Ma’am A

I have been teaching Grade 8 World History for almost 5 years. Blended learning, which

is a mix of face-to-face and online learning, is being implemented. Previously, face-to-

face classes were held on alternate schedules due to building reconstruction. Since

there was a lack of classrooms, Grade 8 students had to attend classes on a rotating

basis. In terms of online classes, we have a set schedule. We meet with the students

three times a week for about an hour per day per section.

Additionally, there are three weekly meetings for other subjects, such as Grade 9

Patience, which is the number of hours allotted for AP (Araling Panlipunan) teachers for

each section. So, the Grade 8 students and the sections I handle meet three times a

week because we need to accommodate the schedule, even though other subjects

have more class days. Online classes are currently more prominent. However, due to

the changes in the classroom setup and the reconstruction, there are variations and

confusion among teachers and advisers regarding the original and the shifted

schedules. I have been teaching Araling Panlipunan exclusively ever since.

During the pandemic era, we, as teachers, underwent various preparations such as

seminars and trainings provided by the school and the Department of Education. These

focused on learning how to deliver education to students, including using tools like

Google Meet and DEPEd QC. During that time, our students appreciated visually

appealing slide presentations, which were often created by tech-savvy teachers or their

children who were knowledgeable in computer technology. I had assistance from my

child, who is majoring in computer science, and it made my life easier. These
preparations were essential because we were not accustomed to such situations.

Regarding blended learning, as face-to-face classes have resumed along with online

classes, we have prepared our lessons in advance since we have been teaching them

for a long time.

We had visual aids ready for face-to-face classes and slide presentations for online

classes. When going to school, we use the visual aids, and when teaching online, we

face the students through our laptops. We have developed various strategies to keep

the students engaged, especially considering their laziness, which they acquired during

the pandemic. As an energetic teacher, I make sure that my teaching of AP is not

boring. I have been praised for being lively, which helps in creating a positive classroom

atmosphere. It is important to start the class energetically and modulate your voice. A

teacher's personality plays a significant role, so being well-groomed and presentable is

important because they say, "A teacher's appearance is like visual aids." But when it

comes to teaching, we employ various strategies such as the Socratic method, question

and answer portions, and group activities.

For online classes, we need to plan activities to keep the students engaged. We use

gamification and interactive games through the computer and the internet. These can

be found on the internet, and we search for strategies to make our online classes

interactive and enjoyable. In face-to-face classes, group activities and news reporting

are effective ways to boost students' self-confidence. However, it is more challenging to

achieve the same effect online.

In the current situation, with the resumption of face-to-face classes, attendance in

online classes has decreased due to several factors, such as the lack of gadgets and

internet load provided by the government. We have been following up with the

students and their parents to ensure their attendance in online classes. However,

compared to before, there is a significant decrease in the number of attendees.

As an AP teacher, I integrate various subjects into our lessons, and technology plays a

crucial role in explaining the topics effectively. For example, when teaching about the

music of different regions, we play music or show videos that showcase the traditional

musical instruments and dance forms of those regions. We also use online maps and

virtual tours to explore historical sites and landmarks during lessons on geography and

culture. Technology helps us bring the world into the classroom and make the learning

experience more immersive and interactive for the students.

In terms of assessments, we have adapted our methods to suit both face-to-face and

online classes. For face-to-face assessments, we use traditional methods such as

quizzes, exams, and projects. We also incorporate oral presentations and group

discussions to encourage critical thinking and effective communication skills. In online

classes, we utilize online platforms and tools for assessments, such as online quizzes

and assignments that students can submit digitally. We also conduct virtual discussions

and presentations using video conferencing platforms.

One challenge we face in blended learning is ensuring equal access to resources and

support for all students. Not all students have access to reliable internet connections or

necessary devices, which can hinder their participation in online classes. We work

closely with the school administration and parents to address these issues and provide

alternative solutions, such as distributing printed learning materials or organizing small

group sessions for students who have difficulty accessing online classes.

Overall, the transition to blended learning has presented both opportunities and

challenges for teaching Grade 8 World History. It has allowed us to incorporate

technology into our lessons and create engaging and interactive learning experiences

for the students. However, it has also required us to adapt our teaching methods and

overcome barriers to ensure that all students can actively participate in the learning

process. Despite the challenges, we remain committed to providing quality education

and supporting the academic growth of our students in this new learning environment.
MR EB

I have been teaching grade 12 and junior high school grade 8 for four years now. We

use a combination of face-to-face and online learning in our school. Currently, the

school's focus is to allocate more time for face-to-face classes. The schedule for face-

to-face classes varies depending on the strand, especially for HUMSS (Humanities and

Social Sciences), STEM (Science, Technology, Engineering, and Mathematics), and GAS

(General Academic Strand) students. Their schedule for face-to-face classes is from

Tuesday to Thursday, while other strands like ABM (Accountancy, Business, and

Management), ICT (Information and Communications Technology), and HE (Home

Economics) have face-to-face classes on Monday to Wednesday. If the ABM students

have online classes, the HUMSS students have face-to-face classes, and vice versa.

The subjects I teach depend on the grade level I am assigned to. For junior high

school, I typically teach ESP (Edukasyon sa Pagpapakatao) or Araling Panlipunan,

particularly Kasaysayan ng Daigdig (World History). In senior high school grade 12, I

teach Contemporary from the Regions as well as Introduction to the Philosophy of the

Human Person. Lesson planning is an essential part of my preparation. Having a lesson

plan serves as a guide to organize my time and the different activities I can use for

both online and face-to-face classes. It also helps me determine the teaching strategies
suitable for each mode of instruction. I have not changed my teaching method or

strategies significantly.

My teaching approach has always been student-centered. I employ different strategies

such as Socratic questioning, where students can elaborate on their learning through a

series of questions. I also emphasize the art of questioning to develop their critical

thinking, proper communication, and the ability to utilize their ideas. I apply Socratic

questioning or the art of questioning in online classes as well. Even though we use

various online applications and activities, I find that Socratic questioning is the simplest

and most effective method to engage students during online classes. In face-to-face

classes, I often provide case scenarios for students to observe, analyze, and evaluate. I

use case scenarios as a basis for evaluation to ensure that students can apply their

critical thinking skills rather than relying solely on memorization.

To maintain student motivation and engagement, I start with a preliminary activity that

sets the mood for the class. I ask students how they are doing to gauge their mood

and level of active participation. Through their responses, I can identify whether they

are willing and motivated to learn. Apart from this, I also prepare various games and

activities related to the subject matter to keep them engaged. In face-to-face classes,

we have access to technologies such as TVs, laptops, blackboards, and whiteboards,

which enhance the learning experience. Using these technologies, I can cater to

different learning preferences and ensure that students grasp the concepts effectively.

We also have software like PowerPoint and improved applications like Canva to create

visually appealing presentations.

The use of technology, especially in social studies, is crucial as it helps relate and

illustrate the teaching pedagogy and concepts. Showing videos, pictures, and

documentaries through technology aids students' understanding of the lessons. One of

the challenges I face is capturing students' attention. Retention and attention spans are

limited, so it is important to find ways to keep them engaged. In face-to-face classes, I

use a series of questions as a guide to maintain their focus.

Additionally, I make rounds in the classroom to address any issues and ensure that

students are attentive. In online classes, I prepare multi-dimensional activities suitable

for all students. These activities depend on the subject but are designed to harness

critical thinking skills. The most effective activities include online games, the use of

interactive platforms, and group discussions. These activities encourage active

participation and help students stay engaged throughout the online session.

To assess students' understanding, I utilize various methods such as quizzes, exams,

projects, and presentations. In face-to-face classes, I often incorporate group work and

class discussions to assess their comprehension. This allows students to exchange ideas

and learn from each other. In online classes, I utilize online platforms that allow

students to submit their work digitally. I also conduct individual video conferences or

provide feedback through written comments to guide their learning process. Another

challenge I encounter is the limited access to technology and internet connectivity for

some students. To address this, I ensure that the learning materials can be accessed

offline or through alternative means. I provide printed handouts, textbooks for those

who have limited internet access. Additionally, I try to accommodate different learning
styles and provide alternative assignments for students who may face technological

limitations.

Overall, my teaching approach focuses on creating a supportive and engaging learning

environment. I strive to adapt my methods to suit the needs of both face-to-face and

online instruction. By incorporating interactive activities, utilizing technology effectively,

and promoting student-centered learning, I aim to facilitate meaningful learning

experiences for my students.

Co-Researcher No. 5 - My Handsome Self

Currently, I am teaching grade 11 and grade 12 students, and I have been in service

for less than a year.... but currently, I've been teaching for eight months. Last week,

the schedule for online classes was on Monday, and the face-to-face classes were on

Tuesday, Wednesday, and Thursday, with Friday being our "Quipper Day," which means

it's still online, but this week... in the coming week, our schedule will change again.

Instead of having an online class on Monday, we will have face-to-face classes from

Monday until Thursday, and Friday will be our Quipper Day. The schedule changes

depending on the needs of Basic Education because we recently changed it again to

catch up on lessons. This second semester, in grade 11, I'm teaching applied

economics, and in grade 12, philosophy.

In the first semester, I taught Philippine politics and governance for grade 11, and

contemporary Philippine arts for grade 12. In terms of preparations for the subject,

first, you need to create a lesson plan because the lesson plan includes everything you

will integrate into your actual class, whether it's online or face-to-face. You include the

motivations, activities, the lesson proper, and if there's any assessment for that

particular lesson. So, the lesson plan is given priority, and right after that, you need to

make your presentation. Most of us teachers here use Canva or PowerPoint for

presentations.

I can't specify a particular teaching strategy, but whether I'm teaching online or face-

to-face, there aren't many differences because I always apply the Socratic method. I

ask students a lot of questions until we pinpoint the actual lesson for that particular

day. Most of the time, I don't lecture. I let the students decode the lesson, and I let

them express their ideas as long as they are connected to the topic we are discussing. I

think it is effective because regardless of whether it's face-to-face or online, you can

still ask questions and students can still ask questions. However, it's more challenging

to apply the Socratic method during online classes because you can't see them and

their facial expressions to determine if they understood the questions or not.

Also, students in online classes tend to be shy or lazy to clarify a question. I don't use

traditional visual aids much, but I use the whiteboard and blackboard because

sometimes we need to create graphic organizers or make drawings to help the students
understand the lesson better. I use Canva and PowerPoint, but I'm open to other

applications as long as they are user-friendly. Some applications for preparing visual

aids are difficult to navigate, so as long as it's user-friendly and easy to use, it's

acceptable. For blended learning, I use my laptop and the school's equipment such as a

TV and sometimes a projector. Sometimes there isn't much equipment, but the most

frequently used ones are the TV, projector, laptop, and occasionally speakers if we need

louder audio. We need them not just for the sake of blended learning but also to keep

up with the changes, especially in the educational needs of the students. So, we need

to integrate technology because we are no longer in the previous years where

everything was purely traditional.

Nowadays, students are visual learners, and if technology isn't integrated, they will

struggle to grasp the lessons. In social studies, there are many texts, so I integrate

technology by using different graphic organizers and even pictures that perfectly

represent a lesson. It's challenging to include everything word by word in

presentations, so sometimes I use pictures, symbols, or GIFs connected to the lesson.

The challenges I see are student participation. In blended learning, for example, in

online classes, it can be difficult to gauge student engagement and encourage active

participation. Some students may feel shy or hesitant to speak up in an online setting,

which can hinder their learning experience. Additionally, technical issues such as poor

internet connection or limited access to devices can also impact student participation.

Another challenge is ensuring that students have equal access to resources and

materials. In blended learning, students may need to have access to digital platforms,
online resources, and textbooks. However, not all students may have reliable internet

access or the necessary devices to participate fully. As educators, we need to find ways

to bridge this digital divide and provide alternative options for students who may face

such challenges. Moreover, maintaining student motivation and engagement can be

more challenging in online or blended learning environments. Without the physical

presence of a teacher and classmates, some students may struggle to stay focused and

motivated.

It's important for educators to design interactive and engaging activities, provide timely

feedback, and create a supportive online learning community to keep students

motivated and invested in their learning. In terms of assessment, adapting traditional

assessment methods to online or blended learning can be a challenge. Some

assessments, such as exams or group projects, may need to be modified or replaced

with alternative assessment strategies that are more suitable for remote learning. It's

important to ensure that assessments accurately measure students' understanding and

progress while also considering the limitations and unique circumstances of online or

blended learning.

Overall, while blended learning offers flexibility and opportunities for student-centered

learning, it also presents challenges that educators need to address. By incorporating

technology effectively, providing equal access to resources, fostering student

engagement, and adapting assessment methods, we can work towards a more inclusive

and effective blended learning environment.

"Mr. Foodtrip"

The person I am currently teaching is in Grade 8. I have only been teaching for two

years. It varies because every other week, for example, this week we are online, so

next week we have face-to-face classes. It's not a continuous face-to-face

arrangement, it changes every week. The subject I teach is World History. What

preparations do I need in terms of materials or teaching? Well, since it's blended

learning, it's a bit challenging because the strategies are different. For example, what

approach should I use for online teaching and what approach should I use for face-to-

face teaching? In reality, it's easier to teach face-to-face because some students attend

online classes but do not participate actively. They may just be present, but when you

call on them, they don't respond. So, it's different in face-to-face classes because you

can see who is actively participating and you can immediately collect assignments.

Unlike online classes where you have to wait until the next week or rely on students to

submit their work, so teaching online is a bit of a struggle. Face-to-face is still better.

Preparation requires a lot of time. You need to follow the lesson plan (LP). The LP is

your guide for inputting knowledge to the students, so you need to spend time on it,

even when you get home late at night. You need to prepare your lessons, create

PowerPoint presentations, plan the strategies, energizers, and assignments to give to

the students. You need to do all of that ahead of time, so you are prepared for the next
day's class. Strategies have various meanings. They can be related to time and

classroom management.

As teachers, we cannot teach effectively if we don't know how to manage a classroom.

We need to make a good first impression on the students. From the first meeting, they

should recognize our authority. Noise, messiness, and unnecessary movements are not

allowed. They should all follow the rules. When the classroom is in order, then you can

teach effectively. Classroom management is important. Regarding blended learning, my

answer is that I have different strategies for online and face-to-face classes.

Usually, not all students attend online classes. For example, out of 50+ students, only

around 14 or 15 attend, and the rest don't. So, how can we catch up with the ones who

are absent? I compensate for that in face-to-face classes because some students have

reasons like no load, no cellphone, no tablet. So, I focus on face-to-face teaching. No! I

use a projector and a speaker because students get easily bored if we use traditional

methods like manila paper or cardboard.

We can use those for energizers, games, or activities, but it's still better to use

technology. I mostly use PowerPoint or I create designs on Canva. These are for

preparing visual aids for the students, and I also use YouTube to show them videos.

Those are the commonly used tools. It's important for me to integrate information and

communication technology (ICT) in my subject, especially with videos. For example, if I

want to show the students a particular place or map, or how people look in different

cultures, it's important to show them videos using speakers so they can hear and see

what it's like in those places and cultures compared to ours. Through videos, I can
bring them there, for example, to Japan, where they don't know what it looks like. So, I

show them Japan through ICT/videos. First, there are equipment challenges. Even

teachers struggle with internet load. We don't go online at home; we do it here at

school. Second, it's okay for us to load, but how about the students.

First, there are equipment challenges. Even teachers struggle with internet load. We

don't go online at home; we do it here at school. Second, it's okay for us to have

internet access, but how about the students? Not all of them have the resources to

connect to online classes. Some don't have a stable internet connection, while others

don't have devices like smartphones or tablets. So, it becomes a challenge to ensure

that all students can participate in online learning. To address this, we try to provide

alternative solutions. For example, we provide printed modules or worksheets for

students who can't attend online classes.

We also encourage students to collaborate and share resources with their peers who

have better access. In some cases, we organize catch-up sessions for students who

missed online classes, where we review the materials and provide additional support.

Apart from the equipment challenges, there are also difficulties in engaging students

during online classes. Some students find it hard to focus or get easily distracted when

they're not physically present in the classroom.

As teachers, we need to find creative ways to make the online classes interactive and

interesting. We incorporate activities, discussions, and group work to keep them

engaged. However, it's still a continuous learning process for us to find the most

effective strategies for online teaching.

"Ms. Beauty Queen"

I am currently teaching senior high school students in grade 11 and grade 12. This is my first

year of teaching. Right now, we are implementing blended learning, so it depends on the

different strands I handle.

I have strands where they have online classes on Mondays and face-to-face classes from

Tuesday to Thursday. Then, there are strands where they have face-to-face classes from

Monday to Wednesday and face-to-face again on Thursday, with asynchronous classes on

Fridays.

Currently, I'm teaching Introduction to Philosophy and the Human Person, as well as

Understanding Culture, Society, and Politics. In the first semester, we taught Contemporary

Philippine Arts from the Region and Personal Development.

We always make sure to create lesson plans that include both face-to-face learning and online

learning, as well as asynchronous activities using paper. Since we have paper activities on

Fridays, we only provide them if we have one. If not, it means there is no activity during that

time, so every Friday, I create my learning plan. So every Friday, I create my learning plan as

well as the PowerPoint presentations. This way, it's less time-consuming, and I practice a work-

life balance, so I don't bring work home. I do it here (at school) on Fridays.
There are different strategies for face-to-face and online classes. During online classes, it's

more focused on inquiry-based learning, and you can't really include activities that are highly

engaging. But in some ways, we use technology or different websites to assist, such as

incorporating small games or online activities. On the other hand, during face-to-face classes,

we really try to be more engaging in the strategies we use. Although we still integrate

technology, it's more engaging compared to online classes since the students are digital

natives.

During face-to-face classes, the focus is more on student-centered learning. You can ask the

students for answers and what they need directly from them, which reduces the teacher's

speaking time. Everything comes from what the students have learned during that time. Also,

I've noticed that students nowadays learn better and retain more information when the classes

are more engaging and involve games. But during online classes, it's challenging to know if

they are paying attention or not. We use simple activities such as in-call recitations or clicking

the raise hand button. Now, with the availability of reactions on Google Meet, they can send a

heart react to show if they are still present or not.

For specific strategies in face-to-face classes, since we have a large multimedia classroom,

sometimes we go out and do activities in the multimedia center. For example, during the

Contemporary Philippine Arts from the Region, when we were teaching photography, we went

outside to take pictures, and then we used them as their output, applying what we learned in

real-life situations. In online classes, we currently use games like rubber duckies, Nearpod,

Podlet, and others. In face-to-face classes, we don't use them since we integrate technology in
everything, as the students are digital natives and visual learners. They prefer PowerPoint

presentations, but we still write on the whiteboard using markers for additional information.

However, most important information is presented through PowerPoint since it's more

convenient to send to the students, instead of them taking pictures of the TV or whiteboard

since they know the PowerPoint will be sent to them.

I manage my time and only work during work hours. As much as possible, I finish my tasks

immediately. For example, if there are activities that require large and beautiful visual aids, we

create them here at school. Actually, for teachers who teach the same subjects, we share

activities to save time for everyone. Visual aids include PowerPoint, Canva, and SlidesGo.

We definitely use web conferencing tools to enhance the online learning experience. We

primarily use Google Meet for our online classes, as it provides a reliable platform for video

conferencing, screen sharing, and real-time collaboration. It allows us to conduct live lectures,

discussions, and presentations with the students.

In addition to Google Meet, we also utilize various digital tools and platforms to support online

learning. For example, we make use of learning management systems like Google Classroom or

Moodle to organize and distribute course materials, assignments, and assessments. These

platforms enable us to create online discussions, upload resources, and provide timely feedback

to students.

To make online classes more interactive, we incorporate digital tools such as Mentimeter or

Kahoot for formative assessments and quizzes. These platforms allow students to participate

actively and provide instant feedback on their understanding of the topics.

Furthermore, we encourage students to engage in asynchronous learning activities, where they

can access pre-recorded video lectures or multimedia resources at their own pace. This

flexibility allows students to review the content multiple times and grasp the concepts at their

own speed.

To ensure effective communication with students and parents, we regularly utilize email and

messaging platforms. We keep them informed about important updates, assignments, and

deadlines. Clear and timely communication is crucial in maintaining a productive online learning

environment.

As an educator, I strive to provide support to my students by being available for virtual office

hours. This way, they can reach out to me for clarifications, guidance, or additional help. I am

also mindful of their well-being and encourage them to practice self-care and maintain a

healthy work-life balance, especially in the online learning setting.

SIR DEX

I am currently teaching Grade 11 and grade 12

Actually, this is my first year of teaching.

Actually, it varies. For example, in ABM (Accountancy, Business, and Management), ICT

(Information and Communications Technology), and HE (Home Economics), their online

classes are held every Thursday. Their face-to-face classes, on the other hand, are

scheduled from Monday to Wednesday. In HUMSS (Humanities and Social Sciences),

STEM (Science, Technology, Engineering, and Mathematics), and GAS (General

Academic Strand), their online classes are on Mondays, and their face-to-face classes

are from Tuesday to Thursday. The schedule depends on the specific strand.

The subjects I am currently handling are social studies subjects, such as UCSP

(Understanding Culture, Society, and Politics) because it is already the second semester.

Additionally, I am teaching Introduction to Philosophy, and currently, the major subject

I am teaching is Trends, Networks, and Critical Thinking.

During the first semester, I taught Personal Development, Introduction to World

Religion, and Contemporary Philippine Arts. Actually, I start by reading the modules and

then I look for books, such as references in the library. Every Saturday, I dedicate time

to read them. I also browse the internet to find additional resources that I can

incorporate into my classes. I apply them during the actual sessions.

When it comes to face-to-face classes, I really focus on using student-centered

strategies. My methods are always student-centered because it's different when it

comes to blended learning, right? In a face-to-face setting, you need to capture their

attention and sustain their energy. So, I always prepare questions and constantly ask
them during class. I let them read the PowerPoint or the presentation, and we also

follow specific routines during face-to-face sessions.

For online classes, most of the routines we use are applicable to face-to-face and

blended learning. However, there are some differences when it comes to online

assessments since they are not conducted face-to-face, which causes delays in the

assessment process.

In face-to-face classes, an effective strategy is to let the students be active participants.

You use strategies where they read or answer questions because, as they say, students

always have backup answers or pre-prepared responses that they are waiting to give.

You need to call on them. Some students may be quiet, but they possess a wealth of

knowledge, so you need to engage them individually during class.

In online learning, I'm not sure, but there are instances when it's challenging to get

student participation, even if you call on them during online sessions. I don't know if it's

an issue with an internet connection or if there's a delay in their responses. However,

there are students who actively participate and respond immediately when called upon.

Actually, I no longer use traditional methods because here at Metro Manila College,

each classroom is equipped with a TV, so I primarily use technology for teaching.

Firstly, I use PowerPoint presentations, and secondly, I use Canva. Sometimes, I also
use other software like Slides Go, where I can find different backgrounds. I use Google

Slides when connected to the internet.

In blended learning, I usually use two or sometimes more than three forms of

technology. Firstly, a laptop; secondly, mobile phones; and thirdly, a microphone

because having my own microphone in online learning makes a difference. Sometimes

my voice gets unclear in classes, so I use a microphone to ensure clarity for the

students.

Actually, in every lesson in social studies, I try to incorporate various activities. For

example, in presenting the motivational activity in teaching social studies, I use

technology such as "4 pics in one word" or scrambled letters integrated into a

PowerPoint presentation. Sometimes, during news sharing, I show different pictures

related to current issues on the TV or PowerPoint.

First and foremost is the participation of the students. I noticed that the participation of

students is quite different in online classes. Some participate in face-to-face classes but

not in online classes. So, I make sure to sustain the energy and enthusiasm even in

online teaching. Even if they can't see me or I can't see them, I ensure that my voice

sounds happy and energetic so they can feel the positive atmosphere of our virtual

classroom and be encouraged to participate.

Usually, before I start teaching, I have a routine, especially in UCSP (Understanding

Culture, Society, and Politics), where I ask the students to share news they gathered

overnight. They share what they found, and some topics are assigned to them. In

philosophy, I ask them to share their philosophical beliefs, and I explain to them daily. I

also call on students to see if they have applied what their classmates shared.

The routine is also applicable in online classes, but after every lesson, I have a

generalization part where I ask them questions to check if they truly understood the

lesson. I prepare a set of questions online to see if they were listening because it can

be challenging when some students don't turn on their cameras. By randomly calling on

students and asking questions, I can assess their level of understanding.

In face-to-face classes, group activities are effective because students enjoy

collaborating. I observed that when they have individual activities, they take longer to

complete them, but with group activities, they finish quickly while still producing quality

work. It's not just random ideas, but they genuinely collaborate and generate many

ideas.
In online classes, grouping can be challenging, so I focus more on individual activities.

However, sometimes I encourage them to share their answers in the chat box, and their

classmates can add to their responses. This way, we build a concept together. For

example, one student puts an answer in the chat box, and another student builds upon

it until we form a complete concept.

In face-to-face classes, I often use higher-order thinking skills (HOTS). My favorites are

modified true or false and analogy. I rarely use multiple-choice questions in face-to-face

classes because they can easily guess the answers. So, analogy, modified true or false,

and lastly, essay-type questions are utilized.

In online classes, I assign identification tasks and sometimes multiple-choice questions.

Of course, online assessments are always preferred for identification and multiple-

choice questions but we don't know if they can really guess the answers accurately, so

in online assessments their scores are higher.

Every time I enter my classroom, of course, I greet everyone first, and then I always

make sure to arrange the chairs because I believe that the orderliness of the chairs

sometimes affects their attention to the classroom.So when the classroom is messy, it's
like you don't have their attention.I always make sure that the classroom is okay. Please

clean the seats first, please pick up the messes, then please clean the seats.

Managing online learning can be challenging, that's why I have developed a system to

keep track of attendance and ensure active participation from my students. When I join

the virtual meeting, I take attendance in the middle of the discussion to check if

everyone is present. I sometimes ask them to type "1" or press the number "1" as a

confirmation of their attendance. Alternatively, I ask them to type a specific word if they

are having trouble understanding. This way, I can catch those who are not actively

participating, as some might continuously press buttons without actually reading the

instructions.

I understand your perspective. Attendance can be challenging, especially when it comes

to requiring students to turn on their cameras. Respecting the privacy of students is

important, and I believe in prioritizing their rights and comfort. Some students may

express their discomfort with having their cameras on, and it's important to listen to

their concerns and accommodate their needs. Ultimately, creating a supportive and

inclusive learning environment should be a priority.

Actually, it's easier to handle them in face-to-face classes. Especially when they have

questions about activities, they can easily ask, "Sir, how do we do this? What does this
question mean?" This way, you can closely monitor them and provide immediate

support.

In online learning, one skill that students develop is their research skills. They become

adept at conducting research quickly. When they have questions they don't understand,

they surprise me with their answers, saying, "Sir, I searched for it." They are fast at

finding information through research.

In blended learning, I have some students who lack resources, so I allow them to use

modular materials. I have students who solely rely on modules, and that's permitted.

For those who don't have gadgets, what I do is give them a copy of the questions on

paper, which they can answer at home or during the online class. Printing is free here,

so I provide them with copies. This way, they can keep up with the online class or, at

times when they're absent due to a lack of gadgets, they still have something to read

during that class period.

Yes, internet connectivity is often a problem. The internet here is slow. I actually rely

on mobile data because it's faster. So every time I have an online class, I make sure to

have backups, which is why I use multiple gadgets during online classes. Sometimes, I

use my cell phone as a hotspot. I allocate a budget for this every week, around 100

pesos, which is good for one week. There's no allowance from the school.
In traditional lesson planning, I try to maintain the same flow as much as possible

when transitioning to online classes. However, if there are activities that are not feasible

online but were originally intended for face-to-face instruction, I explain the activity to

the students during the online class and make adjustments when we have face-to-face

sessions. I provide remarks and assign the activity during our face-to-face meetings.

This way, I can at least show them the activity in my lesson plan and explain it to them

during the online class.

For me, blended learning has been effective, especially in teaching social studies, as

research is an integral part of the subject. Sometimes, during online classes, I ask

students questions related to social studies and tell them to research the answers. This

allows them to quickly find information and stay updated. For example, I ask them

about the latest political issues in the Philippines, and if they don't have an immediate

answer, I encourage them to research it freely using Google.

Based on feedback from my face-to-face students, they prefer face-to-face classes

because they feel more engaged and enjoy the interaction with their classmates and

teachers. They also mention that online classes can make them feel lazy or sleepy, and

they appreciate the liveliness and quick feedback in face-to-face sessions.

My main tip, in terms of mastery of content, is to align our teaching methods with our

students. Personally, I have noticed that some of my students are bodily-kinesthetic

learners, so I incorporate movements into my teaching. For example, when teaching

about the branches of government, I use movements to represent the executive and

legislative branches. This helps to engage them more. My advice for the future is to get

to know your students and identify their learning styles. Each classroom is different, so

find what is effective for them. Another tip is to avoid getting exhausted. Even if you

have multiple classes in a day, try to maintain your energy because each class deserves

the same level of enthusiasm and engagement. Lastly, don't judge your students

immediately, as some may struggle to pick up the lessons. As social studies teachers,

it's our responsibility to help them grasp the concepts and support their personal

growth as contributing members of society. That is the ultimate objective of a social

studies teacher.
Ms. Data
I am currently teaching Grade 8, almost 3 years actually, it's alternating. Sometimes,

Monday and Tuesday are face-to-face, while Wednesday to Friday is online. There are

also times when Monday and Tuesday are online and face-to-face on other days. It's

alternating like that. A.P. 8 is World History.

Okay, for preparation, you need to have a lesson plan. It's like your bible when you're

teaching. And of course, presentation, PowerPoint slides, and you should be well-

prepared with your topic. You shouldn't go into a battle unprepared. You need to be

ready when facing the class. Also, we, grade 8 students, don't go to class without

slides. We all have projectors, and before, we even brought heavy TVs for transitions

because kids are used to seeing something online, so it's good to have something

visual.

Teaching strategies, we actually have various strategies depending on who we're

teaching. We consider the level of the students, especially in history. They say history is

boring and makes you sleepy, but it shouldn't be like that. In class, you need to show

that everyone is interested in what you're saying.

In online learning, we have many activities and applications. We use apps for review,

and of course, through Google Meet, we use slides, presentations, and other activities.

It's important to get their attention, whether it's online or face-to-face.

An effective strategy, for me as a teacher, is to be firm in what I say. You shouldn't keep

changing your instructions. You shouldn't let the students overpower you. That's the

strategy for me.

Strategies, well, the approach to get the attention of the students should not be boring.

When teaching, your voice should be lively, and it should be student-centered.

Sometimes, we do group reporting even online, and you can see the artistic side of the

students in making slides. And for the topic, even if it's short, they need to do research

to represent it well. You need to give instructions and have rubrics so that it's not just a

simple report but something they need to expand on.

The best strategy, for me, is to be firm as a teacher. You shouldn't be just their friend

when outside, but in class, there should be a limit between students and teachers, so

they will respect you. Show them that you are the teacher, and they are the students.

That's the teacher-student relationship. In class, you can see all the behaviors of the

students, who are sleepy, who needs to be awakened, and who you need to focus on

because you can really see everything. The class is hetero, with some weaker students,

so you need to adapt and find ways to make it understandable for them.
For me, I prefer using slides for my presentations. I even provide my own projector so

that I don't need the traditional board much, but sometimes, I still use it, but mostly, I

focus on presentations.

We don't have internet here, so we have to rely on our own resources. When we were

at home, we could use Canva, but here, we can only use PowerPoint because there's no

stable internet and we can't use Google Slides since it requires an internet connection.

PowerPoint is recommended because if your presentation can't be presented to the

whole class, it's better than fumbling around.

We use technologies like cell phones and laptops. Of course, we used projectors before,

carrying a TV from one floor to another. That TV was mine.

Actually, we know that the students have been online for over a year due to the

pandemic. So, when the students can visualize and watch videos related to the topic, it

has a greater impact on them. It's more effective for them to see images on each slide

about the topic, as the transition from online to face-to-face is still there.
In fact, technology is integrated into all subjects, especially in our World History class.

We still need to integrate technology into their learning, especially since we study

science and technology, so it's still relevant.

Actually, what matters to us is the connection. Here, each one has its own internet

connection. I just use a hotspot from my phone to my computer, especially earlier

during the first period, my connection was really lagging, ma'am. So, you still need to

fix the internet connection, especially since our school doesn't have its own, and we all

have to accommodate, so you really need to have your own load. We pay for it

ourselves, and that's really the most difficult part of the internet connection, but it's

okay. But maybe the biggest problem is for those who are not tech-savvy, but for us in

grade 8, we're quite young, so we have some experience with technology.

There are many activities, for example, we integrate crossword puzzles, and sometimes

we even have games like Snake and Ladder, especially when it comes to competing for

territory going to the Moluccas. Activities are more enjoyable when done face-to-face

compared to online. In online activities, you can see the enjoyment of the students

when you do activities face-to-face.

It's effective because it feels like they're playing and learning at the same time. You can

see in their eyes that they're interested in the activities, especially the grade 8 students

since they're still quite young.

It's also effective to have a leaderboard where they compete to answer questions and

there are rankings for the first, second, etc. They get really excited when they see

themselves at the top, and they applaud each other. It brings a lot of joy when they're

in the lead.

Face-to-face is better because you can truly see if they have understood the previous

topics. In online classes, not everyone, but some students may not know the answer

and can just Google or open their notes. But in face-to-face, you can really test their

capabilities and see if they have learned anything from your class. That's why I prefer

face-to-face.

Regarding assessments, they vary. Most of the time, we have multiple-choice questions,

fill-in-the-blanks, and matching types. But for quarterly exams, it's purely multiple-

choice, while quizzes may include enumeration, depending on the topic.

In Google Forms, you can have different question types, so you can also do matching

types, multiple-choice, and text boxes, similar to that.

Most of the assessments are done online. Sometimes, even in the pre-test, students

can already get a perfect score, even higher than what they get in the post-test

because they can search for answers online. So, it's important to have good classroom

management. When you enter the room, it should already be clean because it's not

nice to have a messy classroom. The chairs should be arranged properly. During class,

the student's attention should be on you, not on their classmates. Sometimes, I'm strict

when students talk to their seatmates while I'm discussing. I really catch their

attention. Since I use slides, I have a PowerPoint clicker, so I can move around the

class and see what they're doing. I'm sometimes surprised that I touch someone's

shoulder only to realize that they were absent-minded. They were looking at me, but

when you ask them a question, they don't know the answer.

Sometimes, during recitations, I call out students randomly to see who is paying

attention to the topic and who isn't. I don't always call on those who raise their hands.

I suddenly call out those who are present in the online meeting to check if they're

listening or not. They need to be attentive. Sometimes, I say that those who didn't

answer when I called their name are absent, even though we have an attendance

tracker. It's just to make sure they're listening.

Actually, in face-to-face classes, it's easier to manage, especially for us. In face-to-face,

you can see if most of the students are present, whereas in online classes, only half of

the class attends. Out of 50 students, maybe only 30 or 25 are present. That's why, for

me, face-to-face is better because you can see if they're really listening or not. In

online classes, you can't see that because you can't require everyone to turn on their

cameras since some may have weak internet connections. So, you don't know if they're

really listening or not. That's why, for me, face-to-face is better.

As they say, there's a lot of learning involved, especially since we transitioned to online,

especially for the students in grade 8, who have been affected from grade 6 to grade 8.

So we still have students who don't know how to read, and you'll really encounter

situations like that where, no matter how good you are at teaching, if a child can't read,

there's really no progress. That's why those students were greatly affected by the

pandemic. However, we make an effort to ensure that the students can read, so that

when you give lectures and quizzes, they can understand. Even if they know how to say

the answer, if they can't read, their scores will still be low in exams, no matter how

much you review with them, because they can't read. This also applies to reading

comprehension.
Actually, here in the school, some students are provided with tablets, and some even

get to keep the tablet after they graduate. Before, there used to be a free load for

those who couldn't afford to load, but since we have this tablet program, the free load

is no longer available. So, for those who couldn't attend online classes, we have

learning quizzes that can be accessed once they have loaded. We send our slide

presentations, and we send other learning materials to the Google Classroom so that

those who couldn't attend online can still relate to the topic because there are learning

materials available. Actually, this school year, we distributed tablets to those who didn't

have them. Those who were in grade 6 already had someone lending them tablets, but

this year we distributed tablets to those who didn't have them yet. As for the load,

there is none.

Just earlier, I experienced some connection issues in the online meeting. Sometimes, I

playfully tell the students that they might not see me in face-to-face class because my

connection keeps getting interrupted. So, before teaching, you need to have a large

amount of mobile data load so that your internet connection remains stable. Also, you

need to find a place where there are fewer users because sometimes we compete for

signal strength. You really need to understand that there are times when the signal is

weak, causing lag. So, make sure that you can still guide them even during those

times. Sometimes, I briefly connect with my students in the Google Classroom. I update

the Google Classroom using my computer's hotspot.

Actually, in the traditional setup, we only have one Lesson Plan (LP). Our LP is designed

for one week, and every week we create a new LP. We're not face-to-face for the entire

week, so we only have one LP.

Effectively, as my fellow teachers and I say, it's better to teach face-to-face. It's easier

when we're face-to-face, while online teaching feels lighter for me because we're just

sitting and teaching. The struggle for us is not all students can attend. So, for us, the

blended approach isn't as effective. Face-to-face is still preferable, even if we get tired

from moving between classrooms because more students attend face-to-face compared

to online. I even say that online is cheaper compared to the transportation costs of

going to school. So, for me, full face-to-face is better than blended.

In face-to-face, you can really see the students' participation.

One tip is that you should be a role model for reading. You shouldn't let your students

be more knowledgeable than you. As a social science teacher, you should be a wide

reader, not just rely on what's in the book. Because if you let your students outshine

you, you won't earn their respect. For every question they ask, there should be a wide

range of reading materials available.