Structured Learning Episode on Classroom Management

Introduction

Classroom management is the backbone of every learning environment; the way a classroom is
managed by teachers is said to directly affect the quality of instructions young children receive in school.
According to Marzano (2003), classroom management is significant because it is rated first among
teacher-level factors that affect student achievement. It is therefore essential that teachers understand
and appreciate how the classroom environment motivates children to learn and how it can be used to
further improve teaching-learning process.

In this session, you will learn more about effective classroom strategies and techniques that will make
the learning environment stimulating, challenging and productive, and also fun and safe for the young
learners. The session also provides teachers with tips on how to handle the overwhelming tasks of
caring, educating, and nurturing children.

Time: One and half (1.5) hours

Objectives: At the end of the session, the participants will be able to:

 define classroom management

 identify the three (3) divisions of classroom management and how it is applied in the classroom
 determine the key elements to an effective classroom management
 identify different goals, strategies and solutions for effective classroom management

Resources Needed: LCD projector, blackboard/whiteboard, chalk/whiteboard pen, manila paper,

permanent marker, meta cards

Procedure:

Activity

 Divide the participants into 6 groups. Each group will develop concept map for each one (1) of
the words given below.
 Classroom Management
 Physical Environment in the classroom
 Misbehaviors in the classroom
 Routine
 Rules
 Classroom Management Strategies
 Let the group reporter present the output to the big group.

Analysis

 Discuss the common practices of teachers in managing their classroom.

 Let the participants give solutions to the behavioral problems of pupils in the classroom.

Abstraction

 Based on the lecture, differentiates the three (3) divisions based on the resulting environment
from the way a teacher manages her class and how each influence the behaviors of the children.
  Give five (5) issues that mentioned and describe each and tell how you can apply her tips in your
classroom.

Application

 Write a reflection paper based on the presentation by answering the following questions:
 What concepts are no longer new to me?
 What concepts are new to me?
 What concept/s struck me most? Why?
 What realization did I get from the session?
 Structured Learning Episode on Best Practices in MTB-MLE Implementation

Introduction

Mother Tongue-Based Multilingual Education (MTB-MLE) is the salient feature of the K to 12 Program.
DepEd Order No. 74 s. 2009 (Institutionalizing MTB-MLE) and Republic Act 10533 known as the Basis
Education Act of 2013 paved the way for the use of the child’s first language or the child’s language at
home as the language of learning in school.

In this session, research-based practices of Mother Tongue-Based Multilingual Education will be

presented.

Time: Two (2) hours

Objectives: At the end of the session, the participants will be able to:

 deepen knowledge on the what, why, and how of MTB-MLE

 identity the practices that teachers and schools have employed in the implementation of the
MTB-MLE
 relate these practices to own experience

Resources Needed: LCD projector, blackboard/whiteboard, chalk/whiteboard pen, manila paper,

permanent marker, meta cards

Procedure:

Activity

 Sharing Time
 Ask participants to form dyads or triads. Within their small groups, have them
list down some questions that are typically asked by parents, teachers about
MTB-MLE.

Analysis

 Call on some participants to share their questions. List down some of their questions.

Abstraction

 Begin the discussion of MTB-MLE by answering some of the frequently asked questions about
MTB-MLE. Some of these questions are:
 Why should learners learn Mother Tongue in school when they can already
speak it?
 Won’t the use of Mother Tongue hamper the pupil’s English skills?
 Knowing how this is implemented in other schools and relating these to personal experiences,
how do you intend to improve what you have been doing with MTB-MLE implementation?

Application

 Have participants reflect for 5 minutes.

 Call on 2-3 to share their reflections.
 Structured Learning Episode on Differentiated Instruction

Introduction

Differentiated instruction is an effective way to address students’ varying skill levels. It will be more
effective to see how this can be done in an actual class. In this session, you will see how teacher teaches
reading through differentiated instruction.

Time: One and half (1.5) hours

Objectives: At the end of the session, the participants will be able to:

 have a deeper understanding of necessary ingredients for success in implementing

differentiated instruction
 realize the importance of formative assessment when planning lessons
 reconstruct the lesson plan used by the teacher
 plan a reading lesson for a class composed of student of varying skill levels

Resources Needed: LCD projector, blackboard/whiteboard, chalk/whiteboard pen, manila paper,

permanent marker, meta cards

Procedure:

Activity

 Think-Pair-Share
 How do you address your students’ varying reading skills in your class
 What are some questions you may have about differentiated instruction?

Analysis

 Invite some participants to share their answers for #1 and list down some questions from #2.

Abstraction

 Look closely at the instructions and materials given to each group. Make an educated guess as
to the objectives the teacher had for each group as well as the skills possessed by her students
in each group. Reconstruct the lesson plan using the format given below.

Group Name Students’ Current Skills Teacher’s Objectives for Instruction and
this lesson Materials Given

 Identify some of the essential rules that teacher implemented in class that helped her manage
her students as they did differentiated activities.

Application

 Divide the participants into groups. Each group will formulate lesson plans that address at least
two (2) different group of students. Have groups fill in the following template.
 Objective:
 Group 1:
 Group 2:
Time Allotment Group 1 Group 2
Oral Work Seat Work:
Materials: Materials:
Instructions: Instructions:
Seat Work: Oral Work
Materials: Materials:
Instructions: Instructions: