Subject: EDUC 401

Description: FIELD STUDY 2/ PARTICIPATION A TEACHING INTERNSHIP

Instructor: Prof. Maria Roze M. Salcedo

FIELD STUDY 2
LEARNING EPISODE 1 (THE TEACHER WE REMEMBER)

FIELD STUDY 2-Participation and Teaching Assistantship Course Description and Course
Learning Outcomes: This course is a continuation of Field Study 1 that adheres to the philosophy
which will be formulated by the students on the premise of participation and teaching
assistantship. It is school based and allows a pre-service student to participate and assist in
alimitedteaching-learningactivitiesthatrelatetoassessmentoflearning, preparation of instructional
materials, preparation of the bulletin boards, and other routines in the classroom. A Portfolio,
which will contain sample lesson or learning plans and demonstration teaching of at least one
subject content area, will be required. An Action Research shall be encouraged to start in this
course and conclude during the Internship

EPISODE IEPISODE 1-Observation on the teaching philosophies the school and the teacher
adhere in the teaching-learning process.

OBSERVE: Review the different school of thoughts or teaching philosophies. Observe the
school environment and a particular class and analyze what philosophies or school of thoughts
are adopted.

Activity 1. Copy the vision, mission, objectives and CORE values that you see in the premises.
VISSION
DepEd Parang Central Elementary School, Parang District must produce a well-rounded
citizen through improve instructions based on quality education that will make each pupil
authentic and globally competitive.
MISSION
DepEd Parang Central Elementary School, Parang District envisions producing a versatile
and globally access to quality education, God fearing and morally upright through well-
equipped teachers.
CORE VALUES
Maka-Diyos, Maka-tao,
Makakalikasan, Makabansa

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ANALYZE:
1. What teaching philosophies are adopted by the school and by the teacher?
- Teaching philosophies vary widely, but some common approaches include
progressivism, which emphasizes hands-on learning and critical thinking with
teachers as guides; perennialism, focusing on enduring knowledge in subjects like
math and literature; constructivism, where students build understanding through
experiences in teacher-created environments; existentialism, encouraging finding
meaning in learning by exploring personal values; and behaviorism, relying on
observable behavior for learning through reinforcement. Teachers and schools
often blend these philosophies based on their beliefs and the needs of their
students.
2. Are these competencies limited only to professional competencies?
- No, competencies extend beyond professional skills. They also encompass personal,
social abilities, emotional intelligence, and various life skills. While professional
competencies relate to job-specific skills and knowledge, broader competencies
encompass aspects like communication, adaptability, problem-solving, resilience,
empathy, teamwork, and ethical decision-making. These skills are valuable not just in
a professional setting but also in everyday life, relationships, and personal
development, contributing to overall success and well-being.
3. For a teacher to be great is it enough to possess the professional competencies to plan a
lesson, execute a lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
-Possessing professional competencies like lesson planning, executing lesson plans,
managing a class, assessing learning, and grading is undoubtedly crucial for effective
teaching. However, being a great teacher goes beyond these competencies alone. While
they form the backbone of teaching, the addition of personal qualities such as
empathy, passion, adaptability, creativity, and the ability to connect with students on a
personal level elevates a teacher from being good to great. Great teachers create an
inspiring learning environment, foster relationships, and instill a love for learning that
extends beyond the classroom.
4. For a teacher to be great, which is more important-personal qualities or professional
competencies?
-Balancing personal qualities and professional competencies is crucial for a teacher to
be great. Professional competencies provide the necessary tools and structure for
effective teaching, while personal qualities allow teachers to create meaningful
connections with students, inspire them, and facilitate a deeper understanding of
subjects. Both are equally important; while professional competencies set the stage for
quality education, personal qualities contribute significantly to a teacher's ability to
motivate and positively impact students.
5. Among your teachers from elementary to college, who do you think is the great teacher
you had? Explain.
-Among my teachers, my high school science teacher, stands out as a great educator.
She possessed exceptional professional competencies, delivering well-organized
lessons, effectively managing the class, and ensuring each student grasped the subject
matter. What made her remarkable was her personal qualities. She was passionate her
teaching, making complex concepts accessible and fascinating. Her empathy and
genuine care for her students created a supportive atmosphere where everyone felt
valued. She went beyond teaching the subject, instilling critical thinking skills and a

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 curiosity for the natural world. She blends of expertise and personal warmth left a
lasting impact on her students, motivating many to pursue careers in science.
REFLECT
1. Which personal traits do I possess? Not possess? Where do I need improvement in?

Based on my personal
-

assessment I possess passion,

patience, empathy and fairness.
Meanwhile the traits that I don’t
possess are humor and
enthusiasm and I think those
are the personal traits that I
need improvement
Based on my personal
-

assessment I possess passion,

patience, empathy and fairness.
Meanwhile the traits that I don’t
possess are humor and
enthusiasm and I think those
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are the personal traits that I
need improvement
- Based on my personal assessment I possess passion, patience, empathy and
fairness. Meanwhile the traits that I don’t possess are humor and enthusiasm and
I think those are the personal traits that I need improvement
2. How they can say I am a great teacher if I do not actually perform well? How can I tell
myself I am a great teacher?
- I think that would be the delivering of subject matter properly and executing
lesson plan that I had made.
3. Which professional competencies am I strongly capable of demonstrating?
-
4. In which competencies do I need to develop more?
- I think that would be managing the class most especially if I have a student that
has special needs. I need to know more about them like on how to address their
needs and in case they had tantrums I have to study more on how I should
handle them.
5. Who are the teachers that we remember most?
- Well, just like what I mention above, the teachers most likely remember the
most are those teachers who can apply a sense of humor while delivering a class
as well as to those teachers who were patience, listener, and good motivating
their handle class.
WRITE ACTION RESEARCH PROMPTS
OBSERVE: In assisting my resource teacher, I observed that personal traits such as stress
management, patience and professional competencies like use alternative methods of teaching and
understanding strengths and Weaknesses of the learners were least not displayed and as a result,
students were the class was not actively participating in class discussions which can hurt students'
learning and motivation.

LEARNING EPISODE 2
(EMBEDDING ACTION RESEARCH FOR REFLECTIVE TEACHING)
PARTICIPATE AND ASSIST

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors
From Stress to Success:
Exploring How Filipino Students Cope with Remote
Learning amid COVID-19 Pandemic
Erwin E. Rotas
Michael B. Cahapay
Improvement of Grade 8 Low Performing Students
in Mathematics through ICT
Elisa L. Baguio
From Stress to Success: Pupil9s Struggle and their

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Coping Mechanism in the Modular Distance Learning
Germany DJ Tejano Lapinig
Increasing the Awareness in Global Warming of
Grade 5 Pupils of Anas Elementary School Through
the Use of <Present Engage-Built Infographic
Utilization Technique
Ryan C. Sulivas
Virtual Learning Through PhET Interactive
Simulation: A Proactive Approach in Improving
Students9 Academic Achievement in Science
Joel D. Potane

NOTICE
Based on your activity on making a List of Completed Action Research Titles, let’s
find out what you have noticed by answering the following questions.

Questions

A. What you have noticed about the action research titles? Do the Action Research (AR)
titles imply problems to be solved?
Yes ________ No______
If yes, identify the problems from the title you have given.

1. Identified problem to be solved in title no. 1 Coping with Remote Learning amid COVID-
Pandemic.

2. Identified problem to be solved in title no. 2 8 Low Performing Students in Mathematics.

3. Identified problem to be solved in title no. 3 Pupil9s Struggle in the Modular Distance
Learning.

4. Identified problem to be solved in title no. 4 Less Awareness of Global Warming of Grade
5 Pupils of Ana’s Elementary School.

5. Identified problem to be solved in title no. 5 Low Academic Achievements in Science.

B. What interpretation about action research can you make out of your answer in question no. 1?
Titles of the Action Research: Exploring A Teaching Approach That Would Enhance the Academic
Achievement Of Students In Science Using Phet Interactive Simulations

C. Write the Title and your interpretation of the study from the title. From the title, this study
aimed to explore a teaching approach that would enhance the academic
achievement of students in science. An offline mode virtual learning environment through PhET
interactive simulations was employed in the randomly selected pilot DepEd Computerization
Program (DCP) recipient rural & urban schools in the Division of Cagayan de Oro City for SY 2016-
2017.

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D. What do you think is the author/s do with the identified problem as presented in their titles?

ANALYZE:
Let us continue to examine and analyze what you have noticed and interested in the
previous activity.

ACT
1. If I conduct or implement my plan, what can be its title?
2. If will implement my doable plan in the future, my title would be

LEARNING EPISODE 3
(UNDERSTANDING AR CONCEPTS, PROCESSES AND MODELS)
NOTICE
A. What concepts have been emphasized in the task and info graphics? Give at least four.
1. The main problems in the classroom that is needed to solve.
-The infographics likely highlight specific classroom challenges or issues that
require attention. For instance, it could focus on problems like student engagement,
learning difficulties in a particular subject, classroom management issues, or
adapting to new learning environments (such as remote or hybrid learning due to
the pandemic).
2. The models that you will be using.
-The infographics might emphasize models or approaches proposed to address the
identified classroom problems. For example, it could showcase models such as the
flipped classroom, cooperative learning, differentiated instruction, or technology-
integrated teaching as potential solutions.
3. The procedures and steps.
-Infographics might outline clear procedures or steps to implement the chosen
model or strategy. It could present a step-by-step guide on how to introduce the
model in the classroom, including preparation, execution, assessment, and
evaluation stages.
4. Elements in the cycle
-If the project involves a cyclical process, such as the action research cycle or
continuous improvement cycle, the infographic might highlight key elements within
that cycle. This could include stages like planning, acting, observing, reflecting, and
adjusting, emphasizing the iterative nature of the process for ongoing
improvement.

B. Since the 3 models are all for action research, what are the common elements of the
three?
- Action research models in education typically share common elements: identifying
a specific problem, planning interventions, collecting and analyzing data, reflecting

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 on outcomes, and iterating through cycles of improvement. They emphasize
collaboration, involving stakeholders, and an iterative process of implementing,
evaluating, and refining interventions until desired changes or improvements are
achieved.

C. What have you understood about the concept of Action Research and how will these be
utilized in your
practice?
- Action research is a repeated process of observe, reflect, act, evaluate and modify. It is
a systematic way of thinking an idea and taking an action to have an answer to the
problematic situation. With the help of action research, my career as a future teacher
will improve – my teaching methods as well as developing my instructional materials
and learning assessment.

REFLECT
A. As a future teacher, is conducting an action research worth doing? Why?
- Action research will always be worth doing most especially for future teachers. For
me, it is such a beautiful and beneficial experience to ready myself to the world of
teaching. It is a steppingstone to gain more experience and knowledge about certain
things that surely advantageous to future me.
B. How can AR be useful for every classroom teacher?
- AR will be useful for every classroom teacher in following ways; Can help teachers to
improve their practices in terms of teaching methods, classroom management,
preparation of the learning environment, developing instructional materials and
assessment. Can help teachers to develop new knowledge which is directly related to
their area of specialization. Help teachers to learn more about a wider range of
research methods that can use and beneficial in the future.

WRITE ACTION RESEARCH PROMPTS OBSERVE

Remembering my classroom observations in FS 1, I noticed that there are many questions
that I raised in my mind. These include:
a. What are the competencies that the teacher always uses? Is it effective even up to this
day?
b. Poor performance of the students in Mathematics Subject
c. What are the strengths and weaknesses of that specific competency?

Let us see how we can assist and learn at the same time. Suppose the problem you have
spotted is:
COMPREHENSION: How can you assist your mentor, after knowing that the learners have
difficulty in comprehension? Make a Choice for your ACTION
A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.

NOTICE

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 1. What have you noticed of the problem identified above? Can there be more than one
solution to the problem?
- Conduct a tutorial lesson:
This solution involves providing direct instruction tailored to the
learners' comprehension needs. The mentor can offer a focused
and interactive session, breaking down complex concepts,
providing explanations, and engaging in Q&A to enhance
understanding.

Show video lessons to help enhance comprehension:

Utilizing visual aids through video lessons can offer an
alternative approach to support comprehension. Visual and
auditory explanations can sometimes enhance understanding,
providing a different perspective or presenting information in a
more engaging format.

Make a learning task to develop comprehension:

This approach involves creating activities or tasks specifically
designed to improve comprehension skills. It could involve
exercises, reading materials with guided questions, or
interactive tasks that encourage critical thinking and
understanding of the subject matter.

What's noticeable is that each action targets comprehension

difficulties differently: one through direct instruction, another
through visual aids, and the third through task-based learning. All
solutions aim to improve comprehension but employ varied
methods to cater to different learning styles or preferences. The
effectiveness of each approach may vary depending on the
learners' needs and the nature of the content being taught.
ANALYZE
SCENARIO A:
Miss Fely is a grade four teacher in a typical elementary school. She has forty learners in her
class. One half of them cannot classify animals into vertebrates and invertebrates. She has been
repeating the same science lesson for two weeks, yet no progress was observed. This situation has
been bothering Miss Fely.
1. Can you identify, Miss Fely’s problem?

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 - Difficulty in teaching learners to classify animals into vertebrates and
invertebrates despite repeated lessons with no observed progress.
2. Can you find solution to solve her problem?
- Employing various teaching methods that cater to different learning styles could help.
This might include interactive activities, visual aids, group discussions, or hands-on
experiences to engage learners and make the concept more accessible.
3. What solution can solve Miss Fely’s problem?
- Implementing differentiated instruction strategies could be effective. For instance, using
visual charts or diagrams, conducting group activities where students classify animals
together, or introducing mnemonic devices or songs to aid memory and understanding.
4. Are they matched with the problem?
- The suggested solution of employing diverse teaching methods aligns with the identified
problem of learners struggling to comprehend the classification of animals. It offers various
approaches to engage students and potentially address the challenge of classification
effectively.

SCENARIO B:
Sir Ryan teaches in a disadvantaged urban community. Most of his learners come from
families that are disrupted, either with single parents or with their guardians who stand only as
their parents. They are deprived of the necessary food, clothing and shelter. - Can you identify the
most probable teaching-leaning problem/s in the class of Sir Ryan?

1. Can you propose a solution to solve one of the problems that you have identified?
- One probable teaching-learning problem in Sir Ryan's class could be students' lack of
focus and engagement due to unmet basic needs and disrupted family situations. A
solution could involve creating a supportive classroom environment by collaborating with
community resources to address students' basic needs, offering emotional support, and
fostering a sense of belonging and empathy among students.

LEARNING EPISODE 5
(PREPARING THE LEARNING ENVIRONMENT: AN OVERVIEW)

PARTICIPATE AND ASSIST

1. What will you do to assist your mentor in setting up a conducive learning environment in
the following conditions?
-In supporting my mentor to establish a conducive learning environment in
challenging conditions, I would start by understanding the diverse backgrounds and
needs of the students. This knowledge helps tailor teaching approaches and support
mechanisms to address their specific challenges. Collaborating with community
resources such as NGOs or local programs would be essential to provide assistance
with basic needs, counseling, or academic support for students facing hardships.
Fostering a supportive classroom culture by promoting empathy, inclusivity, and trust
among students and between the teacher and students is crucial. Using diverse

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 teaching methods, creating safe spaces for expression, offering personalized support,
maintaining transparent communication with students and their families, and
engaging in continuous professional development would all contribute to fostering an
environment where students feel valued, supported, and encouraged to learn despite
challenging circumstances.

WORK ON MY ARTIFACTS
1. In not less than 300 words, write an essay on the topic: My Conducive Learning
Environment

-Creating a conducive learning environment is paramount for fostering effective education

and nurturing students' growth. As an educator, my commitment to establishing such an
environment revolves around several fundamental principles that prioritize inclusivity,
engagement, support, and a sense of belonging among students.

At the heart of a conducive learning environment is the recognition and celebration of

diversity. Embracing diverse backgrounds, perspectives, and learning styles creates an
inclusive atmosphere where every student feel valued and respected. Encouraging open
dialogue, where differing viewpoints are welcomed and discussed respectfully, not only
enhances understanding but also promotes critical thinking and empathy among students.

Engagement is another cornerstone of my approach. Utilizing interactive and diverse teaching

methods, such as hands-on activities, group discussions, and multimedia resources, helps
maintain students' interest and involvement in the learning process. It's crucial to adapt
teaching strategies to cater to various learning preferences, ensuring that every student has
an opportunity to thrive.

Supporting students' holistic development is integral to a conducive learning environment.

This involves not only academic support but also emotional and social support. Creating a safe
and nurturing space where students feel comfortable expressing themselves, seeking help
when needed, and building positive relationships with peers and educators is essential.

Furthermore, instilling a growth mindset is crucial. Encouraging students to embrace

challenges, learn from mistakes, and persist in their efforts cultivates resilience and a
willingness to learn.

Lastly, a conducive learning environment is one where students feel a sense of belonging.
Fostering a supportive classroom community, where each individual feels accepted and
understood, contributes to a positive learning experience. Celebrating achievements,
acknowledging efforts, and providing opportunities for student input and leadership further
strengthen this sense of belonging.

In conclusion, a conducive learning environment is more than just physical space; it's a
dynamic and inclusive ecosystem that prioritizes diversity, engagement, holistic support, a
growth mindset, and a sense of belonging. By embracing these principles, educators can create
environments where every student can thrive academically, emotionally, and socially.

LEARNING EPISODE 6
(ENHANCING A FACE-TO-FACE LEARNING ENVIRONMENT)

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PARTICIPATE AND ASSIST
1. Given the concepts and the info graphic, how can you participate and assist in a face-to-
face learning environment?
- In a face-to-face learning environment, active participation and assistance play
pivotal roles in enriching the overall educational experience. I aim to engage actively
in classroom discussions, offering insights, posing questions, and contributing to group
activities to deepen the learning process. Additionally, I'm committed to providing
support to peers who might be grappling with concepts or tasks, fostering an
environment of collaboration and mutual assistance. Leveraging visual aids or
technological resources, when appropriate, can further enhance comprehension and
engagement. Creating a positive atmosphere by actively listening, respecting others'
ideas, and encouraging participation among peers is a priority. Seeking clarification
and guidance when needed not only aids personal understanding but also benefits
others. Promoting inclusivity by acknowledging diverse perspectives and fostering an
environment where everyone feels comfortable expressing themselves contributes to a
more enriching learning environment. Engaging actively in group activities, assuming
roles, and ensuring equal participation within groups enhances collaborative learning
and strengthens teamwork skills. By actively participating and contributing in these
ways, I aim to foster a supportive, inclusive, and engaging face-to-face learning
atmosphere for myself and my peers.

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?
“My Conducive Learning Environment” By:
Today, diverse hypotheses for the learning environment exist. Some believe that
students learn through their natural or biological composition, independent of external
influences. They believe that your environment has no effect on you. At the same time,
some feel that individuals learn based on the situation in which they find themselves. This
type of individual recognizes that learning occurs as a result of events or the environment.
This is demonstrated by the publication of a learned habit of doing something and the
acceptance of novel ideas and methods of doing it.

As a student, the online learning approach requires a stress-free conducive

environment, although some the learners like me consider it a privilege. Because not all
students can afford the kind of environment which the Philippine educational system
requires the student to have amid the COVID-19 pandemic. A favorable environment has a
beneficial effect on a learner because it can determine how and what the individual is
learning. A positive environment is described as a place or scenario that is favorable. One
would associate with a learning environment that begins within. Students must be self-
motivated and are self-motivated.

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 At the conclusion of this essay, I can state that my conducive learning environment
is not ideal, but it is manageable. However, a lack of a conducive learning environment can
impair a student's capacity to learn as a result of the contingencies around their online
learning area. Many pupils have developed into shut-down learners in the modern-day,
hence increasing the rate of educational awareness failure. Students must wish for, want,
and seek the benefits of literacy in order to recognize and create the ideal conducive
learning environment. In conclusion, diverse environments can be beneficial or distracting
for learners. The cultural upbringing of a current student has an effect on both the
student's access to relevant resources and the learning style he or she offers. They may be
motivated by a teacher-centered learning environment, and the student may or may not
currently hold an active job in the area. Families that are invested in their children's
education play an equal role in the learning process as an educator. The classroom design,
whether traditional or online, is a critical component of creating a conducive environment.

Classroom Environment Before Classroom Environment Now, they have only a green
board in front of the classroom. Now we have TV monitor and projectors. Before, students
should be in the classroom to learn. Now, we can attend a virtual class via Google meet or
Zoom app. There is a board inside the room, and you must paste manila paper when you
are reporting. We are now using Power point presentation. There are a lot of chairs inside
the classroom because there are a lot of students. No matter how many students are in the
class, it doesn9t matter because they can accommodate all using virtual class. If you have to
search for something, you have to go to the library. If you must search for something, you
have to open the available computer inside your classroom.

What changes have you noticed in the face-to face classroom space?

CLASSROOM ENVIRONMENT BEFORE CLASSROOM ENVIRONMENT NOW

Traditional classrooms had a green board at the Classrooms are equipped with TV monitors and
front for teaching purposes. projectors, facilitating multimedia presentations
and interactive learning through platforms like
PowerPoint presentations.
Learning solely took place within the physical With the advent of virtual learning, students now
classroom environment. have the flexibility to attend classes remotely via
platforms like Google Meet or Zoom, expanding
access to education beyond physical boundaries.
Students used to paste Manila paper on a board he shift to modern technology allows the use of
when making presentations. PowerPoint presentations for reporting and
presentations, offering a more dynamic and
visually engaging format.
Searching for information necessitated a visit to Now, students can access information through
the library. available computers inside the classroom,
providing immediate and direct access to digital
resources.

ANALYZE
1. What do you think brought the changes in the face-to-face leaning environment now?

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 -Advancements in technology and the evolving needs of education amid global circumstances,
such as the COVID-19 pandemic, have been major drivers behind the changes in the face-to-
face learning environment. These changes were necessitated by the desire to enhance teaching
methods, improve access to education, and adapt to the demands of a digitally driven world.
The integration of technology into classrooms has enabled more engaging and interactive
learning experiences, while the shift to virtual learning platforms has provided flexibility and
accessibility beyond physical boundaries. The need for immediate access to information and
resources also prompted the introduction of digital tools within classrooms, streamlining the
learning process. Overall, the changing landscape of education, coupled with the increasing
reliance on technology, has propelled these transformations in the face-to-face learning
environment.
2. From the changes that you identified, choose one that you can do. How will you do it?
- I'd opt to integrate technology by incorporating PowerPoint presentations into classroom
activities. Firstly, I'll curate relevant content, gathering key information and visuals aligned
with the lesson's goals. Using software like PowerPoint, I'll structure the content into engaging
slides, combining text, images, and interactive elements to elucidate complex concepts. During
class sessions, these presentations will serve as visual aids, facilitating discussions and
elucidating ideas comprehensively. To ensure active engagement, I'll embed interactive
features such as quizzes or discussions within the slides, encouraging participation and
fostering a more dynamic learning atmosphere. Flexibility will be key, allowing adjustments
based on student responses and comprehension levels. Ultimately, this integration aims to
create a visually stimulating and adaptable learning environment that caters to diverse
learning styles, enhancing overall engagement and comprehension among students.
REFLECT
1. Do you think making the learning environment conducive for a face-to-face classroom
will enable the learners to achieve better learning Outcomes? Yes. Explain your answer.
-Creating a conducive learning environment in a face-to-face classroom undoubtedly leads to
better learning outcomes. When students feel comfortable, supported, and motivated in their
surroundings, their engagement and focus naturally improve. Distractions are minimized in an
organized space, allowing for increased concentration and efficiency in learning. A positive
emotional atmosphere, where students feel safe and respected, positively impacts their
confidence and attitude toward learning. Additionally, encouraging interaction and
collaboration among students fosters deeper understanding and retention of knowledge
through discussions and teamwork. A flexible environment that adapts to diverse learning
styles and encourages innovation in teaching methods ensures that individual student needs
are met effectively. When students feel valued and empowered in such an environment, they
are more motivated to take ownership of their learning journey. In conclusion, a conducive
learning environment cultivates engagement, minimizes distractions, promotes positive
emotions, encourages interaction, adapts to diverse needs, and fosters motivation, all of which
significantly contribute to better learning outcomes.

WRITE AN ACTION RESEARCH PROMPTS

OBSERVE
1. What common problem have I noticed in a face-to-face learning environment?
- Within the face-to-face learning environment, there's a recurring challenge related
to student participation during problem-solving activities. Despite varied teaching
strategies, a subset of students consistently exhibits limited engagement or
reluctance to actively contribute during group problem-solving tasks. This prompt

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 establishes the observation of a specific challenge in the learning environment,
focusing on student participation during problem-solving activities. It sets the stage
for an action research study aimed at understanding and enhancing student
engagement in this aspect of classroom learning.
2. Can I translate this problem into a question?
- Yes, the observed problem regarding student participation in problem-solving activities can
be translated into a research question: How can instructional strategies and interventions be
effectively implemented to enhance student engagement and active participation during
group-based problem-solving activities within the face-to-face learning environment?

REFLECT
1. How would I solve the problem?
- To address limited student participation in face-to-face problem-solving activities, a
multifaceted approach is vital. Begin by understanding the underlying causes through surveys
or observations, grasping student perspectives and barriers. Implement diverse instructional
methods tailored to engage students, using interactive tasks, varied modes of expression, and
relatable scenarios. Cultivate a supportive classroom environment valuing collaboration and
diverse opinions. Encourage regular feedback to refine approaches, adjusting strategies based
on student responses. Engage in professional development to learn and share effective
strategies, aiming for continuous improvement. Ultimately, this systematic and adaptable
approach seeks to enhance student engagement and participation in problem-solving
activities within face-to-face learning environments.
2. Will it improve my teaching? Yes How?
- Implementing strategies to address limited student participation in problem-solving
activities can significantly enhance teaching effectiveness. Diverse instructional methods
tailored to engage students, coupled with a supportive classroom environment valuing
collaboration, foster increased student engagement and active involvement in learning.
Adapting teaching approaches to accommodate diverse learning styles ensures inclusivity and
better accessibility to educational content. Continuous reflection and feedback loops enable
educators to refine their methods, fostering a culture of continuous improvement in teaching
practices. Engaging in professional development and collaborative learning opportunities
further enriches pedagogical skills, promoting innovative approaches and contributing to an
educator's professional growth. Ultimately, these efforts not only improve student engagement
and learning outcomes but also enhance an educator's ability to adapt and deliver effective
teaching experiences.

TITLE: THE FACE-TO-FACE LEARNING ENVIRONMENT

DESCRIBE THE PHYSICAL ENVIRONMENT:

-Physical Environment: The face-to-face learning environment typically comprises a

physical space within a classroom setting. It encompasses elements such as desks or tables
arranged in rows or groups, a teacher's podium or desk, whiteboards or blackboards, and
visual aids like projectors or screens. The room layout facilitates interaction, allowing for both
whole-class instruction and smaller group activities. Additionally, the physical environment
includes educational resources such as textbooks, reference materials, and technology like
computers or tablets, which supplement learning.

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DESCRIBE THE PSYCHOLOGICAL ENVIRONMENT:
-Psychological Environment: The psychological environment in face-to-face learning
involves the emotional and cognitive atmosphere within the classroom. It encompasses
feelings of safety, trust, and respect among students and teachers. A positive psychological
environment fosters a sense of belonging, encourages risk-taking, and promotes confidence in
expressing ideas or asking questions. It also supports an atmosphere where students feel
motivated, engaged, and comfortable enough to challenge themselves academically.

DESCRIBE THE SOCIAL ENVIRONMENT:

-Social Environment: The social environment refers to the interactions, relationships, and
dynamics among individuals within the classroom. It encompasses peer interactions,
collaboration, and the teacher-student relationship. A conducive social environment
encourages teamwork, peer support, and a sense of community among students. It involves
inclusive practices, fostering diversity, and valuing different perspectives. Additionally,
effective communication and positive social interactions contribute to a thriving social
environment within the face-to-face learning setting.

EPISODE 7: How to Make a Virtual Learning Environment Safe and Conducive

The digital transformation of education is no longer a future prospect but a present

reality. Online learning is rapidly becoming an essential part of our educational landscape.
Yet, this virtual learning environment brings its unique set of challenges. such as the
absence of face-to-face interaction and cyber security threats.
It’s paramount to ensure online learning platforms are safe and conducive. Keep on
reading and let’s talk about the different ways such can be possible.

THE IMPORTANCE OF A SAFE AND CONDUCIVE VIRTUAL LEARNING ENVIRONMENT

A safe and conducive virtual learning environment is one that not only shields
learners from potential harm but also promotes an atmosphere conducive to effective
learning. Here, safety goes beyond the protection of personal data. It also involves creating
an atmosphere of respect and courtesy, promoting positive interactions, and ensuring that
learners feel mentally and emotionally secure in their virtual classrooms. The ideal safe
online learning environment prioritizes personal boundaries, respects different
viewpoints, and swiftly addresses any instances of harassment or cyber bullying.

On the other hand, a conducive environment is an organized, well-structured

space that encourages learning, fosters curiosity, and keeps learners engaged. It’s a
digitally designed landscape that seamlessly integrates learning resources, encourages
peer-to-peer collaboration, and offers a user-friendly interface to enhance the overall
learning experience. More than just the technical aspects, it also involves building a
supportive community that appreciates diversity and fosters mutual respect among
learners.

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 For programs such as online CNA classes, maintaining a safe and conducive
learning environment is of paramount importance. Such environments need to foster a
sense of security and encouragement to facilitate active participation, query resolution,
and interactive learning. It must give users peace of mind, knowing that their private
information is secure while using a nurturing virtual learning setting.

TIPS FOR SAFE ONLINE LEARNING

Online learning has become an integral part of modern education. As learners
navigate these digital landscapes, it becomes more important to make the internet a safe
space. Here are some valuable tips for learners to ensure their safety while engaged in
online learning.

Practice Respectful Online Communication

Communicating respectfully is a fundamental principle in online learning, as it lays
the groundwork for a positive learning environment.

Civility: Ensure your tone is always polite and respectful. In discussions, steer clear
of offensive language and personal attacks.
Respect for Different Perspectives: Every learner brings unique perspectives to the table.
Encourage open dialogue, listen attentively, and value these differences.

Constructive Feedback: As learners interact with each other’s work, feedback should be
presented constructively. Providing thoughtful suggestions rather than harsh criticisms
helps foster a supportive learning community.

Adherence to Guidelines: Each learning platform has its own code of conduct. Be aware of
these guidelines, which can range from acceptable language to intellectual property rights.

Safeguarding Personal Information

Online learning platforms typically include various security features designed to
protect users and ensure a safe, conducive learning environment. Here are a few key
features to explore:

Privacy Settings: These settings allow you to control what information is visible to
others on the platform. Customization can enhance online safety. Be proactive about
deciding who can view your profile, your learning progress, or any other details you’d
prefer to keep private.

Two-Factor Authentication (2FA): If your platform supports it, enable two-factor

authentication. 2FA provides an additional layer of security by requiring two forms of
verification when logging into your account, typically your password and a verification
code sent to your mobile device.

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 Secure File Sharing: Online learning often involves sharing files or resources. Use
the platform’s secure file-sharing features to safely exchange documents without risking
exposure to malware or other threats.

Account Activity Monitoring: Some platforms provide features that allow you to
review your account activity. Regularly check this information to detect any unfamiliar or
suspicious activity.

Reporting Tools: Every online learning platform should provide mechanisms for
reporting inappropriate behavior, harassment, or any content that violates the platform’s
guidelines. Don’t hesitate to use these tools when necessary.

MUST-HAVE FEATURES OF CONDUCIVE ONLINE LEARNING ENVIRONMENTS

As online learning becomes increasingly popular, understanding the necessary features
that make an online environment conducive is crucial. Here are some must-have features for
optimal online learning:

Interactive Learning Tools

These tools promote active participation and engagement, facilitating deeper
understanding and retention of the learning material.

Discussion Forums: These allow learners to engage in meaningful discussions, ask

questions, share resources, and learn from each other.

Live Chat or Video Conferencing: Real-time interaction fosters a sense of community and
allows for instant communication.

Interactive Quizzes and Games: These can make learning fun and engaging while helping
learners assess their understanding of the subject.

Flexible and Accessible Content

Online learning platforms must cater to the diverse learning styles, pace, and accessibility
needs of learners.

On-Demand Learning Materials: This enables learners to access content at their

convenience and learn at their own pace.

Multimedia Content: The inclusion of videos, podcasts, infographics, and interactive

simulations can cater to various learning preferences.

Accessibility Features: Platforms should be designed to be inclusive, catering to learners

with disabilities through features like closed captioning, screen reader compatibility, and
adjustable text size.
Personalized Learning Paths

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Learners often have different learning objectives, and the online learning platform should cater to this diversity .

Customizable Learning Paths: Allowing learners to tailor their learning path according to
their goals can enhance their engagement and motivation.

Adaptive Learning: Platforms that adapt content based on a learner’s performance can
provide a personalized learning experience.

Robust Support and Feedback Systems: Support and feedback are essential for learners to
understand their progress and areas of improvement.

Automated Feedback: Immediate feedback on assignments and quizzes can help learners
understand their mistakes and correct them promptly.

Technical and Academic Support: Ready access to support can resolve technical issues
quickly and provide help for academic queries, thus enhancing the learning experience.
Progress Tracking: Tools that allow learners to track their progress can keep them
motivated and help them stay on track with their learning objectives.

REFLECT
1. As a future teacher, I feel the online learning environment can
be safe if there's a strong emphasis on establishing clear
guidelines for online conduct and fostering a supportive virtual
community. Implementing measures to ensure cyber safety,
privacy, and data security is crucial. Moreover, creating a space
where students feel comfortable expressing themselves without
fear of judgment or cyberbullying, while also encouraging
respectful communication, contributes to a safe online learning
environment. Building trust among students and emphasizing
digital citizenship helps in promoting a safe and conducive virtual
space for learning.

2. I think teaching in a virtual learning environment is both

challenging and full of opportunities. It requires adaptability,
innovative teaching methods, and a deep understanding of
technology. While it presents challenges in maintaining student
engagement, fostering interactions, and ensuring equitable access
to resources, it also offers opportunities for personalized

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learning, access to diverse educational tools, and flexibility in
teaching approaches. It demands a shift in pedagogical
techniques, encouraging creativity and exploration of digital
resources, ultimately allowing for a more dynamic and adaptable
teaching experience.

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