Activity 3
Focusing on Creating my Classroom/Remote
Learning Management Plan
Embedded Files
This activity helped us attain the following learning outcomes: (1) Conduct interview with a teacher or adviser regarding best practices about effective learning management plan; (2) Observe etiquette and netiquette during the online observation and interview process and;(3) Always follow the minimum safety protocol.
The focus of this activity is on creating a classroom routine that will make teachers and students more productive. As pre-service teachers, we should be committed in making classroom a safe and challenging environment, engaging our students through the curriculum, as well as getting to know them and interacting with each other. We should develop a democratic and equitable learning environment so that students can learn effectively.
We completed this worksheet by answering the following sections: observation, analysis, create, and reflection. We completed the observation section by answering all of the questions about the interview result or data gathered from the teacher or adviser regarding their classroom design, rules and discipline, scheduling and organization, instructional technique and about their communication skills. Another part of the observation is all about our opinion regarding the best practices and the meaningful effect of a well-planned classroom management in achieving a productive study environment. We also answered questions about our set of ideals, values, beliefs, and goals on classroom or remote learning management plan and a set of criteria and/or standards in a having a quality classroom/remote learning environment. In the create part, we designed a classroom to create an appropriate and effective learning environment where we also illustrated and justify that design. In the reflection, we expressed our own ideas and opinions regarding the classroom rules and procedures to ensure discipline and order in classroom and safety and security of the students, the strategies that we will employ for rewards and consequences and techniques that we are going to use to maximize the effectiveness of our classroom management.
This worksheet made us realize the importance of creating classroom rules and regulations and building an effective learning environment for the students to learn with ease and joy. We also came up with strategies and techniques to maximize the effectiveness of our classroom management.
FS2-Activity-3-Emmanuel-B.-Idos-BPED-IV-2.pdfEmmanuel B. Idos
3-FS_2_Activity_3_-Focusing-on-Creating-MENDOZA-JENNYLYN-B.-BPED-IV-2.pdfJennylyn B. Mendoza
local_media6400710986883361152.pdfMarvin D. Pelenio
3-FS_2_Activity_3_-CIARA-LOPEZ.pdfCiara Ann C. Lopez
FS-2-Activity-3-Moles-Rose-Ann-U.-BPED-IV-2.pdfRose Ann U. Moles
3-FS_2_Activity_3_Donna-Bell-B.-Peralta-BPED-IV-2-Focusing-on-Creating-my-C_RLMP-Final-copy.pdfDonna Bell B. Peralta
MEDRANOJOHN-MICHAEL-S.-Activity-3.pdfJohn Michael S. Medrano
3-FS_2_Activity_3-KIMPARICA.pdfKim Ashley F. Parica
JOSHUA A. PIDLAOAN (FS 2-Activity 3) BPED IV-2.pdfJoshua Elejiah A. Pidlaoan
FS2_Activity_3_MARK-ANTHONY-MEJIA.pdfMark Anthony S. Mejia
Bejie-S.-Payopay-FS-2-Activity-3-BPED-IV-2.pdfBejie S. Payopay
Annotation
Annotation
The Activity above was anchored on the first, second, third and seventh domain; Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Personal Growth and Professional Development . Upon answering the activity, we were able to achieve different learning competencies that we are expected to attain upon completing it.
This part of the activity allowed us to attain different competencies from 4 domains. Under domain 1 we were able to achieve 2 competencies and these are: (1) Show skills in the positive use of ICT to facilitate the teaching and learning process and (2) Apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills. Under domain 2, we achieved 4 competencies and these are : (1) Demonstrate knowledge of policies, guidelines and procedures that provides safe and secure learning environments, (2) Demonstrate understanding of learning environments that promotes fairness, respect and care to encourage learning, (3) Demonstrate understanding of supportive learning environments that nurture and inspire learner participation and (4) Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior. Under domain 3, we attained 2 competencies and these are: (1) Demonstrate knowledge and understanding of differentiated teaching to suit the learner’s gender, needs, strengths, interest and experiences and (2) Implement teaching strategies that are responsive to the learners linguistic, cultural, socio-economic and religious background. Lastly, we were able to (1) Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and dignity which is a competency under domain 7. All in all, we attained 9 learning competencies.
This part of the activity allowed us to (1) Articulate a personal philosophy of teaching that is learner-centered, (2) Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity, (3) Demonstrate an understanding of how professional reflection and learning can be used to improve practice, (4) Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups, (5) Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, (6) Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, (7) Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning, (8) Demonstrate understanding of supportive learning environments that nurture and inspire learner participation and (9) Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning.
The analysis part of this activity allowed us to (1) Articulate a personal philosophy of teaching that is learner-centered, (2) Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity, (3) Demonstrate an understanding of how professional reflection and learning can be used to improve practice, (4) Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups, (5) Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, (6) Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, (7) Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning, (8) Demonstrate understanding of supportive learning environments that nurture and inspire learner participation and (9) Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning.
The create part of this activity allowed us to (1) Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups, (2) Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, (3) Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, (4) Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning, (5) Demonstrate understanding of supportive learning environments that nurture and inspire learner participation, (6) Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior, (7) Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning and (8) Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments.
The reflection part of this activity allowed us to (1) Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups, Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, (2) Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, (3) Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning, (4) Demonstrate understanding of supportive learning environments that nurture and inspire learner participation, (5) Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior, (6) Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning, (7) Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments, and (8) Demonstrate an understanding of how professional reflection and learning can be used to improve practice.
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