Ronan Byron B.

Bartolazo February 10, 2020

2018-67742 MST 101d – CD2

Learning Task 1: Time Management

Observed class Observed class Name of subject Date and time of
(subject) (section) teacher observation

English 7 Ipil Concepcion A. Gaffud February 3, 2020

9:00 – 10:30

Math 10B Yakal Marc Jerick Quibuyen February 3, 2020

10:30 - 12:00

SH-Math 2 Tanguile Alona Lubguban February 3, 2020

4:00 – 5:30

In Class 1 (English 7), the teacher arrived 11 minutes late in class, for the students to have a
“Hail Mary” or a last-minute review for their quiz. They had an exercise/quiz that was time pressured
for 10 minutes. While answering the quiz, there were no students talking to each other, just doing
their work as fast as they can to finish on time. While working on their quiz, the teacher wrote the
lesson on the whiteboard for the preparation of the lecture. The working time for the quiz was
extended by 5 mins for them to check their answers and give enough time for corrections. After the
quiz, the checking ended for 7 minutes. Many students got low scores from their quiz. Afterwards,
the teacher proceeded to the lecture which lasted for the rest of the period. The students were so
afraid to answer that they would recite in a low voice. However, when the teacher shifted the mood
of the class, they went into a more entertaining discussion but afterwards they finished short, just
discussing 2 out of the 3 target topics to be done during the period.

In Class 2 (Math 10B), the teacher also arrived late in class, for the reason of preparation for
their exercise. The teacher used a more traditional way of using visual aids, just attaching the printed
definition of terms on the board. The teacher gave time for them to copy for 10 minutes. While the
teacher proceeds to his discussion, there were multiple distractions that prompted the teacher to
pause the discussion for a while, consuming their time for the exercise. The teacher successfully
handled the distractions and had minimized it, but he has to finish it shortly for the exercise.
Students are requesting for more time to copy the notes because they don’t want to take their
closed-note exercise. The teacher handled the exercise as smooth as it could be, entertaining
questions whenever the students have a difficulty in answering an item from the exercise. The
teacher gave the students 30 minutes to answer the exercise to give way for checking their answers.
However, the teacher extended the working time because not all students were done answering it.
With the delays from the lecture and also a delay from the exercise, their time for checking their
answers was gone.
In Class 3 (SH-Math 2), the students entered the room 15 minutes late due to the delay from
the previous class also handled by the same teacher. The class started shortly after 3 minutes. The
discussion was very fast, prompting students to ask questions during the discussion. They proceeded
to their exercise with 45 minutes left on their class period. The teacher utilized the time also to
return their previous exercise sheets. Due to so much delays including the conversational discussion
and the late dismissal of the previous class, the exercise just got short of time, prompting students
to pass it and continue It on the next meeting.

ENGLISH 7 MATH 10B SH-MATH 2

Time Activity Time Activity Time Activity
9:11 Arrival 10:40 Arrival 4:15 Arrival
9:13 – 9:28 Quiz 10:41 – 10:50 Preparation 4:18 – 4:48 Discussion
of Notes
9:28 – 9:35 Checking 10:50 – 11:10 Discussion 4:48 – 5:30 Exercise
(Overtime)
9:35 – 10:28 Discussion 11:10 – 11:15 Idle Time
11:15 – 11:55 Exercise

In Class 1, there were minimal problems. Only in Class 2 & 3 that were problematic. Teacher
1 and 2 giving enough time for the class to prepare is fine, only for the students to utilize it and
maximize it. The time pressure in Class 1 has impacted the students’ score. Class 1 also are carried
away by the discussion for it to be delayed. Class 2 students’ behavior is significantly distracting.
Class 3 had shortcomings due to the previous class’ dismissal and the students’ unclear
understanding of the lesson.

The time pressure on the quiz is beneficial for the students even though they got low scores
from it. The students will always be prompted to prepare for their quiz which denotes the notion
from the laws of readiness and exercise by Thorndike (Averi, 2016). It is good to have a sudden shift
of mood to have a good rhythm in the discussion (Howard, 2019). But being carried away by the
discussion can also lead to multiple adjustment of the lesson plan, which is not good. So, we have to
minimize such unrelated discussions for a faster flow of discussion.

Students have different causes of misbehavior, including poor sitting arrangements (Ministry
of Education, Guyana, 2015). It could affect the time harshly. So, the teacher must reinforce
management in order for the students to listen and to get their attention, just like what the teacher
did in the observed class. The exercise is just fine just that the students would have to answer and
finish it on time.

It is also good to have an active discussion with the students due to their unclear
understanding of the lesson (Gonzalez, 2018). However, it consumes much time and the teacher
must plan better in conducting an in-class exercise after one meeting for students to have more
time in consultation after classes (Barile, 2018).
References
Averi, S. (2016, November 5). Laws of Learning: Primary and Secondary: Psychology. Retrieved
from Psychology Discussion - Discuss Anything About Psychology:
www.psychologydiscussion.net/learning/learning-theory/laws-of-learning-primary-and-
secondary-psychology/2509
Barile, N. (2018, March 2). 5 Major Time Management Challenges for Teachers and How to Avoid
These Time Sucks. Retrieved from Hey Teach! - Powered by Western Governors University:
https://www.wgu.edu/heyteach/article/5-major-time-management-challenges-teachers-
and-how-avoid-these-time-sucks1803.html
Gonzalez, J. (2018, November 4). To Learn, Students Need to DO Something. Retrieved from Cult
of Pedadogy: https://www.cultofpedagogy.com/do-something/
Howard, J. (2019). How to Hold a Better Class Discussion. Retrieved from The Cronicle of Higher
Education: https://www.chronicle.com/interactives/20190523-ClassDiscussion#3
Ministry of Education, Guyana. (2015, September 7). What Are the Causes of Misbehavior in the
Classroom? Retrieved from Ministry of Education, Guyana:
https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1675-
what-are-the-causes-of-misbehavior-in-the-classroom