MANAGING TLE TIME DURING PRACTICAL ACTIVITIES

Don Honorio Ventura State University

Villa de Bacolor, Pampanga
Graduate School

MANAGING T.L.E TIME DURING PRACTICAL ACTIVITIES

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MANAGING TLE TIME DURING PRACTICAL ACTIVITIES

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Experience is the best teacher – a cliché for educators who are considered as pillars

in the academe, this is a part of learning to which students have personal involvement or

experience of the subject being taught and an event in which learners can actually see, feel,

hear or encounter a certain situation. In this manner, students are able to create their own

meanings, concepts and perspectives and directly use all their senses. It is a challenging

task for Technology and Livelihood Educators to ensure that the students can perform a

skill in a defined time. Maximizing laboratory time needs proper planning of activity

reflected in their lesson plan procedures in order for the teacher to meet all the competency

and manage all the factors that could affect the delivery of instruction during practical

activities. In the same manner, the student should also display dynamism during the

execution of a skill or task in a set time.

Amongst the most incomparable and indispensable attribute a person must possess

is his ability to manage his time efficiently and effectively, for in every task that we do,

time is a requirement. Time management is essential for maximum health and personal

effectiveness. The major determinant of your level of inner peace, harmony and mental

well-being is your ability to control your time. The better you can organize and control the

critical events of your life, the more satisfaction you will feel. (Tracy, Brian 2014)

Practical Activity is a type of classroom teaching approach in which students are

given opportunity to perform a skill or competency required by the subject or course, for

example cooking a dish, sewing a garment, soldering an electronic component or parts,

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building robot and etc. This teaching approach is an avenue for the learners to apply the

theories or concepts taught during the classroom discussion and also simulate the actual

job scenario in an industry. This is a way for the teachers to employ meaningful experiential

learning and a way to retain knowledge and skills for the subject matter.

Hands – on approach as stated by Ekweume et.al 2016 has been proposed as a

means to increase students’ academic achievement and understanding of the scientific

concepts by manipulating objects which may make abstract knowledge more concrete and

clearer. In this manner, students will be able to connect the concepts learned thru discussion

into concrete activity or output for the more senses are involved, the more learning will

take place.

Woodly, 2009 said that “most practitioners would agree that good – quality

practical work can engage students, help them to develop important skills, help them to

understand the process of scientific investigation and develop their understanding of

concepts”. This activity helps the student to think and analyze concepts critically so that

they could apply it in the designed task, also will develop proper work ethics that are

needed in a workplace.

When the pre-defined learning outcomes for the practical activity is achieved, then

we can consider this as a good practical task. But, most often than not, the ideal outcome

is difficult to achieve because the desired outcome for the activity is far different from how

students perform or how they perceive it.

It is essential for a teacher to effectively communicate the purpose of the practical

activity to the learners so that they would see the value of this learning experience in the

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enhancement of their skills and to perform their best to meet the desired competency for

the subject. As what Millar, 2009 has mentioned “Really effective practical activities

enable students to build a bridge between what they can see and handle (hands – on ) and

theories or scientific ideas that account for their observations (brains – on). Making these

connections is challenging, so practical activities that make these links explicit are more

likely to be successful.”

It is significant that the practical task should be tailored to achieve the learning

competency of the subject. The concepts and knowledge learned should be associated to

the practical activity in order for the learners to make meaningful connections. That is why

it is essential for a T.L.E teacher to ensure that the practical activities are relevant to what

is the required skill that a K – 12 graduate must possess. We must guarantee that our

students can really perform these practical skills they needed as they will be employed in

the future.

Succinctly, a well- designed classroom instruction plan will be successful if

executed well and that is assuring the standards set for the performance of a skill in a certain

subject and done on time. It is also in the role of the subject teacher to ensure that he or she

is evaluating the students’ performance in a structured time and not compromise the

learning competencies intended for the subject matter. As what Strong and Tucker, 2005

said “If classroom time is managed properly according to needs and requirements of the

subject matter, then it is more likely to be a successful activity.” Learning how to

effectively manage time can actually guarantee success, this is thru appropriately

controlling and managing time in an efficient way.

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THEORETICAL FRAMEWORK

Time Management in an educational system is necessary in accomplishing the

intended tasks for a subject matter and it is in the educator’s decision how he or she will

execute the lesson plan for his or her practical activity and this has been one of the

important aspects of teaching.

On a technical note, time cannot be managed, but we label it as time management

when we talk about how people use their time. We often bring up efficiency and

effectiveness when discussing how people spend their time. It is also important to

determine how much your time is worth to you. Goal identification is a way to allow us to

keep track of what we would like to accomplish as well as a mechanism to measure how

successful we are at achieving our goals. Without goals, we aren’t sure what we are trying

to accomplish, and there is little way of knowing if we are accomplishing anything. If you

already have a goal-setting plan that works well for you, keep it. (Time Management

Theory, by Dave Dillon retrieved from:

https://press.rebus.community/blueprint1/chapter/14-time-management-theory/)

Abraham Maslow’s hierarchy of needs combined time management with our needs.

He designed this 5 levels of different strata of human life which are physiological level

needs, safety needs, self-esteem and self-actualization needs. The theory doesn’t specify

the time period required to attain them, but it actually helps you to understand the

importance of these elements in life. Once you understand your needs, you can differentiate

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between them and set a time period during which you can fulfil them.

(Raspopov,https://www.academia.edu/5048338/Theory_of_time_management?auto=download)

GENERAL OBJECTIVE

To determine the approaches by which a T.L.E teacher handles or manages his/her

time during practical activities.

STATEMENT OF THE PROBLEM

1. How may the managing time in TLE during practical activities be described?

2. How may the lived experiences of TLE teachers in managing time during practical

activities be described?

3. How may the performance standard or learning competency of the subject affect

the time management of T.L.E teachers?

SCOPE AND DELIMITATION

This study is limited to the teachers handling grade 9 and 10 T.L.E specialization

subjects such as Cookery, Electronics, Drafting, Dressmaking class of Holy Family

Academy for the school year 2019 – 2020.

SIGNIFICANCE OF THE STUDY

This study is relevant to the varied issues in time management of T.L.E teachers of

Holy Family Academy in handling practical activities in terms of accomplishing pre-

defined competencies of a subject or course. This research work shall be beneficial to the

following units:

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1. TO STUDENTS: This study will give an answer as to how TLE 9 and 10 students

should maximize the allotted time for them in the performance of the skill or competency

for the subject matter.

2. TO TLE TEACHERS: This study is relevant to the improvement of teaching and time

management techniques of a TLE teacher in the application of the pre – designed practical

activity or the learning experiences stipulated in their lesson plans.

3. TO THE ADMINISTRATORS OF HOLY FAMILY ACADEMY, HS

DEPARTMENT - This will also give partial answer to one of the recommendations of

PAASCU during the Level III Re –survey last September 19 and 20, 2019 which is about

better time management and an avenue for the administrators to review the schedule and

curriculum of the TLE 9 and 10 program.

4. TO THE FUTURE RESEARCHERS – this study will be helpful in determining

factors as to how teachers manage their time during practical activities.

DEFINITION OF TERMS

1. Practical Activities – set of students tasks which is intended to apply the concepts

learned during discussion, in this manner, students should demonstrate a task or a

skill related to the subject or course.

2. T.L.E teacher - a high school faculty who handles either Robotics Class or T.L.E

specialization subjects such as Cookery, Electronics, Dressmaking, and Drafting.

3. Specialization Class – course offered for the grade 9 and 10 students such as

Cookery, Dressmaking, Consumer Electronics and Drafting.

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4. Laboratory Time – a defined time used during practical activities or hands – on task

in a T.L.E special laboratory such as Home Economics Room, Sewing Room,

Drafting Room and Electronics Shop.

5. Time Management – the approach by which the T.L.E teacher maximizes a given

time to execute the designed tasks for the practical activities.

6. Teaching Technique – the delivery method of the teacher in teaching a subject.

7. PAAASCU – the accrediting unit for private schools, colleges and universities.

End of Chapter 1 

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CHAPTER 2: REVIEW OF RELATED LITERATURE

This chapter presents the different literature gathered and reviewed by the researcher

as well as local and foreign studies conducted by other researchers that are relevant to the

present study. This is to enhance the content of the study and to enrich the perspectives and

insights of the readers as regards to the study.

LOCAL LITERATURE

Experiential approach involves the learners to do something, it enhances and

develops one’s skills and knowledge. Moreover, experiential learning permits the learners

to explore, analyze and ready to comprehend things that surround him. As Lewis and

Williams (1994) stated, “expose the children with lots of activities, in this way they will

learn: in short “learning by doing”. It is also connected to the idea of constructivism where

pupils acquire information best. “Learners are given the rights and benefits to think, to

reflect and to associate with ideas, objects and many more”. (Brooks and Brooks, 1993).

Direct involvement with the materials is the finest method when it comes to the

method of learning which directly involves the learner, by actively encouraging them to do

something in order to learn about it. In short, it is ‘learning by doing’. Lewis and Williams

(1994). Retrieved from: https://www.grin.com/document/359336.

Based on undergraduate thesis of Bagalayos, 2017, Olson and Hergenhann ( 2009),

stated that learning is gained in knowledge, mastery of experience or comprehension. Is in

the process of learning by which students are capable of doing something which they could

not do before learning took place (Olson, 2007). Under the theory of practice, also known

as constructivism, in experiential approach, learning is achieved well when students make

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their own action of reaching a conclusion and discoveries. Students learn by doing;

therefore, actively engaging and exposing learnings in experience – based learning is one

important key to the construction of new meaning (Gidds, 1988; Merriam, Caffarella &

Baumgartner, 2007).

FOREIGN LITERATURE

Practical Activities involves strongly the domain of ideas essential for higher

learning demand that those activities which allows students to see and remember an

observable circumstance. With this type of activity, learners need assistance to use or

develop the ideas that give importance to the activity and lead to learning that is why,

teachers as facilitators must ensure that the learning competencies are being performed

well by the students in a given time.

The most basic in using practical activities is its sense of effectiveness, in which

we are expecting students to do what we intend them to do and see what we meant them to

see.. Students only learn only when the activity is not only ‘hands – on’ but also ‘minds –

on’ we need to look at what students ‘do’ with the ideas, as well as what they do with

objects and materials and we need to look how well the activity supports their learning of

ideas and not merely their ability to recall observable events.. (Millar, 2009)

A productive learning experience occurs when students work with teachers who

give clear and precise presentation (lesson clarity); use different approaches in teaching

and learning (instructional variety); and stay on tasks toward completion and efficiency

(task orientation) It is also a privilege to observe a classroom where students are engaged

in uninterrupted learning (student engagement) and guided in doing sequential tasks

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(structured instruction) as their skills are developed (cognitive development activities).

Greater appreciation to learning is given in a classroom where the teacher uses varied

teaching strategies (expanding processes) that provide opportunities for success (building

for student success) and where the students engage in collaborative learning (students

participations and contributions) and show enthusiasm(teacher affect) in all school

activities (Dynneson and Gross, 1995)

To ensure effective teaching, Danielson (1996) posits that teachers need to be

equipped in four main skills, namely, (1) Engaging in quality planning and preparations;

(2) preparing a positive classroom environment; (3) using proven instructional strategies;

(4) exhibiting personal behaviour.

Classroom Management is the process of organizing and conducting a classroom

to maximize learning. (Richard Kellough, 2003). It involves teacher’s action to create a

learning environment that encourages positive social interaction, active engagement in

learning, and self – motivation (Burded & Byrd, 2003). Likewise, it involves the

establishment and maintenance of the classroom environment so that educational goals can

be accomplished. (Moore, 2005)

Suffice to say, a comprehensive management plan should include both proactive

(preventive) and reactive (disciplinary) management strategies. Classroom Management,

then, can be defined as the provisions and procedures necessary to create and maintain an

environment in which teaching and learning can occur. (Duke, 1987 in Cruickshank et.al.,

1999).

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Strategy, speed and skill are the keys to time management in the kitchen. It is

essential that prior to cooking and serving a meal, you are organized. This smart strategy

always starts with a work plan. Basically, this is a list of all the tasks required to complete

the recipe and an estimate of how long each task will take. As an effective cook, you will

need to draw on your ability to think critically to help you identify other tasks and find or

estimate the time each requires. Such tips in working efficiently are the following:

Organize the kitchen, Learn to use equipment properly, look for ways to simplify, father

all equipment and ingredients first, dovetail tasks and clean up as your work.

https://hbmcintosh.files.wordpress.com/2010/05/time-management-in-the-kitchen.pdf.

Planning classroom management facilitates effective instruction and promotes

classroom safety and welfare. Building harmonious relationships with colleagues, parents

and friends also helps in attaining classroom management objectives. Learning, where it

occurs, is likely to result from a sequence of lessons which involve activities of various

kinds, including some carefully planned practical activities at appropriate points. The way

teachers use practical activities often seems to imply a belief that that ‘practice makes

perfect’ – that students will get better at planning and conducting their own investigations

simply through practice. (Millar, 2009).

Hands – on and minds – on learning. When students are made to process

information using hands-on and minds-on learning, they are learning by doing and are

thinking about what they are learning or doing. Virtually, this approach to learning helps

students construct and reconstruct their perceptions about an activity by engaging in

questioning, thereby turning the learner’s mind on. Simply put, hands – on and minds – on

learning develop the questioning skills of the learners by devising ways and means of

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investigating satisfactorily. Kellough emphasizes the two fold instructional tasks of

teachers which are (1) to plan hands on experiences, providing the materials and the

supportive environment necessary for students meaningful exploration and discovery; and

(2) to know how to facilitate the most meaningful and longest-lasting learning possible

once the learners mind has been engaged by the hands on learning (kelloguh, 2003)

Psychomotor domain learning is concerned with the development of muscular skill

and coordination. This area includes goals such as learning to sew a buttonhole, or

developing good tennis serve. While intellectual abilities enter into each of the physical

tasks, the primary focus is on the development of manipulative skills rather that in the

growth of intellectual capability.

Classroom management is another component of effective teaching and learning

process. Ornstein and Levine (2006) viewed that teachers are expected to be

knowledgeable in classroom management. Effective teachers develop good managerial

techniques. They make students know what they expect, they make students what to do

when they need help, they follow through reminders; rewards and punishment to enforce

rules and they do respond to problems not emotionally. An effective teachers sets ground

rules and interacts with the students in a calm yet forceful way. As such, this conduct

liberates students’ best traits, skills, attributes and provides them with the psychological

security in the classroom.

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LOCAL STUDIES

It was single out by Salandanan (2009) that effective teaching and learning cannot

take place in a poorly managed classroom. When chaos became the norm, both students

and teachers suffer. In contrast, well-managed classroom provides an environment in which

teaching-learning can flourish. The effectiveness of the teaching competencies of

technology is reflected in the levels of skills, work habits and values developed by the

students that could equip them to face the world of work.

To teach effectively, Calderon (2000) confirmed that the teacher’s knowledge of

the subject matter is based upon the taught influenced by learning. Knowledge of the

subject matter is based upon the principle that one cannot give what he does not have. He

further pointed out that a teacher who uses haphazardly outmoded and ineffective methods

and tools of teaching cannot produce a good product.

FOREIGN STUDIES

According to Millar, 2009 student practical work leads to better learning – because

we all understand and remember things better if we have done them ourselves. WE can

observe the events that occur when the activity is carried out in the classroom, and this is

through how students do the task or activity. This is again influenced by several factors:

the students’ understanding of science (what they know about the topic in which the

activity is set; how competent they are in using the apparatus involved etc.); the students’

view of learning (for example, whether they see their own learning as constructing meaning

from experience, or as discovering ‘the truth’ by observation and measurement, or as being

‘given’ ideas and insights by a teacher); and the context of the activity (what their

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curriculum required; how they will be assessed, the equipment available, etc.) As a result,

the actions of the students may be close to what the person who designed the activity had

in mind, or may differ from it to a greater or lesser extent.

On the basis setting priorities, decide what you need to do and when. Plan ahead

and know your deadlines, set aside blocks of time for specific tasks, break large tasks into

smaller tasks, delegate tasks and complete tasks on time.

In terms of improving laboratory staff’s time management skills, a manager should

establish clear goals and expectations early, starting with simple tasks the staff can handle.

Make sure that they understand the tasks. Help them seek advice without taking up

unnecessary time. Teach them how to describe projects, issues and problems, issues and

problems accurately and efficiently. (Burroughs Wellcome Fund Howard Hudges Medical

Institute, 2006). Applying this in a classroom setting, a teacher must ensure that the

students have clearly defined task to perform during the laboratory. The facilitator should

monitor the progress and output of the students in order not to compromise the competency

intended for the lesson.

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REFERENCES

Eusebio, L. D. (2016). “The Technology and Livelihood Program of Two Public Secondary

Schools in the Division of City of San Fernando, Pampanga, Input to Enhanced

Instructional and Skills Development Program”. Unpublished Master’s thesis, DHVSU,

Bacolor, Pampanga

Agno, L. N (2009). “Principles of Teaching 1: A modular Approach” C& E Publishing,

Inc.

De Guzman, Jane L. (2016). “The Use of the Daily Lesson Log as a tool in enhancing

classroom instruction among the teachers of San Fernando, Elementary. Unpublished

Master’s Thesis. DHVSU, Bacolor, Pampanga.

Courter, M. & Robbins, S. 2019. Management, 10th Edition, Pearson Education, Inc

Jefferyl Bagalayos, (2017) “Effectiveness of Experiential Activity in Science Process

Skills of Grade Six Pupils” , Undergraduate Research Paper.

https://www.grin.com/document/359336

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Yoder, Nicholas, 2014 Teaching the Whole Child: Instructional Practices that Support

Social-Emotional Learning in Three Teacher Evaluation Frameworks, Center on Great

Teachers & Laaeaders at American Institutes for Research Retrieved from:

https://gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf

Tracy, Brian 2014, Time Management, American Management Association Retrieved

from: https://www.questia.com/library/120082116/time-management

Ekwueme, C. Ekon E, Ezenwa-Nebife, D. 2016 “ The Impact of Hands – On Approach on

Student Academic Performance in Basic Science and Mathematics, Canadian Center of

Science and Education. Retreived from:

https://www.researchgate.net/publication/283903383_The_Impact_of_Hands-On-

Approach_on_Student_Academic_Performance_in_Basic_Science_and_Mathematics

Woodley, Emma 2009 “Practical work in school science – why is it important?

http://www.gettingpractical.org.uk/documents/EmmaWoodleyarticle.pdf

Millar, Robin 2009 “Analysing practical activities to assess and improve effectiveness: The

Practical Activity Analysis Inventory (PAAI). Centre for Innovation and Research in

Science Education, Department of Educational Studies, University of York, Heslington,

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York YO10 5DD. Retrieved from:

https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf

Tucker, P. & Stronge J. 2005 “Linking Teacher Evaluation and Student Learning”

Retrieved from: http://www.ascd.org/publications/books/104136/chapters/The-Power-of-

an-Effective-Teacher-and-Why-We-Should-Assess-It.aspx

Dillon, Dave “Blueprint for Success in College: Indispensable Study Skills and Time

Management Strategies, Retrieved from:

https://press.rebus.community/blueprint1/chapter/14-time-management-theory/

https://hbmcintosh.files.wordpress.com/2010/05/time-management-in-the-kitchen.pdf.

Howard Hughes Medical Institute and Burroughs Wellcome Fund, 2006. “Making the

Right Move” Practical Guide to Scientific Management for Postdocs and New Faculty”.

Second Edition.

https://www.hhmi.org/sites/default/files/Educational%20Materials/Lab%20Management/Maki

ng%20the%20Right%20Moves/moves2_ch6.pdf

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