Educ 309: Current Issues and Trends in Education

BEHAVIORAL
APPROACHES IN
TEACHING PROCESS
RESPONSIVE TO
LEARNING DELIVERY
 Aprilyn Grace C. Ganado
Maed Filipino

INTRODUCTION

As the world becomes increasingly interconnected, so do the risks we face. The

COVID-19 pandemic has not stopped at national borders. It has affected people regardless of
nationality, level of education, income or gender. But the same has not been true for its
consequences, which have hit the most vulnerable hardest.

Education is no exception. Students from privileged backgrounds, supported by their

parents and eager and able to learn, could find their way past closed school doors to alternative
learning opportunities. Those from disadvantaged backgrounds often remained shut out when
their schools shut down. This crisis has exposed the many inadequacies and inequities in our
education systems – from access to the broadband and computers needed for online education,
and the supportive environments needed to focus on learning, up to the misalignment between
resources and needs.

The lockdowns in response to COVID-19 have interrupted conventional schooling

with nationwide school closures in most OECD and partner countries, the majority lasting at
least 10 weeks. While the educational community have made concerted efforts to maintain
learning continuity during this period, children and students have had to rely more on their own
resources to continue learning remotely through the internet, television or radio. Teachers also
had to adapt to new pedagogical concepts and modes of delivery of teaching, for which they may
not have been trained. In particular, learners in the most marginalized groups, who don’t have
access to digital learning resources or lack the resilience and engagement to learn on their own,
are at risk of falling behind.

The COVID-19 pandemic has also had a severe impact on higher education as
universities closed their premises and countries shut their borders in response to lockdown
measures. Although higher education institutions were quick to replace face-to-face lectures with
online learning, these closures affected learning and examinations as well as the safety and legal
status of international students in their host country. Perhaps most importantly, the crisis raises
questions about the value offered by a university education which includes networking and social

opportunities as well as educational content. To remain relevant, universities will need to

reinvent their learning environments so that digitalization expands and complements student-
teacher and other relationships.

This pandemic has introduced uncertainty into major aspects of national and global
society, including for schools. For example, there is uncertainty about how school closures last
spring impacted student achievement, as well as how the rapid conversion of most instruction to
an online platform this academic year will continue to affect achievement. Without data on how
the virus impacts student learning, making informed decisions about whether and when to return
to in-person instruction remains difficult. Even now, education leaders must grapple with
seemingly impossible choices that balance health risks associated with in-person learning against
the educational needs of children, which may be better served when kids are in their physical
schools.

Amidst all this uncertainty, there is growing consensus that school closures in spring
2020 likely had negative effects on student learning. In this time of uncertainty, families and
teachers are struggling to help children learn at home. Many kids and adults are struggling with
self-regulation, finding it difficult to stay motivated and focused on schoolwork without the
structure of the classroom.

Going to school is the best public policy tool available to raise skills. While school time
can be fun and can raise social skills and social awareness, from an economic point of view the
primary point of being in school is that it increases a child’s ability. Even a relatively short time
in school does this; even a relatively short period of missed school will have consequences for
skill growth. The outbreak of COVID-19 affected the lives of all sections of society as people
were asked to self-quarantine in their homes to prevent the spread of the virus. The lockdown
had serious implications on mental health, resulting in psychological problems including
frustration, stress, and depression. In addition, the impact of COVID-19 on the students of
different age groups are: time spent on online classes and self-study, medium used for learning,
sleeping habits, daily fitness routine, and the subsequent effects on weight, social life, and mental
health.

Teaching and Learning in Times of Crisis

The teaching and learning process assumes a different shape in times of crisis. When
disasters and crises (man-made and natural) occur, schools and colleges need to be resilient and
find new ways to continue the teaching–learning activities (Chang-Richards et al., 2013). One
emerging reality as a result of the world health crisis is the migration to online learning
modalities to mitigate the risk of face-to-face interaction. Universities are forced to migrate from
face-to-face delivery to online modality as a result of the pandemic. In the Philippines, most
universities including Cebu Normal University have resorted to online learning during school
lockdowns. However, this sudden shift has resulted in problems especially for learners without
access to technology. When online learning modality is used as a result of the pandemic, the gap
between those who have connectivity and those without widened. The continuing academic
engagement has been a challenge for teachers and students due to access and internet
connectivity.

Considering the limitation on connectivity, the concept of flexible learning emerged

as an option for online learning especially in higher institutions in the Philippines. Flexible
learning focuses on giving students choice in the pace, place, and mode of students’ learning
which can be promoted through appropriate pedagogical practice (Gordon, 2014). The learners
are provided with the option on how he/she will continue with his/her studies, where and when
he/she can proceed, and in what ways can the learners comply with the requirements and show
evidences of learning outcomes. Flexible learning and teaching span a multitude of approaches
that can meet the varied needs of diverse learners. These include “independence in terms of time
and location of learning, and the availability of some degree of choice in the curriculum
(including content, learning strategies, and assessment) and the use of contemporary information
and communication technologies to support a range of learning strategies” (Alexander, 2010).

One key component in migrating to flexible modality is to consider how flexibility is

integrated into the key dimensions of teaching and learning. One major consideration is
leveraging flexibility in the curriculum. The curriculum encompasses the recommended, written,
taught or implemented, assessed, and learned curriculum (Glatthorn, 2000). Curriculum pertains
to the

curricular programs, the teaching, and learning design, learning resources as assessment, and
teaching and learning environment. Adjustment on the types of assessment measures is a major
factor amid the pandemic. There is a need to limit requirements and focus on the major essential
projects that measure the enduring learning outcomes like case scenarios, problem-based
activities, and capstone projects. Authentic assessments have to be intensified to ensure that
competencies are acquired by the learners. In the process of modifying the curriculum amid the
pandemic, it must be remembered that initiatives and evaluation tasks must be anchored on what
the learners need including their safety and well-being.

Curriculum recalibration is not just about the content of what is to be learned and taught
but how it is to be learned, taught, and assessed in the context of the challenges brought about by
the pandemic. A flexible curriculum design should be learner-centered; take into account the
demographic profile and circumstances of learners–such as access to technology, technological
literacies, different learning styles and capabilities, different knowledge backgrounds and
experiences - and ensure varied and flexible forms of assessment (Ryan and Tilbury,
2013; Gachago et al., 2018). The challenge during the pandemic is how to create a balance
between relevant basic competencies for the students to acquire and the teachers’ desire to
achieve the intended outcomes of the curriculum.

The learners’ engagement in the teaching-learning process needs to be taken into

consideration in the context of flexibility. This is about the design and development of
productive learning experiences so that each learner is exposed to most of the learning
opportunities. Considering that face-to-face modality is not feasible during the pandemic,
teachers may consider flexible distant learning options like correspondence teaching, module-
based learning, project-based, and television broadcast. For learners with internet connectivity,
computer-assisted instruction, synchronous online learning, asynchronous online learning,
collaborative e-learning may be considered.

Perhaps to the disappointment of some, children have not generally been sent home to
play. The idea is that they continue their education at home, in the hope of not missing out too
much. Families are central to education and are widely agreed to provide major inputs into a
child’s learning, as described by Bjorklund and Salvanes (2011). The current global-scale
expansion in home schooling might at first thought be seen quite positively, as likely to be
effective. But typically, this role is seen as a complement to the input from school. Parents
supplement a child’s math learning by practicing counting or highlighting simple math problems
in everyday life; or they illuminate history lessons with trips to important monuments or
museums. Being the prime driver of learning, even in conjunction with online materials, is a
different question; and while many parents round the world do successfully school their children
at home, this seems unlikely to generalize over the whole population.

So, while global home schooling will surely produce some inspirational moments, some
angry moments, some fun moments and some frustrated moments, it seems very unlikely that it
will on average replace the learning lost from school. But the bigger point is this: there will
likely be substantial disparities between families in the extent to which they can help their
children learn. Key differences include (Oreopoulos et al. 2006) the amount of time available to
devote to teaching, the non-cognitive skills of the parents, resources (for example, not everyone
will have the kit to access the best online material), and also the amount of knowledge – it’s hard
to help your child learn something that you may not understand yourself.

Different students, different needs

 The BE-LCP is consistent with the mandate of Section 1, Article XIV of the 1987
Constitution for the state to protect and promote the right of all citizens to quality education at all
levels, and to take appropriate steps to make such education accessible to all. Under Section 6,
Chapter 1 of Republic Act No. 9155, or the Governance of Basic Education Act of 2001, DepEd
is vested with the authority, accountability, and responsibility for ensuring access to, promoting
equity in, and improving the quality of basic education.

Hence, the BE-LCP aims to ensure the health, safety, and well-being of the learners,
teachers, and personnel in the time of COVID-19, while finding ways for education to continue
amidst the crisis. In particular, the BE-LCP has been designed with a legal framework responsive
to the “new normal,” keeping in mind the constitutional mandate to uphold the right of all
citizens to quality education at all times.

In line with this, the learning delivery modalities that schools can adopt may be one or a
combination of the following, depending on the local health conditions, the availability of
resources, and the particular context of the learners in the school or locality:

1. Face-to-face. This refers to a modality where the students and the teacher are both physically
present in the classroom, and there are opportunities for active engagement, immediate feedback,
and socio-emotional development of learners. Notably, this modality is feasible only in very low
risk areas with no history of infection, easily monitored external contacts, and with teachers and
learners living in the vicinity of the school.

2. Distance learning. This refers to a modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction. This
modality has three types, namely: Modular Distance Learning, Online Distance Learning, and
Television/Radio-Based Instruction. This is most viable for independent learners, and learners
supported by periodic supervision of parents or guardians.
3. Blended Learning. This refers to a learning delivery that combines face-to-face with any, or a
mix of, Modular Distance Learning, Online Distance Learning, and Television/Radio-Based
Instruction. Blended learning will enable the schools to limit face-to-face learning, ensure social
distancing, and decrease the volume of people outside the home at any given time.

4. Homeschooling. This modality aims to provide learners with quality basic education that is
facilitated by qualified parents, guardians, or tutors who have undergone relevant training in a
home-based environment. However, this modality will be the subject of a later DepEd issuance

since there remain several issues in its implementation, including the supervision of licensed
teachers and alignments with the standard curriculum.

In application, however, the BE-LCP is confronted with different challenges.

First, in the implementation of the various learning delivery modalities, the challenge will
be in dealing with learners under any of the modes of distance learning or blended learning who
are not capable of learning independently, or who are not periodically supported by their parents
or guardians. Also critical for the implementation will be the mass production of the needed
teachers and learners’ learning materials, as well as the support of media institutions like TV and
radio stations.

Second, DepEd will need substantial and additional financial resources in order to meet
the objectives of the BE-LCP. This is where the support of the respective local government units,
civil society organizations, and other stakeholders become indispensable.

Third, the holistic development of students will likely be affected. With the BE-LCP in
place, the students will have limited opportunities for interaction with their teachers and
classmates. Thus, their learning outcomes may be affected, and there may be negative impacts on
the students who cannot easily cope with the change. This is where support interventions not
only by DepEd but also by the family becomes relevant to mitigate this effect.
 Recently, advances in modern computer and network technology have driven the
development of distance education. In addition, the COVID-19 pandemic, a public health crisis
of worldwide importance, announced by the World Health Organization (WHO) in January 2020
as an outbreak, has made distance education through the E-learning system an urgent and
irreplaceable requirement. Despite the current pandemic that is hindering education worldwide,
online learning based on Internet services has become available and universal, facilitating the
learning system. Colleges and universities use online resources to continue their educational
journey through software applications such as Zoom and Microsoft Teams.

As a result, the effectiveness of E-learning and students’ online learning outcomes

become a matter of concern for universities in particular and the society in general. In fact, there
has been a significant increase in research on factors affecting students’ online learning
outcomes. Improving communication technologies enable easy learning systems since access to
social media is a beneficial source of information and communication. Online technology is seen
as an active element of both students’ and lecturers’ learning systems. During the pandemic era,
several nations used television broadcasts and online sources to promote distance education.
Prioritizing distance education primarily through online systems is a “model change in
education.” The jammed education wheel causes certain instabilities regarding learners’ future,
emphasizing the importance of technology in our lives. Online learning is a useful tool to
overcome the challenges of the pandemic crisis in particular and other difficulties in general.
However, many argued that online learning is an education crisis today. Most learners are not
interested in online learning due to limited interactions, unstable sound and visual quality due to
dependence on Internet quality, and technological equipment not meeting demand.

In connection with this different learning deliveries, students' ability to learn is as much
affected by their inter- and intrapersonal behavior as it is by their academic skills. In a classroom
environment, teachers can employ practices to manage students' day-to-day behavior. But many
parents and caregivers may find behavior management challenging while adjusting to virtual or
at-home education. This can be especially difficult as many children deal with emotional
challenges — like increased anxiety or stress and grief. Having behavioral approaches is a big
help.

Behavioral Approach

Behaviorism emerged early in the 20th century and became a significant force in American
psychology. The behavioral approach suggests that the keys to understanding development are
observable behavior and external stimuli in the environment. Behaviorism is a theory of learning,
and learning theories focus on how we are conditioned to respond to events or stimuli. These
theories explain how experience determines behavior.

As a teacher, one of our tasks is to look for our students. We must think some strategy/ies
on how we motivate them. Giving Clear, simple rules and expectations are one of most common
way. One of the best strategies for teaching in an environment like this is to learn methods or
different approaches that help to prevent the occurrence of behavioral issues. While every
student’s needs are different, there are some simple steps teachers can take to help prevent
problems as a group.

• Increase the amount of supervision present during high-risk periods. When misbehavior is
likely to occur, such as during group work sessions or at specific times of the day, adding
additional supervision can be a helpful step in preventing problems.

• Make tasks manageable. To avoid driving stress factors that can cause a child to begin to
misbehave, ensure that all the tasks you assign can provide the student with small bits of
information at one time. By dividing a lesson in chunks, you’re less likely to overwhelm the
student.

• Offer choices whenever possible. Rather than creating a strict classroom routine, provide the
students with choices. For example, let students choose which project they work on rather than
having to focus on a specific project.
• Ensure children reach out for help. In some cases, behavior issues occur because the child does
not Reassure children that they can reach out for the help they need. If they feel comfortable
coming to you when they’re lost, upset or overwhelmed, they’re not as likely to have an outburst

• Stay Moored in the Moment - To help students self-regulate and practice compassion, bring
them back into the present with mindfulness activities. In addition to mindfulness, encourage
students to do whatever they need to do to process big feelings, whether they cry, scream into a
pillow, call a friend, write in a journal, or draw a picture.

• Empower Students - Encourage students to look for opportunities to give back, too. They
could reach out to a classmate who feels socially disconnected or address a need in the broader
community.

• Promote Social Connectedness – let us encourage our students to communicate with their
classmates & friends especially at this time.

• The power of parents - just like in traditional learning environments, a parent’s role and impact
on student success is both critical and apparent. Dealing with conflict in the classroom is never
easy. But by getting parents involved, they serve as a coach for their students, at any age, and
support them through their learning process especially now, we have the home schooling.

The same way parents can mentor and encourage students that travel nearby for school, a
parent also plays a vital role in a student’s online learning. Students should see their parents as
their greatest cheerleaders and coaches, knowing a coach won’t be misleading or overly positive,
but constructive and goal-oriented putting time aside to understand the cause of the problem, and
by engaging children in positive rewards, it may be possible to reduce some of the risk that
behavior problems will get in the way of learning—for you and for your students.

Aside from that simple steps, school teachers and personnel are critical in supporting children's
transition back to in-person classroom learning, particularly after extended periods of school
closure. In addition to continuing to use the different skills teachers have been using to ensure
their students' learning and emotional well-being while schools were closed, the following
suggestions might be helpful when schools reopen:

1.    Listen to children’s concerns

Covid-19 and school closures impacted many children and adolescents' mental health and well-
being. As teachers, it is essential to listen to students' concerns and demonstrate understanding as
well as empathy. Offer your students the opportunity to have a one-to-one conversation with you
to reconnect and discuss any concerns that might have arisen when their school was closed. If a
child shares anything that is particularly concerning, please follow the protection or child
safeguarding systems in place.

2.    Check how children are doing

Before teaching new academic content to students, teachers and school personnel should take
time to check how children are doing. Remember that children may have difficulty concentrating
at first or may need more time to get back into the routine of learning. Provide opportunities for
children to take breaks, move around, and re-connect with their friends and peers.

3.    Provide children with accurate information around COVID-19

As children return to school, they may have different thoughts and questions about COVID-19.
Children want and need factual information. Use child-friendly and age-appropriate resources
available in your country/region that is based on scientific evidence to respond to children's
questions about COVID-19 accurately. 

While it is important to acknowledge the scale of what is happening globally, make sure to
emphasize all the efforts made and precautions taken to reduce risks in the school reopening
plans. Do not forget to remind children of school safety protocols, including what to do in case
there is a COVID-19 case detected in the classroom.

4.     Seek suggestions from children on how to create a welcoming, safe and comfortable
classroom 

Engage children in making the classroom a welcoming, safe and comfortable space. When doing
so, make sure to respect school safety procedures and use available material resources. 
Children can provide suggestions; help decorate the walls of the classroom with colorful and
welcoming messages and work in small groups so they can support each other to catch up on
learning. Let them know that being supportive of each other will help them get through this
together. Remember to praise children for their contributions and efforts. Teachers can foster
feelings of safety and security by interacting and developing positive relationships with each
student and using routines during the day to help children feel safe and secure.

5.    Watch out for any warning signs of child behavior that interferes with their ability to
explore, play and learn

Be attentive to changes in children's behaviors. If you notice significant changes in a student’s

behavior and this persists over time, preventing them from functioning or playing, please follow
school protocol, and/ or seek additional support and guidance. Teachers can provide lots of
support if they feel a child is struggling. However, you should seek additional support and refer
children to child protection services, primary care physicians, or mental health professionals if
you feel the child needs specialist help.

Continue providing learning support, as well as guidance, and provide extra support or go at a
slower pace if a child is finding it difficult to learn or concentrate.

6.    Encourage play and sports to promote interaction between students

In many countries’ children have been following strict physical distance measures and have been
prevented from using playgrounds and other public spaces to play and interact with their peers.
Make sure that when children return to school that they have lots of opportunities to socialize,
play and interact with the peers they have missed for so long, in line with school safety
protocols. 

7.    Model good coping behaviors for students – be calm, honest, and caring

Teachers can be positive role models for their students. Children will look at you and learn from
the skills you use daily to deal with stressful situations. Be calm, honest, and caring, and
demonstrate a positive attitude to children.

8.    Take care of yourself and know your limits

Teaching can be an extremely stressful profession, particularly now. Make sure to protect your
own physical and mental health (e.g. maintain healthy eating and sleeping habits, rest, exercise,

connect with friends, family, and colleagues). Remember to seek support if you notice yourself
experiencing significant feelings of distress.

Effectively managing student behavior means “using a set of educational practices and
strategies, to prevent and effectively manage inappropriate behavior and, on the other hand,
creating and maintaining an environment that promotes both teaching and learning process. A
defined behavior management plan can drive better classroom outcomes and increase feelings of
safety, security, and trust in a number of ways. Know how he or she can receive help or does not,
for some reason, feel that help is available.

Verily, the learning environment amidst the COVID-19 pandemic will be very different.
Yet, the DepEd is optimistic that despite the various socio-economic situations of families which
affect the provision of learning support in the home, and the peculiar needs of different learners,
the BE-LCP could be the key to providing quality basic education which is accessible and
responsive in the new normal.

References:

https://.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic

https://voxeu.org/article/impact-covid-19-education

https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-
glance-2020.pdf

https://www.sciencedirect.com/science/article/pii/S019074092032288X

https://www.lexology.com/library/detail.aspx?g=f4c146a9-7ef0-4bc1-8d6d-e6516a4a14ff

https://www.unicef.org/coronavirus/8-teacher-tips-student-mental-health
https://www.frontiersin.org/articles/10.3389/feduc.2021.678692/full