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Task 1: Search for three (3) research studies related to the personal and professional qualities of the teacher and fill the matrix below for their findings and other significant information.

Year
Title Proponents Findings
Published

Personal and Professional Characteristics as Hamre & Pianta, Teacher personality characteristics (neuroticism, extraversion, agreeableness, conscientiousness, openness)
Predictors of Teacher-Child Interactions in Decker & Rimm- are significant predictors of quality teacher-child interactions, particularly in emotional support and behavior 2008
ECE Classrooms Kaufman guidance.

Identified four scales of effective teacher characteristics: subject matter knowledge, personality
Effective Teacher Characteristics Inventory Toraman & Cakmak characteristics, professional development, and teaching skills. Emphasized the importance of teacher attitudes 2020
and behaviors in impacting student achievement and classroom environment.

Teacher enthusiasm, communication skills, and positive attitudes towards curriculum and professionalism are
Impact of Teacher Disposition on Student Kunter et al., Orosz et 2008, 2015,
strongly associated with higher student achievement and intrinsic motivation. Teachers' patience and positive
Achievement al., Gurney 2007
demeanor significantly affect student behavior and engagement in the classroom.

Task 2: From the findings, describe yourself by giving a word or phrase in each letter of your name for the qualities you desire to display when you become a teacher just like the sample
below:

I am...

 C - Compassionate: Showing kindness and understanding towards my students, fostering a supportive and nurturing environment.
 H - Honest: Being transparent and truthful in my interactions, building trust and credibility with my students.
 R - Resilient: Demonstrating the ability to overcome challenges and adapt to changing circumstances, setting a positive example for my students.
 I - Innovative: Embracing creativity and new teaching methods to make learning engaging and effective.
 S - Supportive: Providing encouragement and assistance to my students, helping them to reach their full potential.
 T - Thoughtful: Being considerate and reflective in my teaching practices, ensuring that I meet the needs of all my students.
 Y - Youthful: Maintaining a sense of enthusiasm and energy, inspiring my students to enjoy learning.

A professional teacher…
EXECUTION

Conduct an interview among three (3) teachers to validate those mentioned challenges in the classroom and ask how they respond to them. Please consider the guide questions below by
asking all the questions or just selecting five of them.

Teacher 1:

1. Why did you decide to become a teacher?

o I decided to become a teacher because I have always had a passion for helping others learn. I believe education is a powerful tool that can transform lives, and I wanted to
be a part of that process. Watching students grow and succeed is incredibly rewarding for me.
2. What frustrates you the most in a classroom?
o What frustrates me the most is when students are not engaged or motivated to learn. It can be challenging to reach every student, especially when there are various
distractions and different learning paces. However, I try to address this by incorporating diverse teaching strategies to keep lessons interesting and interactive.
3. What is your teaching philosophy?
o My teaching philosophy revolves around student-centered learning. I believe in creating a supportive and inclusive environment where students feel valued and
encouraged to express themselves. I focus on fostering critical thinking, collaboration, and lifelong learning skills.
4. How do you communicate with parents?
o I maintain regular communication with parents through emails, newsletters, and parent-teacher conferences. I believe it's essential to keep them informed about their
child's progress and involve them in the learning process. I also use online platforms to share updates and resources.
5. What are your strengths and weaknesses?
o My strengths include being organized, patient, and adaptable. I am good at creating structured lesson plans and managing classroom dynamics. My weakness is that I
sometimes take on too much and can get overwhelmed, but I am working on delegating tasks and seeking support when needed.
Teacher 2:

2. Why do you want to teach at this school?

o I want to teach at this school because it has a strong reputation for academic excellence and a supportive community. The values and mission of the school align with my
own beliefs about education, and I am excited about the opportunity to contribute to its success.
3. What frustrates you the most in a classroom?
o One of the most frustrating aspects is dealing with disruptive behavior that hinders the learning process for other students. To address this, I implement clear classroom
rules and consequences while also trying to understand the root cause of the behavior and working with the student to find solutions.
4. How would you prepare your classroom if it was the first day of school?
o For the first day of school, I would ensure the classroom is welcoming and organized. I would have all materials ready, set up seating arrangements, and prepare an
engaging introductory activity to get to know the students. I would also establish classroom rules and routines to set the tone for the rest of the year.
5. How do you evaluate students?
o I use a variety of assessment methods to evaluate students, including formative assessments like quizzes and observations, as well as summative assessments such as tests
and projects. I also consider class participation and effort. My goal is to provide a comprehensive evaluation that reflects their understanding and progress.
6. What are your strengths and weaknesses?
o My strengths include being creative and resourceful in my teaching methods, which helps keep students engaged. I also have strong communication skills. My weakness is
that I can be a perfectionist, sometimes spending too much time on details, but I am working on balancing my time better.
Teacher 3:

1. Why did you decide to become a teacher?

o I became a teacher because I wanted to make a difference in the lives of young people. I had some inspiring teachers growing up who had a profound impact on me, and I
wanted to do the same for others. Teaching is my way of giving back to the community.
2. What can you bring to our school that makes you unique?
o I bring a unique blend of enthusiasm and experience in using technology in the classroom. I am always exploring new digital tools and resources to enhance learning and
keep students engaged. I believe in preparing students for the future by integrating technology into my lessons.
3. What is your teaching philosophy?
o My teaching philosophy is centered on the belief that every student has the potential to succeed. I strive to create a positive and inclusive classroom environment where
students feel safe to take risks and express themselves. I focus on differentiated instruction to meet the diverse needs of my students.
4. How do you communicate with parents?
o I believe in maintaining open and transparent communication with parents. I use a combination of emails, phone calls, and parent-teacher meetings to keep them informed
about their child's progress. I also send home regular updates and encourage parents to be involved in the classroom activities.
5. What are your strengths and weaknesses?
o My strengths include my ability to build strong relationships with my students and my dedication to continuous learning and professional development. A weakness of
mine is that I can be too focused on ensuring every student succeeds, which sometimes leads to stress. I am learning to manage this by setting realistic goals and
boundaries.

Personal Insight Read the article given below and write a short reaction and reflection about it. Limit your writings to 150 words only.

The article by Boakye and Ampiah provides a thorough examination of the difficulties faced by newly qualified science teachers (NQTs) in Ghana. Key challenges identified include lack of
teaching resources, time management issues, insufficient content knowledge, and student indiscipline. These challenges resonate deeply as they highlight the critical gaps in teacher
preparation and resource allocation. The NQTs' innovative responses, such as improvising materials and modifying teaching methods, underscore the resilience and adaptability required in
the teaching profession. Reflecting on these findings, I am inspired to prioritize continuous learning and creative problem-solving in my future teaching career, ensuring I am well-equipped
to handle similar challenges effectively.

PAGE 194 After that, ask him/her the following questions. Write his/her responses on the blanks provided.
Interview Responses from a Teacher

Teacher:

1. Do you have guidelines for grading the learners? What are these guidelines? Who provide these guidelines?
o Yes, we have specific guidelines for grading the learners. These guidelines include criteria for participation, assignments, quizzes, projects, and exams. The guidelines are
provided by the Department of Education and are further refined by our school administration to fit our curriculum.

2. Do you compute manually the grades or do you use an electronic class record? Why?
o I use an electronic class record because it is more efficient and reduces the chances of errors. It also allows for easy updates and retrieval of student data, which is essential
for accurate and timely reporting.

3. What are the formative tests that you give to your learners? In average, how many formative tests do you provide every quarter?
o The formative tests I give include quizzes, short written exercises, oral recitations, and group activities. On average, I provide about five to six formative tests every quarter
to continuously assess student understanding and progress.

4. Do you record formative tests? Why?

o Yes, I record formative tests because they provide valuable data on student progress and help identify areas where students may need additional support. This information
is crucial for planning subsequent lessons and interventions.

5. What are the summative tests that you give to your learners? In average, how many summative tests do you provide every quarter?
o The summative tests include unit tests, mid-term exams, and final exams. On average, I provide two to three summative tests every quarter to evaluate students' overall
understanding and mastery of the subject matter.

6. Do you let your learners assess themselves? How? Why?

o Yes, I encourage self-assessment through reflective journals, self-evaluation checklists, and peer assessments. This helps students develop critical thinking and self-
awareness, allowing them to take responsibility for their own learning and identify areas for improvement.

Page 111 Task 1: Having learned about the pros and cons of teacher-centered and learner-centered approaches, write down and explain which of these benefits you will adopt to actual
classroom teaching as a future educator.

As a future educator, I plan to integrate benefits from both teacher-centered and learner-centered approaches to create a balanced and effective learning environment.

Teacher-Centered Approach Benefits

1. Structured Learning: This approach provides clear guidance and a structured learning path, ensuring that all essential content is covered systematically. I will adopt this benefit to
establish a strong foundation for complex subjects, ensuring students grasp fundamental concepts before moving to more advanced topics.
2. Efficient Time Management: Teacher-centered methods can efficiently cover a broad curriculum within a limited timeframe. I will use this approach to maximize instructional time,
especially for exam preparation and covering mandatory topics.

Learner-Centered Approach Benefits

1. Active Engagement: This approach encourages student participation and active learning, which enhances understanding and retention. I will incorporate group activities,
discussions, and projects to foster a more interactive and engaging classroom environment.
2. Personalized Learning: Learner-centered strategies allow for differentiation, catering to the diverse needs and learning styles of students. I will use this approach to provide
personalized support, ensuring that each student can progress at their own pace and receive the attention they need.
3. Critical Thinking and Problem-Solving: By encouraging students to explore, question, and solve problems, this approach develops critical thinking skills. I will implement inquiry-
based learning and real-world problem-solving activities to help students develop these essential skills.

Page 112 Task 2: Explore. Observe teachers' classroom teaching approaches and teachers' pedagogy that they utilized in the classroom. Complete the given table below.

Teachers Learning Areas Topics Teaching Approaches

Mr. James Cruz Mathematics Algebraic Expressions Direct Instruction, Guided Practice, Differentiation

Ms. Sarah Reyes Science Photosynthesis Inquiry-Based Learning, Collaborative Learning, Use of Technology

Mr. Daniel Torres English Narrative Writing Workshop Model, Peer Review, Scaffolding

Ms. Patricia Santos Social Studies The Industrial Revolution Project-Based Learning, Role-Playing, Discussion-Based

Page 119 Task 1: Write a lesson plan using inductive method following the steps below according to the topic of your choice.

I. Learning Outcomes: By the end of the lesson, students should be able to:

1. Identify singular and plural nouns.

2. Construct sentences using plural forms of nouns.
3. Appreciate the importance of singular and plural nouns.

II. Content:

 Topic: Singular and Plural Nouns (Regular Nouns)

 Values Integration: Appreciation, Collaboration
III. Teaching-Learning Process:

Teacher's Activities Student's Activities

A. Routinary Activities
- Start with a prayer and greet the class. - Stand, pray, and greet the teacher.
- Ask students to arrange their chairs and pick up litter. - Arrange chairs and pick up litter.
- Check attendance. - Respond to roll call.
B. Preparation
- Review: Ask, "What is a noun?" - Answer: "A noun is a name of a person, place, thing, or event."
C. Presentation
- Show pictures of different nouns. - Identify and classify the nouns in the pictures.
- Introduce the topic of singular and plural nouns. - Listen attentively.
D. Comparison and Abstraction
- Present sets of pictures: one singular and one plural. - Observe and describe differences in the pictures.
- Explain the rules for forming plural nouns. - Read and give examples of singular and plural nouns.
E. Generalization
- Summarize the rules for forming plural nouns. - Participate in summarizing the rules.
F. Application
- Activity: Write the plural form of given nouns. - Write the plural forms of the nouns.
G. Evaluation
- Quiz: Choose the correct plural form in sentences. - Answer the quiz questions.
H. Assignment
- Homework: Write sentences using plural forms of specific nouns. - Take note of the assignment.

Task 2: Write a lesson plan using deductive method following the steps below according to the topic of your choice.

I. Learning Outcomes: By the end of the 45-minute lesson, at least 85% of the students should be able to:

1. Identify singular and plural nouns.

2. Construct sentences using plural forms of nouns.
3. Appreciate the importance of singular and plural nouns.

II. Content:

 Topic: Singular and Plural Nouns (Regular Nouns)

 Values Integration: Appreciation, Collaboration
III. Learning Resources:

 References: English 4 Learners Material Week 1, Page 9-12

 Instructional Materials: Visual Aid, Pictures

IV. Teaching-Learning Process:

Teacher's Activities Student's Activities

A. Preliminaries
- "In the name of the Father and of the Son and of the
- Prayer: "Everybody please stand up. Let us pray."
Holy Spirit… Amen."
- "Good morning, teacher! Good morning,
- Greetings: "Good morning, class!"
classmates!"
- Classroom Arrangement: "Before you sit down, kindly arrange your chairs properly and pick up all the
- Arrange chairs and pick up litter.
pieces of dirt."
- Checking of Attendance: "You may now take your seats. Let me check your attendance." - Respond to roll call.
- "Okay, seems there’s no absent today, let us give ourselves a clap for the perfect attendance today." - Clap for perfect attendance.
B. Introduction
- "Today, we will be discussing singular and plural nouns." - Listen attentively.
- "At the end of the period, you are expected to: (a) Identify singular and plural nouns, (b) Construct
sentences using plural forms of nouns, (c) Appreciate the importance of singular and plural nouns."
C. Review
- "Noun is a name of a person, place, thing, and
- "But before that, let's review what a noun is. Anyone who can recall what a noun is? Yes, Cindy?"
event."
- "Fantastic! Since you already know what a noun is, let us have this activity first before we proceed to our
topic."
Activity 1: Identify the type of noun each picture belongs to.
- Identify and classify the nouns: person, place, thing,
- Show pictures of a doctor, church, box, and pig.
animal.
- "Very Good! Seems that you fully understand what a noun is, let us proceed to our topic."
D. Development
- "Observe the difference between the following sets of pictures." - Observe the pictures.
Set A: Singular nouns (e.g., one apple) - Observe and describe: "Set A shows one object."
Set B: Plural nouns (e.g., two apples) - "Set B shows two or more objects."
Teacher's Activities Student's Activities
- "What do you think our lesson for today is?" - "Our lesson is about singular and plural nouns."
- "That’s right! Today you are going to learn about singular nouns and plural nouns and some rules in
forming the plural nouns. Let's define some terms."
- Definitions: "Noun: a word that names a person, place, thing, or events. Singular nouns: refers to only
one noun. Plural noun: refers to two or more nouns."
- "Can you give examples of singular nouns? Yes, Jay?" - "Egg, table, chair, pen, spoon."
- "Excellent! How about examples of plural nouns? Yes, Mylene?" - "Eggs, tables, chairs, pens, spoons."
- "Nouns which are more than one are called plural nouns. Nouns that form their plural by adding -s or -es
are called regular nouns. Example: egg - eggs, table - tables."
- "Second, nouns ending in -ss, -sh, -ch, -x, and -z form their plural by adding -es. Who can give an
- "Church."
example? Yes, Angelo?"
- "Thank you, Angelo. What is the plural of church? Angelica?" - "Churches."
- "Precisely! Next, some nouns ending in -o form their plural by adding -es. For example, tomato. What is
- "Tomatoes."
the plural of tomato? Anyone? Micah?"
- "That’s right! However, most nouns that end in -o form their plural by adding -s only. For example,
- "Radios."
radio. What is the plural of radio?"
- "Very good! Do you understand, class? Do you have any questions?" - "Yes, Teacher. None, Teacher."
E. Engagement
Activity 3: Write the plural form of each noun. - Participate in writing plural forms.
- "Good job, class!"
Activity 4: Choose the correct form of the plural nouns in sentences.
- "Mother bought some (fishs, fishes) at the market. She baked some (cake, cakes) of blackberry bread." - "Fishes, cakes."
- "Correct! Do you have any questions?" - "None, ma'am."
F. Assimilation
- "Singular nouns refer to only one noun and plural
- "Again, class, what is a singular noun and a plural noun?"
nouns refer to two or more nouns."
- "We add -s mostly in nouns ending in -o, while
- "When writing the plural form of a noun, when do we add -s or -es?"
ending in -ss, -sh, -ch, -x, and -z we add -es."
G. Assessment
- Complete the sentences with the correct form of
Activity 5: In a ½ crosswise, answer Exercise 2 in your book.
nouns.
- "Trees, chairs, foxes, potatoes, pens."
- "Pass the papers. That’s all for today. Goodbye, class!" - "Goodbye, Teacher!"
PAGE 141.
A. If you were to draw a symbol for OBE, what would it be? After drawing the symbol, write a 2-5 sentences explanation of your drawing.

B. Complete the statements about OBE below.

Three things I like about OBE:

 It focuses on measurable learning outcomes.

 It allows for flexibility in teaching methods.
 It promotes a student-centered learning approach.

One thing about OBE that is not clear with me:

 How to consistently assess and ensure that all students achieve the desired outcomes in a diverse classroom setting.