CERVANTES, NONIE BETH G.

Teach I –ACTIVITY
Movie Analysis on Teacher’s Diary

In the movie “TEACHER’S DIARY” analyze/describe the following Components of the

Teaching Learning Process

1. The Learner
- In the movie the students were the key participants in the learning process. The
students reside in low-income households. Young children growing up in poverty
face challenges financially and academically. The learners here are valued by
the teacher and seen as capable of achieving desired outcomes that’s why the
teacher never gave up and he begin with the belief that they can. 

2. The Teacher
- The one who faces scarcity of teaching resources and are continuously
challenged in delivering quality basic education in the remote areas and suffer
from lack of adequate classroom furniture and supplies. They tend to be isolated
from peers other than those at their own schools. Facing all of these challenges
and more, these rural teachers still want to do their best by their students, and
they also want to take pride and pleasure in doing their jobs. The passionate and
committed teachers who are willing to provide the much-needed services that
those students deserve. A teacher who continue to sacrifice more and more for
the sake of their students and their communities.
- A teacher who believed that his students can learn and improve through hard
work and effort and can create the conditions and experiences that lead to
increased achievement and improved outcomes.
- Aside from fulfilling experiences for serving a deprived community, teachers in
this movie are also giving all-out service in a dozen fields – and are glad to do it.

3. The Learning Environment

- Who, teacher or student, can do their best in an environment almost completely
devoid of useful resources, comfort, and visual appeal? In the movie, they suffer
from lack of adequate classroom furniture and supplies. As what I’ve mentioned
a while ago, they tend to be isolated from peers other than those at their own
schools. These conditions exist in many other countries worldwide, and can be
demotivating and counterproductive for students and teachers alike. There is
also a lack of communication resources (like internet/e-mail, cellphone) to help
overcome the physical isolation.
4. The Content/Teaching Strategies

- The teacher delivered hands-on learning like allowing students to answer

mathematical questions thru recitation, educational games and teacher
guidelines that he found in the diary about effective classroom and students
management and pedagogical methods.

5. The Curriculum

- I believed Rural education has historically been viewed as not being of equal
standard to that provided in urban areas: “Several committees which investigated
education in rural areas in the mid-1970s were critical of its quality.” (Connell,
1993: 493).

- In the movie rural schools suffer from high teacher turnover and a restricted
range of curriculum options. I can say that there was educational disadvantage at
some level in rural areas from factors such as isolation, non-access to cultural
facilities, the range and level of local employment and the educational levels and
incomes of families.

6. The Instructional Materials

Due to cost considerations as well as the lack of ready-made educational

materials, the instructional materials for the classroom are hard to come by in a
place like in the movie. It is also difficult to replace when they eventually wear
out, this happens in the movie when the typhoon hits their floating classroom in
the lake. As we can see, they were located in remote areas and suffer scarcity in
many aspects. But the teachers in the movie learn to make useful classroom
items out of things that are readily available to them and are free or nearly free
like scraps, extra paper, woods etc. Somehow, many of these problems can be
overcome with a bit of goodwill and creativity.

7. The Administration

- In the movie, I can contemplate that the teacher is experiencing a moderate to

lack of support from the school.
- The teacher tries to successfully communicate the problem to the administration
about the school. But I think at the actual scenario, the teacher must try to invite
the administrator to the remote classroom so they can observe the issue for
themselves. To let the school administrator, see first-hand how much time they
waste without that tool or how ineffective their current tool is due to lack of
resources as well as adequate classroom furniture and supplies.