EPISODE 5

CREATING AN APPROPRIATE LEARNING ENVIRONMENT

Introduction

This learning Episode provides an opportunity to examine how classrooms are structured or designed to
allow everyone’s maximum participation for effective learning. You should be able to examine how classroom
management practices affect learning. This Episode enhances the application of the theories learned in the following
professional subject such as Facilitating Learner-Centered Teaching and The Child and Adolescent Learners and
Learning Principles.

Learning Outcomes:

At the end of this activity, I must be able to:

 Plan on how to manage time, space, and resources

 Provide a learning environment appropriate to the learners and conducive to

learning

My Observation

Given the chance to interview the teacher, activity forms are provided to document my observations. It is
advised that I need to read the entire worksheet before meeting and interviewing the teacher.
 Observation Sheet

Directions: Read the following carefully before you begin to observe and interview.

1. Look into the characteristics of the learner you are observing. (age, gender, grade level)

2. Focus on his/her behaviour. Is he/she already able to manage his/her own behaviour?

3. Can the learner already work independently? How?

4. Describe his/her span of attention.

Classroom Management Matrix

Aspects of Classroom Description Effect on the Learners

Management

1. Specific Areas in the Teacher’s table serves as Learners stay focused and
Classroom the center of teaching and organized; the clear
discipline inside the structure helps them know
classroom. The chairs of where to direct attention,
the students are equally promoting orderliness and
arranged; there was a minimizing distractions.
podium that is used to
direct attention during
discussions and
announcements.
2. Classroom Rules - respect everyone inside the The rules promote mutual
class respect, self-discipline, and
- maintain cleanliness responsibility. Students
 inside the class become more mindful of
- be hardworking and listen their behavior and
attentively to the teacher cooperative in maintaining
a positive learning
- always prepare and review environment.
your lessons before coming
into the class
- be participative and
responsible and follow the
rules
3. Classroom Procedures Passing of papers Clear and consistent
(activities) and notebooks. procedures help students
develop responsibility,
reduce confusion, and
increase efficiency in
classroom tasks.
4. Daily Routines Checking of attendance The routine provides
structure and consistency.
Students become punctual,
responsible, and aware of
classroom expectations at
the start of every class.
5. Seating Arrangement The seating arrangement Helps the teacher manage
helps the teacher to the class efficiently and
quickly identify who encourages student focus.
is absent. Learners feel a sense of
belonging and
accountability for their
attendance and
participation.
6. Handling misbehaviour/ Teacher always talks calmy Learners feel respected and
off-task behavior when handling understood, not
misbehavior/off-task embarrassed. They are
behavior. more likely to correct their
actions and learn self-
control rather than act out
further.
7. Reinforcement of Positive The teacher praises the Students feel motivated and
Behavior student when answering. appreciated. Positive
behavior and participation
increase as learners
associate effort with
recognition.
8. Others Classroom cleanliness, use A clean and visually
 of learning corners, and stimulating classroom
visual aids. fosters pride, comfort, and
enthusiasm for learning. It
encourages students to
maintain tidiness and
appreciate their
environment.

My Analysis

1. If I were to describe the areas in the classroom for specific purposes (storage of teaching aids,

would be neat and orderly. A shelf is located for

books, students’ belongingness, supplies, etc), it
educational materials and visual aids close to the teacher's desk, a cabinet for books and
reference materials, and allocated cubbies or storage boxes for pupils' things. A designated
area is set up for supplies like papers, pens, and cleaning materials, which are easily
accessible. The classroom arrangement encourages tidiness and easy access.

2. Are there rules and procedures posted or provided by the teacher? Do these rules reinforce positive
behavior?

There are indeed classroom rules and procedures that can be found on the bulletin board.
The rules are brief, uncomplicated, and encouraging (e.g., “Listen when others are talking,”
“Keep your area clean,” “Respect everyone”). They are a great help in maintaining good
behavior by reminding students of the rules and thus promoting self-discipline and respect.
3. Did the students participate in making the classroom rules? I should ask the teacher to describe
the process. What is the effect of students’ participation in rule-making on student’s behaviour?

Without a doubt, the pupils were involved in the process of creating the classroom rules. At
the very beginning of the school year, the teacher had a discussion and was the one to guide it,
letting the students express their thoughts regarding the rules that should be set up. Because
of their participation, the pupils felt accountable and valued, which in turn brought about
more obedience and collaboration. If the pupils take part in the rule-making process, they
become more conscious of them and hence, more responsible, which in turn leads to more
good behavior.

4. What are the daily routines done by the teacher in his/her class? How are they done?

Starting the day with a prayer and greetings, checking who is present, reviewing the previous
lessons, making the new topics known, and wrapping up with short reflections or clean-up
time are part of the daily routines. All these routines are constantly being performed, thus
allowing students to get familiar with the daily schedule and making transitions and changes
smooth and efficient.

5. Is there a seating arrangement? What is the basis for this arrangement? Does this help in
managing the class?

Definitely, a seating arrangement exists. Teacher organizes students considering their

learning requirements and behavior—putting for instance, active or easily distracted learners
in front. The arrangement is a facilitator of participation, reduces distractions and supports
effective classroom control.

6. How does the teacher observe and manage the noise level in the classroom?
The teacher keeps an eye on, and controls, the noise level using hand signals, a “quiet” sign or verbal
reminders. On other occasions, the teacher resorts to using a noise-level chart or clapping patterns to get
attention back. This still allows the teacher to keep the volume down and hence, maintain a respectful
learning environment.

7. If a learner is not following instructions or is off-task, what does the teacher do? Describe the
behaviour strategies used.

In case a student does not comply with the instructions or is engaged in another activity, the
instructor first issues a soft verbal reminder. If the situation does not change, the instructor
applies proximity (standing close to the pupil), making eye contact, or rearranging the seats.
Problems that persist are dealt with one on one so that the student does not feel embarrassed.
These tactics are strict but still polite and they emphasize on leading instead of punishing.

8. What does the teacher do to reinforce positive behaviour?

The instructor utilizes verbal commendation, reward points, or class incentives (for instance,
“Star of the Day”) to reinforce good behavior. Besides, the teacher praises the good behavior
publicly that inspires others to follow. Such a positive reinforcement creates a self-assuredness
and a friendly atmosphere in the classroom.

9. How did the classroom organization and routines affect learners’ behaviour?

The arrangement and the daily practices in the classroom have the effect of establishing a
serene and orderly atmosphere, thus aiding students in being attentive and accountable. As the
setting and the sequence of actions are very clear, the learners are aware of the appropriate
time for their activities and the activities themselves, which in turn leads to a decrease in
misunderstandings and wrong conduct.
10. What should the teacher have in mind when he/she designs classroom organization and
routines? What theories and principles should you have in mind?

Teacher has to think about allowing different options, accessibility, floor space, and interest
when organizing and setting up classroom routines. The selection should be according to
approaches like Behaviorism (Skinner) for reinforcement, Constructivism (Piaget/Vygotsky)
for active participation, and Classroom Management theories (Kounin’s Withitness). These
guidelines are the ones for setting up the routines in such a way that they would be able to
support both discipline and meaningful learning at the same time.

11. Which behaviour strategies were effective in managing the behaviour and in motivating the
learners? Why were they effective?

Positive reinforcement, proximity control, and engaging lesson delivery were the major
actions taken to manage the behavior and motivate the learners, and they proved to be very
successful. The reason for their success was that they were all based on students’ good
conduct, the teachers’ minimizing disputes, and a positive learning environment where the
students felt valued and were able to focus on their work.

My Reflection

1. Why is it necessary to reinforce positive discipline? As a future teacher, will I be able to

reinforce the same? Why or why not?

The reinforcement of positive discipline is a must, as it takes the lead in creating a classroom
that is respectful, safe, and learning-oriented. Instead of punishment or fear, positive
discipline bases its teachings on self-control, responsibility, and empathy. In fact, it fosters the
understanding of the consequences of one’s actions and encourages better decision-making.
I regard myself as a teacher-to-be who supports the idea of positive discipline, and this is
essentially because I cherish respect, consistency, and encouragement. Through the
demonstration of suitable behavior, the establishment of clear expectations, and the
application of positive reinforcement, I can assist my students in reaching the point of self-
discipline while the atmosphere of the classroom remains soothing.

2. Given the opportunity to choose, which Grade level do I wish to be with? What routines and
procedures would I consider for this level? Why?

Positive discipline needs to be supported since it contributes to the formation of a classroom

atmosphere that is full of respect, safe and ready for learning. The system of positive discipline
has the focus of guiding students towards the virtues of self-control, responsibility, and
empathy, whilst not resorting to punishment or fear. It furthermore redirects the learners
toward realizing the consequences of their actions and choosing the right path to follow.
Though I am not yet a qualified teacher, I am sure I will practice positive discipline. To me,
respect, consistency, and encouragement are the essential inputs in this process. By showing
the proper behavior, setting the rules clearly, and rewarding good actions, I can direct my
students to self-control while preserving a nurturing environment in class.

3. Should I allow to involve my learners in crafting the class rules? Why?

Absolutely, I would let my students participate in the making of the class rules because it
gives them a sense of ownership over their actions and makes them realize how vital mutual
respect is. Involvement in the rules-making process increases the chances of students adhering
to the rules as they feel their input and opinions are recognized. Besides, this teamwork also
encourages trust, justice, and a closer-knit learning environment.

My Learning Artifacts

A. Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the physical space
and learning stations which contribute to the effective implementation of classroom management.

Students quietly doing their activity.

Student’s learning resource center.

Documentation

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field Study
1. Observations of Teaching-Learning in Actual School Environment. OBE-Based and
PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro Manila. 2020
Performance Task Evaluation

Field Study 1, Episode 5 – Creating an Appropriate Learning Environment

Learning Outcomes: Plan on how to manage time, space, and resources and provide a
learning environment appropriate to the learners and conducive to learning

Name of FS Student: CHANTHEA J. RESURRECCION

Course, Year and Section: BSE 4 MATH
Date Accomplished: October 16, 2025

Excellent Very Satisfactory Needs

Learning Satisfactory Improvement
Episode
4 3 2 1
All observation
questions/tasks 4 or more
Accomplished 1 or 2 observation 3 observation
completely observation
questions/tasks not questions/tasks not
Observation answered/ answered/ answered/
questions/tasks not
Sheet accomplished answered/
accomplished accomplished
accomplished

All questions were

answered All questions were Questions were 4 or more
completely; answered answered observation
answers are with completely; completely; questions were not
depth and are answers are clearly answers are not answered; answers
Analysis thoroughly connected to clearly connected are not connected
grounded on theories; grammar to theories; 1 or 3 to theories; more
theories; grammar and spelling are grammatical / than 4 grammatical
and spelling are free from errors. spelling errors. / spelling errors.
free from errors.
Clear but lacks
depth; supported Not so clear and Unclear and
Profound and clear;
by what were shallow; somewhat shallow; rarely
supported by what
Reflection were observed and observed and supported by what supported by what
analysed were observed and were observed and
analyzed
analyzed analyzed

Portfolio is
reflected on in the Portfolio is Portfolio is not Portfolio is not
context of the reflected on in the reflected on in the reflected on in the
learning outcomes; context of the context of the context of the
Learning Complete, well- learning outcomes; learning outcomes; learning outcomes;
Artifacts organized, highly Complete, well- Complete, not not complete, not
relevant to the organized, very organized, relevant organized, not
learning outcome relevant to the to the learning relevant to the
learning outcome outcome learning outcome

Submitted before Submitted on the Submitted a day Submitted 2 days

Submission the deadline deadline after the deadline or more after the
 deadline

Comments: Overall Score Rating