(Journal2) Danque, Sarah Jane S PDF

FIELD STUDY 1 My Journal 2
THE INCLUSIVE LEARNER AND HIS CLASSROOM MANAGER

Semester: Second
School Year: 2014-2015
Name of Student:Sarah Jane S. Danque Student No. 2012-01491-Sr-0

1. Target Competency
At the end of this activity, the FS 1 student will gain insights in classroom management appropriate for
learners.
2. Specific Tasks
1. Observe your Recourse Class.
2. Using a checklist, take note of the learners and how they are being managed by your Resource
Teacher.
3. Research about effective classroom management principles.
4. Reflect on your classroom observation and the research findings you made about classroom
management and its effect to learning.
5. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment,
to Dr. Marisa Reyes.
Classroom Management Area
Brief Description
Underlying
Theory/Principle
Classroom (Resource Teacher)
The teacher enters in the

classroom with full authority
and the students automatically
fix things before the class
starts.
Moral Development Growth in the ability to tell

right from wrong, control
impulses, and act
ethically.
Daily Routine
The teacher always asked his

students on what they have
discussed yesterday and also
checked their assignments that
he has given yesterday or the
other day.
Metacognition- "Thinking
about thinking" or the
ability to evaluate a
cognitive task to
determine how best to
accomplish it, and then to
monitor and adjust one's
performance on that task.
Classroom Procedure
The students respond by

actively participating and share
his/her knowledge about what
he/she learned.
Classical Conditioning A type of learning in which

an organism comes to
associate stimuli. A
neutral stimulus that
signals an unconditioned
stimulus (US) begins to
produce a response that
anticipates and prepares
for the unconditioned
stimulus. Also called
Pavlovian or respondent
conditioning.
Seating Arrangement
Their seating arrangement is in

alphabetical order. It is also in
alternate order of boys and
girls. It is in order for the
students to observe each other
since they are now aware of
their gender differences.
Peer-Assessment Assessment by students

of their classmates'
products or performances;
usually done informally
and during a class
session.
Behavioral Management
The students listen carefully to

the teacher and the teacher
gives an activity if there are few
students who are not listening.
Operant Conditioning Learning in which a

certain action is reinforced
or punished, resulting in
corresponding increases
or decreases in
occurrence.
Fillers
N/A
N/A
Tasks Assignment
Teacher always give an

assignments or activities in
order to know if the students
are really interested on the
topic.
Learning Through
Experience", Project
based, free activity,
cooperative learning,
teach students how to
think for themselves,
social success, hands-on
activities, United States
pragmatic philosopher
who advocated
progressive education
(1859-1952)
Class Activities
Seat works and reflection

papers are some activities that
the teacher assigned to them.
Drill and Practice - Offer

students practice in the
form of a variety of
exercises. The students
receive immediate
feedback on their
answers. Typically,
Individualized practice and
thus not appropriate for
group or collaborative
work.
Time Management
Teacher always come in time

and the students also. If there
is a time that the students will
come late he will give him/her
an extra activities.
Punishment -Can be
either positive or negative,
intended to reduce the
occurrence of a behavior.
Others, please specify
N/A
N/A
3. Write your general impression about the relations between the learners and their teacher for better
students learning.
The teacher is aware about his students personality and what he will do in order for them to learn more
effectively. The students are aware of the teachers attitude and what they have to act in the classroom. The
teacher has a very humorous personality to catch the learners attention and not to make them sleepy in his
class.
4. Choose a particular classroom management area. Research about it. Pick out only one research article
that you like the most. A copy of its ABSTRACT should serve as an annex to this Journal. (Note: always
use a standard bibliographic format in crediting the works of others.)
Classroom procedures are routines and procedures in classroom.
Article :Teaching Classroom Routines and Procedures

Posting rules and procedures isn't enough; you have to teach them. Here's how to get started.
By Paula Naegle
Grades: Pre KK, 12, 35, 68
It would be easy if all we had to do was tell our students what all of our classroom procedures
are on the first day of school. In a perfect world, they would remember the procedures and
follow them without fail until the very last day of school. Dream on! They are kids. They will
forget.
Make learning the procedures a concrete, hands-on activity throughout the first weeks of
school. Begin with the most important procedures: entering the classroom, opening the class,
transitions, and dismissal. Then you may add other procedures later, such as putting the
heading on papers, turning in homework, sharpening pencils, etc.
The First Days of School: How to Be an Effective Teacher, Dr. Harry K. Wong suggests a
three-step process for teaching classroom procedures to students:
Explain classroom procedures clearly.
Rehearse classroom procedures until they become routines.
Reinforce a correct procedure and reteach an incorrect one.
The bottom line is: Plan on spending a lot of time teaching your classroom procedures,
practicing them with your students, and reinforcing them during the first few weeks of school.
And if you teach middle school students, remember that your students have several other
teachers whose procedures may be different from yours. You may want to get together with
some of the other teachers before the start of the school year to agree upon a set of uniform
procedures for those not already regulated by your school district.
In addition, post your procedures in a prominent place. This is a good way to remind students
of how things are done in your classroom. For example:
When the tardy bell rings . . .

Be in your seat ready to work quietly.
Place your homework assignment on your desk so it is ready to be collected.
Begin the opening activity (directions are on the board/overhead projector each day).
Wait quietly for the teacher's instruction.
When the dismissal bell rings . . .
At the sound of the bell, close your book and stop working.
Stay in your seat until you hear the teacher dismiss you.
Leave quietly and in an orderly manner.
This article was adapted from The New Teacher's Complete Sourcebook: Middle School
by Paula Naegle, 2002, published by Scholastic.
COMMENT BOX Regarding the Student Observers Behavior/Attitude:
Login/Logout times of FS Student:

Date: ___________ Login _______ Signature/Initial of
Resource Teacher
Accomplished By:
FS Student SIGNATURE
Logout ________ Signature/Initial of

Resource Teacher
Submitted To:
FS Coordinator

(Journal2) Danque, Sarah Jane S PDF

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(Journal2) Danque, Sarah Jane S PDF

Uploaded by

FIELD STUDY 1 My Journal 2

THE INCLUSIVE LEARNER AND HIS CLASSROOM MANAGER

School Year: 2014-2015

Name of Student:Sarah Jane S. Danque Student No. 2012-01491-Sr-0

Classroom Management Area

Classroom (Resource Teacher)

The teacher enters in the

Moral Development Growth in the ability to tell

The teacher always asked his

The students respond by

Classical Conditioning A type of learning in which

Their seating arrangement is in

Peer-Assessment Assessment by students

The students listen carefully to

Operant Conditioning Learning in which a

Teacher always give an

Seat works and reflection

Drill and Practice - Offer

Teacher always come in time

Others, please specify

Article :Teaching Classroom Routines and Procedures

When the tardy bell rings . . .

COMMENT BOX Regarding the Student Observers Behavior/Attitude:

Login/Logout times of FS Student:

Logout ________ Signature/Initial of

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