Field Study 1 (Observation of Teaching-Learning in Actual School Environment)

LEARNING
FIELD STUDY 1 Creating an
EPISODE
Appropriate
FS 1 5 Learning
Environment

SPARK Your Interest

This learning Episode provides an opportunity to examine how classrooms are structured
or designed to allow everyone's maximum participation for effective learning. You should be able
to examine how classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating
Learner-Centered Teaching and The Child and Adolescent Learners and Learning Principles.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to
learning.
REVISIT the Learning Essentials
The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the following
are observed:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for
such are communicated.
 Classroom processes are democratic.

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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources
Resource Teacher: MR. FELIX Teacher’s School: ANTIQUE NATIONAL
CABANILLA JR. Signature: SCHOOL
Grade/Year Level: GRADE 10 Subject Area: MAPEH Date: OCTOBER 16, 2023

OBSERVE

Observe and use the observation sheet provided for you to document your observation.

ANALYZE
Analyze and sewer these questions on observed classroom management practices. It
also good to ask the teacher for additional information, so you can validate your observation.
Write your notes below, and then organize your data in the Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students belongings, supplies, etc.)? Describe these areas. Will it make a difference if these
areas for specific purposes are not present?

Answer: Based on our classroom observations, there are designated areas for specific
purposes such as storage for teaching aids, books, students' belongings, and supplies. These
areas are essential for promoting an organized and efficient learning environment. For example,
a dedicated storage space for teaching aids allows the teacher to easily access instructional
materials, enhancing lesson delivery. Bookshelves filled with a variety of reading materials
encourage students to explore literature independently, while storage for students’ belongings
helps minimize clutter and distractions during class.

The presence of these specific-purpose areas makes a significant difference in the classroom.
Without them, the learning environment can become chaotic and disorganized, hindering
students' ability to focus and engage effectively. Students may waste time searching for
materials, and the lack of organization can lead to frustration for both students and teachers.
Overall, these designated areas are vital for maintaining a conducive learning atmosphere,
aligning with the Department of Education’s standards for effective educational practices.

2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?

Answer:

3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What's the effect of students' participation in
rule-making on student's behavior?

Answer:Students actively engage in creating the classroom rules. Before each lesson begins,
the teacher ensures that students not only understand but also follow the rules and procedures
they helped establish. By recognizing the unique needs and characteristics of their learners, the
teacher fosters a positive environment, encouraging students to see the value of following these
guidelines in a constructive way.

Involving students in rule-making has several benefits for both their behavior and the overall
classroom atmosphere. First, it cultivates a sense of ownership and responsibility. When
students have a say in setting the rules, they are more likely to feel personally committed to
following them. It also promotes a deeper understanding of the rules' purpose. Through
discussion and reflection during the rule-making process, students gain insight into why these
rules are important, which often leads to greater adherence.

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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)

Moreover, this approach helps establish a respectful and democratic classroom culture.
Students learn how to express their opinions, listen to others, and reach compromises, fostering
a cooperative and harmonious learning environment. Having a voice in creating the rules also
increases the perception of fairness, which can reduce instances of defiance or disruptive
behavior.

Ultimately, student participation in setting rules empowers them to take ownership of their
actions and contribute to building a positive, inclusive classroom community. This sense of
involvement nurtures self-discipline and accountability, leading to improved behavior and
creating a more productive learning environment for everyone.

4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment
of monitors, warm-up activities, etc.) How are they done?

Answer: The Resource Teacher usually starts the day with a prayer, establishing a calm and
positive atmosphere for the class. Afterward, they take attendance to ensure all students are
present and ready to begin. Next, the teacher assigns monitors to specific tasks, such as
gathering assignments or helping maintain order in the classroom.

To engage students and set the tone for learning, the teacher introduces warm-up activities—
often interactive and stimulating—to prepare them for the day's lessons. Every step of the
routine is thoughtfully planned to foster structure and ensure a smooth, focused start to the
learning experience.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?

Answer: Yes, a seating arrangement is in place, organized primarily based on students'

alphabetical names while also considering individual needs to accommodate specific
requirements.

While alphabetical seating can help with classroom management, it may not fully address the
needs of students with visual, auditory, or other special needs. To support learners with visual or
hearing impairments, teachers position them closer to the front, ensuring better access to visual
materials and clear audio. Additionally, placing students with special needs alongside their peers
promotes inclusivity, encourages peer interaction and support, and allows the teacher to monitor
and provide personalized assistance as needed.

Overall, the seating arrangement aims to create a positive learning environment that caters to
each student’s unique needs, fostering an inclusive and supportive classroom atmosphere for
everyone.

6. Observe the noise level in the classroom. How is this managed?

Answer: In a Grade 9 classroom, the noise level is generally moderate. Before class begins,
students often chat with their peers, causing a brief increase in noise. However, once the teacher
arrives and starts the lesson, students typically shift to being more focused and respectful, following
established classroom norms.

Teachers play a key role in setting these expectations by promoting appropriate speaking
volumes, encouraging active listening, and using effective management strategies to maintain a positive
and productive learning environment. This balance between social interaction and attentiveness helps
create a respectful atmosphere where learning can thrive.

7 A learner is not following instructions or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.

Answer: The resource teacher ensures that instructions are clear and accessible by repeating
them in simplified, concise language that is easy for students to follow. This approach is
particularly helpful for learners with language barriers or learning difficulties. In addition, visual
aids—such as diagrams, charts, and images—offer further clarity by providing visual
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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)
representations of key information, supporting those who struggle with verbal instructions.

Encouraging students to take notes enhances their engagement and gives them a valuable
written resource they can review to reinforce their understanding. These strategies create a
more inclusive learning environment, making it easier for all students to access and retain
information effectively.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies).

Answer:The resource teacher utilizes a variety of behavior strategies to promote positive

behaviors in the classroom. He starts by establishing clear expectations and classroom rules,
emphasizing the importance of respect and active participation. To reinforce desired behaviors, he
consistently applies positive reinforcement techniques, such as praise, rewards, and recognition,
fostering a motivating environment.

Modeling appropriate behavior and using visual supports further help students understand and
replicate expected actions. Additionally, the teacher employs behavior contracts, individualized
accommodations, and data tracking to tailor interventions to each student's unique needs. These
strategies work together to create a positive, supportive, and inclusive learning environment where all
students can thrive.

REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: MR. FELIX Teacher’s School: ANTIQUE NATIONAL
CABANILLA JR. Signature: SCHOOL
Grade/Year Level: GRADE 10 Subject Area: MAPEH Date: OCTOBER 16, 2023

OBSERVE
CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after your answer the
analysis questions)
1. Specific Area in the Refer to designated Specific areas in the
Classroom spaces or zones within classroom
the educational are designed to create a
environment that serve dynamic and adaptable
distinct purposes. These learning environment that
areas are strategically considers the diverse needs
designed to support and preferences of students.
various aspects of They can enhance
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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)
teaching and learning. engagement, motivation, and
Common specific areas learning outcomes by
in a classroom may providing spaces that cater to
include the reading different learning styles and
corner, where students activities, ultimately enriching
can engage in the educational experience.
independent reading; the
technology station, for
computer-based
activities, the art or
creativity corner,
where students can
explore artistic
expression, and the
discussion area, for
group interactions and
collaborative learning.

2. Classroom rules Refers to the established, Classroom routines offer

regular, and predictable several benefits to learners:
sequences of activities they create a structured and
and procedures that guide secure environment, reduce
the flow of daily anxiety, and enhance focus.
instruction and student These routines also aid in
interaction within a time
classroom. management skill
development, ensuring
effective allocation of time for
various tasks. Furthermore,
they increase classroom
efficiency, optimizing
instructional time and
minimizing disruptions,
ultimately giving students
more learning opportunities.
Lastly, routines foster
responsibility and
accountability by reinforcing
positive behaviors and habits,
which can extend beyond the
classroom into students' lives.

3. Classroom procedures Are specific, step-by-step Providing a clear framework

instructions and for how tasks and activities
guidelines that detail how are
various tasks and carried out. Firstly, they
activities are carried out promote a sense of
within a classroom. organization and
These procedures are predictability, helping
designed to ensure students
consistency, efficiency, understand the expectations
and a well-organized and flow of the classroom.
learning environment. Secondly, well-established
procedures contribute to a
smooth and efficient learning
environment, minimizing
confusion and disruptions,
which can enhance overall
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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)
learning experiences. Thirdly,
procedures instill important
life skills, such as following
instructions, time
management, and teamwork,
that are valuable beyond the
classroom and prepare
students for future success

4. Daily routines Are the habitual activities Daily routines provide

and tasks that individuals learners
follow on a regular basis with structure and
as part of their everyday predictability, reducing stress
life. These routines and anxiety while promoting
provide structure, effective time management
predictability, and and discipline.
organization to one's day,
helping to manage time
and responsibilities
efficiently.

5. Seating Arrangement Refers to the strategic The seating arrangement in a

placement of chairs, classroom significantly
desks, or seating influences a learner's level of
elements to engagement and participation
accommodate the in class activities. It also
participants effectively. affects peer interactions,
The arrangement can allowing for effective
vary based on the collaboration and discussion
purpose of the space, during group activities.
fostering interactions,
ensuring visibility, or
promoting a specific
learning or social
environment.

6. Handling misbehavior/off- Involves a set of Crucial for maintaining a

task behavior strategies and approaches focused and respectful
that educators use to learning environment,
address and correct ensuring that all students
disruptive or have
unproductive conduct by the opportunity to engage in
students. This typically productive learning
includes techniques like experiences. By addressing
clear communication of disruptive behavior promptly
expectations, setting and and effectively, it allows
reinforcing classroom learners to feel safe,
rules, offering immediate supported,
feedback and and able to concentrate on
consequences for their studies.
inappropriate behavior,
and providing support or
alternative activities for
students who may
struggle with staying on
task.

7. Reinforcement of Positive Involves recognizing and Impacts learners by

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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)
Behavior rewarding desired actions motivating
or conduct by and encouraging them to
individuals. This exhibit desired conduct and
approach encourages and engage actively in the
motivates individuals to learning
continue exhibiting process. It creates a
behaviors that are supportive
conducive to a and rewarding classroom
productive and environment that fosters a
harmonious environment. sense of accomplishment and
Positive reinforcement encourages students to
can take various forms, continue displaying behaviors
such as verbal praise, conducive to a productive
small rewards, and
certificates, and harmonious atmosphere.
privileges.

ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?

 Classroom organization and routines are essential in shaping students' behavior. A

well-structured and orderly environment establishes clear expectations, helping
students understand what is required of them, which in turn encourages positive
behavior. When routines are consistent, they create a sense of stability and
predictability, reducing anxiety and helping students feel secure.
This sense of order promotes a positive and focused learning environment,
encouraging students to engage actively, take responsibility for their actions, and
develop a sense of belonging within the classroom community. In this way, effective
organization and routines not only improve behavior but also foster a supportive and
productive atmosphere for learning.

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
 When designing classroom organization and routines, teachers should consider the
diverse needs, abilities, and learning styles of their students. Tailoring the
environment to accommodate these differences ensures that all students feel
supported and can thrive. Incorporating principles from constructivism, which
emphasizes active, student-centered learning, helps create routines that engage
students meaningfully and encourage participation.
At the same time, applying behaviorist strategies—such as reinforcement and positive
behavior management—can establish clear expectations and foster a respectful,
focused atmosphere. Striking a balance between structure and flexibility is essential,
as it allows routines to align with educational goals while remaining adaptable to
students' needs. Ultimately, thoughtful classroom organization and routines contribute
to a positive, inclusive environment where all learners can succeed.

3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
 Effective behavior management strategies often involve positive reinforcement,
clear expectations, and individualized support. Positive reinforcement—such as
praise, rewards, or recognition—encourages students by celebrating their efforts
and achievements, contributing to a supportive learning environment.
Establishing clear and consistent expectations provides structure and
predictability, helping students understand what is expected of them and
minimizing confusion. Individualized support ensures that each learner's unique
needs are met, enhancing their engagement and motivation.
These strategies work together by fostering a sense of accomplishment, offering
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Learning Episode 5: Creating an Appropriate Learning Environment
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clear guidance, and addressing diverse learner needs. Ultimately, they promote a
positive, focused, and inclusive classroom atmosphere where students feel
motivated to succeed.

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level
do you see yourself? What routines and procedures would you consider for this
level? Why?

2. Make a list of the rules you are likely to implement at this level. Why would you
choose these rules?

3. Should learners be involved in making the class rules? Why?

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students' behavior develops more self-
regulations in the students. Which of the following teacher statements demonstrates
focusing on natural consequences?
A. "If it takes you longer to finish the seatwork because time is wasted with chatting,
then we won't have time to go to the playground anymore."
B. “Those who are well-behaved in class will be given plus 5 points in the Quiz”
C. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the
3rd assignment.

2. Learners are more likely to internalize and follow classroom rules when .
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules

SHOW Your Learning Artifacts

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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)
Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.

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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 5 - Creating an Appropriate Learning
Environment
Learning Outcome: Plan on how to manage time, space, and resources – Provide a learning
environment appropriate to the learners and conducive to learning.
Name of FS Student: Date Submitted:
Year & Section: Course:
VERY NEEDS
LEARNING EXCELLENCE SATISFACTORY
SATISFACTORY IMPROVEMENT
EPISODE 4 2
3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4)or more
0bservation questions/task observation observation observation
Sheet s questions/ questions/tasks questions/
completely tasks not not answered / tasks not
answered/ answered / accomplished, answered /
accomplished. accomplished. accomplished,

Analysis All questions All questions were

were answered Questions were Four (4) or more
answered completely; not observation
completely; answers are answered questions
answers are clearly completely; were not
with depth connected to answers are not answered;
and are theories; clearly connected answers not
thoroughly grammar and to connected
grounded on spelling theories; one (1) to theories; more
theories; are free from to than
grammar and errors. three (3) four
spelling grammatical / (4)grammatical/
are free from spelling errors. spelling errors.
error.
Reflection Profound and Clear but lacks Not so clear and
clear; depth; shallow; Unclear and
supported by supported by what somewhat shallow;
what were were observed supported by rarely supported
observed and and what by
analyzed analyzed were observed what were
and observed
analyzed and analyzed

Learning Portfolio is Portfolio is Portfolio is not

Artifacts reflected reflected Portfolio is not reflected
on in the on in the context reflected on in on in the context
context of of the learning the of
the outcomes. context of the the learning
learning Complete; learning outcomes;
outcomes; well organized, outcomes. not complete; not
very Complete; organized, not
Complete, relevant to the not organized. relevant
well- learning relevant
organized, outcome to the learning
highly outcome

relevant to the
learning

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Learning Episode 5: Creating an Appropriate Learning Environment
Field Study 1 (Observation of Teaching-Learning in Actual School Environment)

outcome

Submission Submitted Submitted on the Submitted a day Submitted two

before the deadline after (2)
deadline the deadline days or more
after the
deadline
COMMENT/S Rating:
Over-all (Based on
Transmulation)
Score

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 belo
w
Grade 1.0 1.2 1.5 1.7 2.0 2.2 2.5 2.7 3.0 3.5 5.0
5 5 0 5 0 5 0 0

99 96 93 90 87 84 81 78 75 72 71-
belo
w

Signature of FS Teacher Above Over Printed Name Date

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Learning Episode 5: Creating an Appropriate Learning Environment