LEARNING EPISODE Creating an

5 Appropriate Learning
Environment

ACTIVITY 5.1
Managing Time, Space and Learning Resources
Resource Teacher: Mark Jendel Dahinlay Teacher’s Signature: School: STI College CDO
Grade/Year Level: Subject Area: Date:

OBSERVE
Observe and use the observation sheet provided for you to document your observations.

1. As you observe the class, look into the characteristics of the learners. Note their
ages.
STI College CDO's Grade 11 pupils were attentive and involved in the entire lesson.
They responded favorably to the discussions and activities and participated with
enthusiasm. They constantly adhered to the classroom norms and showed maturity,
discipline, and respect—even in a virtual learning setting. Their behavior indicated a
strong sense of responsibility and a constructive attitude toward learning. The majority
of the students are in the 16–18 age range, which is when they start to gain greater
independence, critical thinking skills, and a better understanding of their academic and
professional objectives. They can realize their full potential if given the right direction
and encouragement.

2. How many boys are there? How many girls? 10 boys and 8 girls

3. Focus on their behavior. Are they already able to manage their own behavior?

It is clear from looking at the conduct of the students in the two grade levels I am
monitoring that they can handle their own behavior with little assistance from their
adviser. Their increased self-awareness and sense of accountability enable students to
maintain their focus and act correctly in class. The majority of these kids are between the
ages of 16 and 18, which is when independence starts to take hold and when they begin
to cultivate better critical thinking abilities, self-control, and more defined academic and
professional objectives. They are well on their way to reaching their greatest potential if
they receive the proper encouragement and support.
 4. Can the learners already work independently?
Indeed, the students—especially those in Grade 11 at STI College CDO—are already able to work
autonomously to a significant level. They were able to follow directions, do assignments
independently, and actively engage in both solo and group activities with little guidance while I
was watching them. They demonstrated confidence in handling their learning assignments, and
their maturity and sense of duty were clear.
Even so, students typically demonstrate initiative and are able to maintain attention and
productivity on their own, while the occasional piece of advice from the instructor or advisor is
still beneficial, particularly for more difficult subjects. This degree of autonomy shows that they
are ready for more challenging coursework and sets them up for success in both further education
and the workforce.

5. Describe their span of attention.

In general, STI College CDO Grade 11 students have a moderate to good attention span,
particularly when the lecture is interesting and pertinent to their interests. Most students were able
to maintain their attention throughout the course, especially during interactive discussions and
activities, as I saw. Tasks requiring critical thinking or teamwork, as well as visual aids and real-
world examples, were well received by them.

Like many students in their age group, they occasionally lose focus during long lectures or
monotonous assignments, though. In these situations, a shift in pace, activity, or the use of student-
centered techniques aids in helping them regain concentration. Overall, kids are able to focus and
finish work efficiently with competent classroom management and interesting teaching strategies.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is
also good to ask the teacher for additional information, so you can validate your observation. Write
your notes below; and then organize your data in the Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students' belongings, supplies, etc.)? Describe these areas. Will it make a
difference if these areas for specific purposes are not present?
Yes, there are spaces set aside just for keeping school supplies, books, teaching aids, and
student bags. These spaces support effective and orderly classroom operations. Without
them, the area could get disorganized, which could distract students and have an impact
on classroom management.

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
Yes, the rules and procedures for the classroom are posted. Some examples are as
follows:
Always treat others with respect.
Put up your hand before you talk.
Complete assignments on time.
Keep your space tidy.
Yes, these guidelines encourage respect, accountability, and order, which in turn
reinforces constructive conduct.

3. Did the students participate in making the classroom rules? If the Resource
Teacher is available, ask him/her to describe the process. What's the effect of
students' participation in rule-making on student's behavior?

It's true that the teacher led a class debate in which the students helped create the
regulations. Due to their involvement in the creation of the rules, they promote
accountability, ownership, and improved adherence to them.

4. the Resource Teacher? (prayer, attendance, assignment of monitors, warm-up

activities, etc.) How are they done?

After a brief prayer at the start of class, the resource teacher checks attendance. Every
week, class monitors are designated to assist with assignments. Warm-up activities or
short reviews are also done to prepare students for the lesson. These practices give
students structure and facilitate their transition into learning mode.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help in managing the class?

Indeed, a seating arrangement is in place. It is determined by the conduct, output, and

group dynamics of the students. By reducing distractions, boosting engagement, and
fostering peer collaboration, the setup aids in improved classroom management.
6. Observe the noise level in the classroom. How is this managed?
For the most part, the noise level is manageable and modest. The Resource Teacher keeps
things in order by using gentle reminders, eye contact, and verbal cues. Group activities
are closely watched to avoid making unnecessary noise.

7. If a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategies used.
In order to calmly deal with off-task behavior, the resource teacher discreetly calls the
student's attention or reminds them. The teacher may move the student's seat or have a
private conversation with them after class if the behavior persists. Punishment is not as
desirable as positive reinforcement.

8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior

strategies)

Students that behave well, participate, and put forth effort are commended by the
teacher. Common tactics to promote persistent positive conduct include giving
leadership responsibilities, verbal affirmations, and praise in the classroom.
REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?
Positive discipline is crucial because it fosters a polite, secure, and encouraging learning
environment. It helps kids to be accountable for their behaviors, learn self-control, and
constructively comprehend the repercussions of their activity. Positive discipline helps students
become more responsible, courteous, and self-motivated people by promoting growth, mutual
respect, and long-term behavior change instead of employing fear or punishment.

ACTIVITY 5.2 Identifying the Different Aspects of Classroom Management

OBSERVE

CLASSROOM MANAGEMENT
MATRIX Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you
answer the analysis questions)
1. Specific Areas in the In a virtual environment, Learning resources are readily
Classroom specific digital areas, like available to students,
Google Classroom or LMS encouraging self-reliance and
folders, are used for organization.
announcements, assignments,
and resources.
2. Classroom Rules Classroom regulations The students grow in maturity
support digital responsibility and respect for the rules of online
and etiquette by being in line education.
with the Virtual Learning
Management System (LMS).
3. Classroom Procedures While some exercises are Students are able to follow the
adjusted for online learning process with ease and
distribution, classroom comprehend how the lesson
processes are still the same as flows.
in traditional settings.
4. Daily Routines With minor modifications for Greetings, prayers, attendance,
online learning, daily rituals and warm-ups are still part of the
like greetings, prayers, daily schedule, but with some
attendance, and warm-ups are modifications for online
still followed. instruction.
5. Seating Arrangement Despite being virtual, This promotes teamwork,
students are arranged in reduces interruptions, and
breakout rooms or groups enhances group dynamics.
according to behavior,
performance, or involvement.
6. Handling misbehavior/off - The instructor uses chat or In order to foster a good and
task behavior after-class feedback to deal secure environment, learners are
with misconduct in private. corrected politely and without
shame.

7. Reinforcement of Positive The instructor continuously This motivates students to

Behavior gives extra credit to engaged participate, pay attention, and
students, recognizes their become ready for more lessons.
efforts, and commends their
engagement.
8. Use of Technology Tools Students are encouraged to Diverse and engaging learning
participate, stay involved, experiences increase learners'
and get ready for more motivation and attentiveness.
lessons by using interactive
tools like Google Meet
features.
9. Teacher-Student Interaction The instructor keeps lines of This fosters a relationship and a
communication open and nurturing atmosphere where
routinely checks in with the students feel appreciated.
students.
10. Feedback and Assessment Feedback is regularly Students are given guidance on
provided via brief how to perform better and
consultations, comments, and become more conscious of their
rubrics. development.

ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
The students were able to maintain focus and act appropriately because of the discipline and
stability that the classroom organization and established routines provided. They knew what to
anticipate and how to behave because they were accustomed to the way things were conducted,
including group projects, warm-ups, and attendance. They were able to participate in class with
greater assurance and responsibility as a result of the decreased confusion and off-task conduct.
All things considered, the well-organized setup produced a constructive learning atmosphere that
promoted engagement and discipline.

2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
The teacher should take the students' developmental requirements, learning preferences, and the
value of consistency into account when creating the structure and routines of the classroom. To
encourage positive behavior and participation, routines need to be manageable, well-defined, and
 scheduled. The design should be guided by theories such as behaviorism (for reinforcement),
Vygotsky's ZPD (for scaffolding), and Kounin's classroom management principles (for awareness
and seamless transitions). These contribute to the development of an atmosphere that encourages
accountability, concentration, and successful learning.

3. Which behavior strategies were effective in managing the behavior of the learners?
motivating students? Why were they effective?
The most successful tactics found were student acknowledgment, private correction of
misbehavior, and positive reinforcement. Maintaining a polite and encouraging atmosphere was
facilitated by praising student efforts, awarding extra credit for involvement, and individually
dealing with off-task behavior. These tactics worked well because they gave students confidence,
encouraged them to remain involved without worrying about looking foolish, and used praise
rather than punishment to reward excellent behavior.
REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do
you see yourself? What routines and procedures would you consider for this level Why?
I envision myself working with students in Grades 11 and 12, who are getting ready for college or
their future careers. At this stage, I would establish practices that encourage self-reliance,
accountability, and critical thinking. These include giving a brief motivational speech at the start
of class, recording attendance, designating student leaders to help with group projects, and
concluding the lesson with a brief recap or exit activity. There would be explicit guidelines for
using digital tools, contributing to debates, and submitting outputs. Students benefit from these
routines by being accountable, involved, and organized—skills that are critical for success after
high school. A respectful and concentrated learning atmosphere is also promoted by consistency
and unambiguous expectations.

2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?
The following guidelines are something I'd like to put in place.

 Be prepared and on time.

Promotes time management and accountability, two critical abilities for senior high
school and beyond.

 Respect the thoughts and opinions of others.

Encourages cooperation, tolerance, and a secure atmosphere for learning.

 Engage in active participation.

Maintains students' attention, particularly during group projects and discussions.

 Turn in assignments and projects on schedule.

Instills responsibility in them and gets them ready for deadlines in the real world.

 Use devices for educational purposes only when authorized.

Makes sure that technology is used effectively and avoids distractions.

 Be honest in your academic work.

Fosters honesty and deters dishonesty or plagiarism.

 Keep your workspace neat and orderly.

Encourages self-control and regard for the classroom.

 Observe the rules and guidelines in the classroom.

Guarantees polite conduct and a seamless progression of activities.

These rules will reduce the disturbance as virtual discussion takes place and will make the
discussion a participative one
3. Should learners be involved in making the class rules? Why?
Yes, students ought to participate in creating the rules for the class. Students get a sense of
ownership and accountability for adhering to rules when they are involved in their creation. It
fosters cooperation, respect for one another, and a healthy learning atmosphere in the classroom.
Students that are involved are also better able to comprehend the rationale behind each regulation,
increasing the likelihood that they will adhere to it consistently.
SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the classroom of the physical space and learning stations which contribute
to the effective implementation of classroom management.