Learning Managing My Classroom and

Task 6 Structure Routines

ESSENTIAL QUESTIONS

 What is the importance of having an organized and systematic

classroom structure and routines?
As mentioned, routines are one of the teacher’s primary labor-
saving devices as it lessens the worries of teachers in planning how to
manage the class and keep the students continuously engage in the
teaching and learning process. Moreover, a structured classroom helps
the teachers and the learners to manage their behavior and attitude
inside the classroom resulting to a conducive and safe learning
environment, and as they are guided by the rules introduced by the
teacher.

 As a teaching intern, what classroom routines shall you establish

to ensure a positive and non-violent discipline way of managing
learners’ behavior?
Managing learner’s behavior starts in knowing who they are and
how do they act inside the classroom. From this observation, most of
them do not follow common and basic rules such as asking permission
before going out, raising of hands before answering or speaking, speak
one at a time, and listening to instruction before moving. Therefore, I
always include these basic rules in introducing my classroom rules for
them to be reminded and practice it inside the classroom.

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 My Performance Task Building

Performance Task 1

Observe your teacher. Take down some important notes on how he/she
manages his/her class. What are his/her positive non-violent disciplinary
practices in the management of learn behavior?
Observation Log

Performance Task 2

Figure 1.6: School’s VMG Figure 1.7: Classroom’s subject corner

Performance Task 3

Design your classroom routines to ensure an effective classroom structure.

My Classroom Routines
Greeting the students has become part of my daily routine, allowing me
to check if they are ready for the day or if I need to make adjustments to the
planned activities. Along with this, I consistently remind them of the basic
classroom rules—such as raising their hands before speaking, asking
permission before leaving the room, speaking one at a time, avoiding the use
of cellphones during class hours unless necessary, and listening carefully to
instructions before moving. These rules are reinforced throughout every part

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of the discussion to emphasize the expectations they are to follow and
practice consistently.

Before starting the actual lesson, I engage the students in an energizer

activity that stimulates them both physically and mentally. This helps boost
their participation and sets a positive tone for the class. During the lesson
proper, I encourage a question-and-answer interaction, using hints such as
pictures, diagrams, keywords, or short videos to guide their thinking and help
them answer questions.

Observing the students during discussions is essential, as it allows me

to make real-time adjustments to ensure they remain engaged. I have also
adopted techniques from my cooperating teacher and other teachers, such as
asking “yes or no” questions for those who struggle to express themselves
and using the “ask a friend” strategy to support peer learning. I encourage
students to respond in English, while offering guidance when needed.
However, if they find it difficult to express their ideas, code-switching is
allowed. I then ask another student to restate what was said, helping others
stay attentive.

If I notice students becoming distracted, I redirect their attention by

calling on them to answer questions. To keep the atmosphere light and
engaging, I introduce another energizer during the lesson, often in the form of
a formative assessment—like multiple choice, true or false, or hot seat games
—all with creative twists to assess their understanding and reinforce the topic.

This routine is one of the methods I regularly use in the classroom.

However, if I observe that the students are not in the mood for a particular
discussion, I modify my approach or adjust the planned activities accordingly.

What is the impact of these classroom routines to students’ learning?

These classroom routines enable students to act accordingly. It will be
ingrained in their minds as expectations they are required to follow, helping
them stay disciplined and guided in their actions, attentiveness, and speech
throughout the discussion. Most importantly, learners are encouraged to keep
their eyes focused and ears open, knowing that if they allow intrusive thoughts
to take over, they may be called on for a recitation. Thus, these classroom
routines not only set clear expectations for students but also help keep them
engaged and enhance their absorption of the lesson.

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 My Assessment Tasks

1. Which terms refers to are established ways of managing a classroom to

ensure an organized and systematic structure?

A. Classroom Discipline
B. Classroom Management
C. Classroom Routines
D. Positive Discipline

2. When is the best time to establish classroom routines?

A. At the start of the school year

B. At the start of each class
C. During class discussion
D. At the end of the year

3. These things can be routinized EXCEPT ______.

A. Passing of papers/books
B. checking of attendance
C. Going in and out of the classroom
D. Designing the Bulletin Boards

4. Which is the best way to minimize a noisy learner in class?

A. Stop him/her.
B. Ignore him/her.
C. Request him or her to go to the room.
D. Talk to him/her personally.

5. Which is the best way to know why a learner is always absent in class?

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 A. Look at his/her Facebook account.
B. Write a letter to the parent.
C. Call the parent/guardian.
D. Report to the Guidance Counselor.

My Learning Artifacts

Conduct an interview among students. Ask them why positive and non-
violent discipline is effective in the management of learner behavior.

My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable
Excellence Standard

CRITERIA 4 3 2 1

Performance Tasks Has all the aspects Has some aspects Has minimal No aspect of work
of work that exceed of work that exceed aspects of work that meets level of
level of expectation. level of expectation. meet level of expectations.
expectation.
Shows exemplary Demonstrates solid
performance performance and Has errors,
understanding With some errors omissions and
and MASTERY is misconceptions
not thorough
Assessment Tasks With 5 correct With 4 correct With 3 correct With less than 3
answers answers answers correct answers

Learning Artifacts The piece/s of The piece/s of The piece/s of The piece/s of
evidence of evidence of learning evidence of evidence of learning
learning is/ are is/are aligned with learning is/are is/are NOT aligned
aligned with SOME of the aligned with ONE of with the learning
learning outcomes. learning outcomes. the learning outcomes.
outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done creatively are done quite are poorly done and
creatively and and resourcefully. creatively and need improvement.
resourcefully. resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted a day submitted 2 days submitted 3 days or
before the deadline. after the deadline. after the deadline. more after the

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 deadline.
MY TOTAL SCORE

________________________________

Signature of Practicum
Supervisor

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