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Learning Task 3

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19 views

Learning Task 3

Uploaded by

Vin Ele
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Learning Task 3

MANAGING MY CLASSROOM STRUCTURE AND ROUTINES


TARGET MY INTENDED LEARNING OUTCOMES

At the end of this learning task, I should be able to:

◆ Identify the different class structures and routines during face-to-face and/or virtual classes.

◆ Discuss the importance of establishing good classroom structure and routines in everyday class

◆ Design effective face-to-face and virtual classroom routines

◆ Demonstrate positive and non-violent discipline in the management of learner’s behavior.

◆ Use professional reflection and learning to improve practice.

CLARIFYING MY TASK

Classroom Routine is simply a well-rehearsed response to a teacher’s directive. According to


Linda Shalaway, “Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make your life easier; they save valuable classroom time. And what’s most important,
efficient routines make it easier for students to learn and achieve more”.

A structured learning environment provides many positive benefits for both students and
teachers. A structured class translates to a positive, safe and secure classroom. Learners enjoy learning
when they feel safe and not threatened. Class structure includes but is not be limited to the physical
environment.

An ideal face-to-face classroom set-up allows for fluid traffic patterns, wherein the students can
freely move around without bumping one another or something. The physical structure of the classroom
should also allow for maximum teacher-student interactions with very minimal distractions.

In an online classroom environment, structure may be dependent on the technological tools


available to the students and the physical learning environment that students are in. it can easily change
from home to an internet café or even a coffee shop. But some aspects of teaching and learning are
easily adaptable. The actual delivery of the content or scheduling of the class may happen in different
ways:

a. Fully synchronous – a fixed schedule is set up to meet with students. This is a time to do
lectures, facilitate discussions, give instructions, answer questions and give reminders.
b. Blended – allow students to complete tasks independently and submit their work on a specified
time via email or any of the learning management platforms (LMP) like Google Classroom,
Schoology, Moodle, Canvas, etc.; and strategically design synchronous meetings for more
important information to be communicated face-to-face.
c. Fully Asynchronous – the teacher designs all curriculum to be delivered through the platform
with work submitted online. Consultation hours may be given for students to ask questions and
clarify instructions.
d. Modular – form of distance learning which uses Self-Learning Moules (SLM) based on the most
essentials learning competencies provided by the Department of Education. This is the ideal
delivery for students who have limited or no access to computers or the internet

Rules and expectation must be given on the first day.

Set high expectations and explain its importance.

Hold students accountable for their actions (absences, tardiness, failure to submit
requirements, etc.)
Keep your rules clear and simple.

Be prepared to adjust. It is essential to understand that every class and every learner are
unique in their abilities, interest, limitations and circumstances.
Be the primary model for your students when it comes to structure.

Be prepared and organized for the class each day.

Build a good reputation / image.


REVISITING THE INFOGRAPHICS

Here are some of the classroom routines and structures necessary for face-to-face and online
classrooms:

Face-to-Face Classroom Online / Virtual Classroom


A. Beginning of the Day A. Preparing for Class
1. Ask the students to line up properly 1. Provide the class with meeting codes,
and enter the room quietly. usernames, password.
2. Instruct them to sit at their 2. Encourage students to have a quiet
designated seats and refrain from learning space; free from distractions.
touching unnecessary objects. 3. Prepare necessary materials before
3. Move on the homeroom routines the class begins (notebook,
(like saying a prayer, greetings, headphones/earphones,
checking of attendance, submission microphones, camera, etc.).
of workbooks, etc.) B. Communication with Parents or
B. Participating in Class Discussions Guardians
1. Instruct students to raise their hands 1. Provide open communication/access
when they want to say something or through emails, phones, text
answer a question. messages and social networking apps.
2. During small group tasks, bring only 2. Establish consultation hours.
what is necessary and listen to the C. Coming to Class
directions given by the teacher. 1. Encourage students to log-in at least
3. Remind students to accomplish 5 minutes before the class begins so
assigned tasks on the amount of time that they have time to ease into the
given and to make sure that their internet connection, check if the
work is properly labeled. audio and video are working properly.
C. When leaving the classroom 2. Make sure students know how to
1. Make sure that students ask turn their microphones on and off as
permission when going out of the directed.
classroom and take necessary pass. 3. Teach the students how to make their
D. Ending the Day presence known (example: by typing
1. Make sure students clear out their their full name in the chat boxes)
desks, push back their chairs and take once signed in.
with them all necessary items. D. Participating in Class
2. Encourage them to refrain from 1. Set expectations for both
leaving trash under their desks and synchronous and asynchronous
chairs. participation.
3. Ask them to return borrowed items. 2. Remind the students to refrain from
4. Facilitate the lining-up routine and using other devices during class.
ask the students to leave the 3. Have clear rules and policies when
classroom quietly. using the chat rooms or chat boxes
during small group works.
4. Model how to post on discussion
forums and offer feedbacks by writing
comments; asking the students to
identify “helpful” and “unhelpful”
comments.
5. Give students reasonable time to
complete asynchronous tasks and
explain how these tasks are to be
assessed.
E. Leaving Class
1. Discourage students from leaving the
class early.
2. Encourage the students to ask
questions or raise concerns before
they disconnect.
3. Remind students to sign-out properly
to protect their privacy.

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