LEARNING
EXPERIENCE 3
THE TEACHER
IN A
SCHOOL SETTING
JOVIELENE MAE D. SOBUSA
Student
LOUISA MAY ALPAPARA
Teacher
SOMETHING TO PONDER
WHAT ARE THE CHALLENGES OF A TEACHER AS A CLASSROOM MANAGER?
As a classroom manager, it is difficult to handle students because you will be facing different students
with unique personalities. Every student has their own personal needs, wants, and interests. As a
teacher, it is a challenge for you to adapt and be flexible to the diversity of the students. You should
use the teaching methodologies and strategies that are appropriate and suitable to the learning
capacity of your students in order to effectively manage the teaching and learning process.
Students nowadays are well-exposed to technology. So, the teacher should be able to know how to use
technology in teaching since this is one of the methods in teaching that will make the students be
interested to learn.
In addition, it’s also hard to adapt to the learning styles of the students. Undeniably, there are
students who are fast and slow learners. So, the teacher should be able to give extra pocket of
activities for the fast learners for them to be challenged in learning and make every activity clear to
the slow learners for them to understand and learn. Indeed, the teacher should know the strengths
and weaknesses of the students. This is because some students are visual, some are auditory, and some
are kinesthetic. So, the teacher should be able to know the appropriate teaching strategies in terms
of making instructional materials such as making visual aids, showing videos and letting the students
listen to music, and facilitating learning activities that are relevant in which the students can be able
to apply the knowledge and skills they have learned.
3.2 PARTICIPATION
Gathering data through classroom observation
CLASSROOM OBSERVATION GUIDE
Observe two teachers, one from the lower grade and another from the upper grade. Use this
Teacher Concerns Checklist from the actual classroom observation you made. Check whether you have
observed or not the following concerns of every teacher:
Legends: O – Observed;
NO – No Opportunity to Observe;
NA – Not Applicable
Teachers’ concerns Lower Grade Upper Grade
A. Instructional Concerns O NO NA O NO NA
The teacher avoids jumping from topic to topic.
The teacher ensures that all students stay
involved in the lesson.
The teacher maintains group focus.
The teacher keeps students engaged, busy and
productive.
The teacher adjusts teaching styles to students’
abilities.
B. Time Management Concerns O NO NA O NO NA
The teacher begins and ends classes on time.
The teacher avoids unnecessary class interruptions.
The teacher minimizes time for class discipline.
The teacher starts lesson on time.
C. Relation Concerns O NO NA O NO NA
The teacher respects students and values what they can do.
The teacher shows more concern on larger than smaller issues.
The teacher establishes emotionally wholesome climate.
The teacher encourages wholesome and constructive conversations.
D. Behavior and Discipline Concerns O NO NA O NO NA
The teacher provides clear classroom rules and regulations.
The teacher works harmoniously with the whole class.
The teacher creates an atmosphere of mutual respect between and among
students.
The teacher keeps students busy on meaningful tasks.
The teacher uses simple non-verbal cues.
The teacher gives affirmation and praise.
The teacher manages serious behavior problems thru behavior analysis.
The teacher uses peer mediations to resolve conflict.
E. Physical Environment Concerns O NO NA O NO NA
The teacher organizes the use of supplies and materials in accessible place.
The teacher maintains rules that go with territories.
The teacher arranges furniture that will facilitate overall monitoring.
The teacher arranges physical setting that maximizes visibility and accessibility.
F. Routine Concerns O NO NA O NO NA
The teacher establishes reasonable routines.
The teacher provides announcements for students guidance.
The teacher provides purposeful guidelines to set direction.
3.3 IDENTIFICATION
Sharing observation experience.
Write your observation experiences and share with your Field Study teacher and
classmates. Focus on the following questions:
A. How did the teachers manage the instructional time?
A1. Lower Grade
The time for instruction was managed by the teacher through making sure that all
of the students are involved in the lesson. I have observed that the teacher lets
the students to have a board work and also activity in their notebook to make them
participate and cooperate in class. Moreover, the teacher maintained group focus
wherein her focus is to let the students achieve the learning objective which is to
demonstrate their skill in solving a particular problem. Also, the students were
engaged, busy, and productive. I have observed that the teacher used multiple
teaching strategies that caught the attention and interest of the students. In that
way, the students were motivated and encouraged to learn. These teaching
strategies used by the teacher are based on the learning styles of the students.
Indeed, the teacher was flexible in terms of adjusting the teaching strategies to
the students’ capabilities. Because of that, the students were able to effectively
learn.
A2. Upper Grade
The teacher was able to manage the instructional time through avoiding jumping
from topic to topic. She makes sure that whatever will be discussed in the
classroom are relevant to the lesson and learning targets. When one of the
students started to be off-topic and say something that is not relevant to the
lesson, she asks questions about the topic and make a way to bring back the
discussion to the lesson. Also, the teacher made sure that all students are involved
in the lesson. She usually calls her students to recite for them to be able to share
their insights and to actively participate in the teaching and learning process.
Because of that, the teacher maintained group focus wherein it’s like having a
business atmosphere in the classroom and the teacher is the investor and what she
invested was her knowledge and her skill in facilitating learning, in order to make a
profit which is the learning of the students. In other words, the focus of the
teacher is for the students to achieve the learning targets at the end of the
lesson. Additionally, the teacher kept the students engaged, busy, and productive
through giving learning activities for them to work on. Lastly, the teacher adjusted
the teaching styles to students’ abilities in a way that I have observed that the
teaching strategy used by the teacher is appropriate and suitable to the
capabilities of the students.
B. How did the teachers manage the students’ behavior?
B1. Lower Grade
The teacher was good at classroom management most specifically concerning the
behavior of the students. One factor that I have observed is that she provided
the classroom rules and regulations. These rules make the students be well-
behaved and disciplined in class. These were the do’s and don’ts of the students.
Also, the teacher works harmoniously with the whole in a way that the teacher
offers a child-friendly atmosphere so that the students were comfortable in
participating in the discussion and sharing their insights and experiences.
Indeed, there’s an interactive and collaborative teaching and learning process due
to the fact that students are focused on the class, and not doing off-task
behavior. In addition, the teacher establishes an atmosphere wherein the
students are mutually respected. The teacher shows no bias or favoritism. The
teacher also keeps the students busy by doing meaningful tasks and activities so
that they will be able to learn by doing and apply what they have learned in the
class discussion. The teacher also uses simple non-verbal cues to discipline the
students. For instance, when two students are chatting or murmuring with each
other, the teacher uses eye contact or asks those students to share their
knowledge regarding the topic discussed. If a student has done a good thing
through reciting or answering activities, the teacher gives appraisal to that
student. This makes the students be more motivated to study harder. However,
we weren’t able to observe whether the teacher manages the students’ behavior
through behavior analysis. Also, the teacher used peer mediation in order to
resolve conflict. When a student wasn’t able to answer correctly in the board
work, the teacher asked the other students on what will make the solution right.
Indeed, the teacher was able to manage the classroom effectively by making the
students be focused and participative.
B2. Upper Grade
Good classroom management was shown by the teacher teaching
the lower grade in establishing classroom rules and regulations
to make sure that the students are disciplined and on-task.
These rules clearly state what the students should do and should
not do. Moreover, there was a harmonious teaching and learning
process in which the students feel a warm environment in the
classroom so they can easily share what they want to share in
class or show enthusiasm in learning. The teacher also treats all
the students the same. Meaning, they were given the same
treatment and attention. After class discussion, the students
make the students busy and participative by letting them share
their knowledge about a particular topic. With these activities,
the students are able to apply what they have learned. The
teacher also used simple non-verbal cues just like when a student
was not listening, she went near that student and let that
student feel her presence. With that, the student will now listen
to the teacher. When a student shared a good answer, the
teacher acknowledges and praise him/her by saying ‘Good’ or
‘Very well said’. Like in the lower grade, we weren’t able to
observe if the teacher in the upper grade level manages serious
behavior problems by making behavior analysis. In resolving
conflict, the teacher also asked the students in mediating.
C. How did the teachers relate with the whole class?
C1. Lower Grade
The teacher was able to relate with the whole class by respecting students and
values what they can do. Indeed, do unto others what you want others to do unto
you so if the teacher wants to be respected, he should also do the same thing to his
students. We have observed that the teacher respect the ideas and opinions of the
students. The teacher also established an emotionally wholesome climate wherein
the students felt they are important to the teacher. The teacher does not only
teach the concepts and skills, but also strengthens the values of the students.
Furthermore, the teacher also encourages a wholesome and constructive
conversations wherein the teacher is no longer the sole source of knowledge in the
classroom, but rather, the students were able to contribute what they know
through questions thrown by the teacher. All in all, the teacher has established a
harmonious relationship with the whole class.
C2. Upper Grade
The teacher in the upper grade was also able to establish a good relationship with
the students. We have observed that she respects what the students can do. For
instance, when a student answers a question, the teacher respects the student’s
ideas and opinions, and the role of the teacher is to affirm if it’s right or wrong.
Also, the teacher has established an emotionally wholesome climate wherein the
teaching and learning process is warm and pleasing for the students. Because of
that, they were encouraged and inspired to participate in the class discussion. We
have also observed that the teacher established a wholesome and constructive
conversations with the students to make them be part of the discussion, and to
make the class more interactive and collaborative.
D. How did the teachers maintain the environment to be conducive to learning?
D1. Lower Grade
The teacher maintained the environment to be conducive for learning by organizing the use
of supplies and materials in accessible place. We have observed that the instructional and
learning materials and well-organized in the classroom. Also, the teacher has maintained
rules that go with territories wherein there’s a specific place or shelf in the classroom that
is only for the teacher and should not be tampered by the students. It is also clearly seen in
the classroom how the teacher arranged the furniture that facilitates overall monitoring.
Just like the materials, the furniture is also well-arranged. With that, we can therefore
conclude that the teacher arranged the physical setting that maximizes visibility and
accessibility. All in all, the classroom was conducive for learning because the materials,
furniture, and physical settings are well-organized and there are rules implemented
regarding the limitations of the students to use the supplies and materials.
D2. Upper Grade.
I have observed that the teacher made the classroom conducive to learning by arranging the
supplies and materials in such a way that it is accessible to the students. The teacher also
implemented rules wherein there are some restricted areas that the students should not
tamper. The teacher’s table and the files’ sections are examples of the restricted areas in
the classroom. We have also observed that the furniture in the classroom are well-arranged.
Indeed, the teacher arranged the physical environment for learning in a way that everything
is visible and accessible by the students. Because of this, the availability and accessibility of
learning materials make the classroom conducive to learning. Also, having a well-organized
physical environment makes the students feel that they are in a safe and comfortable
learning environment which will encourage them to do more in learning.
E. How did the teacher establish routine?
E1. Lower Grade
The teacher was able to establish routine in the teaching and learning
process by facilitating reasonable routines. These are the
routines/activities which are reasonable or essential in learning. Also,
the teacher provides announcements for students’ guidance. For
instance, the teacher announced that they will be having a quiz the
following day. Most importantly, the teacher provided purposeful
guidelines to set direction in a way that the students are goal-
oriented, and they are already guided on what to do in order to
achieve their goals.
E2. Upper Grade
I have observed that the teacher established routine or a usual
sequence of classroom activities which is clearly reflected upon the
lesson plan. At first, there’s a prayer, and then the greeting of ‘Good
Morning’. Before class discussion, the teacher always makes use of
motivational activities to encourage the students to learn. And then,
during the class discussion, the teacher elicits answers and responses
from the students. It’s one way of letting the students participate
and be part of the discussion. After the class discussion, the
students always have an activity to do wherein they will be able to
apply what they have learned. Aside from these routines, the teacher
also provides announcements for the students to be updated and be
aware of the happenings in the school. The teacher also provide
guidelines to set direction so that the students already know what to
do in order to learn effectively and attain their learning targets and
objectives
F. How did the teachers manage a successful teaching-learning
process?
F1. Lower Grade
The teacher managed a successful teaching-learning process by being
effective in instruction, time management, establishing a harmonious
relationship with the students, managing behavior and disciplining the
students, establishing a safe and comfortable learning environment, and
facilitating routines in the teaching and learning process. Indeed, an
effective teacher is the one who mastered the what-when-how of
teaching. The biggest factor the contributes to the successful
teaching-learning process is the interactive class discussion wherein
the teacher does not spoon-feed the learners with knowledge, but
rather, lets them construct and discover their own learning. In that
way the students will be more motivated and encouraged to learn and
will also gain deeper learning by applying what they have learned.
F2. Upper Grade
The teaching-learning process was successful due to the effectiveness
of the teacher in classroom management. The classroom management
pertained is physical and social wherein in the physical, the classroom
environment Is well-organized, and the materials and resources are
available and accessible by the students. The other one is social which
is very important because it pertains to how the teacher delivers
instruction, establishes routines and relationship with the students, and
manages the behavior of the students. Therefore, the teacher was able
to make the teaching-learning process successful by knowing what to do
in managing the classroom, physically and socially.
3.4 INTERNALIZATION
My own wish list of teaching competencies
MY WISHLIST OF TEACHING COMPETENCIES FOR MAXIMUM LEARNING
A. Make your own wish list of teaching competencies.
MY TEACHING COMPETENCIES
Instructional Delivery
1. Teacher selects the learning area to be taught.
2. Teacher sets criteria for success.
3. Teacher informs students of criteria ahead of the lesson.
4. Teacher demonstrates to the students successful use of the
knowledge/skills through modeling.
5. Teacher evaluates student acquisition.
6. Teacher provides remedial opportunities for acquiring the
knowledge/skills, if necessary.
7. Teacher provides closure at the end of the lesson.
Classroom management
1. Rules and procedures
2. Proactive classroom management
3. Effective classroom instruction
4. Behavior reduction
Assessment
1. The kind of assessment used was suitable and appropriate to the learning
capabilities of the students.
2. The result of the assessment is valid and reliable.
3. The assessment was able to cater the concepts taught.
4. The assessment was able to evaluate whether the teaching methodology used
by the teacher is effective or not.
Personal Competencies
1. Establishing high but achievable expectations
2. Encouraging a love for learning
3. Listening to others
4. Being flexible and capable of adjusting to novel situations
5. Showing empathy
6. Being culturally sensitive
7. Embedding and encouraging higher order thinking along with teaching
foundation skills
8. Having a positive regard for students
B. List down management strategies your plan to use in your own
classroom in the future.
1. Model ideal behavior
✓ Use polite language
✓ Maintain eye contact
✓ Keep phones in your pockets
✓ Let one another speak uninterrupted
✓ Raise concerns about one another’s statements in a respectful manner
2. Let students help establish guidelines
3. Document rules
✓ Don’t let your mutually-respected guidelines go forgotten.
4. Avoid punishing the class
✓ “Do you have a question?”, not “Stop talking and disrupting other
students”
✓ “Do you need help focusing?”, not “Pay attention and stop fooling
around while I’m talking”
5. Encourage initiative
6. Offer praise
7. Use non-verbal communication
8. Facilitate games/enjoyable activities
9. Give tangible rewards
10. Let the parents of the students be updated in their
son’s/daughter’s performance in class.
11. Build excitement for content
12. Establish routines
13. Be creative
14. Assign open-ended projects
15. Use educational technology
16. Address bad behavior quickly
3.5 DISSEMINATION
Peer sharing and beginning a New Experience
Make your own plan of action to realize your wish list. When you become a teacher, keep on revisiting your
wish list competencies for maximum learning. Share your plan of action to realize your wish list.
PLAN OF ACTION: BUILDING MY REPERTOIRE OF TEACHING COMPETENCIES
PROGRAMS/AREAS STRATEGIES/ACTIVITIES PERSON’S TIME TARGET OUTPUTS
INVOLVED FRAME
A. Instructional 1. Model ideal behavior Teacher, Year 1. Have prepared daily
delivery ✓ Use polite language Students, around logs of activities.
1. Teacher selects the ✓ Maintain eye contact Principal, 2. Have used five (5)
learning area to be ✓ Keep phones in your Parents, identified teaching
taught. pockets Advisers, strategies.
2. Teacher sets ✓ Let one another speak Barangay 3. Have initiated
criteria for success. uninterrupted Officials discipline of students
3. Teacher informs ✓ Raise concerns about one through school policies
students of criteria another’s statements in a and norms.
ahead of the lesson. respectful manner 4. Have conducted
4. Teacher 2. Let students help remedial or enrichment
demonstrates to the establish guidelines classes.
students successful 3. Document rules 5. Have submitted
use of the ✓ Don’t let your mutually grading sheets of
knowledge/skills respected guidelines go students to advisers
through modeling. forgotten. before the due date. 6.
5. Teacher evaluates 4. Avoid punishing the class Have monitored and
student acquisition. ✓ “Do you have a question?”, evaluated students’
6. Teacher provides not “Stop talking and progress through
remedial opportunities disrupting other students” quarterly tests.
for acquiring the ✓ “Do you need help 7. Have participated in
knowledge/skills, if focusing?”, not “Pay regular/ periodic PTA
necessary. attention and stop fooling meeting or conferences.
7. Teacher provides around while I’m talking” 8. Have participated in
closure at the end of community projects,
the lesson. events, or activities.
B. Classroom 9. Have maintained
management harmonious working
1. Rules and environment with
procedures parents and
2. Proactive classroom stakeholders .
management 10. Have attended and
3. Effective classroom participated in seminar
instruction workshop/ training
4. Behavior reduction within the school year.
11. Have participated in
school activities/
programs within the
school year.
C. Assessment 5. Encourage
1. The kind of initiative activities
assessment used was 6. Offer praise
suitable and 7. Use non-verbal
appropriate to the communication
learning capabilities of 8. Facilitate
the students. games/enjoyable
2. The result of the activities
assessment is valid and 9. Give tangible
reliable. rewards
3. The assessment was 10. Let the parents
able to cater the of the students be
concepts taught. updated in their
4. The assessment was son’s/daughter’s
able to evaluate performance in
whether the teaching class.
methodology used by 11. Build excitement
the teacher is for content
effective or not. 12. Establish
D. Personal routines
Competencies 13. Be creative
1. Establishing high but 14. Assign open-
achievable ended projects
expectations. 15. Use educational
2. Encouraging a love technology
for learning 16. Address bad
3. Listening to others behavior quickly
4. Being flexible and
capable of adjusting to
novel situations
5. Showing empathy
6. Being culturally
sensitive
7. Embedding and
encouraging higher
order thinking along
with teaching
foundation skills
8. Having a positive
regard for students
LOWER GRADE [Link]
UPPER GRADE [Link]
