Republic of the Philippines

KAPALONG COLLEGE OF AGRICULTURE, SCIENCES, & TECHNOLOGY

Maniki, Kapalong, Davao del Norte

MY FIELD STUDY
EXPERIENCE

Prepared by:

RODEN F. MANLIGUIS, JR.

Field Study Student

KRISTY JANE R. MUEGNA, MAED.

Field Study Instructor

 INTRODUCTION

The Kapalong College of Agriculture, Sciences, and Technology provides

framework that shall support the Institute of Teacher Education to better prepare
the future teachers into the real realm of the academe.

Teacher education envision itself to produce quality future educators

imbued with ethical values and competencies. Thereby, the Field Study 2 –
Participation and Teaching Assistantship is 3 unit-course which assist the
students to be able to immerse into the real image of school environment to
deepen down understanding, skills, and to strengthens one’s teaching
methodologies, principles, and philosophy.

In the making of potential educators, this course provides the opportunities

to unlock implicit knowledge of the educators pertaining to the strategies,
approach, techniques, and how to make the learning practice engaging and more
so enticing to the learners.

Moreover, there must be coherent understanding and practice in the part

of future educators in transferring subject matter effectively. Likewise, this course
provides first-hand experiences that will help them to feel the ground of teaching
empirically. Additionally, this allows future students to gather vicarious
experiences which will ignite their critical thinking, pedagogical skills, and content
knowledge.

However, in these trying times of Pandemic, the immersion was being

impeded. It put boundaries and limitation to the expected things to happen in this
course as the way of teaching modalities was being transmuted.However, with
the love of teaching, passion, and dedication the course instructor Ms. Kristy
Jane R. Muegna, MAEd., exerted her effort to provide appropriate intervention to
fill in the gap of uncertainties. She introduced new ways on how to deliver the
subject matter effectively which allowed learners to have metal image and draw
understanding through the rendered intervention.

In fact, the students attended and joined webinar-workshops, online

activities, interviews, learning tasks, and community engagements programs.
Also, the highlight of this course was to create and action research which will
identify reoccurring problems within the academe. Students created their own
action research and provided possible solutions and intervention. The thematic of
providing us the glimpse of what is an actual environment of school through
webinars was a great opportunity for us students to have that mental image to
what is like in shoe of public teachers. It might sound saddening for not being
able to do what is expected to do but, there are always another plan and
alternatives which are all helpful and meaningful.

Thus, this projects that future educators but be geared with knowledge,
attitude, and competence in pursuit to quality education to be rendered towards
the learners.
 FIELD STUDY STUDENT BIOGRAPHY

Roden F. Manliguis Jr.

Purok 4-B, Cambanogoy, Asuncion, Davao del Norte

[email protected]
09263736755

EDUCATIONAL ATTAINMENT:

Tertiary: Kapalong College of Agriculture, Sciences and Technology

Maniki, Kapalong, Davao del Norte

Bachelor of Secondary Education – English

2020-2021

Secondary: Asuncion National High School

Purok 12, Cambanogoy, Asuncion, Davao del Norte

2017-2018

Elementary: Cambanogoy Central Elementary School

Purok 02, Cambanogoy, Asuncion, Davao del Norte

2011-2012

PERSONAL DATA:

Date of Birth: October 14, 1999

Place of Birth: Purok 15, Cambanogoy, Asuncion,

………………Davao del Norte, Philippines.
PARENTS

Mother: Alma F. Manliguis

Father: Roden F. Manliguis, Sr.

Civil Status: Single

Height: 164 cm

Weight: 68 kgs

Sex: Male

Citizenship: Filipino

Language (spoken and written): Filipino, English & Cebuano

 BELIEFS ON TEACHING AND LEARNING (PRE)

Roden F. Manliguis

The first time I step foot in this field made me understood that teachers are
not the same with each other. I sometimes, criticized other teacher for not doing
the same thing as other teacher did. I compared the way they were teaching the
way they approached and the way they behaved.

I always think that teacher must have the same discipline approach, so as
teaching approach so that I could learned into my own personal benefit without
looking others. Learning for me back then was an alone activity that must be
done without other people. I always have that mindset that I must be accountable
with my learning, and my classmates won’t matter anymore.

Meanwhile, I sometimes appreciate other works if it passed my standards

and criteria. I am not bother either if people will like me or not. When I was about
to take this program, what sunk into my mind that I must be a terror teacher. I
wanted to take my position to my students suffer and take a dose of somewhat
fear and anxiety when they recognize my presence.

I would love to make my student’s life miserable with the weight of

pressure that I will be imposing in favor of them. The experience that I have way
back when I was in high school draw mental categories of my philosophies which
was really affected my core. I have that thinking of overpowering my students by
implementing my legitimate power. Also, I have that very intension to give
perennial approach where my students will be learning subject matter based on
my personal choices, and they will be just a passive learner and there is more
attention to basic skills than socialization and collaboration within them.

But, good thing I am gradually changing. The fact that this journey made
me realized that a school must be a room for positive and a room to see the
potential of the learners and transform them into optimum level. A classroom that
would encourage them to be themselves, no bias, judgments, and prejudices. A
classroom that is inclusive and welcoming to every learner who wanted to
changed there lives and be functional members of this community.

To conclude, philosophy of a teacher can tremendously affect learner’s

learning practices and environment. Above all, teacher must have imbued with
commendable philosophy, which could therefore emulate by the learners and will
render positive outcome and impact towards them.

BELIEFS ON TEACHING AND LEARNING (POST)

Roden F. Manliguis, Jr.

Teachers as public figures are vulnerable to the eyes and criticism of

people, they are the role model of society and must think and act accordingly.
Teacher has been tagged as one of the most respected-noble profession
amongst other fields. But what does it take to be an ideal teacher? Am I an ideal
of becoming a teacher?

As my learnings are ascending, my viewpoint in life is also gradually

responding to it. When I had given the opportunity to be in this field, I clearly
recognize and appreciate the diversity of every teacher. The time, when I was in
junior years, I was actually reflecting, and I honestly asked myself “Unsa kaya ko
nga klase nga pagka teacher no?” In this time, I am now in my fourth year, the
lessons and experiences could anticipate now as to what is really my philosophy
in teaching. The process that I have been through underpinned my core to know
my purpose, to know my capabilities, to know my weaknesses and to apprehend
my credo in teaching.

In this course, I have learned that as future Teacher I am a superficial

image of the academe, bringing the best quality and characteristics and behavior
which underpinned the foundation of the school. This truth alone, exemplify that I
am one of the chosen people that subsists untypical attributes which stratify
among others. An ideal teacher in this era is now upgrading and advance, as the
teacher’s account has been changing brought by the influence of the emergence
of pandemic.

Coherently, as a teacher I understand that it takes the combination of

competence, commitment, and values. Competence in the sense, one teacher
must be geared with contemporary methodologies, pedagogies, principles and it
uphold philosophy in providing the best teaching and learning practices.
Competent in integrating appropriate activities along with the application of
advance materials that are relevant and timely in response to this changing
setting.

Additionally, I vividly recognize that I must be committed in the field of

teaching, I must be zealous of learning for the sake of my Professional Growth
and promote self-improvement and self-awareness. In fact, in this course I
comprehend that a teacher must facilitate and manage professional
empowerment to equip with strategies needed to render the best environment
and subject matter towards the learners.

Concisely, an ideal teacher has high dignity and professionalism that

adheres with the maxims of code of ethics that grasp within their core. That is
why as future Techer I must be ethical-driven embodying responsibility, respect,
moral values, and discipline.

Moreover, I understand that teaching is not an easy task, the future of the
learners lies in the hands of the teachers. I admit that being a teacher is
somewhat scary and challenging, but it motivates me be better that who I am in
yesterday. I am excited to integrate and pour my learnings to my future learners,
and I am looking into the possibility of applying my philosophy into the academe.

Thus, this gives me the platform to realize that this is truly a calling. A call
to provide the best learning practices to my students. A call to see their
respective potentials and help them to carry it out into the optimum level. A call to
have venue, where I can great differences to give an inclusive and friendly
environment to my students and to the community as well.

To conclude, as a future educator she must somebody who has

substance, who is adaptive and responsive. Now I know that I am gradually
becoming one.
RODEN F. MANLIG
COMPILATION OF ACTIVITIES/LEARNING TASKS
John Carl C. Collado

BSEd English 4A

Learning Task 1

INT-1
Name: Erano D. Dela Torre, MAEd.
School Affiliated: Kapalong National High School
Years in Service: 7 years
Question No. 1: Are you aware of the action research process?
Yes, I am aware of the process especially in identifying the problem and
identifying the receiver of the action research and testing process, and drawing
the conclusion.
Question No. 2: What prompted you to conduct action research?
Of course, there are problem, there are problems in teaching and learning
process. Question No. 3: What are your action research topics?
About students’ performance on Grade 8. So, in our research topic, we
identified the performance rate, that indicator, in the performance of the students
in Grade 8 specifically in Science subject. During the process, one of the
identified problems is the time constraints in teaching the subject. The test
revealed that the time for teacher’s lesson proper may not be enough and cannot
suffice the knowledge of students especially in the totality of the concept of their
topic. Thus, it is a contributory factor in the learner’s performance in the said
field/subject.
Question No. 4: Do you have enough time to conduct action research?
To be honest, we don’t have enough time since teachers’ time are
jampacked/scheduled. If we have enough time – we may realize or materialize
the results of the action research and it can be given time to polish the efficient
and effective of the said research.
Question No. 5: Are there incentives for teachers who conducted action
research?
Yes, there are incentives but not in monetary value. Of course, it can be
used for promotion purposes – that’s the basic thing the teachers can get… and
of course the certificates.
Question No. 6: How did action research enhance students’ learning?
After the research has been conducted, and it is being identified that there
must be a thorough time management of the teacher in conducting the lesson.
The teaching and learning process are being identified and because of that, their
performance can be improved. So, there’s a proof why Grade 8’s performance is
low as it is being conducted by yours truly.
Question No. 7: How did action research improve your teaching practices?
One of the factors affecting the research are not just the students but also
the teachers. We made an idea wherein in every part of the lesson plan are also
equipped with timeframe so teachers will not be stuck as he/she can finish the
lesson for an hour. Thus, he/she can cover the part of the lessons to be
discussed. Aside from putting the timeframe, the teacher can be efficient and
effective in teaching on that day because they meet the competency, as well as
the learners, where they have grasped the concept being taught in that day.
Question No. 8: How did you disseminate the results of your action
research?
We have inserted the inset in the month of October, and we presented it.
After presenting in the division wide research congress, we have also conducted
the school wide like the action research, we conducted per subject area, we
tapped the science teachers on how to solve the performance of the Grade 8
learners based on the given results of the action research.
 Narrative Report on INT-1

A recent study has been conducted by Mr. Erano Dela Torre, MAEd.,
where it focuses on Grade 8 Learners’ Performance on Learning Science, as well
as assessing the efficacy and efficiency rate on both teachers and learners on
the said endeavor. This information has been extracted through the use of
Facebook Messenger application with the informed consent given to the said
teacher on September 10, 2021.

Herewith, the questions were answered via a recorded attachment with a

maximum of one minute response. Although being conducted in an informal
setting, Mr. Dela Torre was able to answer all the questions with favorable
educational content. The questions ranged from (1) awareness of the action
research process, (2) prompt to conduct the said research, (3) research
topics, (4) sufficiency of time to conduct, (5) incentives, (6) enhancement
on the part of their learners, (7) improvement on the teaching practices; and
(8) platforms to disseminate the action research.

Consequently, he stated the process starting from identification of problem

and its receiver, the testing process, and in drawing the conclusion; the reason of
conduct is due to an existing problem – that the existence of a problem is
consistent proving that it does constraint the population with diversified problem
on the move. Meanwhile, the topic was limited to the performance of learning the
Science as a subject for Grade 8 learners; time on the other hand, was said to be
insufficient due to factors such as the teacher’s schedules in conflict.

Onto the incentives, it does not involve monetary value but of promotional
purposes only. The conduct of the action research is said to allow the school
community to be involved in solving the problems in the part of teachers,
students, and staffs and allowing the quality of education to flourish within their
environment. Money may be used but for the greater good, but teachers received
honorarium in certificates provided that he/she contributed to the effectivity of
school’s action researches.

Teachers also are made aware of the constraints/gap of the study which
allowed them to resolve these through specific actions like attaching timeframe in
their lesson plans. Aside from that, they were able to consider their strategy in
their teaching techniques which can be crucial for their efficacy and efficiency in
the actual learning environment.
 Platforms such as research congress, be it division-wide or school-wide
activity, were made mentioned in disseminating the information for further
awareness in this problem. Other modes of interactive solution were also given to
specific subject teachers so that they can be part in eradicating the problems in
the given action research.

With these in hand, the informal interview has been finished. The time
spent by the teacher in answering all the questions was 7 minutes and 8
seconds.
INT-2

Name: Jerry Ben V. Sasam

School Affiliated: Magwawa Integrated School
Years in Service: 15 years – Master Teacher I; 10 months – School Head

Question No. 1: Are you aware of the action research

process? Yes.

Question No. 2: What prompted you to conduct action research?

The need to address gaps and losses and issues and concerns.

Question No. 3: What are your action research topics?

English Language. For learners using English as a foreign language in
local setting.

Question No. 4: Do you have enough time to conduct action

research? Not enough time.

Question No. 5: Are there incentives for teachers who conducted action
research?
Yes. And one of these is through Basic Education Sector Reform Agenda
(BERSA).

Question No. 6: How did action research enhance students’ learning?

The ability of an action research to serve its purpose for awareness and
recommending results allowed them to specify their needs for stronger learning
gateway.

Question No. 7: How did action research improve your teaching practices?
Action research serves as gauge for my plans to have a meaningful and
engaging teaching-learning process.

Question No. 8: How did you disseminate the results of your action
research?
Through DepEd Action Research forum and conventions.
 Narrative Report on INT-2

On October 10, 2021, the response of Mr. Jerry Ben V. Sasam on the said
interview has been sent via Facebook Messenger in the format of text only.
Herewith, the same questions were answered: (1) awareness of the action
research process, (2) prompt to conduct the said research, (3) research
topics, (4) sufficiency of time to conduct, (5) incentives, (6) enhancement
on the part of their learners, (7) improvement on the teaching practices; and
(8) platforms to disseminate the action research.

All of the answers were short and concise especially that Mr. Sasam, like
any other teachers, is busy as well with his working endeavors. Like the first
interviewee, his answer in the question number one is favored by his years in
service. Prompting for the next question, he answered that there are
problems/needs to be addressed, losses to fulfil, and issues and concerns to be
fixed.

Regarding to the topic in the action research, it is about the English as

Foreign Language (EFL) wherein it focuses on the academic setting the way it is
used by students in the field of language learning. He asserted that the time in
conducting a research topic is insufficient without giving any reasons or further
elaboration to the fourth question.

Meanwhile, the incentive that has been used was from the Basic
Education Sector Reform Agenda (BERSA). This program, with the aid of
Department of Education, aims to pursue a package of policy reforms that as a
whole seeks to systematically improve critical regulatory, institutional, structural,
financial, cultural, physical, and informational conditions affecting basic education
provision, access and delivery on ground.

For the enhancement in learners, he asserted that this study enabled

them to specify their needs especially in the language learning courses and
materials given by their teachers. On the part of the teachers, the preposition is
to serve as a gateway for a meaningful and engaging teaching-learning process.

Lastly, the dissemination of action research is made through DepEd’s

Research forum and conventions. The department’s pursuant of action research
provided a complete, adequate, and relevant basic education services as to
those who have joined the forums.
INT-3

Name: Levin Marrion F. Buagas, MM-HRM

School Affiliated: Tagum National Trade School
Years in Service: 3 years

Question No. 1: Are you aware of the action research

process? Yes.

Question No. 2: What prompted you to conduct action research?

Because I would like to explore and expand certain programs that can be
implemented in the school and raise certain awareness not only to students but
to the entire school community.

Question No. 3: What are your action research topics?

Gender and Development Implementation and Education on Wheels.

Question No. 4: Do you have enough time to conduct action

research? Yes.

Question No. 5: Are there incentives for teachers who conducted action
research?
I cannot speak in general because I believe in some schools, they do have
incentives, but on my case, nothing… but I was recognized though.

Question No. 6: How did action research enhance students’ learning?

My topic for example the GAD program made them more aware about the
importance of gender equality and to respect gender orientation and preference
of other people, students also are aware how important to be fair to women.

Question No. 7: How did action research improve your teaching practices?
I was able to touch topics that I never discussed before, it made me more
open and knowledgeable and more effective as a teacher.
Question No. 8: How did you disseminate the results of your action
research?
By implementing the program in school and by displaying the hardbound
copy of the research in the library so that students and teachers can read it.
Narrative Report on INT-3

Provided by the same questions, (1) awareness of the action research

process, (2) prompt to conduct the said research, (3) research topics, (4)
sufficiency of time to conduct, (5) incentives, (6) enhancement on the part
of their learners, (7) improvement on the teaching practices; and (8)
platforms to disseminate the action research. The conduct of interview
happened on Saturday – September 11, 2021 by Mr. Levin Marrion F. Buagas
representing Tagum National Trade School for his expertise in action research.

His study focused on the Gender and Development Implementation and

Education on Wheels. The reason of conduct is to explore and expand certain
programs that can be implemented in the school and raise certain awareness not
only to students but to the entire school community of TNTS. With thorough
investigation, he has enough time to conduct such research as he has the
expertise and passion to do so. However, the technicality as well as the time limit
can be a hindrance in developing a case-to-case action researches, if taken into
consideration by other interviewees.

With regards to incentives, his time and effort has been recognized by the
school itself. He did not elaborate further the specific actions done by their school
community. Meanwhile, his action research made the students more aware and
responsible to the role of genders in the society. They are also seen to be
respect gender orientation and preference of other people.

Taking the part as a teacher, he was able to touch topics that has never
been discussed before, it made him more open and knowledgeable and more
effective as a teacher. On the other hand, he disseminated this information
through implementing the program in their school and by displaying the
hardbound copy of the research in the library.
Although the discussion failed to provide in-depth information but it is safe
to say that Mr. Buagas has been an asset of research studies on the said school.
INT-4

Name: Rayson B. Balite

School Affiliated: Kidawa National High School
Years in Service: 1 year and 8 months

Question No. 1: Are you aware of the action research process?

Yes. When I was in college it was introduced by our professor that there
are 2 types of research; Basic Research and Action Research. And now that I am
a teacher, I am one of the research coordinators in our school. I attended
research seminars which helped me grow professionally. An action research
should be developed and implemented.

Question No. 2: What prompted you to conduct action research?

To be honest I prefer Basic Research than Action Research because
action research demands so much time and A+ effort but I decided to make an
action research for I believe that it’s a great way to address or provide a solution
to a certain problem in school/district or in the community.

Question No. 3: What are your action research topics?

One of the topics in my action research is reading difficulties of students in
far flung areas. I believe that reading capacity of students in far flung areas is a
problem that ‘s why I’ve come up with this study.

Question No. 4: Do you have enough time to conduct action research?

Considering the other duties and responsibilities of a teacher, doing an
action research really demands time and focus. In my experience, it took me so
long to finish my study.

Question No. 5: Are there incentives for teachers who conducted action
research?
Yes. DepEd can help a teacher with his/her research financially if he/she
pass the screening process. Also, conducting research will help teachers to get a
promotion.
Question No. 6: How did action research enhance students’ learning?
Action research allows students to use their skills to find solutions for
existing problems themselves.

Question No. 7: How did action research improve your teaching

practices? It helps me as a teacher to have a better viewpoint to
certain problems.

Question No. 8: How did you disseminate the results of your action
research?
By presenting it to the stakeholders or during seminars conducted by the
school/district/division.
 Narrative Report INT-4

Although having only a year and eight-month in-service, Mr. Rayson B.

Balite shared his experiences regarding the creation of action research via
Facebook Messenger on September 11, 2021. Same questions were given for
him to answer: 1) awareness of the action research process, (2) prompt to
conduct the said research, (3) research topics, (4) sufficiency of time to
conduct, (5) incentives, (6) enhancement on the part of their learners, (7)
improvement on the teaching practices; and (8) platforms to disseminate
the action research.

Being a research coordinator in Kidawa National High School, Laak,

Davao de Oro, has made him more responsible with work ethics especially at this
time of pandemic. He already has a background in planning and implementation
of Action Research in college. Thus, this experience made him more thorough
with the information in his topic about reading difficulties of students in far flung
areas.

What made him to be prematurely ready with this responsibility is due to

the fact that Kidawa NHS is located in a far-flung area in Kidawa itself. He has
been given a higher position also due to his field of expertise and knowledge.
Moreover, the prompt to conduct his study, as he believed, that action research
is a great way to address or provide a solution to a certain problem in
school/district or in the community.

Time also is a problem in conducting the said research. In Mr. Balite’s

experience, it took him long to finish this study considering that they have duties
and responsibilities as a teacher. It is also proved by former teachers that it
demands time and focus.

Meanwhile, he stated that DepEd also gave incentives to those teachers

who passed certain screening process provided that they are doing the research
for the benefit of the school community. He also mentioned that this endeavor
can help them in their promotions. Thus, it is a win-win situation even if the
department may fail to recognize a candidate’s needs in the process of action
research creation.

For the enhancement on the part of their learners, action research allows
students to use their skills to find solutions for existing problems themselves. As
to their part as a teacher, it helps him to have a better viewpoint to certain
problems.
 The dissemination of the results of action research, as he stated, that it
can be presented to the stakeholders or during seminars conducted by the
school/district/division.
INT-5

Name: Irene T. Lagumbay, MAEd.

School Affiliated: Tagum City National Comprehensive High School
Years in Service: 8 years

Question No. 1: Are you aware of the action research

process? Yes.

Question No. 2: What prompted you to conduct action research?

Every school community offers different problems/needs. In ours, we have
decided to focus on Self-Efficacy of Creative Writers in English Academic
Writeups under the Special Program in the Arts from Grade 7-10.

Question No. 3: What are your action research topics?

With the distractions offered by the internet and its entertaining jargons, I
focused on the SPA Creative/Literary Writers especially that they played a role in
Campus Journalism/Press dissemination of information.

Question No. 4: Do you have enough time to conduct action research?

No. Given that our school is considered to be in an urbanized area, we
teachers have too much to do in and outside school activities.

Question No. 5: Are there incentives for teachers who conducted action
research?
Yes. I think it falls under BERSA. Although we don’t receive allowance but
it is crucial to the addition of our credentials.

Question No. 6: How did action research enhance students’ learning?

They are able to be aware of their flaws and strengths in the field of
writing.
Question No. 7: How did action research improve your teaching practices?
In the formulation or creation of the action research, I have never been so
patient in handling the paper. I, to, have experienced a lot of difficulties and I
even reflect my teaching techniques since I am a pioneering teacher under SPA
here in TCNCHS.

Question No. 8: How did you disseminate the results of your action
research?
Through Division Wide Research endeavors. We also have a drive
through the awareness and promotion of SPA during enrolment, so I shared this
once in front of aspiring SPA students.
 Narrative Report on INT-5

On September 12, 2021, Ms. Irene T. Lagumbay, MAEd. agreed to be

interviewed via Facebook Messenger using text/chatbox only. Her answers were
immediately sent on the same date following the same questions: 1) awareness
of the action research process, (2) prompt to conduct the said research, (3)
research topics, (4) sufficiency of time to conduct, (5) incentives, (6)
enhancement on the part of their learners, (7) improvement on the teaching
practices; and (8) platforms to disseminate the action research.

Ms. Lagumbay answered positively to the awareness of the action

research process. She already has an experience in drafting one. On the other
hand, her prompt to conduct the said research was due to the arising problem in
their school, which focuses on the efficacy of writing English by the Special
Program in the Arts – Creative Writing students. TCNCHS is known to be the
pioneering of arts program in the Region XI, thus she decided to tackle the needs
and problems regarding to the standpoint of this specialization.

Like others, there are time constraints occurred in the process as it is

nature of the teachers to be jampacked with different works. She specified that
as a City High, their presence is highly needed in some parts of community
development in Tagum. Moreover, the said city has been catering different
international organizations that aims to reinforce the students and the youth in
contributing to the betterment of the locality.

Basic Education Sector Reform Agenda (BERSA) was also the pre-need
plans offered by DepEd Tagum especially to those who proceeded to indulge in
Action Researches in their school. Some may not able to get the quota but with
or without monetary compensation, this work guaranteed to safekeep the
credentials at the time of their promotion.

Proceeding to the learners’ enhancement on their learning, she asserted

that this endeavor made them to be aware about their strengths and weaknesses
in their field of specialization. As for the teachers, experience has been always
the best teacher. Not just in her part that made her realize the things to be
improved but of those others whom experienced to make the action research
themselves.

Lastly, the platforms in disseminating the action research were through

Division Wide Research endeavors. They also have a drive through the
awareness and promotion of SPA during enrolment, so Ms. Lagumbay shared
this once in front of aspiring SPA students.
Examine the data you have gathered. Answer the following questions:

1. Do the school and the teachers have research culture?

Yes. All of them are aware and knowledgeable about the research culture. Most
of them approach the questions differently yet all have expertise with the said
culture. Meanwhile, the subject areas they taught builds up the foundation of their
action research topics allowing them to be more self-sufficient in handling the
endeavor given to them. Meanwhile, their schools are doing their best to
encourage these and other teachers to conduct said researches in the future.

2. Are the teachers aware of the process in conducting action research?

Yes. All of them are aware. They also have already conducted their own action
research which allowed them all to answer the questions at ease. Moreover, their
ability to conduct are in their grasp since the topics they focused are crucial and
relevant in today’s educational endeavors. These does not only contribute to their
school community following that they also presented their topics in different
platforms including division wide research congress/seminars.

3. How did action research improve the teaching and learning practices in
the school?

In case-to-case basis, one of the teachers said that it helped them to be

aware of their flaws, gaps, and misconception on their teaching strategies. Thus,
with the help of their schools, other teachers have also contributed on what to
improve based on the needs of their community. Meanwhile most teachers also
said that the action research serves as gauge for their plans to have a
meaningful and engaging teachinglearning process; for experience to be their
guiding teachers; to have a better viewpoint to certain problems; and to be more
open and knowledgeable and more effective as a teacher.

4. What are the things that could be done to encourage the teachers to
conduct action research?

First, by letting their schools to embrace the research culture and its embedded
information as to how their community be improved based on the needs given by
people in it. It will allow them to open up with different ideas crucial to the
improvement of the school, the teachers, students, and the parents. Second,
through immersing to research seminars and other action research activities by
the teachers involved in the schools. This basic stepping stone can prompt their
abilities to know the edge of their learnings and test their skills whether they have
learned something in the process. Lastly, by participating and aiding those
teachers who have done the action researches, be it in their schools or others.
This can be done through interviews in light to the process or even after
identifying the problems in their community. Thus, allowing them to have the
conceptual background of the research itself. These three in hand are the basics
in letting the teachers be involved in the conduct. It is always their choice, in their
passion, their time, and their abilities, to push further whether they are to be
involved or not.

INT-1: Mr. Erano D. Dela Torre, MAEd.

INT -2: Mr. Jerry Ben V. Sasam

INT-3: Mr. Levin Marrion F. Buagas, MM-HRM

INT-4: Mr. Rayson B. Balite
INT-5: Ms. Irene T. Lagumbay
John Carl C. Collado
BSEd English 4A

Learning Task 2
John Carl C. Collado

BSED English 4A

Learning Task 3

Name of School Head: Ms. Benjelita L. Batao, MAEcon.

School Affiliated: Patel Elementary School, Langilan Integrated School District

Action Research Title: Contextualized Mother-Tongue Based Reading Tool as

an Intervention to the Reading Ability of Learners

School Programs

The programs and policies that resulted from it is that all identified
nonreaders will utilize this tool first before proceeding to formal
modular classes.

School Policies

It is also the school policy that once the learner is non-reader, they
will not proceed to the next grade level or no read no pass policy.

Through this action research also parents who are illiterate were able
to read because they also utilize the tool so they can also read.
Name of Principal: Mrs. Charisse P. Paragoso, EdD.

School Affiliated: Upper and Lower Mabini Elementary School

Action Research Title: Project Library De-Gulong: A New Normal Intervention

Program In Response to Reading Performance of Grade 3 pupils

School Programs

Based on the findings and conclusion, the researcher recommends

continuous implementation on Project Library De-Gulong, an
Intervention Program not only to the grade 3 pupils of Upper and
Lower Mabini ES but to all the pupils regardless on their level of
reading performance because the reading performance of grade 3
pupils after the implementation of the program manifest improvement
on the said performance.

School Policies

The ability to read fundamental to pupils’ development as

independent learners. In order to read the curriculum with fluency,
accuracy, understanding, and enjoyment of pupils need to orchestrate
the range of reading.

Hamon: Bawat Bata Bumabasa (3Bs Initiatives) by intensifying their

advocacy for reading and pledging commitment to make every learner
a reader at his/her grade level.
John Carl C. Collado

BSED English 4A

Learning Task 4

Direction: Analyze previous action research, just search sample action research
in the internet. Then, look at the alignment between the following parts of the
research.

Research Research Methodology Data Needed

Topic Questions

Increasing the 1. What is Researcher Design Research Locale

Awareness in the mean score The researcher The study was
Global Warming of the pupils utilized the conducted in
of Grade 6 before and after descriptive – Anas Elementary
Pupils of Anas the use of comparative method School. The
Elementary “Present- where the research school is a
School Through Engage-Build itself consider two multigrade
the Use of Infographic entities: pretest and school and is
“Present- Utilization past-test of pupils located in Brgy.
Engage-Build Technique” in after the use of Anas Calauag,
Infographic increasing the “Present- Quezon. Anas
Utilization pupils’ EngageBuild Elementary
Technique” by awareness in Utilization School belongs
Ryan C. Sulivas global Technique” for to Calauag West
warming? infographic district in the

2. Is there a materials in global Division of

significant warming. Quezon.

difference in the Descriptive was

mean scores of used in getting the Population and

the grade five mean of the test Sample

pupils before results of the Grade Purposive

and after using 5 pupils. sampling was

the “Present- Descriptive used in the
Engage-Build research design is a choice of the
Infographic valid method for Anas Elementary
Utilization researching specific School as the
Technique” in subjects and as a venue of the
increasing the precursor to more research. The
pupils’ quantitative studies total number of
awareness in (Shuttleworth, respondents were
global 2008). 15 Grade 5 pupils
warming? The pretest was with 11 males

3. What given to the grade and 4 females.

implication can five pupils. After the The respondents

be deduced pretest had given were purposively

from the result the “Present- selected because

of this study for Engage-Build the grade five

the Utilization class belongs to

improvement of Technique” was a combination

“Present- utilized to the grade class of grades

Engage-Build five pupils. To see five and six in

the increase in Anas Elementary
Infographic
pupils’ awareness School.
Utilization
pretest and posttest Purposive
Technique” in
increasing the were compared. The sampling was
significant difference used in cases
pupils’
of the pretest and where the
awareness in
posttest were specialty of an
global
computed using the authority can
warming?
dependent t test. select a more
The data and representative
information gathered sample that can
were systematically bring more
checked, computed, accurate result
tabulated and than by using
interpreted. other probability

Data Gathering sampling

Procedure technique

The researcher
asked permission to Research
the school head to Instrument The
conduct study on instrument used
increasing the in the study were
awareness in the 15 – item
global warming of pretest and the
the pupils posttest. The
through the instrument was
use of infographic self-maid by the
materials. teacher. The
In this study, the items of the test
researchers were taken from
gathered the data the content of the
through the pretest infographic
and posttest. The materials which
pretest was are aligned in
administered by the Grade 5
researcher to the Science K-12
Grade 5 pupils. It curriculum issued
was followed by by the
utilization of the Department of
“Present Engage- Education.
Build Utilization Validation of the
Technique”. The instrument was
infographic done by the
materials were master teacher in
gradually introduced Calauag West
by the research District.
during the Science
class. The utilization
of the materials ran
for 3 days.
After the “Present
Engage-Build
Utilization
Technique” have
fully administered
and used the
research conducted
the posttest. The
researcher
compared the mean
of the pretest and
posttest to
determine if there
was a significant
difference of the
means of the pupils.
Pretest- Posttest
design is the
prepared method to
compare participant
group and measure
the degree of
change occurring as
a result of treatment
or intervention
(Shuttleworth,
2009).
Statistical
Treatment of
Data
The statistical
treatment of data
used in the study
were:
Mean
M= ∑M

Where:
M = mean of
the pupils’ score
∑M =sum of
pupils’ score
N =total
number of pupils
t-Tets
 Where,
x1¯x1¯ = Mean of
first set of values
x2¯x2¯ = Mean of
second set of values
S1 = Standard
deviation of first set
of values S2 =
Standard deviation
of second set
of values
n1 = Total number of
values in first
set n2 = Total
number of values in
second set.

Improving 1. What is the Data Gathering Participants

Mathematics level of the Methods and/or other
Performance Mathematics Sources of Data
Among Grade performance of The conduct of this and Information
11 Students Grade 11 study centers on the
Through Jigsaw Cookery difference between The researcher
Technique (by students the lecture method employed a
Pede I. Casing, (Control Group) and the jigsaw purposive
MAEd) in the technique. A quasi- sampling design.
Diagnostic experimental The participants
Test? research method of were the Grade
2. What is the investigation was 11 students from
level of used in this study. It the two strands of
Mathematics is to explore Buug National
performance of whether the Jigsaw High School in
Grade 11 technique in the Technical
Computer teaching Vocational and
Hardware Mathematics Livelihood (TVL)
Servicing contributes to the Track namely:
students development of Cookery and
(Treatment computational skills Computer
Group) in the and improvement of Hardware
Diagnostic students' Servicing. Table
Test? performance in 1 shows the

3. What is the mathematics. The number of

level of the researcher aims to respondents who

Mathematics assess the took the

performance of effectiveness of the Diagnostic Test

Grade 11 Jigsaw technique in and the

Cookery improving Evaluation Test.

students Mathematics Strands

(Control Group) performance. Two Grade 11
and Grade 11 groups are Cookery
Computer determined in this (Control Group)

Hardware study. The control

Grade 11
Servicing group uses the
Computer
students lecture method and
Hardware
(Treatment the experimental
Servicing
Group) in the group uses the
(Treatment
Evaluation Jigsaw technique.
Group)
Tests? The level of
No. of
students' learning is
4. Is there any Participants
obtained after
significant Diagnostic Test –
administering a
difference in the 28 each
diagnostic test, to
Mathematics
both groups, and an Evaluation Test –
Performance of
evaluation test 28
the Diagnostic
between the two each
Test between
groups after the
the lecture
intervention.
method and the
Jigsaw Two groups are

technique? determined in this

study. The control
5. Is there any
group uses the
significant
lecture method and
different in the
the experimental
Mathematics
group uses the
 performance of Jigsaw technique.
Evaluation Test The level of
results between students' learning is
the lecture obtained after
method and the administering a
Jigsaw diagnostic test, to
Technique? both groups, and an

6. Based on the evaluation test

findings of the between the two

research, what groups after the

action plan can intervention.

be formulated
to improve
Mathematics
performance?

The 1. What are the This study utilized This study

Implementation difficulties faced the survey design in utilized the
of Modular by the students determining the survey design in
Distance in Modular challenges on the determining the
Learning in the Distance usage of Modular challenges on the
Philippine Learning? Distance Learning usage of Modular
Secondary Modality (MDLM) Distance
Public Schools and descriptive Learning Modality
by Ystrh R. Pe design in identifying (MDLM) and
Dangle & the different descriptive
Johnine D. solutions to these design in
Sumaoang challenges. The identifying the
opinions and different solutions
recommendations of to these
students, parents, challenges. The
and teachers were opinions and
gathered through a recommendations
survey, particularly of
by using students,
questionnaires with parents,
open ended and
questions. teachers were
 gathered through
a survey,
particularly by
using
questionnaires
with open ended
questions.
Enhancing the 1. The The researcher Arts in Math
Performance of Effectiveness of used ARTS IN (AIM) was used
Grade 6-C arts in math MATH (AIM) as a in the teaching
Pupils of (AIM) in strategy that would learning process
Bayugan enhancing the enhance the for the first and
Elementary mastery performance of second quarters
School Through learning of Grade VI of the school
the Use of Arts Grade 6-C Section C pupils of year 2015-
in Math (AIM) pupils in Buyagan 2016 to
Mathematics. Elementary School enhance the
2. Improved in performance in
comprehension Mathematics during Mathematics of
skills of Grade 6 the school year the
on Mathematics 2015-2016. Arts in Grade 6 section
concepts Math (AIM) is an C pupils of
through the use excellent strategy. Buyagan
of Arts in Math This makes use of Elementary
(AIM) instructional School.
3. What are approaches which Different
the mastery attempts to make activities using
index per the process of Arts in Math
competency in learning were used in the
Math 6 Second mathematics more development of
Grading enjoyable, more lessons as well
Examination? exciting and as during the
4. Do used more meaningful. It preparatory
Arts in Math significantly activities and
(AIM) stimulate, improves mastery evaluation
motivate, and of key concepts and activities.
sustain pupils’ vocabulary. It helps
interest?
 5.Improved the the pupils relax and
teaching reduce the stress
strategy in which many of the
Mathematics pupil’s experience
as a result of Math
anxiety.
According to
John Malkevitch
(2012) in his
Mathematics and Art
feature Column from
the
AMS, all students
are gifted and using
arts in math gives
artistically gifted
children a chance to
shine.
Physics 1. What is the This study The subjects of
Education level of employed the the study were
Technology performance in quasi-experimental the two sections
(PhET) Physics of the method of research or groups of
Simulation- Grade 10 to find out the Grade
Aided students at the effect of using 10 students of the
Instruction: Its start of the PhET Simulation General Santos
Effectiveness in experiment? aided lesson City
Enhancing 2. Is there a method and the Sped Integrated
Grade 10 significant lecture method to School- High
Students difference in the students’ School
Proficiency pretest scores proficiency level in Department, San
Level in Physics of the Physics of Grade Isidro Campus
by Cifide L. control group 10 for the school
Apostol who is exposed students of the year 2015-
to lecture General Santos City 2016.Two (2) out
method and the SPED Integrated of five (5) groups
experimental School- High of students from
group who used School Department. the Inclusive
the PhET It specifically made
 Simulation use of the Pre-test- Classes,
method? Post-test Non- considered as
3. Is there a Equivalent Group heterogeneous
significant Design since the groups,
difference in the classes already will be involved in
pretest and exist and have this study
posttest scores assigned to either designated as
of the control experimental group the experimental
group who used or control group group and the
the lecture through cluster control group.
method? sampling. This The Gifted
4. Is there a design is one of the and Talented
significant most widespread class was
difference in the designs used in excluded in the
pretest and education research drawing of lots
posttest scores which involves the considering the
of the experimental group homogeneity of
experimental and control group. the class in
group who used This design can be terms of
the PhET shown in the given experimental
Simulation diagram below: group. The
method? Control Group O1 x selection as to
Is there a O2 what group of
significant students will
Experimental Group
difference in the constitute the
O3 ~x
mean gain experimental
scores of the group and the
control group control group; a
and lottery was done
experimental so that both
group? groups will have
equal chances of
being selected.

John Carl C. Collado

BSED English 4A

Learning Task 5

Action Research on Adapting Open Education Programs (OEP) in New

Normal Education: Intervention in Reinforcing Students’ Active Learning in
Oral Communication in Context

Context and Rationale

The abrupt closures of all learning institutions during COVID-19
pandemic caused English as second language (ESL) learnings to have
significant difficulties learning the English language especially for speaking
skills. Oral Communication, as a globalized core subject in schools has
been considered to help develop the listening and speaking skills and
strategies for effective communication in various situations, thus, a vital
trajectory to produce quality learners in the transitioning phase of
community improvements (Lee & Norris, 2017).

Achieving effective communication, as Bruce (2019) believed, is

essential in both business and interpersonal contexts. With actual
conversation and interventions in teaching strategy, learners are able to
appreciate the contextualization and authenticity of learning of the said
subject. While the pandemic sustained its threat, teachers are afraid that
the quality standard of educating are degrading due to lack of formal
transactions between teaching-learning processes.

Given today’s uncertainties, it is vital to gain a nuanced

understanding of students’ online learning. The methods teachers have
long relied upon, specifically the traditional techniques, have proven to be
ineffective. The pandemic has given teachers a chance to think about how
to help students learn. Thus, forcing them create a new style of education
(Mitsushi, 2020).

With schools across the United States, concerns are being raised
about the quality of instruction that English learners-students whose
English proficiency affects their ability to meaningfully participate in
schools face significant barriers to academic success. English learners
and teachers are definitely struggling a lot (Parker, 2020).
 In the Philippines, emerging difficulties in English speaking has
alarmed many ESL teachers. These problems ranged from lack of
linguistic competence, as well as psycho-social fears of speaking across
different communication tasks. Educators are also facing difficulties on
how to solve this problems amid new normal learning. (Separa,
Generales, & Medina, 2020).

This problem has been felt in Kapalong National High School as

well. Public officials and teachers are discussing the efficacy of speaking
skills of students in Senior High School since the constraint in health
standards. They are limited only to face virtual screens which is alarming
as they find it effective.

International studies are published regarding the constraint in

English intervention materials in online learning. However, it is generally
broad and yet needed ventured as such this study. The domain on Oral
Communication in Context hasn’t been catered nor published by any
proponents in national or regional sectors.

Likewise, it has immense social significance due to the strategies

used via virtual classrooms. Techniques are limited and therefore needed
more Open Educational Resources (OER) in developing an effective class
especially in the Department of Education (DepEd) sector. Thus, this will
help codify new strategies using technologically available interventions
online.

Therefore, this study is urgent because it opens up opportunities for

teachers not to rely only to self-sufficient strategies such as the DepEd TV
found in Youtube. This can also be a reason to create an effective
strategies with OER in developing senior high school students’
communication skills in English. Hence, these predisposition compelled
the researcher to focus on this study.

References

Bruce, A. (2019). Oral communication and its importance to students. New York:
Stanford University. Retrieved from
 https://collegepuzzle.stanford.edu/oral-communication-skills-are-
important-for-students/

Lee, H., & Norris, L. (2017). Mobile learning revolution: implications for language
pedagogy. Oxford: Wiley & Sons.
doi:doi.org/10.1002/9781118914069.ch15

Mitsushi, K. (2020). English teachers face unique challenge amid pandemic.

Japan: NHK Japan. Retrieved from
https://www3.nhk.or.jp/nhkworld/en/news/backstories/1213/

Parker, C. (2020). How is the pandemic affecting english learners. United States
of America: Educational Development Center. Retrieved from
https://www.edc.org/how-pandemic-affecting-english-learners

Separa, L., Generales, L., & Medina, R. (2020). Situational speaking difficulties
of english as second language learners in the philippines. Philippines:
Journal of Southeast Asian Studies. Retrieved from
https://www.researchgate.net/publication/342658320_Situational_Speakin
g_Difficulties_of_English_as_Second_Language_Learners_in_the_Philipp
ines

John Carl C. Collado

BSED English 4A

Learning Task 6

Action Research Presentation

COMPILATION OF NARRATIVE REPORTS
 Narrative Report on Action Research Webinar-Workshop

John Carl C. Collado

The first series of webinar-workshop for Field Study 2: Participation and

Teaching Assistantship entitled: Action Research Webinar-Workshop and James
C. Royo, PhD. as the resource speaker, was successfully initiated by Kristy Jane
R. Muegna, MAEd. – the course instructor, together with the teacher education
department, specifically fourth year students of Kapalong College of Agriculture,
Sciences, & Technology last October 20, 2021 at exactly 8:00 A.M. – 5:00 P.M.
via Zoom Conferencing Technology.

The said webinar-workshop was done to develop the future educator’s

concern for sustainable development of schools regarding their persisting
problems which are needed to be intervened. As the objective is true to its word,
it also calibrated the critical thinking and emphatic attitude of these learners for
their benefit in both career and personal achievements.

In Doctor Royo’s topic, he laid the goals and accomplishments; proposed

intervention; format for the creation of action research; and the strategies on how
to make an effective research in the near future. He stressed the importance of
making the title more “personalized”, depicting that it has its own unique feature
and the ability to own the information for yourself.

Meanwhile, in the afternoon session, the speaker directed the students

from major in Mathematics, English, Filipino and the Generalist in the creation of
the research itself. With his crucial expertise in the field, he immediately gave
remarks to the following representative of each major.

Janny Moralla, Jeacel Engcoy, Roden Manliguis, and Christy Jane

Bangoy were praised by the resource speaker as they presented their
researches with diverse information and solutions in their own capacity. Each
representative has made the said session livelier with just the discussion itself.

Despite the pandemic, the problems in the internet connection, and the
limited transactions of messages in the virtual room, the day has been productive
as it was officially adjourned at exactly 4:00 o’clock in the afternoon. As part of
the virtual program’s tradition, students gave their impression on Mr. Royo in the
way he used his expertise to teach the students of KCAST even at the expense
of his time. Respectively, the fourth year students, as well as Mrs. Muegna, and
the resource speaker left the room.
 Narrative Report on Lesson Planning Webinar-Workshop

John Carl C. Collado

The first series of webinar-workshop for Field Study 2: Participation and

Teaching Assistantship entitled: Lesson Planning Webinar-Workshop, and Grace
Mae G. Flores, PhD. as the resource speaker, was successfully initiated by Kristy
Jane R. Muegna, MAEd. – the course instructor, together with the teacher
education department, specifically fourth year students of Kapalong College of
Agriculture, Sciences, & Technology last October 26, 2021 at exactly 8:00 A.M.
via Zoom Conferencing Technology.

The webinar predisposes the crucial role of lesson planning the classroom
setting. Accordingly, it is the guide for a more meaningful and successful
interaction in teaching-learning process. This means that lesson plan is an
organization of what the teachers do in order to maintain their students’ attention
while being effective in their field. Without preparing one, the class will surely fail
its lesson proper.

Mrs. Flores further gave the information about the said topic throughout
the session. As for the webinar’s outline, to give awareness on what the students
should expect, the speaker differentiated three namely: acquainting with the
lesson plan; creating of lesson plan; and of appreciating the lesson plan in the
taking.

As part of guidelines in the creation process, she emphasized the

preliminary requirements which are the content standards, performance
standards, learning competencies/code, and learning objectives which follows
the K to 12 Most Essential Learning Competencies (MELC) given the
circumstance the world is currently experiencing.

Accordingly, the MELC is the standard for the Department of Education to

fit the needs and problems in each region. This means that it is culturally
appropriate and standardized, and minimal version of lesson plan since students
in the Philippines uses modules under asynchronous learning. Its consistency
and effectiveness were measured by most professionals as it is takes no time to
make it.

In the workshop session, Ruffa Mae Parinasan of BSEd English, Juvan

Rie Lucas of BSEd Filipino, and another person for BSEd Mathematics
presented their lesson plan as a representative for each major. Meanwhile, the
resource speaker gave her remarks especially to those works that highly needed
revision. Although most have made too many errors, Mrs. Flores appreciated
these students for their giving some time in presenting the said objective.

Correspondingly, the session ended at 4:00 o’clock in the afternoon since

the resource speaker was done with her remarks. With the same tradition in
every webinar-workshops, Mrs. Flores were appreciated by another set of
students from different majors. With all of these, the session was formally
adjourned by the organizers of the webinar itself.
 Narrative Report on DepEd Forms Webinar

John Carl C. Collado

October 18, 2021 – 8:00 A.M. - 5:00 P.M., Monday, the teacher education
department specifically the Generalist, major in Mathematics, Filipino, and
English held its first webinar series on Field Study 1 – Observation of Teaching-
Learning to Actual Schools on the Deped Forms together with the course
instructor Deveyvon L. Espinosa, MAEd., and Zenellien B. Hermano, MAEM. as
the resource speaker via Zoom Conferencing Technology.

The objective of the first webinar was to identify the different forms
namely: School Form 1 – School Register, SF 2 – Learner’s Daily Class
Attendance, SF 3 – Books Issued and Returned, SF 4 – Monthly Learner’s
Movement and Attendance, SF 5 – Report on Promotion, SF 6 – Summary
Report on Promotion, SF 7- Inventory of School Personnel, SF 8 – Learner Basic
Health Profile, SF 9 – Learner Progress Report Card, and SF 10 – Learner
Progress Report Card. All of these school forms are crucial to the duty of
teachers both in public and private sectors of education.

The purpose of presenting the said forms in the graduating class of

KCAST was to aid them with the actual experiences and formal pedagogy of
education in molding them to become critical professionals in the future. To
further understand the wide ranging DepEd materials, Mrs. Hermano presented
some interactive quiz and were answered by the participants of the webinar.

Consequently, while the resource speaker presented the content of the

forms, she also made mention about its usage and function. With her expertise,
the session became more livelier with the activities she had put in her
presentation.

Although the session was limited to virtual system, the speaker was
hopeful to see the faces of the participants in a face-to-face transaction. Another
constraint being managed to solved was the active participation of the students.
Since it was expected that there will be a fluctuation in the internet connection, it
was a challenge for all to participate without having to experience the said
problem.

Before adjourning the meeting, as part of the tradition in every webinar,

some students gave their impression to the said speaker. All of the students
learned about the update of materials and objectives in the sector of education.
Thus, they mentioned how they appreciated Mrs. Hermano in that session.
 All students, the course instructor, and the resource speaker left the
conferencing room at exactly 4:00 o’clock in the afternoon. With these, it was
expected to get an activity regarding the DepEd forms especially for the output in
Learning Management System of the students involved in the webinar.
 Narrative Report on Classroom Management and Instructional Strategies
Webinar

John Carl C. Collado

Maintaining appropriate behaviour and finding approaches to instruction

were specified on October 29, 2021’s Field Study 1 and 2 second series webinar
entitled “Classroom Management and Instructional Strategies” led by Steward
Neil L. Gubac, MAEd. as the resource speaker; initiated by both program
coordinators and course instructors Deveyvon L. Espinosa, MAEd. and Kristy
Jane R. Muegna, MAEd; which was participated by teacher education program
fourth year students at exactly 9:00 A.M. to 12:00 P.M. via Zoom Conferencing
Technology.

The resource speaker pointed out the vital information for the Classroom
Management such that the techniques and strategies for a teacher to regulate
the class. These were done to improve classroom behaviour, build relationships,
and foster classroom environment. Specifically, Mr. Gubac divided the details
from modelling of ideal behaviour; establishing guidelines; documenting of rules;
avoiding negative reinforcements; and encouraging the positive ones.

Unlike the first strategy where it generally focused on the wholeness of the
class, he also pointed on the individuality of learners. Accordingly, it can be done
through interviewing of students, addressing inappropriate or off-task behaviour
quickly, and consideration of peer teaching. These were important to create and
sustain orderly learning environment in the class, improve meaningful academic
learning and fosters social-emotional growth, and increase students’ academic
engagement and lowering of negative classroom behaviour.

Furthermore, he made mention on the flipped classroom, which was

introduced amid the pandemic to cater the needs of the students despite of being
at home and thus avoiding the risk in contracting the COVID-19 virus. He also
reflected on both advantages such that it provide opportunities for teachers to
teach through video; and its limitation such that it requires technology and
bandwidth for all students. This was solely based on educational constraint in the
Philippines since most students cannot afford to push for online or synchronous
class alone.

Instructional strategies were also given like making of exit tickets as well
as journals and logs. Possible questions were also posed as guidelines in
equipping specific strategies for its effectiveness in actual teaching-learning
process.
 Right before the end, Mr. Gubac posed that learning is fun if the teacher
has the ability to entertain and inform his/her students as well. It is indeed true to
most experience due to the decline on students’ interest and motivation in
learning. Teachers have to create their own strategies to foster positive and
interactive environment of learning for the students.

Impressions were also given by students like Jade Roi Largo (Generalist),
Aimae Socorin (English), Janine Asuncion (Mathematics), and Dave Floyd Largo
(Filipino) to the efforts and time poured by the speaker. With the photo
opportunity and ending statement coming from the host, Joanna Mariz Abuda, all
participants left the virtual room at exactly 12 o’clock in the afternoon.
 MY IDEAL CLASSROOM

John Carl C. Collado

In the 21st century classroom set-up, the revolutionized version of

technological advancement must be realized and adhered in most schools
especially in the Philippines. This is in order to make the tasks more efficient as
well as challenging.

The photo depicts a classroom with an electronic board in frontal space, a

laptop in the teacher’s desk, and the same gadgets each of the students’ tables.
Although it is not necessary to provide laptops for every student in the classroom,
it is ideal to use other traditional materials to be used as long as these learners
are taught effectively by the teachers.

The role of the teacher in this set-up must provoke students’ curiosity and
intrinsic motivation to learn; establish a safe, supportive, and positive learning
environment for them; encourage cultural awareness and cultural sensitivity;
encourage cooperation among all of them; act as a classroom facilitator; make
students feel appreciated; communicate; and have a long and short term plans.

Meanwhile, the learners must adhere to the four C’s of 21 st century skills
of education. First, as the critical think that solves problem be it external and
internal problems existing between themselves in the class. Second, as a
communicator that understand and communicates ideas with their classmates.
Third, as a collaborator that works effectively with other students. Lastly, as a
creator that produces high quality of work at all times.
 These 21st century skills are more important to learners-teachers since it
provide a framework for successful learning-teaching in the classroom. Also,
these ensure them that they can thrive in a world where learning never stops.