3-DAY SCHOOL-BASED IN-SERVICE TRAINING

Theme: BRIDGING THE GAPS IN THE NEW NORMAL EDUCATION

A REFLECTION
By: DAWN C. OBLIGACION

Introduction.

Before the onset of the COVID 19, we prefix our In-service Trainings and everything
that we do related to education with “the 21 st Century”. We used to say and write “21 st
century teaching, 21st century learning, 21st century knowledge and skills”. We also
define 21st century competencies as critical thinking, communication, collaboration and
creativity.

However, with the coronavirus pandemic, we have a new catchword - the new normal.
The New Normal Education as we may call it. It is a common knowledge that the
education system has been greatly affected by the COVID 19 outbreak. And we are
continuously encountering challenges in delivering basic education, where holding of
classes in schools is compromised due to prohibitions following the implementations of
General Health and Safety Protocols such as convergence and face-tot-face contact.

Undoubtedly, the shift of the teaching-learning delivery in schools to modular distance

learning has become more challenging, most especially on the part of the teachers and
pupils. That is why DepEd leaders are always finding avenues to solve the problems
and capacitating its teachers and school heads to become more effective in their field
for the new normal learning modality or the modular distance learning. This makes our
3-DAY SCHOOL-BASED IN-SERVICE TRAINING more relevant than ever. With the
theme, BRIDGING THE GAPS IN THE NEW NORMAL EDUCATION, this seminar is
an effort to help us teachers embrace a previously unfamiliar and atypical learning
modality which has become a standard, a usual…an expected.

DAY 1

I was invited as one of the guest speakers in the IN-SET of Carolina Elementary School,
wherein I talked about the Crafting of Instructional Materials and LAS in Different
Learning Areas. That is why I was not able to physically attend the morning session in
NCS1. However, thanks to technology, I was able to listen the presentations of our dear
Master Teachers through a recorded audio.

There was a series of reports on the Learners’ MELC-Based Performance during the 1 st
2 quarters, as well as the interventions that were creatively and tirelessly done by the
teachers to make this new normal learning modality effective and efficient.
It was a fulfilling experience to have witnessed the reports of our Master Teachers, that
despite our limitations, there is an extra ordinary effort on the part of the teachers to
serve as frontliners in the educational system.

I can also say that the previous seminars prior to the opening of classes had indeed
helped us to be more equipped in delivering better education amid the COVID-19
pandemic.

In the afternoon, our DRACE proponents shared to us the updates on the said program
and the interventions done by the teachers as well as the feedbacks from the parents
and pupils.

Reading, I should say, is one skill that may have been compromised during this new
normal since the children usually work on their own (with their module), and most
parents are working that they might have left their children unattended (unguided),
and/or the children are exposed with their online devices and gadget more often than
before.
What’s more reading is not a natural hobby for most of the pupils, thus reading skill can
be left behind without proper programs or intervention. But, thanks to the DRACE,
pupils with difficulty in reading and reading comprehension were given a special
attention even during this distant learning modality.

The video presentation regarding the teachers’ RPMS/IPCR was indeed quite long and
dragging for some parts. However, our dear PSDS’s heart and intention to help us
reach our maximum potential and be the best version of ourselves every time is what
matters most to me as I watched the said video. Before, IPCR for me are actually mere
papers that brag about what someone did and not did during the school year. And
maybe because, promotion has never been my purpose when I put forth extra effort for
my pupils, I often neglect to document and profile whatever evidences that I have (or
must have). However, through this presentation, I’ve learned and relearned that IPCR
should help me to become more organized and to focus on what is important. Because
as I would always say, at the end of the day, it is not my goal to be the best teacher to
my pupils, instead I want to help my pupils become the best person that they can be
with me as their guide (on their side). This IPCR is definitely not about me.

DAY 2

I perceived the INSET as a floral design during the second day morning session. Well,
apart from the fact that the name of our dear INSET proponent is FLORASEL, it is
because I believe even a floral design must possess a balance. If it does not look
balanced, it appears unstable and visually disturbing.

As the first day focused on the hiccups encountered during the first 2 quarters, the
interventions and programs in bridging the learning gaps and the strategies of being
well teachers, the second day on the other hand focused on the well-being of the
teachers. The 2nd day sessions provided an emotionally rewarding experience because
the topics were very relevant to the current ordeals that the teachers are facing right
now. The emotional stress that could sometimes lead to anxiety and depression is a
taboo subject before, but because of the very adept speakers, I was able to understand
myself more. It is a positive feeling to acknowledge the fact that sometimes it is ok not
to be ok. Thus, I believe that this INSET was realized to train teachers not just for
professional growth and for us to give quality service but also to become ready for
unexpected circumstances in the face of the pandemic.

DAY 3

The last day of INSET was the most anticipated by the many. It is the culmination of the
3-day event wrapped with exciting team building activity.

This team building activity had brought us together by encouraging collaboration and
team work. The games were somehow simple and anachronistic “with a twist” but these
fun activities helped us see each other on a different light consequently had allowed us
to connect in a different setting.

After our grade level participated in a series of games, I think I had a better
understanding of each other’s strength, weakness and interests. And yes, each grade
level (team) is different and every individual teacher has something unique to contribute.
I just hope that this team building activity will not be taken for granted (again) and will
not forfeit its main purpose. Team building activity is not just an excursion, a getaway or
a short escape to the reality of work. For me, it is also an opportunity to identify and
encourage everyone to reach their individual potential so our team will be able to reach
its collective potential as well. Because when everyone is contributing their best, it sets
the tone for positive work culture.

In conclusion, this three-day INSET is a challenge for me to put quality in everything

that I do by putting forth my best effort.

As Nelson Mandela said, “quality is never an accident; it is always the result of

intelligent effort.” We must be one with coming up with solutions to address the gap
created by the pandemic and overcome obstacles to access to quality education. For
after the pandemic is over, our investment in the education of the children will surely
pay off in ensuring the future of this country. Indeed, Sulong Edukalidad!

Prepared by:

DAWN C. OBLIGACION