FIELD STUDY 2 -Participation and Teaching Assistantship

Course Description and Course Learning Outcomes: This course is a continuation of

Field Study 1 that adheres to the philosophy which will be formulated by the students on the
premise of participation and teaching assistantship. It is school based and allows a pre-service
student to participate and assist in a limited teaching-learning activities that relate to assessment
of learning, preparation of instructional materials, preparation of the bulletin boards, and other
routines in the classroom. A Portfolio which will contain sample lesson or learning plans and
demonstration teaching of at least one subject content areawill be required.An Action Research
shall be encouraged to start in this course and conclude during the Internship.

NAME: MAY ANN C. OMOYON SUBJECT: GENERAL CURRICULUM

GRADE LEVEL OBSERVED: GRADE 2 NAME OF MENTOR: RIMA V. CADIZ

EPISODE 6 -Classroom Mangement

Lesson 1-Understanding Classroom Management

This lesson will guide you in understanding a very important concept in the teaching and
learning process-classroom management. Specifically, the objectives of this lesson are the
following:
 Discuss the concept of classroom management and
 Analyze the classroom management models used by teachers in the classroom.

Educational Theory

Classroom management refers to the strategies used by teachers in order to make sure
that students will be able to learn well. This includes the techniques and skills used by teachers to
ensure that students exhibit behaviors that help promote learning (“What is Classroom
Management?” 2018).

Teachers manage the class with the ultimate goal of avoiding disruption. There are four
learning, and assertive discipline (Simpson 2015).

Behaviorism or Skinner’s Model focuses on ensuring that students are guided by rules.
Teachers who adopt this model make sure that students follow ryles. Reinforcement is used to
ensure that students follow the classroom rules. If the students follow , good behavior is
recognized through praise or other forms of reward. If the students misbehave or do not follow
rules, the behavior is either ignored or punished.

The Choice Theory or the Glasser Model values the importance of making students
understand the reasons behind their behavior so that they can make responsible choices. Teachers
who use this approach see themselves as faciltators in guiding students make the right decisions.
They ensure that the activities , curriculum, and the learning envirnment will be able to address
the needs of the students. Classroom rules are still very essential to regulate behavior. However,
teachers who use this model encourage students to reflect and discuss their actions and improve
their behavior if rules have not been followed.

The learner-directed learning or Jones Model states that the role of the teachers is to help
students develop self-control. As a facilitator, teachers empower students to be responsible from
their own learning and actions. Through appropriate gestures, a system of incentives and
guidance, teachers help students manage their own behavior (Simpson 2015).
Guided Practice

A. Preliminary Activity: Answer the following questions:

1. List down ways on how you manage a class
Answer:
To create a positive classroom environment, establish clear expectations, set a positive
tone, organize the physical space, plan engaging lessons, manage transitions, implement a
behavior management system, build positive relationships, foster effective communication, use
technology wisely, and tailor instruction to meet diverse needs. Ensure students understand
consequences of behavior, manage transitions smoothly, implement a consistent behavior
management system, build positive relationships, and use technology wisely.

2. What classroom management model do you adhere to? Why?

Answer:
Behaviorism, assertive discipline, choice theory, democratic classroom management, and
preventive classroom management because these are all based on my individual beliefs, teaching
styles, and the specific needs of their students, aiming to create effective, structured, and
supportive learning environments.

Processing

Examine your answers. Answer the following questions:

1. What classroom management model appeals to you most? Why?
Answer:
Assertive discipline because assertive discipline in the classroom involves clear
expectations, consistent consequences, a structured system of rewards and consequences,
accountability for both students and teachers, respectful communication, efficient response to
misbehavior, and empowerment for teachers. It promotes a structured system, allowing teachers
to maintain control and maintain order. This approach also fosters a positive learning
environment, allowing students to focus on their academic pursuits without disruptions. It also
promotes accountability, respectful communication, efficient response to misbehavior, and a
well-managed classroom.

2. What things do teachers need to consider in managing the class?

Answer:
Teachers must consider creating specific requirements, developing positive connections,
organizing interesting lessons, arranging the learning environment, establishing behavioral
management methods, fostering efficient interaction, differentiating instructions, being adaptable
and flexible, utilizing time efficiently, accepting inclusion and diversity, engaging in professional
development, practicing self-reflection, encouraging parental involvement, integrating
technology, and promoting cultural sensitivity to effectively manage a classroom.
Reflection

Write your reflection by completing the following statements:

I realized that:
I realized that effective classroom management is a multifaceted and dynamic process. It
entails a combination of clear communication, positive relationship-building, thoughtful
planning, adaptability, and taking into account various factors such as student diversity,
behavioral expectations, and instructional strategies. Teachers frequently combine elements from
various classroom management models and reflect on their practices in order to foster a positive
and inclusive learning environment. Recognizing the importance of ongoing professional
development, parental involvement, and the use of technology can all help with successful
classroom management.

I believed it is essential to:

It is essential to prioritize effective classroom management strategies that include clear
communication, positive relationship-building, thoughtful lesson planning, adaptability, and
consideration of factors such as student diversity and behavioral expectations. Ongoing
professional development, parental involvement, and strategic use of technology are all
important components of creating and maintaining a positive and inclusive learning environment.
Recognizing the complexities of classroom management and constantly improving teaching
practices contribute to a positive educational experience for both teachers and students.

From now on, I am determined to:

I am committed to implementing comprehensive and effective classroom management
strategies that emphasize clear communication, positive relationship building, thoughtful lesson
planning, and adaptability. Furthermore, I am committed to meeting the diverse needs of my
students, creating a positive and inclusive learning environment, and constantly refining my
teaching practices through ongoing professional development. Recognizing the value of parental
involvement and strategically leveraging technology, my goal is to create a dynamic and
supportive educational environment that promotes student engagement and success.

Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Name and signature of Resource Teacher: ________________________________________

Date signed: __________________________

Lesson 2 - Classroom Management and Discipline

This lesson will guide you in understanding how discipline is linked with classroom
management. Specifically, the objectives of this lessn are the following:
 Discuss the importance of classroom management and
 Analyze the importance of discipline in classroom management

Education Theory

How well students benefit from the learning process would depend to a large extent on
how teachers manage the class. The way the teacher organizes the leraning environment, the
curriculum and how students interact with one another play a significant role in the way students
would learn. Often, classroom management is linked with discipline. Students’ behavior or
misbehavior are often linked with classroom management. Misbehavior is always linked with
disruption in classroom management(Osher, et al.2010). As such, when talking about classroom
management, teachers often make sure that discipline is often taken into consideration.

It is therefore essential that in implementing procedure for classroom management and

discipline, the following should be given importance:
 Discussion of appropriate behavior;
 Informing students about desirable social skills; and
 Involvement of students in the formulation of classroom rules.

Guided Practice

Interview a teacher. Summarize his/her response and write it on the space provided after each
question.
1. How do you manage your class?
Answer:
I manage class through establish clear expectations, build positive relationships, stay
organized, communicate effectively, use positive reinforcement, address behavior issues
promptly, differentiate instruction, create engaging lessons, establish routines, and seek ongoing
professional development.

2. What is the greatest challenge that you have encountered so far in terms of classroom
management?
Answer:
Managing diverse student needs and behaviors within a single classroom.

3. What do you think are the essential considerations in managing the class?
Answer:
The essential considerations in managing the class are set clear expectations, build
positive relationships, maintain organizational skills, practice open communication, use positive
reinforcement, address behaviors quickly, achieve differentiation, and create engaging Create
lessons, establish routines, and continually pursue professional development.

Processing

Examine the data you have gathered. Answer the following questions:

Questions Answers
1. What can you say about classroom Classroom management is essential to effective
management? instruction and includes strategies such as setting
clear expectations, building positive relationships,
responding quickly to behavior, and designing
engaging lessons to maintain an environment
conducive to learning.
 2. How can teachers effectively implement Teachers use effective classroom management by
classroom management? setting clear expectations, cultivating positive
relationships, consistently addressing behavior,
creating engaging lessons, keeping an organized
environment, using positive reinforcement,
remaining open to communication with students,
and adapting strategies based on individual needs
through ongoing professional development.

Reflection

Write your reflection by completing the following statements:

I realized that:
I realized that effective classroom management involves a combination of strategies such
as setting clear expectations, building positive relationships, addressing behavior promptly and
consistently, creating engaging lessons, maintaining an organized environment, using positive
reinforcement, and staying open to communication with students. Additionally, ongoing
professional development and adaptability to individual student needs play significant roles in
successful classroom management. It's a multifaceted approach that aims to create a positive and
conducive learning atmosphere for both teachers and students.

I believed it is essential to:

It is essential to prioritize effective communication, establish clear expectations, build
positive relationships, address behavior promptly, create engaging lessons, maintain an
organized environment, and stay open to ongoing professional development in order to
successfully implement classroom management and foster a positive learning atmosphere.

From now on, I am determined to:

I am determined to implement effective classroom management by consistently setting
clear expectations, building positive relationships, addressing behavior promptly, creating
engaging lessons, maintaining an organized environment, using positive reinforcement, and
staying open to communication and ongoing professional development to create a positive and
conducive learning atmosphere.

Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Name and signature of Resource Teacher: ________________________________________

Date signed: __________________________

Lesson 3- Writing Your Own Lesson Plan

This lesson will guide you in understanding how properly write a daily lesson plan.
Specifically, the objectives of this lesson are the following:
 Determine the basic parts of a lesson plan
 Write a sample daily lesson plan; and
 Discover the daily lesson log

Educational Theory

One of the daily tasks of the teacher is to prepare a daily lesson plan or sometimes called
a learning plan. For the veteran teachers, , writing a lesson plan is as easy as breathing. But for
the beginning teachers, writing a lesson plan is probably their greatest challenge.

According to DepEd Order 42, series of 2016, planning lesson is fundamental to ensuring
the delivery of teaching and learning in schools. These guidelines aims to support teachers in
organizing and managing their classes and lessons effectively and efficiently and ensure the
acchievement of learning outcomes. Furthermore, preparing lessons through the Daily Lesson
Log(DLL) or Detailed Lesson Plan (DLP) provides the teacher an opportunity for reflection on
what learners need to learn, how learners learn, and how best to facilitate the learning process.

A lesson plan according to Reece and Walker (2003) has two functions:
1. A strategy or plan for teaching and
2. A series of cues to be used during the lesson.

Moreover, the lesson plan is intended to help you proceed logically without being bound
to your notes, but even with detailed planning, every eventuality cannot be catered for so the
lesson plan is essentially tentative and flexible. A lesson plan should not limit you in your
approach and it should contain sufficient flexibility to cater the circumstances as hey arise in the
session.

A daily lesson plan does not have a general format. Some lesson plans follow a certain
pattern such as 4 A’s (Activity, Analysis, Abstraction, Application) or 5 E’s (Engage, Explore,
Explain, Elaborate, Evaluate) while some schools customize their lesson plan format.
Nonetheless, every lesson plan must contain the following basic parts:
1. Instructional Objectives
2. Subject Matter
3. Content
4. Learning Resources
5. Values Integration
6. Procedures; and
7. Assignment

Moreover, a daily lesson log is an outline version of a detailed lesson planand defined in
DepEd Order 42, series of 2016, as a template teachers use to log partsnof their daily lesson. The
DLL covers a day or a week’s worth of lessons.
Guided Practice

A. With the permission of your cooperating teacher, paste a sample daily or detailed lesson plan.
Answer the following questions below:

DETAILED LESSON PLAN IN ENGLISH 2

II. Objectives

At the end of the discussion, the pupils will be able to:

a. Identify singular nouns and plural nouns.

II. Content and Materials

a. Topic: Noun
b. References: EN2G-If-g-2.1
c. Materials: Visual Aids, Pens, Ballpens

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminaries
1. Greetings
Good afternoon, class! “Good afternoon, Ma’am”
How’s your day? Were fine Ma’am
Really? Yes

2. Prayer
Since all of you are fine & energetic (Students will stand and pray)
Let’s first stand for the prayer.

“Dear Heavenly Father,

Thank you for this day,
Thank you for ways in which you
provide us all.
For your protection and love we thank
you.
Help us to focus our hearts and minds
now on what we are about to learn.
Inspire us by your holy spirit as we listen
and write.
Guide us by your eternal light, as we
discover more about the world around us.
We ask all this in the name of Jesus,
Amen. Amen

(Everybody sits down)

Checking of Attendance:
“Now kindly pick up all the pieces of (Pupils will pick up the trash and
paper under your chairs and tables and arrange chairs and tables)
kindly arrange it after.” “Done Ma’am”

“You may now take your seats” (pupil’s take a seat)

“It seems that no one is absent for today, “Yes Ma’am”

right?”
 “Okay, very good”

3. Review
Before we will proceed to our
new lesson, let us have a short
review first. (Pupil’s raise a hand)

Who can recall about the lesson It’s all about noun.
yesterday?

Very Good! What about noun? Noun - is a word that names a

person, place, or thing.

Since you already mastered noun,

let us have our new lesson for
today.

B. Lesson Proper
1. Motivation
Class! I have here a ballpen (left
hand) and ballpens (right hand) in
my hands. (pen/pens and
paper/papers).

What have you observed in my There’s only one ballpen, pens in your
left hand? left-hand Ma’am
What have you observed in my There are more than one ballpen and pen
right hand? in your right-hand Ma’am

Very Good Class! Please give (Students clap)

yourself a wow clap

2. Presentation
Okay class! Today you will learn
about singular and plural nouns
and you will follow rules on
forming the plural of nouns.

C. Vocabulary/Development
Terms to be understand:
 Noun- is a word that names a
person, place, or thing.
 Singular noun – refer to only one
noun.
 Plural noun – refer to two or more
nouns.

E. Skill Development

Since you already know what is singular (All read the story)
and plural nouns. Let us read the story of
the girls. I’ll read the story first and then I
want you all to read it after me.

Activity 1.

What are those things that the girls have

seen on the mall? They see different kinds of animals like
 hamsters, puppies, kittens, mice and
birds,

They also see different things like toys,

dolls, jacks and jump ropes.

They see their teacher, neighbor and

librarian.
Are those things being beautiful or not?
Yes Ma’am Beautiful.

Activity 2.

Class, based from the short story that you Plural form Singular form
have read. Look for 5 plural nouns. Write Hamsters Hamster
them and their singular forms on the Birds Bird
board. Puppies Puppy
Toys Toy
Dolls Doll

F. Application

Give the plural form of the given nouns.

Write your answer in your notebook.
Very Good Class!
Answers:
1. Plates
Butterfly 2. Butterflies
Plate 3. Candles
Candle
4. Slippers
5. Shorts
Slipper Short

G. Generalization

Let’s have a quick recap of what is our

lesson all about.

What is noun? Noun – is a word that names a person,

place or thing.

What is singular noun? Singular noun – refer to only one noun.

Plural noun – refer to two or more

What is plural noun? nouns.

(Pupil’s Clap)
Very Good Class! Please give all yourself
a wow clap.

IV. Evaluation
 “Okay, now that you already know what
is a singular and plural noun. Get ½ sheet
of paper and write this.”

Direction: Underline the correct form of

the word.
Answers:

1. The (monkey, monkeys) are 1. monkeys

talking.
2. The (bunny, bunnies) are smiling. 2. bunnies
3. The (car, cars) is good
4. The (elephant, elephants) has a 3. car
big head. 4. elephant
5. (Fox, Foxes) are watching.
5. Foxes

V. Assignment

For your assignment, look for another

noun. Write the singular form and its
plural form.

1. What are the parts of the sample detailed or daily lesson plan?
Answer:
It includes a lesson title, clear objectives, a list of materials, an engaging introduction, an
anticipatory set to activate prior knowledge, direct instruction for presenting content, guided
practice for applying concepts, independent practice for reinforcement, a closure to summarize
key points, assessment methods, differentiation consideration, and a reflection section for the
teacher to evaluate and improve the lesson.

2. Which among the basic parts of a lesson plan does the sample plan include?
Answer:
The sample lesson plan includes all the basic parts such as the lesson title, objectives,
materials, introduction, direct instruction, guided and independent practice, closure, assessment,
differentiation, and reflection.

3. What are the other parts of the sample lesson plan which is not included in the basic parts of
the lesson plan?
Answer:
In addition to the basic components, the sample lesson plan includes an engaging
introduction, an anticipatory set to activate prior knowledge, and a reflection section where the
teacher can evaluate and improve the lesson.

B. Interview your school principal. Ask the following questions:

1. What is the importance of writing a lesson plan?
Answer:
The importance of writing a lesson plan is that it could be a guide to the teachers to
process then writing a lesson plan, teachers will determine what the learning objectives will be
taught in that day and then with that learning objectives teachers can prepare one methodology
for teaching strategies to be employ during the discussion. It is not only a guide but a method and
it can determine what kind of activities should be given.

2. When do the teachers write the lesson plan, daily or weekly? Why?
Answer:
Teachers typically write lesson plans on a weekly basis to ensure long-term planning,
consistency, flexibility, efficient resource management, cross-curricular activity coordination,
and reflection and adjustments based on student engagement and understanding.

3. How do they check, evaluate, and monitor the lesson plans of the teachers?
Answer:
Teachers' lesson plans are reviewed, evaluated, and monitored using administrative
reviews, peer evaluations, professional development workshops, technology-based tools,
classroom observations, student performance assessments, alignment with standards, goal
achievement assessment, feedback and coaching, and self-reflection, fostering a comprehensive
approach to ensuring effective teaching practices.

C. With the guidance of your cooperating teacher, write a detailed lesson plan here:

Grade Duration 40
Learning Area English 2
Level : minutes
Code:
Use Common Action Words in
Learning EN2G-
Competency Retelling, Conversations, etc.
IIIh-3.4

I - Objectives: At the end of the lesson, the pupils are expected to

K – Knowledge  Use common action words in retelling, conversation, etc.

S – Skill  Identify action words in sentence; and

A – Attitude  Participate Actively in Discussions

II- Subject Matter:

a. Topic: Using Common Action Words in Retelling, Conversations, etc.

b. References: Melcs, English ADM

c. Learning Materials: PowerPoint presentation, television, pictures, Activity sheets

III- Methodology

Procedure Teacher’s Activity

A. Prayer “Please stand up and let us pray”

In the name of the Father, and of the Son, and of the Holy
Spirit… Amen.

You may now take you seats.

B. Greetings “Good afternoon, everyone. How’s your day so far? Very

good! So, for this afternoon, I will be your teacher and my
 name is teacher May Ann Omoyon or you can call me Ms.
Omoyon. Again, what should you call me? Very good!”

C. Checking of attendance “Is everyone present here today?

Group 1 who’s absent?

Group 2? Group 3? And Group 4? Good job!”

D. Review of the previous Can someone tell me on what had we discussed yesterday?
lesson
Very good!

E. Establishing Purpose of Before we start our lesson, I have only 2 rules inside this
the Lesson class.

1. Participate during the discussion

2. When someone is talking, keep your focus, listen and
be quiet.

Do you understand? Very good! So now, I have here our

objectives for today.

 Use common action words in retelling, conversation,

etc.

 Identify action words in sentence; and

 Participate actively in discussions

F. Presenting Examples “Do you want to sing? Okay let’s sing this song entitle
“Verb Song”

(Play the song and sing together)

“Did you enjoy the song? Very good! Now I’m going to ask
you. What are the words you can recall that are mentioned
in the song? Very good! Walking, hop, talking, and
washing.

What do you think these words are called base on the title
of the song? Very good!

These are verb words. And verb involves action. So today,

we are going to talk about Action Words. “

G. Discussing New “Let’s start!

Concepts and Practicing
 New Skills Some words describe what we do. We call these words as
verbs. A verb is an action word. It tells what boys and
girls do.”

For example:

Ex. Jojet is playing.

“What is Jojet doing? Correct playing. So, what is the verb

or the action word use in the sentence? Very good! Playing.
Another example.”

Ex. Angela is cleaning her room.

“What is the verb or the action word use in the sentence?

Correct! Cleaning”.

“A verb or action word is a very important part of a

sentence. It describes the doer’s actions or state of being.
We use these words to communicate about the different
events in our lives.”

H. Discussing New Run Blue Write

Concepts, Practicing and Tree Sing Jump Pen
Concern to New Skills Jump Book Sun
#2 Instruction: Look at the table below. Select the words that
shows action through putting a circle.

I. Developing Mastery Instruction: Choose the sentence that tells the action
(leads to formative shown in the picture.
assessment
1.
a. The monkey climbs up the tree
b. The children are playing in the park
c. My father and I jog every morning

2.
a. The children are playing in the park
b. The monkey climbs up the tree
c. Rina is singing

3.
a. Rina is singing
b. The children are playing in the park
c. The monkey climbs up the tree
 4.
a. Rina is singing
b. Manny drinks a glass of water
c. My father and I jog every morning

5.
a. The monkey climbs up the tree
b. The children are playing in the park
c. Manny drinks a glass of water

J. Finding Practical Instruction: Complete the statements. Choose the correct

Application verb or action word that will complete the conversation of
Karla and Rico.

Karla: Hi Rico!
Rico: Hello Karla
Karla: You know what? My family and I will ____ (sing,
go) to a beach next week.
Rico: Really? That’s fun! Well, my mother will ____ (buy,
wash) me a guitar.
Karla: Wow! That’s cool! Oops! My mother is _____
(dancing, calling) me. I must go.
Rico: Okay. Bye, Karla!
Karla: Bye, Rico!

K. Making generalizations KEEP IN MIND

and abstractions about
the lesson Verbs are the action words in a sentence that describes
what the subject is doing.

L. Evaluating Learning Read the sentences below. Draw a happy face ( ) if the
sentence is true and a sad face ( )if the sentence is false.
Write your answer on the answer sheet.

1.Verbs are action words that tell what someone or

something does, did, or will do.

2. A verb tells the subject’s actions or state of being.

3. We use action words to complete the sentence.

4. Action words are not examples of verbs.

5. In telling stories or talking to someone, we use verbs to

create a clear picture of what is being talked about

 and the action being done.

M. Additional Activities for Instruction: Tell a story about the things that Erwin does
Application or before going to bed. Then complete the sentences below.
Remediation Choose the correct answer inside the box and write it on
your assignment notebook.

brushes combs prays

sleeps takes wears

Erwin ____ his teeth. Afterwards, he ____ a bath. Next, he

____ his pajama. Then, he ____ his hair, and he ____ to
God before sleeping.

N. Closing Prayer I am requesting everyone to please stand for our closing

prayer.

In the name of the Father, of the Son, and of the Holy

Spirit, Amen.

Processing

Examine the data you have gathered. Answer the following questions:
1. What is the importance of writing a lesson plan?
Answer:
Writing a lesson plan is important because it provides teachers with a structured guide for
effective instruction, aids in resource organization, establishes clear learning objectives, engages
students, facilitates assessment, accommodates diverse learners, contributes to professional
development, allows for smooth transitions for substitute teachers, and meets legal and
professional requirements in education.

2. In preparing the lesson plan, which part is the most difficult to prepare?
Answer:
Creating engaging and effective activities for the "Guided Practice" and "Independent
Practice" sections can be challenging. This entails creating activities that reinforce learning and
allow students to apply concepts independently, resulting in a better understanding of the
material. Furthermore, accommodating different learning styles and addressing potential gaps in
student comprehension during these practice phases can complicate lesson planning.
Nonetheless, the perceived difficulty may vary depending on the teacher's experience, the subject
matter, and the specific goals of the lesson.

3. Which do you think is the most important part of a lesson plan? Why?
Answer:
The most important part of a lesson plan is often considered to be the "Learning
Objectives" section because clear objectives provide focus, guide instruction, align assessments,
engage students, allow for differentiation, and communicate lesson expectations.

Reflection
Write your reflection by completing the following statements:
I realized that:
Lesson planning is a comprehensive and dynamic process, involving weekly planning for
long-term consistency and flexibility, with a particular emphasis on the crucial role of learning
objectives; it undergoes continuous monitoring and evaluation through various methods,
highlighting challenges in designing engaging activities, and serves as a pathway for teachers'
ongoing reflection and improvement in their teaching practices.

I believed it is essential to:

It is essential to recognize the significance of comprehensive lesson planning,
emphasizing clear learning objectives, engaging activities, and ongoing reflection, as it serves as
a foundational tool for effective teaching, student learning, and continuous improvement in the
educational process.

From now on, I am determined to:

I am determined to utilize effective lesson planning strategies, prioritize clear learning
objectives, engage students with thoughtful activities, and commit to continuous reflection,
fostering an environment of successful teaching and ongoing improvement in the educational
experience.

Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Name and signature of Resource Teacher: ________________________________________

Date signed: __________________________

Lesson 4- Teaching Demonstration

Ask your Resource Teacher to check your written lesson plan and allow you to implement it
through actual teaching demonstration. Let your Resource Teacher evaluate you using the
attached Rating Sheet.

Write a narrative of your experience

Name and signature of Resource Teacher: ________________________________________

Date signed: __________________________

Lesson 5 - Selecting Topics and Questions for Action Research

This lesson will guide you in selecting good topics and questions for action research
which you can do when you become a professional teacher. Specifically, the objectives of this
lesson are the following:
1. Discuss the criteria for selecting good topics and questions for action research;
2. Identify good topics and questions for action research; and
3. Analyze topics of action research done in a school.

Educational Theory

Conducting action research become more interesting if the topics abd research questions
are mentally engaging. Many research failed because the topics are irrelevant and the questions
are invalid. Some research also do not reflect an educational issue that needs an immediate
response. Thus teacher researchers should know how to select good topics and develop good
research questions based on the topic selected.

Patterson et al.(1993) suggested that teacher-researchers should keep a research journal.

 Set aside 10 minutes to write a reflection at the end of each day
 At the end of two weeks, read your journal, look for significant ideas and themes
that would be done for research.
 Brainstorm a list of things that you would like to investigate
 Review the list and write the first draft of your question.
 Write a paragraph of supporting rationale for your question.
 Reflect on your question

The Alberta Teachers’ Association (200) also suggested the use of affinity charting for
collaborative action research:
 Brainstorm issues of concern or interests relating to your educational context.
Record each item on a separate note.
 Group your items using affinity charting. Place the most diverse statements on the
table in a row. Place items that have a common theme or focus in each column.
 Review and reflect on the placement. Do some items fit better in a different
column?
 Develop a draft research question that reflects the key issue in each column.
 Choose the question that interests you the most and is possible to study.

In selecting the research questions, the following suggestions could be considered by the
teacher-researchers:
 The question should not be answerable by yes or no.
 The questions could provide opportunities for deeper exploration and reflection on
educational issues
 The questions should reflect the variables mentioned in the research title.
 The data needed to answer the questions are accessible.
 The questions can be studied within the time frame set for the action research.
 The question should focus on understanding issues and providing solutions.

Examples of research questions:

 How does the Four-Pronged Approach improve the reading comprehension of
Grade II pupils?
 What are the participation of parents and other stakeholders in the implementation
of the school reforms?
 What indigenous knowledge could be integrated in science?
Guided Practice

A. Preliminary Activity. Examine all the available action research conducted within the past two
years. Write the titles and the research questions for each title in the table below.
Title of Research Research Questions
How does the implementation of flipped
“Enhancing Student Engagement through classroom strategies impact student engagement
Flipped Classroom Strategies” levels and academic performance in a high school
science classroom?
To what extent do mindfulness practices
“Investigating the Impact of Mindfulness integrated into the school curriculum contribute
Practices on Students' Stress Reduction to reducing students' stress levels and enhancing
and Academic Success” their overall academic success in a middle school
setting?
How does the incorporation of peer tutoring
“Examining the Effectiveness of Peer
programs influence the mathematics proficiency
Tutoring in Improving Mathematics
of elementary school students, and what are the
Proficiency Among Elementary School
perceptions of both tutors and tutees regarding
Students”
the effectiveness of this approach?
In what ways does the integration of project-
based learning enhance the development of
“Implementing Project-Based Learning to
critical thinking, collaboration, and problem-
Foster 21st Century Skills in High School
solving skills among high school students, and
Classrooms”
how do teachers perceive the impact on overall
student learning outcomes?

B. Interview the teacher-researcher using these questions. Summarize and write their answers in
the space below.
a. How did you select your topics for action research?
Answer:
Choosing an action research topic entails reflecting on personal interests, taking into
account student needs, reviewing existing literature, collaborating with colleagues, aligning with
professional goals, and developing clear research questions that address specific aspects of
teaching or learning.

b. What prompted you to embark on these topics?

Answer:
Personal interest, observed teaching challenges, a desire for improvement, or the need to
meet specific student needs.

c. How did you select the questions for your action research?
Answer:
The questions for action research were chosen after considering personal interests,
reviewing existing literature, consulting with colleagues, and developing clear, focused research
questions that were aligned with teaching or learning goals.

d. How long did you conduct your action research?

Answer:
In every action research I conducted as far as I can remember, it will take moths before I can
complete all the necessary things that needs to be achieved in that particular research.
e. What challenges and problems did you encounter while conducting your action research?
Answer:
The problems that I encounter while conducting the research are commonly the data
collection difficulties, participant cooperation issues, and the need for flexibility in adapting
research plans based on unexpected obstacles.
Write a title of your Action Research

"Improving Classroom Lighting for Better Learning Experiences."

Write the Research Questions below

1. How does the quality of classroom lighting impact students' concentration and academic
performance?
2. What are the preferences of students and teachers regarding different types of lighting in the
classroom, and how can these preferences be accommodated?
3. In what ways can adjustments to natural lighting or the use of artificial lighting positively
influence the overall atmosphere and mood within a classroom?
4. How do variations in lighting conditions throughout the day affect students' alertness and
engagement during different periods of instruction?
5. What low-cost, practical adjustments can be made to existing lighting systems to enhance the
overall visual comfort and readability of instructional materials for both students and teachers?

Name and signature of Resource Teacher: ________________________________________

Date signed: __________________________