I.

RATIONALE
Field Study 2 is an integral part of the new teacher education curriculum. It is a course
that focuses on the pre-service teachers observation of the mentors classroom
management skills in the teaching-learning process applied in the classroom.
This one-unit course will enable the pre-service teachers to identify the various aspects
of teaching, classroom management, and technique used by the cooperating teacher.
These aspects and techniques will then be described by the PST through a narrative
report reflected as journal entries. These techniques in the teaching-learning process
and classroom management will provide students with opportunities to examine their
application in the teaching-learning environment.
Goods Dictionary of Education defines classroom management as the administration
or direction of activities with special reference to such problem as discipline, democratic
teaching-learning techniques, the use and care of supplies and reference materials, the
physical features of the classroom, general housekeeping and the social relationships of
the learners.
A well-managed classroom is conducive to mental growth and development of the
learners skills in teaching. Learning becomes interesting and enjoyable under favorable
working conditions and an organized classroom environment.
Links to DepEds National Competency-Based Teacher Standards (NCBTS):
Domain 2- Learning Environment focuses on the ideal that teachers serve as positive
and powerful role models of the values of the pursuit of learning of different kinds of the
effort
2.1.1 Maintains a learning environment of courtesy and respect or different learners
(ability, culture, gender).
2.1.2 Provides gender-fair opportunities for learning.
2.2.1 Maintains a safe, clean and orderly classroom free from distractions.
2.3.2 Encourages learners to ask questions.
2.3.3 Provides learners with a variety of learning activities.
2.4.1 Handles behavior problems quickly and with due respect to childrens rights.
2.4.2 Gives timely feedback and reinforcement appropriate to learners behavior.
2.4.3 Guides individual learners requiring development of appropriate social and
learning behavior.
2.4.4 School policies and procedures for classroom behavior are communicated and
followed.
Domain 3- Diversity of Learners
3.1.2 Establishes goals that define appropriate expectation for all learners.
3.1.4 Provides different activities for learners.
3.1.6 Sensitive to multicultural background of the learner.
3.2.4 Sensitive to unusual behavior of learners and takes appropriate action.

III. COURSE DESCRIPTION

Field Study 2 is the second in a series of six related field study courses. It is focused
primarily on observing the teachers application of the teaching theories and principles
and his/her classroom management skills in the learning environment. It has special
reference to aspects such as creating a conducive teaching-learning atmosphere,
observing a child friendly school environment, discipline, use and care of supplies and
reference materials, the physical features of the classroom and, general housekeeping.
FS 2 is also concerned with the development of the pre-service teachers
communication skills as he/she interacts with the buddy and cooperating teacher.
This FS can be anchored on the following Professional Education subjects: Facilitating
Learning and Principle of Teaching 1 & 2.
Course Objectives
This FS 2 aims to
1. Provide Pre-service Students (PSTs) with opportunities to observe and
examine the different classroom management techniques applicable in the
learning environment.
2. Enrich PSTs knowledge of the teaching methods, strategies, learning
activities and appropriate instructional materials used by teachers (mentors).
3. Reflect on the importance of a well-managed classroom in creating a
conducive and healthy teaching-learning atmosphere.
4. Develop PSTs communication skills as he/she interacts with the buddy and
cooperating teacher.
Grading System
Reflective Journal Writing ----------------------------------------(at least 4 entries)

Rater
CT
PS
50%

Portfolio
---------------------------------------Checklist on Management Skills and Competency
Checklist on Communication Skills and Activity Sheets
Seat Plan
Class List

20%

Attendance in scheduled school visits ------------------------

10%

TOTAL

30%

CT Cooperating Teachers
PS Practicum Supervisor

---------------------------------------

20%

70%

VII. COURSE CONTENT

A. Classroom Management Skills and Styles
Classroom management is defined as the administration or direction of activities with
special reference to such problems as discipline, democratic techniques, use and care
of supplies and reference materials, the physical features and the social relationship of
learners in the classroom. (Good, Dictionary of Education)
The management of a classroom includes the organizations of its physical conditions as
well as the use of materials of instruction. Classroom routines that can be established to
save time, effort and resources may include seating arrangement to facilitate checking
of attendance, distributing and returning of instructional materials, entering and leaving
the room and observing classroom courtesy. The way the classroom teacher interacts
with the learners and the way learners interact with their mentor and with one another is
an attribute of a healthy environment conducive for learning.
Good classroom management establishes an atmosphere that permits activities o be
carried out efficiently and economically. A well-organized classroom is conducive for
mental development because the teaching and learning process becomes enjoyable
and interesting under favorable conditions.
1. The focus of observation is on the mentors classroom management skills which
facilitate an effective teaching and learning process. These management skills
include:
a. Routine activities to ensure classroom discipline, such as:
Checking the attendance
Seating arrangement
Handling materials and devices
Classroom courtesies
b. Monitoring of the learners behavior and the teachers response to the
various forms of student behavior.
Overview:
The learners are observed at the beginning of the day, upon arrival, during their sharing
time, in the distribution and collection of materials and in all other learners activities and
responsibilities in the classroom. Attendance is also checked. The success of teaching
and learning is determined by the way the class is managed and organized.

III. Objectives:
At the end of the sessions, the students will be able to:
1. Observe the cooperating teachers style of managing his/her class.
2. Acquaint them with the classroom routine established by the teacher to
maximize time for teaching-learning activities.
3. Describe the classroom routine established by the teacher and how a
classroom is well organized and managed, a classroom is and appreciate its
importance in establishing a classroom atmosphere conducive to learning.
4. Reflect on the application of different theories of learning and knowledge
acquisition and how planned Activities are facilitated in the classroom.
5. Observe different ways of teaching a lesson.
IV. Expected Outcomes
The Pre-service teacher is expected to:
1. Describe how students are organized to facilitate the implementation of
planned activities in the classroom.
2. Identify some facilities, equipments, materials and resources and other
structures found in the room and describe how these are arranged or utilized
by the learners to facilitate their mobility and the teaching-learning
effectiveness.
3. Discuss with the buddy and mentor the importance of a well-managed and
orderly classroom to effective teaching and learning and report on this journal.
4. Identify and select learning methods and activities appropriate to learners and
align to objectives of the lesson.
5. Reflections on the different kinds of learning-teaching theories demonstrated
and the different resources used by the teacher.
COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the
government agency or office within the work is created shall be necessary for
exploitation of such work for profit. This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) Project. Prior approval must be
given by the BEAM Project Management Unit and the source must be clearly
acknowledged.

V. Assessment:
The pre-service teachers will be rated based on the quality of performance they
manifested while in attendance to or as they conduct classroom observations. These
observations should be reflected in their Journal, required documents and reports
included in their portfolio and in line with the Rubric and Rating scale:
The following documents will be submitted during the debriefing with cooperating
teacher and TEI Practicum Supervisor:
Class lists, seat plan and policies on materials distribution and collection
are to be compiled in their professional folio to be submitted during the
debriefing session with the TEI Practicum Supervisor. Discuss the
importance of that seat plan in your journal.
Discussions on the importance of a well-managed classroom. This will be
written in the reflective journal.
Pre-Service Teachers Observation Guide on Classroom Management.
The responses to these questions should be written in the Journal. (see
Appendix A for questions)
Use the self-rating competency checklist and activity sheets 1-3 ELC p.4145
VI. Tasks for Pre-service Teachers:
1. Use the checklist in Appendix B to record specific information about
classroom management.
2. Secure a class list and draw a seat plan to save time in checking attendance
of students. Why is this important?
3. Observe a class and record notes on:
A. How and in what ways students are organized for the activities (e.g. pairs,
groups, teams). Are the learners given respect regardless of their gender,
culture and ability?
B. How the classroom is arranged and structured to facilitate mobility of the
students during class activity which is free from hazard and distractions.
C. Ways in which students and teacher, students and students interact with
one another, and describe how each one responds to questions.
D. Materials and equipment used during the lesson. Describe how they are
distributed, collected, used and arrange in a challenging activities.

Learning Content II
B. Enriching the Teaching and Learning experiences
The teaching-learning process becomes enjoyable and interesting when learners are
placed in a healthy environment conducive for learning. Students working under a
conducive learning environment can interact without fear or inhibitions with their
teachers. This facilitates an effective teaching and learning process.
In this aspect of teaching-learning process, the pre-service teachers (PSTs) are
provided with opportunities to observe the application of principles, methods, and
strategies used in the learning environment. They are given the chance to be familiar
with, develop, try out and enrich their knowledge of teaching method and strategies,
learning activities, assessment strategies and instructional materials used by their
mentors/cooperating teachers.
I. Objectives: this aspect of the lesson aims for PSTs to:
1. Be familiar with, and develop their understanding of teaching competency using
the checklist provided in the manual.
2. Observe and list different methods and strategies used by the cooperating
teachers in the classroom.
3. Identify the instructional materials and learning activities employed by the CTS
that fit in with the strategies used by the teacher.
4. Learn to match the objectives with the subject matter, teaching
strategies/activities, and assessment strategies.
II. Expected outcomes: PSTs are expected to:
1. Determine the teaching competencies employed in teaching.
2. Write/list down different methods, strategies, and learning activities employed by
their cooperating teacher.
3. Make a matrix showing the subject matter lesson objectives, the strategies,
learning activities, institutional materials and assessment tools employed by the
teacher as observed in the classroom.
4. Make a reflection about how learning activities and instructional materials used
by the teachers helped facilitate an effective teaching-learning process.
III. Assessment:
1. The Pre-service teachers will be assessed based on the completeness of the
documents, journals and reports required them to be submitted at the end of the
specified period of deployment.

Activity sheet 1:
Enriching Learning Experiences
Direction:
Observe a class and in the table below list: the teaching methodologies and strategies,
instructional materials, learning activities, subject matter, objectives, and evaluation
(assessment) strategies used by the teaher/mentor.
Ia)
Teaching Methods/Strategies

Learning Activities

Instructional Materials

Ib)
Subject Matter

Ic)

Lesson Objectives

Teaching strategies
activities

Assessment strategies
used

Write a reflection on how the teachers teaching strategies learners

activities and instructional materials helped facilitate an effective teaching
learning process.

Appendix A: Reflective Journal Entries

Guide Questions on Classroom Management Skills
These guide questions should be answered by the pre-service teachers based on
actual observation of a mentor. The responses to these questions will be written in the
individuals reflective journal.
1. What have you observe regarding the general atmosphere of the classroom?
Was the instructional environment conducive to learning?
2. Was there a system in distributing and collecting materials of instruction?
Describe how the teacher handled the following routine in order to economize on
time and energy in teaching and learning:
a. Roll call of attendance
b. Distribution and collection of resource materials and devices such as:
examination papers (quizzes, activity sheets)
c. Use of resources and materials such as books, apparatus, etc.
d. Asking and answering questions posed by the teacher or by other
students
e. Proper behavior in entering and leaving the classroom
3. What is your concept on discipline and its importance in maintaining a wellmanaged classroom? What were some routine activities that contributed to good
classroom management?
4. Describe an observed classroom courtesy that helped maintain harmonious
relations between the teacher and learners among the learners themselves.
5. How does the teacher respond to the learners questions? How do students
respond to the teachers questions?
6. Cite two (2) misbehaviors observed from students and the behavior management
techniques used by the cooperating teacher to change the behavior.
7. Was a child friendly atmosphere observed in the classroom? Cite some instances
where this was observed.

COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the
government agency or office within the work is created shall be necessary for
exploitation of such work for profit. This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) Project. Prior approval must be
given by the BEAM Project Management Unit and the source must be clearly
acknowledged.
Appendix B: Checklist for Effective Classroom Management
The following checklist should be accomplished by the PSTs as he/she observes the
teachers management styles.
Classroom Management Skills
1. The teacher checked attendance using the
learners name in assigning their proper seat
arrangement.
2. There was a definite place for storage of
materials needed and used in the classroom.
3. The teacher systematically distributed or
collected materials.
4. There was a system observed on how
students enter/leave the classroom.
5. The teacher interacted positively and
effectively with the learners.
6. The learners behaviors were addressed and
given attention by the teacher.
7. The teacher used some techniques to control
disruptive behavior of the learners.
8. The teacher was fair, open-minded and
consistent in dealing with the learners for
different learning environment.
9. The teacher has an effective approach in
grouping learners for different learning
activities.
10. Classroom was structured to enhanced
learning (display boards, lights, ventilation, etc.
11. Board work, visual aids and instructional
materials were prepared ahead of time.
12. The teacher was flexible in his/her time
management.

YES

NO

An example of this is

13. The teacher maintained order and discipline

in classroom.
14. The teacher used non-threatening styles of
discipline.
15. There was a provision for the safety and
security of students.
16. The teacher reinforced students for
appropriate behavior and refrained from using
physical punishment
Appendix C: Competency Checklist
PSTs OBSERVATION OF COMPETENCY CHECKLIST
Name: ROCHELLE T. DELA TORRE Course: BSED-MATH Yr. & Sect.:
Direction: During your classroom observation, provide one example of the following
competencies you observe.
COMPETENCY
1. Provides lessons with a variety of learning
experiences.
2. Designs or selects learning experiences
suited to the different kinds of learners.
3. Adopt strategies to address needs of
differently-able students.
4. Identifies varied method and strategies
used in the learning environment.
5. Selects, prepares and utilizes instructional
materials appropriate to the learners and
to the objects of the lesson.
6. Engages and sustains learners interest in
the subject through the use of appropriate
audio-visual materials.
7. Provides varied enrichment activities to
nurture the desire for further learning.

OBSERVED

EXAMPLE

8. Creates stress-free environment.

9. Encourages free expression of ideas.
10. Recognizes that every learner has
strength and worth as a person.
11. Recognize multi-cultural background of
the learner.
ASSISTING A TEACHER WITH A TEACHERS TOOLBOX
Name of FS Student
ROCHELLE T. DELA TORRE
Course BSED- MATHEMATICS
Year & Section
Resource Teacher EMILY B. CANO
Signature
Cooperating School La FILIPINA NATIONAL HIGH SCHOOL
Your Target
At the end of this activity, the students are able to identify the lesson objectives,
learning activities, instructional materials and assessment tools used by the teacher and
to draw insights from the teacher as to the reasons of their use in such learning
activities.
Your Way
Now work your way towards a closer look at the methods, strategies, and
approaches of teaching and learning, as well as the instructional materials and
assessment tools used.
To hit your Target, work your way through these steps:
Step 3. Reflect on the reasons given by the teacher interviewed.
Step 2. Interview the teacher on the reason behind the use of observed learning
activities and instructional materials.
Step 1. Observe a class and identify the lesson objectives, learning activities,
instructional materials and assessment tools used by the teacher.
Remember to place in the Teachers Toolbox the descriptions of the
instructional materials and assessment tools used by the classroom teacher as well as
those that you suggest as more appropriate.

Your Tools
For this visit, document your observations and the responses to the interviews
you conduct by using the activity forms provided for you.
An Observation Guide for Assisting Teacher
1. What are the objectives of the lesson?

2. How do the learners participate in the learning activities?

3. What instructional materials are employed?

4. How does the teacher assess the learning in the lesson? Is she assessing the process
or the product?

5. What reasons does the teacher give in having such learning activities?

ROCHELLE T. DELA TORRE

Signature over Printed Name of FS student

Teachers Activity

1.

2.

Describe the
learning behaviors
of the learners

Theories of
learning applied by
the teacher

Your own
suggested activity,
materials or
assessment that
are more
appropriate

Reasons for your

suggested activity,
materials, or
assessment

3.

ROCHELLE T. DELA TORRE

Observer
Observe a class and identify the lesson objectives, learning activities,
instructional materials, and assessment tools employed by the teacher. Accomplish the
matrix below.
Subject Matter

1.

Lesson Objectives

Learning Activities &

Instructional Materials

Assessment Tools

2.

3.

ROCHELLE T. DELA TORRE

Observer