The document details observations from classroom visits for students aged 4-5 in kindergarten through grade 5, highlighting effective teaching strategies and classroom management techniques. It emphasizes the importance of a conducive learning environment, positive reinforcement, and reflective teaching to enhance student engagement and cognitive processes. Additionally, it discusses the roles of instructional materials and assessment in facilitating better learning outcomes.

1. 1

2. 2
The age of the students ranged
from 4-5 years old. The classroom is oc-
cupied with a total of 10 students. They
are all in proper uniform and excitedly
walked to their respective classroom after
the flag raising ceremony. Some are able
to handle their own behavior and some
aren’t.
When it comes to discipline and
good manners they are polite and cooper-
ative in class. They even greeted us when
we arrived in their room which was unex-
pected. Due to the young one’s muscular
development, we’d really expect them to
be active and quiet noisy chatting to their
classmates. But at the end of their lessons,
they are able to work independently an-
swering their book activities during
class.
Their speed is even faster in
learning than the higher grades. This
becomes evident when one of the
teachers showed us their examination
results which are up to 70 items in all.
They showed their skills in answering
and understanding the lessons given.
Generally, the students of this class are
fast learners.
Grade Level
Kindergarten 2
Date of Visit
September 25, 2013
Subject Areas
Math, Filipino and English
CLASSROM MANAGEMENT
AND LEARNING
My Observation Report
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3. 3
ASPECT OF
CLASSROOM
MANAGEMENT
DESCRIPTION
EFFECT ON THE
LEARNERS
1. Specific areas
in the classroom
The area is very conducive to
learning and well-ventilated.
The back left corner of the
room is the teacher’s table and
where the teacher’s materials
are kept. On the other side is a
section for student belongings
and bags.
Student will be motivated
for the very conducive
learning environment. By
organizing their things and
make them easy to reach
whenever an activity is to be
done. As a result, the stu-
dent can learn and acquire
knowledge well.
2. Classroom rules
I have never seen policies
posted in the K2 classroom be-
cause rules are told verbally
only if a misbehavior arises.
This is better because the
students will be reminded
when they do a certain kind
of mistake.
3. Daily routines
The teacher’s daily routines
are done first by prayer fol-
lowed by review of the last
topic discussed and proceeds to
the lesson to be discussed.
This is a good start for the
learners because they will
be trained and improved
themselves in listening and
acquiring memory skills.
4. Seating arrangement
The seating arrangement is ar-
ranged in u-shape form where
the teacher can freely move
around where her students
have seated.
It will be trouble-free for
the learners since they can
see their teacher especially
when showing them an ac-
tivity using visual aids and
this is also the advantage for
the learner who is small.
5. Handling
misbehavior/off task
behavior
The teacher gives precise dis-
ciplinary action according to
the mistake done by the learn-
er.
The students will behave as
a response according to their
teachers disciplinary ac-
tions.
6. Reinforcement of
positive behavior
The teacher gives honor and
nobility to the learners who
have shown positive behavior
in the class.
Thus, the student will strive
hard in order to be admire
by his/her teacher and class-
mates.
CLASSROOM MANAGEMENT MATRIX
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4. 4
How did
the classroom organization and
routines affect the learners’ behavior?
As we have learned before, an environment
that is conducive to learning includes the physical
as well as the psychological aspect. When the
classroom is well-organized and is properly ar-
ranged, this lessens the teacher’s effort on the
physical part. An excellent classroom organization
helps the learners and teacher to gain easy access
to teaching materials, provides freedom to move
easily within the class and maximize the students’
interaction with their teacher and classmates.
When a routine designed by the teacher be-
comes the students’ habit, the students would know
what is expected of them in class. This also saves
time for the teacher because he or she does not
need to inform the class everyday of what they
need to do to prepare for the class. If the class is
being carried out on a day-by-day organized sched-
ule there is less talking on the part of the teacher
and more activities are covered during a period.
Just like in the classroom I observed, the
checking of attendance does not take a lot of the
period’s time because the teacher doesn’t need to
do a roll call every meeting. This is also applicable
in other activities like reporting and experimenting.
A well-designed routine also conditions the class
in proceeding with the actual lesson.
What should the teacher have in
mind when he designs the class-
rooms organization and routines?
What theories should you have in mind?
The teacher should have in mind time man-
agement, furniture and teaching materials, and
most importantly the students. Classrooms must
have favorable learning conditions, smooth transi-
tions during class, and excellent management
skills. If a teacher fails to manage her class then
she fails to get the students involvement during
class. This is where the Principles in Classroom
Management come in. An outstanding classroom
organization helps the learners and teacher to gain
effortless contact to teaching materials, provides
freedom to move easily within the class and make
the most of the students’ interaction with their
teacher and classmates.
The theories of behaviorism on students
when it comes to routine designing is applicable
with the combination of the Law of Exercise from
Thorndike’s Connectionism Theory, Pavlov’s
Higher-Order Conditioning, and B.F. Skinner’s S-
R theory. When routines are designed to be a habit
in class then the Law of Exercise should be prac-
ticed combined with Pavlov’s Higher Order Condi-
tioning, where the teacher can use different kinds
of neutral stimulus to become the conditioned stim-
ulus for the students. Added the positive reinforce-
ment, such as feedback or verbal praises, from the
findings of Skinner then the routine the teacher de-
signs will be a very effective one.
Which behavior strategies were
effective in managing the behav-
ior of the learners in motivating
students? Why were they effective?
In the class which I have observed, the
teacher uses both positive and negative reinforce-
ments in conditioning the class for their new lesson
and expected activities in the next period. When it
comes to their daily routine, the class already
turned it into a habit.
The teacher made use of positive reinforce-
ment in forms of verbal praises and encouragement
to the students to do better next time. She also
showed them honestly that she is proud of what
they have accomplished.
I think that the teacher’s strategies are very
effective because the most of the time, students are
actively participating and focused in class. If a
teacher is doing well in letting the student engage
in learning then it means she was successful in mo-
tivating them.
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5. 5
LOOKING THROUGH
THE MEANINGFUL
LEARNING EXPERIENCES
Grade Level
Grade V
Date of visit
September 27, 2013
Subject Areas
Christian Living
My Observation Report
1. What principles in teaching-
learning were commonly applied?
R
eflective teaching was applied by
the teacher. During her class, she
guides the students to “reflect” on
their own experiences in order to arrive at
new understanding and put meaning on it.
They had an activity about writing a letter
to Jesus on that time and their behavior
involves active, persistent and careful
consideration of any belief or practice.
Upon listening to their letters, most of
them cried while reading and we, the ob-
servers also cried that morning. The stu-
dents have learned from their experiences,
either positive or negative learning, and it
leads them to a new learning.
2. What instructional materials were
used by the teacher?
T
he teacher facilitated the reflection
well. She used netbook and speak-
er to play a background song
which is a very
touching one. A
reflection box is
also placed in
her table at the
front of the
classroom
where students
put their letters
inside.
3. Which of the principles in teaching
facilitate the cognitive, metacognitive
and positive motivational processes of
learning?
R
eflective teaching facilitate in areas
such as cognitive, metacognitive
and in the motivational process.
For the cognitive, it facilitates the students
to think about a true heart-warming letter
which enables them to create it imaginably
and truthfully. Metacognitive process then
happen when learners' had automatic
awareness of their own knowledge and
their ability to understand, control, and ma-
nipulate their own cognitive processes. Af-
ter reading their own letter in front of the
teacher and to their classmates, they are
motivated to do well in every aspect of
their lives. Motivation is very essential not
only in school, but throughout their lives.
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6. 6
Scribble a brief reflection of your feelings and
insights from your observation experience.
Iappreciatetheschoolforinvolvingasubjectentitled,“ChristianLiving”intheircurriculum.
Being religiousisdifferentfrombeingspiritual.It is designed to assist students in going through
the process of learning and living their faith life. With the help of the teacher, the students
are led to recognize the steadfast presence of God in their lives. They are taught to con-
stantly acknowledge God's accompanying presence, not only in the past, but most in their
everyday lives.
Slowly, and in the gradual manner, the students are then encouraged to have a broad-
er understanding of who God is. This is done through the discussion of the fulfillment of
the promise of salvation. They are taught to be catalysts for authentic social transfor-
mation and for a life to live with a Christian perspective.
They are taught about the beatitudes and the gospel teaching of Jesus' ministry are
highlighted. The teacher’s purpose is to convey to the students the adamant call to imitate
Jesus, the model of unconditional love, faithfulness, compassion and humble service to
mankind, especially to the needy.
Learner’s characteristics
And needs
Grade Level
Grade II
Date of visit
September 26, 2013
Subject Areas
Science, Math and English
Description of Teaching Strategies:
The teachers used various strategies
to elicit performance. Demonstration and
discussion which are significant for the
learners in transferring information. The
students are asked to read the words in cho-
rus. After discussing the subject matter, she
then made the students define in their own
words the terms shown in a flashcard.
Description of Learning Activities:
Learning activities are highly benefi-
cial among students. The teacher can use
activities that require less time and is also
very effective. Some are individual in na-
ture, some involve groups, and some are
able to progress from individual activity to
group activity.
Think Pair Share has been used by
an English teacher in unlocking or giving
definitions that are shown in a flashcard. A
group competition of girls vs boys in their
Math subject has been used also which is
very interesting to the taste of the students
that we are observing in. Simulations
games that involves students in demon-
strating a concept by using games that ei-
ther the teacher or the student create is also
used during their science subject.
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7. 7
Scribble a brief reflection of your feelings
and insights from your observation experience.
As I have observed, the learner’s age does not vary about their behavior and charac-
teristics. Some students are very participative and cooperative in the class but there are also
students who do not involved themselves in class discussion. In one classroom that I have
observed, the number of girls are greater than the number of boys. Classrooms have enough
space where students can move freely. Some of them can managed their own behavior al-
ready by showing total self-discipline especially when it comes to class discussion but there
are also students who like to wait for their teacher to remind them to stop doing things
which destructs their classmates attention. They can handle and accomplish tasks but some
of them cannot worked independently when it comes to a serious type of task which needs
the guidance and helped of others, especially to the teacher.
The span of students’ attention depends on how the teacher motivates the whole class.
Just what other students says, they would only participate in the class if the teacher is jolly
and enthusiastic. But in contrast, I came to think; that this statement may depends on how a
certain student involve himself in the classroom discussion.
Most of the students pay attention to their teacher. They lend their senses every time
the teacher is conducting a lesson and taking much concern about their lesson. The good
thing is that they can answer the question of their teacher when asked about a certain ques-
tion according to what they have just discussed.
Description of Learners Participation
(proportion of learners who participat-
ed and quality of participation):
I can really tell that students from Potter’s
are fast learners. As teacher are promoting
class participation and helping students
learn more, students are able to show their
understanding/ work or thought processes
after. Majority of the students are actively
participating the class discussion while
few are wandering around the four corners
of the room. But as activities and quizzes
are answered, they’ve got big scores.
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8. 8
Assisting Teacher with a
“Teachers’ Toolbox”
An Observation Guide for Assisting Teacher
What are the objectives of
the lessons?
The objectives are to specify the new
skills that the students will gain as a result
of the lesson. It focuses on student (not
teacher) behaviors.
How do the learners partic-
ipate in the learning activi-
ties?
Teachers use many different tech-
niques to involve them in the learning pro-
cess. These range from very short and sim-
ple techniques, like telling a story about the
lesson, to more involved activities like
small student work groups doing collabora-
tive learning activities.
What instructional materi-
als are employed?
The instructional materials used are
those things hat are needed in a specific ac-
tivity. Teachers showed illustrations and
pictures to enhance the learning of the stu-
dents. During discussion, the teachers
helped students to understand a difficult
concepts or terms to increase their student’s
understanding.
How does the teacher assess the
learning of the lessons? Is she
assessing the process or the
product?
The teacher assessed the learning of the
lessons by assessing students to solve prob-
lems better and working with a smaller group
within a larger class. The teacher are also
helped them conceptualize their ideas to have
better reasoning and encourages them to get
higher scores and perform their activities dili-
gently.
What reasons does the teacher
given in having such learning
activities?
The teacher’s primary purpose for giving such
learning activities is to help students develop
their metacognitive skills which is the key to
increasing student learning and performance.
It also helps them to do well in the class and
improve student attitudes or perception toward
the subject matter.
1
2
3
5
4
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9. 9
Teacher’s
activity
Describethelearningbe-
haviorofthelearners.
Theoriesoflearningap-
pliedbytheteacher.
Teacher’sactiv-
ity,materials,
orassessment
thatareused
Yourownsuggestedactivity,
materials,orassessment
thatismoreappropriate
1.Review
Studentsareactivelypartici-
patedandgleefullyanswered
totheteacher’squestions.
Bruner’sConstructivistTheory
andAusubel’sMeaningful
VerbalLearningTheory.
Q&Aand
presentationof
thelesson’sgoal.
DrillandSimulationGames.
2.Discussion
Mostofthestudentsarelis-
teningtotheteacher’sdiscus-
sionwhilefewaretalkingto
theirseatmatesandshowing
lessattentiontotheteacher.
Piaget’sStagesofCognitive
Developmentwhichfocuses
onhowindividualsconstruct
knowledgeandGagne’sCon-
ditionofLearning.
VisualAidsand
materialslike
flashcardsand
writingsonthe
chalkboard.
PowerPointpresentationand/or
filmshowing.
3.Evaluation
Mostofthestudentswho
tookthequizandbookactivi-
tygothigherthanaverage
scoresandaboutone-fourth
oftheclassgottheperfect
score.
InformationProcessingTheory
andFacilitatingLearningThe-
ory.
Bookactivity.Boardworkandbookactivity
thengivingofassignment/s.
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10. 10
Subject Matter Lesson Objective
Learning Activities and
Instructional Materials
Assessment Tools
Gender of
Nouns
(English -
Grade II)
* To use appropri-
ate gender of
nouns to name
people.
* Grammatically
use the masculine,
feminine, neuter
nouns in sentences
Instructional materials:
Book, Visual Aid, Flash-
cards
Learning activities:
Book activity, short quiz,
Question & Answer
Oral reading/fluency, in-
crease their vocabulary
words. Give them activi-
ty worksheets about gen-
der of nouns.
Different
Types of
Plants
(Science –
Grade IV)
*To determine the
types of plants by
which particular
plants grow.
*Describe/
illustrate the
changes that occur
as plants grow.
Instructional materials:
Chart, Pictures, Drawing
Learning activities:
Quiz bee, Book activity,
Question & Answer
Board work. Let stu-
dents submit at least two
cutout pictures in any
type of plants they prefer
to bring and let them ar-
range it by sorting the
pictures according to
their types.
Skip Counting
by 2’s
(Math – K2)
*To analyze nu-
meric patterns us-
ing skip counting
by 2.
Instructional materials:
Math Book, Chart
Learning activities:
Board work, Book activity,
Question & Answer
Oral reading of numbers,
evaluate student’s abili-
ties to skip count by 2
and assess completion of
their book activity.
Assessment Tools - are primarily designed to help Educators to identify the
strengths and weaknesses of Learners' literacy and numeracy skills.
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