I .

teaching ability

Answers

1. one of your tasks is to maintain high performance/ expectations for your students how did
you do this in the past. Share your best practices.
Convey Confidence In Your Students
Let students know that you believe in them and speak positively about students to other staff.

If you know the task is particularly difficult, tell the students, but also let them know that you
are sure they will do well if they work hard.

Develop rapport with students through non-verbal signals such as smiling and nodding to give
encouragement.

Give Opportunities To Contribute

When students are given a chance to voice their opinions and learning in a validating
atmosphere they learn better and achieve higher results

Give Specific Feedback

Individualised feedback (not simply ‘good job’) has one of the highest effect sizes on student
achievement (according to many educational researchers), allowing students to use the
feedback to improve.

Provide High Levels Of Support

For students to achieve their potential they need:

Positive relationships with caring adults;

Additional and varied teaching;
Varied modes of presentation;
To be explicitly taught how to access assistance; and
Consistent, specific feedback.

2. as a teacher how did you integrate your previous experience in your teaching strategy to
become an effective teacher
POSITIVE
Keep your students engaged with a positive attitude. Teaching is most effective when students
are motivated by the desire to learn, rather than by grades or degree requirements. Many first-
time TAs are confused by the new authority of being a teaching assistant, and mistake
intimidation for respect. Think of your students as teammates, not adversaries. Learning and
teaching are challenging, but that doesn't mean that you can't have fun in the classroom. Stay
focused, but don't be afraid to be creative and innovative. Allow yourself to be enthusiastic and
find ways to let students see what is interesting about your subject.

PREPARED
You should know the course material. If students are required to attend lectures and read
assignments, then it seems reasonable that you would do the same. Most faculty expect
graduate TAs to attend lectures, especially if they have never taken or taught the course. Review
key concepts and ideas if you are unclear about them, particularly if it has been a while since
you have worked with the topics you will be teaching. Think about how the material can be most
effectively demonstrated and design a strategy. Write an outline or take notes to follow during a
lecture, and prepare your overheads, diagrams, handouts and other aids well in advance. Don't
wait until the morning of the class!

ORGANIZED
Have a plan for what you want to teach. Your job is to illustrate key points and essential context,
to help students integrate all of their work (reading, labs, exams, papers, lectures, etc.) for the
course. Given that there is never time to teach everything, choose the most important concepts
and show how they are related. Explain ideas so students are able to build on material they have
already mastered, whether from your course or previous classes. Don't just focus on what you
happen to be teaching today. Show students how what they are learning now is connected to
material covered later in the course. Keep your long term goals in mind, pace yourself so that
you don't run out of time at the end, and try to end every class with a conclusion.

CLEAR
Effective teachers can explain complex ideas in simple ways. As you develop expertise in an
academic field, it is easy to forget that students may have no prior knowledge of fundamental
concepts that you take for granted. Help students understand and use new terminology, so they
can become fluent in the language of your discipline. Many concepts can be more effectively
demonstrated with visual aids such as diagrams, drawings, charts, slides, etc. Make sure that
they are large enough to see, neat enough to read, and don't stand in the way! Think about the
role body language can play. Having your teaching observed by someone else (or even better,
having it videotaped) can reveal habits that you would never notice on your own.

ACTIVE
Keep your students thinking. Unless they are actively using the concepts you are teaching, most
students will remember only a small fraction of what you teach. A lecture is an efficient way to
deliver information to large numbers of people, but it is an inefficient way to provide students
with lasting knowledge and skills. Consider using at least some classroom time for activities
other than traditional lectures, discussions or question and answer sessions. Problem solving
exercises in small groups can take no more than a few minutes, yet allow students to engage
with the material being covered.
PATIENT
Remember what it is like to learn something for the first time. Give students time to process
information and answer questions. Know that it is fine for students to make mistakes if they can
learn from them. Realize that learning can be hard work, even for the most motivated students.
Rather than blaming students when things don't go right, consider ways you could change your
approach to reach them more effectively. Concepts, background information or conclusions that
seem obvious to you may not be so clear to someone who is new to the subject. Be patient with
yourself, too. Teaching can be difficult and frustrating at times. Give yourself the same
opportunity to make mistakes and learn from them.

FAIR
Consider what it would be like to be one of your students. Chances are you would want an
instructor who set clear expectations, applied them consistently and could admit when they
were wrong. Whether you mark off points on an exam question, give a low grade on a paper, or
penalize someone for a late assignment, you should be able to explain why you did it. Of course
it helps if you have already outlined clear policies, both for the entire course and for each
assignment. Once you have set standards, it is very important to apply them equally and
consistently, otherwise you will lose credibility. On the other hand, if you make a mistake or
don't know the answer to a question, it is much better to acknowledge rather than ignore it.

TECHNOLOGY TIP
Since it is often hard to remember what it is like to encounter your discipline's material at an
early stage, peer instruction offers an alternative to the "sage on stage" model. Peer instruction,
which usually happens in small group activities or paper response assignments, allows students
to get feedback at their own level of discourse and understanding. This provides a helpful
complement (not replacement) to instructor feedback. Technology such as the discussion tool in
Blackboard helps peer groups stay in contact over long distances and over different periods of
time

3. cite an instance where you applied your assessment skills in evaluating your students
performance.

Summative assessment refers to the cumulative assessments, usually occurring at the end of a
unit or topic coverage, that intend to capture what a student has learned, or the quality of the
learning, and judge performance against some standards. Although we often think of summative
assessments as traditional objective tests, this need not be the case. For example, summative
assessments could follow from an accumulation of evidence collected over time, as in a
collection of student work.

Alignment. The ability of tests to reach all the ambitious goals set out by reformers depends,
first of all, on the alignment between tests and standards. Alignment is a necessary condition of
the theory of action of standards-based reform; indeed, the Title I statute requires state
assessments to “be aligned with the State's challenging content and performance standards.”
Alignment ensures that the tests match the learning goals embodied in the standards. At the
same

Creating and Using Rubrics

A rubric is a scoring tool that explicitly describes the instructor’s performance expectations for
an assignment or piece of work. A rubric identifies:

criteria: the aspects of performance (e.g., argument, evidence, clarity) that will be assessed
descriptors: the characteristics associated with each dimension (e.g., argument is demonstrable
and original, evidence is diverse and compelling)
performance levels: a rating scale that identifies students’ level of mastery within each criterion
Rubrics can be used to provide feedback to students on diverse types of assignments, from
papers, projects, and oral presentations to artistic performances and group projects.

4. tell one incident where you had to employ differentiated instruction in your class.
Presenting ideas through both auditory, kinesthetic and visual means;

5. what did you do in order for your students to overcome araling panlipunan anxiety in your
class?

Skits, talk shows and plays are a great way to engage students and motivate them to find a love
for Araling Panlipunan. Bring a historical event to life by having students act out a particular
event in history. Have students produce an event and assign each student a specific role to
present to the class.

6. what innovation did you implement to train students for araling panlipunan competitions?
1. Cross over Teaching
While this form of teaching does not include technology, it is an enriching experience for the
student as well as the faculty. Here, the learning happens in an informal setting such as after-
school learning clubs, or trips to museums and exhibition. The teacher can link the educational
content with the experiences that the students are having. This teaching is further enhanced
and deepened by adding questions related to the subject. The students can then add to the
classroom discussions through field trip notes, photographic projects and other group
assignments related to the trip.

7. what activities did you do to make your students love araling panlipunan subject?

1 – Make them see it as part of their daily life

Try as hard as you can to find a way to relate the subject to their daily lives. It will make it much
more likely for them to be invested in what you are explaining. For example, if the subject is
literature, try to show what they can learn from the characters’ behaviour that they can apply to
their own lives.

Make it fun
Yes, sometimes, some subjects are just not fun. You are well aware of it, but you still have to
teach this “boring” subject to them. How about making the learning process a bit more fun? You
can try to create some kind of competition, or game, that can help them to learn, or maybe even
use songs or videos. Sometimes, even a funny cartoon can be what you need to make them
have a laugh and never forget the subject.

Show the relevance to their future careers

Students think that, at the end of the day, they are at school so they can get ready to get good
jobs in the future. This is how most of the people (parents included) see school nowadays,
unfortunately. So take advantage of it, and try to relate your subject to how it can be applied in
a work environment. Tell them all about how doctors, engineers, IT developers, writers or
dancers can use that information to become successful.

Let them participate in the whole process

If you want to see your students really engaged about something, let them participate. And not
only after you distribute the tasks but from the very beginning. Ask them for input on the
subject that will be presented, which resources will be used and how they will be evaluated. And
talking of resources…

Use multiple resources

To avoid students’ sleeping on their desks during your presentation, try using multiple
resources. The human voice can be very hypnotizing to some people, and others are easy
distracted by it, as you know. Bring videos, music, slideshows, toys and games, tell stories, bring
in a special guest for a talk.

Make it personal
Try to relate the subject to your own life and circumstances. You don’t necessarily have to tell a
private story about yourself, but tell them something about how you felt when you got in touch
with that subject for the very first time, or how you have applied it in your life so far.

Leave the exams for later

Do not start the conversation about the new subject telling them about a test on the material.
Unless the assessment will be more engaging and fun (think Project Base Learning, inquiry
learning, etc), this should be the final part of the process and not a source of anxiety.

Change the environment

Sitting in a classroom for a whole day is hardly anyone’s ideal day, especially if you are young
and full of energy.
So why not move the class to a different environment and see how it affects their learning
process? Try taking them to museums, beaches, for a nature walk, or even to the school’s
backyard. Even the fresh air on their face might help to keep them alert and more interested.

8 share an instance that your academically challenged students were able to experience
success in one of your lesson.

How would you describe a successful lesson?

Sample Answer: A successful lesson is a lesson where my students are fully involved, listening
and interacting with me and each other regarding the material presented. I plan my lessons to
be thought-provoking and fun at the same time because I believe that students want to have
fun and that they learn more effectively when learning is a pleasure, not a chore. I try to
implement this concept into each lesson to the best of my abilities. The true measure of a good
lesson, however, is when I can look at tests and quizzes on the material and see a good level of
understanding and comprehension on the student’s part.

9. cite a strategy that you employed in improving the inquiry-based skills of your students.

Confirmation Inquiry -- You give students a question, its answer and the method of reaching this
answer. Their goal is to build investigation and critical-thinking skills, learning how the specific
method works.
Structured Inquiry -- You give students an open question and an investigation method. They
must use the method to craft an evidence-backed conclusion.
Guided Inquiry -- You give students an open question. Typically in groups, they design
investigation methods to reach a conclusion.
Open Inquiry -- You give students time and support. They pose original questions that they
investigate through their own methods, and eventually present their results to discuss and
expand.
Regardless of the type, inquiry-based learning aims to develop students’ abilities to analyze,
synthesize and evaluate information -- indications of high-level thinking according to Bloom’s
Taxonomy.
7 Benefits of Inquiry-Based Learning
As well as building skills to help students reach a high level of thinking, inquiry-based learning
can deliver other benefits to students and teachers.
“Warms Up” the Brain for Learning
Running a brief inquiry activity to start class can help students absorb information throughout
the day, according to the same study.
Specifically, it states that curiosity prepares the brain for learning -- allowing students to
become more proficient at understanding and remembering skills and concepts.

10. mention an instance that you had successfully met your objectives in a araling panlipunan
class.

If theres an interactivity and boosts learners' engagement. ..assesments

II. CLASSROOM MANAGEMENT

1. Cite a situation where you had a difficulty in dealing with negative student behavior?
How did you manage the situation?
What was the effect of your action to the behavior of the students?

disrespecting teachers in terms of disobedience and rudeness, followed by talking out of

turn and verbal aggression.
it is important to understand the factors that cause or facilitate them.

Consider the Reason

Find out why the student is being disrespectful. Remember, the top 4 functions for
misbehavior are Avoidance, Attention, Power/Control and Habit.

So when facing disrespect from your student, consider this: Is the student trying to avoid
the given task or request? Are they trying to gain control of the situation? Are they getting
attention from you or their peers? Is the disrespectful behavior a habit or the way they talk
when they are at home?

I’ve had situations where the student’s comments did not match their intent. Meaning what
came out of their mouth sounded very disrespectful. But I could tell by their demeanor and
behavior that they were just trying to communicate.

2. Cite an instance where you had difficulty in relating with your co-teachers?
3. What approach did you apply to make it more effective to violent student with negative
behavior?
What did you do?
Get to the Root of the Matter. ry to understand where the behavior is coming from. ...
Give the misbehaving student a chance to respond positively by explaining not only what he
or she is doing wrong, but also what he or she can do to correct it.
Nothing just go with the flow be professional

4. In your experience in teaching, cite a strategy wherein you created a ppositive learning
environment inside the classroom.
Get to Know Your Students
The more you know about your students’ cultures, interests, extracurricular activities,
personalities, learning styles, goals, and mindsets, the better you can reach them and teach
them. Some ways of getting to know your students:

Educate yourself about their cultures

Talk to them
Assign journal prompts and read and respond to them
Attend extracurricular events
Have students complete interest inventories or surveys
Have students complete learning style and personality assessments
Hold regular class meetings
Play team-building games with students

5. cite examples of innovations you went through for the last three years of teaching

6. what was the most challenging experience you encountered in teaching araling
panlipunan?

7. With your experience as a ap teacher for the last 3 years, what effective classroom
strategies do you find it useful to address your diverse learners?

Group by learning style, not ability

 In my experience, grouping by ability is counterproductive. It can make things a little easier
at the teacher table, but research is clear that in general, it keeps struggling students where
they are and does little to boost students of intermediate aptitude to higher levels.

So, how should we group students? I’ve found that using mixed-ability groups can promote
learning, especially when students get the opportunity to coach or teach their peers’ An
extension of this is to place students who learn in similar ways together — visual learners
with visual learners, auditory with auditory, etc. Doing so can make a huge difference during
small-group instruction.

Here’s a personal example:

Ms. Dean has a group of four students who are hands-on learners and have varied math
abilities. One student is advanced, one is at baseline level, and two struggle with math. In
general, all four shine during inquiry-based activities and project-based learning
opportunities but dislike paper-and-pencil activities. One of the students is an ESL student.
One has ADHD.

By grouping them together, Ms. Dean is able to create a differentiated instructional plan and
use hands-on manipulatives to allow the students to demonstrate their skills. She finds that
doing so is one of the most effective and creative ways to teach diverse learners.

8. How do you structure your classroom to motivate your students with different learning
styles?
Give Students Options
Each student learns differently and should have a variety of projects and activities to peak
her interest. For example, instead of a written exam, give students a list of assignments to
choose from, including writing an essay, delivering a presentation, and drawing art. By doing
this, you address various learning styles, such as auditory, visual and tactile, helping
students to participate in ways that are most natural to them.

Build Rapport With Students

Students who have positive relationships with teachers are more engaged in learning.
Conduct group discussions about subjects that interest them to uncover their personalities.
Give surveys with questions about their favorite books, movies, hobbies and sports. Open
up to your students as well about your background and interests to show you are genuinely
interested in making connections.

9. What have you done in the past where there is inadequancy in the instructional materials
and equipment in your ap subject?
1. Why do you want to become a teacher?
Sample Answer: I have always wanted to be a teacher, even as a child. The gift of teaching
allows me to be in a true helping profession. After all, the things that I teach the children in
my class are the fundamentals that they will need to thrive as adults. There is no higher
calling or more noble occupation in my eyes. All of my heroes have been teachers. And
besides, I love kids. That’s important. You must love kids if you want to teach; there’s no two
ways around that!

Tip: When asked this question, be honest. Chances are good that you really did decide to
become a teacher in order to help others and make the world a better place. There’s no
canned answer that can be used here, but in general, most teachers choose their career
path because they love children and want to be in a helping profession. They definitely
aren’t ‘in it’ for the money!

Sample Answer: My teaching philosophy is simple. I use a hands-on technique and am

approachable to my students. I incorporate fun into my lessons when possible. And while
my easy-going style is suitable for many subjects and grades, I am also able to adapt my
style to the needs of the student. For instance, if I have students that are not comfortable
with independent learning, I employ the facilitator style of teaching that calls for a student-
centered learning approach. My colleagues generally say that I am fun but tough, and I think
their assessment is accurate.

6. What are your greatest strengths that you have to offer?

Sample Answer: My greatest strength is my ability to run an efficient classroom and to give
individualized attention to each student. I am adept at identifying and maximizing the
strengths of each student and learning their weaknesses so that I can better help each
individual child excel to his or her potential. I am also patient, which is a trait that is a must-
have for any educator. My patience allows me to work effectively with even the most
challenging students.
III. SCHOOL FIT

1. Share your experience in conducting activities to show parents involvement in improving

learners’ performance.
I think that conducting the quarterly parents’ consultation and learner’s recognition is one of my
activities wherein I involved the parents.During this activity I requested them to attend and be
updadated to their child’s performance in the class.

What problems did you encounter during the conduct of the activity?
The problems encountered are the less number of attendees of parents/ guardian especially
those parents whose child has the worst problems or those who struggled in the class.

How did you address the situation?

I’ll give the follow up to those parents who did not attend the meeting and give them a chance
to voice their reason on not attending meeting.

What was the effect of the activity to the students’ performance?

2. Cite strategies that you used to have a child-friendly learning environment?

Greet your students each day with enthusiasm. Find something positive to say as much as
possible or as much as time will allow for.

Provide students with time to share happenings, events, or items with you. Even if you set a
certain time frame aside each day for 3-5 students to share, it will help to create a friendly,
warm, and welcome environment. It shows them you care and it provides you with
opportunities to learn about what is important about each of your students.

3. Mention an instance that you have been part in the fulfillment of the school target in
academic performances.
I develop the study skills of my students that matched to their individual needs.

4. Cite instances where you experienced difficulty adjusting in the work place.
How did you handle it?

Being Heard
It takes time to gain the trust of coworkers to get them on board with your ideas. Listen and
observe before suggesting changes. Bring solutions to the table. Engage your coworkers by
knowing what you are talking about. Build a reputation of being clear-headed, objective, and
reasonable.
5. Cite ways that you contribute to the attainment of the goals of the school
When there’s an improve in my student achievement

6. What motivated you to apply as?

My love for their children draws me to teaching, my love of learning makes me passionate
about teaching. ... and also I inspired by MY MOTHER who had a positive impact on me the way
she touches the hearts of her students , the way she commited and compassionate too her
teaching world..

7. Share a specific situation that challenged you as a teacher?

Balancing the different learning needs of students. Because Every student who walks through
my door is different.

How did you overcome it?

Knowing your student goes beyond social and administrative skills such as acquiring information
about family and other personal details. To maximize the learning experience, it is important for
educators to dig beyond superficial acquaintance.

Technical –based on job description

1. What motivated you to apply

My love for their children draws me to teaching, my love of learning makes me passionate
about teaching. ... and also I inspired by MY MOTHER who had a positive impact on me the
way she touches the hearts of her students , the way she commited and compassionate too
her teaching world..

2. Cite actual accomplishments during your teaching that qualifies you for junior high school
teacher.
Improved 7 students’ reading comprehension by 50% by employing flashcard tactics and
introducing group discussions

FOR ME SUPPORTING (SEN) students Or special educational needs student is one of my

accomplishment BECAUSE I help young people who need extra support with their learning
 and will often work with children who have: ... specific learning difficulties, such as dyslexia.
physical disabilities. hearing or visual impairment. emotional or behavioural problems.

100% accomplishments of melcs and curriculum guide

Achieve 100% performance level of my learners

3. What other skills you have that gives you an edge from other applicants?
My edge from other applicants are my competencies and skills relevant to this job and my
willingness to work under any kind of pressure. I am a fast learner and I can provide
solutions based on my vast experience". ... I am 100 percent committed on my job and gives
value to the job that what will give to me. I am Passionate

Cite specific contributions to the schools through the use of these skills.

4. Cite activities which improved the performance of your students in araling panlipunan?
Give your students examples of quality work so they have something they can compare their
work to and can identify their learning gaps themselves. This helps to show where students
need improvement. Students become more motivated about learning and confident in their
abilities. Use the feedback loop concept.

Using technologies
5. Relate an instance where you experienced difficulty in your relationships with fellow
teachers and stakeholders.

Lack of teamwork, empathy, and support between students.

6. Based on your experience, how did you maintain and updated pupils’ progress?
Maintain through e relatable to the students.

Develop a System for Tracking Student Growth

Setting up a system for tracking student growth allows teachers to determine which
students are learning and which ones aren’t as we teach. A system lets us know when to
slow down or speed up as we teach. It lets us know when to re-teach, or when to move on.
Most importantly, it gives us real data to reflect on what things we are doing as a teacher
that are most effective in moving students forward.

checklist

7. Cite your experience where you involved in government and non-government activities and
programs.

8. Your lesson plan is your bible in teaching. Cite an action or plan you’ve done in preparing
your lessons.

How did it help you improve the delivery of your lesson?