FS 2 1 9 1

1
Field Study
Participation and Teaching
Assistanship
Name: Leonard Tamang Bangan

Course/Year: BSEd English – 4th Year
Subject Teacher: Dyan B. Valdepeñas
Field Study 2 Participation and Teaching Assistantship

2
ORIENTATION NOTES for Field Study 2
What are the Field Study for?
Field Study 2
Where the future teacher assists and participates in guided actual
teaching-learning process. The conduct of action research begins
in this course and concludes during teaching internship.
As a Field Study student

What am I expected to learn and develop?
Intended learning outcomes

- Refer to what you can do, accomplish, achieve or become as a result of a learning
experience
LEARNING OUTCOME
- Is the heart of Outcome-Based education or OBE
- The activities you and your teachers will work on how you will be assessed

3
FIELD STUDY 2
Learnin
g THE TEACHER WE
FS 2
REMEMBER
Episode
1
Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Cite the personal qualities of an effective teacher
 State the professional competencies expected of a
teacher
CLARIFY YOUR TASK
Before you embark on your one-semester journey in Observation and Teaching

Teaching Assistantship, it may be good to be reminded of the personal and professional
qualities which we, teachers, ought to possess. Striving to be the best teacher, the teacher
who will leave an imprint of himself/herself on his/her students, is a never-ending journey.
The journey began three years ago when you started discussing who the professional
teacher is in your course on The Teaching Profession, etc. The journey gets more focused
and challenging now as you observe and assist your Field Study Resource Teacher. Don't
you worry! You have been prepared for this for three years and you will end up stronger,
happier and wiser!
Let's buckle down for work!

 You will review the qualities of good teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTs) and the Southeast Asia
Teachers Competency Framework and the Code of Ethics for Professional Teachers.
 You will view on youtube 2 TEDx talks on "What makes a good teacher great" and
The Power of a Teacher".
REVISIT THE INFOGRAPHIC/S

4
CAREER STAGES OF TEACHERS

(Source: DepEd order no. 42, s.2017)

5
Career Stage 4 Distinguished Teacher

Teachers embody the highest standard for teaching grounded in global best practices. They
exhibit an exceptional capacity to improve their own teaching practice and that of others. They
4
are recognized as leaders in education, contributors to the profession, and initiators of
collaborations and partnerships. They create a lifelong impact in the lives of colleagues,
students, and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit a commitment to inspire the education
community and stakeholders for the improvement of education provision in the Philippines
Career Stage 3: Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice. They
3
manifest an in -depth and sophisticated understanding of the teaching and learning process.
They have high education-focused situation cognition, are more adept in problem-solving and
optimize opportunities gained from experience career stage teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their earning and practice.
They continually seek development their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students .
Career Stage 2: Proficient Teacher

Teachers are professionally independent the application of skills vital to the teaching and
learning process. They provide focused teaching programs that meet curriculum and
2
assessment requirements. They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement. They are reflective
Practitioners who continually consolidate the knowledge, skills, and
Practices of Career Stage 1 Teacher
Career Stage 1: Beginning Teacher

Teachers have gained the qualification recognized for entry into the teaching profession.
1
They have a strong understanding of the subjects/areas in which they are trained in terms
of content knowledge and pedagogy. They possess the requisite knowledge, skills, and
values that support the teaching and learning process. They manage learning programs
and have strategies that promote learning based on the learning needs of their students.
They seek advice from experienced colleagues to consolidate their teaching practice.

6
A detailed presentation of the indicators of quality teachers in 37 strands along 7

domains for each career stage is given in DO 42, S. 2017 NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the
teacher ought to act in and relate to the state, community, teaching profession, higher
authorities, school officials and other personnel, learners, parents and business. It also
states how a professional teacher ought to act and behave as a person.
The Southeast Asia Teachers Competency Framework is also given below.
state
herself/himself
community
as a person
higher
business authorities
Professional
Teacher
parents profession
school officilas
learner and other
personel

7
Deepen and
Practice Master my Understand
broaden my
human teaching education
knowledge on
goodness in practice trends,
what I teach
my life and in policies and
my work curricula
Keep myself
updated on
Know myself
local, national
and others
and global
developments
know and undestand what I teach
become Joyful
a better teacher everyday
Learner
engage the community
help my student learn
Encourage
Know my
respect and
student
diversity
Use the most

Involve the
effective
community to Partner with Assess and teaching and
help my parents and give feedback learning
student learn caregivers on how my strategy
student learn
You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what

makes a good teacher great? Azul Terronez TEDxSantoDomingo and the Power of a
Teacher, Adam Saenz. TEDxYale - youtube www.youtube.com>watch
Who is the great teacher?
A great teacher A great teacher

loves to teach understands
and loves to that students
learn have a life
A great teacher outside school
thinks like an A great teacher
adult but act as sings
a kid
A great teacher
A great teacher
listens to
is chill
students
A great teacher
notices
students
struggle

8
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 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
Take note of the following:

 your Resource Teacher comments, facial expressions, gestures and
actions in class
 students’ comments, facial expressions, gestures and behavior in class
 how your Resource Teacher relates to you?
 the classroom proceedings
 the classroom atmosphere- relaxed or threatening?
ANALYZE
1. Are these competencies limited only to professional
No, those competencies include both professional and personal competencies for
teachers. They are the combination of knowledge, skills, behaviors and attitudes
needed for educators to successfully teach or better performance. Such examples
of personal qualities covered on those competencies include communication and
collaboration, and ethical and professional conduct.
2. 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, a teacher must possess more than just the professional competencies to be
great. The PPST includes a number of personal competencies to ensure that
teachers not only have the necessary skills but also possess behaviors and

9
attitudes needed to handle any challenges they may face in the classroom.
Personal competencies also ensure that teachers demonstrate highest ethical and
professional conduct.
3. For a teacher to be great, which is more important personal qualities or

professional competencies?
Both personal qualities and professional competencies are important for a teacher
to be great. Professional competencies are essentials for teachers to be able to
effectively plan and deliver lessons, manage a classroom, assess learning, and
compute and record grades. Personal qualities help teachers to create a positive
learning environment and build strong relationships with their students.
4. Who are the teachers that we remember most?
The teacher that we remember most are often those who demonstrate both
personal qualities and professional competencies. These teachers have the
knowledge and skills, who go above and beyond for their students, providing them
with knowledge, support and guidance. They show empathy, patience, enthusiasm
and strong communication skills, creativity and passion for teaching. They always
strive to make learning meaningful and help their students to reach their full
potential.
REFLECT
Which personal traits do I possess'? Not possess? Where do I need improvement in?
Some traits I possess include a positive behavior and a commitment to continuous

learning. While I gave an utmost consideration to personal traits I do not possess
as some areas to focus and improve on as they are necessary for successful
teaching. I need to improve my repertoire of teaching strategies and techniques, as
well as my ability to build strong relationships with students and colleagues.
Which professional competencies am I strongly capable of demonstrating?
Some professional competencies I am strongly capable of demonstrating includes

effective communication. I have developed an ability to communicate to the
students and had command with the language use in teaching and learning. Also,
capable of organizing my teaching. I have learned and developed my skills in
lesson planning and materials to meet the needs of the students. Furthermore, I
can build an environment where tolerance and respect is a requirement towards
understanding and unity in diversity. Where cultural barrier is not a hindrance to
unite and achieve common goal.

10
In which competencies do I need to develop more?
The competencies in which I need to develop more is the personal growth and
professional competencies. These are the essential for beginning teachers as it
provides them reflection and learning to improve practice. Through professional
development, I can expand my teaching capabilities and become more effective
teacher. It is through these process I can be able to refine my skills and become
better equipped to handle challenging classroom situations.
Who are the teachers that we remember most?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________
WORK ON MY ARTIFACTS
Attach your reflection here.

11

12
FIELD STUDY 2
Learnin
g EMBEDDING
FS 2
ACTION
Episode RESEARCH FOR
2 REFLECTIVE

 Be familiar about action research as a reflective teacher
 Underscore the importance of doing action research
CLARIFY YOUR TASK
Doing Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teachers and

students can do it together.
This episode focuses on doing action research as one of the roles of the
teacher. Every teacher should take interest to know how students learn, wants to
make innovations in the curriculum and desires to improve teaching practice. In order
to achieve these, a teacher has to do action research on the everyday practical
problems. These problematic situations and observed discrepancies emerge between
what is intended and what actually occurs in the classroom

13

14
Source: Kate Herbert-Smith IRIS connect
There is a general agreement among action research community that action

research is about ACTION: taking action to improve practice and RESEARCH: finding
things out and coming to a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John Dewey in 1920
when he introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949;
Corey, 1953 and many others who came later. Schon introduced the notion of action
research as a habit of continuing inquiry. Inquiry begins with situations that are
problematic, confusing, uncertain and conflicting, and so does Action Research.
It was Stephen Corey (1953) who defined Action Research as the process
through which practitioners like teachers, study their own practice to solve their personal
or professional practical problems. Further on, John Illiot in 1993 clarified that action
research is concerned with everyday practical problems experienced by the teachers,
rather than the theoretical problems defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers and
students.
Sometime it is labelled as Teacher Action Research (TAR) but is popularly
known simply as Action Research (AR).
Action Research is a process that allows teachers to study their own classrooms,
schools and educational setting in order to understand them better and to improve their
quality and effectiveness. The processes of observation, reflection and inquiry lead to
action that makes a difference in teaching and learning. It bridges doing (practice) and
learning (study) and reflection (inquiry).

15
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 Classes
1. Improving the Reading Chryzl Deluao

Comprehension of Grade 8 Learners Desiree Joy Bernal
Using 4rs (Read, Retell, React, Reflect) Jally Padillo
Strategy. Rex Lim
2. Improving The Basic Writing Skills of Joey Cabigao
Grade 7 Learners in Filipino: An Action
Research in Filipino Language.
3. Improvement of Grade 10 Learners’ Henriquito C. Tepacia
Performance in English through
Computer-Aided Instruction
4. Enhancement of Learners’ Academic Rhodaline G. Dizon
Performance in Conflict-Affected Areas
Through Strategic Intervention Materials.
5. Grade 8 Students’ Reading Abilities Leonivel Secusana
and Secondary Teacher’s Teaching
Style

16
NOTICE
Based on your activity on Making 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 1.
(AR) titles imply problems to be solved?
Yes  No _______ Reading comprehension
2. Identified problem to be solved in title no

If YES, identify the problems from the title 2.
you have given. Answer in the space
provided. Basic writing skills

3.
Performance in English

4.
Academic performance of students in

conflict-affected areas

5.
Reading abilities of students and teachers’

teaching style.
2. What interpretation about action Title of the Action Research:

research
can you make out of your answer in Improving the Reading Comprehension of
Question No. 1? Grade 8 Learners Using 4rs (Read, Retell,
React, Reflect) Strategy.
3. Write the Title and your interpretation of
the study from the title. From the title, I think, the study
aims to improve the reading comprehension

of Grade 8 learners using 4Rs (read, retell,
react, reflect) strategy.
4. What do you think did the author/s do I think the author/s ...
with the identified problem as presented in

17
their titles? Conducted to investigate the effectiveness of

the 4Rs (read, retell, react, reflect) strategy in
improving the reading comprehension of
Grade 8 students. They collected data from
the respondents and analyzed the results to
determine the impact of the strategy on the
reading comprehension.

18
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 problems 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.
Key Questions My Answer

Choose from the options given.
You may check more than one answer
1. From what source do you think, Choices:

did the authors identify the Copied from research books
problems of their action research? From daily observation of their teaching
practice.
From difficulties they observed of their
learners.
From their own personal experience.
From the told experiences of their co-teachers.
2. What do you think is the Choices

teacher's intention in conducting To find a solution to the problematic situation
the action research? 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 the others
3. What benefit do you-get as a Choices:

student in FS 2 in understanding Prepare me for my future job
and doing action research? Get good grades in the course
Learn and practice being an action researcher
Improve my teaching practice
Exposure to the realities in the teaching
profession
Become a better teacher everyday
4. In what ways, can you assist Choices:

your mentor in his/her Action By co-researching with my mentor
Research activity? By assisting in the design of the intervention
By assisting in the implementation of the AR
By just watching what is being done

19
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
_______________________________________________________
_______________________________________________________________
___
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
_______________________________________________________________
_______________________________________________________________
________

20
Your artifact will be an abstract of a completed action research.

21
FIELD STUDY 2
Learnin
UNDERSTANDI
g NG AR
FS 2
Episode CONCEPTS,
PROCESS AND
3

 Use concepts and process of action research
 Identify sample models of AR such as of DepEd, 2017;
McNiff and Whitehead 2006, and 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 is informed by theory and can generate new insights.
 concerned with change and improvement.
Action research has been embraced 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

22
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 (Titchen, 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 the 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 area
of Specialization.
3. What types of classroom action studies that can I 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?

23
MODELS and GUIDE in CONDUCTING ACTION RESEARCH

 McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process
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 leaned before is 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 l 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
situation prevails 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 leaned before are the problems
anchored?
REFLECT 1. What do I hope to achieve? What do I intend to change for
the better?
2. Reflect (Reflection continues all throughout the process.)
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 l 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?

24
 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?
2. What is the background of my action research?
II. ACTION RESEARCH 3.What problem/question am I trying to solve?
QUESTIONS 4. What do I hope to achieve?
III.PROPOSED INNOVATION, Proposed Plan

INTERVENTION AND 1. What do I plan as a solution to the problem l identified?
STRATEGY (Describe.)
2. What innovation will I introduce so 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, myself)
a. Participants and/ or other 2 What are my sources of information? (participants)
Sources of Data and 3 How shall I gather information?
Information 4.How will I analyze my data/information?
b. Data Gathering Methods
c. Data Analysis Plan.
V. ACTION RESEARCH Action Research Work Plan

WORK 1. What should my work plan contain? (targets, activities,
PLAN AND TIMELINES 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 or personal)
VII. PLANS FOR Sharing Results

DISSEMINATION AND 1. How will I share the result of my action research?
UTILIZATION (Publish,
Present, Flyers, LAC sessions)
2.Can I collaborate with other teachers to continue or
replicate my study?
VIII. REFERENCES References

1. What reading materials and references are included in
my review of literature?
Both Action Research Processes above are supported by the two AR Models which will be
presented next

25
ACTION RESEARCH IS A DYNAMIC PROCESS ANCHORED ON REFLECTION ACTION

CYCLE OF OBSERVING REFLECTING, ACTING, EVALUATING AND MODIFYING
Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006
Action research is a cyclical, recursive process of observe>> reflect>> act>>
evaluate>> modify>> move in new direction is known as action-reflection (McNiff &
Whitehead, 2006) In 2011, McNiff defined action research as a 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
spiraling 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.B
Plan Act
The Action
Research
Cycle
Reflec Observ
t e
Source: Nelson, O 2014

26
You are now ready to participate!

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. ____________________________________________________________
___
2. ____________________________________________________________
___
3. ____________________________________________________________
___
4. ____________________________________________________________
___
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 and Whitehead, 2007 here are
the components
Title and Author of the Action Research
OBSERVE The abstract of the research indicates that the study was
conducted to improve the reading comprehension of Grade
8 learners using the 4R strategy. It also reveals that the
study employed an action research design and used the

27
4Rs (Read, Retell, React, Reflect) strategy to address

students' reading comprehension. The results of the study
showed that there was a significant difference between the
pre-test and post-test scores, indicating that the 4Rs
strategy was effective in improving the Grade 8 learners'
reading comprehension.
REFLECT The abstract of the study provides a clear overview of the
research conducted and the results that were obtained. It
is concise and provides enough information to understand
the purpose of the study and the results that were
obtained. It also provides a clear indication of the
problematic situation that the study was attempting to
address.
The research hopes to achieve an improvement in the

reading comprehension of Grade 8 learners by using the
4R strategy. It intends to change the reading
comprehension of Grade 8 learners for the better by
providing them with a strategy that combines reading
approaches to cater to the essential factors necessary for
compelling reading.
PLAN The plan of this research is to improve the reading
comprehension of Grade 8 students using the 4Rs (read,
retell, react, reflect) strategy. The researchers have
developed a strategy to address students' reading
comprehension through reading, retelling, reacting, and
reflecting, hence, 4Rs. This strategy combines reading
approaches to cater to the essential factors necessary for
compelling reading. The study employed an action
research design and used a reading comprehension test to
collect the required data. Mean and Standard Deviation
were used to determine the students' comprehension level
during pre-test and post-test and determine how dispersed
the scores were. Paired Sample T-test was also employed
to determine the significant difference between the pre-test
and post-test scores. The findings of the study will be used
to determine if there is an improvement in students'
reading comprehension after implementing the 4R
strategy.
ACT The plan of the research was implemented by conducting
an action research study with thirty-four (34) Grade 8
learners under frustration level. The 4Rs (Read, Retell,
React, Reflect) strategy was employed, and a reading
comprehension test was used to collect the required data.
Mean and Standard Deviation were used to determine the
students' comprehension level during pre-test and post-
test and determine how dispersed the scores were. Paired
Sample T-test was also employed to determine the
significant difference between the pre-test and post-test
scores. The findings of the study will be used to determine

28
if there is an improvement in students' reading

comprehension after implementing the 4R strategy.
EVALUATE The findings of the research revealed that there was a
significant difference between students' pre-test and post-
test reading comprehension levels using the 4Rs strategy.
This indicates that the 4Rs strategy was effective in
improving the Grade 8 learners' reading comprehension.
MODIFY The recommendations of the research are that the 4Rs
strategy should be adopted to improve the reading
comprehension of Grade 8 learners. The strategy should
be implemented in classrooms to help students develop
their reading comprehension skills. Additionally, teachers
should be trained in the use of the 4Rs strategy to ensure
that it is implemented effectively.
If you choose to compare with Model B-Nelson O. 2014, here are the
components
Title and Author of the Action Research
OBSERVE Entry form your sample AR

REFLECT Reflection
PLAN Plan of Action
ACT Implementation
If you choose the DepEd Model 2017, here are the components
Title and Author: (the same as your entry in model A)
Key Component Action Research Process

I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Describe Innovation/ Intervention
Intervention Strategy Strategy
IV. Action Research Method Describe Action Research Methods
a. Participants/other source of
data
b. Data gathering Methods
c. Data analysis Plan
V. Action Research Work Plan Summarize Action Research Work Plan
VI. Cost Estimate Write Cost estimate
VII. Plan for Dissemination and Describe how the result will be shared
Utilization
VIII. References Write at least three references
What have you understood about the concept of action research and how will
these be utilized in your practice?

29
REFLECT
As a future teacher, is conducting an Action Research worth doing? Why?

30
FIELD STUDY 2
Learnin
MATCHING
g PROBLEMATIC
FS 2
Episode LEARNING SITUATION
WITH PROBABLE
4

 Analyze teaching learning problems prevailing in the
classroom
 List matching action as a probable solution to the
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 FSI course.
But matching these problems with appropriate action is trickier.

31
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 problems in teaching-learning.
Figure 2. Word that Represent Common Teaching-Learning Problems identified by Filipino

Teachers (Felimon, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
Identified Action as
Problems Solution

32
What five problems have you identified from the words that you have encircled? Make
a statement. Write in the space below.
The problems identified
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
Excellent! Let us see how we can assist and learn at 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?
Make a Choice for your ACTION. n

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.
The Problem is: The Action is:
Difficulty in
Conduct a Tutorial
Comprehension of

33
Can you also choose letter B: Show video lesson as a SOLUTION for the same
PROBLEM?
Explain:
Video lessons are often considered a solution to the problem of difficulty in
comprehension because they provide a visual representation of the material being
taught. This can be especially helpful for students who are visual learners, as they can
better understand the material by seeing it demonstrated. Additionally, video lessons
can be more engaging than traditional tutorials, as they can include animations,
graphics, and other visuals to help illustrate the material.
Difficulty in
Show video lesson
Comprehension of
2. What about letter C as a SOLUTION to the same PROBLEM? Why?

Explain:
Making learning tasks can be a solution to the problem of difficulty in comprehension.
Learning tasks can help students practice and apply the material they have learned,
which can help them better understand and remember it. Additionally, learning tasks
can be tailored to the individual student's needs, allowing them to focus on the areas
where they need the most help. Finally, learning tasks can be fun and engaging,
which can help motivate students to learn.
Difficulty in Make learning task to

Comprehension of improve comprehension
Interesting, isn’t it? Now, you can assist your mentor by identifying observe problems in
the class and suggest actions to be done.
NOTICE
34
What have you noticed of the problem identified above? Can there be more than one
solution to the problem? Explain
Yes, there can be more than one solution to the problem of difficulty in
comprehension. Different solutions may work better for different students, so it is
important to consider a variety of options. Some other potential solutions include
providing additional resources such as study guides or practice tests, providing one-
on-one tutoring, and using technology such as online quizzes or interactive games.
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 researcher.
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?
The problem in the scenario is that half of Miss Fely's students are unable to
classify animals into vertebrates and invertebrates, despite her repeating the
same science lesson for two weeks.
 Can you find a solution to solve her problem?

Give your two suggestions.
a. Miss Fely could provide additional resources such as study guides or practice
tests to help her students better understand the material.
b. She could also use technology such as online quizzes or interactive games to
help her students practice and apply the material they have learned.
 What solution can solve Miss Fely's problem? How?
The best solution to Miss Fely's problem is to provide additional resources such
as study guides or practice tests to help her students better understand the
material. This will allow them to review the material and practice applying it,

35
which can help them better understand and remember it. Additionally, providing
additional resources can be tailored to the individual student's needs, allowing
them to focus on the areas where they need the most help.
 Are they matched with the problem?
Yes, the solutions provided are matched with the problem. The problem is that
half of Miss Fely's students are unable to classify animals into vertebrates and
invertebrates, despite her repeating the same science lesson for two weeks. The
suggested solutions are providing additional resources such as study guides or
practice tests, and using technology such as online quizzes or interactive games.
Both of these solutions can help her students better understand and remember
the material, and can be tailored to the individual student's needs.
Scenario B: Sir Ryan teaches in a 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. Students in Sir Ryan's class are facing poverty and lack of access to
resources.
b. Students may be dealing with trauma or other mental health issues.
 Can you propose a solution to solve one of the problems that you have
identified?
One potential solution to the problem of poverty and lack of access to resources
is to provide students with basic necessities such as food, clothing, and shelter.
Additionally, providing students with access to mental health services can help
them cope with trauma or other mental health issues. Finally, providing students
with access to educational resources such as tutoring, online classes, or
educational materials can help them succeed in school.
REFLECT

36
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 and finding solutions to these problems can help you
become a better teacher by allowing you to better understand the needs of your
students. By understanding the challenges your students are facing, you can tailor
your teaching to better meet their needs. Additionally, by finding solutions to the
problems your students are facing, you can create a more supportive and engaging
learning environment for them.
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research:
Improving the Reading Comprehension of Grade 8 Learners Using 4rs

(Read, Retell, React, Reflect) Strategy.
II. Author/s:
Chryzl Deluao
Desiree Joy Bernal
Jally Padillo
Rex Lim
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study
FIELD STUDY 2
Learnin
g PREPARING THE
LEARNING
Episode
ENVIRONMENT: AN
5 OVERVIEW
37
FS 2
 Revisit the concept of learning environment in the
context of the 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 tables for students and a front table for the teacher. This
a traditional face-to-face classroom. Most often the students should face the teacher as the
chairs are arranged that way. But as teaching deliveries changed to enhance learning,
modification in the seating arrangement evolved and 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.
 Access 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.

38
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 on-line 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 results but
in different ways, so usually in practice both approaches are combined

39
Face-to face Learning Environment On-line Learning Environment
 Time is set  Anytime, anyplace

 Self-contained classroom, anywhere
discussion, activities occur  Time  Synchronous or
inside the room. Passive  Place asynchronous classes
listening  Teacher’s role  Teacher moderates and
 Teacher prepares  Student’s role facilitate learning
instructional activities and  Content  Creates different learning
choose content  Evaluation environment
 Facilitates F2F learning. process  Creates the multimedia
Leads and guides the educational content.
learners
 Learners and teacher
engage in personal
communication
Learning environment can be traditional F2F, virtual (on-online) or a combination (hybrid)
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 resource teacher in setting up conducive learning environment through

bulletin board display, I can help her with the design of the board, suggest content to
include, help to organize and display materials, and offer suggestions on how to make
the display more visually appealing.

40
2. Small Group Discussion
I will help create and distribute materials for the group discussions, provide support for
the group facilitator, and help to facilitate conversations among the participants. I can
also suggest topic for discussion and provide resources to help the group make
informed decisions.
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)
I will assist my resource teacher in setting up conducive learning environment by

helping her to monitor class attendance. I can help by distributing the attendance form
and list all the absent students.
NOTICE
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What
message or theme does it convey'?
Since, Board displays are one of the subject of observation in the field study
1, I was able to evaluate and identify board display in terms of the elements
provided on the checklist. Based on the rating, the board display received a
very satisfactory rate, it means that it was effective and it really serves its
purpose. The board display in English, illustrate an overview of the lesson
plan, but others contain a general information regarding the English
language, specifically the origin, the grammar and the “did you know”
information regarding the English language. Not only about a particular
lesson or subject the board display contains, it includes students work, rules
and reminders, announcements, values, and other classroom materials.
 What makes it attractive to the learners?
Yes, the color scheme and arrangement are both captivating. It was well-
designed and contains interesting and relevant content. The audience's
interest will undoubtedly be piqued.
 Does it help in the learning process? How?
Yes, the bulletin board in the classroom help in the learning process. It
provides a visual display of information that can be used to reinforce or
supplement the material being taught in the classroom. It can be also useful
tool for organizing and displaying materials that students need to reference
or use in their own learning.

41
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?
_________________________
_____________________________________________________________
___
 Can you describe?
_________________________________________________
_____________________________________________________________
___
 How can you help as a teacher to make such environment conducive for
Learning?
________________________________________________________
_____________________________________________________________
___

42
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 1 or Learning Environment 2
Explain your choice: Why?
Aa a teacher I would prefer the face-to-face learning environment because it

allows for more direct interaction between the teacher and their students. This
direct interaction can help build a better rapport between the teacher and the
students and allow for more personalized instruction. Face-to-face learning also
allows for more direct feedback and make it easier to gauge the students;
understanding and level of engagement.
REFLECT
Based on my noticing and analysis, I realized that
a._____________________________________________________
b._____________________________________________________
c._____________________________________________________

43
In not less than 300 words, write an essay on the tonic: My

Conducive Learning Environment"
“My Conducive Learning Environment:

By: ___________________________
Conducive learning is a term used to describe an environment that is conducive
to learning. This environment is one where students are given the support,
resources, and encouragement they need in order to learn effectively. A
conducive learning environment can be created in both physical and virtual
settings.
A physical learning environment should be comfortable, safe, and free from

distractions. It should also be well-lit and have furniture that is comfortable and
provides adequate support. The temperature should be comfortable, and the
noise level should be kept to a minimum.
In a virtual learning environment, students should be given access to reliable

technology and online resources that are necessary for successful learning. This
includes a reliable internet connection, up-to-date hardware, and the necessary
software. All online resources should be easy to access and navigate.
In either setting, the teacher should be encouraging and supportive of the

students. They should provide clear instructions, explain concepts thoroughly,
give feedback on assignments and assessments, and encourage students to
ask questions. The teacher should also be open to different learning styles and
be willing to make accommodations when necessary.
In both physical and virtual learning environments, the teacher should provide a
variety of learning activities. These activities should be engaging and promote
active learning. They should also be tailored to the students’ abilities and
interests.
Finally, in any learning environment, the teacher should create a culture of

respect and trust. They should promote a sense of community and collaboration,
and emphasize the importance of teamwork and collaboration.
Overall, a conducive learning environment is one in which students are

encouraged and supported, have access to the resources they need, and are
able to engage in active learning. It should be comfortable, safe, and free from
distractions, and the teacher should be supportive and open to different learning
styles.

44
FIELD STUDY 2
Learnin
g ENHANCING
FS 2
A FACE-TO
Episode FACE
6 LEARNING
ENVIRONME
NT

 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 a 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;

45
 access more relevant information from teachers and classmate

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

46
Given the concepts and the infographic, how can you participate and assist in a face-
to-face learning environment?
As a student-teacher in a face-to-face learning environment, there are many ways to

participate and assist in the learning process. Here are many examples:
 Help the resource teacher with the lesson planning
 Provide further feedback with the students
 Help create a positive learning environment
 Observe the resource teacher’s teaching methods
 Assist with any administrative tasks that may be needed
 Facilitate group discussions
 Assist with classroom management
 Help students with individualized instructions
 Assist with assessment and evaluation
 Provide support for students with special needs
 Encourage student collaboration
 Model appropriate behavior
 Help reinforce classroom routines and procedures
 Support the resource teacher’s in creating a safe and inclusive learning environment
NOTICE
Having been exposed to the 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
1. Increased use of technology and digital 1. Teacher-centered learning: Traditional

resources: Face-to-face learning spaces are classroom environments were often
now incorporating more technology and teacher-centered, with the teacher acting as
digital resources such as online tutorials, the main source of instruction and
video conferencing, and virtual reality. knowledge.
2. Student-centered learning: Traditional 2. Rigid schedules: Traditional classroom
classroom spaces are shifting to a more environments typically had rigid schedules,
student-centered approach where students with specific times for classes and activities.

47
are encouraged to take ownership of their

learning.
3. Collaborative learning: Collaborative 3. Lack of technology: Traditional classroom
learning is becoming more popular in the environments often lacked technology,
face-to-face learning environment as it limiting the use of digital resources and
allows students to work together to solve activities.
problems and develop skills.
4. Flexible schedules: More and more face- 4. Limited collaboration: Traditional
to-face learning environments are offering classrooms often lacked collaboration, with
flexible schedules that allow students to students mostly working independently or in
learn at their own pace. small groups.
ANALYZE
What do you think brought the changes in the face-to-face learning
The changes in the face-to-face learning environment have been brought about by the
increasing availability of technology, the shift towards student-centered learning, the need for
more flexibility and collaboration, and the growing demand for personalized instruction.
Technology has enabled teachers to incorporate digital resources and activities to enhance
learning. Student-centered learning has allowed students to take ownership of their learning
and develop skills that are more applicable to the real world. Flexible schedules have allowed
students to learn at their own pace and have a greater control over their learning.
Collaboration has enabled students to work together to solve problems, develop skills, and
learn from each other. Finally, personalized instruction has enabled teachers to tailor their
instruction to the individual needs of their students.
From the changes that you identified, choose one that you can do. How will you do it?
I can incorporate online activities and resources into my face-to-face learning environment.
To do this, I can use a variety of tools such as video conferencing, virtual reality, and
interactive websites. I can also use digital resources such as online tutorials, ebooks, and
videos. I can also create online discussion forums for students to engage in conversations
and share ideas. Finally, I can provide students with access to a variety of digital tools to
create and collaborate on projects. By incorporating these tools and resources, I can create a
more engaging, interactive, and personalized learning experience for my students.
REFLECT

48
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 enable
learners to achieve better learning outcomes. A conducive learning environment can include
things such as setting clear expectations and providing appropriate resources, encouraging
active learning, fostering collaboration and community, using a variety of teaching
techniques, and leveraging technology. By creating a learning environment that is conducive
to learning, students can be more engaged, motivated, and successful. They will be able to
develop better problem-solving and critical thinking skills, as well as better communication
and collaboration skills. All of these things can contribute to better learning outcomes.
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 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 and ventilation?
Psychological Environment
 Are there sets of rules and procedures followed? What are these?
 Are there sets of expectations that can motivate the learners to learn?
 Are these observable in the classroom?
 Classroom atmosphere based on trust, cooperation and empathy
 Modeling of positive attitude, respectful 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?

49

50
FIELD STUDY 2
Learnin
g MAKING ON-LINE
FS 2
OR VIRTUAL
Episode LEARNING
7 ENVIRONMENT
SAFE AND
CONDUCIVE

 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 21st century learning opportunities.
The modern learning environment incorporates the three elements: ()) 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.

51
Let us now consider an on-line or virtual classroom or learning environment. What are
some 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 consequence 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 student’s websites and
videos so as not to take them to inappropriate materials such as ads from
You Tube 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 should 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.

52
CLASSROOM ONLINE

53
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 is Find a quiet place free of Be on time for the class
charge distraction
Be respectful at all times Stay on mute and raise hand Stay focused and on task so
only if needed you won’t miss any
information
Turn on camera Use kind words all the time Teacher and learners are
dressed appropriately
Try to handle one 0n-line class and use the guidelines above. Happy virtual teaching!
NOTICE
54
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 not in
the physical sense. It has no corners 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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________
How did the students show their active participation in the lesson?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________
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 a great factor to support a conducive environment.
REFLECT
As a future teacher I feel that the on-line learning environment can be safe if

55
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________
I think that teaching in a virtual learning environment

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________

56
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.
LIST OF WEBSITES and the TITLES of the CONTENTS

.
Name of Website Topics/Title of Content or Instructional
Materials
10

57
FIELD STUDY 2
Learnin ESTABLISHING MY
g OWN CLASSROOM
FS 2
ROUTINES AND
Episode PROCEDURE IN
8 FACE-TO-FACE

 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

58
smoothly; ensures that you manage time effectively; helps you maintain order in the
classroom; makes you more focused in teaching because you spend less 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.

Submission of
task and
Requirements
Movement into
Use of washroom and out of the
classroom
Some Routines and Procedures

Transitioning to Checking of
group work Attendance
Classroom
Line formation
greetings
Others when
Getting supplies
deemed
and materials
necessary

59
To ensure that I can carry out/perform my tasks efficiently and effectively 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?

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?
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom / remote learning?
4. How must students get/secure the needed work materials and books and others in
the classroom/ remote learning?
5. How will students transition to group work and other cooperative activities in the
classroom/ remote learning?
6. What procedures must be followed by students who need to attend to personal
necessities in the classroom/online classes?
7. What rules must be set for students who finish task early/ and for those who
cannot complete work on time?
8. What procedures must be observed for tardiness / early dismissals?
9. What procedures must be done when submitting homework/ performance tasks in
the classroom/ remote learning?
10. What procedures must be employed in movements into and out of the
classroom/remote learning'?
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.
The problems encountered while implementing these routines are:

- Students not following the rules or expectations
- Difficulty transitioning between activities
- Lack of student engagement
- Difficulty enforcing consequences for misbehavior
- Difficulty getting students to use the washroom appropriately
- Difficulty getting students to form lines quickly
- Difficulty getting students to get supplies and materials in a timely manner
- Difficulty getting students to greet each other in a respectful manner
- Difficulty getting students to check in and out of the classroom quickly
- Difficulty getting students to transition to group work smoothly.

60
NOTICE
Alter 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?
I felt a sense of accomplishment after successfully implementing routines and procedures

in the classroom. Establishing clear expectations and procedures can help create a
positive learning environment and can help students feel more comfortable and engaged
in the classroom.
 How did your students respond to your classroom routines and procedures?
Students responded positively to classroom routines and procedures because they were
clearly explained and consistently enforced. Students may also feel more comfortable
and secure in the classroom if they know what is expected of them.
 Was there a change in the classroom environment/ teaching-learning process after you
have implemented your classroom routines and procedures?
Yes, there are changes in the classroom environment and in teaching-learning process
after implementing classroom routines and procedures. Establishing clear expectations
and procedures can help create a more organized and productive learning environment,
and can help students feel more comfortable and engaged in the classroom. Additionally,
it can help teachers manage their time more effectively and can help them focus on
teaching and learning.
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?

61
ANALYZE
1. What factors/ conditions prompted you to establısh those classroom routines and
procedures?
The factors or conditions that prompted me establish classroom routines and

procedures include the desire to create a safe and productive learning environment, to
help students feel more comfortable and engaged in the classroom, and to help
manage their time more effectively. Additionally, I want to establish clear expectations
and procedures to help students develop self-discipline and respect for others.
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

classroom routines and procedures. Establishing clear expectations and procedures
can help create a more organized and productive learning environment, and can help
teachers manage their time more effectively and focus on teaching and learning.
Additionally, it can help students feel more comfortable and secure in the classroom if
they know what is expected of them.
3. Did the teaching -learning process improve? Justify your answer,
Yes, the teaching-learning process improved after implementing classroom routines

and procedures. Establishing clear expectations and procedures can help create a
more organized and productive learning environment, and can help teachers manage
their time more effectively and focus on teaching and learning. Additionally, it can help
students feel more comfortable and secure in the classroom if they know what is
expected of them.
REFLECT
What have you gained while doing this Learning episode?
After establishing and implementing routines and procedures in the classroom, I have
gained a better understanding of how to create a safe and productive learning
environment. I have also learned the importance of setting clear expectations and
consistently enforcing consequences for misbehavior. Additionally, I have learned how
to manage my time more effectively and focus on teaching and learning. Establishing

62
and implementing routines and procedures in the classroom has been a valuable
experience, and I am confident that it will help me become a better teacher.
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.

63
FIELD STUDY 2
Learnin CREATING MY
g CLASSROOM/RE
FS 2
Episode MOTE LEARNING
MANAGEMENT
9 PLAN

 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

64
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-
keyelements-
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 Guide Questions

/Remote
Learning Management Plan
What is your set of ideals, values, beliefs and goals on

classroom/ remote learning management?
Philosophical Statement
What set of criteria and/or standards will you set to
judge the quality of your classroom/ remote learning
environment?
What classroom rules and procedures will you

Classroom Rules and Procedures
formulate to ensure discipline and order in your class?
How will you treat every student in your class?

How will you interact with them?
Teacher-Student Relationships
How will you ensure good interaction between and
among students and superiors?
Schedules and Timeframes How will you organize your class schedule?
How will you keep your students to stay focused and

65
on task?
Classroom Structure, Design and How will you design your classroom to create an
Arrangement appropriate learning environment?
How will you ensure the safety and security of your

Classroom Safety Rules and students?
Procedures What rules will you formulate to safeguard their
protection?
What strategies will you employ for rewards and

Strategies for Rewards and consequences?
Consequences
These are the steps in creating your classroom/ remote learning Management Plan
Steps in Designing Classroom Management Plan
Creating the Plan
Improving the Plan Implementing the Plan
Monitoring the Plan

66

After realızing the different elements and steps of a 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 the Classroom/Remote Learning
Management Plan of your Resource Teacher or you may surf the internet for more samples/
exemplars to guide you in creating your plan.
Be guided with 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 set of ideals, values, beliefs and goals on classroom/ remote learning management is
to create an environment that is conducive to learning, where students feel safe, respected
and supported. I strive to create an environment that encourages collaboration, critical
thinking, and creativity, while also providing structure and guidance. I believe that by
creating a positive learning environment students will be more engaged and motivated.
Classroom Rules and Procedures
As a future teacher, I will certainly be implementing rules inside the classroom. These rules
will include basic expectations such as being respectful of one another, following
directions, and staying on task. I will also be setting rules that encourage collaboration,
such as actively listening to one another, offering support to classmates, and taking turns
talking.
In addition to the traditional rules, I will also be implementing rules that emphasize the
importance of self-care and mental health. These rules will include taking breaks when
needed, speaking up if feeling overwhelmed or stressed, and taking care of oneself and
others. I will also be encouraging an environment of inclusivity, respect, and kindness.
By setting these rules and expectations, I hope to create an environment in which students
feel safe and respected and are able to focus on learning and growing.
Teacher -Student Relationships

When interacting with students, it is important to be respectful and professional. I will treat
each student as an individual and be sure to listen to their ideas and concerns. Encourage
open dialogue and discussion, and be sure to provide feedback and guidance when
needed. It is also important that I will create a safe and supportive environment where
students feel comfortable expressing themselves. Additionally, it is important to set clear
my expectations and boundaries for students and to ensure that everyone is treated fairly
and with respect. Finally, it is important to foster a sense of community and collaboration
among students and superiors.
Schedules and Timeframes

67
When organizing a class schedule, I will start by creating a plan for the semester that
outlines the topics and activities that will be covered. Then, break the semester down into
smaller chunks and create a weekly schedule that outlines the topics and activities for each
week. Be sure to include time for lectures, discussions, group work, and assessments.
Additionally, it is important for me to create a system for tracking student progress and
providing feedback. Finally, it is important to create a system for keeping students focused
and on task. This could include setting clear expectations, providing incentives for
completing tasks, and providing regular feedback.
Classroom Structure, Design and Arrangements

When designing a classroom, I will consider the needs of the students and the goals of the
course. I will start by creating a plan for the classroom layout that takes into account the
size of the room, the number of students, and the type of activities that will be taking place.
Consider the placement of desks, chairs, and other furniture, as well as the placement of
whiteboards, projectors, and other technology. Additionally, consider the use of color,
lighting, and other design elements to create a comfortable and inviting learning
environment. Finally, be sure to provide adequate storage space for materials and
supplies.
Classroom Safety Rules and Procedures
I will consider the needs of the students and the goals of the course. Start by creating a
plan for the classroom that outlines the expectations for student behavior and the
consequences for not following the rules. Additionally, consider the use of technology to
monitor student behavior and provide feedback. Be sure to provide clear instructions for
emergency procedures and provide regular safety drills. Finally, be sure to provide a safe
and secure environment for students by ensuring that all doors and windows are locked
and that all visitors are properly identified.
Strategies for Rewards and Consequences
I will consider the needs of the students and the goals of the course. Start by creating a
plan for rewards and consequences that outlines the expectations for student behavior and
the rewards and consequences for meeting or not meeting those expectations. Consider
the use of positive reinforcement, such as verbal praise, rewards, and recognition.
Additionally, consider the use of logical consequences, such as loss of privileges or extra
assignments. Finally, be sure to provide clear instructions for rewards and consequences
and provide regular feedback.

68
NOTICE
After reading and reviewing the classroom/remote learning management plan from different
sources and creating your own plan, answer the following questions.
1. What salient components have you noted?
I considered the needs of the students and the goals of the course. Salient components
include, creating a plan for the semester that outlines the topics and activities that will be
covered, creating a system for tracking student progress and providing feedback, creating
a system for keeping students focused and on task, creating a plan for the classroom
layout that takes into account the size of the room, the number of students, and the type
of activities that will be taking place, creating a plan for rewards and consequences that
outlines the expectations for student behavior and the rewards and consequences for
meeting or not meeting those expectations, providing clear instructions for emergency
procedures and providing regular safety drills and providing clear instructions for rewards
and consequences and providing regular feedback.
2. Why is there a need to utilize the information to create your classroom management
plan?
The information is necessary to create an effective classroom management plan because

it helps to ensure that the classroom environment is safe, supportive, and conducive to
learning. By considering the needs of the students and the goals of the course, it is
possible to create a plan that will help to foster a positive learning environment and
ensure that students are able to reach their full potential.
3. What were the significant things that you noticed when you were implementing your plan?
When implementing my classroom management plan, I noticed that it was important to be

consistent and clear in my expectations for student behavior. I also noticed that it was
important to provide regular feedback and to create a system for tracking student
progress. Additionally, I noticed that it was important to create a safe and supportive
environment where students feel comfortable expressing themselves. Finally, I noticed
that it was important to foster a sense of community and collaboration among students
and superiors.
4. Were there items in your classroom /remote learning management plan which were not
tailored to the needs of your students? How will you improve on these?
No, however If there are items in the classroom learning management plan that are not
tailored to the needs of the students, it is important to make adjustments to ensure that

69
the plan is meeting the needs of the students. This could include adjusting the topics and
activities that are covered, adjusting the rewards and consequences, or adjusting the
classroom layout. Additionally, it is important to provide regular feedback and to create a
system for tracking student progress. Finally, it is important to foster a sense of
community and collaboration among students and superiors.
REFLECT
What were your realizations after creating and implementing your classroom /remote
learning management plan?
After creating and implementing the classroom management plan, I realized the
importance of being consistent and clear in my expectations for students behavior. I
also realized the importance of providing regular feedback and creating a system for
tracking student progress. Additionally, I realized the importance of creating a safe
and supportive environment where students feel comfortable expressing themselves.
Finally, I realized the importance of fostering a sense of community and collaboration
among students and superiors. All of these elements are essential for creating an
effective classroom management plan that will help to ensure that students are able to
reach their full potential.
Paste your Classroom/ Remote Management Plan

FS 2 1 9 1

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

FS 2 1 9 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS 2 1 9 1

Uploaded by

Copyright:

Available Formats

1

Name: Leonard Tamang Bangan

Field Study 2 Participation and Teaching Assistantship

ORIENTATION NOTES for Field Study 2

What are the Field Study for?

As a Field Study student

Intended learning outcomes

Field Study 2 Participation and Teaching Assistantship

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Before you embark on your one-semester journey in Observation and Teaching

Let's buckle down for work!

REVISIT THE INFOGRAPHIC/S

CAREER STAGES OF TEACHERS

Field Study 2 Participation and Teaching Assistantship

Career Stage 4 Distinguished Teacher

Career Stage 3: Highly Proficient Teacher

Career Stage 2: Proficient Teacher

Career Stage 1: Beginning Teacher

Field Study 2 Participation and Teaching Assistantship

A detailed presentation of the indicators of quality teachers in 37 strands along 7

The Southeast Asia Teachers Competency Framework is also given below.

Field Study 2 Participation and Teaching Assistantship

Use the most

You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what

A great teacher A great teacher

Field Study 2 Participation and Teaching Assistantship

PARTICIPATE AND ASSIST

(Note to Student Teacher: As you participate and assist your FS Resource

Take note of the following:

1. Are these competencies limited only to professional

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

Field Study 2 Participation and Teaching Assistantship

3. For a teacher to be great, which is more important personal qualities or

4. Who are the teachers that we remember most?

Some traits I possess include a positive behavior and a commitment to continuous

Which professional competencies am I strongly capable of demonstrating?

Some professional competencies I am strongly capable of demonstrating includes

Field Study 2 Participation and Teaching Assistantship

In which competencies do I need to develop more?

Who are the teachers that we remember most?

Attach your reflection here.

Field Study 2 Participation and Teaching Assistantship

Field Study 2 Participation and Teaching Assistantship

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Doing Action Research: An Overview

Every teacher is an action researcher. Everyone can do it. Teachers and

Field Study 2 Participation and Teaching Assistantship

REVISIT THE INFOGRAPHIC/S

Field Study 2 Participation and Teaching Assistantship

Source: Kate Herbert-Smith IRIS connect

There is a general agreement among action research community that action

Field Study 2 Participation and Teaching Assistantship

PARTICIPATE AND ASSIST

Here is what you will do.

Making a List of Completed Action Research Titles by Teachers in the Field