03 27 23 Jam Examined - Chapter - 4 - Leynes - TW2 - 3 26 2023

Sacred Heart College of Lucena City, Inc.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents data on the pedagogical issues encountered and strategies
employed by teachers during the implementation of modular distance learning. This chapter
also highlights the analysis and interpretation of qualitative data gathered through a Focus
Group Discussion involving teachers from the three participating schools. Related
literature and studies were used to substantiate the findings of the study.
Part I. Lived Experience of the Junior High School Teachers regarding Formative
Classroom Observation
The following tables are the lived experienced of teachers regarding the Formative
Classroom Observation (FCO). According to Sanggalang (2017) formative classroom
observation is referred to as observing a teacher’s performance in the classroom. Classroom
observation includes a way of recording real-time classroom sessions. It helps the
administrator monitor the teacher’s performance during the class sessions as part of the
regular evaluation. Feedback on the teachers’ teaching methods and interaction with the
students is given.
Table 1
Lived Experiences of Junior High School Teachers regarding Formative Classroom
Observation in terms of Content Knowledge and Pedagogy
Lived Experiences Exemplars
Integration of other Naglalatag ako ng ibang mga kaalaman sa aking itinuturong
Subjects konsepto, hindi lamang sa subject the English, maging sa ibang
assignatura na din tulad ng Araling Panlipunan kung saan ay
inahahambing ko ang aking itinuturong panitikan at nobela sa
Sacred Heart College of Lucena City, Inc. 40
Kasaysayan
-Grade 10 Filipino Department

I find it difficult to integrate other subject in my subject since I
teach Automotive, I find it hard to find similar MELC in other
learning areas wherein there are similar competencies.
-Grade 9 Technology and Livelihood Education Department

I apply knowledge of content within and across curriculum
teaching areas by providing activities that are related to subject
area to other areas as well. With the knowledge of other areas,
the students will learn the lesson in Math. Example the students
are asked to solve problem involving fraction. I give/present
problems about cooking a menu where measurement of the
ingredients are given in terms of fractions. In this way, the
students can relate their skills in cooking in learning about
fractions. As well as Values so that the students will know that I
as teacher doesn’t look only in the knowledge that the students
acquired but most especially on the values that they gain.
-Grade 10 Mathematics Department

Transforming Content I used real world examples based on my own experiences to
Knowledge to Actual make the topic more relevant and engaging for students. It is also
Practice important to engage students in activities that encourage them to
make connections among different subject areas and use the
relevance of what they are learning.
-Grade 7 English Department

With the content knowledge I learned, I can manage to sort,
revise and select the updated body of knowledge as possible,
Within my teaching area (which is Math), I managed to connect
the topic in reference to the available apps for accuracy. For
those across teaching area, I try my best to relate the content in
the manner that my students sees the relevance of the content.

I used real life situations that are applicable for my students. So
that learning Mathematics for them will not that difficult.
Because my students will learn how it is to apply in their daily
lives.

Application of Modern Nailalapat o naibabahagi ang kaalaman sa larangan ng pagtuturo
Technology in sa pamamagitan ng pagbibigay ng iba’t ibang pamamaraan at
Education estratehiya sa makabagong pag gamit ng mga kagamitan tulad ng
power point at iba pang kailangan para sa ikauunlad at ikatututo
ng mga mga-aaral. Dahil dito mas natututo ang mga mag-aaral sa
pamamagitan ng paggamit ko ng teknolohiya. Dahil sila ay mas
naiingganya na mag-aral dahil sa modernong kagamitan na mas
napapadali ang proseso ng pagkatuto.

As I experienced through the help of technology the students
learn more, unlike using the traditional manila paper and the like.
I used video clip, power point presentation and online application
such as kahoot, etc. and the students learn faster. Perhaps it is
because that my students now are digital natives. And they
appreciate more the lesson through the aid of technology.
-Grade 9 Science Department

Content Walkthrough First analyze the competencies and review the LM’s to master
and planning the content then makes a meaningful connection to
interdisciplinary topics.

By analyzing the learning competencies and lesson objectives
because objectives give you direction in your subject area and
secondly by reviewing learning modules and teaching guide.
-Grade 10 Araling Panlipunan Department

It should be identify and focus on the content or the MELC and
explicit about on the application.
- Grade 8 English Department

I used thematic approach in applying content of knowledge
Differentiated within and across curriculum teaching areas so that the learners
Activities can learn that they can also learn other subject from the subject
that I taught.
- Grade 9 MAPEH Department

I used differentiated instruction that will suits the needs of every

learner. It’s important for me to understand each students
capabilities, history, strengths and weakness.
-Grade 7 Edukasyon sa Pagpapakatao

Department
I bear in mind that not all learners are the same. They have
different learning styles and abilities to cope in the discussions.
In case of learners with disabilities, giftedness and the like I
always considered the individual differences and he/she knows
how to handle every situations in the classroom with care to the
point that no one is being affected.

In teaching some of the lessons in Araling Panlipunan I used the
historical places here in Tayabas like the Malagonlong Bridge,
Casa Comonidad, Ancestral Houses etc. in comparison to the
historical sites in other parts of Asia. By these my students learn
more because they are able to see personally the structure similar
to other structure in other parts of Asia. As well as other festival
in Asia I let my students compare and contrast the Philippine
festivals to the festival of other country.

Contextualization I used provocative questions, statements or scenarios happening
in our city to generate discussions. So that my students will
actively engage in the discussion. And the class becomes more
active and livelier.

I used contextualized materials in teaching arts like the buli,
abaka, ratan etc., in producing work of arts. Instead of my
students use other materials I encourage them to use the available
native resources in our city. For, it preserves the rich culture and
heritage of our city
-Grade 9 MAPEH Department

Metacognitive Level of I apply effective strategies that promote higher order thinking
Knowledge skills by giving questions that allow students to think critically. I
let them explain their works on their own.

Department
What I encountered is that the learners find it hard to answer
essays since essay is part of our performance task for making the
students express their thoughts and emotions. I encountered one
student wrote “I am tired in explaining” I explain already in AP
and Filipino and I don’t have anything in my mind to explain
again.
-Grade 8 Edukasyon sa Pagpapakatao Department

I had this instance when I asked my students to prove a statement
using two column proof, as their performance task. During this
proving they are expected to show relevant statements as
cohesive as possible. This may sound challenging but this allows
students to be exposed and exercise their proving and reasoning
skills, thus promoting higher – order thinking skills.

I promote Purposive learning during classroom observation by
keeping track of the lesson stages, making sure that what they are
doing in class is connected to what they are supposed to learn,
and self-monitoring progress.

Creating connections To promote purposive learning, I give the students the MELCs
for the topic. Through that they will have a glimpse of the
activities that they will do and know exactly what is expected of
them. Through this they can also monitor their improvement.
I show to my students the connection from the previous lesson to
the new lesson. I show also how important is the lesson, through
applying some of the concept to the real-life situation.

Through individual tasks that I make, students where re assigned
to accomplish certain task that may contribute to the realization
of the understanding of the whole concept that I teach.
Realization and Every after my class discussion I let my students wrap up the
understanding of lesson and asked them of what they learn. Sometimes I let the
concepts students make a generalization. And as a last part I let them
reflect on particular Values that was included in the lesson.

Before I end my class I call 4-6 students to share what they’ve
learn in the topic that I discussed in one sentence. And I found it
effective because the students really listen to the discussion
because they are use to it that I asked every after class what they
learn in the discussion. And all the students I called are able to
answer because they are attentive to my discussion.
I let my students share their own experiences to the class. I
always start the sharing of my own experiences and after my
sharing my students volounter to share their experiences and
from the experiences we shared I connect it to the lesson. With
this I got the emotion of my sudents and from there they are very
eager to learn.
Difficulties I find it difficult to integrate other subject in my subject since I
Encountered in teach Automotive, I find it hard to find similar MELC in other
Content Knowledge learning areas wherein there are similar competencies.
and Pedagogy -Grade 9 Technology and Livelihood Education Department
What I encountered is that the learners find it hard to answer

essays since essay is part of our performance task for making the
students express their thoughts and emotions. I encountered one
student wrote “I am tired in explaining” I explain already in AP
and Filipino and I don’t have anything in my mind to explain
again.
There are times that the class rules that I set in the class is not
being followed as the times went by, resulting to the not
effective teaching process. For there are no boundaries between
the students and teachers
I am Filipino major, but when I started teaching here I teach

English, that is why I still find it hard to teach some lesson in
English. That is why I always read the lesson before I teach.
Table 1 presents the summary of experiences of Junior High School Teachers
regarding the formative classroom observation in terms of content knowledge and pedagogy.
The Philippine Professional Standards for Teachers noted in one of the objectives that
teachers applied knowledge of content within and across curriculum teaching areas (PPST
1.1.2) in the latest DepEd Memorandum Number 8, series 2023. According to Barton (2019)
An integrated curriculum is described as one that connects different areas of study by cutting
across subject-matter lines and emphasizing unifying concepts. Integration focuses on
making connections for students, allowing them to engage in relevant, meaningful activities
that can be connected to real life. An integrated curriculum aims to connect the theory
learned in the classroom with practical, real-life knowledge and experiences. The practical
and experiential learning aspect of an integrated curriculum is facilitated through service-
learning.
In the concepts of the key informants, they shared that their instructional supervisors
assist them in enhancing their skills in integration. This is supported by the following
narratives:
“Every time I see to it that INTEGRATION of subject must
be observed, like for example the subject being taught were
related to other subject and can beeasily understood by the
learners. In teaching Araling Panlipunan 7 Kabihasnang
Asyano I usually integrate Filipino Subjects as well as

Values.”
Another informant said that:
“Naglalatag ako ng ibang mga kaalaman sa aking
itinuturong konsepto, hindi lamang sa subject the English,
maging sa ibang assignatura na din tulad ng Araling
Panlipunan kung saan ay inahahambing ko ang aking
itinuturong panitikan at nobela sa Kasaysayan”
Maresca (2022) emphasized that teachers can design multi-discipline lessons in an
intentional way to have a great impact on student learning. Lessons that involve more than
one subject area save time and can help students understand the real-world usefulness of
some math subject areas when combined with day-to-day activities. Multi-subject lessons
also allow for enhanced collaboration opportunities between teachers, as they can share their
expertise and resources with one another. This can lead to more opportunities to relate
content-based learning in areas to students’ life-experiences with broader application. Keep
reading to learn more about the positive outcomes of multi-subject lessons.
Majority of the informants agreed with the notion of Maresca (2022). This is evident
in the following thoughts:
“I will apply knowledge of content within and across
curriculum teaching areas by integrating the lessons with
other subjects. I will connect my lessons with previous
lesson as well as the lesson with other subjects.”
“I do apply knowledge of content within and across
curriculum teaching areas through writing activities
(integration of activities) wherein students will think
beyond box. Students may include psychomotor skills,
calculating, experimenting, creating, discovery in every
topic that I will discuss.”
“In teaching Science, we apply knowledge of content

within and across curriculum so that more learning will
take place. For example, in teaching the Reproductive
System this topic can integrated in MAPEH specifically
in health, the parts of the Reproductive System is the
Science parts while on how to care it can be a part of
health.”
“I apply knowledge of content within and across
curriculum teaching areas by providing activities that is
related to subject area to other areas as well. With the
knowledge of other areas, the students will learn the
lesson in Math. Example the students are asked to solve
problem involving fraction. I will give/present problems
about cooking a menu where measurement of the
ingredients are given in terms of fractions. In this way,
the students can relate their skills in cooking in learning
about fractions.”
“I apply usually Mathematics since there are topics in
computer that are very much related to our topic. Hence I
also integrate Values Education for I believe the Values is
more important than knowledge that the students can
acquire.”
With these, the transfer of knowledge into practice becomes more meaningful among
the learners. According to Cox (2021), using real-world examples and tackling real-world
problems in the classroom can make learning more meaningful to students. And it can help
spark excitement in gaining knowledge about important issues. Briggs (2014) noted that
relevant learning means effective learning, and that alone should be enough to get us
rethinking lesson plans. The old drill-and-kill method is neurologically useless, as it turns
out. Relevant, meaningful activities that both engage students emotionally and connect with
what they already know are what help build neural connections and long-term memory
storage.
This means that students need a personal connection to the material, whether that is
through engaging them emotionally or connecting the new information with previously
acquired knowledge. Without that, students may not only disengage and quickly forget, but
they may also lose the motivation to try.
Similarly, key informants said that their instructional leaders help them in
transforming content knowledge to actual practice. This is justified by the following:
“I can use real world examples based on my own
experiences to make the topic more relevant and
engaging for students. It is also important to
engage students in activities that encourage them
to make connections between different subject
areas and use the relevance of what they are
learning.”
In addition:
“I used real life situations that are applicable for
my students. So that learning Mathematics for
them will not that heavy. Because my students
will learn how it is to apply in their daily lives.”
To make it realized, one of the key informants shared:
“With the content knowledge I learned, I can
manage to sort, revise and select the updated
body of knowledge as possible, Within my
teaching area (which is Math), I managed to
connect the topic in reference to the available
apps for accuracy. For those across teaching
area, I try my best to relate the content in the
manner that my students sees the relance of the
content”
Moreover, the application of technology to improve the learning experiences of the
learners is significant nowadays. The effective use of digital learning tools in classrooms can
increase student engagement, help teachers improve their lesson plans, and facilitate
personalized learning. It also helps students build essential 21st-century skills. In Raja &
Nagasubramani (2018), technology has certainly changed the way people live. It has
impacted different facets of life and redefined living. Undoubtedly, technology plays an
important role in every sphere of life especially in developing the minds of the learners.
According to key informant their instructional leaders help them improve their skills
in application of modern technology in education. This is supported by the following
narratives:
“Nailalapat o naibabahagi ang kaalaman sa larangan
ng pagtuturo sa pamamagitan ng pagbibigay ng
iba’t ibang pamamaraan at estratehiya sa
makabagong pag gamit ng mga kagamitan tulad ng
power point at iba pang kailangan para sa ikauunlad
at ikatututo ng mga mga-aaral.”
The use of technology in teaching is one of the keys to improving the learning of the
students. D’ Angelo (2021) noted implementing technology into the curriculum provides
teachers with an invaluable opportunity to enhance student engagement and academic
success. Students are able to collaborate with peers using digital platforms, explore creativity
through technological features, engage in higher-order thinking processes, participate in
inquiry-based learning, synthesize information from multiple sources and establish a sense of
online social presence. While implementing technology into the curriculum shifts the
learning environment to being more student-centered, instructors play an integral role in
guiding understanding, offering assistance and taking the necessary steps to ensure that
students are present and reaching their learning goals. Overall, students and teachers have
positive attitudes towards technology integration and feel that it has positive impacts on
learner satisfaction, promotes engagement and facilitates academic success.

On the other hand, to make a lesson more meaningful, careful planning and
curriculum walkthrough is important to do. Lesson objectives should be derived from the
curriculum competencies. By conducting curriculum walkthrough, teacher may create a good
lesson and meaningful learning activities (Barton, 2019). On the same hand, key informant
said that their instructional leaders help them in content walkthrough and planning. This is
evident in the following statatements:
“First analyze the competencies and review the

LM’s to master the content then makes a
meaningful connection to interdisciplinary
topics.”
In addition,
“By analyzing the learning competencies and
lesson objectives because objectives give you
direction in your subject area and secondly by
reviewing learning modules and teaching guide.”
“It should be identify and focus on the content or
the MELC and explicit about on the
application.”
On the same hand, through formative classroom observation, teachers applied the
content knowledge in the differentiated activities. Thus, thematic approach is also significant
to learn concepts in the lesson. The key informant also said that using open ended question,
collaboration and reflections allow a dynamic classroom discussion. The following are the
informants’ notions relative to this finding:
“In applying knowledge of content within and across

curriculum teaching areas by using differentiated
activities and should properly guided by the teachers
concern in a certain subject. Perhaps the activities
done should in line with the MELC to achieve the

goals or objectives.”
“By using open ended questions, collaboration and
allow them to reflect on what they have learned. Also
work with a plan to build the progression of the
topic.”
“I used thematic approach in applying content of
knowledge within and across curriculum teaching
areas so that the learners can learn that they can also
learn other subject from the subject that I thought”
Naka (2017) supported the ideas of the key informants that differentiated teaching is
how teachers target their instruction to extend the knowledge and skills of every student in
every class, regardless of their starting point. The objective of differentiation is to lift the
performance of all students, including those who are falling behind and those ahead of year
level expectations. Differentiation benefits students across the learning continuum, including
students who are highly able and gifted. When differentiating teaching to suit the needs of
individual students, teachers use a variety of strategies to help students become personally
invested in and take ownership of their learning. Differentiated teaching allows students at
risk of disengagement to experience meaningful learning.
Another experiences of one of the key informants is that the formative classroom
observation encourages the teachers to use different strategies to make the classroom
discussion alive like giving provocative questions or scenarios that can generate more ideas.
This finding is supported by the following narratives:
“By giving them a thought provoking questions statements or

scenarios to generate discussion for example, what if you are in
this kind of situations or condition what are you going to do?
Or deal with it? Try also to encourage the students to answer

and explain further.”
“By posing provocative questions, statements or scenarios to
generate discussion for example the use of what if questions
and also requiring students to explain, concepts using analogies,
similarities and metaphor.”
“Ask questions where students will not only answer in a single
way. Students must comprehend and with deep explanation of
the topic. Students question should and must have a follow up
answer.”
“I used how questions, lesson reflection and let the students
express their ideas and opinions.”
“We must give question that can stimulates students awareness.
The student will explain their ability to answer question given
to them.”
According to Dos and colleagues (2016) questions are stimulants which activate
students‟ cognitive skills and they have functioned as a primary educational tool for
centuries. Teaching with questions began with Socrates and has maintained its importance
and validity. Their study showed that asking good questions must be considered more
important in education and teachers must be supported with in-service trainings to be
more effective in asking questions. The questions teachers ask can be classified according
to the Revised Bloom Taxonomy in Cognitive Field as „remembering, understanding,
applying, analyzing, evaluating and creating (synthesizing)‟. Remembering,
understanding and applying steps are considered lower level, while analyzing, evaluating
and creating steps are considered higher-level. Teachers are expected to ask higher-level
questions for higher-level learning. However, most studies indicate that teachers generally
ask lower-level questions.
In connection with this, the formative classroom observation encourages the
promotion of higher-order thinking skills and problem-solving skills. The informants said
their instructional leaders help them hone their skills in metacognition. These are proven
by the following thoughts:
“Effective teaching strategies that promotes higher

order thinking skills or HOT’s by preparing question
using “how” and “why” in questioning the students
to explain their answer in the discussion and in the
essays.”
“I apply effective strategies that promote higher order
thinking skills by giving questions that allow students
to think critically. I let them explain their works on
their own.”
“I had this instance when I asked my students to
prove a statement using two column proof, as their
performance task. During this proving they are
expected to show relevant statements as cohesive as
possible. This may sound challenging but this allows
students to be expose and exercise their proving and
reasoning skills, thus promoting higher – order
thinking skills.”
“Teach them diff.[enrent] strategies in solving word
problems.”
“Through giving steps using the who, and what,
where and why questions. The teachers must go
through on how to think their different strategies on
how they do activities in a certain area.”
Because students are entering the classroom at different levels of understanding,
planning lessons that target, differentiate, and scaffold HOT skills requires a lot of foresight.
However, project-based and inquiry-based learning models are ideal pathways where
teachers can effortlessly target those skills. By understanding and defining what higher order
thinking skills look like, teachers can structure their curriculum more easily to teach these
competencies to students, empowering them as the next generation of thinkers and creators
(Bauld, 2022). Through higher-order thinking (HOT) skills, students move beyond
memorizing and regurgitating material–instead of actively analyzing, evaluating, and
creating solutions to showcase their learning mastery.
On the same hand, Tanujaya and colleagues (2017) stated in their study that higher
order thinking skills (HOTS) is one of important aspects in education. Students with high
level of higher order thinking skills tend to be more successful. HOTS are important aspects
in teaching and learning. Thinking skills are fundamental in educational process. A person’s
thought can affect the ability, speed and effectiveness of learning. Therefore, thinking skills
is associated with learning process. Students who are trained to think demonstrate a positive
impact on the development of their education. Students with HOTS are able to learn, improve
their performance and reduce their weaknesses. HOTS are the ability to think that not only
requires the ability to remember, but also higher capabilities. HOTS are student’s abilities
that are activated when students encounter unfamiliar problems, uncertainties, questions, or
dilemmas.
And finally, the formative classroom observation creates a good learning environment
among the learners. One of the key informants said:
“For me I apply my effective teaching strategies by

creating good environment. I want my learners be
comfortable whenever I teach them. I also promote
the incentive approach for the learners in that way
they will participate in my activities. I also conduct
the collaborative way of learning since I am English
teacher, I know sometimes learners are afraid to ask
their teacher so in forming a group there will be a
giving of ideas in doing the learning tasks and
activities.”
Verma (2019) supported this notion. Classroom environment is one of the most
important factors that affect student learning. An ideal learning classroom is when students
view their classrooms as positive and supportive. It is a space where they feel safe and
secure. A few factors that contribute in creating a positive learning environment are
establishing a supportive learning culture, addressing a learner’s needs and encouraging a
student’s involvement in all activities. Also, classrooms can be made visually appealing by
using bright colors on the walls, filling up bulletin boards with students’ work and thematic
learning posters. Additionally, classroom seating needs to be arranged such that students can
learn individually as well as participate in a group activity. Teachers should keep in mind that
the classroom is a child’s second home and therefore, they should make efforts to make
students feel as comfortable as possible. Teachers should strive to create an environment that
is more conducive to engagement and learning.

A classroom environment that is not positive and full of restrictions and rigid rules
impairs learning by narrowing a student’s focus and inhibiting his/her ability to explore
multiple viewpoints and solve problems. A positive classroom environment helps improve
attention, reduce anxiety, and supports emotional and behavioral regulation of students. A
positive nurturing environment is an indispensable part of learning. It is in a positive
environment that a student feels comfortable; a place where healthy relationships with peers
and teachers flourish. In a positive environment, the process of learning becomes something
that students easily adapt to and look forward to. To achieve this environment, young
students need to be nurtured with love, care and support.
On the other hand, teachers experienced difficulties in formative classroom
observation as to content knowledge and pedagogy. A grade 9 TLE teacher said that:
“I find it difficult to integrate other subject in my subject
since I teach Automotive, I find it hard to find similar
MELC in other learning areas wherein there are similar
competencies”.
This means that there are teachers who cannot integrate other subjects or disciplines
in their subjects to be taught during the conduct of formative classroom observation. This is
due to lack of similarity of MELC being offered in the other subject. In other words, there is
lack of similar competencies especially in Automotive lessons.
Another key informant from Grade 8 ESP department said that:

“What I encountered is that the learners find it hard to
answer essays since essay is part of our performance
task for making the students express their thoughts and
emotions. I encountered one student wrote “I am tired
in explaining” I explain already in AP and Filipino and
I don’t have anything in my mind to explain again”
This means that teacher become tired of explaining the concepts especially in doing
the performance task in the said subject. There are learners who cannot understand the
concept resulting to low performance in the tasks given by the teacher. It can be inferred that
the teaching strategies used by the teacher are not appropriate enough for the lesson.
In the experience of one English 7 teacher she mentioned:
“There are times that the class rules that I set in the
class is not being followed as the times went by,
resulting to the not effective teaching process. For
there are no boundaries between the students and
teachers.”
This means that there are times that learners do not follow classroom rules resulting
to inorganize teaching and learning. This can be deduced that there is a problem in the rules
implemented by the teacher in the class. It suggests that there is a need for an adjustment on
the rules set by the teacher in the classroom.

Another problem arose in terms of content knowledge and pedagogy is the alignment
of teachers’ major to the subject they taught. Grade 8 Filipino teacher said:
I am Filipino major, but when I started teaching
here I teach English, that is why I still find it hard
to teach some lesson in English. That is why I
always read the lesson before I teach.
This means that there is misalignment of major in high school. There are teachers
teaching non-major subjects which they found difficult in terms of content knowledge and
pedagogy.
Table 2
Observation in terms of Learning Environment
Creating Conducive The things that I considered before, during and after the conduct
Learning Space of the classroom observations are the following: proper
ventilation, lightning, seating arrangement (arrangement of

chairs) and make sure that all the corners of the classroom are
clean. I also consider the classroom set up, lights, mood of the
students and their eagerness to learn and to understand the
lessons.

Since that today the teacher is the one that goes classroom to
classroom unlike before that the students are the one that transfer
room to room per subject I strictly implemented to my students
“na magpulot muna ng basura bago pumasok ng classroom”.
With this the school surroundings as well as the classroom are
clean. Now the students didn’t do that practice

Sa loob ng silid aralan, ang mga bagay na aking ikinokonsidera
bago, habang at pagkatapos ng pagmamasid ay kung ano ang mga
matutunan, mararanasan, at magagawa ng mga mag-aaral na kung
saan magiging masaya sila na may natutunan.

For me I apply my effective teaching strategies by creating good
environment. I want my learners be comfortable whenever I teach
them. I also promote the incentive approach for the learners in
that way they will participate in my activities. I also conduct the
collaborative way of learning since I am English teacher, I know
sometimes learners are afraid to ask their teacher so in forming a
group there will be a giving of ideas in doing the learning tasks
and activities.
Utilization of Classroom management, I always make sure all the materials that
Engaging Learning I will need in teaching is all working and always have a plan B
Materials when problem occur while I am teaching.
- Grade 9 Technology and Livelihhod EducationDepartment

I provide different instructional materials to catch the attention of
the learners. I welcome my students and engage them in some
activities to show that I want to build relationship with them and
look forward to worki with them.
- Grade 8 Araling Panlipunan Department

Aside from the ICT materials that I used in the class, I also used
traditional visual aids. Through the traditional visual aids my
students are able to touch the materials through these they learn
more
-Grade 10 ScienceDepartment
First, I ensure the classroom’s tidiness and organization.
Classroom cleanliness Likewise, I see to it that the learners are properly oriented about
and orderliness, and the classroom observation in the sense that they must not be stiff
readiness of the in terms of interaction as everything should flow smoothly and
learners for the spontaneously. Next, I see to it that the activities could be
classroom observation undertaken in the given time frame. Also, instructional materials
should be cleared and captivating. Questions should be simple but
can capture the topic at hand. Lastly, I religiously check whether
they grasp the topic at hand, if not, I do alternative ways to make
them understand the concept.

Everytime, I begin my class I let the student pick up the trashes
beneath their seats and have it throw to the garbage bin. I do not
start the lesson if the classroom was not in order. For students
needs clean and orderly surroundings for the better teaching and
learning process.
- Grade 9 Science Department
Inside the classroom before conducting the classroom observation
I always consider if the classroom is conducive for learning.
During the classroom observation I make sure that the students
were comfortable with their seat. When my observation is done I
made sure that the room is tidy and the chairs are properly
arranged.

Improvement of the I manage the different behavior of learners during the classroom
Skills in Management observation by calling his/her attention immediately. I am aware
of Learners Behavior that everybody is different form one another. I always remain
calm, positive and in control.

As soon as untoward behavior has transpired, I address the

concern immediately. Likewise, I see to it that the rules and
conditions are clearly relayed and deliberated to the class. On the
other hand, it is ensured that a multitude of learning tasks are
provided to cater to the needs of each learner.
I find it hard to manage, especially the students in lower section
during the classroom observation. With that everytime that I will
make a classroom observation I choose the students in special
section (higher section) so that I can manage the behavior of my
students.
Inside the classroom, students should have the feeling of
connectedness, that is why before the observation I know the
learners’ needs. During the observation I address the needs and
after that I provide feedback to the students and once achieve
celebrate the success.
Ang mga mag-aaral ay aking hinihikayat na makiisa sa mga
aktibidad na aking ipinagagawa, sa pamamagitan ng pang
grupong gawain na kung saan ang bawat isa ay magbibigay ng
kanya-kanyang opinion o kaalaman para sa ikagaganda ng
gawain ng grupo.

Flexibility in Before I have noticed inside the classroom that there were
Addressing the introvert and extrovert students. During the class hours there are
learning needs students who can easily cope up the lessons easily but some are
very hard in understanding the lessons. After I have conducted
my classroom observation, I realized that I should be resourceful,
more compassionate in giving activities suited to their mental
capacities and capabilities.

By providing activities that they can easily understand and relate
to their lives.
- Grade 8 Filipino Department
In order for me to encourage the learners to participate in
classroom activities, Used different strategies such as open-ended
discussion, and debate. But then there are times that the students
are not interested no matter how hard I try
Provisions of Real-life Be more jolly and have enjoyable games so that they will not be
activities and bored. Do not allow dull moments to happen. Think of so many
differentiated ways for them to use their energy.
instruction
I have encouraged the learners to participate in the classroom
activities by having pantomime, workshops, short poems and
dialogue, monologue that will arouse their learning situation.

Bilang guro dapat ay alam ko kung ano ang kakayahan, kalakasan
at kahinaan ng mag-aaral, sa pamamagitan ng multiple
intelligences upang sa ganoon alam kung paano ko sila na
tatanungin batay sa aralin na kung saan ay maipapahayag ito ng
maayos. Maari din sa paraan ng isang laro, at boluntaryong
pagpapahayag ng kasagutan.

Implementation of I promote purposive learning during classroom observation by
Reward System building, positive relationship through communication. I create
sense of order and routine and I let them to have peer interaction
as well as staying connected with my students as their teacher.
I gave incentives the students who participates activity I gave a
smiley face for those students who are very active in the
recitation at the end of the grading period I collect the smiley face
that I gave to my students and each smiley face cartoon has its
corresponding points.

Learners are encouraged to participate whenever they are
appreciated. What I do is give them recitation sticker everytime
they are able to answer the questions correctly. And every after
class I collect them and I gave the equivalent points in the
performance.

Engagement in Ang mga mag-aaral ay aking hinihikayat na makiisa sa mga
meaningful activities aktibidad na aking ipinagagawa, sa pamamagitan ng pang
grupong gawain na kung saan ang bawat isa ay magbibigay ng
kanya-kanyang opinion o kaalaman para sa ikagaganda ng
gawain ng grupo.

I used to be more jolly and have enjoyable games so that they
will not be bored. I do not allow dull moments to happen. I think
of so many ways for them to use their energy.
Consider multiple Bilang guro inaalam ko kung ano ang kakayahan, kalakasan at
intelligences kahinaan ng mag-aaral, sa pamamagitan ng multiple intelligences
upang sa ganoon alam kung paano ko sila na tatanungin batay sa
aralin na kung saan ay maipapahayag ito ng maayos. Maari din sa
paraan ng isang laro, at boluntaryong pagpapahayag ng kasagutan
at iba pa.

Learning environment Since that today the teacher is the one that goes classroom to
Problems classroom unlike before that the students are the one that transfer
room to room per subject I strictly implemented to my students
“na magpulot muna ng basura bago pumasok ng classroom”.
With this the school surroundings as well as the classroom are
clean. Now the students didn’t do that practice
I find it hard to manage, especially the students in lower section

during the classroom observation. With that everytime that I will
make a classroom observation I choose the students in special
section (higher section) so that I can manage the behavior of my

students.

I set criteria in every activity, but there are times that checking
the output of students is too time consuming. That affects my
other tasks in school.

Department
Table 2 shows the lived experiences of Junior High School teachers in formative
classroom observation in terms of learning environment. Upon the focus group
discussion conducted by the researcher it is important to have conducive learning space
before the conduct of formative classroom observation because it sets the mode of
learners. The key informants said that formative classroom observation led them to the
improvement of their skills in creating conducive learning space as justified by the
following narratives:
“Classroom set up, lights, mood of the students and

their eagerness to learn and to understand the lessons”.
“The things that I considered before, during and after
the conduct of the classroom observations are the
following: proper ventilation, lightning, seating
arrangement (arrangement of chairs) and make sure
that all the corners of the classroom are clean”.
“I make sure that the students are comfortable and can

move easily. The classroom should be conducive for
learning all the time”.
Other key informants told that:
“Before-classroom condition it should be conducive to
learning; During-readiness of the students, students’
participation and attentiveness; After-cleanliness of the
classroom”
“Sa loob ng silid aralan, ang mga bagay na aking
ikinokonsidera bago, habang at pagkatapos ng
pagmamasid ay kung ano ang mga matutunan,
mararanasan, at magagawa ng mga mag-aaral na kung
saan magiging masaya sila na may natutunan”.
“Kinakailangan na maayos ang paligid at may
kahandaan ang bawat mag-aaral upang magkaroon ng
maayos at makabuluhang pagkatuto”.
Finally:
“I consider the cleanliness of the classroom arrangement
and readiness of the student, the lesson plan should be
executed consecutively”.
According to Mill (2019) learning takes place not just in the classroom but also
in different spaces and areas in life. However, the majority of the things that one learns
in life happen in those four walls. This is especially true when building learning
foundations in children. Thus, having a conducive learning environment that
encourages little people to enjoy the whole process of knowing new things is
important. Schools are considered to be a student’s second home as they spend a huge
chunk of their daily life in it. A conducive learning environment goes beyond having
the right school furniture supplies and is actually composed of several important
factors. These factors, when taken as a single entity should be a space where students
can freely express their ideas to their classmates and teachers, while at the same time
feel comfortable in exploring different aspects of different subjects and themselves.
On the same hand, Samal (2020) insisted that the conducive school
environment is one in which teachers establish a learning environment where students
feel physically, psychologically, socially, and culturally secure. In a conducive school
Environment teachers work independently and cooperatively to make their classrooms
and school stimulating learning environments. They maintain acceptable levels of
students’ conduct and use discipline strategies that result in a positive environment
conducive to student learning.
Secondly, teacher should prepare everything they need before the conduct of
formative classroom observation. Thinking a best strategies, assessment tool to be used
and activities that are helpful to learners to understand the concepts are some things to
consider. In relation with this, the key informants said that through formative
classroom observation they learned to ensure classroom cleanliness and orderliness,
and readiness of the learners for the classroom observation. This is supported by the
following thoughts:
“First, I ensure the classroom’s tidiness and

organization. Likewise, I see to it that the learners are
properly oriented about the classroom observation in the
sense that they must not be stiff in terms of interaction
as everything should flow smoothly and spontaneously.
Next, I see to it that the activities could be undertaken in

the given time frame. Also, instructional materials
should be cleared and captivating. Questions should be
simple but can capture the topic at hand. Lastly, I
religiously check whether they grasp the topic at hand, if
not, I do alternative ways to make them understand the
concept.”
Another key informant said that formative classroom observation help her in classroom
cleanliness. This is evident in her statement that says:
“Classroom management, I always make sure all the
materials that I will need in teaching is all working and
always have a plan B when problem occur while I am
teaching”.
On the other hand, one of the key informants said that formative classroom observation must
be scheduled. This is justified by the following exemplar:
“During classroom observation, I review my past
topic before I start. I tend to have pre-observation
meeting so I would be able to follow the
guidelines. I am always positive. If there will be
negative comments I take it as constructive
criticism”.
While in some key informants, assessing the nature of learners is need to be
considered. This means that before the conduct of formative classroom observation teachers
should assess the learners based on their learning needs. This finding is evident in the
following narratives:
“Before I have noticed inside the classroom that there

were introvert and extrovert students. During the class
hours there are students who can easily cope up the
lessons easily but some are very hard in understanding
the lessons. After I have conducted my classroom
observation, I realized that I should be resourceful,
more compassionate in giving activities suited to their
mental capacities and capabilities”.
“I consider the multiple intelligences ng mga bata”.

“I manage the different behavior of learners during the
classroom observation by calling his/her attention
immediately. I should be aware that everybody is
different form one another. I will always remain calm,
positive and in control”.
It is also important to assess the learning needs of the students before
conducting formative classroom observation. This will help the teacher to know the
fitted activities for the different types of leaners. On the other hand, Singh and
colleagues (2017) noted in their study that student progress is closely monitored by
the teacher. This form of assessment is conducted throughout the learning process
until the time of summative assessment. It is highlighted in assessment for learning,
assessment is an instructional tool that promotes learning rather than an event
designed solely for evaluation and grade assignment. Formative assessment is all
about monitoring student learning to provide ongoing feedback that lecturers can use
to improve their teaching and students can use to improve their learning.
Two key informants said that formative classroom observation help to

improve the management skils of the teachers. This finding is supported by
the following thoughts:
“Inside the classroom, students should have the feeling
of connectedness, that is why before the observation I
should know the learners’ needs. During the observation
I should address the needs and after that I should
provide feedback to the students and once achieve
celebrate the success”.
“Every learner has its own unique character as an
educator we made sure to address the needs of every
learners. Like in classroom observation some learners
cannot cope up fast in the lesson. I always ask them in a
simple way and revising my questions if it is being

complicated to the learner. Different approach for
different learners are being considered while in class
even if it’s not class room observation”.
The other key informants consider real life activities and differentiated
instruction before the conduct of formative classroom observation. According to Cox
(2021) using real-world examples and tackling real-world problems in the classroom
can make learning more meaningful to students. And it can help spark excitement in
gaining knowledge about important issues. It also supports the value of authenticity
when teachers use real-world problems and scenarios. Not only does it make the
lesson more meaningful for students, but they become properly engaged. They also
become more aware of the choices they could make in society. Thus, Learning A-Z
(2023) noted in their website that differentiated instruction is the process of tailoring
lessons to meet each student’s individual interests, needs, and strengths. Teaching this
way gives students choice and flexibility in how they learn, and helps teachers
personalize learning. This method also requires instructional clarity and clearly
defined goals for learning, better enabling students to meet those goals.
Moreso, the results of this past research had been supported by the answers of
the key informant’s formative classroom observation:
“Through giving them different task that can enhance their

skills and knowledge. Giving them activities that can be
use in their daily lives”.
“I always tell them realistic scenarios, that fits them and
relates it to the topic. I need to catch their attention first”.
In the same manner, key informant said that formative classroom

observation helps to address the learning needs. This idea is justified
by the following thoughts shared by the informants:
“Give different type of activities, and different approaches
that is suitable to the student’s interest and learning style”.
“Through giving them group/ individual task that mas
make them busy and learn on what they are doing”.
In addition, differentiated instruction also promote fairness as experienced
by the key informant who said “…by providing differentiated instruction,
fairness among the learners happens”.
In the formative classroom observation, it is also important to have
engaging learning materials which was mentioned by the key informant:
“I provide different instructional materials to catch

the attention of the learners. I welcome my students
and engage them in some activities to show that I
want to build relationship with them and look
forward to working with them”.
By making the content of the lesson more relevant and engaging, the students will
find learning relaxed and simple. Flashy presentations, humour and games can attract their
interest and this will allow the teacher to tap into the cognitive need of the learner to make
sense of the world. Making them aware of the practices of other people and their culture
through the use of interactive CDs and magazines that contain significant content can be a
good start of engaging them to learn more about other people’s way of life. Since the use of
learning tools promotes active learning, the students will acquire skills to analyze, synthesize
and apply the material. It will help develop their logical reasoning and creative thinking
because the teachers are allowing them to have a more active role in the learning process
(Barrogo, 2020).
On the same hand, setting classroom rules plays important things in learning
environment. This helps the teacher to control untoward behavior of the learners. Relative
to this, the informants shared that this is given emphasis in the formative classroom
observation.
“As soon as untoward behavior has transpired, I

address the concern immediately. Likewise, I see to it
that the rules and conditions are clearly relayed and
deliberated to the class. On the other hand, it is
ensured that a multitude of learning tasks are
provided to cater to the needs of each learner”.
Setting of such rules in the classroom helps the class to be organized even without
classroom observation. It has supported by the notion of one of the key informants:
Naglalahad muna ako ng rules and regulations na

kapag magsismula na ang talakayan kinakailangan na
ang bawat kilos ng mag-aaral ay may limitasyon
upang maiwasa ang mga sitwasyon na hidni kaaya-
aya o maaring magdulot ng kaguluhan sa pagkatuto
ng mga mag-aaral. Pinapaalalahan ko din ang mga
mag-aaral na may hindi kaaya-ayang pag-uugali sa
isang maayos na paraan na kung saan ay hindi ito
mapapahiya sa kapwa kamag-aral.
While another informant said that:
Managing different behavior of learners during the
classroom observation is very essential. I can
manage it by being consistent to my classroom rules
and regulations. It is very important also to know
your students and diagnose learning problems that
occur in your classroom.
In the perspective of another informant, she said that involvement of the learners is crucial in
setting classroom rules. This is supported by her thoughts that states:
To set rules together with students to create
stimulating lessons and use positive language to
develop a good relationship with students.
According to Emmer & Evertson (2013), establishing classroom rules and
procedures helps teachers maintain class routines and student expectations for classwork and
behaviors. Classroom rules and procedures that are clearly defined and posted help students
understand what is appropriate and what is not, as well as the consequences for rule
violations. Clear classroom rules create a framework that provides choices to students and
helps teach them to self-manage their classroom behaviors.
Naka (2017) insisted that rules are the cornerstone of a well-managed class and
setting these rules requires thought and planning by the teacher. Behavioral rules should be
relevant, meaningful and deter students from misbehaving in the classroom. The primary
reason for setting classroom rules is to eliminate and avoid all distractions and possible
misconduct that interferes with learning. The aim is to create a positive and conducive
atmosphere for learning, and to do so classroom management is essential.
Moreover, to participate the learners in the discussion in the formative classroom
observation, teachers used reward system. With this, the learners are encouraged to do
activities and creates dynamic learning process. Some key informants said that:
“By giving them reward, they can be motivated in

participating in the classroom activities”.
“I encourage the learners to participate in the classroom
activities when conducting classroom observation by
giving praise, encouraging words and giving rewards such

as additional points in activities”.
“Using incentives and rewards to encourage them to
participate”.
“Giving incentives or motivation to the students who
participates activity during the classroom observation”.
“Learners are encouraged to participate whenever they are
appreciated. What I do is give them recitation sticker
every time they are able to answer the questions
correctly”.
Renard (2020) said that incentives for students motivate them to be more productive
because they create a feeling of pride and achievement. Every success story helps students
become more self-confident. They are proud and also encouraged to achieve another
successful result.
On the same way, Mill (2019) noted in the study that creating a positive classroom
environment benefits both pupils and teachers alike. Incentivizing pupils through the use of
reward systems supports the development of good behavior for learning, enabling teachers
to create the conditions for a stimulating learning environment. This can in turn increase the
opportunities for productive teaching providing greater job satisfaction, reduced stress and
ultimately improved recruitment and retention.
During the classroom observation, teachers keep the learners engaged into
meaningful activities. Teachers encourage the learners to participate for the success of
learning process. The following are the teachers’ experiences:
“I have encouraged the learners to participate in the

classroom activities by having pantomime, workshops,
short poems and dialogue, monologue that will arouse

their learning situation”.
“By giving different activities that will encourage and
motivate students interest about the topic”.
“Ang mga mag-aaral ay aking hinihikayat na makiisa sa
mga aktibidad na aking ipinagagawa, sa pamamagitan ng
pang grupong gawain na kung saan ang bawat isa ay
magbibigay ng kanya-kanyang opinion o kaalaman para sa
ikagaganda ng gawain ng grupo”.
In addition:
“One strategy is to assign them beforehand to a specific
learning task, hence, they will be encouraged to participate
may it be for planning or presentation of certain output or
idea”.
“By providing activities that they can easily understand
and relate to their lives”.
“Be more jolly and have enjoyable games so that they will
not be bored. Do not allow dull moments to happen. Think
of so many ways for them to use their energy”.
“I considered the students convenience and also I always
look for an activity that is enjoyable for the students”.
Similarly key informants said:
“Create a meaningful activities, show students care and
being patient and take time to listen to their answer”.
“Create stimulating lessons, have variety of engaging
activities and just mention good feedbacking”.
“To encourage learners to participate in classroom
activities I see to it that the activities were at their learning
styles. I also use group activities that make them work
with their peers”.
Teachers also consider the multiple intelligence of the learners. Wyman (2020) stated
that every learner has a range of skills, strengths and weaknesses. Teaching the students
about the multiple intelligences theory shows them they each have something important to
offer in every class or situation, and that their differences can strengthen everyone as a
whole. This is supported by the following exemplar.
“Bilang guro dapat ay alam ko kung ano ang kakayahan,

kalakasan at kahinaan ng mag-aaral, sa pamamagitan ng
multiple intelligences upang sa ganoon alam kung paano
ko sila na tatanungin batay sa aralin na kung saan ay
maipapahayag ito ng maayos. Maari din sa paraan ng
isang laro, at boluntaryong pagpapahayag ng kasagutan”.
Based on the experiences of the teachers, promoting cooperative learning during the
classroom observation should be considered because it helps the learners to showcase their
full potential.
“By encouraging them to participate during class

and makes them reach their full potential as a life
long learners”.
On the same hand, it promotes purposive learning as mentioned by another
key informant.
“I will promote purposive learning during

classroom observation by building, positive
relationship through communication. I will
create sense of order and routine. I will let them
to have peer interaction as well as staying
connected with my students as their teacher”.
Lastly, creating connections with the lives of the learners. It makes the learners
more interested in the lesson. This finding is evident in the following narratives:
“Purposive learning can be promoted during

classroom observation by keeping track of the
lesson stages, making sure that what they are
doing in class is connected to what they are

supposed to learn, and self-monitoring
progress”.
“To promote purposive learning, I give the
students the MELCs for the topic. Through that
they will have a glimpse of the activities that
they will do and know exactly what is expected
of them. Through this they can also monitor
their improvement”.
“Showing connection from the previous lesson
to the new lesson. Also showing them how
important is the lesson, through applying some
of the concept to the real life situation”.
Cox (2021) agreed that creating a classroom community and culture remains another
necessary aspect when fostering a safe learning environment. Students need to understand
what they have in common with their fellow learners in the classroom. It is the teacher's job
to create this community so all students will get along and celebrate one another's
differences. Strong classroom communities can form in a variety of ways. Throughout daily
activities the students should be part of a collaborative learning effort, sharing their strengths
and encouraging each other. The teacher also may introduce a number of jobs or
responsibilities students need to complete in order to maintain the physical classroom. This
shows students that they need to count on one another, and it keeps students accountable for
their own learning environment as well. Classroom jokes, traditions and pets are other ways
to build a strong community. When students enjoy each other's company, they are more
likely to be accepting and feel safe in the environment.

On the other hand, teachers are experiencing problems in formative classroom
observation especially when it comes to learning environment. Grade 7 Mathematics teacher
said that:
“Since that today the teacher is the one that goes

classroom to classroom unlike before that the students are
the one that transfer room to room per subject I strictly
implemented to my students “na magpulot muna ng basura
bago pumasok ng classroom”. With this the school
surroundings as well as the classroom are clean. Now the
students didn’t do that practice.
This means that there are times that teachers need to adopt into a new classroom
setting because the teachers are the one to move to another room not just like before wherein
learners are the one who go to teachers’ classroom. Teachers felt that they have less control
in the room of other teachers. The cleanliness and organization of classroom is not in the
hand of the subject teachers resulting to mismanagement of classroom.
Another teacher from science department tells that:
I find it hard to manage, especially the students in lower

section during the classroom observation. With that
everytime that I will make a classroom observation I
choose the students in special section (higher section) so
that I can manage the behavior of my students.
This means that the lower sections are hard to manage in terms of learning
environment during the classroom observation. Instead of choosing the lower sections in the
conduct of formative classroom observation, teachers selected higher sections because those
are manageable in terms or organization and classroom behavior.

The grade 10 English teacher said that…
In order for me to encourage the learners to

participate in classroom activities, Used different
strategies such as open-ended discussion, and
debate. But then there are times that the students are
not interested no matter how hard I try
It can be deduced that some students are not interested in the activities presented by
the teachers during the formative classroom observation and it was noticed by the observer.
This means also that there is a problem with the setting of motivation among the learners.
The Grade 9 ESP teacher experienced giving authentic assessment during the
formative classroom assessment and it affects the other tasks of the teacher. The following
justifies this finding:
“I set criteria in every activity, but there are times

that checking the output of students is too time
consuming. That affects my other tasks in school.”
Difficulties are often an unavoidable but important part of the learning process. This
seems particularly so for complex conceptual learning. Challenges in the learning process
are however, particularly difficult to detect and respond to in educational environments
where growing class sizes and the increased use of digital technologies mean that teachers
are unable to provide nuanced and personalized feedback and support to help students
overcome their difficulties. Individual differences, the specifics of the learning activity, and
the difficulty of giving individual feedback in large classes and digital environments all add
to the challenge of responding to student difficulties and confusion (Lodge, etal., 2018).
Table 3

Observation in terms of Diversity of Learners
Sensitivity and I considered the time allotment, attention span, motivation and
Alertness conducive environment, interest and mood. I always prepared a
good motivation that can catch immediately the attention of the
learner.
As to the alertness of my students I device some strategies like I
will clap2 times and after my students heard my clap, they will
keep quiet. And I found it effective my students are always with
me throughout my discussion

The things that I considered when conducting classroom
observation are individual differences, making the students
mentally and physically prepared, as well as the patience to the
students.
Ang mga bagay na isinasalang-alang sa mga mag-aaral sa
pagsasagawa ng obserbasyon sa silid aralan ay kung ang mga
mag-aaral ba ay kumportable, masaya sa mga gawain, at higit sa
lahat kung ano ang mga matututunan nila sa mga gawaing
ipagagawa sa kanila.

Fairness The things that I considered among learner is building
relationship with the students and promoting equality and
diversity in the classroom.
I always show fairness to my students, I always directed with the
rubric in every performance task that they did, as well as to the
written output. Through these I see and treat all of my students
equally and graded their performances objectively. Without any
biases.
When conducting classroom observation, I considered that every
learner is unique, they have different skills and abilities that’s
why I should prepare an activity that cater the own giftedness of
my students.

Individual Differences Things that need to be considered when conducting classroom
observation are individual differences, students are mentally and
physically prepared for the different task for their own growth
and learning.
First, I considered their learning differences, hence, I prepared
multiple learning tasks. Second, I considered their abilities in
doing certain task. For giving complex learning tasks to an
academically challenged learners would only result to
frustrations.
In conducting classroom observation, I always considered the
diversity of learners. For instance, there may be students with
different values or religions. This is addressed in the activities.
Also, there are fast learners and slow learners in the class. I
addressed these through planning and different activities.

Dynamic Learning Kinakailangan ang pagkakaroon ng epektibong komunikasyon sa
pagitan ng guro at mga mag-aaral upang magkaroon ng maayos
na daloy ng talakayan at pagbuo ng mga gawain. Gayundin ang
kahandaan ng bawat mag-aaral na matuto.
- Grade 8 Edukasyon sa Pagpapakatao Department

Flexibility in the Use I am Filipino major, but when I started teaching here I teach
of Medium of English, that is why I still find it hard to teach some lesson in
Instruction English. That is why I always read the lesson before I teach.

I promote purposive learning during classroom observation by
building, positive relationship through communication. I create
sense of order and routine and I let them to have peer interaction
as well as staying connected with my students as their teacher.

Ang wika na aking ginagamit sa mga mag-aaral habang
nagtuturo ay ang wikang Filipino at English. Malaking tulong sa
mga mag-aaral na bigkasin sa wikang Filipino ang paksang nasa

wikang English upang mas lalong maintindihan at matutunan
nila kung ano ang nasa aralin sa pamamagitan ng wikang
English at Filipino, mas nakakapagbigay sila ng sarili nilang
opinion sa pinag-araaralan.
Ang aking ginagawang paghahanda para sa mga mag-aaral na
may mga kapansanan, may kakayahan at talent sila ay binibigyan
ng mga gawaing naaayon sa ka nilang kakayahan at kaisipan na
ito’y maibabahagi din nila sa ibang mag-aaral. Upang hindi nila
isipin na sila ay kakaiba sa mga kamag-aaral nila.
Provision of Flexible For learners with disabilities, I give specific examples suited to
Learning Opportunities their capacity. For gifted students I assigned them some specific
activities suited to their talents like singing, dancing, reciting
poems that will arouse their minds and be more active in their
learning situations

Research and Careful planning for the diversity of learners or
learners with disabilities, giftedness and talents before classroom
observation are needed. In case of giftedness, I need to give them
advance activities for them to be more challenged with the
activities. For the gifted ones maybe, activities aligned to their
talents and to those with disabilities are activities that will
support their needs.
Indigenization Yes, if they understand the lesson, I encourage them to ask
question and answer them immediately. I used to give/ translate
other words for some terminologies so they easily understood.
- Grade 8 Filipino Department

I first know learners’ difficulties-seek some advices from my
colleagues/ head for the Indigenous – I used words they are
capable to understand

I am including contextualization in one of the lessons that need
integrated to society’s needs of understanding and in-depth
social issues of different community locals.

Problems Encountered Time allotment, attention span, motivation and conducive
in Diversity of environment.
Learners -Grade 7 Araling Panlipunan Department
I used English since our subject is MAPEH there are time that I
use code switching everytime that I figure out that my students
didn’t understand what I am teaching. But then I notice when I
let my students read there are students that don’t know how to
read. Perhaps this is the reason why they didn’t understand the
lesson.
Table 3 shows the lived experiences of Junior High School teachers regarding the
formative classroom observation in terms of diversity of learners. According to the key
informants, teachers should be sensitive and alert during the conduct of classroom
observation. It is important for the teacher to follow time schedule and allotment and be
sensitive to the learning span of the students and of course with the consideration to the
learning environment to make learning more comfortable and meaningful. Verbatim, the key
informant said:
“Things that I considered when conducting classroom

observation are individual differences, students are mentally
and physically prepared, and teacher should be patient with
the students”.
“Active participation, discipline, and the diversity of
learners”.
“Ang mga bagay na isinasalang-alang sa mga mag-aaral sa
pagsasagawa ng obserbasyon sa silid aralan ay kung ang mga
mag-aaral ba ay kumportable, masaya sa mga gawain, at higit
sa lahat kung ano ang mga matututunan nila sa mga gawaing
ipagagawa sa kanila”.
“Time allotment, Attention span, Learning environment,
Interest and mood, [and] Classroom behavior, interactions,
participation and performance”
According to Mill (2019) classroom observations of teaching practices and accurate
knowledge of student learning can effectively support in-service teacher training initiatives
that incorporate ongoing coaching and mentoring for teachers. During each classroom
observation, an observer uses an observation tool to collect measurable, detailed, and
thorough examples of teaching and learning practices throughout the lesson.
In terms of diversity of learners, teachers should show fairness among the learners
regardless of age, sex, race, ethnicity, and differences. Promoting fairness in the classroom
not only gives the teacher respect but also gives the students a sense of safeness and trust
within the classroom. Creating an environment that revolves around fairness, trust and
respect will be beneficial to all of the children in the class. The terms respect and trust are
pretty straightforward. There does not need to be a debate on what those two means, but the
same cannot be said for fairness. When one usually hears the word “fair” it is often looked at
as synonymous to the term “equal” but the two are not the same, especially in a classroom
setting.
One of the core tasks of teachers is assessing their students’ competencies. Although
assessment is not a favorite activity among teachers (Blount, 2016), pinpointing where
students stand on specific competencies provides a basis for formative and summative
student evaluation, reveals individual learning trajectories, and indicates whether content has
been mastered or needs to be repeated. Despite the importance of assessment in teaching,
teachers themselves report being insufficiently prepared for this task through teacher
education programs and mostly learning “on the job” how to best assess their students
(Battistone et al., 2019).
Aside from these, teacher should also exercise fairness in the classroom. The
following are thought shared by the key informant:
“The things to be considered among learner is to build

relationship with the students and promoting equality and
diversity in the classroom”.
Moreso, considering the different types of learners are also important as another key
informant insisted:
“When conducting classroom observation, I

considered that every learners are unique, they have
different skills and abilities that’s why I should prepare
an activity that fits all”
Renard (2020) also emphasized that students expect their teachers to care about them
and their academic performance. Teacher can demonstrate such concern by learning and
using students' names, talking to them before and after class, carefully answering questions,
and inviting students who appear to be having problems with the course to discuss those
problems and potential solutions. Teacher also can express concern by giving due
consideration to student complaints, taking remedial action when the complaints are valid,
and carefully explaining the position when the complaints are not valid.
On the same hand, knowing the individual difference creates harmonious and
dynamic discussions. According to Lucenario and colleagues (2016), education is an
important factor that brings about individual differences. Individual differences can be
defined as personal characteristics that distinguish learners from each other in teaching and
learning processes. The importance of individual differences in education has been known
for a long time. Adjusting the learning environment according to the individual needs of the
student and preparing the curricula by considering these individual differences will help the
development of individuals.
With this, the key informants said that:
“Things that need to be considered when conducting classroom

observation are individual differences, students are mentally
and physically prepared, and teacher should be patient with the
students”.
“First is their learning differences, hence, multiple learning
tasks should be prepared. Also, their abilities in doing certain
task should be considered, thus, giving complex learning tasks
to an academically challenged learners would only result to
frustrations”.
Another informant insisted that:
“You need to consider the fact that every individual is different

form one another and need different approaches”.
It was supported by another informant:
“The different learning capacities and performance, they have
difficult strength and weaknesses and must be able to use such
for them to develop much high understanding in the lesson”.
Same notion with the following informants:
“Ang iba’t ibang kakayahan ng mga bata at makuha ang
kanilang partisipasyon sa bawat grupo”.
“Their individual differences, that activities should be
designed to address this [differences]”
“Consider the diversity of my students”.
“Dapat isinasaalang-alang ang antas ng kaalaman ng bawat
mag-aaral. Dapat isinasaalang-alang ang kapakanan ng mga
mag-aaral”.
Thus, activities to address individual differences is very important during the conduct
of formative classroom observation and of course even without classroom observation. This
is justified by the following narratives:
“In conducting classroom observation, the diversity of

learners should be considered. For instance, there may be
students with different values or religions. This should be
addressed in the activities. Also, they may have fast learners
and slow learners in the class. This may be addressed
through planning and different activities”.
In connection with this, it is possible to come up with dynamic learning where every
student participated in the activities during the formative classroom observation.
“Kinakailangan ang pagkakaroon ng epektibong

komunikasyon sa pagitan ng guro at mga mag-aaral upang
magkaroon ng maayos na daloy ng talakayan at pagbuo ng
mga gawain. Gayundin ang kahandaan ng bawat mag-aaral na

matuto”.
Meanwhile, being organized on the classroom observation also helps the learners to
understand the lesson. This is another important point shared by the informants as they said:
“Inside the classroom before conducting the classroom

observation I always consider if the classroom is conducive
for learning. During the classroom observation I make sure
that the students were comfortable with their seat. When my
observation is done I made sure that the room is tidy and the
chairs are properly arranged”.
“Teachers must be prepared at all times. He/she must bring
inside the classroom the teaching strategies she/he will
execute during the discussion. A well-prepared lesson plan,
learning materials, activity sheets and positive attitude are the
things that a teacher must have in order to learners learn and
participate”.
“Start with a plan and prepare lesson strategies to have a
learners participation during class discussion”.
To understand the context of the lesson presented during the formative classroom
observation, teachers may use bilingual because there are some learners who can easily
understand the context when teacher uses tagalog or English when teaching. Similar notion
came from the key informants:
“Taglish, the language they use today so that they can easily
understand the topic”.
“The language that I used is simple English grammar suited to
their mental capacities, but sometimes if they cannot get the
meaning of what I have thought to them. I translated them into
Tagalog version”.
“I used English as a medium of instruction and for some times I
use Tagalog”.
“I use English s much as possible but switches to Tagalog if the

students are having hard time understanding the lesson”.
“Ang wika na aking ginagamit sa mga mag-aaral habang
nagtuturo ay ang wikang Filipino at English. Malaking tulong sa
mga mag-aaral na bigkasin sa wikang Filipino ang paksang nasa
wikang English upang mas lalong maintindihan at matutunan
nila kung ano ang nasa aralin sa pamamagitan ng wikang
English at Filipino, mas nakakapagbigay sila ng sarili nilang
opinion sa pinag-araaralan”.
“The medium of instruction in MAPEH is English but I used
Filipino sometimes, if my students didn’t understand the lesson
that I am teaching”.
“Tagalog and English, but mostly is Tagalog for my students
easily understand the lesson. Especially in teaching step by step
procedures in Mathematics in order to get the answer”.
“In classroom observation I use English but if they cannot
understand the topic I speak with the language of the students in
order for them to easily learn the lesson and achieve our goal.
Students will have the feeling of connectedness and motivation if
they can easily relate to the activities given to them”.
“I use English as much as possible but switches to Filipino if the
students are having a hard time understanding the lesson”.
Gu & Day (2017) said that students can benefit in many ways from participating in
bilingual education classrooms. Some of the benefits of bilingual education relate to intellect.
For example, research has shown that students who can speak and write in multiple
languages have cognitive advantages over their monolingual peers. Those who learn a second
or third language from a young age are able to develop communication skills and a higher
degree of literacy. Children who grow up in bilingual environments develop a keen
awareness of how language works and have a stronger foundation for learning additional
languages in the future.

As part of the classroom observation, teachers should realize the learners’ giftedness
for them to prepare a lesson which promotes inclusivity. Key informants said that:
“Proper activities for them, knowing what they know and what
they are able to do”.
“For learners with disabilities, I give specific examples suited to
their capacity. For gifted students I assigned them some specific
activities suited to their talents like singing, dancing, reciting
poems that will arouse their minds and be more active in their
learning situations”.
“Ang aking ginagawang paghahanda para sa mga mag-aaral na
may mga kapansanan, may kakayahan at talent sila ay binibigyan
ng mga gawaing naaayon sa ka nilang kakayahan at kaisipan na
ito’y maibabahagi din nila sa ibang mag-aaral. Upang hindi nila
isipin na sila ay kakaiba sa mga kamag-aaral nila”.
“There are some instances that the learners encounter some
problems that’s need to be addressed like when I had an
observation then one of the students were absent because he is
working, so I gave him consideration and asked his classmate
live near their house to give him the module or lesson that he had
missed”.
On the other hand, it is suggested conducting formative classroom observation
promote flexible learning opportunities among the learners. This is supported by the
following thought:
“Research and Careful planning for the diversity of learners or

learners with disabilities, giftedness and talents before classroom
observation are needed. In case of giftedness, I need to give them
advance activities for them to be more challenged with the
activities. For the gifted ones maybe, activities aligned to their
talents and to those with disabilities are activities that will support
their needs”.
To address these issues, some key informants insisted to use differentiated instruction
during the formative classroom observations. This idea is evident in the following thoughts
shared by the informants:
“In promoting equality in the classroom, I use variety of

instructional strategies and learning activities”.
“I prepared an activities that will fits all. I will use differentiated
instruction that will suit the needs of every learners. It’s important
for me to understand each students’ capabilities, history, strengths
and weakness”.
“The teacher must bear in mind that not all learners are the same.
They have different learning styles and abilities to cope in the
discussions. In case of learners with disabilities, giftedness and the
like the teacher must always consider the individual differences
and he/she knows how to handle every situation in the classroom
with care to the point that no one is being affected”.
Moreso, indigenization of the lesson should be considered too. Expanding diversity is
a national imperative in education as schoolwork to better serve populations that are
underserved in basic education. Education research has shown the importance of students
being able to see themselves in their chosen field, particularly for women and students of
color (Rodriguez & Blaney, 2020).
Key informants agreed that the lesson for the formative classroom observations
should be indigenized:
“Yes! I see to it that considerations and necessary

adjustments of the instructions are given to them. Also,
supplementary materials are provided to bridge the
learning gap that may result in the given circumstances”.
“Yes, if they understand the lesson, I encourage them to
ask question and answer them immediately. I used to give/
translate other words for some terminologies so they easily

understood”.
“Yes, I am including them in one of the lessons that need
integrated to society’s needs of understanding and in-depth
social issues of different community locals”.
The most important thing a teacher can do to help educate students with these is to
learn as much as possible about them. Teachers can accomplish this in a variety of ways,
including talking with students, giving them questionnaires to fill out, and engaging them in
activities that reveal information about them. Combining all of the above methods can
provide you with a clear picture of what each student requires and how they learn best.
Talking to students, for example, can provide you with a clear picture of their verbal abilities
and personality.
A questionnaire can help us learn about the student's interests and passions by
focusing on specific information about them. Various icebreaker activities allow you to
observe students socializing and learn how they behave in groups. Communicating with
parents and families is another important aspect of learning about students. This will provide
background information to the teacher, such as their cultural identity or personal history.On
the other hand, teachers encountered problems in diversity of learners during their formative
classroom observation. According to Grade 7 AP teacher, the time allotment, attention span,
motivation, and conducive environment are the common issues encountered among diverse
learners. This means that there are students who have short attention span even in high school
level. Some of the learners are not motivated to learn and the learning environment
contributes to these problems.

Another key informant said that:
“I used English since our subject is MAPEH there are time

that I use code switching everytime that I figure out that
my students didn’t understand what I am teaching. But
then I notice when I let my students read there are students
that don’t know how to read. Perhaps this is the reason
why they didn’t understand the lesson.”
This means that teachers encountered slow readers among the high school students.
Even the teacher uses the Filipino language in teaching some students cannot understand the
concepts. This means that the problem in comprehension still exists in the high school level.
Table 4
Observation in terms of Curriculum and Planning
Knowing the Nature of I checked the Preparedness of the students by seeing the results
the Learner of the pre-test, knowing the multiple intelligence of the students
as the times went by. The Mastery of the subject matter and
lastly the classroom structure set up.

Maraming mga bagay na dapat isaalang-alang sa larangan ng
pagtuturo at pagkatuto. Ano ba ang mga pangangailangan ng
mga mag-aaral, ano ang kanilang mga dapat matutunan bilang

indibidwal. Ako sa aking pagtuturo ano pa ang mga estratehiya o
paraan upang mas lalong maging maayos ang pagtuturo. Ano
pang uri ng mga kagamitan ang pwedeng gamitin at ipagamit sa
mga mag-aaral para sa kanilang ikauunlad.

I do home visitation to my students that are always absent in my
class. After the home visitation I see the environment where my
students is living. And with these I understand why they behave
in that way. Knowing these I encourage them to continue
schooling and giving them some pieces of advice.

Conducting curriculum Yes, I conducted curriculum walkthroughs. It helped me in
walkthrough choosing topics to be demonstrated during the classroom
observation by. It made me easier to explore what I want to give
emphasis to my chosen topic by giving specific and detailed
approachable situations suited to the learner’s capabilities.

Curriculum walkthrough is very much important in teaching not
only when there is observation. But then in the many task of
teacher to be accomplished at the end of the day I didn’t conduct
curriculum walktroughs because of the heavy schedule. My role
as a teacher, a daughter and being a single mother of 3 kids.
Affects my job as a teacher.
Sa pamamagitan ng “curriculum walkthroughs” ito ay
nakakatulong sa pagtuturo, nakakapagbigay ng mga
magagandang ideya upang mas mapaganda lalo ang paksang
ipapakita at ituturo sa mga mag-aaral. Mga estratehiya o paraan
upang mas mapalawak ang mga kaaalaman na ibibigay at
ipapaliwanag.
Selection of I prepare an activities that is timely, exciting, lively and of

Appropriate Learning course related to the topic because through this the learners will
Activities participate actively.
Encourage
participation The activities that I used during classroom observation are the
Teaching Strategy think-pair -share, graphic organizer and other group activities. In
this manner, students will learn to collaborate and help their
group members.

Gumagamit ako ng 4A’s (Activity, Analysis, Abstraction, and
Application) na kung saan ay ito ang sinusunod ko na batayan ng
pagkatuto ng mga mag-aaral. May mga pagkakataon na sa
pamamagitan ng iba’t ibang strategies tulad ng video and
pictures analysis at paggawa ng reflective journal.

Asking Professional Yes, of course kahit gaano ka pa katagal na guro naniniwala ako
Help from Collegues na kailangn natin ng tulong. Sa pamamagitan ng pagtatanong
and Mentor natin mas lalo pa nating mapapaganda ang pagdedeliver ng ating
lesson dahil maari silang makapagbigay sa atin ng tips kung
paano natin idedeliver ang topic. Akalo mo perfect na pero sa
pagtatanong natin may mas igaganda pa ang aking pagtuturo
Oo, nahingi ako ng tulong, mga opinion o estratehiya sa aking

kapwa guro sa paghahanda ng aralin. Malaking tulong ang aking
mga kapwa guro sa paghahanda ng aralin, dahil sa kanilang mga
opinion mas maganda at mas maayos ang mga gawain na
maibibigay sa mga mag-aaral.

Sympre, dahil hindi ko naman alam lahat ng mga bagay-bagay.
Dahil sa aking pagtatanong mas nahahasa ang aking pagtuturo at
omas natututo na ako sa paggawa ng mga kinakailangan.
(Yes, because I don't know all the things. Because of my

questioning, my teaching has been sharpened and now I am
learning to do the requirements.)
Use of Modern In my 28 years in service and still counting, that we started
Technology in without computer. I honestly say that ICT integration is difficult
Education for me. Yes there are younger generation of teachers that we
might say that they can help the old teacher like me. But in my
experience they say “mamaya po ma’am” and there are many
reason they give to me everytime I asked for their help. That is
why I do my very best to learn the ICT despite of my becoming
slow.

The Information and Communication Technology (ICT)
materials that I used during the conduct of classroom observation
are videos dealing educational activities that helped clearly in my
teaching – learning activities, games related to education,
information’s related to the enhancement of knowledge of the
learners. Relevantly ICT materials on the learner’s performance
developed wider achievements in the learning process of the
students in this modern days of ours.
Grade 7 MAPEH Department

Ang paggamit ng digital infrastructure tulad ng loptop etc.
gayundin ng instructional software. Lubos ito na nakatutulong
upang mapalawak ang kaalaman ng mga mag-aaral. Tulad ng
panonood ng video at mga laro na iuugnay sa aralin. Dahil sa 21st
century learners sila Madali sa mga ito ang makarelate sa aralin
kung gagamit ng ICT.
Table 4 shows the lived experiences of Junior High School Teachers regarding the
formative classroom observation in terms of Curriculum and Planning. According to the
key informants, the consideration to the teaching strategies to be used during the formative
classroom observation will contribute to the success of the lesson delivery. And at the end,
the learners will benefit because they understand the concepts of the lesson. To make it
happen, key informants said that:

“The things that should be consider in teaching ang learning

process are the content knowledge, learning environment,
diversity of learners and assessment”.
“Deliberation of the topic, I always come prepared and
master what I am going to teach and have confident in
teaching to ensure that the student, is learning effectively”.
“There are things to be considered in the teaching and
learning process. Learners and students should have
connections. Classroom should be conducive to learning”.
“Maraming mga bagay na dapat isaalang-alang sa larangan
ng pagtuturo at pagkatuto. Ano ba ang mga pangangailangan
ng mga mag-aaral, ano ang kanilang mga dapat matutunan
bilang indibidwal. Ako sa aking pagtuturo ano pa ang mga
estratehiya o paraan upang mas lalong maging maayos ang
pagtuturo. Ano pang uri ng mga kagamitan ang pwedeng
gamitin at ipagamit sa mga mag-aaral para sa kanilang
ikauunlad”.
“There are a lot of things to be considered in the teaching
and learning process like classroom management, teacher
beliefs, professional behaviors, quality of instruction and
content knowledge, where the teacher must have a deeper
knowledge of the subjects matter he/she is teaching”.
According to Lieberman (2020) strategies help students
begin to understand the process of learning. Strategies help
students to bypass their areas of weakness and to perform at
the level at which they are capable. Strategies promote
flexible thinking and teach students the importance of
shifting their approaches to different tasks.
Thus, conducting curriculum walkthrough should be considered. In relation with this
finding, the key informants shared the following narratives:
“Yes, it help me to choose a topic that is timely and can

help me to choose a teaching strategies that will fits to the
topic”.
“Yes, it allows me to gather data on the instructions and

topics to be discussed in a classroom observation. It also
helps me to analyze and evaluate what are least learn
competencies and I will focus on them”.
“Yes, I conducted curriculum walkthroughs. It helped me
in choosing topics to be demonstrated during the classroom
observation by. It made me easier to explore what I want to
give emphasis to my chosen topic by giving specific and
detailed approachable situations suited to the learner’s
capabilities”.
“Sa pamamagitan ng “curriculum walkthroughs” ito ay
nakakatulong sa pagtuturo, nakakapagbigay ng mga
magagandang ideya upang mas mapaganda lalo ang
paksang ipapakita at ituturo sa mga mag-aaral. Mga
estratehiya o paraan upang mas mapalawak ang mga
kaaalaman na ibibigay at ipapaliwanag”.
“Yes, naiisa-isa ko ang mga kinakailangan ko sa
pagtuturto at nagkakaroon ako ng pagkakataong ihanda o
pag-aralan ang topic na aking tatalakayin kung may
kahandaan maari na magkaroon ng maayos na daloy ang
aralin”.
To support the claims of the key informants, Barrogo (2020) said that with the
curriculum walkthrough, lesson may be aligned to teaching strategies and learning outcomes
and assessments. Clear alignment helps students understand how various parts of the course
fit together, which in turn helps them learn. Students need multiple opportunities to practice
using the knowledge and skills they are learning, along with timely feedback. Frequent, low-
stakes assignments help keep students from falling behind and also help to identify aspects
that need more explanation. Thus, learning outcomes to moments to build in opportunities
for practice and feedback. Students learn better when they are motivated and understand the
relevance of the material. Grades are one form of motivation, but curiosity and a sense of
relevance are also strong motivators. Cultivate curiosity by designing activities with a
compelling mystery or problem to be investigated or by offering students a choice in what
they investigate. To foster a sense of relevance, use assignments such as community-engaged
projects or service learning, case studies or highlight ways people use this knowledge or skill
in projects and careers. Find ways to include activities for student interaction in your classes.
For example, break a lecture into shorter segments with time for pair or small-group
discussions or activities that ask students to practice or apply what they have just learned
(e.g., solve a problem, analyze a reading passage, compose music, etc.). These strategies help
students learn more effectively and also help create a positive classroom climate by
providing opportunities for productive discussions.
The development of experiential learning is also a thing to be considered during the
classroom observation. According to Cox (2019) Experiential Learning is the process of
learning by doing. By engaging students in hands-on experiences and reflection, they are
better able to connect theories and knowledge learned in the classroom to real-world
situations. Experiential learning opportunities exist in a variety of course- and non-course-
based forms and may include community service, service-learning, undergraduate research,
study abroad/away, and culminating experiences such as internships, student teaching, and
capstone projects, to name a few.
On the same hand, Yurkewecz (2016) insisted that experiential learning is an engaged
learning process whereby students “learn by doing” and by reflecting on the experience.
Experiential learning activities can include, but are not limited to, hands-on laboratory
experiments, internships, practicums, field exercises, study abroad, undergraduate research
and studio performances. Well-planned, supervised and assessed experiential learning
programs can stimulate academic inquiry by promoting interdisciplinary learning, civic
engagement, career development, cultural awareness, leadership, and other professional and
intellectual skills.
In support this this previous notions, key informants said:
“I prepare an activity that was interactive. I encourage my

students to be a reflective-thinker so that they can share
their experience toward the topic that we discuss”.
“In preparing lessons for classroom observation, I have
diorama wherein they can see and understand the content
of the lesson that is relevant and responsive to the needs of
the learners. I tried to teach them on how monologue and
dialogue are to be delivered successfully and
wholeheartedly so that the audience will be interested in
seeing and hearing them”.
Moreso,
“Hands-on activities where they can apply their learnings and at
the same time explore and discover”.
With these, the learners will encourage to participate in the lesson
as well. The following are the claims of the key informants:
“I prepare an activities that is timely, exciting, lively and of course
related to the topic because through this the learners will
participate actively”.
“The activities that I used during classroom observation are the
think-pair -share, graphic organizer and other group activities. In
this manner, students will learn to collaborate and help their group
members”.
To make it more participative, key informant used:
“Collaborative learning task to promote cooperation and to

address their individual differences. Also, individualized
activity was prepared to promote self-regulation and self-
responsibility”.
On the other hand, other key informants focused on teaching strategies as part of
curriculum and planning. They said:
“Gumagamit ako ng 4A’s (Activity, Analysis,

Abstraction, and Application) na kung saan ay ito ang
sinusunod ko na batayan ng pagkatuto ng mga mag-aaral.
May mga pagkakataon na sa pamamagitan ng iba’t ibang
strategies tulad ng video and pictures analysis at paggawa
ng reflective journal”.
Some of the activities prepared by the key informants are:
“Individual, paired, group activities, collaborative and
reflective type of activities”.
“Games, mind blowing games, trending, that are suited
to their age”.
“Gamification, Group Works, Exploratory that helps my
students to learn”.
One of the best practices of the key informants before the conduct of formative
classroom observation is by consulting the experts through coaching and mentoring.
Coaching allows teachers to apply their learning more deeply, frequently, and consistently
than teachers working alone. Coaching supports teachers to improve their capacity to reflect
and apply their learning not only to their work with students, but also to their work with each
other (Atienza, 2019).
According to key informants:

“Sympre, dahil hindi ko naman alam lahat ng mga bagay-

bagay. Dahil sa aking pagtatanong mas nahahasa ang aking
pagtuturo at omas natututo na ako sa paggawa ng mga
kinakailangan”.
“Yes, I asked some of my co-teacher to help me in preparing
lesson. So that I will have more strategies and ideas to
deliver the lesson flawlessly to my students and have an
interaction with them”.
“Yes, of course kahit gaano ka pa katagal na guro
naniniwala ako na kailangn natin ng tulong. Sa pamamagitan
ng pagtatanong natin mas lalo pa nating mapapaganda ang
pagdedeliver ng ating lesson dahil maari silang
makapagbigay sa atin ng tips kung paano natin idedeliver
ang topic. Akalo mo perfect na pero sa pagtatanong natin
may mas igaganda pa ang aking pagtuturo”.
“Yes, their best practices that were shared to me will help
me make my lesson more interesting”.
“Sometimes, I ask professional help with my co-teachers
when preparing lessons for classroom observation, it greatly
helped me a lot to improve my lesson by. They give me
suggestions and recommendations that will enlighten my
mind in my improvement in delivering my lesson”.
“Oo, nahingi ako ng tulong, mga opinion o estratehiya sa
aking kapwa guro sa paghahanda ng aralin. Malaking tulong
ang aking mga kapwa guro sa paghahanda ng aralin, dahil sa
kanilang mga opinion mas maganda at mas maayos ang mga
gawain na maibibigay sa mga mag-aaral”.
“Yes, our master teacher and supervisor can help a lot to
improve classroom observation. They can provide additional
information and instant feedback to improve teaching
techniques”.
On the same thing, teachers commonly used modern technology in teaching.
Technology in the classroom helps students engage with the material they're learning. From
online educational games to immersive virtual reality, EdTech enables students to become
active learners. For example, challenge-based gamification can improve students'
performance by up to 89% (Darling-Hammond, 2016). The evolution of technology has
impacted every aspect of student lives. In fact, technology has become an integral part of
sustaining society, and its infusion with education is therefore inevitable. Technology not
only provides students with access to countless online resources, but also aids them in the
learning process.
To support these, key informants said that:
“LCD Projector, power point and other IM’s. It can catch

the attention of the students. It also gives the teacher the
confidence during the teaching – learning process”.
“PowerPoint presentation, the learners are so much
interested when I used ICT in classroom observation, I
used laptop in teaching. We all know that today’s
generation are more on using technology. It helps the
student with different styles”.
“The ICT materials that I use was power point
presentation. During this time almost all learners are
influence by the use of technology that is why they become
lively whom they saw a lesson using technology as
graphics, pictures, etc”.
“The Information and Communication Technology (ICT)
materials that I used during the conduct of classroom
observation are videos dealing educational activities that
helped clearly in my teaching – learning activities, games
related to education, information’s related to the
enhancement of knowledge of the learners. Relevantly ICT
materials on the learner’s performance developed wider
achievements in the learning process of the students in this
modern days of ours”.
“Ang paggamit ng digital infrastructure tulad ng loptop etc.
gayundin ng instructional software. Lubos ito na
nakatutulong upang mapalawak ang kaalaman ng mga

mag-aaral. Tulad ng panonood ng video at mga laro na
iuugnay sa aralin. Dahil sa 21st century learners sila
Madali sa mga ito ang makarelate sa aralin kung gagamit
ng ICT”.
“Usually, I prepare audio-visual presentation and slides so
I bring monitor, laptop, hdmi connector, extension, etc”.
“Use of ICT materials engage learners as it heightens their
interest. On my end, it is more convenient to prepare such
than traditional sort of materials”.
As an integral part of curriculum and planning, teachers should consider teaching
strategies, assessment tools, learning styles, and technology that will help to the delivery of
basic education services.
Table 5
Observation in terms of Assessment and Reporting
Lived Experiences Exemplar
Collaborative Learning I provide the students group activity for they learn
effectively when they’ve working together. Plan activities
that require students to work together and learn from
another.

The strategies I used was collaborative learning.

Use of Higher Order What I encountered is that the learners find it hard to answer
Thinking Skills essays since essay is part of our performance task for making
the students express their thoughts and emotions. I
encountered one student wrote “I am tired in explaining” I
explain already in AP and Filipino and I don’t have anything
in my mind to explain again.
Combination of Traditional and Modern way of teaching. I
also use HOTS questioning letting students explain their

thoughts and letting them through experiences.

Inductive Teaching I usually used inductive approach in teaching. I start with
simple to complex. I also let the students to make conclusion
base from their previous activity. Discovery Approach.

Some of the methodologies and strategies that I used in the
classroom is the inductive mode of teaching as it helps the
learners to grasp abstract concept. Likewise, game-based is
also incorporated as the learners find it fun and interesting
. - English 8 Department
Feedbacking Providing plenty of positive feedback as well as feedback
indicating where a student has room to grow or what a
student should do differently. Encouragement help keep
student’s morale inspiration and drive high.
Grade 7 English Department

Relevant Assessment In the long run, using the said strategies and methodologies
in assessing learners has helped me determine what usually
works best with my learners, but keeping in mind that an
ideal assessment is not “one size fits all” and so I make
adjustments so that assessment is relevant and applicable to
my different sets of learners.

Checking Students Usually during my class, I move around the classroom or
progress by Walking sometimes I assign some of the students to give assistance or
around the classroom teach their classmates when they experience difficulty during
my class.

Positive Learning I always create a positive the learning atmosphere, so that
Atmosphere everyone will have a sense of belonging and no one is being
left behind.

Traditional Assessment Pencil and paper test consist of multiple choice test, fill in
the blanks, crossword puzzle and true or false etc. are still
effective as I experienced

Authentic Assessment As teacher I provide rubrics for every activities in assessing
qualitative student work such as essay, and projects.

I use varied assessment tools based on the learning tasks. But
I always see to it that it is authentic and it reflects real-life so
the learners may find it significant and useful.
- English 8 Department
Some assessment tools that I use are rubric when I’m going
to grade their performance. I also use portfolio.

Projects, Project Based Learning, paper and pen, and
performance tasks and of course with the use of rubrics.

Both Traditional and Pencil and paper test like multiple choice test, analogy, fill in
Authentic Assessment the blanks, and other. I also use performance task like
dramatization of history through role playing, picture frame,
etc that helps the learner to demonstrate what they learn in
the lecture and discussion given by me.

I used paper and pencil test. I also used a reflection journal,
as well as rubrics.
Table 5 shows the lived experiences of Junior High School teachers regarding the
formative classroom observation in terms of Assessment and Reporting. Practically, there are
teachers who used collaborative learning approach in their classroom observation.

According to Cox (2019) A collaborative (or cooperative) learning approach involves
pupils working together on activities or learning tasks in a group small enough to ensure that
everyone participates. Pupils in the group may work on separate tasks contributing to a
common overall outcome or work together on a shared task. This is distinct from
unstructured group work. Some collaborative learning approaches put pairs, groups or teams
of mixed attainment to work in competition with each other in order to drive more effective
collaboration. There is a very wide range of approaches to collaborative and cooperative
learning involving many different kinds of organization and tasks.
In the perspective of key informant using varied strategies during the conduct of
formative classroom observation provides opportunities to learners to collaborate. This is
justified by the following:
“The strategies I used was collaborative

learning.”
As a result:
“Students learn effectively when they’ve working
together. Plan activities that require students to work
together and learn from another”.
Other key informants used modern ways of teaching. They used modern technologies
such as laptop, presentations and multimedia. According to Yurkewecz (2016) learning
methods are constantly improving, relying more and more on modern technology. This
advances communication, facilitates the acquiring of information and makes it easier to
explain the subject matter. These are only some of the ways technology is used in education
today.
To support this claim, key informant said:
“Modern technology with the use of laptop greatly

helped me in teaching my lesson. Different seminars
that I have attended greatly widen my knowledge in my
teaching profession. My Masteral Degree in School
Management and being a Psychology graduate
paradoxically speaking greatly improved my teaching
profession”.
On the same way, another key informant insisted that:
“Combination of Traditional and Modern way of

teaching. I also use HOTS questioning letting students
explain their thoughts and letting them through
experiences”.
Strategically, there are teachers who used inductive teaching during the conduct of
formative classroom observation. This is supported by the following thoughts:
“I usually used inductive approach in teaching. I start

with simple to complex. I also let the students to make
conclusion base from their previous activity. Discovery
Approach”.
In addition,
“Some of the methodologies and strategies that I used in
the classroom is the inductive mode of teaching as it
helps the learners to grasp abstract concept. Likewise,
game-based is also incorporated as the learners find it
fun and interesting”.
In Wayman (2020) it is stated that in inductive teaching strategies, learners must
analyze information in front of them, come up with logical conclusions, and even if they're
wrong, the process helps them engage better with the information. It helps them understand
the underlying logic in a way that is more memorable. This means that the learning gained by
the students using inductive teaching is authentic and applicable in the real-life situations.
With these teaching approaches and strategies, teachers may provide feedback to the
learners. Renard (2020) insisted that the purpose of feedback in the assessment and learning
process is to improve a student's performance not put a damper on it. It is essential that the
process of providing feedback is a positive, or at least a neutral, learning experience for the
student.
To support the claim, key informant said that:
“Providing plenty of positive feedback as well as

feedback indicating where a student has room to grow
or what a student should do differently. Encouragement
help keep student’s morale inspiration and drive high”.
Through feedbacking learners boost their confidence to

perform in the classroom discussions and activities.
According to the key informants:

“These strategies help in shaping learners because
through collaborative learning learners develop
cooperation, socialization as well as self-confidence
because they can feel that they belong”.
To develop professionalism among the learners collaborative learning is encouraged.

This finding is proven by the following exemplar:
“These strategies and methodologies helped me to

become professional in developing and shaping learners
by. They strengthen my knowledge in this modern days
of ours wherein we have modern technology”.
In addition:
“Through the collaborative approach, my students

developed the sense of unity and team work and I do
enjoyed that I saw that they are happy”.
In conclusion, another informants shared:
“Applying different methodologies that suit students and

saw the achievement of the most essential leaning
competencies and the learning helps me become
professional in shaping learners young mind.
“It helps the students to become 21st century learner, a

globally advanced students as most of the time they are
learning with themselves and I only stand as a facilitators
for them to learn”.
Moreso, it helps to develop leadership skills among the learners as claimed by the key
informants. This finding is supported by the following thoughts:
“These help the learners to follow instruction thoroughly,

interactive instruction helps them to be a good member
and leader as well. Having independent study give them
the freedom to learn at their own phase”.
“By shaping and molding the whole being of learners

particularly in their discipline and learning. Having and
exhibiting professionalism is also a must and to be able to
give quality teaching”.
On the other hand, the key to success for both teacher and learners in the formative
classroom observation is by using relevant assessment tool for student learning. The key
informant emphasized on the best works of the leaners using one size fits all assessment.
“In the long run, using the said strategies and

methodologies has helped me determine what usually
works best with my learners, but keeping in mind that an
ideal assessment is not “one size fits all” and so I make
adjustments so that assessment is relevant and applicable

to my different sets of learners”.
Some teachers use modelling. With modelling, the teacher engages students by
showing them how to perform a skill while describing each step with a rationale. This
provides students with both a visual and verbal example of what they will be expected to do
(Maresca, 2022).
In this study, the key informant said that:
“I used to address the learning needs during classroom

observation by becoming the facilitator. I used to show
them what they have to do then little by little they were
able to do it on their own. I used to maintain a positive
outlook and acknowledge their feelings”.
It is also reiterated in this study that the teacher should walk around the classroom
during the formative classroom observation. Barrogo (2020) noted that taking a brief walk
around the classroom during work times or student discussions can have a long-lasting and
positive impact on the students. Teacher will be able to get a better feel for who they are as
individuals, as well as who they are together as a class.
Similarly, this practice was done by the key informant:
“Usually during my class, I move around the classroom

or sometimes I assign some of the students to give
assistance or teach their classmates when they experience
difficulty during my class”.
With that, a positive classroom atmosphere is being created.
“I always create a positive the learning atmosphere, so

that everyone will have a sense of belonging and no one
is being left behind”.
In terms of assessment of learning outcome, teachers normally used different types of
assessment such as traditional, authentic or both of two. In the experience of key informants
some of them used traditional assessment. They said that they used:
“Pencil and paper test consist of multiple choice test, fill

in the blanks, crossword puzzle and true or false etc”.
On the other hand, some teachers used authentic assessment. They said that:
“As teacher I provide rubrics for every activities in

assessing qualitative student work such as essay, and
projects”.
“I use varied assessment tools based on the learning tasks.

But I always se to it that it is authentic and it reflects real-
life so the learners may find it significant and useful”.
“Some assessment tools that I use are rubric when I’m

going to grade their performance. I also use portfolio”.
“Projects, Project Based Learning, paper and pen, and

performance tasks and of course with the use of rubrics”.
While there are teachers who found out the effectiveness of using both types of
assessment. They said that:
“Pencil and paper test like multiple choice test, analogy,

fill in the blanks, and other. I also use performance task
like dramatization of history through role playing, picture
frame, etc that helps the learner to demonstrate what they
learn in the lecture and discussion given by me”
In addition:
“I used paper and pencil test. I also used a reflection
journal, as well as rubrics”.
According to Gu & Day (2017) assessment should integrate grading, learning, and
motivation for the students. Well-designed assessment methods provide valuable information
about student learning.
Part II- Mitigation Strategies employed by Junior High School Teachers of Luis Palad
Integrated High School
This part of the study will enlighten the readers on how the teachers’ addressed issues
encountered during the conduct of formative classroom observation. The mitigation
strategies used by the teachers served as the basis of the researcher in making the final output
of the study. On the other hand, mitigation strategies in education are defined as the risk
handling strategy used to eliminate or lessen the likelihood and/or consequence of a risk in
the conduct of formative classroom observation (DOE, 2011).
Table 6.
Mitigation Strategies of Junior High School teachers as to Content Knowledge and Pedagogy
Lived Experiences Exemplar
Utilization of Real life I use real life situation in the discussion so that the students
situations can relate to it. The more the students relate to the lesson the
more they learn more because they are very much interested
in the discussion.

Relate the topic to current events on how they cope up with
the lesson. It is important that the teacher do not always rely
the lesson based on the books but relate it to current events
or real-life situation or experiences.
I really read and review all the topics and lesson, especially
that I handle all the special program of Grade 10. I can’t be
too pages away in my students. I read many books and
watched videos so that every time I face my student I am
fully equip with the knowledge not only in mys subject but
within and across the curriculum. I discussed not only
theoretical knowledge but also a touch of experiences for the
betternement of teaching and learning process.
Asking My Fellow I integrate other subjects that I am familiar with, so that
Teachers’ Assistance when the students asked me regarding the integrated topic of
Regarding the Subject different subject, I can answer them immediately.
Integration
As to the subject integration within and across the
curriculum, I asked my co-teacher in other major regarding
their particular topic so that when I integrate their subject in
my lesson I can explain it to my students very well.
Aside from the integration of other subject, what I always
did is the integration of Value Infusion before, during and
after my lesson. For Values is primary goal and the learnings
of my students for me is only secondary

Professional Updating to I read the lesson the night before so that I am fully aware of
Attain Mastery of the what I am going to teach to my students. I also watch
Subject Matter YouTube videos so that I can learn new teaching approaches
and strategies.

Constant learning is the key. Through the different seminars
and training that I attended Strenghthen by my learning in
my doctorate degree. I grow more as a teacher and enables
me to master the subject and I give more than what is
expected from me. For as teacher I an not two pages away
from my students. Constant learning is the key.
-Grade 10 Technology and Livelihood Education
Department
I read the lesson and read other books that are related to the
topic that I am going to discussed. If there are times that I
myself find the problems confusing I watch video lesson so
that my knowledge will refresh and becoming able to teach
Mathematics Lesson confidently.

Utilization of Effective I use effective questioning technique for them to understand
Questioning Techniques the lesson, not just by the teacher exploration but also with
through Professional their own understanding.
Reaading and Consultation
with Peers and Immediate - Grade 9 MAPEH Department
Head
Table 6 shows the mitigation strategies of Junior High School teachers during the
conduct of formative classroom observation in terms of content knowledge and pedagogy.
Key informants believed that by using real life situations in the lesson makes the learning
more meaningful to the students. Using real life situations help to increase the learning
experience. This finding is supported by the following exemplars:
“Use real life situation in the discussion so that the

students can relate to it”.
“Ang mga estratehiya na ginagawa ko upang
maiwasan o masasagutan ang mga problemang
nakakaharap ko sa loob ng silid aralan ay maibigay sa
mga mag-aaral ang kanilang gustong malaman at
matutunan sa pamamagitan ng indibidwal at grupong
gawain tulad ng mga laro batay sa paksa, mga larawan
ng makakaingganya sa kanila, paguhit, paguulat na
maibabahagi nila ang kanilang kakayahan”.
“Relate the topic to current events on how they cope
up with the lesson. It is important that the teacher do
not always rely the lesson based on the books but
relate it to current events or real-life situation or
experiences”.
To support the claims of the key informants, Barrogo (2020) said that learning is
made memorable by embedding “affective context”, a learning model that promotes
knowledge retention by adding emotion and relative importance. And you guessed it,
meaningful scenarios are one of the best ways to do just that. This model acknowledges that
learning is not simply a process of information transfer and content that lacks context is not
as easily retained.
Likewise, Wayman (2020) insisted that real life scenarios allow the teacher to put the
learners in the picture. Creating immersive, relatable scenarios enables learners to apply
skills and knowledge easily and directly in their daily roles and tasks. It also provides
learners with decision points leading to unique outcomes. Multi-branching scenario really
gives learners a taste of reality by allowing them to control a situation much like they would
on the job. Each decision point usually offers a best, neutral and worst course of action. If
learners choose an unfavorable option, they have the chance to rectify the situation as they
would in the real world. Multi-branching scenario is a powerful learning medium.
Thus, some key informants said that they integrate other subjects into their lesson.
With this, the topic they presented during the classroom observation is easy to understand.
They also said that subject integration helps in the deepening of the knowledge and
understanding the lesson. Relative to this finding, the informants explained that they asked
their fellow teachers’ assistance regarding the subject integration. The following are
justifications of the said finding:

“I integrate other subjects that I am familiar with, so that

when the students asked me regarding the integrated topic
of different subject, I can answer them immediately”.
“The integration of subjects expertise and skilled teaching
of that particular subject and used term na madaling
maintindihan ng learners”.
“Make the content of the lesson relevant to the topic/
lesson. Integration of different subjects will do help in the
deepening of knowledge and understanding of the
lesson”.
This means teachers are seeking technical assistance with the master teachers and
school head to improve the classroom practices and learning experiences.
According to Barton (2021) the world continues to evolve, especially in the field of
technology, and as technological advances redefine business operations, employers seek out
individuals with strong "soft skills." They need people with the ability to adapt quickly and
seamlessly to changing roles and responsibilities. To keep pace with these changes and make
sure students are adequately prepared for the real world, schools must adopt a curriculum that
produces creative problem solvers capable of succeeding across many different disciplines.
Integrated curriculum is an ideal model for addressing these needs as it produces benefits
such as reduces content duplication across subjects, makes learning more relevant and
connected to the real world, enables students to examine situations or problems holistically,
and better equips students to apply their skills across disciplines. This can be done in many
ways, one of which is the mitigation strategy adopted by the participants of this study.
Students experience similar benefits as well. Because they work with the same
teacher for longer periods of time instead of frequently switching between classes and
teachers, they tend to enjoy better relationships and place greater trust in teachers, achieving
significant academic progress as a result. Therefore, students benefit both directly and
indirectly from an integrated curriculum and leave school more prepared for success in the
real world. Thus, there are key informants who said that to mitigate some problems arise
during the classroom observation, they need to master the subject matter.
“I read the lesson the night before so that I am fully aware of

what I am going to teach to my students. I also watch
YouTube videos so that I can learn new teaching approaches
and strategies”.
“Constant learning is the key. We don’t have to be tired in
learning and reviewing what is essential topics so that if a
problem arises, we can solve it easily”.
“I read the lesson and read other books that are related to the
topic that I am going to discussed. If there are times that I
myself find the problems confusing I watch video lesson so
that my knowledge will refresh and becoming able to teach
Mathematics Lesson confidently”.
“Dapat ay tama sa iyong layunin ang iyong pagtalakay sa
aralin. Kung alam mo ang iyong pinapaksa maipapaliwanag
mo ng maayos sa iyong estudyante. Masasagot mo ang lahat
ng maaring maging katanungan ng mag-aaral hinggil sa
paksang iyong tinatalakay”.
To address issues in the conduct of formative classroom observation. Teachers read
more references to satisfies the learning competencies. Teachers also explained the topics
well by citing more relative and real-life examples. While other teachers showed video clips
from reliable online source to validate the lesson presentations and make the discussion more
fruitful and meaningful to the learners.

According to Sudhakar (2017) good lesson planning is essential to the process of
teaching and learning. A teacher who is prepared is well on his/her way to a successful
instructional experience. The development of interesting lessons takes a great deal of time
and effort. As a new teacher yo they must be committed to spending the necessary time in
this endeavor. It is also important to realize that the best planned lesson is worthless if
interesting delivery procedures, along with good classroom management techniques, are not
in evidence. There is a large body of research available pertaining to lesson development and
delivery and the significance of classroom management. They are skills that must be
researched, structured to your individual style, implemented in a teacher/learning situation,
and constantly evaluated and revamped when necessary. Consistency is of the utmost
importance in the implementation of a classroom management plan. In this, teachers should
be used different technology and visual aid to deliver a good lesson not only during the
formative classroom observation but also in daily teaching.
All teachers should understand that they are not an island unto themselves. The
educational philosophy of the district and the uniqueness of their schools should be the
guiding force behind what takes place in the classroom.
And finally, the utilization of effective questioning techniques through Professional
Reading and Consultation with Peers and Immediate Head is used by another key informant
as mitigating strategy during the classroom observation as to content knowledge and
pedagogy. This finding is justified by the following exemplar:

“I use effective questioning technique for them to

understand the lesson, not just by the teacher exploration but
also with their own understanding”.
To support this, Mill (2019) noted in the study that questioning is the basis of a
teaching task. All teaching and learning lie in the art of questioning. Questioning deepens the
process of learning and promotes imagination and problem-solving. It satisfies curiosity and
helps increase creativity in a learning environment. Subject-wise questioning is critical to
support meaningful discussions. Teachers use questioning to help students work together and
make sense of the subject being taught, help learners rely more on themselves to determine
whether something is correct and help students to conjecture, invent and solve problems.
Moreover, questions serve to stimulate students’ interest and increase motivation for
learning. Teachers can then prepare learners to pose thought-provoking questions and seek
answers by using meaningful questions and discussions. The mitigating strategy adopted by
the participants are based on their continuous professional updating.
Classroom teaching practices must be planned smartly. They include questioning
which is a critical indicator of teacher effectiveness. When questioning, teachers should focus
on posing open-ended questions that allow learners to reflect and respond. Questions must be
prepared in advance and later tweaked according to the situation to ensure they serve the
purpose, are meaningful and aligned with the instructional goals for the lesson.
Table 7.
Mitigation Strategies of Junior High School teachers as to Learning Environment
LIVED EXPERIENCES EXEMPLARS

Checking of the Before I started my class, I check first their learning areas. I
Learning Area to Ensure make sure that the classroom is clean all their things are inside
Conducive Learning their bag. The only thing that I can see on their table are their
Space notebook and pen.
I make the mood happy through an environment that promotes
gender sensitivity, and conducive to learning.
I practice a friendly ambience in my classroom, wherein all of
my students will have a sense of belongingness and no one is
left behind for every child is special. For I believe if there is a
friendly atmoshphere in the classroom the more the learners
will eager to learn.
I use the traditional way in learning environment I strictly
instruct the students to clean first before proceeding in lesson
proper. But at the same time, I used the classroom set up to
boost the confidence of the students.
As to the learning environment the problems that I encounteted
sometimes are the lack of motivation among learner or lack of
entertainment for learners so that I will provide some
instructional materials.

Provide interactive Ang mga estratehiya na ginagawa ko upang maiwasan o
instructional materials masasagutan ang mga problemang nakakaharap ko sa loob ng
and collaborative silid aralan ay maibigay sa mga mag-aaral ang kanilang
activities gustong malaman at matutunan sa pamamagitan ng indibidwal
at grupong gawain tulad ng mga laro batay sa paksa, mga
larawan ng makakaingganya sa kanila, paguhit, paguulat na
maibabahagi nila ang kanilang kakayahan.

Department
Collaborative learning is the strategy that is best in my

experience when it comes to learning environment because
through this strategies learner can develop cooperation and

collaboration that will lead to healthy environment.
I make sure that classroom management routines established
are consistently observed with or without classroom
observation so behavior becomes automatic and easily
manageable.

Reminding the Learners I set the tone of the classroom rules before the lesson proper.
of the Classroom Rules
and Regulations - Grade 8 Filipino Department
I maintain the conduciveness of the classroom. Practice good
classroom management. Let rules and regulations to be
followed by the students.
conduct of formative classroom observation in terms of learning environment. Key
informants said that checking of the learning area to ensure conducive learning space is a
mitigating strategy used by the participants to ensure that learning takes place in the
classroom. The following exemplars explain this finding:
“Make the classroom clean and conducive to learning”.

“Before we start the classroom observation, I check first
their learning areas. I make sure that the classroom is clean
all their things are inside their bag. The only thing that I
can see on their table are their notebook and pen”.
“Make the learning environment conducive to learning as
much as possible by maintaining cleanliness and ensuring
that the students feel safe”.
“Make the mood happy through an environment that
promotes gender sensitivity, and conducive to learning”.
“I use the traditional way in learning environment I strictly

instruct the students to clean first before proceeding in
lesson proper. But at the same time, I used the classroom
set up to boost the confidence of the students by arranging
them according to their skills and wants”.
According to Lynch (2016) effective teachers look for every available opportunity to
increase student learning. The classroom environment is a teaching resource that should not
be ignored. Students and teachers spend the majority of their day in school classrooms, and it
is the responsibility of the teachers to foster an environment and atmosphere that enhances
learning. Developing a classroom environment conducive to learning is a process that entails
staging the physical space, getting the students to cooperate, creating a communal
environment, and finally maintaining a positive classroom climate and culture. To create a
classroom environment conducive to learning, teachers must first focus on the physical
space. Use every possible area of the room to create an atmosphere that encourages
participation and learning.
Thus, providing interactive instructional materials and collaborative activities helps
also to create a sounding learning environment. Key informants said that:
“As to the learning environment the problems that I

encounteted sometimes are the lack of motivation among
learner or lack of entertainment for learners so that I will
provide some instructional materials”.
“Ang mga estratehiya na ginagawa ko upang maiwasan o
masasagutan ang mga problemang nakakaharap ko sa loob
ng silid aralan ay maibigay sa mga mag-aaral ang kanilang
gustong malaman at matutunan sa pamamagitan ng
indibidwal at grupong gawain tulad ng mga laro batay sa
paksa, mga larawan ng makakaingganya sa kanila, ,
paguhit, paguulat na maibabahagi nila ang kanilang

kakayahan”.
“Collaborative learning is the strategy that is best when it
comes to learning environment because through this
strategies learner can develop cooperation and
collaboration that will lead to healthy environment”.
Using interactive learning materials students are allowed to study in their own. It also
helps to increase students’ engagement and practice what they learn. According to ILO
(2020) with the advancement of new technologies, instructional materials also increasingly
offer flexibility to learners, to learn at any point in time, in any place and at their own pace.
Instructional and learning materials used in apprenticeships today commonly include both
ICT-based media – mobile-based applications, virtual reality, augmented reality, animation,
presentations, videos, films and other interactive learning materials – and traditional printed
materials, including textbooks. Instructional and learning materials also include social media
and massive online courses. With this, the observers may provide technical assistance to
improve the learning space during the conduct of formative classroom observation. With a
well-lighted and well-ventilated classroom, learners can learn collaboratively and
dynamically.
On the other hand, to address issues and concerns on the learning environment, some
key informants said that the best solution is to remind the learners of the classroom rules and
regulations. This finding is justified by the following:
“Making sure that classroom management routines

established are consistently observed with or without
classroom observation so behavior becomes automatic
and easily manageable”
“Set the classroom rules before the lesson proper”.

“Maintain the conduciveness of the classroom. Practice
good classroom management. Let rules and regulations to
be followed by the students”.
Behavior management is important within the classroom. It is not just about
punishing unwanted behavior or even rewarding desired behavior. Rather it is about having
strategies in place to support children to behave in ways that help them gain the most from
their schooling. Oxley (2015) considers that building positive learning relationships and
intrinsically motivating children to learn are important for effective behavior management.
‘Intrinsically’ is important here as it is about children being motivated for reasons inside the
person, such as for enjoyment, or because it makes them feel better about themselves; as
opposed to extrinsic motivations, such as stickers, candies, etc. When teachers implemented
rules and regulation during the conduct of formative classroom observation, everything will
become smooth, from the start to the end of the observation period. Moreover, the learning
experience of the students become more meaningful.
Table 8.
Mitigation Strategies of Junior High School teachers as to Diversity of Learners
Utilization of Different I used different teaching strategies that caters my students
Teaching Strategies to diversity. So that all can participate and all is welcome.
Ensure Inclusivity
I respect everyone’s opinion. I listen, I teach how to treat others
equally.
I prepare different types of activities for my students. The
activities are motivating, engaging and it is applicable to the

learning style of the students.

Aligning the Learning By using strategies to cater the multiple intelligences of the
Opportunities to the students: like for example differentiated instruction.
Nature of the Learners -Grade 10 Araling Panlipunan Department
Getting to know the learners and their needs to address their
differences and uniqueness in designing learning tasks

I prepared variety of learning activities for the diverse learners,
for this day for example I use collaborative approach,
tomorrow I will use reflective approach so that my students
will find learning enjoyable because there is always something
new and enjoyable learning activities.
I encourage active learning with students, grouping them by
style and abilities for a better teaching and learning process.
Department
conduct of formative classroom observation in terms of diversity of learners. Based on the
table there are two themes that have arrived based on the responses of the key informants.
These are utilization of different teaching strategies to ensure inclusivity and aligning the
learning opportunities to the nature of the learners.
The key informants said that utilization of different teaching strategies to consider
ensure inclusivity is their mitigating strategy to address issues and concerns on the diversity
of learners. They said that using various teaching strategies helps the learners to participate in
the discussion and the teachers used differentiated instruction in their classroom
observations. To further understand, the following are the verbatim responses of the key
informants:
“Use different teaching strategies that caters their diversity.

So that all can participate and all is welcome”.
“When it comes to diversity of learners I believe that the
best strategies to use is differentiated instruction because
every learners is unique and have their own abilities and
capabilities”.
“I respect everyone’s opinion. I listen, I teach how to treat
others equally”.
“Diversity of learners in this aspect I used strategies to
address the problems I have encountered in Junior High
School students. I trained their special skills to enlighten
their minds to pursue their studies”.
“I prepare different types of activities for my students. The
activities are motivating, engaging and it is applicable to the
learning style of the students”.
Around the world, children are excluded from schools where they belong because of
disability, race, language, religion, gender, and poverty. But every child has the right to be
supported by their parents and community to grow, learn, and develop in the early years, and,
upon reaching school age, to go to school and be welcomed and included by teachers and
peers alike. When all children, regardless of their differences, are educated together,
everyone benefits this is the cornerstone of inclusive education.
According to Darling-Hammond (2016) inclusive education means different and
diverse students learning side by side in the same classroom. They enjoy field trips and after-
school activities together. They participate in student government together. And they attend
the same sports meets and plays. Inclusive education values diversity and the unique
contributions each student brings to the classroom. In a truly inclusive setting, every child
feels safe and has a sense of belonging. Students and their parents participate in setting
learning goals and take part in decisions that affect them. And school staff have the training,
support, flexibility, and resources to nurture, encourage, and respond to the needs of all
students.
Inclusive systems provide a better quality education for all children and are
instrumental in changing discriminatory attitudes. Schools provide the context for a child’s
first relationship with the world outside their families, enabling the development of social
relationships and interactions. Respect and understanding grow when students of diverse
abilities and backgrounds play, socialize, and learn together. Thus, the issues of diverse
learners can be addressed by the teachers by knowing their differences. Another mitigation
strategy used by the informants is aligning the learning opportunities to the nature of the
learners. This finding is supported by the following exemplars:
“Getting to know the learners and their needs to address

their differences and uniqueness in designing learning
tasks”
“I prepared variety of learning activities for the diverse
learners, for this day for example I use collaborative
approach, tomorrow I will use reflective approach so that
my students will find learning enjoyable because there is
always something new and enjoyable learning activities”.
“I used multiple intelligence approach, where there are
activities in my lesson plan for different intelligences of
learners”
“I encourage active learning with students, grouping them

by style and abilities for a better teaching and learning
process”.
According to Kubat (2018) it is important for teachers to know variables such as
physical characteristics, intelligence, perception, gender, ability, learning styles, which are
individual differences of the learners. An effective and productive learning-teaching process
can be planned by considering these individual differences of the students. Since the learners'
own learning speeds and interests vary, these characteristics should be taken into
consideration by the teacher. Again, half of the teachers emphasized that students identify
their individual differences with the help of tests, homeworks and activities during the
teaching and learning process. Teachers also stated that in order to design the learning-
teaching process appropriate to the individual differences of the learners, the learners would
make active participation in the lesson and the individual differences could be supported by
meaningful learning activities.
Similarly, Blount (2016) noted that each student is a unique individual, different in
cognitive and affective development, social maturity, ability, motivation, aspiration, learning
styles, needs, interests and potential. Apart from this, there are other factors underlying
student differences. These include innate differences in intelligence, differences in social and
economic background, variations in past learning experiences, and perhaps variations in the
level of congruence between the learner and the curriculum. In view of these factors, catering
for individual differences is intended neither to narrow the gap between individuals nor to
even out their abilities and performance. It should aim for understanding why students are
able or unable to learn well and finding appropriate ways to help them learn better.
Table 9.
Mitigation Strategies of Junior High School teachers as to Curriculum and Planning
LIVED EXEMPLARS
EXPERIENCES
Utilization of MELCs I make sure that the subjects that I integrate are the lesson that they
and CG in Doing are being discussed in other subject in the same grade level. With
Subject Integration these learners can easily recognize that what I teach in my subject is
very much related to the other subjects because it is still fresh in
their mind having been discussed by the previous subject teacher.

I integrate the lesson to other subject areas, like for instance if the
topic is demand and supply I can integrate it to Math, TLE, MAPEH
with different activities.
I make sure that the daily lesson log and the content of my teaching
is anchored to the MELC and CG as well as the textbook. So that I
will not be mislead in the delivery of the lesson.
Doing Professional I always read the topic the night before, so that I can be able to
Reading to Ensure discussed it to my students thoroughly.
Mastery of the Lesson
The lesson plan is always with me so that I will not be lost in the
delivery of the subject.

I read books for refences so that I can share many additional
learning to my students aside from what is being written in the
textbooks.

Using Gamification as The best strategies that suit with curriculum and planning is student-
Appropriate Strategy centered teaching strategies such as gamification because through
to Develop Love for this, students will enjoy and they will develop love of learning.
Learning
Department
Considering Learners’ Sa aking pagpaplano ng mga estratehiyang pampagtuturo para
Individual Differences maiwasan ang mga problemang nakakaharap o makakaharap
in Curriculum and ginagawa ko ng maayos ang layunin na naka angkla sa Most
Planning Essential Learning Competencies. Napili ako ng mga gawain mula
sa mga iba’t ibang mga aklat gayundin ng mga ideya na akma sa
aking mga estudyante.
“In my planning of instructional strategies to avoid the

problems encountered or to be encountered I do well with the
goal anchored in the Most Essential Learning Competencies. I
have chosen activities from various books as well as ideas that
fit my students.”

Engagement in Through the help of my collegues that they gave technical
Learning Action Cell assistance as well as comments and recomendation for the
Sessions and improvement of my teaching styles. I learn more and gain more
Consultation with strategies of what should I do to I improve more the delivery of my
Fellow Teacher as lesson. Nakakamana din ako ng mga estratehiyang pampagtuturo
Regards Curriculum mula sa kanila na aking inilalapat na din sa aking pagtuturo
and Planning - Grade 8 Edukasyon sa Pagpapakatao Department
Through the Learning Action Cells or Focus Group Discussion with
co – mentors I learn new things regarding the teaching strategies as
well being refresh in the practice of teaching because some of the
topic is we know already but we already forget it. Through the LAC
Sessions and FGD the practice of my profession is being enhanced.

Working with colleagues such as co-teachers in the same grade
level, key teachers in the other grade levels, department head and
master teachers to strategically plan and share how targeted learning
competencies can be best addressed and delivered to learners.

Table 9 shows the mitigation strategies of Junior High School teachers in formative
classroom observation in terms of curriculum and planning. Five (5) themes had been
identified based on the responses of the key informants. These are Utilization of MELCs and
CG in Doing Subject Integration, Doing Professional Reading to Ensure Mastery of the
Lesson, Using Gamification as Appropriate Strategy to Develop Love for Learning,
Considering Learners’ Individual Differences in Curriculum and Planning, and Engagement
in Learning Action Cell Sessions and Consultation with Fellow Teacher as Regards
Curriculum and Planning.
Key informants said one of their mitigation strategies during the classroom
observation is Utilization of MELCs and CG in Doing Subject Integration. This means that
the teachers integrate subjects within and across the curriculum they teach guided by the
most essential learning competencies of the Department of Education and using the
curriculum guide released by the Agency. This finding is clarified in the following narratives:
“Integrating the lesson to other subject areas such as

Filipino, English, Math, Science , etc.”
“Integrate the lesson to other subject areas, like for
instance if the topic is demand and supply I can integrate
it to Math, TLE, MAPEH with different activities”.
In the study of Naka (2017) emphasized that integrating other subjects allows
children to pursue learning in a holistic way, without the restrictions often imposed by
subject boundaries. In early childhood programs it focuses upon the inter-relatedness of all
curricular areas in helping children acquire basic learning tools. It recognizes that the
curriculum for the primary grades includes reading, writing, listening, speaking, literature,
drama, social studies, math, science, health, physical education, music, and visual arts. The
curriculum also incorporates investigative processes and technology. It emphasizes the
importance of maintaining partnerships with families; having knowledge of children and how
they learn; and building upon the community and cultural context. Integrated teaching and
learning processes enable children to acquire and use basic skills in all the content areas and
to develop positive attitudes for continued successful learning.
On the same hand, according to the key informants, Doing Professional Reading to
Ensure Mastery of the Lesson is also their mitigating strategy during the conduct of
classroom observation. D’ Angelo (2021) reiterated that lesson mastery and effective
teaching go hand in hand. Teachers may provide lessons that are aligned with standards,
engaging for the students, and use formative assessments so that the teacher can monitor
students' progress. A variety of instructional techniques must be used in order for students to
be engaged in learning. Along with this, the key informants said:
“I always read the topic the night before, so that I can be

able to discuss it to my students thoroughly”.
“The lesson plan is always with me so that I will not be
lost in the delivery of the subject”.
“I read books for refences so that I can share many
additional learning to my students aside from what is
being written in the textbooks”.
Moreover, applying suited strategies in teaching is also
considered by the teachers in the formative classroom
observation.
“The best strategies that suits with curriculum and
planning is student-centered teaching strategies such as
gamification because through this, students will enjoy and

they will develop love of learning”.
Thus, knowing the learners individual differences need to be considered during
curriculum and planning. Thus, another mitigation strategy used by the participants is
Considering Learners’ Individual Differences in Curriculum and Planning. This is justified
by the following:
“Sa pagpaplano ng Kurikulum para maiwasan ang mga
problemang nakakaharap o makakaharap kinakailangang
magawa ng tama at maayos ang mga layunin at inaasahang
gawain, pumili ng ilang gawain ng paglalaanan ng gawain, at
kumukuha ng mga magpgkukunan ng mga ideya at higit
kinakailangang makilala ang mga mag-aaral bilang
indibidwal”.
The key informants also used Engagement in Learning Action Cell Sessions and
Consultation with Fellow Teacher as Regards Curriculum and Planning as another mitigation
strategy. This is to address some issues and concerns that they encountered along the way of
implementing classroom observation. This finding is supported by the following thoughts of
the participants:
“Through self-reflection to evaluate the cognitive and

behavioral process, gayundin ang pagkakaroon ng pre and
post conference and technical assistance mula sa
superior”.
“Learning Action Cells or Focus Group Discussion with
co – mentors so that we can arrived at the most desirable
learning outcome”.
“Working with colleagues such as co-teachers in the same
grade level, key teachers in the other grade levels,
department head to strategically plan and share how
targeted learning competencies can be best addressed and
delivered to learners”.
“Prepare lesson well. Seek professional help if necessary
and ask comment and suggestion for activities”.
“By asking colleagues technical assistance to come up

with a plan for better execution of the lesson”
To support this claims, Konig and colleagues (2020) said in their study that coaches
and mentors have the power to transform teaching and learning. Coaching and mentoring are
high-impact professional learning strategies that advance the expertise of beginning and
veteran teachers through sustained instructional improvement. Effective coaches and mentors
partner with teachers to model and facilitate the use of intentional and reflective practices.
They also engage teachers to examine their beliefs about teaching, learning, and equity.
Table 10.
Mitigation Strategies of Junior High School teachers as to Assessment and Reporting
Use of Authentic I used performance task to measure their learning aside from
Assessment in the traditional paper and pencil means of evaluation. I believe
Measuring Learning that the performance task like role playing, singing, debate and
Performance other forms can also measure the students learning if they really
learn the lesson that I teach.
Pagbibigay sa mga mag-aaral ng mga katanungan na kung saan
kanilang maisusulat o maibabahagi sa pamamagitan ng pag-
uulat, mga maiksing pagsususlit, pagmumuni, pagpapaalala sa
mga mag-aaral at paglikha na kung saan maipapakita nila ang
nasa isip nila at saloobin.
Department
(Giving students questions that they can write about or

share through reporting, short quizzes, reflection,
reminding students and creations where they can show
their thoughts and attitudes.)
I used zip grade, since all the departments in our school used
zipgrade application for an easy assessing and evaluations of
students output, the good thing with this is that I scanned the
test paper using cellphone and the MPS (Mean, Percentage,
Score) is already there and it is not a time consuming to used.
Utilization of Written Mostly I used paper and pencil test, group activity and
Assessment individual activity. It is based from the difficulty of the lesson
and I let the students reflect on what they learned in the subject
through essays and group discussions.

I assessed the learner’s performance by providing sets of
formative assessments and practical tests to measure and
evaluate the learnings of the learners.

I used written works such as paper and pen, quizzes, etc. and
for the performance task I used group activities, board works
etc. I also make sure that the written output of the students is
being returned to the students so that more or less they can
know their class performance.

Administration of Pre- I gave my students the pre test to measure students’ prior
test and Posttest knowledge with the lesson and post test to know what the
students learn after teaching them.
Pagkatapos o bago ako magbigay ng aralin ako ay maaring
magbigay ng gawain o pagsususlit para malaman ko kung ano
ang alam nila at hindi pa alam. Dito rin ay nalalaman natin
kung ano ang natutunan nila sa’yong itinuro.
(After or before I give a lesson, I can give a task or quiz so I

can find out what they know and don't know yet. Here too
we know what they learned from what you taught.)
By giving pre test and posttest, I also asked the students to
reflect on their own learning so that they can assess themselves
if they are really learning or not.

Department
Provision of Incentive As teacher I always give recognition and timely feedback to my
and Timely Feedback students. Reporting is important. I report the students progress
to our students and to their parents.

As form of feedback and motivation, I always gave sa
certificate of Academic Excellence Award every end of the
quarter. The students with the highest grade are being awarded.
Through these my students are being able to study harder to
earn learnings as well as the certificate. But then I always
remind them that they should study not for grade or for any
other unworthy reason but they study for life.
Observance of I am transparent to the class record; my class record is always
Transparency in ready and I make sure that all the submitted output of the
Providing Feedback as students is being recorded immediately. So that if they inquire
Regards Learners’ regarding their scores and incomplete output, I can show the
Performance and told them immediately the outputs that they needed to
comply with, with due consideration if their reason is valid.

I make sure that all the activities like journal once I checked
and recorded, I gave them back to my students. So that they
will know what their academic performance in my subject.

Since I returned to the students all the checked and recorded
output and they compile it in a form of portfolio students can
easily find out if there are missing and incomplete output. With
these students can clearly show that their teacher is just
computing what they gave base on their submitted output and
they can’t question the teacher with their grades because they
all have their portfolio that contains all their checked and
recorded output.
Table 10 shows the mitigation strategies of Junior High School teachers in formative
classroom observation in terms of assessment and reporting. The key informants said that in
terms of assessment, they use of Authentic Assessment in Measuring Learning Performance
in the formative classroom observation. This is to ensure that the learning objectives have
been transferred in reality and in the life of the learners. The following exemplars justify this
finding:
“Use performance task to measure their learning aside from

the traditional paper and pencil means of evaluation. I
believe that the performance task like role playing, singing,
debate and other forms can also measure the students
learning if they really learn the lesson that I teach”.
“Pagbibigay sa mga mag-aaral ng mga katanungan na kung
saan kanilang maisusulat o maibabahagi sa pamamagitan ng
pag-uulat, mga maiksing pagsususlit, pagmumuni,
pagpapaalala sa mga mag-aaral at paglikha na kung saan
maipapakita nila ang nasa isip nila at saloobin”.
“Enhance and modify assessment through the different
trends nowadays. Assessment can be in a form of group
performance like tiktok , vlogging and others”.
“I used rubrics in assessing my students. Through rubrics I
gave a justified grades to my students”.
It was supported by the study conducted by Xu and colleagues (2021) which
authentic assessments evaluate how students are learning the course material and subject
matter over time. Increased-accountability initiatives have led to an increased reliance on

standardized tests to determine whether students are receiving the quality education they
need to be successful in society. In response to concerns that these standardized measures are
not adequate, proponents argue for the use of more authentic assessments as a means of
measuring learning outcomes not easily measured by standardized tests.
On the other hand, there are times that teachers used traditional assessment or Written
Assessment in their classroom observations. Concerning this finding, the key informants
shared:
“Mostly paper and pencil test, group activity and individual

activity. It is based from the difficulty of the lesson and I let
the students reflect on what they learned in the subject
through essays and group discussions”.
“Assessed the learner’s performance by providing sets of
formative assessments and practical tests to measure and
evaluate the learnings of the learners”.
“I used written works such as paper and pen, quizzes, etc.
and for the performance task I used group activities, board
works etc. I also make sure that the written output of the
students is being returned to the students so that more or less
they can know their class performance”.
Xu and colleagues (2021) noted that traditional assessments such as quizzes and
exams are useful in providing a snapshot of the students' mastery over the subject at a
specific interval, but these assessments do not necessarily evaluate how the student can apply
what was learned beyond the classroom.
Prior to these assessments, it is important to know the previous knowledge of the
learners regarding the subject matter. Thus, another mitigation strategy used by the
participants is the Administration of Pre-test and Posttest The pre-test gives the teachers a
broad perspective on how they started the lesson in the actual classroom observation.
Verbatim, the key informants said:
“Giving the pre test to measure students’ prior knowledge

with the lesson and post test to know what the students
learn after teaching them”.
“Pagkatapos o bago ako magbigay ng aralin ako ay
maaring magbigay ng gawain o pagsususlit para malaman
ko kung ano ang alam nila at hindi pa alam. Dito rin ay
nalalaman natin kung ano ang natutunan nila sa’yong
itinuro”.
“By giving pre test and posttest, I also asked the students to
reflect on their own learning so that they can assess
themselves if they are really learning or not”.
Doing diagnostic assessments helps the teacher to get a better understanding of how
much knowledge the class has. This could show that they know more or less than what
teacher originally thought. This then allows the teacher to plan lessons accordingly. It helps
teacher set individual targets for every student. They also provide a baseline for
understanding how much learning has taken place after the learning activity is completed.
On the same way, Provision of Incentive and Timely Feedback to the learners is
important mitigating strategy for the teachers. The key informants said:
“As teacher I always give recognition and timely feedback

to my students. Reporting is important. We report the
students progress to our students and to their parents”.
“Assessment should be within student’s level. We cannot
give the, assessment that is beyond their reach. Every
assessment must be reported to students so they will know
how well they are doing in the classroom”.
Lucenario and colleagues (2016) insisted that regular feedback helps learners
efficiently direct their attention and energies, helps them avoid major errors and dead ends,
and keeps them from learning things they later will have to unlearn at great cost. It also can
serve as a motivating form of interaction between teacher and learner, and among learners.
When students learn to internalize the voice of the 'coach,' they can begin to give themselves
corrective feedback.
Moreover, Observance of Transparency in Providing Feedback as Regards Learners’
Performance is another mitigating strategy of the teachers even without classroom
observation. The key informants said that:
“I am transparent to the class record, my class record is

always ready and I make sure that all the submitted output of
the students is being recorded immediately. So that if they
inquire regarding their scores and incomplete output, I can
show the and told them immediately the outputs that they
needed to comply with, with due consideration if their reason
is valid.”
“I make sure that all the activities like journal once I checked
and recorded I gave them back to my students. So that they
will know what their academic performance in my subject”.
Transparency does involve giving the students more explicit information, guidance,
and help, including how to do well on their exams, but teachers now embrace it instead of
finding it frustrating. Transparency is a great equalizer, in many senses. Research shows that
transparency is especially valuable to first-generation students and other students who might
not have had the benefit of classes, great schools, college campus visits, parents who know
how to navigate the education system. Transparency not only makes it more likely students
will succeed academically but also makes them feel less marginalized in the process.
(Blömeke, etal., 2022).

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Sacred Heart College of Lucena City, Inc.

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents data on the pedagogical issues encountered and strategies

Group Discussion involving teachers from the three participating schools. Related

literature and studies were used to substantiate the findings of the study.

Classroom Observation (FCO). According to Sanggalang (2017) formative classroom

observation is referred to as observing a teacher’s performance in the classroom. Classroom

observation includes a way of recording real-time classroom sessions. It helps the

-Grade 10 Filipino Department

-Grade 9 Technology and Livelihood Education Department

-Grade 10 Mathematics Department

-Grade 7 English Department

-Grade 9 Mathematics Department

-Grade 7 Mathematics Department

-Grade 7 Technology and Livelihood Education Department

-Grade 9 Science Department

-Grade 7 Filipino Department

-Grade 10 Araling Panlipunan Department

- Grade 8 English Department

- Grade 9 MAPEH Department

I used differentiated instruction that will suits the needs of every

-Grade 7 Edukasyon sa Pagpapakatao

-Grade 10 Filipino Department

-Grade 7 Araling Panlipunan Department

-Grade 8 English Department

-Grade 9 MAPEH Department

-Grade 7 Edukasyon sa Pagpapakatao

-Grade 8 Edukasyon sa Pagpapakatao Department

-Grade 9 Mathematics Department

-Grade 7 Filipino Department

-Grade 10 Science Department

-Grade 10 Araling Panlipunan Department

What I encountered is that the learners find it hard to answer

-Grade 8 Edukasyon sa Pagpapakatao Department

-Grade 7 English Department

I am Filipino major, but when I started teaching here I teach

Table 1 presents the summary of experiences of Junior High School Teachers

across subject-matter lines and emphasizing unifying concepts. Integration focuses on

and experiential learning aspect of an integrated curriculum is facilitated through service-

Asyano I usually integrate Filipino Subjects as well as

content-based learning in areas to students’ life-experiences with broader application. Keep

reading to learn more about the positive outcomes of multi-subject lessons.

“In teaching Science, we apply knowledge of content

they may also lose the motivation to try.

teachers with an invaluable opportunity to enhance student engagement and academic

through technological features, engage in higher-order thinking processes, participate in

learning environment to being more student-centered, instructors play an integral role in

learner satisfaction, promotes engagement and facilitates academic success.

curriculum competencies. By conducting curriculum walkthrough, teacher may create a good

evident in the following statatements:

“First analyze the competencies and review the

informants’ notions relative to this finding:

“In applying knowledge of content within and across

done should in line with the MELC to achieve the

risk of disengagement to experience meaningful learning.

This finding is supported by the following narratives:

“By giving them a thought provoking questions statements or

Or deal with it? Try also to encourage the students to answer

important in education and teachers must be supported with in-service trainings to be

to the Revised Bloom Taxonomy in Cognitive Field as „remembering, understanding,

applying, analyzing, evaluating and creating (synthesizing)‟. Remembering,

ask lower-level questions.