theorists of behaviorism posit, the environment affects learning.

Therefore, as teachers to be,

it is significant to be familiar on how to effectively set-up an environment that will promote
effective learning among students. More importantly, children’s safety in school is tantamount to
the promote effective learning. Hence, pre-service teachers should be familiar of the existing
policies and procedures to ensure that student safety is being upheld in their schools and
classrooms.
Specifically, this domain envisions the beginning teachers to:
1. Identify the characteristics of a safe and secure learning environment based on the
existing policies, guidelines and procedures provided by DepEd.
2. Evaluate the existing learning environment based on the existing policies,
guidelines and procedures
3. Promote the importance of ensuring safety and security of the learners.

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge of policies, guidelines and procedures that provide safe and
secure learning environments.
 Demonstrate understanding of learning environments that promote fairness, respect
and care to encourage learning.
 VIDEO ANALYSIS
Watch the video on YouTube using the link below and answer the guide questions that follow:
https://www.youtube.com/watch?v=bNcQjnpmFns

GUIDE QUESTION:
What is the video all about?
The video stressed the contribution of a positive classroom environment to academic
achievement and efficacy. Unfortunately, it is an overlooked aspect of education as content
overlaps. Thus, with the speaker’s epiphany, he delivered his message with an emphasis that
classroom environment is all about the students and not merely about the teacher’s ideals. In
his talk, he emphasized the challenges, but also discussed the key elements of the classroom
environment that a teacher must build and maintain and the kind of interaction that must take
place among the students and educators. His message to sectors of education is deeply driven
by his experience and by a simple feedback of his student.

GUIDE QUESTION:
What ideas have you learned about maintaining a positive classroom environment?
I would like to point out what I learned from the concepts enumerated by the speaker as
follows:
Challenges in maintaining a positive classroom environment
Teacher reflection vs. student reality- When we reflect, we tend to only see from our
point of view which will then bring out our ideals leaving behind the reality. One of the
effective ways we can see from the students’ view is to ask their feedback. Their opinions
matter as they allow us to see reality beyond ourselves.
Sharing basic positive values- Positive values have been very challenging nowadays not
because of how greatly diverse they are but because of how the morals and ethics of students
have been tried by oppositions through times. This adversity has a serious effect on the
classroom environment.
Students Disenfranchised- There are students who feel marginalized may be because of
their unspoken or unattended concerns.
Neutral position on social skills- Social skills is mistakenly attributed as a responsibility
of the parents, when in fact, it must be furthered in the classroom.

Key Elements of Positive Environment

Sense of belonging- This is the pill to disenfranchisement, and to fully implement this,
the teacher must rethink of instructional strategies that can cater different needs, interests,
and backgrounds.
Feeling needed by others- The students feel their importance in the classroom when they
feel needed. They feel that they have an important role that completes the process of meeting
the goal.
Equity- Treatment must not just be equal; it must be expedient to the need of the learner.
This is not an act of favoritism, this is assuring that every student is regarded and attended
to on serious matters even with his or her learning environment.
 Value in action- This is teaching the students to value what they do so that they may be
actively engage in the doing and with people in the doing which strengthens relationships
and knowledge.

Structure the Interaction

We often think that classroom environment is merely about the physical attributes of the
environment however it also about interaction taking place within it. A positive classroom
environment is more of a state of being rooted from interaction. Thus, a teacher must know how
to structure it well. The speaker provided a pattern, first is to create opportunities to listen and be
heard, and second is to provide opportunities to practice social skills. These are not detached
tasks from building a positive environment, but are embedded in it.

GUIDE QUESTION:
How do you think the ideas if the speaker applies in the Philippines?

What is good with these ideas is that they can be contextualized or customized. We foster
sense of belonging by firstly knowing our learners and resorting to eclectic approach. For
instance, in teaching the elements of the short story, the teacher can make his own material by
citing a local story or even an original story to which the students can easily relate. It avoids
them from being alienated and put them into the lesson as they feel they can contribute something
to it.
As to eliciting a feeling of being needed by others, teachers can create varied tasks in one
sitting, something that can expose someone who is good at painting, singing, dancing, and the
like in a literature class. Feeling that they are a need, their initiative and self-reliance are
augmented.
On the other hand, equity can be best served when every member is given the right attention.
For instance, the inclusion of handicapped students to the mainstream classrooms can be
provided with their special needs, they have specialized learning instruction, however they learn
and gain the same competencies.
The pattern suggested by the speaker is not remote in the Philippines, it is actually a lens
through which the teacher can see and understand better his or her role as the creator of a
positive learning environment.

LEARNING SPACE AT HOME

Identify a student from the class you are observing and ask consent for interview. You may set an
appointment with the child and the parent on his/her learning space. Post a picture of the child’s
learning space below.
As you interview and observe the picture of the learning space, answer the following:

Check the columns on the right to indicate the presence or absence of the Present Absent
following in the child’s learning space at home:

Permanent learning space /

Adequate lighting /

Adequate ventilation /
 Sturdy table /

Sturdy chair that is fit to the learner’s height /

Sufficient space that allows movements /

Safe electrical connections /

Safely functioning gadgets /

Free from noise and other distractions /

Adult support/presence /

FACE TO FACE CLASSROOM

Identify a student from the class you are observing and ask consent for interview. You may set an
appointment with the child and the parent on his/her learning space. Post a picture of the child’s
learning space below.

As you interview and observe the picture of the learning space, answer the following:

Check the columns on the right to indicate the presence or absence of the Present Absent
following in a real classroom:

Seats that are fit for the learner’s heights /

Enough distance in between rows of chairs /

Adequate sturdy shelves that are reachable by students /

Fittings like doorknobs, switches, outlets and the like are safely installed /
and within reach of children

Available functioning instructional devices such as visual aids, audio- /

visual aids, and other devices, that can promote learning

Properly framed and safely installed chalkboard or whiteboard with /

ledge
 Contains the standard facilities like handwashing corner, drinking jar, /
trash can, storage cabinet, chart stand, first aid kit, etc

Enough classroom space that allows flexibility of seating arrangement /

Grilled windows with emergency exits /

Two swing-out doors at the opposite sides of the classroom /

Smooth finished walls /

Curtains that are away from wall-mounted electric fans /

Unobstructed doors and exit windows /

Visible fire extinguisher/s in the area /

Covered wirings and other electrical fixtures /

GUIDE QUESTION:
How are students’ safety promoted in the two kinds of classrooms that you have observed?
Safety is more defined as a physical aspect and environment of the students. When a
learner feels physically safe with his/her environment, he/she is likely to work productively.
The student’s safety is assured with how the physical facilities are arranged or set up. The
electrical equipment is secured to ensure that it cannot cause electricity-related accidents.
Gadgets are assured that they do not overcharged or used too long so workability and safety
be sure. The chairs and tables are also kept certain that they are strong to support the weight
of the student, although there is inconsistency in the classroom.
In terms of ventilation, both the classroom and study room are properly installed with
electric fans that set the air of both spaces conducive for learners. With regards to lighting, it
is visually suitable to the learners, even to those whose eyes are impaired or handicapped.
In addition, hygiene is well-observed particularly in the classroom. In the corner, there
is an installed area wherein students can apply alcohol on their hands and alongside it is a
fire extinguisher attached on the wall. Moreover, the windows are grilled for a doubled
protection in case there be any invader.

GUIDE QUESTION:
What are the challenges have you identified?
At home, the main problem is the impermanence of the learning space since the student
moves from one to another especially when the space is shared with a sibling who is also
studying. The space at home also is prone to distraction since it is where different or
individual activities take place simultaneously with lesser boundaries.
In the classroom, the most evident problems flexibility is constrained by the distance
 between seats. Such congestions create discomforts such as in sitting and concentrating. In
addition, they are vulnerable to acts such as cheating and talking during classes.
Furthermore, there is only one front door available to the students. Thus, if there be any
outsider or a guest that comes to the classroom, the learners are disturbed instantly
especially when in the middle of a class. A separate door for other interactions and
transactions is recommended. Although, there is a door on the other side of the classroom, it
is only helpful when there is anything to do in the backyard, nevertheless can also be an
emergency exit.

GUIDE QUESTION:
What strategies can you suggest?
Given that there is problem in distance, the classroom can maximize the space by
transferring other facilities. One of the materials that took space and restricted the movement
of the students was their lockers. The locker was placed in the left corner of the classroom
when facing away from the board. When the teacher once instructed the students to get their
books, they flocked to that corner and the movement was delayed due to how jammed they
were. If it could be transferred to another area, at least the students would not disturb those
who are located to the left side near the locker.
While those which are in good condition can be maintained with the teacher advocating
the proper and responsible use of those materials for a sustainable learning environment.

DOCUMENT ANALYSIS
Visit the link below to read the policies, guidelines and procedures for school safety as prescribed
in the different orders issued by the DepEd.
1. Chapter 4 of Educational Facilities Manual (2010)
2. DO. 27 s. 2015 Promoting family earthquake preparedness
3. DO. no.72 s. 2012 Continuing fire safety and awareness program
4. DO. 37 s. 2015 The comprehensive disaster risk education and management in education
framework

Based on the representation that you made and using the spaces below, create a list of the items
observed and practiced items that are unobserved or neglected as stipulated in the DepEd Orders.

Observed/practiced DepEd safety and Unobserved/neglected DepEd safety and

security policies and guidelines security policies and guidelines
1. Good seating 1. Good seating (the height of the students do
not match with the height of the seat)
2. Good table height 2. Good table height (Some of the tables do not
have sufficient clearance between the
underside of the tabletop and the seat of the
chair not allowing a comfortable space for the
thighs of the seated person)
3. The storage such as cabinets/lockers are 3. Few classrooms perhaps placed in a new
 convenient to be placed with things on them classroom do not have storage areas or
and are when calculated are according to the materials for their things.
highest point which a child can reach
4. The classrooms do have an emergency or 4. There is inadequacy in terms toilet hygiene,
survival kit, such as water in soft, plastic comfort rooms do not have toilet paper, soap,
container, first aid kit, garbage cans. sanitary napkins for ladies, and at times do not
have functional faucets.
5. Fittings such as electrical switches and 5. There are few classrooms which do not have
doorknobs are functional and are within the proper lighting and doors with damaged
reach of the students. Toilet bowl is its good doorknobs still unattended. These are common
condition and the lighting fixture is properly problems in heterogeneous problems.
installed.
6. Most of the classrooms are already equipped 6. While some enjoy the abundance of
with LCD projector and smart television with instructional materials, a number of
attached sound amplifier. classrooms do not even have an enough size of
chalkboard to write on and it’s not new that
they do not have technological aids as well.
7. Generally, the classrooms follow the 7. There are some classrooms especially in
standard classroom structuring. Senior High School that do not have labels for
their section and grade level. Some also do not
have weekly or monthly motto.
8. With their school facility such as the library, 8. The school library, however, does not have
it provides comfort with its coziness, lighting, an adequate number of books, does not have
ventilation, and the reverence of the subscription for any current news periodicals
environment. and magazines in Filipino, English, and in
vernacular.
9. The service counter of the school canteen 9. The school canteen does not have a washing
observes the use of glass. A glass plate is area in the entrance, the dining space does not
installed in front of each serving counter to have an inviting color scheme and decors, and
protect food from the breaths of those lining up is without adequate lighting and ventilation.
for food serving.
10. It is assured by the classroom advisers that 10. There is lack of markings for emergency
there are no hazardous electrical wirings by exits and these exits are commonly blocked by
avoiding overusage, deterioration, and unused furniture and among others.
substandard installations. Most of the
classrooms also have installed fire
extinguishers.

Share it with the class and counter check your work with others. Come up with a list of the
provisions that are most commonly observed/practices and another list of those that are generally
neglected or violated.

Observed/practiced DepEd safety and Unobserved/neglected DepEd safety and

security policies and guidelines security policies and guidelines
1. Emergency exits are unblocked 1. Emergency exits in some classrooms are
blocked by unused materials and equipment,
others do not have an exit door.
2. Availability of emergency plans 2. Absence of fire extinguishers in some
classrooms
3. Availability of updated emergency hotlines 3. Dimness and unavailability of electricity and
 posted in buildings and classrooms appropriately sized chalkboards in makeshift
classrooms
4. Availability of map of the whole school for 4. Untidy comfort rooms due to unavailability
guests and for cases of emergency of water or lack of cleanliness of the students
5. Availability of first aid kit in every 5. Some facilities are still incomplete with
classroom facilities such as the library lacking more
shelves and books and the speech library
which needed more lights and technological
aids.
6. Most of the classrooms are already installed 6. Absence labels for grade level and section
with audio-visual equipment or devices (Smart and reading corners of some classrooms
TV and projector)
7. Consistent conduct of annual earthquake 7. Inadequacy of emergency equipment such as
drill every November stretchers (this was evident during the flag
ceremony where some students ran to the
emergency area were not properly positioned
due to the insufficient number of stretchers)
8. Classrooms are structured with signboards, 8. Nonfunctioning fire alarms in some
class program pasted near or on the door, buildings
framed chalkboards and whiteboards,
attendance charts, bulletin boards of subjects,
resting area, and reading are for some
classrooms.
9. The school have built sanitation areas (hand 9. Some sanitation areas are not maintained
washing, tooth brushing area, and comfort with its water and cleanliness, there are some
rooms for general use) faucets that do not function.
10. Wide area for outdoor activities such as 10. The school canteen has not improved for
athletics years, the quality table and chairs do not much
anymore the quantity of customers

Share it with the class and counter check your work with others.

GUIDE QUESTION:
How faithful are the schools in implementing the School Safety Policies?
It cannot be denied that using up financial resources is a necessary part of meeting these
demands. This might prevent some educational institutions from implementing the safety
regulations completely. Teachers have resorted to a number of strategies, such as requesting
financial assistance from stakeholders, particularly from parents, to realize projects like
projectors, smart televisions, grills, and others that are thought to be of utmost importance to
the students. This does not, however, apply to students from low socioeconomic backgrounds.
However, because this is a responsibility on the part of the schools, it should not be
ignored or justified. This does not require immediate action, but teachers are most valued
when they use their connections wisely to ask for financial assistance, practice independence
by managing their own finances, and look for alternatives that may be within their reach.
The real indicators of unfaithfulness, however, are those who spend on things merely to
boost their reputation, as opposed to those who deliberately corrupt the resources for their
own personal gain.
 With a partner, make a table of those neglected provisions and suggest doable activities to
ensure safety and security.
 Make another chart of the observed safety and security practices and suggest ways to
improve them.
GUIDE QUESTION:
What measures can be done to ensure safety and security?
Safety and security comes with a stringent implementation of measures.

In the classroom level, the following measures can be employed:

1. Security of medicine and first aid kit
2. Cleanliness of the comfort room, lavatory, areas near the windows and boards, and
inside and outside of the classroom to prevent threats of diseases caused by pollution
3. Assurance of the workability and safety of electronic, if there be any related safety
issues, it will be referred immediately to proper authorities
4. Posting of updated emergency hotlines in classrooms so that there can be direct
access in case of emergency.
5. Posting of proper procedure or ways when involved in emergencies such as fires,
earthquakes, and other possible accidents.
6. For fire safety, there must be an installation of fire sprinkler and extinguisher.
7. Creation of a safe, supportive climate where there is healthy interaction and
relationship among the students and teachers
8. Conservation of energy and water to avoid excess in use and possible consequences of
such over usage
9. Locking of areas where important documents and files of both students and the
teacher are stored
10. Constant check-up of physical facilities like doors, chairs, tables, and among others to
assure safety usage

In the school level, the following measures can be done:

1. Posting of the school routes and directions for exits in case of emergency
2. Posting of updated hotlines and other emergency-related measures on bulletin boards
3. Instalments of garbage cans namely biodegradable, non-biodegradable, and
recyclable
4. Constant supply and drainage of water in comfort rooms and lavatories for sanitary
purposes
5. Cleanliness of the school environment where every class takes part in cleaning their
area of their responsibility
6. Constant availability of the school nurse and clinic, and of the supply office.
7. Timely actions toward safety concerns regarding the physical facilities and equipment
8. Availability and quality student services offered to assure holistic safety
9. Strict monitoring of entrances and exits especially of outsiders.
10. Increasing awareness of the dos and don’ts of the school to the students.

Neglected safety and security DepEd policies Suggested doable safety and security
and guidelines measures/ activities
1. The school canteen in its poor condition 1. The management can allot a budget to
especially with the seats and tables which repair or replace the tables and seats and add
capacities are problematic with the growing more lights and fans for enhanced
population. There is also inadequacy of conduciveness.
lighting and ventilation when the place
becomes overcrowded.
3. Computers in the library remain unused 3. The faculty can set a schedule to give
when in fact many of the students are in need chances especially to sections with most
of such technology to do their tasks. unfortunate students so they can be assisted
with their tasks.
4. A very basic yet essential task neglected is 4. The teacher being aided with technological
the posting of section and grade level in the devices can print or can have a printed mini
entrances of some classrooms. tarpaulin for their identification.
5. Insanitary public comfort rooms 5. The school should designate someone either
hired or appointed (section) to maintain the
public comfort rooms. However, it is better to
have a maintainer put on duty to assure
cleanliness.
6. Nonfunctioning fire alarms in some 6. The nearby and concerned classrooms
buildings should report immediately and the school
management should take action promptly for
timely warning in case of emergency.
7. Absence of fire sprinklers and individual fire 7. Knowing the loss it would cause due the
extinguisher absence of this fire safety equipment, the
school must not doubt the cost of purchasing
fire sprinklers and extinguishers.

Observed safety and security practices in Suggested actions for improvement

school

1. Available audio-visual 1. Classroom advisers should monitor the state

equipment/instructional devices in most of instructional equipment and devices and
classroom (Smart TV, LCD projector with report any damages to concerned staff. In
attached sound amplifier) terms of outdated equipment, the school should
release budgets and replace them with new
devices to better facilitate learning.

2. Adequate sanitation facilities in different 2. Staffs can be assigned to secure and replace
areas of the school such as handwashing and , sanitary and hygienic supplies such as
toothbrushing stations provided approximate handwashing soap, tissue, toothpaste, brush,
to playground area, and comfort rooms in mops, and etc., regularly. Water supply is also
some areas of the school) a problem for most common comfort rooms so
access to clean water can be improved by
fixing water source or keeping water tanks
filled with water as much as possible.
Cleanliness should be maintained by assigning
staff or sections to keep them clean.

3. Proper emergency protocols are set in 3. Schools should regularly review their
 place: Updated emergency hotlines posted in protocols for all possible emergencies,
buildings and classrooms, and fire alarms in including weather, medical, natural disasters.
most buildings. In case of any emergencies, there should be
improved and regular security training for
security officers to better handle unexpected
circumstances. Hiring of a larger medical staff
who are professionals at their field is also
recommended.

4. Map of the whole school in case of 4. School map should be regularly updated
emergencies conveniently placed at the such as when new buildings are added or
entrance of the school classrooms are changed.

CREATION OF A VIRTUAL CLASSROOM

In groups of three or four, create a virtual classroom using Augmented Reality apps such as
Roblux. Post a link of your work in the space provided below.

GUIDE QUESTION:
How will you ensure safety and security in your own classrooms?
I can ensure safety and security in my classroom by following the precautionary measures
set by the national government particularly of the Department of Education and adding to their
prescribed instalments when deemed necessary. The proactive response to this will realize
safety and security. Thus, I would set up a sanitation area, arrange seats observing proper
distance, and put up facilities for ideal ventilation and sight. Safety and security are also felt
with the abundance of learning materials such as books and smart television. When these are
available and maintained, the learners will truly feel the atmosphere of a second home.

Eagle Eye Shot of the Classroom from the Teacher’s Point of View in Front
 The Front Part Staring Up

The Front Part from Students’ Point of View Sitting

The Teacher’s Table

 Left Side

The Locker
The Mini Library
 Classroom management is used to describe classroom order. Teachers may have different
functions, yet one of the most important roles is to manage the class effectively. One important
reason is that effective teaching and learning cannot take place in a poorly managed classroom.
While the struggle of handling classroom management is shared by both newly hired teachers and
those who are considered more experienced, newly hired teachers identify student discipline as
their most challenging problem. Armed with appropriate teaching strategies and an effective
discipline plan, you will soon find classroom management one of the least worries in teaching.
Specifically, the following are the objectives in this lesson:
1. Analyze the practices of effective school teachers and the role of the personal
philosophy of the teacher in developing a classroom management plan.
2. Implement classroom/behavior management techniques

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge of managing classroom structure that engages learners,
individually or in groups, in meaningful exploration, discovery and hands-on
activities within the available physical learning environments
 Demonstrate understanding of supportive learning environments that nurture and
inspire learner participation.
 Demonstrate knowledge of learning environments that motivate learners to work
productively by assuming responsibility for their own learning.
 Demonstrate knowledge of positive and non-violent discipline in the management of
learner behavior.
 MIND MAP ON CLASSROOOM MANAGEMENT
In groups of 2 or 3, work together and create a mind map that describe your idea of classroom
management.

GUIDE QUESTION:
How will you describe an effective learning environment?
An effective learning environment is a place which stimulates and optimizes learning and
the well-being of the students. It involves establishing an inclusive atmosphere that is governed
by clear expectations and goals, offered with opportunities for engagement and collaboration,
varied and appropriate resources and support. Additionally, it is free from destruction and
distraction. It is free from discrimination and impartiality as it is flexible and responsive to the
diverse needs of all students.
In other words, an effective learning environment is facilitated by a teacher who has good
management skills in terms of the content, conduct of the students, and the covenant he made.

GUIDE QUESTION:
Share your personal experiences from your school days about classes in which your learning
space design was used effectively and classes where this design just did not work. Identify
some reasons why that is so.
Having observed numerous classrooms, the distinctions among classrooms became very
vivid. Classrooms occupied by higher classes or what they usually label as the elites have the
most conducive classrooms. They are privileged with comfortable seats, ample light and
ventilation, proper furniture arrangements, appropriately sized traditional board and white
board, Smart TV, lockers, mini libraries, receiving area, cleaner comfort rooms, complete
 learning visuals, and the like. Having these merits allows reinforced learning thereby making
students enjoy the process.
It can be seen that while other classrooms are well-designed, others lacked attention.
One reason behind these bitter scenarios is the unpreparedness of the school upon restoring
the full-blast in-person classes. These could not be acted on immediately since there were
piles of other concerns and on a classroom level, the teacher in partnership with parents
cannot simply push through the needed changes due to financial incapability. These
challenges will exhort teachers to innovate alternatives that can be within their ability and
repertoires, but these should not also be used as constraints, rather must be a stronger cause
for seeking more.

VIRTUAL CLASSROOM OBSERVATION

Observation assignments are designed to help you have a more productive learning experience.
Your supervisors will facilitate a classroom observation either of the following scenarios:
1. Videotaped classroom demonstration
2. Actual online synchronous instruction
Take down notes from the beginning to the end of the lesson. Based on these notes, answer
directly the given questions on the important aspects of the lesson.
A. MATERIALS/CLASROOM MANAGEMENT
1. Draw a map of the learning environment.
 1.1 How is it (or is it not conducive to learning?
The learning environment and atmosphere worked in synergy to be conducive for
learners. Physically, the classroom is organized and readied for their activity--
reporting. The chairs were arranged into circles to where each group is seated to
and gathered to discuss on their topics. The classroom space was enough between
groups and seats. With the physical order, the students felt comfortable and safe
thus enabling quality learning. The classroom atmosphere was found on meaningful
interaction guided by the teacher. The conduciveness of the classroom is best
measured by how the students behave in the class, and it is evident.

1.2 How would you describe the room? How many students? Teachers? Others?
The classroom is very ideal for learning. The seats match to the physical stature of
the students so they are comfortably placed and positioned. The seats are arranged
into groups as the class are going to have a group reporting. The board never gets
old, fortunately the board is wide enough enhanced with the addition of white
board. From the traditional material, a smart TV is provided to allow them to view
digital materials. The room is wide enough to have a space where a couch and a
curtain are set up to cater visitors or administer to the sick student/s that in a non-
disturbing manner. The students although many are not crowded are evenly
distributed with their seats. Meanwhile, the teacher positioned herself/himself at the
back to give the spotlight to the student reporter and make herself/himself
recognized. All aspects or elements of the learning environment worked
harmoniously to respond effectively to the needs of the students.

2. Materials Instruction
2.1. What materials were used? Why?
 The students used the traditional visuals, Manila paper, filled-tip pen, and colors.
Although it may be an option to also consider using technology, however there might
be an embedded value taught in doing the graphs manually. It may be their first time
to translate information into graphical presentation and the best way to learn it is to
draw it themselves or it may be of their financial resources that may not fully enable
them to do so with a gadget.

2.2. Were the materials adequate and appropriate? Why or why not?
Since the materials were made by the students were subject to corrections and
therefore lacked in adequacy and appropriateness. Firstly, it is because the content
written therein lacked other important information. For instance, in the discussion of
the graph they have drawn, there were details that should be included but were not
such figures. Secondly, the readability of the materials posed the main problem as
many were not visible from a distance. Thirdly, the unnecessary decorations on the
visuals made it more inappropriate for their grade level. However, these mistakes
were immediately counseled so they better develop their own materials in some other
time.

2.3. How effective do the materials seem to be? What evidence do you have?
It does not mean that because there were many corrections the materials are not
effective. They are in fact, because it was developed firsthand by the students a good
way to making them active learners. Actually, the corrections made were a gauge of
the effectiveness of the materials because they pointed out the strengths and the
areas which need more improvement.

3. Classroom Management
3.1. What are the routine activities?
The routine activities began with randomly picking up the group that would present
first and so on. After which was the presentation of the assigned group which was
followed by the queries and comments of the teacher. This was repeated during the
whole process to maintain organization, readiness, and smooth transitions.

3.2. How many interruptions during the class period? For what? By whom?
There were really no interruptions in the classroom except the little gaps for the
preparation of their visual aids. With such minor gaps, the teacher will address
them effectively.

3.3. How did the teacher manage classroom procedures (i.e. management of
instructional groups, transitions, and materials and supplies etc.)?
The teacher had a commendable management of classroom procedures. He allowed
an ample time for each group to prepare their assigned topic and visual aids. Thus,
into the actual class time, everyone was into the real purpose of the subject. The
students were hooked not by their individual concerns but by the topic which they
find relatable and inspiring. They found no inadequacies in terms of knowledge,
materials, and supplies as they were taught to prepare.

3.4. How did the teacher maintain discipline/manage student behavior? (e.g.
expectations are being implemented)
The expectation of the teacher that the students are well-prepared were not
explicitly repeated but was clearly demonstrated by the students despite some
 shortcomings. Teaching students’ preparedness is a way of reinforcing discipline.
As they embodied it, they were immersed into the course of discussion rather than
being distracted by their uneasiness.

3.5. What classroom management problems were evident?

Despite teaching the students to be prepared and reminding them to make their
handwriting on a visual aid readable even from a distance and the whole visuals
neat. However, majority of the students lacked exact obedience, their graphs were
not legible from afar, their aids were exaggerated with decoration taking much
space and compromising the content.

3.6. How does the teacher deal with the management problems?
The teacher chastised the students as a consequence of their disobedience. He
emphasized the weight of simplicity and clarity and how they matter in conveying
knowledge. The teacher considered these overlooked instructions but was firm to
reinforce the rule on the following topic presentations.

3.7. Are all students treated equally? Is sexist or racist language used?
I believe that all students were treated equally. The teacher did not show any sign of
favoritism toward a certain group or individual. He did not put any blame on a
particular person or sex, but address the issues in a general perspective. There were
no mentioned biases, labels, or any other prejudices toward a gender, sex, or race.
Each student feels the sincere concern of the teacher and is moved to action.

GUIDE QUESTION:
What best practices did you gather from your classroom observations?

I think the best practices I learned from my classroom observations are the following:
 Clearly communicate to the class your expectation. This will make the learners
anxiously engaged and cautious of their actions.
 Make sure that the standards you set is not mediocre. Standards must set forth
challenges but also the teacher must facilitate the students in meeting them.
 Teach students preparedness. Teaching them explicitly to prepare, assigning them the
task and giving them an ample time to prepare will allow them to exemplify
preparedness and confidence.
 A good classroom management is a product of a good plan. Thus, a teacher must plan
meticulously from the physical structure of the classroom, the instructional materials,
pedagogy, to the overall flow.

GUIDE QUESTION:
In terms of your style of classroom management, what did you find out about yourself today?
Long before I went to the field to observe and experience a bit of teaching, I have been
teaching youth in our church for years already. I was privileged to receive trainings from our
church leaders. I learned from there that I need to love my students. This is easy to hear, but it
was difficult to balance with authority. I earned their respect without lessening their love for
me and my love for them. Gratefully, my knowledge on classroom management added up with
my course as an educator. I learned that I must communicate my expectations and standards at
the beginning of the class and even of the term. I learned that classroom management is a
 laborious yet fulfilling routine.

GUIDE QUESTION:
What did you commit to change about your classroom’s physical space to better represent
about teaching and learning?
I would like to have the physical space of my classroom ideal for the students. The
building or classroom itself must speak of learning, thus it is best to have visuals around it but
not excessively. It could also be installed with mini library where books can be viewed in their
spare times.
When they enter the classroom, it must be a source of positivity, hence, it may be good to
put it with motivational quotes. Most importantly, it must observe cleanliness because a fresh
breath from a clean environment allows a smooth flow of learning.

Complete the diagram below on your realizations on classroom equipment.

 PROFESSIONAL READING
Find professional readings about classroom and learner management. Based on your readings,
answer the guide questions.

Title of the Article: Why is classroom management important

Author: Allison Academy
Reference: https://www.allisonacademy.com/students/education/higher-education/why-is-
classroom-management-important/

GUIDE QUESTION:
Why is classroom management important?
Effectiveness and success of education does not revolve only on the mastery of the teacher
in his content, it also involves the ability to handle efficiently the most critical concerns related
to classroom management, mainly discipline.
Good management skills build an avenue where students’ academic skills and
competencies can be developed. While these are long term effects, on daily basis, the students
develop positive feelings, attitude, and behavior which are building blocks of successful
acquisition of knowledge, skills, and competencies.

GUIDE QUESTION:
Why should classroom and learner management be based on research?
Research has studied out theories, applied, and proved the truthfulness and effectiveness of
educational practices. Thus, it is best to emulate and contextualize them in our own classroom.
Another salient feature about research is an opportunity to be enlightened about our
misconceptions.
Research educates us alluding to the brilliant ideas from experts which will surely direct
our paths and allow us to frame our classroom management. The cited study elaborates that
classroom management observes the effective classroom behavior management, the teacher as
a model, classroom expectations and rules, and the teacher as a motivator.

GUIDE QUESTION:
What is Positive Behavioral Interventions and Supports (PBIS)?
While punishment, particularly corporal punishment has been one of the concerns in the
sector of education. Seeing its adverse effects, a proactive measure to strengthen prevention
rather than punishment, and this is the Positive Behavioral Interventions and Supports (PBIS).
 Its main object is to reinforce positive behaviors by communicating to the students the
behavioral expectations. PBIS’s main goal is enacted, it works toward teaching expectations,
preventing problems, and using logical consequences, rather than simply punishing
undesirable actions.

YOUR TURN!
Based on your classroom demonstration, how did you facilitate effective classroom strategies?
Describe your experience and post an evidence in the space provided.

EXPERIENCE
The classroom demonstration should always be anchored to a lesson plan to systematize
the teaching and learning process. But, plan and preparation are the ultimate key to success,
thus, it must never be mediocre and more importantly complacent. Speaking of strategies, these
are not just planned but spark out of urgent need without having forethought about it.
One of the ways we facilitated classroom strategies was to communicate to the students the
classroom rules and lesson objectives and the corresponding to which they will be abide to and
head to. With information, responsibility and accountability come.
In the lesson proper, we built the new lesson from their previous knowledge about the
concepts. Now, adding depth to it, we emphasized how these concepts related to the equations
and solving problem. The complicated concepts were discussed in a simplified manner choosing
only the essentials.
Generally, there were problems that we did not foresee, yet as we are taught and equipped
with strategies and approaches in our pedagogical repository, we are able to utilize them on
time.

EVIDENCE