Assignment 2.

(PART 1: ENHANCING MY FACILITATION SKILLS)

21ST CENTURY CLASSROOM FACILITATION SKILLS

Flexible Learner: AILEEN JOY R. MORA (Class 11)
Video Link of Demonstration Teaching: https://www.youtube.com/watch?v=AWj8z2sHouo
Flexible Learning Tutor: DR. LAILA TAGUINOD

ASPECTS OBSERVATIONS STRENGTHS AREAS FOR ACTION POINTS

IMPROVEMENT
Facilitation Style The teacher provided series of activities In spite the learning modality Value for social interaction
In distance learning, teacher
framed in the context of the learners in this used, the teacher carefully was not monitored due to the
must find way to encourage
pandemic. The teacher made use of TV- implemented flexible teaching present situation. Also,
‘hands-on’ and interactive
based instructions as one of the distance approaches that addressed the hands-on learning was not
approaches to ensure that
learning modalities used in the new normal learning styles of the learners. observed and supervised learning takes place even
scheme. In the absence of face to face The teacher facilitated student since the teacher-
without teacher who acts as
interaction with the learners, the teacher- learning by carefully presenting demonstrator is strategically
‘guide on the side’. This is also
demonstrator carefully planned interactive the content of the lesson in clear distant from her learners.
for the teacher to think of
approaches to maximize the learning and meaningful ways by strategies that will require
process. integrating multiple collaboration among learners so
technological approaches. that they ca n feel that they are
the teachers’ co-producer of new
knowledge and skills even when
they are just learning at home.
Accommodation of Since the demonstration is ETV-inspired, the The students’ learning style was The teaching modality used In distance learning, teacher
students’ learning presentation of students’ learning styles was accommodated as it appeared in by the teacher did not allow must strategically find way to
styles not directly observed. However, during the the directions of the learners’ specific accommodation of acquire the specific learning
planning, the teacher put her students’ performance tasks. They were learning styles, instead the style of her students so that she
learning style in prime consideration while grouped based on their learning concept was treated in can specifically treat all their
crafting the strategies and tasks needed in the preferences as the tasks given general. The teacher was not diverse interest so that no student
actual teaching. were still anchored on their able to explicitly determine will be left behind.
styles. the learning preference of
each student.
Provision of learning The 20-minute session on air did not show The teacher made use of This modality did not allow Immediate processing and
environment that is active involvement from the students but it technology and other visual pause time for learners in feedbacking are the teachers’
conducive for: elicited active participation that made the elements to make the session acquiring knowledge due to struggle nowadays most
*Active learning entire process conducive for a learning engaging. Questions were also limited time available. The especially in ensuring active
environment in the new normal. thrown to students to activate teacher struggled in refining learning among learners.
their participation in their own students’ learning as the Therefore, teacher must
 places. learners were not strategize on how to immediately
immediately entertained. reach out to students valuative
response to their queries and
doubts can be entertained.

*Higher order The demonstration teacher provided Varied questions were given Interaction from the given The teacher must focus on the
thinking questions that required learners to use their during the learners’ activity answers was not observed instructional elements to foster
higher level of thinking. The teacher might period. These queries because of the modality used. higher order thinking skills in the
not be expecting for immediate answer from concentrated on the top three Also, questions on HOTS new normal situation to sustain
the learners but she made sure that questions levels of the said thinking level were not properly distributed the instructional process
must target the higher level of Bloom’s and skill guide. on the part of the requiring learners to be critical
Revised Taxonomy. demonstration teaching thinkers.
because of the modality used.

*Contextual The teacher made use of examples based on Activities given followed the The teacher was not able toThe teacher must address
learning the actual and current situation where the process of relating the subject specifically monitor the
students’ difficulties in relating
learners belong. matter content to real world context of each learner since
the subject content to real life
situations by allowing the contextualization was treated
situations for them to be guided
students make connections to in general. Thus, the
properly. The teacher must
what they learned and how will conveyed information might establish that skill of contextual
they apply these in it in real life. not be applicable to student’s
learning among the students so
specific situation. that learning can be more
meaningful and fruitful.
Questioning and Questions were thrown during the on-air The questions, in this type of There is a limited interaction The teacher must be flexible and
reacting skills session yet reaction was not observed since modality, will encourage since questions are not creative enough to address her
immediate response was not included in the learners to find answer to their immediately thrown or needs in enhancing both
actual teaching. The teacher assumed of the question in a given span of time addressed. Opportunities for questioning and reacting skills
learners’ responses as part of demonstration without pressure. As they can students to react to other not only for herself but for the
by using sound effects. However, the teacher also contemplate whether their students’ questions are learners as well.
also showed various reactions of how the questions are really suitable with missed as they can’t also
learners possibly react on the given the answer they are looking for. possibly react to the answers
situations. The same principle applies to the of their classmates. Not
teacher who will be given unless the teacher establishes
enough time to prepare both the another platform after this
question and the answer modality.
addressed to the learners.
Assignment 2. (PART 2.1: PROFESSIONAL DEVELOPMENT PLAN MATRIX)

PROFESSIONAL DEVELOPMENT PLAN (PDP)

Name and School: AILEEN JOY R. MORA (JONES RURAL SCHOOL)
Specialization/Subject Handled: ENGLISH 10

Required Competencies Type & Specific Professional Significance of the Activities Requirements Potential Barriers(P) and
Intervention Solutions(S)
Master my subject content  Development: Collaborate  To be able to know and  Additional references like P: Unavailability of training
with my co-teachers in understand relevant theories, magazines, books, newsletters, offerings and fund sources
various teaching strategies concepts, and principles of and web-based resources
that may enhance and what I teach  Fund Training Expenses S: Look for free massive
remediate the learners’  To use accurate and updated courses online about the
knowledge on my subject content in organizing, subject matter
content through connecting, and presenting
mentoring/coaching sessions what I teach
 Education/Training: Attend  To be informed with effects
trainings/workshops/online and benefits of new
courses on updates educational trends beneficial
incorporated in the subject to the subject matter that I
matter that I teach using teach.
appropriate teaching and
learning strategies
Monitor my students’ progress  Development: Work with my  To constantly assess my  Additional Reading about the P: Unavailability of training
and co-teachers in ways to assess students’ work and provide strategies in monitoring offerings & lack of opportunity
provide appropriate support my students through helpful and timely feedback students progress and and fund sources
mentoring/coaching sessions  To use results from providing support
 Education/Training: Attend assessment to improve  Fund Training Expenses S: Look for massive courses
trainings/workshops/online instruction and to help online or solicit for sponsors to
courses about designing and students monitor their enroll online courses/trainings
monitoring assessment learning progress with fee
strategies to improve,  To encourage self-reflection
enhance, and support student among my students
learning
Design learning activities using  Development: Coordinate  To teach my students to  Fund Training Expenses P: Unavailability of training
community conditions, local with colleagues on how to connect and apply what they offerings & lack of opportunity
wisdom, tradition, and maximize community-based learn in their daily lives and and fund sources
knowledge resources for my students’ involve them in community
learning benefits through activities and events S: Look for massive courses
mentoring/coaching sessions online or solicit for sponsors to
 Education/Training: Attend enroll online courses/trainings
trainings/workshops/online with fee
courses on contextualization/
localization and
indigenization
Practice inclusion and respect  Development: Participate in  To help my students aware  Organizational sites from the P: Inaccessibility of
in organizations that promotes of diverse backgrounds of internet organizations that promote
the classroom equality amidst diversity. everyone else so that they equality amidst diversity.
can demonstrate and support S: Look for organizations
inclusive behaviors among online that are available within
their colleagues the community/
 To learn how to be more Create/establish core group
sensitive to my students’ within the school community
unique background and
personality
 To create a physical
environment that welcomes
differences

Prepared by: Reviewed/ Approved by:

AILEEN JOY R. MORA ANGELIC P. DE VERA, PhD

Flexible Leaner School Principal IV
Assignment 2. (PART 2.2. PROFESSIONAL DEVELOPMENT PLAN ESSAY)

Being into this profession requires various knowledge, skills, values and attitudes (KSAVs) to be incorporated in one’s individuality to promote competence as
expected from an educator. More expectation is expected from a trained 21 st century educator as he/she is anticipated to be equipped with the necessary KSAVs in order to
facilitate learning after undergoing courses such as Guro21 (Gearing Up Responsible and Outstanding Teachers in Southeast Asia) for the 21 st Century. In this aspect, the
capabilities and competence of a flexible learner that underwent Guro21 have boosted and he/she is likely motivated to perform his/her duties well which will surely result to
effective teaching and productive learning process. Thus, the effectiveness can be equated with factors towards excellence in the country’s educational system.
This empowering opportunity led the flexible learner come up with her development plan achievable in two years. She was able to determine four required
competencies focusing on knowing and understanding what to teach, helping students learn, engaging the community and becoming a better teacher every day. She based
these competencies from Southeast Asia Teachers Competency Framework so that she can be properly guided on various dimensions that a teacher must deal with.
In order for her to effectively deliver her performance targets set in two years, factors such as type & specific professional intervention, significance of the activities,
requirements and potential barriers and solutions were presented. Specifically, she plans to develop the following competencies: Master her subject content; Monitor her
students’ progress and provide appropriate support; Design learning activities using community conditions, local wisdom, tradition, and knowledge; and Practice inclusion
and respect in the classroom.
Upon mastering her subject content, she plans to develop this competency by varied learning options through the available interventions suggested. In addressing her
professional needs, she needs to collaborate with her co-teachers in various teaching strategies that may enhance and remediate the learners’ knowledge on her subject content
through mentoring/coaching sessions. Also, attendance to trainings/workshops/online courses about updates incorporated in the subject matter that she teachers using
appropriate teaching and learning strategies can be also done. In this way, she can better understand what she will teach and easily transfer the learning among her students.
Her second aim is to monitor her students’ progress and provide appropriate support by working with her co-teachers in ways to assess their students through
mentoring/coaching sessions. She also considers attending trainings/workshops/online courses about designing and monitoring assessment strategies to improve, enhance, and
support student learning through massive online courses which are beneficial in this crisis.
The third competency focused on designing learning activities using community conditions, local wisdom, tradition, and knowledge and she can achieve this by
coordinating with colleagues on how to maximize community-based resources for my students’ learning benefits through mentoring/coaching sessions. Attendance to
trainings/workshops/online courses on contextualization/ localization and indigenization was also being put into consideration.
Lastly, the practice inclusion and respect in the classroom was also included as a required competency. This can be attained through development interventions such
as participation in organizations that promotes equality amidst diversity.
In order for the learner to address the aforementioned needs, she prioritized array of delivery modes and strategies for improving her competencies. These planned
interventions, which she believes, will lead her to master the appropriate teaching and learning practices and learn how she can improve on these. Also, she can build a more
comprehensive understanding of how 21st century education works. Receiving coaching and mentoring from both superiors and peers will also help her gain confidence in
how things work and as it enables her to enrich her perspectives as she tries to understand other viewpoints during the discussion session. Her membership to organizations is
also a way for her to enhance her professional skills and widen competencies related to her job. Thus, allowing her to relate to other individuals who share the same interests
and face similar work challenges.
Therefore, the required professional development plan will surely guide the flexible learner, Ms. Aileen Joy R. Mora, to continuously possess the necessary KSAVs in
order to effectively facilitate learning after undergoing the course, Guro21 of SEAMEO INNOTECH. #
Assignment 2. (PART 3: CLASSROOM MANAGEMENT PLAN (CMP)

CLASSROOM MANAGEMENT PLAN (CMP)

As a 21st century educator, it is my prior goal to develop competitive learners who will stride the world with confidence using the right knowledge,
Philosophic skills, attitudes and values that they may have acquired from their teachers. That in order for them to acquire these things, I must be the teacher who
al can help them address what they need, guide them in seeking for answers to their own questions, and lead them to the right path that they want to
take. In this way, I can only do this by appropriately and carefully designing plans and acquiring strategies to provide positive and supportive
Statement learning environment for them to be encouraged and be motivated in discovering their full potentials and become better citizens and future leaders of
the world.

In order for me to provide positive and supportive learning environment, I must start setting rules and procedures and communicate these things into
Rules and their comprehension level. Basic routines, procedures and expectations for a conducive, safe and friendly classroom set up must be observed during
Procedures the first meeting with my learners. It is best to set all these things during the first day as an overall orientation so that both the teacher and the
students can immediately adjust and come up with consensus on how rules work in and out of the classroom. Formulation of rules and orders can be
set so that the harmonious relationship can be sustained. Every voice must be heard as every behavior pattern can be considered. After setting the
finalizing the agreed rules and regulations, the teacher may come up with a written agreement so that everybody will always be reminded on the dos
and don’ts of being a responsible learner. Also, these can be presented to the parents during conferences so that even the parents play a great role in
guiding their children in following existing rules and regulations. Above all these set rules to establish authority, I also make sure that I sustain a
relationship where they feel a sense of belonging characterized by trust, connection and understanding.

The simpler, the better. That’s how I have practiced myself in arranging my classroom set up. And I plan to sustain that principle since I am holding
Classroom Junior HS students. However, being simple does not mean not exerting efforts at all. I make sure that all necessary parts to make a classroom
Arrangeme conducive enough for learning must be positioned strategically. As seen in my attached visual representation, there must be two types of boards
which are black board and whiteboard since nowadays, some subjects and lessons can be appropriately delivered depending on the visual material
nt required. Audio-visual aids with ICT are set Infront (center) of the classroom which will be visible to all the learners. Also, I put the teacher’s table
on the corner so that subject teachers won’t be sitting during discussion period instead, they will be encouraged to roam around as facilitators of
learning. Appropriately designed and updated bulletin boards, and charts must be also posted on suitable sites so that they can easily be accessed by
the learners and will serve their purpose of being operational. Chairs are distributed in three columns to provide more moving spaces both for the
teacher and for the students most especially during hands-on activities. Cabinets/shelves and students’ locker are also strategically located in various
corners according to their functions. Doors are open with proper signages as to windows are free from heavily-designed curtains. Minimal set of
ornamentals are distrusted to add positive energy inside the classroom but they are not placed on high places like on top of cabinets and shelves.

As our learner’s second parents, it is a must for me to inculcate not only the knowledge and skill they need to acquire but with the proper attitude
Misbehavio and values that they need to possess. I must personally know my students by tracing their anecdotal records so that I can think of strategies or ways
r to address misbehaviors that may happen inside the classroom. Understanding their background and personal issues, and listening to their sides
without judgement can help me think of intervention for learners with common social conflicts and difficulties. Anger won’t help me solve the
Intervention
 problem, instead I have to consider steps in resolving conflicts and weigh the proper measures to treat their misbehaviors. If it can’t be resolved, then
s I will seek for the help of the school’s guidance counselor to work collaboratively in disciplining our students.

Safe practices must also be placed into consideration when planning for a well-organized classroom. Safety may both include avoidance from both
Classroom physical and emotional/social harm among the learners. First, during the planning of classroom arrangement, I have to consider classroom safety in
Safety terms of infrastructure and other sources or causes of harmful materials. As a teacher, I must always check for destroyed items inside the classroom
such as broken window glasses, or broken furniture or defective electrical wiring and equipment even obstructive materials on spaces such as rest
area, corridors and doors. This leads to physical harm among the learners. Also, even designs or objects available inside the classroom that may
promote emotional/social harm must be checked like pictures that promote discrimination or against the social standards. Thus, proper signages must
also be placed in strategic areas to always remind the learners.
Celebration of success with the student’s achievement promote more positive environment among learners that make them motivated and inspired.
Student Achievement for me doesn’t only mean high grades or winning on competitions since it might promote discrimination. Therefore, as a teacher, I
Celebration plan to reward my students not only with material rewards but establishing the culture of positive gestures even in the smallest effort done by the
learner. Like giving them a smile, simple praise or a tap on the back which do not only come from the teacher but from their classmates as well.
Honor students and contest winners can still be awarded as part of the process but bigger celebration can be given to the students who can influence
his/her classmates positively and transform others to be like him/her. In that way, performing students can really be acknowledged and they
themselves can feel their achievement by seeing the fruit of their effort from others.
As a classroom manager of the 21st century education, I have realized this task really entails detailed process to be executed with passion and
Reflection commitment. Careful and strategic planning must be on top of each teacher’s priority so that effective management can easily be executed. It’s like
designing the best learning experience for the learners so that they can truly say that ‘education is fun’ since we are tasked to provide all the best in
the world to maximize their educational journey. But as a classroom manager, I can’t do this alone. Personally, I have to prepare myself to be the
best for them, coordinate with education partners, parents and colleagues to discover what’s best for them and ensure that they are motivated and
engaged to also bring out their best for the future. The whole process was challenging but motivating as well. I may not accomplish nor execute what
I have planned but I will make sure that things will work out through the guidance of our flexible learning tutor, Dr. Laila Tagunod and my
colleagues who have underwent the same process.

Prepared by: Reviewed/ Approved by:

AILEEN JOY R. MORA ANGELIC P. DE VERA, PhD

Flexible Leaner School Principal IV
VISUAL REPRESENTATIONS OF MY CLASSROOM LAYOUT