Assessment is a crucial component of the teaching and learning process for it is

tantamount to achieving the objectives of the lesson. Therefore, pre-service teachers should be
prepared for the task that may include designing, selecting, organizing, and utilizing different
assessment strategies.
Therefore, in this lesson you are expected to:
1. Describe valid and appropriate assessment processes
2. Determine assessment procedures that are aligned with the instructional
process
3. Design quality assessment materials.

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge of the design, selection, organization, and use of diagnostic,
formative, and summative assessment strategies consistent with curriculum
requirements.
Study the comic strip below and answer the guide questions that follow.

GUIDE QUESTION:
Based on the scenario, how will you define assessment?
Assessment is measuring the quality of someone’s product or performance/skill based on
a standard. However, it also commends the part where someone exceeds the standard, which
is actually a product also of constant assessment.

GUIDE QUESTION:
Why is assessment important?
Assessment determines whether something has been retained and applied, and whether
someone has improved. Without assessment, the incremental depth of teachings become in
vain, as there is no basis whether those are learned. More importantly, the awareness it
brings not only to the teacher but to the students themselves becomes a cause for improving
more. The problem, however, is whether they feel motivated or not with the results of their
assessments.

GUIDE QUESTION:
What is the ultimate outcome for assessment?
The ultimate outcome for assessment is more than the rate or score the students acquire,
it is the knowledge that they master and apply. Assessments fill the lacks, converting them
into improvements until they are naturally reflected. Thus, it is important that aside from
 standardized assessments, it should be accompanied by authentic assessments to assure that
students are assessed in different aspects.

Identify a teacher and ask different assessment materials he/she used in a particular lesson
(activity sheets, quiz, unit tests, etc.). Attach a copy of the material in this section.
Practice Exercise

Laboratory Activity
Activity Sheets
Assessment Purpose Objective being General
Material Addressed Observations
Formative Summative
Activity sheets /  Assesses It enables pupils to
the pupils' participate and be
(Activities: Review It enables more involved in
comprehens
Picture Analysis students to class discussion.
ion of the
Find the Elements) participate Additionally, it can
topic under
more actively take into account
discussion.
and be more their various
 Students
interested in learning preferences.
can put
class
their new
discussions.
abilities to
It can also
use.
accommodat
e their
various
learning
preferences.

Seat works /  Fill in the Throughout the

(Communication and knowledge lesson, it can
Me) During a evaluate the
gaps and
lesson, it can students. They could
shows the
evaluate the gain better
degree of
students. knowledge and
comprehens
They may abilities as a result
ion.
benefit from of it.
 Addressing
an
learning
improvement
challenges.
in their
knowledge
and skill
gain.

Quiz (Complete Me) /  Reveals the Exams measure

knowledge students' level of
Examination subject-matter
a pupil has
s measure understanding. It
and what
pupils' level gives information to
they still
of subject- the teacher if there
need to
matter are any knowledge
acquire.
understandin gaps.
g. It gives
information
to the
teacher if
there are any
knowledge
gaps.

Unit Test (What I The purpose of  Examines a

have Learned) this test is to student's
gauge the knowledge
student's and
acquired accomplish
knowledge and ments in a
abilities. particular
Permit course unit.
teachers to
establish
guidelines for
how practices
should be
recorded and
evaluated.

Periodical Test The results of  Determines

regular exams a student's
are used to academic
assess a developmen
student's t.
academic
progress.

Performance (Pair Teachers can  Focuses on It tracks students'

up, Mock-up, Speak provide real- the academic progress,
up) time students' and teachers can
feedback to mastery provide immediate
students to and feedback to enhance
enhance application learning. This test is
learning as it of their meant to determine
tracks their information whether they can put
academic . If they are their knowledge to
achievement. able to use.
Their ability reflect and
to apply their apply their
knowledge is skills to
assessed real-world
using this situations.
evaluation.

GUIDE QUESTION:
Do/Does the assessment/s used by the teacher align with the objective/s of the lesson?
 Yes, the assessments align with the objectives of the lesson or the learning outcomes. As
much as the learning outcomes are capable of being measured so must be the assessment.
With the gathered assessments, they provide data that would determine whether they have
acquired the specific set of knowledge and skills stated in the objectives.

GUIDE QUESTION:
Do/Does the assessment/s used by the teacher engage students in meaningful learning?
Yes, the assessments engage the students in meaningful learning. A meaningful experience to
one may not be with another, so variation is a necessity, not just an option.

GUIDE QUESTION:
Do/Does the assessment/s used by the teacher measure the intended content and performance
standards?

Yes, the assessments allow students to demonstrate a skill in processing textual information,
understanding the concepts related to communication, and applying them in different
contexts incorporating grammatical features. Basically, an assessment is purposive because
from content and performance standards and learning objectives, it is a product of them
being narrowed down.

Based on your observations, list the different assessment principles that you think will work best
in your class.

PRINCIPLE 1: Program focus

A program-level approach assures that the assessment is congruent to the program’s goals and
wider needs. With this, teachers and other stakeholders, or the community in general, are actively
involved both in the decision-making and the corresponding benefits.

PRINCIPLE 2: Holistic knowledge, skills and understanding

An assessment should be a linchpin of academic and lifelong knowledge and skills. Thus, it must
meet the competencies stipulated in the curriculum but at the same time be contextualized and
transferable in real-life situations.
PRINCIPLE 3: Timely assessment and feedback
Assessment becomes more meaningful when accompanied by a timely formative and summative
feedback. Timeliness can be ensured if there is scheduling and no delays. When there is a huge
gap between the assessment and feedback, the latter becomes less accessible and therefore will
have a diminished importance and applicability. In between the two is monitoring which paves
the way to a clear and objective but sensitively framed feedback.
PRINCIPLE 4: Facilitating learning and improving standards
Facilitating learning does not end with the end of discussion, it continues with the assessment.
Thus, the standard of creating assessments should be raised. Teachers should consider the style,
design, and variety of their assessments to enhance the students’ learning experience. Technology
and media may be integrated, authentic assessments can be created, and a lot more can be
strategized or innovated to improve an assessment.
PRINCIPLE 5: Assessment standards and marking criteria
The criteria should be decided carefully by a group of experts to guarantee that it is in
accordance with the level of students, learning outcomes, and learning competencies, and it is
specific and attainable. When these are well-defined, then the teachers can communicate these to
the students to strengthen their character of being responsible and accountable.

WHICH TYPE IS IT?

Fill out the matrix below with appropriate assessment type--quiz, performance task, problem
solving, portfolio, reflection paper, role play, brochure making, video presentation, etc.

Cognitive Domain Affective Domain Psychomotor Domain

Level Assessment Type Level Assessment Type Level Assessment Type

Creating Brochure making Reflection paper Performance task

Internalizing Naturalisation
Evaluating Video

Analyzing Portfolio Organizing Portfolio Articulation Performance task

Applying Problem solving Valuing Reflection paper Precision Performance task

Understanding Quiz Responding Reflection paper Manipulation Performance task

Remembering Quiz Receiving Reflection paper Imitation Role playing

YOUR OWN
Prepare a copy of at least one assessment material that you have prepared and describe its purpose
and how will you further improve it. Post a copy of your assessment output here.
 Aside from just giving appropriate assessment tools, it is imperative that pre-service teachers
need to know how to monitor student progress. In assessment, it is important that teachers need to
know the areas that students can still improve on or the challenges that can hinder their progress.
More importantly, teachers should be able to effectively communicate these observations among
their learners.
Therefore, in this lesson you are going to:
1. Describe how to effectively monitor and evaluate a learner’s progress and
achievement
2. Determine how to give feedback to improve learning

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge of monitoring and evaluation of learner progress and
achievement using learner attainment data.
 Demonstrate knowledge of providing timely, accurate and constructive feedback
to improve learner performance.
 VISUAL DIAGRAM
In groups 3 or 4, create a diagram of your understanding of monitoring and feed backing. Post a
copy of your work in the box below and answer the questions that follow.

GUIDE QUESTION::
Why is monitoring student progress important?
Monitoring the students’ progress assures that the objectives are met and their learning
needs are served. It gives justice to the lessons they are taught of, to the assessments they got
scored with, and to their efforts toward learning. It also points out the areas that require
more focus that otherwise cannot be made known without mindfulness of the students’
progress. In short, it provides useful data from observation and results for interpretation,
conclusion, and improvement. This responsibility allows the teacher to respond promptly to
anything that hurdles the progress and sustain those which push through the students in an
increasing slope.
GUIDE QUESTION::
Why should students know about their progress?
The students will know that the teacher is mindful of their well-being. They will know that
education is a shared responsibility, and the very purpose of informing them is to make them
responsible and accountable of their own learning. Students cannot fully reflect when there is
no concrete evidence of their progress, cannot point out the aspect they lacked effort of, and
will never have the will to either overcome or sustain their academic standing. Education
aims to refine individuals, and this is an essential part of such process.

Complete the table below based on your class observations at the ITL. Your observations from
your co-preservice teachers may count.

Date Grade Level & Observations on Methods Used

Subject
Monitoring and Evaluation Feedback Mechanism

November Grade 7 Serius Prior to the presentation,
8, 2022 the teacher reminded the
students of the criteria they
will be judged upon.
Monitoring was evident by
how the teacher attentively
listened to each presenter
and observing to the details
in their visuals and
explanations. Aside from
the reporters, she also
monitored how the
audience are paying
attention to the discussion.
The feedback was held every
after the group’s presentation.
The teacher first asked
questions so the students will
be led to what should be
included in the presentation.
Then, she followed it with
corrections regarding the
visuals, the content, and
delivery. Mistakes were
allowed and addressed to
assure that they would not be
repeated again. Most
importantly seeing how drawn
the students are to the topic,
the teacher counselled that
they should be more open and
objective to sensitive issues so
these can be properly
addressed.

November Grade 8 Matrix The students were The teacher first gave the
8, 2022 evaluated on how positive comments to the
comprehensive their outline students. She appreciated how
of the presentation is and they know well of their topic
the delivery itself. During with just the outline of it in
the reporting, the teacher their visual aids. However, the
 sat at the back to also teacher also pointed out the
oversee the whole class missing part in the
while monitoring the presentation of one of the
presenters. groups. This is where she
emphasized the importance of
outlining, that the essential
information should all be laid
down to still give an essence
of completeness to a topic.
Nevertheless, this was never a
cause for the teacher to
reprimand the students, and
even with this, the students
still acknowledged her
authority and they were
admissive and submissive.

November Grade 10 Hertz Handling education The teacher’s corrective

7, 2022 students, the teacher paid feedbacks were very direct.
heed to the students’ She taught the students to
instructional activities, select only the essential
content knowledge, concepts and subcontents from
delivery. She was also the textbook and present them
particular with the contents with time consciousness. She
and time. To record the also gave feedback on the time
useful information from her that the motivation took by
observation, she wrote reiterating that such activity
them down in her should be short but
observation notes. worthwhile. In terms of the
delivery, she talked about
loudening or modulating the
voice. The straightforward
corrections allow students to
apply precisely and faithfully
the standards not just of the
task but of a pre-service
teacher.

GUIDE QUESTION::
Is/Are the feedback mechanism/s used by the teacher appropriate? Why?

The feedback mechanisms were appropriate as they help the students know what they can
actually do, need to do for improvement, and avoid from doing. The feedbacks were focused,
clear, honest, actionable and given in the appropriate language and at the right time. The
level of consideration is highly influenced by the level of the students. To lower years,
 minimal mistakes are tolerated but addressed to prevent repetitions. While to higher years,
especially in college, exact obedience to the rules is the name of the game. Thus, feedbacks
are given in a plain-spoken manner.

GUIDE QUESTION::
How did the teacher monitor the learner’s progress and achievement?

Monitoring is not a dismissive observation, it pays attention to the details in the process and
deciding on what to with them. It includes when to ask a question, when to praise, when to
challenge, and what to do about the mistakes. These features were observed with the
teachers. They could not give a constructive and valuable feedback if without such
seriousness in monitoring. Therefore, they listening to the students, taking down notes while
doing so, and taking a moment to ponder are the means of an effective monitoring.

Reflect on your observations above and analyse how did the teacher facilitate monitoring and
feedback based on the RISE model of feedback shown below:
GUIDE QUESTION::
At which level where most of the strategies of the teacher belong?

Often, teachers provide their feedback through inquiry. They ask leading questions so the
students can be drawn to the target answer. This is effective as it does not encourage spoon-
feeding, instead it promotes learning by discovery and higher order thinking skills.
Additionally, this level of feedback is the most interactive among all in the RISE model.

GUIDE QUESTION::
What can you suggest to help the teacher improve his/her monitoring and feedback
mechanism?

Feedback must be constructive and systematic, otherwise students’ higher order thinking
skills may be at stake leading them to complacency and mediocrity in doing their academic
tasks. Thus, it is important they pattern their feedback to RISE model, it does not mean a
selection among the levels of feedback. It means following through the levels because
feedback is incremental. Through this way, students remember and apply better what have
been given unto them.

GUIDE QUESTION::
How about you, at which level is your skill in monitoring and feedbacking? What do you plan
to do to improve it?

Often, my level of feedback is only in the “Reflect.” It might be due to much conformity on
 what is written in the detailed lesson plan. It does not mean that, it is ineffective, in fact, it is
a form of positive reinforcement. However, as I know about the RISE model, I realized that
there can be more to create a valuable and realistic feedback. Hence, I will assure that
feedback will be aligned to Bloom’s taxonomy. I will reflect to make connections,
agreements, or disagreements with the students’ works. As I practice this, students more than
being anxious of receiving feedbacks become more earnest about it knowing that they will be
refined once more.

PROFESSIONAL READING
Find professional readings about feed-backing, monitoring, and evaluating learners’ progress and
achievement.
Title: Monitoring, assessment, and feedback
Author(s): TESS- India (Teacher Education through School-based Support)
Reference: Adinolfi, L., Aparajeeta, A., & Pradhan, A. (2016). Monitoring, Assessment, and Feedback.

GUIDE QUESTION::
What insights have you learned from the research you have read?
The article is very informative in giving distinctions among the three but also establishing
their interdependence to each other. A watchful monitoring and assessment help the teacher to
gauge the degree to which their students make learning gains from the task set for them. With
this, they are able to provide feedback or constructive information of their performance in
respect to a certain learning outcome and guidance for their improvement.
In terms of the assessment, it becomes more meaningful because the spelling is embedded
in sentences rather than just being alone without any context. The students were actively
involved in the process as they work in teams. While, monitoring becomes easier given the
students are grouped. With this, the teacher can easily note the students who wrote the
sentences correctly and those who needed to correct theirs afterwards. With this, the teacher is
able to give feedback to the whole class without exposing the students who had difficulties with
the assessment. He noted that with this strategy, his students become more excited in engaging
again with it every end of the topic.

GUIDE QUESTION::
What specific strategies have you learned to improve your monitoring and feedbacking skills?
The article provided strategies to improve monitoring and feedbacking skills. It is
important to note that monitoring enables a teacher to give regular feedback.
Most of the time, monitoring occurs in the forms of listening and observing, this simple
 tool however is effective, but more useful when the teacher will:
 listen to the students reading aloud
 listen to discussions in pair or groupwork
 observe students using resources outdoors in the classroom
 observe the body language of groups as they work
An accurate observation is measured when it documents only what is seen or heard, and
can be justified or counted. This can be possible through observation notes and a list of students
to identify the names in need of more assistance. These materials are integral to the next step,
feedbacking.
Feedback is defined as information about how they have performed in connection to the
stated goal or outcome. It informs them of what they can actually do, what they cannot do yet,
how their work in comparison with the standard, and how they can improve. The feedback must
be focused only on the undertaken task, clear and honest, actionable, given in appropriate
language and in a right time.
Language basically makes up the feedback. In using praise and positive language, the
teacher must not that it should be specific and directed toward the work done rather than about
the student. Instead of saying “Well done” the teacher can say instead “That’s a good question,”
“I really like the way you...,” “I was impressed by how you helped your group by reminding
them to read aloud,” and “What would make this even better is...”
Meanwhile in providing corrective feedbacks, directly saying their answer is incorrect
prevents them from thinking further and discovering the answer the teacher is looking for. But
asking them more questions can encourage them to seek the answer thus become more
responsible of their own learning. But, they can also be responded by the saying the following:
“That’s a good start, now do some more thinking about...,” “Think again...,” “Explain how you
came up with that,” “I want to see groups helping each other,” “Can anyone add to that
answer?” and “So we have two factors. What other factors might we consider?”
Monitoring and feedbacking are usually treated lightly in the aspect of education thinking
that content knowledge would suffice, but there are strategy to do them systematically and
objectively to assure that all students feel engaged regardless of their pace or progress.

GUIDE QUESTION::
How will you apply what you have learned from the research?
The research has taught me a lot on how to carry out assessment, monitoring, and
feedbacking more effectively. As much as instructional strategies are tailored to the differences
of the students, so must be the assessments. It can be open up more meaningful learning
opportunities when it is specific and differentiated. Thus, I will not conform to one type of
assessment so I can better give attention to those who need more help and challenge the
students who are more advanced.
The Field Studies taught me more the importance of notes-taking when observing. Its value
is strengthened when I read through this article. Documenting only what I can see, hear, justify,
or count can identify only the essentials and become a reliable source of which should be
focused on. I must not dismiss trifles that may have a contribution to the overall performance of
the students, when I miss these details, I may not provide students appropriate feedbacks.
These strategies are universal but can also be contextualized, and this is the merit of
researches.
Prepare a copy a written and performance task you have conducted in your class and post it in this
section. Describe how you have conducted the monitoring and feedback in facilitating the said
activities and which principles of assessment you have followed.

Activity: Elliptical Bit

Materials used:
 A piece of board
 Thumbtacks
 Sticks
 Yarn
 Pencil/pen

Procedure:
1. All you need is a piece of yarn, two thumbtacks, some cardboard, and a pencil.
2. The thumbtacks should be placed at the foci.
3. Put the cardboard under the paper, so the thumbtacks stay in place.
4. The pencil pulls the yarn tight and draw out the ellipse.

Instruction:
With your pen or pencil, draw your ellipse and observe.

Guide questions:

1. How many foci are there in an ellipse?

2. In what part of the ellipse the sun is positioned?

The activity allows feedbacking, since I observed the process on how students conducted this
activity so I can guide them and give additional comments. I grouped the learners into three, so
that they will share their insights and help one another. In conducting this assessment, giving of
instructions and procedure is done. It gives enjoyment in their learning process and enable them
to be more engage in the class. Alignment of the learning outcomes and competency is
considered. I follow the principles of holistic knowledge, skills and understanding, timely
assessment and feedback, facilitating learning and improving standards.
 Upon completing the process of assessment and evaluation, it is imperative that stakeholders
particularly the parents, should be informed about the results of the process.
In this lesson, you are going to:
1. Determine how to effectively communicate the learner needs, progress and
achievement to key stakeholders.
2. Use of assessment data to enhance teaching and learning practices and programs

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate familiarity with a range of strategies for communicating learner
needs, progress and achievement.
 Demonstrate an understanding of the role of assessment data as feedback in
teaching and learning practices and programs.
Study the picture below and answer the questions that follow.

GUIDE QUESTION::
What does the picture show?
The picture shows a son that is about to show his father the results of his exam with a mark
of C which would have an equivalent of a 73-75 grade. It can be inferred that the student is
anxious on what he is about to do perhaps because the father firmly held his expectations
from his son.

GUIDE QUESTION::
How do you think the situation can affect the teaching-learning process?
When a student is fed up with fear, he attracts other negativities which altogether affect the
way he sees himself, especially his worth as a student. This will then be reflected in how he
is in the classroom. He may become detached from the actual interaction and eventually
from the opportunities he would have enjoyed. In the classroom, he may lose interest of
things that once he was so into, he may never care of failures as he is unmoved already, and
worse he may have held contempt to learning and resort to unhealthy diversions. This is
something that the teachers and parents must understand, failure is just a process and never
a person. Only then, they will see mistakes or failures simply a part of a greater success.
Set an interview with a teacher on how they manage the distribution of report cards
and parent-teacher conference. Post an evidence of your interview and a short
transcript of your conversation.
TEACHER BACKGROUND:
Name: Charie Mae Otero
Degree:
Graduate: Master of Arts in Education in Mathematics
Undergraduate: Bachelor in Secondary Education Major in Mathematics
Affiliation/Position: Secondary School Teacher
Number of Years in Teaching: 7 years

Suggested Interview Questions:

1. What are your memorable experiences on reporting pertinent information
about students’ progress to parents?
2. What challenges have you experience in communicating student progress
to parents?
3. How do you manage the challenges or conflicts during parent-teacher
conference?

1. I can tell you that reporting students' academic success to parents is a

crucial part of education since it enables parents to keep track of their children's
academic progress and offer encouragement to help them achieve.
There are various methods of reporting student progress that our school
and I followed, this includes report cards, parent-teachers conference, and email
updates. Regardless of the method chosen, it is important for teachers to
communicate student progress in a clear, concise, and accurate manner to help
parents understand their child's strengths and areas for improvement.

2. Here are some common challenges that I face when communicating student
progress to parents, this includes time constraints, lack of understanding,
communication style, maintaining objectivity, and balancing positive and
negative feedback.
These are some of the common challenges that teachers and educators face
when communicating student progress to parents, but there are many strategies
and best practices that can help to overcome these challenges and ensure
effective communication.

3. Some strategies that I use to manage conflicts and challenges during

parent-teacher conferences includes preparing ahead of time, being clear and
concise, listening actively, focusing on solutions, staying positive, and doing
follow up questions.
By following these strategies, I can effectively manage conflicts and
challenges during parent-teacher conferences, and work together with parents to
support the student's academic progress.
Answer the following questions based on your interview with a teacher?
1. Why is it important to communicate student progress to the parents?
More than being concerned with maintaining transparency, there is far greater purpose
and this is to assure that both are in synergy for the child’s welfare. This would not be pushed
through when there is no constant communication regarding the student progress. It is just
the initial step actually to furthering the developments of the students. One’s end is the
beginning of another, and step after step means a milestone, an addition to the student’s
holistic stature.
2. What principles should be followed in communicating student progress to parents?
Communication must be built upon the principle of understanding and balanced with
objectivity. Communication when driven by aggression for success is a threat to maintaining
a professional conversation and even relationship.
Objectivity is another important principle that must not always be treated secondary.
It is never credible to report without a systematic process and sufficient records. These will
give clearer basis on which part the student lacked. The parents cannot do something beyond
the legal grounds when there are legal documents.
However, behind the data stored by the teacher, there are underlying circumstances.
These may have a serious impact on student’s remarks. Thus, before giving the lowest, look
what can still be done, objective means that would at least save the student from emotional
distress. This is to remind that there are limits that must be respected and the teacher’s
goodness will never be a subject of abuse.

PROFESSIONAL READING
Find professional readings about the role of assessment data as feedback in teaching and
learning practices and programs.
Title: The Role of Classroom Assessment in Teaching and Learning
Author(s): Lorrie A. Shepard
Reference: Shepard, L. (2000). The role of classroom assessment in teaching and learning.

GUIDE QUESTION::
How did this article help you understand the importance of the role of assessment data as
feedback in teaching and learning practices and programs?
The data from the assessment and its extent in meeting the criteria provides the teacher
the aspects that are in need of feedback. Hence, feedback is dependent on assessment, and
assessment without feedback is futile. According to Shepard (2000), the latter can be used to
check the students’ prior knowledge, provide feedback, engage students in self-evaluation
and self-correction, and so forth.
The provision of feedback from an assessment is relative according to context. In
written activities, the teacher can address familiar categories such as the “quality of ideas”,
“use of evidence”, “clarity of communication”, and the like rather than writing generic
comments like “good idea.”
Another way of giving feedback is not to routinely and directly correct students’ error
 when they are inconsequential to the process. But if they made errors systematically, the
learners can be offered with hints or leading questions to direct them to self-correction. In
these ways, the assessment and feedback become equal partners in instilling responsibility
and accountability in learning.
Not only does assessment give feedback to the students’ performance, but also of the
teachers’ teaching strategies. Assessment is an indirect mechanism for reforming
instructional practice in response to identified difficulty or needs from the assessment. Thus,
it must not be just a retrospective experience of the learners but of the teachers as well to
truly illuminate and enhance the teaching and learning process.

Describe your own experiences in communicating student progress to parents. Show an

evidence of the process.

GUIDE QUESTION::
How did you communicate student progress to parents?
My designation as a seminary teacher of the youth in the church offered me an experience
to communicate student progress to his or her parents. I first present the parents their child’s
attendance and daily reading record and their elevated learning assessment scores. To those
who have problems regarding the reports, I sit with the parents to discuss and address the
concerns, usually this is held by visiting them at home or by simply talking with them in the
church. We converse about the student’s behaviour and figure out the underlying cause. I make
sure that I bring the documents with me if I cannot send it to them online so they can be assured
that the progress is indeed recorded and therefore authentic.

GUIDE QUESTION::
What principles did you observe?
From my experience, I embodied the principle of objectivity and understanding. I am
responsible to provide the students and parents accurate and reliable information about the
learners’ progress. It must be made sure that they all have the access to the document so they
themselves can evaluate and reflect on what they need to improve.
I apply proper judgment as I try to understand the underlying reasons so I can either
consider or impose discipline. I always assess whether their lack is a reflection of my
insufficiency or ineffectiveness. Thus, I would always reach out to them without compromising
my principles.

GUIDE QUESTION::
What else can you improve?
What I have learned in the church can be applied and improved in my teaching experience
in the secular education. I can maintain my principles upon communicating to the parents and
employing the proper solution.
One thing I might want to improve on this aspect is my response to situations where there
would be complaints.
From this, I learned I need to establish emotional strength whenever faced with the same
situation. I need to become firm when I know I have done my part despite how occupied I am.
But, I must not also allow this to break relationships because we both have a responsibility on
the child, in one way or another, it is co-parenting. It is in experience that I know what to
improve.