Republic of the Philippines

Department of Education
Region X- NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
LAGONGLONG DISTRICT
LAGONGLONG CENTRAL SCHOOL

A NARRATIVE REPORT
(Diversity and Inclusion)

Effective approaches to teaching and classroom climate are founded

on the same principles that drive diversity and inclusion: equal access and
opportunity for all students to thrive, honest dialogue about important issues,
and protocols for managing difficult, sudden and emotional moments.
Teachers can consider racial and socioeconomic awareness, checking for
implicit bias, and developing inclusive classrooms, teaching strategies, and
diversity statements.

Mr. Reynaldo
Vega Magan, the
school principal
facilitated the School
Learning Action Cell
(SLAC) of Lagonglong
Central School on
January 24, 2020 at
3:00 in the afternoon.
The facilitator
discussed about the
Diversity and Inclusion
that include the
Awareness of Socioeconomic Diversity. Socioeconomic status is a medley of
social economic factors that can seriously impact pupil well-being and
academic performance. Unlike race or gender, SES may be difficult to detect,
so instructors can provide active and inclusive teaching methods that enable
multiple modes of engagement, achievement, and accessibility.
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SCHOOL LEARNING ACTION CELL

 Republic of the Philippines
Department of Education
Region X- NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
LAGONGLONG DISTRICT
LAGONGLONG CENTRAL SCHOOL

Another thing also the facilitator tackled the Inclusive Classroom

Climate that refers to an environment where all pupils feel supported
intellectually and academically, and are extended a sense of belonging in the
classroom. Inclusive classroom environments are sustained when teachers
and pupils work together for thoughtfulness, respect, and academic
excellence. Learning pupil names can be one of the most effective ways to
establish a productive classroom environment. It can build classroom
community, increase pupil engagement, make pupils more comfortable
seeking help, and increase pupils satisfaction with a course. While teachers
can feel like learning pupil names takes valuable time away from class, its
benefits to student learning are greater than covering more content.

Inclusive
teaching
strategies as
part of the
discussion
during the
SLAC it says
that inclusive
teaching strives
to serve the
needs of all
pupils,
regardless of
background
and identity. It
builds upon a
teacher’s basic
instinct to
ensure that all pupils can participate fully in the learning process, while
expanding perspectives through stimulating discussion and new approaches
to traditional and contemporary issues.

Lastly, the facilitator tackled the managing the classroom. This part
addresses topics such as the art of teaching, arranging classroom seating to
foster learning, strategies for the beginning and end of the class, and policies
like managing electronic devices and preventing plagiarism. Additional
external resources can also help teachers consider how to address particular
pupil behaviors.

___________________________________________________________________________________

SCHOOL LEARNING ACTION CELL

 Republic of the Philippines
Department of Education
Region X- NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
LAGONGLONG DISTRICT
LAGONGLONG CENTRAL SCHOOL

Take A.C.T.I.O.N.

Ask clarifying questions to help you understand intentions. Carefully

listen. Tell others what you observed in a factual manner. Impact exploration:
ask for, or state, the potential impact of such a statement or action on others
without putting the target. Own your own thoughts and feelings. Next steps:
Request appropriate action to be taken.

Prepared by:

CHRISTINE M. LLAUSAS
SLAC Coordinator

Noted by:

REYNALDO VEGA MAGAN

School Principal

DOCUMENTATION

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SCHOOL LEARNING ACTION CELL