MABALACAT CITY COLLEGE FS 2 | PARTICIPATION AND ASSISTANSHIP

Teacher’s Guide Week No. 5

Preparing the Learning Environment: An Overview

Sustainable Development Goals: Learning Materials

Qualities of Good Teachers based on PPST, Southeast Asia Teachers' Competency Framework

SDG No. 4 Quality Education Code of Ethics for Professional Teachers

SDG No. 17 Partnership for Goals TEDx Talks on “What makes a good teacher great” and “The Power of a Teacher”
Code of Ethics for Professional Teachers

Learning Objectives: TEDx Talks on “What makes a good teacher great” and “The Power of a Teacher”

Revisit the concept of learning environment in the context of the current teaching and learning
situation; TEDx Talks on “What makes a good teacher great” and “The Power of a Teacher”

Assist in the preparation of the traditional face-to-face learning environment; and

Explore the different ways of establishing a safe and conducive virtual or on-line learning
classrooms.

Lesson Preview/Review

A. Overview of the Learning Environment

Learning Activities

OVERVIEW OF THE LEARNING ENVIRONMENT

A learning environment, traditionally called the classroom, is a space in a school that supports

student learning. It is a self-contained area where teacher teaches and children learn. In the classroom

are chairs or tables for students and a front table for the teacher. This is a traditional face-to-face

classroom. Most often the students should face the teacher as the chairs are that way. But as teaching

deliveries changed to enhance learning, modification in the seating arrangement evolved and more

opportunity for the learners to move about for cooperative learning was addressed.

A conducive learning environment should have the following characteristics:

• Flexibility – There is opportunity to have small groups, movable walls.

• Openness – Learning corners/areas which could be shared.

• Access to resources – Audio-visual materials are ready and open for use.

• Physical classroom – space is clean and safe.

• Psychological atmosphere – It is friendly and accommodating.

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The classroom climate nurtures the intellectual, physical, social and emotional development of the

students.

Here are some specific strategies for developing the optional classroom climate. You may consider

these.

1. Learning environment addresses both physical and psychological needs of the students for

security and order, love and belonging, personal power and competence, freedom and fun.

2. Create a sense of order. For example, teacher should teach students how to:

• enter the classroom and become immediately engaged in the activity;

• distribute and collect materials;

• find out about missed assignments due to absence and how to make up for them;

• get the teacher’s attention without disrupting the class; and

• arrange desks, tables quickly and quietly for various purposes.

3. Greet learners as they enter your face-to-face or on-line classroom.

4. In a healthy and conducive learning environment, everybody belongs and knows each other.

5. Encourage class building activities like games and team activities.

6. In a conducive learning environment, success whether small or big is recognized and celebrated.

Both approaches, either the traditional face-to-face or online, lead to positive results but in different

ways, so usually in practice both approaches are combined. Learning environment can be traditional

(F2F), virtual (online) or a combination (Hybrid).

NAME:

Bridge-in

What will you do to assist your mentor in setting up a conducive learning environment in the following conditions:

1. Bulletin Board Display -

• Theme Selection: Help choose a relevant and engaging theme that aligns with the curriculum or current
events.

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Teacher’s Guide Week No. 5

• Content Creation: Contribute to designing and creating visually appealing displays with informative
content.
• Organization: Assist in arranging materials and ensuring a neat and organized presentation.
• Maintenance: Help keep the bulletin board updated and visually appealing throughout the year.

2. Small Group Discussion:

• Topic Selection: Help identify suitable topics for small group discussions that are relevant to the curriculum
and promote critical thinking.
• Group Formation: Assist in creating diverse and balanced groups that encourage participation and
collaboration.
• Facilitation: Offer support to the facilitator by providing resources, answering questions, and ensuring a
productive discussion.
• Observation: Observe the dynamics of the small group discussions and provide feedback to your mentor.

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

Notice

• Attendance Tracking: Develop a reliable system for recording student attendance in the virtual classroom.
• Technical Support: Assist students with any technical difficulties they may encounter during attendance
checks.
• Reminders: Send gentle reminders to students who are late or absent to encourage regular participation.
• Follow-Up: Help your mentor follow up with absent students to ensure they are receiving necessary support.

Learning Environment 1:

1. What have you noticed of the display in the class bulletin board? What message or theme does it convey?
Curricular: Relating to a specific subject or unit being studied (science, math, historical events etc…).
Motivational: Inspiring students with quotes, positive affirmations, or success stories.
Informational: Providing important announcements, reminders, or class schedules.
Creative: Showcasing student work, artwork, or projects.
2. What makes it attractive to the learners? Using bright colors and eye-catching graphics,incorporating
relevant images or photos,using a variety of fonts and text sizes,creating a sense of organization and
coherence and making the content relevant and interesting to students.
3. Does it help in the learning process? _________ How? _________________________________

Yes it helps the students learning process because a well-designed bulletin board can enhance learning by
visually reinforcing key concepts, inspiring exploration, fostering a positive environment, encouraging creativity,
and showcasing student achievements.

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? The most likely learning space of the students would ne their homes.

• Can you describe? Students learning from home using modules often require a comfortable workspace,
essential materials, access to technology, and a quiet atmosphere to effectively complete their
assignments.

• How can you as a teacher help to make such environment conducive for learning? Teachers can support
students' home learning by providing clear instructions, offering feedback and support, utilizing
technology effectively, encouraging communication and collaboration, promoting self-regulation,
addressing technical difficulties, and fostering a sense of community.

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Analyze

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 1 or
Learning Environment 2.

Explain your choice: Why? I choose situation 1 because a traditional classroom setting, where students are physically
present, offers numerous advantages for learning and development compared to distance learning, as it facilitates
stronger connections, immediate feedback, and a more engaging and interactive experience.

Reflect: A traditional classroom setting with students physically present offers numerous advantages for learning and
development compared to distance learning. While technology can be a valuable tool, it cannot fully replace the
benefits of face-to-face interactions, collaboration, and a strong sense of community.

Based on my noticing and analysis, I realized that

a. Effective communication and collaboration are essential for successful learning.

b. Creating a positive and inclusive classroom environment is crucial for student motivation and engagement.
c. Teachers play a vital role in facilitating learning and supporting student development.

Pre-assessment

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In not less than 300 words, write an essay on the topic: “My Conducive Learning Environment”

My Conducive Learning Environment

By: Abao, Regimier Jicel J.

A conducive learning environment is one that fosters intellectual growth, personal

development, and a positive attitude towards learning. For me, my ideal learning environment is
a quiet, well-lit space with minimal distractions. I find that I am most productive when I can
focus on my studies without interruptions.

One of the most important aspects of a conducive learning environment is the physical
space. I prefer a clean and organized workspace that is free of clutter. Having a designated area
for studying helps me to mentally transition into a focused mindset. Additionally, natural light is
a crucial factor for me. Studies have shown that exposure to natural light can improve mood,
concentration, and overall well-being.

Another essential element of a conducive learning environment is the absence of

distractions. This means minimizing noise, limiting screen time, and avoiding multitasking. I find
that even small distractions can significantly disrupt my workflow. To create a distraction-free
environment, I often use noise-canceling headphones or study in a quiet room.

In addition to the physical aspects of my learning environment, I also believe that a

positive mindset is crucial for effective learning. I try to approach my studies with a sense of
curiosity and enthusiasm. When I am excited about a topic, I am more motivated to learn and
retain information. Furthermore, I find that setting realistic goals and celebrating my
achievements can help to maintain a positive attitude towards learning.

Ultimately, my conducive learning environment is a personalized space that allows me to focus,

learn effectively, and enjoy the process. By creating a quiet, well-lit, and distraction-free
environment, I am able to optimize my learning potential and achieve my academic goals.

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Participatory Learning

After reading the two scenarios given above, how would identifying problematic situations and finding solutions to these
problems help you to become a better teacher?

Explain: By identifying and addressing problematic situations, teachers can improve their understanding of students,
develop effective problem-solving skills, strengthen classroom management, create a positive learning environment, and
promote student growth and development.

Write Action Research Prompts

1. OBSERVE
What problematic situation prevails in the classroom?
Many students appear disengaged during class activities, often looking bored or distracted. They seem reluctant
to participate in discussions or share their thoughts.

2. REFLECT
What changes do you want to achieve?
This lack of engagement can hinder students' learning and motivation. It may be due to factors such as
uninteresting or irrelevant content, a lack of opportunities for choice or autonomy, or a negative classroom
climate.

3. PLAN What strategies will you use to improve the situation?

• Implement student-centered learning activities: Incorporate activities that allow students to take
ownership of their learning, such as project-based learning, inquiry-based investigations, or simulations.
• Provide opportunities for choice and autonomy: Give students options in their learning, such as choosing
topics, selecting activities, or determining the format of their assignments.

• Create a positive and inclusive classroom climate: Foster a supportive and respectful environment where
students feel valued and encouraged to participate. Use positive reinforcement and avoid punitive measures.

• Utilize technology effectively: Incorporate technology tools that can enhance engagement and motivation,
such as interactive games, online resources, or virtual field trips.

• Differentiate instruction: Tailor instruction to meet the diverse needs and learning styles of all students.
Provide opportunities for both independent and collaborative work.
4. ACT
What would be the title of your Action Research should you conduct the study? "Enhancing Student
Engagement Through Student-Centered Learning"

Solutions and Actions:

• Develop a unit plan that incorporates student-centered activities, such as project-based learning or
inquiry-based investigations.
• Create a classroom culture that values student input and participation.
• Provide opportunities for students to choose their own topics or activities.
• Use technology tools to enhance engagement, such as interactive games or online resources.
• Monitor student engagement and adjust instruction as needed.

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Closure Activity
Attach documentation

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Scoring Rubric
Indicators Meets Standard Approaching Meets Acceptable Does Not Meet
of Excellence Standard of Standard Acceptable
Excellence Standard
Criteria 4 3 2 1
Performance tasks Have all the Have some Have minimal No aspects of
aspects of work aspects of work aspects of work work meet level
that exceed level that exceed level that meet level of of expectations.
of expectation. of expectation. expectation. Have errors,
Show exemplary Demonstrate solid With some errors omissions and
performance. performance and and mastery is misconceptions.
understanding. not thorough.
Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers
Learning Artifacts All pieces of The pieces of The pieces of The pieces of
evidence of evidence of evidence of evidence of
learning are learning are learning are learning is/are
aligned with aligned with some aligned with one not aligned with
learning of the learning of the learning learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively creatively creatively and need
resourcefully. resourcefully. resourcefully. improvement.
Submission The assigned The assigned The assigned The assigned
requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted a day submitted 2 days submitted 3 days
before deadline. after the deadline. after the deadline. or more after the
deadline.
MY TOTAL SCORE

Evaluated by:

MARILYN S. ARCILLA
FS2 INSTRUCTOR
Date: _______________________

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Reference
Borabo, M. L., & Borabo, H. G. L. Teaching Internship OBE and PPST Based.
OFFICIAL MCC TEACHER’S GUIDE DISCLAIMER

It is not the intention of the author/s nor the publisher of this teacher’s guide to having monetary gain in
using the textual information, imageries, and other references used in its production. This guide is only for the
exclusive use of a bona fide student of Mabalacat City College.

In addition, this teacher’s guide or no part of it thereof may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, and/or otherwise, without the
prior permission of Mabalacat City College.

***Adopted from ARVINA SARMIENTO FS2 Teacher’s Guide dated September 16, 2024

Prepared by:

Marilyn S. Arcilla, RN, PhD

FS2 Instructor