Cha

pter v

Classroom
Manageme
nt
 LESSON 1: Understanding Classroom Management

Guided Practice

A. Preliminary Activity: Answer the following questions:

1. List down ways on how you manage a class.

2. What classroom management model do you adhere to? Why?

Processing

Examine your answers. Answer the following questions:

1. What classroom management model appeals to you most? Why?

2. What things do teachers need to consider in managing the class?

 Reflection

Write your reflection by completing the following statements:

 I realized that:

 I believe it is essential to:

 From now on, I am determined to:

 LESSON 2: Importance of Classroom Management

Guided Practice

Interview a teacher. Ask the following questions:

1. Is the classroom management important? Why? Why not?

2. How does classroom management affect students?

3. How does classroom management affect teachers?

Processing

Examine the data you have gathered. Answer the following questions:
Questions Answers

1. How important is classroom

management to the teaching –
learning process?
2. Aside from optimizing learning, how
else does classroom management
affect students?
3. How can teachers fully benefit from
classroom management?

Reflection

Write your reflection by completing the following statements:

 I realized that:

 I believe it is essential to:

 From now on, I determined to:

LESSON 3:
 Classroom Management and Discipline

Guided Practice

Interview a teacher. Summarize his/her response and write it on the space

provided after each question:
1. How do you manage your class?

2. What is the greatest challenge that you have encountered so far in terms
of classroom management?

3. What do you think are the essential consideration in managing the class?

Processing
Examine the data you have gathered. Answer the following questions:
Questions Answers
1. What can you say about classroom
management?

2. How can teachers effectively

implement classroom management?

Reflection

Write your reflection by completing the following statements:

  I realized that:

 I believe it is essential to:

 From now on I determined to:

LESSON 4: How to Effectively Manage a Class

Guided Practice
A. Preliminary Activity: Observe and examine all the strategies implemented by
your cooperating teacher to ensure that the class is managed well. Write your
observation and implication below.

Classroom Management Strategies Reasons for Implementations

B. Interview your cooperating teacher using these questions. Summarize and write
his/her answers in the space below.
1. How did you choose the classroom management strategies that you have
implemented?

2. What prompted you to use this/these strategy/strategies?

 3. What are the challenges and problems you encountered while choosing
the most effective strategy for managing your class?

4. What is the most essential consideration that teachers need to effectively

manage the class?

Processing

Examine the data you have gathered. Answer the following questions:
1. What should be the main consideration of teachers in choosing a strategy
to manage a class?

2. How can teachers effectively manage a class?

Guided Practice

Write your reflection by completing the following statements:

 I realized that:
  I believe it is essential to:

 From now on, I am determined to:

LESSON 5: Establishing an effective Classroom Management Plan

Guided Practice
Interview a teacher. Write the responses on the table below.
How do you make your classroom Cite reasons
management plan?

Processing
Examine the data you have gathered. Answer the following questions:
1. What can you say about how the teacher formulated her classroom
management plan?

2. Do you think these plans are helpful in managing the class? Why? Justify.

Reflection

Write your reflection by completing the following statements:

 I realized that:
 I believe it is essential to:

 From now on, I am determined to:

 CHAPTER VI

ASSESSMENT
OF LEARNING

Lesson 1: Determining the Nature of Assessment

Guided Practice
A. Direction Interview your cooperating teachers about the purpose of
assessment. List 5 purposes why he/she is assessing his/her student.

Assessment Purpose 1:
Assessment Purpose 2:

Assessment Purpose 3:

Assessment Purpose 4:

Assessment Purpose 5:

B. Direction: Explain the importance of each assessment principle briefly.

1. Address learning targets or curriculum goals.

2. Provide efficient feedback on instruction.

3. Use a variety of assessment procedure.

4. Ensure that assessment is valid, reliable, and fair.

5. Keep record of assessment.

6. Interpret and communicate results of assessment meaningfully.

C. Direction: Evaluate using the scale below if your cooperating teacher is

practicing the assessment principles. Check the appropriate column of your
answer.

5 - Always Observe 2 - Rarely Observe

4 – Often Observe 1 – Never Observe
3 – Sometimes Observe
Assessment Principles 5 4 3 2 1
1 Address learning targets or curriculum goals.
2 Provide efficient feedback on instructions.
3 Use a variety of assessment procedure.
4 Ensure that assessment is valid, reliable, and
fair.
5 Keep record of assessment.
6 Interpret and communicate results of
assessment meaningfully.

D. Direction: Compare norm-referenced assessment and criterion-referenced

assessment. Write your answer on the Venn Diagram below.

Norm-referenced Criterion-referenced
 Processing

Examine the data you have gathered. Answer the following questions.
1. Based on the five (5) purposes of assessing students given by your
cooperating teachers, which is the most important?

2. Which among the six assessment principles is the most important for you?
Explain your answer.

3. Which approach is more applicable in a 21st century classroom, norm-

referenced assessment or criterion-referenced assessment? Why?

Reflection

Write your reflection by completing he following statements:

 I realized that:

 I believe it is essential to:

  From now on, I determine to:

Lesson 2: Preparing for Assessment

Guided Practice
A. Directions: Ask for a copy of a sample table of specifications from your
cooperating teachers. Paste it below.
B. Directions: Create a one-way table of specifications for a quarterly examination.
Number of
Objectives Recitation Number Percentage Item
Days of Item of Item Placement
1.
2.
 3
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Total

Processing

Examine the data you have gathered. Answer the following questions:
1. Why is it important to prepare and plan before you assess?

2. What are the different features of the table of specifications of your

cooperating teachers? State each feature.

3. What is the most difficult part in creating a table of specifications? Why?

4. What will happen to the test if the teacher does not prepare table of
specifications?
 Reflection

Write your reflection by completing the following statements:

 I realize that:

 I believe it is essential to:

 From now on, I am determined to:

LESSON 3: Writing Good Test Items

Guided Practice
A. Direction: Check what you have learned about constructing good test items.
Paste the K-W-L table below.
 What I know What I want to know What I learned…

B. Directions: Ask for a copy of a quarterly from your cooperating teacher. Paste
the sample quarterly examination and evaluate the test items using the checklist
below.

General Rules in Writing Test Items Observed Not

(Gonzalez 2007) Observed
1. The test items should match the desire learning
outcome or competency. It should measure the behavior
and content of an instructional objective.
2. There should be only one correct or best answer that
 experts generally agree. Avoid answers that need a lot of
argumentation or debate.
3. The language used in all items should be simple, clear,
and definite.
4. The test items should be present a clear and definite
task. No ambiguous term should be used.
5. The test items should follow acceptable rules of
grammar. Correct usage, proper use of capitalization and
punctuational marks should be observed. Subject-verb
agreement should be correct.
6. All items of the same type should be grouped
together.
7. The test items should be arranged from the easiest to
the most difficult. If easy items are place at the
beginning of a test the students are motivated to answer
the next succeeding items.

C. Directions: Formulate five (5) select type and five (5) supply type test items.
Follow the general rules in writing test items.

Processing

Examine the data you have gathered. Answer the following questions:
1. Which is easier to construct, select type items or supply type items?
2. Which is easier to check, select type items or supply type items?

3. which is more objective, select type items or supply type items? Why?

4. How do you ensure fairness and objectivity in checking essay type items?

Reflection
Write your reflection by completing the following statements:
 I realize that:

 I believe it is essential to:

 From now on, I am determined to:

LESSON 4: Creating and Using Rubrics

Guided Practice
A. Directions: Ask your cooperating teacher for a copy of any rubrics that he/she
is using. Paste and evaluate the rubrics.

1. What Activities does the sample rubrics intend to measure?

2. How many criteria are there? Are the criteria enough to measure the task?

3. What is the highest possible score?

4. Are descriptive and numerical values of rubrics aligned?

B. Directions: Ask your cooperating teacher regarding an upcoming class activity.
Create a rubric for the class activity and try to use it in grading the students’
product or performance.

Processing
Examine the data you have gathered. Explain your answers to the following
questions:
1. What is the main purpose of using a rubric?

2. What will happen if the teacher will not use a rubric in grading a performance
task of the students?
3. What will your advice to the teacher who are not using rubrics in a assessing
students’ product and performance?

Reflection

Write your reflection by completing the following statements:

 I realized that:

 I believe it is essential to:

 From now on, I am determined to:

LESSON 5: Preparing a Learning Portfolio

Guided Practice
A. Directions: Interview your cooperating teacher. List five (5) purposes why
teachers ask students to prepare a leaning portfolio.
1.

2.

3.

4.

5.

B. Directions: Prepare a Field Study learning portfolio by completing he following.

1. Provide the following:
Name of the Students:
Year and Section:
School of the Students
Name of Cooperating Teacher:
School of the Cooperating Teacher:

2. Paste the following:

A picture with your cooperating teacher
3. Narrative report of your class observation

Proccessing Examine the data you have gathered. Answer the following
questions:
1. When is your time to teach, what will you ask your students to compile in
their learning portfolio? Why?
2. As future teacher, what is the importance of assessing students’ learning
by preparing a learning portfolio?

3. Among the purposes given by your cooperating teacher, which purpose is

the best? Why?

Reflection Write your reflection by completing the following

statements:

 I realize that:

 I believe it is essential to:

 From now on. I am determined to: