Prayer
Checking
of
Attendanc
e
RECAP
Unscramble
Challenge
INSTRUCTIONS
1. Divide students into two teams of 5
representatives each.
2. The teacher will provide definitions for key
terms related to “Power and Responsibility in
Classrooms.”
3. Display jumbled letters on the screen, one at a
time.
4. The first representative from each team to
come forward and correctly unscramble the
letters earns a point.
5. Continue with each representative in turn until
all have participated.
A person who
educates or
EEATRCH instructs students
in a classroom or
educational
setting.
A person who
educates or
TEACHER instructs
students in a
classroom or
educational
setting.
The ability or
authority to
OEWPR influence,
control, or make
decisions.
The ability or
authority to
POWER influence,
control, or
make decisions.
A space for
learning,
teaching, and
AOOSCMSLR growth.
A space for
learning,
CLASSROOM teaching, and
growth
The duty to take
ownership and
accountability for
IEIOIYLPSNRBTS one’s actions,
decisions, and
consequences.
The duty to take
ownership and
accountability for
RESPONSIBILITIES
one’s actions,
decisions, and
consequences.
An individual
pursuing
academic
EUTSNDT studies and
personal
development.
An individual
pursuing
academic
STUDENT studies and
personal
development.
POWER AND
RESPONSIBILIT
Y IN
CLASSROOMS
OBJECTIVES
At the end of the lesson 85%
of the students are expected
to:
a. identify how power and responsibility is
distributed and exercised in the
classroom, through participating in the
Raise Your Tag Board game;
b. create a slogan highlighting the
importance of responsibilities and power in
the classroom.
c. express the impact of power and
responsibility in the classroom through
writing a poem.
Activity:
Directions: Complete
the mind map in a ½
sheet of paper. For each
box labeled “Teacher”,
write down a
responsibility that a
teacher has. For each
box labeled “Learner”,
write down a
responsibility that a
learner has.
RAISE YOUR
TAGBOARD
GAME
1. Divide studentsINSTRUCTIONS
into groups of 8.
2. Assign each group member a representative
number (1, 2, 3, 4, etc.).
Category 1: Fact
Category 2:
or Bluff (4 items)
Choose Me (5
- Identify items)
- Select the
statements about
correct answer
power and
from provided
interaction in the
options.
classroom as fact
- Focuses on
or bluff.
micro-level
- Representative 1
power
answers item 1,
techniques
Representative 2
(Gore, 1995).
answers item 2,
CATEGO
RY 1:
FACT OR
BLUFF
FACT OR BLUFF
1. Teachers and learners share
power inside the classroom. The
teachers provide activities that
promote learning (considered a
power in planning and
managing their learners'
learning) while learners choose
to act in ways that promote
learning (considered a power
with regard to defining the
FACT
FACT OR BLUFF
2. The context and culture
developed in a classroom are
shaped by both the teachers
and learners. How teachers
react to the learners'
behaviors, whether
constructively or debilitating,
may influence the way the
learners form a schema of the
FACT
FACT OR BLUFF
3. In the context of this
relationship, conflicts arise
when teachers and learners
don't have personal issues
that are raised in classrooms.
The personal agenda of both
teachers and learners should
be cleared so that the two
may work together to promote
BLUFF
FACT OR BLUFF
4. The discourse between
teachers and learners
represents the power
relationship between the two.
Teachers should promote an
atmosphere where learners
can not voice out their
thoughts to produce improved
BLUFF
CATEGO
RY 2:
CHOOSE
ME
POWER
TECHNIQUES IN
CLASSIFICATION MICRO LEVEL OF
TOTALIZATION INTERACTION
( GORE,1995)
REGULATION
SURVEILLANCE
NORMALIZATION
"CHOOSE ME"
TOTALIZATION
CLASSIFICATION
This is where REGULATION
teachers SURVEILLANCE
supervise NORMALIZATION
learners. Being
supervised is
expected by the
learners.
SURVEILLANC
E
"CHOOSE ME"
TOTALIZATION
This is when teachers CLASSIFICATION
define norms. REGULATION
Teachers usually SURVEILLANCE
enter a learning NORMALIZATION
contract with their
learners, provide
them with
suggestions, and set
the rules for the
NORMALIZA
TION
"CHOOSE ME"
TOTALIZATION
CLASSIFICATION
This is when REGULATION
teachers SURVEILLANCE
distinguish NORMALIZATION
individuals or
groups from
one another.
CLASSIFICAT
ION
"CHOOSE ME"
TOTALIZATION
CLASSIFICATION
This is when
REGULATION
teachers categorize
SURVEILLANCE
the learners'
NORMALIZATION
characteristics and
use these
categories in
dealing with them
(e.g., collaborative
TOTALIZATIO
N
"CHOOSE ME"
TOTALIZATION
CLASSIFICATION
This is where
REGULATION
the teachers SURVEILLANCE
enforce control NORMALIZATION
by setting
sanctions ang
punishments.
REGULATION
APPLICATION:
Directions: With the same group,
express the impact of power and
responsibility in the classroom
through writing
Poem Rubric: a poem. Write in a
one whole sheet of paper.
• Originality and Creativity (10)
• Language and Style (10)
• Format and Organization (10)
Evaluation
Directions: Write or answer what is
asked in a ½ sheet of paper.
1. What are the 5 power
techniques in micro level of
interaction according to Gore
(1995)? Define each briefly. ( 2
points each)
Assignment:
Slogan Creation Activity:
Create a slogan
highlighting the
importance of
responsibilities and power
in the classroom.
Rubric
• Originality and
Creativity (10)
• Relevance to power
and responsibility (10)
• Impact and
effectiveness (10)
• Visual appeal (10)
Total: 40 points
