Marky John P.
Maligting BEEd
Generalist
Educ 124
MODULE 23
The Classroom Climate
Synapse Strengtheners
1. Rev. Father Joseph V. Landy, SJ, in his book “Letter to a Young Teacher:
The Art of Being Interesting”, cites 5 elements that are especially useful
for gaining attention in the classroom, to wit: 1.) The activity, 2.) The
reality, 3.) The vital, 4.) The humor, and 5.) The novelty. Are these
elements found in the affective traits of the facilitating teacher given by
Stronge in this module?
Yes, these elements are found because it is very essential for
teachers. The activity to develop student’s skills and acquire
learning, the reality to relate experiences, the vital which for me,
refers to the information needed to be process and to acquire, the
humor in attitude in socializing other students and lastly the
novelty or being unique in different ways.
2. Make clippings of article on school bullying, React to one article of your
choice.
https://theconversation.com/taunts-and-bullying-drive-children-
with-albinism-from-tanzanian-schools-63559
This article focuses on the different type of bullying in Tanzania
specifically in their skin color. Some students are bullied by their
condition physically and economically. Students with albinism
should be taken care by the teachers as they go along in the
learning environment. They need support and encouragement from
their parents. Teachers from schools should provide them any
learning strategies that can promote or develop social interaction.
3. Read DepEd Order 40 s.2012, DepEd’s Child Protection Policy.
https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-
child-protection-policy/
Application
1. “The quality of teacher-student relationships is the key to all other
aspects of classroom management”, says recognized expert in classroom
management, Robert Marzano. Do the teacher’s affective traits have
something to do with that quality teacher-students relationships?
Explain your answer.
Yes, teachers must have this relationship too his/her students in
the learning environment to promote and acquire learning. Gained
new information and reflect experiences. Teachers and students
are the ingredients to learning. They should communicate and rely
on each other.
2. By means of graphic organizer, list down behavioral traits of parents who
are supportive of children’s studies.
Providing
Showing support
love
Behavioral traits Setting
Teaching
of parents who limits
responsibility
are supportive of
Being a children’s studies Showing
role model respect
Assessment Task/s
1. Compose a song or a poem about a highly motivating teacher. Present
your output in class.
The Motivating Teacher
She is the one who gives guide and life tip
Develop school and student relationship
In every activities, she don’t hesitate to teach
Students with no confidence she motivates each
She doesn’t only do this for her students, to help
Yet she do this also for herself
Both have experienced challenges and life situation
That is why there’s a need of motivation
2. Complete this statement. A caring teacher ______________________________
knows all responsibilities in education
concrete behavior
3. Dramatize some forms of bullying in schools.
Ask those who took part in the dramatization – how did you feel?
Were you happy about it? Any action to take from here?
They feel worried about the person being bullied. They were
not happy what they have seen. They want to give advice and
avoid bullying.
Ask those who watched the dramatization – how did you feel while
the dramatization was going on? In real life, would you do as the
bully did. Why or why not?
They get lessons and they reflect to their own experiences.
They do not. They say no because it is wrong. Bullying is not
good for students especially with low self-confidence. It can
lower their strength and capabilities. Lose their interest and
hesitate to give their feelings in certain school instances.
Compose a song that is anti-bullying. Highlight the basic human
need to belong
We don’t, we don’t bully, bully
We don’t, we don’t bully, bully
Bullying a good man, all of it is wrong then
Encourage and compliment them everyday
If you are mad in the place, let it be gone and erase
We don’t bully especially in the face
We don’t, we don’t bully, bully
We don’t, we don’t bully, bully
Bullying that’s wrong mate, people get united
Living in peace, become one someday
If the hate took part, open you heart
To every people make a brand new start
We don’t, we don’t bully, bully
We don’t, we don’t bully, bully
4. Some students will be asked to pantomime learning-supportive and
learning-unsupportive behaviors of parents. The rest of the class will be
asked to identify the behavior that was pantomime.
Discuss the effects of these behaviors on children’s motivation to
study and achieve.
Supportive behaviors of parents makes their children more
motivated because they got the support and encouragement they
need. Unsupportive behaviors obviously do the opposite because it
tends to slow down the interest and the other characteristics of
their children at school.
Share lessons learned.
Application
1. Give adjectives that describe the classroom climate that is conducive for
learning. Write the antonym for each adjective.
Efficient – disorganized
Exciting – boring
Lively – inanimate
Happy – sad
2. In your own words, give the conditions that give rise to a classroom
climate that is conducive for learning.
We should consider if the teacher is effective and efficient,
the students’ learning styles, strategies and their readiness
towards learning. With all of these factors or these
conditions, for me, the classroom is conducive for learning.
Assessment Task/s
1. Describe an ideal classroom atmosphere by means of simile and
metaphor.
An ideal classroom like a sanctuary of birds.
An ideal classroom is a painting and I am the painter.
2. Simulate a classroom setting. Let 2 students introduce their classroom
rules in a creative way in class. Evaluate the process as a group.
Student 1: She uses things that are appropriate to her rules (for
example, she picks up a phone meaning no cellphones allowed
during classes hours).
Student 2: He demonstrate an action and let his students guess
where that action would fall under classroom rules.
