Transcript-of-Interview-with- ROSELYN TACCABAN

Interviewer: so bale echague kayo mismo Ma’am?

Interviewee: yes sir

Interviewer: diyan din ba Ma’am, o sa… san Ma’am dyan?

Interviewee: sa ano po, same town lang din po pero ano mga ditto sa highway1

Interviewer: ayy, parang sentro na siya Ma’am ano

Interviewee: opo sa bayan po

Interviewer: diyan na din kayo lumaki ano, sa echague na?

Interviewee: yes sir opo

Interviewer: I think I remember noong nagpresent ako sa ano talagang priority ang taga-
echague talaga

Interviewee:yes sir

Interviewer: I think if I remember it right Ma’am, sa ISU kayo Ma’am no naggraduate?

Interviewee: yes po

Interviewer: so parang BS Elementary? Anong course?

Interviewee: BS Elementary, opo. BEED

Interviewer: ah, okay. Most probably pag BEED nmeron ba siyang specialization

Interviewee: wala po, ahmmm General po siya

Interviewer: bale Ma’am sa pagtuturo, ibig sabihin Ma’am nagturo ka ng ;SB within
district ka rin?

Interviewee: Yes po, same district po siya kung saan din po ako na-in pero parang may agency
po sa LSB is LGU po

Interviewer: so ibig sabihin Ma’am, you are teaching all the subjects?

Interviewee: yes po

Interviewer: so kahit ngayon ahmm, grade4 pa rin ang ano mo?

Interviewee: yes po
FIRST PART

Question #1: Interviewer: so, in your teaching Ma’am did you have difficulties or
challenges in teaching mathematics sa mga estudyante nating mga Yogad?

Interviewee: siguro sir e, probably yes po kasi every child is unique hindi naman po lahat ng
mga bata e medaling makacope up ng subject na math. Lalo na is may mga IPed implementer
po kami

Interviewer: oo Ma’am no, talagang naclasify yan talaga ng division na IPed talaga dyan sa
distrito niyo, so na-experience mo rin ba yung mga ganong difficulty noong first nung nasa
LSB ka pa Ma’am?

Interviewee: yes sir kasi medyo iba yung pagtuturo ko ng math sa pinanggalingan kong school
as LSB sa bago kong asiignment noong na-in po ako as teacher 1

Interviewer: oo, which is sa ngayon sa Dammang Malitaw, I think most of your pupils e
mga purely yogad na sila Ma’am ano?

Interviewee: oo sir, pero sa ano DMES sir sa dammang is yung mag lower grades naa-adopt
yung MTB garde 1-3 so sa grade4 ina-adopt namin kung ano yung nasa LM po namin.

Question #2: Interviewer: So With that difficulty Ma’am, how did you handle Yogad
learners who were struggling in learning especially mathematical concepts and operations?

Interviewee: ano sir siguro is inaalam ko muna yung way o technique kung san nila mas simple
na maintindihan yung mga problems o kung hindi sila makasabay bigyan ko sila ng works na
suited sa kanilang, yung kakayahan

Interviewer: so parang anong tawag na diyan parang

Interviewee: kumbaga may mga ano, may mga remedial class at the same time may mga
remedial plans

Interviewer: parang ano Ma’am, differentiated instruction

Interviewee: yes sir

Prob 2.2 Interviewer: so maganda rin yon, so how often do they experience these
difficulties in your let’s say in your first year of teaching how the yogad experience
difficulties, how often?

Interviewee: siguro sir e nasanay nadin atleast Makita mo naman na may ano development sa
mga bata and consistent yung pagmomonitor mo sa mga students na nahihirapan sa mga mga
lesson sa math
Interviewer: so every time like if you introduced the lessons, first quarter, second quarter,
do they feel the same feeling of nahihirapa pa rin sila

Interviewee:siguro sir e sa mga ano kapag first quarter medyo basic pa lang yung mga topics so
ano pa sila,so medyo naiintindihan pa nila, hindi pa ganon ka-complicated na mae-enconter nila
and then siguro step by step yung ano yung level ng mga math topics

Interviewer: so parang ano depende sa content kasi I think sa una sa number and number
system ganon ata yung content area natin Ma’am e, measurement geometry, stat and
problem and I think sa elementary meron din siyang patterns and alegebra diba Ma’am?

Interviewee: oo sir, lalo na ngaon sir yung topic nila is nahihirapan sila kasi nasa area na sila
mga irregular shapes ganon medyo complicated na sa kanila kasi marami na silang na-
encounter na different formulas

Question #3: Interviewer: with this difficulty Ma’am, How do you extend help to pupils
who have a difficulty like for example sa number and number sense or the numeration or
the counting it its operations?

Interviewee: siguro ganoin pa rin sir yung ano, yung continuous at consistent na monitoring and
then giving of simple problems kung saan mas madali nilang maintindihan yung lessons na hindi
ganon ka complicated

Interviewer: ah oaky. In grade4 I think meron ding topic sa kanila about number and
numbet sense diba Ma’am, especially sa mga operations but since nasabi mo kanina na
medyo madali pa lang sa kanila ang first. I think yung second content area I do not know
kung it is all about measurement, diba Ma’am?

Interviewee: yes po

Interviewer: so ah, nahihirapan din ba sila when we talk about measurement lessons?

Interviewee: oo sir, nahihirapan din pero nakakasurvive naman

Interviewer: like for example in measurement sa topics halimbawa measuring length diba?

Interviewee: yes po, yun napo yung lesson nila ngayon, bale ito pala yung first week nila sa first
quarter, yung length and width, area

Interviewer: ah, okay. Length, width, area pati ata sa volume Ma’am diba?

Interviewee: yes po pero kwan pa lang basic pa lang po ng area

Interviewer: so with all of that Ma’am, the measurement topics niyo, alin doon ang medyo
nahihirapan like measuring the length, distance, height, depth, mass, area, volume
Interviewee: siguro sir yung ano, yung sa parallelogram yung may base na parang base1, base2
times height

Interviewer: ooh sa volume?

Interviewee: after yung lesson ng area

Question3.1: Interviewer: yung sa may 3dimensional Ma’am ano? Ah pero what do you
think Ma’am is your best practice of addressing difficulties of your pupils parang
magandang practice mo na ginagawa mo sa kanila

Interviewee: ngayong ano sir, new normal mayroon kaming tinatawag na peer learning aksma
yung mga brothers o sisters nila naka-assign sa kanila bale sila po yung naka-identify ng mga
yung kung saan sila nahihirapan and then gumagawa kami ng mga plans kung paano naming
mareresolve yung mga…

Interviewer: yung mga difficulties nila, so kahit nung hindi new normal dati ginagawa
meron din ba yung mga ganong peered

Interviewee: oo sir kasi usually yung mga bata ko nung last year sa grade 4 almost silang lahat
is kumakain sa school iba nakwento ko na noon sa inyo sir and then ginagamit ko yung time na
20-30 minutes yung remedial time during lunck break kung anong subject po sila nahihirapahan
na topic, gumagawa kami ng mga manipulative materials kung saan mas madali nilang, mas
nae-enjoy nila yung mga problem solving ganyan sa math lesson po naming

SECOND PART

Question#1 Interviewer: so ah, what strategies Ma’am do you think are most effective
among Yogad learners in improving mathematical understanding in like for example in
area number and number sets,a no yung effectice strategy na ginagamit mo sa kanila
Ma’am especially the first content area which is the number and number sets

Interviewee: sa face-to-face sir?

Interviewer: yes it could be sa face-to-face or new normal

Interviewee: ah, yung group study and then yung maga-asssign ka ng leader parang rotation to
diuscuss yung mga topic na kung saan sila nahirapan and then asking assistance sa akin parang
maging mas interactive po yung learning

Interviewer: how about this new normal ano yung alternative Ma’am?

Interviewee: nagyong new normal po is meron kasi silang schedule ng one-on-one pero kwan sir
yung hindi nare-reach ng internet ang ginagawa ko is nakakasabay pa rin sila pero through
calls
Interviewer: hmm, so meaning to say enrichment doon sa module nila

Interviewee: yes sir

Interviewer: doon sa pangalawa content area sa measurement

Interviewee: wait lang sir a

QNT1: Interviewer: okay lang yon, may mga emergency talaga ituloy ko na lang so pag if
you’re teaching for example sa number and number sense what do you observe to the
yogad learners when you are teaching them

Interviewee: ano sir, yung curiosity lagging nandon and then ano sila, masyado silang ma-
explore sa mga bagay na hindi nila maintindihan and then because you are giving them time
doon sila nagkakaroon ng anong term doon yung giving importance sa kanilang lessons

Interviewer: ah okay, so ibig sabihin they find it so very important hindi naman sila na i-
insinuate na ganito ganyan

Interviewee: hindi naman sir actually kasi ano ang first thing na gagawin nila is magtanong
kung tama ba yung process na ginagawa nila and then as adviser sinu-supplement mo yung
ideas nila and then sinusuportahan mo yung process kung paano nila ams medaling makuha
yung mga problem

QMT1 Interviewer: so speaking of strategies ganyan I think you have strategy when you
teach measurement or same sequence din sa whatever topic

Interviewee: same lang din sir

Interviewer: hmmm even geometry, patterns and algebra halos parehas lang

Interviewee: yes sir

QMT1a: Interviewer: say like for example in lesson in measurement, how do you teach like
for example estimation, approximate, how do you teach approximation to your pupils, like
estimation about the length?

Interviewee: siguro sir yung ina-apply mo situation sa current na nangyayari and the yung nae-
encounter nila para mas madali silang makarelate doon sa lesson or yung sinasabi mong. yung
sinusubukan mong ipaintindi sa kanila sir, yung present situation yung current news

Interviewer: halimbawa yung mga estudyante, ay pupils natin naglalakad sila paano nila
dinedescribe yung approximate ilang metro, ilang kilometro
Interviewee:ahmm, minsan sir is nabigay ko na ring example yan and then some of my learners
answere depende daw sa bilis mo, magkaiba daw yung kapag mabilis at tsaka mabagal na
maglakad so yung estimation is hindi parepareho

Interviewer: but when they estimate yung estimation ba nila sa distance, ay in meter or in
time

Interviewee: in time sir kasi yung bilis, yung bilis at bagal

Interviewer: kunwari siguro alam naman nila kung lets say 1 kilometer alam na nila yung
concept ng ganon ilang hakbang o kaya from their house without measuring at all, diba
nae-estimate din nila?

Interviewee:yes sir, kasi meron din yung mga signage, signages sa mga daan sir diba 300 meters
away from ganon

Interviewer: at tsaka yung ano, do they have parang when you teach estimation gaano
kalalim, how do they measure kaya? Anong sinasabi nila na gaano kalaim o kababaw yung
river sa estimation meron ba silang firm na parang ganito ganyan

Interviewee:siguro sir e medyo

Interviewer: yung measurement nila halmbawa lampas tao diba meron yung mga ganon?

Interviewee: oo sir kung ano yung height nila

Interviewer: malalim na siya, pag lampas or nung bata ako pag lampas hanggang kamay
malalim na pag hanggang dito(leeg) mababaw pa.

Interviewee: oo sir

Interviewer: How about yung ano timbang nila, when you teach for example, how do you
teach estimation about weight?

Interviewee: siguro sir pag ano, pag hindi nila mabuhat mabigat

Interviewer: hmmm, ganon, how about yung area, volume, and time as well as
tempetrature, paano mo siya parang tinituro sa kanila about these things?

Interviewee: ahmm,s a temperature sir?

Interviewer: sa temperature or even sa time, ginagamit mo ba ba yung kunwari yung

time….
Interviewee: ang ano ko sir is yung sa mga activity sheets na may mga nagsasagawa ng mga
procedures ginagawa nilasa under the sun, yun yung mga tinatawag na meron silang problem
big notebook, nagkakaroon ng experiment

Interviewer: yung shadow? Are you using that?

Interviewee: yes sir diba na seminar namin yan sa ano e pedagogy, yung example niyan is yung
shadow mo

Interviewer: so we can still.. ina-apply parang tinuturo rin natin sa kanila na anong tawag
don kapag natapakan mo na yung its already ganon ganon sila

Interviewee: its already 12noon

Interviewer: oo oo pag lumampas naman ewan ko kung sa kanan sa kaliwa. Lampas na ng

tanghali ganon . E sa temperature halimbawa kung gaano kalamig diba wala naman
tayong hawak hawak na tawag dito thermometer like for example January diba ganon
January o February e malamig tapos ngayon mainit

Interviewee: siguro sir ano yung minsan in-apply ko na is yung sa 12 month ano yung usually na
ginagamit nila during this month for example December, bakit sila gumagamit ng mga jacket,
bakit sila gumagamit ng mga protective things to protect their selves ganon yung mga example
nadi-distinguish naman nila na because of the weather yung climate change mga ganyan in-
apply nila, nadi-distinguish nila nadi-differentiate nila yung hot and coldness during this anong
mga month

QMT1b: Interviewer: so when you are teaching do you have what we called measuring
instrument

Interviewee: meron sir kaso yung ano nasa science, yung science lab yun po yung ginagamit
namin and then minsan nagpo-provide na rin ako ng sarili to make them understand kasi hindi
mo maituturo ang isnag lesson kung wala kang example nun, hidni mo maipapakita sa kanila
yung gamit nung pangmeassure

Question#2: Interviewer: diba meron mga pamamaraan tayo sa pagtuturo strategy in

teaching like knowledge, concepts, how about sa ano Ma’am problem solving among the
yogads. What are your strategies in teaching yogads in problem solving kasi alam natin
medyo mahirap ng kaunti ang problem solving?

Interviewee: siguro sir ang maalala ko na ginagawa ko sa problem solving nagtatanong ako na
yung nae-encounter nila bago pumasok kung ano yung parang difficulties sa pagpasok sa
paaralan and the yun naman doon nagkakaroon ng interaction nalalaman mo kung ano yung
activities nila sa daan bago makapunta sa school and then tinatanong ko sila kung how they,
paano nila na-overcome yung mga problems na yon and then after that ipinapasok ko yung
lesson nila, lesson nila about problem solving step by step

Interviewer: parang tawag ditto, parang authentic siya situtional parang ganon

Interviewee: situational lagi, mostly kasi sir is yung karanasan nila yung ina-ano ko po para mas
lalo nilang maintindihan yun an makarelate sila kaagad

Question#3: Interviewer: could you please describe Ma’am how do the yoga learners
express their ideas in mathematic discussion how do they participate in class discussion or
mathematics discussion

Interviewee: parang normal lang din sir kung ano yung mga nae-encounter nila sa mga subjects
siguro pagkakaiba lang is kung paano nila hmm tawag doon

Interviewer: yung pagpaparticipate nila, halimbawa nagbigay ka ng problem meron bang

nag-eexplain

Interviewee: actually sir e kwan active sila sa mga subject like math na yung lagi silang involve
lagging sila yung bida

Interviewer: so they are free to express themselves yung gusto nila sabihin open

Interviewee: yes sir its my practice na kapag ang bata mahina nagwa-wonder ka kung bakit
mahina siya sa ganitong subject and then gumagawa ka ng way para hidni masyadong mababa
yung tingin niya sa sarili niya doon sa subject para ma-express niya yung giusto niya sabihin
inibigyan ko siya ng opportunity actually lahat sila and then kapag mali yumg sagot hindi ko
sinasabing ali siya parang inaano ko lang siya, binubuo ko yung idea niya para mas lalong
maintinihan yung sagot niya is may point. (Guided)

THIRD PART

Question#1: Interviewer: do you think Ma’am there is difference between the traditional
mathematical concepts of Yogad and the western tradition

Interviewee: sa yogad kasi sir iba yung first of all culture, culture ng yogad na iba yung learning
talaga ng mga yogad sa mga other MTB ditto sa town ng Echague yung adaptation ng culture is
malaking impact sa kanila kasi yung understanding nila is more or their parang related sa
culture nila

Interviewer: so meaning to say Ma’am mayroon siyang pagkakaiba

Interviewee: hindi ko rin masasabing traditional sir kasi hindi ko rin masasabing western kasi
hinahanapan mo ng strategy yung technique kung saan sila mas madaling matuto in a way na
yung skill naal is nandon pa rin yung learning nilang about different patterns sa math
Interviewer: parang kumbaga mayroon siyang enhancement parang ganon pero base parin
sa kasi…

Interviewee all in all naman sir, nakakasabay sila sa other learners dito sa echague kasi
nakapagdala narin ako ng bata ng MTAP sir e, pero hanggang division pa lang naman po

Question #2: Interviewer: ah, malaking bagay na yon Ma’am! So meaning Do you consider
the traditional ways of counting, weighing, measuring, and other related practices of the
Yogad?

Interviewee: yes po, yes sir kasi yung traditional is yun yung parang nagiging basic nila

Interviewer: so ibig sabihin parang yung traditional ways of counting, weighing,

measuring, and other related practices papaano mo ito iitinuturo Ma’am? how do you
teach them?

Interviewee: kais mayroon pa akong learner na talagang makikita mo sa kanya yung difficulty,
yung counting sabihin nalang natin na pwede natin siya ilagay sa slow learners kasi slow reader
din so ang ginagawa ko sir e kung pwede bumalik sa way ng pagiging kinder kung paano
magbilang ginagawa ko sir hanggang sa tumaas yung level niya in counting and others
ginagawan ko ng paraan

Interviewer: to cope up parang ganon

Interviewee: para hindi rin siya mahuli para magkaroon din sya ng basic skill in mathematics

Question#3: Interviewer: Do you make adjustments between western math to Yogad’s way
of knowing mathematics in counting, weighing, measuring, and other related traditional
practices of the Yogads Ma’am?

Interviewee: meron sir kasi minsan pag may mga simple way ka on counting ganyan sir is
minsan yung simple technique na binibigya mo is hindi pa rin maintindihan mayroon silang
sariling technique kahit yung process atleast makukuha yung right answer

Question#4: Interviewer: so yung kaalaman nila Ma’am ganon, papaano mo kinokonekta,

how do you connect the western math to young Yogad’s math

Interviewee: siguro sa ano yung groupings nila minsan pag may mga worksheet of course ang
mga nakakacope up ng mabilis is yung mga fast learners so I considered them na ang
application nila sa mathematics is lesser

Interviewer: ah kay kasi yan naman ang pinupuntirya ng IPed sine iped school so tayo dapat
ine-integrate pa rin yung tinatawag na traditional ways, practices kahit anong subject yan e
kahit pa math diba dapat titignan natin yung mga knowledge system counting baka anamn
meron and connect to pinapa-aralan yung nasa libro ngayon kasi math na bingay satin I
think that was found western math diba Ma’am?

Interviewee: yes sir

Interviewer: medyo nahihirapan ka ba Ma’am kung paano ito i-connect?

Interviewee: siguro sir e yung pagtuturo ng IPed learners malaking adjustments, nahirapan po
akong hatiin yung time ng pagtuturo sa kanila kasi hindi sila parepareho , yun nga yung sinasabi
natin na every child is unique. Mahirap yung adaptation ng learners lalong lalo na sa mga slow

Interviewer: kung kaya lang sana nating ituro one-by-one

Interviewee: you need to double your time sir

Question#5: Interviewer: were there instances when Yogad learners invoke their
traditional ways of learning mathematics

Interviewee: siguro sir time –to- time may mga changes, may mga difficulties hindi mo
maiiwasan yun sir

Interviewer: pero meron bang instances Ma’am na ito yung topic mo tapos nagsabi yung
bata ay eto yung ginagawa naming they will try to invoke something na they will go on with
the particular lesson against eto yung natutunan namin parang ganon

Interviewee: oo sir may mga pagkakataon nag anon lalong lalo na talaga sa mga slow learners,
iba yunga daptation nila sa mga IPed

Interviewer: so sa mga discusiion diba halimbawa eto yung gusto natin ituro

Interviewee: pero minsan yung expectation natin sir is hindi natin nami-meet dahil sa mga
learners na mahihina

Interviewer: may na-experience ka na ba Ma’am na they will try to argue with you parang
iba yung natutunan namin o kayay’y parehas ung ganyan, may ganon ka ng experience
Ma’am?

Interviewee: wala pa naman sir, yung mga ganon na agreement wala naman sir

END of Interview