SUMMARY OUTPUT

MY REFLECTION

1. Improving Socio Emotional Learning of Educators Toward Student Success

Reflections on Social Emotional Learning and Academic Success Introduction Educators of young
children today wear many hats. Early childhood educators, especially, are tasked with imparting
knowledge and skills that are foundational for future success. Within the last decade, much of the
research on the connection between social emotional learning and academic success points to the
necessity for children to have well developed social and emotional abilities

2. Support for Learners Participation

Make clear from the beginning your expectation that students will participate. On the first
day of class, explain what you see as valuable about class participation. Indicate that you want
to do all you can to ensure that the classroom dynamics and activities support full participation,
including calling on students who do not raise their hands and sometimes asking frequent
contributors to allow others to have a chance. Ask students to inform you if you can make any
changes to improve the classroom dynamics and rates of participation.

3. Effective Coaching and Mentoring in the New Normal

Coaching and mentoring may sound similar, but they serve distinct purposes. Coaching
focuses on specific goals and outcomes, offering guidance and support to individuals as they
navigate challenges and make progress. Mentoring, on the other hand, involves a more
experienced individual sharing their wisdom, knowledge, and expertise to support the personal
and professional growth of a less experienced person.

4. Classroom Management Tips

Classroom management is crucial for every teacher to have in a successful learning

environment. I believe that students need to be controlled and disciplined; students at this age
need to be guided in the right path. They are capable of self-discipline but need to be shown
what the rules of the classroom are and what is the expectation of the teacher. I believe that
students are basically good but that the environment around them influences them
tremendously. If they maintain busy with instruction then they will not have time to be
disruptive and they need to be guided to behave appropriately. Students should feel that they
are in a safe, nurturing and supporting environment where they can learn.

5. Developing Assessment Tools for Decoding Skills of Young Learners

While this renewed interest in phonics is certainly a welcome development, we will make
limited progress unless decoding instruction is grounded in what we know about the stages of
reading development, the structure of the English language, and the strategies students employ
to learn it. With rare exception, classroom practice is not informed by these principles. As we
shall see, problems abound not only with the approaches to decoding typically found in whole-
language and “literature-based” programs but also with programs associated with traditional
phonics. Young children, typically before mid-kindergarten, may learn to recognize a limited
vocabulary of whole words through incidental cues such as a picture, or color, or shape.

6. Intervention Strategies For Students At Risks in distance Learning

The study aimed to determine the common problems encountered by student at-risk; the
prevalent teachers’ response to intervention and teachers’ level of practice in response to
intervention for students-at-risk which will serve as a basis for identifying strength and
weaknesses of the teachers’ response to intervention leading to a proposed action plan using a
descriptive research design.

A modified self-made questionnaire consisting of a five-point Liker scale was used to gather
data, analyzed using frequency percentage and mean. Providing appropriate intervention
strategies and activities; performance monitoring and feed backing; utilizing available
technology and creating the engaging environment; showing patience to students and aligning
lessons based on the curriculum. It was suggested, however, to increase the level of practice on
conducting home visitation and the used of various available community resources and enrich
pedagogical instruction.

7. Effective Learning Experience for Students in the New Normal

The new normal learning system is a hybrid approach to education that combines
traditional classroom instruction with online learning. This type of blended learning allows
students to get the best of both worlds: the personal interaction and attention of a classroom
setting and the flexibility and convenience of learning online from home. In many cases,
blended learning can be customized to the individual student's needs and preferences. For
example, a student who struggles with a particular concept can receive extra in-person support
from their teacher. In contrast, students who thrive in a more independent learning
environment can devote more time to working independently on assignments. Ultimately, the
new normal education system in the Philippines provides a more well-rounded and
personalized educational experience for all students involved.

8. An Approach to spiritual Development in Schools

It presents as case study stories which paint a picture of ten very different Christian-ethos
secondary schools. Each of the schools has adopted a unique approach to prioritise students’
spiritual development. The stories are rooted in the concepts of hope, aspiration, and
community. They highlight the benefits of providing opportunities to question and challenge
faith; enhance scriptural literacy; actively promote Christian values and practices and all stress
the essential need for time and space for reflection for students’ spiritual development in
school. The strength of this research has been to listen to the views of the pupils and staff on
what they perceive to influence the spiritual development in the context of their schools.

The chapters in the book are written to give an opportunity for readers to appreciate as
much as possible the insights offered by members of these schools.A major implication of this
research study was that developing a Christian ethos cannot be left to chance. It must be
prioritized at all levels. Where spiritual development flourishes it is most often the results of
decisions implemented after much deliberation and reflection.

9. Lesson Plan and Module Writing By Sir Nelson

All teachers require a lesson plan that is thoughtfully prepared regardless of their ability,
experience, or what their field of training involves. The importance of a lesson plan is
emphasized by the need for clarity and comprehension regarding how the entire learning
process will be handled as well as how students can understand and store the knowledge that is
being passed onto them. Lesson plans are necessary for helping students accomplish their goals
within a learning environment on a short-term and long-term basis. Studies show the value of
envisioning success in order to attain it. Similarly in a classroom setting, failing to have a lesson
plan in place minimizes the prospects of envisioning certain outcomes and fulfilling your
expectations.

It is essential for educators to prepare their lessons on a daily basis beforehand and
implement the most ideal teaching methods. Attending classroom sessions without a lesson
plan is detrimental to teachers and students. When an educator is not properly prepared, they
will create the impression of being unprofessional and incompetent among their peers,
administrative staff, and students.
 10. Duties and Responsibilities of Parents in School and Community Teacher Parent

A learning community connects the stakeholders of a child’s education, which can include
students, teachers, parents and guardians. In an effective learning community, each of these
groups works toward and is accountable for common goals. That means a dynamic learning
environment for children, a fulfilling and exciting work environment for teachers and a highly
communicative relationship for a parent or guardian. Learning communities promote and value
learning as an ongoing, active, collaborative process with dialogue between all members.

11. Teaching phonics by Mam Shari Allana Ponce

Teaching phonics is tricky — the so-called reading wars have long divided educational experts
on the best way to teach kids to read. Is it all phonics, all the time? How about the whole word
approach? Your school likely has a particular path, and there’s only so far you can deviate from
it. But if phonics is the focus or even part of the focus of the instructional approach to reading
in your district, there are plenty of strategies to implement to make teaching phonics fun for
not just the students but you too!

12. Home Play

As schools close due to COVID-19 concerns and new guidelines on social distancing take
effect, many parents are home with their young children—and looking for new ways to keep
them occupied while building on the skills they’ve been learning in the classroom. Keeping kids
engaged and active (without overusing screens!) can be tough during an unexpected break like
this, especially when new safety recommendations put a temporary hold on play dates,
restaurant trips, and visits to crowded parks, zoos, and other places kids love.

If you’re a parent of young children—or if you work with families—today’s post is tailored
especially for you. We’re bringing you a collection of 24 at-home learning activities parents can
use to boost their child’s academic, motor, communication, and social-emotional skills while
they’re home from school. Adapted from some of our best books on early childhood
development and education, these fun and inexpensive activities will keep kids learning and
give you easy ways to connect with them during this unexpected break in routine.
 13. Phonemes and Graphemes

When teaching grapheme-phoneme correspondences it is imperative to take a systematic

approach. A systematic approach starts with a clearly planned sequence of phonic elements
that builds gradually from simple to complex. Attention is paid to the teaching process,
checking for student understanding, ensuring active and successful participation of all students,
and allowing time for practice of newly learned knowledge and skills.

Beginning students will require multiple exposures to letters and their corresponding names
and sounds before they become rapidly and automatically recalled. Students who have
difficulty with phonological processing will need careful monitoring because they will take
longer to develop this knowledge.

14. Coaching on Teachers Reflection Form

Use this teacher reflection form to set goals on classroom practices! Perfect for instructional
coaching, professional development, beginning of the year activity, teacher reflection, goal
setting, and more. Teacher Reflection Form - Goal Setting Classroom Practices How to Use: Use
this goal setting form with teachers at any point in the year to reflect on what is going well and
what can be improved.

15. Coaching on Communication Skills

A communication coach works with clients to develop communication skills for a variety of
purposes, including career development, relationship management, confidence building, and
overall personal growth.

Communication coaching can take many forms. Individuals may use it for bespoke reasons
in a one-to-one format. Organizations may use it to help their employees and teams improve
communication among one another—often in a group coaching format.

16. Coaching on Demonstration Teaching

Coaching is a fantastic opportunity for experienced teachers to develop themselves further.

But also for new teachers, it can give them the confidence, skills and self-awareness needed for
a long and successful teaching career. Providing teachers with the theory underlying the new
strategies they’re learning, plus demonstrations of the strategy, and the opportunity to practice
them in their own classrooms are said to be key to providing teachers with all the skills they
need to improve.