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FS-2-EPISODE-3

The document outlines a framework for creating a classroom learning management plan aimed at fostering responsibility, respect, and gender sensitivity among students. It emphasizes the importance of effective classroom management in enhancing student success and outlines key elements such as classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. Additionally, it includes prompts for reflection and action research to help future teachers develop their own management plans based on observations and experiences.

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pusonleanne028
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2 views

FS-2-EPISODE-3

The document outlines a framework for creating a classroom learning management plan aimed at fostering responsibility, respect, and gender sensitivity among students. It emphasizes the importance of effective classroom management in enhancing student success and outlines key elements such as classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. Additionally, it includes prompts for reflection and action research to help future teachers develop their own management plans based on observations and experiences.

Uploaded by

pusonleanne028
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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FS Student: Date of Participation/Assistantship:

Episode 3– Creating Classroom Learning Management Plan

Learning Outcomes

At the end of this learning episode, students shall be able to:

a) create a classroom learning management plan that fosters responsibility, respect, and
gender-sensitivity; and
b) analyze possible topics for action research on classroom/remote learning management.

How will my classroom management plan


balance structure and flexibility to Teacher asks…
address students' individual needs while
promoting responsibility, respect, and a
gender-sensitive environment?

Overview
A classroom management plan is a plan that a teacher designs that sets the
expectations for every student. The purpose of a classroom management plan is to
make the students accountable for their actions. Effective classroom management
increases students’ success, enhances students’ academic skills and competencies
and promotes social and emotional development.
Moreover, a classroom/remote Management Plan is essential for ensuring a
well-organized, engaging, and productive learning environment, whether in a
physical classroom or in a remote setting. The plan outlines strategies and procedures for
managing student behavior, promoting active participation, and facilitating effective learning. It
involves creating clear expectations, establishing routines, and using tools and resources that are
conducive to maintaining structure and minimizing disruptions.
In a traditional classroom, the plan typically focuses on setting rules, fostering positive
relationships, and using instructional strategies to address diverse student needs. Teachers may
establish routines for entering the classroom, managing transitions, and addressing behavior issues
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). Consistency and fairness are key to ensuring
that students understand expectations and can meet them.

KEY ELEMENTS FOR EFFECTIVE CLASSROOM MANAGEMENT PLAN

Classroom Design This refers to seating arrangement, bulletin boards, display, storage area,
equipment, supplies, etc.
Rules These are the expectations set at the beginning of the class to foster love, care,
respect, and sense of community in the class.
Discipline Classroom rules must define the consequences of every action/misdemeanor
in class. This will ensure fairness and consistency in dealing with the students.
This also includes the rewards given for good behavior.

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Scheduling This includes time allotment given for each period and activity in class. This will
make the students to stay on time on task.
Organization This refers to the systematic arrangement of files and records and keeping
them organized always and ready for use.
Instructional These are ways by which you implement your learning content. Tailoring your
Techniques techniques to the subject, grade levels and nature of the learner is important.
Communication Consistent open lines of communication to all the stakeholders of the school
community will lead to better teacher-student relationship.

A good learning environment produces highly engaged students who learn more, do more,
and work more. Teachers likewise become more creative and productive in their work.

Notice
Observe how your resource teacher manages the classroom. Based on your observation, answer the
following briefly by completing the tables below.

Classroom Rules and Procedures


1. How did the resource teacher establish clear classroom rules and procedures to ensure a
positive, organized, and respectful learning environment?

Teacher-Student Relationship
2. How did the resource teacher build a positive teacher-student relationship that fosters
trust, respect, and effective communication to enhance classroom management?

Schedules and Timeframes


3. How did the resource teacher effectively manage schedules and timeframes to ensure
that lessons run smoothly and maximize student engagement and learning?

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Classroom Structure, Design, and Safety Procedures
4. How did the resource teacher design and arrange the classroom structure to create an
organized, accessible, safe, and conducive environment for student learning and effective
classroom management?

Strategies for Rewards and Consequences


5. How did the resource teacher implement strategies for rewards and consequences that
motivate positive behavior and address disruptions in a fair and consistent manner?

Participate
Describe how you assisted in managing classroom learning, highlighting your role in the process.
Attach artifacts/photos below.

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Take Action
Based on your observation of the current classroom management of your resource teacher, create
your classroom management plan that you will implement in your future classes that promotes
responsibility, respect, and gender-sensitivity. Highlight the following areas: a) Classroom Rules and
Procedure, b) Teacher-student Relationship, c) Schedules and Timeframes, d) Classroom Structure,
Design, and Safety Procedures, and e) Strategies for Rewards and Consequences. Feel free to use
another sheet for your answer.

My Classroom Management Plan

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RUBRIC for Grading the Classroom Management Plan

Criteria 4-Excellent 3-Good 2- Satisfactory 1-Needs


Improvement
Classroom Rules Rules and Rules and Rules and Rules and
and Procedures procedures are procedures are procedures are procedures are
clear, clear and somewhat vague unclear,
practical, though
comprehensive, or incomplete, unrealistic, or
may lack a few
realistic, and details or leading to poorly
tailored to ensure a flexibility for potential confusion communicated.
positive and certain situations. or inconsistency in
organized learning implementation.
environment.
Teacher-Student The plan The plan includes The plan briefly The plan neglects
Relationship demonstrates a strategies for addresses teacher- the importance of
strong focus on fostering positive student teacher-student
building respect, relationships with relationships but relationships or
and open students but lacks lacks clear fails to outline
communication some depth or strategies for strategies for
with students, variety in building trust or establishing
promoting a approach. respect. rapport with
positive classroom students.
atmosphere.
Schedules and The plan The plan includes The plan’s The plan lacks clear
Timeframes demonstrates schedules and schedules and schedules or
effective use of timeframes but timeframes are timeframes,
resulting in poor
time with clear, may lack clarity or unclear or overly
management of
realistic schedules effective ambitious, class time and
and timeframes for transitions potentially ineffective lesson
activities, ensuring between hindering time pacing.
smooth transitions activities. management in
and efficient use of the classroom.
instructional time.
Classroom The classroom The classroom The classroom The classroom
Structure, Design, design is highly structure and design is design is poorly
and Safety organized, design are somewhat arranged, unsafe,
Procedures functional, and functional and disorganized, and or lacks necessary
promotes a safe, generally promote safety procedures safety procedures,
accessible, and learning, but may are not clearly leading to
conducive learning lack some defined or partially potential risks or
environment. attention to addressed. distractions.
safety.
Strategies for The plan includes a The plan includes The plan includes The plan lacks clear
Rewards and well-balanced, fair, strategies for basic rewards and or fair strategies
Consequences and consistent rewards and consequences but for rewards and
consequences, or
system for rewards consequences but lacks clarity,
they are
and consequences may lack some consistency, or inconsistent and
that promotes consistency or fairness in ineffective in
positive behavior. variety. application. addressing
behavior.

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Reflection and Action Research Prompts
Complete the ideation table below and come up with your own possible action research title.

1. What problems/challenges
emerged in the process?

2. What solutions/interventions
could be applied to solve the
problems?

3. What is your possible


Classroom-Based Action
Research title?

Note:
An action research title typically consists of the Focus of the Study/ Problem, Context/Respondents,
Action/Intervention, and the Objective of the Study.
Example: Using Game-Based Approach in Enhancing Grade 7 students’ Study Habits
Problem: Student’s Study Habits
Context/Respondents: Grade 7 students (Junior High School)
Action/Intervention: Game-Based Approach
Objective: Enhance students’ Study Habits

Secure your FS Resource Teacher’s Signature:


Position:
School:
Date:

References:
Lucas, M. T., et al (2021). Field Study – Participation and Teaching Assistantship. Lorimar Publishing
Inc.
Martin, F., Sunley, R., & Turner, S. (2020). Remote learning: Practical strategies for building
engagement. Journal of Educational Technology & Society, 23(4), 20-31.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in
classroom management: Considerations for research to practice. Education and Treatment of
Children, 31(3), 351-380.

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