FIELD STUDY 1 LEARNING EPISODE 5

Creating an Appropriate Environment

SPARK YOUR INTERESTS

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 OUTCOMES

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 conductive to learning.

REVISIT LEARNING ESSENTIALS

The classroom climate that is conductive for learning is one that is non-threatening yet
business-like. It is a classroom service 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.
OBSERVE, ANALYZE, REFLECT
Activity 5.1 Managing Time, Space and learning Resources

Resource Teacher: _____________ Teacher’s Signature___________ School: ____________

Grade/Year Level: _____________Subject Area:____________ Date:___________________

OBSERVE

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

1. As you observed the class, look into the characteristics of the learners. Note their
ages.
Answer: As I observed the students and by looking by their characteristics they
are ages 14-16 years old.

2. How many boys are there? How many girls?

Answer: there are 26 girls and 17 boys

3. Focus on their behavior. Are they able to manage their own behavior?
Answer: the students in this period of time must know how to manage their
behaviors. They know how to address on the people that surrounds them they
have social intelligences. Also they participate actively and to their part in the
learning process.

4. can the learners already work independently?

Answer: The learners already can work independently but also needs supervision
in the classroom.

5. Escribed their span of attention

Answer: the learners that I observed shows long attention span and they last
45minutes in the class without any distraction.
 ANALYZE

Analyze an answer these questions on observe classroom management practices. It is 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 this area. Will it make a difference if these
areas for specific purposes are not present?
Answer:There are areas in the classroom for specific purposes like the supplies and trash
corners. This will make a difference if these areas for specific purposes are not present the
classroom will be filthy and can be a risks on health for anyone in the classroom

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
Answer: Due to the DepEd Order during “Brigada Eskwela 2023” the teachers are not
allowed to post anything in the walls of the classroom. But there are left like “Honesty is
the best policy” in the front above the blackboard. This rule reinforces positively to the
behavior to remind them that cheating is prohibited and not tolerated in the school.

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 the students’
participation in rule-making on student’s behavior?
Answer: Since they're the ones who are participating in this practice, students were
involved in the creation of their classroom rules. The majority of students will adhere to
the regulations that they helped to create.

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 daily routines done by the Resource Teacher are mostly greetings and
classroom management. When he enters the classroom the class will greet and he will
check for pieces of papers in the classroom then update the group score.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
Answer: there are specific seating arrangement that my resource teacher uses. The basis
of the arrangement is bases on the groupings per quarter and also does help and big role
in managing the class.

6. Observed the noise level in the classroom. How is this manage?

Answer: the noise in classroom, I can say it is in a healthy level for interactions. Also
students observed their noise and behavior during class.
7. If a learner is not following instructions or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.
Answer: If a learner is not following instructions or is off-task the Resource Teacher go
near them and repeat what he said and remind the student of their behavior.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
Answer: The Resource Teacher do to reinforce positive behaviors is giving them reward or
equivalent group score in every significant positive behaviors like answering correctly and
monitoring cleanliness in the group area.

REFLECT
Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

Reinforcing positive behavior in the classroom helps create a supportive and
conducive learning environment. It encourages students to engage, participate, and excel
academically and socially. Positive reinforcement also fosters a sense of accomplishment
and motivates students to continue demonstrating desired behaviors. Overall, it contributes
to a more harmonious and productive classroom learning process.
 Activity 5.1 Managing Time, Space and learning Resources

Resource Teacher: _____________ Teacher’s Signature___________ School: ____________

Grade/Year Level: _____________Subject Area: ____________ Date: ___________________

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 you answer
the analysis question)
1. Specific Areas in the classroom This is the areas that student Clear expectations,
needed for specific task. consistent routines, and
positive reinforcement
contribute to a positive
classroom climate where
respectful behavior is the
norm.

2. Classroom Rules The rules were reminded When classrooms are well-
most of the time. managed, students are more
likely to stay focused,
engaged, and on task,
leading to better academic
outcomes. Clear
expectations, routines, and
organization can minimize
distractions and create an
environment conducive to
learning.
3. Classroom Procedures The procedures fin in class Clear expectations,
formally. consistent routines, and
positive reinforcement
contribute to a positive
classroom climate where
respectful behavior is the
norm.

4. Daily Routine Classroom manage an Through consistent

observing cleanliness in the reinforcement of expectations
class. and consequences, students
learn to self-monitor and
regulate their behavior. This
promotes the development of
essential self-regulation
 skills, such as impulse
control, problem-solving, and
decision-making, which are
valuable for success both in
and out of school.

5. Seating Arrangement The seating arrangements Clear expectations,

was according to the consistent routines, and
groupings per quarter. positive reinforcement
contribute to a positive
classroom climate where
respectful behavior is the
norm.
6. Handling misbehavior/off-task The teacher handles Through consistent
misbehavior calmly. reinforcement of expectations
and consequences, students
learn to self-monitor and
regulate their behavior. This
promotes the development of
essential self-regulation
skills, such as impulse
control, problem-solving, and
decision-making, which are
valuable for success both in
and out of school.

7. Reinforcement of Positive The students aiming to have This can promote social and
Behavior. high group score. emotional development by
building students’ self-
esteem, interpersonal skills,
and ability to regulate their
emotions.
8. Other : Reminders Reminding of the deadlines of Clear expectations,
submissions and other consistent routines, and
important matters. positive reinforcement
contribute to a positive
classroom climate where
respectful behavior is the
norm.
9. Others: Announcements Announcements of important Clear expectations,
matters and to clarify things consistent routines, and
in the classroom. positive reinforcement
contribute to a positive
classroom climate where
respectful behavior is the
norm.
10. Others : Score Updates Updating students on their Clear expectations,
received scores and consistent routines, and
incentives. positive reinforcement
contribute to a positive
classroom climate where
respectful behavior is the
 norm.
Analyze
1. How did the classroom organization and routines affect the learners’ behavior?
Answer: Clasroom organization and routines play a crucial role in shaping learners behavior. When a
classroom is well-organized with clear expectations and routines, students fell more secure and
confident. Those routines also provide order leading to improved focus and engagement,
Additionally, allowing students to stay ion task and make the most of the learning process.

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?
Answer: When designing classroom organization and routines, teachers should consider several key
factors:

1. Developmental Stage: Understanding the cognitive, social, and emotional development of

the students can help tailor the organization and routines to best suit their needs.
2. Individual Differences: Recognizing that students have different learning styles, abilities, and
needs, and incorporating flexibility in the organization and routines to accommodate these
differences
3. Classroom Environment: Creating a physical environment that is conducive to learning,
including factors such as seating arrangements, classroom layout, and accessibility of
materials.
4. Expectations and Rules: Clearly communicating expectations and establishing consistent
rules and consequences to guide student behavior.
5. Motivation and Engagement: Incorporating strategies to enhance student motivation and
engagement, such as providing meaningful tasks, offering choices, and fostering a positive
classroom climate.

In terms of theories and principle, teachers may draw upon:

1. Behavioral Theories: Such as operant conditioning, which emphasizes the use of

reinforcement and punishment to shape behavior, and behavior modification techniques to
establish and maintain desired behaviors.
2. Social Learning Theory: Which highlights the importance of observational learning and
modeling, suggesting that students learn by observing others’ behavior and its
consequences.
3. Cognitive Theories: Including theories of cognitive development and information processing,
which emphasize understanding how students think, learn, and process information to inform
instructional practices.
4. Constructivist Principles: Which advocate for student-centered learning, active engagement,
and the construction of knowledge through hands-on experiences and collaboration.
By integrating these theories and principles into their classroom organization and routines,
teachers can create a supportive and effective learning environment that promotes student
success and well-being.

3. Which behavior strategies were effective in managing the behavior of the leaners? In motivating
students? Why were they effective?
Answer: the behavior strategies were effective in managing the behavior of the leaners Positive are
first. Reinforcement Offering praise, rewards, or privileges for desired behaviors can motivate
students to continue demonstrating those behaviors. Positive reinforcement acknowledges students’
efforts and achievements, making them feel valued and encouraged to repeat the behavior.
Next is establishing a positive classroom. Cultivating a supportive and inclusive classroom
environment where students feel safe, respected, and valued can enhance motivation and behavior.
Building strong relationships with students, fostering a sense of belonging, and promoting
collaboration can create a sense of community and investment in learning.These strategies are
 effective because they address the psychological needs of students, such as the desire for
competence, autonomy, and relatedness. Additionally, by providing structure, support, and
acknowledgment of effort and achievement, these strategies contribute to a positive and conducive
learning environment.

Reflect
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade level do you see yourself?
What routines and procedures would you consider for this level Why?
Answer: In the future, I could see myself organizing a classroom at the elementary school level,
perhaps around grades 3-5. At this grade level, students are typically becoming more independent
while still benefiting from structure and clear routines. Routines and procedures I will consider for
this level are first the morning routine. This helps students transition into the school day smoothly
and sets a positive tone for learning. Next is the classroom job, assigning classroom jobs to
students on a rotating basis helps foster a sense of responsibility and community. Lastly is the, End-
of-Day Routine, implementing an end-of-day routine for packing up, organizing materials, and
reflecting on the day’s learning. This helps students transition out of the school day and reinforces
the importance of organization and reflection.

2. Make a list of the rules you are likely you implement in this level. Why would you choose these
rules?
Answer: Here are some rules I would likely implement in an elementary school classroom (grades 3-
5):

1. Respect Others: Treat classmates, teachers, and staff with kindness, consideration, and respect.
This includes using polite language, listening attentively when others are speaking, and valuing
each other’s opinions and differences.

2. Raise Your Hand: Raise your hand and wait to be called on before speaking or leaving your seat.
This promotes orderly communication and helps prevent disruptions during instruction or
discussions.

3. Follow Directions: Listen carefully to instructions from teachers and follow them promptly and
completely. Following directions is essential for a smoothly functioning classroom and ensures
that students understand and complete assignments correctly.

4. Stay on Task: Focus on your work and stay engaged in learning activities. Avoid distractions and
use class time wisely to maximize learning opportunities.

5. Take Care of Materials: Handle classroom materials, supplies, and equipment with care and
respect. Clean up after yourself and return materials to their proper places when you’re finished
using them.
 I would choose these rules because they address essential aspects of behavior and conduct
necessary for a positive and productive classroom environment. These rules promote respect,
responsibility, safety, and engagement, laying the foundation for a supportive learning community
where all students can thrive academically and socially.

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

Answer: Participating in the class rules process helps students understand the purpose of each rule
and the expectations for behavior in the classroom. This clarity can reduce misunderstandings and
conflicts over rules and consequences, as students are more likely to adhere to rules they helped
create and understand the reasoning behind them.

Link Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students’ behavior develops more self-regulation in the

students. Which of the following teacher statements demonstrates focusing on natural
consequences?

A. “Those who were noisy today during seatwork will not be allowed to play games in the
computer later.”
B. “If it takes you longer to finished the seatwork because time is wasted with chatting, then
we won’t have time to go to the playground anymore.”
C. “Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. “If you got 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

3. For a teacher to establish and maintain consistent standards of learners’ behavior, they
should do all EXEPT______________________.

A. give immediate feedback to reinforce appropriate behavior of learners

B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners’ rights
SHOW YOUR LEARNING ARTIFACTS

Paste pieces of evidence of classroom rules that work in the class. You may also put
pictures of physical space and learning stations which contribute to the effective implementation
of classroom management.
 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: _________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

All observation One (1) or two Three (3) Four (4) or more
questions/tasks (2) observation observation observation
completely questions/tasks questions/tasks not questions/tasks not
Accomplished answered/ not answered/ answered/accomplished
Observation Sheet accomplished. answered/accom accomplished.
pli shed.

All questions All questions Questions were Four (4) or more

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

Portfolio is Portfolio is reflected Portfolio is not Portfolio is not reflected

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

Submitted Submitted on Submitted a day Submitted two (2) days

before the the deadline after the or more after the
deadline deadline deadline
Submission

COMMENT/S
Over-all Score Rating:
(Based on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below

18 12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

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

Signature of FS Teacher above Printed Name Date