STAR Method Sample Answers for DepEd Reclassification Behavioral
Interview
The STAR method (Situation, Task, Action, Result) is an effective way to structure answers
during a DepEd reclassification behavioral interview. It helps you present clear, concrete
examples of your professional experience and teaching competence.
1. Classroom Management
**Question:** Describe a time when you handled a challenging class situation effectively.
S – Situation: I had a Grade 4 class where several learners were easily distracted and often
disrupted lessons.
T – Task: My goal was to establish a more disciplined and focused learning environment
without discouraging participation.
A – Action: I implemented a Positive Discipline approach—setting clear class rules,
recognizing good behavior through a “Star of the Day” system, and involving parents
through weekly communication logs. I also modified my seating plan to minimize
distractions.
R – Result: Within two weeks, off-task behavior decreased significantly. Learners became
more responsible and cooperative, and class participation improved. The class eventually
earned the “Most Disciplined Section” recognition for that quarter.
2. Innovation in Teaching
**Question:** Tell us about a time you introduced an innovative strategy in your classroom.
S – Situation: During modular distance learning, many learners struggled to understand
Math lessons because of limited guidance at home.
T – Task: I needed to make the lessons more accessible and engaging even without face-to-
face sessions.
A – Action: I created interactive video lessons using PowerPoint and voice-over
explanations, then shared them via Messenger and USB for offline viewing. I also included
short quizzes after each video to monitor progress.
R – Result: Learners’ quiz scores improved by an average of 20%, and parents gave positive
feedback about how their children became more independent learners.
3. Addressing Learner Diversity
**Question:** Give an example of how you addressed different learning needs in your class.
S – Situation: In my Grade 2 English class, I had learners performing at different reading
levels—some fluent, others still struggling to recognize sight words.
T – Task: I wanted to improve the reading proficiency of all learners, especially the
struggling ones.
A – Action: I implemented differentiated instruction by grouping learners according to their
reading levels. Advanced readers became peer tutors, while I conducted short guided
reading sessions for the struggling group. I also used picture-word flashcards and story-
based phonics activities.
R – Result: After two months, 80% of struggling readers moved up one level in their reading
assessment. The peer tutors also developed leadership and empathy skills.
4. Collaboration and Leadership
**Question:** Share a time when you contributed to your school’s improvement or
supported your colleagues.
S – Situation: Our school needed a system to track learners’ reading progress efficiently for
the reading remediation program.
T – Task: As the reading coordinator, I was assigned to design a monitoring tool and train
teachers to use it.
A – Action: I created a digital reading tracker using Google Sheets and conducted a short in-
service training for teachers. The system allowed automatic computation and visual graphs
for learner progress.
R – Result: The tool helped teachers save time in recording and reporting. It was later
adopted by the district as a best practice.
5. Professional Growth
**Question:** Describe how you continuously improve as a teacher.
S – Situation: I realized my strategies in teaching science concepts needed improvement to
match the new curriculum standards.
T – Task: I wanted to enhance my pedagogical and research skills to make my lessons more
inquiry-based.
A – Action: I attended division-level LAC sessions, enrolled in online training, and conducted
an action research on the effect of inquiry-based learning on student engagement.
R – Result: Learners became more curious and participative. The research was later
presented at the district research congress and inspired other teachers to try inquiry-based
approaches.
