CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that supports the study about the

teaching strategies and techniques of senior high school instructors of San Sebastian College -

Recoletos, Canlubang who are immersed in this new mode of learning during this pandemic. The

study provides the researcher valuable insights that are useful and relevant to their current

research. It also contains 1.) studies, 2.) experience, 3.) impact of pandemic, 4.) literature

reviews and 5.) journal and learning, which are relevant to the studies.

According to Sumitra Pokhrel and Roshan Chhetri (2021), COVID-19 pandemic has

triggered the most severe damage to learning systems in human history, affecting nearly 1.6

billion learners in more than 200 countries. Face-to-face teaching has been discontinued at a

number of districts, colleges, and universities. There is a concern that the 2020 school year, or

perhaps more, will be lost in the near future. The COVID-19 pandemic has given us an incentive

to open the way for the introduction of digital learning. The global COVID-19 pandemic has

spread across the world, affecting almost all countries and territories. The epidemic was first

discovered in Wuhan, China, in December 2019. Countries all over the world warned the public

to be careful. Handwashing, wearing facial masks, physical distancing, and resisting mass

gatherings and meetings have been among the public care techniques. Lockdown and

stay-at-home policies have been introduced as the required step to flatten the curve and control

disease transmission.
 According to Tria, J. Z. (2020) nowadays, due to lockdown policy that the government

implemented were all staying in our homes. Even so learning shouldn’t be stopped. That’s why different

countries worldwide proposed various ways to continue the education process which is distance learning

during pandemic. It includes online learning platforms such as google, TV broadcasts, guidelines,

resources, online channels and video lectures were introduced by UNESCO 2020. For school is a public

place where crowd is inevitable and children were vulnerable, the strengthen policy in terms of the deliver

of instruction to provide for online platforms is needed. Different learning sectors in the Philippines

proposed numerous innovative programs. To guarantee that online learning is a choice among all others in

new learning environment it would not necessarily be that teachers and learners will go to schools and

learn inside thw classrooms and devised various modalities. Likewise, new normal would be virtual

classrooms in the higher education institutions. Online platforms and blended learning such as google

classroom, messenger, zoom, edmodo, Facebook and YouTube were suggested by the Commission on

Higher Education (CHED). Moreover, both will acquire numerous learning delivery such as but not

limited to blended learning, face to face, distance learnings, and home-schooling and other modes of

delivery (CHED 2020, DepEd 2020).

However, According to this study conducted by Lagua, B. (2020) What works in the

classroom does not actually work in distance learning. Because of the lockdowns triggered by

the crisis, education is one of the most impacted industries. Online learning necessitates

forethought, training, perseverance, and a certain level of expertise. This writer is actually

enrolled in an online university, and there are several facets of the virtual universe that are

missing. According to him, the challenge is to create rich experiences that keep students

interested in the online environment. The writer lacks the chatter of the actual classroom, where

he might glance at all of his students at once, hear their responses to a key insight or even a joke,

and engage in conversations and polite banter. It isn't a one-of-a-kind or solo experience.
Teachers would need to accept and master technologies in order to develop new levels of

connectivity and engagement in order to create a rich learning atmosphere. It's not easy to master

meeting apps like Zoom and Google Meet. The learning curves for newcomers to online learning

would be steep. It's a challenge that needs to be embraced right away. It's that easy... and that

complicated." Teachers must be prepared for interrupted lessons and lost students due to the

Philippines' sluggish and intermittent Wi-Fi internet access. One of the most difficult facets of

online learning is assessment. Teachers face a challenging job of making instructional design

relevant, memorable, inspiring, and, essentially, observable.

K to 12 students may feel especially conflicted this year, while the end of summer break

often stirs mixed emotions. The Covid pandemic and stay-at-home orders made everyone excited

to reunite with friends and rediscover the form of formality. While some schools are reopening

fully, some are adopting a blended learning approach, others are still combining in-person classes

with online education to minimize the number of students in the building at any given time.

Keeping classes entirely virtual at least for the time being is still the setup for others. As the

pandemic runs even best-laid plans will change, which means schools must be prepared to make

a sudden change as the situation evolves.

Educators should make the classroom a place of inspiration for students, not fear.

Students will eventually return to the physical classroom, whether it happens now or in six

months. One of the most important things teachers can do is provide students a calm, cheerful,

and welcoming presence that helps to ease student's anxiety and makes them feel positive about

going back to school. Educators can help student’s minds on their first day back by having an

open and honest conversation. Leaving plenty of room for the students to ask questions and

avoiding the urge to oversimply things.

Keep the students engaged and productive from anywhere. Keeping students engaged

from afar is top of mind for educators who will be leading online classes. Educators should aim

to make lessons as interactive as possible. Ask students to mute their mic at times to avoid

disruptions, conducting the whole lesson this way might tempt other students to watch TV or

play mobile or online games instead of paying attention. Building moments of participation into
your lesson plans- like asking them to share their perspectives or holding fun trivia-style quizzes

during the discussion is a way to avoid them from getting the distractions.

Have a plan in place for anything. It is worth having a communication plan ready to

deploy at short notice even if your school will open its door again sooner or later. Consider

compiling a list of recourses to help the students and their parents to manage the transition.

Providing resources can help the students and their families who may be struggling in this new

setup. Trying to provide updates to students and parents whatever happens regularly helps them

keep in the loop about any upcoming changes. Constantly lifting the schedules can be difficult

for working parents and anxious students, though educators can take some of the weight off their

shoulders by being the beacon of clarity in a sea of uncertainty to the parents and the students.

Source:

https://nonprofit.linkedin.com/blog/teaching-in-the-new-normal-how-k-12-educators-can-support

-students-inside-and-outside-the-classroom-this-year

Teaching Techniques

When educators prepare for the "new standard" set-up in the face of the Covid-19

pandemic, now is the time to use our anxiety to forge a new model. It is now up to schools to

ensure that teachers do not just apply what they teach in the classroom to their online classes.

In this case, teacher-led debates and prolonged seminars are no longer the practice When

it comes to online learning, students' concentration is nearly always split between their

classrooms and their mobile devices.

Creating research playlists or using free learning tools on specific topics. Teachers like us are

planning productive and productive synchronous and asynchronous learning events for

continuous interaction of students by being not just an issuer of instructional material but also a

master curator of learning tools.

Educators must consider the aims and objectives of testing and evaluation schemes. The

easiest way to encourage student success is to hold them responsible for their own learning.

Mentors must consider whether constant input from students on their learning will help them

focus on their abilities in the age of remote learning.

The teacher's guidance would serve as a "discipline" to help students raise their grades.

The pandemic would be a major influence in students completing requirements that would

otherwise be simple to complete in normal times.

Educators may implement ratings that specifically show mastery of knowledge and

abilities, as well as craft requirements for mastery of learning, by concentrating on their mastery

of learning. Students can benefit from constant reviews in order to meet these requirements.

Grading will be done with compassion and justice in the end.

Source:

https://www.manilatimes.net/2020/07/28/public-square/innovative-teaching-methods-in-the-new-

normal/746919/
Highschool Pedagogy

The success of pedagogy is often dependent on the subject matter to be learned. The best

teachers trust in their students' ability to learn and use a variety of tools to ensure this learning

happens. While these two approaches can seem to be contradictory, they may also complement

each other in the realization of educational goals. For example, a teacher-centered approach may

be useful to introduce a new theme, whereas a learner-centered approach may be required to

allow students to explore the theme for a deeper understanding.

The teacher is placed at the center of the learning process in teacher-centered pedagogy.

This approach is often criticized, especially when students only perform lower-level tasks and

are afraid of the teacher. Learner-centered has many synonyms, but it primarily applies to

learning philosophies that encourage learners to participate actively in the learning process.

Teachers must be aware of the local context, including the number of students in the class, the

physical environment, the availability of teaching and learning tools, and so on. It advises

teachers to be adaptable in their pedagogical activities based on the school environment.

Some tactics have been found to be more successful than others in a wide range of

situations. There are few examples: clear understanding of subject-matter and

learner-age-appropriate pedagogical methods According to the author, a positive attitude toward

students and confidence in their ability to learn are also significant.

Teachers are more emotionally sensitive and attentive because they have a constructive

outlook toward their students. Teachers who have poor aspirations of their learners make little

efforts to assist them in learning. Teachers' biases against students from deprived social

backgrounds are common. These students also perform poorly academically.

Effective instruction is often context-dependent. Teachers must be given detailed training in how

to make contextual adjustments to their instructional methods. Teachers in big classes must have

a thorough knowledge of their students' various skill levels in order to modify their curriculum

and practices to suit the needs of each pupil. Since teaching resources are more useful where they

are important to students' lives, these methods will also improve teaching even in well-resourced

classrooms.

Source:

https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/eff

ective-and-appropriate-pedagogy
Synthesis

This chapter includes literature and studies for citing information about the teaching

strategies and techniques of senior high school instructors in this new mode of learning. In

addition, this chapter included an overview of a study of a former executive vice president and

chief development officer. In literature, it refers to an impact of COVID-19 pandemic on

teaching and learning. We have gathered reviews of related literature to help us back up our

thoughts and decisions. The global COVID-19 pandemic has spread across the world, affecting

almost all countries and territories. Face-to-face teaching has been discontinued at a number of

districts, colleges, and universities. Online learning gives visually disabled students the freedom

to engage in learning in a simulated world that requires no movement. Many countries face

significant difficulties in obtaining a secure Internet service and connectivity to digital devices.

For students, offline activities and self-exploratory learning are becoming increasingly relevant.

Online education subjects students to more screen time. Parental guidance is an issue,

particularly for young learners. Mostly, our literature is specifically focusing on the experiences

of the instructor in teaching in this new mode of learning. In studies, it includes the innovative

programs that different learning sectors in the Philippines implemented that can be helped to

continue the learning for the students that is postponed due to the temporary closures of

educational institutions. Online learning is one of the platforms that is the response for the

community lockdowns and quarantines that prevent the students and the teachers from attending

school and lead them to study and work from home.

Benel Lagua. (2020) Teaching in the new normal.

https://www.manilatimes.net/2020/10/30/business/columnists-business/teaching-in-the-new-nor

mal/788762/

CHED. (2020). CHED COVID-19 ADVISORY NO. 3. Retrieved from

https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019- Advisory-No.-3.pdf

Crawford, J., Butler-Henderson, K., Jurgen, R., Malkawi, B. H., Glowatz, M., Burton, R.,

Magni, P., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period

digital pedagogy responses. Journal of Applied Learning & Teaching, 3

https://journals.sfu.ca/jalt/index.php/jalt/article/view/191

Sumitra Pokhrel and Roshan Chhetri. (2021)

https://doi.org/10.1177/2347631120983481

Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the

Philippines: The New Normal. International

https://doi.org/10.30935/ijpdll/8311

UNESCO. (2020). COVID-19 Educational Disruption and Response.

https://en.unesco.org/covid19/educationresponse
Teaching Strategies

https://nonprofit.linkedin.com/blog/teaching-in-the-new-normal-how-k-12-educators-can-support

-students-inside-and-outside-the-classroom-this-year

Teaching Techniques

https://www.manilatimes.net/2020/07/28/public-square/innovative-teaching-methods-in-the-new-

normal/746919/

Highschool Pedagogy

https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/eff

ective-and-appropriate-pedagogy