10.

 Lectures on specific
topics.
 Demonstrations of skills
or concepts.
 Guided practice
activities.
 Homework
assignments.
 Research projects.
 Reading assignments.
 Group discussions.
 Collaborative projects.
 Peer tutoring.
 Problem-solving
activities.

10.2

Prior to Instruction

Seating Students in Proper Seats: This is a short-term need to ensure an organized classroom
environment.

Having a Partner: This can be a short-term need for specific activities or a long-term need for
collaborative learning.

Reviewing Previous Lesson: This is a short-term need to connect new information to prior knowledge.

Setting Expectations: This can be a short-term need for specific activities or a long-term need to establish
classroom routines.

Checking Homework: This is a short-term need to assess understanding and provide feedback.

During Instruction

Presenting New Material: This is a short-term need to introduce new concepts or skills.

Guided Practice: This is a short-term need to provide support and model problem-solving strategies.
Independent Practice: This can be a short-term need for specific activities or a long-term need to
develop self-directed learning skills.

Group Work: This can be a short-term need for specific activities or a long-term need to develop
collaboration skills.

Question and Answer Session: This is a short-term need to clarify understanding and encourage critical
thinking.

After Instruction

Summarizing Key Points: This is a short-term need to reinforce learning and identify essential
information.

Assigning Homework: This is a long-term need to practice and consolidate learning.

Assessing Learning: This can be a short-term need for formative assessment or a long-term need for
summative assessment.

Providing Feedback: This can be a short-term need for specific activities or a long-term need to support
student growth.

Reflecting on Learning: This is a long-term need to develop metacognitive skills and self-awareness.

10.3

Common challenges encountered during instruction and co-

curricular activities include student off-task behavior, disruptive
behavior, lack of engagement, and conflicts. Classroom
management challenges involve smooth transitions, managing
large groups, consistent rule enforcement, and addressing
challenging students. Additional difficulties are limited resources,
and time constraints. Recognizing these issues helps in
implementing effective strategies to maintain order and a positive
learning environment.
10.4
Participation Tasks in 1. Encourages active
Maintaining Order During engagement and critical
Instruction thinking.
2. Maintains focus and
1. Prompting student minimizes distractions,
participation leading to improved
2. Redirecting off-task concentration.
behavior 3. Creates a structured and
3. Enforcing classroom rules predictable learning
consistently environment, fostering a
4. Providing positive sense of security and
reinforcement promoting compliance.
5. Using effective classroom 4. Motivates students and
management techniques reinforces desired
behaviors, boosting self-
esteem and confidence.
5. Optimizes time on task,
minimizes disruptions,
and creates a positive
learning atmosphere.

B. Participation Tasks in 1. Reduces confusion and

Maintaining Order During Co- promotes responsible
curricular Activities behavior, ensuring a smooth
and productive activity.
1. Setting clear expectations 2. Prevents potential problems
and guidelines and maintains a safe and
2. Monitoring student respectful environment.
behavior and intervening 3. Fosters positive social
when necessary interactions, builds
3. Encouraging teamwork relationships, and enhances
and cooperation problem-solving skills.
4. Celebrating student 4. Boosts motivation,
achievements recognizes effort, and
 5. Providing timely feedback reinforces a growth mindset.
and support 5. Helps students improve their
performance, builds
confidence, and promotes a
sense of accomplishment.

10.5 (Make a flowchar)

Entering the Classroom: Before the Activity:
Enter quietly and respectfully. Arrive on time and prepared.
Proceed directly to your Wear appropriate attire and
assigned seat. bring necessary materials.
Begin the "Do Now" activity Listen to instructions and
independently. follow directions.
During Instruction: During the Activity:
Raise your hand to speak or Participate actively and
ask a question. enthusiastically.
Listen attentively to the Respect all participants and
teacher and classmates. their ideas.
Participate actively in Be a good sport and support
discussions and activities. your team or group.
Working in Groups: After the Activity:
Cooperate with group Clean up your workspace.
members. Thank the organizers and
Stay on task and contribute to participants.
the group's work. Leave the activity area quietly
Speak quietly and respectfully and respectfully.
to others.
Transition Times:
Move quietly and efficiently
between activities.
Follow teacher instructions
promptly.
Ending the Class:
Complete any unfinished work.
Gather your belongings quietly.
Exit the classroom in an orderly
manner.
GPE
To create a conducive learning environment, establishing clear
expectations and consistent routines is crucial. By implementing
well-defined rules and procedures for daily activities, such as
entering and exiting the classroom, transitioning between
activities, and completing assignments, I can establish a
structured and predictable learning environment. Positive
reinforcement, such as recognizing and rewarding positive
behavior, can further motivate students to adhere to these
expectations.
Effective classroom management techniques, such as
incorporating a variety of teaching strategies, efficient time
management, and proactive measures to prevent disruptions, can
significantly impact student engagement and behavior. Engaging
students through discussions, group work, and hands-on activities
can keep them focused and motivated. Additionally, effective time
management, including smooth transitions and well-planned
activities, can minimize disruptions and maximize instructional
time.
Building strong relationships with students is essential for creating
a positive classroom climate. Open and respectful
communication, empathy, and understanding can foster trust and
cooperation among students. By recognizing and acknowledging
students' efforts and achievements, I can boost their self-esteem
and motivation, leading to a more positive and productive
learning environment.
By implementing these strategies, I can create a classroom
environment that promotes learning, fosters a sense of
community, and facilitates the implementation of co-curricular
activities. I will continue to refine my classroom management
skills and explore new strategies to further enhance the learning
experience and promote positive behavior.

11.1
Before Starting The lesson
Setting the Stage, Establishing Routine, Checking for
Understanding
During Lesson Proper:
Guided Practice, Independent Work, Active Learning
After the Lesson Proper:
Summarizing Key Points, Checking for Understanding, Assigning
Homework or Follow-up Activities
Before Recess or Lunch Break:
Transitional Activity, Reminders, Line-up Procedure
After Recess or Lunch Break:
Re-entry Routine, Calming Activity, Review of the Day's Schedule
Before Dismissal Time:
End-of-Day Routine, Announcements, Goodbye Ritual
10.2
Based on my observation, my CT does transitions and group
activities like bell ringers, line-ups, and clear signals for activity
changes. Group activities include partner work, small group
discussions, whole-class activities, and independent work. My CT
effectively manages student behavior during these transitions
and group activities through clear expectations, visual cues, and
positive reinforcement.

11.3
Transition Songs:
Clean-Up Song - catchy tune that encourages students to tidy up
their workspace.
Line-Up Song - song that helps students line up quietly and
orderly.
Good Morning/Afternoon Song - song to greet each other and set a
positive tone for the day.
Transition Routines:
Visual Cues - Using posters, signs, or symbols to signal the end of
an activity or the beginning of a new one.
Timers - Using a timer to set a specific amount of time for an
activity.
Counting Down - Counting down from 10 to 1 to signal the end of
an activity.
Clapping Patterns - Using a specific clapping pattern to signal a
transition.

Group Formation, Task Assignment, Time Management, Product

Creation, Presentation, Active Participation, Respectful
Communication, Collaborative Problem-Solving, Time
Management, Responsibility , Conflict Resolution, and Sharing of
Ideas

REexamin
During my time assisting with transitions and group activities, I
encountered a few challenges. One difficulty was managing
student behavior, particularly during transitions when excitement
levels were high. Keeping students focused and moving efficiently
between activities required consistent reminders and redirection.
Another challenge was time management. Ensuring smooth
transitions without sacrificing instructional time was a delicate
balance. Creating clear expectations for student behavior during
transitions was also essential, as it helped minimize disruptions
and maximize learning time.

In terms of group activities, facilitating effective group work

proved to be a challenge. Ensuring that all group members were
actively participating and contributing to the task required careful
monitoring and occasional intervention. Managing group
dynamics, such as resolving conflicts or addressing power
imbalances, was also important for creating a positive and
productive learning environment. Providing support to struggling
students while also allowing for independent work was a delicate
balance, as I wanted to encourage autonomy but also provide
necessary assistance. Finally, monitoring and assessing student
learning and participation during group activities required careful
observation and effective questioning techniques.

11.4
During my time in my cooperating school, I had the opportunity to
observe and implement effective classroom management
strategies. I learned the importance of well-planned transitions,
such as using bell ringers and clear signals to minimize
disruptions. I also gained experience in facilitating various group
activities, including partner work, small group discussions, and
whole-class activities. By establishing clear procedures and
guidelines, I was able to create a positive and productive learning
environment for my students. Additionally, I learned the
importance of effective communication, positive reinforcement,
and timely feedback in supporting student learning and
engagement. These experiences have equipped me with the
knowledge and skills to become a confident and effective teacher.
11.5
To enhance my teaching practice, I plan to incorporate creative
transitions and group activities. For transitions, I will utilize
musical cues to signal the end of an activity and the beginning of
a new one. I will also employ visual cues, such as a specific object
or symbol, to indicate changes in activity. To energize students
and signal a transition, I will incorporate short movement
activities like stretching or a quick dance. Additionally, I will lead
short mindfulness activities, such as deep breathing or
meditation, to help students calm down and refocus.
For group activities, I will explore role-playing to allow students to
step into different characters and scenarios. Problem-based
learning will be incorporated to encourage students to apply their
knowledge and skills to real-world problems. Collaborative art
projects will foster teamwork and creativity. I will also utilize think-
pair-share activities to promote individual thinking, peer
discussion, and whole-class sharing. Finally, I will incorporate
game-based learning to make learning fun and engaging.
By implementing these creative strategies, I aim to create a
dynamic and engaging learning environment that fosters student
motivation, critical thinking, and collaboration.

GPE
To effectively guide learners during transitions and group
activities, I will implement a variety of strategies. First, I will
establish clear expectations for student behavior during
transitions, such as lining up quietly, moving quickly, and avoiding
distractions. This will help to minimize disruptions and maximize
instructional time. Second, I will use visual cues, such as a timer
or a specific signal, to indicate the end of an activity and the
beginning of a transition. This will help students to anticipate and
prepare for the next activity. Third, I will provide positive
reinforcement, such as verbal praise or small incentives, to
reward positive behavior during transitions. This will encourage
students to continue to behave appropriately. Finally, I will
incorporate short, engaging activities, like a quick game or a short
story, to keep students focused and motivated during transitions.
To facilitate effective group work, I will provide clear instructions
for each group activity, ensuring that students understand the
task and the expectations. This will minimize confusion and help
students to get started quickly. I will also actively monitor group
work to ensure that all students are participating and staying on
task. This will help to identify and address any issues that may
arise. In addition, I will use effective questioning techniques to
stimulate thinking and encourage discussion. This will help
students to deepen their understanding of the topic and to
develop critical thinking skills. Furthermore, I will provide positive
feedback to students on their individual and group work,
emphasizing effort and improvement. This will motivate students
to continue to work hard and strive for excellence. Finally, I will
teach students strategies for resolving conflicts peacefully and
respectfully. This will help to create a positive and supportive
learning environment.
By implementing these strategies, I aim to create a positive and
productive learning environment where students are engaged,
motivated, and successful.
12.2
16. Use visual aids and props.
17. Use positive reinforcement.
18. Use small group instruction.
19. Use cooperative learning.
20. Use technology.
21. Use differentiated instruction.
22. Use active learning strategies.
23. Use formative assessment.
24. Use summative assessment. 25. Use parent
involvement.
12.1
Academic struggle Social struggle Behavioral
struggles
 Problems with Difficulty resolving Inattention:
grammar, spelling, disagreements with Difficulty
or organization. others. focusing on
tasks.
 Difficulty Difficulty managing Interrupting
understanding emotions like others, talking
texts. anger, sadness, or out of turn, etc.
frustration.

 Struggling to Struggling to form Refusing to

balance and maintain follow rules or
schoolwork with friendships. instructions.
other
commitments.
 Difficulty staying Experiencing Acting without
focused and negative social thinking.
engaged in interactions.
learning.
 High levels of Fear of social Excessive energy
 stress and anxiety situations or and difficulty
during tests. interactions sitting still.
 Ineffective study . Impulsivity:
habits and time
management.
12.3
Studen Struggles Helpful Intervention
t Academic Social Behavioral Task
Problems Difficulty Inattention: Modeled
with resolving Difficulty comprehension
grammar, disagreemen focusing on strategies, facilitated
spelling, or ts with tasks. group discussions,
organization. others. used graphic
organizers, and
encouraged social
participation.

Difficulty Difficulty Interrupting Taught time

understandi managing others, talking management skills,
ng texts. emotions out of turn, etc. used positive
like anger, reinforcement,
sadness, or implemented a
frustration. behavior plan, and
taught self-regulation
techniques.

Struggling to Struggling to Refusing to follow Taught conflict

balance form and rules or resolution skills,
schoolwork maintain instructions. varied teaching
with other friendships. methods, broke tasks
commitment into smaller steps,
s. and provided
movement breaks.
Difficulty Experiencing Acting without Taught relaxation
staying negative thinking. techniques, provided
focused and social test-taking practice,
engaged in interactions. offered movement
learning. opportunities, and
varied teaching
methods.
High levels Fear of Excessive energy Taught effective study
of stress and social and difficulty habits, provided
anxiety situations or sitting still. practice opportunities,
during tests. interactions Impulsivity: established clear
 Ineffective . expectations, and
study habits used positive
and time reinforcement.
managemen
t.

REeaxam
Based on the intervention strategies, the students exhibited a
range of academic, social, and behavioral challenges. Some
students struggled with reading comprehension, time
management, and test anxiety, while others faced difficulties with
social skills, emotional regulation, and impulsivity. To address
these issues, various interventions were implemented, including
modeling effective strategies, providing opportunities for practice,
teaching specific skills, and creating supportive learning
environments. By tailoring interventions to individual needs, it is
hoped that these students will make significant progress and
overcome their challenges.

12.5
Through my field study experience, I've gained valuable insights
into the challenges and rewards of providing support to students
with diverse learning needs. I’ve learned the importance of
tailoring instruction to meet individual needs, such as using visual
aids, hands-on activities, and differentiated assignments. I’ve also
developed skills in behavior management, time management, and
effective communication.
Additionally, I’ve had the opportunity to collaborate with
classroom teachers to create inclusive learning environments. By
working together, we can provide students with the support they
need to succeed. I'm grateful for this experience and look forward
to continuing to develop my skills as an educator.

GPE
Through my field study experience, I have gained valuable
insights into the role of an interventionist. I have learned the
importance of tailoring instruction to meet the specific needs of
each student. By using a variety of teaching strategies, such as
visual aids, hands-on activities, and differentiated assignments, I
have been able to support students' learning in different ways. For
example, I used visual aids like pictures and diagrams to help
students understand complex concepts. I also used hands-on
activities to make learning more engaging and interactive.
Additionally, I differentiated assignments to meet the needs of
students with different learning styles and abilities. This allowed
me to provide more support to struggling students and challenge
advanced students. Furthermore, I have developed essential skills
in behavior management, time management, and effective
communication. These skills are crucial for creating a positive and
productive learning environment.
Furthermore, I have had the opportunity to collaborate with
classroom teachers to create inclusive learning environments. By
working together, we can provide students with the support they
need to succeed. For example, we can co-teach lessons, plan and
implement interventions, and share best practices. By working
together, we can create a more supportive and inclusive learning
environment for all students. I am grateful for this experience and
look forward to continuing to develop my skills as an educator.
To further develop my skills as an interventionist, I plan to
continue seeking professional development opportunities, such as
workshops and conferences. I will also collaborate with
experienced educators to learn from their expertise. By staying
up-to-date on the latest research and best practices, I can ensure
that I am providing the most effective support to my students. For
example, I can attend workshops on evidence-based interventions
and best practices in education. I can also collaborate with
experienced interventionists to learn new strategies and
techniques. By staying up-to-date on the latest research and best
practices, I can provide my students with the best possible
support.