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    FS2 - Embedding Action Research

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    Laurence Sapiga
    The document discusses changes to the classroom environment before and after the pandemic. It notes that seating is now spaced out in rows, there are designated walkways for entry and exit, and the classroom is less crowded. It also discusses restrictions on food, monitoring student health, and preventing the spread of COVID-19. The document talks about creating a positive learning environment by allowing free exchange of ideas and preventing physical or psychological harm.

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    FS2 - Embedding Action Research

    Uploaded by

    Laurence Sapiga
    12 views2 pages
    The document discusses changes to the classroom environment before and after the pandemic. It notes that seating is now spaced out in rows, there are designated walkways for entry and exit, and the classroom is less crowded. It also discusses restrictions on food, monitoring student health, and preventing the spread of COVID-19. The document talks about creating a positive learning environment by allowing free exchange of ideas and preventing physical or psychological harm.

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    (6) FS2- Embedding Action Research

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    The document discusses changes to the classroom environment before and after the pandemic. It notes that seating is now spaced out in rows, there are designated walkways for entry and exit, and the classroom is less crowded. It also discusses restrictions on food, monitoring student health, and preventing the spread of COVID-19. The document talks about creating a positive learning environment by allowing free exchange of ideas and preventing physical or psychological harm.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    12 views2 pages

    FS2 - Embedding Action Research

    Uploaded by

    Laurence Sapiga
    The document discusses changes to the classroom environment before and after the pandemic. It notes that seating is now spaced out in rows, there are designated walkways for entry and exit, and the classroom is less crowded. It also discusses restrictions on food, monitoring student health, and preventing the spread of COVID-19. The document talks about creating a positive learning environment by allowing free exchange of ideas and preventing physical or psychological harm.

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    Fs2-Ep6

    The greatest way to help and contribute in a face-to-face learning setting is to have an open mind. In order
    to be effective in these circumstances. I need to listen carefully, comprehend and take all the information
    without passing judgement or forming assumptions immediately. It can be challenging at first but learning
    will come through.

    Classroom Environmental Before Classroom Environmental Now


    The placement of the pupils’ seats is uneven There are not many student seats available
    anymore
    The so called “six-meter rule” does not exist The seats are positioned in a row and are spaced
    apart.
    We are free to travel in any direction we choose. The building will have two walkways for entry
    and exit.
    There is a lot of movement, noise and physical It’s not crowded as it used to be.
    contact

    All I can say about my first week of observations is that face to face instruction is quite the same before
    the pandemic happen, it was full of energy of the students. Although there are light changes about the
    room such as not allowing the teacher to have a wall design or bulletin board which a new environment
    for me as we have that years ago. There are also some restrictions about food and students’ well-being
    which was really strict as students must buy only at the school canteen to avoid unhealthy food. Also, the
    student’s health that when they felt something such as headache or anything that was on the list of the
    symptoms of Covid-19 to prevent spreading the virus.
    I can do the restriction about bulletin board and make the school ground free from unnecessary artwork,
    design, tarpaulin, and decorations through following the instruction. It will improve my citizenship as I
    am abiding what the law are requiring and this will make my students more active to my lesson.
    By offering a platform free from psychological and physical intimidation and enabling the free exchange
    of ideas, it creates opportunities for a more positive learning environment.

    The most frequent issues I see in a face-to-face learning setting is a sizeable number of the students who
    are exposed to risk of physical, mental, and emotional harm during the class. “In a big classroom with lots
    of students, how can I control and prevent a potential risk?
    I will try to distribute them equally, regardless of gender or ethnicity, I can classify them using
    proficiency tests and other academic standards.
    In certain aspects, it could be able to do away with crammed classrooms, which prevent students from
    concentrating on their studies. It would improve to the point where the atmosphere would alter and
    become more serene.
    Based on their skills and expertise, the class should be separated into two groups. If there aren’t enough
    rooms, divide them up during class time. One of two schedule- morning or afternoon- will be given to
    each student.
    Portfolio Entry
    Title: The Face-to-Face Learning Environment
    Describe the Physical Environment:
    The physical environment at Lalakay Senior High School is ideal for studying; it is hygienic secure,
    spacious, and open. The Ambiance that the trees and plants giving was a great for the students learning.
    Describe the Psychological Environment:
    The Lalakay Senior High School was surrounded by both natural and artificial habitats, including parks,
    natural settings, homes, offices and public areas. From our immediate surrounds to the room, building,
    neighborhood, city, and wilderness, our surroundings might be of various sizes
    Describe the Social Environment:
    The LSHS classroom social environment compromises elements like teacher support, fostering mutual
    respect, encouraging the student task-related engagement, and promoting. It is made up of students
    impressions of how they are encouraged to interact with and connect to others, such as classmates and
    instructors.

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