Learner’s Profile (High School)

Name of the Learner: Jamaica Shamae P. Payte

Date of Birth: February 17, 2008
School: Ligao National High School
Grade Level: Grade 8
Gender: Female
 Learner’s Profile (Elementary)
Name of the Learner: Margel Bas Teope
Date of Birth:December 22, 2012
School: San Juan Elementary School
Grade Level: Grade 3
Gender: Female
 Learner’s Profile (Pre-school)
Name of the Learner: Princess B. Macasinag
Date of Birth: February 4, 2017
School: Mabinit Day Care Center
Grade Level: Preschool
Gender: Female
 Learners’ Developmental Matrix

Development Pre-schooler Elementary High School

Domain 3-4 years old 8-9 years old 12-13 years old
Physical
Gross-motor - Preschooler keeps on - She was able to - In her MAPEH subject
skills running and moving perform well a whole she did several
around endlessly like body movement, she exercises, like jogging,
they can’t feel was able to hump, squats, 3 minutes step
tiredness. walk, run, throw a ball test, and so on which
and etc. it was not requires his whole body,
hard for her to but she is obese
perform this kind of sometimes it’s hard for
activity but it must her to do those tasks.
be always performed As her young age she
with a proper does the laundry every
guidance of a more two days and I help her
knowledgeable doing the laundry.
others.

Fine-motor -They like to write, - She starts to learn - Her daily routine while
skills read and draw. how to be in distancing learning
- They can dress and independent since was eating breakfast,
eat without the help she was the eldest. washing the dishes,
of other people She can eat alone, taking a bath, answering
take a bath, and her modules, lunch,
drink. after she finished
- She was able to answering the module
answer the activities for the subject that
given by her tutor assigned on the day, she
teacher, writing the would watch TV or using
answers and cutting cellphone until evening.
out papers and Sometimes she was
pasting it. playing with her cousin
- She also loves because she was the
performing especially only one available
dancing. playmate of her cousin.
 Development Pre-schooler Elementary High School
Domain 3-4 years old 8-9 years old 12-13 years old
Social
Interaction with - Attention seeker - Since it was not - The mode of learning
teachers and does not stay yet start of the on Ligao National High
seated for a long classes I observed School was modular
period of time. her when she form, so there were no
interacts with her synchronous classes
tutor teacher. I happened when she was
noticed that when in Grade 7, but when I
she talks with her am checking her phone
teacher she talks when she asked her
with respect and she subject teacher or
talks older than her adviser when there are
age, maybe it’s lessons or things that
because she’s the she was confused she
eldest so she learns asked politely thru chat
how to mature at an on messenger.
early age.

Interaction with - Enjoys playing and - She was able to - She found new friend
classmates/friends communicating with make friends with at the same time
classmates and her classmates in classmate, and when I
friends her tutor class; she asked her how they
was getting along become friends knowing
with them even that they not see each
after the class. other face to face, she
said that when she
asked something on
their group chat that
person was the one who
pm her and answered
her queries and if there
are outputs that need
to be done by pair, they
are the partners.
 Development Pre-schooler Elementary High School
Domain 3-4 years old 8-9 years old 12-13 years old
Interest - They love to play, - She spends most of - As I noticed her interest
talk, dance, sing and her time watching as a teenager girl is dancing
draw videos on youtube, and singing, she watches
dancing. At her age different videos in tiktok
she is also and after that she will
knowledgeable on how practice it until she knows
to use cellphones and the step without watching
computers. the videos. And she always
updated on the trending
music, and she sings it on
her free time.

Emotional
Moods and - Preschoolers are - She was very - My niece always in a happy
temperament, friendly and outgoing. patient, in handling the mood she always laughs and
expression of They also situation. Simple play along with her cousin,
feelings demonstrate intense things can easily make but there are times that
feelings of fear, joy, her happy and she’s she doesn’t want to do
anger and love. very appreciative of household chores because
- They manage to do everything and she was engrossed on
well in class out of everyone. There are watching her favorite
their moods and just few times when it teenage group at YouTube
temperament. was hard for her to and she always giggles and
share what she feels, after that I saw her
she like keeping it to twitchingly. There are times
herself. that I told her that she was
busy doing other things but
the things that I ordered
her to do she neglected it, I
never heard her saying
something but when I am
checking her, she was
silently crying. She was not
found saying what she feels
but and she will just cry and
be silent for a day.
 Development Pre-schooler Elementary
Domain 3-4 years old 8-9 years old
Emotional - Attention seekers - Maybe it’s because
Independence and jealous. she was the eldest, I
- Can’t express their can see that she
feelings and emotions develops her emotional
verbally that is why independence. How she
many tend to have handles her emotions
tantrums and feelings and
starts to be very
sensible of the things
that happens around
her contribute to her
growth as a person.
Cognitive
Communication - Uses their mother - She was confused on
skills tongue as mode of what language she will
communication used so she end up
combining it and it was
somehow hard for her
to deliver it. Even
though she was not
able to deliver the
words properly, still
the message that she
needs to convey was
clear to the receiver.
High School
12-13 years old
- I can say that while she is
growing, she slowly develops
her emotional independence,
because I am witnessing her
positive views in life. Maybe
the fact that all of us here
in the house are already
adults and fine woman that’s
why she learns the things
that help her to grow into a
positive person despite her
physical features.
- Her communication skills
are leading to be fully
developed because before
she asked her teacher
about something in the
lesson that was not clear to
her, she will ask my opinion
and what are the proper
words that she will use on
asking her teacher. Grandma
is the one who take care of
her since birth up until now.
 Development Pre-schooler Elementary High School
Domain 3-4 years old 8-9 years old 12-13 years old
Thinking skills - Can easily memorize - She knows what she - There are times that she
the sound of the do after the guardian was shy asking her parents
letters, numbers and explains it to her. She because she already
recognize different was also able to concluded that her father
shapes. memorize the thing would scold her and that
that is needed to be was the sad part because
memorized that will she can’t open her problems
help her when the and thoughts to her
classes start. She also parents. Maybe that is the
starts to be result that my mother or
competitive. her grandma is the one who
take care of her since
birth up until now. I
observed that there are
times that she was quite,
farseeing and inhale deeply
and I ask her but she just
answered me a smile.
Problem solving - Seek guidance and - Last month she was
assistance from hospitalized, we didn’t know
teacher and adult to - If it was about that she already felt
solve the problem school or tutor class, difficulty to breath, we
she was able to do it asked her why she didn’t
following the tell us early, and she
instructions given answered that she doesn’t
want to disturb us and be
worried to her.
B. Instructions:

Write the salient development characteristics of the learners you observed,

based on these characteristics, think of implications for the teacher.

Level Salient Implications to the teaching

Characteristics and Learning Process
Observed
Pre-school - Preschoolers like to - Therefore, the teachers
3-4 years old sing, dance write and should integrate music, drama,
draw. dance and other movement
activities in all subject areas
-Therefore, teachers should
provide children with
appropriate materials to
enhance their writing, drawing
and muscle development.
- Preschoolers have a - Therefore, teachers should
short attention span. provide various activities such as
focus games, concentration
exercises, movement breaks to
improve attention and
concentration span in
preschoolers.
-Preschoolers can’t -Therefore, teacher should
express their emotions make her students feel that
verbally they are understand,
appreciated and respected so
that they can achieve their
highest potentials.
 Level Salient Implications to the teaching
Characteristics and Learning Process
Observed
Elementary - Elementary students - Therefore, the teachers must
8-9 years old able to perform the make more interactive and
activities given by the creative activities that will
teacher with a proper challenge more the students’
guidance from the performance.
more knowledgeable
others.
- Elementary students - Therefore teachers must
start to learn how to provide various activities that
be independent. will help more the students on
how they can be independent.
-Elementary students - Therefore teachers must
become more demonstrates positive attitude
competitive. towards competition and let the
students learn through
different activities the positive
and negative impact of being
competitive.
- Elementary student’s - Therefore teachers should
behavior starts to be ensure that each activities and
affected by puberty. learning experiences will help in
building a positive behavior
among the students.
 Level Salient Implications to the teaching
Characteristics and Learning Process
Observed
High School - High school students - Therefore, the teacher may
12-13 years old are more advance in integrate ICT in discussing the
terms of using lesson or in making the expected
technology. output.
- Students in - Therefore, teacher can give an
secondary high school activity which can measure their
already know how to capacity to weight the problems
solve problems. and create their own solution.

- Teens are found of - Therefore the teacher should

having group of make an assessment that will let
friends and limit their the students mingle to their
self to other other classmates.

- High school students - Therefore the teachers

are good at hiding should be more observant and
their problems and attentive to the needs, behavior,
feelings feelings, and emotion of his/her
student.
C. Answer the following questions:

1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with
the learners you observed?
MY EXPERIENCE
PRESCHOOLER
DURING
NOWADAYS
PRESCHOOL DAYS
 Expose more on  Like to move
 Experienced
technology. Spend around a lot
different outdoor
most of their time games such as piko,
 Love to talk, write, read
in mobile games, etc. tumbang preso,etc.
and draw.
 We are attention-seekers  Afraid of being
 Some are not
and act recklessly. punished
afraid of being
 Discover and explore therefore we
punished by
something new act accordingly.
their parents
 Don’t seated for a  I am too shy
 They are and always on
long period of time
friendly and the sit
outgoing

MY EXPERIENCE
ELEMENTARY DURING
NOWADAYS ELEMENTARY DAYS
 Love to talk,
 Expose more on
write, read and  During my time, I
technology. And
draw. don’t even know how
spend most of
their time in  Participated in dance or to operate any ICT
mobile games, singing number in school. equipment’s. And I
watching videos don’t even own any of
 I learned how to be the technology we
etc.
independent at an early age. have now.
 They choose to
stay at home  I want to move around and  I rather play outside;
rather than play games, and ask a lot of there is a time that I will
playing outside. questions. cry just so I can play
outside because I don’t
want to stay at home.
 MY EXPERIENCE
HIGH SCHOOL DURING HIGH
NOWADAYS SCHOOL DAYS

 She was not  I voice out or share my

able to voice thoughts, feelings, and
 Bubby and easy
out or share problems to my family
to be friend
her member to my closest
with.
thoughts, friends, because I
feelings and can’t keep myself
problems to silent and quiet
us, she
keeps  I always want to talk to
everything someone and make
to herself. them happy because I
feel the fulfillment and
the reason why I am
living.

2. Think of a teacher you cannot forget for positive or negative reasons. How
did the teacher help or not help you with your needs (physical, emotional,
social and cognitive)? How did it affect you?

Teacher plays a crucial role in every student’s life. They develop us holistically from
physical, emotional, social and cognitive aspect. Each one of us has their own favorite teachers
and we cannot forget them for two reasons. One is that they contribute positive teaching
while the other one brought a negative teaching and learning experience.

During my junior high school days, one of the most negative learning experiences I’ve
encountered is that when our teacher gets mad and done something recklessly. I still remember
clearly how she lifts her arms just to make me smell her disgusting armpit. Funny how you realize
that moment but that is one of the most disgusting classroom situations happened in my life. As
a result, it demotivates me to go to school and that changes me as a learner. Before, I am
actively participative during class discussion, enjoying the group tasks and inspired to attend
different subjects. However, when that happened, I’m afraid of taking class, have a low self-
esteem, and feel discourage to attend classes. It’s funny to think that instead of your teacher
will be the one who motivates you to attend classes turned to be the reason of your
demotivation. Despite of what happened, I am still grateful to have a teacher like her because
she imparts her knowledge and skills which molded me to become a better person today. - REXIE
 Reading the question the teacher that pop up to my mind was my mother. She is a teacher;
I might say that she is the kind of teacher who is committed and compassionate to teaching
profession itself and to her learners. She was able to cater the needs of her students even if it
takes sacrificing her time to us. The care she gave to her learners is more than what she can
give us. Being the youngest I need her attention and guidance even just during that time that I
patiently wait but she chose not to. Before it was hard for me, but I always choose to
understand the reason why it is like that. And as time goes by, what this teacher wants I to learn
was to stand and be able to figure everything out on my own. Because everything was on my own,
I have learned to control my emotions, the problems that I encountered I was able to provide
solutions for it, and I was able to tell whenever I am okay and when I am not. Sadly, it was hard
for me to socialize, because I always question why they are befriending me, I don’t know but it’s
like a gut feeling. What I have experience will always have an impact to what I am now, I am
blessed that I was guided to the right path and continuously working on to be a better person.
THIELA

My most favorite teacher I cannot forget, and she is my sister by heart now that I am
graduated from High School. My Ate Ma’am is my ideal teacher and I want to be like her when
the time comes that I will be teaching, she is one of the people who believes me that I will
achieve my dreams in life and push me not to stop aiming high because she saw my potentials
and strength. Every time I am not ok emotionally due to personal reason, I just text her Ate
Ma’am I am not ok after a minute she will call me or text me and asking what is happening to
me and she lets me share it to her even though she has her own family to attend, she always
consoles and comfort me. And when I need help in academics, she always helps me and guide
what are the necessary things that I need to do. And her word of wisdom that I will never
forget, that when the time comes that I already teaching I need to know every story of my
students, because students’ behavior is the reflection of the things that is happening inside
their home. And as much as possible I need to visit my student’s environment and their family
because that where I can see the true character of my students. CINDY
Activity 2: Influencing factors in the home environment that affect the
students’ learning

Interview Guide to the Parents

Name of the Learner: Princess B. Macasinag

Age: 4 Gender: Female Grade/Year Level: Preschool
Number of Siblings: 2 Birth Order: 3

Guardian: Nida Vista and Edgar Vista

Guardian’s Age: 59 Guardian’s Age: 61
Occupation: Housewife Occupation: Construction Worker
Educational Attainment: Elementary Educational Attainment: Elementary

Guide Questions:

1. What are your child’s interests?

o She’s interested in singing, dancing and especially acting.
2. Does your child have any ailments or health problems?
o None
3. Does he/she have any food preferences?
o She prefers to eat broth foods and love vegetables particularly string beans and upo.
4. Is your child allowed to play outside and with friends? Do you have any rules for
them to follow when they go out?
o Yes, but it should be near our house.
o I have rules when they go out to play. First, never talk to strangers. Second, never
hurt someone. Lastly, they have only one and a half hour to play outside.
5. How do you provide a nurturing environment for your child? Do you have a nook
with books or other learning materials at home? Which place at home does your child
study?
o In order to provide them nurturing environment, I always see to it that they have a
safe and conducive place to study. They have a study table which is in the room where
they can focus and study with their siblings. Their parents bought them story books,
coloring books and their aunt teach and assist them with their studies.
6. What does your child do when he/she feels down or has a problem? What do you
do to meet his/her emotional needs?
o When she is upset, she will always go to her room and never told me verbally what her
problem is. What I’m doing to meet her emotional needs is I’m going to ask her why
she’s upset in order to solve the problem.
7. What do you do when he/she achieves something at school or does something
good?
o When she does something good, we always compliment and appreciate her by saying,
you’ve done a great job!
8. How do you discipline your child/children? Do you have house rules?
o When she does something wrong, we always explain to her not repeat it anymore
because it is not good for her. We have house rules. One is to avoid quarrelling.
Second, there is a time limit for television and using gadgets, it should be 1 hour only.
Third, study with their aunt for about thirty minutes.
9. How do you monitor his/her performance in school? How do you motivate him/her?
o We motivate them by appreciating and complimenting their work. For example, when
they write or draw something, we always told that they have a nice drawing or writing.
Also, when she is imitating someone in drama series, we compliment her acting skills
through saying that she is a good actress.
10. What makes him/her love to go to school? Does he/she have difficulty in any
subjects? What is it?
o She loves to go to school because of the teacher and her classmates. She wanted to
learn and at the same time develop friendships.
o She has difficulty in writing letters and numbers.

Answer the following question:

1. Based on the interview, what home environment factors do you think

contribute to the development of the learner and affect his/her
learning? Briefly discuss the factors you have cited.
 A home environment that contributes to the development of a learner is a place
that is safe, nurturing and supportive environment. When a learner is provided with better
learning environment that is free from any inconveniences, and have a supportive support
system, hence the child will develop at its best. She or he will likely to move beyond its
limits with the proper guidance of the parents, teachers, friends and others who
surrounded by him or her. What affect his or her learning is environments that is not
safe, unsupportive, and have a lot of distractions around the place. When a learner does
not have someone whom they can trust and rely on, it will be difficult for them to move
beyond learning because support system is very important especially at this time of
pandemic, where child can share his or her emotions and understands their situations.
Another factor that affects student’s learning is distractions. This includes internal and
external noises such as loud music, loud cars, family problems, etc. Thus, providing better
learning environment for students is a must for them to successfully enhance learning, and
develops one’s skills and abilities.

Activity 3: Teacher-guided activities/practices that address learners’ gender,

needs, strengths, interests and experiences. (Individual Activity)

Describe the characteristics of the Learners in terms of age, gender, interests,

social and cultural diversity.

The age range of the learners in the video link I think is 9-11. In the video we can see that
somehow the number of boys and girls are equal. The social and cultural diversity was
demonstrated positively wherein the learners and teacher can interact with each other and
respects each other’s differences.

Describe the interaction that transpires in the classroom.

The interaction of the pupils with one another and towards the teacher was actively
and opens with the suggestion of the group members, and the pupils easily understand the
rules of the teacher for the group activity maybe because the teacher created a good
relationship to the students. And everyone was given equal opportunity to interact with each
other that would also foster good camaraderie in the classroom.
Interview a resource teacher about the principles and practices that he/she uses in
dealing with diversity in the classroom as well as the interaction of the pupils outside
the classroom.

Modeling the use of gender sensitive language in the classroom - Meldin May N. Perez

Using gender fair-language – Sir Patrick Gerard Paulino

Inclusive education is the strategy that I use. This provides equal opportunities to a diverse
group of learners. – Ma-am Aylen Penafiel

5. Study the impact of individual differences on learners’ interactions.

Inside the classroom there are more than 45 different stories, sometimes this
different story hinders the learners to interact with one another, maybe they have
different culture, beliefs, traditions, and what are the environment they came from. Because
of these differences some students create a group that they know they have similarities in
some aspect, and they will get along inside and outside the classroom, but sometimes they
tend to set a boundary that leads to awkwardness to other students who are not like them
within the group. Despite the differences of the learners if the teacher starts the
discussion lively the learners actively participated, it is the teacher’s role to use different
learning materials and teaching strategies to encourage the learners to actively participate in
the discussion. The teacher should know how to remove the wall build because of individual
differences, she would know how would she fosters an learning environment where learner
can interact no matter how different they believe they are, because they are all unique and
beautiful in their own way and they deserve a learning environment where they can grow and
develop.

An Observation Guide for The Learners’ Characteristics

1. How would you describe the interaction in the classroom as shown in the
video? Do they interact with one another and with the teacher?
 Both teacher and students have an interactive discussion since the teacher
R provides a stimulating classroom and everyone have a positive relationship
towards each other since students are more likely to participate actively in class
E
and challenge themselves academically. Also, I observed that the teacher uses
X like a classroom reminder for the students to seat properly, listen and
collaborate with the group. Whenever the teacher point that on the board, that
I
means students are not following the rules. This classroom reminder or rules is
E used to discipline the students and manage the classroom effectively.

I was happy to see that there is a continuous learner and teacher interaction
from the beginning of the video until the end. Learners were able to
T
comfortably interact with one another wherein it was because of how the
H teacher starts the lesson and how he manages the class through setting rules
that was being reminded to the class whenever there is someone who does not
I
follow. The learners actively participate in the discussion that makes the demo
E teaching more interactive and student centered and the learners were also able
to share their learning to their co-learner where it helps them to socialize with
L
each other. Lastly, teacher always gives the learner have an equal opportunity
A to talk and ensure that he have and effective teaching strategies.

In the video that provided to us, the pupils were actively participated from
the start of the opening prayer to classroom rules, group tasked presentation
C
until they have an individual tasked. They interacted with their group mates
I sharing their ideas and thoughts about the group activity, and the pupils
shared their answer from the question that was given by their teacher and
N
when the teacher asked the students who are willing to share their composed
D song almost 85% percent of the classed raised their hand.

Y
2. Observe the learners seated in front and at the back of the classroom. How
do they behave and interact? Were those seated in front most active than
those seated at the back?

R
I observe in the video during their class discussion that students seated in front
E performs actively, participative and listen attentively to the teacher’s discussion
on the other hand, those students seated at the back are noisy and sometimes
X does not listen while the teacher is discussing so the teacher call the attention
I through calling the name of that student who is not properly behave.

I noticed in the video that the learners were disciplined, they follow the rules
T
given by their teacher for example, whenever they know the answer they will
H raise their hand rather than shouting the answers on their seat, which was
properly shown in the video. Even though they were given equal opportunity to
I
talk and share their answers, still the learners seated in front were more active
E than those who seated at the back. It was a challenged because the teacher
was only one and he needs to handle a big class but at the end I can say that
L
almost all of the learners participated and are willing to learn.
A

As I observed on the two videos that was given, the learners are behaving
properly because before the teacher reminds the pupils of the classroom rules
and the student are the one who recited the rules that when the teacher start
the lesson the pupils need to silent and listen properly. As I saw in the video
C students that was seated at front are always raised their hand when the
teacher gave question to the class, but the teacher does not only recognize the
I
students at the front but she also calling the student at the back part for them
N to actively involved in the discussion.one who recited the rules that when the
teacher start the lesson the pupils need to silent and listen properly. As I saw
D
in the video students that was seated at front are always raised their hand
Y when the teacher gave question to the class, but the teacher does not only
recognize the students at the front but she also calling the student at the back
part for them to actively involved in the discussion.
3. During the teaching-learning process, how would you describe the relationship
among the learners? Do they cooperate with one another, or they compete instead?

In terms of the relationship among the learners, they collaborate and cooperate
R
with one another. This is well-observed while they are having their group
E activity. Everyone contributes their ideas, and interacts positively towards each
other and as a result, each group presented their work with confidence and
X
excellence.
I

T The teacher and the learner have a god relationship, wherein they were able to
make the learning interaction lively where they help together and work
H
collaboratively to ensure that the objectives that day will be met. The learners
I cooperate and help one another which are reflected in their group activity,
where it doesn’t show any competition among the learner; instead they are
E
enjoying the moment.
L

During the group activity each member of the group helps each other and share
C
what they understand and what they noticed from the experiment. The teacher
I said that all the members of the group are actively participating, and she called
it academic noise. As I noticed on the video, they are no competition on the class
N
and staying at BUCE I witnessed the pupils in BUCEILS are good in
D communication and they help each other.

Y
 4. Who among the pupils actively participated? Do some of them ask for most
help?

Most of the students are participating actively since the teacher provides an
R engaging discussion wherein before she proceeds to the lesson proper, she shows
an illustration of two different balls; one is a soccer ball while the other one is a
E
bowling ball. The ideas which are presented by the teacher will help the students
X relate it to the topic which is force and motion. During the group activity, some
students ask their teacher about the instruction of the task and all of the rest
I
are done well by each group.
E

T
Most of the students actively participate in the discussion, namely, Stephanie,
H
Sheene. Florence, Janelle and etc, they able to make the discussion more active
I and engaging. And only few ask for help and their co-learners immediately
rescue them whenever they are asked for some help.
E

The pupils who actively participate in the discussion are Sophie, Rowena, Krissa
C
Mae, Janelle, Florence and other learners who doesn’t ask help. The pupils who
I can’t answer the lesson the teacher are the one who ask help to other pupils to
help their classmate.
N

Y
 5. What transpires when the teacher asks questions to the class? Are the pupils
participating actively? What happens when a pupil cannot answer the question? Do
others raise their hands to answer or they help their classmates?

Asking questions is essential for checking if students understand the lesson and

R keeping them engaged with the task at hand. It’s crucial to the way students
receive and process information and it encourages independent and critical
E thinking. What I’ve observed from video demo teaching is that students
participate actively when teacher asks questions. When a student cannot answer
X
the question, other students raise their hands and help their classmates to
I answer the given question. Effective questioning creates for students to analyze
their own thinking, that of their peers, and their work. Also, it improves
E
speaking and thinking skills, empowers students to be confident about their
ideas, and facilitates learning through active discussion.

Questions are integral part of learning, because it is the time when you start
questioning, you will start learning. Through raising questions teachers were able
T to get the attention of the learners wherein it is crucial in their learning
process. Questions were not just question but it is something that would let the
H
student think and relate it to real life situations. But, not all questions can be
I answered immediately by the learners, some needs to ask for help but some do
answers the question after it was being read. The important part that I have
E
loved in the video was how the learner confidently answer not minding whether
L the answer was right or wrong because I can see the eagerness to learn and how
they willingly ask for help to their classmates who also helps them and make the
A
discussion easier for them.
 When the teacher moved to the next part of the lesson which is the subject
integration the teacher lets the students defined the topic based on their
C observation and understanding, the pupils actively participated, half of the class
raised their hands and some pupils already answering the questions of the
I
teacher maybe they are excited to answer the question. The teacher called some
N students but when the student does not know the answer, or the thought was
lack of something the teacher asked another student to help their classmate.
D
And the pupil that was been called to help the classmate they just add some
Y words to complete the answer/thought.

B. Interview With A Teacher

TEACHER’S PROFILE

Resource Teacher: Meldin May N. Perez

School: Kalayaan National High School
Grade Level: Grade 8
Subject: TLE-Front Office Services
Date of Interview: Sept. 11, 2021
Teacher-guided activities/practices
that address learners’ gender, needs My illustrations of practice:
strengths, interests and experiences.
1. Using gender-fair language in the Modeling the use of gender sensitive
classroom. language in the classroom for example
police officer, chairperson, etc.

2. Providing equal opportunities for Acknowledging student’s potential

learners regardless of gender. regardless of gender by giving them
equal opportunities to showcase their
talents at the same time giving them
opportunities to improve themselves in
whatever aspect of life.
3. Taking measures to prevent In my Classroom Rules and Regulations,
bullying. I always put the “Respect each other
and be kind", to prevent any kind of
misunderstanding or bullying that if
they break the rules, they have a
corresponding punishment on it.

4. Responding to learners’ emotional “Online Kamustahan”, once a week I

needs. practice this to check my students how
is their doing, their studies or if they
have problems/struggles they can share
it to the class or to me.
5. Encouraging the learners’
appropriate interests.
I provide my students differentiated
instruction wherein each group will be
assigned according to their interests.
In each station, there will be a task
related to the topic and each group
will present their work through a
form of poem, song, dance, poster,
etc. This activity allows students to
enhance their learning and at the
same time their talents.

6. Providing opportunities and I provide different interactive games

activities that enhance learners’ that will suit to the students for it will
strengths. give them opportunities to cooperate,
engage and enhance their learning.

7. Relating lessons and activities to After my lesson, I have a “Sharing

the learners’ personal experiences. Time” where this is the time for my
students to share their knowledge or
experiences about the lessons we
tackled.

TEACHER’S PROFILE

Resource Teacher: Patrick Gerard Paulino

School: Camarines Sur Polytechnic Colleges
Grade Level: College
Subject: PROF ED
Date of Interview: Sept. 13, 2021
Teacher-guided activities/practices
that address learners’ gender, needs My illustrations of practice:
strengths, interests and experiences.
1. Using gender-fair language in the Conscious of gender equality by using
classroom. gender fair language in addressing both
sexes like chairperson instead of
chairman or chairwoman, officer, human
person instead of mankind.

2. Providing equal opportunities for Practicing mainstreaming or

learners regardless of gender. heterogeneous learners.
3. Taking measures to
prevent Knowing learners background, watch out
bullying. for potential bullying in the class,
presence inside the classroom might
lessen bullying incidence inside the
classroom.
4. Responding to learners’ emotional Touch is very powerful or patting one’s
needs. shoulder plus words of encouragement
and consolation

5. Encouraging the learners’ I’m a teacher who tolerates and

appropriate interests. supportive of creativity and interests.
My educational belief are anchored on
progressivism and existentialist
thought.
6. Providing opportunities and I’m a teacher who tolerates and
activities that enhance learners’ supportive of creativity and interests.
strengths. My educational belief are anchored on
progressivism and existentialist
thought
7. Relating lessons and activities to I see to it that my explanation to topics
the learners’ personal experiences. are real-world experiences, contextual
and local.
 TEACHER’S PROFILE

Resource Teacher: Mrs. Aylen Penafiel

School: Tinampo Elementary School
Grade Level: Grade 1
Subject: N/A
Date of Interview: September 12, 2021

Teacher-guided activities/practices
that address learners’ gender, needs My illustrations of practice:
strengths, interests and experiences.
1. Using gender-fair language in the Neutralization and feminism
classroom.
2. Providing equal opportunities for Giving varied and well scrutinize
learners regardless of gender. activities and opportunities equally
fitted and sensitive to gender equality.
3. Taking measures to prevent Providing visible posted warning on anti-
bullying. bullying, proper orientation for full
awareness of anti- bullying gender- fair
acts and usual reminders on how to
respect everyone else.
4. Responding to learners’ emotional Be incautious sensitive and observant
needs. in dealing with learners. Provide
activities to promote self- confidence
and positive attitude among learners.
5. Encouraging the learners’ Provide varied opportunities by letting
appropriate interests. the pupils choose they’re on way of
applying the lesson learned through
literacy extensions and practical
outputs.
6. Providing opportunities and By providing activities on higher level as
activities that enhance learners’ a form of reinforcements through
strengths. practical and true to life application of
theories learned.
7. Relating lessons and activities to Utilization of life’s experiences in the
the learners’ personal experiences. learning situation and application of
life’s experiences as an output.
Answer the following questions:

1. From the video you have watched, how did the teacher addresses diversity of
learners in his/her classroom? How did he/she leverage diversity?

The teacher addresses diversity through acknowledging, accepting and respecting

R different ideas and opinions. The teacher encourages students to question and
analyze different perspectives. When students feel that they are appreciated and
E respected, they engage more to teaching and learning process. Also, through an
interactive discussion and allowing students to work together will help them
X
discover different people’s background, culture, religion, interests, talents, etc. and
I expand their understanding about diversity. It is essential that teacher accept,
understands and respects each unique difference of the students so that they will
E also do the same way when they encountered various people not just in school but
also as they move to the field of work.

T
Teacher’s way of addressing diversity was through acceptance and respecting
H individual differences. The teachers do not teach directly instead they show how
to respect their differences. They are the role model in which they are the one
I who first accept and appreciate differences they see and through making learning
interactions they start to break the walls build because of diversity. Teachers
E together with the learners, they all work together to make differences a weapon
to a more interactive learning environment.
L

C The teacher was keen on his/her action, she lets the students to know what their

I behavior in the classroom are she just only posted the pictures on how the
students should behave and she recognized all the answers of the students its
N either right or wrong. And if there are negative comment comes from the pupil
answer it with positive response.
D

Y
2. As soon-to-be teacher in the near future, what kind of teaching and learning
process will you have in your classroom considering learners’ diversity?

Every teacher has their own style of teaching. Addressing the diverse needs of the
students is kind of difficult for teachers thus knowing your student’s background,
interests, talents and abilities is a must. First of all, as a teacher, we must get to know
our students. Knowing our student’s strengths and weaknesses as well as their
interests made it easier for us to develop a teaching approach that will suit to them.
Second, communication is an important way for both teacher and students to build a
safe, comfortable learning environment wherein students can express themselves
freely without judgments and any inconveniences. Accepting, respecting and
R understanding each other’s perspectives will engage students to be confident, and
participate actively in the discussion. As a future teacher, I will incorporate teaching
E
methods or various activities such as differentiated instruction, inquiry-based learning,
X etc. to cater different students as well as foster learning and development.
Differentiated instruction may mean teaching the same material to all students using a
I variety of instructional strategies, or it may require the teacher to deliver lessons at
varying levels of difficulty based on the ability of each student. We can incorporate
E differentiated instruction: learning stations wherein the teacher will provide same
material using a variety of instructional strategies, it may be in a form of poem, song,
dance or acting. This activity allows students to be group by shared interest, topic, or
ability for assignments and design lessons based on student’s learning styles. Another
teaching method is inquiry-based learning, it encourages students to ask questions and
solve a problem through the investigation process, understanding when to begin and
how to structure an inquiry activity. Also, it focuses on moving students beyond general
curiosity into the realms of critical thinking and understanding. Since we are soon-to-
be future Values Education teacher, we can incorporate here the moral dilemma since
it encourages students to think and solve problem on their own. This will help them to
analyze, achieve higher order thinking and problem-solving skills.
 Inclusion, respect and acceptance no matter how different you think you are you
are always welcome to learn with us. But this kind of values were always hard to
T
give to people especially that we are still not open to some differences that is now
H present in the community. So as a future teacher I would rather not force them to
accept everything the way everyone wanted it to be instead I will let them take
I their time to fully accept each other’s differences. I will expose them to real
world situations to reality rather than making them believe to fairy tales that are
E far from the reality. In the classroom we always need to foster respect towards
one another no matter who they are, maybe we cannot fully accept them but at
L
least we should respect them. Slowly create activities that will let them interact
A with one another and will showcase their differences through that they will be able
to feel that it is okay to be different because it is who you are. Lastly, teacher
should be the first one who demonstrates what she expects from her learners,
because eventually how the teachers act will always be reflected to the learners.

C Inclusivity and respect to others despite of differences, because when the

I learner develops first the character it will be a good foundation to them, and the
other aspect of their life will follow. If all the learners know how to respect and
N accept the differences of other people it will be a hundred percent sure that we
will attain peace inside the classroom and it will create a domino effect to their
D
lives.
Y