Almeda

Local Literature
E-Learning Technology Adoption in the Philippines

According to Subido, L. K. (2017) The education sphere in the

Philippines has been beleaguered with the same issues and

difficulties particularly on its logistics from the deficiency of

instructional resources, facilities and even schools to underpaid

but overworked teachers. Nevertheless, Filipino culture still

places a high value on education; in fact, it is generally viewed

as the great equalizer of opportunities. The rapid progression of

information and communications technology (ICT) brought

significant changes in the field of education from empowering new

ways for people to learn and work together (e-learning technology

for instance) to transforming teaching and learning processes.

While e-learning environment in the Philippines is still in its

embryonic stage, it has already adopted and still spearheaded by

prominent universities such as University of the Philippines for

their UP Open University (UPOU), University of Sto. Tomas for their

e-Learning Access Program (eLeAP), De La Salle University for their

integration of Sakai educational software platform and other

academic institutions that offer some form of online courses. By

proliferating and integrating e-learning technology in the

Philippine education system, the transformation of teaching and

learning process increases the academic achievements of Filipino

college students.

Provisions of Technology

According to Espique, F. (2010), the Philippine government

initiated that by the end of 2009, there would be a: provision of

appropriate educational technologies to all public high schools;

provision of a computer laboratory with basic multimedia equipment

to 75% of public high schools; provision of electronic library

systems to all public science-oriented high schools; training of

75% of public secondary school teachers in basic computing and

internet skills as well as in Computer-Aided Instruction (CAI);

integration of ICT in all learning areas, when appropriate; and 6)

private sector support.

Some reasons for teachers to use technology in classroom

instruction are to promote student agreement, to teach 21st century

skills, to stay current, to have hands-on interactive learning, to

vary instructional methods, to conduct research, and to

communicate.

However, Lauricella, S., and Kay, R. (2010) said that for

many teachers, lack of personal experience with technology

presents a challenge. In order to incorporate technology-based

activities and projects into their curriculum, those teachers must

first find the time to learn to use the tools and understand the
terminology necessary for participation in those projects or

activities. If these technologies are used properly, they can be

a tool for teachers as well as for students to help them gain

experiences using new technologies. In relation to special

education, teachers will need to understand how technology can

benefit student learning. Technology can allow teachers to access

each and every child’s individual learning style while providing

a platform where students can work at their own pace. Technology

can help teachers balance the limited instruction time by providing

activities, project-based learning, and one-on-one coaching and

peer support while making learning interactive and fun. Well-

employed use of technology in the classroom can allow teachers to

tailor learning to student’s individual needs while freeing up

classroom time, leaving teachers more time for projects, one-on-

one coaching, and more creative activities.

Moreover, the use of technology needs to be re-conceptualized

in areas such as students’ and learners’ roles in using technology,

how technology fits into the curriculum, what teachers should know,

how teachers will learn about technology, and how the impact of

technology be assessed. As Matulac (2014) mentioned, the key to

success lies in finding the appropriate points for integrating

technology into a new pedagogical practice, so that it supports

the deeper, more reflective, self-directed activity children must

use if they are to be competent adults in the future. Matulac, M.

(2014) further mentioned that not only do teachers need to learn

how to use technology but they also need to learn how to apply the

technology to teaching and learning, where in they need to know

which technologies will most effectively meet children’s skills,

abilities and needs.

Rodriguez, C. (2017) said that computer-based technologies’

integration into the classroom for regular students is recognized

but few have come to the realization that there are great benefits

that technologies may afford students with disabilities. A

knowledgeable teacher who understands technology’s potential for

education is involved in the effective technology implementation

in the preschool special education classroom or in any classroom.

However, Tinio, V. (2012) pointed out that many teachers are not

adequately trained on how to use technology effectively in their

classrooms. Tinio, V. (2012) found that teachers, who were highly

educated and skilled with technology, were innovative and adept at

overcoming obstacles, but they did not integrate technology on a

consistent basis both as teaching and learning tool.

Subido, L. K. (2017). Growing 27% in 2016, PH Now Has 60 Million

Internet Users. Retrieved from
https://www.entrepreneur.com.ph/news-andevents/ph-now-has-
60-million-internet-users-growing27-in-2016-a36-20170124
Matulac, M. (2014). Experiences in technology integration. ICTs in
Basic education. First National Congress. Retrieved August
10, 2014 from
 http://www.fited.org/ictcongress/paper/fullpapers/matulac.p
df.
Tinio, V. (2002). Survey of information & communication technology
utilization in Philippine public high schools preliminary
findings. Retrieved August 10, 2014 from
http://www.fited.org/downloads/ICT%20Utilization%20Survey.p
df.
Rodriguez, C. (2007). Building teachers’ capacity to make better
use of ICT in Philippines schools. ICT in teacher education:
Case studies from the Asia-Pacific region, 74-85. Retrieved
August 10, 2014 from
http://unpan1.un.org/intradoc/groups/public/documents/ungc/
unpan040181.pdf.
Lauricella, S., & Kay, R. (2010). Assessing laptop use in higher
education classrooms: the laptop effectiveness scale.
Australasian Journal of Educational Technology, 26(2), 151-
163. Retrieved August 10, 2014 from
http://www.ascilite.org.au/ajet/ajet26/lauricella.pdf.
Espique, F. (2010). Integrating computer technology in handling
students with special learning needs. Retrieved August 10,
2014 from
http://www.fited.org/congress2008/contents/ESPIQUE/Espique%
20PAPER.pdf.
Cayaban

Local Literature

Commitment to Organizational Values of Teachers

According to Canivel, L., (2010), generally, commitment to

school, teaching work, teaching occupation and work group work of

teachers were above average. Overall level of commitment of

teachers to organizational values is relatively high.

Dalisay, C. (2017) said that teacher commitment has been

identified as one of the most critical factors for the future

success of education and schools. It has been a truly significant

factor that the commitment of teachers is closely connected to

teachers work performance and their ability to make innovations in

the teaching environment and as a result, they are able to

integrate new ideas into their own practice. Teacher commitment

plays a vital role in eliciting positive response among the

students to perform well and achieve more in their studies. It

also affects students’ attitudes toward school.

The level of teachers’ commitment is considered to be a key

factor in the success of any educational undertaking as it heavily

influences teachers’ willingness to engage in cooperative and

critical practice. To sustain energy and enthusiasm for the work,

teachers need to maintain their personal commitment to the job.

This concept of ‘commitment’, as investment of personal resources,

has long been associated with the professional characteristics of

a teacher. At a time when education is in constant flux, teachers

are expected to incorporate reforms on a number of levels into

their daily practice.

The present challenge in the educational environment requires

that those who wish to survive and thrive must become involved in

an increased rate of personal adaptation and professional

development (Ferrer, M., (2010). This shows that teachers’

commitment to organizational values has a lot to do in the

attainment of the organization’s mission. It is an important aspect

that will contribute a lot in the realization of the goals and

objectives of the organization.

Dela Cruz, H.L., (2015), believed that teachers who are

committed are those who devote themselves wholly to the teaching

profession and to the educational organization. They exert effort

to the optimum level. Organizationally-committed teachers are

satisfied teachers who display punctuality and loyalty. They have

a good record of attendance and are willing to adhere to school

policies. Since the educational system stresses that educational

organization should create an environment quality of instruction,

administrators should always keep abreast with the factors that

affect teaching performance and organizational commitment. They

should keep an eye to the behavior of their teachers because

teachers’ needs may change from time to time. Their concern should

be focused on the level of satisfaction and dissatisfaction, for

them to know if the teachers are likely to be more committed or

less committed. Lower-level commitment of teachers may create a

dilemma that could affect negatively the effectiveness of an

educational organization and may cause teachers to be less

efficient in their professional performance or to leave the

profession. The less committed teachers may create difficulties

and cause deviations in respect of the educational aims of the

school.

The Common Value of Commitment

According to Licuanan, P.B., (2012) commitment is a sense of

fidelity and adherence. The sense of belonging in the core of

commitment concept causes a constitution of a kind of connection

between organization and individual and makes the individuals

gather round a common value, aim and culture.

Teacher commitment is a key factor influencing the teaching-

learning process. It is the psychological identification of the

individual teacher with the school and the subject matter or goals,

and the intention of that teacher to maintain organizational

membership and become involved in the job well beyond personal

interest. Licuanan, P.B. (2012), also cited that the higher the

teacher’s psychological identification is, the higher his or her

sense of commitment will be.

Lazaro, A.R. (2013) cited that the progress of a country

depends upon the quality of its teachers and for this reason,

teaching is the noblest among all professions and the teachers are

called the nation builders. But, a teacher cannot perform his or

her multifarious tasks and responsibilities until he or she is not

updated professionally and personally. So, like various other

professions, teacher education has assumed special significance.

Teacher education is not only meant for teaching the teacher, how

to teach but also to kindle his initiative to keep it alive to

minimize evils of the “Hit and Miss” process and to save time,

energy and money of the teachers and the taught. It would help the

teacher to minimize his/her trouble and to discharge his/her

responsibilities with efficiency and effectiveness. Teacher

education is no longer a training process but an education strategy

for enabling teachers to teach and concern for their well-being.

From the available literature on professional commitment of

teachers and of teacher-educators, nothing is clear-how teacher-

educators stand in terms of their commitments as teachers. No

verified knowledge comes to hand on the actual nature of

professional commitment of the teacher educators from the study of

said kind of literature. Dumais, S.A. (2015) stated that the need

for the improvement and enhancement of professional commitment of

teacher-educators is now universally emphasized and highlighted in

educational circles and forums. How to effect its improvement to

the optimum desirable degree is the formidable problem which

teachers and educationists face.

Canivel, L., (2010), Principals’ Adversity Quotient: Style,

Performance and Practices, University of the Philippines,
Diliman Quezon City
Dalisay, C.(2017). Administrative Practices: Influence of
Secondary School, Science Teachers and Administrator
Characteristic. PhD. Dissertation, University of the
Philippines, Diliman, Quezon City.
Ferrer, M., (2009), Relationship of Personal Characteristics,
Leadership Style and Job Satisfaction to Adversity Quotient
of Academic Heads of Selected State Colleges and Universities
inthe National Capitol Region, Polythecnic University of The
Philippines
Dela Cruz, H.L., (2015), “The Effective School Head,” The Educator:
A Professional Magazine for Teachers, October -November 2005,
Eferza Academic Publications, POBox 43203 Lipa City..
Licuanan, P.B., (2012), “Principal’s Make a Difference,” The
Teacher’s Magazine: The Philippine Journal of Education,
Volume LXXX, No.9, February 2002.
Lazaro, A.R. (2013), “Adversity Quotient and the Performance Level
of Selected Middle Managers of the Different Departments of
the City of Manila as Revealed by the 360-degree Feedback
System.” Unpublished masteral thesis, Pamantasan ngLungsod ng
Maynila.
Dumais, S.A. (2015). Accumulating adversity and advantage on the
path to postsecondary education: An application of a person-
centered approach. Retreived from Social Science Research,
Volume 34, pp 304-332. Available from
 linkinghub.elsevier.com/retrieve/piiS0049089X04000250.
(accessed 23 July 2012).

Tamondong

Local Literature

Social Competence for Kindergarten Pupils

Allan, M. R. (2018) said that early childhood years serve as

a prime time for learning and growth into a responsible individual.

In cognizance of this fact, one research highlighted that children

who lack personal/social skills can display a variety of problems.

A workable framework anchored on the competencies identified by

the Department of Education (DepEd) and the American School

Counsellor Association (ASCA) was used in this study to explore

and underscore personal and social competencies as output of the

Kindergarten Model.

Early childhood years are said to be critical; they are

considered the prime time for learning. Thus, children need all

the help they can get to learn and be equipped with the right
knowledge, skills, values, and competencies for them to grow into

responsible individuals.

Rivera, B. D. (2017) indicated that children who lack

personal/social skills can display a variety of problems ranging

from social withdrawal, shyness, and isolation to aggression and

anti-social behavior. Deficiencies in social skills have been

shown to be an effective predictor of poor academic performance as

well as social maladjustment and peer-rejection in adolescence and

adulthood (Rivera, B. D. 2017). It is imperative then that

kindergarten pupils have the necessary social and personal skills

to be successful as they enter kindergarten and progress through

schooling. Their readiness should not only be measured in terms of

awareness of numbers, letters of the alphabet, colors, and shapes

but also in terms of personal and social readiness which are as

much important in augmenting the academic readiness of the child.

Kindergarten pupils who begin kindergarten successfully tend to

maintain success as they progress through school (Allan, M.R.

2018). Similarly Rivera, B. D. (2017)) revealed that social skills

are essential for school and employment success, and peer

acceptance.

Kindergarten Curriculum Framework

In the Philippines, the Kindergarten Curriculum Framework was

conceived as a developmentally appropriate curriculum that is age-

appropriate, individually appropriate, and socio-culturally

appropriate (UNICEF Organization-Philippines, 2012).

Kindergarteners are constantly developing in the different domains

(cognitive, language, physical, creative and aesthetic, socio-

emotional and values and character) set in the National Early

Learning Framework (NELF) formulated by the Early Childhood Care

Development (ECCD) Council. The Department of Education (DepEd)

(2012) pointed out that as an important asset of the nation, the

Filipino child is “a human being who loves God, parents, and

country; is proud to be a Filipino; honors the customs, traditions,

and good values of the people; knows his/her basic rights; respects

other cultures; and is able to live in peace and harmony with all.”

Indeed, the famous line provides a vivid representation of the

personal and social attributes that every pupil should acquire.

The DepEd also affirms that kindergarten is a transition stage

between informal and formal literacy. Children at this phase should

be immersed in activities, games, and play to naturally acquire

the skills/competencies necessary for their holistic development

as emergent literates and be ready for formal school. In this

transition, children are bombarded with changes occurring around

them. Thus, interventions to address the kindergartens’ needs must

be in place, and the kindergarten teachers are in the best position

to effect changes and apply the needed guidance and corrective

measures on areas needing attention.

 Also, children’s relationship with their family, particularly

with their parents or guardian, has a significant impact on the

development of their personal and social skills. Self-Esteem

Theory (2011) explain that children’s behavior towards other

people is highly influenced by the kind of family they have. In a

complex life, helping children develop their personal and social

competence is essential to enable them to live a happy, well-

adjusted, and fulfilling life. Hence, in addressing all the issues

on children’s ability to learn, home and school partnership plays

a vital role. Parental involvement and reinforcement at home is

necessary. These concepts should be one of the salient features of

a guidance model for it to have a lifelong impact on kindergarten

pupils.

Having a big number of students inside the classroom and

handling two sessions a day seem to be exhausting for the teachers,

and observations showed that their practical knowledge and

teaching practices appear to be insufficient to completely support

and improve the competencies of every pupil.

Rivera, B. D. (2017) said that although updates were made

about K to 12 and its impact, there were no documents on a K-12

guidance model that not only meet the standard competencies set by

DepEd but also that of the ASCA National Standards for Personal

and Social Development. This model could have served as a guide

for the counselling programs of schools in providing the

foundations for personal and social growth of pupils as they

progress through day-to-day activities, leading them towards

becoming competitive students and career-established adults. Thus,

to fill the lack of a guidance model on the development and

enhancement of kindergarten pupils’ personal and social

competencies, this study proposed a model of this kind.

Allan, M. R. (2018). Qualitative study of kindergarten school

readiness and personal and social development. (Doctoral
Thesis, Virginia Polytechnic Institute and State University,
Richmond, Virginia). Retrieved from
https://theses.lib.vt.edu/theses/available/etd09152008-
221949/unrestricted/MAllanETV.pdf.
Rivera, B. D. (2017). Culturally sensitive interventions: social
skills training with children and parents from culturally and
linguistically diverse backgrounds. Intervention in Schools
and Clinic, 3, 75-80.
UNICEF Organization-Philippines (2012). Children’s rights.
http://www.unicef.org/philippines/
childrensrights_8920.html.

DepEd Order 73, s. 2012 – Guidelines on the Assessment and Rating

of Learning Outcomes Under the K to 12 Basic Education
Curriculum https://www.deped.gov.ph/2012/09/05/do-73-s-2012-
guidelines-on-the-assessment-and-rating-of-learning-
outcomes-under-the-k-to-12-basic-education-curriculum/

Self-Esteem Theory. (2011). Selfesteem2go.com. Retrieved from

http://www.self-esteem-theory.html: http://www.
selfesteem2go.com/self-esteem-theory.html
Ballesteros

Local Literature

Mindfulness Program for Filipino Children

Mindfulness is defined as “paying attention in a particular

way: on purpose, in the present moment, and non-judgmentally”

(Kabat-Zinn, J. 2013). The practice of mindfulness is rooted in

Buddhist traditions of meditation, breathing, and movement, which

dispose individuals to relate to the world and their internal

experiences in new ways (Kabat-Zinn, J. 2013). A number of

systematic interventions have been developed that integrate

mindfulness practices with psychological principles to address a

host of mental health issues. Mindfulness-based cognitive therapy

(MBCT), in particular, is a form of mindfulness-based intervention

that combines systematic practice of mindfulness meditation and

cognitive-behavioral methods of therapy. The 8-week group-based

manualized program develops the individual’s capacities to

recognize and extricate themselves from recurring negative

patterns of thinking and feeling that underlie depressive

episodes. These capacities include: deploying and maintaining

focused attention; enhancing awareness of thoughts, feelings,

impulses to act, and body sensations as they take place in the

present moment; and “decentering” or relating to thoughts,

feelings, and body sensations as passing events, and with attitudes

of acceptance, non-judgment, and non-attachment.

Villasanta, A.P.V., and Ofreneo, M.A. (2016) said that a

mindfulness program conducted in public schools and administered

by paraprofessionals (i.e. school guidance counselors and

teachers) is potentially a cost-effective strategy to address the

lack of mental health services for Filipino children and

adolescents. In a majority of programs, the facilitator is a

therapist or expert with extensive experience and practice in

mindfulness meditation, as recommended by the principal proponents

of Mindfulness-based cognitive therapy (MBCT) programs (Kabat-

Zinn, J. 2013). However, there is evidence that mindfulness

programs can be effective even when delivered by non-experts, such

as classroom teachers. Training teachers in mindfulness is

necessary to integrate and scale the practice in the school

context, and can also support teachers in alleviating their stress.

Training paraprofessionals to deliver intervention programs may be

especially strategic in countries like the Philippines that

severely lack mental health professionals.

Suitability in the Filipino Cultural Context

Implementation of MBIs in non-Western contexts such as the

Philippines also raises cultural adaptation issues. Some propose

that mindfulness as currently conceptualized and practiced in

psychological science has been adapted to Western ideals and does

not always reflect the larger philosophy of Buddhist teachings.

Semple, R. J., Lee, J., Rosa, D., and Miller, L. F. (2010) argues

that the “correct” interpretations and outcomes from meditative

practice may require learning the specific knowledge, intentions,

and aspirations embedded in prevalent conceptions of mindfulness,

which are Western. For instance, the intense self-focus and

elaboration of internal experiences, or the ability to parse and

distinguish thoughts from emotions and body sensations, may be

customary for individuals with individualist self-control. By

contrast, these are unfamiliar experiences for Asian youth and

adults who are situated in a more collectivist context where the

self is conceived differently. Discordant cultural assumptions,

meanings, and practices may therefore partly explain the

challenges experienced by the Filipino facilitators and students

in understanding, teaching, or practicing mindfulness.

According to University of the Philippines Population

Institute. (2014), a mindfulness program conducted in public

schools and administered by paraprofessionals (i.e. school

guidance counsellors and teachers) is potentially a cost-effective

strategy to address the lack of mental health services for Filipino

children and adolescents. In a majority of programs, the

facilitator is a therapist or expert with extensive experience and

practice in mindfulness meditation, as recommended by the

principal proponents of Mindfulness-based cognitive therapy (MBCT)

programs.

However, Semple, R. J., Lee, J., Rosa, D., and Miller, L. F.

(2010) added that there is an evidence that mindfulness programs

can be effective even when delivered by non-experts, such as

classroom teachers. Training teachers in mindfulness is necessary

to integrate and scale the practice in the school context, and can

also support teachers in alleviating their stress Training

paraprofessionals to deliver intervention programs may be

especially strategic in countries like the Philippines that

severely lack mental health professionals.

Kabat-Zinn, J. (2013). Mindfulnessbased interventions in context:

past, present, and future. Clinical Psychology: Science and
Practice, 10(2), 144-156
Villasanta, A.P.V., and Ofreneo, M.A. (2016). Diverse voices:
Listening to Filipino public school teachers' journey into
mindfulness. Paper presented at the 53rd annual convention of
the Psychological Association of the Philippines, Pampanga,
Philippines.
University of the Philippines Population Institute. (2014, March).
#NCRYouthToday: Risk behavior of young people in Metro
Manila. Paper presented at the Stakeholders’ Forum on Young
People’s Sexuality and Health Situation in the National
Capital Region. Manila: Philippines.
Semple, R. J., Lee, J., Rosa, D., and Miller, L. F. (2010). A
randomized trial of mindfulness-based cognitive therapy for
children: Promoting mindful attention to enhance social-
emotional resiliency in children. Journal of Child and Family
Studies, 19(2), 218-229.
Alora

Local Literature

The Filipino learner: A socio-emotional perspective

The study of Pe-Pua, R., and Protacio-Marcelino, E. (2010)

explored attributes of Filipino learners from the lens of social

and emotional development to provide up-to-date data on

developmental tasks of Filipino children from kinder to Grade 10.

Learners’ attributes and developmental characteristics are

important data in drawing program standards and learning area

competencies in educational practice. Using the case study method

with research techniques such as interview of students, teachers

and parents, observation and survey of teachers, results reveal

that Filipino learners can be at par with the characteristics and

developmental tasks presented by educational theorist. However,

there are distinct Filipino socio-emotional attributes which can

become the bases of learning standards for Filipinos. A number of

tasks of Filipino learners are shown within the context of Filipino

culture and realities.

In the past, Ventura, E. (2014) studies on the Filipino

learners focused on nutrition and intellectual performance, school

achievement, self-concept and self-esteem, language and effects of

sociocultural, school and home environments. There were also past

studies done about the characteristics of Filipino learners by

grade level. These researches dealt with understanding the

Filipino learners and served as platforms for students’ research

interests, development of instructional strategies, curricular

designs and understanding the Filipino children. However, the

studies seemed to be static, fragmented and unable to provide a

whole picture of who the Filipino learners are. Moreover, these

researches have been limited in as far as publication and

dissemination to stakeholders were concerned.

Likewise, parenting styles were studied in the context of

academic achievement, however, areas where the environment of

learning (including the teacher) was not studied. Studies on

perception could likewise be systematized to serve as inputs for

planning a conducive environment for learning and presenting

materials for the child. Ventura, E. (2014) further elaborated

that an area of research deserving more attention is creativity.

The creative process should serve as inputs for planning a

conducive environment for learning and presenting materials for

the child. Moreover, the creative process should be studied

especially in terms of scientific and artistic creativity. Lastly,

while Piaget’s theory continues to attract researchers, it must be

stated that there is a need to explore other theories of cognition.

There is a need to take the Filipino Child’s responses within the

context of his or her own culture and cease to use Western

standards in asserting the existence of “lags.”

Ventura, E. (2014 also added that the information on the

Filipino learners across grade levels provide teachers and others

in the field of education with a grounding on what emotions are

important to cultivate and why it should be enhanced, likewise,

the findings provide information on how perspective-taking is an

important social behavior among children and what it does to a

person when he or she gets into the more advanced grade levels.

Social and emotional development in the developmental levels

analyzed serve as platform to complex emotions when the learners

grow up. Teachers may make use of the areas as bases of activities

that would promote emotional wellness and social adjustment.

The Effect of Classroom Environment on Student Learning

According to Gaurdino, C. A. and Fullerton, E. (2013), one of

the first areas that make a noticeable impact on student success

is the physical environment of the classroom. This can pertain to

a variety of details. It can be structure, resources, color. All

of these can play a role in determining whether the classroom will

be conducive for learning. Each may not have a large effect

individually, however together they can work to strengthen a

student’s ability to learn.

 Another strategy by Cornelius, L. L. (2013) that can be

utilized by teachers is how they organize their desks and

resources. A student will notice this rather quickly into the year.

How a teacher uses this tool can set the tone for the rest of the

school year. 6 Many students know that if they are disruptive they

will get attention. Wanting attention does not have to be a bad

thing however. A teacher can organize their classroom where

students can interact with others and stay focused on the content

at the same time. If the student can meet their individual desires

while staying engaged in the curriculum then there will less likely

be disruptive behavior. One way to do this is to organize desks

into groups. This allows for students to do individual work if

they are required, or they can work with partners on specific

assignments. If they are creating larger projects they can work as

a whole table group to complete it, each with their own specific

task

Cornelius, L. L. (2013) said that a teacher can use this

knowledge to their advantage, however, by structuring their

classroom in an organized fashion. They can post the rules on the

wall so that each student knows exactly what is expected of them

and the consequences if they choose not follow them. They can keep

resources in a single location that is easily accessible to the

students. They can have specific files where they turn in work or

find missing assignments. These all will promote organization

among students because the students will now have a model after

which to structure things in their own lives. Also, it will show

the students that the teacher cares about detail and will most

likely catch the student trying to get away with things that are

against the rules.

Cheng, C. Y. (2013) added that there are some students may

have needs that need to be met individually. There are ways to

easily accommodate them as well without changing things for the

rest of the class. If a student has a visual impairment the teacher

can either make powerpoints in larger font or print the powerpoint

off for the student to follow. If the student has a hearing

impairment the teacher can wear a microphone or have the student

sit closer to where the teacher will be speaking. They can also

allow the student to use a tape recorder so they can listen to the

instructions again at home if needed. All of these can be done

easily to benefit all of the students.

Pe-Pua, R., and Protacio-Marcelino, E. (2010). Sikolohiyang

pilipino (Filipino psychology): A legacy of Virgilio G.
Enriquez. Asian Journal of Social Psychology, 3(1) 49-71.
http://dx.doi.org/10.1111/1467-839x.00054
Ventura, E. (2014). The Filipino child as a learner: A review of
research and prospects. Philippine Journal of Educational
Measurement, 1(1), 16-33.
Gaurdino, C. A. and Fullerton, E. (2013) “Changing Behaviors by
Changing the Classroom Environment.” Teaching Exceptional
Children, Vol. 42, No. 6 (July/Aug, 2013), pp. 8-13.
Cornelius, L. L. (2013) “Power in the Classroom: How the Classroom
Environment Shapes Students' Relationships with Each Other
and with Concepts.” Cognition and Instruction, Vol. 22, No.
4, Investigating Participant Structures in the Context of
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