the instructor respects their time and the educational process. A teacher who is frequently late can send the impression
that their time comes before the children', which can breed disrespect and cause problems with discipline. Teachers
may make the most of the time allotted for instruction and student interaction when they arrive on time. Punctuality is
frequently viewed as an indication of professionalism and authority. Interesting teachings and activities are more likely
to maintain kids' attention, decreasing the likelihood of disruptive conduct. When a teacher exhibits these traits on a
regular basis, students are more likely to respect and emulate them, which can have a good effect on classroom
discipline. On the other hand, a teacher who often arrives late or displays inconsistent punctuality can damage the
classroom environment, undermine trust, and create difficulties in enforcing and upholding discipline. Pupils may act
out, lose respect for the authority of the teacher, or become disengaged.
It is noteworthy that although being on time is a crucial component of maintaining classroom discipline, it is not the
only one. A variety of techniques, including fair sanctions, unambiguous rules, positive reinforcement, and solid
student connections, are necessary for effective classroom management. One factor that helps create a controlled and
orderly classroom setting is punctuality.

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

Ensuring that the physical environment of the classroom is safe should be a top priority for teachers, and this
can be achieved by checking the physical component of classroom management. This entails looking at any possible
risks, including exposed electrical wiring, broken furniture, trip hazards, and other safety issues. The likelihood of
mishaps or injuries among students and teachers is reduced in a safe atmosphere. The way a classroom is set up can
have a big influence on how students learn. A pleasant and conducive learning environment can be produced in a
classroom that is well-organized, cozy, and visually appealing. Students may be better able to concentrate, participate,
and learn as a result. Sustaining a suitable temperature and high-quality air is crucial for the welfare of students and
their capacity for concentration. Making sure that the air conditioning, ventilation, and heating are working properly. In
conclusion, making sure that the physical parts of classroom management are in order is essential to establishing a
secure, orderly, and comfortable learning environment that facilitates efficient teaching and learning. Student conduct,
engagement, and overall educational outcomes can all be positively impacted by a clean, well-designed classroom.

REFLECT

Reflect on the aspects of personal/physical 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.”
"No amount of good instruction will come out without effective classroom management" is a phrase that will
mean a lot to me as a future teacher. Successful teaching and learning can only occur when there is effective classroom
management. An environment that is favorable and conducive to learning is produced by effective classroom
management. It entails establishing precise guidelines, norms, and procedures that support the development of a secure
and civil learning environment. Students are more inclined to participate in the learning process when they feel valued
and comfortable. Disruptions and misconduct in the classroom have the potential to quickly undermine effective
instruction. By reducing these interruptions, effective classroom management techniques free up teachers to
concentrate on providing high-quality instruction. The process of teaching and learning can continue when pupils are
well-behaved and focused. A well-run classroom may accommodate a variety of pedagogical approaches and styles.
Effective teaching environments can be created by using well-established management approaches, regardless of the
teacher's preferred style: interactive projects or traditional lectures.
In conclusion, the statement emphasizes how important classroom management is to ensuring that high-quality
instruction can occur. As a future educator, I am aware that in addition to planning and executing interesting and
educational classes, spending time and energy honing classroom management techniques will help me foster an
environment where my students can learn in a constructive and encouraging way. This will promote their general
development and well-being in addition to their academic progress.

2. What are your plans in ensuring effective classroom management?

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 My plan for ensuring effective classroom management Clarify expectations and rules: It's critical to provide
consistent, unambiguous guidelines for classroom behavior. Ensure that student are aware of the expectations placed
on them as well as the penalties for both good and bad behavior. Employ positive reinforcement to inspire learners to
behave well by praising and rewarding good behavior. Verbal affirmation, modest prizes, or other inducements that
support desired behavior might be used as examples of this. Dealing with behavioral concerns as soon as they arise:
Deal with disruptive or improper behavior as soon as it happens, and do it regularly. By doing this, you can keep the
classroom atmosphere upbeat and stop small problems from getting worse. Make teaching interesting because
disinterest and boredom can result in behavioral issues. Create and present captivating classes that hold students'
attention and help them stay on task. Be adaptable: Remember that every student is different and may need a different
strategy for classroom management. Be prepared to modify your approach as necessary. Seek professional
development: To improve how you manage your classroom abilities, consistently look for professional development
opportunities. It can be quite helpful to learn from seasoned educators and stay current with best practices.
Keeping in mind that maintaining a healthy and productive learning environment in the classroom requires patience
and persistence. Effective classroom management is a continuous process.

Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the

management of learner behavior

Resource Teacher: _______________________ Teacher’s Signature: ____________ School: _______________________

Grade/Year Level: _______________________ Subject Area: __________________ Date: _________________________

OBSERVE

Observe the classroom management strategies that your 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 observed and O for no opportunity to observe.

Effective Classroom Management Strategies Observed Not No

Observed Opportunity to
observe
1. Model to the students how to act in different situations. - - -
2. Establish classroom guidelines.
3. Document the rules. x
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.
10. Interview students to assess their needs. x
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.

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 15. Write group contracts. x
Others (Please specify)
16.
17.
18.
19.
20.

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 better classroom
management? Explain your answer.

There were ten strategies that use by the resource teacher, These strategies were contribute in offer to have a classroom
management. The strategies used by the resource teacher having guidelines, encouraging class working them in a group,
addressing their behavior, having peer teaching, engaging with student while teaching and giving them projects or activity
that they need to comply.

2. What were not used by the Resource Teacher? Were these important? What should have been used instead? Explain.
There were three in the checklist that were not used by the resource teacher, these were not important nor always
used by the resoure teacher in classroom management strategies.

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?

I need to employ these set of classroom management strategies to make this diverse in different type of
learners. In order to provide a welcoming and inclusive learning environment that meets the varied needs of students,
effective classroom management is important. Get to know the students well by getting to know their names, interests, and
backgrounds. Clearly define the standards for behavior and academic performance and enforce them consistently. Start out
by outlining these standards at the start of the school year and remind students of them frequently. Acknowledge that every
student is unique in their needs, abilities, and learning styles. Use a system of incentives, commendation, and recognition to
reward students who behave well in the classroom and exhibit desired behaviors. Encourage an inclusive, empathetic, and
respectful classroom environment. Seek for opportunities for professional development on a regular basis to get knowledge
about various teaching methods and classroom management tactics that accommodate a variety of learners. Keep in mind that
every classroom is different, and the students may have different needs. For a classroom to effectively support diverse
learners, flexibility and open communication with students, their families, and colleagues are essential.

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management strategies used by your Resource
Teacher.

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspects of classroom management and determine the classroom management strategies that the Resource
Teacher employed in his/her class.

Name of FS Student: __________________________________________________________ Date Submitted: _______________________________

Year and Section: ____________________________________________________________ Course: ______________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

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

Learning Artifacts Portfolio is reflected Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected on
on in the context of the the context of the learning on in the context of the in the; context of the
learning outcomes; outcomes. Complete; well learning outcomes.. learning outcomes; not
Complete, well- organized, very relevant to Complete; not organized. complete; not organized,
organized, highly the learning outcome. Relevant to the learning not relevant.
relevant to the learning outcome.
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline

COMMENT/S Rating:
Over-all Score (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
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

____________________________________ ________________
Signature of FS Teacher above Printed Name Date

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 LINK Theory to Practice

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

1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.

2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Refer them to the Guidance Office.

4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5. To discipline unruly students, Teacher Helen always tells her students “Remember I am the person in authority here. I
have the power to pass or fail you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.