`

FS 101 – PARTICIPATION AND TEACHING ASSISTANTSHIP

PARTICIPATION AND ACTUAL TRANSITION TEACHING

MODULE OVERVIEW:
Welcome everyone! You are now on Module 3, Participation and Actual
Transition Teaching. In this module, you will get the chance to participate in the different
segments of the lesson as seen timely and appropriate by your cooperating teacher.
Likewise, you will also have the chance to demonstrate your classroom management
skills as you handle the class with the assistance of your cooperating teacher.

MODULE OUTCOMES
Upon completion of this module, you should be able to:
 Identify effective classroom management strategies;
 Discuss the concept of microteaching;
 Prepare a lesson/learning plan;
 Identify the qualities of a global teacher in the 21st century; and
 Perform two demonstration teaching of 2 different subject content areas
LESSONS IN THE MODULE
To help us achieve the identified learning outcomes, we need to accomplish the
following lessons:
Lesson 1: Teacher’s Classroom Management Skills
Lesson 2: Learning Plan & Micro Teaching
Lesson 3: Global Teacher in the 21st Century
`

FS 101 – PARTICIPATION AND TEACHING ASSISTANTSHIP

PARTICIPATION AND ACTUAL TRANSITION TEACHING

LESSON 1: Teacher’s Classroom Management Skills

Learning Outcomes:
At the end of lesson 1 you should be able to:
 Recall what classroom management is all about;
 Identify effective classroom management strategies for different types of disruptive
behaviors; and
 Identify a teacher’s role in maintaining an atmosphere conducive to learning.

Time Frame: 3 hours

Introduction:
The average attention span of students ranges from 10 – 15 minutes, yet classes
last for at least an hour. How do we keep students engaged during the period? This is the
greatest challenge for every teacher. Let us see how professional teachers maintain a
classroom conducive to learning through their own classroom observation.
ACTIVITY

1. Describe the students in the class.

The picture likely depicts a chaotic and disruptive classroom environment, making
it difficult for any student to concentrate and absorb information. As we can see, students
are playing games, making noise, arguing, and sleeping are all clear signs of students'
minds being elsewhere instead of on the learning material. The lack of eye contact and
interaction with the teacher or the lesson further emphasizes the students' disinterest.
`

2. What seems to distract the students from listening to the teacher?

As I observed in the picture, I think the main reason why the students act like that
because the class is ending soon, they're excited about going home, and they can't wait
for summer break.

3. What is the teacher doing?

The exhausted teacher in the picture seems to be checking the time, probably
eager to let the students leave. Teachers, like students, get tired and await the summer
break for relaxation and family time. It's evident from the scene that the teacher is eagerly
awaiting the break and isn't finding the current activities enjoyable.

ANALYSIS
1. Why do you think students behave this way?
Their enthusiasm is driving this behavior. They're thrilled about the upcoming
summer break, much like any other student who would be happy to have no classes. Yet,
they might not realize that their actions could impact their studying. The image shows
widespread excitement about the approaching summer break.
2. What could have been done to prevent students from behaving this way?
One effective way to prevent this behavior could be to maintain a structured and
engaging learning environment even after the announcement of the summer break.
Implementing captivating activities or discussions related to the subject matter might help
retain their focus and minimize the excitement about leaving. Additionally, setting clear
expectations for behavior and reinforcing them consistently could help manage their
excitement and maintain a productive learning atmosphere.
3. What is supposed to be done by the teacher?
After announcing the summer break, the teacher can ensure engagement by planning
captivating activities related to the subject, reinforcing clear behavior expectations, and
offering positive reinforcement for focused students. Using diverse teaching methods and
incorporating transition activities can maintain interest, while relating lessons to real-life
experiences helps show their relevance. Additionally, providing individual attention to
refocus any distracted students can help maintain a productive learning atmosphere
despite the excitement about the upcoming break.
4. Suggest ways to keep students focused on the lesson.
To maintain student focus, use engaging activities, varied teaching methods, and
clear objectives. Encourage active participation through discussions, questioning, and
real-life examples, while incorporating short breaks to re-energize. Offer positive
reinforcement and individual support to keep students engaged and motivated throughout
the lesson.
`

ABSTRACTION
Keeping a classroom conducive for learning is already half of the task of effectively
delivering a lesson. The remaining half is the teacher’s knowledge and skills on the
pedagogy of teaching. With this in mind, you and I will surely agree on the significance of
maintaining a classroom conducive for learning. But, wait! What is classroom
management? Let’s see from the definition given below.

Source: Slideshare
From the given definition, classroom management is not just about proper and
effective discipline of students. It includes among others, time management, effective
planning and motivating students in order to realize a classroom environment conducive
to learning. Some of the reasons why students misbehave are perhaps caused by the
teacher’s inability to observe the components of classroom management mentioned
above. When misbehaviors occur, it is always helpful to consider the following universal
strategies to manage a classroom.
1. Model ideal behavior
2. Let students help establish guidelines.
3. Document rules.
4. Avoid punishing the class.
5. Encourage initiative
6. Offer praise
7. Use non-verbal communication.

APPLICATION
1. What insights on classroom management did you get from observing your
cooperating teacher?
From observing my cooperating teacher, I gained valuable insights into classroom
management. I learned how to establish a well-organized environment by setting clear
expectations and routines. My teacher demonstrated effective ways to handle
disruptions calmly, redirecting focus back to the lesson while maintaining a positive
atmosphere. Additionally, I observed engaging teaching methods that encouraged
active participation and fostered a sense of community among students.
`

These experiences provided me with practical strategies for creating a conducive

learning environment and managing classroom dynamics effectively.
2. Do you believe in having a best method of classroom management? Why? Why
not?
I think a "best" method of classroom management might not exist in a one-size-fits-
all sense. Different teaching styles, student dynamics, and educational settings often
require varied approaches to manage effectively. What works exceptionally well in one
classroom might not yield the same results in another. It's essential to have a toolkit of
diverse strategies and techniques, allowing teachers to adapt and tailor their methods
based on the unique needs of their students and the learning environment. Flexibility
and the ability to assess and adjust strategies based on what works best for the
specific context are key aspects of successful classroom management.
3. As a future professional teacher, what do you think is your role in maintaining a
classroom conducive to learning?
As a future teacher, my role in maintaining a conducive classroom involves
creating a safe, inclusive space, setting clear expectations, and engaging students
through diverse teaching methods. I aim to foster respect, encourage participation,
and provide individual support to inspire a love for learning.

Closure
Well done! You have just finished Lesson 1 of this module. Should there be some
parts of the lesson in which you need clarification, please ask your teacher during your
consultation or virtual interactions.
Now if you are ready, please proceed to Lesson 2 of this module which will discuss
Learning Plan and Micro Teaching.
`

FS 101 – PARTICIPATION AND TEACHING ASSISTANTSHIP

PARTICIPATION AND ACTUAL TRANSITION TEACHING

LESSON 2 - Learning Plan and Micro Teaching

Learning Outcomes:
At the end of lesson 2, you should be able to:
 define learning plan and microteaching;
 prepare a learning plan; and
 conduct microteaching.
Time Frame: 3 hours
Introduction:
Once good classroom management has been established, you are now set to
conduct microteaching. To be successful in microteaching, you need to properly plan your
teaching-learning activities. This serves as your guide in teaching. This is also to ensure
that all the activities are implemented as planned

ACTIVITY

The K-W-L Chart

Topic 1: Learning Plan Topic 2: Micro Teaching
What I think I know about What I think I know about micro
Learning plan? Teaching?
_______________________________ _______________________________

A learning plan is a crucial Microteaching is a practice

roadmap, outlining goals and method where educators deliver
steps for organized learning. It short lessons to a small group,
caters to individual needs, tracks focusing on specific teaching
progress, and keeps the learning skills for practice, feedback, and
process focused and purposeful. improvement.
`

What I know about learning plan What I know about micro teaching

A learning plan is a structured Microteaching is practicing

outline detailing educational goals, teaching skills through short,
steps to achieve them, and tools focused lessons to a small group,
to track progress. It's aiming to improve techniques and
personalized, adapting to receive feedback in a controlled
individual learning styles and setting.
needs, guiding focused and
organized learning experiences. It
helps set clear objectives,
identifies resources, and allows for
adjustments to optimize learning

What I learned about learning plan What I learned about micro teaching

I've learned that a learning plan

From what I've learned,
serves as a structured roadmap,
microteaching is a powerful practice
outlining goals and steps for
tool where educators refine their
effective learning. It's a
teaching skills in a controlled
personalized tool, tailored to
environment. It involves delivering
individual needs and learning styles,
concise, targeted lessons to a small
enabling focused and organized
group, focusing on specific teaching
learning experiences. It's
techniques. This method allows for
instrumental in setting clear
practice, feedback, and
objectives, identifying resources,
improvement in a supportive
and tracking progress, allowing for
setting, helping to build confidence
adjustments to optimize learning
and refine instructional approaches
outcomes.
before applying them in larger
teaching settings.

ANALYSIS
1. Using a Venn diagram, point out similarities/differences between a learning plan
and a lesson plan.

Structured
framework
A learning plan A lesson plan is a
encompasses broader more focused, short-
educational objectives Goal oriented term instructional
over an extended guide for a specific
period. class or teaching
Evaluation session.
`

2. What is microteaching? How does it differ from the actual classroom teaching
conducted by your resource/cooperating teacher?
Microteaching involves delivering concise, targeted lessons to a small group for
practice and feedback on specific teaching skills in a controlled setting. It differs from
actual classroom teaching conducted by a resource or cooperating teacher in scale,
focus, and environment. Microteaching aims at honing specific teaching techniques,
usually to peers or a smaller audience, while actual classroom teaching involves
delivering full lessons to a larger group of students, managing real-time classroom
dynamics, and covering a broader curriculum.

3. Mention at least one advantage and disadvantage of microteaching.

One advantage of microteaching is its focused nature, allowing teachers to
concentrate on refining specific teaching skills or techniques in a controlled
environment. However, a potential disadvantage could be the limited scale of the
practice, as it might not fully replicate the complexities and dynamics of a real
classroom, potentially missing out on real-time challenges or varied student
interactions that come with larger class sizes.

ABSTRACTION
Preparation is essential in every undertaking. Be it a simple or complicated
undertaking, the idea of preparing for the event is always part of the plan. The same is
true with teaching. Before you are asked to handle a class, you are being trained to
acquire the skills necessary to become an effective teacher. This is the concept behind
micro-teaching. It trains prospective candidates to the teaching profession through this
technique. Let us now try to define microteaching.
Microteaching is a technique that aims to prepare teacher candidates to the real
classroom setting (Brent & Thomson, 1996). It is a teacher training technique to learn
teaching skills. In this technique, the pre-service teacher can experiment and learn each
of the teaching skills by breaking them into smaller parts and without encountering chaotic
environment of the crowded classes. This method offers the pre-service teachers’
opportunities for discovering and reflecting on both their own and others’ teaching styles
and enables them to learn about new teaching techniques (Wahba, 1999). Pre-service
teachers can benefit to a great extent from microteaching applications. Firstly, they reveal
teaching facts; and roles of the teacher (Amobi, 2005; Hawkey, 1995; Kpanja, 2001;
Wilkinson, 1996); help pre-service teachers to see the importance of planning and taking
decisions (Gess-Newsome & Lederman, 1990); and enable them to develop and improve
their teaching skills (Benton-Kupper, 2001). The various phases involved in a
microteaching activity are presented on the next page.
`
`

During your observation, in one of the stages involved in microteaching,

particularly that of planning micro lessons, the learning plan serves as an indispensable
tool in realizing its goal. Many students have diverse learning needs. Those who are not
able to meet the standards set by the program and those who are highly gifted are the
target groups of microteachings, hence, the learning plan must be tailored to their needs.

APPLICATION
1. During your classroom observation, what personal qualities and teaching skills of
your cooperating teacher do you admire the most? Why?
During my classroom observations, I deeply admired my cooperating teacher's
exceptional patience and adaptability. Her patience in handling various student
needs and challenges was admirable; she remained calm and supportive, fostering
a positive learning environment. Additionally, her adaptability stood out as they
seamlessly adjusted teaching strategies to suit diverse learning styles and
unexpected situations. These qualities ensured an inclusive and engaging
classroom, inspiring me to cultivate similar flexibility and patience in my future
teaching endeavors.

2. What do you consider the most challenging part of the teaching and learning
process? How do you plan to address it?

The most challenging aspect of teaching and learning, in my view, is

catering to diverse learning needs within a single classroom. Addressing this
challenge involves creating a differentiated learning environment that
accommodates various learning styles, paces, and abilities. To tackle this, I plan to
implement personalized learning strategies, such as tiered assignments, flexible
grouping, and incorporating multiple instructional approaches. Moreover,
continuous assessment and feedback mechanisms will allow me to tailor my
teaching methods to better suit individual student needs, ensuring an inclusive and
supportive learning atmosphere for all.

3. Suggest some innovative ways of delivering classroom instruction.

Innovative classroom instruction methods include flipped learning (pre-
recorded lessons for in-class activities), project-based learning, gamification for
engagement, technology integration, peer teaching, differentiated instruction, and
experiential learning through field trips or simulations. These approaches foster
active engagement, collaboration, and personalized learning experiences,
enhancing students' critical thinking and overall comprehension.
`

Closure
Well done! You have just finished Lesson 2 of this module. Should there be some
parts of the lesson in which you need clarification, please ask your teacher during your
consultation or virtual interactions.
Now if you are ready, please proceed to Lesson 3 of this module which will discuss
Global Teacher in the 21st Century.

FS 101 – PARTICIPATION AND TEACHING ASSISTANTSHIP

PARTICIPATION AND ACTUAL TRANSITION TEACHING

LESSON 3 - Global Teacher in the 21st Century

Learning Outcomes
At the end of lesson 3, you should be able to:
 identify the characteristics of a global teacher;
 address the needs of the 21st-century learners; and
 conduct 2 classroom demonstration teaching in 2 different subject areas.
Time Frame: 3 hours

Introduction:
Having successfully conducted your microteaching, you are now ready to face the
real challenge of teaching. These challenges are quite numerous, considering the
diversity of the learners. However, with enough preparation, I am sure you will be able to
overcome the hurdles auspiciously.
`

ACTIVITY
1. Describe clearly the following areas in your chosen school based on experience.
1.1 classroom arrangement
In the chosen school, the classroom arrangement was versatile and conducive
to different learning activities. The desks were often arranged in flexible
formations, allowing for both individual work and group discussions. There
were dedicated areas for collaborative work, equipped with movable furniture
to facilitate teamwork. Additionally, the classroom had designated spaces for
interactive learning, such as a technology corner with computers and a
presentation area for multimedia activities. Overall, the arrangement
encouraged student engagement and accommodated various teaching
methods effectively.

1.2 bulletin board display

At my chosen school, the bulletin board displays were vibrant and diverse.
They were strategically placed in high-traffic areas, showcasing a mix of
student work, informative posters, and upcoming event announcements. The
boards were thematic, often changing to align with curriculum topics or
seasonal themes, adding color and interest to the school environment. They
served as a platform to celebrate student achievements, display educational
content, and reinforce key concepts visually. The school effectively utilized
these displays to engage students, communicate important information, and
create an inviting atmosphere conducive to learning.

1.3 teacher's activities

In the classroom, teachers engage in various activities. They deliver lessons
using diverse teaching methods, facilitate discussions, provide guidance and
feedback, and manage classroom dynamics. They create learning materials,
assess student progress through assignments and tests, and adapt teaching
strategies to meet individual student needs. Additionally, teachers often
collaborate with colleagues, plan curriculum, attend professional development
sessions, and communicate with parents to ensure a conducive learning
environment for students.

1.3 students' activities

In the school, students engage in a variety of activities beyond academics.

They actively participate in clubs like debate, art, and robotics, showcasing
their diverse interests and talents. Sports play a prominent role, with students
`

enthusiastically involved in basketball, soccer, and track events. Additionally,

community service projects and volunteering initiatives allow students to
contribute positively to society while fostering a sense of empathy and
responsibility.

1.4 class schedules

In my experience at the chosen school, class schedules were well-structured

and followed a consistent routine. Each day had designated time slots for
various subjects, allowing for a balanced curriculum. The schedules
accommodated breaks between classes, ensuring students had time to
transition between subjects and recharge. Additionally, special classes like art,
music, or physical education were integrated into the timetable, offering a
diverse learning experience. Overall, the schedules were organized, allowing
for effective time management and a structured learning environment.

2. Based on your observation, how does each of the areas above affect the efficiency
of teachers?

The classroom arrangement influences teacher efficiency by enabling versatile

teaching methods and managing classroom dynamics, while bulletin board
displays aid in reinforcing concepts visually. Teachers' efficiency relies on effective
lesson planning, managing classroom activities, and continuous professional
development. Active student participation in extracurricular activities contributes to
a more engaged student body, potentially enhancing teachers' effectiveness. Well-
structured class schedules support efficient lesson planning and time
management, impacting teacher efficiency positively.

3. What significant observation have you made on the way your cooperating teacher
handles the class?

ANALYSIS
1. Based on your observation, do you think the areas of the school enumerated
above affect the efficiency of the teachers and the amount of learning of the
students?
In observing my cooperating teacher, I've noticed her adeptness in maintaining a
balance between firmness and approachability. She establishes clear expectations
and classroom routines, fostering a disciplined environment. Yet, she does so with
warmth and encouragement, creating a safe space for students to participate and
ask questions without fear. This balance seems to cultivate a respectful
atmosphere where students feel motivated to engage actively in the learning
process.
`

2. Suggest ways to improve (if needed) the present setup of these areas.
Enhance classroom setups with flexible seating, interactive bulletin boards,
ongoing teacher development, diverse student activities, and adaptable class
schedules to create a more engaging and student-centered learning environment.
3. Which particular segment in the teacher's delivery of instruction were you in
absolute awe. Were you inspired to do better every time you teach? Why?

My teacher's inclusive teaching style, valuing every student's input, was truly
inspiring. It motivated me to aim for a similar inclusive atmosphere in my teaching,
ensuring every student feels respected and heard in the classroom.

ABSTRACTION
Teaching the 21st-century learners is a new phenomenon. Aside from the
recent advances in technology, removing the distance barrier of nations, and
shrinking the world into a digital village, several new words have been added to the
dictionary. It takes a lot of time and effort for a digital migrant to match a digital
native. That makes teaching very complicated this time. Aside from mastering the
content of the subject, you also need to master the language and address the
needs of 21st-century learners. Who are the 21st-century learners? What are their
characteristics? The 21st-century learners are described in the figure below:
`

In order to match these characteristics, the 21st century educator must possess
the following attributes.

APPLICATION
1. Why is it important for a 21st century educator to match the characteristics of the
21st century learner?
It's important for 21st-century educators to match the characteristics of 21st-
century learners to ensure teaching methods align with modern skills like
technology, critical thinking, collaboration, creativity, and adaptability, preparing
students effectively for the evolving world.
2. In consultation with your cooperating teacher, conduct two demonstrations
teaching in two different subject areas utilizing the skills of a 21st-century educator.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Closure
Well done! You have just finished Lesson 3 of this module. Should there be some
parts of the lesson in which you need clarification, please ask your teacher during your
consultation or virtual interactions.
Now if you are ready, please proceed to Module 4 of this course pack which will
discuss Classroom Action Research.
`

References

 Ambili, R. (2013). Microteaching, an efficient technique for learning effective

teaching Journal of Research in Medical Sciences.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/
 Bilbao, P. P. (2015). On becoming the 21st century teacher. Lorimar Publishing
Inc.
 Guido, M. (2018). Classroom management techniques and strategies
https://www.prodigygame.com/blog/classroom-management-strategies/
 Palmer, T. (2015). Characteristics of a 21st century teacher.
https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher
 The 21st century fluency project. Characteristics of a 21st century learner.
http://www.fluency21.com/about.cfm. Online Resources.