FIELD STUDY1- OBSERVATIONS OF TEACHING AND
LEARNING IN ACTUAL SCHOOL ENVIRONMENT
OBSERVATION 3
Classroom Management
ABOUT : Select and observe five different classroom videos and observe or watch it for five
days. Analyze how classroom management was manifested. Reflect
on psychological theories that are related to
classroom management.
OBJECTIVES : At the end of the episode, you will be able to
• describe how classroom management was demonstrated in
the class;
• analyze the influence of classroom management in the overall
teaching and learning process; and,
• reflect on psychological theories that are used in classroom
management.
REMINDERS : Before you start and end the observation and before you submit your
accomplished observation sheet, take note of the following reminders
1. complete documentation of the class to be observed on a daily
basis for five days. The site, date it was uploaded etc.
2. have the daily observation log for five day;
3. Photodocumentation is required at the end of each
observation; make sure before you submit the file, there are
attached and captioned pictures;
4. Documents to be submitted must be converted to PDF
before sending to avoid possible file corruption and alteration,
and have to be submitted via cvsu LMS;
5. observation log on the daily basis has to be recorded and
documented.
OBSERVATION 1.3: Classroom Management
Name of observer
Student No.
Name of School
School’s address
Name of Teacher
Date(s) of observation
Time observed
A. OBSERVATION
1. Describe the arrangement of furniture in the classroom, the arrangement of chairs and
tables. Describe the materials posted / available in the classroom that aim to manage
the class / student behavior.
- based on what I saw on the 5 videos they do have quite the same arrangement
of the things inside the classroom where we saw the chairs, teachers table and more
and it is neatly and properly arranged.
2. Observe the teacher when delivering instructions. What does the teacher do before
giving the instruction? How does the teacher deliver the instruction? What does the
teacher do when the students understood / followed the instruction? What does the
teacher do when students are not listening / fails to follow the instruction?
- What the teacher did before giving instruction is checking how is her students
also by doing prayer and some energizers. The teacher also deliver her lesson
smoothly by following the 7 E’s. the teacher also made sure that the students is listening
and if someone does not the teacher made sure to ask that specific student a question
regarding on the lesson that they have.
3. Observe the teacher when discussing the lesson. How does the teacher respond to
wrong answers of pupils? Correct answer of pupils? What is the response of the pupil
in each case? Cite situations observed showing this.
- The teacher did not take the wrong answers of the student instead the teacher
take that also as an answer and ask another student to help that specific pupil so that
it will be properly corrected.
4. Observe the teacher when addressing the student’s misbehavior. What misbehavior was
observed? How does the teacher respond to the misbehavior? How the student and
the rest of the class does responded?
- So far, we've concentrated on preventing inconvenient or irritating behaviors.
To organize classroom space intelligently, the teacher did set reasonable procedures
and norms, pace courses and activities appropriately, and effectively explain the
significance of learning, the guidance has all been proactive or forward-looking.
Although we believe these concepts are vital, it would be naive to believe they are
sufficient to prevent all behavioral issues. Chatting between two students, for example,
can quickly expand to six students; one person's rudeness can quickly spread to
multiple people; and so on. Delaying a response to incorrect behavior, as a result of
this inclination, might make the task of getting kids back on track more difficult than
responding as soon as feasible. That’s why it is really important that the teacher should
set classroom guidelines.
B. ANALYSIS
1. Classroom management strategies can be proactive or reactive. What proactive
strategies were used by the teacher? What reactive strategies were used?
- One of the example is Gesturing nonverbally and this is effective on the high
school level up to college students. It is sometimes possible to communicate without
speaking by employing gestures, eye contact, or "body language." If a student's
misbehavior is just a little too serious or frequent to overlook, but not bad or frequent
enough to warrant speaking to or talking with the kid, nonverbal clues are typically
suitable.
2. Discuss how operant conditioning was applied in the class you have observed. Cite
situations from your observations.
- Positive reinforcement is encouraged by operant conditioning, which may be
used in the classroom to elicit the good conduct you desire to and need to from your
students. We build our habits and begin to comprehend what is proper and useful, as
well as what isn't, through this process. And by that the teacher based on why
observation did a great job in conducting their lesson flawlessly by also interacting to
their students time to time.
3. Judging from how the teacher responded to correct and incorrect / proper and improper
behavior, what will be its impact to the students? Support your answer with research
findings.
- Based on lumen educational psychology learning so far we have focused on
preventing behaviors that are inappropriate or annoying. The advice has all been
proactive or forward-looking: plan classroom space thoughtfully, create reasonable
procedures and rules, pace lessons and activities appropriately, and communicate the
importance of learning clearly. Although we consider these ideas important, it would be
naïve to imply they are enough to prevent all behavior problems. For various
reasons, students sometimes still do things that disrupt other students or interrupt the
flow of activities. At such moments the challenge is not about long-term planning but
about making appropriate, but prompt responses. Misbehaviors left alone can be
contagious, a process educators sometimes call the ripple effect (Kounin, 1970).
Chatting between two students, for example, can gradually spread to six students;
rudeness by one can eventually become rudeness by several; and so on. Because of
this tendency, delaying a response to inappropriate behavior can make the job of
getting students back on track harder than responding to it as immediately as possible.
C. REFLECTION
1. Reflect on operant conditioning theory. How important is this theory in classroom
management? How would you use this theory in the future to effectively manage your
class?
- The way teachers manage their classrooms is crucial to creating a productive
learning environment. Educators recognize that all kids learn in different ways, and that
selecting the appropriate teaching style can help to reduce behavioral concerns while
also allowing for effective education. The capacity of operant conditioning to explain
learning in real-life situations is one of its advantages. Parents use rewards to cultivate
their children's conduct from an early age. Praise given after a milestone (like as
crawling or taking a first step) reinforces the habit.
2. Social learning theory states that people learn from observing others. How is this related
to classroom management? How would you use this theory in the future to effectively
manage your class?
- Positive reinforcement and prizes can be used to encourage and teach desired
behaviors in the classroom using social learning theory. A pupil who is complimented
for raising their hand to speak, for example, is more likely to do it again. Teachers can
engage with children who are acting out or having difficulty studying by understanding
learning theories. The social learning theory's practical applications can immediately
address behavioral concerns in some kids and assist them in improving.
D. PHOTO DOCUMENTATION