Learnin

FIELD STUDY 2 g
Episode The Teacher

FS 1
We Remember

To have a meaningful and successful accomplishment in this FS episode, be sure

to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
At the end of this Learning Episode, I must be able to:
  Cite
Usethe
concept andqualities
personal processes of action
of an research.
effective teacher
 Identify sample models of AR such
 State the professional competencies expectedas of DepEd, 2017; McNiff & Whitehead, 2006;
of a teacher
Nelson, 2014.

Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in her
daily task, please take note of what you are expected to give more attention to as asked in
the next step of this Learning Episode, NOTICE).
Participate actively by assisting your Resource Teacher in his/ her daily task.
Take the initiative to offer your assistance. Don’t wait for your Resource Teacher to ask
for it.

Notice
1. Take note of the following:
 Your Resource Teacher comments, facial expressions, gestures and actions in
class
 Students’ comments, facial expression, gestures and behavior in class
 How your Resource Teacher relates to you
 The classroom proceedings
 The classroom atmosphere – relaxed of threatening?
Analyze
1. From the PPTs, the Southeast Asia Teachers Competency Standards and the
TEDx videos that you viewed, what competencies does a great teacher possess?
- According to the Southeast Asia Teachers Competency Standards, a great
teacher possesses four key competencies. First, they must have a deep understanding of
what they are intended to teach, which includes staying updated on educational trends,
legislation, the subject matter, and the curriculum. Second, great teachers are skilled in
facilitating student learning by understanding their students, using effective teaching
strategies, assessing progress, and giving feedback. Third, a great teacher is involved in
the community, promoting respect, diversity, and collaboration with parents and
guardians to enhance student learning. Finally, great teachers continually seek personal
and professional growth, striving to improve themselves each day, not only in their
teaching abilities but also in understanding themselves and others, ultimately growing
into more experienced educators.

2. Are these competencies limited only to professional competencies?

- No, these competencies go beyond professional skills. While professional
competencies like subject knowledge and teaching techniques are essential, they also
emphasize personal growth and community involvement, which are just as important for
a well-rounded educator. The ability to connect with students, promote a positive
classroom environment, and engage with the broader school community are vital personal
qualities that contribute to a teacher's overall effectiveness.

3. For a teacher to be great, is it enough to possess the professional competencies to

plan a lesson, execute a lesson plan, manage a class, assess learning, compute and
report grades? Explain your answer.
- No, it is not enough for a teacher to only possess professional competencies like
lesson planning, classroom management, and assessment skills. While these are
foundational aspects of teaching, a truly great teacher goes beyond technical abilities.
Great teachers build meaningful relationships with students, inspire them, and create an
environment where students feel safe, respected, and motivated to learn. They
demonstrate empathy, creativity, and adaptability, which allows them to connect with
students on a personal level, recognize individual needs, and respond to the diverse
challenges that arise in the classroom. Emotional intelligence, passion for teaching, and a
commitment to lifelong learning are just as crucial as professional skills.

4. For a teacher to be great, which is more Important-personal qualities or

profession competencies?
- Both personal qualities and professional competencies are important, but personal
qualities often make the biggest difference in making a teacher truly great. Professional
competencies provide the structure for effective teaching, but it is a teacher's personal
qualities—such as empathy, patience, adaptability, and passion—that truly engage and
inspire students. Personal qualities enable teachers to build strong relationships, motivate
students, and create a supportive classroom atmosphere, which is often what students
remember and appreciate most. Great teachers blend both personal and professional
traits, but their personal qualities often shape their ability to positively influence their
students’ lives.

5. Who are the teachers that we remember most?

- The teachers I remember most are those who made a personal connection with me.
They went beyond simply teaching the curriculum and made me feel seen, heard, and
valued. These were the teachers who inspired me, nurtured my curiosity, and encouraged
me to be the best version of myself. They had a passion for their subject and a genuine
concern for my well-being and growth. These teachers often showed empathy, kindness,
and patience, leaving a lasting impact by helping me not only to learn academically but
also to grow as an individual.

Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
- I possess personal traits such as empathy, patience, and adaptability, which
allow me to connect with my future students and understand their individual needs. I
strive to create a supportive and inclusive environment where everyone feels valued.
However, I recognize that I may struggle with emphasis at times, especially when it
comes to setting boundaries or addressing disruptive behavior. To improve, I need to
work on being more confident in my decision-making and assertive in my
communication with students and colleagues.

Which professional competencies am I strongly capable of demonstrating?

- I am strongly capable of demonstrating classroom management skills. I can
effectively manage classroom dynamics to promote a positive learning environment.
Additionally, I excel in assessing student learning and providing constructive feedback
that helps students understand their progress and areas for improvement.

In which competencies do I need to develop more?

- I need to develop more in the area of effective communication skills, particularly
in providing clear instructions and facilitating discussions in the classroom. Sometimes, I
find it challenging to convey my ideas in a way that resonates with all students, which
can lead to misunderstandings or disengagement. Additionally, I want to enhance my
skills in classroom technology integration, as I believe that utilizing various educational
technologies can significantly enrich my teaching and better support student learning in
both traditional and remote settings. Finally, I need to work on behavior management
strategies, ensuring I have a wider range of techniques to address different behavioral
issues effectively while maintaining a positive classroom atmosphere.
Who are the teachers that we remember most?
- The teachers I remember most are those who made a personal connection with
me. They went beyond teaching the curriculum and made me feel seen, heard, and
valued. These were the teachers who inspired me, nurtured my curiosity, and encouraged
me to be the best version of myself. They had a passion for their subject and a genuine
concern for my well-being and growth. These teachers often showed empathy, kindness,
and patience, leaving a lasting impact by helping me not only to learn academically but
also to grow as an individual.

Write Action Research Prompts

OBSERVE
1. In assisting my Resource Teacher, I observed that personal traits such as enthusiasm
and individuality follow a bright personality and professional competencies like getting
learners attention and gaining their respect, as well as fostering a passion of learning and
having high but reasonable expectations. The least amount of these traits includes
listening to other people, being flexible and able to adjust with the times, and a few more
were least or not displayed and as a result, students were/ class was not active and can
destroy education of every student and it is said that educating the mind without
educating the heart is no education at all.

REFLECT
2. The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by the absence of passion from the students for learning or the teacher's
lack of professionalism as they fail to meet the demands of their duties or don't show up
in class to guide their students.

PLAN
3. I would like to address this problem (mentioned in #2) by conducting an action
research on various aspects of teaching, or if you lack the kind of personality that may
infuse your classroom with new energy, people can conclude that you're not a very good
teacher because you don't understand the demands or struggles that learners are facing. A
teacher's style and instruction may be greatly out of the line when they lack professional
competency, making it difficult to effectively manage the classroom.
ACT
a.) The main objective of my action research is
- to discover more about the activities taking place in a specific community or
classroom in order to determine how to improve learning for the students there.

b.) My specific research questions are:

- Can a teacher's expectations influence a student's achievement?
- How do students collaborate with one another, and what opportunities exist for
peer learning?

c.) To answer my specific research question, I recommend conducting observations,

interviews, and surveys within the community or classroom. Delve into the experiences
of students and teachers, and analyze existing data on learning outcomes. This approach
will provide a comprehensive understanding of current practices and highlight areas for
improvement.
Check for Mastery
Direction: Read the questions and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/ her students display?
A. Feels what students feel
B. Expects students to understand his/ her feelings
C. Gives no assignment
D. Makes test easy
2. According to students, a great teacher is “chill”. What does this mean? Teacher is
________.
I. cool
II. calm
III. doesn’t get overwhelmed
A. I, II, and III
B. I and II
C. I only
D. I and II
3. Which professional competency refers to content knowledge and pedagogy?
I. Apply developmentally appropriate and meaningful pedagogy grounded on
content knowledge and current research.
II. Display proficiency in Mother Tongue, Filipino and English in the teaching and
learning process
III. Demonstrate skill in the use of communication strategies, teaching strategies,
and technologies to promote high quality learning.
A. I only
B. II only
C. I and II
D. I, II and III
4. To address the diversity of learners, which professional competency must teacher
display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning
5. In the Southeast Asian Teachers Competency Framework, who is at the center with
whom the professional teacher relates?
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent/ guardian
Work for my Artifacts
Attach your reflection here.

As a future educator, I am extremely thrilled about the opportunity to influence

young minds and instill a love for learning. I believe that sensitivity is crucial;
understanding my students different origins and struggles will allow me to connect with
them on a more personal level.

Creating a supportive and inclusive classroom climate will not only provide
students with a sense of belonging but will also encourage them to participate more
actively in their learning journey. I am also looking forward to being versatile in my
teaching methods. Every classroom is unique, and I'm excited to adapt for the diverse
needs of my students. This flexibility will help them understand more and inspire them to
adopt a growth mentality, allowing them to handle challenges with confidence and
perseverance. I am excited to develop deep relationships with my students, celebrating
their accomplishments and encouraging them through their problems, knowing that this
emotional connection will dramatically improve their academic achievement.

Most importantly, I am passionate about lifelong learning and can't wait to share
it with my students. By demonstrating curiosity and a commitment to personal
development, I intend to motivate students to develop their own passion for learning. The
idea of helping them through their educational path fills me more with excitement and
make a positive difference in their lives, encouraging them to become more than simply
excellent students but also informed and caring individuals.
 Learnin
FIELD STUDY 2 g Embedding Action
Episode

FS 2
Research for
Reflective Teaching

To have a meaningful and successful accomplishment in this FS episode, be sure

to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and task you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 be familiar about action research as a reflective teacher
 underscore the importance of doing action research

Participate and Assist

You must have experienced in your past subjects, doing some activities or
accomplishing tasks similar to an action research. These are activities that required you to
do Reflection and Make Action or the other way around. Schon (1987) distinguishes
Reflection in Action or Reflection on Action as two different things.
Perhaps your mentor teacher has already done an Action Research. Now is the
opportunity for you to participate and assist in ways that you are capable of doing.

Here is what you will do.

Making a List of Completed Action Research Titles by Teachers in the Field
1. Make a library or on-line search of the different Completed Action Research
Titles Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your
mentor as reference.
 Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Titles Author/ Authors
Ex. Differentiated Instruction in Teaching
Mary Joy Olicia
English for Grade Four Class
1. Improving Achievement and Attitude Scott Johnsen
Through Cooperative Learning in Math Class

2. The Role of Manipulative in the Eight Michaela Ann Goracke

Grade Mathematics Classroom

3. Real Life Problem Solving in Eighth Grade Michael Bomar

Mathematics

4. Meaningful Independent Practice in Michelle Looky

Mathematics

5. Enhancing Problem Solving Through Math Jessica Haley Thompson

Clubs

Congratulations!!! You have done a good job. By doing so, you have assisted
your mentor and together you will journey towards becoming an action researcher.

Notice
Based on your activity on Making a List of Completed Action Research Titles,
let’s find out what you have noticed by answering the following questions.
Questions My Answer
1. What have you noticed about the action 1. Identified problem to be solved in title no.
research titles? Do the action research (AR) 1
titles imply problems to be solved? Yes
____ No ____ - The use of cooperative learning in the
classroom.
If YES, identify the problems from the title
you have given.
 2. Identified problem to be solved in title no.
2
- The use of manipulative in the
classroom.

3. Identified problem to be solved in title no.

3
- Understanding the lessons were centered
on real-life problem solving.

4. Identified problem to be solved in title no.

4
- Deeper understanding of math concepts
through student writing and personal
explanation.

5. Identified problem to be solved in title no.

5
- Problem solving through math clubs.
2. What interpretation about action research Title of the Action Research: Improving
can you make out of your answer in Achievement and Attitude Through
Question No. 1? Cooperative Learning in Math Class.
- This research shows that the learners
cooperatively working together in groups that
can help to encourage students to be more
involved with one another. The goal of this
action research project was to continue to find
ways to incorporate cooperative group
activities but keep groups together for a longer
period of time.

3. Write the Title and your interpretation of

the study from the title. From the title, I think, the study seeks to
discover different types of group formation that
can have an impact on the attitudes of the
learners and how well they work together.
 4. What do you think did the author/s do I think the author/s will do some study about it
with the identified problem as presented in and observe. When the problem exists, there
their titles? will be some questions to be asked, and the
researcher will answer them by using a
questionnaire, provide them to the learners, and
tally them to get an answer.

Analyze
Action research seems easy and familiar. Since teaching seems to be full of
problematic situations and that the teacher has a responsibility of finding solution for
everyday problem in school, hence teachers should do action research. This is an exciting
part of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in
the previous activity.
My Answer
Key Questions Choose from the options given. You may
check more than one answer
Choices:
____ Copied from research books
___ From daily observation of their
teaching practice.
1. From what source do you think, did the
___ From difficulties they observed of their
authors identify the problems of their
learners.
action research?
___ From their own personal experience.
___ From the told experiences of their co-
teachers.

2. What do you think is the teacher’s Choices:

intention in conducting the action research?
___ To find a solution to the problematic
situation
___ To comply with the requirement of the
principal
___ To improve teaching practice
___ To try out something, if it works
 ___ To prove oneself as better than others

Choices:
___ Prepare me for my future job
___ Get good grades in the course
___ Learn and practice being an action
3. What benefit do you get as a student in researcher
FS 2 in understanding and doing action
research? ___ Improve my teaching practice
___ Exposure to the realities in the teaching
profession
___ Become a better teacher everyday

___ By co-researching with my mentor

___ By assisting in the design of the
intervention
4. In what ways, can you assist your
mentor in his/ her Action Research ___ By assisting in the implementation of
Activity? the AR
___ By just watching what is being done

Reflect
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
- I learned that action research is a reflective process in which educators identify
problems, take actions, and assess the outcomes in order to improve teaching methods
and student learning. It focuses on real-world difficulties that arise in the classroom or
school context, encouraging continual improvement through data-driven decision-making
and collaboration.

2. Have you realized that there is a need to be an action researcher as a future

teacher?
Yes ____ No ___. If yes, complete the sentence below.
 - I realized that being an action researcher as a future teacher is vital since it
allows for continuous enhancement in teaching techniques, addressing particular teaching
difficulties, and fostering a deeper knowledge of students' needs through reflective and
evidence-based approaches.

Write Action Research Prompts

OBSERVE
From what teaching principles of theories can this problem be anchored?
I have observed and noticed that Action Research begins with a problem or a problematic
situation.
Write an example of a problematic situation that you have observed and noticed.
- A problematic situation I observed was a lack of student participation during
regular sessions. Many students were bored and unable to apply mathematical principles
in real-world situations. This disengagement impacted not just their involvement but also
their general comprehension and recall of the content. As a result, it became evident that
just bringing real-world situations was insufficient; a more structured strategy was
required to actively engage students and make the connections meaningful.

REFLECT
What have I realized? What do I hope to achieve?
I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above.
- To address the lack of student involvement in real-world problem solving in
mathematics, I intend to create project-based learning activities that link math ideas to
students' interests and experiences. By creating exciting, collaborative projects in which
students work in groups to solve meaningful problems such as budgeting for a school
event or analyzing sports statistics, I want to create deeper knowledge and respect for
mathematics. This technique not only increases engagement, but it also promotes critical
thinking, teamwork, and the practical application of mathematics skills.

PLAN
What strategies, activities, and innovations can I employ to improve the situation
or solve the problem?
- As a future action researcher, I can plan for an appropriate intervention by
implementing several strategies to improve student engagement in mathematics. First, I
will introduce project-based learning (PBL), where students can explore real-world
problems relevant to their interests, such as planning a community event that requires
budgeting and data analysis. Additionally, I will encourage the use of math journals to
promote reflection, allowing students to express how they encounter math in their daily
lives.
Furthermore, I will facilitate collaborative learning activities that require students
to work together to solve complex problems, fostering teamwork and peer support.
Integrating technology will also play a key role; I can incorporate math apps and online
simulations to make learning more interactive and engaging. Finally, I plan to invite
guest speakers who utilize math in their careers and organize field trips to demonstrate
the real-world applications of mathematics. By implementing these strategies, I aim to
create a more engaging and relevant mathematics curriculum that enhances both
participation and understanding.

ACT
If I conduct or implement my plan, what can be its title?
- If I will implement my doable plan in the future, my title would be "Engaging
Minds: Connecting Mathematics to Real-World Applications." This title emphasizes the
goal of making math relevant and engaging for all students through practical problem-
solving.
Check for Mastery
Direction: Choose the best answer.

1. Every future teacher should do action research because __________.

A. it is a requirement for teachers in the field
B. it will improve teaching practice
C. it will add points to teacher’s performance
D. it is a part of the teacher’s standard

2. Spotting a problematic situation in teaching and learning will _____________.

A. spark an idea of doing Teacher Action Research
B. give more confusion to the teacher
C. create complexity in everyday teaching
D. add burden to teacher’s daily income

3. Which of the following statements motivates a teacher to do action research?

A. Any problem that occurs in my class will soon pass.
B. For every teaching-learning problem, there is always a solution.
C. Leave the problematic situation for other teachers to solve.
D. There are more important classroom routines than finding solutions.

4. “Every teacher, should be an action researcher.” This statement is ___________.

A. applicable only for teachers in big schools
B. not doable and very realistic
C. the call for teachers in the current times
D. appropriate for honor graduates

5. Which of the following statement is TRUE?

A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. Much of the teaching time should be spent in action research.
D. Action research is an optional teacher activity.
Work on my Artifacts
Your artifact will be an Abstract of a completed action research

Improving Achievement and Attitude Through Cooperative Learning in Math Class

Author: Scott Johnsen

In this action research study of my classroom of eighth grade mathematics, I

investigated the use of cooperative learning groups and whether working in groups
changed students’ individual achievement and students’ attitudes toward mathematics. I
used my eighth grade class of 13students along with two different types of group
formations: teacher-formed groups and student formed groups. I discovered that the type
of group formation can have an impact on the attitudes of students and how well they
work together. I also discovered that there was no real change in students’ achievement,
but the longer the group worked together the better they performed. As a result of this
research, I plan to continue to find ways to incorporate cooperative group activities but
keep groups together for a longer period of time.

References: Anderson, W. L., (2005). Comparison of student performance in cooperative

learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular
Biology Education, 33(6), 387-393. Bernero, J. (2000). Motivating students in math using
cooperative learning. (ERIC Document Reproduction Service No. ED446 999). Gillies,
R. M. (2004). The effects of cooperative learning on junior high school students during
small group learning. Learning and Instruction, 14(2), 197-213.

Learnin
FIELD STUDY 2 g Understanding
Episode AR Concepts,
Process and
 FS 3
To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Use concept and processes of action research.
 Identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006;
Nelson, 2014.

Clarify Your Task

Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular
definition of action research. Anchored on the idea of inquiry by John Dewey several
other authors have advanced the concept of action research. Action research is a type of
inquiry that is:
 Practical as it involves making changes to practice.
 Theoretical as it informed by theory and can generate new insights.
 Concerned with change and improvement.
Action research has been embraces in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own classroom and school
setting to improve their effectiveness. Teacher Action Research (TAR) is a method for
educational practitioners (teachers, school leaders) to engage in the assessment and
improvement of their own practice. It is a tool to help classroom teachers consider their
teaching methods or to adopt a strategy in order to solve everyday problem in the school
setting.

Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Tichen, 2015)?
 Systematic – Like any form of research, it follows a system.
 Rigorous – It has rigor, meaning a strict adherence to the rules of empirical
studies.
 Reflective - It follows a continuous reflection and action.
 Situational – It is more specific to the location (school) circumstances (teaching
and learning, etc.)
 Participative – AR can be participative where teachers and learners are co-
researchers.
 Future-oriented – It seeks solution to current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?
 AR can help me to learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning
environment, developing instructional materials and assessment.
 AR can help me learn more about a wider range of research methods that I can
use in the future.
 AR can provide me more space to think deeply about the issues that confront
teaching and learning.
 AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
 AR can help me develop new knowledge which is directly related to my are of
specialization.
3. What types of classroom action studies that I can engage in?
 Creating changes in the classroom practices. Example: What changes will daily
writing have on my students?
 Establishing effects of curriculum restructuring. Example: Will the use of mother
tongue enhance the reading skills of my learners?
 Enhancing new understanding of learners. Example: What happens when
students get demotivated?
 Teaching a new process to the students. Example: How can I teach third graders
to do reflection?

MODELS and GUIDE in CONDUCTING ACTION RESEARCH

 McNiff & Whitehead 2006 (Adaptation)
Action Research The Action Research Process
Cycle
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
 2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before id the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change
for the better?
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move To Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
 Nelson, O 2014 Model
OBSERVE Identify The Problem
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before id the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change
for the better?
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
 1. What type of research will I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?

 Department of Education (DO 16) 2017 Model

Action Research Key Action Research Process
Components
I. CONTEXT AND Identifying the Problem
RATIONALE
1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action
QUESTIONS research?
3. What problem/question am I trying to solve?
4. What do I hope to achieve?
III. PROPOSED Proposed Plan
INNOVATION,
INTERVENTION AND 1. What do I plan as a solution to the problem I
STRATEGY identified? (Describe)
2. What innovation will I introduce to solve the
problem? (Describe)
3. What strategy should I introduce? (Describe)
IV. ACTION RESEARCH Plan of Action Research
METHODS
1. Who are to participate? (my students, peers,
a. Participants and/or myself)
other Sources of Data 2. What are my sources of information?
and Information (participants)
b. Data Gathering 3. How shall I gather information?
Methods 4. How will I analyze my data/information?
c. Data Analysis Plan
V. ACTION RESEARCH Action Research Work Plan
WORK PLAN AND
TIMELINES 1. What should my work plan contain? (targets,
activities, persons involved, timeline, cost)
2. How long will I conduct my intervention?
(For reliable results 8 to 12 weeks)
VI. COST ESTIMATES Action Research Cost- (Consider also the maximum
cost if externally funded like DepEd, LGUs NGO.

Revisit the Infographic/s

 Action research is a dynamic process anchored on Reflection- Action Cycle of
Observing, Reflecting, Acting, Evaluating and Modifying.

Action research is cyclical, recursive process of observe >> reflect>> act>>

evaluate>> modify>> move in new direction id known as action-reflection (McNiff &
Whitehead, 2006). In 2011, McNiff defined action research as form of inquiry that
enables practitioners to investigate and evaluate their work. Before that, Corey in 1953
viewed action research as a recursive or repeated process, proceeding through spiralling
cycle of planning, actions, reflections, and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with
Observe followed by Reflect, Plan and Act which can also go through evaluation and
modification. It also follows a cyclical process. ß

Plan Act

The
Action
Research
Reflect Observe

Participate and Assist

You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research

Notice
What concepts have been emphasized in the task and infographics? Give at least four.
1. Cycle of the Elements
2. Procedures and steps.
3. The models you will use.
4. Key problems in the classroom that must be addressed.

Since the 3 models are all action research, what are the common elements of the
three?
- The common elements of those models are that they share the same cycle and
elements as the McNiff and Whitehead models, as well as the Nelson Model, which
includes elements such as title and authors, observe, reflect, plan, and act. These elements
are also shared with the DepEd model, but the DepEd model elements are more specific,
and the information required is more emphasized than in the other models.

Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
 Analyze the components vis-à-vis only one model out of the 3 presented

If you choose to compare with model A-McNiff & Whitehead, 2006, here are the
components.
Title of the Action Research: The Role of Manipulative in the Eight Grade
Mathematics Classroom
Author of the Action Research: Michaela Ann Goracke
Key Components Entry from your Sample AR
OBSERVE There are several problematic situations
in the classroom that includes low student
engagement, difficulty understanding
abstract concepts, and a lack of
collaboration among peers. The author
 decided to focus on low student
engagement, as it significantly impacts
learning outcomes and student
motivation. Literature indicates that this
disengagement often arises from a
disconnect between the curriculum and
students' interests, aligning with
constructivist theories that emphasize the
importance of active, meaningful learning
experiences. By addressing this issue, this
research aims to create a more relevant
and engaging educational environment
that fosters deeper understanding and
enthusiasm for learning.
REFLECT This research hopes to achieve improved
student engagement and understanding of
mathematical concepts by integrating
manipulative into the classroom,
intending to create a more interactive and
effective learning environment.
Conducting this action research is
important to enhance my practice, as it
provides evidence-based insights that can
inform my teaching strategies and lead to
better student outcomes.
PLAN The author utilized a qualitative research
approach, emphasizing observations and
experiences to explore the impact of
manipulative on student engagement and
learning in the mathematics classroom.
She describes his innovation as an
intervention designed to integrate
manipulative into the curriculum, aiming
to enhance both understanding and
participation among students. Given the
structured nature of the activities and
assessments outlined in her plan, it
appears to be doable within the given
period of time, allowing for effective
implementation and sufficient data
collection and analysis to evaluate its
success.
ACT The author put her plan into action by
implementing the use of manipulative in
her mathematics lessons over a designated
 period, typically spanning several weeks
to allow for meaningful integration. She
gathered data through various methods,
including student observations,
interviews, and assessments to evaluate
both engagement levels and
understanding of mathematical concepts.
From the data collected, she found that
the use of manipulative significantly
enhanced student engagement and
comprehension, indicating that hands-on
learning experiences can positively
influence students' attitudes toward
mathematics and their overall academic
performance.
EVALUATE The author applied the results of her
action research by integrating
manipulative and visual representation
techniques into her mathematics lessons,
enhancing student engagement and
understanding. Her findings, which
highlight that students benefit from
drawing pictures and using manipulative
to grasp concepts, are certainly worth
sharing, as they provide valuable insights
into effective teaching strategies that can
improve student learning outcomes in
mathematics classrooms.
MODIFY There may be a need to modify the
intervention to achieve new results, as
refining the approach could further
enhance student engagement and address
any remaining misconceptions. By
adjusting the use of manipulative and
incorporating additional strategies tailored
to the diverse needs of learners, the author
can continue to improve the effectiveness
of her teaching. Furthermore, she should
consider moving to another cycle of
action research to refine her strategies
based on the initial findings. This new
cycle would allow her to test
modifications, gather additional data on
student progress, and deepen her
understanding of how to best support
 student learning in mathematics.

 If you choose to compare with model B- Nelson, O. 2014, here are the
components.
Titles of the Action Research: Enhancing Problem Solving Through Math Clubs
Author of the Action Research: Jessica Haley Thompson
Key Components Entry from your Sample AR
OBSERVE There are several problematic situations
in the classroom, including low student
motivation, limited problem-solving
skills, and a lack of collaboration among
students during math lessons. The
researcher should focus on low student
motivation, as it directly impacts
engagement and the willingness to tackle
challenging math problems. Literature
indicates that this low motivation often
arises from a lack of relevance and
connection to real-life applications,
aligning with constructivist theories and
self-determination theory. These theories
emphasize the importance of meaningful
learning experiences and intrinsic
motivation in fostering a positive learning
environment, suggesting that addressing
motivation could significantly enhance
student performance in mathematics.
REFLECT The author hopes to achieve increased
student motivation and enhanced
problem-solving skills through the
implementation of math clubs, intending
to create a more engaging and supportive
learning environment. Conducting this
action research is indeed important for
improving her practice, as it allows her to
explore effective strategies for fostering
student interest and collaboration in
mathematics. While she can initiate the
research independently, collaborating
with colleagues, students, and even
parents would enrich the process,
providing diverse perspectives and
support that can lead to more effective
 implementation and better outcomes.
PLAN The author utilized a qualitative research
approach, focusing on observations and
experiences to gather insights into the
effectiveness of math clubs in enhancing
student motivation and problem-solving
skills. She described her innovation as an
intervention aimed at implementing math
clubs to foster collaboration and create a
supportive learning environment in
mathematics. Furthermore, her plan is
indeed doable within the given period of
time, as it can be organized around
regular club meetings and activities,
providing ample opportunities for
effective monitoring and evaluation of
student progress throughout the research
process.
ACT The author put her plan into action by
organizing regular math club meetings
over a designated period, typically several
weeks, where students engaged in
collaborative problem-solving activities
and challenges. She gathered data through
various methods, including student
observations, surveys measuring
engagement and motivation, and
reflections from club participants. From
the data collected, she found that students
demonstrated increased enthusiasm for
math and improved problem-solving
skills, indicating that the math clubs
effectively fostered a sense of community
and enhanced their overall attitude toward
mathematics.

Or if you choose the DepEd Model,2017,here are the components

Title of the Action Research: The Role of Manipulative in the Eight Grade
Mathematics Classroom
Author of the Action Research: Michaela Ann Goracke
Key Component Action Research Process
I. Context and Rationale She conducted this research to investigate
 how the use of manipulatives can enhance
students' understanding and engagement in
mathematics, aiming to improve teaching
practices and academic outcomes. The
background of her action research stems
from her observations that many students
struggle with abstract mathematical concepts
and her recognition that manipulatives could
provide a tangible way to make these
concepts more accessible. This research is
informed by educational theories that
emphasize active, hands-on learning
experiences as effective strategies for
fostering deeper understanding and retention
in mathematics. By exploring the role of
manipulatives, she seeks to create a more
engaging and effective learning environment
for her students.
II. Action Research Question The problem/question that the author wants
to solve are:

1. Why do you think we use manipulative in

class?

2. When using the tools, how do you know

what you are “supposed” to learn from it?

3. What is your favorite activity we do in

class?

4. What is your least favorite activity we do

in class?

5. Think about last semester in my

classroom; what has changed, if anything?

She hoped to achieve increased student

engagement and understanding of
mathematical concepts through the effective
use of manipulative in the classroom. By
incorporating hands-on tools, she aimed to
make abstract ideas more concrete, fostering
a deeper comprehension of the material and
enhancing overall student performance in
mathematics. Additionally, she sought to
create a more interactive and collaborative
 learning environment that would encourage
students to explore and enjoy math.
III. Proposed Innovation, As a solution to the problem of students
Intervention struggling with abstract mathematical
concepts, she planned to incorporate
Strategy manipulative into her lessons, allowing
students to interact with physical tools that
represent mathematical ideas. This hands-on
approach aimed to make learning more
engaging and help students visualize
complex concepts. The innovation she
introduced involved using a variety of
manipulative, such as blocks, tiles, and
pegboards, tailored to specific mathematical
topics. These tools were designed to facilitate
exploration and representation of concepts,
enabling students to work collaboratively and
apply their knowledge in practical ways.
Additionally, the strategy she implemented
included structured activities where students
worked in small groups with manipulative to
solve problems and complete assignments.
This collaborative learning approach
encouraged peer interaction, discussion, and
shared problem-solving, fostering a
supportive classroom environment that
enhanced understanding and retention of
mathematical concepts.
IV. Action Research Methods a) The participants in this research includes
the students, peers, and herself, as she
a. Participants /other sources of data aims to involve everyone in the learning
b. Data Gathering Methods process and gather diverse perspectives.

c. Data Analysis Plan

b) The sources of information consist of the

students' performance data, their
feedback on the use of manipulative, and
observations from her peers regarding
classroom dynamics and student
engagement.

c) The author gathered information through

a combination of student assessments,
 surveys or questionnaires about their
experiences, and observational notes
during lessons. To analyze her data, she
would review student performance
trends, categorize feedback, and reflect
on her observations to identify patterns
and insights regarding the effectiveness
of manipulative in enhancing learning
outcomes.

V. Action Research Work Plan Her work plan contained specific targets
aimed at improving student engagement and
understanding of mathematical concepts
through the use of manipulative. It outlined
various activities, including hands-on lessons
with different manipulative, group problem-
solving sessions, and assessments to evaluate
student progress. The plan involved her
students, peers for support and feedback, and
herself as the facilitator. Additionally, it
included a timeline for implementation over
several weeks, typically ranging from 8 to 12
weeks, and accounted for costs associated
with any materials needed for the
manipulative. By conducting her intervention
over this period, she aimed to ensure reliable
results, allowing sufficient time for students
to engage with the manipulative, practice
their problem-solving skills, and demonstrate
measurable improvements in their
understanding of mathematical concepts.
VI. Cost Estimate The author did not explicitly mention the
costs associated with the action research in
the provided information.
VII. Plan for Dissemination and The author shared the results of her action
Utilization research through presentations at
professional development workshops, local
educational conferences, and Learning
Action Cell (LAC) sessions. This approach
allowed her to engage with colleagues and
disseminate insights on the effectiveness of
manipulative in enhancing student learning.
Additionally, the author collaborated with
other teachers to continue and potentially
replicate her study, discussing best practices
 and strategies for implementing manipulative
in their own classrooms. This collaboration
helped foster a community of practice
focused on improving math instruction and
student outcomes, promoting a shared
commitment to enhancing the educational
experience for students.
VIII. References  Lappan, G. & Ferrini-Mundy, J. (1993).
Knowing and doing mathematics: A new
vision for middles grades students. The
Elementary School Journal, 93(5), 625-
641.
 Moyer, P. (2001). Are we having fun
yet? How teachers use manipulatives to
teach mathematics. Educational Studies
in Mathematics, 47(2), 175-197.
 Meira, L. (1998). Making sense of
instructional devices” the emergence of
transparency in mathematical activity.
Journal for Research in Mathematics
Education, 29(2), 121-142.
What have you understood about the concept of Action Research and how will these
be utilized in your practice?

- Action research is a reflective process in which educators systematically

investigate their own teaching practices to improve student outcomes and enhance their
professional development. It involves identifying specific problems within the classroom,
planning and implementing interventions, collecting data, and analyzing the results to
inform future practice.

Understanding this concept is crucial for my development as a future educator. I

can utilize action research to continually assess and refine my teaching strategies,
ensuring that they meet the diverse needs of my students. By engaging in this cyclical
process, I will foster a culture of inquiry in my classroom, encouraging students to take
ownership of their learning. Additionally, collaborating with colleagues through shared
action research projects can provide valuable insights and support, creating a community
focused on professional growth and effective teaching practices. Ultimately, action
research will enable me to create a more responsive and dynamic learning environment
that promotes student success.

Reflect
As a future Teacher, is conducting an Action Research worth doing?
- Yes, conducting action research as a future teacher is definitely worth doing. It
allows you to identify and address specific challenges in your classroom, improve your
teaching strategies, and directly enhance student learning. It also builds your skills in
reflective practice and evidence-based decision-making, making you a more effective
educator.
Why?
- By gathering data, analyzing the results, and refining your methods, you can find
the most effective solution tailored to your students’ needs. This process not only helps
your students succeed but also equips you with valuable problem-solving and research
skills for your teaching career.

How can AR be useful for every classroom Teacher?

- Action Research (AR) is useful for every classroom teacher because it allows
them to identify and improve specific areas of their teaching, engage students more
effectively, and make data-driven decisions. By conducting AR, teachers can tailor their
instruction to better meet the needs of their students, all while fostering their own
professional growth and development.
For example, if a teacher notices that students are struggling with understanding a
particular math concept, they can use AR to test different instructional strategies, such as
using manipulative or incorporating technology, to see which method helps students
grasp the concept better. By collecting and analyzing data on student performance, the
teacher can make informed adjustments to their approach, leading to improved student
understanding. This process not only enhances student learning but also helps the teacher
refine their instructional techniques, making their teaching more effective and responsive
to student needs.

Write Action Research Prompts

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many
questions that I raised in my mind. These include:
a. What are the competencies that the teacher's always use? Is it effective even up to this
day?
b. Poor performance of the students in Mathematics Subject.
c. What are the strengths and weaknesses of that specific competency?

REFLECT
 Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
a. Reflecting on what part of the subject that needs to focus more?
b. What are the skills that need to work on?
c. What are the steps in determining the problems?

PLAN
Now, that I am in FS2 ,I plan to make a plan for my solution to problem (choose from
a, b, c) because?
- I plan for my solution to problem B (Poor Performance of the Students in
Mathematics Subject)because I remember when I was in high school a lot of students are
saying that they hate to compute and to solve math problem than any other subjects and I
am one of them, so it comes in my mind to do a research regarding that issue.

ACT
Action will come later, given enough time in FS 2 or during my Teaching Internship.
- I am hoping that during my teaching Internship, I will finish my Action
Research and provide answer and solutions regarding to that problem.

Check for Mastery

Direction: Check from the choices ,what answer/s respond to the question correctly and
put an X if otherwise.
1. Action research requires a teacher to
_______ Observant of what is happening in the classroom
_______ asking oneself of how to improve teaching
_______ following the daily routine all the time
_______ finding ways on how children should learn better
_______ Blaming learners for their inability to learn

2. There are many ways of doing action research which follow a cyclical process.The
process include:
_______ Observe, Reflect, Plan, Act
_______ Observe, Plan, Act, Reflect
_______ Reflect, Observe, Act, Reflect
_______ Modify, Observe, Plan, Act
3. As an Action Researcher, I will be developing my skill as a person who is
_______ Systematic
_______ Reflective
_______ Rigorous
_______ Futuristic
_______ Situational

4. On which of the following would you choose to conduct an Action Research. Why?
Changes in the classroom practice. Why? Effects of Curriculum restructuring. Why?
Understanding of self as a Teacher. Why? Teaching a new process to the students. Why?
- I would choose to conduct Action Research on changes in classroom practice.
This focus is particularly relevant because classroom practices directly impact student
learning and engagement. By exploring how specific changes—such as implementing
new teaching strategies, adjusting classroom management techniques, or integrating
technology—affect student outcomes, I can gather valuable insights that inform my
teaching and help create a more effective learning environment.

5. Which of the following relates closely to What action research is?

_______ Used to address practical problems n the classroom
_______ Refers only to everyday life of the learners
_______ Allows teachers to study their own classroom
_______ Brings theories and practices together.

Work On My Artifacts:
Your artifact will be a full blown completed Action Research
Improving Achievement and Attitude Through Cooperative
Learning in Math Class

Scott Johnsen
Curtis, NE

Math in the Middle Institute

Partnership Action Research
Project Report

in partial fulfillment of the

MAT Degree Department of
Mathematics
University of Nebraska-
Lincoln July 2009

Problem Statement
This issue of group learning follows closely with the National Council of Teachers of
Mathematics’ (NCTM) process standard of communication. Students can
communicate ideas with their peers about ways to solve particular problems. A student
who understands a concept can share his or her ideas and strategies with other
students. Sometimes it may be a situation where students are brainstorming ideas with
one another until a decision is reached as to which may be the best method or
approach. This work also would follow the NCTM’s principle of equity. There would
be high expectations for students to be able to work cooperatively and support one
another as they work together.
I would love to create an ideal classroom where all of my students felt
comfortable sharing their ideas and strategies with one another. The interaction within
cooperative groups helps students feel confident in their own abilities. I feel that it is
very beneficial for students to realize that the same problem can be solved by different
strategies and still arrive at the same result or conclusion. The cooperative
communication between students also can be very beneficial in other curriculum areas
where the discussion of ideas is prevalent.

Teachers are trying to prepare students for what happens after schooling is
done. A person who can work with others cooperatively and willingly share his or her
ideas can be a productive member of today’s society.

Literature Review
In the early days of formal education, with the one-room schoolhouse,
teachers relied on students helping other students with their learning. As the
population increased and schools became larger, the schools also became more
specific to age- and grade-appropriate separation. This changed the way teachers
worked in the classroom more toward direct instruction where students worked
individually. During the past several years, many studies have been done focusing on
topics similar to the early days of teaching and using cooperative learning. The
research provides readers with the following themes related to cooperative learning:
grouping students, students’ academic achievement, group reward system, and
students’ attitudes.
According to Oxford American Dictionary, cooperative learning can be
defined as a small group of students who are working together on a common learning
task. Each student plays an important role of helping one another achieve this
common goal. Cooperative learning begins with the formation of groups into teams of
students. Whicker, Bol, and Nunnery (1997) studied 31 high school juniors and
seniors divided into two classes where one class studied material cooperatively and
the other class studied independently. They used surveys of students and found that
most students indicated that they liked working in groups and getting help from other
students. Cooperative groups consisted of five members and included one student
from the top fourth of the class, one student from the bottom fourth of the class, and
three students from the middle half of the class (Whicker et al., 1997).
Bernero (2000) studied 25 second grade Black and Hispanic students working
in cooperative groups. Bernero used surveys of teachers and students and found that
students felt more comfortable working in a cooperative group. Students were placed
in pairs or groups of three and used many manipulatives to work on problems. Gillies
(2004) studied the effects of cooperative learning on 223 ninth grade students in
structured and unstructured groups. Gillies found that students in structured groups
were more willing to work with others on assigned tasks and provide assistance to
their peers than the students in the unstructured groups. The students worked in three-
or four-person mixed-gender and mixed-achievement groups.
Anderson (2005) studied 420 junior and senior college students in a
comparison of cooperative learning and traditional lecture-based biochemistry
curriculum. Anderson found that students in the cooperative learning environment
scored higher than their peers in standardized testing of the curriculum and were more
positive about their learning experience. The cooperative learning classes were split
into tutorial groups of five to six students, each meeting in a small room for one hour
per session. These classes met for the same total number of hours per semester as did
the traditional lecture-based classes. Each tutorial group included a senior
biochemistry major or first-year graduate student as an educational assistant
(Anderson, 2005).

Purpose Statement
The purpose of my project is to use group learning to help improve students’ scores
on assessments by developing a positive attitude toward mathematics.
I will be examining the research themes of student achievement and student attitude,
in seeking to answer the research questions:
 How will students’ attitudes toward math change after cooperatively
learning and working in small groups?

 What happens to students’ individual achievement after working in

cooperative learning groups?

 What happens to my teaching and classroom when I implement

cooperative learning groups and teach students how to work in groups
cooperatively in math class?

Through this investigation, I hope to better understand if using a cooperative

learning approach helps students understand and enjoy mathematics more. The
students will be given the opportunity to use each other as a resource to solve
problems. The success of the group depends on the cooperation among all group
members.

Method
On the first day of research (February 12, 2009), students were asked to
complete a pre- project survey (see Appendix A). On the second day, the students
were placed in groups assigned by the teacher based on their previous curriculum
assessment scores. Each group consisted of one student from the top 33%, one student
from the middle 33%, and one student from the bottom 33%. Since the class consisted
of 13 total students, one student from the middle 33% was randomly assigned to create
a group of four students. The students remained in these groups for the first four weeks
of the project. Each day of class, a short introduction was given to the students about
the topic of the day, and then students worked together to solve the problems that were
assigned. One day each week the students were given a review sheet, with the answers
given, to make sure that each member of the group understood how to work each
 problem. This review sheet consisted of problems similar to the homework problems
from the previous two weeks.
Two different types of individual assessments were given during this project:
four curriculum assessments and five state standard assessments. Curriculum
Assessments 1, 3, and 4 consisted of 20 open-ended items involving various types of
computation and problem solving. There were 100 points possible for each assessment,
and partial credit was awarded for any correct but incomplete answers. Curriculum
Assessment 2 consisted of 10 open-ended items and was 50 points possible with partial
credit awarded for any correct but incomplete answers.
A group reward system was set up based on the curriculum assessment scores.
Each student was given a baseline score based on their previous curriculum
assessment average score (before the project began) minus four points. I chose to
subtract four points because I knew that the curriculum was getting more difficult.
The reward was 10 bonus points for all members of a group if each member of the
group scored at or above his or her baseline score. During the teacher-formed group
period, data was collected on scores on Curriculum Assessments 1 and 2 (March 4
and March 17) and three different state standard assessments (March 5 and March
20).

began. For each state standard assessment, I compared the total number of students
who met or did not meet the standard to the average number of students for each
category for all previous state standards assessments taken before the project began.

Findings
The research for this paper took place in a K-12 school system of approximately 220
total students located in a small southwest Nebraska community. The “average day” of
teaching during this action research project began by discussing and going through any
student questions that arose from the previous day’s problems. Then a short introduction
was given to the students about the new concept. The majority of the class time was
used for cooperative group work. Students worked together on a specific set of
problems from the textbook. In some circumstances, the students were given general
instructions about a topic and allowed to discuss and formulate their own conclusions.
These conclusions then were shared with the rest of the class until everyone agreed upon
a final accepted conclusion. Generally, this type of activity worked well when all
students experienced some type of success at the beginning of the activity. March and
April in a small school became a difficult time to incorporate this type of research
activity. Many students are involved in several different activities, which caused them to
miss class. This would cause some problems with the group formations if more than one
member of a particular group would happen to be absent the same day. It has been
difficult at times when students are gone to a Future Farmers of America organization
event or a Family Career and Community Leaders of America event or some other
activity. At times up to half the class was gone making it very difficult to do group
projects. During interviews with the students, some of them commented that it was
helpful when their group members would help them when they were absent. This made
it easier for me because the students were able to help one another. It was as if there
were 13 teaching assistants in the classroom.
During this action research project, I was trying to answer questions related to:
1) How will students’ attitudes toward math change after cooperatively learning and
working in small groups? 2) What happens to students’ individual achievement after
working in cooperative learning groups? 3) What happens to my teaching and classroom
when I implement cooperative learning groups and teach students how to work in groups
cooperatively in math class?
How will students’ attitudes toward math change after cooperatively learning
and working in small groups? Attitude can play a very important role for the success of
many students. If a student believes that he or she can be successful then many times he
or she will be successful. At the conclusion of this project, my assertion is that there is a
slight increase in attitude toward math after group work.
The students enjoyed working with one another on solving problems. The type
of group formation was mixed among the students. Some students liked it better when
the groups were formed by the teacher and others liked it better when the students
formed their own groups. All the students agreed that it is important to have group
members who are willing to help. The two most common responses to the question on
the post-project survey that said “when working in groups, I wish I could work with a
person who is” were a person who is “smart” and “understanding.”
When asked to rate the question, “I have more confidence to try problems when I work
in a group,” the responses were exactly the same on both the pre- and post-project
surveys. When asked the question, “When I think of Math, I think nervous, both, or
calm”, six students chose calm on the pre-project survey compared to seven students
choosing calm on the post-project survey.
During the interviews, four of the six students interviewed said that they noticed
changes in other students during group work. The students all agreed that they
understood better and did not get as frustrated. Five of the six students interviewed said
that they felt that working in groups has prepared them better to take assessments than
working alone. Results from the students’ pre-project survey showed that nearly 62% of
the students compared to the post-project survey of 77% of the students felt that working
in a group helps them to understand the concepts better. In my teacher journal I wrote:
“I felt that the attitudes of the students was increased during this activity because every
student was able to achieve some success at the beginning of the activity.”

Conclusion
The findings of this action research showing an improvement in students’
attitudes toward mathematics are very similar to those of Gillies (2004) and Walmsley
(2003). These studies also found an increase in students’ attitudes after working in
cooperative learning groups. Gillies suggests that there is much to be gained by
encouraging the use of this non-traditional pedagogical approach to teaching in
classrooms, particularly when schools are trying to encourage the development of
positive attitudes toward learning, prosocial behaviors among students, and successful
learning outcomes for students. My experiences with trying cooperative learning in
the classroom convinced me that cooperative learning can have a positive effect on
students’ achievement and attitudes toward mathematics. My findings of no change in
students’ academic performance after cooperative learning experiences contrasts with
others’ findings of increase in academic performance, for example, Yamarik (2007),
where the use of cooperative learning was associated with an increase in combined
scores of 4.4 and 5.5 points on a 100-point scale.

Implications
After completion of this project, I would like to continue to develop the idea of
cooperative learning. My study has convinced me that there are many benefits that can
be gained when students work together. The exchange of different ideas and strategies
can be beneficial to all students. This exchange of different strategies allows the
students to look at math problems through another’s perspective. I will share these
ideas from my findings in this action project with other teachers who are interested in
developing group learning.
I found that it is important to pay attention to which students are placed
together in groups. Some students can work with many other students, but there will
always be those few who have difficulty contributing to a group atmosphere. It is also
very important to teach the students how to work cooperatively together. Next year, I
would like to spend a little more time showing students how to work cooperatively in a
group and learning how to help students who have trouble working in groups. Students
need to feel comfortable working with other members of the group. I am interested in
creating team-building activities for the beginning of the year as a possible way of
creating a comfortable working atmosphere.
 REFERENCES
Anderson, W. L., (2005). Comparison of student performance in cooperative
learning and traditional lecture-based biochemistry classes. Biochemistry
and Molecular Biology Education, 33(6), 387-393.
Bernero, J. (2000). Motivating students in math using cooperative learning.
(ERIC Document Reproduction Service No. ED446 999).
Gillies, R. M. (2004). The effects of cooperative learning on junior high school
students during small group learning. Learning and Instruction, 14(2), 197-
213.
Walmsley, A. L. (2003). Cooperative learning and its effects in a high
school geometry classroom. Mathematics Teacher, 96(2), 112-116.
Whicker, K.M., Bol, L., & Nunnery, J. A. (1997). Cooperative learning in the
secondary mathematics classroom. Journal of Education Research, 91(1), 42-
48.
Yamarik, S. (2007). Does cooperative learning improve student learning
outcomes? Journal of Economic Education, 38(3), 259-277.
 Learnin
FIELD STUDY 2 g
Matching Problematic
Learning Situation
Episode

FS 4
with Probable Action

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Analyse teaching learning problems prevailing in the classroom.
 List matching action as probable solution to teaching-learning problems.

Clarify Your Task

Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: “Have
you identified a problem for your action research?” Common answer will be: “My problem is
that, I do not have a problem.” Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom,
you will discover of lot of problematic situations. You must have also observed these
problematic situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.

Revisit The Infographic/s

A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words that you have also identified as problem in teaching-learning.
Figure 2. Words that Represent Common Teaching-Learning Problems Identified by Filipino
Teachers (Felimon, Saison, Bilbao, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.

Identified Action as
Problems Solution

Participate And Assist

What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
The problems I identified are:
1. Poverty- is when people do not have enough resources to meet their basic needs for a
decent life.
2. Motivation- is the inner drive that pushes people to take action and achieve their goals.
3. Comprehension- is the ability to understand and make sense of information or ideas.
4. Reading difficulty- is when a person struggles to understand or make sense of written
words and text.
5. Bullying- is when someone repeatedly hurts or intimidates another person, making them
feel scared or upset.
Excellent! Let us see how we can assist and learn ate the same time.
Suppose, the problem you have spotted is: COMPREHENSION.
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
- To assist my mentor in addressing learners' comprehension difficulties, I’ll start by
identifying specific challenges they face. This may involve analyzing test results, observing
classroom interactions, or gathering student feedback to pinpoint areas of struggle. Once
identified, encourage the implementation of diverse teaching strategies. For instance, using
graphic organizers can help students visually structure information, while summarization
techniques allow them to articulate their understanding in their own words. Additionally,
breaking down complex texts into manageable sections, known as chunking, can enhance
comprehension.

Make a Choice for your ACTION.

A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. Conduct a Tutorial. So you have identified the SOLUTION
that matches the PROBLEM which is Difficulty in Comprehension of.

The Problem is: The Action is:

Difficulty in Conduct a
Comprehension of Tutorial lesson

Can you choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain.

- Video lessons can be an excellent alternative for resolving comprehension issues. First,
identify particular challenges that learners have, such as comprehending complex vocabulary or
concepts. Once these issues are identified, relevant video content may be chosen that divides
these topics into manageable sections and uses appealing pictures with simple explanations.
Integrating multimedia components, such as animations and real-world examples, can help
learners understand topics more effectively.

The Problem is: The Action is:

Difficulty in
Show video lesson
Comprehension of
What about letter C as a SOLUTION to the same PROBLEM? Why?
- To improve comprehension, one effective solution is to design targeted learning tasks
that engage learners at multiple levels. Begin by breaking down complex texts into smaller,
manageable sections, prompting learners to summarize each part in their own words. This can be
followed by guided discussions that delve into key themes and vocabulary, enhancing
understanding through conversation. Incorporating visual aids, like concept maps or graphic
organizers, can also help learners visualize relationships between ideas.

The Problem is: The Action is:

Difficulty in Make learning tasks to

Comprehension of improve comprehension

Interesting, isn’t it? Now, you can assist you mentor by identifying observed problems in the
class and suggest actions to be done.

Notice
What have you noticed of the problem identified above? Can there be more than
one solution to the problem? Explain .
- The problem of motivation in solving math often stems from students finding the
subject difficult or uninteresting, which can lead to a lack of engagement and effort. This can be
exacerbated by previous struggles, unclear relevance to real-life, or a lack of confidence in their
abilities.

Can there be more than one solution to the problem?

- Yes, there can be multiple solutions to improving motivation in math. For instance, making
math relevant by connecting it to real-life situations, using interactive and engaging methods,
offering positive reinforcement, providing personalized support, and setting achievable goals can
all help boost motivation. Different strategies may work better for different students.
A creative and innovative teacher can find one or more than one solution or answer to
the same problem. Each solution matches with the problem. The more solutions identified to
choose from, the better for an action research.
Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This scenario
might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and invertebrates.
She has been repeating the same science lesson for two weeks, yet no progress was observed.
This situation has been bothering Miss Fely.

 Can you identify, Miss Fely’s problem?

- One half of Miss Fely’s class is struggling to classify animals into vertebrates
and invertebrates, despite repeating the same lesson for two weeks without observable
progress.

 Can you find a solution to solve her problem? Give your two suggestions.
a. Incorporate Interactive Activities: Miss Fely can implement hands-on sorting
activities where students physically categorize images or models of animals,
enhancing engagement and understanding.
b. Use Visual Aids and Multimedia: Introducing videos or infographics that
illustrate the differences between vertebrates and invertebrates can provide visual
context and aid comprehension.

 What solution can solve Miss Fely’s problem?

- Miss Fely can use both Incorporate Interactive Activities and Use Visual Aids
and Multimedia.

How?
- By implementing hands-on sorting activities, students can actively engage
with the material, allowing them to categorize animals in a more concrete way.
Additionally, using videos and visual aids will provide a clearer understanding of the
differences between vertebrates and invertebrates, catering to various learning styles
and making the content more relatable.

Are they matched with the problem?

- Yes, these solutions are well-matched with the problem. They address the
lack of comprehension by creating a more dynamic and engaging learning
environment, ultimately helping students grasp the concept of animal classification
more effectively.
Scenario B: Sir Ryan teaches in disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand only
as parents. They are deprived of the necessary food, clothing and shelter.

 Can you identify the most probable-teaching-learning problem/s in the class of Sir
Ryan?
a. Sir Ryan faces the challenge of teaching students from disadvantaged
backgrounds who may lack basic needs, impacting their ability to focus on
learning.
b. Most of Sir Ryan’s learner has a Low Motivation and Self-Esteem. His
Students may feel discouraged or lack confidence in their abilities, impacting
their motivation to learn.

 Can you propose a solution to solve one of the problems that you have identified?
- To address the emotional and behavioral challenges in Sir Ryan's classroom, a
supportive classroom environment can be established. Implementing consistent daily
routines can provide students with a sense of security and predictability, helping them feel
more comfortable. Recognizing and celebrating small achievements can boost their
confidence and motivation, while creating a designated safe space in the classroom allows
students to regroup when feeling overwhelmed. By building this supportive environment,
students are likely to feel more secure, engaged, and motivated, ultimately enhancing their
overall educational experience and addressing the challenges they face.

REFLECT
After reading the two scenarios given above, how would identifying problematic situations
and finding solutions to these problems help you to become a better teacher? Explain.
- Identifying problematic situations in the scenarios of Miss Fely and Sir Ryan provides
valuable insights into the diverse challenges teachers face. By recognizing issues such as
comprehension difficulties and the impact of socioeconomic factors on student learning, I can
develop a deeper empathy for my students' circumstances. This awareness encourages me to
adapt my teaching strategies to meet their specific needs, enhancing my effectiveness as an
educator.
Finding solutions also cultivates a proactive mindset, prompting me to explore a variety
of instructional methods and resources that can engage students more effectively. For instance,
incorporating hands-on activities or collaborating with community organizations can create a
more inclusive and supportive learning environment. Ultimately, this process reinforces the
importance of flexibility and creativity in teaching. By continuously reflecting on and addressing
these challenges, I can foster a classroom atmosphere where all students feel valued and
empowered, leading to improved educational outcomes and a more fulfilling teaching
experience.

Write Action Research Prompts

Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
- In Miss Fely's classroom, half of her grade four students are struggling to classify
animals as vertebrates or invertebrates, despite her repeating the same science lesson for two
weeks with no observable progress.
PLAN
What changes do you want to achieve?
- I want to achieve improved student understanding of how to classify animals as
vertebrates and invertebrates. This includes ensuring that all students can not only identify the
characteristics that differentiate these groups but also articulate their reasoning clearly.
ACT
What strategies will you use to improve the situation?
- To improve the situation in Miss Fely's classroom, I will implement a range of
interactive and engaging strategies. First, I will introduce hands-on activities that allow students
to sort and classify real or visual examples of animals, which will make the learning experience
more tangible and enjoyable. Additionally, I will incorporate multimedia resources, such as
videos and infographics, to provide visual context and cater to different learning styles. I will
also establish small group discussions where students can collaborate and explain their thought
processes to peers, fostering deeper understanding through peer interaction. Regular formative
assessments will be used to gauge student comprehension, allowing me to adjust my teaching
approach as needed. By combining these strategies, I aim to create a more dynamic learning
environment that enhances student engagement and promotes better understanding of animal
classification.

What would be the title of your Action Research should you conduct the study?
- "Enhancing Comprehension of Animal Classification through Interactive Learning
Strategies in Grade Four"
Add: Solutions/Actions
Implement Hands-On Activities: Introduce sorting games and tactile materials to allow students
to physically categorize animals as vertebrates or invertebrates, making learning more engaging.

Utilize Multimedia Resources: Incorporate videos, infographics, and interactive

presentations to provide visual context and cater to diverse learning styles.

Facilitate Peer Collaboration: Organize small group discussions where students can share their
understanding and reasoning with peers, fostering a collaborative learning environment.
Check for Mastery
Here are some problematic situations in teaching-learning environment as observed and
experienced by the teachers. Match the problems listed in column A with corresponding probable
solutions in column B. you may use the letter once, more than once or not at all.

Problematic Situations Probable Solutions/Actions

A 1. Connectivity for On-line learning A. Rearrange classroom setting

D, A,G 2. Disruptive Classroom behaviour B. Maximize use of varied instructional

materials
D,A 3. Poor interest and motivation C. Regular parent-teachers circles

C, F 4. Parental non-involvement D. Use of rewards

E 5. At risk-students E. Group studies and Study Buddies

F. Use of flexible learning

G. Silent Reading Exercises

Work On My Artifacts
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research: Improving Classroom Participation to Enhance Academic
Performance

II. Author/s: Shedrup Zinjay, Pema Wangmo, Sonam Pelden, Mr. Suraj Rai, and Mr.
Karma Thinley

III. Abstract
Classroom participation is must for the enhancement of academic learning. This
paper looks specifically on the strategy on how to improve the learners’ classroom
participation to enhance their academic learning. The aims and objectives of this action
research is to improve students’ active participation in classroom teaching and learning,
explore the reasons why students hardly take part in classroom teaching and learning, and
to investigate the relationship between class participation and academic performance. The
researchers have adopted quantitative data collection method. The data has been gathered
through the survey questionnaires and class test. After collecting the data, the descriptive
analysis is used in order to explain the quantitative data using frequencies, mean,
percentage, and standard deviation to conclude the findings. It has used the experimental
design as its purpose was to find the improvement in classroom participation and its
relationship to the academic performance. While sampling, the gender equity was ensured
and adopted fifteen boys and fifteen girls. The researchers used marginal error of ±2 as
sampling error. Therefore, the researchers concluded the findings to 86.67% confidential
level (26 out of total population 30). The researchers have used the interventions like
being approachable to the learners and motivating them through reinforcement. These
interventions are helpful for the learner to enhance their academic learning.

IV. Identify the Problem of the Study

The problem addressed in this action research is; most of the students don’t
participate in the classroom. The researchers explored a way forward for students’
participation in the lesson.

V. Identify the Action Taken in the Study

The researchers came up with an intervention plan ‘being approachable to all the
students’ to improve classroom participation. The academic result and learning is directly
affected by the classroom participation and interaction. Briggs (2003) argued,“The
learning process depends on the level of student-student interaction and student-teacher
interaction.” This statement proves that the students learn best when there is active
 Learnin
FIELD STUDY 2 g Preparing
Episode The Learning

FS 5
Environment: An
Overview

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need in tasks you will need to do before working on this
episode.

Target Your Intended Learning Outcomes

At the end of this episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.

Clarify Your Task

Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school that
supports student learning. It is a self-contained area where teacher teaches and children learn. In
the classroom are chairs or tales for students and a front table for the teachers. This is a
traditional face-to-face classroom. Most often the students should face the teacher as the chairs
are arranged hat way. But as teaching delivers change to enhance learning, modification in the
seating arrangement evolved ad more opportunity for the learners to move about for cooperative
learning was addressed.
A conducive learning environment should have the following characteristics:
 Flexibility – there is opportunity to have small groups, movable walls.
 Openness – Learning corners/areas which could be shared.
 Accesses to resources – Audio-visual materials are ready and open for use.
 Physical classroom – Space is clean and safe.
 Psychological atmosphere – It is friendly and accommodating.
The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these.
1. Learning environment addresses both physical and psychological needs of the students
for security and order, love and belonging, personal power and competence, freedom and
fun.
2. Create a sense of order. For example, teacher should teach students how to
 Enter the classroom and become immediately engaged in the activity;
 Distribute and collect materials;
 Find out about missed assignments due to absence and how to make up for them;
 Get the teacher’s attention without disrupting the class and
 Arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or online classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. Encourage class building activities like games and team activities.
6. In a conducive learning environment, success whether small or big is recognized, and
celebrated.

Both approaches, either the traditional face-to-face or online, lead to positive result but in
different ways, so usually in practice both approaches are combined

Revisit the Infographic/s

Face-to-face Learning On-line Learning

Environment Environment
 Time is set.
 Self-contained classroom  Anytime, any place,
 Time
Discussion, activities anywhere
 Place
occur inside the room.  Synchronous or
 Teacher’s
Passive listening asynchronous classes.
Role
 Teacher prepares  Student’s  Teacher moderates and
instructional activities and Role facilitates ;learning
chooses content  Content  Creates different
 Facilitates F2F learning.  Evaluation learning environments
Leads and guides learners  Process
 Create the multimedia
 Learners & teachers
educational content..
engage in persona
communication.
Learning environment can be traditional (F2F), virtual (on-line) or a combination (Hybrid).

Participate and Assist

What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display
- To assist my mentor in setting up a conducive learning environment through bulletin
board displays, I will help design engaging, informative, and interactive boards that reflect
current lessons or themes. We can incorporate student work, visual aids, and relevant
resources that encourage curiosity and discussion. Additionally, I’ll ensure the displays are
updated regularly to keep the content fresh and relevant.

2. Small Group Discussion

- For small group discussions, I will collaborate with my mentor to create clear guidelines
and structures for the discussions, ensuring each group has specific tasks and roles. I can help
prepare thought-provoking prompts or questions that encourage deeper thinking and ensure
all voices are heard. Setting up a comfortable, distraction-free space for these discussions
will also be a priority.

3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)

- In a virtual classroom setting, I will assist my mentor by establishing a clear and
efficient attendance procedure. This could include using a digital attendance sheet or a poll in
Google Meet or Zoom to quickly track who is present. I can also help create a welcoming
atmosphere at the beginning of each session by greeting students and encouraging them to
participate actively, which fosters a sense of community even in a virtual space.

Notice
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What message
of theme does it convey?
- In reviewing the class bulletin board, I noticed that it effectively
showcases student work and incorporates vibrant visuals related to current lessons. The
display conveys a theme of "Collaboration and Growth," highlighting the importance
of teamwork and continuous learning. By featuring contributions from various
students, it promotes a sense of community and pride in their collective achievements.
The board also includes inspirational quotes and resources, encouraging students to
engage with the material and strive for personal development. Overall, it creates an
inviting and motivating atmosphere that supports a positive learning environment.

 What makes it attractive to the learners?

- The bulletin board is attractive to learners for several reasons. First, its
vibrant colors and eye-catching visuals draw attention and create an inviting
atmosphere. Incorporating student work makes it relatable and fosters a sense of
ownership, as students
 see their contributions celebrated. Additionally, the inclusion of interactive elements,
such as questions or prompts that invite students to engage, encourages curiosity and
participation. The use of inspirational quotes can also motivate learners by reinforcing
positive attitudes toward learning. Overall, the combination of these elements makes
the bulletin board not only visually appealing but also relevant and engaging for the
students.
 Does it help in the learning process? How?
- Yes, the bulletin board helps in the learning process in several ways. First,
by displaying relevant content and student work, it reinforces key concepts and makes
learning more tangible. This visual reinforcement can aid memory retention and
comprehension. Additionally, the board encourages ongoing engagement by
presenting interactive elements that prompt students to think critically and respond,
fostering a dynamic learning environment.

Learning Environment 2:
 If the teacher is using a distance delivery of learning through the modules, where
is most likely the learning space of the students?
- In a distance delivery of learning through modules, students’ most likely
learning spaces are their homes. This can vary widely in terms of environment; some
students may have dedicated study areas, while others might work in shared spaces
with family members.

 Can you describe?

- The setup can include a desk or table for studying, or they might use a
bedroom or living room for their learning activities. It’s important for students to have
a quiet, comfortable, and distraction-free area to maximize their focus and engagement
with the modules.

 How can you as a teacher hl to make such environment conducive for learning?
- As a teacher, I can make the learning environment conducive by providing
clear expectations and guidelines for distance learning. I would encourage students to
set up a designated study area at home, offering tips on creating an organized and
distraction-free space. Regular check-ins can help me monitor their progress and
address any challenges they face in their learning environment.

Analyze
The examples above, describe two contrasting situations. The first shows that the learners are in
the same room or space while in the second, the learners maybe in different learning spaces like
homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning environment 1or Learning Environment 2.
Explain your choice: Why?
- I would prefer to manage Learning Environment 1, where learners are in the same room
or space. This setting allows for more direct interaction and immediate feedback, fostering a
sense of community and collaboration among students. Being together in one space facilitates
easier communication, the ability to quickly address questions, and the opportunity for hands-on
activities that can enhance engagement and understanding. Additionally, the teacher can better
monitor student behavior and participation, making it easier to create a dynamic and supportive
learning atmosphere. While managing learners in diverse spaces can be rewarding, the
advantages of a shared environment often lead to more effective teaching and learning
experiences.

Reflect
Based on my noticing and analysis, I realized that
a. A learning environment significantly impacts student engagement and comprehension. In a
shared space, such as a classroom, students benefit from immediate interaction and support,
which fosters collaboration and enhances their learning experience.
b. A distance learning setup where students are in different locations, it can be challenging to
maintain engagement and monitor progress effectively. This analysis underscores the
importance of creating an inclusive and interactive atmosphere, regardless of the setting.
c. Understanding these dynamics can help me become a more effective educator, adapting my
approach to optimize learning outcomes in any environment.

Write Action Research Prompts

OBSERVE
What probable problem may result from the two situations of the learning environment?
- In Learning Environment 1, where learners are in the same room, a probable problem
could be managing classroom behavior and ensuring all students remain engaged. Distractions or
social interactions can lead to off-task behavior, affecting overall participation and focus.
In Learning Environment 2, where learners are in different spaces, a significant issue may
be the lack of motivation and isolation. Students might struggle to stay engaged without the
structure and peer support found in a classroom setting, which can result in feelings of
disconnect and hinder their academic performance. Additionally, varying home environments
may lead to disparities in access to resources, impacting the quality of learning experiences for
each student.

REFLECT
What solutions can I think of to solve the problem?
To address the problems in Learning Environment 1, where classroom behavior and
engagement may be challenging, I can implement several solutions:
1. Establish Clear Expectations: Set and communicate classroom rules and expectations for
behavior at the start of the term, reinforcing them regularly.
2. Interactive Activities: Incorporate more hands-on, collaborative activities that require
participation, helping to keep students engaged and focused.
3. Use of Positive Reinforcement: Implement a reward system to encourage positive behavior
and active participation, fostering a supportive classroom culture.

For Learning Environment 2, where motivation and feelings of isolation are concerns, I
can consider these solutions:
1. Regular Check-Ins: Schedule frequent one-on-one or small group check-ins via video calls
to provide support and maintain connections.
2. Interactive Online Platforms: Use engaging digital tools and platforms that promote
interaction, such as discussion boards, group projects, and virtual study groups.
3. Resource Accessibility: Provide resources and guidance on creating effective learning
spaces at home, ensuring students have the tools they need to succeed.

PLAN
How should I do it?
- To effectively implement the solutions for enhancing learning environments, I will
begin by establishing clear expectations in the classroom setting. This involves holding a
classroom meeting at the start of the year to discuss rules and behaviors, using visual aids like
posters to reinforce these expectations. Engaging students in creating the rules will foster a sense
of ownership and commitment.
- In a distance learning environment, I will schedule regular check-ins through weekly
video calls with individual students or small groups to discuss their progress and challenges,
providing personalized feedback to foster a sense of connection. Utilizing interactive online
platforms like Google Classroom or Padlet will allow for discussions where students can ask
questions and collaborate on projects. I will incorporate gamified elements, such as quizzes or
challenges, to enhance engagement.
Check for Mastery
Choose the best answer from the options given.
1. Learning environment is only confined to specific place called schools. This statement is
___.
A. true
B. false
C. doubtful
D. cannot be determined

2. What kind of learning happens anytime, anyplace and anywhere?

A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-Face learning

3. In which situation can learners with more physical presence and intervention of the
teacher?
A. Face-to-Face
B. Virtual
C. On-line
D. All of the above

4. Which of the two kinds of learning environment encourages independence and self-
management of the learners? Why?
A. Face-to-Face, because there is always the presence of the teacher who will give
guidance to the learner.
B. Virtual/On-line, because the learners are given time to learn on their own
and progress at their own rate.
C. Both, because they can always shift from one modality to another.
D. Face-to-Face because there is always the need of a teacher in a classroom all the
time

5. Of on-line or virtual learning environment is not applicable, the traditional face-to-face or

in-school will continue. How will you improve the physical learning environment?
A. Use tables with chairs to allow cooperative learning.
B. Provide learning spaces or corners for independent study.
C. Give credits to success than failures.
D. A, B and C
Work on my Artifacts
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”
“My Conducive Learning Environment”
By: Babylyn C. Nacion

A conducive learning environment is crucial for effective education and

personal growth. For me, this environment encompasses a supportive atmosphere,
access to resources, and a strong sense of community. Each element contributes
significantly to my ability to engage with and absorb new information, ultimately
shaping my learning journey. At the core of my conducive learning environment is a
supportive atmosphere. This environment is fostered by teachers who encourage
curiosity and creativity. When I walk into a classroom where questions are
welcomed and diverse viewpoints are celebrated, I feel empowered to share my
thoughts and explore new ideas.
Access to various resources is another critical aspect of my conducive
learning environment. A well-equipped classroom, a comprehensive library, and
access to digital tools are essential for deepening my understanding of the material. I
find that utilizing educational apps and online platforms allows me to reinforce what
I learn in class at my own pace. For example, interactive simulations and educational
videos provide alternative perspectives on complex topics, making learning more
dynamic and enjoyable. Additionally, extracurricular activities, such as science clubs
and writing workshops, expand my learning opportunities beyond the traditional
curriculum and enable me to explore my passions. Equally significant is the sense of
unity that surrounds my educational environment. Being part of a group with similar
goals promotes collaboration and motivation. I've seen directly how group projects
and study sessions not only increase my learning, but also help me form close
friendships with my peers. This companionship elevates learning from a solo effort
to a collaborative journey. We help one other overcome obstacles and enjoy
successes together, creating a cheerful and inspiring environment.
In conclusion, my conducive learning environment is built on support,
resources, and community. These elements work together to create a positive and
effective educational experience, allowing me to thrive both academically and
personally. As I reflect on my experiences, I recognize that a conducive learning
environment is not merely about physical space; it’s about cultivating an ecosystem
that encourages growth, exploration, and a lifelong love of learning. This
environment inspires me to embrace challenges and continually seek knowledge,
ultimately shaping who I am and who I aspire to be.
 Learnin
FIELD STUDY 2 g Enhancing a
Episode Face-to-Face

FS 6
Learning
Environment

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need in tasks you will need to do before working on this
episode.

Target Your Intended Learning Outcomes

At the end of this episode, I must be able to assist in the preparation of the
traditional face-to-face learning environment.

Clarify Your Task

Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face-classroom, students and the teacher are physically present. They meet at
a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students’ learning. Equipment and instructional materials are made available in the classroom
where teaching and learning take place most of the time.
Some of the advantages of face-to-face learning environment for the students are:
 less distraction and more concentration than when studying at home or elsewhere;
 greater understanding and real world examples from teachers and classmates;
 greater chance of completing course work by doing it in the classroom space;
 learn more easily and more comfortably in familiar, traditional classroom
situation;
 access more relevant information from teachers and classmates interactions and
 greater opportunity to connect and socialize, network and solve problems together
with classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.
 Learning space is physical. Both the teacher and learner see and hear each other
from the same contained safe place called the classroom.
  Lessons are derived with the teacher physically facilitating. Reading assignments
are from textbooks and other resources provided or referred.
 Class meetings occur regularly on a specific time or schedule.
 Teacher leads the conversation, within a limited amount of time.
 Assessment is done face-to-face and usually during the class meeting.

Revisit the Infographic/s

Notice the physical arrangement found in two classroom spaces. Spot the similarities and
the differences.

Participate and Assist

Given the concepts and the infographic, how can you participate and assist in a face-to-
face learning environment?
 - As a future educator, I can participate and assist in a face-to-face learning environment
by actively engaging students in discussions, encouraging them to share their thoughts through
open-ended questions. Facilitating group work promotes collaboration and allows students to
learn from one another, while your availability for one-on-one support can help those struggling
with concepts. Designing inclusive activities that cater to diverse learning styles ensures every
student feels valued.

Notice
Having been exposed to traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are changes
that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Desks were typically arranged in neat rows Classrooms often use flexible seating
facing the teacher, promoting a passive arrangements (e.g., group tables) to encourage
learning style. collaboration and interaction among students.
The teacher was the primary source of Educators act as facilitators, guiding students
information, relying on lectures and direct through discussions, group work, and project-
instruction. based learning.
Limited use of technology, with emphasis on Classrooms incorporate digital tools (e.g.,
textbooks and chalkboards. tablets, laptops) that enhance learning and
allow for interactive lessons.
Students had limited opportunities for There’s a strong focus on student voice,
participation and often remained passive encouraging active participation through
recipients of information. discussions, presentations, and collaborative
projects.

Analyze
What do you think brought the changes in the face-to-face learning environment now?
- The face-to-face learning environment has changed significantly as part of the
integration of advanced technology and new instructional approaches. With the advancement of
digital tools, educators can now use multimedia presentations, interactive software, and internet
resources to improve student engagement and comprehension. This transition has also favored a
more student-centered approach, with collaborative activities and real-world problem solving
replacing traditional lecture formats.
From the changes that you identify, choose one that you can do. How will you do it?
- One improvement I can make in the face-to-face classroom setting is to use interactive
technology to increase student involvement. To build a more dynamic learning environment, I
would use resources like smart boards, instructional apps, and online collaborative platforms.

Reflect
Do you think making the learning environment conducive for a face-to-face classroom will
enable the learners to achieve better learning outcomes? Explain your answer.
- Yes, creating a conducive learning environment for a face-to-face classroom can
significantly enhance learners' outcomes. When the classroom atmosphere is supportive,
engaging, and inclusive, students are more likely to feel comfortable participating and expressing
their thoughts. A well-organized space with access to resources, interactive technology, and
collaborative areas encourages active learning and collaboration among peers.

Write Action Research Prompts

OBSERVE
What common problem have I noticed in the face-to-face learning environment?
- In the face-to-face learning environment, a common problem often observed is the
varying levels of student engagement. Some students may feel disconnected or less motivated,
which can be attributed to several factors, such as differing learning styles, lack of relevance in
the material, or social dynamics within the classroom.

Can I translate this problem into a question?

-Yes, I can translate this problem into a question, and it would be: "How can educators
effectively increase student engagement in face-to-face learning environments?"

REFLECT
How would I solve the problem?
- To solve the problem of varying student engagement in face-to-face learning, I would
implement a range of interactive teaching strategies. First, I would incorporate collaborative
activities, such as group projects and discussions, to promote peer interaction and make learning
more dynamic. Next, I would use technology to make lessons more interactive and encourage
participation from all students.

Will it improve my teaching? How?

 - Yes, Implementing strategies to increase student engagement will significantly improve
my teaching in several ways. Firstly, incorporating interactive methods allows me to gain a
deeper understanding of how my students learn, enabling me to tailor my instruction to meet
their diverse needs effectively. By actively engaging students and seeking their feedback, I can
become more responsive to their interests and challenges, fostering a positive classroom
environment. This experimentation with new teaching methods also encourages my professional
growth, as I learn to integrate technology, collaborate with peers, and explore various
instructional strategies, enriching my teaching toolkit.

PLAN
What will I do to solve the problem? Describe briefly how you will do it.
- To solve the problem of varying student engagement in the face-to-face learning
environment, I will implement a combination of interactive teaching strategies. First, I will
incorporate collaborative activities, such as group projects and peer discussions, to encourage
student interaction and make lessons more dynamic. I will also utilize technology to create an
interactive experience that invites participation from all students. Regularly asking student
feedback will allow me to adapt my approaches to their preferences, creating a more inclusive
and engaging classroom atmosphere. By focusing on these strategies, I'd like to improve student
engagement and overall learning results.
Check for Mastery
Choose the best answer from the options given.
1. In a face-to-face learning environment, the most critical element is/are the ___.
A. Arrangement of chairs and tables
B. Physical, psychological and social considerations
C. Teacher and student interactions
D. None of the above

2. The traditional classroom spaces are still considered valid and effective for as long as these
conditions exist. What are these conditions?
I. There should be one teacher to one student ratio.
II. Chairs should be fixed in such a way that they cannot be removed.
III. The presence of the teacher is needed in a given time to guide learning.
IV. All students should be heard in class discussion.
A. I & II
B. III & III
C. I & IV
D. III & IV

3. The best instructional material in the traditional classroom is the ____.

A. blackboard
B. computer
C. teacher
D. bulletin board

4. Outdoor activities like group games, scavenger hunt and the like provide a positive ____.
A. psychological environment
B. social environment
C. physical environment
D. cognitive development

5. It is observed that different classrooms have different arrangement of chairs, tables and
benches because of _____.
A. school budget
B. different purposes
C. delivery of supply
D. donations received
Work on my Artifacts
Visit a school, where the learning environment is face-to-face. Prepare a detailed report
describing the face-to-face learning environment in terms of the three components:
Physical Environment
 Is the space inside the room more than enough for the learners to move about?
 Does the room arrangement match with teaching-learning principles? Are there
several room arrangements in the school?
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from hazards?
 Are learners comfortable in terms of light ventilation?
Psychological Environment
 Are there sets of rules and procedures followed? What re these?
 Are the sets of expectations that can motivate the learners to learn?
 Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation and empathy
- Modelling of positive attitude, respect, behavior, constructive actions
- Avoidance of ridicule, sarcasm, superiority in the classroom
- Opportunities for learners to share their experiences and learning with each
other
Social Environment
 Are there opportunities for positive interaction inside the classroom?
 Are there outdoor activities that foster friendship, camaraderie and cooperation?
 How are individual needs and differences considered?

PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Describe the physical environment: In the face-to-face learning environment, the
physical space of the classroom plays a crucial role in facilitating effective teaching and
learning. Ideally, the rooms are spacious enough for learners to move about freely,
allowing for collaborative activities and group work without feeling cramped. The
arrangement of furniture is aligned with teaching-learning principles, promoting
interaction and engagement; for example, flexible seating arrangements can support
various learning activities and accommodate different group sizes. Many schools
implement multiple room arrangements to cater to diverse instructional strategies,
enhancing the overall learning experience. Visual displays in the classroom are both
visually appealing and educational, sparking attention and reinforcing key concepts with
charts, posters, and student work. Safety is essential, which means the school grounds
must remain secure with the classroom free of risks in order to provide a safe learning
environment. Furthermore, learners are comfortable with lighting and ventilation; natural
light and proper airflow contribute to a positive environment, allowing students to focus
and engage effectively. By carefully addressing these elements, the physical environment
can and engage effectively. By carefully addressing these elements, the physical
environment can considerably improve the entire learning experience.

Describe the psychological environment: The psychological environment in a face-to-

face learning setting is essential for fostering a positive and productive atmosphere.
Clearly established rules and procedures, such as guidelines for classroom behavior,
participation expectations, and protocols for group work, help create structure and
consistency that allow students to feel secure and focused on learning. These
expectations serve as motivators that encourage students to engage actively and take
responsibility for their learning. This is observable through a strong atmosphere of trust,
cooperation, and empathy among students and teachers. Modeling positive attitudes,
respect, and constructive behaviors is crucial, as it sets a tone for interactions and
promotes a culture of support. Moreover, providing opportunities for learners to share
their experiences and insights fosters a sense of community and encourages peer
learning. This collaborative spirit not only enhances individual understanding but also
contributes to a more enriching and inclusive educational experience.

Describe the social environment: The social environment within a face-to-face learning
setting plays a vital role in shaping students' experiences and relationships. Inside the
classroom, opportunities for positive interaction are abundant, facilitated through
collaborative group work, peer discussions, and interactive learning activities that
encourage students to engage with one another. These interactions help build friendships
and a sense of community among learners, contributing to a supportive
atmosphere.Additionally, outdoor activities, such as team sports, field trips, and
cooperative games, further foster friendship, camaraderie, and cooperation among
students. These experiences allow learners to bond outside of the academic context,
strengthening social ties and encouraging teamwork. The social environment also
considers individual needs and differences; inclusive practices, such as differentiated
instruction and flexible grouping, ensure that all students have the opportunity to
participate and contribute according to their unique strengths and learning styles. By
creating a socially rich and inclusive environment, educators can promote not only
academic success but also the development of essential social skills and relationships
among students.
 .

Learnin
FIELD STUDY 2 g Making On-line or
Virtual Learning
Episode

FS 7
Environment Safe
and Conducive

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.

Clarify Your Task

Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21 st century learning opportunities. The
modern learning environment incorporates the three elements: (1) connected devices such as
notebooks, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace, and anywhere. On-line or virtual learning can be
delivered synchronously or asynchronously, so the teacher’s role is a moderator between the
technology and the students.
Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as
computer network. Virtual classrooms refer to digital; learning environment that allows teachers
and students to connect on line in real time.
Let us now consider an on-line or virtual classroom or learning environment. What are
home safety reminders to remember?
 1. Encourage parents and carers involvement. Keep parents/carers informed of how you and
the children will be using the on-line platform.
 Assist them on how to set up appropriate home learning spaces, if students will be
learning from home.
 Provide contact times and classroom schedules.
 Provide procedures to follow and consequences if they failed.
 Share information about protection from cyberbullying and image abuse.
2. Make lesson plans as interactive as possible to keep attention of students. Be flexible
with class length and topics.
 Make assignments as guided as possible. Teachers may need to source research
sites to ensure on-line safety.
 Provide students with resources. Share with your students websites and videos so
as not to take them to inappropriate materials such as ads from YouTube and
other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text,
or group chat. When using technology like zoom, google.meet, MOOCS allow public
chatting or group instead of chatting privately so that you can be part of their
conversation.
4. Use of password, log in and log out.
 All students should have individual password. This should not be disclosed.
 No one should log in as another person.
 All users log off when they have finished working.
There are more reminders to follow in the use of the digital platform for virtual or on-line
learning environment but for the meantime let us have a few. As technology advances, so
do policies and guidelines.

Revisit the Infographic/s

Participate and Assist
If you are assisting your mentor in an on-line class, these are some reminders you should
share to your remote learners on a synchronous platform like google.meet, zoom, MOOCS or
any other platforms you are familiar with and are using.
With the use of any google.meet, zoom or any platform, organize a virtual class. Do this
with the guidance of your mentor.
 Make sure your device  Find a quiet place free  Be on time for the
is charged. of distractions. class.
 Be respectful at all  Stay on mute and raise  Stay focused and on
times. hand only if needed. task so you won’t miss
any information.

 Turn on your camera.  Use kind words all the  Teacher and learners
time. are dressed
appropriately.
Try to handle one on-line class and use the guidelines above. Happy virtual teaching!

Notice
Unlike the traditional face to face classroom environment, online or virtual environment
is a bit difficult to manage. It is because Virtual Learning Environment (VLE) is imaginary and
not in the physical sense. It has no concerns or walls and it can be set up with the support of
technology.
As a teacher, what have you discovered to be easy to implement in your virtual class?
- In a virtual classroom, several strategies are easy to implement and can effectively
engage students. One approach is to use interactive tools like Kahoot, Quizlet, or Poll
Everywhere for quizzes and polls, which make learning more engaging and provide real-time
feedback. Also, clear communication is essential; setting up constant channels such as email or
messaging applications makes students feel supported and informed. Regular check-ins can help
students comprehend and sustain a sense of community, and gamification aspects like earning
badges or points for involvement can inspire them. Finally, providing deadline flexibility or
allowing students to select project themes encourages ownership and accountability. By
implementing these strategies, virtual classrooms can become active and successful learning
environments.

How did the students shows their active participation in the lesson ?
- Students can demonstrate active participation in virtual lessons in several ways. One
common method is through verbal contributions during discussions; students may unmute their
microphones to share ideas, answer questions, or ask for clarification. Additionally, they may use
the chat function to pose questions, comment on classmates' contributions, or participate in polls
and quizzes, which provides immediate feedback on their understanding. Another way students
show engagement is through their involvement in breakout room activities, where they
collaborate with peers on assignments or projects. Their willingness to share their screens,
present findings, or provide feedback to each other also indicates active participation.

Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
Check one or more.
_____ It was difficult to observe the physical behavior of the students.
_____ It takes time for students to learn how to use the platform
_____ Students who are alone in their home space find difficulty to make responses.
_____ Internet connectivity is great factor to support a conducive environment.

Reflect
As a future teacher I feel that the on line learning environment can be safe if there are
clear guidelines and protocols in place. First, establishing a code of conduct for students can
promote respectful interactions and discourage inappropriate behavior. Regular training for both
teachers and students on digital citizenship can also foster a culture of responsibility and
awareness regarding online interactions. Also, encouraging open communication between
students, parents, and educators can build trust and transparency, contributing to a safer online
learning environment. By focusing on these aspects, we can help create a virtual space where
students feel secure and valued while engaging in their education.
I think that teaching in a virtual learning environment is both challenging and rewarding.
On the other hand, it offers flexibility and accessibility that allows students to learn from
anywhere and often at their own pace. This can help accommodate different learning styles and
needs, making education more inclusive. However, the lack of face-to-face interaction can make
it difficult to build rapport and engage students effectively. Maintaining student motivation and
participation in a virtual setting requires innovative strategies and consistent communication.

OBSERVE Identify the problems brought about by the on line learning environment.
- The online learning environment can present several challenges that impact both
students and educators. One significant issue is technical problems, including connectivity issues
and software glitches, which can disrupt lessons and hinder student engagement. Additionally,
the limited interaction in a virtual setting can make it difficult to build relationships between
students and teachers, often leading to feelings of isolation. Many students may struggle with
motivation and engagement without the physical presence of a classroom, resulting in decreased
participation and focus.
 REFLECT How would you solve this problem?
- Solving the challenges of the online learning environment requires a multi-faceted
approach that addresses various issues. First, providing technical support for both students and
educators can help mitigate connectivity problems and software glitches; schools can establish
help desks or online tutorials to assist with common technical difficulties.

PLAN What initial plan do you intend to do to solve the problem?

- To address the challenges of the online learning environment, my initial plan involves a
comprehensive approach focusing on key areas. First, I will assess the technological needs of my
students by conducting surveys to identify any access issues, ensuring that I have a clear
understanding of their resources. Based on the survey results, I will collaborate with the school
administration to secure loaner devices and internet hotspots for those who need them. Next, I
will implement interactive tools and multimedia resources in my lessons to foster engagement
and participation, such as using breakout rooms for group discussions and incorporating quizzes
to aid the understanding in real time.
Check for Mastery
Direction: Choose the appropriate answer.
1. What is common among the following learning environments: (a) remote learning, (b)
virtual learning, (c) on-learning learning?
A. Presence of a teacher
B. Use of cyberspace
C. Asynchronous delivery
D. Use of module

2. If your co-teacher asks you to borrow your email address password for an urgent concern,
which action should you take as a safety measure?
A. Deny your friend’s request because of privacy.
B. Open your email yourself and print your friend’s email
C. Quickly share your password to your friend.
D. None of the A, B, C.

3. Why should parents be involved and be a part of a safe on-line environment?

A. Parents should provide guidance in the selection of websites for children’s
references.
B. Parents know better than the children so they can coach in answering online.
C. Parents can do research for their children’s assignment.
D. Parents should sit by their children’s side during virtual class time.

4. In a virtual synchronous class, when a student would like to talk, which of the following
actions should be done?
A. Mute the microphone
B. Open the camera
C. Raise hand
D. Send message to chat box

5. Which would describe a safe and conducive virtual environment?

A. When parents are involved
B. When the teacher provides open communication
C. When student are supported with resources
D. A, B and C
Work On My Artifacts:
Make a list of 10 websites where you can source references and instructional materials for this
episode. Place the list in the matrix like the one below. Share this with your mentor.
Name of Website Topics/Title of Content or Instructional
Materials
1. Khan Academy Math, Science, Arts, Economics, Test Prep,
and Personal Finance (video lessons, practice
exercises).
2. Edutopia Best practices in education, innovative
teaching strategies, and resources for student
engagement.
3. Teachers Pay Teachers Teacher-created instructional materials,
lesson plans, worksheets, and activities across
various subjects.
4. PBS Learning Media Interactive lessons and videos for K-12
educators covering subjects like science,
history, and the arts.
5. Common Sense Education Reviews of educational technology tools,
digital citizenship resources, and lesson plans
for integrating technology.
6. Scholastic Reading and literacy resources, lesson plans,
and activities for teachers and students,
covering various grade levels.
7. National Education Association (NEA) Professional development resources, teaching
strategies, and advocacy for educational
policies.
8. Coursera Online courses on various educational topics,
including teaching strategies, classroom
management, and technology integration.
9. EdSurge Articles on educational technology,
innovations in teaching, and trends in the
education sector.
10. TeachThought Articles and resources on progressive
education, innovative teaching strategies, and
critical thinking in the classroom.
 Learnin
FIELD STUDY 2 g
Establishing My Own
Classroom Routines
Episode

FS 8
and Procedures in a
Face-to-Face/ Remote
Learning

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Establish my classroom routines and procedures before during and after classes in a
face-to-face or in remote learning.
 Explain the classroom routines (what to do, how to do it, when to do it, and why
those need to be done).
 Reflect on the basic questions when building my classroom routines and procedures
in the classroom and in remote learning.
 List down some possible topics for action research on classroom routines and
procedures.
 Use professional reflections and learning to improve practice.

Clarify Your Task

Establishing My Own Classroom Routines and Procedures
(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. They save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain time in giving
directions/ instructions; and enables you to explain to the learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them
over and over again for better retention and for families to view them so they can assist their
children when needed.
Students can take an active role in establishing classroom routines, They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done
in remote learning so that there will be less distractions both for synchronous and asynchronous
participation.

Revisit the Infographic/s

Submission of tasks
and requirements

Movement into and

Use of washroom
out of the classroom

Transitioning to Checking of
group work Attendance
Some Routines
and Procedures

Line formation Classroom greetings

Others when deemed Getting supplies and

necessary materials

Participate and Assist

 To ensure that I can carry out/perform my tasks efficiently and effectively in participating
and assisting my cooperating teacher in establishing routines and procedures, in the classroom or
in remote learning, I must be guided by the following questions:

1. How will I gain student attention in the classroom /remote learning?

- To gain student attention in the classroom/remote learning, I will use visual or auditory
signals, such as a bell or clapping patterns, along with engaging activities that capture their
interest.

2. What are the routines and procedures that I need to establish before, during and after
my classes whether on a face-to-face or remote learning?
- I will establish routines and procedures by setting clear expectations for students before
class, defining participation roles during class, and having a consistent process for wrapping up
lessons afterward.

3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom / remote learning?
- I will use specific verbal phrases, like “hands up if you need help,” and non-verbal cues,
such as hand signals or colored cards, to communicate when students need assistance.

4. How must students get/secure the needed work materials and books and others in the
classroom / remote learning?
- Students will secure needed work materials by accessing a designated area in the
classroom or following clear instructions for locating digital resources in remote learning.

5. How will students transition to group work and other cooperative activities in the
classroom / remote learning?
- To facilitate transitions to group work, I will provide clear instructions for group
formation and set time limits for group activities in both settings.

6. What procedures must be followed by students who need to attend to personal

necessities in the classroom/online classes?
- Students will attend to personal necessities by designating specific times for bathroom
breaks in the classroom and encouraging communication through chat or signals in remote
learning.

7. What rules must be set for students who finish task clearly/ and for those when cannot
complete work on time?
 - For students who finish tasks early, I will provide extension activities or independent
projects, while those who cannot complete their work will have a clear process for requesting
extensions or additional support.

8. What procedures must be observed for tardiness / early dismissals?

- I will address tardiness by setting expectations for entering the classroom quietly and
creating a procedure for notifying me in advance about early dismissals.
9. What procedures must be done when submitting homework / performance tasks in the
classroom / remote learning?
- Students will submit homework and performance tasks by following a structured
process for submission, whether physically handing it in or uploading it online.

10. What procedures must be employed in movements into and out of the classroom/remote
learning?
- To ensure smooth movement into and out of the classroom or remote learning, I will
establish clear procedures for entering, exiting, and transitioning between activities.

Having these guide questions in mind, consult your Resource Teacher on the possible
assistance or participation that you can do to help her/him in doing the classroom routines.
Complete the matrix for the routines that you can employ before, during and after classes in the
classroom/remote learning to ensure order and discipline in your classes. List down the problems
which you have encountered while implementing these routines.
 Routines Before Class During Class After Class Potential
Problem
Attention Use a bell or a Engage students Summarize key Students may
specific signal with an points to not respond
to gather interesting reinforce promptly to
students. opening learning. signals.
activity.
Participation Set expectations Use hand Review Some students
for participation signals or chat participation may feel shy or
during the first functions for norms at the end reluctant to
class. questions. of class. participate.
Group Work Assign groups Provide clear Encourage Group dynamics
in advance to instructions and feedback and may lead to
facilitate time limits for reflection on conflict or
smoother tasks. group work. disengagement.
transitions.
Personal Needs Communicate Allow breaks or Discuss Students may
bathroom and designated personal misuse breaks
personal needs times for responsibility or disrupt the
policy. personal needs. and class norms. class.
Homework Explain Provide time for Review Students may
homework questions about submissions and forget
expectations assignments. provide assignments or
clearly. feedback. submit late.
Tardiness Discuss Address late Reinforce the Students may
consequences of arrivals with importance of feel
tardiness with empathy but punctuality embarrassed or
students. firmness. regularly. defensive.

Notice
After doing your classroom routines and formulating your procedures; state what you
noticed by answering the following questions:

How did you feel after employing your classroom routines and establishing your
procedures in the classroom/remote learning?
- After employing the classroom routines and establishing procedures in both classroom
and remote learning environments, I felt a sense of accomplishment and relief. Implementing
these routines provided a clearer structure for the students, which helped reduce chaos and foster
a more focused learning atmosphere.
 I noticed improved student engagement and participation as routines created familiarity
and comfort. The clarity in expectations allowed me to focus more on instruction rather than
constantly managing behaviors. Additionally, when students adapted to these routines, it
contributed to a more positive classroom culture, making me feel that I was effectively
supporting their learning and development.

How did your students respond to your classroom routines and procedures?
- Students generally responded positively to the classroom routines and procedures. Many
expressed relief at having clear expectations, which helped them feel more secure and focused. I
noticed increased participation during lessons, as students became more comfortable with raising
their hands and engaging in discussions. However, some students took longer to adjust to the
routines, needing additional reminders and encouragement to fully embrace the new procedures.

What was the feedback of your Resource Teacher on your classroom routines and
procedures?
- My Resource Teacher provided constructive feedback on my classroom routines and
procedures. They appreciated the clarity and organization I implemented, noting that it
contributed to a more disciplined environment. They suggested further refining specific routines,
such as transitions between activities, to enhance efficiency. Additionally, they encouraged me to
remain flexible and responsive to students’ needs as they adapted to the new structures.

Was there a change in the classroom environment/teaching-learning process after you have
implemented your classroom routines and procedures?
- After implementing the classroom routines and procedures, I observed a noticeable
change in the classroom environment. The atmosphere became more focused and conducive to
learning, with fewer disruptions during lessons. Students were better able to manage their time
and materials, leading to increased productivity. The teaching-learning process improved as well,
with more effective communication and collaboration among students, fostering a stronger sense
of community in the classroom.

What was the feedback of your Resource Teacher on your classroom routines and
procedures?
- My Resource Teacher commended the routines for establishing order and enhancing
student engagement. They noted that the clear procedures were instrumental in creating a
positive classroom culture and suggested continuing to assess and adapt the routines based on
student feedback to ensure ongoing effectiveness.

Analyze
1. What factors/conditions prompted you to establish those classroom routines and
procedures?
- Several factors pushed me to establish classroom routines and procedures, including the
need for a structured learning environment, the diverse needs of students, and the challenges of
maintaining engagement and focus. I observed that without clear guidelines, some students
struggled with time management and participation, leading to distractions and disruptions.
Additionally, the transition to remote learning highlighted the necessity of clear procedures to
help students navigate technology and maintain a sense of normalcy in their learning experience.

2. Was there a marked improvement in classroom management after employing your

classroom routines?
- Yes, there was a marked improvement in classroom management after employing the
routines. The clear expectations set by the routines minimized behavioral issues and disruptions,
allowing for smoother transitions between activities. Students became more aware of their
responsibilities and were better able to manage their time and tasks, which resulted in a more
orderly environment conducive to learning.

3.Did the teaching-learning process improve? Justify your answer.

- Yes, the teaching-learning process improved significantly. With established routines,
students were more engaged and focused, which enhanced their ability to participate in
discussions and collaborative activities. The clarity of expectations allowed me to spend more
time on instruction rather than on managing behavior, leading to deeper learning experiences.
Moreover, the consistent structure helped students build confidence and independence, as they
knew what to expect and how to proceed with their learning tasks. This overall improvement
fostered a more productive and supportive classroom culture.

Reflect
What insights have you gained while doing this learning episode?
- Throughout this learning episode, I gained valuable insights into the critical role that
structured routines and procedures play in fostering a positive learning environment. I realized
that clear expectations not only help manage classroom behavior but also enhance student
engagement and participation. The importance of consistency became evident as I observed
students thrive in an organized setting, where they felt secure and understood their
responsibilities. Additionally, I learned the significance of flexibility; while routines are
essential, being adaptable to students' needs and feedback is equally important to maintain a
supportive atmosphere. This experience reinforced my belief that effective classroom
management is foundational to the teaching-learning process, enabling me to focus more on
instruction and student interaction rather than behavioral issues. Overall, I recognized that
investing time in establishing routines can lead to profound improvements in both classroom
dynamics and student outcomes.

Write Action Research Prompts

ACT
1. The problems/challenges I encountered in establishing my classroom routines
- The challenges I encountered in establishing my classroom routines included student
resistance to change, varying levels of adaptability among students, and occasional confusion
regarding expectations. Some students struggled to adjust to the new procedures, leading to
disruptions and a lack of focus during lessons. Additionally, maintaining consistency in
enforcing routines proved challenging, particularly when faced with differing student needs and
behaviors.

OBSERVE
2. I hope to achieve to address these problems and challenges by fostering open communication
with my students about the importance of routines and actively involving them in the process of
establishing these procedures. By seeking their input and feedback, I can create a sense of
ownership and accountability, encouraging them to embrace the routines. Additionally, I plan to
provide ongoing support and reinforcement to help students adjust to the changes more
smoothly.

REFLECT
3.Some strategies/ways which I can employ to improve my classroom routines
- To improve my classroom routines, I can implement regular check-ins with students to
assess their understanding and comfort with the established procedures. Incorporating visual
aids, such as charts or reminders, can help reinforce expectations. I can also introduce gradual
adjustments to routines, allowing students to adapt more easily and providing positive
reinforcement for following procedures. Lastly, I will remain flexible and willing to adapt
routines based on ongoing feedback from both students and my Resource Teacher.

PLAN
4.(Based on my answers in nos: 1-3), the possible title of my action research on this episode
is “Enhancing Student Engagement and Classroom Management through Effective Routines and
Procedures: A Reflective Study”.
To further enrich my knowledge on establishing classroom routines and procedures,
whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (Include books, websites, you tube videos and the like and share these
to your peers.)
- To further enrich my knowledge on establishing classroom routines and procedures,
whether in the classroom or in remote learning, I have found and used several valuable online
resources that assists me in these activities. Notable books include "The First Days of School:
How to Be an Effective Teacher" by Harry K. Wong and Rosemary T. Wong, which provides
practical strategies for setting up routines from day one, and "Teach Like a Champion 2.0" by
Doug Lemov, which offers a comprehensive set of techniques for effective teaching and
classroom management. Websites like Edutopia and The Teaching Channel feature a wealth of
articles, videos, and resources focused on effective classroom management strategies, including
the importance of routines.On platforms like YouTube, videos such as "Classroom Management:
Establishing Routines" and "The Power of Classroom Routines" offer visual insights into
implementing effective routines. Online courses like Coursera’s "Classroom Management: A
Proactive Approach" and FutureLearn's "Teaching in a Digital Age" delve into proactive
strategies for managing classrooms in both physical and digital settings. Lastly, blogs and
articles such as "10 Tips for Effective Classroom Management" on TeachThought and "Building
Routines in Your Virtual Classroom" on EdSurge present practical tips for creating effective
routines that enhance student engagement. Sharing these resources with my peers will not only
deepen our collective knowledge but also support the development of effective classroom
routines and procedures across various learning environments.

Check for Mastery

Direction: Read the questions and choose the letter of the correct answer

1. Ms. Asuncion teaches English in Grade Six. She finds difficulty in getting her class settled and
ready for the daily lesson. Which of the following would be the best advice for her?

A. She should have a seating arrangement/plan.

B. She should assign a group leader to monitor student’s discipline
C. She should not let them in until they are ready.
D. She should have an entry pass before they get in.

2. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever they
need to attend to personal necessities. This is an example of which of the following classroom
management techniques?

A. the use of cards

B. the use of gate pass
C. the use of transition
D. the use of clear schedule

3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her class. What
is the benefit of having this practice?

A. Ensure discipline and responsibility in class.

 B. Make her students busy at all times.
C. Develop camaraderie in class.
D. Ease her of small stuff.

4. During inclement weather one of the routines established by Ms. Returan is for her class to fall
in line along the corridors and not in the school yard. What must be the reason why she
implemented this?

A. To have another area for line formation.

B. To enable them to stay outside
C. To protect them from harm
D. To give more time for them to socialize outside the classroom

5. Why is it best to establish routines at the beginning of the class?

A. To eliminate stress of teachers at the beginning of the class

B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline at all times

Work On My Artifacts:
Take some snapshots of your routines in the classroom or in remote learning and tell
something about them. You may also write down the procedures you have formulated and
explain the reasons for these.
 In a classroom setting, routines like morning check-ins foster community by allowing
students to share positive experiences, while interactive learning stations promote active
participation and collaboration through small group activities focused on various skills. End-of-
day reflections help consolidate learning by encouraging students to think about their takeaways
and challenges. In remote learning, daily agenda reviews set clear objectives, while breakout
room collaborations ensure all voices are heard by assigning roles for structured discussions.
Weekly feedback sessions empower students to voice their thoughts on the course, leading to
continuous improvement. Overall, establishing clear expectations and incorporating technology
creates a respectful and engaging learning environment, whether in-person or online, promoting
a positive classroom culture and enhancing student engagement.

Learnin
FIELD STUDY 2 g Creating my
Classroom/Remote
Episode

FS 9
Learning
Management Plan

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.

Target Your Intended Learning Outcome

At the end of this Learning Episode I must be able to:
 explain the importance of my classroom management plan.
 enumerate the components of my classroom management plan.
 write my classroom management plan.
 use professional reflections and learning to improve practice.
Clarify Your Task
Creating My Classroom/Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations
for every student. The purpose of a classroom management plan is to make the students
accountable for their actions. Effective classroom management increases students’ success,
enhances students’ academic skills and competencies and promotes social and emotional
development.
The teaching-learning process may be implemented in various modalities. Teachers must
bear in mind that alternatives and other options may be considered in designing the classroom
remote management plan.
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.

Key Elements for Effective Classroom Management:

1. Classroom Design: This refers to seating arrangement, bulletin boards, display, storage area,
equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care, respect
and sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every action/misdemeanor in
class. This will ensure fairness and consistency in dealing with the students. This also includes
the rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class. This will
make the students to stay on time and on task.
5. Organization: This refers to the systematic arrangement of files and records and keeping
them organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning content.
Tailoring your techniques to the subject, grade levels and nature of the learner is really
important.
7. Communication: Consistent open lines of communication to all the stakeholders of the school
community will lead to better teacher-student teacher relationship.
Source: https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-key-
elements-for-effective-classroom-management

In order to implement these elements effectively, a classroom management plan must be

designed. Each teacher has its own unique style of management to meet class needs, although the
same elements are found consistently. In order for a classroom management plan to be
successful, the students must have a complete understanding of each of the guidelines. At the
same time, teachers must follow their plan to ensure that the learning environment is safe,
friendly, secured and non-threatening whether in the classroom or in remote learning.
Components Of Classroom/Remote Guide Questions
Learning Management Plan
Philosophical Statement What is your set of ideas, values, beliefs and
goals on classroom/remote learning
management?

What set of criteria and/or standards will you

set to judge the quality of your
classroom/remote learning environment?
Classroom Rules and Procedures What classroom rules and procedures will you
formulate to ensure discipline and order in
your class?
Teacher-Student Relationships How will you treat every student in your
class?
How will you interact with them?
How will you ensure good interaction
between and among students and superiors?

Schedule and Timeframes How will you organize your class schedule?
How will you keep your students to stay
focused and on task?
Classroom Structure, Design and How will you design your classroom to create
Arrangement an appropriate learning environment?
Classroom Safety Rules and Procedures How will you ensure the safety and security
of your students?
What rules will you formulate to safeguard
their protection?
Strategies for Rewards and Consequences What strategies will you employ for rewards
and consequences?

Revisit the Infographic

These are the steps in creating your Classroom/Remote Learning Management Plan
Steps in Designing Classroom Management Plan
Participate and Assist
After realizing the different elements and steps of classroom/remote management plan
you are now ready to make your own plan which you can implement in your classroom/remote
learning. You may request a copy of a Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/ exemplars in creating your
plan.
Be guided by the guide questions for each of the elements. Follow these reminders in
writing your plan:
 State your plan positively.
 Use simple specific terms.
 Use measurable and observable behaviors.
 Convey expected behaviors.

My Classroom Management Plan

Philosophical Statement
My approach to classroom and remote learning management is based on fostering an
inclusive, engaging, and supportive environment. I believe that every student should feel
welcomed and valued, and that learning should be interactive to keep students motivated.
Flexibility is essential in adapting to diverse needs, while collaboration enhances the overall
learning experience. Transparency in communication helps students feel secure and focused.
Classroom Rules and Behaviors
To ensure discipline and order in my classroom, I will establish clear and concise rules
that promote respect, responsibility, and cooperation. Firstly, students will be expected to treat
each other and the teacher with kindness and respect, fostering a positive learning
environment. Secondly, active participation is required during lessons, encouraging students to
engage and contribute to discussions.
Punctuality will be emphasized, with students expected to arrive on time and prepared for
class, as this promotes a sense of responsibility. Additionally, I will implement a “raise your
hand” policy for asking questions or contributing to discussions, ensuring that everyone has a
chance to speak without interruptions. To manage transitions between activities, I will
establish specific signals, such as a hand raise or a countdown, to help students shift their
focus efficiently. Furthermore, I will outline consequences for disruptive behavior, which may
include verbal warnings, a reflection time, or a conversation with me after class, while also
providing opportunities for positive reinforcement when students follow the rules.
Lastly, I will encourage open communication, inviting students to share their thoughts on
classroom procedures and making adjustments as needed to ensure a supportive and orderly
environment.
Teacher-Student Relationship
I will treat every student in my class with respect, empathy, and fairness, recognizing
their individual strengths, needs, and backgrounds. I will make it a priority to get to know each
student personally, learning their names, interests, and learning styles to create a more
personalized experience.
In my interactions with students, I will maintain an open-door policy, encouraging them
to approach me with questions, concerns, or ideas. I will use positive reinforcement to
celebrate their achievements and efforts, while also providing constructive feedback to help
them grow. Active listening will be key in my communication, ensuring that students feel
heard and valued. To foster good interaction among students, I will incorporate collaborative
learning activities that promote teamwork and communication.
Group projects, discussions, and peer review sessions will allow students to engage with
one another and build a sense of community. I will also establish norms for respectful
communication, emphasizing the importance of listening and valuing diverse perspectives.
Schedules and Timeframes
I will organize my class schedule to balance instruction, activities, and breaks, ensuring a
dynamic and engaging learning environment. Each class will begin with a brief overview of
the day’s objectives and a warm-up activity to capture students' attention. I will then allocate
time for direct instruction, followed by collaborative group work, hands-on activities, and
individual practice, allowing for varied learning styles. To keep students focused and on task, I
will set clear expectations and goals for each activity. I will use visual timers to help students
manage their time effectively during tasks. Regular check-ins will be implemented to assess
understanding and provide support as needed.
Classroom Structure, Design and Arrangements
To create an appropriate learning environment, I will design my classroom with several
key elements in mind. First, I will incorporate flexible seating options, such as desks, tables,
and floor pillows, to accommodate different learning styles and preferences, encouraging
collaboration and comfort. The classroom will be organized into defined learning zones,
including a reading corners, collaborative workspace, and quiet area for independent work,
helping students understand the purpose of each space and transition smoothly between
activities. Visual aids and resources will adorn the walls, featuring educational posters, student
work, and charts that reinforce learning concepts, while access to books, manipulatives, and
technology will support student inquiry and exploration.
Classroom Safety Rules and Procedures
To ensure the safety and security of my students, I will implement comprehensive
measures that focus on both physical and emotional well-being. First and foremost, I will
establish clear classroom rules that promote respectful behavior and a zero-tolerance policy for
bullying. This will create an environment where students feel safe to express themselves
without fear of harassment. I will conduct regular safety drills, such as fire and lockdown
drills, to familiarize students with emergency procedures, ensuring they know how to respond
in various situations. Additionally, I will maintain a well-organized classroom layout to
prevent accidents and ensure that all pathways are clear and accessible. To safeguard
emotional security, I will create a culture of open communication, encouraging students to
share their concerns and feelings. This will include regular check-ins and the use of
anonymous feedback tools to allow students to voice any issues they may face.
Strategies for Rewards and Consequences
To effectively manage behavior in the classroom, I will implement a balanced system of
rewards and consequences that promotes positive behavior while addressing missteps. For
rewards, I will utilize positive reinforcement, recognizing and praising students for their
achievements and desirable behaviors, such as participation and cooperation. Additionally, I
will create an incentive program where students can earn points or tokens for good behavior,
which can be exchanged for privileges or treats. Class celebrations will also be organized
when the class collectively meets a goal, fostering teamwork and community. Personalized
rewards will be offered, allowing students to choose incentives that resonate with them, such
as special jobs or time for personal projects.
On the consequences side, I will begin by establishing clear expectations for behavior,
ensuring students understand what is acceptable. A tiered system will be implemented for
addressing misbehavior, starting with verbal reminders or non-verbal cues for minor
infractions. For more serious or repeated behaviors, I will encourage reflection, providing
students a moment to consider their actions and how to improve. I will focus on restorative
practices, promoting apologies and amends to foster empathy and understanding among peers.
In cases of ongoing issues, I will reach out to parents or guardians to discuss the behavior and
collaborate on strategies for positive change. This comprehensive approach aims to create an
environment that encourages positive behavior while providing clear pathways for
improvement when challenges arise.
 After reading and reviewing the classroom/learning management plan from different
sources and creating your own plan, answer the following question.
1. What salient components have you noted?
- In reviewing various classroom and learning management plans, several key
components stand out, such as establishing clear expectations helps create a structured
environment conducive to learning. Additionally, strategies for engagement and positive
reinforcement are crucial for maintaining student motivation and participation. Incorporating
consistent routines further enhances student comfort and predictability in the classroom. Finally,
responsive practices ensure that diverse student needs are effectively addressed.

2. Why is there a need to utilize the information to create your classroom management
plan?
- Utilizing information from various sources is essential for creating an effective
classroom management plan. It allows educators to incorporate best practices that have been
proven to work in diverse settings. Moreover, grounding decisions in research fosters continuous
improvement and adaptability in teaching strategies. Understanding various approaches equips
teachers to meet the unique challenges of their classrooms. This knowledge contributes to
fostering a more positive and productive learning environment.

3. What were the significant things that you notice when you were implementing your
plan?
- During the implementation of my plan, I noticed that active participation strategies
significantly increased student engagement. Clear expectations and consistent reinforcement
contributed to a reduction in disruptive behavior. Additionally, being flexible and responsive to
student feedback proved vital in meeting their needs effectively. The positive classroom culture I
aimed to build also encouraged collaboration among students. Overall, these observations
highlighted the importance of adaptability in teaching.

4. Were there items in your classroom/learning management plan which were not tailored
to the needs of your students? How will you improve on these?
- Some elements of my classroom management plan did not fully address the specific
needs of my students, such as strict academic routines. I also realized that the engagement
strategies lacked sufficient variety to cater to different learning styles. To improve, I will gather
student feedback, differentiate my instructional approaches, and regularly review the plan's
effectiveness. Incorporating more diverse activities will help engage all learners. My goal is to
create a more inclusive environment that supports every student’s growth.
ANALYZE
1. What elements in your classroom/learning management plan were mostly
followed/complied with?
 - The elements that were mostly followed included the establishment of clear
expectations and rules, which helped create a structured and predictable learning environment.
Students responded well to these guidelines, and the compliance to established classroom
routines provided a sense of security and order. The positive reinforcement strategies, such as
verbal praise and reward systems, were also effective in maintaining student motivation and
good behavior. Active participation strategies were particularly successful, with students eagerly
engaging in discussions, group work, and interactive activities. Additionally, the consistent use
of clear communication and feedback helped foster an atmosphere of mutual respect, ensuring
that students understood what was expected of them while also feeling heard and valued. This
compliance contributed to a positive learning environment and a smoother instructional flow.

2. What elements in your plan were the most difficult to implement? Why?
- The most challenging element to implement was maintaining differentiated instruction
strategies for students with varying learning styles and needs. While the plan included multiple
methods to address different learners, adjusting those strategies in real-time to meet individual
requirements was more complex than expectations, especially in a diverse classroom. Another
difficult aspect was balancing flexibility within the routine, as I found it challenging to uphold
structured guidelines while allowing for necessary difference based on classroom dynamics or
unforeseen events. For example, when a lesson required more time than planned, it disrupted the
flow of the day, making it hard to stick to the schedule. Additionally, providing continuous
individualized attention and support to students, particularly those who needed extra guidance or
had unique behavioral challenges, was tough due to time constraints and the overall class size.
These difficulties highlighted the need for more adaptive strategies and possibly additional
support resources to meet the diverse needs of all students effectively.

REFLECT
What were your realizations after creating and implementing your classroom/remote
learning plan?
- After creating and implementing my classroom/remote learning plan, I came to several
key realizations. First, I learned that adaptability is crucial. While having a structured plan is
essential, being flexible and responsive to the dynamic needs of students is just as important.
Some strategies that seemed effective in theory required adjustments in practice, especially when
considering the diversity of learning styles and classroom behaviors.
I also realized the power of student-centered approaches that actively engaging students
in their learning process made a significant difference in their motivation and investment.
Incorporating their feedback and tailoring activities to their interests and needs fostered greater
enthusiasm and participation. Another realization was that consistency builds trust. Establishing
clear expectations and consistently enforcing them created a sense of predictability, which
helped reduce behavioral issues and promoted a strong classroom community. At the same time,
I became aware of the challenges of differentiation. Meeting the diverse needs of students,
particularly in remote or hybrid settings, required creativity and careful planning, as engaging all
learners equally is essential but not always easy. I also found that encouraging collaboration
among students enhanced both their understanding of the material and their sense of connection
within the class, which is particularly important in remote learning environments where isolation
can be an issue.
Finally, one of the most valuable lessons was the importance of continuous reflection and
adjustment. The process of regularly evaluating the plan’s effectiveness and making necessary
changes helped me improve the learning environment over time. No plan is perfect, and
embracing this iterative process allowed me to better meet the evolving needs of my students.
Creating and implementing the plan was a learning journey, teaching me the value of flexibility,
engagement, and ongoing refinement in fostering a positive and inclusive classroom
environment.

Write Action Research Prompts

OBSERVE
1. The problem/challenges I encountered in writing my Classroom Management Plan
- One challenge I faced was ensuring that the plan catered to the diverse learning styles
and needs of all students. It was difficult to balance structure with flexibility, especially in
anticipating how routines and engagement strategies would apply to both in-person and remote
learning environments. I found it challenging to incorporate differentiated instruction and
behavior management strategies that would work consistently over various classroom settings.

REFLECT
2. I hope to achieve to address these problems and challenges by
- aiming to create a more adaptable classroom management plan that is flexible enough to
accommodate different learning styles, while still maintaining a clear structure and set of
expectations. I hope to refine my strategies to make the plan more inclusive and responsive to the
diverse needs of students. Additionally, I want to improve my approach to managing classroom
behavior and engagement in both physical and virtual environments.

PLAN
3. Some strategies/solutions/means that I can employ to improve these situation/problems
- I will gather feedback from students and colleagues to identify the areas where the plan
could be more effective. I can integrate more varied engagement strategies that appeal to
different learning styles, such as group projects, hands-on activities, and digital tools for remote
learners. Differentiating behavior management strategies by considering individual student needs
and preferences could also help. I plan to schedule regular check-ins to assess how the plan is
working and make adjustments as necessary.
ACT
4. Based on my answers from 1-3, the possible answer to my action research on this episode
is
- My action research will likely focus on developing an adaptive classroom management
plan that supports diverse learning styles and promotes consistent student engagement and
behavior management. I will investigate how differentiated instructional and behavioral
strategies impact student engagement and behavior in both traditional and remote learning
environments. Through this, I hope to find evidence-based solutions for creating a more flexible
and inclusive learning environment that can be adjusted as needed.

To further enrich my knowledge on designing my classroom/remote management

plan, whether in the classroom or in remote learning, these are some of the online resources
which will help me in these activities. (include books, websites, you tube videos and the like
and share these to your peers.)
- To further enrich my knowledge on designing an effective classroom or remote
management plan, I have identified several valuable online resources that offer a wide range of
insights. These include books, websites, and YouTube videos that provide practical strategies
and research-based approaches for managing both in-person and virtual classrooms. One
essential book is "The First Days of School" by Harry and Rosemary Wong, which provides
foundational advice for establishing effective classroom routines and managing student behavior
from the start. Another great resource is Doug Lemov's "Teach Like a Champion 3.0", which
introduces powerful techniques to create a positive learning environment, adaptable to both
physical and remote settings.
Additionally, "Classroom Management That Works" by Robert J. Marzano offers
research-backed strategies for maintaining a productive and well-managed classroom
environment. For online resources, websites like Edutopia and Education World offer numerous
articles, case studies, and videos on classroom management and effective teaching strategies.
These platforms provide teachers with practical tips for both traditional and remote settings. The
Cult of Pedagogy is another invaluable resource, offering a blog and podcast series that dives
deep into classroom management, student engagement, and teaching practices, with specific
guidance for managing remote learning. Furthermore, platforms like Coursera and EdX offer
courses on classroom management and technology integration, providing excellent opportunities
for professional development. Sharing these resources with peers will equip them with practical
tools, strategies, and ongoing learning opportunities to enhance both classroom and remote
teaching practices.

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.
1. Why is classroom management plan important?
 A. To assist the teacher in instruction.
B. To ensure that the students obey the classroom rules.
C. To develop the sense of belongingness in class.
D. To make the students responsible and accountable for their actions.
2. Why is there a need to make the classroom management clear and simple?
A. For students to understand and follow easily.
B. To make it doable for the teacher.
C. To prevent chaos in class.
D. To ensure compliance of superiors
3. Why is there a need to have a classroom structure/lay out?
A. For aesthetic purpose
B. For compliance with school rules
C. To be at par with others
D. For the safety and security of students
4. When is the best time to make classroom management/remote learning plan?
A. At the beginning of the school year.
B. At the beginning of each class
C. At the middle of the year
D. At the end of the year
5. Which of the elements in the classroom management/remote plan must be given more
emphasis?
A. Classroom Rules and Procedures
B. Schedule and Time Frame
C. Strategies for Rewards and Consequences
D. Classroom Design, Structure and Arrangement