OAS COMMUNITY COLLEGE

Calzada, Oas, Albay

Prof. Ed. 12 – Participation and Teaching Assistantship

Name: ABEGAIL C. RELUNIA Course/Yr/Blk: BSED 1VB-SCIENCE Date: OCT.27,2021

I. MODULE TITLE: Module 1 – Lesson 4 – Matching Problematic Learning Situation with Probable
Action

II. PRE-TEST

Direction: Study the wordle below. Each word represents an issue or a problem which was reported by
teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE around five
words that you have also identified as problems in teaching-learning.

Figure 2. Words that Represent Common Teaching-Learning Problems Identified by Filipino Teachers.

III. LESSON TITLE:

Lesson 4 – Matching Problematic Learning Situation with Probable Action

1.1 LESSON OBJECTIVE/S:

At the end of this Learning 4, I must be able to:

 Analyze teaching learning problems prevailing in the classroom.

 List matching action as a probable solution to the teaching-learning problems.
1.2 OPENER:

Matching Problematic Learning Situations with Probable Actions as Solution

Identifying a problem is a tricky task. Action research begins with identifying a problem. Oftentimes,
it is one of the difficult things to begin with. When a researcher was asked: “Have you identified a
problem for your action research?” Common answer will be: “My problem is that; I do not have a
problem”. Ironical, isn’t it?

If you have observed and notice closely the teaching-learning environment in the classroom, you will
discover lots of problematic situations. You might have observed these problematic situations when you
did your observations in the past.

1.3 CONTENT/S:

Learning Episode 4 - Matching Problematic Learning Situation with Probable Action

Ref: FS 12 – Participation and Teaching Assistantship pp 29-36

1.4 ACTIVITIES (PARTICIPATE AND ASSIST)

What five problems have you identified from the words that you have encircled? Make a statement.
Write in the space below.

The problem I identified are:

1.learners and financial problem.

2. slow internet connectivity.

3. lacking of technology use.

4. slow learners comprehension.

5. learner discipline.

Suppose, the problem you have sported is: COMPREHENSION. How can you assist your mentor, after
knowing that the learners have difficulty in comprehension?

Developing reading comprehension skills is incredibly important for

early readers, starting as early as picture books. As school-aged children get
older, it will help them understand textbooks, newspapers, and other more
complex texts. I will assist I terms of making the learners read aloud and I
can teach them to read.

Make a choice or your ACTION. Conduct an action of your choice.

Refer to your book on pages 31-35 and answer the following notice; Analyze, Reflect, Action Research
Prompts.

Analyze

Scenario A: Miss Fely is a grade four teacher in typical elementary school. She has forty
learners in her class, one half of them cannot classify animals into vertebrates and
invertebrates. She has been repeating the same lesson for almost two weeks, yet no progress
was observed. This situation had been bothering Miss Fely.

 Can you identify Miss Fely’s problem? The problem of Miss Fely is the learning
comprehension of her students toward identifying animals into vertebrates
and invertebrates. One half of her forty-five learners cannot identify it and
she keeps repeating it for almost three weeks but there is no progress of
learning was observed.
 Can you find a solution to solve her problem? Yes! Give your two suggestions.
a. change her teaching strategies
b. Ask her learners where they find it difficult to understand and make
a particular step towards their answers or teacher can use ICT to illustrate
it.

 What solution can solve Miss Fely’s problem? Both my a and b solution.

How ? By understanding her students Ms Fely can now reflect of what strategy is
best fit for her learners to understand the lesson and by the used of technology she
can create more overwhelming presentation or discussion towards the learners
since learners can usually learn something g if he sees it of the teacher can relate it
to the experience of the learners like giving example of a particular animals that
they already seen.

Are they match with the problem? Yes they are!

 A. Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parent or with their guardians who stand
only as parents. They are deprived of the necessary food, clothing, and shelter.
 Can you identify the most probable teaching -learning problem/s in the class of Sir Ryan?
a. For me the most probably teaching -learning problem/s in the class of
Sir Jun are lacking in terms of funding,discipline issues and
b. inadequate student motivation,poor attendance,poor parental assistance
and ,poverty.
 Can you propose a solution to solve one of the problem that you have identified?

my solution is that Sir Jun should create a fund raising activity to provide
something for his class, develop his professional and personal characteristics and
competencies to deals with his learners to become a quality teacher so he can help
to provide growth towards his students. Also he needs to communicate to the
parent or guardians so he can be familiar to his learners and understand them so
he can provide something out of the identified problem from his students.

Reflect

After reading reading the two scenario give above identifying problematic
situations and finding solutions to these problems help me to become a better
teacher in a way that it created the scenarios of the true reality. Being a teacher is
a very demanding job and I realized that I need to become ready in the field
because everything might happen and every scenarios above are the possible case I
can be part of so it just give’s me the understanding and knowledge in case I am in
that scenario I have now the idea of what should I do or what possible action
should i make in the future.

Write action research prompts

Observe

The problematic situation prevail in the classroom is the lack of learner

comprehesion

Reflect

The changes I want to achieve is for the learners to become an active one
and cognitively wel develop.

Plan

The strategies I will use to improve the situation is to create a learning

activity such as games related to the curriculum since games is one of the
motivational activity the learners should have and it can also help in developing
cognitive skills.

Act
 The title of my action Research is “ The effectiveness of using Jigzaw Puzzle
in developing learners comprehension skills.

You can use a separate sheet of paper for your answer.

1.5 LESSON SUMMARY

This lesson 4 is about the different problems encountered on learning situation and offering with
probable action on the identified problems in the process of teaching learning situations inside the
classroom. After identifying the problematic Learning Situations, a probable action can be applied as
solution to the identified problem.

IV. POST-TEST

Check for mastery

Direction: Here are some problematic situations in the teaching-learning environment as observed and
experienced by the teachers.

Match the problem listed in Column A with corresponding probable solutions in Column B. you may use
the letter once, more than once or not at all.

COLUMN A COLUMN B
Problematic Situation Probable Solutions Actions
1. Connectivity for Online -A,B A. Rearranging Classroom setting
2. Disruptive Classroom Behavior- D,A B. Maximize use of varied instructional
3. Poor Internet and Motivation - F,D materials
4. Parental Non-Involvement- C C. Regular parent-teacher circles
5. At risk-students - E,B D. Use of rewards
E. Group Studies and Study Buddies
F. Use of flexible learning
G. Silent Reading Exercises

4.1 APPLICATION

Work on my Artifacts

Your artifacts will be an Abstract of a completed Action Research

I. Title of Action Research -

The Effects of Teacher-Student Relationships on the Academic Engagement of

Students

II. Author/s
Varga , Meagan

III. Abstract

This research explores relationships in schools, specifically interactions between teachers

and students. Initially, the research examined an overview of teacher-student
relationships and factors that contribute to these interactions. This overview included
both teacher and student perceptions and personal characteristics and then examined
the effects of teacher-student relationships on education and how teacher and student
behaviors affect educational outcomes. The overview of the research literature
concluded with how to develop positive relationships. Teacher expectations, attitude,
familiarity, and communication all play a role in cultivating relationships in the
classroom environment. The purpose of the research was to determine if improving
relationships between teachers and students would decrease off-task behaviors during
class.The intervention involved four weeks of initiatives focused on developing improved
teacher-student relationships. The mean number of off-task behaviors per student
during the weighted baseline period (Mean = 44.33, SD = 14.89) was significantly
higher than the mean number of off-task behaviors during the intervention period
(Mean = 31.08, SD = 9.68) [t(11) = 5.90, p < .001]. As the data was significant, the
null hypothesis was rejected.

IV. Identifying the Problem in the Study

teacher-student relationships on education and how teacher and student
behaviors affect educational outcomes.

V. Identify the Action Taken in the Study

the research examined an overview of teacher-student relationships and factors
that contribute to these interactions. This overview included both teacher and
student perceptions and personal characteristics and then examined the effects of
teacher-student relationships on education and how teacher and student behaviors
affect educational outcomes. The overview of the research literature concluded with
how to develop positive relationships. Teacher expectations, attitude, familiarity,
and communication all play a role in cultivating relationships in the classroom
environment.