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OBJECTIVE 6
How do you maintain a learning environment that is responsive to your community's context?
Describe the context in your area and share teacher practices that contribute to further improvement
of your community?
Maintaining a learning environment that is responsive to the community's context is an essential aspect of
effective teaching. As an educator, I recognize that the students I teach come from diverse backgrounds
and have unique experiences and needs that must be considered when designing and implementing
instructional practices. In my area, the community context is characterized by cultural, linguistic, and
socioeconomic diversity, which presents both challenges and opportunities for teaching and learning. To
maintain a learning environment that is responsive to the community's context, I employ a variety of
strategies and practices. First and foremost, I make an effort to understand the cultural and linguistic
backgrounds of my students and incorporate this knowledge into my instruction. For example, I may use
culturally relevant texts, incorporate student's home languages in my lessons,or design activities that
are culturally meaningful to my students. Another strategy I use is to collaborate with families and
community members to establish a partnership in education. This partnership helps me to better
understand the needs and perspectives of the community and tailor my instruction accordingly. I also
engage in ongoing professional development to stay current on best practices for serving diverse learners
and build my skills in culturally responsive teaching.

Reflection:
Maintaining a learning environment that is responsive to the community's context isa continuous
process that requires ongoing reflection and adaptation. As I reflect on my practice, I recognize the
importance of building strong relationships with my students and their families, and understanding their
cultural and linguistic backgrounds. I also realize the value of ongoing professional development to
buildmy skills in culturally responsive teaching and stay current on best practices. Looking forward, I
plan to continue to refine my practice by seeking out opportunities for collaboration with families and
community members, and staying informed about the cultural and linguistic diversity in my community.
By doing so, I hope to create a learning environment that fosters academic success, cultural
understanding, and social-emotional growth for all my students.

What is community context.

Community context refers to the social, cultural, economic, political, and environmental factors that shape
the lives of individuals and communities in aspecific geographic area. It includes the community's history,
traditions, values, and beliefs, as well as the resources and opportunities available to its members.
Examples of community context may include the socio-economic status of families, cultural diversity,
access to healthcare, infrastructure, and education. As a teacher, there are several ways to contribute to the
development of the community:
Engage in community outreach programs: Teachers can participate in various community outreach
programs that address specific community needs, suchas literacy programs, community clean-up drives,
or health campaigns.
Promote cultural awareness: Teachers can encourage their students to learn and
appreciate the diverse cultures present in their community. They can organizecultural
events, invite guest speakers, and integrate multicultural themes into their lessons.
Collaborate with community stakeholders: Teachers can work with other community
stakeholders, such as local businesses, government agencies, and non- governmental
organizations, to develop projects or programs that address community needs.
Advocate for community issues: Teachers can advocate for community issues that
impact their students, such as access to quality education, affordable healthcare, or environmental
protection.
Involve parents and families: Teachers can involve parents and families in their children's education by
creating opportunities for them to volunteer in the
classroom, attend parent-teacher conferences, or participate in school events. By doing so, teachers can
strengthen the connection between the school and the community, and promote the development of the
community as a whole.

OBJECTIVE 7
How do you develop your teaching practice in accordance with the existing lawsthat apply to
teaching and the responsibilities specified in the Code of Ethics for Professional Teachers? How do
you develop your teaching practice in accordancewith existing regulations?
As a professional teacher, it is essential to develop my teaching practice in accordance with the existing
laws and regulations that apply to teaching. Thisincludes the responsibilities specified in the Code of
Ethics for Professional Teachers,which outlines the standards and principles of ethical conduct for
teachers in the Philippines. To ensure that my teaching practice is in compliance with these lawsand
regulations, I regularly review and familiarize myself with them. This involves reading and understanding
relevant laws, policies, and guidelines, such as the Philippine Constitution, the Education Act, and the
Code of Ethics for Professional Teachers. In addition, I participate in ongoing professional development
to enhance my knowledge and skills in teaching and to stay current on changes and updates in education
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laws and regulations. This may include attending seminars, workshops,and conferences, as well as
collaborating with other teachers, school administrators, and education professionals.
Reflection:
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Developing my teaching practice in accordance with existing laws and regulations requires a commitment
to ongoing learning and growth as a professional educator.As I reflect on my practice, I recognize the
importance of staying informed and up- to-date on relevant laws and policies, and integrating ethical
principles into my teaching approach. Looking forward, I plan to continue to develop my teaching practice
in accordance with existing laws and regulations by seeking out professional development opportunities,
staying informed on changes and updates, and collaborating with others in the field. By doing so, I hope to
contribute to the overall improvement of education and the well-being of my students.
Additional
One law from Code of Ethics for Professional Teachers in the Philippines that youmay find relevant
in your teaching career is Article IV, Section 1, which states:
“Teachers shall, at all times, uphold the dignity of the teaching profession. Theyshall regulate their
private and professional lives in a manner that will command respect for the profession.”
This law emphasizes the importance of maintaining the dignity and integrity of the teaching profession by
conducting oneself in a professional and ethical manner both in and outside of the classroom. It reminds
teachers that their actions and behavior can impact how others perceive the teaching profession, and
encourages them toact in a way that earns respect for themselves and their colleagues.

OBJECTIVE 8
In which practices do you show care, respect, and integrity to learners, colleagues, parents, and other
education stakeholders? How do these practices uphold thedignity of the teaching profession?
As a professional teacher, I believe that showing care, respect, and integrity to learners, colleagues,
parents, and other education stakeholders is essential to upholding the dignity of the teaching profession.
There are several practices that I follow to demonstrate these values in my work.
Firstly, I make a point to listen attentively to my learners, colleagues, and parents and show empathy
towards their needs and concerns. I recognize that each individual has unique circumstances and
experiences, and I strive to be understanding and accommodating.
Secondly, I maintain a professional demeanor and exhibit fairness and transparency in my dealings with
others. This includes being honest and accountable for my actions, adhering to ethical principles, and
treating others with impartiality and respect.
Thirdly, I promote a positive learning environment that is inclusive and welcoming to all learners. This
involves recognizing and valuing diversity in all its forms, and providing opportunities for learners to
express themselves and contribute to the classroom community.
Overall, these practices are intended to demonstrate care, respect, and integrity towards all education
stakeholders, and to uphold the dignity of the teaching profession.

Reflection:
As I reflect on my practices, I realize that demonstrating care, respect, and integrity towards learners,
colleagues, parents, and other education stakeholders is not onlya professional obligation, but a personal
commitment to making a positive impact in the lives of others. By upholding these values, I aim to create
a safe and supportive learning environment where everyone can thrive.
In the end, I believe that these practices are not only essential to upholding the dignity of the teaching
profession, but also to the betterment of society as a whole. As educators, we have the power to shape the
future by instilling values of care, respect, and integrity in the next generation of learners.

ANOTHER TRF SOURCE

Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions
and skips activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed
with a learning disability. How will you modify the instructions for Clara to keep her focus on classroom
activities? Write your reflections in this form. Mention in your reflections a specific learning disability
that you are familiar with or have researched on.
First, it is important to create a structured and predictable learning environment. This means providing
clear and consistent instructions, routines, and expectationsfor classroom activities. For example, using
visual aids and step-by-step instructions can be helpful for students who struggle with following
directions. Second, it can be helpful to break down complex tasks into smaller, manageable steps. This can
help students feel less overwhelmed and more confident in their ability to complete the task. For example,
providing a checklist or visual guide can be helpful for students who struggle with organization and
planning.
Third, it can be helpful to provide opportunities for hands-on, experiential learning. This can help engage
students who struggle with traditional lecture-based instruction and can provide a more meaningful and
memorable learning experience. For example, using manipulatives or other tactile materials can be helpful
forstudents who struggle with abstract concepts.
In terms of modifying instructions for Clara specifically, I would work with her parents and any other
professionals involved in her care to create a tailored plan that addresses her specific needs and
challenges. This may involve individualize d instruction, accommodations such as extended time on
tasks or preferential seating, or other supports such as counseling or occupational therapy.
Overall, it is important to approach students with learning disabilities with empathy, patience, and a
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willingness to adapt instruction to meet their individual needs. By providing a supportive and inclusive
learning environment, we can help these students reach their full potential and succeed in the classroom
and beyond.
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A specific learning disability: DYSLEXIA

One specific learning disability that I am familiar with is dyslexia, which is a language-based learning
disability that affects reading, writing, and spelling.
To support students with dyslexia in the classroom, it is importa nt to provide a structured and multi-
sensory approach to learning. This includes using a variety of teaching methods, such as visual aids,
hands-on activities, and auditory cues, to reinforce learning and help students make connections between
sounds and letters.
Some specific strategies that can be helpful for students with dyslexia include:
Phonics instruction: This involves teaching students the relationship between letters and sounds. Using
a structured phonics program can help studentswith dyslexia develop strong decoding skills.
Multi-sensory instruction: This involves engaging multiple senses (such assight, sound, and touch) to
reinforce learning. For example, using manipulatives to help students visualize and manipulate letters
and soundscan be helpful.
Assistive technology: This includes tools such as text-to-speech software and audiobooks, which can help
students with dyslexia access information and improve their reading comprehension
Accommodations: This includes modifications to the learning environment or teaching methods, such as
providing extra time on tests or using a larger font size on printed materials.

It is important to note that each student with dyslexia is unique, and may require different types and levels
of support to succeed in the classroom. Working closely with the student, their parents, and any other
professionals involved in their care can help ensure that they receive the individualizedsupport they
need to reach their full potential.

OBJECTIVE 9
What co-curricular and/or extra-curricular organizations and/or activities did you participate in, that enabled
you to share your knowledge and enhance your teaching practice? How did your membership in this
organization/ participation in this activity contribute to your professional development?

Narrative Report:
I have participated in co-curricular and extra-curricular organizations and activities throughout my
teaching career to enhance my knowledge and teaching practice. One organization that I have been a
member of is the ****** Professional Association in my community. Through this organization, I have
had the opportunityto collaborate with other professionals in my field, attend training sessions, and
engage in discussions about current issues and best practices in education. Additionally, I am a
volunteer at one of the organization (teaching non-reader) in my community. As a volunteer, I work with
students in a variety of ways, from tutoring and mentoring to organizing community service projects.
Through this experience, I have been able to share my knowledge and skills with students outside of
the classroom, and help them develop important life skills. Finally, I am also an officer in my purok, a
local community organization. Through my involvement in this group, I have been able to connect with
other community leaders and collaborate on initiatives that benefit our community as a whole. My
participation in these co- curricular and extra-curricular organizations and activities has contributed
significantly to my professional development. Through these experiences, I have gained valuable
insights and perspectives, learned new teaching strategies and techniques, and built strong
relationships with my colleagues and students.

Reflection:
As I reflect on my participation in these organizations and activities, I realize that they have been
instrumental in shaping my teaching practice and contributing tomy growth as a professional educator.
Through my involvement in these groups, I have been able to share my knowledge and expertise with
others, while also learning from my colleagues and students.
Moving forward, I plan to continue seeking out opportunities for professional development and
engagement with the broader teaching community. I believe thatby staying active and involved, I can
continue to enhance my teaching practice, and make a positive impact in the lives of my students and
community.

OBJECTIVE 9
The task given to the students is to research the roles of the given workers in t he community by asking
their parents or anyone with knowledge of the roles. It is divided into 2 sets. The Set A used the terms
which are familiar to the modern community, while the Set B used terms that are familiar in the older or
indigenous community.
The research task assigned to the students involved investigating the roles of workers in the community.
The task was divided into two sets – Set A and Set B. SetA utilized modern terms that are commonly
used in the community, while Set Bused terms that are more familiar in the older or indigenous
community. The students were required to interview their parents or anyone with knowledge of the roles
assigned to them.
The students were highly engaged in the research task, as it provided them with an opportunity to learn
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more about the different workers in their community. They wereable to develop their communication
skills by interviewing their parents and others, as well as their research skills by gathering information
from various sources.
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Through the research task, the students were able to gain a better understanding of the different roles that
workers play in the community. They learned about the challenges and responsibilities associated with
each role, and how these workers contribute to the betterment of the community as a whole.
Overall, the research task was a success, as it allowed the students to develop important skills and gain
valuable knowledge about their community.

The research task assigned to the students was an insightful experience, as itprovided them with an
opportunity to learn more about the roles of workers in their community. The task was divided into two
sets – Set A and Set B. Set A used term that are familiar to the modern community, while Set B used
terms that are more familiar in the older or indigenous community.
Through the task, the students were able to develop their research and communication skills. They
interviewed their parents and others to gather information about the different workers in their community.
They learned about the different roles that workers play and the challenges and responsibilities that come
with each role.
The students also discovered that language and terminology can vary greatly depending on the community
and cultural context. This helped them to appreciate the diversity of language and culture within their
community, and to be more mindful of the different perspectives and experiences that people may have.
Overall, the research task was a valuable learning experience for the students. It helped them to develop
important skills and gain knowledge about their community. They appreciated the opportunity to learn
more about the roles of workers in their community, and they look forward to applying this knowledge in
their future endeavors.

Action Plan for those slow reader learners.

Here is an action plan that may help slow readers improve their reading skills:
Set realistic goals: Start by setting achievable goals for your reading, such as reading fora certain amount
of time each day or reading a specific number of pages per day. Keep track of your progress and
celebrate your successesalong the way.
Improve your reading environment: Find a quiet, well-lit area to read in that isfree from distractions. Turn
off your phone and any other electronic devices that may interrupt your focus.
Practice reading regularly: Reading regularly can help improve your reading speed and comprehension.
Start with short, easy-to-read materials, such as news articles or short stories, and gradually increase
the difficulty level asyour skills improve.
Use reading aids: Consider using aids such as a highlighter, a ruler or a finger to guide your eyes while
reading. These tools can help you focus and read more efficiently.
Build your vocabulary: Improving your vocabulary can make reading easier and more enjoyable. Try
learning a new word each day and use it in a sentence. You can also use a dictionary or thesaurus to
look up unfamiliar words as you come across them.
Take breaks: Reading for long periods can be tiring, so take frequent breaks. Stand up, stretch your legs,
and give your eyes a rest. This will help you stay focused and refreshed.
Seek help if needed: If you are still struggling with reading despite your efforts, consider seeking help
from a tutor, teacher, or reading specialist. They can provide personalized guidance and support to help
you improve your reading skills.

Remember, reading is a skill that can be improved with practice and persistence. By following this action
plan and staying committed to your goals, you can become a better, more confident reader.

Interactive and inclusive classroom activities for diverse group of learners.

Here are some interactive and inclusive classroom activities that can be used for a diverse group of
learners:
Think-pair-share: In this activity, students are given a question or prompt and asked to think about it
independently. Then, they pair up with a partner to
discuss their thoughts and ideas. Finally, the pairs share their ideas with the larger group. This activity
promotes active listening and encourages studentsto share their ideas with others
Jigsaw: In a jigsaw activity, students are divided into small groups and each group is given a
different piece of information to research or learn about.
After each group has become experts in their area, they then join a newgroup with one member from
each of the original groups. In this new group, each student shares what they have learned with their new
group members. This activity encourages collaboration and helps students learn from oneanother.

Gallery walk: In a gallery walk, students create a visual representation of a concept or topic and then
display their work around the classroom. Students then move around the classroom, looking at the
different displays and discussing them with their classmates. This activity promotes creativity and visual
learning, and encourages students to share their work with others.
Role-playing: In role-playing activities, students act out a scenario or situation, taking on different roles
and perspectives. This can be particularly effective for teaching social and emotional skills, as well as
helping students develop empathy and understanding for others.
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Peer teaching: In this activity, students take turns teaching a concept or skill to their peers. This can be
particularly effective for students who learn better through teaching and also helps to promote
collaboration and peer-to-peer learning.
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Round-robin brainstorming: In this activity, students take turns offering ideas for specific topic or
problem, building on each other's ideas. This activity encourages creative thinking and helps students to
develop their communication skills.

Remember, the key to creating an inclusive classroom is to provide opportunities for all students to
participate and engage in learning. By using a variety of interactive activities, you can create a classroom
environment that is engaging, inclusive, and supportive for all learners.

How to be an effective teacher for diverse group of learners

Being an effective primary teacher for a diverse group of learners requires a range of skills and strategies.
Here are some tips to help you be an effective primary teacher:
Build relationships: Get to know your students and their families, including their backgrounds, cultures,
and learning needs. Build
relationships with your students by being approachable, empathetic, and responsive to their needs.
Differentiate instruction: Use a variety of teaching strategies and materials to accommodate different
learning styles and abilities. Adjust
your instruction based on individual student needs, including using visual aids, manipulatives, and
technology.
Set high expectations: Establish clear expectations and goals for your students, and provide them with
the necessary support and resources to
meet those expectations. Encourage students to take ownership of their learning and to be responsible for
their own progress.
Foster a positive learning environment: Create a classroom culture that is inclusive, respectful, and
supportive. Encourage collaboration, active
learning, and student engagement.
Provide feedback: Provide timely and constructive feedback to your students, both verbally and in
writing. Use a variety of assessment toolsto monitor student progress and adjust your instruction as
needed.
Communicate effectively: Communicate regularly with your students, families, and colleagues. Use clear,
simple language and provide regular updates on student progress and classroom activities.
Continuously learn and grow: Stay up-to-date on the latest teaching methods, research, and best practices
in your field. Participate in professional development opportunities and collaborate with colleaguesto
share ideas and strategies.
Remember, every student is unique and has their own individual learning needs. By building
relationships, differentiating instruction, setting high expectations, fostering a positive learning
environment, providing feedback, communicatingeffectively, and continuously learning and growing, you
can be an effective primary teacher for a diverse group of learners.

OBJECTIVE 9 (Additional Infos)

As a teacher, what extracurricular activities you engaged so that you can learned more and have more
knowledge about diversity. As a teacher, there are a variety of extracurricular activities that you can
engage in to learn more about diversity and expand your knowledge. Here are a few suggestions:
Attend cultural events: Attending cultural events, such as festivals, concerts, and art exhibits, can expose
you to different cultures and perspectives. This can help you to better understand and appreciate the
diversity of your students and their families.
Join a diversity committee: Many schools and districts have diversity committees that are dedicated to
promoting equity and inclusivity. Joining a diversity committee can provide opportunities for
professional developmentand networking with other educators who are committed to creating inclusive
learning environments.
Read diverse literature: Reading books and articles written by diverse authors can help to expand your
knowledge of different cultures and experiences. Incorporate diverse literature into your classroom
curriculum and seek out reading groups or book clubs focused on diversity and equity.
Participate in professional development: Look for professional development opportunities that focus on
diversity and equity in education. Attend workshops, conferences, and webinars that are designed to help
educators better understand and support diverse learners.
Engage with diverse communities: Connect with diverse communities and organizations in your area to
learn more about their experiences and perspectives. This can help you to build relationships with your
students and their families, and to better understand the challenges they may face.

Remember, learning about diversity is an ongoing process, and it is important tostay open-minded
and willing to learn. By engaging in extracurricular activities that promote diversity and inclusivity, you
can become a more effective and culturally responsive teacher

Having students with different learning levels in one classroom can be challengingfor teachers, but
there are strategies that can help you meet the needs of all your students. Here are some suggestions:
Differentiate instruction: This means adapting your teaching methods and materials to meet the needs of
different learners. For example, you might provide advanced content or assignments for gifted learners,
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offer extra support or scaffolding for slow learners, and use a variety of teaching strategies (such as visual
aids, hands-on activities, and technology) to engage all learners.
Use flexible grouping: Grouping students based on their learning needs can help you provide targeted
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instruction and support. For example, you might form small groups based on ability level or interest, or
offer one-on-one support for students who need extra help. Offer choice and autonomy: Allowing
students to choose their own learning activities or assignments can help them feel more invested in their
learning and engaged in the classroom. For example, you might offer a choice of reading materials or
project options that allow students to showcase their strengths.
Foster a growth mindset: Encouraging a growth mindset can help studentssee their abilities as
malleable and develop a love of learning. This involves praising effort and persistence, rather than innate
ability, and helping students set goals and track their progress.
Collaborate with colleagues: Working with other teachers or support staff can help you develop strategies
for meeting the needs of diverse learners. For example, you might work with a special education teacher
to develop individualized education plans (IEPs)for students with disabilities, or collaborate with a gifted
education specialist to offer advanced content and activities for gifted learners.

Remember that every student is unique, and may require different types and levelsof support to succeed
in the classroom. By using a range of strategies and collaborating with other professionals, you can help
create a learning environment that is inclusive and responsive to the needs of all your students.

Objective 10- “Adapted and used culturally appropriate teaching strategies to address the needs of learners from
indigenous groups.”)

PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.

Evaluate the appropriateness of the activity to your learners. Write your response in this form.

Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.

Set A

mayor
councilors
medical officers
Set B

datu/chieftain
community elders
healers
MY RESPONSE:

Since they belong to a historically marginalized sectors, indigenous peoples are afforded special protections by the
1987 Constitution.

For example, it is stipulated in Article XIV, section 17 that the state “shall recognize, respect, and protect the rights
of indigenous cultural communities to preserve and develop their cultures, traditions, and institutions. It shall
consider these rights in the formulation of national plans and policies.”

In line with this, then- Education Secretary Armin Luistro released DepEd Order No. 32, S. 2015 or the Adopting the
Indigenous Peoples (IP) Education Curriculum Framework.
Against this backdrop, it can be said that the aforementioned activity is appropriate for a class with learners
belonging to indigenous groups. Set A is geared toward students from urban communities while set B is meant for
students from rural communities.
This differentiation is important because students are more likely to understand lessons if the teachers are able to
make it more relatable to them. One way of doing that is by contextualizing the lessons and activities.
In fact, I will go the extra mile and ask these students from indigenous groups to share what they wrote to the entire
class so that all the other students will understand them more.

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