Reflection On SLAC

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
City Schools Division of the City of Tayabas
WEST PALALE NATIONAL HIGH SCHOOL
West Palale, Tayabas City
Reflection on School Learning Action Cell
School: WEST PALALE NATIONAL HIGH SCHOOL
Training Content/Topics
Session 1: Catering Learners’ Learning Styles
West Palale National High School held its SLAC to facilitate professional learning
opportunities for the teachers. The school conducted one SLAC per month With the support of the
current school head, Mrs. Mary Grace M. Cabili and the leadership of the two master teachers Mr.
Simplicio B. Rato and Mr. Johncent Roy C. Tibordo.
The first part of SLAC session was facilitated by the School Principal Mrs. Mary Grace M.
Cabili and participated by all teachers in WPNHS including the newly assigned LSA, and the whole
session was moderated by the Master Teacher, Mr. Tibordo .
The realm of catering to learners' diverse learning styles is a dynamic and essential facet of
education. Just as each individual possesses a unique fingerprint, their learning preferences and styles
form a distinctive cognitive blueprint. Recognizing and accommodating these diverse styles is akin to
tailoring a bespoke suit – it ensures a comfortable and effective fit for each learner.
In this journey of educational catering, flexibility and adaptability reign supreme. Just as a
caterer must be prepared to pivot based on guest preferences and needs, educators must be ready to
adjust their strategies as they gauge their learners' responses. The pursuit of a successful educational
banquet rests not only on the educator's expertise but also on their receptiveness to feedback and
willingness to iterate.
In conclusion, the reflection on catering to learners' learning styles underscores the

importance of embracing diversity in education. Just as a well-prepared feast caters to a spectrum of
palates, educators must offer a spectrum of learning methods to cater to their students' cognitive
preferences. By doing so, they create an inclusive learning environment that maximizes engagement,
comprehension, and overall growth.
Prepared by: Noted by:

JARNEL C. CABALSA MARY GRACE M. CABILI
TEACHER I PRINCIPAL II
Follow us @ https:www.facebook.com/DepEdTayoWPNHS301416
Email Address: 301416@deped.gov.ph
Contact Number: 042-794-1594
Session 2: Understanding Positive Discipline in Everyday Teaching
Proceeding for the second session of this SLAC the moderator, Mr. Tibordo greeted the
participants and asked the audience their initial feelings using a song title. The audience enjoyed
sharing what they were feeling at the moment. They were so creative in thinking for song’s title that
best describe their emotions. After catching the attention of the participants, the moderator introduced
the session’s master who is the school principal, Mrs. Mary Grace M. Cabili. She listed down the
objectives expected to be covered in the session before wishing the participants a good time…
My learnings in this SLAC is that , understanding positive discipline in everyday teaching is

akin to cultivating a garden where the seeds of knowledge, growth, and character are nurtured with
care and intention. Just as a skilled gardener tends to each plant's unique needs, educators who
embrace positive discipline foster an environment where students can blossom into responsible,
empathetic, and self-disciplined individuals.
Positive discipline is not simply a set of rules or techniques; it's a philosophy that recognizes
the importance of mutual respect, communication, and empathy in guiding students towards making
constructive choices. Much like the sun's warmth and water's sustenance for plants, positive discipline
provides the emotional nourishment and guidance that allow students to flourish both academically
and personally.
In conclusion, understanding positive discipline in everyday teaching is an ongoing journey

that involves nurturing, guidance, and empowerment. Just as a garden flourishes under the attentive
care of a skilled gardener, students thrive in an educational environment where positive discipline is
embraced. By fostering relationships, setting clear expectations, allowing for natural consequences,
and practicing patience, educators create a classroom ecosystem where learning, growth, and
character development intertwine harmoniously.

Session 3: Responsive Teaching Strategies/ Methods
For the session 3 , It was facilitated by Mr. Tibordo .The session started and ended on time.
The objectives of the session were achieved. It’s a good thing that the activities were congruent to the
objectives and the topics were significantly related to teaching and very helpful to teachers like me
since there are times that my lesson becomes boring as I forget to inject current teaching strategies
and methods.
Responsive teaching strategies are like a symphony, where the conductor – the educator –
carefully listens to the unique melodies and rhythms of each student's learning journey. Just as a
conductor adjusts the tempo and dynamics to bring out the best in each instrument, responsive
teaching involves adapting methods and approaches to harmonize with individual student needs,
strengths, and challenges.
Patience and flexibility are essential in responsive teaching. Just as a dancer adjusts their
movements in response to the music, educators adjust their teaching strategies based on the evolving
needs of their students. Recognizing that learning is not always linear, responsive educators provide
ample opportunities for revisiting concepts, offering additional support, and allowing for exploration.
In conclusion, responsive teaching strategies are a dynamic orchestration of methods and

approaches that recognize and honor the individuality of each learner. Just as a conductor shapes the
music to create a harmonious whole, educators shape the learning experience to empower students to
reach their full potential. By differentiating instruction, utilizing technology, actively listening, and
embracing adaptability, responsive teaching creates an educational environment where every student's
unique melody contributes to the symphony of learning.

Session 4: Classroom Management
This was the last session for the first part of WPNHS SLAC and it talks about classroom
management. Having the same speaker for this session, Ma’am Mary Grace Cabili, she delightfully
welcomed the participants.
Classroom management is an art that blends structure, empathy, and adaptability to create an
environment conducive to effective learning and positive student development. It's not just about
maintaining order; it's about fostering a dynamic space where students feel respected, engaged, and
motivated to participate in their own education.
Successful classroom management hinges on establishing clear expectations and routines.

When students know what's expected of them and how the class will be structured, it reduces
uncertainty and anxiety, enabling them to focus on learning. Consistency in enforcing these
expectations is crucial, as it reinforces the sense of fairness and equity in the classroom.
In essence, successful classroom management is a delicate balance between structure and

flexibility, discipline and compassion, consistency and adaptability. It's about creating a space where
students feel valued, safe, and motivated to learn, while also equipping them with the skills to
navigate challenges both inside and outside the classroom.

Part II. Session 1: Assessment Tools and strategies
Date: January 6, 2023
This SLAC was facilitated by Ms. Rodchiel Gensaya. The participants passed the bear while
the music was playing and the person who was holding the bear when the music stopped shared
his/her expectation for the day’s session. After catching the participants’ attention, the moderator
carried on to introducing the facilitator, WPNHS Master Teacher, Mr. Johncent Roy C. Tibordo.
Assessment tools and strategies are like navigational instruments that guide educators and
learners on the journey of education. Much like a map helps explorers chart their course, assessment
methods provide insights into what has been learned, how far one has come, and where adjustments
are needed. Reflecting on the significance of assessment in education underscores its role as a
compass for both teaching and learning.
In conclusion, assessment tools and strategies play a pivotal role in shaping the educational
journey. Like a well-calibrated compass, they provide direction, feedback, and valuable insights to
both educators and learners. By embracing variety, incorporating formative and summative
approaches, harnessing technology, and maintaining a balanced perspective, educators create an
assessment framework that guides students toward growth and mastery while nurturing a lifelong
passion for learning.

Part II. Session 1: Classroom-Based Action Research
Date:
One of the most significant advantages of Classroom-Based Action Research is its focus on
contextual relevance. Teachers work within their own unique classroom settings, acknowledging the
diversity of their students, curriculum, and institutional factors. This specificity allows for tailored
interventions that can directly address challenges in the classroom. By acknowledging that what
works in one classroom might not work in another, educators can develop strategies that are aligned
with their specific teaching context.
However, conducting action research requires a commitment of time and effort. It's not a
quick fix; it's a gradual process that demands patience and dedication. Collecting and analyzing data,
especially when considering the qualitative aspects of teaching and learning, can be time-consuming.
Yet, this investment is crucial for generating insights that are both meaningful and sustainable.
Action research also emphasizes collaboration. Teachers often work together, sharing
findings and discussing strategies, which fosters a culture of continuous improvement within the
school community. This collaborative aspect enhances the collective knowledge of educators and
contributes to a more dynamic and responsive teaching environment.
In conclusion, Classroom-Based Action Research serves as a bridge between theory and

practice, allowing educators to refine their teaching methods based on tangible evidence. It nurtures a
growth mindset, encourages collaboration, and highlights the dynamic nature of education. By
engaging in this reflective process, teachers not only enhance their own teaching skills but also
contribute to the advancement of the field as a whole.

Pictorial Report
Setting of Expectations
Stating the Objectives
Brainstorming and Presentation

of Output
Discussion Proper
Rodchiel O. Gensaya Mary Grace M. Cabili
Teacher I Principal II
Pictorial Report
Opening Prayer
Discussion Proper
Snack Time
Pictorial Report
Discussion Proper
Active participation of listeners
Pictorial Report
Discussion Proper
Snack Time
Part II. Session 1: Assessment Tools and strategies
Date: January 6, 2023
The moderator for the Part II of WPNHS SLAC is Ms. Rodchiel O. Gensaya. She started the
program with an opening prayer and Makabayan song. She introduced the continuation of the school’s
SLAC and get the participants’ attention by playing the game Round Robin. The participants passed
the bear while the music was playing and the person who was holding the bear when the music
stopped shared his/her expectation for the day’s session. After catching the participants’ attention, the
moderator carried on to introducing the facilitator, WPNHS Master Teacher, Mr. Johncent Roy C.
Tibordo.
The facilitator encouraged the participants to listen on his discussion.
I. Discussion Proper
He discussed the various tools and strategies in assessment which is used to ensure learning
from the students. Also, he highlighted the difference between formative and summative assessment.
He clearly guided the teachers in creating test papers and its proper format in structure and content.
II. Question and Answer
The participants raised questions which were skeptical to them. The speaker willingly
entertained the questions asked by the participants.
Part II. Workshop 2: Preparing TOS and Quarterly Test
Right after the discussion about the assessment tools and strategies, the testing coordinator,
Mrs. Lilibeth B. Vargas facilitated the participants in crafting the Table of Specifications which is
required in the upcoming second quarter examination. Along with the TOS, the teachers were also
taught in the creation of test questions aligned with the TOS.
In conclusion almost 100 percent of the participants were able to create TOS and quarterly
test.
Finally, the session ended with the closing remarks given by the school principal, Ma’am
Grace where she commended the two facilitators by successfully carrying out their respective task.
She then added some important announcement and requirements to be accomplished by the
participants.
The session ended at 5:00 in the afternoon.
Pictorial Report
Motivation
Discussion Proper
Awarding of Certificate

Reflection On SLAC

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Republic of the Philippines

School: WEST PALALE NATIONAL HIGH SCHOOL

Session 1: Catering Learners’ Learning Styles

In conclusion, the reflection on catering to learners' learning styles underscores the

Prepared by: Noted by:

Reflection on School Learning Action Cell

Session 2: Understanding Positive Discipline in Everyday Teaching

My learnings in this SLAC is that , understanding positive discipline in everyday teaching is

In conclusion, understanding positive discipline in everyday teaching is an ongoing journey

Prepared by: Noted by:

Reflection on School Learning Action Cell

Session 3: Responsive Teaching Strategies/ Methods

In conclusion, responsive teaching strategies are a dynamic orchestration of methods and

Prepared by: Noted by:

Reflection on School Learning Action Cell

Session 4: Classroom Management

Successful classroom management hinges on establishing clear expectations and routines.

In essence, successful classroom management is a delicate balance between structure and

Prepared by: Noted by:

Reflection on School Learning Action Cell

Date: January 6, 2023

Prepared by: Noted by:

Reflection on School Learning Action Cell

Part II. Session 1: Classroom-Based Action Research

In conclusion, Classroom-Based Action Research serves as a bridge between theory and

Prepared by: Noted by:

Stating the Objectives

Brainstorming and Presentation

Prepared by: Noted by:

Rodchiel O. Gensaya Mary Grace M. Cabili

Active participation of listeners

Prepared by: Noted by:

Rodchiel O. Gensaya Mary Grace M. Cabili

Prepared by: Noted by:

Rodchiel O. Gensaya Mary Grace M. Cabili

Part II. Session 1: Assessment Tools and strategies

The facilitator encouraged the participants to listen on his discussion.

II. Question and Answer

Part II. Workshop 2: Preparing TOS and Quarterly Test

The session ended at 5:00 in the afternoon.

Prepared by: Noted by:

Rodchiel O. Gensaya Mary Grace M. Cabili

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