SEAMEO INNOTECH Guro 21

Module 2
Lesson 1: The 21st Century Teacher as a Subject Matter Expert
Activity 1.1
Imagine this scenario in your school. During the first teachers’ meeting for the year in your school, Mr.
Doshi, your principal, hands out the following checklist to you and your co-teachers. Read the instructions
and accomplish the checklist.

Assessing Teacher Attitude*

Instructions: Place a check mark (√) against the item that you perceive reflects your attitude towards
the subject matter you teach. Put a cross mark (X) if the item does not apply to you. This is not a test,
so be as honest as you can as you go through the items. The time allotted for you to complete this
checklist is 15 minutes.

____1. I study, analyze, and modify my subject matter to suit the kinds of students in my classroom.
____2. I make necessary changes in the selection of teaching procedures implemented, subject matter
taught, and the quality of student interactions.
____3. I have adequate knowledge and abilities to plan teaching strategies appropriate for a given set
of students in the subject that I teach.
____4. I am concerned, and I desire that each student achieve optimally in the subject that I teach.
____5. I teach my lesson effectively with students who frequently misbehave or respond incorrectly in
my classroom.
____6. I am open to new ideas and technology available in the curriculum of the subject I teach.
____7. I am enthusiastic about the subject matter I teach as well as the methods of teaching used.
____8. I am confident about the content for the subject I teach.
____9. I am committed towards good teaching and learning.
_X_10.I teach what should be taught and not what can be taught.

Activity 1.2
Read the story below depicting Colin and Leong, two novice teachers, engaged in a conversation in the staff room.

Colin : Teaching Grade Six Science has never been more challenging for me. Poonga and his friends really cause
me stress.

Leong : Why? What happened, Colin?

Colin : Well, science was not my area of specialization in the University, but I’m really trying my best. Yesterday, I
overheard Poonga tell a classmate that it would have been more fun if they had actually germinated bean sprouts
instead of just listening to my lecture yesterday on the different stages of seed germination. What must I do?

Leong : Well, Colin. Poonga has a point there. Lecturing is not the only way to teach science. You have to know a
variety of ways to teach your subject matter. Besides, you should also be aware of your teaching style as well as
your students’ learning styles. Take these into considerations in order to teach effectively.

Colin: I guess you are right. (Sees a co-teacher, Mrs. Norehan, coming in the room.) Oh! Hello, Mrs. Norehan.

Mrs. Norehan : Hello there. Sorry, but I couldn’t help overhearing your conversation. Can I offer some
suggestions?
 Colin : Oh, yes. Please do.

Based on the given scenario, answer the following questions on the lines provided.

1. Although Colin has adopted a positive attitude toward the subject matter of which he is not an expert, it
seems insufficient to make his teaching effective. What else must Colin do?

There are really times in our teaching career where we are asked to teach a subject that is not our expert or
it is not in line with our specialization and for Teacher Colin I can suggest aside from the suggestion given by
Teacher Leong is that she should study the said subject matter. Even though Teacher Colin already adopted
positive attitude towards the subject matter it is still not enough, she needs to be a subject matter expert in
order to really facilitate her students’ mastery of 21st century skills and content. In order to achieve this
goal, she needs to be able to know the different categories of teacher knowledge and how to make the best
of each. Teacher Collin should also be enthusiastic about the subject matter because through this, students
are being motivated and keeps them engaged on the class and as well as it helps them learn the lessons very
well.

2. Based on Leong’s suggestions, what two things does Colin need to know more about in order to teach
effectively?
Teacher Leong mentioned that Teacher Collin should (1) know variety of ways to teach her subject matter
and (2) should also be aware of the different teaching style as well as her students’ learning styles.

3. If you were Mrs. Norehan, what other suggestions would you offer to Colin for him to teach more
effectively?
If I will be Mrs Norehan I would suggest Teacher Colin to continuously study the said subject matter until she
mastered it. As a saying goes “We cannot teach what we don’t know.

Activity 1.3
To reinforce your understanding of the general dimensions of teacher knowledge, read Lai Fong’s letter to her
former teacher, Mrs. Nguyen, on the latter’s retirement day.

Dear Mrs. Nguyen,

I am one of your many students in high school who fondly remember you as our Grade Twelve class
teacher. You showered us with love, care, and attention. We were particularly impressed by your passion
and enthusiasm for teaching history, as well as your in-depth knowledge and mastery of Southeast Asian
History. You helped us remember the dates and events leading to the end of the Second World War by
weaving them into a story. Did you know that most of us used to look forward to your History lessons?

You had no favorites in class; you treated us all the same. You did not always call on those who raised
their hands to answer your questions. Neither did you embarrass anyone who gave incorrect answers.
Rather, you encouraged us to try again and again.

We all also knew that being a teacher trained in the 1970s, you were not so high technology-savvy. But
still, we applaud you for your zest in using various instructional technologies within your reach in your
lesson presentations. I was one of the quiet girls in the class who admired you from a distance. I never
said it then, but thank you for everything. Congratulations on your retirement!

Sincerely,
Lai Fon

Using Lai Fong’s letter, cite Mrs. Nguyen’s different general dimensions knowledge under the following
components.
 1. General pedagogical knowledge:
Mrs. Nguyen was passionate and enthusiastic in teaching history, she has in-depth knowledge and
mastery of Southeast Asian History. She helped her students to remember the dates and events leading
to the end of the Second World War by weaving them into a story.

2. Knowledge of students and their characteristics

Mrs. Nguyen has no favorites in class, she treated all of her students the same. She did not always call on
those who raised their hands to answer her questions neither she embarrassed anyone who gave
incorrect answers instead, she encouraged them to try again and again.

3. Knowledge of educational contexts:

Mrs. Nguyen was trained in the 1970s so as expected she is not that so expert in the utilization of
technology or not so tech-savvy.

4. Knowledge of educational goals, aims, values, and philosophy

Even though Mrs. Nguyen is not that so expert in using technology but still she did her best to utilize
various instructional technologies that is within her reach and incorporate it in her lesson presentations.

Activity 1.4
As you read the above example, what aspects of pedagogical content knowledge are reflected in Ms. Hidayah’s
lesson? Write your answers on the lines provided.

Ms. Hidayah’s pedagogical content knowledge that is reflected in her lesson was demonstrated by her knowledge
about food, nutrition, the food pyramid. This knowledge of content was effectively contextualized in the life
experiences of her students. She drew out what her students already know about the vegetables and fruits in their
community and used these as good examples of nutritious foods. This demonstrates Ms. Hidayah’s knowledge of
how to facilitate learning using concrete, real-life examples. In addition, she used various teaching strategies and
aids to cater to the preferred learning styles and multiple intelligences of her students: lecture and discussion,
questioning, individual response-giving, chart, and song. Undoubtedly, these make learning content more
comprehensible and fun.

Activity 1.5
Read the following examples of teachers demonstrating TPCK.

Mr. Pithayasan
Mr. Pithayasan and his school head feel that, in addition to the usual whiteboard and overhead projectors
available for use in instructional delivery, students should also have access to the “Information Superhighway.”
After months of planning and consultation, his school head used money collected from approved fund-raising
projects to install Internet connections in every classroom. Mr. Pithayasan accompanied his school head in
negotiating with a big computer company, and was successful in obtaining a very favorable discount price for
personal computers and computer laptops. The school head even managed to throw into the deal a short course –
a hands-on workshop session in computer literacy for his academic staff. The emphasis was on the use of software
tools, for example, word processing, PowerPoint Presentations and Excel spreadsheets.

Mr. Mohan
Mr. Mohan, a high school biology teacher, learns from Mr. Ling, the school district science coordinator, about a
dissection simulation program that is commercially available. This software can be used to replace actual
dissection of rabbits, which has been a common practice in previous eleventh-grade biology classes. Mr. Ling feels
this will save Mr. Mohan’s students both time, money, and more importantly a moral dilemma, for the purchase
of real, live rabbits that would need to be killed for experimentation purposes. Although Mr. Mohan opines that
his students may not be able to learn as much about anatomy and dissection from a simulation as compared to a
 real rabbit, he agrees to a test of the software in some of his classes.

Mr. Varghese
Mr. Varghese has asked the class to set up a blog on the Internet. He knows his students enjoy writing virtual
comments about posted photographs, lyrics of their favourite songs, and other activities. As the administrator of
this blog, Mr. Varghese will post questions about the topic he has taught in class at least twice a week. His
students are encouraged to respond to his questions through this blog. He also allows them to post their
comments about his lessons and share reading materials. So far, Mr. Varghese is pleased with his students’
response to this blog. In fact, he is now contemplating the idea of setting up a synchronous chat group where he
and his students can log in at a specific time to discuss a particular topic.

1. Did the three teachers possess and exhibit TPCK? What type of knowledge related to technology did each
show? Explain your answer.

For me, I believe the three of them possesses and exhibited TPCK. Their TPCK is demonstrated more on their
knowledge and skills about computers and how computers are used to promote effective teaching and
learning. For Mr. Pithayasan, he used his knowledge to acquire and put up computers and internet
connection in their school which they use for a short course and hands-on workshop sessions in computer
literacy for his co teachers and staffs which emphasizes the use of software tools such as PowerPoint
presentations and Excel spreadsheets. On the other hand, Mr. Morhan used dissection simulation program
that replaces actual dissection of rabbits. This helped students to lessen their burden interms of money and
time to purchase alive rabbits and lessen their moral dilemma. And for Mr Varghese, he incorporated
blogging in his class. Where he let his students’ vlog and at the same time promotes students’ reflection and
thinking as they write comments on the blog about a specific topic.

2. As you read about Mr. Varghese’s social science class blog, how does this particular technological
pedagogical knowledge help to enhance content?

As mentioned above Mr. Varghese let her students do blogging where I personally see that it has several
positive academic benefits to students. It promotes students’ reflection and thinking as they write comments
on the blog about a topic they have learnt; it enables the students to conduct literature search to be able to
post additional information and share with their friends; it allows mutual learning for the teacher and his
students.

Activity 1.6
Lifelong Learning

In order to identify your perception towards lifelong learning, complete the checklist on the next page, adapted from
a questionnaire developed by Law, Lee, Ong, & Cahyadi (2009).

Instructions: Place a check mark (√) against the item that you think reflects your perception, concept, issues, and
challenges about lifelong learning. Put a cross mark (X) mark if the item does not apply to you. This is not a test, so
try to be as honest as you can in completing this checklist

Part I

______1. I think that learning is a lifelong process.

______2. I feel that teachers should be given more exposure to new ways of learning.

______3. I feel that I should continue learning even after I have completed my degree in teaching or post-
graduate teaching diploma.

______4. I experience the simple joy of learning something new every day.

______5. I believe that teachers should continuously upgrade their teaching.

 ______6. I feel teachers should take up computer learning courses to enhance their computer literacy and
improve their job performance.

______7. I think learning means knowing new things.

______8. I believe learning should not be limited by one’s age.

______9. I believe I am capable of acquiring new knowledge and skills to improve my professionalism in
teaching.

__X___10. I have already acquired enough knowledge as a teacher.

__X___11. I am no longer interested to acquire new knowledge related to teaching as I have other priorities
in life.

Part II

______12.I think teachers need to be more knowledgeable than students in this technology era.

______13.I am of the opinion that teachers should continuously upgrade the standard and quality of their
teaching.

______14.I feel a need to pursue new knowledge in order to keep abreast with the latest developments in
the teaching profession.

______15.I learn with an aim to increase my general and professional knowledge.

______16.I want to improve my job skills through continuous learning.

______17.I am determined to learn no matter what problems I may encounter in the process.

______18.I am confident that continuous learning will increase my chance of a job promotion in the future.

______19.I aim for a raise in salary upon completion of my post graduate degree or professional course.

__X___20.I believe that there is not much potential for a raise in salary even though I possess extra academic
or professional qualifications.

Part III

______21.I believe in learning through experience.

______22.I usually read to improve myself.

______23.I learn through talking and mixing around with people.

______24.I find the internet very useful for my learning.

______25.I find that online discussion improves my learning.

__X___26.I prefer studying on my own.

______27.I learn a lot by listening to the radio and watching television.

__X___28.I believe that learning means pursuing an academic degree from an institution of higher learning.

Part IV

__X___29.Learning centers are far from where I live; this is one of my obstacles to learning.

______30.I place great importance in moral and technical support from my superior and colleagues in my
work place to encourage me to further my studies.

__X___31.I do not want to engage in learning because I cannot find time to do it.

__X___32.Financial commitment deters me from pursuing my post-graduate education.

 __X___33.Family commitment prevents me from furthering my studies.

__X___34.The lack of resources where I live prevents me from continuing my studies.

______35.Heavy workload hinders me from engaging in learning.

__X____36. I think it is very stressful to start studying again after having taught for many years.

Go back to the previous checklist. Count the number of check marks (√ ) you obtained in Parts I to IV. Write
your score for each Part in its corresponding space in the table below. Then, draw up a profile of your
perception towards lifelong learning.

Checklist Score
Part I - General Perceptions Toward Lifelong Learning 9
Part II - Reasons For Participation In Lifelong Learning 8
Part III - Patterns of Lifelong Learning 6
Part IV - Obstacles Faced In Lifelong Learn 2
Total 25

Activity 1.7
Read and reflect on Einstein’s quotation about learning below.

“Learning is not a product of schooling but the lifelong attempt to acquire it.”

~Albert Einstein (1879 - 1955) Physicist & Nobel Laureate

Do you agree with Einstein’s belief about lifelong learning? Write your answer on the lines provided.

Yes I agree to what Albert Einstein’s belief about lifelong learning. We all know Albert Einstein as one of
the great intellects of the 20th century. His name is almost a synonym for ‘genius. Einstein was not only a
brilliant thinker and scientist, but his understanding of life went beyond the academic and theoretical.
Learning is an everyday process it doesn’t stop. Learning is not solely acquired inside a classroom, sitting at
a wooden desk, listening to a teacher. Learning does not end at the doors of an educational institution rather
it is constant in our lives where you can still learn even your outside of the school like in the house, in the
community you are living with, from other people, animals and things. And when we say lifelong learning it
is something you learn not just overnight but you learn every single day.

Activity 1.8
Design your personal lifelong learning plan by filling out the table on the next page. Then, answer the questions that
follow and share your plan with your co-learners and Tutor for feedback.

My Lifelong Learning Plan

Lifelong Objective Timeframe Resources Potential Possible

Learning Needed Barriers Solutions
Activity
SEAMEO Finish this July 2021 Financial Time Manage my
INNOTECH course Time time properly
Guro 21
Post Graduate Finish my 2021 Financial Time Create a Time
Education thesis writing Time Table and
and graduate manage my
from my post time wisely
Graduate
Education
 Own a business Put up my own 2023 Financial Insufficient Save money
Aesthetic Clinic Funds and prioritize
the need
rather than the
wants

Do extra work
or part time
job

Review the lifelong learning plan that you prepared, and then answer the following questions:

1. What did you feel while preparing your personal lifelong learning plan?
While preparing my personal lifelong plan it made me feel excited and optimistic. Excited for the reason
that I am really eager to pursue and achieve my lifelong learning plan. Optimistic for the reason that I am
positive that I can achieve the following lifelong learning plan I have.

2. How will you ensure that you will be able to implement your lifelong learning plan?
I will motivate myself and always remind to achieve the lifelong learning plans I had set for myself. I will
make these plans as my inspiration to strive hard in life and never give up.

3. What insights did you gain from this activity?

My insights that I gain from this activity is to really picture out the plans you want in your life in order for
you to be motivated and focused about the things you want to achieve or accomplish.

Lesson 2: The 21st Century Teacher as a Facilitator of Learning

Activity 2.1
What is your dominant teaching style? Accomplish the following Teaching Style Self-Evaluation to find out.

Teaching Style Self-Evaluation

[Adapted and used with permission from Jennifer Stein (2001)]

This assessment will help you determine your teaching style. Answer the following questions by encircling the
letter of the statement that best corresponds to your answer. You are allowed to choose only one answer for each
question.

1. What do you think of your teaching style?

a. It may lead to inflexibility for managing the concerns of students.
b. It may cause students to feel inadequate when they can’t emulate your example.
c. It works well for most students but is very time–consuming.
d. It may leave students feeling anxious about their ability to meet your expectations

2. Which of the following do you like to use when evaluating student-learning?

a. teacher-made tests
b. student self-assessment tests
c. performance-based criteria
d. problem-solving and critical thinking

3. When planning lessons, what do you prefer to have?

a. whole class lessons
b. role-playing
 c. peer-tutoring
d. brainstorming

4. When you teach, your instructional time predominantly involves –

a. lectures
b. demonstrations
c. films/videos
d. class discussion/brainstorming

5. You believe in teaching by –

a. being the source of information
b. personal example and modelling behavior
c. emphasizing student-teacher interactions
d. being a resource person as needed by the student

6. One of your goals is to have your student –

a. work within the learning plan
b. observe and emulate what was observed
c. work independently and under his/her own initiative, while you provide as much support and encouragement
as possible.
d. able to work in an autonomous manner while you serve as a resource person available upon request.

7. One advantage of your teaching style is that it –

a. focuses on clear expectations
b. emphasizes direct observation
c. allows students personal flexibility
d. helps students see themselves as independent learners

8. Assignments given to students are usually based on –

a. your personal preferences or on course materials you define as relevant and important for students to learn
b. a sequence of steps leading to mastery of accepted method (steps) for performing a task or skill
c. a student portfolio or learning log which has a self– assessment component
d. problem-solving based on research of course material

9. Your teaching style develops a rhythm which contains –

a. Four steps: content selection, presentation/reception, reflection, application
b. Three steps: selection, skill development, mastery performance
c. Five steps: creating awareness, collecting data, choosing innovation, implementing a plan, reviewing results
d. More steps: ranging from posing and reflecting on a problem, skill development exercises to interim evaluation,
learner responses, and development of solutions

What is your dominant teaching style?

Count the number of times you circled each letter and write the frequency counts on the table below. For example,
if you answered “A” in four of the nine questions in the list, write “4” under the second column that corresponds to
Teaching Style A. Each letter corresponds to a teaching style. A is for the formal authority teaching style, B is for the
demonstrator or personal model teaching style, C is for facilitator teaching style, and D is for the delegator teaching
style

Teaching Style Frequency Count

A (Formal Authority) 0
B (Demonstrator or Personal Model) 0
C (Facilitator) 7
D (Delegator) 2
Are your circle marks mostly on C? Then, your teaching style is that of a facilitator. Read the C items in the checklist
again. Any idea about what a facilitator teaching style is? Write your answer below.

Most of my answers are letter c which is a teaching style of a facilitator. When we say facilitator it means that
emphasizes student-centered learning and there is much more responsibility placed on the students to take the
initiative for meeting the demands of various learning tasks. This type of teaching style works best for students who
are comfortable with independent learning and who can actively participate and collaborate with other students. In
this 21st Century Education, we teachers should be a facilitator to our students. We should guide them in order for
them to discover their own potentials and learn from it.

Activity 2.2
School Head Mr. Bian observed four teachers in his school teaching the same science topic in their respective
classrooms. Read Mr. Bian’s report and reflect on the teaching styles of the four teachers.

Teacher Kanchana
Teacher Kanchana adopts the direct instruction approach for his lesson on the “Human Heart.” His teaching
strategy is completely content-based. He uses the “chalk and talk” method for drawing his students’ attention to
his lesson. He makes them memorize and repeat back the important facts. He gives exercises that comprise all
fact-based items consisting of multiple-choice, matching, and fill-in-the-blanks. He sits at his table after he has
finished teaching his lesson.

Teacher Ani
Teacher Ani shows her students a video clip of how the human heart works. She then proceeds to have them form
small groups and study the different parts of a human heart model. Each group then gives a short report on how
the blood circulates in the heart using the model

Teacher Gunawan
Teacher Gunawan presents his topic about the human heart using PowerPoint slides. He then asks them to share
their personal experience of a family member or relative who is suffering from hypertension. He explores with
them the causes and effects of this increasingly common illness in one’s middle and late adulthood, and how early
detection can be done in the home using a portable electronic blood pressure gauge.

Teacher Sarah
Teacher Sarah explains about changes in heart rate that occur after a physical activity such as running, skipping,
climbing several flights of steps, or walking. As part of a learning task, she asks the class to predict changes to their
heart rate when they become angry or excited, and to predict the consequences if they are always angry with
others. She stands at the end of the classroom and watches as the students organize themselves in a circle. One of
them volunteers to facilitate the discussion, while another offers to be the note-taker. The class brainstorm
effective anger management strategies, followed by a class presentation.
Let us now try and match the characteristics for each of the four teaching styles with those demonstrated by the
four teachers. Fill in the table below with the teaching style and characteristics of these four teachers.

Teacher Teaching Style Characteristics

Kanchana Formal Authority -Adopts direct instruction approach
-Content-based
-Chalk and Talk method
-Memorization and Repeating important facts
-Exercises that compromise fact-based items consist of multiple
choice, matching and fill-in the blanks.
Ani Demonstrator or Personal -Shows video clips of how human heart works
Model Form small groups and study the different parts of the human
heart
-Reporting on how blood circulates using a model.
Gunawan Facilitator -Let the students share their personal experience of a family
member or relative who is suffering from hypertension
 -Explores with them the causes and effects of this increasingly
common illness in one’s middle and late adulthood, and how early
detection can be done in the home using a portable electronic
blood pressure gauge.
Sarah Delegator -Explains about changes in heart rate that occur after a physical
activity such as running, skipping, climbing several flights of steps,
or walking
-Conduct learning task where she ask the class to predict changes
to their heart rate when they become angry or excited, and to
predict the consequences if they are always angry with others.
-Brainstorming about effective anger management strategies
-Class presentation

Activity 2.3
In the process of organizing opportunities and guiding students to seek, validate, and assimilate knowledge, it is
important that you know who your learners are: their aptitudes, talents, learning styles, stage of development, and
their readiness to learn new material. If you recall, this constitutes one of the components of the general dimensions
of teacher knowledge, which is knowledge of students and student characteristics.

The activity that follows will center on the various teaching and learning strategies that cater to the students’
learning styles.

Lu-Ann, a student teacher, and her classmates observed student behavior in the classroom in Seri Mawar Elementary
School. Read about Lu-Ann’s journal entry at the end of her observation.

Student Mike listens attentively when the teachers teach in the classroom. Sometimes, he asks permission from
them to record their lectures. He also likes to ask questions and discuss issues based on the topics taught.
However, he says he prefers to listen to his recorded notes as they enable him to remember the important facts
more easily.

Student Ana spends time jotting down short notes as the teacher teaches in class. She goes home and ‘keys in’
these notes into her computer laptop. Besides this, she makes short notes of important facts and reads them in
between classes, or while she is waiting for her mother to take her home from school.

Student Sia participates very actively when the teacher asks for volunteers to role play a particular situation in
class. Her favorite subject is physical education where she is able to move around instead of sitting still for an hour
at her desk. She asks a lot of questions when the class goes on field trips as she is always eager to learn new
knowledge.

1. Based on Lu-Ann’s observation notes, how will you describe these three students’ ways of learning new
information? Do they learn in the same manner?

The three students’ ways of learning were really different from each other. Mike effectively learn when she
records the teachers class discussion and find it easy to remember important facts if he listens to it through
his recorder. On the other hand, Ana learns best when she is jotting down the important details and facts
about the lesson discussed by the teacher while for Sia she is more on active learning, she loves the subject
Physical Education and actively participates in class presentations suvh as role playing. She also asks a lot of
questions when the class goes on field trips as she is always eager to learn new knowledge.

2. With which of the three students do you have similar preferred ways of learning?

As what I observed I am a half of Ana and a half of Sia. During class discussions I really love jotting down
important facts or details that will help me understand better a lesson or a topic, on the other hand ai also
love performing or doing activities.
 3. Why do you prefer such ways of learning?
I prefer more on Kinesthetic way of learning because I learn best when I am active or moving. I really like it
when I perform and do activities.

Activity 2.4
Read the two critical incidents below and answer the questions that follow.

Critical Incident 1

In a seventh grade classroom, Mr. Nathan teaches about the French Revolution using textbook references
and lecturing to his students the major events leading to this historical outbreak. He writes important
facts on the blackboard and generates a concept map of the lesson for his students. In order to find out if
they remember the important dates, Mr. Nathan gives them a pop quiz. They check and mark their
friend’s answers. He then shows them a video clip of the French Revolution. Each student writes a review
of what they have seen. At the end of the unit, he hands out an evaluation worksheet containing multiple
choice questions and fill-in-the-blanks items.

Critical Incident 2

In another seventh grade French History class, Ms. Habsah begins the topic by showing a short video clip
of The French Revolution that ends with the song La Vie En Rose. The class write a summary of what they
have seen. Ms. Habsah proceeds to teach about the events leading to the French Revolution, focusing on
the storming of the Bastille using PowerPoint slides. She then asks them, individually, to create a timeline
for the major events of the French Revolution based on her lesson. Ms. Habsah hands out a written
assignment in the form of a project. The students are required to a keep a portfolio of popular music,
costumes, and dances from that period; create a sketch of key figures such as King Louis XVI, and Mary
Shelley, the author of the monster Frankenstein, with a biography included. They also have to write a play
enacting the “Storming of the Bastille.” Ms. Habsah provides a rubric containing the performance criteria
for each activity.

Imagine you are a teacher in the same school who has been assigned to mentor the two novice teachers
in the critical incidents.

1. What comments will you give regarding the teaching strategies used?
Both Mr. Nathan and Ms. Habsah utilizes different types of teaching strategies. Mr. Nathan’s teaching
strategy is more focused on textbooks and lecturing, focuses more on the content and not on the
performance of the students, he provides and controls the flow of the content and the students are
expected to receive the content. It is more likely to be a teacher-centered teaching strategy. While on
the other hand, Ms. Habsah incorporated short video clips and poweproint presentation about the
topic, she also let the students write a summary about it. She also let her students brainstorm, create
their own portfolios and create a play enacting the said topic.

2. In your opinion, do Mr. Nathan and Ms. Habsah give enough attention to their students’ learning styles?
If they do, to what extent is this demonstrated in their respective lesson? If not, what further
improvements can be made?
As what I’ve observed, they didn’t give enough attention to their students’ learning styles. And what I
can advise to them is to know their students learning styles, then after knowing they can have
differentiated activities where it can cater the different learning styles of each of their students. Teacher
should always consider their students especially in giving activities, assignments and projects or even
during discussions in order for them to learn best.
Activity 2.5
Below is a learning styles inventory. Before you ask your students to Facilitating 21st Century Learning 77 accomplish
it, try it out to find out your own learning style.

Learning Styles Inventory

[Adapted from Learning Styles Inventory by Wyman in Shalaway (1998)

Instructions:
To find out what learning style you prefer, encircle the numbers corresponding to
statements you agree with.

1. I prefer to listen to a book on audio tape rather than read it.

2. When putting something together, I always read directions first.
3. I prefer reading to hearing a lecture.
4. When I am alone, I usually have music playing or I hum or sing.
5. I like playing sports more than reading books.
6. I can always tell directions like north or south no matter where I am.
7. I love to write letters or in a journal.
8. When I talk, I like to say things like “I hear you,” “That sounds good,” or “That rings
a bell.”
9. My room, desk, car, or house is usually disorganized.
10. I love working with my hands and building or making things.
11. I know most of the words of the songs I listen to.
12. When others are talking, I usually create images in my mind of what they are
saying.
13. I like sports and I think I am a pretty good athlete.
14. It’s easy for me to talk for long periods of time on the phone with friends.
15. Without music, life isn’t any fun.
16. I am very uncomfortable with social groups and do not usually strike up a
conversation with almost anyone.
17. When looking at objects on paper, I can easily tell if they are the same no matter
which way they are turned.
18. I usually say things like “I feel I need to get a hand on it” or “Get a grip.”
19. When I recall an experience, I usually see a picture of it in my mind.
20. When I recall an experience, I mostly hear sounds and talk to myself about it.
21. When I recall an experience, I remember mostly how I felt about it.
22. I like music more than art.
23. I often doodle when I am on the phone or in a meeting.
24. I prefer to act things out rather than write a report on them.
25. I like reading more than listening to stories.
26. I usually speak slowly.
27. I like talking better then writing.
28. My handwriting is not usually neat.
29. I generally use a finger to point when I read.
30. I can multiply and add quickly in my head.
31. I like spelling and I think I am a good speller.
32. I get very distracted if someone talks to me while the television is on.
 33. I like to write down instructions that people give me.
34. I can easily remember what people say.
35. I learn best by doing.
36. It’s hard for me to stay still very long

Scoring to Determine Your Own Learning Style

Visual statements: 2, 3, 6, 7, 12, 17, 19, 23, 25, 30, 31, and 33
Auditory statements: 1, 4, 8, 11, 14, 15, 16, 20, 22, 27, 32, and 34
Kinaesthetic statements: 5, 9, 10, 13, 18, 21, 24, 26, 28, 29, 35, and 36

Fill in the table below. For example, if you encircled statement 1, place a check mark (√) in row 1 under
the Auditory column because according to the guide above, statement 1 is an auditory statement. Do
the same for all statements in the checklist

Statemen Visual Auditory Kinesthetic

t No.
1
2 
3 
4 
5
6
7 
8 
9
10 
11 
12 
13
14 
15 
16
17 
18 
19 
20
21 
22
23 
24
25 
26
27
28 
29
30 
31 
32
33
34 
 35 
36 
Total 10 6 6
45% 27% 27%

Activity 2.6
By now, you would have probably realized the importance of catering to your students’ learning styles as an effective
way of getting them actively involved in their learning. Would you like to know more about how to keep your
students actively involved in the learning process? If so, read on and learn more about active learning.

Read the following critical incident and then answer the succeeding questions.

Critical Incident

Mrs. Papu is going to teach the topic, “Pollination,” to her eighth graders in the computer laboratory. At
the start of the 60-minute lesson, she distributes a piece of paper with three equal columns. There are
three small icons at the top of each column: a book to symbolize important facts learned; a light bulb to
signify new ideas generated; a question mark to indicate questions they have during the lesson. She
gives them an example: “In the book column, write one important fact you just learned.” The students
are free to complete any of the three columns at any time during the lesson.

During the remaining 20 minutes of the lesson, Mrs. Papu assigns half the class to paired work where
they share their individual responses in the three columns with each other. She assigns the other half of
the class to browse the internet from the desktop computers in the room. They are to search relevant
websites for additional information on various types of pollination. After ten minutes, the groups
exchange their learning tasks.

Based on the given scenario, answer the following questions. Write your answers on the space provided.

1. Enumerate the various types of learning activities that Mrs. Papu has planned and conducted for her
students in her science lesson.
The following are the various types of learning activities that Mrs. Papu has planned and conducted for her
students:
 Distributes a piece of paper with three equal columns. There are three small icons at the top of
each column: a book to symbolize important facts learned; a light bulb to signify new ideas
generated; a question mark to indicate questions they have during the lesson. She gives them an
example: “In the book column, write one important fact you just learned.” The students are free to
complete any of the three columns at any time during the lesson.
 Paired work where they share their individual responses in the three columns with each other
 Browse the internet from the desktop computers in the room

2. Do you think the types of activities Mrs. Papu has planned will keep her students actively involved in the
learning process? Give reasons for your answer.
For me, the said activities will definitely keep her students actively involve in the learning process. For the
reason that these activities let them share their own ideas, knowledge and insights about the topic. Also the
different activities allow students to be excited and optimistic to engage or participate.

Activity 2.7
Read the following critical incident and answer the questions that follow the story.

Critical Incident
 Ms. Arminda teaches sixth grade social studies. She is trying out new strategies to motivate and engage her
students in the lesson, particularly active learning strategies. She decided to use a visual-based instruction to
teach a 30-minute lesson on “Tornados.”

She was excited to try this strategy because she had learned from a professional development meeting she
recently attended that active learning not only improves students’ understanding and retention of information,
develops higher order cognitive skills such as problem solving and critical thinking, but it also leads to increased
teacher satisfaction.

She started by showing the students a 10-minute video on tornados and the damage they bring to a community.
She then proceeded to ask them to identify the causes of tornados, if and how they could be prevented; whether
the students could identify with the characters in the video; and whether they have had personal experiences
similar to those depicted.

However, at the end of the lesson, she was disappointed because she discovered that she was far from satisfied!
Her students seemed excited at first when they watched the video, but they barely participated in the discussion.

After her class, Ms. Arminda sought the advice of her teaching supervisor. She narrated how she conducted her
lesson and asked her opinion on why she didn’t get the results that she expected.

1. What could have gone wrong in Ms. Arminda’s class? If you were her teaching supervisor, what advice would
you have given her? Write your response on the space below.
While the use of visual tools, such as movies or video clips, provides a focal point for other interactive
techniques not all learning situations lend themselves well to visual-based instruction. Perhaps, most of Ms.
Arminda’s students have never experienced tornados in their areas. This could have been the reason why,
after watching the video, they were not able to participate much in the discussion. For active learning
strategy to work, it is best to draw upon the students’ personal experiences and then engage them in
learning through talking, writing, reading, reflecting, or questioning.

2. Do you think a video-based lesson is appropriate for Ms. Arminda to successfully carry out a 30-minute
lesson? If not, what will be a more appropriate alternative active learning strategy?

Visual-based instruction, like any other active learning strategies, is not without its challenges. When used
with a topic that is outside the students’ field of experience or inadequate time allocation, like the 30-minute
lesson on “Tornados,” Ms. Arminda may have grappled with issues like disinterested students, time
constraint, and other aspects of classroom management. The bottom line is when adding active learning to
your toolbox of teaching strategies, you need to know “what will work,” “what is likely to work,” and “what
will not work.” You need to practice “trial and error” in order to implement active learning successfully.

3. Select from among the list of active learning strategies, other than the one used by Ms. Arminda, that you
think is appropriate to use in a topic that you are currently teaching. Give reasons to support your answer.
What are the reasons for your choice? Use the lines provided to write your answer.
I think the video presentation is more likely appropriate in active learning which I can utilize in my topic
especially I am teaching kindergarten and they are loving it when they are able to watch videos about the
topics I am introducing to them. They love to see moving images incorporated with music or songs. They
tend to be excited and more engage if they are able to see videos.

Activity 2.8
Ms. Mira, a new English teacher, is teaching the story of Goldilocks and the Three Bears to her third grade class. She
has recently observed her mentor’s way of encouraging students to use higher order thinking to process stories that
they read in class. Read how Ms. Mira presented the story to her students and the questions that she asked them.
Then, answer the questions that follow.

After narrating the story, Goldilocks and the Three Bears, Ms. Mira asked her students the following questions:

1. Describe where Goldilocks lived

2. Summarize what the Goldilocks story was about.
3. Construct a theory as to why Goldilocks went into the house.
4. Differentiate between Goldilocks’ reactions and how you would have reacted in each story event.
5. Assess whether you think this incident really happened to Goldilocks.
6. Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

Based on the above scenario, answer the questions below:

1. What kind of thinking is required of the students in order to answer the six questions given by Ms. Mira?
As what I observed the questions above required both lower and higher order thinking.

2. Do all the questions require the same level of cognitive thinking and processing? Why? Why not?
I think no, not all questions required the same level of cognitive thinking and processing for r example the
numbers 1, 2, 3 questions only require lower thinking skills while the numbers 4,5, 6 questions require
higher thinking skills.

3. Which questions are recall questions that only need straightforward answers from the story? Give reasons
for your answer.
I guess it will be the first question where it asks about describing where Goldilocks lived. This question
requires a direct or straightforward answer. The students just need to recall what the story tells about it.

4. Which questions encourage Ms. Mira’s students to think beyond the information obtained from the story?
Give reasons for your answer
The questions number 4,5,6 encourage Ms. Mira’s students to think beyond the information obtained from
the story because these questions need higher thinking skills where students need to think outside the box.
It is more on proving, explaining and expounding their answers. This would require them to be creative and
connect what they have learned to come up with a new output.

Activity 2.9
Now that you have learned about the Revised Bloom’s Taxonomy of thinking levels, try working on the following
exercise for you to evaluate how well you learned it. Recall our discussion of the story Goldilocks and the Three
Bears by Ms. Mira’s class on page 91. Using your knowledge of the Revised Bloom’s Taxonomy, try to categorize the
questions in the first column as to the levels of thinking they require of the student.

Questions Level of Thinking

1. Describe where Goldilocks lived Remembering
2. Summarize what the Goldilocks story was Understanding
about.
3. Construct a theory as to why Goldilocks Applying
went into the house.
4. Differentiate between Goldilocks’ reactions Analyzing
and how you would have reacted in each
story event.
5. Assess whether you think this incident Evaluating
really happened to Goldilocks.
6. Compose a song, skit, poem, or rap to Creating
convey the Goldilocks story in a new form.
Activity 2.10
Imagine that you are teaching about “Butterflies” to fourth graders. Think of a class activity that integrates higher
order thinking. Write your ideas on the lines provided.

1. Let the students have a role play about the transformation of a butterfly. Form being an egg, to
caterpillar, to pupa, to chrysalis, and and lastly to becoming a beautiful butterfly. Then after the presentation
follow up them with HOTS questions.
2. Let the students watch a video presentation about the life of butterflies then afterwards let them
draw a picture of their own caterpillar and let them caption their drawing about the changes the
butterfly go through and how they feel after watching it.
3. Let the pupils observe real butterfly and let them jot down what are the things they observed about
it and afterwards let them create their own essay about the butterfly.
Activity 2.11
You have just learned how to integrate higher order thinking in your lessons using questions that require your
students to analyze, evaluate, and create. In order to master this facilitative skill, you need to use it consistently in
your instruction. To help you integrate HOTS in the teaching and learning process in your classroom, you may refer
to Course 2 of GURO21, which presents ways to help you develop HOTS in your life as a teacher, as well as in your
students.

Another equally important facilitative skill is the effective use of questions and reactions in your teaching. Join me in
the activity that follows for you to learn more about questioning and reacting skills. Read the situation on the next
page and then answer the questions.

During a teacher professional development talk on “Effective Questioning,” Mr. Paneer, the invited speaker,
shows the following quotation on the wall. The quotation reads: “We learn by asking questions. We learn better
by asking better questions. We learn more by having opportunities to ask more questions” (Morgan & Saxton,
1991).

Mr. Paneer then asks the participants the following questions. Pretend you are one of the teachers attending this
talk. Write your answers on the lines provided.
1. What message is being conveyed by the quotation?
In my own opinion the quotation is trying to convey that when we ask questions we are able to understand
and grasp more the idea, the lesson, situation or anything that is said or discussed to us. As they say, all
learning begins with questions and how we ask questions defines the quality of our learning, therefore we
should not just ask simple questions but these should be best, meaningful and relatable. Asking better
question is not possible if we are not given the opportunity to ask more. We cannot deny the fact that
sometimes we are not given the chance or sometimes we tend to be shy. But we should always remember
that nothing is wrong about it. We should always ask questions in order for us to better understand and
learn.
2. Why is it important for us to learn how to ask questions?
It is really important for us to know how to properly ask questions in order for us to ask relevant
and meaningful questions. Also we should learn the proper way or manner to ask questions and
how to ask politely.
3. How can teachers create opportunities for students to ask questions?
We teachers should establish a good atmosphere for the students to ask questions, an opportunity for them
to clarify things about the discussion. Aside from that we teachers should encourage them to ask questions
especially before, during and after the discussion for them to clear their minds and if there are some things
they don’t understand you can explain and expound it for them.

4. How can teachers improve their questioning and reacting skills?

 Teachers can improve their questioning skills by planning questions that are focus-specific, avoid asking
vague questions. Also ask open-ended questions where students can explain and expound their answers.
Another one is to let the students reflect on the questions, give them enough time to construct their
answers. On the other hand, after questioning teachers should also be cautious about their reaction to
students’ answers. And to improve the reaction skills of teachers they should invite comments and
elaborations and treat the students’ answers with respect and give credit for attempting to answer.

Activity 2.12
The next time you go into class to teach a unit topic of your subject, try this evaluation exercise to check and assess
your current questioning and reacting skills using the grid below. You can also use this same grid for subsequent
lessons so that you can observe if your practice has improved, and make useful comparisons across lessons.

You will need to use a tape or video recorder to record a whole-class 10-minute question-and-answer session of a
lesson you teach. When you play back the tape, use the grid below and place a tally mark ( ∕ ) in the Sample Lesson
column for the corresponding questioning activity.

Questioning Activity Number of occurrences in Number of occurrences in Number of occurrences in

10-minute session 10-minute session 10-minute session
(Sample Lesson 1) (Sample Lesson 2) (Sample Lesson 3)
Closed – factual   
information and
comprehension
Open – prompting more   
than one answer
Time for reflection before   
answer required
Further prompts to elicit   
extended answer
Opportunities for students   
to explain why they have
offered that response
Opportunities for students   
to confer before
answering
Teacher initiates, students   
respond, teacher provides
feedback
Students initiate their own   
questions

Activity 2.13
Imagine you were at the same workshop as Ms. Tranh. Complete the checklist found below. Then, refer to the
Scoring Key that follows to know what your scores mean.

Are You Teaching Contextually?

___1. Are new concepts presented in real-life (outside the classroom) situations and experiences that
are familiar to the student?
___2. Are concepts in examples and student exercises presented in the context of their use?
___3. Are new concepts presented in the context of what the student already knows?
___4. Do examples and student exercises include many real, believable problem-solving situations that
 students can recognize as being important to their current or possible future lives?
___5. Do examples and student exercises cultivate an attitude that says, “I need to learn this”?
___6. Do students gather and analyze their own data as they are guided in discovery of the important
concepts?
___7. Are opportunities presented for students to gather and analyze their own data for enrichment and
extension?
___8. Do lessons and activities encourage the student to apply concepts and information in useful
contexts, projecting the student into imagined futures (e.g., possible careers) and unfamiliar locations
(e.g., workplaces)?
___9. Are students expected to participate regularly in interactive groups where sharing,
communicating, and responding to the important concepts and decision-making occur?
___10. Do lessons, exercises, and labs improve students’ written and oral communication skills in
addition to mathematical reasoning and achievement?

Lesson 3: The 21st Century Teacher as a Classroom Manager

Activity 3.1
Increasingly, information technology seems to be occupying a significant place in our students’ lives. Cognizant of
this, teachers are incorporating technologies such as e-mail discussion into their learning tasks. Read about Mrs.
Premala, an English teacher in a tenth grade classroom, who is using this technological tool in her writing classroom.
The snippet below is an e-mail that she has posted to her students.

My dear students,
Here is the case for your argumentative writing task. You may initiate your discussion via e-mail. Remember to
copy or “cc” your e-mail messages to me. The timeline for this exercise is one week from today.

Case:
In the last few weeks, there has been a heated debate about the issue of “English Language” in the “Letters To The
Editor” column in English dailies. Some readers opine that mathematics and science in all local public schools
should be taught in the English Language to produce students who are at par with their global counterparts.
However, certain quarters disagree and call for a public poll to be conducted on this issue. The editor of one of the
national tabloids is calling for readers’ opinions. Suppose you are writing for the readers’ opinion column. Take
one of the positions above, and give him your opinion.

Guidelines:
1. Begin by developing a paragraph to include the topic sentence, supporting sentences, and a concluding
sentence.
2. Discuss the writing task in No. 1 with a partner, and then in groups of four. Find your own partner and group
members.
3. Develop one complete paragraph as an example for your partner and group members to review.
Enjoy your discussion. I am looking forward to reading your responses.

Best wishes,
Mrs. Premala
Reflect on what you have read and answer the following questions.

1. By sending the learning task to her students via e-mail, what kind of a learning environment is Mrs. Premala
fostering – teacher-centered or student-centered? Give reasons for your answer

For me. Mrs. Pamela through sending the learning task to her students via email fosters a learning
environment that is student centered where she acts as a guide or facilitator and she is just letting her
students discover their own potentials and allowing them to do their own effort in accomplishing the
learning task. The great thing is Mrs Pamela completely given the guidelines and instructions to her students
it is on the hands of the students to accomplish the said learning tasks. And aside from that through posting
 the assigned task online and requiring her students to initiate their discussion via e-mail, the students
enhanced not only their computer literacy and writing skills, but also promoted student communication,
participation, and collaboration.

2. What type of student interaction does the learning task require?

As what I observed the type of interaction the students did while doing the learning task were peer
discussion and group collaboration. The students are able to actively participate in the task and aside from
that they are also able to collaborate with their classmates in accomplishing the said learning task.

Activity 3.2
You have just been introduced to different classroom activities that will engage your students in active participation
in the classroom. Based on a unit for the subject you teach, use one of these student engagement activities in your
classroom, and then answer the following questions:

1. What student engagement activity did you use?

As for me I use the the Find the Question Covert Engagement Strategies where I will let my students read the
story and understand it and afterwards I will let my students think of answers and questions about the story
they are reading.

2. Ask your students for their feedback. Was it effective in getting your students actively involved?
Yes it is effective, as what I observed students are actively involved in the activity. They are able to
brainstorm form answers and questions that is related and found in the story.

Activity 3.3
Imagine that you are a student in each of the three classroom situations below.

Situation 1
Mr. Suresh announces to your class, ”Let us find out which of you can learn the most in this week’s class on global
warming. The three students with the highest scores on Friday’s short test will be given free tickets to the Search
concert.” It is common knowledge to everyone in your class that Search is the latest most popular local musical
group. You would give your last money to hear them perform but, unfortunately, the concert tickets have been
sold out since last year.

Situation 2
Ms. Edith starts her lesson in this manner: “Let me see whether each of you can learn all about global warming
this week. If you can get a score of at least 90 percent on this Friday’s short test, then you will be given a free
ticket to the Search concert.”

Situation 3
Mrs. Adilah introduces her lesson with this statement: ”Today we will begin to study about global warming. Let us
see how many students can get scores of 90 percent or even higher on Friday’s short test. I would like you to work
in groups of four to help one another better learn the material. If all the four members of a group score at least 90
percent on the test, then that group will get free tickets to the Search concert.”

Reflect on the classroom strategy employed by each of the three teachers, Mr. Suresh, Ms. Edith, and Mrs. Adilah.
Which of the teaching strategies used might have succeeded in motivating you to work hard to get the free ticket to
the Search concert? Why? Write your answers on the space provided.

In my own point of view, the situation 1 and 2 are more focused on individual effort compare to situation 3 where it
is more on collaborative effort. And as for me I am more motivated to work hard to get the free tickets if I am in
group or I am able to collaborate with others. And I must say students really learn best when they are socially active.
Through collaborative learning students are able to cooperate with others, aside from that they are also able to
exchange ideas, knowledge and experiences about the lesson/topic.

Activity 3.4
Interpersonal Communication Skills
You have just completed studying one aspect of your role as the manager in your 21st century classroom by
examining how you can employ effective strategies to promote student participation and collaboration in classroom
activities. When you use these strategies, inevitably, you will need to communicate to your students the “why” and
the “how” of a particular strategy. It is important for you to realize that communication is not only confined to verbal
cues or speaking to your students. In the next section, you will learn about some important aspects of effective
interpersonal communication.

The following snippet is about Mr. Budiarto, who is on his first week of internship at a rural school with a large
population of students at-risk of dropping out. Read what happened in his morning English class.

“Class, will you all just keep quiet and get back to your seats. You are going to learn something new these four
weeks. You understand what I am telling you? I will be transforming this class into a writing workshop.”

The students stared blankly at their new teacher. What was he trying to do here? Most of them could not even
write more than five lines when they were given an essay by their class teacher the week before! They were also
not very happy with the way Mr. Budiarto was talking to them; he sounded as if he was giving orders to an army
of soldiers!

Ramon winked mischievously at Petra sitting two desks away. Mona stood up and straightened her uniform
before sitting down again. Lim was engrossed in a pencil drum solo. With a stony glare and raising his voice, Mr.
Budiarto said. “Hey, listen here, you guys! I want all four of you to stop this nonsense at once! You are going to do
something different that you have never done before.”

The four of them sat up immediately. But the moment Mr. Budiarto turned his back to write on the board, he
heard his students talking noisily and some were even laughing. Just as he faced them to confront them, the bell
rang. He then marched out of the class angrily and went to consult his supervising teacher.
1. Pretend that you are Mr. Budiarto’s supervising teacher. How will you help him? How can he improve the
way he communicates with his students? Write your answers on the lines below.
We can definitely see that Mr. Budiarto demonstrated poor interpersonal communication skills towards his
students. He seemed to be issuing orders instead of informing them how he intended to facilitate their
learning. Besides this, his eye communication and tone of voice were not very encouraging at drawing
students’ attention. If I were her supervising teacher I will suggest him to: (1) Speak with your class and
students at their level of comprehension. This means you need to do straight talk and use plain language.
Avoid using euphemism and technical terms that could intimidate them. (2) Vary the tone of your voice as
talking in a monotonous voice is boring and may send some of your students to sleep. However, it is not
advisable to raise your voice as Budiarto did. Undoubtedly, this attracts your students’ attention, but it
conveys your annoyance, too. (3) Maintain good eye contact and lean forward slightly when speaking with
your students. When you do this, you are signalling to them that they are important to you and you are
ready to listen to them.(4) Give quick, honest, clear, and informative feedback so that your students know
whether you understand what they are trying to tell you. (5) Observe and listen more than you speak.
Constantly remind yourself that you have been endowed with two eyes, two ears, and one mouth; so be
doubly quick to see, observe, and listen before you speak. (6) Use a variety of positive facial expressions and
hand gestures that will help students better understand important concepts.

2. In your case, what challenges in communicating with your students have Facilitating 21st Century Learning
149 you faced as a teacher? How did you overcome these challenges?
As a kindergarten teacher the challenges in communicating with my students that I faced are some
of my students find it hard to comprehend and follow my instructions and sometimes they tend to
 be shy to communicate and express their ideas or feelings. And what I did to overcome the said
challenges were (1) I encouraged them to talk about their day to the class, (2) I persuade my
students that communication is helpful to their learning. (3) I use simple words or phrases when
communicating with them in order for them to comprehend easily what I instruct them.
Activity 3.5
Now you probably realize that one of your most important tasks as a teacher is effective communication with your
students. Much of this communication will take place in class verbally through speaking and listening, but the
nonverbal cues that you demonstrate to your students convey significant messages about your feelings and your
mood. A combination of verbal skills, listening skills, and non-verbal communication is needed to communicate
effectively with students at their level. Effective communication improves your classroom management and creates a
positive and conducive learning environment for your students.

Are you interested to assess your strengths as well as identify areas for growth in communicating at your students’
level? If so, then accomplish the following self-report inventory adapted from Santrock (2008).

Evaluating My Communication Skills

Instructions:
Read each of the 20 statements below. Rate them on a scale of 1 (very much unlike me) to 4 (very much like me) by
placing a check mark (√ ) in the column corresponding to the item.

Item 1 2 3 4

1. I know the characteristics of being a good speaker in /

class and with students.
2. I do not tend to dominate conversations. /

3. I talk “with” my students, not /

“to” them.
4. I don’t criticize my students very much. /

5. I don’t talk down to my students or put them down. /

6. I don’t moralize when I talk with my students. /

7. I am good at giving my full attention to my students /

when they are talking with me.
8. I maintain eye contact when I talk with my students. /

9. I smile a lot when I interact with my students. /

10. I know the value of silence in communication and how /

to practice it effectively.
11. When giving verbal instructions, I /
always look around to check if my students
are following what I am saying.
12. I constantly remind myself to use appropriate “I” /
messages when I talk with or give instructions to my
students.
13. I avoid speaking monotonously and try to vary the tone /
of my voice throughout the lesson.
 14. I give immediate honest and constructive feedback to /
my students’ enquiries.
15. I paraphrase what my students say to check my /
perception and understanding.
16. I use appropriate touch gestures to gain my students’ /
attention to what I am saying.

17. My students know what I mean when I nod or shake /

my head during a lesson.
Item 1 2 3 4

18. I use silence to allow my students to think of the /

answers to my questions.
19. I respect the personal space of my students. /

20. I use non-threatening “stares” to gain my students’ /

attention.
Total 5 15

After you have completed the self-report inventory, go through all the twenty items once again to make sure you
have checked ( √ ) all the items in their corresponding columns Next identify the items you have checked (√ ) a 3 or 4,
and those with a 1 or 2.

Activity 3.6
Let’s use the performance rubric developed by Danielson (2007) to find out how well you and one of your colleagues
in school communicate your lessons to your students. Follow the instructions below:

1. Share your learning on the four elements of classroom communication with one of your co-teachers.

2. Discuss this classroom communication performance rubric with a co-teacher to ensure that you both
understand what the criteria in the rubric mean.
3. Ask this co-teacher to visit you in one of your classes and, using the performance rubric, rate you on how
well you communicate your lesson to your class.
4. After your class, ask your co-teacher to show you your classroom communication performance rating. Ask
him/her to explain to you the ratings that you received.
5. After this dialogue, reflect on your co-teacher’s comments and think of ways to enhance the good points
and improve on the areas for improvement.
6. Now, return the favor to your co-teacher by offering to observe him/her in his/her class using the classroom
communication performance rubric. If he/she agrees, it will be a good opportunity for you to learn more
about classroom communication through his/ her example.
7. On the space below, write a brief reflection on what you learned from this activity.

This activity helped me to learn new strategies, approaches and techniques coming from my co-teacher in dealing
with the students and on how to effectively present a specific lesson, on the other hand I also shared my own
strategies , techniques and approaches that I implement during my class discussion and I know these things might
be helpful too to my co teacher. I also realized in doing this activity that teachers should exchange and share their
best practices in school because through this it might help other teachers to enhance their ability and classroom
management also we teachers should be open for comments and suggestions which might help to improve more
ourselves and how we deal with our students.

Activity 3.7
Using the template on the next page, design your own personal classroom management plan for the subject and
class you teach. Include the components discussed, that is, your philosophical statement, classroom rules and
procedures, classroom physical arrangement, misbehavior interventions, classroom safety, and student celebration.

Name: REO LYNN APRIL O. MANANSALA Class: KINDERGARTEN A

MY CLASSROOM MANAGEMENT PLAN

Philosophical Statement
 I want my learners learn to live life productively and meaningfully with deep
sense of values in the 21st century. I want them to be equipped with the essential
knowledge, skills, attitudes and values that they need to face the challenges and
adapt to the changes of time. I want them to learn to build bridges of respect to
social and cultural diversities, common good, social accountability and responsibility,
nationalism, love and peace. I want them to be able to find ways to remain strong
and sturdy, despite the vulnerabilities of life.

As a facilitator of learning, I want to make my learners actively engaged in the

teaching-learning process, and feel the welcoming, safe, comfortable and friendly
atmosphere in the class. I believe that by doing so, their sense of belongingness is
uplifted and their sense of importance is heightened. I want them to discover their
potentials and find their true flow. I will help them nurture their respective flows and
make use of that flow to improve themselves, the people around them, the country,
and the world. Their respective flow or calling in life can be their greatest
contribution to the civilization.

I believe the learning environment must be conducive in order to encourage

learners to soar high to progress. The classroom must be an enabling factor for
learners to grow and develop. Everything on it must be able to contribute to learning,
including myself. 

I stand on the premise that it takes a village to educate the child. Synergized
efforts strengthen education that is the greatest equalizer and has the power to cut
the cycle of poverty. Furthermore, I imbibe the idea that learning is not confined in a
four-walled room. The whole world is a classroom where everybody can be a
teacher to anyone who is willing to learn.

Rules and Procedures

I believe that the classroom milieu should be friendly where everyone respects
one another in the utmost sense of sincerity. I also believe on having rules in the
class that everyone should be guided of and follow.
 As what I am doing at the beginning of every school year, I will continue to
have a democratic atmosphere in the class by letting the learners participate in the
formulation of class rules, and taking part in decision-making. It became my practice
every start of the school year to group the learners, give them some group dynamics
and let them brainstorm about questions I prepared such as: How can I help
maintain the cleanliness and orderliness of the classroom, its furniture, facilities, and
the surroundings? How can I keep harmonious relationship with classmates,
teachers, friends and schoolmates? What will I do to maximize learning? How can I
avoid absenteeism?

A creative presentation of responses follows. Their responses become my

basis in formulating class rules. Learners then create a right hand sketch with their
names and signatures to signify their agreement to the rules. The rules are printed
on sheets of paper and posted on the wall to remind everyone to follow the rules
from time to time.

For most activities involving their participation, I solicit ideas from the learners
on how to go through them. This democratic style in establishing rules and
procedures is helpful of instilling to the learners the responsibility, civic-
consciousness and leadership.

Classroom Arrangement
 For me tables and chair arrangement should not be permanent. It must warrant flexibility
to provide easy rearranging system for learning activities. Chairs and tables should be
movable to facilitate working by pair, small group, big group or total group. Sometimes it
can be aligned by columns and rows. Sometimes, grouped. Sometimes, V or U shape. The
classroom space must be maximized for learning activities.

          I want a print-rich classroom. Learners will accumulate a lot of learning from prints
that they always see like posters, quotations, charts, pictures, organizers, and others. There
must also be learning boards for different disciplines where the children can gain additional
information to substantiate and reinforce learning. There must also be a portfolio area
where the learners can exhibit their works.

          The classroom should also provide space for materials and technologies that can be
utilized for the teaching-learning episodes. A bank of instructional materials should be in
place. Modern technology like projectors, computers, TV and audio should be present. Also
present in the classroom is a collection of children’s favorite books and references gathered
in a nook.

Misbehavior Interventions
If the learners deviate from the agreed terms, I try to solve it at the classroom within
my capacity. I would talk to the child and listen to his claims in a manner that will make him
feel still respected and valued despite any mistake. I would make the child feel welcome, so
that it would be easier for me too to analyze how to treat the situation, and find ways to
help the learner correct the wrongdoing.

If learners quarrel, I would heartily listen to both sides so that I will be able to have
informed decision on the behavior measure that I must take.

I would also ask help from parents and school officials to work with me hand-in-hand
in disciplining the children in subtle manner, so that they won’t get embarrassed. 

Classroom Safety
  I believe that safety is an important factor to consider. Thus in a classroom, safety
must be consistently observed in physical arrangements of furniture, equipment and
others, and in the conduct of class and school activities.

          Safety measures on the use of electrical equipment, laboratory apparatuses, and

instructional materials should be made known to learners. Doors, ways and façade should
not be obstructed with unnecessary belongings to facilitate easy passage during
emergencies. Cabinets and hanging furniture should be well-placed.

          Learners and I also need to participate to hazard drills in school so that everyone
knows what to do during undesirable circumstances.

          In doing class and school activities, learners’ safety against whether condition, places
to go or venue, food and water safety should also be considered.
         
          Moreover, I want to have a classroom that is safe not only in terms of physical
attributes but also social and emotional such as safety from bullying, maltreatment,
stereotyping and bad labeling.

Student Celebration
Students’ milestones are worthy of celebration. Big or small successes are occasions of
motivation that would enable them to do even better.

          Learners who manifest significant improvement in their products, performances, and

behavior need to be recognized and be given special mention through praises,
acknowledgements, and encouraging gestures.

          Honor pupils for a quarter or school year and winners of contests should be
recognized through awards in a school assembly, flag ceremonies or significant events.