ANNOTA

TION
OBJECTI
Educators have integrated content knowledge within and across
VE
curriculum areas in their teaching and 1demonstrated conceptual and objective
approaches to integrating different subject areas and promoting cross-curricular
integration. By bringing their expertise and understanding of different fields, the
teacher enhances the learning experience of their students and promotes a
comprehensive understanding of the subject. By applying their knowledge, the
teacher effectively identifies opportunities to combine ideas and skills from
different subjects, enabling students to make connections and see their learning
needs across the limits of each word. This approach encourages critical thinking,
problem solving and creativity as students are challenged to apply their
knowledge to different situations. The teacher's ability to integrate applied
knowledge into all teaching areas of the program also enriches the teaching by
providing concrete examples and practical applications. By bringing relevant
content from different subjects, the teacher helps students understand how ideas
and skills can be applied in different situations, preparing them for challenges in
future they can meet. In addition, the teacher's emphasis on applied knowledge
supports the development of transferable skills in students. By showing how to
apply ideas from one subject to another, the teacher provides students with
broad knowledge that can be applied in a variety of academic and professional
settings. This approach promotes a deeper understanding of the
interconnectedness of knowledge and encourages students to approach learning
from a holistic perspective.
Finally, teachers applied content knowledge within and across teaching
areas of the curriculum enriches the learning experience by promoting diverse
connections and practical applications. Because of their subjects, the teacher
develops a complete understanding of the subject, to prepare students for
success in different worlds.
 ANNOTA
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The VEvarious
teacher presented 2 teaching strategies to improve the
learner's performance in literacy and numeracy. By using a variety of
teaching methods, the teacher carefully addresses the unique learning needs
of students and promotes a supportive and engaging learning environment. By
using a variety of teaching methods, such as direct
instruction, cooperative learning, hands-on work, and the integration of
technology, the teacher provided many ways for students to develop
and improve literacy and numeracy skills. . These techniques help students
engage with the content, fostering deeper understanding and enhancing skill
acquisition. The use of direct instruction from the teacher allowed the basic
concepts of literacy and reading to be defined and demonstrated, providing
students with a solid foundation of knowledge. This process is
supplemented by cooperative learning activities, where students work together
in groups or pairs to solve problems, analyze texts or engage in mathematical
discussions. Students are not only interacting and licensed permission but
also promoting conversations, cooperatively, and mental.

Incorporation of helps to make the learning experience by giving the students

to participate in the education and number. Whether through hands-on, real-
world examples or interactive experiences, these activities encourage students
to be active in their own learning, making connections between theoretical
concepts and practical applications. value.

In addition, the teacher uses technology as a powerful tool to improve literacy

and numeracy. By integrating learning materials, online resources, social
media and digital tools, the teacher has created a dynamic and interactive
learning experience. Technology not only engages students, but
also provides personalized learning opportunities, real-time feedback, and
access to digital resources that support learning and literacy
development. In summary, the teacher's use of different teaching methods
improved the students' performance in reading and writing. By
using a variety of teaching methods, the teacher creates a stimulating and
inclusive learning environment where students can actively engage with
content, interact with peers, and apply technology. Through these methods, the
teacher promotes a strong foundation in literacy and
numeracy, preparing students with the skills necessary for academic success
and life-long learning.
 ANNOTA
TION
OBJECTI
VE 3a strong belief in promoting critical and
The teacher has demonstrated
creative thinking, as well as other higher order thinking skills, by implementing
multiple teaching methods in the classroom. By applying a variety of teaching
methods, the teacher encouraged students to expand their thinking, analyze
information carefully, create new ideas, and develop skills necessary for lifelong
learning. By using inquiry-based learning, the teacher stimulates students' interest
and encourages them to ask questions, investigate problems and search for answers
on their own. This approach develops critical thinking skills by challenging students
to analyze information, analyze evidence, and develop logical arguments. It also
promotes creative thinking by allowing students to explore multiple ideas, think
critically, and generate new ideas.

In addition to inquiry-based learning, the teacher introduced problem-solving

activities that required students to apply their knowledge and skills to real-world
situations. By presenting real problems, the teacher develops higher order thinking
skills such as analysis, organization, and evaluation. Students are encouraged to
think critically, develop logical thinking and come up with new solutions, thereby
enhancing their problem-solving skills. In addition, the teacher uses methods that
encourage students to think critically about the information they encounter, such as
engaging in discussion and debate, conducting research, and evaluating sources for
credibility and bias. These activities help students to develop a sense of
understanding, helping them distinguish between fact and opinion, identify logical
errors and make the right decisions. The teacher also added opportunities for
reflection and reflection into the learning process. By guiding students to reflect on
their thought processes, evaluate their strategies, and set goals for improvement, the
teacher develops personal and advanced thinking skills. This reflective practice
allowed students to examine their own thinking, identify areas of growth, and revise
their approach.

In summary, the teacher's application of various teaching methods to develop

critical and creative thinking, as well as other higher order thinking skills, created an
intellectually stimulating and challenging learning environment. By incorporating
inquiry-based learning, problem-solving activities, critical inquiry and reflection, the
teacher encouraged students to think critically, develop creative thinking and engage
in metacognition. These skills are essential for success in education, professional
 work and everyday life, giving students the ability to meet complex challenges and
adapt to a rapidly changing world.

ANNOTA
TION
OBJECTI
The teacher skillfully managesVE 4 setting to create an engaging
the classroom
learning environment where students, individually or in groups, participate in meaningful
exploration, discovery, and hands-on activities. By covering different areas of physical
education, the teacher facilitated dynamic experiences and discussions that promoted
deeper understanding and skill development. Through effective classroom
management, the teacher encourages learners to explore ideas and concepts through
independent and collaborative activities. By providing clear expectations and directions,
the teacher fosters a structured and flexible environment that allows students to access
their learning. This process allowed students to engage in independent research,
discover new knowledge and make connections on their own.
The teacher facilitated group activities that promoted cooperation and
collaboration. By organizing students into groups, learners can share ideas, solve
problems together, and learn from others' perspectives. This collaborative approach
supports communication, collaboration and the development of social skills, while
fostering a sense of community within the classroom. In addition to group work, the
teacher introduced hands-on activities that allowed students to work on projects,
conduct experiments, or engage in real-world simulations. By providing a physical
learning environment, such as a science laboratory, art center or social learning center,
the teacher creates opportunities for students to apply their knowledge and skills in a
meaningful and experiential way. These hands-on activities promote deeper
engagement, gain more insight, and support the development of motor skills and spatial
awareness.
In addition, the teacher used technology and digital tools to create a virtual
learning environment that complemented the physical learning space. By adding
equipment online, in Internet platforms, the teacher's review and research is available
for learning. This technique of this technology provides different relationships, the
experience of digital equipment makes the learning experience and give you an
inspection to your review. In summary, the teacher's effective management of the
classroom setting enabled students to engage in exploration, discovery, and hands-on
activities in many physical learning areas. By incorporating independent and
collaborative approaches, and utilizing technology, the instructor fostered a
collaborative and dynamic learning environment. Through these experiences, students
can contribute to their own learning, develop their critical thinking and problem-solving
skills, and make connections between theoretical concepts and real-world applications.
 ANNOTA
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OBJECTI
The teacher has demonstrated exemplary skills in supporting learner
behavior by using positive,VE 5
non-violent discipline techniques to establish a
focused learning environment. By creating a positive and supportive classroom
environment, the teacher improves student engagement, quality and academic
success. By using effective discipline, the teacher focuses on developing the
desired behaviors and encouraging students to take responsibility for their
behavior. By supporting and praising students' efforts, achievements, and
positive behavior, the teacher fosters a culture of appreciation and motivation.
This approach helped build self-esteem, confidence and motivation in students to
actively participate in the learning process.

In addition, the teacher used a non-violent discipline method that

emphasized problem solving, conflict resolution, and empathy. Instead of
resorting to punitive measures, the teacher uses techniques such as active
listening, open communication, and restorative behavior to resolve conflict or
misbehavior. This approach allowed students to learn from their mistakes,
understand the impact of their behavior on others, and develop the social
emotional skills necessary for good relationships. In addition, the teacher
established clear expectations, rules, and routines, which provided structure and
harmony in the learning environment. By ensuring that the students understand
the behavioral guidelines, the teacher develops a sense of predictability and
safety. This allowed students to focus on their learning, knowing the limits and
consequences of their actions.

The teacher's management of the learner's behavior also includes active

strategies such as differentiation in the teaching itself. Recognizing that each
student has unique learning needs and styles, the teacher provides personalized
attention and assistance. By tailoring instruction and interventions to meet
individual student needs, the teacher ensures that all students feel valued,
supported, and capable of success. In summary, the teacher's effective control of
the learner's behavior by applying effective non-violent discipline techniques
promoted a learning-oriented learning environment. By emphasizing positive
reinforcement, problem solving and empathy, the teacher created a classroom
environment that supported participation, respect and cooperation. Through clear
expectations, differentiation, and individual support, the teacher provides
opportunities to develop an environment where students can thrive academically,
socially, and emotionally.
 ANNOTA
TION
OBJECTI
The teacher demonstrated a remarkable ability to use a variety of learning
VE
experiences that are developmentally 6
appropriate and cater to the diverse needs,
strengths, interests and experiences of learners, including creative thinking. By
understanding the individuality of each student, the teacher creates a supportive
and supportive learning environment that promotes optimal engagement and
academic growth. Through differentiated instruction, the teacher tailors the
learning experience to meet the unique needs of the learners. This process
involves adapting content, lesson plans and assessment to ensure that students'
different abilities, learning styles and interests are supported. By providing a wide
range of activities, materials and resources, the teacher allows all students to
access the program and participate in it in a meaningful way.

In addition, the teacher understands the developmental level and

readiness of the learners, ensuring that the learning experience is appropriate for
their age and level of understanding. By considering the intellectual, social,
emotional, and physical aspects of development, the teacher provides a
challenging and accessible learning environment, supporting the growth and
success of each student.

The teacher also added elements of students' creativity to the learning

experience. By avoiding stereotyping and gender bias, the teacher creates an
environment where all students feel valued and respected. The teacher provided
a variety of lessons, examples, and examples that represented different genders,
allowing students to see themselves reflected in the curriculum and promoting
gender equality. . In addition, the teacher is keen to incorporate students'
strengths, interests and experiences into the learning process. By incorporating
the students' experiences, cultural backgrounds and skill areas, the teacher
made the program relevant and meaningful to the learners. This approach
fostered a sense of belonging and involvement, motivating students to be active
in their own learning and to combine their prior knowledge with new ideas.

In summary, using a teacher to use differentiated and developmentally

appropriate learning experiences addresses the creativity, needs, strengths,
interests, and experiences of students. By understanding and accepting the
different personalities of students, the teacher creates a stimulating learning
environment. Through customized instruction, developmental assessment, and
matching students' strengths and interests, the teacher supports the growth,
engagement, and success of each learner.

ANNOTA
TION
OBJECTI
implementation skills in theVE
design7
The teacher demonstrated exceptional planning, management and
of instructional and learning development
processes that effectively complement the curriculum in a variety of teaching
styles. By carefully planning teaching activities, adapting strategies, and aligning
with curriculum standards, the teacher provides a comprehensive and integrated
learning experience for students. Through good planning, the teacher ensures
that the teaching and learning process is well planned and aligned with the
development of skills and knowledge specified in the curriculum. By breaking
down complex concepts into manageable learning objectives, the teacher
provides a clear and logical teaching method that supports students'
understanding and facilitates their mastery of the content. A teacher skillfully
manages the teaching and learning process by using appropriate teaching
methods, resources and assessment. Using different teaching methods, such as
direct instruction, guided practice, self-discovery, and collaboration, the teacher
met the different learning needs of the students. This approach allowed for
different directions and supported the development of important skills, critical
thinking and problem solving skills.

In addition, the teacher has implemented a structured teaching and

learning process that is concise and adaptable to meet the needs and
circumstances of the classroom and students. Recognizing that teaching
conditions can vary widely, the teacher has flexibly adapted teaching methods,
tools and research to ensure a valuable learning experience for all learners. This
flexibility allows the teacher to better engage students, promote participation, and
respond to any unique challenges or opportunities presented by the teaching
process. In addition, the teacher regularly monitors student progress and uses
formative and summative assessments to evaluate learning outcomes and inform
instructional decisions. By monitoring student performance, providing timely
feedback, and adjusting teaching methods as needed, the teacher ensures that
the teaching and learning process is responsive and effective. In the collection,
planning, management, and implementation of the development of the teaching
and learning process of the teacher shows a comprehensive and purposeful
method to meet the needs of the curriculum in different teaching styles. By
providing a structured and engaging learning experience, using a variety of
teaching methods, and adapting to specific classroom needs, the teacher
enabled student growth, achievement, and achievement consistent with the
program's standards.
 ANNOTA
TION
OBJECTI
The teacher has VE 9 conceptual
demonstrated skills in the selection,
development, organization and use of appropriate teaching and learning
resources, including information and communication technology (ICT), to achieve
learning objectives. By deploying a variety of resources, the teacher creates a
rich learning environment that supports student understanding, skill development,
and achievement of learning goals. Through careful selection, the teacher
identifies resources that fit the curriculum and meet the diverse needs and
interests of students. These include textbooks, supplemental materials, online
databases, academic websites, media resources and interactive learning
methods. By considering the relevance, appropriateness and timeliness of
resources, the teacher ensures that they effectively support the learning
objectives and promote student engagement.

In addition, the teacher has developed and organized resources to meet

specific teaching needs. This includes creating teaching materials, workbooks,
learning guides, and hands-on activities designed for the unique needs and
learning styles of students. By designing resources that match the curriculum
content and learning objectives, the teacher provides students with targeted
support and reinforcement of key concepts and skills. The teacher also organizes
the teaching and learning resources in order and space. This includes creating
resource libraries, digital archives or online platforms where students can easily
access. By supporting a collection of structured resources, the teacher facilitates
effective information retrieval, promotes independent exploration, and
encourages students to take action in the learning process.

Additionally, the teacher effectively integrates ICT into the teaching and
learning process. Through the use of technology tools such as interactive
whiteboards, educational software, multimedia presentations, online collaboration
platforms, and digital resources, the teacher improved instructional delivery and
student engagement. The integration of ICT has enabled interactive and
immersive learning experiences, expanded access to information, and facilitated
communication and collaboration among students. In summary, the selection of
the teacher, the development, organization and use of appropriate teaching and
learning resources, including ICT, proved to be the perfect way to achieve the
learning objectives. By using a variety of materials, creating interactive materials,
organizing materials efficiently and using technology, the teacher created a
dynamic learning environment that promotes understanding, development skills
and progress of students. Integrating the concepts of materials and technology
enhanced student engagement, promoted independent learning, and provided
students with opportunities to explore and apply knowledge in meaningful ways.

ANNOTA
TION
OBJECTI
The teacher has demonstrated modeling skills in the design, selection,
VE
organization, and use of effective 10
observation, design, and integration strategies
that are appropriate to curriculum requirements. By applying a variety of
assessment methods, the teacher ensures a thorough and comprehensive
assessment of student learning and progress. The teacher skillfully designs an
assessment plan that fits the program's learning goals and objectives. These
assessments include assessment tests to assess students' prior knowledge and
identify areas of need, process assessments to track ongoing progress and
provide timely feedback, and summary assessments to assess overall if they
completed a unit or course. By carefully designing assessments that fit the
curriculum, the teacher ensures that students' knowledge, skills, and
understanding are accurately measured.

In addition, the teacher has chosen the appropriate assessment tools and
methods that have brought about the best learning outcomes for the students.
These tools include written tests, oral presentations, assignments, portfolios,
assessments, quizzes and self-assessments. By choosing different research
methods, the teacher accommodates different learning styles and gives students
the opportunity to demonstrate their knowledge and skills in different ways. The
teacher organized the assessment in a systematic manner, ensuring clarity and
accuracy in the assessment process. This includes developing clear assessment
criteria, essays, grading guidelines and grading scales. By providing clear
instructions, the teacher tells students what to expect and supports a consistent
and fair assessment process.

Additionally, the teacher used a systematic assessment strategy, using

continuous feedback to guide teaching and support student learning. By
analyzing assessment data and identifying strengths and areas for improvement,
a teacher can tailor lessons to meet individual student needs. This system allows
for timely intervention, targeted support and instructional improvements to
improve student achievement. In addition, the teacher introduced summative
assessment to evaluate the overall achievement of the students and to manage
the curriculum requirements. These assessments provide a comprehensive
overview of student learning outcomes and allow reflection on teaching
effectiveness and curriculum design. In general, the teacher's planning, selection,
organization, and use of research, design, and summary methods showed a
commitment to meeting the learning requirements. By using a variety of
assessment methods, the teacher gains a comprehensive understanding of
student learning, provides timely feedback, and makes informed instructional
decisions. Through this perspective and assessment process, the teacher
supports student growth, ensures accountability, and encourages continuity in
teaching and learning.

ANNOTA
TION
OBJECTI
The teacher presented a ready method for monitoring and evaluating
learner progress and achievement using learner achievement data effectively.
VE 11
By examining and interpreting the data, the teacher gained valuable insight
into student performance, enabling more accurate decision-making and
targeted instruction. The teacher collected and analyzed data about student
achievement through a variety of methods, including assessments,
assignments, projects, and standardized tests. By using a student progress
monitoring system, the teacher gains a better understanding of individual
strengths, areas for improvement, and general trends within the classroom.
This process generates data that provides the basis for evidence-based
instructional and intervention strategies.

In addition, the teacher used various data analysis methods to gain

valuable insights from the data about the students' achievement. This
includes identifying processes, procedures, and exceptions to identify specific
areas where students need additional support or extension. By understanding
misconceptions or gaps in knowledge, the teacher can tailor instruction to
meet those specific needs, ensuring a personalized learning experience for
each student. The teacher then uses the learner's achievement data to set
realistic and realistic learning goals. By setting clear performance indicators,
the teacher gave students a clear understanding of their expected progress
and achievement. Regularly sharing this data with students and including
them in the goal setting process promotes student ownership and motivation,
thereby fostering a sense of responsibility for their own learning outcomes.

Additionally, the teacher uses student achievement data to provide

timely and meaningful feedback to students. By identifying strengths and
areas for improvement, the teacher guides students' thinking on their own and
encourages them to work hard on their own progress. This feedback led to an
ongoing dialogue between the teacher and the students, supporting their
growth and development. Additionally, the teacher uses student achievement
data to make instructional decisions and resource allocation. By identifying
teaching methods that are effective in improving student learning and
achievement, a teacher can prioritize and allocate resources accordingly.
This data-driven approach has improved the teaching process and improved
the impact of the application process.
 In summary, teacher monitoring and evaluation of student progress
and achievement using student achievement data demonstrated dedication to
data-driven decision making and learning. By systematically analyzing data,
setting goals, providing feedback, and defining instructional strategies, the
teacher effectively designs instruction to meet students' needs. This approach
promotes student growth, fosters a culture of continuous improvement, and
ensures that instructional decisions are evidence-based and learner-
centered.

Reflectio
n Journal
on LAC
Over the past three days, I had the privilege of participating in a
Learning IntensiveSession
(LAC) session that explored three important topics in
education: inquiry-based approaches on day 1, constructivist approach on
1
day 2, and Moral Dilemma Model which is case study on day 3. As a
Grade 7 teacher in Araling Panlipunan, this comprehensive review of the
teaching process left a lasting impression on my professional practice.
Day 1 - Inquiry-Based Approach:
The first day of the recent LAC session was based on inquiry,
which emphasized the importance of fostering curiosity and critical
thinking among students. The discussions and activities that took place
during this session opened my eyes to the power of student-led learning.
By encouraging students to ask questions, explore and explore, we
empower them to be involved in their education. I realized that by having
this method in my Araling Panlipunan class, I can create an engaging and
interactive learning environment. I enjoy implementing inquiry-based
strategies to encourage my students to connect historical events, local
contexts, and social issues on a deeper level.

Day 2 – Constructivism Approach:

The second day of the LAC session focused on the constructivist
approach, which emphasized the idea that learners actively construct
knowledge based on their previous experiences and understandings. This
idea has a deep impact on me, as it aligns with my belief in understanding
and valuing the diverse backgrounds and perspectives of my students. By
enhancing their existing knowledge and encouraging them to make
connections, I was able to facilitate a meaningful learning experience in
my Araling Panlipunan class. The session also highlighted the importance
of facilitating group discussions and collaborative activities, allowing
students to learn from each other and build mutual understanding. I look
forward to integrating constructivist principles into my teaching to promote
a deeper and more personalized learning journey for my students. Day 3 -
Example Behavior Disorder:
On the third day of the LAC session, we explored the model of
moral dilemmas, which involved presenting students with difficult moral
situations to develop their critical thinking skills. These discussions during
this session are thought-provoking as we explore how we can create
better opportunities for students to explore complex ethical issues and
make important decisions. For teacher Araling Panlipunan, this model is
especially important, because the subject focuses on historical injustice,
human rights and social challenges. I have learned that by incorporating
ethical dilemmas into my classroom, I am able to foster empathy and
positive decision-making in my students, preparing them to be
conscientious citizens. I hope to incorporate discussions of ethical
dilemmas into my curriculum to encourage my students to think critically
about their role in society.

In conclusion, the LAC's three-day session on the Inquiry-Based

Approach, the Constructivist Approach, and the model of practice was
stimulating and eye-opening. Each topic provided valuable insights and
practical strategies that will enhance my teaching practice in Araling
Panlipunan. The collaborative nature of the session allowed me to learn
from my fellow teachers, exchange ideas, and gain new ideas. I
appreciate the opportunity to grow professionally and help create a more
engaging, meaningful and ethical learning environment for my students.
As I continue to incorporate these techniques into my classroom, I am
excited to see the positive impact they will have on my students' academic
growth and overall development as capable and compassion.
 Reflectio
n Journal
on LAC
Reflection Note on Araling Panlipunan LAC Session 2: Conceptual
Session
Approach in Citizenship
and Effect Approach
Skills and Teaching Economics Using the Cause

2
Date: June 1, 2023
The second Araling Panlipunan Learning Action Cell (LAC) session
was an enlightening and enriching experience that delved into two
important topics: the Conceptual Approach in Citizenship Skills and
Teaching Economics Using the Cause and Effect Approach. As an Araling
Panlipunan Grade 7 teacher, these topics are highly relevant to my
teaching practice, and I am grateful for the opportunity to enhance my
instructional strategies.
Conceptual Approach in Citizenship Skills:
The session on the Conceptual Approach in Citizenship Skills emphasized
the significance of nurturing active and responsible citizens in our society. We
explored how this approach moves beyond rote memorization of facts and
instead focuses on developing students' understanding of civic principles, values,
and their application in real-life contexts. The discussions during the session
highlighted the importance of integrating citizenship education across different
subjects to reinforce its relevance and encourage its application in students' daily
lives.
I realized that as an Araling Panlipunan teacher, I play a vital role in
shaping my students' civic identity and fostering their sense of social
responsibility. By using the conceptual approach, I can design lessons that go
beyond the surface level of knowledge and encourage critical thinking about civic
issues. I am excited to incorporate more interactive activities, such as debates,
role-plays, and community engagement projects, to cultivate active citizenship
skills in my students. This approach aligns perfectly with the goals of Araling
Panlipunan, as it empowers students to become informed, engaged, and
participative members of our society.

Teaching Economics Using the Cause and Effect Approach:

 The second part of the LAC session focused on Teaching Economics
Using the Cause and Effect Approach. This approach emphasizes the
interconnectedness of economic concepts and events, encouraging students to
understand the cause-and-effect relationships that underlie economic
phenomena. Through this approach, students can gain a deeper comprehension
of economic principles and apply them to analyze real-world economic situations
and trends.

As an Araling Panlipunan teacher, teaching economics can sometimes be

challenging due to its abstract nature. However, the cause and effect approach
offers a practical and engaging method to make economics more accessible and
relatable for my students. By using case studies, simulations, and data analysis
activities, I can illustrate the cause-and-effect relationships in economics,
enabling my students to see the implications of economic decisions and policies.

I am eager to incorporate more hands-on activities and real-life examples

into my economics lessons to enhance my students' understanding and critical
thinking skills. This approach will enable them to make informed economic
decisions and become more aware of the economic issues affecting their lives
and communities.

In conclusion, the second Araling Panlipunan LAC session on the

Conceptual Approach in Citizenship Skills and Teaching Economics Using the
Cause and Effect Approach has been a valuable learning experience. I have
gained valuable insights and practical strategies to enhance my instructional
methods in these two essential areas. The collaborative nature of the session
allowed me to exchange ideas and experiences with my fellow educators,
enriching my understanding of the topics. I am excited to implement the
conceptual approach to citizenship skills and the cause and effect approach in
teaching economics, as I believe they will empower my students to become
active, responsible, and economically literate citizens. As I continue to refine my
teaching practices, I am confident that these approaches will contribute to a more
meaningful and impactful learning journey for my students in Araling Panlipunan.
 ANNOTATION
Radio-Based Instruction
Date: May 6, 2023
As a teacher broadcaster in the radio-based instruction for Araling Panlipunan
7, I find myself both humbled and invigorated by the opportunity to engage with my
students and the wider audience through this unique medium. Over the course of our
broadcast sessions, I have come to appreciate the power of radio in reaching
learners from diverse backgrounds and locations, transcending geographical barriers
to deliver quality education.
Being a teacher broadcaster has been a gratifying experience, as it allowed
me to explore creative ways to present complex Araling Panlipunan concepts and
historical narratives in an engaging manner. I learned to use storytelling, interviews
with experts, and interactive discussions to bring the subject to life, making it
relatable and relevant to the students' lives. The absence of visual aids challenged
me to craft vivid descriptions and encourage active imagination, which, in turn,
enhanced the listeners' listening skills and critical thinking abilities.
One of the most rewarding aspects of radio-based instruction is the sense of
connection it fosters. Despite not having a physical classroom, I felt a strong bond
with my students and audience, knowing that we were sharing a learning experience
in real-time. The live interactions through call-ins, emails, and social media
engagement allowed me to gauge their understanding, address questions, and
clarify misconceptions promptly.
Moreover, I appreciate how the radio-based instruction provided an inclusive
learning environment, reaching students who might not have access to traditional
classroom settings. The flexibility of radio broadcasts enabled learners to tune in at
their convenience, promoting self-paced learning while accommodating their
individual schedules and needs.
Throughout this journey, I encountered challenges, such as ensuring that my
verbal delivery was clear and engaging without visual aids. I continually sought ways
to make the broadcast interactive and participative, encouraging active listening and
critical reflections. Additionally, I learned to adjust the pacing and level of complexity
to cater to a broad audience, ensuring that the content was accessible to various age
groups and academic backgrounds.
As I reflect on my role as a teacher broadcaster in Araling Panlipunan 7, I am
inspired to continue seeking innovative ways to enhance the radio-based instruction
experience. I am committed to further honing my storytelling skills, integrating more
authentic historical accounts, and collaborating with experts to provide deeper
insights into various topics.
I am grateful for the support and feedback received from my students,
parents, and the community. Their enthusiasm and engagement fuel my passion for
teaching and broadcasting, driving me to create compelling and informative content.
In conclusion, the radio-based instruction in Araling Panlipunan 7 has been
an enriching journey. It has allowed me to grow both as an educator and a
broadcaster, discovering the potential of this medium to make learning more
accessible, interactive, and inclusive. I look forward to continuing this journey,
ANNOTATION
bridging the distance between learners and knowledge, and empowering the minds
of our future generation through the power of radio-based education.
Class Adviser for S.Y. 2022-2023
As the class adviser for School Year 2022-2023, I take on the crucial role of
guiding and supporting my students throughout their academic journey. This annotation
serves as a reflection on my responsibilities, goals, and aspirations as I embark on this
meaningful role.
Being a class adviser is more than just facilitating lessons and monitoring grades;
it is about fostering a nurturing and inclusive learning environment where every student
feels valued and supported. As the primary point of contact between the school, parents,
and students, I aim to create a positive and collaborative relationship among all
stakeholders to ensure the holistic development of each learner.
Responsibilities:
1. Academic Support: I provided academic guidance and support to my students,
monitoring their progress and identifying areas where they may need extra assistance.
Collaborating with subject teachers and parents, I implemented strategies to address
individual learning needs and enhance academic performance.
2. Social and Emotional Well-being: I recognized the importance of fostering a
supportive and caring atmosphere in the classroom. I’m very attentive to my students'
social and emotional needs, promoting a sense of belonging and inclusivity. Addressing
any concerns promptly, encourage open communication and create opportunities for
personal growth and self-expression
3. Character Development: As a class adviser, I instill values of integrity, respect,
empathy, and responsibility. Through class activities, discussions, and role-modeling,
guiding my students to become compassionate and responsible citizens who contribute
positively to their community.
4. Parent-Teacher Collaboration: I value the partnership with parents and guardians in
nurturing our students' growth. Maintained regular communication with parents, updating
them on their child's progress, and seeking their insights to better understand each
student's unique qualities and needs.
5. Classroom Management: I establish a well-organized and disciplined classroom
environment where mutual respect and active engagement are emphasized. Setting
clear expectations and rules, encourage self-discipline and a sense of ownership among
my students.
My primary goal is to facilitate a learning environment that promotes academic
excellence. By providing differentiated instruction and addressing learning gaps, I aim to
see my students thrive academically and achieve their full potential. Beyond academics,
I aspire to nurture my students' holistic development. I want to see them grow
emotionally, socially, and intellectually, building confidence and resilience that will serve
them well in their future endeavors. I aim to empower my students to become active
participants in their education. By encouraging critical thinking, self-advocacy, and a
growth mindset, I hope to instill in them the belief that they can overcome challenges
and achieve their goals. Creating a positive and inclusive classroom culture is essential
for fostering a safe and supportive learning environment. I want my students to feel
valued, respected, and appreciated, and I will work towards cultivating a sense of
community within the class.
As I take on the role of class adviser for School Year 2022-2023, I am committed
to being a dedicated and compassionate guide for my students. With the support of the
school administration, parents, and my fellow educators, I am determined to create a
fulfilling and enriching educational experience for my students, empowering them to
become well-rounded individuals who can contribute positively to society.

Reflection Note
on Faculty Meeting Agenda
Date: November 3, 2022 (FIRST QUARTER)
As we gathered for a meeting to discuss various important matters
concerning our school, I am filled with a sense of purpose and
responsibility as an educator. The meeting covered a diverse range of
topics, from waste segregation and management to academic-related
issues like grade submission and card release. Each agenda item holds
its significance in contributing to the overall well-being and success of our
school community.

1. On Matters Concerning Waste Segregation and Management:

The discussion on waste segregation and management struck a
chord with me. It reminded me of the impact we can have on the
environment through our daily practices. As educators, we play a pivotal
role in cultivating environmental awareness among our students. I am
committed to integrating sustainability education into my lessons,
encouraging students to be responsible stewards of the environment.
Through collaborative efforts with my colleagues, I believe we can
establish effective waste segregation practices within our school and
inspire positive changes in our students' behavior.
2. On Matters Concerning Safety and Security in the School:
Ensuring the safety and security of our students and staff is of
utmost importance. The meeting emphasized the need for strict
adherence to safety protocols and emergency procedures. As an
educator, I will take an active role in familiarizing myself with these
protocols and inculcating a safety-conscious culture in my classroom. I
also understand the significance of fostering a sense of trust and rapport
with my students, enabling them to feel comfortable discussing any safety
concerns they may have.
3. Submission of Grades:
Grade submission is an essential part of our responsibilities as
educators. The meeting reminded me of the significance of timely and
accurate grading to provide valuable feedback to our students. I am
committed to organizing my grading process efficiently to ensure that
students receive fair and constructive assessments. Additionally, I
understand the importance of keeping open lines of communication with
parents regarding their child's academic progress.

4. Release of Cards:
The release of report cards is a culmination of our students' efforts
throughout the academic term. I will make every effort to provide
thoughtful comments and feedback to encourage my students' growth. I
also recognize the significance of addressing any concerns with empathy
and understanding, as this period can be emotionally charged for students
and their families.
5. Rosary Month Culminating Activity:
The Rosary Month Culminating Activity is an opportunity to foster
spiritual growth and reflection among our students. As an educator, I
approach this activity with sensitivity, respecting the diverse religious
beliefs of our school community. I am excited to create a meaningful and
inclusive culminating activity that promotes a sense of unity and respect
for one another's faiths.

6. Submission of Development Needs:

The meeting reminded me of the importance of self-improvement
and professional growth. I will take time to reflect on my areas of
development and identify opportunities for continuous learning. By
submitting my development needs, I can work collaboratively with the
school administration to enhance my teaching practices and provide the
best possible learning experience for my students.

In conclusion, the meeting served as a valuable reminder of the

profound impact we have as educators in shaping the lives of our students
and contributing to the overall well-being of our school community. Each
agenda item underscored the importance of collaboration, empathy, and
commitment to excellence in our roles as educators. I am grateful for the
shared insights and the sense of camaraderie among my colleagues. As I
move forward, I am motivated to be proactive in addressing these matters
and dedicated to creating a positive and enriching learning environment
for all.
 Reflection Note
on Faculty Meeting Agenda
Finalization of Search for Mr. & Ms. UN 2022

Date: November 10, 2022 (SECOND QUARTER)

As a member of the Araling Panlipunan Department, I had the

privilege of being part of the meeting to finalize the Search for Mr. & Ms.
UN 2022. This activity, which aims to celebrate the diverse cultures and
talents of our students, is an exciting opportunity for the whole school
community to come together in unity and appreciation for our cultural
heritage.
The meeting was filled with enthusiasm and creative ideas as we
discussed the various aspects of the event. It was heartwarming to
witness the dedication of my fellow educators in organizing an inclusive
and meaningful activity that aligns with the core values of Araling
Panlipunan – promoting cultural awareness, fostering respect for diversity,
and encouraging student participation.
Embracing Cultural Diversity:
As an Araling Panlipunan educator, I recognize the significance of
embracing cultural diversity in our school community. The Search for Mr.
& Ms. UN provides a platform to showcase the richness of our students'
diverse backgrounds and heritage. By celebrating the unique cultural
identities of our students, we reinforce the value of inclusivity and create
an environment where everyone feels appreciated and respected.
Promoting Unity and Friendship:
The event also serves as a wonderful opportunity to foster unity
and friendship among our students. Through collaborative rehearsals,
workshops, and group activities, students from different grade levels and
cultural backgrounds come together as a team, learning from one another
and forging new friendships. The Search for Mr. & Ms. UN becomes a
celebration of camaraderie and a testament to the power of diversity in
bringing people closer.
 Encouraging Self-Expression and Confidence:
One of the most rewarding aspects of this activity is witnessing the
growth and transformation of our student contestants. The Search for Mr.
& Ms. UN encourages self-expression and boosts the confidence of our
participants. As educators, it is heartening to witness our students
stepping out of their comfort zones, honing their talents, and showcasing
their unique personalities on stage.
Embodying the Values of Araling Panlipunan:
The event aligns perfectly with the values we aim to instill in our
students through the Araling Panlipunan curriculum. By promoting cultural
understanding, embracing diversity, and fostering a sense of pride in our
heritage, the Search for Mr. & Ms. UN becomes an embodiment of the
essence of our subject.
Student Empowerment:
I am delighted to see how this activity empowers our students to
take charge of their own learning and growth. From the planning stage to
the final performance, they are actively involved in the process,
developing organizational and leadership skills. The sense of ownership
they experience during the event is truly remarkable, and it is a testament
to the impact that student-centered activities can have on their personal
development.
In conclusion, the meeting to finalize the Search for Mr. & Ms. UN
2022 left me feeling inspired and enthusiastic about the said event. As a
member of the Araling Panlipunan Department, I am proud to be part of an
initiative that celebrates cultural diversity, promotes unity, and empowers
our students. At the end, it was a very successful event to be proud which
is the result of the collaborative effort of the Araling Panlipunan
Department Teachers.
 Reflection Journal
Applying a Learner-Centered
Teaching Philosophy
First Quarter:
During the first quarter of implementing my learner-centered
teaching philosophy, I focused on building strong relationships with my
students. I wanted to create a safe and inclusive classroom environment
where every student feels valued and supported. I have open
communication and listen carefully to my students' thoughts, ideas and
concerns. By getting to know them on a personal level, I was able to
understand their unique learning styles, interests and strengths.
Throughout that time, I have designed lessons that include student choice
and allow for individualized learning. I provided opportunities for self-
evaluation and encouraged students to set their own learning goals. Let
my students know what they can learn and have zeal and class programs
that have made me satisfied with the learning effects.

Second Quarter
As we progress in second quarter, I continued to focus on the
study students in a learning process. I introduced collaborative group
activities and encouraged peer teaching, allowing students to learn from
each other. By fostering a sense of cooperation and collaboration, I have
seen students' confidence increase and a deeper understanding of the
material. Additionally, I continually seek feedback from my students, both
formally and informally, to determine the effectiveness of my learner-
centered approach. I appreciate their input and have made changes to my
teaching methods based on their suggestions. This constant feedback
strengthened the bond between me and my students, strengthening the
learner-centered environment I set out to create.

Third Quarter
 In the third quarter, I focused on developing a growth mindset in my
students. I praise effort and persistence, stressing that mistakes are
opportunities for learning and growth. Through continuous formative
assessment, I provide timely feedback to guide my students on their
learning journey. I have noticed that my students have become more self-
aware and are more proactive in seeking help when needed.
To ensure that all students feel included and valued, I have
implemented a variety of strategies to meet different learning needs in the
classroom. By providing multiple inputs for each lesson, I aim to create a
balanced learning experience for all learners, regardless of their starting
point.

Fourth Quarter:
During the last quarter of the school year, I celebrated the progress
and achievements of my students. I encouraged reflection on their
learning journey, asking them to identify their proudest moments and
areas they wanted to continue developing. It was heartwarming to see the
growth of my students not only in terms of academic knowledge, but also
in their social and emotional skills. As I complete the academic year, I can
confidently say that adopting a learner-centered teaching philosophy has
been a transformative experience. It allowed me to see the development
of my students' abilities and helped me understand the power of having
strong relationships with them. The joy of seeing my students succeed in a
supportive and inclusive environment motivates me to continue on my
path as a student-centered learner in the coming academic year.

In the four quarters of implementing a learner-centered teaching

philosophy, I have found that the key to effective learning is putting the
learner at the center of the process. By fostering a nurturing and student-
centered environment, I have seen tremendous growth and development
in my students, both academically and personally. Embracing this process
has strengthened my belief in the transformative power of education, and I
am committed to continuing the journey of a progressive learner in the
years to come.
 ANNOTATION
Demonstration Teacher
As a demonstration teacher during the School-Based In-Service
Training / LAC Session on "Ensuring Quality Education Through Upskilling
and Retooling of Teachers," I had the privilege of showcasing effective
teaching strategies and approaches to support the professional
development of my fellow educators. The session aimed to equip teachers
with the necessary knowledge, skills, and tools to elevate the quality of
education in our school community.
During the session, we emphasized the significance of continuous
learning and professional growth in the teaching profession. I underscored
the importance of staying updated with the latest educational trends,
research, and methodologies to meet the diverse needs of our students
effectively. By demonstrating my commitment to upskilling and retooling, I
aimed to inspire my fellow teachers to embark on their journey of
professional development.
Throughout the demonstration, I incorporated innovative teaching
strategies that have proven effective in enhancing student engagement
and learning outcomes. These strategies included active learning
techniques, technology integration, differentiated instruction, and formative
assessment practices. By showcasing these approaches, I aimed to spark
curiosity and enthusiasm among my colleagues to explore new teaching
methodologies and adapt them to their specific subject areas and student
populations.
One of the focal points of the demonstration was promoting a
student-centered approach to teaching. I emphasized the significance of
knowing our learners individually, understanding their strengths, interests,
and learning styles. By creating a learner-centered environment, I
showcased how we can foster a positive and inclusive classroom culture
that empowers students to take ownership of their learning.

I also integrated collaborative learning activities that encouraged

teachers to work together and share best practices. I facilitated group
discussions and reflective exercises to promote peer learning and support.
The session highlighted the value of learning from one another and
collectively elevating the teaching profession through collaboration.
Recognizing that each teacher has unique professional
development needs, the demonstration aimed to provide practical insights
and strategies that teachers could immediately apply in their classrooms. I
encouraged teachers to reflect on their teaching practices, identify areas
for improvement, and develop action plans to address their specific
professional growth goals.
As a demonstration teacher, I sought to instill a sense of excitement
and motivation among my colleagues to embrace lifelong learning. I
underscored the idea that teaching is a dynamic profession, constantly
evolving to meet the changing needs of education. By nurturing a culture
of continuous improvement and professional curiosity, we can collectively
ensure the delivery of quality education to our students.

-To sum-up, being a demonstration teacher during the School-

Based In-Service Training / LAC Session was an enriching experience. It
allowed me to share my passion for teaching and inspire my fellow
educators to embark on their journey of upskilling and retooling. By
collectively committing to professional development, I am confident that
our school community will continue to thrive, delivering quality education
that empowers our students to succeed in an ever-changing world.
 ANNOTATION
Committee Involvement
Annotation on Being a Member of Committees in Different
Activities Contributing to the Teaching-Learning Process.

Being an active member of several school committees

provides great chances to contribute to the teaching-learning
process and build a balanced and enriching educational
environment. As a committee member, the educator works with
colleagues, administrators, parents, and students to create,
implement, and evaluate activities that improve the teaching
and learning experience. Educators play a critical role in
influencing curricular initiatives, extracurricular programs, and
educational policies by serving on various committees.
..
Active participation in numerous committees reflects the
educator's dedication to making a meaningful contribution to the
teaching-learning process. As committee members, educators
have the chance to influence curriculum decisions, support
professional growth, adopt fair assessment processes, and
enrich students' educational experiences both inside and
outside the classroom. Such participation builds a collaborative
and inclusive school environment that values student success
and well-being.