Modules 1 - Field Study 2

(Participation and Teaching Assistantship)

Module Title: Module 1

Topics:
1. My Journey in Field Study 2: Beginning with the End in Mind
2. Experiential Landscape of Field Study 2
3. Getting Ready for Field Study 2
4. Learning Teaching through Assisting for Searching and Preparing
Instructional Materials
5. Learning Teaching through Assisting in Preparing Bulletin Board and
Learning Station Displays
6. Learning Teaching through Assisting Classroom Routines

Module Introduction:
Field Study 2 is an endeavor to be experienced by the student interns
in their experiential learning that they have started in Field Study 1. Its
program provides for outcome-based experiential tasks that prospect teachers
go through increasing opportunities for experience from simple observation
until assistantship will happen. The Field Study Program draws its rationale
from the Philippine Professional Standards for Teachers (PPST). This module
focuses on the beginning and learning journey that starts with the end in mind.
The expected outcomes will be attained through a set of experiential tasks and
reflection triggers that prospect you as student intern is going to have hand-on
tasks and activities to be undertaken.
Reflection triggers serve as jump-off point and provide structure for you
to process the learning experience starting from simple to complex tasks. They
further motivate you as student intern to exert more effort in making full use of
the field-learning experience through assistantship.
In this module, there are lesson presentations divided into three that
each presentation has tasks to be accomplished until the end of this module.
This is a good start in your part as student intern as you travel for your
experiential learning.

Module Outcomes:
1. Direct the learners of the learning journey in Field Study 2.
2. Document the application of educational theories, principles and
teaching and learning strategies in the field through participation and
teaching assistantship.
3. Search instructional materials in assisting the learning teaching.
4. Prepare instructional materials in assisting learning teaching
5. Prepare bulletin boards and learning stations displays
6. Establish classroom routines in assisting learning teaching
Lesson Presentation 1:

1. My Journey in Field Study 2: Beginning with the End in Mind

2. Experiential Landscape of Field Study 2

Lesson Outcomes: The learners are expected to have;

1. Directed the learners of the learning journey in Field Study 2.
2. Documented the application of educational theories, principles and
teaching and learning strategies in the field through participation and
teaching assistantship.

ACQUIRE: Read with comprehension and study well the text below.

My Learning Journey in Field Study 2: Beginning with the end in mind

Learning outcome 1 - Search for appropriate and effective instructional

materials
Learning outcome 2 - Prepare instructional materials to support teaching
and learning engagement
Learning outcome 3 - Assist in making creative and interactive bulletin
board and learning station displays
Learning outcome 4 - Assist in assessing learning performance
Learning outcome 5 - Sustain and monitor established routines
Learning outcome 6 - Accurate recording of learners’ assessment results
Learning outcome 7 - Participate in promoting wholesome and safe
learning environment
Learning outcome 8 - Establish instructional routine to assist learners in
gaining academic success
Learning outcome 9 - Establish management routines for ensuring
smooth functioning of the classroom
Learning outcome 10 - Participate in meeting the short term and the long
term needs of students for order, safety and positive development during
instruction and co-curricular activities
Learning outcome 11 - Participate in implementing smooth transition and
group activities.
Learning outcome 12 - Carry out intervention activities for students with
learning needs
Learning outcome 13 - Make responsible supervision of co-curricular
activities
 Learning outcome 14 - Develop a working knowledge about classroom-
based action research as a tool to solve or mitigate
teaching-learning problems
Learning outcome 15 - identify problems in the classroom, and determine
the “best” or the “appropriate” action that will help
solve the problem
Learning outcome 16 - apply the mechanics of writing a proposal for
classroom-based action research.

Experiential Landscape of Field Study 2: Participation & Teaching

Assistantship
Course Intended Learning Outcome:
At the end of Field Study 3, the Teacher Education students will have
documented the application of educational theories, principles and teaching
and learning strategies in the field through participation and teaching
assistantship.

Learning Intended ACTIVITIES

Experience Learning
Outcome Exposure Participati Identificatio Internaliza Dissemina
on n tion tion
Part 1 Learning -Teaching Through Assisting
1. Search for Search for Examine Identify the Consider the Apply Present
instructional appropriate instruction purposes of different guidelines appropriate
materials & effective al instruction principles in in selecting instructiona
instructional materials al selecting instructiona l “better
materials from the materials instructional l materials this time”
school’s materials
resource or
through
technology
or digital
resource.
2. Prepare Prepare Define Gather Plan for Prepare Utilize
instructional instructional instruction instruction utilization instructiona instructiona
materials Materials to al al materials for l l materials
Teaching & materials materials actual use For actual for specific
learning for various from teaching & objectives/a
engagement purposes in various learning ctivities
the resources
classroom.
3. Assist in Assist in Get ready Identify Determine the Make a lay Instructiona
preparing making with appropriate guidelines on out of l display
Bulletin creative & materials instruction structuring bulletin making
board & interactive for making al bulletin board board &
learning bulletin classroom materials & learning learning
station board & displays for bulletin stations stations
displays learning board &
station learning
displays station
according
 to purpose
4. Assess Assist in Define the Familiarize Recognize the Categorize Snapshots
Learner’s assessing parameters with rubrics importance of learning of my
performance learning of learners’ or scoring good outputs assessing
performance performanc guides assessment of learning
e practices performanc
e
5. Assist in Sustain & Monitor the Identify Recognize Practise Design an
establishing monitor implement effective consequences classroom organized
routines established ation of transition of transition routines & happy
routines classroom routines& periods procedures classroom
routines activities
6. Record Accurate Collect & Get Collect, Recognize Prepare &
learner’s recording of safe keep acquainted organize,& the record
assessment learner’s of with record importance strategies
results assessment academic learners’ practices of &
results. outputs & outputs & learners’ difficulties
performanc performanc performance in recording
e tasks e task outputs learning
outputs &
performanc
e tasks
7. Maintain Participate in Give Walk Participate in Create Demonstrat
wholesome promoting attention to through maintaining wholesome e my skills
& safe wholesome basic the wholesome, & safe in assisting
learning & safe safety classroom comfortable & environmen in the
environment learning issues appearanc safe t promotion
environment e classroom of
wholesome
& safe
environmen
t
Part 2 Learning -Teaching Through Participating
8. Participat Establish Know & Observe Do Reflect on Create
e in instructional understand instruction instructional the instructiona
maintaining routine to instruction al routines routines usefulness l routines
instructional assist al routines at work of for useful
routines learners in instructiona teaching-
gaining l routines learning
9. Participat Establish Note down Categorize Participate in Review Commit to
e in managemen classroom classroom implementing success & adopt
maintaining t routines for manageme manageme & maintaining failure of manageme
managemen ensuring nt routines nt routines management manageme nt routine
t routines smooth routines nt of strategies
functioning routines for a
of the smooth
classroom sailing
teaching-
learning
events
10. Participa Participate in Review Record Participate in Infer the Design a
te in meeting the classroom rules in observing benefits of flowchart of
maintaining short term & instruction maintainin classroom maintaining instructiona
order during long-term & co- g order standards order l & co-
instructional needs of curricular during during during curricular
& co- students for acclivities instruction instruction & instruction rules for an
curricular order, safety & co- co-curricular & co- orderly
activities & positive curricular activities curricular classroom
 development activities activities
during
instruction &
co-curricular
activities.
11. Participa Participate in Observe Walk Chart Put Make my
te in guiding implementin transitions through transition & transitions own
learners g smooth & group the group activity at work creative
during transition & activities transition & by class transfer of
transition or group group episodes understandi
group activities. activities ng
activities
12. Participa Carry out List Get Determine the Participate Learn
te in intervention learners acquainted importance of in doing insights
conducting activities for who exhibit with academic intervention from
intervention students academic, interventio intervention activities participatio
activities with learning social n activities n in the
needs. Participatio strategies conduct of
n & interventio
behavioral n activities
struggles
13. Participa Make Familiarize Identify Facilitate
Plan for Secure the
te in learners responsible with co- variations supervision of
appropriate experience
in co- supervision curricular among co- co-curricular
& s through
curricular of co- activities curricular activities
responsible insightful
activities. curricular activities supervision sharing of
activities. of co- thoughts
curricular
activities
Part 3 Learning –Teaching Through Classroom –Based Action Research
14. Develop a Read an Analyze Develop an Identify the Share &
Introduction working example of the sample awareness & different discuss the
to Action knowledge classroom- classroom- understanding processes processes
Research about based based of the involved in & the
classroom- action action different implementi important
based action research research processes ng a concepts of
research as involved in classroom- classroom-
a tool to implementing based based
solve or a classroom- action action
mitigate based action research research
teaching- research
learning
problems.
14. Search Identify Review the Get the Identify the Determine Share with
problems for problems in previous feel of the classroom the “best” co-student
classroom- the learning existence problem to solve the teachers &
based action classroom & experience of a problem CT on the
research determine s & classroom problems
the “best” or classroom problem identified &
the “most observatio correspond
appropriate n notes action/s to
“action that solve them
will help
solve the
problem
15. Write a Apply the Familiarize Determine Identify what Write an Share &
classroom- mechanics of oneself the important example of present an
based action writing a with characteris content an action action
research proposal for examples tics & parts material research research
classroom- of of a comprises an proposal proposal
based action completed completed action
research classroom- classroom0 research
based based proposal
action action
research research

Key words:

1. Classroom-Based
2. Action research
3. Experiential landscape
4. Assistantship
5. Learning-teaching

Lesson Presentation 2:

1. Learning Teaching through Assisting in Searching for Instructional

Materials
2. Learning Teaching through Assisting in Preparing Instructional Materials

Lesson Outcomes: The learners are expected to have;

1. Searched instructional materials in assisting the learning teaching.

2. Prepared instructional materials in assisting learning and teaching
process.
ACQUIRE: Read with comprehension and study well the text below.
Getting Ready for Field Study 2
The learning experiences of FS 2 will guide you to internalize learning
after you have collected some data, analyzed and translated them to
information or knowledge a future teacher needs. The information does not
remain as they are. Completion of experiential learning requires further
reflection and sharing of this knowledge with your peers, your mentors, and
your future co-workers in your world of work. This step leads you to becoming
a professional teacher.
A learning tool most apt to lead you in performing this role is through the
portfolio preparation. It will also be through this technique that assessment of
your course performance will be done. Preparation of a portfolio for Field Study
2 is a requirement of the course.
You have encountered portfolio assessment in your assessment of
learning course as an authentic method to effectively assess performance.
Here are some key ideas you must have learned about portfolio assessment:
1. Its basic tool is a portfolio, which is a purposeful documentation and
collection of students’ works and other pieces of evidence of accomplishments
in a pre-determined area for a given period.
2. It involves both cognitive & non-cognitive measures of student learning. It
assesses authentic performances involving higher order thinking such as
analysis, application, synthesis, evaluation and creativity.
3. A portfolio is more than just an artistic collection of work samples and
artifacts. It requires personal reflection on works completed, description of
processes followed, observations made and the emotions and impressions
invoked.
4. The process of documentation or collection is guided by the person’s motive
for undertaking a portfolio
5. The learner’s purpose defines what entries to be included in the portfolio
and how they will be displayed. One’s purpose can be any one or be a blend of
the following:
a. To provide pieces of evidence of what have been accomplished in a
course
b. To exhibit an organized collection of work samples and products
c. To have the opportunity to display ones best
d. To demonstrate one’s progress from start to completion in a field
of work
To communicate the learning processes adapted to show
improvement
To exhibit the initiatives of the learner to achieve his/her goals
Guidelines in the Preparation of your Portfolio for FS 2
A. As a Field Study 2 student, the basic entries for your portfolio are your
reflection papers describing what you have learned, and its effect on
you as a future teacher. To be included, too, are your plans for sharing
the ideas you have gained to your peers, mentors, and future co-
workers. These two aspects are found in the Internalization and
Dissemination component of each Learning Experience of this module.
B. Your outputs for the other components (ex. exposure, participation,
and identification) which are written in your FS module need not be
included unless they are necessary to highlight some of your
reflections. There may also be some artifacts you may want to use as
evidence or illustrations for your dissemination component.
C. Assessment of the course is evidenced-based using your portfolio. A
rubric for each learning experience is provided, which uses a criterion
relevant to the intended learning objective. Some criteria included for
assessment are:
 i. Depth of reflection
ii. Clarity of understanding
iii. Value of learning
iv. Relevance of exemplification
v. Clarity of purpose
vi. Appropriateness of application
D. FS 2 student decides on the form of your portfolio. The basic entries
are those you have produced in the Internalization and Dissemination
components of each episode and which are collected as part of the
module. You may organize separately your portfolio in a clear folder,
an album, etc. Preliminary pages must include a Table of Contents and
your portfolio objectives. The concluding pages can include an overall
impression of your Field Study 1 experience and future plans.
E. You will submit your portfolio to your FS coordinator at the program’s
completion. Your portfolio may be subjected to an overall assessment
using organization and clarity of purpose as a criterion. Expected
performance is satisfactory organization of your entries guided by a
clear purpose for your portfolio.
Searching and Preparing for Instructional Materials
Educational resources are very important tools used by every teacher to
improve the teaching-learning process. Effective use of instructional materials
can assure a teacher for an active and productive learning and assessment.
Students of the 21st century are considered visual & manipulative
learners. They learn best if they have direct learning experiences of the
teaching-learning process. They find the learning experiences meaningful if
they are supplemented with instructional materials for their reading, listening,
viewing & creating activities.
Your task as a teacher intern is vital in assisting your cooperating
teacher (CT) to search appropriate instructional materials. The activity here will
build your competency in choosing instructional materials that meet the needs
of the individual learners.
Prepares FS2 Students for PPST: Your Intended Learning Outcomes:
Domain: Curriculum and Planning 1. Search for appropriate & effective
Strand: Teaching and Learning instructional materials
resources including ICT 2. Prepare instructional materials to
support teaching & learning
engagement
Your Experiential Tasks Your Reflection trigger
1.1. Exposure – Why should a teacher spend time in
searching for appropriate
Examine instructional materials from instructional materials?
the school’s resources or through
technology or digital resources.

Define instructional materials for How can the teacher’s use of

various purposes in the classroom. instructional materials stimulate
meaningful and lasting learning?

1.2 Participation –

Identify the purposes of

instructional materials.

Gather instructional materials from

various resources

1.3 Identification –

Consider the different principles in

selecting instructional materials.

Plan for utilization of materials for

actual use.
1.4 Internalization –
Apply guidelines in selecting
instructional materials.
Prepare instructional materials for
actual teaching & learning
1.5 Dissemination –
Present appropriate instructional
materials “Better This Time”.
Utilize instructional materials for
specific objectives/activities
One of the things that your Cooperating Teacher (CT) needs assistance
from you is your skill inn searching for instructional materials. You may also be
requested to search for information or do PowerPoint presentation for
instructional materials generated from the internet. The importance of
producing instructional materials is to facilitate the teaching-learning process.
Instructional materials must be utilized for an effective, meaningful, and
interactive teaching-learning engagements.
 Purposes of the Utilization of the Instructional Materials.
1. The instructional materials capture the learners’ interest.
2. The instructional materials contribute in the realization of the leaning
objectives.
3. The instructional materials motivate the learners to be engaged in the
teaching-learning process.
4. The instructional materials contribute in making difficult concepts easy
to understand.
5. The instructional materials concretize abstract ideas or make concepts
realistic to the learners.
6. The instructional materials afford degree of retention of concepts or
ideas.
7. The instructional materials make learning more real and meaningful.
8. The instructional materials stimulate self- activity on the part of the
learners.
9. The instructional materials address different learning styles and needs
of the learners.
Principles in Selecting Instructional Materials
1. Principle of appropriateness (appropriate to the intended learning
objectives and level of the learners)
2. Principle of authenticity (present, accurate, up to date, and dependable
information)
3. Principle of cost (economical and easy manipulate)
4. Principle of interest (power to encourage creativity and imaginative
response among the learners)
5. Principle of organization and balance (clarity & in accordance with the
principles of learning such as reinforcement or transfer)
Key Words:
1. Instructional materials
2. Cooperating Teacher (CT)
3. Philippine Professional Standards for Teachers (PPST)
4. Principles
5. Portfolio
 Lesson Presentation 3:

1. Learning Teaching through Assisting in Preparing Bulletin board &

Learning Stations Displays
2. Learning Teaching through Assisting in Establishing Routines

Lesson Outcomes: The learners are expected to have;

1. Prepared bulletin boards and learning stations displays

2. Established classroom routines in assisting learning teaching
ACQUIRE: Read with comprehension and study well the text below.
Assisting in Preparing Bulletin Board & Learning Station Displays and
Establishing Routines
Another way of assisting your CT is using your own creativity in
making effective, attractive, and powerful bulletin board & learning station
displays. Listen to your CT’s instruction on how you can assist him/her make
bulletin board displays & structure learning stations by knowing the various
uses and importance of bulletin board displays & learning stations as you assist
you CT.
Prepares FS 2 Students for PPST: Your Intended Learning Outcome:
Domain : Learning environment Assist in making creative and
Strands: Management of classroom interactive bulletin board and
structure and activities learning station displays.
Promotion of purposive Sustain and monitor established
learning routines.
Your Experience Tasks Your Reflection Triggers
1. Exposure-
Get ready with materials for making
classroom displays
Monitor the implementation of
classroom routines What is a good bulletin board and
2. Participation- learning stations?

Identify appropriate instructional

materials for bulletin board &
learning station according to purpose

Identify the effective strategies for What can make a positive classroom
transition routines & activities atmosphere?
Identification-
 Determine the guidelines in
structuring bulletin board & learning
stations

Recognize consequences of transition

periods

Internalization-

Make a layout of bulletin board &

learning stations

Practice classroom routines &

procedures

Dissemination-

Display the bulletin board & learning

stations

Design an organized and happy

classroom
Bulletin boards have four general purposes:
1. Decorative – they offer visual information stimulation and appeal to the
aesthetics. They set the social and psychological atmosphere of the
school.
2. Motivational – they encourage students to perform better and have
greater confidence. An example would be the display of students’
outputs that show that each output is recognized and valued.
3. Informational – they are used as a strategy to disseminate information.
4. Instructional – they invite students to respond and participate through
interactive displays.
Set of criteria for bulletin board displays are: effective communication,
attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.
Other than bulletin board displays and learning stations, your CT also needs
your assistance in enhancing the classroom environment. Assist your CT in
structuring learning spaces in the classroom that allow the learners easy
access in an interesting & productive manner to a variety of learning materials.
Assist your CT in structuring any of the following
1. Mini library
2. Science corner
Classroom Routines
A classroom routine is simply a well-rehearsed response to a teacher's
directive. The alternative is usually noise, milling around, and time wasting on
the part of students, as well as nagging on the part of the teacher. A classroom
routine is, therefore, one of a teacher's primary labor-saving devices.
When routines and procedures are carefully taught, modeled, and
established in the classroom, children know what is expected of them and how
to do certain things on their own. Having these predictable patterns in place
allows teachers to spend more time in meaningful instruction.
Routines allow students to quickly accomplish day-to-day tasks that are
required of both the teacher and students. Routines also help to create
smoother transitions between activities and therefore allow fewer opportunities
for disruptions to occur (Burden, 2003; Docking, 2002).
Maintaining positive classroom atmosphere in order to achieve learning
goals is one of the biggest challenges of teachers. Teachers employ various
strategies to keep a positive learning environment and establishing classroom
routines is one of the teacher’s labor-saving strategies.
Transition strategies are techniques used to support individuals with
ASD during changes in or disruptions to activities, settings, or routines. The
techniques can be used before a transition occurs, during a transition, and/or
after a transition, and can be presented verbally, auditory, or visually.
Transitions give students an opportunity to stretch their bodies and take a
break from learning – both incredibly important for maintaining concentration
throughout the school day. Classroom transitions can also be used to minimize
disruption from restless students when timed appropriately. Classroom
transitions are the time between activities in the classroom. They start as
students arrive and complete their morning routines. They can include the time
moving from one activity to the next (ex: moving from a reading lesson to a
math lesson.

Four Main Areas of Development that transitions can affect:

1. Emotional.
2. Physical.
3. Intellectual.
4. Physiological.
Watch on classroom transition management on this link.
(https://www.youtube.com/watch?v=Nnv2bU9NLj8)
The following classroom routines strategies can be effective in assisting your
CT during transition.

1. Use hand signals.

2. Be a good observer.

3. Give clear directions all the time.

4. Use time signal like bell.

5. Practice the routine with the learners repeatedly.

Key words:
6. Use sign language.
1. Classroom routine
2. Bulletin board
3. Assisting
4. Learning station
5. Classroom transitions

Module 2: Field Study 2

Module Title: Module 2
Topics:
Topic: Learning Teaching Through Participating

1. Participating in Maintaining Instructional Routines

2. Participating in Maintaining Management Routines
3. Participating in Maintaining Order During Instructional & Co-
Curricular Activities
4. Participating in Guiding Learners during Transitions or Group
Activities
5. Participating in Conducting Intervention Activities
 6. Participating in Supervising Learners in Co- Curricular Activities

Module Introduction:
Field Study 2 is an endeavor to be experienced by the teacher
interns in their experiential learning that they have started in Field Study 1. Its
program provides for outcome-based experiential tasks that prospect teachers
go through increasing opportunities for experience from simple observation
until assistantship will happen. The Field Study Program draws its rationale
from the Philippine Professional Standards for Teachers (PPST). This module
focuses on the learning teaching through participating. The expected outcomes
will be attained through a set of experiential tasks and reflection triggers that
prospect you as teacher intern. It has on going to have hand-on tasks and
activities to be undertaken.
Reflection triggers serve as jump-off point and provide structure for
you to process the learning experience starting from simple to complex tasks.
They further motivate you as student intern to exert more effort in making full
use of the field-learning experience through assistantship.
In this module, there are lesson presentations divided into three
that each presentation has tasks to be accomplished until the end of this
module. This is a good start in your part as teacher intern as you travel for your
experiential learning in relation to participation inside and outside the
classroom activities.

Module Outcomes: The learners are expected to;

1. Participate in maintaining instructional routines.

2. Participate in maintaining management routines.
3. Participate in maintaining order during instructional and co-
curricular activities
4. Participate in guiding learners during transitions or group
activities
5. Participate in conducting intervention activities
6. Participate in supervising learners in Co – curricular
activities.

Lesson Presentation 1:

1. Participating in Maintaining Instructional Routines

2. Participating in Maintaining Management Routines

Lesson Outcomes: The learners are expected to have;

1. Participated in maintaining instructional routines.

 2. Participated in maintaining management routines.

ACQUIRE: Read and study the text below.

The main objective of this Field Study is to expose and provide

teacher interns with some authentic hands. On participation in the teaching-
learning experience in the classroom. Engaging teacher interns in classroom
practices will help them with gradual development of practical knowledge and
wisdom that they bring along when they become teachers.

Successful teaching-learning events have always been every teacher’s

dream yet not all of them become successful especially if the subject or
content area is difficult or less interesting for some learners.

Your task as a teacher intern is very crucial in participating in your

Cooperating Teacher’s challenge of making the learners gain academic
content.
Prepares FS 2 for PPST: Your Intended Learning
Outcomes:
Domain: Learning Environment
Establish instructional
Strand: Management of routine to assist learners
classroom structure and in gaining academic
activities success.

Support for learner Establish management

participation routines for ensuring
smooth functioning of the
Promotion of purposive classroom
learning
Your Experiential Tasks Your Reflection Trigger
1. Exposure

Know and understand instructional

routines

Note down classroom management

routines How do instructional routines
contribute to the students’
2. Participation leaning of content areas?

Observe instructional routines at

work
 Categorize classroom management
routines

3. Identification

Do instructional routines

Participate in implementing and

maintaining management routines What management routines
do I need to establish to make
4. Internalization a better classroom?

Reflect on the usefulness of

instructional routines

Review success and failure of

management of routines

5. Dissemination

Create instructional routines for

useful teaching -learning

Commit to adopt management

routine strategies for a smooth
sailing teaching - learning events

Instructional routines are research-based,interactive modes intended

to engage students and increase their chances of successful learning by
reducing the effort required to learn a procedure that otherwise may vary by
the day, teacher, or lesson.

Here are some definitions of instructional routines:

Instructional routines or tasks enacted in classrooms that structure the

relationship between the teacher and the students around content in ways that
consistently maintain high expectations of student learning while adapting to
contingencies of particular instructional interactions.

Instructional routines refer to all of the elements of teaching/learning

events other than the specific content to be taught and the specific materials
used in teaching.
 Here are some common instructional routines which your CT might have
been doing during his/her class.

1. Buzzing Bees - students mimic the buzzing sound to find a partner in

group discussion (specific instruction will come from your CT)
2. Think Pair Share - students individually think about an issue, then
refine or broaden understanding through discussion with a partner and then
share to the big class their understanding (specific and refinement of the
routine will come from your CT).
3. Warm up Routine- (Who’s the Next) - students share understanding of
concept by taking turns and saying: You're the next ______ (name of student).

Establishing predictable routines is a crucial part of the classroom

management. Keeping good management practices makes the class runs
smoothly. A lot of the failure of the teacher to establish management routines
and the failure of the students to follow them.

Key words:

1. Instructional routines
2. Research-based
3. Interactive modes
4. Predictable routines
5. Management practices

Lesson Presentation 2:

1. Participating in Maintaining Order During Instructional & Co- Curricular

Activities
2. Participating in Guiding Learners during Transitions or Group Activities

Lesson Outcomes: The learners are expected to have;

1. Participated in maintaining order during instructional and co-

curricular activities
2. Participated in guiding learners during transitions or group activities

ACQUIRE: Read and study the text below.

Being a teacher is very rewarding but there are times that being a
teacher is also very stressful not only because of mounting workloads but also
because of the diverse learners in the classroom. The challenge of
accommodating diversity and maintaining classroom order during instruction
and related activities is indeed great for every teacher.

Maximum learning and productive use of instructional time do not always

come easy unless the teachers set guidelines to keep students focused and not
restless, calm and not noisy or disorganized, and learning objectives are
realized.

Your task as a teacher intern is to participate with your cooperating

teacher in guiding learners during transition or group activities to increase time
for learning. Engage yourself with your Cooperating Teacher in the
implementation of standards to observe your learners during instruction and
co-curricular activities. The following can serve as your guide in keeping order
during instruction and co-curricular activities.

1. Model the behavior your CT wants to achieve among the students.

2. Use positive presence by moving around and making frequent eye contact
with students who show signs of misbehaving.
3. Help in enforcing the rules and students’ compliance with your CT’s
directions or instructions.
4. Assist in helping students to gain confidence in doing seat work, project or
activity sheets.
5. Participate in giving motivational support like stickers, points, or very good
remarks during instruction or co-curricular activities.
Prepares FS 2 students of PPST: Your Intended Learning
Outcomes:
Domain: Learning Environment
Participate in meeting the short
Strand: Support for
learner term and long term needs of
participation students for order, safety and
positive development during
Management of instruction and co-curricular
classroom structure and activities.
activities
Participate in implementing
smooth transition and group
activities
Your Experiential Tasks Your Reflection Trigger
1. Exposure

Review classroom instruction & co-

curricular activities
 Observe transitions and group
activities
How can I put order in my classroom
2. Participation so learning can take place and co-
curricular activities can be
Record rules in maintaining order implemented?
during instruction and c0-curricular
activities

Walk through the transitions and

group activities

3. Identification

Participate in observing classroom

standards during instruction and co- How can I smoothly guide my
curricular activities learners during transition or group
activities?
Chart transition and group activity
by class episodes

4. Internalization

Infer the benefits of maintaining

order during instruction and co-
curricular activities

Put transitions at work

5. Dissemination

Design a flowchart of instructional

and co-curricular rules for an
orderly classroom

Make my own creative transitions

and group activities

Key Words:

1. Transitions
2. Diversity
 3. Maximum learning
4. Transition activities
5. Co-curricular activities

Lesson Presentation 3:

1. Participating in Conducting Intervention activities

2. Participating in Supervising Learners in Co - Curricular Activities

Lesson Outcomes: The learners are expected to have;

1. Participated in Conducting Intervention activities

2. Participated in Supervising Learners in Co - Curricular Activities.

ACQUIRE: Read and study the text below.

Teachers play a vital role in the learners’ academic success. The

teachers’ main objectives are to make everybody learn and to help those who
need more assistance in acquiring new knowledge or in developing fluency in
skills. Students’ academic success does not happen at the same time and at
the same pace. Therefore, every teacher must be an interventionist with an
expertise and intentional strategies so that s/he can support learners who are
demonstrating academic social, and behavioral struggles. Intervention starts
with having detailed documentation of students’ progress and an
acknowledgment that there are learners that need additional assistance.

Your role as a teacher intern is to participate in providing support to

learner who have learning difficulties with your cooperating teacher.

Students do not only learn with in the four walls of the classrooms. There
are programs and learning experiences that complement in some ways to
students’ learning in the classroom. These are experiences connected to the
academic curriculum. Therefore, these are co-curricular activities because they
are extension activities of the formal learning experiences held outside the
classroom or maybe outside of the school for outside school sponsored
activities.
Prepares FS 2 Students for PPST: Your Intended learning
Outcomes:
Domains: Diversity of Learners
Carry out intervention activities
Learners Environment for students with learning
needs.
Strands: Learners with disabilities
giftedness and talents

Learner’s gender needs, Make responsible supervision of

strengths, interests and co-curricular activities.
experiences

Support for learner

participation
Your Experiential Tasks Your Reflection Trigger
1. Exposure

List learners who exhibit academic,

social and behavioral struggles
How can I develop my skill in giving
Familiarize with co-curricular activities intervention activities as a future
teacher?
2. Participation

Get acquainted with intervention

strategies

Identify variations among co -

curricular activities

3. Identification
What character traits of a teacher do
Determine the importance of I bring when I supervise learners for
academic intervention tasks their co-curricular activities?

Facilitating supervision of co-curricular

activities

4. Internalization
Participate in doing intervention
activities

Plan for appropriate and responsible

supervision of co-curricular activities

5. Dissemination

Learn insights from participating in the

conduct of intervention activities

Secure the experiences through

insightful sharing of thoughts

Key words:

1. Participation
2. Co-curricular activities
3. Intervention activities
4. Supervision activities
5. Assistance