CPE-104-UNIT-3-ORG-N-MNGT-OF-LCENTERED-CLROOMS-A.-FORMS-F2025.pptx

This presentation on CPE 104 has important because it is we can use.

1. Presentation Title Author Department, College Address (Optional) Date

2. Unit 4 - Organization and Management of Leaner- centered Classrooms Presentation Title Author, Date | Page no.  

3. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no.  

4. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. “The external environment helps create the atmosphere conducive for learning”.  

5. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 1. Furniture Arrangement- the physical features of the classroom must be located in areas where the contents could be viewed well and be made available for use. Furnitures must be well- arranged to look spacious and orderly. Chairs and tables for demonstrations must be positioned properly. Exhibit shelves are either permanently pinned to the wall or are made to stand at the sides White board for writing and clarifying lesson discussions, together with bulletin boards are available for posting important messages and outstanding pieces of students’ work , art and illustrations.

6. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 2. Seating Arrangement- the seating arrangement deserves foremost consideration since the students stay in each at the longest time during the day. * Match the seating arrangement with the format and activities of your lesson plan. * Example: semi- permanent arrangement or 4 rows with 6- 8 students in a row. * The choice of the right size of the chair would depend on the students’ size for them to feel comfortable and at ease.

7. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 1.

8. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 2.

9. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 3.

10. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 4.

11. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 3 . Physical Condition of the Classroom- clean rooms , hallways and surroundings are wholesome places to stay in. * The teacher should schedule who is responsible for their neatness in regular basis. *Used instruments and devices must be returned to their proper places. *Always erase the board after use. * Place a waste basket nearby.

12. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 3 . Physical Condition of the Classroom- * For a lively and fresh look, potted indoor plants can be placed at the corners and flowers on the teacher table . * During class hours proper lighting and ventilation must be provided and maintained for everybody’s comf ort. * Noise and discipline problems in the physical environment can be avoided in an orderly and well- managed classroom.

13. 1. Room Structuring Presentation Title Author, Date | Page no. 1.1 Room structuring Individualized learning, or individualized instruction - is a method of teaching in which content, instructional technology, and pace of learning are based upon the abilities and interest of each learner.

14. 1. Room Structuring Presentation Title Author, Date | Page no. 1.2 Group Learning A group or a collection of persons who are emotionally, intellectually, and aesthetically engaged in solving problems, creating products, and making meaning—an assemblage in which each person learns autonomously and through the ways of learning of others.

15. 1. Room Structuring Presentation Title Author, Date | Page no. 1.3 Activity- oriented Classroom The activity centered classroom- students, working alone, in partners, or in small groups, move between carefully crafted spaces in a classroom, each of which is assigned a particular activity or subject focus .

16. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. EXAMPLE: For purposes of uniformity , DepEd has the following classroom structuring guidelines: 1. A signboard is posted showing the following identification at the entrance of the room: Grade/Year and Section occupying the room, name of the teacher handling the class 2. A framed copy of the class program is displayed on the door to the classroom, at adult-eye-level 3. On the wall (that is, the wall facing the class), the classroom chalkboard is located a. properly framed b. with chalk ledge c. with curtains d. installed at a height which is under the maximum comfortable reach of the children to the top of the board

17. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. EXAMPLE: For purposes of uniformity, DepEd has the following classroom structuring guidelines: 4. Above the chalkboard, a framed portrait of the President of the Philippines shall be prominently displayed in the center. 5. Flanked on one side at a lower level is a framed photo (for the month or week) and on the other side by a framed picture preferably relevant to the motto.

18. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 6. The bulletin boards and tack boards, as well as charts, are placed on the walls at the sides or at the back of the room. 7. The attendance chart and the DepEd forms rack at the center of the room. 8. The teachers table and chair is located at the rear of the room. 9. One corner of the room is set up as a reading corne r.

19. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no. 10. Another corner of the room is set up as a health corner. 11. Above the chalkboard, a framed copy of the National anthem and shall be displayed at the upper left corner. 12.Above the chalkboard, a framed copy of the Pledge of Allegiance to the Philippine Flag. 13. A classroom-based data on BEIS to be placed on the walls at the sides or at the back of the room.  

20. A. Forms of Learner-centered Classroom Organization, Procedures, and Physical Structure Presentation Title Author, Date | Page no.  

21. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Routines are the groundwork for a well- orchestrated classroom. The establishment of routines help maximize time for instruction. ( Corpuz and Salandanan ) Routines can be stablished: 1. to begin and end lessons 2. to make transitions smooth 3. to distribute and collect materials 4. to conduct group work, seat work and teacher- led activities.  

22. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Classroom events that can be routinized: ( Serrano and Paez , 2015) Getting the attention of students to respond to a particular question, reactions, etc. Correcting home works in class. Excusing oneself from the class for emergency purpose or use of the comfort room. Posting of visual aids on the board. Updating oneself of the lessons when absent in clas s.

23. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Classroom events that can be routinized: 6. Going out of the room during breaktime. 7. Clearing the table and desks after performance of tasks. 8. Swapping of partners on discussions. 9. Forming participatory groups. 10. Reporting and sharing of responses.

24. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. 1. Transitions- management of most instructional interruptions is fully within the teacher’s control. - can either be anticipated or unanticipated. Examples of Transitions of anticipated interruptions, ( Orlich etal , 1994) 1. Beginning of an instructional episode 2. Between instructional episodes 3. After an instructional episode

25. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Examples of Transitions of anticipated interruptions, ( Orlich etal , 1994) 4. Equipment set- up and set down 5.Material distribution/ collection 6. From teacher to student-centered activity 7. Beginning/ end of class or school day.

26. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Some Sample Routines for the first five minutes of the class: Problem of the day Brain teaser Vocabulary “ Word of the Day” React to a quotation Warm- up problem on overhead to copy and solve Respond to a newspaper editorial

27. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Solving Transitions during the Lesson Example: 1.Give supplementary exercises to the fast learners 2.Get the fast learners to tutor students in need of help 3. Ask the fast learners to assist you in your administrative tasks like preparing for the next learning episode

28. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Group work Rules and procedures on group work address the following areas: Movement in and out of the group Expected behaviors of students in a group Expected behaviors of students not in the group Group communication with the teacher

29. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Seat work and Teacher-led activities Rules and procedures in these areas pertain to: Student attention during presentations Student participation Talking among students Obtaining help Out of seat behavior Behavior when work is completed

30. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Some Effective Signals used by new and experienced teachers: 1. 5, 4, 3, 2, 1, countdown 5- for freeze 4- for quiet 3- for eyes on the teacher 2- for hands free ( put things down) 1 -for listen for instructions

31. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Some Effective Signals used by new and experienced Teachers: 2. Raise your hand if you wish to participate 3. To obtain teacher’s attention: One finger = I need to sharpen my pencil Two fingers = I need a tissue Three fingers = I need your help

32. 2. Classroom Routines and Procedures Presentation Title Author, Date | Page no. Some Effective Signals used by new and experienced teachers: ( Corpuz and Salandanan ) 4. Teacher’s hand signal means: * Freeze ( Stop what you are doing) * Gently tap on your neighbor’s arm to get his/ her attention to freeze * Face the teacher and listen to instructions

33. Management of Routines ( Lim et al, 2014) Refers to the established activities or procedures that are repeatedly done. Presentation Title Author, Date | Page no. 1. Teach learners how to form various grouping and return to standard arrangement with minimum confusion. 2. Do not use the first few minutes of the class session to collect materials when the students are potentially most alert to instruction.

34. Management of Routines Refers to the established activities or procedures that are repeatedly done. Presentation Title Author, Date | Page no. 3.” Overlapping technique is used for collection and distribution of materials. It refers to the teacher’s ability to attend to the task at hand at the same time prevent an extraneous situation from getting out of control. planning distinct types and sequences of teacher- learner activity. 4. Prepare for transition by e .g. checking homework, assignment, presentation of new material, giving assignment, monitoring seatwork/activity. Transitions should be quick and quiet .

35. Benefits of Routines (Irizarry and Companion, 2011) Presentation Title Author, Date | Page no. 1. Routine procedures help in freeing the minds of teachers to think about other matters in teaching. If every time an activity is performed , and a teacher has to consider some options on how to do it, it will be too taxing on his/ her part to constantly think and decide. 2. Establishing routines on how to collect assignments or distributing materials enables the teacher to focus more on his/her lesson planning.

36. Benefits of Routines (Irizarry and Companion, 2011) Presentation Title Author, Date | Page no.   3 . In the execution of lessons, a teacher who has routines for calling on students is relieving himself/ herse lf of the burden of worrying about whom to call next, thus allowing more time to focus on what are being shared by the students. 4. It is easier for the students to predict their teacher’s next move and armed with such knowledge, they can concentrate and learn more.

37. Benefits of Routines (Irizarry and Companion, 2011) Presentation Title Author, Date | Page no.   5. Stability is assured especially for the new students who are unfamiliar with the class rules. 6. Reduces anxiety on the part of the students who do not know how to get involved in different class activities.

38. Presentation Title Author, Date | Page no.