NARRATIVE REPORT ON THE FIRST DAY SESSION

IN-SERVICE TRAINING FOR TEACHERS 2022

“Upskilling Educators Pedagogically, Emotionally and
Physically Amidst the Pandemic”
January 31, 2022
By
Arsenio P, Mirando Jr. TII Grade 3

INTRODUCTION

After a much-needed break from a fruitful year of virtual classes, Villamor Base Elementary
School (VABES) held its week long In-Service Training (INSET) themed “Upskilling Educators
Pedagogically, Emotionally and Physically Amidst the Pandemic” , for the school year 2021-
2022, this January 31 – February 4, 2022. The training was attended by the school’s faculty
and staff respectively.

Planning has always been a part of the institution’s preparation as another school year comes
ahead. Thus, a new set of rules and regulations, as well as new updates regarding the school’s
educational progress, were the highlight of this year’s in-service training. The institution also
catered to both the physical and mental health of its constituents; this was made possible by
webinars provided by the school during the said training. Furthermore, there were also webinars
that contributed to the professional growth of the faculty as they were immersed with
workshops, training, and activities that aimed to enhance everyone’s skills when it comes to
giving differentiated instructional materials, student-centered learning, communication, speaking
skills, etc.

The first day serves as a kick-off; the training was held at VABES Grade Teachers Professional
Development Google Classroom with the video meeting link: https://meet.google.com/bpz-hqfr-
rwv. It was facilitated by Mr. Edwin T. Manacop. We participants had a chance to apply the
inputs given to us by the discussants because all of us brought our own laptops and gadgets.

The session started at exactly 8:00 o’clock in the morning. It was graced by a prayer, followed
by the singing of the National Anthem and Pasay Hymn presented through videos by Ms. Feme
Mendoza. For the checking of attendance Ms. Jennifer Ortega asks the participants to type in
their names and the virtues assigned for each grade. SPED- Love, Kinder- Faith, G1 - Hope, G2
- Kind, G3 - Honesty, G4 - Joy, G5 - Wisdom and G6 Peace. The total number of participants is
89. Then in behalf of the our principal Mr. Rodulfo C. Tirol, Mrs. Loreta Petalcorin opened the
program with a short message in a hope that this inset will benefit the teachers and apply it to
their class while they are on pandemic. QATAME was discussed by Mr. Alexander Trampe with
 his associates Mr. Jason Dayacus et. al. and its importance. . It was followed by proper
training. Figure 1 and 2 displays the program for day 1.

The first discussant was Teacher Aina Mae S. Ranises who talked all about Coping
Mechanisms on how to survive the anxiety and depression caused by the pandemic.

Here she discussed The COVID-19 pandemic has had a major effect on our lives. Many of us
are facing challenges that can be stressful, overwhelming, and cause strong emotions in adults
and children. Public health actions, such as social distancing, are necessary to reduce the
spread of COVID-19, but they can make us feel isolated and lonely and can increase stress and
anxiety. Learning to cope with stress in a healthy way will make you, the people you care about,
and those around you become more resilient.
Stress can cause the following:
● Feelings of fear, anger, sadness, worry, numbness, or frustration
● Changes in appetite, energy, desires, and interests
● Difficulty concentrating and making decisions
● Difficulty sleeping or nightmares
 ● Physical reactions, such as headaches, body pains, stomach problems, and skin rashes
● Worsening of chronic health problems
● Worsening of mental health conditions
● Increased use of tobacco, alcohol, and other substances

It is natural to feel stress, anxiety, grief, and worry during the COVID-19 pandemic. Below are ways
that you can help yourself, others, and your community manage stress.
Healthy Ways to Cope with Stress
● Take breaks from watching, reading, or listening to news stories, including those on
social media. It’s good to be informed, but hearing about the pandemic constantly can be
upsetting. Consider limiting news to just a couple times a day and disconnecting from
phone, tv, and computer screens for a while.
● Take care of your body
○ Take deep breaths, stretch, or meditation
○ Try to eat healthy, well-balanced meals
○ Exercise regularly
○ Get plenty of sleep
○ Avoid excessive alcohol, tobacco, and substance use
○ Continue with routine preventive measures (such as vaccinations, cancer
screenings, etc.) as recommended by your healthcare provider
○ Get vaccinated with a COVID-19 vaccine
● Make time to unwind — Try to do some other activities you enjoy
● Connect with others — Talk with people you trust about your concerns and how you are
feeling
● Connect with your community- or faith-based organizations — While social distancing
measures are in place, try connecting online, through social media, or by phone or mail
Helping Others Cope
Taking care of yourself can better equip you to take care of others. During times of social
distancing, it is especially important to stay connected with your friends and family. Helping
others cope with stress through phone calls or video chats can help you and your loved ones
feel less lonely or isolated. She ends it with a quote from Kelly Clarkson. Figure 3-8 are her
presentation.
The second discussant is Teacher Ermethias Zen Hellenic M. Ganaden who discussed The
Tips to Stay as a Cool Educator.

As a teacher, she got a lot of practical teaching tips from veteran colleagues. Most, but not all,
of their tips were useful—I decided not to make kids turn their gadgets around and if they
misbehaved.

As a veteran educator herself, it's now our duty to share teaching tips, based on what we've
learned over time, that might be useful to prospective teachers or those just starting their
careers.

1. Don't Grade Everything

When one was a new teacher, she dragged home a briefcase stuffed with students' work every
night. I collected everything—modules, UNIPEATS, worksheets—and spent my evenings and
weekends trying to grade it all.

Then she went to a workshop that explained that grades should indicate progress toward
mastery, not whether kids had done modules. She continued to grade tests, of course, but we
learned to use online classroom strategies like writing workshops and think-pair-share so kids
could share their work and learn together.

2. Let Students Know What's Going On

Some used to just hand out the modules and start teaching, but it's a lot easier to get where
you want to go if everyone's onboard. Students should know what they're going to learn, why
they're learning it, and how it'll be evaluated. I also learned to use a rubric so that kids know
right from the beginning how their work will be evaluated and, therefore, what they should strive
for.

3. Explain Procedures and Expectations

It's a mistake to assume the students in your class know how to work in a group or how to
behave on a field trip. However, most kids will cooperate if they know what they're supposed to
do. Remember, as an educator, you have to teach not only the "what" but the "how."

4. How You Treat Students Matters

What we say to students, or how we treat them, can make or break their day. When we were a
new teacher, we didn't fully understand how an off-handed comment or criticism could affect a
child. Once our own kids started online class at home with stories about what their teachers
said or did, we realized the impact we can have on students. After that, I kept reminders that
said, "They won't always remember what you taught them, but they'll always remember how you
treated them."

5. You Don't Know Every Kid's Home Life

Other teachers may overheard a student say, "I'm really tired. Last night, I had to sleep next to
someone who snored." Kids might be dealing with issues we know nothing about, so don't
assume video games are to blame when modules isn't done.

6. Keep Your Sense of Humor

We were so serious about being a good teacher, We didn't see the role humor could play in our
classroom. After a few years though, when we had more skills and more confidence, we were
able to let our guard down and actually be funny or silly. Even better, my students began to
understand that they could make jokes now and then, and we could all laugh together.

7. Socializing with Colleagues Is Good for You

Whether it's the faculty party, Relay for Life, or stopping at the local pub for a drink on Friday,
sharing the joys and frustrations of teaching and supporting one another is essential to your
well-being. Forming close bonds with a colleague can even improve your levels of job
satisfaction, so don't isolate yourself.

8. Your Connection to Your Students Might Surprise You

We've known teachers who loved their subject and loved teaching, but who didn't necessarily
love kids. They didn't dislike kids; they just kept their professional distance. We were like that at
the very beginning of my career. But as we became more skilled and comfortable in the
classroom, we began to really enjoy connecting with my students as people, and teaching
became a lot more fun.

At the end of the year, we always ask our students to write a letter to their core teachers, telling
us what they liked, what they didn't like, and how we could improve. The letters are honest,
funny, and often heartfelt. One student wrote: "I loved all my classes (math best of all) and we
knew you guys cared about us." Some were not even good at teaching math, but we kept that
letter.
As we look back, we realize that our focus as an educator was always on the best ways to
interact with kids. Maybe that's the most important tip. Make sure our students know that we
care about them, and the rest will fall into place.Be forever grateful.Take time for self-care,
Reflect and pray. Figure 9 and 10 are samples of her presentation.
The Third discussant is Teacher Neriza M. Borje where she tackles Intervention Strategies for
Learners at Risk in Distance Learning.

We cannot give up. We cannot give up. We just can’t give up. Distance learning is not
something that many of us are accustomed to, and it’s a struggle. I have heard many people on
social media say that, “We are solely catering to our ‘haves’ and not our ‘have nots.’ ” Yes, our
“haves” have the technology. They have the resources and in a lot of cases, a parent
(sometimes two) who is working from home. But there is more to this than just having glam tech
and parents home.

Having worked in schools that are mostly classified as “high needs” throughout our career, we
say: We don’t always need the glam tech to support students even from a distance; it’s nice, but
it’s not everything. Our families are motivated to have their children become successful. Many of
them make sacrifices like working multiple jobs, choosing not to have certain things that would
make their lives more “comfortable,” moving from their home, and the list goes on. ... In these
times, we need to think about alternatives to support families and students who don’t have
technology. We need to support physical and emotional needs first, then academics. We can do
it.

Right now, you are not being judged by test scores; in a lot of cases, we don’t have to even give
definitive grades. This is our time to reach students and teach for liberation so that we can
assure that everyone gets a ticket to the ballpark. In order to do that, you have to have justice—
this means tearing down barriers. Here are some ways you can do this:

Getting Resources to Families:

●
Many schools, including my own, are distributing paper resources and modules for pick-
up. Send any types of assignments and resources home at those times. We also have
 families returning to work at these times. It is scanned, and our office staff emails it to
teachers.
●
Scholastic has great deals on book club books; look at what they read. We can ship
them to your school to be handed out by office staff. Students can log their reading and
send you pictures of their responses via text if they have phone access.

Communicating Assignments to Families

● Facebook messenger etc..

●
Thru texts if not visiting them teachers already got vaccinated

Types of Assignments to Give—Take Advantage of the Autonomy You Are Given

●
Try to give students assignments and projects for which they can chronicle what is
happening during these times. The writing may be therapeutic. At least, we can help
build on their first language at this time.
●
Create projects and assignments that help students think critically about their
communities and even places where their families have come from. Give them a chance
to problem-solve and create solutions. This is real-world thinking.
●
Try to have a social-emotional-learning component to the work we are giving. We need
to remember to focus on a child’s well-being. Yes, keeping up with the core subjects is
important, but our kids are experiencing a lot of trauma in so many ways from this
pandemic.

We can give tips or ideas, but we cannot give them a definitive answer or “what to do guide.”
What we can say is this, we know our students,we know our community, and we know the best
ways to reach them. Do what you need to do in these times to ensure that all students get a
“ticket to the ballpark.” For administrators out there, this is not the time to say “no” to team
members’ creativity for reaching families; support them with resources or just be a thought
partner in helping them reach their students. Think outside the box and give your students a
chance during these times.
Ideas for sending the WE WILL NOT GIVE UP ON YOU message:

●
Check in regularly and continue to offer ideas for reading and writing.
● Send authentic letters and ask for them to write back.Group chats
● Organize community partners postcard-writing campaigns.
● Remind students to read as much as possible (in any language). Remind them of how
they are going to gain literacy.
● Find resources at this padlet for engaging projects that students can do asynchronously
& share synchronously. Websites for self-directed reading are also included there.
● Remember that many virtual meeting platforms allow call-in from a landline or cell phone
—include them as much as possible. The tech on your end can help you communicate.
● Send links for videos that teach them how to use a cellphone, or other technology.
● Remind/show students that YouTube videos can be slowed down, closed captions in
different languages, other language support with tech.
● *Many of the other ideas give the message that you’re not giving up on them.

Ideas for sending the YOU CAN DO IT message:

● Show students their progress often.

● Share stories of inspiration with all students.
● Create a video to show students how to use chrome extensions for text-to-speech,
voice-typing, etc.
● Send links for YouTube videos with culturally responsive narratives of people, like them,
who have overcome similar challenges.
● Send printed blog posts, links, passages of the same type of inspiring narratives.
● Counsel students to understand the plan for learners who may not pass a class or a
grade level. They need to remember that summer school, repeated attempts, tutorials,
are all opportunities to improve and get closer to their ultimate goal.
● Make sure they understand the growth mindset. We get smarter, we improve with more
effort.
● Continued effort and support should lead to gains that help reinforce a student’s
perception of their own abilities.Figure 11 to 14 are her sample presentations.
The Fourth discussant is Administrative Officer Daphne Rose R. Moscoso where she talked
about the Concerns on Accomplishing IWAR.
Then to wrapped up the Day 1 is a photo op of all participants.