Emelyn L.

Pangan BSED Filipino 4

Observation-A, p 65 (Interview only 1 Principal and 1 Teacher)

How do you promote a gender-sensitive school/classroom?
School Head: Our school promotes gender-sensitivity by creating equal opportunities,
such as, encouraging both genders to participate in the school activities, monitoring
practices inside the classroom—curricula, textbooks, assessments, and teacher
education. Also, include gender sensitivity assessments in classroom observation tool.
Cooperative Teacher: As stated by Sir Dayot, he appreciate, respect and accept gender
equality in his classroom. They are given the same opportunities and fair treatment.
Since their school belongs to catholic schools they are following strictly the rules to act
appropriately. They ensure that they belong to a friendly, safe, fair, and non-
discriminating learning environment.

Processing- # 2, 4 pp. 67-68

2. How will you determine the strengths and weaknesses of your students?
One way to identify their strength and weakness is by checking their
understanding. If they get low score, they don’t understand a little bit, otherwise, they
understand if they have high scores. As a teacher, you need to consider the multiple
intelligences of your students.
4. How are you going to use the learner’s needs and interests in creating a more
effective instruction?
This is the most challenging part of a teacher. It’s very difficult to identify what
needs and interests benefit among learners. But if you have something that captures
the attention of all, that is the best motivation that yields positive results. You must give
engaging activities.

Processing- # 3, 4, 5 pp. 73
3. Does the mother tongue of most of the students affect the medium of instruction?
How?
Yes, in the sense that Grade 7 students wanted to have Cebuano language than
English and Filipino. According to Sir Dayot, since the MTB was introduced at
kindergarten until grade 3, learners find hard to ship from one medium to another. On
his experience, they can understand if he use Cebuano language to emphasize
instruction. However, he do encourage them to speak English.
4. Do the socio-economic differences of the students affect their learning? How?
Yes. Students came in with unrevealing stories about home and economic
status. Some has anything to provide but some have none. Some are cared and some
are not. Some are being mistreated or experience violence. These are some of the
problems that affects their learning.
5. Are the contextualization, localization, and indigenization of the curricula being done
to fit the cultural background of the students?
Yes, the curricula from the DepEd are enhance and revise by curriculum
specialist. It is centered to Filipino learners in order to achieve the mission, vision and
core values of the department.

Reflection - # 2, 4 pp. 74
2. I believe that teachers should be flexible in order to create a differentiated instruction
that can cater and meet the individuals need. Despite of the learner’s linguistic, cultural,
socio-economic, and religious backgrounds, no learner’s should left behind.
4. When I become a teacher, I will create equal educational opportunities for students
and treats them fairly creating an environment where students feel equally about taking
part, such as, mix seating up in the classroom, use gender-neutral language, division of
tasks that both boys and girls share responsibilities and work together to complete a
tasks, and equal opportunities to access materials in schools in order to provide a safe,
and inclusive environment for the students.