FS 2 - Module 4

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
COLLEGE OF TEACHER EDUCATION

Bayombong Campus
DEGREE COURSE NO. PROF ED 12

PROGRAM
SPECIALIZATION COURSE FIELD STUDY 2 (Participation and
TITLE Teaching Assistantship)
YEAR LEVEL TIME FRAME 3hrs WK IM
NO. NO.
I. UNIT TITLE/CHAPTER TITLE
I. Establishing My Own Classroom Routines and Procedures in a Face-to-Face/Remote

Learning
II. LESSON TITLE
1. My Own Classroom Routines
III. LESSON OVERVIEW
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. They save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
IV. DESIRED LEARNING OUTCOMES
a. To explore the different ways of establishing a safe and conducive on-line or virtual
learning environment.
V. LESSON CONTENT
MODULE 4
Establishing My Own Classroom Routines and Procedures in a Face-to-Face/Remote
Learning
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain order in the classroom; makes
you more focused on teaching because you send less time in giving directions/instructions; and
enables you to explain to the learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management systems so students may watch them
repeatedly for better retention and for families to view them so they can assist their children when
needed.
Students can take an active role in establishing classroom routines. They can brainstorm on
ideas which they will most likely do and follow. Routines are important especially when done in remote
learning so that there will be less distractions both for synchronous and asynchronous participation.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
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Submission of tasks
and requirements
Movement into and out

Use of washroom
of the classroom
Transitioning to group Checking of

Some Routines
work and Procedures attendance
Line formation Classroom greetings
Others when deemed Getting supplies and

necessary materials
LEARNING ACTIVITIES:(separate sheet)
Resource Teacher: ________________________________ Teacher’s Signature: ___________

School: _________________________________________ Year Level: ___________________
Subject Area: ____________________________________ Date: ________________________
NOTICE
After doing your classroom routines and formulating your procedures, state what you noticed by
answering the following questions:
1. how did you feel after employing classroom routines and establishing your procedures in the
classroom/remote learning?
2. How did your students respond to your classroom routines and procedures?
ANALYZE
1. What factors/conditions prompted you to establish those classroom routines and procedures?
2. Was there a marked improvement in classroom management after employing your classroom
routines?
3. Did the teaching-learning process improve? Justify your answer.
REFLECT
1. What insights you gained while doing this learning episode?
ARTIFACTS
Take some snapshots of your routines in the classroom or in remote learning and tell something
about them. You may also write down the procedures you have formulated and explain the reasons for
these (or your resource teacher).
VI. REFERENCES
A. Books
1. Anderson, M. (2010) Well-balanced teacher. ASCD Alexandra, Va. USA.
2. Baudu, C. (2012) Anti-oppresive education through English language arts: A recollecting
journey. Unpublished Master’s Thesis, University of Regina, Canada.
3. Bilbao, P. Corpuz, B.; Llagas, A. Salandanan, G. (2018) The teaching profession. Quezon City,
Philippines: Lorimar Publishing Inc.
4. Borabo, M. and Borabo, H.G. (2015) Field Study 4 Exploring the Curriculum. Quezon City,
5. CHED (2004) Commission on Higher Education. Memorandum Order 30, series 2004.
6. Corpuz, B.; Lucas, M.R.; (2018). Child and Adolescent Learners and Learning Principles.
7. DepEd Order No. 73, s. (2012). Guidelines on Assessment and Ratings of Assessment
Outcomes under the Kto12 Basic Education Curriculum.
B. e-Resources
1. http://www.explorance.com/blog/2013/11/4-ways-evaluate-massive-open-online-courses-
moocs/
2. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
3. http://www.greatschoolspartnertship.org/wp-content/upload/2014/06/
x3B_Marzano_New_Taxonom_Chart_wit_verbs_3.16.121.pd

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

DEGREE COURSE NO. PROF ED 12

I. UNIT TITLE/CHAPTER TITLE

I. Establishing My Own Classroom Routines and Procedures in a Face-to-Face/Remote

II. LESSON TITLE

1. My Own Classroom Routines

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

Movement into and out

Transitioning to group Checking of

Line formation Classroom greetings

Others when deemed Getting supplies and

LEARNING ACTIVITIES:(separate sheet)

Resource Teacher: ______________________ Teacher’s Signature: _

3. Did the teaching-learning process improve? Justify your answer.

1. What insights you gained while doing this learning episode?

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