Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

FIELD STUDY 2: EPISODE 5

Preparing the Learning Environment: An overview

PARTICIPATE AND ASSIST

What will you do to assist your mentor in setting up a conducive learning

environment in the following conditions:
1. Bulletin Board Display
Design Layout: Help create an organized layout that highlights important
information, such as announcements, student work, and resources.
Theme & Aesthetics: Suggest a cohesive theme that aligns with the current
learning objectives, using engaging visuals and colors to attract attention.
Update Regularly: Establish a schedule for updating the board to keep the
content fresh and relevant, encouraging student interaction and participation.

2. Small Group Discussion

Group Formation: Assist in forming diverse groups to ensure a variety of
perspectives and skills.
Guidelines & Questions: Provide discussion prompts or guidelines to help
focus the conversations and encourage deeper engagement.
Facilitation Tools: Introduce collaborative tools (like Google Docs or Padlet)
for groups to share their insights and ideas, making it easier for them to
collaborate and report back.

3. Checking class attendance in a virtual classroom (i. c. google meet or zoom)

Use of Tools: Familiarize myself with features in Zoom or Google Meet, such
as attendance reports or the "Participants" list, to streamline the process.
Engagement Check: Suggest integrating quick polls or participation questions
at the start of class to confirm attendance while fostering engagement.
Follow-up Procedures: Establish a system for documenting attendance
efficiently and addressing any absences, such as sending follow-up
messages to absent students to maintain connection.
NOTICE
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What
message or theme does it convey?
 The bulletin board typically conveys a theme of community and
learning by showcasing student work, upcoming events, and
inspirational quotes.

 What makes it attractive to the learners?

 Its attractiveness lies in vibrant visuals, interactive elements, and
relevant content that engage learners.

 Does it help in the learning process? How?

 Yes, it aids the learning process by reinforcing concepts, promoting
collaboration, and creating a sense of belonging.

ANALYZE
Learning Environment 2:
 If the teacher is using a distance delivery of learning through the modules,
where is most likely the learning space of the students?
 Students are most likely learning from home.
 Can you describe?
 These spaces can vary from a quiet study area to shared rooms with
distractions.
 How can you as a teacher help to make such environment conducive for
learning?
 I can provide tips for setting up effective study areas, check in regularly
for support, and offer flexible deadlines to accommodate different
situations.

The examples above, describe two contrasting situations. The first shows that
the learners are in the same room or space while in the second, the learners maybe
in different learning spaces like homes, study hubs or in extreme cases parks or
under the trees.
As a teacher, in which of the two situations would you prefer to manage for
learning? Choose between Learning Environment I or Learning Environment 2.
Explain your choice: Why?
I would prefer to manage Learning Environment 1, where learners are in the same
room or space. This setup fosters immediate interaction and collaboration, allowing
for dynamic discussions and hands-on activities that can enhance understanding.
Being in a shared environment helps build a sense of community, which can
motivate students and encourage peer support.
Additionally, I can more easily monitor engagement and provide real-time feedback,
addressing questions or misunderstandings as they arise. While Learning
Environment 2 offers flexibility, the direct connection and energy of a shared space
can lead to a more cohesive and focused learning experience.

REFLECT
Based on my noticing and analysis, I realized that
a. students thrive in environments that promote collaboration and peer interaction.
b. a structured physical space can significantly reduce distractions and enhance
focus.
c. regular check-ins and support are crucial for maintaining student engagement,
especially in remote learning situations.

Write Action Research Prompts

OBSERVE
What problem may result from the two situations of the learning environment?
 In a shared learning environment, students may struggle with distractions or
varying participation levels, which can hinder engagement. In contrast, a
distance learning environment may lead to feelings of isolation and difficulty in
maintaining motivation, as students may lack immediate support and
interaction.
REFLECT
What solutions can I think of to solve the problem?
 To address distractions in a shared space, I can implement structured group
activities and establish clear guidelines for participation. For distance learning,
I can create regular check-ins and collaborative online tools to foster
connection and support among students.

PLAN
How should I do it?
 I should design engaging lesson plans that incorporate interactive elements
for both environments, conduct surveys to identify specific challenges faced
by students, and use technology to facilitate communication and collaboration,
ensuring that all students feel connected and supported.
Check for Mastery
Choose the best answer from the options given.
1. Learning environment is only confined to a specific place called schools This
statement is
A. true
B. false
C. doubtful
D. cannot be determined

2. What kind of learning happens anytime, anyplace, and anywhere?

A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-Face learning

3. In which situation can learners learn with more physical presence and intervention
of the teacher?
A. Face-to-Face
B. Virtual
C. On-line
D. All of the above

4. Which of the two kinds of learning environment encourages independence and

self- management of the learners? Why?
A. Face-to-Face, because there is always the presence of the teacher who
will give guidance to the learner.
B. Virtual/On-line, because the learners are given time to learn on their own
and progress at their own rate.
C. Both because they can always shift from one modality to another
D. Face-to-Face because there is always the need of a teacher in a
classroom all the time

5. If on-line or virtual learning environment is not applicable, the traditional face-to-

face or in-school will continue. How will you improve the physical learning
environment?
A. Use tables with chairs to allow cooperative learning
B. Provide learning spaces or corners for independent study.
C. Give credits to success than failures.
D. A, B and C
Works on My Artifacts
My Conducive Learning Environment
By: JABES PAUL L. PEREZ

A conducive learning environment is essential for effective education, whether in a

traditional classroom or through distance learning. My ideal learning environment
combines physical space, emotional support, and technological resources to create
a space where students can thrive.

In a physical classroom, I envision a bright, inviting space filled with student work,
motivational posters, and flexible seating arrangements. This setup encourages
collaboration and creativity, allowing students to move around and engage with each
other easily. Natural light and comfortable seating can significantly affect students'
focus and mood, promoting a positive atmosphere conducive to learning.
Additionally, designated areas for group work and quiet study can cater to various
learning styles and preferences.

In a distance learning context, creating a conducive environment becomes more

challenging but equally important. Students often learn from home, which may lack
the structure and resources of a classroom. To counter this, I encourage students to
establish their own dedicated study spaces that are free from distractions. Regular
check-ins and virtual meetings foster a sense of community and support, helping
students feel connected even when they are physically apart.

Moreover, emotional support plays a crucial role in a conducive learning

environment. I strive to create an atmosphere of trust and respect, where students
feel safe to express their thoughts and ask questions. By promoting open
communication and encouraging peer collaboration, I help build a classroom culture
that values each individual's contributions.

Technological resources also enhance the learning experience. Incorporating

interactive tools and multimedia resources keeps students engaged and allows for
diverse learning methods. Whether through online discussions, video lessons, or
collaborative projects, technology can bridge gaps in understanding and facilitate
deeper learning.

Ultimately, my vision of a conducive learning environment is one that blends physical

comfort, emotional safety, and innovative technology. By fostering such an
environment, I believe we can empower students to take charge of their learning,
develop critical thinking skills, and thrive academically.
FIELD STUDY 2: EPISODE 6
Enhancing a Face -to- Face Learning Environment

PARTICIPATE AND ASSIST

Given the concepts and the infographic, how can you participate and assist in a
face-to-face learning environment?
 In a face-to-face learning environment, I can assist by helping to arrange
chairs and tables to create a layout that promotes collaboration, such as a U-
shape or small groups. This setup encourages interaction among students,
making discussions more effective. Additionally, I can monitor the space to
ensure everyone is comfortable and engaged, suggesting adjustments as
needed to enhance the overall learning experience.
NOTICE
Having been exposed to the traditional classrooms in your basic education, it
seems that everything is familiar. However, as teaching-learning theories evolve over
time there are changes that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Static Seating Arrangements: Desks Flexible Seating Arrangements: Desks
were typically arranged in rows, and chairs are often arranged in
focusing on individual work and limiting clusters or circles, promoting
interaction between students. collaboration and communication
among students.

Teacher-Centered Learning: The Student-Centered Learning: There’s a

teacher was the primary source of greater emphasis on active learning,
information, with lectures dominating where students participate in
the classroom experience. discussions, group projects, and hands-
on activities.

Limited Resources: Classrooms often Integration of Technology: Classrooms

had minimal technology, relying mainly now utilize various technologies, such
on textbooks and traditional teaching as interactive whiteboards, tablets, and
materials. online resources, enhancing
engagement and learning opportunities.
ANALYZE
What do you think brought the changes in the face-to-face learning environment
now? From the changes that you identified, choose one that you can do. How will
you do it?
 The changes in the face-to-face learning environment have been driven by
advancements in educational research, technology integration, and a growing
understanding of diverse learning styles. The shift towards student-centered
learning reflects a desire to foster critical thinking and collaboration, preparing
students for a rapidly changing world. One change I can implement is flexible
seating arrangements. To do this, I would reconfigure the classroom layout to
create clusters of desks that facilitate group work and discussions. I would
encourage students to collaborate on projects and share ideas in a more open
setting. Additionally, I would regularly assess the effectiveness of this
arrangement and adjust as needed to ensure all students are engaged and
comfortable. This approach promotes a more interactive and dynamic learning
experience.
REFLECT
Do you think making the learning environment conducive for a face-to-face
classroom will enable the learners to achieve better learning outcomes? Explain your
answer.
 Yes, creating a conducive learning environment in a face-to-face classroom
significantly enhances learners' ability to achieve better outcomes. When
students feel comfortable and supported, they are more likely to engage
actively with the material and participate in discussions. A positive atmosphere
fosters collaboration, allowing students to learn from one another and develop
critical thinking skills. Additionally, flexible seating and interactive setups
accommodate diverse learning styles, catering to individual needs. Ultimately,
a well-designed learning environment promotes motivation and a sense of
belonging, leading to improved academic performance and overall success.

Write Action Research Prompts

OBSERVE
What common problem have I noticed in a face-to-face learning environment?
 A common problem I've noticed in a face-to-face learning environment is
student disengagement.
Can I translate this problem into a question?
 Yes, this problem can be translated into the question: "How can I increase
student engagement in the classroom?"
REFLECT
How would I solve the problem?
 To solve the problem of student disengagement, I would implement interactive
activities, such as group discussions and hands-on projects, to make lessons
more engaging. Additionally, I would regularly seek feedback from students to
understand their interests and adapt the curriculum accordingly.
Will it improve my teaching? _____ How?
 Yes, it will improve my teaching by fostering a more dynamic and responsive
classroom environment. Engaging students actively helps me identify effective
teaching strategies, enhances student participation, and ultimately leads to
better learning outcomes.

PLAN
What will I do to solve the problem? Describe briefly how you will do it.
 To solve the problem of student disengagement, I will implement interactive
activities like group projects and debates, seek student feedback to tailor
lessons, arrange collaborative seating, and use technology tools for
engagement. These steps will help create a more dynamic and responsive
learning environment.
Check for Mastery
Choose the best answer from the options given.
1. In the face-to-face learning environment, the most critical elements is/are
the_______.
A. arrangement of chair and tables.
B. physical, psychological and social considerations
C. teacher and student interactions
D. None of the above
2. The traditional classroom spaces are still considered valid and effective for as
long as these conditions exist. What are these conditions?
I. There should be one teacher to one student ratio.
II. Chairs should be fixed in such a way that they cannot be removed. III. The
presence of the teacher is needed in a given time to guide learning.
IV. All students should be heard in class discussion.
A. 1 & 11
B. I & II
C I & IV
D. III & IV
3. The best instructional material in the traditional classroom is the____
A. blackboard
B. computer
C teacher
D. bulletin board
4. Outdoor activities like group games, scavenger hunt and the like provide a
positive_____.
A. psychological environment
B. social environment
C. physical environment
D. cognitive development
5. It is observed that different classrooms have different arrangements of chairs,
tables and benches because of_______.
A. school budget
B. different purposes
C. delivery of supply
D. donations received

Work on my Artifacts
Visit a school, where the learning environment is face-to-face. Prepare a detailed
report describing the face-to-face learning environment in terms of the three
components:
Physical Environment
 Is the space inside the room more than enough for learners to move about?
 Yes, the space is adequate for learners to move about.
 Does the room arrangement match with teaching-learning principles? Are
there several room arrangements in the school?
 The arrangement aligns with teaching principles, and there are several
configurations available in the school.
 Are the visual displays attractive and do they stimulate learning?
 Yes, the displays are attractive and stimulate learning.
 Are the school premises safe and is the classroom space free from hazards?
 The school premises are safe, and the classroom is free from hazards.
 Are learners comfortable in terms of light and ventilation?
 Learners are comfortable with adequate light and ventilation.

Psychological Environment
 Are there sets of rules and procedures followed? What are these?
 Yes, there are clear rules for behavior, participation, and group work
that promote a respectful classroom environment.
 Are there sets of expectations that can motivate the learners to learn?
 Yes, expectations are set to encourage effort, collaboration, and
achievement, motivating learners to engage actively.
 Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation and empathy
The classroom atmosphere fosters trust, cooperation, and empathy among students.
-Modeling of positive attitude, respectful behavior, constructive actions
The teacher models positive attitudes and respectful behavior consistently.
-Avoidance of ridicule, sarcasm, superiority in the classroom
Ridicule and sarcasm are actively avoided, creating a supportive space.
-Opportunities for leamers to share their experiences and learning with each
other
Students are encouraged to share their experiences and learning, enhancing peer
interaction.
Social Environment
 Are there opportunities for positive interaction inside the classroom?
 Yes, there are numerous opportunities for positive interaction, such as
group work and collaborative projects.
 Are there outdoor activities that foster friendship, camaraderie and
cooperation?
 Yes, outdoor activities are organized to foster friendship, camaraderie,
and cooperation among students.
 How are individual needs and differences considered?
 Individual needs and differences are considered through differentiated
instruction and support, ensuring that all students feel valued and
included.
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment

Describe the Physical Environment:

The physical environment is spacious, allowing learners to move comfortably around
the classroom. Desks are arranged in clusters to promote collaboration, and the
room is equipped with engaging visual displays that stimulate learning. Adequate
light and ventilation create a comfortable atmosphere, while the school premises are
safe and free from hazards.

Describe the Psychological Environment:

The psychological environment fosters a sense of trust and respect, with clear rules
and procedures in place to guide behavior. Expectations are set to motivate learners,
promoting a positive classroom atmosphere based on cooperation and empathy. The
teacher models respectful behavior and avoids negativity, creating a supportive
space where students feel safe to share their experiences and ideas.

Describe the Social Environment:

The social environment encourages positive interactions through group activities and
collaborative projects. Outdoor activities are organized to build friendships and
camaraderie among students. Individual needs and differences are recognized and
accommodated, ensuring that every student feels included and valued in the
classroom community.
FIELD STUDY 2: EPISODE 7
Making On-line or Virtual Learning Environment Safe and Conducive

NOTICE
Unlike the traditional face-to -face classroom environment, online or
virtual environment is a bit difficult to manage. It is because Virtual Learning
Environment (VLE) is imaginary not in the physical sense. It has no corners or walls
and it can be set up with the support of technology.
As a teacher, what have you discovered to be easy to implement in your virtual
class?
 In a virtual classroom, I've found it easy to implement interactive tools
like polls and quizzes, use multimedia resources, and incorporate
gamification.

How did the students show their active participation in the lesson?
 Students show active participation through chat engagement, turning
on cameras, collaborating in breakout rooms, and providing feedback.
These strategies help create a dynamic and involved learning
environment.
ANALYZE
Which of the following is/are your analysis/analyses of on-line learning
environment? Check one or more.
___/__ It was difficult to observe the physical behavior of the students.
___/__ It takes time for students to learn how to use the platform.
___/__ Students who are alone in their home space find difficulty to make
responses.
___/__ Internet connectivity is a great factor to support a conducive environment.

REFLECT
As a future teacher, I feel that the online learning environment can be safe if clear
guidelines and expectations are established for behavior, communication, and
privacy. Regular check-ins and open lines of communication can help foster a
supportive atmosphere.
I think that teaching in a virtual learning environment is an opportunity to innovate
and engage students in new ways. It allows for flexibility and access to diverse
resources, making learning more inclusive and adaptable to individual needs.

ACTION RESEARCH PROMPTS

OBSERVE: Identify the problems brought about by the online learning environment.
o Limited student engagement and interaction.
o Difficulty in maintaining students’ focus and attention.
o Challenges with technology access and reliability.
o Feelings of isolation among students.
o Unequal participation due to varying levels of comfort with online tools.

REFLECT: How would you solve this problem?

 Implement interactive tools to increase engagement, such as polls and
breakout discussions.
 Incorporate multimedia resources to cater to different learning styles.
 Establish a routine for regular check-ins to build community and support.
 Provide training sessions for students on using technology effectively.
 Foster a collaborative environment through group projects and peer
feedback.

PLAN: What initial plan do you intend to do to solve the problem?

o Create a weekly schedule that includes interactive activities and
collaborative tasks.
o Introduce a mentorship system where more tech-savvy students assist
their peers.
o Develop a feedback mechanism to gauge student engagement and
comfort levels.
o Organize virtual social events to help build a sense of community.
o Monitor technology access issues and provide resources or
alternatives where needed.
CHECK MY MASTERY
Direction: Choose the appropriate answer.
1. What is common among the following learning environments: (a) remote learning, (b)
virtual learning, (c) on-learning learning?
A. Presence of a teacher
B. Use of cyberspace
C. Asynchronous delivery
D. Use of module
2. If your co-teacher asks you to borrow your email address password for an urgent concern,
which action should you take as a safety measure?
A. Deny your friend's request because of privacy.
B. Open your email yourself and print your friends email.
C. Quickly share your password to your friend.
D. None of the A,B,C.

3. Why should parents be involved and be a part of a safe on-line environment?

A. Parents should provide guidance in the selection of websites for children's
B. Parents know better than the children so they can coach in answering on-line.
C. Parents can do research for their children's assignments.
D. Parents should sit by the children's side during virtual class time.

4. In a virtual asynchronous class, when a student would like to talk, which of the following
actions should be done?
A. Mute the microphone
B. Open the camera
C. Raise hand
D. Send message to chat box

5. Which would described a safe and conducive virtual learning environment?

A. When parents are involved
B. When the teachers provides open communication
C. When a students are supported with resources
D. A, B and C

WORK ON MY ARTIFACTS
Make a list of websites where you can source references and instructional materials for this
episode. Place the list in the matrix like the one below. Share this with your mentor.
LIST OF WEBSITES and the TITLES of the CONTENTS

Name of Websites Topics/Title of Content or Instructional

Materials
1. Edutopia Strategies for Online Engagement
2. Khan Academy Interactive Online Lessons
3.Coursera Virtual Teaching Techniques
4. TeachThought Best Practices for Online Learning
5. Common Sense Education Digital Citizenship Resources
6. Google for Education Tools for Virtual Classrooms
7. Nearpod Interactive Learning Activities
8. PBS LearningMedia Online Resources for Educators
9. Scholastic Virtual Learning Resources for Students
10. TED-Ed Engaging Video Lessons for Online
Learning
FIELD STUDY 2: EPISODE 8
Establishing My Own Classroom Routines and Procedures in a Face-to-Face/
Remote Learning

PARTICIPATE AND ASSIST

To ensure that I can carry out/perform my tasks efficiently and effectively in
participating and assisting my cooperating teacher in establishing routines and
procedures in the classroom or in remote learning, I must be guided by the following
questions:
1. How will I gain student attention in the classroom /remote learning?
 I will use engaging visuals, call-and-response techniques, or interesting
questions to capture students' attention at the beginning of class.
2. What are the routines and procedures that I need to establish before, during and
after my classes whether on a face-to-face or remote learning?
 Before class, I will outline expectations and distribute materials. During class,
I will maintain a consistent schedule and clear instructions. After class, I will
provide summaries and feedback on what was covered.
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom / remote learning?
 I will use hand signals, a raised finger, or a specific phrase to indicate that
students need to pay attention or ask for help. Verbal cues like “If you need
assistance, please raise your hand” will also be effective.
4. How must students get/secure the needed work materials and books and others in
the classroom/remote learning?
 I will create a centralized location (physical or digital) for students to access
materials. For remote learning, I will provide links to digital resources and
clearly communicate how to access them.
5. How will students transition to group work and other cooperative activities in the
classroom/remote learning?
 I will set clear instructions for group activities, designate roles, and use a timer
to manage transitions smoothly, both in the classroom and online.
6. What procedures must be followed by students who need to attend to personal
necessities in the classroom/online classes?
 I will establish a signal (like raising a hand) that students can use to indicate
they need to step out briefly, ensuring it’s done discreetly and respectfully.
7. What rules must be set for students who finish task early/ and for those who
cannot complete work on time?
 Early finishers can engage in extension activities or independent reading. For
those who need more time, I will provide a grace period and communicate
expectations for late submissions.
8. What procedures must be observed for tardiness / early dismissals?
 I will set clear guidelines on how tardiness is handled, such as entering quietly
and catching up on missed work. Early dismissals will require prior notice and
a procedure to minimize disruption.
9. What procedures must be done when submitting homework / performance tasks in
the classroom / remote learning?
 I will create a clear process for submissions, whether through a physical drop
box in the classroom or a designated online platform for remote learning.

10. What procedures must be employed in movements into and out of the
classroom/remote learning?
 I will establish a system for entering and exiting the classroom (e.g., lining up
or waiting for a signal) and for virtual classes, guidelines for turning cameras
on/off and muting/unmuting.
Having these guide questions in mind, consult your Resource Teacher on the
possible assistance or participation that you can do to help her/him in doing the
classroom routines. Complete the matrix for the routines that you can employ before,
during and after classes in the classroom/remote learning to ensure order and
discipline in your classes. List down the problems which you have encountered while
implementing these routines.
Before Class: I will set up the classroom or virtual space and organize learning
materials to ensure everything is ready. However, I may face challenges with
students arriving late, which can disrupt the start of the lesson. Additionally, sharing
links or distributing materials might lead to technical issues, making them
inaccessible for some students. I’ll greet students to create a welcoming
atmosphere, but some may feel shy or unresponsive. Reviewing the agenda and
objectives will help students understand what to expect, though some may come
unprepared or lack prior knowledge.
During Class: To gain student attention, I will use signals like countdowns or specific
phrases. However, some students may not respond promptly or may talk over the
signals, making it difficult to maintain order. Facilitating interactive activities or
discussions will encourage participation, but I might encounter a lack of engagement
from some students. While monitoring group work, I’ll provide guidance, but I may
notice that some groups struggle to collaborate effectively. Using technology tools for
polls or quizzes is a great way to engage students, yet I could face technical
difficulties such as connectivity issues.
After Class: I will summarize key points and answer questions to reinforce learning.
However, time constraints might limit thorough discussion, preventing students from
fully understanding the material. Providing feedback on student work is essential, but
some may not seek or fully grasp the feedback given. I’ll set up follow-up tasks or
assignments, but there may be confusion about expectations. Finally, I will
encourage students to reflect on their learning, though some may not take the time
to engage deeply in this process.
By anticipating these challenges and consulting with my resource teacher, I can
better prepare for effective classroom management and support student learning.

Notice
After doing your classroom routines and formulating your procedures, state what you
noticed by answering the following questions:
How did you feel after employing your classroom routines and establishing your
procedures in the classroom / remote learning?
 I felt a sense of accomplishment and relief after implementing the routines
and procedures. Having clear guidelines in place helped me feel more
organized and confident in managing the class. It also gave me a structure to
rely on, which reduced my stress levels.
How did your students respond to your classroom routines and procedures?
 Students responded positively to the routines and procedures. They seemed
more engaged and focused during lessons, as the established structure
provided them with a sense of security. Most students followed the routines
well, and those who struggled received additional support.

What was the feedback of your Resource Teacher on your classroom routines and
procedures?
 My Resource Teacher provided encouraging feedback, noting that the
routines were effective in promoting a positive classroom environment. She
appreciated the clarity of expectations and suggested a few minor
adjustments to enhance student engagement further.

Was there a change in the classroom environment/teaching-learning process after

you have implemented your classroom routines and procedures?
 Yes, there was a noticeable improvement in the classroom environment.
Students were more focused and engaged, leading to a more productive
learning atmosphere. The clear procedures also reduced disruptions, allowing
for smoother transitions between activities.
What was the feedback of your Resource Teacher on your classroom routines and
procedures?
 My Resource Teacher praised the implementation of the routines and noted
that they contributed to a more structured and effective learning environment.
She highlighted the importance of maintaining consistency and suggested
incorporating more student input in future adjustments to the procedures.

Analyze
1. What factors/conditions prompted you to establish those classroom routines and
procedures?
 The need for a structured learning environment was a primary factor. I
observed that without clear routines, students often felt uncertain, leading to
distractions and disengagement. Additionally, my goal to create a supportive
atmosphere where all students could thrive prompted me to establish
consistent procedures to foster order and discipline.
2. Was there a marked improvement in classroom management after employing
your classroom routines?
 Yes, there was a significant improvement in classroom management. The
established routines helped reduce disruptions and increased overall
student compliance. Students knew what to expect, which led to smoother
transitions and fewer behavioral issues, allowing me to focus more on
teaching.
3. Did the teaching-learning process improve? Justify your answer.
 Yes, the teaching-learning process improved. With clear routines in place,
students were more engaged and attentive, which enhanced their
participation in lessons. The structured environment allowed for more effective
discussions and collaborative activities, resulting in better understanding and
retention of the material. The overall productivity of the class increased as
students felt more secure and focused on their learning.

Reflect
What insights have you gained while doing this learning episode?
 Throughout this learning episode, I gained several valuable insights. First, I
realized the importance of establishing clear routines and procedures to
create a structured and productive learning environment. Having a consistent
framework helps students feel secure, reducing anxiety and enabling them to
focus better on their studies. I also learned that student engagement is
crucial; interactive elements within routines can significantly boost
participation and enthusiasm. Additionally, I discovered the need for flexibility;
adapting routines based on student feedback and classroom dynamics can
lead to more effective outcomes. Finally, I recognized the value of ongoing
reflection and communication with both students and my Resource Teacher,
as these practices foster continuous improvement and create a more
supportive learning atmosphere.
WRITE ACTION RESEARCH PROMPTS
OBSERVE
1. The problems / challenges I encountered in establishing my classroom routines

 I faced difficulties in gaining student attention consistently, as some students

were easily distracted. Additionally, a few students struggled to adapt to the
new routines, leading to confusion and inconsistency. Technical issues also
arose during remote learning, impacting the effectiveness of certain
procedures.

REFLECT
2. I hope to achieve to address these problems and challenges by create a more
engaging and supportive classroom environment where all students feel comfortable
participating. By refining my routines and incorporating student feedback, I aim to
ensure that all students understand and follow the procedures effectively, leading to
improved focus and engagement.
PLAN
3. Some strategies/ways which I can employ to improve my classroom routines are
I can incorporate more interactive activities and attention-getters to capture students’
focus. Providing visual aids and clear instructions can help students better
understand the routines. I also plan to conduct regular check-ins to gather feedback
and make adjustments as needed, ensuring that routines meet the diverse needs of
my students.
ACT
4. (Based on my answers in nos. 1-3), the possible title of my action research on this
episode is
"Enhancing Student Engagement and Understanding through Effective Classroom
Routines: A Focused Action Research Study."

To further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom or in remote learning, these are some of the online
resources which will help me in these activities. (Include books, websites, you tube
videos and the like and share these to your peers.)
First, I recommend two insightful books: *The First Days of School: How to Be an
Effective Teacher* by Harry K. Wong and Rosemary T. Wong, which provides
foundational strategies for classroom management, and *Teach Like a Champion
2.0* by Doug Lemov, which offers practical techniques for engaging students.
For online articles and resources, websites like Edutopia (www.edutopia.org) and
TeachThought (www.teachthought.com) provide a wealth of information on effective
teaching strategies and classroom management. Scholastic Teachers
(www.scholastic.com/teachers) is another excellent resource for tips on establishing
routines.
Additionally, YouTube has helpful videos, such as "Classroom Management Tips:
Routines and Procedures" by TeacherTube and "Effective Classroom Routines" by
Edutopia, which offer visual examples of successful practices.
Lastly, I suggest exploring online courses through platforms like Coursera and
FutureLearn, which cover topics related to classroom management and remote
teaching strategies. Sharing these resources with peers can enhance our collective
understanding and support our efforts in creating effective learning environments.

Check for Mastery

Direction: Read the questions and choose the letter of the correct answer.
1. Ms. Asuncion teaches English in Grade Six. She finds difficulty in getting her class settled
and ready for the daily lesson. Which of the following would be the best advice for her?
A. She should have a seating arrangement/plan.
B. She should assign a group leader to monitor student's discipline.
C. She should not let them in until they are ready.
D. She should have an entry pass before they get in.

2. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever
they need to attend to personal necessities. This is an example of which of the following
classroom management techniques?
A. the use of cards
B. the use of gate pass
C. the use of transition
D. the use of clear schedule

3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her class.
What is the benefit of having this practice?
A. Ensure discipline and responsibility in class.
B. Make her students busy at all times.
C. Develop camaraderie in class.
D. Ease her of small stuff.

4. During inclement weather one of the routines established by Ms. Returan is for her class
to fall in line along the corridors and not in the school yard. What must be the reason why
she implemented this?
A. To have another area for line formation
B. To enable them to stay outside
C. To protect them from harm
D. To give more time for them to socialize outside the classroom

5. Why is it best to establish routines at the beginning of the class?

A. To eliminate stress of teachers at the beginning of the class
B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline at all times

Work on my Artifacts
Take some snapshots of your routines in the classroom or in remote learning and tell
something about them. You may also write down the procedures you have
formulated and explain the reasons for these.