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RATIONALE

Field study 2 is an integral part of the new teacher education curriculum. It is a course
that focuses on the pre-service teacher’s observation of the mentor’s 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 techniques 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.

Good’s 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.

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LINKS TO DEPED’S 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 for 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 – encourage learners to ask questions.
2.3.3 Provide learners with a variety of learning activities
2.4.1 Handles behavior problems quickly and with due respect to children’s rights.
2.4.2 Gives timely feedback and reinforcement appropriate to learner’s 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 differentiated activities for learners
3.1.6 sensitive to multicultural background of the learner
3.2.4 is sensitive to unusual behavior of learners and takes appropriate action.

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ROLES AND RESPONSIBILITIES OF KEY STAKEHOLDERS IN
FIELD STUDY 2
The Teacher Education Institution (TEI)

A. The College Dean shall:


1. Designate practicum manager to oversee and coordinate the Practicum
program of the TEI.
2. Assign practicum supervisor with 25 – 30 PST’s
3. Allocate a flexible incentive to DepEd personnel involved in student teaching
as stipulated in the MOA.
4. Initiate conferences with SDS in selecting public and private schools in the
province/City.
Assign space for a Practicum Office and appoints an office staff.

B. Practicum Manager shall:


1. Monitor the teachers handling Field Studies.
2. Supervise practicum office Staff.
3. Formulate policies and systems for the practicum
4. Manage administrative matters such as preparation and signing of MOA.
5. Coordinate with the SDS in the selection of cooperating schools.
6. Communicate with stakeholders and handles paperwork with regards to the
practicum program.
7. Release the PST’s from any academic loads not prescribed by the curriculum in
the final year of internship.
C. The TEI Practicum Supervisor shall:
1. Prepare the program of activities of the student teachers.
2. Coordinate regularly with the principal and cooperating teachers regarding the
performance of the student teachers.
3. Coordinate with the Principal of the cooperating school regarding the activities
and needs of pre-service teachers relative to their observation of classes.
4. Prepare the pre-service teachers for their off-campus observation activities.
5. Coordinate regularly with the Principal/Head Teacher/Cooperating Teacher
regarding the performance of the pre-service students.
6. Conduct post-conference, interview, case studies of pre-service teachers.

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D. The Pre-service Teachers shall:
1. Perform in accordance with the basic professional expectations detailed in
these guidelines.
2. Attend all sessions and scheduled school visits with the DepEd partner school.
3. Meet the individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return for
the services which the school provides.
5. Operate and cooperate with the school community and its requirements and
expectations.
6. Observe and embrace the Ethics of the Profession.
7. Maintain a journal of the experience.

Department of Education (DepEd)

A. Schools Division Superintendent (SDS) shall:


1. Review and subsequently approve TEI’s request for cooperating schools;
2. Conduct orientation on student teaching with the TEI’s inclusive of the Dean,
Practicum Manager, Practicum Supervisors and the School Principals, site
Coordinators, and the Cooperating Teachers.
3. Approve authority for MOA between TEI’s and DepEd.
B. The Cooperating Teacher shall:
1. Serve as mentor of the PST’s
2. Provide support to PST’s by:
a. regular class observation
b. classroom management
c. accomplishment of different forms and related work
3. Observe, coach, mentor and evaluate the performance of the PST’s
4. Model effective teaching and management techniques.
C. The Cooperating Principal shall:
1. Collaborate with TEI Practicum Supervisor in facilitating placement of pre-
service student teachers and provide the social and professional aspects of
administering practicum teaching.
2. Orient the student teachers on:
a. VMGO and organizational structure of the school
b. Orient student teachers on school policies on students and personnel
discipline
3. Identify exemplary cooperating teacher/s to handle pre-service teacher’s
exposure for FS2.
4. Coordinate with site coordinator and TEI’s on the assignment of student
teachers.

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5. Monitor and provide feedback on the performance of student teachers to
TEI’s
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent
D. The Site Coordinator shall:
1. Assist the principal on the assignment and discipline of the student teachers
2. Conduct regular conference with cooperating teachers as regards to the
performance and behavior of student teachers
3. Coordinate with the TEI supervisor of the student teachers
4. See to it that student teachers are not allowed to substitute for teachers who
are absent or on leave.

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COURSE DESCRIPTION

Field Study 2 is the second in a series of six related field study courses. It is focused
primarily on observing the teacher’s 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 teacher’s 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. Enriched 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.

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GRADING SYSTEM
Rater
CT PS
Reflective Journal Writing ------------------------ 50%
(at least 4 entries)
Portfolio ------------------------------------------------ 20% 20%
Checklist on Management Skills and Competency
Checklist on Communication Skills and Activity Sheets
Seat plan
Class list
Attendance in scheduled school visits----------- 10
TOTAL -------------------------------------------------- 30% 70%

CT - Cooperating Teachers

PS - Practicum Supervisor

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SCHEDULE OF ACTIVITIES FOR FIELD STUDY 2

SESSION/ SITE/
VISITS / TIME VENUE ACTIVITY
FRAME OBSERVATION

Orientation/Workshop
FS 2 Manual on
Classroom MGT skills:
First session
TEI Conference Room a.- Time MGT
3 hrs.
b.- Students’
misbehavior
c.- Teacher’s
profession ethics
Observation on the
Teacher’s style on

Second session/ Classroom A Routine Activities:


DepEd
1st visit Classroom B a. attendance
(Elementary/Secondary)
3 hrs. Classroom C b. seating
arrangement
c. handling materials
Observation on the
Third session/ Classroom D teaching strategies,
DepEd activities, assessment
2nd visit Classroom E
(Elementary/Secondary) and instructional
3hrs. Classroom F materials used by the
teacher
Classroom G
Fourth session/ Observation on the
DepEd Classroom H enhanced
3rd visit
(Elementary/Secondary) Classroom I communication skills of
3 hrs. buddies

Fifth session/
4th visit
DepEd Post Conference/
3 h Classrooms dialogue with the
(Elementary/Secondary)
r CTs
s
.

Sixth session Conference Room Debriefing/evaluation


TEI
with PSTs

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School Profile
(Historical Background)
Bagong Silang National High School

Bagong Silang National High School was an extension school of Mapawa National

High School in 2009 up until December 10, 2016 when it was declared as an

independent school. It operated as an independent institution in the school year

2017-2018. Bagong Slang National High School’s first school-in-charge was Mr.

Herminigildo Matis. As of the present, Bagong Silang National High School have 10

regular teachers, 1 PTA and 1 SIC.

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Vision, Mission and Core Values of the Cooperating School

VISION

We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation

As a learner-centered public institution, the Department of Education continuously


improves itself to better serve its stakeholders.

MISSION

To promote and protect the right of every Filipino to quality, equitable, cultured-based,
and complete basic education where;

Students learn in a child-friendly, gender-sensitive, safe and motivating environment;

Teachers facilitate learning and constantly nurture every learner;

Administrators and staff, as stewards of the institution, ensure an enabling and support
environment for effective learning to happen;

Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

OUR CORE VALUES

Maka- Diyos

Maka- tao

Makakalikasan

Makabansa

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Cooperating Teacher’s Curriculum Vitae

PERSONAL BACKGROUND
Name: Lanie D. Sarco
Age: 34
Address: Purok Nangka, Poblacion, Maragusan, Compostela Valley
Gender: Female
Birthdate: July 15, 1984
Birthplace: Purok Nangka, Poblacion, Maragusan, Compostela Valley
Height: 5’0 inch
Weight: 45 kg
No. of years in service: 4 years
Name of spouse: James R. Sarco

EDUCATIONAL BACKGROUND

Tertiary: Bukidnon State College


Year Graduated: 2005
Course: Bachelor of Secondary Education major in English
Secondary: Maragusan National High School
Year Graduated: 2001
Elementary: Maragusan Central Elementary School
Year Graduated: 1997

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Pre-service Teacher’s Curriculum Vitae

PERSONAL BACKGROUND
Name: Phranxies Jean L. Blaya
Age: 20
Address: Prk. Sunflower, New Katipunan, Maragusan, Compostela Valley
Birthdate: May 23,1997
Height: 5’1
Weight: 38
Sex: Female
Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary : Compostela Valley State College - Maragusan Branch


(On-going)
Secondary : Saint Vincent Academy of Maragusan
Poblacion, Maragusan, Compostela Valley
S.Y. 2012-2013
Elementary : Maragusan Central Elementary School
Poblacion, Maragusan, Compostela Valley
S.Y. 2008-2009

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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 teacher/mentor.

Ia)
Teaching
Learning Activities Instructional Materials
Methods/Strategies
The teaching The teachers and the The instructional
methods/strategies the practicum teachers used materials used by the
teacher applied to her class various kinds of learning teacher during our class
during our observation are activities such as: observation were the
the following: following:
Giving group
The teachers skipped activities to Chalks
the common habits students before the Bond papers for
inside the classroom lesson proper to answer sheets
before the classes activate the prior Print outs
starts and proceeded learning or the (Pictures)
directly to discussing students, which will Manila papers
the lessons. be used further in Art/construction
The teacher provided the topics to be papers
ice breakers before, discussed.
during, and after the Using pictures and
discussions to keep other illustrative
her students alive in material during the
the class. discussion to add
The teacher exercised creativity to lesson
authority onto her and most
appearance to gain importantly to
the full attention and boost the
respect of the understanding and
students during her perceptual learning
class. of the students.
The teacher, Making the
particularly the students guess the
practicum teacher, lesson to be
follows her lesson discussed and
plan, visual aids, and making the
other instructional students speak out
materials, and their ideas by
prepared them ahead asking questions
of time. regarding the
subject matter.

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Subject Teaching strategies Assessment
Lesson Objectives
Matter activities strategies used

Define and Show pictures


Formative
illustrate a star. of a certain
quiz
Identify the constellation
different and make the
constellations students
of the stars, identify that
along with its constellation.
features and Ask the
Stars and
characteristics. students what
Constellations
Differentiate a they know
star from other about the
celestial bodies. subject matter
and making
the students
share their
ideas to the
class.

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Ic)

Write a reflection on how the teacher’s teaching strategies learner’s


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

A teacher must be well-equipped with preparedness before going to her class. Preparing
such strategies, learning activities and instructional materials to be used inside the
classroom would greatly benefit or either improve the enthusiasm of the students to
learn.
Learning activities such as making group works, identifying pictures and having quizzes
serve as assessment to students’ prior and to-be-acquired knowledge. This is helpful to
them because learning is most effective when the students can interact and are able to
have fun. Such activities are vital because most of the students nowadays are active
rather than passive learners. They tend to learn more by doing. These certain activities
will promote an effective teaching-learning process inside the classroom because having
the students do what they are capable of, and the teacher having awareness of her
students’ capacities as well as learning styles will provide the students and the teacher a
harmonious relationship inside the classroom. The teacher will be able to assess the
progress of her students, as well as determine the strengths and weaknesses of her
students, and provide reinforcement during her class; whereas the students will be able
to appreciate their teacher, and in turn respect her and focus attention to her class.
Students are more likely to be attentive in their class when they are interested in what
the teachers makes them do in her class.
Having diverse strategies in teaching, in addition, is also of great importance when we
talk about effectiveness in the teaching as well as learning process. A teacher must be
able to have different strategies and methods in teaching from time to time to avoid
monotony in the class. She too, must develop certain strategies to assess those students
who have lesser capacities in learning, because based on my observations, the students
are able to participate and engage themselves in the process of learning if the strategies
the teacher applied to her class is best suited for them. The students’ diverse attitudes
and styles in learning should also be taken into consideration by applying strategies or
methodologies that will make them pay attention to the class.
Instructional materials also play a role in the efficient teaching-learning process. Not
only do they add creativity to the topic but also enhance the learning of the students.
Instructional materials include the visual aid, pictures and other illustration used in
discussions. They are significant in learning as well as teaching because most learners
are visual. They tend to learn more by seeing illustrations or pictures of the subject
matter. Also, some students engage themselves in class when they like the pictures, or
when they know what the pictures are. Other learners are able to speak out their ideas
when they saw its picture rather than by just seeing or reading the words. Illustrations
will help the students relate the ideas they have to the existing subject matter.
A teacher in an efficient and conducive to learning classroom must be able to apply
these said three above in class to maximize not only her students’ capacity but also her
teaching capacity as well. The aforementioned above must be used in all classrooms so
that learning becomes meaningful, worthwhile and fruitful.

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APPENDIX B: CHECKLIST FOR EFFECTIVE CLASSROOM MANAGEMENT
The following checklist should be accomplished by the PSTs as he/she observes the
teacher’s management styles.
An example of this is
Classroom Management Skills YES NO

1. The teacher checked attendance The teacher would call
using the learner’s name in  the students one by one
assigning their proper seat in alphabetical order.
arrangement.
2. There was a definite place for
storage of materials needed and 
used in the classroom.
3. The teacher systematically The teacher would ask
distributed or collected materials. the students to pass
their answer sheets
 forward, by row, and
gather them at the
center row.
4. There was a system observed on
how students enter/leave the 
classroom.
5. The teacher interacted positively The teacher would make
and effectively with the learners. jokes inside the class
and also consume every
space in the classroom.
 They would roam
around and see to it that
everyone is still lively in
her class.
6. The learners’ behaviors were The teacher would call
addressed and given attention by the attention of the
the teacher. student who is not
 listening in the
discussion and tell
him/her to refrain from
misbehaving.
7. The teacher used some techniques The teacher would often
to control disruptive behavior of the call the name of the
learners.  misbehaving student to
answer a certain
question.
8. The teacher was fair, open-minded Instead of scolding, the
and consistent in dealing with the teacher will only call
learners’ inappropriate behavior.  their names and talk to
them in decent manner.
9. The teacher has an effective The teacher would often
approach in grouping learners for  group them by row or by
different learning activities. doing count-offs.

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10. Classroom was structured to The classroom had wall
enhance learning (display boards, decors and paintings. It
lights, ventilation, etc.)  also has information
charts and other reading
pieces.
11. Board work, visual aids and The teacher before
instructional materials were arriving in her class had
prepared ahead of time. her lesson plan, visual
 aids and other
instructional material
prepared ahead of time.
12. The teacher was flexible in his/her The teacher is time-
time management bounded. She can also
 maximize her time to
discuss the lessons and
give assessments after.
13. The teacher maintained order and The teacher had an
discipline in classroom authoritative appeal and
 voice that will make the
student listen to them
attentively.
14. The teacher used non-threatening The teacher will give
styles of discipline. them effective story for
motivation or call their
 attention in class instead
of threatening or
scolding them.
15. There was a provision for the safety They have watchmen in
and security of students.  the school.
16. The teacher reinforced students The teacher would praise
for appropriate behavior and those who did well in
refrained from using physical class, on the other hand,
punishment. she would also call the
attention of the student
 who misbehaved and
talk to him/her alone in
a decent manner about
his misbehavior and
encourage him to do and
be better the next time.

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APPENDIX C: COMPETENCY CHECKLIST
PSTs OBSERVATION OF COMPETENCY CHECKLIST
Name: Phranxies Jean L. Blaya Course: BSED Yr. & Section: I- Evening
Direction: During your classroom observation Provide one example of the following
competencies you observe.

COMPETENCY OBSERVED EXAMPLE

1. Provides lessons with a variety of Topics are correlated with


learning experiences  current events as well as
daily habits to widen the
students understanding of
it.
2. Designs or selects learning Strategies are used
experiences suited to the different  diversely by teachers from
kinds of learners. time to time to aid the
need of her students.
3. Adopt strategies to address needs
of differently-able students. Not Observed

4. Identifies varied method and Strategies are used


strategies used in the learning  diversely from time to
environment. time; the teacher exercises
versatility to meet the
learning needs of the
students.
5. Selects, prepares and utilizes Instructional materials
instructional materials appropriate  were all well-prepared,
to the learners and to the objects of aligned to the objectives of
the lesson. the subject matter, and
very entertaining on the
part of the students.
6. Engages and sustains learner’s
interest in the subject through the Not Observed
use of appropriate audio-visual
materials.
7. Provides varied enrichment The teachers provide
activities to nurture the desire for games and other
further learning.  recreational activities
which are related to the
lessons.
8. Creates stress-free environment. The teachers see to it that
the learning of students is
 stress-free. They tend to
give homework to
students which are easy to
access.

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9. Encourages free expression of The teacher welcomes new
ideas. and unusual ideas of the
 students and criticize
them in an encouraging
way.
10. Recognizes that every learner has The teacher sees to it that
strength and worth as a person. the ideas of the learners
 are accepted instead of
being bullied.
11. Recognize multi-cultural The teacher respects
background of the learner. cultural background of
 learners and takes them
into consideration.

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APPENDIX D: CHECKLISTS FOR COMMUNICATION SKILLS
This instrument should be used to assess the PST’s communication skill on the areas
specified in the checklist by his/her mentor. Each PST will also rate his/her own buddy.
Direction: Check the appropriate box that will assess your own communication skills
and that of your buddy as you interact with each other and with the cooperating teacher.
The mentor will use the same instrument in rating the PST buddies assigned under
him/her.
Part I- My Buddy and I

Always Usually Sometimes Seldom Never


Communication
observed observed observed observed observed
Skills 5 4 3 2 1

1. Consistently
Me
uses correct
grammar

Buddy

2. Uses language
in effective ways Me
that enhance the 
meaning of the
message Buddy

3. Listen
attentively and Me 
interacts with
buddy and
cooperating
teacher
Buddy 
4. Expresses
Me
thought fluently 
Buddy 
5. Responds
appropriately to
both verbal and
Me 
non-verbal
messages Buddy 
6. uses appropriate
Me
vocabulary 
Buddy 

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Part II – My Cooperating Teacher and I
Always Usually Sometimes Seldom Never
Communication
Observed Observed Observed Observed Observed
Skill
5 4 3 2 1

1. Consistently
uses correct
Me 
grammar
Cooperating

Teacher
2. Uses language
in effective
Me 
ways that
enhance the
meaning of
the message. Cooperating

Teacher

3. Listens
attentively
Me 
and interacts
with buddy Cooperating
and 
cooperating Teacher
teacher.

4. Expresses
thought
Me 
fluently.
Cooperating

Teacher

5. Responds
appropriately
Me 
to both verbal
and non-
verbal
messages. Cooperating

Teacher
6. Uses
appropriate
Me 
vocabulary
Cooperating

Teacher

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Class List

Name of PST: Ivy Marie A. Decatoria


Name of CT observed: Lanie D. Sarco
School: Bagong Silang National High School
Grade& Section: Grade 10- GOGH Subject Area: Classroom

CLASS LIST

Male Female
1. Amora, Renz Marrion
2. Armocilla, Ephraim 1. Agang, Anariza
3. Batal, Nimrod 2. Alombro, Roselyn
4. Bautista, Jerry Mae 3. Badil, Analou
5. Benemerito, John Lloyd Emmanuel 4. Berondo, Renelyn
6. Cabanilla, Archie 5. Cambongga, Cheryl Mae
7. Cagay, Alfredo 6. Castro, Vernalyn
8. Dalagon, Mark Anthony 7. Castrodes, April Joy
9. Dapayan Jeson 8. Celetaria, Laurice Mae
10. Dela Tore, Criston 9. Cueme, Glydel
11. Elmitanio, Cristopher 10. Datulio, Sheryl
12. Esmalana, Berly 11. Donaire, Rosabel
13. Espinosa, Aivan Miguel 12. Embrado, Grace
14. Gil, Rio 13. Esmalana, Angelica
15. Hadcan, Giljan 14. Fernandez, Claire Mae
16. Hipolan, Dindo 15. Lavilla, Justen, Desiree
17. Isaga, Ryan 16. Lomotos, Julfa Mae
18. Jabonilla, Joevan 17. Lulo, Charmie
19. Julio, Rheniel 18. Mantiza, Jessel
20. Lavilla, Felbert 19. Morales, Emarie
21. Libres Rodelio 20. Ogatis, Rejelyn
22. Linaza, Leo Joy 21. Quirante, Harly Quenn
23. Lladones, Vincent Isaiah 22. Quirante, Kharrylle Chloe
24. Luayon, Daryl John 23. Reboton, Rovegen
25. Manos, Leevie 24. Rodriguez, Aimee
26. Mantiza, Jonarvin 25. Seguerra, Jaiahvel
27. Maquiling, Aljory 26. Siangco, Ailene
28. Maquiling, Mark John 27. Tac-an, Janilean
29. Nano, Myco Reyes 28. Tanilon Kaye
30. Rivera, Juriel 29. Tapia, Lanie Vie
31. Tagalog, Rommel 30. Tayone, Allen Jane
32. Taña, James 31. Tribunalo, Stephany
33. Villaver Seth Ivan 32. Verde, Christel Mae

Cooperating Teacher: Lanie D. Sarco

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Seat Plan

Amora, Verde, Alombro, Gil, Rio Lavilla,


Renz Christel Roselyn Justen
Marrion Mae Desiree
Armocilla, Tribunalo, Nano, Dela Tore, Embrado
Ephraim Stephany Myco Criston Grace
Marrion Marrion James
Batal, Tayone, Quirante, Ogatis, Hipolan,
Nimrod Allen Jane Kharryle Rejelyn Dindo
Marrion Marrion Chloe
Bautista, Tapia, Dalagon, Mantiza, Fernandez,
Jerry Mae Lanie Vie Mark Jessel Claire Mae
Marrion Marrion Anthony
Benemerito Tanilon, Dapayan, Elmitanio, Donaire,
, John Kaye Jeson Christophe Rosabel
Lloyd r
Tac-an Siangco, Quirante, Morales, Isaga, Ryan
Janilean Ailene Harly Emarie
Queen
Cabanilla, Villaver, Badil, Datulio, Esmalana,
Archie Seth Ivan Analou Sheryl Angelica
Marrion Marrion
Seguerra, Taña, Maquiling, Hadcan, Esmalana,
Jaiahvel James Mark John Giljan Beverly
Marrion
Rodriguez, Reboton, Luayon, Lavilla, Manos,
Aimee Rovegen Daryl John Felbert Leevie
Marrion Marrion
Cagay, Tagalog, Lulo, Berondo,
Alfredo Rommel Charmie Renelyn
Marrion
Rivera, Agang, Linaza, Leo Libres,
Juriel Anariza Joy Rodelio
Marrion
Jabonilla, Cambongg
Joevan a, Cheryl
Marrion Mae
Castro, Lladones,
Vernalyn Vincent
Marrion Isaiah
Julio, Celetaria,
Rheniel Laurice
Mae
Mantiza, Castrodes,
Jonarvin April Joy

Maquiling
Aljory
Cooperating Teacher: Lanie D. Sarco

24 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
REFLECTIVE
JOURNALS

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Skills in the Teaching Learning Process
Journal Entry No. 1
Importance of Seat Plan

Seat plan is one of the most important classroom management skill that contributes a

lot to a conducive learning environment. As what I have observed, seat plan enables the

students to maximize their access to the lessons and might as well their participation.

Where a student decides to sit, and where the student is assigned to be seated tell a lot

about her personality and capability to engage in the class. There are students who tend

to be in front so that they will not miss out any of the lesson. They are said to be the

diligent ones. There are also students who prefer to be seated at the back to avoid the

monotony of the class or even to avoid being called by the teacher during class. They are

the students who are less likely in want of being heard or seen by the teacher because

they were not able to understand very well.

With proper and appropriate seating arrangements, a teacher will be able to monitor the

progress of each learner, and in turn the teacher may also be able to determine and

might as well take into consideration the weaknesses of the learners.

A teacher must be able to provide proper arrangements to his or her students to develop

their camaraderie and confidence in the class. Through this, a student may be able to

cope up with the lessons. Somehow, the teacher must be the one to designate her

students’ seats, because in this way, those students who are less likely to participate will

be easily seen and recognized, and in turn be guided so that they can cope up and

understand the lessons even better.

As much as possible, seat plan should be changed from time to time so that every

student will have the chance to be in front or be at the back and determine their own

capacities and comfort zones in the class. Thus, by knowing this, they may be able to

peek out or even move out from their shells and discover their full potentials.

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Skills in the Teaching Learning Process
Journal Entry No. 2

Appendix A: Classroom Management Skills

The general atmosphere of the classrooms my buddies and I had observed at Bagong

Silang National High School were all very conducive to learning. they had spacious

classrooms that could cater the students’ recreational needs, and their rooms were also

well-ventilated and hazard-free which makes their learning assured and worthwhile.

During the checking of attendance, there were times that the teacher would call them

one by one, and there were also other times wherein the teacher would base their

attendance for the day on the quizzes or exercises she made her students answer in

class.

During written activities or even quizzes, the teacher would write the questions on the

board or dictate the questions orally to them. After answering, the teacher will tell her

students to pass their papers forward by row, towards the center aisle.

The students have very limited access to resources such as books, magazines or other

educational or reading materials because as far as I have known, Bagong Silang National

High School is quite new, and other school resources were still on the process of

requesting and purchasing. But the teachers, as well as the students developed ways to

maximize their resources such sharing of books, where one book is shared by pair or by

two students.

Because high school students are much likely liberated and apparently tenacious that

those young learners, proper habits or courtesies upon entering and leaving the

classroom were not exercised. Most of the teachers, upon entering the classroom,

proceeded directly to the lesson proper.

My concept of discipline is that it should not be out of fear. Students’ discipline should

be maintained in the class because of the teacher’s strategy to handle her class. I think

that the students’ discipline is what results from a harmonious relationship between the

teacher and the students. And that, in discipling them, harsh words, violence, force, or

27 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
all sorts of threats should be prohibited. Talking decently can be a way of disciplining.

Reinforcement can also be a way too. Giving points or reward systems to students will

also encourage them to behave and do their best in class. Thus, disciplining students,

does not have to be complicated.

One of the classroom courtesies that I have observed was of Sir Chua’s. He was able to

adopt the attention of his students to his discussion by making jokes which were related

to the subject matter, which I think is one of the classroom courtesies that is beneficial

to an efficient classroom management. Fun is the key component in making students

engage into learning, that is why having jokes that are educational would greatly help

promote harmony in the teaching and learning process.

During the time where in the teacher would ask questions to the students, whenever the

students know the answer they would enthusiastically raise their hands; whereas, when

they literally have no idea, the teacher would provide guidance and assist them to come

up with the right answers. The teacher too, gives time for the students to construct their

ideas, she does not rush them. Moreover, whenever the students have questions to the

teacher or other sorts or clarification, the teacher would humbly answer them and

whenever she does not know the answer she would them that she will research the

answer and give it during the next meeting.

One of the misbehaviors of students observed in class was talking while the teacher was

discussing in front. Other students cannot help themselves but to talk to their seatmates

or friends. The teacher, upon seeing or noticing this type of behavior would call the

attention of the student/s and make him/them answer certain questions regarding the

topic being discussed. Another misbehavior is being noisy when the class I going on.

There are these students who are very noisy, who never fails to chatter all around the

classroom, and those who always like to make unnecessary commotions in their seats.

The teacher, as an address to this behavior, would call the names of the students who

were noisy, make them answer an activity and also ask them questions that are relevant

to the topic.

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Skills in the Teaching Learning Process
Journal Entry No. 3

Communication Skills with Buddies and Mentor

During our classroom observation period, my buddies, Ivy Marie A. Decatoria, Gretchen

O. Sarno and I were always generous when it comes to sharing thoughts, facts and

opinions regarding the things we have noticed or observed. We also jot down notes on

the things we have to ponder such as the misbehaviors of the students we had noticed,

and then later on, discuss about them and what we would do when we encounter

students like them in the field. What is great about us is that we were able to express our

thoughts fluently.

In our small talks with our cooperating teacher, Ma’am Lanie, she always had this

appeal that is very friendly and comfortable. She always encourages us to teach out of

passion and not out of payroll. Whenever she handles her students, we can really see

that she is able to express her ideas to the students fluently, she too was able to use

consistent grammar, which she said took a lot of practice. When she teaches her

students, she always made use of the verbal and non-verbal cues like gestures, sign

languages and also eye contact, to ensure that the students had given their full attention

to her.

The difference between us and our cooperating teacher is that she is able to provide and

apply strategies that are suitable to her diverse learners. The four years of experience in

the field, as she said, had given her the knowledge and the opportunity to familiarize the

different types of learners and to utilize strategies and methodologies that are best

suited for them. Since, we are still pre-service teachers, what we are able to do is to point

out what to do and what not to do when the time come that we will be given the chance

to handle a class in our field of interest, which is teaching.

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Skills in the Teaching Learning Process
Journal Entry No. 4

Post Conference/Debriefing

During the conduct of our FS2, we were able to assess different strategies in teaching

that a teacher must possess inside the classroom. We noticed that the teacher changes

her strategies from time to time to aid the various needs of learners in a specific area or

subject matter. Strategies that were used in Math subject may not or may be used in the

discussions during the English subject. The role of the teacher is to utilize those certain

strategies and add or remove some things out of those strategies to improve the learning

of the students. Asking questions before, during and after the discussions were the most

commonly used strategy by the teachers. Another is the use of pictures or all sorts of

information to maximize students understanding of the topic, and lastly, the assessment

strategies, formulating quizzes to see how far and to what extent the students have

learned regarding the subject matter.

Time management, patience, and the use of seat plans were few of the classroom

management skills I have observed. And I have drawn out from these said skills that in

the profession I chose to enter, several things are to be pondered. One is that I should be

time-bounded. I should be able to maximize the hours I have during discussions to

instill unto learners the necessary information or knowledge they must partake. Next is

that I should be patient in dealing with the different attitudes and diverse behaviors of

students. This skill is of great importance because instill knowledge takes time and that

it cannot be done abruptly. And lastly, I must be able to formulate seat plans. Through

seat plan, I will be able to cater my students’ needs, determine their strengths and

weaknesses, monitor their progress and recognize their different abilities and lines of

expertise. The use of seat plans will also help my students engage themselves in the class

and take them out of their shells. I should be able to apply the aforementioned three in

my future career so that I may be able to touch or even change lives of those who are

driven not only by poverty or their love of family but also by their willingness to acquire

and learn knowledge and wisdom.

30 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
The teaching profession takes a lot of courage to pursue. It needs more that what is in

the mind, it also needs the heart and the willingness to teach not what is taught but what

is to be learned. There are a lot of things to be taken into consideration. The diversity of

the students must not be a threat to the teaching profession, but rather a challenge.

Teaching is what is taught is easy but teaching them how and what to learn is difficult,

and it is what the human race exactly needs. A teacher must be teaching because of

purpose. And whatever that purpose may be, it should be for the sake of all, not for the

sake of oneself.

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Skills in the Teaching Learning Process
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Skills in the Teaching Learning Process
33 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
34 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
During the flag ceremony of
Bagong Silang National High First observation in Grade
School 9-A

Grade 9-B

With Miss Lorelyn Embudo


and my buddies

Grade 10-Gogh

Gogh-layan

Gogh-layan During a written activity

35 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
Faculty room of the teachers in
BSNHS Bulletin board of BSNHS

During a group activity


Students arranging the chairs
before the class starts

During the flag ceremony BSNHS basketball court

36 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
BSNHS mini gym

BSNHS school canteen

BSNHS comfort room

During a group activity

Preparation for role playing


Trash bins

Back of the flag pole in BSNHS Children sorting garbage’s

37 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
APPENDICE
S

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Skills in the Teaching Learning Process
Daily Time
Records

39 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
40 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
41 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
42 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
Attendanc
e Sheets

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Skills in the Teaching Learning Process
44 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process
45 | F i e l d S t u d y 2 Classroom Management
Skills in the Teaching Learning Process