Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 2 MANUAL

Classroom Management Skills in the Teaching
Learning Process
 TABLE OF CONTENTS
I. RATIONALE......................................................................................................................2
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):..................2
II. ROLES AND RESPONSIBILITIES OF KEY STAKEHOLDERS IN FIELD STUDY 2.......3
III. COURSE DESCRIPTION..................................................................................................5
Course Objectives..............................................................................................................5
Grading System..................................................................................................................5
IV. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 2.........................................................6
V. COURSE CONTENT.........................................................................................................7
A. Classroom Management Skills and Styles.....................................................................7
B. Enriching the Teaching and Learning experiences......................................................10
C. Communication Skills Enhancement with Buddy and Mentor......................................12
D. On-campus Post Conference (debriefing)....................................................................13
VI. GLOSSARY OF TERMS.................................................................................................14
VII.REFERENCES................................................................................................................15
VIII. APPENDICES...............................................................................................................16
Appendix A: Reflective Journal Entries.............................................................................17
Appendix B: Checklist for Effective Classroom Management...........................................18
Appendix C: Competency Checklist.................................................................................19
Appendix D: Checklists for Communication Skills............................................................20
Appendix E: Rubric for Journal Writing.............................................................................22
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 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.
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.

Field Study 2 2
 II. ROLES AND RESPONSIBILITIES OF KEY STAKEHOLDERS IN FIELD STUDY 2
I. 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.
5. 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.
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.

FS 2 3
II. 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.
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.

Field Study 2 4
 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 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 and other related
teaching-learning against time-tested principles of teaching and learning
process.
2. Describe lesson development following the k-12 curriculum.

3. Enriched PSTs knowledge of the teaching methods, strategies, learning

activities and appropriate instructional materials used by teachers (mentors).
4. Reflect on the importance of a well managed classroom in creating a conducive
and healthy teaching-learning atmosphere.
5. Develop PSTs communication skills as he/she interacts with the buddy and
cooperating teacher.
GRADING SYSTEM
Rater
CT PS

Reflective Journal Writing ------------------------ 50%

(at least 2 entries)

Portfolio ------------------------------------------------ 40%

Checklist on Management Skills and Competency
Checklist on Communication Skills and Activity Sheets
Seat plan
Class list
Attendance in scheduled school visits----------- 10% _______

TOTAL -------------------------------------------------- 10% 90%

CT - Cooperating Teachers
PS - Practicum Supervisor

Field Study 2 5
 IV. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 2

SESSION/
SITE/
VISITS / TIME VENUE ACTIVITY
OBSERVATION
FRAME
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
Classroom A Routine Activities:
session/1st DepEd
Classroom B a. attendance
visit (Elementary/Secondary)
Classroom C b. seating arrangement
3 hrs.
c. handling materials
d. others
Observation on the teaching
Third Classroom A
DepEd strategies, activities,
session/2nd visit Classroom B
(Elementary/Secondary) assessment and instructional
3hrs. Classroom C
materials used by the teacher

Classroom A Observation on the

Fourth enhanced communication
DepEd Classroom B
sessession/3rd visit
(Elementary/Secondary) Classroom C
3 hrs. V. SKILLS OF BUDDIES

DEPED
VI. POST
Fifth (Elementary/Secondary) CONFERENCE/DIALOG
session/4th visit Briefing Rooms
UE WITH THE CTS

Field Study 2 6
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 to 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 mentor’s 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 learner’s behavior and the teacher’s 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.

Field Study 2 7
III. Objectives:
At the end of the sessions, the students will be able to:

1. observe the cooperating teacher’s style of managing his/her class

2. acquaint themselves 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 and describe the organization of the lesson patterned in
the new curriculum.

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 in the journal.

4. identify the learning methods and activities appropriate to learners used by the
teacher and its alignment to the objectives of the lesson.

5. reflections on the different kinds of learning-teaching theories demonstrated and

the different resources used by the teacher.

Field Study 2 8
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.41-45

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 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 arranged in a challenging activities.

Field Study 2 9
 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 the 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 teachers.
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.

Field Study 2 10
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 Methods/Strategies Learning Activities Instructional Materials

Ib)

Teaching strategies Assessment

Subject Matter Lesson Objectives
activities strategies used

Ic)

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

activities and instructional materials helped facilitate an effective
teaching learning process. Cite instances teachers effectively facilitate the
teaching learning process.

Field Study 2 11
 Learning Content II
C. COMMUNICATION SKILLS ENHANCEMENT WITH BUDDY AND MENTOR

Communication embraces the variety of behaviors, processes and technologies by which

meaning is transmitted or derived from information (Encyclopedia of Knowledge,
International Edition, 2002). The term is used to describe diverse activities: conversation,
exchange of views, opinions or ideas, expression of feelings and emotional state of a
person. This focused observation on communication is specifically aimed at how the
language, verbal or non-verbal is used as a medium of interpersonal communication
between and among the pre-service teachers, the mentor and the learners.

There are several important elements of classroom management and one is being a good
communicator. The teacher establishes effective communication which includes verbal and
non-verbal behaviors. The teacher can also communicate clearly in a logical way using
language that learners can understand.

This area is focused toward interactive and effective communication with the buddy and the mentor.
The pre-service teacher should take note of how the classroom teacher interacts with his/her students,
responds to the learners’ questions and answers to the questions and how the message is clearly and
coherently communicated to the whole class. The pre-service teacher should also observe his/her
buddy’s communication skill by taking note of how the buddy articulates and carry on the conversation
either with the buddy (ies) or with the mentor as they share their observations after the end of every
session.
Focus questions for the mentor and pre-service teacher to reflect on:
Does the mentor’s communication fall within the level of the pre-service student teacher’ ability to
comprehend and understand the language?
Does the PST show language proficiency?
Do the buddies engage their mentor into a constructive exchange and sharing of ideas?

The written entries in the reflective journal enhance the development of the writing skill of pre-
service teachers. These include written narrative reports that are free from grammatical and
spelling errors and are written clearly, coherently and concisely.

I. Objectives: The PST will be able to:

1. enhance speaking skills through interactive communication with the buddy and their
cooperating teacher manifested through:

a. the use of correct grammar and appropriate vocabulary;

b. the use of language in effective ways that express thought clearly and fluently;
c. active listening and interacting appropriately with buddy and mentor; and
d. responding appropriately to non-verbal and verbal messages conveyed by the buddy
and mentor.

2. recognize and appreciate the importance and use of clear, coherent and concise
interactive communication with the buddy and mentor.

Field Study 2 12
II. Expected Outcomes:
It is expected that at the end of the sessions, pre-service teachers can communicate with:

1. the use of correct grammar consistently with appropriate vocabulary;

2. the use of language in effective ways that enhance the meaning of the message;
3. listening attentively and interacts appropriately with buddy and cooperating teacher;
4. expressing thoughts fluently;
2. responding appropriately to both verbal and non-verbal communications for the
mentor and pupils.

III. Task:

1. Hold a discussion with your buddy and cooperating teacher through a triad at the
end of the session. Discuss your recorded observation checklist and compare it with
the observations of the two others. Take note of the similarities and the differences;
How else are you going to further improve your communication skills?
2. Write your responses in your journal.

3. Use the checklist on self, buddy and mentor (see Appendix D) to self-evaluate your
communication skills.

D. ON-CAMPUS POST CONFERENCE (DEBRIEFING)

After making four (4) classroom observations, a post conference session will be held at the
University/College to gather feedback from the pre- service teachers regarding their
experiences and observations. A fourth entry of the reflective journal will be submitted to the
TEI Practicum Supervisor.

Guide questions:

1. What examples of classroom management skill have been observed and applied by
the cooperating teacher?

2. What skills in classroom management were observed by you? What implication can
you draw out of this activity as a pre-service teacher? As a future teacher?

3. How did your observations influence your thoughts about your career choice as a
teacher? About the teaching profession in general?

4. What other learning insights were gained out of your observations on classroom
management?

Field Study 2 13
VIII.GLOSSARY OF TERMS

Classroom management - refers to the planning, directing and controlling of classroom

activities that can be carried on efficiently and economically to facilitate effective teaching-
learning process.

Conference/Briefing - serves as general orientation and workshop on the tasks expected to

be accomplished during the field study (practicum) program.

Cooperating teacher/Mentor - normally, is a classroom teacher at the laboratory school

directly responsible for providing mentoring support to the pre-service teacher.

Department of Education Schools - serve as the natural laboratory of the Field Study
Program of the TEI’s pre-service teachers.

Effective interpersonal communication - produces the intended result that is the receiver
receives the message the way the sender intended (Smith, et. al. 2003).

Learners - refer to elementary pupils/high school students of the partner schools (elementary
and high school).

Practicum - refers to the Field study Course which involves exposure to all types of schools
of the DepEd.

Pre-Service teachers (PST’s) - are TEI students of BEED and BSED who are enrolled in the
Field Study Courses and are involved in observation, micro and team teaching and teaching
the whole lesson.

Post-conference (debriefing) - is a critical appraisal by the TEI Practicum Supervisors

on the performance of pre-service teachers during their observations tasks at DepEd
Schools.

Site coordinator - is responsible for assigning pre-service students in the classrooms and in
scheduling classes for observation and participation who is usually the Principal of the
Cooperating School.

TEI Practicum Supervisor - is a University/College faculty directly responsible for

supervising, monitoring and providing support to the pre-service teachers in their on/off
campus field study experience.

Practicum Manager- is a university faculty responsible for managing the administrative

matters such as coordinating & monitoring the practicum supervisors.
He/she oversees and coordinates the extended practicum program of the TEI.

Field Study 2 14
IX. REFERENCES

BOOKS

Acero, Victoria et al. 2000. Principles & Strategies of Teaching. Rex Book Store.

Atienza, Sonia et al. 2000. Student Teaching Handbook. Rex Book Store.

Barry, Kevin ans Len King. 1998. Beginning Teaching and Beyond. Social Sciences
Press.

Bullock, Ann Adams and Parmalee P. Hawk. 2001. Developing a Teaching Portfolio. Merill
Prentice Hall. Ohio.

Colin, Marsh. 2004. Becoming A Teacher. Pearson Prentice Hall. Australia.

Corpuz, Brenda and Gloria G. Salandanan. Principles and Strategies of Teaching. 2003.
Lorimar Publishing Co. Inc.

Corpuz, Brenda et al. 1997. Manual for OBSERVATION, Participation and Community
Immersion. Katha Publishing co. Inc.

Logus, Modesta Grey . Student Teaching Manual. National Book Store.

Pohl, M. 2000. Learning to Think, Thinking to Learn. Hawker Brownlow Education.

Singh, Amarjit. 2004. Classroom Management: A Reflective Perspective. Kanishka

Publishers Distributors, India.

Smith, Susan G. et al. 2003. teaching Challenges and Dilemmas. Nelson Smith. Australia
Pty. Limited.

MANUALS/HANDBOOKS

A Self-Assessment Guide for the Child Friendly School. Department of Education. UNICEF.

Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004.

Mentoring the Student Teacher. 2002. DepEd. Region X.

Professional Application and Reflections 2 (PAR2). UNISA.

Field Study 2 15
X. APPENDICES

A. Reflective Journal Entries

B. Checklist for Effective Classroom Management
C. Competency Checklist
D. Checklists for Communication Skills, part 1 and part 2
E. Rubric for Journal Writing

Field Study 2 16
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 individual’s
reflective journal.

1. What have you observed 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, equipments, 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 well managed
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 and among the learners themselves.

5. How does the teacher respond to the learners’ questions? How do students respond to
the teacher’s 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.

Field Study 2 17
APPENDIX B: CHECKLIST FOR EFFECTIVE CLASSROOM MANAGEMENT
The following checklist should be accomplished by the PST’s as he/she observes the
teacher’s management styles.

Classroom Management Skills YES NO An example of this is …

1. The teacher checked attendance using
the learner’s 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’
inappropriate behavior.
9. The teacher has an effective approach
in grouping learners for different
learning activities.
10. Classroom was structured to enhance
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
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 and emotional
punishment.

Field Study 2 18
APPENDIX C: COMPETENCY CHECKLIST

PSTs OBSERVATION OF COMPETENCY CHECKLIST

Name: ………………………………….. Course: ……………………. Yr. & Section: ……………

Direction: During your classroom observation Provide one example of the following
competencies you observe.
COMPETENCY OBSERVED EXAMPLE

1. Provides lessons with a variety of

students’ 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. Used varied method and strategies

used in the learning environment.

5. Selects, prepares and utilizes

instructional materials appropriate to
the learners and connect to the
objectives of the lesson.
6. Engages and sustains learner’s
interest in the subject through the use
of appropriate audio-visual materials.

7. Provides varied enrichment activities to

nurture the desire for further learning.

8. Creates stress-free and child friendly

environment 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.

FS 2 19
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 Skill Observed Observed Observed Observed Observed

5 4 3 2 1
1. Consistently uses correct Me
grammar
Buddy
2. Uses language in effective Me
ways that enhance the
meaning of the message.
Buddy
3. Listens attentively and Me
interacts with buddy and
cooperating teacher. Buddy

4. Expresses ideas fluently. Me

Buddy
5. Responds appropriately to Me
both verbal and non-verbal
messages.
Buddy
6. Uses appropriate Me
vocabulary/words
Buddy

Field Study 2 20
Part II – My Cooperating Teacher and I

Communication Skill Always Usually Sometimes Seldom Never

Observed Observed Observed Observed Observed

5 4 3 2 1
1. Consistently uses Me
correct grammar
Cooperating
Teacher
2. Uses language in Me
effective ways that
enhance the
meaning of the Cooperating
message. Teacher
3. Listens attentively Me
and interacts with
buddy and Cooperating
cooperating teacher. Teacher

4. Expresses ideas Me
fluently.
Cooperating
Teacher
5. Responds Me
appropriately to both
verbal and non-
verbal messages. Cooperating
Teacher
6. Uses appropriate Me
vocabulary/words
Cooperating
Teacher

Field Study 2 21
APPENDIX E: RUBRIC FOR JOURNAL WRITING

APPENDIX E: MARKING GUIDE FOR REFLECTION/JOURNAL ENTRIES

Performance 5 4 3 2 1
Level
Needs
Excellent Proficient Satisfactory Developing Improvement
Criterion
Presents Presents very clear Presents some Presents few Presents no
Reflection journal entry comprehensive description of description of description of description of
includes PSTs learning description of worthwhile worthwhile worthwhile worthwhile
experiences, judgments, worthwhile experiences, experiences, experiences, explains experiences, does
performance and other experiences, explains explains sound explains sound sound judgment on not explain sound
insights gained in the sound judgment on judgment on judgment on personal strengths and judgment on
course. personal strengths personal strengths personal strengths weaknesses. personal
and weaknesses and weaknesses and weaknesses strengths and
anchored on many anchored on some anchored on few weaknesses.
theories learned. theories learned. theories learned
.

Legend:

1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Field Study 2
22