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Quarter: Third
Subject: English 8
Lesson: Propaganda Techniques
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The lesson on the different types of propaganda techniques for the third quarter was one
of the lessons that I was into. I discussed it with all my might and even provided all the examples
I got for my learners to grasp and understand the lesson. It was really challenging since there
were a lot of techniques to be explained yet involving the learners by throwing queries while
presenting examples and letting them think and discover more on the given technique were a
great help. Another, letting them work on the group activity-producing a short advertisement
applying one or two propaganda techniques, was even more effective in letting them master and
internalize the importance of the lesson. I have only provided some of the important instructions
as well as the criteria to be met which enabled them to accomplish the task accordingly. I acted
as facilitator as they planned and executed the task. I gave them the freedom to decide and
choose the technique/s that they like, and I must say that most of them produced a satisfying
output.
The strategies I used on this lesson was in line with the progressivism philosophy of John
Jacques Rousseau (1712–1778) and John Dewey (1859–1952). Rousseau claimed that people are
basically good, and that society is responsible for corrupting them. He supported education in
nature, away from the city and the influences of civilization, where the child’s interests (as
opposed to a written set of guidelines) would guide the curriculum. Also, John Dewey proposed
that people learn best by social interaction and problem solving. Dewey developed the scientific
method of problem solving and experimentalism. As a result of the varied opinions emerging
from the movement, progressivism was not developed into a formalized, documented
educational philosophy. The progressivist classroom is about exploration and experience.
Teachers act as facilitators in a classroom where students explore physical, mental, moral, and
social growth.
Indeed, I agree with the essence of the philosophy for we can really learn through
socialization and communicating with others just like what my learners did, they brainstormed
on how/what to do with their ad, they gathered ideas and came up with the best. And it was made
even more memorable to them for they learned from experiencing it.

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Quarter: Fourth
Subject: English 8
Lesson: Grammatical Patterns
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Social reconstructionism is an educational philosophy that views schools as tools to solve

social problems. It does not only aim to educate a generation of problem solvers, but also try to
identify and correct many noteworthy social problems that face our nation, with diverse targets
including racism, pollution, homelessness, poverty, and violence. Rather than a philosophy of
education, reconstructionism may be referred to as more of a remedy for society that seeks to
build a more objective social order.
I can say that I was able to apply this philosophy on my first lesson in 4 th quarter.
Wherein as we tackled each of the grammatical patterns, I let my learners recall the different
social, moral, and economic issues that we discussed in the third quarter. I asked them to choose
one that they are interested to discuss and talk about. I provided guide questions and let them
express their thoughts or solutions on how to somehow lessen the impact of their chosen issue. In
writing, I instructed them to use and apply a grammatical pattern discussed.
Implementing such task was hard for not all were inclined to writing but encouraging
them to partake in solving a problem that the society they live in is facing enabled them to at
least share a part of what they know. Indeed, engaging the learners to share and partake in
problem solving can somehow help in molding them into responsible citizens. Letting them
realize that they have important roles in achieving betterment and welfare of the society they
belong to has made a great impact. Lastly, I realized that being able to learn the concepts in
education matters but being able to apply what you learned in solving problems and for the
benefit of others is better.
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Quarter: First
Subject: English 8
Lesson: Africa by David Diop
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Letting learners read and understand a poem is not easy for it is a written work where one
should read it all over again until getting what it really means. I introduced the poem to my
learners, and I tried eliciting ideas and what they understood from the poem by providing
questions. I also encourage them to express what they feel towards the poem and to feel the
emotion underlying it.
The philosophy applied is existentialism which promotes attentive personal consideration
about personal character, beliefs, and choices. The primary question existentialists ask is whether
they want to define who they are themselves, or whether they want society to define them.
Although freedom and individuality are highly valued American principles, existentialists argue
that there is an underlying message of conformity. Rather than the belief that the mind needs to
understand the universe, existentialists assume that the mind creates its universe. Their beliefs
incorporate the inevitability of death, as the afterlife cannot be experienced personally with the
current senses, focusing on the fact that the experience we have of the world is temporary and
should be appreciated as such.
I realized that learners learn best when the lesson soothes their emotion and if it is in line
to their likings. Enabling them to express what they have in mind and how they feel about it
makes them more effective in learning.
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Quarter: Second
Subject: English 8
Lesson: Visual- Verbal Interpretation
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In this lesson that we had in the second quarter, I utilized the constructivism theory.
Constructivism learning theory explains that we learn by constructing knowledge in our minds
through interaction with our environments. Also, it claims that students should learn actively
rather than passively. To apply this theory, I gave peer activity on interpreting visual illustrations
after discussing the concepts. I provided guide questions and let them think and construct a short
essay from the given illustration. Also, I let them convert a text into a visual illustration. Giving
peer activity enables them to learn with each other and to share knowledge as well. I come to
appreciate and realized that learning is more effective if the learners are actively involved.
Annotation:
Being an adviser is a tough task. You need to be like a mother to twenty or more. You need to make sure
that the classroom is conducive to learning and that the flower box in front of the room is beautified.
Sometimes, you even need to take out money from your own pocket for repairs and other concerns. In
addition, you need to monitor your advisees in cleaning and in maintaining orderliness inside the
classroom and on their assigned area. When one of your advisees is not feeling well, you need to act like
a doctor and hand out a paracetamol. When one of your advisees is not performing or behaving well,
you must be attentive to the complains of the subject teachers then encourage that learner to strive
harder and be more responsible. These are the ways that an adviser like me contributes to the teaching-
learning process. Indeed, it is challenging yet fulfilling especially when you see them improving.