ANOTHER ANSWERS FOR TRF 6-9 PPST NCOIsACTUAL - TEACHER REFLECTION FORM

(TRF)Non-Classroom Observable Indicators/Objecves (NCOIs)

bjective 6:
Maintain learning environments that are responsive to community contexts.
Question:
How do you maintain a learning environment that is responsive to your community’s context?
Describe the context in your area and share teacher practices that contribute to further
improvement of your community.
ANSWER:
To maintain a learning environment that is responsive to our community's context, we can do the
following practices:
1. Understand the diversity of the community: We need to understand the diversity of the
community by recognizing the cultural, social, and economic background of our students and their
families. This understanding can help us tailor our teaching approaches and create a learning
environment that is inclusive and responsive to the different needs of their students.
2. Collaborate with the community: Teachers can collaborate with the community by
involving families, community leaders, and local organizations in the teaching and learning
process. This collaboration can improve the relevance and authenticity of the learning experience
by incorporating community-based knowledge and practices.
3. Use culturally relevant teaching practices: We can use culturally relevant teaching practices by
integrating students' culture and identity into the curriculum, learning materials, and classroom
activities. This approach can increase students' engagement and motivation by making
the learning experience meaningful and relevant to their lives.
4. Provide opportunities for community service: We can provide opportunities for community
service by engaging students in activities that benefit the community. This approach can help
students develop empathy, self-awareness, and a sense of responsibility to their community.
5. Emphasize communication skills: We can emphasize communication skills by requiring students
to communicate and collaborate with their peers and the broader community. This approach can
help students develop strong communication and social skills, which are essential for success
in the 21st century. In summary, maintaining a learning environment that is responsive to your
community's context requires understanding the community's diversity, collaborating with the
community, using culturally relevant teaching practices, providing opportunities for community
service, and emphasizing communication skills. By implementing these practices, we
can contribute to the further improvement of our community by creating a learning environment
that is inclusive, relevant, and empowering for our students
TRF ANSWER by: A**A ❤

OBJECTIVE 6
How do you maintain a learning environment that is responsive to your community's context?
Describe the context in your area and share teacher practices that contribute to further
improvement of your community?
Maintaining a learning environment that is responsive to the community's context is an essential
aspect of effective teaching. As an educator, I recognize that the students I teach come from
diverse backgrounds and have unique experiences and needs that must be considered when
designing and implementing instructional practices. In my area, the community context is
characterized by cultural, linguistic, and socioeconomic diversity, which presents both challenges
and opportunities for teaching and learning.
To maintain a learning environment that is responsive to the community's context, I employ a
variety of strategies and practices. First and foremost, I make an effort to understand the cultural
and linguistic backgrounds of my students and incorporate this knowledge into my instruction. For
example, I may use culturally relevant texts, incorporate student's home languages in my lessons,
or design activities that are culturally meaningful to my students.
Another strategy I use is to collaborate with families and community members to establish a
partnership in education. This partnership helps me to better understand the needs and
perspectives of the community and tailor my instruction accordingly. I also engage in ongoing
professional development to stay current on best practices for serving diverse learners and build
my skills in culturally responsive teaching.
Reflection:
Maintaining a learning environment that is responsive to the community's context is a continuous
process that requires ongoing reflection and adaptation. As I reflect on my practice, I recognize the
importance of building strong relationships with my students and their families, and understanding
their cultural and linguistic backgrounds. I also realize the value of ongoing professional
development to build my skills in culturally responsive teaching and stay current on best practices.
Looking forward, I plan to continue to refine my practice by seeking out opportunities for
collaboration with families and community members, and staying informed about the cultural and
linguistic diversity in my community. By doing so, I hope to create a learning environment that
fosters academic success, cultural understanding, and social-emotional growth for all my students.
What is community context.
Community context refers to the social, cultural, economic, political, and environmental factors that
shape the lives of individuals and communities in a specific geographic area. It includes the
community's history, traditions, values, and beliefs, as well as the resources and opportunities
available to its members. Examples of community context may include the socio-economic status
of families, cultural diversity, access to healthcare, infrastructure, and education.
As a teacher, there are several ways to contribute to the development of the community:
 Engage in community outreach programs: Teachers can participate in various community
outreach programs that address specific community needs, such as literacy programs, community
clean-up drives, or health campaigns.
 Promote cultural awareness: Teachers can encourage their students to learn and appreciate the
diverse cultures present in their community. They can organize cultural events, invite guest
speakers, and integrate multicultural themes into their lessons.
 Collaborate with community stakeholders: Teachers can work with other community
stakeholders, such as local businesses, government agencies, and non-governmental
organizations, to develop projects or programs that address community needs.
 Advocate for community issues: Teachers can advocate for community issues that impact their
students, such as access to quality education, affordable healthcare, or environmental protection.
 Involve parents and families: Teachers can involve parents and families in their children's
education by creating opportunities for them to volunteer in the classroom, attend parent-teacher
conferences, or participate in school events. By doing so, teachers can strengthen the connection
between the school and the community, and promote the development of the community as a
whole.
may find relevant in your teaching career is Article IV, Section 1, which states:
"Teachers shall, at all times, uphold the dignity of the teaching profession. They shall regulate their
private and professional lives in a manner that will command respect for the profession."
This law emphasizes the importance of maintaining the dignity and integrity of the teaching
profession by conducting oneself in a professional and ethical manner both in and outside of the
classroom. It reminds teachers that their actions and behavior can impact how others perceive the
teaching profession, and encourages them to act in a way that earns respect for themselves and
their colleagues.
OBJECTIVE 8
In which practices do you show care, respect, and integrity to learners, colleagues, parents, and
other education stakeholders? How do these practices uphold the dignity of the teaching
profession?
As a professional teacher, I believe that showing care, respect, and integrity to learners,
colleagues, parents, and other education stakeholders is essential to upholding the dignity of the
teaching profession. There are several practices that I follow to demonstrate these values in my
work.
Firstly, I make a point to listen attentively to my learners, colleagues, and parents and show
empathy towards their needs and concerns. I recognize that each individual has unique
circumstances and experiences, and I strive to be understanding and accommodating.
Secondly, I maintain a professional demeanor and exhibit fairness and transparency in my
dealings with others. This includes being honest and accountable for my actions, adhering to
ethical principles, and treating others with impartiality and respect.
Thirdly, I promote a positive learning environment that is inclusive and welcoming to all learners.
This involves recognizing and valuing diversity in all its forms, and providing opportunities for
learners to express themselves and contribute to the classroom community.
Overall, these practices are intended to demonstrate care, respect, and integrity towards all
education stakeholders, and to uphold the dignity of the teaching profession.
Reflection:
As I reflect on my practices, I realize that demonstrating care, respect, and integrity towards
learners, colleagues, parents, and other education stakeholders is not only a professional
obligation, but a personal commitment to making a positive impact in the lives of others. By
upholding these values, I aim to create a safe and supportive learning environment where
everyone can thrive.
In the end, I believe that these practices are not only essential to upholding the dignity of the
teaching profession, but also to the betterment of society as a whole. As educators, we have the
power to shape the future by instilling values of care, respect, and integrity in the next generation
of learners.
ANOTHER TRF SOURCE
Context: Clara is often seen restless or unfocused in class. She also has troubles following
instructions and skips activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was
diagnosed with a learning disability.
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your
reflections in this form. Mention in your reflections a specific learning disability that you are familiar
with or have researched on.
First, it is important to create a structured and predictable learning environment. This means
providing clear and consistent instructions, routines, and expectations for classroom activities. For
example, using visual aids and step-by-step instructions can be helpful for students who struggle
with following directions.
Second, it can be helpful to break down complex tasks into smaller, manageable steps. This can
help students feel less overwhelmed and more confident in their ability to complete the task. For
example, providing a checklist or visual guide can be helpful for students who struggle with
organization and planning.
Third, it can be helpful to provide opportunities for hands-on, experiential learning. This can help
engage students who struggle with traditional lecture-based instruction and can provide a more
meaningful and memorable learning experience. For example, using manipulatives or other tactile
materials can be helpful for students who struggle with abstract concepts.
In terms of modifying instructions for Clara specifically, I would work with her parents and any
other professionals involved in her care to create a tailored plan that addresses her specific needs
and challenges. This may involve individualized instruction, accommodations such as extended
time on tasks or preferential seating, or other supports such as counseling or occupational
therapy.
 Accommodations: This includes modifications to the learning environment or teaching methods,
such as providing extra time on tests or using a larger font size on printed materials.
It is important to note that each student with dyslexia is unique, and may require different types
and levels of support to succeed in the classroom. Working closely with the student, their parents,
and any other professionals involved in their care can help ensure that they receive the
individualized support they need to reach their full potential.
OBJECTIVE 9
What co-curricular and/or extra-curricular organizations and/or activities did you participate in, that
enabled you to share your knowledge and enhance your teaching practice? How did your
membership in this organization/ participation in this activity contribute to your professional
development?
Narrative Report:
I have participated in co-curricular and extra-curricular organizations and activities throughout my
teaching career to enhance my knowledge and teaching practice. One organization that I have
been a member of is the ****** Professional Association in my community. Through this
organization, I have had the opportunity to collaborate with other professionals in my field, attend
training sessions, and engage in discussions about current issues and best practices in education.
Additionally, I am a volunteer at one of the organization (teaching non-reader) in my community.
As a volunteer, I work with students in a variety of ways, from tutoring and mentoring to organizing
community service projects. Through this experience, I have been able to share my knowledge
and skills with students outside of the classroom, and help them develop important life skills.
Finally, I am also an officer in my purok, a local community organization. Through my involvement
in this group, I have been able to connect with other community leaders and collaborate on
initiatives that benefit our community as a whole.
My participation in these co-curricular and extra-curricular organizations and activities has
contributed significantly to my professional development. Through these experiences, I have
gained valuable insights and perspectives, learned new teaching strategies and techniques, and
built strong relationships with my colleagues and students.
Reflection:
As I reflect on my participation in these organizations and activities, I realize that they have been
instrumental in shaping my teaching practice and contributing to my growth as a professional
educator. Through my involvement in these groups, I have been able to share my knowledge and
expertise with others, while also learning from my colleagues and students.
Moving forward, I plan to continue seeking out opportunities for professional development and
engagement with the broader teaching community. I believe that by staying active and involved, I
can continue to enhance my teaching practice, and make a positive impact in the lives of my
students and community.
OBJECTIVE 10
The task given to the students is to research the roles of the given workers in the community by
asking their parents or anyone with knowledge of the roles. It is divided into 2 sets. The Set A
used the terms which are familiar to the modern community, while the Set B used terms that are
familiar in the older or indigenous community.
The research task assigned to the students involved investigating the roles of workers in the
community. The task was divided into two sets – Set A and Set B. Set A utilized modern terms that
are commonly used in the community, while Set B used terms that are more familiar in the older or
indigenous community. The students were required to interview their parents or anyone with
knowledge of the roles assigned to them.
The students were highly engaged in the research task, as it provided them with an opportunity to
learn more about the different workers in their community. They were able to develop their
communication skills by interviewing their parents and others, as well as their research skills by
gathering information from various sources.
Through the research task, the students were able to gain a better understanding of the different
roles that workers play in the community. They learned about the challenges and responsibilities
associated with each role, and how these workers contribute to the betterment of the community
as a whole.
Overall, the research task was a success, as it allowed the students to develop important skills
and gain valuable knowledge about their community.
distractions. Turn off your phone and any other electronic devices that may interrupt your focus.
 Practice reading regularly: Reading regularly can help improve your reading speed and
comprehension. Start with short, easy-to-read materials, such as news articles or short stories,
and gradually increase the difficulty level as your skills improve.
 Use reading aids: Consider using aids such as a highlighter, a ruler or a finger to guide your
eyes while reading. These tools can help you focus and read more efficiently.
 Build your vocabulary: Improving your vocabulary can make reading easier and more enjoyable.
Try learning a new word each day and use it in a sentence. You can also use a dictionary or
thesaurus to look up unfamiliar words as you come across them.
 Take breaks: Reading for long periods can be tiring, so take frequent breaks. Stand up, stretch
your legs, and give your eyes a rest. This will help you stay focused and refreshed.
 Seek help if needed: If you are still struggling with reading despite your efforts, consider seeking
help from a tutor, teacher, or reading specialist. They can provide personalized guidance and
support to help you improve your reading skills.
Remember, reading is a skill that can be improved with practice and persistence. By following this
action plan and staying committed to your goals, you can become a better, more confident reader.
Interactive and inclusive classroom activities for diverse group of learners.
Here are some interactive and inclusive classroom activities that can be used for a diverse group
of learners:
 Think-pair-share: In this activity, students are given a question or prompt and asked to
think about it independently. Then, they pair up with a partner to discuss their thoughts and ideas.
Finally, the pairs share their ideas with the larger group. This activity promotes active listening and
encourages students to share their ideas with others.
 Jigsaw: In a jigsaw activity, students are divided into small groups and each group is given a
different piece of information to research or learn about. After each group has become experts in
their area, they then join a new group with one member from each of the original groups. In this
new group, each student shares what they have learned with their new group members. This
activity encourages collaboration and helps students learn from one another.
 Gallery walk: In a gallery walk, students create a visual representation of a concept or topic and
then display their work around the classroom. Students then move around the classroom, looking
at the different displays and discussing them with their classmates. This activity promotes
creativity and visual learning, and encourages students to share their work with others.
 Role-playing: In role-playing activities, students act out a scenario or situation, taking on
different roles and perspectives. This can be particularly effective for teaching social and
emotional skills, as well as helping students develop empathy and understanding for others.
 Peer teaching: In this activity, students take turns teaching a concept or skill to their peers. This
can be particularly effective for students who learn better through teaching and also helps to
promote collaboration and peer-to-peer learning.
 Round-robin brainstorming: In this activity, students take turns offering ideas for a specific topic
or problem, building on each other's ideas. This activity encourages creative thinking and helps
students to develop their communication skills.
Remember, the key to creating an inclusive classroom is to provide opportunities for all students to
participate and engage in learning. By using a variety of interactive activities, you can create a
classroom environment that is engaging, inclusive, and supportive for all learners.
How to be an effective teachers for diverse group of learners
Being an effective primary teacher for a diverse group of learners requires a range of skills and
strategies. Here are some tips to help you be an effective primary teacher:
 Build relationships: Get to know your students and their families, including their backgrounds,
cultures, and learning needs. Build relationships with your students by about diversity and expand
your knowledge. Here are a few suggestions:
Attend cultural events: Attending cultural events, such as festivals, concerts, and art exhibits, can
expose you to different cultures and perspectives. This can help you to better understand and
appreciate the diversity of your students and their families.
Join a diversity committee: Many schools and districts have diversity committees that are
dedicated to promoting equity and inclusivity. Joining a diversity committee can provide
opportunities for professional development and networking with other educators who are
committed to creating inclusive learning environments.
Read diverse literature: Reading books and articles written by diverse authors can help to expand
your knowledge of different cultures and experiences. Incorporate diverse literature into your
classroom curriculum and seek out reading groups or book clubs focused on diversity and equity.
Participate in professional development: Look for professional development opportunities that
focus on diversity and equity in education. Attend workshops, conferences, and webinars that are
designed to help educators better understand and support diverse learners.
Engage with diverse communities: Connect with diverse communities and organizations in your
area to learn more about their experiences and perspectives. This can help you to build
relationships with your students and their families, and to better understand the challenges they
may face.
Remember, learning about diversity is an ongoing process, and it is important to stay open-
minded and willing to learn. By engaging in extracurricular activities that promote diversity and
inclusivity, you can become a more effective and culturally responsive teacher.
Having students with different learning levels in one classroom can be challenging for teachers,
but there are strategies that can help you meet the needs of all your students. Here are some
suggestions:
Differentiate instruction: This means adapting your teaching methods and materials to meet the
needs of different learners. For example, you might provide advanced content or assignments for
gifted learners, offer extra support or scaffolding for slow learners, and use a variety of teaching
strategies (such as visual aids, hands-on activities, and technology) to engage all learners.
Use flexible grouping: Grouping students based on their learning needs can help you provide
targeted instruction and support. For example, you might form small groups based on ability level
or interest, or offer one-on-one support for students who need extra help.
Offer choice and autonomy: Allowing students to choose their own learning activities or
assignments can help them feel more invested in their learning and engaged in the classroom. For
example, you might offer a choice of reading materials or project options that allow students to
showcase their strengths.
Foster a growth mindset: Encouraging a growth mindset can help students see their abilities as
malleable and develop a love of learning. This involves praising effort and persistence, rather than
innate ability, and helping students set goals and track their progress.
Collaborate with colleagues: Working with other teachers or support staff can help you develop
strategies for meeting the needs of diverse learners. For example, you might work with a special
education teacher to develop individualized education plans (IEPs) for students with disabilities, or
collaborate with a gifted education specialist to offer advanced content and activities for gifted
learners.
Remember that every student is unique, and may require different types and levels of support to
succeed in the classroom. By using a range of strategies and collaborating with other
professionals, you can help create a learning environment that is inclusive and responsive to the

Accommodations: This includes modifications to the learning environment or teaching methods,

such as providing extra time on tests or using a larger font size on printed materials. It is important
to note that each student with dyslexia is unique, and may require different types and levels of
support to succeed in the classroom. Working closely with the student, their parents, and any
other professionals involved in their care can help ensure that they receive the individualized
support they need to reach their full potential.
OBJECTIVE 9
What co-curricular and/or extra-curricular organizations and/or activities did you participate in, that
enabled you to share your knowledge and enhance your teaching practice? How did your
membership in this organization/ participation in this activity contribute to your professional
development?
Narrative Report:
I have participated in co-curricular and extra-curricular organizations and activities throughout my
teaching career to enhance my knowledge and teaching practice. One organization that I have
been a member of is the ****** Professional Association in my community. Through this
organization, I have had the opportunity to collaborate with other professionals in my field, attend
training sessions, and engage in discussions about current issues and best practices in education.
Additionally, I am a volunteer at one of the organization (teaching non-reader) in my community.
As a volunteer, I work with students in a variety of ways, from tutoring and mentoring to organizing
community service projects. Through this experience, I have been able to share my knowledge
and skills with students outside of the classroom, and help them develop important life skills.
Finally, I am also an officer in my purok, a local community organization. Through my involvement
in this group, I have been able to connect with other community leaders and collaborate on
initiatives that benefit our community as a whole. My participation in these co-curricular and extra-
curricular organizations and activities has contributed significantly to my professional
development. Through these experiences, I have gained valuable insights and perspectives,
learned new teaching strategies and techniques, and built strong relationships with my colleagues
and students.
Reflection:
As I reflect on my participation in these organizations and activities, I realize that they have been
instrumental in shaping my teaching practice and contributing to my growth as a professional
educator. Through my involvement in these groups, I have been able to share my knowledge and
expertise with others, while also learning from my colleagues and students. Moving forward, I plan
to continue seeking out opportunities for professional development and engagement with the
broader teaching community. I believe that by staying active and involved, I can continue to
enhance my teaching practice, and make a positive impact in the lives of my students and
community.

OBJECTIVE 10
The task given to the students is to research the roles of the given workers in the community by
asking their parents or anyone with knowledge of the roles. It is divided into 2 sets. The Set A
used the terms which are familiar to the modern community, while the Set B used terms that are
familiar in the older or indigenous community. The research task assigned to the students involved
investigating the roles of workers in the community. The task was divided into two sets – Set A
and Set B. Set A utilized modern terms that are commonly used in the community, while Set B
used terms that are more familiar in the older or indigenous community. The students were
required to interview their parents or anyone with knowledge of the roles assigned to them. The
students were highly engaged in the research task, as it provided them with an opportunity to learn
more about the different workers in their community. They were able to develop their
communication skills by interviewing their parents and others, as well as their research skills by
gathering information from various sources. Through the research task, the students were able to
gain a better understanding of the different roles that workers play in the community. They learned
about the challenges and responsibilities associated with each role, and how these workers
contribute to the betterment of the community as a whole. Overall, the research task was a
success, as it allowed the students to develop important skills and gain valuable knowledge about
their community.
ACTUAL - TEACHER REFLECTION FORM (TRF)
Non-Classroom Observable Indicators/Objectives (NCOIs) Direction: Share how you were able to
exhibit the objectives by writing specific situations from your experience/s as a teacher, as a
practicum student, or in any other related instances.
Objective 6:
Maintain learning environments that are responsive to community contexts. Question: How do you
maintain a learning environment that is responsive to your community’s context? Describe the
context in your area and share teacher practices that contribute to further improvement of your
community.
Answer: I can uphold a learning environment that is sensitive to the community by being a
promoter of dirrerent activities of the school, the parents and the barangay. I have been able to
respond the learners’s needs by having a good relationship with the parents about the learners’
achievements, needs and progresses in school. With this, I was able to help the parents in helping
their children in becoming a better version of themselves. Moreover, I participate and support the
activities of the parent-teacher association and the barangay. I also immerse the learners in co-
curricular and extra- curricular activities to ensure the continuity of learning even outside the
school. I believe that teachers should connect the different education stakeholders and help one
another to make learning more meaningful and easier. We are the promoters of change and we
open the minds of our young learners in the colourfull life of our community. At the end of the day,
the children’s welfare is taken good care of by assuring the commitment of our parents and the
local community towards better education.
Objective 7:
Review regularly personal teaching practice using existing laws and regulations that apply to the
teaching profession and the responsibilities specified in the Code of Ethics for professional
Teachers. Question: How do you develop your teaching practice in accordance with the existing
laws that apply to teaching and the responsibilities specified in the Code of Ethics for professional
Teachers? How do you develop your teaching practice in accordance with existing regulations?
Answer: As a teacher, I regularly study the relevant laws and the Code of Ethics for Teachers. I
always make sure that I know and I am aware of the roles and responsibilities of a teacher. I have
not been involved in any conflict regarding my role as a teacher. At the end of my day, I self-reflect
in all of the things I’ve done inside the classroom and to the learners. I am fully aware of my flaws
and be able to improve myself everyday by listening to my mentors. I seek their help everytime
and take their advices. I listen to their constructive criticisms and learn from them. I reflect on it too
so that I will be able to do better next time.
I believe that by self-reflecting and listening to the good advices of my peers and mentors, I meet
what a teacher should be expected of.
Objective 8: Adopt practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity. Question: In which practices do you show
care, respect, and integrity to learners, colleagues, parents, and other education stakeholders?
How do these practices uphold the dignity of the teaching profession?
Answer: I abide by the saying, “Treat others the way you want to be treated.” As a teacher, it
doesn’t matter how high or low you are in the social ladder. I always teach my learners to be
respectful and to do good to themselves and to other people. I always remind them also to pay
respect to all kinds of people and not just to their parents, teachers and school heads. I give my
respect to other people as well, especially my colleagues, by treating them kindly but in a
professional way. I also lend a helping hand to all sorts of people: the learners, the parents, my
colleagues and the community. I show integrity by doing what needs to be done even if no one is
watching me. I continue doing what is expected of a teacher in a caring and respectful way. I do
initiative of taking good care of my learners when they are in school. We should always do our
duties whole-heartedly and with integrity because that is what a teacher is all about.
Objective 9:
Participate in professional networks to share knowledge and to enhance practice. Question: What
co-curricular and/or extra-curricular organizations and/or activities did you participate in, that
enabled you to share your knowledge and enhance your teaching practices? How did your
membership in this organization/participation in this activity contribute to your professional
development?
Answer: I engaged myself in a lot of trainings and seminars that will expose me socially. I was a
part of the Student Government and I learned to serve people whole-heartedly. I also learned a lot
by attending different trainings and seminars on CPD. Moreover, I recently attended a seminar
regarding effective teaching by meaningful learning experiences. I learned that the learners should
be more involved in the learning process to abide by the 2nd pillar of education: learning to do. I
learned different learner -centered strategies and more exmples about differentiated Instruction.
An example of this is the learning trips the learners can experience in Science lessons and using
learner- centered lesson plans such as the 5E’s and 7E’s lesson plans. I was able to share it with
my peers who are teacher-applicants as well to provide an updated approach in delivering a
lesson to the learners. These trainings help me a lot by exposing myself to more opportunities in
understanding the diversity of our learners. I believe that by self-reflecting and listening to the
good advices of my peers and mentors, I meet what a teacher should be expected of.
Objective 8:
Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as
caring attitude, respect and integrity. Question: In which practices do you show care, respect, and
integrity to learners, colleagues, parents, and other education stakeholders? How do these
practices uphold the dignity of the teaching profession?

Answer: I abide by the saying, “Treat others the way you want to be treated.” As a teacher, it
doesn’t matter how high or low you are in the social ladder. I always teach my learners to be
respectful and to do good to themselves and to other people. I always remind them also to pay
respect to all kinds of people and not just to their parents, teachers and school heads. I give my
respect to other people as well, especially my colleagues, by treating them kindly but in a
professional way. I also lend a helping hand to all sorts of people: the learners, the parents, my
colleagues and the community. I show integrity by doing what needs to be done even if no one is
watching me. I continue doing what is expected of a teacher in a caring and respectful way. I do
initiative of taking good care of my learners when they are in school. We should always do our
duties whole-heartedly and with integrity because that is what a teacher is all about.

Objective 9:
Participate in professional networks to share knowledge and to enhance practice. Question: What
co-curricular and/or extra-curricular organizations and/or activities did you participate in, that
enabled you to share your knowledge and enhance your teaching practices? How did your
membership in this organization/participation in this activity contribute to your professional
development?

Answer: I engaged myself in a lot of trainings and seminars that will expose me socially. I was a
part of the Student Government and I learned to serve people whole-heartedly. I also learned a lot
by attending different trainings and seminars on CPD.
Moreover, I recently attended a seminar regarding effective teaching by meaningful learning
experiences. I learned that the learners should be more involved in the learning process to abide
by the 2 pillar of education: learning to do. I learned different learner -centered strategies and
more exmples about differentiated Instruction. An example of this is the learning trips the learners
can experience in Science lessons and using learner-
centered lesson plans such as the 5E’s and 7E’s lesson plans. I was able to share it with my
peers who are teacher-applicants as well to provide an updated approach in delivering a lesson to
the learners. These trainings help me a lot by exposing myself to more opportunities in
understanding the diversity of our learners.