FS 1

CHAPTER II: Lesson 3 Management of Classroom Structure and Activities

B. Interview the cooperating teacher. Ask the following questions:

1. What can you say about the physical structure of your classroom?

The physical structure of your classroom is arranged in a way that student-teacher interactions are being
maximized and distractions could be minimized.

2. What were the things that you considered when you arranged the classroom?

In arranging the physical layout of the classroom, I have considered arranging spaces in a way that
collaboration and engagement among the students and with the teachers could be maximized.

3. What do you think are the advantages and disadvantages of this kind of physical setup?

In this kind of physical setup, interactions between students and teachers can be fully maximized, along
with the needed collaboration and engagement in the class.

CHAPTER III:

Lesson 1 Learner’s Gender, Needs, Strengths, Interests and Experiences

A. Interview the following stakeholders on how they promote a gender sensitive school/classroom.

Cooperating Teacher

To promote a gender-sensitive classroom, during class discussions, gender-neutral language is being used,
along with tasks being assigned to almost all of the students, regardless of their gender.

B. Discuss how the following steps create a progressive, student-centered classroom.

1. Create ongoing projects.

By administering ongoing projects, students are delegated with tasks thathelps them to work
independently on the tasks at hand.

2. Integrate technology.

In a progressive,student-centeredd classroom,the integration of technology could further enhance the

3. Replace homework with engaging in-class activities.

Instead of assigning homeworks, engaging in-class activities could be integrated in the learning process
that will be of help in assessing the students’ learning.
4. Eliminate rules and consequences.

Rules and consequences that are not necessary in the learning process could be further eliminated.

5. Involve students in evaluation.

Students play a vital role in the evaluation process as it helps them to apply their critical-thinking skills.

Lesson 2 Learners’ Linguistic, Cultural, Socio-economic, and Religious Backgrounds

A. Ask your cooperating teacher for a copy of his or her School Form 1 (School Register)

B. List down 10 strategies that your cooperating teacher can use to address the individual differences
(linguistic, cultural, socio-economic, and religious backgrounds) of the students.

Strategy 1: Differentiate Instruction

Strategy 2: Capitalize on learning styles

Strategy 3: Incorporate multiple intelligences into curriculum

Strategy 4: Capitalize on student interests

Strategy 5: Involve students in educational goals

Strategy 6: Group students effectively

Strategy 7: Formulate level specific instructional strategy

Strategy 8: Knowledge of Individual Personality

C. Ask the cooperating teacher about how he or she gives importance to differentiated instruction in his
or her classes.

Differentiated instruction is always being considered in her instruction. She makes it a point that the
individual differences of her students are being fostered and students are engaged to collaborate in a way
that their differences can be put into use.

FS 2

CHAPTER III:

Lesson 1 Understanding Instructional Resources

B. Request permission to conduct an interview with teachers. Identify the instructional resources used by
teachers in teaching and learning.
1. What are the types of instructional resources used by teachers to motivate learners about the lesson?

To motivate learners about the lessons, there are several instructional resources that teachers can make
use of - concept maps, semantic webs are effective in organizing students’ primary idea on the given topic.

2. What are the types of instructional resources used by teachers in the delivery of the content of the
lessons?

In the delivery of the content of the lessons, as most learners are visual learners, the use of graphic
organizers could work most effectively to them.

3. What types of instructional resources are used by teachers in the assessment of students’ academic
performance?

During the assessment of students’ academic performance, the use of instructional resources which
mostly includes those with formative assessment will be used.

4. What are the types of resources used by teachers in practical applications?

During the practical applications, analytic rubric, checklist of skills and evident observations on the
students’ performances will be of used.

Lesson 5 Teacher-made Instructional Resources

B. Describe how teacher-made resources are developed.

The teacher-made resources are developed depending on the lesson content appropriateness. Firstly,
aligning it with the attainment of learning targets and objectives, to be proceeded with the necessary
information to be presented during the discussion proper. Most importantly, teacher-made resources
should be developed while thinking of the students on the side.

C. Identify the challenges faced teachers in developing and producing teacher-made resources.

When developing and producing teacher-made resources, most of the time, teachers often encountered
challenges relating to the duration allotted in crafting these instructional materials, its appropriateness in
the level of comprehensibility of the students in their current level, and resources needed in creating
these resources.

CHAPTER V

Lesson 2 Importance of Classroom Management

Interview a teacher. Ask the following questions:

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

Classroom management is important because it directly effects your students ability to learn and your
ability to teach. It impacts a teacher’s ability to be effective and actually ENJOY teaching. Most
importantly, a well-managed classroom highly impacts students’ academic success.
2. How does classroom management affect students?

If a class is being managed well, students likewise, learn best. They are most likely to learn when their
learning environment are organized in a structured manner.

3. How does classroom management affect teachers?

Effective classroom management will be a great help to teachers. A skilled teacher with his/her
competence in teaching will experience great difficulty in teaching effectively without being able to
manage the class well.

Lesson 3 Classroom Management and Discipline

Interview a teacher. Summarize his/her response and write it on the space provided after each question.

1. How do you manage your class?

Establishing necessary routines and strategies that will be of most effective to a set of learners will make
a great difference in managing a class. Most importantly, you have to immensely engage the students
with the lessons that you’ve planned with the students on mind.

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

In terms of classroom management, it is a greatest challenge to stay consistent with the established class
rules and stay grounded with the consequences. In addition to that, being able to effectively manage a
class will largely depend on the type of learners at hand. One strategy might work on one class but it might
not work effectively on the other.

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

In managing a class, it is important to consider being able to establish clear expectations and communicate
well with the students clearly and regularly.