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1. Explain what it means to be considered competent?

Answer:
Competent it means you expertise in teaching in also a caliber to deliver the
lesson to the learners understandable and an also willing to accept suggestions in
ready to answer any questions from the audience.

Competent means you expertise in teaching and also a caliber to deliver the
lesson to the learners in a way that they can understand. A person who’s willing to
accept suggestions and ready to answer any questions from the audience.

2. Describe what three (3) qualities do good trainers possess?

Answer:
The qualities of a good trainer for me are the following: Knowledge, ability and
personality.

Knowledge - Understanding of the subjects and can teach and appreciate

how knowledge in their subject is created, organized, linked to other disciplines, and
applied to real-world settings.
Ability – Capable to deliver the topics to the audience in easilly understand of
the learners.

Ability – Capable to deliver the topics that the audience can easilly
understand.

Personality - Qualities or emotional condition that attracts the learners, to

give the target audience to pay attention during instruction.

3. Describe how you may conduct realistic training?

Answer:
The realistic training refers to the kind of training to be conducted, it should be
planned, clear venue to the performer. There should be a plan for reference while
conducting trainings and ensure the completeness of requirements during the
execution.

4. Summarize the Dimensions of Competence and explain how they may apply
in a work situation?

Answer:
Concept of competency which covers all areas of working performance in
connection with the skills, management, contingency management and job role
environment skills. Without this dimension we cannot perform our job well, that’s why
we must consider this parameters prior to set up of said activity.

5. Describe the importance of work, health and safety (WHS) in the conduct of
training in your and its implication to the successful pursuit of objectives.

Answer:
 Yes, it is important, WHS is the priority of training and to ensure the safety of
the students while performing activities of safety invironment, to give comfort and
admirable condition that brings credit to the unit to a more possible future effect.

Yes, it is important, WHS is a priority when it comes to training to ensure the

safety of the students while performing activities in a safe environment, to give
comfort and admirable condition that brings credit to the unit to a more possible
future effect.

6. Explain what services do you provide for your students/ clients, when do you
do that, and how much direct contact do you have with them?

Answer:
We provide them good and comfortable billeting, water, catering, and laundry
services or providing them also the basic requirements as the school can caters.

We provide them good and comfortable billeting, water, catering, and laundry
services or providing them the basic requirements as the school can caters.

7. Explain what are your roles, duties and responsibilities as learning coach?

Answer:
My roles as a learning coach serves as elder brother to my learner. My duties
and responsibilities are to ensure the good qualities of learning will be imparted to
my learner. Provide additional techniques and knowledge to my learner.

My roles as a learning coach is to serve as an older brother to my learner. My

duties and responsibilities are to ensure the good qualities of learning that will be
imparted to my learner and provide additional techniques and knowledge to my
learner.

8. Explain which part of the assessment (demo teach #1, demo teach #2) you
feel you did well and which part you need improvement?

Answer:
Demo teach, #1, I able to emphasize to the learners the importance of clear
and concise in explaining the topics. Needs to improve more is the sequence of
what is being written on my session plan which sometimes I forgot to mention.

Demo teach, #1, I was able to emphasize to the learners the importance of
clear and concise explanation of the topics. What needs to improve is the sequence
of what is being written on my session plan which sometimes I forgot to mention

Demo teach, #2, lot of explanation with corresponding experience shared to

the learners for a better understanding, asking them orally. Needs to improve is
asking the learners as what the assessors feedback findings.

9. Explain what is meant by core skills? What is its impact in the workplace, and
give three (3) good reasons why there is a need to conduct core skills training?

Answer:
Core skills are the essential skills that young generations need to be fully
prepared for life and work in a global economy. The reasons why there is a need to
conduct core skills training for the benefit of the young generations in order to:

a. Introduce the young generations the new normal ways of working

 b. The ways of thinking
c. The ways of living in a global world.

10. Describe how competency-based training and assessments provide equal

opportunity to everyone and improve the capability of the organization?

Answer:
It should be aligned the vision and mission of the organization in focus on
areas identified as required performance for the improvement, so that the
organization don’t waste money and time for the training wherein the members are
able and at the same time are more motivated to learn and gives the organizations to
the advancement of products and success.

It should be aligned with the vision and mission of the organization in focus on
areas identified as required performance for the improvement, so that the
organization won’t waste money and time for the training wherein the members are
able and at the same time are more motivated to learn and give the organizations to
the advancement of products and success.

11. Discuss alternative instructional methods for slow learners and

underachievers?

Answer:
Many alternative methods for slow learners mostly by: repeating each
learning points more than you normally would in order the to give them a few times to
understand, providing audio and visual ads to help them in learn what the picture
state, priority them to the main points of the lesson and tests to know what
information they need to concentrate.

Many alternative methods for slow learners mostly by: repeating each
learning points more than you normally would in order to give them a few times to
understand, provide audio and visual aids to help them learn what the picture
illustrates, make them a priority to the main points of the lesson, and test to know
what information they need to concentrate.

12. Define icebreaker and explain the six (6) activities/ice breakers and its uses?

Answer:
Ice breakers are activities or styles of discussion used to help individuals into
a group setting. Some ice breakers are done in groups and some can be individually
completed. Others involve physical activities while others can be purely mental. Any
activity that suits the intended purpose can be used.

1) Facilitating Introductions - When groups first come together, interactions

and discussions can be caught up in timidness, a lack of understanding the norms of
the group, simple unfamiliarity among other possibilities. Ice Breakers can be used to
create familiarity within the group and everyone into the group process. The desired
end result is a more open discussion forum and pleasing environment within the
group in which the group process can continue.

2) Prior Knowledge Assessment - One pedagogical advantage of using ice

breakers is that they provide the instructor an opportunity to assess student prior
knowledge. They can then lead to the identification of individual needs within the
group while also introducing everyone and helping to create a healthy group
environment as with facilitating introductions.
 3) Environment Creation / Fostering Group Unity- The environment has
already been mentioned in each of the above uses. A primary purpose of ice
breakers can be to help create an open environment in which all participants are
willing to open up and participate. Participants need to be encouraged to open up to
one another and relax. The introduction and the method by which the ice breaker is
carried out can also be designed to encourage a breakdown of
status/race/gender/etc. barriers that may pre-exist in the group. As members of the
group get to know one another for better or worse, a form of group unity develops,
especially in situations in which a common goal both exists and is known by all.

4) Topic Segues - When starting a new topic, ice-breakers can be created to

introduce the topic. Often, some form of prior knowledge activity can be used to this
end. These are also particularly useful when the members of the group already know
each other by one means or another.

5) Preparation of Participants - Many learning environments (and this

concept is particularly true in online education) require some form of introduction in
order to be fully utilized by the participants. By structuring the ice breaking activity
into the learning environment or course management system, students can get to
know one another while getting to know the course delivery method.

6) Energizers - Some ice breakers are designed simply to energize the group
of participants. Although less common in an online course where there is unlikely to
be a physical task to perform, they can still be very useful in face-to-face workshop
environments for second day/morning activities to help wake up everyone.

13. Explain why classroom management important? Discuss the characteristics of

classroom management?

Answer:
Classroom management is very important because without this, the teachers
have a harder time controlling the students and getting them to pay attention.
• Students are engaged- the single most important aspect of classroom
management is that the students are engaged in the learning process.
• Expectations - are clear in an effective classroom. Class objectives give
students a clear view of the expectations.
• Time Management- procedures and routines minimize wasted time in the
classroom.
• Positive Work Environment- a classroom should be a place where students
feel safe to ask questions and are free to learn.
• Predicable- well-managed classrooms are predictable. Each day, the
teachers and students are well aware of what is to happen in the classroom.

14. Define diversity in classrooms and explain the three (3) classroom
atmosphere consideration?

Answer:
Diversity means the exploration and incorporation of differences to enrich
learning in the classroom. It can be a long dimension of race, ethnicity, sexual
orientation, gender, socio-economic status, age, ability, religious or political beliefs or
other different ideologies. Three classroom atmosphere consideration are:

1. Setting a Positive Example – It is essential to the students to learn

and develop. Takes effort between the students and the teacher. Promotes positive
behavior and turn the classroom into a positive learning environment.
 2. Using Positive Reinforcement – Praise effort as well as result. Point
out what students do correctly and more often than point out what is wrong.
Incorporate positive peer feedback into the classroom.
3. Building Trust - is essential for the student’s success in order to find a
happier and more productive environment.

15. Discuss the three types of communication process?

Answer:
1. Sending the Message – to make someone understand to a particular
thing whether it is true or correct, or do or say something in order to try to influence
someone’s attitudes or behavior.
2. Receiving the Message – the students or the recipient must hear and
see the message first what the instructor sent, use any mental images if the receiver
has difficulty to understand and then decode the messages using mental images and
finally tell the students to interpret it clearly.

3. Feedback - provides essential information about your success in

communicating the message. Give the students the chance to respond to oral
questions and encourage them to ask questions.

16. Discuss the purpose of instructional media material (IMM)?

Answer:
The purpose of IMM are the following: It will help instructor to convey the topic
with clarity, help gain and hold the attention of students, give the students ability to
retain as much knowledge of the subject as possible, especially the key points, it can
also help solve certain language barrier problems, and clarify the relationships
between material objects and concepts.

17. Discuss the two types of motivations and enumerate the principles of
motivation.

Answer:
The following are the two types of motivation:

1. Intrinsic - means that individual’s motivational stimuli are coming from

within. Individual’s desire to perform a specific task because its results are in
accordance with his/ her belief system or fulfills a desire attached to it.
2. Extrinsic - means that individual’s motivational stimuli are coming from
outside. In other words, our desires to perform a task are controlled by an outside
source.
Principles of Motivations are the following:
a. The environment can be used to focus the student’s attention on
what needs to be learned.
b. Incentives motivate learning
c. Internal motivation is longer lasting and more self-directive than
is external motivation, which must be repeatedly reinforced by praise or concrete
rewards.
d. Learning is most effective when an individual is ready to learn,
that is, when one wants to know something.
e. Motivation is enhanced by the way in which the instructional
material is organized.

18. Explain why is presentation techniques important?

 Answer:
Presentation techniques is very important because it helps the presenter to
communicate complex information in simple and interesting ways to keep the
audience engaged, helps communicate thoughts and feelings effectively and develop
self- confidence.

19.a. Discuss the meaning of Adult Learners and Adult Learning.

Answer:
Adult learners are mature students from 25 years old and above and
considered mature in experience whether formal or informal learning process while
adult learning is a practice in which adults are engaged in systematic and sustained
self-educating activities in order to gain new forms of knowledge, skills or values
either formal or in formal education that is organized by educational institutions but
non credential.

19.b. Discuss the eleven (11) characteristics of adult learners.

Answer:
1. Autonomy - Adults typically prefer a sense of control and self-direction.
They like options and choice in their learning environment. Even adults who feel
anxiety from self-direction may learn to appreciate this approach if given proper initial
support.
2. Goal-oriented- Many adults have specific goals they are trying to
achieve. They prefer to partake in learning activities that help them reach their goals.
3. Practical - Adults in the workplace prefer practical knowledge and
experiences that will make work easier or provide important skills. In other words,
adults need personal relevance in learning activities.
4. Competence and mastery - Adults like to gain competence in
workplace skills as it boosts confidence and improves self-esteem.
5. Learning by experience - Many adults prefer to learn by doing rather
than listening to lectures.
6. Wealth of Knowledge - In the journey from childhood to adulthood,
people accumulate a unique store of knowledge and experiences. They bring this
depth and breadth of knowledge to the learning situation.
7. Purposeful - Workplace training is often part of an initiative that
involves change. Adults want to know the purpose of training and the motivation
underlying an organization’s training initiative.
8. Emotional Barriers - Through experience, adults may fear a subject,
have anxiety about a subject or feel anger about forced changes in job
responsibilities or policies. These emotions can interfere with the learning process.
9. Results-oriented - Adults are results-oriented. They have specific
expectations for what they will get out of learning activities and will often drop out of
voluntary learning if their expectations aren’t met.
10. Outside responsibilities - Most adult learners have numerous
responsibilities and commitments to family, friends, community and work. Carving out
time for learning affects adult learners.
11. Potential physical limitations - Depending on their age and physical
condition, adult learners may acquire psychomotor skills more slowly than younger
students and have more difficulties reading small fonts and seeing small images on
the computer screen.

19.c. Explain the six (6) adult learning principles.

Answer:
 The six use adult learning principles to facilitate students learning placement
are the following:

1. Adults are internally motivated and self-directed - Adult learners

make choices relevant to their learning objectives. They also direct their learning
goals with the guidance of their mentors. Students need to be given the freedom to
assume responsibility for their own choices.

2. Adults bring life experiences and knowledge to learning

experiences- Educators encourage learners to connect past experiences with
current knowledge and activities. Educators must know how to relate the sum of the
learners experience to the current learning experiences.

3. Adults are goal oriented- Adult learners aim to acquire relevant and
adequate knowledge and for this reason intended learning outcomes should be
clearly identified. Once the learning goals have been identified, educators must align
the learning activities such that these objectives are fulfilled within a certain period of
time.

4. Adults are relevancy oriented- Adult learners benefit by relating the

assigned tasks to their own learning goals. If it is clear that the activities they are
engaged into, directly contribute to achieving their personal learning objectives, then
they will be inspired and motivated to engage in projects and successfully complete
them.

5. Adults are practical- It is very important for educators to identify

appropriate ways and convert theoretical learning to practical activities. Work
placement is a way for students to apply the theoretical concepts learned inside the
classroom into real-life situations. Learning is assisted when appropriate ways of
implementing theoretical knowledge in real life situations is made clear.

6. Adult learners like to be respected- Adult learners thrive in

collaborative relationships with their educators. Learners become more productive
when they’re considered by their instructors as colleagues. When their contributions
are acknowledged, then they are willing to put out their best work.

20. How do you manage tough situations during class instructions? Give concrete
example/s on managing such situations.

Answer:
Managing a tough situation during classroom instructions by giving a range of
responses to the students in order to keep those students in the classroom, resulting
in fewer disruptions to instruction, enhanced teacher authority, and better learning
outcomes for struggling students. A good organizing tool for teachers is to create a
classroom menu that outlines a range of response options for behavior management
and discipline. Teachers are able to assert positive classroom control when they
apply such a behavior management menu consistently and flexibly-choosing
disciplinary responses that match each student's presenting concerns.