Chapter 2.

The Learning Environment

Learning Outcomes Topic Resource Materials Task
1. Identified safety Main Reading Task 1:
and security policies Pawilen G. T. et.al (2017). Field
Lesson 1. Watch a video on
and practices in a Study I : A Guide For 21st Century class
learning Learner Safety and Student Teachers. REX Book demonstration and
environment; and Security Store. Manila, Philippines accomplish the
reflect on how safety worksheets on
Lesson 2. Dowell M. S. and Meidl T. D.
and security learning
( 2017) . Expanding Elementary
practices impact Fair Learning environment of
Teacher Education Through the video that you
teaching and Environment Service-Learning:A Handbook on have observed.
learning.
Lesson 3 Extending Literacy Field
Experience For 21st Century Task 2:
Management of Urban Teacher Preparation. Watch a video
2. Discussed how Classroom
from YouTube or
inclusive pedagogy Structure and any other source
promotes a fair Activities on a class
learning Other Supplemental Readings:
demonstration and
environment; and accomplish the
reflected on how a Online Link:
worksheets on
1. https://education.gov.scot/
fair learning learning
improvement/self-
environment evaluation/learner-
environment
contributes to the participation-in-educational-
students’ academic Write a short
settings-3-18/
performance. 2. https://youtu.be/ reflection on how
37CTCDTesWA a fair learning
3. https://www.youtube.com/ environment can
watch?v=kxiyuw_kdU4 contribute to the
3. Determined how students’
4.
teachers manage academic
classroom structure performance
and activities; and
Task 3:
learned how to
effectively manage Write a reflection on
classroom structures how classroom set-up
and activities. affect the students’
performance and
learning. If you were
the teacher, “what kind
of classroom structure
would you adopt to
maximize the students’
learning?

Submission Options:
1. Submit online via our learning group or Google Classroom at your own pace but not later than 1
week before the Midterm Exam.
2. Compile all your synthesis and reflection papers in your e-portfolio and submit on or before the
semester ends.
Prepared by:
ROSIPICO F. TUPAZ, EdD
Course Facilitator

Chapter 2. The Learning Environment

Lesson 1: Learner Safety and Security

INTRODUCTION:

For teachers to be effective and for students to learn well, a safe and secure learning environment
should be established. Thus, a learning environment to be safe and secure, it must be acknowledged that
physical and emotional threats to students do not come from only the outside. Inside the walls of any school
exists bullies and those who would try to harm their fellow students. Beyond that, every school has students
with special needs- educational, physical, and spiritual. Indeed to to create an environment that can help
each child succeed every teacher and learner should be well acquainted with safety and security policies
inside our classroom and scholl premises as well.

Learning Objectives:

At the end the lesson the students must have:

1. identified safety and security policies and practices in a learning environment;
2. observed how safety and security policies are practiced in a learning environment; and
3. reflected on how safety and security practices impact teaching and learning.

Education Theory on Learner Safety and Security

Learning environment refers to any context in which learning is supposed to take place. It may refer
to a physical space like a classroom, laboratory or any room. It may also refer to a non-formal learning
environment such as distance learning an online or virtual learning where the teaching-learning process
occurs (Bernard 2012). In other words, learning environment is more than just physical components. It refers
to any space where the needs of learners are addressed, interactions occur, and relationships are established
in order for learning to effectively take place.

Environment plays a vital role in learning (Hannah, 2013). For learning to take place it is important
that certain needs are met. Students will have a difficult time focusing on their studies if their minds are
preoccupied with matters other than the lesson being taught. Psychologist Abraham Maslow formulated a
hierarchy of needs. It states that every level is fulfilled in order to progress to the next page. Two of the
basic needs identified by Maslow are security and safety. Students should be in an environment where they
are free to move, talk and interact with others without compromising their physical, psychological and
emotional health. This can be done by making sure that routines established rules are clearly defined and
policies are explicitly explained. Knowing what to expect provides students an opportunity to manage
behaviour as they deem fit in a predictable learning environment (Burleson and Thoron 2014).

Five Factors to Keep in Mind to Ensure Student Safety and School Security
( Adopted from:Central Board of Secondary Education (CBSE)
1. Physical safety
 It is essential to keep the school environment including the school buildings, premises, playgrounds,
laboratories, swimming pool, computer rooms, libraries, toilets, drinking water facilities, school
buses, transport area and the surroundings safe and secure.
 The buildings should be built to ensure "life safety", and be more resilient to hazards
 School administration, staff, teachers as well as students need to be better aware and prepared to
respond to any catastrophe, natural or man-made

2. Psychosocial safety
 Just as the physical safety of children in schools is important to ensure complete student safety, so too is their
psychosocial safety.
 Children who are victims of violence show continuous symptoms of depression, dissociative reactions,
feelings of helplessness, lack of emotional intelligence, and aggression.
 Installing CCTV cameras at strategic locations across school premises would ensure that a child's
day-to-day life in school is constantly being monitored and recorded.
 The schools must be vigilant and constantly be on the lookout for any forms of child abuse, whether
physical, emotional, or sexual. The staff should be trained to understand key indicators of child
abuse, and be prepared to respond instantly to inappropriate or harmful behaviour.
 The policy framing process of schools must follow the prevention, preparedness, response, and
recovery (PPRR) model of risk management. In matters pertaining to child safety, this model would
help the school administration to be vigilant.
 The security cameras can be effective in school safety investigations, or even act as deterrents to
such behaviour..

3. School transportation and safety

 School may provide school buses to ensure safety of students

 Parents should be updated of the real time of whereabouts of their children

4. Background verification of staff

 When it comes to hiring teachers, administrators and other school staff, there are many good reasons
to conduct pre-employment background checks for student safety
 Verification should include place of residence, past employment, and checking for any past criminal
records as well as ongoing criminal cases.This will help schools in screening people who come in
contact with students within the school premises, including teachers, administrators, sports coaches,
cleaning staff and volunteers

5. Visitor management system

 Generic tags for visitors and handwritten late slips and permission slips for students will not really
serve the purpose of recording and analysing information
 A digital visitor management system with visitor sign-in information and photo ID badges will
instantly increase the level of security in schools
 A school can easily collate information from contractors, volunteers, parents, and staff visits during
the sign-in/sign-out process. The system can even automatically mark student attendance and send
the reports directly to the parents, using a simple mix of GPRS and SMS/email notifications
 Biometric security systems in schools automatically track student's attendance records based on their
swipe tim
Task 1:

Watch a video on class demonstration and accomplish the worksheets on learning environment of the
video that you have observed.
Template 1.
Directions: Check the box that corresponds to the learning environment of the class based from the
demonstration teaching you have watched

The Learning Environment… Yes No Remarks

1.is clean and orderly
2.has policies that ensure the safety and security of students
3.has space where students can play
4.displays work for students
5.allow students to freely express their thoughts and ideas
6.gives students to take part in the formulation of classroom rules
and policies
7. has teachers who are calm and patient
8. encourages students to explore and learn on their own
9.gives students opportunities to correct mistakes
10.encourages students to resolve conflicts peacefully

Template 2.
Directions: Read carefully and answer the following questions based on what you have observed in
class demonstration.

1.What features of the learning environment have significantly contributed to the students’ learning?
______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________.

2. In your opinion, how can the schools learning environment be improved?

______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________________________________________.

3. How does Maslow’s theory explain the importance of security and safety in ensuring that learning
will take place?
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.

Lesson 2. Fair Learning Environment

Introduction:
The social and emotional learning environment and the physical environment significantly impact
student learning, engagement, attitude and wellbeing. Calm, supportive and well-managed environments
encourage engagement with learning. The design of the physical environment and the features within can
facilitate or constrain social interactions and effec t concentration. Student behaviour, engagement and
achievement are supported through effective classroom environments.

Learning Outcomes:

At the end of the lesson, the students must have:

1. explained the concept of a fair learning environment:
2. discussed how inclusive pedagogy promotes a fair learning environment; and
3. reflected on how a fair learning environment contributes to the students’ academic performance.
Education Theory that supports on Fair Learning Environment

The goal of every teacher is to provide the students with a safe learning environment. To make
students feel safe, they should be allowed to be themselves, make mistakes and be in an environment that is
fair. A fair learning environment does not espouse teaching that uses the same mode of delivery for all
lessons or topics. It does not also impose the same expectations for all students. Furthermore, it does not
provide students the same academic experiences all the time. On the contrary, a fair learning environment
provides students with lessons, strategies and challenges that will address their individual needs.

Inequalities in the classroom often occur when the teacher gives utmost importance to academic
achievements, thereby alienating other students who are not as gifted academically. A fair learning
environment uses an inclusive pedagogy where students are provided with varied experiences, activities and
opportunities ( Spratt and Florian 2015). Inclusive Pedagogy as espoused by Hart et.al. (2004) promotes a
fair learning environment because it gives the students a chance to learn from a range of opportunities and
experiences provided by the teacher.

In other words, the teacher should adopt various teaching techniques to suit the different learning
capabilities of the students.

Task 2:

A. Watch a video from YouTube or any other source on a class demonstration and accomplish the
worksheets on learning environment

B. Write a short reflection on how a fair learning environment can contribute to the students’ academic
performance

Template 3.
Directions: Check (√) the box that corresponds to your class observation from the video
demonstration and answer the succeeding questions:
Yes No
The teacher provides students opportunities to make mistakes.
The teacher knows the students well.
The teacher provides a wide range of options from which students can choose from
in order to engage in an activity.
The students are allowed to engage in a variety of experiences to learn a new
concept or skill.
The students are encouraged to express themselves.
The teacher extends the lesson so that students benefit from it.
The teacher utilizes various ways of determining how students learn.

1. What can you say about the learning environment?

2. How can the teacher further promote a fair learning environment?
Template 4.

Directions: Read carefully and answer the following questions based on what you have observed in
class.
1. What could have contributed to the presence or absence of a fair learning environment?
______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________.

2. How does a fair learning environment affect the way children learn?

______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________.

Lesson 3. Management of classroom Structure and Activities

Introduction:

Classroom management is a key to effective teaching and learning. Thus, the teachers should be able
to manage well the physical structure of the classroom and activities well. However, this pandemic
Department of Education design a program wherein every learner should make a Home Learning Space
(HLS) to be utilized in doing their modules and all their performance tasks. This innovation is introduced
and initiated by the DepEd Capiz Division in order to make every home conducive for learning. The
learners then uploaded and sent to their teachers their HLS that shows the well-constructed room with all
their learning materials including their laptops, ipods, cellphones and other technology tools essential to
their learning.

Learning Outcomes:

At the end of the lesson the students must have:

1. observed how teachers manage classroom structure and activities;

2. determined how the classroom structure and activities affect the students’ participants; and
3. learn how to effectively manage classroom structure and activities.

Education Theory that supports Management of classroom Structure and Activities

According to Robert Sommer (1977), the classroom layout depends on the teachers philosophy,
objectives and priorities.
Teachers who believe that children learn best by listening usually arrange desks and chairs in rows
and columns. On the other hand, teachers who believe that students should collaborate and communicate
arrange desks and tables in clusters.
Aside from teacher’s philosophy, learning activities also affect how the physical space is set up. If
the activity requires students to work together, then there should be areas where they can work as a group.
However, if students need to do their work individually, then the chairs and tables should be arranged in
rows and columns (Fernandez et.al 2011).
Priorities and objectives also dictate how a class is structured. Gremmen , et.al. (2016) identify
academic and classroom management a top consideration when determining the appropriate class layout.
 Teachers most often arrange the physical structure to address the best way students can learn. Thus,
the best way for teachers to determine the ideal classroom setup is to look into the activities that the students
are engaged in.
Finally, the classroom setup should also account for behaviour management. Students who need
special attention should be strategically placed in front so that they can be attended to immediately (Earp
2017).

Task 3.
A. Write a reflection on how classroom set-up affect the students’ performance and learning. If you were
the teacher, “what kind of classroom structure would you adopt to maximize the students’ learning?

Rubric for the Assessment (Answering Template)

Criteria 10 Points 8 Points 6 Points 0 Point
Completeness Responded all Missed 1 to 2 Missed more than No evidence of
items (indicators/ indicators or 2 indicators or responding the
lists) based on the research - based research - based template.
viewed demo instructional instructional
lesson. strategies used by strategies used by
the demo teacher the demo teacher
based on the demo based on the demo
lesson. lesson or the
responses are not
complete.
Accuracy Responses are With at least 2 Responses are not No evidence of
accurate as to the responses that are congruent to the responding the
content of the not congruent to viewed demo template.
viewed demo the viewed demo lesson.
lesson. lesson.
Note: 20 points per template

Rubric for the Assessment (Answering Process Questions)

Criteria 5 Points 4 Points 3 Points 0 Point

Details and Answer to the Answer to the Answer to the No evidence of
Evidence question provides question provides question does not responding the
enough details and insufficient details provide details and question.
evidence that and evidence that evidence that
support ideas/ support ideas/ support ideas/
opinions/arguments. opinions/arguments. opinions/arguments.
Accuracy and Response to the Response to the Response to the No evidence of
Organization question is based on question is based on question is based on responding the
research findings or mere opinion or a mere opinion or a question.
a valid source and invalid source and invalid source and
is accurate as to the is partially accurate is totally inaccurate
content of the as to the content of as to the content of
viewed demo lesson the viewed demo the viewed demo
or of this lesson. It lesson or of this lesson or of this
has well-organized lesson. It has well- lesson. It has dis-
and clear beginning, organized but organized and
body, and unclear beginning, unclear beginning,
conclusion. body, or body, and
conclusion. conclusion.
 Note: 10 points per Process Question

Rubric for the Collage Making (Well-Constructed Classroom Structure

Criteria 5 Points 4 Points 3 Points 0 Point

Creativity Several of the One or two of the One or two of the The student did
graphics or objects graphics or objects graphics were made not nake or
use in the collage use in the collage or customized by customize any
reflect an reflect students the student but the item in the
exceptional degree creativity in their ideas are typical collage..
of students creation. rather than creative.
creativity in their
creation.
Design Graphics are Graphics are Graphics are Graphics are
trimmed to an trimmed to an trimmed to an any untrimmed or
appropriate size and appropriate size and size and shape and of
interesting shape shape but not that the arrangement is inappropriate
and are arranged attractive. not very attractive. size and shape ,
well It appears little
attention was
given to the
designing of
the collage,
Number of Items The collage include The collage include The collage include The collage do
several items on the few items on the one or two items on not include any
organization of organization of the organization of items that
classroom classroom classroom shows a well
structuring such as structuring such as structuring such as conducive
the appropriate the appropriate the appropriate teaching-
placement of placement of placement of learning place.
bulletin boards, bulletin boards, bulletin boards,
chairs and tables chairs and tables chairs and tables
arrangement and arrangement and arrangement and
other informative other informative other informative
IMs that provides a IMs that provides a IMs that provides a
well conducive well conducive well conducive
teaching- learning teaching- learning teaching- learning
place place. place.
Note: 15 points on the collage making.

REFERENCES
Main Reading
Pawilen G. T. et.al (2017). Field Study I : A Guide For 21st Century Student Teachers. REX Book Store.
Manila, Philippines
Online Reading:
https://www.youtube.com/watch?v=kxiyuw_kdU4
https://www.indiatoday.in/education-today/featurephilia/story/5-factors-to-keep-in-mind-to-ensure-student-safety-
and-school-security-1243607-2018-05-28

https://www.lakesidechristianschool.org/safe-and-secure-learning-envi
https://www.ccyp.wa.gov.au/media/2786/a-positive-and-fair-classroom-environment.pdf
Chapter 2. The Learning Environment

Learning Outcomes Topic Resource Materials Task

1. Determine what Lesson 4. Support Main Reading Task 4:
strategies are for Learner Pawilen G. T. et.al (2017). Field
Participation Study I : A Guide For 21st Century Interview
implemented by
cooperating
teachers to Lesson 5. Student Teachers. REX Book
Promotion of Store. Manila, Philippines teacher on the
encourage
Purposive strategies that
students to
Learning Dowell M. S. and Meidl T. D. they implement
participate in
Lesson 6. ( 2017) . Expanding Elementary to encourage
class.
Management of Teacher Education Through students to
2. Discover how Learner Service-Learning:A Handbook on participate in
the learning Behavior Extending Literacy Field class.
environment in
Experience For 21st Century
class can
Urban Teacher Preparation.
increase students Task 5:
participation.
3. Discover the Watch a video
students’ method Other Supplemental Readings: on class
of learning. demonstration
4. Determine ways Online Link: and accomplish
of promoting 5. https://education.gov.scot/ worksheets on
improvement/self- purposive
purposive
evaluation/learner- learning
learning. participation-in-educational-
5. Discuss the (template, p. 57)
settings-3-18/
different 6. https://youtu.be/
variables that 37CTCDTesWA Task 6:
influence learner 7. https://www.youtube.com/
behaviour in the watch?v=kxiyuw_kdU4 Watch a video
class. 8. on class
6. Identify demonstration
techniques used and accomplish
by the teacher in worksheets on
managing learner learner
behaviour. behaviour
(template, p. 60)

Submission Options:
4. Submit online via our learning group or Google Classroom at your own pace but not later than 1
week before the Midterm Exam.
5. Compile all your synthesis and reflection papers in your e-portfolio and submit on or before the
semester ends.

Prepared by:

ROSIPICO F. TUPAZ, EdD

Course Facilitator
Chapter 2. The Learning Environment
Lesson 4. Support for Learner Participation

INTRODUCTION

The support mechanism in pursuing one’s endeavor is very crucial all the time. We can see some
social media posts of different people in various fields across the globe that they gradually coping up the
challenges brought about by COVID-19. They supported each other just to perform well in their own tasks.
In fact, the academic institutions are still doing some researches to find out and provide effective and
efficient ways in addressing problems related to its four-fold functions (instruction, research, extension,
production) in this time of pandemic.

Moreover, the stakeholders are working hand – in – hand to make quality education possible despite
of not having a face to face instruction. Class discussions and activities are still possible through various
learning modalities. However, there are some learners who could not afford to have stable and quality
connectivity and aid in learning due to location and sustainability of their needs in education. Thus, support
for learners is very needed to make the dream of educational institutions to be realized.

Learning Objectives:
At the end of the topic the students must have:
1. Observed strategies implemented by teachers to encourage students to participate in class, and
2. Discovered how the learning environment in class can increase student participation.

Education Theory on Support for Learner Participation

According to Pawilen, et. al. (2019), there are various ways to improve learner participation in class
discussions and activities. These are:
1. The teacher needs to understand the true nature and purpose of class participation. He/she needs
to understand that participation is a collective undertaking of the class and that their
contribution can help in the learning process (Hollander, 2002 as cited by Pawilen, et. al.,
2019). Thus, the teacher should give enough opportunity to learners the equal chance to share
what they know and show what they can do and must recognize the efforts of the learners so
that they will have the feeling of fulfilment that they contributed in the learning process and
they were part of the class. In this COVID-19 period, teacher could provide equal opportunities
to learners to participate in the class discussion through online lecture-discussion and Google
classroom modular activities and other learning modalities. In the module, several learning
activities are designed and given to learners but sad to say that some learners do not accomplish
the modular tasks due to several constraints (i.e. connectivity, poor comprehension, lack of
support, etc.).
2. The teacher should make sure that the learning space or environment is conducive to learning
participation (Pawilen, et.al., 2019). In the traditional set-up where face to face is granted, the
physical set up should make it easy for learners to communicate with one another and to their
teacher and rearrangement of seats or classroom layout should be explored such that they could
face their teacher and their classmates. It is important that the teacher gives the students the
opportunity to ask or even converse with each other (Hollander, 2002 as cited by Pawilen, et.
al., 2019). In this pandemic set up where face to face is prohibited, the class discussion should
require learners to interact with one another and class activities should be feasible to learners.
The modules should be learner-centered (focus on learner’s development) and learner-friendly
(non-threatening).
3. The teacher should explore various teaching strategies to ensure that all learners can participate
actively (Pawilen, et. al., 2019). He/she tries several teaching strategies and approaches that
provide opportunities ensuring all learners to participate individually or by groups in class
 discussion and activities without fear or threat. He/she should ensure that learners can answer or
discuss the lesson after a concept was introduced. It was suggested by Hollander (2002) as cited
by Pawilen, et. al. (2019) that teacher can engage learners in other non-threatening activities
involving small groups, pairs, or triads to allow students who are not confident talking in front
of the whole class to participate. In this pandemic period, the teacher can design modules that
require learners to interact or to make individual and group outputs involving traditional or
modern technologies.
For more insights, please explore https://education.gov.scot/improvement/self-evaluation/learner-
participation-in-educational-settings-3-18/ and watch https://youtu.be/37CTCDTesWA.

ASSESSMENT TASK (see attached rubric)

Task 4. Directions: Interview your cooperating teacher on the strategies that they implement to encourage
students to participate in class. Use the interview guide questions below and record his/her responses (any
means). Using the template below, ask your cooperating teacher if the strategies listed are applied or not on
their own class since the very beginning of his/her duty. Then, check the appropriate column that
corresponds to his/her answer also answer the processing questions directly and comprehensively.

Interview Guide Questions:

(Observe proper protocol in conducting interview)

During face to face instruction ma’am/sir,

1. did you tell your students of your expectations after every activity? If yes, how did you make it?
2. did you recognize the effort made by the students who participate in the class discussion/activity? If
yes, can you tell me how to do that?
3. did you arrange in a way that the students can see and communicate with each other? If yes, how did
you do that?
4. did you move around the room as you discuss the lesson? If yes, what is/are your purpose/s of
moving around?
5. did you make use of various teaching strategies to elicit the students’ participation? If yes, what are
the strategies did you use?
6. did you give the opportunity to discuss their thoughts, ideas, and opinions with the whole class or
some classmates? If yes, how did you do that?
7. what are the other strategies did you use to support learners’ participation in class discussions and
activities?

During this pandemic period,

8. how did you do to increase learners’ participation in class discussions/activities?
9. how did you design your class set up to encourage their full learning participation?
10. what strategy/ies did you utilize to maximize learners’ participation?
11. what problem/s did you encounter in learners’ participation? How did you solve these problems?

Template 1. Strategies to Encourage Learners’ Participation (Pawilen, et. al., 2019)

Strategies Yes NO
1. The teacher tells the students of his/her expectations after every activity.
2. The teacher recognizes the effort made by the students who participate.
3. The classroom is arranged in a way that the students can see and
communicate with each other.
4. The teacher moves around the room as he/she discusses the lesson.
5. The teacher makes use of various teaching strategies to elicit the students’
participation.
6. The students are given the opportunity to discuss their thoughts, ideas, and
opinions with the whole class or some classmates.
Process Questions:
1. How did the teacher encourage active learners’ participation in the class discussions/activities during
face to face and pandemic periods of instruction?
2. What do you think is the best classroom set up to encourage the students to engage in the activity in
this time of pandemic?
3. As a future teacher, what strategies are you going to embrace/utilize in making learners’ participation
maximized?

Rubric for the Assessment (Answering Template)

Criteria 10 Points 8 Points 6 Points 0 Point
Completeness Responded all Missed 1 to 2 Missed more than No evidence of
items (indicators/ indicators or 2 indicators or responding the
lists) based on the research - based research - based template.
viewed demo instructional instructional
lesson. strategies used by strategies used by
the demo teacher the demo teacher
based on the demo based on the demo
lesson. lesson or the
responses are not
complete.
Accuracy Responses are With at least 2 Responses are not No evidence of
accurate as to the responses that are congruent to the responding the
content of the not congruent to viewed demo template.
viewed demo the viewed demo lesson.
lesson. lesson.
Note: 20 points per template
Rubric for the Assessment (Answering Process Questions)

Criteria 5 Points 4 Points 3 Points 0 Point

Details and Answer to the Answer to the Answer to the No evidence of
Evidence question provides question provides question does not responding the
enough details and insufficient details provide details and question.
evidence that and evidence that evidence that
support ideas/ support ideas/ support ideas/
opinions/arguments. opinions/arguments. opinions/arguments.
Accuracy and Response to the Response to the Response to the No evidence of
Organization question is based on question is based on question is based on responding the
research findings or mere opinion or a mere opinion or a question.
a valid source and invalid source and invalid source and
is accurate as to the is partially accurate is totally inaccurate
content of the as to the content of as to the content of
viewed demo lesson the viewed demo the viewed demo
or of this lesson. It lesson or of this lesson or of this
has well-organized lesson. It has well- lesson. It has dis-
and clear beginning, organized but organized and
body, and unclear beginning, unclear beginning,
conclusion. body, or body, and
conclusion. conclusion.
Note: 10 points per Process Question

REFERENCES
Main Reading
Pawilen G. T. et.al (2017). Field Study I : A Guide For 21st Century Student Teachers. REX Book Store.
Manila, Philippines
Chapter 2. The Learning Environment
Lesson 5. Promotion of Purposive Learning

INTRODUCTION

Are you studying without a purpose? If not, what is your ultimate purpose of learning? Can you
sustain your own purpose of learning? These are the questions that we must answer while we are learning.
Yes, we continuously learn while we are living because we learn to cope with the challenges of life to
survive. How about in educational institutions? Do the educators promote purposive learning? Do the
learners learn because of their distinct purposes of learning? As a future educator, how can we promote
purposive learning?

In this lesson, we will explore the answers to the above questions and we may establish sets of
strategies in promoting purposive learning and to make sure that all learners learn.

Learning Objectives:
At the end of the topic the students must have:
1. Discovered the students’ methods of learning, and
2. Determined ways of promoting purposive learning.

Education Theory on Promotion of Purposive Learning

According to Hergenhahn (2009) as cited by Pawilen, et. al. (2019), Edward Chance Tollman made
significant contributions in the field of cognitive psychology who believed that there are internal factors
such as cognitive maps and physiological drives that prompt behaviour. Unlike other behaviourists, he did
not believe in introspection (examining one’s own mental and emotional processes) and rejected anything
that cannot be observed. He conducted researches on purposive or goal-directed behaviour on animals (most
of these involved rats) and humans. He found out that humans, like animals, are constantly learning with or
without motivation or reinforcement.
In Tollman’s research using white mice in a maze, the first group of mice was permitted to move
around the maze without reinforcement. The second group of rats was rewarded once they were able to find
their way through the maze and the third group was only rewarded after the tenth day of experiment. Based
from the experiment, the second group of mice had fewer mistakes when given reward. From the onset, the
third group of rats had been forming mental maps of their environment. It was only when they rewarded that
they manifested that they learned. Tollman calls this as “latent learning” because learning is only
manifested when the right conditions are given and met. Thus, it showed that propelling learners’ behaviour
to learn becomes purposive in an ideal learning environment. When the rats/mice exhibited fewer
mistakes when given rewards, learning became purposive (Pickren and Rutherford, 2010 as cited by
Pawilen, et. al., 2019).
From this context, teachers should always remember that learning is purposive and that students are
constantly learning. When learners observe, they learn by forming mental representations of expectations,
processes, and consequences of their actions. As implication, to promote purposive learning, teachers should
provide opportunities for learners to observe a behaviour or a task. This kind of learning (informal) allows
learners to form cognitive maps that enable them to make a mental representation of a specific situation,
discover the behaviour that is appropriate for that situation and performed the expected outcomes.

For more insights and information, watch the video https://www.youtube.com/watch?v=kxiyuw_kdU4.

Principles of Learning (Capulso, 2020)

1. Learning is always purposive and goal-oriented. Teacher should state the goals of the lesson
clearly to give a clear picture of what the learners should learn.
2. Learning can happen without us knowing it (Latent Learning). Learning occurs without noticing
change in behaviour. As a teacher, when discussing a lesson, consider the prior knowledge of students in
order to facilitate maximize learning.
3. Learning is mediated and is influenced by expectations, perceptions, representations, needs
and other internal or environmental factors (Intervening Variables). Teacher should consider other
internal/environmental factors that may contribute to learning. Topic must be relevant to the needs of the
students and will capture their interests. Class discussions/activities must be relatable and fun to encourage
learning.
4. Learning happens even without reinforcement. Teacher should continue teaching even the
responses of students are less evident. We cannot see and we don’t know what’s happening in the learners’
mind after exposing them to a certain topic but beware of humiliating learners because we cannot pre-
determined them in the future.
5. Forming cognitive maps is learning. Teacher should facilitate learners’ capability in forming
mental representations or cognitive maps to maximize learning. Cognitive maps are mental representations
of the external features of a certain thing or concept. Teacher can use mind mapping, mnemonics,
scanning, self-testing, clues, etc. in teaching.

ASSESSMENT TASK (see attached rubric)

Task 5. Directions: Go back to the video demo lesson that you had searched and viewed in your Chapter 1
Lesson 2. Watch the said video and accomplish the template below by checking the appropriate column that
corresponds to what you had observed and answer the processing questions directly and comprehensively.

Template 2. Environment that Supports Purposive Learning (Pawilen, et. al., 2019)
Environment Yes NO
1. The learning environment promotes respect by giving the students
opportunities to listen to each other.
2. The students are provided with avenues to observe and practice a skill.
3. All experiences are considered learning experiences.
4. The students are given opportunities to collaborate with each other.
5. The teacher uses other strategies aside from lecture to help the students
understand the lesson.

Process Questions:
1. Did the demo teacher support purposive learning? If yes, how did the demo teacher support
purposive learning? If not, justify.
2. What do you think is the best classroom set up to support students’ purposive learning in this time of
pandemic?
3. How did the students learn in the demo lesson?
4. As a future teacher, what strategies are you going to embrace/utilize in promoting purposive learning
in your class?
Rubric for the Assessment (Answering Template)

Criteria 10 Points 8 Points 6 Points 0 Point

Completeness Responded all Missed 1 to 2 Missed more than No evidence of
items (indicators/ indicators or 2 indicators or responding the
lists) based on the research - based research - based template.
viewed demo instructional instructional
lesson. strategies used by strategies used by
the demo teacher the demo teacher
based on the demo based on the demo
lesson. lesson or the
responses are not
complete.
Accuracy Responses are With at least 2 Responses are not No evidence of
accurate as to the responses that are congruent to the responding the
content of the not congruent to viewed demo template.
viewed demo the viewed demo lesson.
lesson. lesson.
Note: 20 points per template

Rubric for the Assessment (Answering Process Questions)

Criteria 5 Points 4 Points 3 Points 0 Point

Details and Answer to the Answer to the Answer to the No evidence of
Evidence question provides question provides question does not responding the
enough details and insufficient details provide details and question.
evidence that and evidence that evidence that
support ideas/ support ideas/ support ideas/
opinions/arguments. opinions/arguments. opinions/arguments.
Accuracy and Response to the Response to the Response to the No evidence of
Organization question is based on question is based on question is based on responding the
research findings or mere opinion or a mere opinion or a question.
a valid source and invalid source and invalid source and
is accurate as to the is partially accurate is totally inaccurate
content of the as to the content of as to the content of
viewed demo lesson the viewed demo the viewed demo
or of this lesson. It lesson or of this lesson or of this
has well-organized lesson. It has well- lesson. It has dis-
and clear beginning, organized but organized and
body, and unclear beginning, unclear beginning,
conclusion. body, or body, and
conclusion. conclusion.
Note: 10 points per Process Question

REFERENCES
Main Reading
Pawilen G. T. et.al (2017). Field Study I : A Guide For 21st Century Student Teachers. REX Book Store.
Manila, Philippines
Online Reading:
https://www.youtube.com/watch?v=kxiyuw_kdU4
 Chapter 2. The Learning Environment
Lesson 6. Management of Learner Behavior

INTRODUCTION

Learner’s behavior nowadays is unpredictable due to internal and external factors that may affect to
the learner’s emotional condition. Managing the learner’s behavior is a great challenge to teachers in the
classroom or even in the school community. This behavior, unless assessed by experts, is basically
influenced by the reaction to external stimuli such as learning environment, classroom activities, teacher’s
behavior, and even the behavior of other learners (Pawilen, et. al., 2019).

In this lesson, we will explore how to manage learner’s behavior in modern classroom (online
classroom).

Learning Objectives:
At the end of the topic the students must have:
1. Observed how teachers manage learner behavior in the modern classroom,
2. Discussed different variables that influence learner behavior in the class, and
3. Identified techniques used by the teacher in managing learner behavior.

Education Theory on Management of Learner Behavior

There are several factors that can lead to poor student behavior. Students who have problems at
home or with their parents and other members of the family may be experiencing depression or stress. This
stress can lead to mood swings, declines in attentiveness, temperamental, and impulsive behavior which can
be disruptive to the classroom. Students with low or lack self-esteem may display negative attitudes towards
participating in the class activity or they will not do their modules/tasks in the online classroom that could
lead to failure. They will just submit their modules without answers or they will not mind if they will pass or
not in the subject. For example, if a student is not confident in doing Math problem set, then he/she will just
comply answering without accuracy and this will result to poor performance.

Another factor that can affect learner behavior is physiological. For instance, if the students are
hungry, tired, or sick, then they may also lead to poor classroom behavior. They may be inattentive, cranky,
or otherwise passive in making their modules/online tasks which may cause problems with their
performances. In an online environment, students who consider the subject matter too difficult for them
become unmotivated which can lead them to turn in assignments late or incomplete or may fail to complete
their coursework altogether.

Teachers have several potential solutions, skills, strategies, and tactics to make their students become
interested and engaged in the learning process. Thus, classroom management is essential in ensuring an
effective learning environment (Lynch, 2016 as cited by Pawilen, et. al., 2019).

One key tactic for managing student behavior is setting behavior standards for the classroom.
EducationWorld guest contributor Linda Dusenbury, PhD, an expert in evidence-based strategies designed
to promote student motivation suggests that establishing ground rules for classroom behavior can help
maintain a positive environment. The best way to achieve this is to involve students in the rule-setting
process, without allowing them to control it, as this clarifies that the teacher is in charge
(https://soeonline.american.edu/blog/managing-student-behavior). When students understand the standards
set by the teachers, the students are guided and they are motivated to behave well in the modern classroom.

Another way to address learner behavior is to understand the role of students’ mental health.
Teachers need to be aware that symptoms of depression and undiagnosed anxiety disorders can often
manifest in the classroom. Teachers can work hand in hand with the student’s parents and the school to
ensure the student’s challenges are addressed.

William Glasser (1999) as cited by Pawilen, et. al. (2019) proposes that behavior is propelled by an
inherent need to satisfy five basic needs: the need to love and belong, the need to survive, the need to feel
empowered, the need to be free, and the need to be happy. This Classer’s Choice Theory suggests that
students behave according to how their needs will be fulfilled and satisfied and teachers should establish a
relationship with the students to be able to address their individual needs. Through this, teachers can
motivate them to stay focused and engaged.

B.F. Skinner (1982) as cited by Pawilen, et. al. (2019) suggests that the teacher manage the students’
behavior through rewards and punishment. According to him, the teachers reinforce good behavior by giving
external rewards like praises, prizes, positive comments or good grades. On the other hand, if students are
deprived of rewards that they find appealing, their behavior is regulated. Thus, it is a must for a teacher to
acknowledge good behavior in order for the behavior to be repeated.

Another way to manage learner’s behavior is to provide enough opportunities for students to satisfy
their curiosity according to Alfie Kohn (2006) as cited by Pawilen, et. al. (2019). In this theory, Kohn
suggests that students are given the freedom to pursue concepts that interest them instead of imposing
predetermined lessons on them. In addition, teachers should let their students understand that they need to
learn because they need these things in their own lives. Thus, in modular and online learning, teachers
should provide avenues for students to explore the lessons freely just to satisfy their cravings for knowledge
and avoid giving prescriptions or unjustifiable due dates.

ASSESSMENT TASK (see attached rubric)

Task 6. Directions: Go back to the video demo lesson that you had searched and viewed in your Chapter 1
Lesson 2. Watch the said video and accomplish the template below by checking the appropriate column that
corresponds to what you had observed and answer the processing questions directly and comprehensively.

Management of Learner Behavior (Pawilen, et. al., 2019)

Yes NO Remarks
1. Does the teacher expect the students to respond according to how the
lesson was taught?
2. Does the teacher provide the students with opportunities to engage in
activities of their choice?
3. Does the teacher provide immediate feedback like praises or grades?
4. Is the classroom environment arranged so that the students can easily
collaborate?
5. Is the classroom environment arranged so that the students can freely
explore their interests?
6. Does the teacher provide the students with opportunities to succeed?
7. Does the teacher immediately correct the mistakes made by the
students?
8. Does the teacher guide the students to discover their own mistakes?
9. Does the teacher allow the students to commit mistakes until they are
able to correct these errors on their own?
10. Is the student-teacher relationship cordial (warm and friendly)?
11. Can the students freely express their thoughts and ideas in class?
12. Does the teacher listen to the students’ ideas?

Process Questions:
1. What kind of classroom management does the teacher must practice this time of pandemic? Why?
2. Do you think that the management style that the teacher is using in class contributes to the students’
learning? Why/why not?
3. As a future educator, what management style would best maximize students’ learning?
 4. How will you manage learner behavior in modular/online learning?

Rubric for the Assessment (Answering Template)

Criteria 10 Points 8 Points 6 Points 0 Point

Completeness Responded all Missed 1 to 2 Missed more than No evidence of
items (indicators/ indicators or 2 indicators or responding the
lists) based on the research - based research - based template.
viewed demo instructional instructional
lesson. strategies used by strategies used by
the demo teacher the demo teacher
based on the demo based on the demo
lesson. lesson or the
responses are not
complete.
Accuracy Responses are With at least 2 Responses are not No evidence of
accurate as to the responses that are congruent to the responding the
content of the not congruent to viewed demo template.
viewed demo the viewed demo lesson.
lesson. lesson.
Note: 20 points per template

Rubric for the Assessment (Answering Process Questions)

Criteria 5 Points 4 Points 3 Points 0 Point

Details and Answer to the Answer to the Answer to the No evidence of
Evidence question provides question provides question does not responding the
enough details and insufficient details provide details and question.
evidence that and evidence that evidence that
support ideas/ support ideas/ support ideas/
opinions/arguments. opinions/arguments. opinions/arguments.
Accuracy and Response to the Response to the Response to the No evidence of
Organization question is based on question is based on question is based on responding the
research findings or mere opinion or a mere opinion or a question.
a valid source and invalid source and invalid source and
is accurate as to the is partially accurate is totally inaccurate
content of the as to the content of as to the content of
viewed demo lesson the viewed demo the viewed demo
or of this lesson. It lesson or of this lesson or of this
has well-organized lesson. It has well- lesson. It has dis-
and clear beginning, organized but organized and
body, and unclear beginning, unclear beginning,
conclusion. body, or body, and
conclusion. conclusion.
Note: 10 points per Process Question

REFERENCES
Main Reading:
Pawilen G. T. et.al (2017). Field Study I : A Guide For 21st Century Student Teachers. REX Book Store.
Manila, Philippines
Online Reading:
https://soeonline.american.edu/blog/managing-student-behavior