๐‹๐ˆ๐Œ๐ˆ๐“๐„๐ƒ ๐‚๐‹๐€๐’๐’๐„๐’, ๐”๐๐‹๐ˆ๐Œ๐ˆ๐“๐„๐ƒ ๐‚๐‡๐€๐‹๐‹๐„๐๐†๐„๐’

๐˜‰๐˜บ ๐˜‘๐˜ข๐˜ฌ๐˜ฆ ๐˜‹. ๐˜๐˜ณ๐˜ข๐˜จ๐˜ข
๐˜‹๐˜ถ๐˜จ๐˜ฎ๐˜ข๐˜ฏ๐˜ฐ๐˜ฏ ๐˜Œ๐˜ญ๐˜ฆ๐˜ฎ๐˜ฆ๐˜ฏ๐˜ต๐˜ข๐˜ณ๐˜บ ๐˜š๐˜ค๐˜ฉ๐˜ฐ๐˜ฐ๐˜ญ
๐˜š๐˜ถ๐˜ณ๐˜ช๐˜จ๐˜ข๐˜ฐ ๐˜ฅ๐˜ฆ๐˜ญ ๐˜š๐˜ถ๐˜ณ ๐˜‹๐˜ช๐˜ท๐˜ช๐˜ด๐˜ช๐˜ฐ๐˜ฏ

๐—ช๐—ฒ๐—ฎ๐—ฟ๐—ถ๐—ป๐—ด ๐—ฏ๐—ฒ๐—ฎ๐˜‚๐˜๐—ถ๐—ณ๐˜‚๐—น๐—น๐˜† ๐—ฐ๐—ฎ๐—ฟ๐˜ƒ๐—ฒ๐—ฑ ๐˜€๐—บ๐—ถ๐—น๐—ฒ๐˜€ ๐˜๐—ต๐—ฎ๐˜ ๐˜€๐—ฒ๐—ฒ๐—บ๐—ฒ๐—ฑ ๐˜๐—ผ ๐˜„๐—ถ๐—ฝ๐—ฒ ๐—ฎ๐˜„๐—ฎ๐˜† ๐˜๐—ต๐—ฒ ๐˜€๐˜๐—ฟ๐—ฒ๐˜€๐˜€ ๐—ณ๐—ฟ๐—ผ๐—บ ๐˜๐—ต๐—ฒ ๐—ฒ๐˜…๐—ต๐—ฎ๐˜‚๐˜€๐˜๐—ฒ๐—ฑ ๐—ณ๐—ฎ๐—ฐ๐—ฒ๐˜€, ๐—ฎ ๐—ด๐—ฟ๐—ผ๐˜‚๐—ฝ ๐—ผ๐—ณ ๐˜๐—ฒ๐—ฎ๐—ฐ๐—ต๐—ฒ๐—ฟ๐˜€ ๐—ฐ๐—ฎ๐—บ๐—ฒ ๐—ผ๐˜‚๐˜ ๐—ณ๐—ฟ๐—ผ๐—บ ๐˜๐—ต๐—ฒ๐—ถ๐—ฟ ๐—ณ๐—ผ๐˜‚๐—ฟ-๐˜„๐—ฎ๐—น๐—น๐—ฒ๐—ฑ ๐—ฐ๐—น๐—ฎ๐˜€๐˜€๐—ฟ๐—ผ๐—ผ๐—บ๐˜€ ๐˜„๐—ถ๐˜๐—ต ๐—ฝ๐—ฒ๐—ป๐˜€ ๐—ฎ๐—ป๐—ฑ ๐—ป๐—ผ๐˜๐—ฒ๐—ฏ๐—ผ๐—ผ๐—ธ๐˜€ ๐—ถ๐—ป ๐˜๐—ต๐—ฒ๐—ถ๐—ฟ ๐—ต๐—ฎ๐—ป๐—ฑ๐˜€, ๐˜„๐—ฎ๐—น๐—ธ๐—ถ๐—ป๐—ด ๐˜€๐—ถ๐—น๐—ฒ๐—ป๐˜๐—น๐˜† ๐˜๐—ผ ๐˜๐—ต๐—ฒ ๐—บ๐—ฒ๐—ฒ๐˜๐—ถ๐—ป๐—ด ๐—ฟ๐—ผ๐—ผ๐—บ. ๐—”๐˜€ ๐˜๐—ต๐—ฒ๐˜† ๐—ฎ๐—ฟ๐—ฟ๐—ถ๐˜ƒ๐—ฒ๐—ฑ, ๐˜๐—ต๐—ฒ๐˜† ๐—ด๐—ฟ๐—ฒ๐—ฒ๐˜๐—ฒ๐—ฑ ๐—ผ๐—ป๐—ฒ ๐—ฎ๐—ป๐—ผ๐˜๐—ต๐—ฒ๐—ฟ ๐—ถ๐—ป ๐—ฎ ๐—ฐ๐—ฎ๐—น๐—บ ๐—ฎ๐—ป๐—ฑ ๐—ณ๐—ฟ๐—ถ๐—ฒ๐—ป๐—ฑ๐—น๐˜† ๐˜ƒ๐—ผ๐—ถ๐—ฐ๐—ฒ ๐˜„๐—ต๐—ถ๐—น๐—ฒ ๐˜€๐—ฒ๐—ฎ๐˜๐—ฒ๐—ฑ ๐—ฎ๐˜ ๐—ฎ ๐˜๐˜„๐—ผ-๐—บ๐—ฒ๐˜๐—ฒ๐—ฟ ๐—ฑ๐—ถ๐˜€๐˜๐—ฎ๐—ป๐—ฐ๐—ฒ. ๐—ง๐—ต๐—ฒ๐—ป, ๐˜๐—ต๐—ฒ ๐—บ๐—ฒ๐—ฒ๐˜๐—ถ๐—ป๐—ด ๐—ฏ๐—ฒ๐—ด๐—ฎ๐—ป.

This collegial meeting is commonplace in all schools as teachers need to keep pace with the many challenges in the blended learning setup. As the limited in-person classes commenced in many schools recently, the challenging factors demanded new solutions that unraveled points for improvement. Thus, the school-based learning action cell (LAC) sessions and focused group discussions (FGD) played a vital role in sustaining a positive climate in the school.

One of these factors is the limited time for instruction. In an interview, Ms. Ria L. Petilo, a Junior High School teacher at Maglambing Integrated School, explained that a half-day class was not enough for an in-depth discussion of the lessons. Nonetheless, managing the time wisely and carefully planning the activities helped her prioritize the most difficult topics for elaboration. Mr. Clint R. Mahinay, an Elementary School teacher at Falcon Memorial Elementary School, added that a direct approach to teaching by focusing on the most important competencies [MELCs] allowed him to deal with the shortened time for actual teaching.

Furthermore, Mrs. Amorel P. Arreza, an Elementary School teacher at Carrascal Central Elementary School, confessed that she had to review the previous topics, especially for her pupils in the lower section. In Mathematics, she discussed the gist of the lessons as she used a lot of examples and illustrations to ensure that the pupils would master the basic mathematical skills necessary for the third quarter lessons.

In terms of motivating the students, the Senior High School teachers of Quezon Integrated School and Maglambing Integrated School, respectively, have also shared their experiences on how they managed to sustain the learnersโ€™ interest. Mrs. Gracely Flor A. Dalagan claimed that most of her students were silent in her class in the first week. But after telling them some good jokes and engaging them in creative activities, she was able to catch their attention to be responsive in the class. Mr. Crisler R. Atibula, on the other hand, used educational videos to discuss the lessons thoroughly while considering the time limit per learning area.

Another factor that needs immediate attention is the learnersโ€™ actual performance. In the modular classes done at home, the teachers might have some plausible reasons to doubt the authenticity of learnersโ€™ responses. But during in-person classes, though limited, for now, teachers have a greater assurance of getting the learnersโ€™ actual performance. Given this situation, Mrs. Fivie S. Galdiano, an Elementary School teacher at Sto. Niรฑo Elementary School explained that she maximized her time for face-to-face interaction with her learners to identify and satisfy their educational needs. Then, she employed the โ€œthrowbackโ€ approach to help pupils improve on their unmastered competencies.

Of the strategies and adjustments made by teachers, the collegial meetings such as LAC and FGD have provided an avenue for sharing their best practices with their colleagues. If pen and notebooks could facilitate the writing of great ideas, then collegial discussions could generate practical and effective solutions to the emerging teaching-learning problems. By learning from one another and fostering harmonious collaboration, the school head and the teachers can truly make a difference in the lives of the learners, even in the limited in-person classes with seemingly unlimited challenges.

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