FIELD STUDY 1

Learning Episode 5: Creating an Appropriate Learning

Environment

The intended Learning Outcomes of this Episode is for you to be able to:

✔ plan how to manage time, space, and resources; and

✔ provide a learning environment that is conducive and appropriate to the

learners.

Let us revisit first some Learning Essentials. The classroom climate that is
conducive for learning is one that is not self-threatening yet is business-like
where 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 designing of rules and procedures.

● Clear limits for unacceptable behaviour are established and negative

consequences for such are communicated.
● Techniques to acknowledge and reinforce acceptable behaviour are
employed.
● Classroom practices are democratic.

Activity 5.1 Managing Times, Space and Learning Resources

Observe: Observe a class and use the observation sheet for you to document
your observation.
Guide Questions Response

1. What characteristics of the The class is composed of Grade 9

students/teacher are observable? students with varied characteristics.
Look into the characteristics of
Their age ranges from 13-15 years
the learners. Note their ages.
old. There are 10 boys and 20 girls.
There are two students who belongs
to the LGTBQ groups, one from the
boys and one from the girls.

2. Focus on their behaviour. Are From how I observe them,

they able to manage their own
they are very participative in the
behaviour?
class; they always share their ideas
and they are competitive. Although,
they are a bit of

Noisy during breaks, their attitudes

toward learning are commendable.
They are also respectful when
 approaching their teachers and
classmates. They are also eager to
learn and try their best to give

an in-depth answer in oral activities.

Almost 10% of the class are not

paying attention, but

the rest of the class are focused, and

jotting down notes from their
teachers’ discussion. When

working on their activities, they can

accomplish it independently but
mostly prefer to work with

their peers.

3. Can the learners already work I noticed that even though they're
independently? having chit chats or
little conversation to their other
classmates they can still focus on
their assigned tasks and they can
manage their behaviour by finishing
their assigned works. However, their
behavior shows how they are still
young and still has room to grow for
their young minds and still need

guidance from their teacher and

parents.

4. Describe their attention span. The attention span of the students is

excellent, provided that the lesson
and the teaching methods are
engaging. Therefore, their attention
span is largely dependent on their
teachers. One observation I noticed
is that the longer an activity lasts,
the more likely students are to
become bored.

Regarding their listening skills, I

observed that they are mature
enough to follow instructions and
concentrate. Even when distracted
by ideas such as playing or
discussing with peers, they can still
manage to complete their assigned
tasks.
ANALYZE
Analyse and answer these questions based on observed classroom management practices.
Write your notes below; and then organize your data in Activity 5.2

1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.)? Will it make a difference if
these areas for specific purposes are not present?
The classroom layout is typical of a traditional Philippine high school,
featuring a blackboard at the front and a teacher's table in the centre. The seats
occupied the whole space of the room with only minimal spaces left for other
areas. The classroom features a traditional layout with a blackboard at the front
and a teacher's table at the back, providing a dedicated space for instruction and
communication. Desks occupy most of the room, while a small cabinet near the
window offers storage for teaching materials and student projects. This
arrangement contributes to a well-organized and functional learning environment.
The wall displays are mostly in the right side and back of the wall. They also have
a small first aid kit hanging at the front of the classroom beside the blackboard.
The room has two fire extinguishers place on the right and left inside the
classroom. There are also garbage cans for biodegradables, non-biodegradables,
and recycled materials. The cleaning materials are place inside a rectangular box
and is located at the back of the classroom beside the garbage cans.
The presence of these specific areas in the classroom is essential for a
positive learning environment. They provide storage, organization, visual
stimulation, safety, and support for effective instruction. Their absence could
negatively impact these aspects.
2. Are there rules and procedures posted in the room? Do these rules
reinforce positive behaviour?
The rules and procedures are:
a. Respect for all: Treat everyone with kindness and courtesy.
b. Active participation: Be engaged and involved in the lesson.
c. Follow directions: Listen carefully and follow instructions.
d. Stay on task: Focus on the current activity.
e. Raise your hand: Seek attention politely.
f. No talking while others are speaking: Allow others to express their thoughts.

These rules can promote positive behaviour in the classroom. They foster
respect, engagement, and focus, creating a conducive learning environment for all
students.

3. Did the students participate in making classroom rules? What’s the effect
of students’ participation in rule-making on students’ behaviour?
From what I have observed, the students did not participate in making
classroom rules. Only the teacher came up with the rules.
The involvement of students in rule-making can have a positive impact on
their behaviour. When students feel invested in creating the rules that govern their
classroom, they are more likely to adhere to them and take ownership of their
behaviour. This can lead to increased engagement, reduced disciplinary issues,
and a more positive classroom culture.
4. Is there a seating arrangement? What is the basis of this arrangement.
Does this help in managing the class?
Yes, there is a seating arrangement. The class was seated alphabetically
from A to Z. However, students with sight or hearing difficulties were allowed to sit
in front. This arrangement made it easy for the teacher to identify absent students
and recognize students' names during oral recitations.
Seating students alphabetically can be an effective classroom management
strategy. It offers several benefits, such as easy identification, fairness,
predictability, and organization.
Seating students with sight or hearing difficulties is an effective classroom
management strategy because this helps in managing the class because seating
students with hearing or eyesight difficulties near the front of the classroom can
significantly improve classroom management. This arrangement provides better
visibility and hearing, easier access to support, and promotes inclusion. It's
important to consider individual needs and make adjustments to create an
inclusive learning environment for all students.
5. Observe the noise level in the classroom. How is this managed?
In a high school classroom, noise levels can be high, as students often
engage in conversations with their seatmates. During discussions, all students are
eager to participate and share their answers. However, the teacher maintains a
calm demeanour and reminds students to lower their voices, considering the
potential impact on other classes.
6. If a learner is not following instruction or is off-task, what does the
resource teacher do? Describe the behaviour strategies used.
Students who do not follow instructions, especially when working on tasks,
have their outputs accepted but will be reminded by their teachers to pay
attention or give them a warning for not listening properly. This can help them
learn from their mistakes and become more attentive to the teacher's instructions.
7. What does the Resource Teacher in do to reinforce positive behaviours?
 Address problems in a friendly manner. She doesn’t scold them, instead
talks to.
 them calmly.
 Celebrate achievements through praising them.
 Give rewards or incentives to motivate them strive harder.
 Make the class discussion engaging and fun.
 Incorporate activities that promote collaboration and peer teaching.

Reflect
Reflection as a future teacher.
1. Why do we need to enforce positive discipline?
 As a future educator, I firmly believe in the potential of positive discipline to
create a supportive and effective learning environment. P
Positive discipline is a student-centered approach that focuses on building
positive relationships, teaching appropriate behaviors, and using natural
consequences to promote self-discipline. Enforcing positive discipline is essential
for managing the classroom well. Even though students generally behave well,
unexpected situations can still test teachers' patience. It is important to
implement positive discipline strategies among students to proactively handle
potential conflicts in the classroom without resorting to harsh measures. This
approach helps students maintain a positive self-image and prevent unwanted
behaviours or reactions. Additionally, it allows teachers to instil positive values in
students. Furthermore, it empowers students to take responsibility for their
actions, think rationally and critically, and make sound judgments in various
situations.
This approach is more effective than punitive measures as it fosters a sense of
responsibility, respect, and cooperation among students.

Activity 5.2 Identifying the Different Aspects of Classroom Management

Observe a class and accomplish the given matrix:
Aspects of Classroom Management Effect on the Learners
1. Specific areas in the classroom Well-organized, safe, and accessible classrooms
promote focus, security, and easy access to
resources.

2. Classroom Rules Clear, consistent, and enforceable rules reduce

confusion, foster respect, and maintain order.

3. Classroom Procedures Efficient, predictable, and independent procedures

save time, create a comfortable environment, and
encourage self-reliance.

4. Daily Routines Structured, transitional, and efficient daily

routines provide security, minimize disruptions,
and maximize learning time.

5. Seating Arrangement Strategic seating arrangements facilitate

interaction, reduce distractions, and support
individual learning needs.

6. Handling misbehaviour/off-task Preventive, consistent, and positively reinforcing

behaviour approaches reduce disruptive behaviour, ensure
fairness, and encourage appropriate behaviour.
 7. Reinforcement of Positive Motivational, self-esteem-boosting, and culture-
Behaviour building reinforcement increases engagement,
confidence, and creates a supportive learning
environment.

Analyze
1. How did the classroom organization and routines affect the learners’ behaviour?
Classroom organization and routines can significantly impact learners' behaviour.
A well-organized classroom with clear designated spaces minimizes distractions, allowing
students to focus on their tasks. Consistent routines and schedules provide a sense of
stability and predictability, reducing anxiety and increasing comfort. Clearly defined
procedures help students manage their time effectively, leading to increased productivity.
When students understand expectations and procedures, they feel more in control of their
learning environment, boosting confidence and motivation. A well-organized and
structured classroom contributes to a positive and supportive learning environment where
students feel valued and respected.
2. What should the teacher keep in mind when he/she designs the classroom
organization and routines. What theories and principles should the teacher have in
mind?
In order to design an organized classroom and routines, the teacher must apply these
theories in her classroom, namely:
 Behaviourist theory or Behaviourism which is focusing on the behaviours of the
students including the positive and the negative ones.
 Humanist theory or Humanism that emphasizes the human capabilities, what the
students' goals, their learning style and preferences.
 Democratic theory in which the students are given the opportunities to
participate in the decision-making regarding learning as well as the equal chances
to choose their own educational path.
 Psychoanalytic theory in which the teacher must consider individuals thoughts,
feelings and experiences consciously or subconsciously.
 Cognitive theory should also be considered to give attention to the learners'
mental processes and their construction of knowledge.
3. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
The following are the behavioural strategies that the teacher may use to manage the
behaviour of students or motivate them effectively:
 Rewards: Offering tangible rewards (e.g., stickers, prizes) or intangible rewards
(e.g., praise, privileges) for desired behaviors can motivate students to repeat those
behaviors.
Why it's effective: Positive reinforcement strengthens positive behaviors by
associating them with pleasant outcomes.
 Consequences: Implementing consequences that are directly related to the
misbehavior (e.g., having to redo an assignment) can help students understand the
connection between their actions and the outcomes.
 Why it's effective: Consistent consequences create a predictable environment,
reducing confusion and promoting respect for rules.
 Explicit rules: Clearly communicating and posting classroom rules ensures
students understand what is expected of them.
Consistent enforcement: Consistently applying rules and consequences helps
students understand the importance of following expectations.
Why it's effective: Clear expectations provide a sense of structure and security,
reducing uncertainty and promoting positive behavior.
 Encouraging environment: Creating a supportive and positive classroom
atmosphere where students feel valued and respected can foster a sense of
belonging and motivation.
Modeling appropriate behavior: Teachers demonstrating positive behaviors (e.g.,
patience, kindness, respect) can influence students' own behavior.
Why it's effective: A positive classroom culture can enhance student engagement,
motivation, and overall well-being.
 Differentiated instruction: Tailoring instruction and expectations to meet
individual students' needs can help students feel successful and motivated.
Personalized feedback: Providing specific and constructive feedback can help
students understand their strengths and weaknesses, motivating them to improve.
Why it's effective: Individualized approaches can address students' unique needs
and challenges, fostering a sense of belonging and motivation.
These strategies, when implemented effectively, can create a positive and
supportive learning environment that promotes positive behaviour and motivates students
to achieve their best.

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? Why?
In the near future, I would imagine myself organizing/teaching Senior High School
students in my science class. I will start my class through a prayer, which for me is very
important. To be followed by asking them about how they are doing, are they happy, what
do they feel about our subject, etc. These questions will help me determine the current
status of students regarding learning my classes. I can also find out easily the strategies
that I need to carry out to address their needs if they ever shared to me what do they feel
about learning my subject. Then of course, the usual procedures like attendance,
motivational activity and actual discussion with constant posing of questions to check
their comprehension.
2. Make a list of the rules you are likely to implement at this level. Why would you
choose these rules?
a. Respect for Self, Others, and Property
b. Active Participation
c. Punctuality and Attendance
d. Academic Honesty
e. Respect for Diversity
 f. Appropriate Language and Behaviour
These rules foster a respectful, inclusive, and supportive classroom environment
where students feel comfortable and motivated to learn. It can also help students develop
important life skills such as respect, responsibility, and academic integrity, which will be
valuable in their future academic and professional endeavours.
3. Should learners be involved in making the class rules? Why?
Yes, learners should be involved in making class rules. When students help create the
rules, they are more likely to feel a sense of ownership and be more committed to
following them. Involving students in the rule-making process can foster a sense of agency
and increase their engagement in the classroom. This experience can help students
develop important life skills such as cooperation, compromise, and responsibility.
Students can contribute insights that reflect their unique needs and values, leading to
rules that are more relevant and effective. Working together to create rules can help
students feel more connected to their classmates and the classroom community.

Show your Learning Artifacts

From your past experiences and observations of different classrooms, make a drawing of a
classroom whose physical space /learning stations contribute to the effective
implementation of classroom management. Include the placement of the teacher’s table,
windows, door(s), chalkboard, shelves, etc.