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1
TEACHING YOUR STUDENTS’ MOTHER TONGUE

2
● Define in your own words the concept of Mother Tongue – Based Multilingual

Education (MTB-MLE)

● Enumerate the list of legal bases supporting the implementation of Mother

Tongue in the primary grades.

● Explain the different measures and guidelines in teaching students' mother

tongue according to the principles stated.

● Assess the best and most appropriate strategies to employ in a set of given

situations related to teaching student's mother tongue

● Determine different strategies for teaching multigrade learners.

● Demonstrate the importance of different strategies in teaching multigrade

learners in the learning process.

● Enhance their capability in teaching multigrade learners.

Anchored on the alarming result of studies showing Filipino students' low

comprehension pointing to a shared linguistic power struggle in the use of the

English language in the teaching-learning process, prompted the Philippine

Government to plan and, in the long run, implement a new educational policy
4
known as the MTB-MLE. Every curriculum reform face conflicting feedback

where positive notions and backlashes can be noted. From this, it can be

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5 5 5 5
concluded that Mother Tongue Based Multilingual Education is not an

exemption.

In this module, backgrounds related to using the Mother Tongue as a medium of

instruction and discussions, such as legal bases, theories, and frameworks, will
6 7
be briefly discussed along with the main topic addressing the how's and why's

of teaching students' mother tongue. Likewise, this highlights two points of

view: for the students and for the teachers, who share the same opportunities

and adversities.

8
TEACHING YOUR STUDENTS MOTHER TONGUE

Arguments and criticisms arose after the Mother Tongue-Based- Multilingual

Education was announced. Still, during the integration of the said program,
10
contradicting notions and feedbacks are evident. This topic aims to educate
11 11 11 11
pre-service teachers about the contributing factors why it was planned in the

first place by citing the background, legal bases, framework, and situations

where the guiding principles are applied.

"Starting where the children are"- this statement summarizes the points why

the concept of MTB-MLE emerged. It uses a learner's first language as the

learning medium. For a thorough discussion, five sub-topics will be explored in

12
this written report: background, the legal bases, the framework, the how's and
13
why's through the eight guiding principles, and the result, respectively.

A. BACKGROUND ((Mother Tongue Curriculum Guide, 2016)

14
Mother Tongue–Based Multilingual Education (MTB-MLE) is the government's

banner program for education as a salient part of implementing the K to 12

Basic Education Program. Its significance is underscored by passing Republic

Act 10523, otherwise known as the "Enhanced Basic Education Act of 2013."

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MTBMLE is formal or non–formal education in which the learner's mother

tongue and additional languages are used in the classroom. Learners begin

their education in the language they understand best – their mother tongue –

and develop a strong foundation in their mother language before adding

additional languages. Research stresses that children with a solid foundation in

15
their mother tongue develop stronger literacy abilities in the school language.

Their knowledge and skills transfer across languages. This bridge enables the

learners to use both or all their languages for success in school and for lifelong

learning. In terms of cognitive development, the school activities will engage

16
learners to move well beyond the basic questions to cover all higher-order

thinking skills in L1, which they can transfer to the other languages once

enough Filipino or English has been acquired to use these skills in thinking and

articulating thoughts.

To make Filipino children lifelong learners in their Li (MT), L2 (Filipino, the

national language), and L3 (English, the global language), the learners are more

than prepared to develop the competencies in the different learning areas. This

will serve as their passport to enter and achieve well in the mainstream

educational system and, in the end, contribute productively to their community

and the larger society as well as Multilingual, Multi literate, and Multi-Cultural
18
Citizens of the country.

D. GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTB-MLE

(Mother Tongue Curriculum Guide, 2016)

PRINCIPLE 1. KNOWN TO THE UNKNOWN

1.1 Learning requires meaning. We learn by using what we already know to help

us understand what is new. "The most important single factor influencing

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learning is what the learner already knows. Ascertain this and teach him/her
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accordingly." (Ausubel, 1968).

Application: Start with what the learners already know about a topic and use

that to introduce the new concept. Beginning with the learners' first language

and culture will better facilitate mastery of the curriculum content (Chamot,

1998, p.197).

1.2 Second language learners use what they know in their language to help

develop other languages. This positive transfer effect is significant in reading.

Application: Develop an awareness of how the L1 works to support learning the

L2, L3.

PRINCIPLE 2. LANGUAGE AND ACADEMIC DEVELOPMENT

Students with well-developed skills in their first language have been shown to
22 23
acquire additional languages more easily and fully, and that, in turn, has a

positive impact on academic achievement.

Application: Continue the oral development of L1 and begin reading in L1 to

strengthen L2 and L3 learning and academic achievement across the

24
curriculum (Genesse et al., 2006).

PRINCIPLE 3. ACTIVE LEARNING

3.1 Students who use multilingual skills have been shown to develop cognitive

flexibility and divergent thinking.

Application: Continue developing critical thinking in the L1 as well as in L2 and

L3. (Cummins, 2001).

3.2 Higher Order Thinking Skills. When we truly learn something, we can explain,

apply, analyze, evaluate, and use it to create new ideas and information.

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Application: In all subjects, focus on activities that build understanding and

encourage students to apply, analyze, and evaluate what they have learned to

create new knowledge.

PRINCIPLE 4. DISCOVERY LEARNING

4.1 We learn when someone who already understands the new idea or task

helps us to "discover" the new idea and then use it meaningfully.

Application: Find out what the students already know about a topic. Then
25
provide activities that let them use their knowledge to learn the new concept or

task (Bruner, 1967).

PRINCIPLE 5. ACTIVE LEARNING

5.1 Peer interaction. Children learn best through peer interactions in which they

work together creatively to solve problems.

Application: Do most class activities in teams or pairs. Encourage students to

talk with each other and compare ideas in order to solve problems.

5.2 Second language active learning. Young children gain confidence in learning
26
a new language by beginning with "hear-see-do" (Total Physical Response )

activities.

Application: Begin the L2 language learning time by focusing on listening and

responding to oral language. Children listen to a command, observe someone

respond, and then respond in action (no talking at first).

5.3 Purposeful Talk. Talking helps us make sense of new ideas and information.

Application: 1) Ask many "higher level" questions and give students time to

think and respond. 2) Provide plenty of opportunities for students to work in

teams, sharing and comparing their ideas.

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PRINCIPLE 6. MEANING AND ACCURACY

Successful language learning involves hearing, speaking, reading, and writing

activities focusing on meaning and accuracy.

Application: Include plenty of activities that focus on both MEANING and

ACCURACY.

PRINCIPLE 7. LANGUAGE LEARNING/LANGUAGE TRANSFER

7.1 We learn a new language best when the learning process is non-threatening

and meaningful and when we can take "small steps" that help us gain

confidence in our ability to use the language meaningfully.

Application: Begin the L2 language learning time by focusing on "hear-see-do"

activities that enable students to build up their "listening vocabulary" before

they are expected to talk. Introduce reading and writing in L2 only when they

have built up a good hearing and speaking vocabulary.

7.2 Research in second-language acquisition indicates that it takes at least 2

years to learn basic communicative skills in a second language when society

supports that learning. It takes five years or more to learn enough L2 to learn

complex academic concepts (Thomas & Collier, 2003; Cummins, 2006).

28 29
7.3. "Errors" are normal part of second-language learning.Second-language

learners benefit from opportunities to receive feedback respectfully and

encouragingly. It is helpful when teachers respond first to the content of what

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the student is saying or writing… focusing on one or two errors at a time
31 32
(Thomas & Collier, 2003 and Cummins, 2006).

PRINCIPLE 8. AFFECTIVE COMPONENT: VALUING THE HOME

LANGUAGE/CULTURE

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8.1 Valuing students with talents in their home language more powerfully

enables learning than just valuing learners of English whose home language is

irrelevant to academic success.

Application: Learners are encouraged when they know they are valued in the
33
classroom, and their language and heritage are seen as resources (Cummins,

2007).

8.2 The classroom environment

Children from ethnolinguistic language groups thrive in a welcoming

environment in which teachers and peers value them as a positive presence in

34
the classroom and the school; encourage their use of their L1; provide books,

visual representations, and concrete objects that reflect their backgrounds and

interests.

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I. LEARNING POINTS/DISCUSSION POINTS

Based on the content discussion above, the following learning points are

enumerated and expounded by answering the why's addressed to students;

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and how's to teachers.

• Principle 1
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Students why's

For them to appreciate the concept of knowing

Situation

The students are clueless about what will happen

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Teachers' how's
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⮚ Distribute learning materials in time

⮚ Develop awareness of the native and foreign languages through seminars

• Principle 2

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Students why's

For Multilingual students

Situation

The student received a failing mark in Mother Tongue and with his English
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subject
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Teachers' how's

⮚ Focus on one language first

⮚ Group students according to the first language they speak, and after a month,

have a shuffle

• Principle 3

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Students why's

For cognitive development

Situation
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The majority of your students lag behind
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Teachers' how's

⮚ Make use of brain teasers

⮚ Giving trivia is also recommended

• Principle 4

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Students why's

For discovery

Situation
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The students are dependent on you as their teacher
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Teachers' how's

⮚ Start grouping in the class most of the time

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50 51
⮚ Giving appreciation whenever they try to recite, it will give them confidence
52 53
that they can explore things on their own or with a little help from you

• Principle 5

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Students why's

For a concrete learning

Situation
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Your students are not participating in exploring a story

(Cooperative Learning Approach)

⮚ Godoy, Lopez, and Irias (2019)

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Teachers' how's

⮚ Divide the class into groups (make sure all groups are grouped accordingly)
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⮚ Roles such as presenter, interpreter, recorder, etc.

⮚ Incorporate a question-and-answer portion involving a higher level of

questions.

• Principle 6
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Students why's

For progressive comprehension

Situation
59 60
Your students easily forget previously-taught concepts

Use a Word Wizard Box

⮚ Colorado (n.d.)
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Teachers' how's

⮚ Instead of calling students to name for attendance, require students to share

a newly learned word by dropping it in a box before they enter the classroom

(face to face) or commenting on their newly learned vocabulary in a comment

thread (online)

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• Principle 7

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Students why's

For motivating-learning environment

Situation

Students hesitate to participate because of fear of receiving insults from

63
classmates and teachers

Hear-see-do activities (VARK Method)

⮚ Control station (2018)

⮚ Moayyeri (2015)
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Teachers' how's

⮚ Make it a habit to incorporate not just one activity that leads students to limit

what they can do.

65 66
⮚ Allot a time to analyze where students learn most effectively aside from

assessing the activities generally or as a whole

⮚ Incorporate a short portion of giving praise and rewards at the end of every

lecture.

• Principle 8

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Students why's

To feel a sense of belongingness

Situation

Students feel estranged because of the lessons

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Localization and Contextualization

⮚ Pecson (2021)
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Teachers' how's
69
⮚ Make sure not to always use foreign examples when teaching a concept or a

topic

⮚ Embody what is stated in Article XIV, Section 14 and 5 of the 1987 Philippine

Constitution

1. ASSESSMENT

1. Before the Discussion:

70 71
Title: Wear my shoe: Find the meaning through a given context clue

Instruction: There will be specific items needs to be answered by specific

people. To elaborate, pre-service teachers whose mother tongue is Pangasinan

will answer items involving Ilocano terms; on the other hand, pre-service

teachers whose mother tongue is Ilocano will answer items involving

Pangasinan terms. Furthermore, three options will be given, from which the

students will choose the best and nearest answer.

1. Mansinglot la lamet si Geriah ta say panaon ed Disyembre et mamauran tan

ambetel.

a. Rainy

b. Windy

c. Cold

1. Akasibangot si Dannel nen katungtung toy Geo. Nen tinepet no aken, say ebat

nen Dannel et aya: “Aga amo nankumo-kumo!”

a. Gargle

b. Not paying attention

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c. Both a and b

1. Melanie, pakibagam man kenni Reggie nga urayen nak bassit ta adda pay

gatangek.

a. Will Buy

b. Meet someone

c. None of the above

1. After the Discussion

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Title: Take time to analyze…

Instruction: Through a wordwall account, choose the principle applied in a

75
given situation. Be attentive, for monsters can stop you from choosing and even
76
reaching your chosen answer in a maze.

1. throughout Ms. Vilma's discussion, many local examples are mentioned and

utilized. What principle is applied?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

2. Ms. Althea believed that letting the students feel a sense of belonging in

class is important. What principle is applied?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

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3. Despite her young age, Jastine enjoys talking to the elders because she

wants to learn new vocabulary daily. What principle did her teacher teach her?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

78 79
4. Geuel always hesitates to raise his hand though she knows the right answer.

What principle did his teacher fail to apply?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

5. Rhea teaches her students to work in pairs for more ideas to be shared and

for companionship. What principle is applied?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

6. What republic act covers the implementation of MTB-MLE?

a. RA 10523

b. RA 10533

c. RA 10355

d. RA 10255

7. Kumpletueen so lima. Ay Isa, Ay duwa sikato tay agko.

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a. Anta

b. Apat

c. Ingen

d. Nanunot
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8. What does the abbreviation "MTB-MLE" stands for?

a. Mother Tongue-Based Multilingual Education

b. Mother Tonge-Based Multilingual Education

c. Mother Tongue-Based Mono-lingual Education

d. Mother TIngue-Berry-March

9. Say walad nunot ya lanang nen ama tan ina et saray.

a. Anak da

b. Karo da

c. Saliwen da

d. Berberen da

10. Si Doktor Mario et maasikasi. Anto so pinatijey ya salitan Doktor?

a. Mr.

b. Dr.

c. C. Kapt.

11. Si Pepe et walay lobo to. Anto so salitan panangingaran ed agagimi?

a. Pepe

b. Lobo

c. Walay

d. To

12. .Niya la so asok tumbok la tumbok. Antoy salitan panangingaran ed ayep?

a. Aso

b. Niya

c. Tumbok

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d. La

13. Dinan so salitan walay diptongo ya EY?

a. Baboy

b. .Pusa

c. Eyag

d. Sakey

14. Dinan so salitan walay diptongo ya AY?

a. Taytay

b. Kapoy

c. Tagey

d. Away
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15. Dinan so dugan spelling.

a. Maleket

b. Maliket

c. Malikit

d. Malekit

16. Dinan, so Dugan spelling.

a. Manames

b. Manamis

c. Minames

d. Monams

17. . throughout Ms. Vilma's discussion, many local examples are mentioned

and utilized. What principle is applied?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

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18. Ms. Althea believed that letting the students feel a sense of belonging in

class is essential. What principle is applied?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

19. Jastine enjoys talking to the elders despite her young age because she

wants to learn new vocabulary daily. What principle did her teacher teach her?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8
83 84
20. Geuel always hesitates to raise his hands though she knows the right

answer. What principle did his teacher fail to apply?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

21. Rhea teaches her students to work in pairs for more shared ideas and

companionship. What principle is applied?

a. Principle 5

b. Principle 6

c. Principle 7

d. Principle 8

22. Regie found out that her students often get a failing remark in their Mother

tongue and English subjects. What principle must be applied?

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a. Principle 1

b. Principle 2

c. Principle 3

d. Principle 4
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23. Rence easily recalled and connected the previous vocabulary her teacher

taught. What principle was applied by her teacher?

a. Principle 1

b. Principle 2

c. Principle 3

d. Principle 4

24. Ara always stands out during recitation because of her critical and

divergent thinking. What principle was applied by her teacher?

a. Principle 1

b. Principle 2

c. Principle 3

d. Principle 4

25. Farrah is afraid to explore on her own, so she does not experience the way

Regine enjoys their alone time in their free time as she explores almost

everything she sees. What principle was not applied?

a. Principle 1

b. Principle 2

c. Principle 3

d. Principle 4

CREATING ACTIVE LEARNING STRATEGIES

Education is the process of transforming a person into a better individual. It

develops one's personality, provides a physical and mental standard, and

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transforms people's living status. Education allows everyone to change into a

better life and future. Despite these limitations and challenges that the

teachers and pupils encountered in this multigrade school, they strived hard

and tried their best to be meaningful and productive. There are several

successful techniques and strategies that these multigrade teachers use to

enhance the learners' abilities and skills.

Some methods or strategies for teaching multigrade learners are the following:

1. Put learners at the center of attention.

2. Providing equal activities for the multigrade learners.

3. Encourage the learners.

4. Choosing activities that suit the maturity of the group.

5. Use flexible methods.

6. Building a classroom environment with different activities.

7. Planning for the activities.

8. Monitoring the learners' activity.

9. Linking all learning with competency-based assessment

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Here are some creative learning strategies that may help the teachers to

achieve a successful goal in teaching multigrade learners;

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• Placing children at the center of your attention and helping them progress

through their milestones and stages of learning at their own pace and speed. As

much as parents might want to hurry their little ones to the next stage of

development, most children follow the same general growth and development
88
pattern that can't be changed much. Child development experts say it's

impossible to get a child to progress to a new stage of development before he

90
or she is ready. And progress can differ by weeks or even months among

children of the same age. As long as the child progresses and develops new

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skills as time goes on, then he or she is fine, even if he or she skips a step. For
91
example, some children skip crawling and simply begin to walk.

• Providing learning opportunities through multi-age and multigrade activities

in the same room to ensure that each student participates in the learning
92
process. Teachers and parents often lack a full understanding of multiage

education, which results in difficulties in implementing multiage classrooms.

Many teachers indicate that they are not adequately trained to teach multi-age

groups of children, and parents tend to worry about the environment and the

quality of instruction. By offering professional development workshops on

multiage education and differentiated instruction for teachers and providing

detailed information to parents, schools will be more likely to implement the

program successfully.

• Encouraging each student in a group to explore, ask questions, show

inquisitiveness to learn something new, and learn by doing and through play. All

teachers want students to be curious, wonder, and develop their questions

about the world. Fortunately, kids are naturally curious. The tricky part,

however, is that teachers can either promote a child's innate curiosity or

squelch it by how they respond to their questions. In other words, encouraging

students to develop and ask their own questions is directly linked to how

teachers respond to their students' questions. Asking questions is a risk,

especially in a large group setting like a classroom. When students ask

questions, they risk adverse responses from their peers and, most importantly,
94
their teachers. Teachers play a vital role because their reaction will create the

tone for the rest of the class.

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• Building a culture of collective learning in the class by choosing activities that

suit the composition and maturity of each group. Many instructors from

disciplines across the university use group work to enhance their students'

learning. Whether the goal is to increase student understanding of content, to

95
build particular transferable skills or some combination of the two, instructors

often turn to small group work to capitalize on the benefits of peer-to-peer

instruction. This type of group work is formally termed cooperative learning. It

is defined as the instructional use of small groups to promote students working

together to maximize their and each other's learning. Cooperative learning is

characterized by positive interdependence, where students perceive that

individual performance produces better performance by the entire group. It can

be formal or informal but often involves specific instructor intervention to

maximize student interaction and learning.

• Using flexible methods such as cooperative learning, peer tutoring, self-

reading, and study. Peer tutoring has been shown to improve student

performance for the tutor and the learner in several important areas, such as

self-esteem, academics, and motivation. In the multigrade classroom, tutoring

has a history of extending the teachers' instructional influence. However,

tutoring often appears to be a rather spontaneous, informal activity.

Information presented by multigrade conference participants indicates both

purpose and structure. Because so many demands are placed on multigrade

teachers, it is critically important to remember to keep it simple and collect

97
only what you need to make decisions regarding program change. Collaborative

learning affords students enormous advantages not available from more

traditional instruction because a group, whether the whole class or a learning

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group within the class, can accomplish meaningful learning and solve problems

better than any individual can alone.

• Building a classroom environment filled with group activities, information

99
sharing, and opportunities for individual learning. You can build relationships

with students and establish a good learning environment by helping them

develop self-esteem (Rodriguez, 2005). This can be done by providing students

with opportunities to show their competence to others and perform skills,

roles, and jobs valued by others (Margolis & McCabe, 2006). You can also foster
101
their self-esteem by listening to them and showing them that you value their

ideas, opinions, interests, and skills by involving them in decision-making and

giving them choices.

• Working out a detailed weekly, monthly, and yearly plan for scheduling

activities, subjects, and teaching methods. In preparing to teach a lesson to an

entire multigrade class, careful planning and preparation are necessary. The

teacher would follow three general steps:

1. Choose a concept, theme, or skill important to all students.

2. Decide on an activity to introduce the concept to the class.

3. Develop appropriate activities for each instructional level and pay special

attention to:
103
Subject integration (writing, reading, science, math, etc.)

● Needed resources

● References students can use

● How each level will be introduced to their activities

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104
● How students will be evaluated If a teacher has a narrower range of levels to

teach, then several grades could complete the same activity.

● Another approach when working with a narrow range of student levels is to

require the same general activity but add requirements for higher-performing

students.

• Keeping a checklist to follow how students spend their time during school

hours and the activities that waste the most time. Effective time management

allows students to complete more in less time because their attention is

105
focused, and they're not wasting time on distractions (such as social media).

Efficient time use reduces stress as students tick off items from their to-do

lists. It can also provide a sense of achievement from fulfilling goals. For

example, they might plan to complete an assignment by Friday to see friends on

the weekend. Furthermore, by using time efficiently, students can complete

their work on time, stay engaged with their learning, and have more time free

for pursuing activities that are important to them, such as sports, hobbies,
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youth group and spending time with friends and family.

• Linking all learning with competency-based assessment. Competency-based

assessment in education typically begins with a self-assessment, where

students reflect on their abilities and goals and create a profile for their

strengths and areas to develop. It may surprise many that students can do this

as young as kindergarten. Competency-based assessment provides myriad

benefits, starting with the involvement and engagement of the learner.

Students are motivated by authentic tasks and become involved in reflecting

on their own learning and leading their goal setting when competency-based

assessment is meaningfully embedded into classroom practice. When students

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see purpose in the assessment at hand, like a performance task requiring them

to utilize math skills to navigate a multi-step real-world problem, student

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engagement increases and, in turn, provides a truer picture of what students

can do because they desire to demonstrate their abilities. Further, competency-

based assessment allows teachers to naturally involve students in the cycle of

continuous improvement, bringing students back to analyze and discuss their

work, track progress over time, and set new goals for themselves as learners

and thinkers that they can measure with future CBAs.

ASSESSMENT

Instruction: Choose the letter of the correct answer.

1. Which of the following does NOT belong?

a. Keep an eye on the tasks

b. Put learners at the center of attention

c. Providing equal activities for the multigrade learners

d. Encourage the learners

2. This is where students reflect on their abilities and goals and create a profile

for their strengths and areas to develop.

a. Encourage the learners

b. Building classroom environment with different activities

c. Planning for the activities

d. Linking all learning with competency-based assessment

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3. Effective time management allows students to complete more in less time,
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because their attention is focused and they’re not wasting time on distractions.

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a. Use flexible methods

b. Building classroom environment with different activities

c. Planning for the activities

d. Monitoring the learners’ activity

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4. You can build relationships with students and establish a good learning

environment by helping them develop their self-esteem.

a. use flexible methods

b. building classroom environment with different activities

c. planning for the activities

d. monitoring the learners’ activity

5. It has been shown to improve student performance for the tutor and the
113
learner in several important areas such as self-esteem, academics, and

motivation.

a. Collaborative learning

b. Self-reading

c. Peer tutoring

d. Self-esteem

114 115 114

6. Placing children at the center of your attention and helping them progress

through their milestones and stages of learning at their own pace and speed.

a. Put learners at the center of attention

b. Providing equal activities for the multigrade learners

c. Encourage the learners

d. Choosing activities that suit the maturity of the group

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7. Providing learning opportunities through multi-age and multigrade activities

in the same room ensures that each student participates in the learning

process.

a. Put learners at the center of attention

b. Providing equal activities for the multigrade learners

c. Encourage the learners

d. Choosing activities that suit the maturity of the group

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8. Affords students enormous advantages not available from more traditional

instruction because a group, whether the whole class or a learning group within

the class, can accomplish meaningful learning and solve problems better than

any individual can alone.

a. Collaborative learning

b. Self-reading

c. Peer tutoring

d. Self-esteem

9. When students see purpose in the assessment at hand, like a performance

task requiring students to utilize math skills to navigate a multi-step real world
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problem, student engagement increases and provides a truer picture of what

students can do because of their desire to demonstrate their abilities.

a. Encourage the learners

b. Building classroom environment with different activities

c. Planning for the activities

d. Linking all learning with competency-based assessment

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10. Working out a detailed weekly, monthly, and yearly plan for scheduling

activities, subjects, and teaching methods. In preparing to teach a lesson to an

entire multigrade class, careful planning and preparation are necessary.

a. Use flexible methods

b. Building classroom environment with different activities

c. Planning for the activities

d. Monitoring the learners’ activity

11. Peer tutoring has been shown to improve student performance for the tutor
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and the learner in several important areas such as self-esteem, academics, and

motivation.

a. True

b. False

c. Both a and b

d. A only

12. Efficient use of time reduces stress, as students tick off items from their to-

do list. It can also provide a sense of achievement from fulfilling goals.

a. True

b. False

c. Both a and b

d. A only

13. Competency-based assessment in education typically begins with a self-

assessment, where students reflect on their abilities and goals and create a

profile for their strengths and areas to develop.

a. True

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b. False

c. Both a and b

d. A only

126 125
14. Teachers and learners often lack a full understanding of multiage education,

resulting in difficulties implementing multiage classrooms.

a. True

b. False

c. Both a and b

d. A only

1
15. When students ask questions, they risk adverse responses from their peers,
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and most importantly, their teachers. Peers play a vital role because their

reaction will create the tone for the rest of the class.

a. True

b. False

c. Both a and b

d. A only

16. Education is transforming a person into a better individual.

a. True

b. False

c. Both a and b

d. A only

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17. Education allows everyone to change into a better life and future. Despite

these limitations and challenges that the teachers and pupils encountered in

this multigrade school, they strived hard and tried their best to be meaningful

and productive.

a. True

b. False

c. Both a and b

d. A only

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18. You can build relationships with students and establish a good learning

environment by helping them develop their self-esteem.

a. True

b. False

c. Both a and b

d. A only

19. Cooperative learning is characterized by positive interdependence, where

students perceive that individual performance produces better performance by

the entire group.

a. True

b. False

c. Both a and b

d. A only

20. The following are the three general steps the teacher would follow in
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planning lesson plan except one.

a. Choose a concept, theme, or skill important to all students.

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b. Decide on an activity to introduce the concept to the whole class.

c. Develop appropriate activities for each instructional level

d. Building classroom environment with different activities

21. The following are some examples of flexible learning except one.

a. Peer tutoring

b. Collaborative learning

c. Self-reading

d. Time management

22. Providing learning opportunities through multi-age and multigrade

activities in the same room ensures that each student participates in the

learning process.

a. True

b. False

c. Both a and b

d. A only

23. This is where students reflect on their abilities and goals and create a

profile for their strengths and areas to develop. It may surprise many that

students can do this as young as kindergarten.

a. Peer tutoring

b. Collaborative learning

c. Competency-based assessment

d. Time management

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140
24. By offering professional development workshops on multiage education and

differentiated instruction for teachers, as well as providing detailed information

to parents, schools will be more likely to implement the program successfully.

a. Encourage the learners

b. Building classroom environment with different activities

c. Planning for the activities

d. Linking all learning with competency-based assessment

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25. Efficient use of time reduces stress, as students tick off items from their
141
to-do list. It can also provide a sense of achievement from fulfilling goals.

a. Peer tutoring

b. Collaborative learning

c. Competency-based assessment

d. Time management

ASSESSING LEARNING AND TEACHING PERFORMANCE IN MULTI-GRADE

CLASSES

OBJECTIVES

● Reflect on the importance of Learner’s Assessment over Evaluation in

multigrade classes.

● Analyze the processes of self-reflection in teaching and student learning.

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One of the responsibilities of a multigrade teacher is to monitor the progress of

students' learning to ensure the quality of education. As a result, assessment

should be regarded as a continuous and integral component of the teaching

process. Because each child is unique and has an individual model and timing

for growth, a multigrade classroom where continuous progress is encouraged

and assessed works well. As they work toward the learning outcomes, children

in such a classroom can build progressively on their developing skills and

knowledge base. Evaluating the learning outcomes of the diverse students in

143 144
your multigrade classroom is not always easy. But assessment is essential to
146 147
determine how well your students are performing and whether your teaching is

going in the right direction.

Effective teachers are first to admit that no matter how good a lesson is, our
148
teaching strategies can always be improved—often, it’s why we seek out our

colleagues’ opinions. However, we risk our audience making snap judgments

about our instruction without the context to support it. Self-reflection is

150 151 152
important because it’s a process that makes you collect, record, and analyze

everything that happened in the lesson so you can improve your teaching

strategies where necessary. The top priority as a teacher is to give students the
155 156
absolute best education to ensure their success. You may study all you can in
157
school and learn all there is to learn about teaching, but you never really know
158 159
what is best for your students until you are standing in front of them, delivering
160 161 162 163 164
a lesson. So when it’s just you and your students, how do you know if you are
165 166
giving them your best? Self-reflection can be an invaluable tool to help you
168
answer this question. Reflecting on your practice can help you improve as an

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169
educator, become more self-aware of your teaching, and better understand
170
your students and their needs.

171
FOCUSING MORE ONLEARNER’S ASSESSMENT RATHER THAN ON EVALUATION

A classroom is composed of diverse learners, and as a multigrade teacher, it is

necessary to decide on what information to collect on each learner’s progress

and how to collect it. Having a classroom assessment is a systematic approach

to formative evaluation. The assessment can be done daily or periodically,

depending on the class size and the teacher's capacity to work with each

student. Assessment is not a one-time event but is cyclic and continuous. It

172 174
must also be adapted to the type of activity your students are being assessed –
175 179
group or paired work, individual work, etc. Assessment is essential to find out
176 177 178,179
how well your students are performing and whether you is going in the right

direction.

According to Huba and Freed (2000), assessment is the process of gathering

and discussing information from multiple and diverse sources to develop a

deep understanding of what students know, understand, and can do with their

knowledge as a result of their educational experiences; the process culminates

180
when assessment results are used to improve subsequent learning.
181
On the other hand, evaluation is the process of using the measurements

gathered in the assessments. Teachers use this information to judge the

relationship between what was intended by the instruction and what was
182
learned. They evaluate the information gathered to determine what students

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know and understand, how far they have progressed and how fast, and how

their scores and progress compare to those of other students.

Here are some differences between “Assessment” and “Evaluation.”

Basis for Comparison

Assessment

Evaluation

Nature

Diagnostic

Judgemental

What does it do?

183
Provides feedback on performance and areas of improvement.
184
Determines the extent to which objectives are achieved.

Purpose

Formative

Summative

Orientation

Process-oriented

Product Oriented

Feedback
185
Based on observation and positive & negative points.
186 186
Based on the level of quality as per set standard.

Measurement Standards

Absolute

Comparative

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It is always helpful to reflect on the purpose of assessment and to plan for it at

four different times during the teaching and learning process:

187 188
⮚ before a new topic is introduced (assessment for learning), to determine what

experiences or understanding students already have about that topic; this

189
information will help you decide what new information they need to be taught.
190
Here are some different types of strategies that can be used:

a. KWL (Know, Want to know, Learned)

b. Word Splash

c. Mind Map

d. Picture Interpretation
191 191,194
⮚ during a lesson (assessment as learning) to find out if your students are
192
learning the concepts being taught; if you note problems for the class as a
193
whole or for individual students, you may be able to solve them during the

lesson.
195
Here are some different types of strategies that can be used:

a. Questioning

b. Pop-Quizzes

c. Peer/Self-Assessment

d. Practice Presentation

e. Visual Presentation

⮚ at the end of a topic (assessment of learning), to assess mastery prior to

196
progression to the next topic, decide if further remediation is required for some
197
students, and provide feedback to you about your own teaching methods
198
Here are some different types of strategies that can be used:

a. Assignments

b. Journals

c. Graphic Organizer

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d. Hands-on activities

⮚ at the end of a term or the school year (assessment of learning) to assess if

students have retained their understanding of the lessons delivered.

199
Here are some different types of strategies that can be used:

a. Graded Tests

b. Research Reports

c. Portfolio Projects

d. Final Exams

200 201 202

It is, therefore, important that you adopt a cyclic process of assessment, as

illustrated in the figure below. The process may start with identifying the grade
203
and age-specific competencies expected to be mastered by your learners. Age-
204
specific competencies are skills that you use to give care that meets each
205
learner’s unique needs. Every learner has their own feelings, dislikes, thoughts,

and beliefs. They also have their limitations, abilities, and life experiences,
206 207
especially in multigrades since you are going to handle diverse learners. These
208
competencies are found in the K-12 Curriculum.

Cyclic Process of Assessment

209
STEP 1- Assessing students’ prior knowledge allows an instructor to focus and

adapt their teaching plan. For students, it helps them to construct connections

between old and new knowledge.

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Determining what students already know allows you to:

● target knowledge gaps and misconceptions

211
● become aware of the diversity of backgrounds in your classroom

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● create a bridge between students’ previous knowledge and new material

212
STEP 2- This process involves teacher reflection and assessment of the

effectiveness of different

teaching strategies used in the classroom. It is only then that teachers can

learn and advance themselves.

213
STEP 3- Upon receiving constructive comments from the class, the teacher can

revisit their lesson plan and incorporate the necessary changes based on the

comments received. In the replanning stage, the teacher may either edit or add

to the existing lesson plan or replace it entirely with a fresh plan.

214 215
STEP 4- In implementing the lesson, make sure that the learners should
215 216
acquire the skills, competencies, and objectives that they need to acquire. You

can choose a specific teaching strategy that could help both teacher and
217
learners attain the goal of the lesson.

218 219 219

STEP 5- Every learners are different. They have their strength and weaknesses.
220 221 223 222
That’s why after implementing the lesson, you should quickly assess where the
224 225
students are struggling. This step is very important as it will help you determine

whether the learners learned something or acquired the skills needed.

226
STEP 6- Learners need time and opportunity to practice, use, and apply what

they have learned. Mistakes and approximations are a part of learning. Create
227 228
student learning opportunities from how you believe that students learn best.

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229
In a multigrade teaching situation, you will have to use several methods for

assessing learner performance and learning outcomes:

Individual assessment – select activities that help measure the learning of

230
each student. This may include collecting basic information through

administering a test, checking individual assignments and projects, using

checklists, observing each student’s activities and reading his/her written

work, and keeping anecdotal records of each student’s development. Keeping a

231 232
portfolio for each student is an especially rich resource that will help you
233 234
assess the progress of your students over time and maintain a more permanent

record of their work.

Group assessment – observe how well each group works as a team – who are
235
the leaders, who need encouragement to participate, who prevents others from
236 237
taking part – and the quality of the group’s results. What did each individual

student contribute to the results, and how?

238
Self-assessment – ask your students about their favorite and most difficult

subjects. What additional help do they think they need to do better?

239
Peer assessment – ask the peer tutors you have selected about the progress

each of the students they are working with is making. Should different peers be

assigned to work with students who are having problems

240
As a multigrade teacher with diverse students, it is significant to assess the
241
learner’s development. In order to achieve the goal of developing positive
243
attitudes among students about teachers and about learning through giving

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242,243 243
more focus on learner assessment than evaluation. In addition to

measuring specific learning outcomes such as reading and arithmetic

244
knowledge, you may wish to observe and assess the following skills and

attitudes:
246 245
o Reporting, narrating, drawing pictures, picture reading, filling in maps, etc.

o Listening, talking, expressing opinions

247 248
o Expressing oneself through body movements, creative writing, etc.

o Reasoning, making logical connections

249
o Questioning by expressing curiosity, asking questions
250
o Analyzing and drawing inferences
251
o Learning by doing
252
o Expressing concern and sensitivity towards students who are disadvantaged

or have various kinds of disabilities

253
o Showing cooperation by taking responsibilities seriously and sharing and

working together.

IV. ASSESSMENT

Multiple Choice: Choose the correct answer.

254
1. It is the process of defining, selecting, designing, collecting, analyzing,

interpreting, and using information to increase students' learning and

development.

a. Assessment

b. Evaluation

c. Discussion

d. Performance Task

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1. Teacher Bems assessed the students' proficiency before moving on to the

next topic to determine if some students needed further improvement. What

time did Teacher Bems practice according to the four different times during the

teaching and learning process?

255
a. before a new topic is introduced

b. during a lesson

c. at the end of a topic

d. at the end of a term or the school year

1. The whole class was asked to create a portfolio project at the end of the

school year. What is the reason why the teacher asked his/her students to

create a portfolio after the end of the school year?

256 257
a. to find out if your students are learning the concepts being taught during the

lesson

b. to assess mastery prior to progression to the next topic, decide if further

258
remediation is required for some students

c. to assess if students have retained their understanding of the lessons

delivered

d. the teacher enjoys giving a task to the students

1. In teaching multigrade, Ms. Garcia assessed her students by giving a group

259 260
activity where they were tasked to work with each other in order to finish the
262 262 26
activity. Which among the following skills and attitudes is being referred to the

given situation?

1. Learning by doing
264 263
a. Reporting, narrating, drawing pictures, picture reading, filling in maps, etc.

b. Reasoning, making logical connections

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265
, c. Expressing oneself through body movements, creative writing, etc.

d. Showing cooperation by taking responsibilities seriously and sharing and

working together.

266
1. During the discussion of the lesson, Teacher Patricia wants to assess her

students to find out if they are learning. Which of the following is appropriate to

do?
267
a. Expressing oneself through body movements, creative writing, etc.
268 268
b. Questioning by expressing curiosity, asking questions.

c. Expressing concern and sensitivity towards students who are disadvantaged

or have various kinds of disabilities.

d. Showing cooperation by taking responsibilities seriously and sharing and

working together.

270
1. In assessing the students, Teacher Ben wants as well to show his care and
269 270 27
thinks of the situation of his students. Which of the following is being observed

a. Expressing concern and sensitivity towards students who are disadvantaged

or have various kinds of disabilities

272
b. Expressing oneself through body movements, creative writing, etc.

c. Listening, talking, expressing opinions

, d. Reasoning, making logical connections

1. This process involves teacher reflection and assessment of the effectiveness

of different teaching strategies used in the classroom. It is only then that

teachers can learn and advance themselves.

273
A. Assess Prior Knowledge of students.

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B. Identify Areas Where Students need help

C. Implement the lesson

D. Replan the lesson

1. This method of assessment allows individuals to work together.

a. Group Assessment

b. Individual Assessment

c. Self-Assessment

d. Group Evaluation

274
9. What step in the cyclic process of assessment is where the teacher is going
274
to deliver the lesson?

a. Implement the lesson

b. Deliver the lesson

c. Execute the lesson

d. Replay the lesson

275 276 277

10. This method of assessment allows you to see if you are still in progress.

a. Self-assessment

b. Group-assessment

c. Special assessment

d. Peer Assessment

PRACTICING SELF-REFLECTION ON TEACHING AND STUDENT’S LEARNING

278 280 280 279

Self-reflection is the greatest practice to improve your teaching. Self-reflection
2
can be both painful and rewarding at the same time. When self-reflecting, don’t

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282 283
just focus on the areas you need to improve. Pay attention to the things you do
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well. It is easy to get down on yourself when you are reflecting on your teaching.
288 289 292 290,291 292
But you need to realize and accept there’s no perfect teacher and no perfect

lesson. The greatest athletes, authors, and professionals are constantly

293 293 294
reflecting on their practice and working to improve and hone their skills. And
295
practicing self-reflection can allow you to recognize and make changes in order
296 297
to grow as a person and in your profession.

298 299
Self-reflection is taking an honest look at your actions and decisions and
300 301
recognizing how they may have affected you, your work, and the people around
302 303
you. Self-reflection is thinking about how you handled past events and whether
304 305 306
you could have improved or changed the way you acted or engaged. Learning

from past mistakes or recognizing areas of improvement can allow us to make

307
better decisions in the moment. If we are open and honest with ourselves,
308
practicing self-reflection can push us to grow both personally and

professionally.

PROCESSES OF SELF-REFLECTION IN TEACHING AND STUDENTS’ LEARNING

309
The process of reflection is a cycle which needs to be repeated.

• Teach
310
• Self-assess the effect your teaching has had on learning

• Consider new ways of teaching which can improve the quality of learning

• Try these ideas in practice

• Repeat the process

Kolb's Learning Cycle

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311
David Kolb, educational researcher, developed a four-stage reflective model.

Kolb’s Learning Cycle (1984) highlights reflective practice as a tool to gain

conclusions and ideas from an experience. The aim is to take the learning into

new experiences, completing the cycle. Kolb's cycle follows four stages.

312
1. Concrete Experience. This means experiencing something new for the first
313 313 31
time in the classroom. The experience should be an active one, used to test out

new ideas and teaching methods.

2. Reflective Observation. Observation of the concrete experience, then

reflecting on the experience. Where practitioners should consider the strengths

314
of the experience and areas of development. Practitioners need to form an
315
understanding of what helped students’ learning and what hindered it.

3. Abstract Conceptualization. The formation of abstract concepts. The

practitioner needs to make sense of what has happened. They should do this by
316 317
making links between what they have done, what they already know, and what

they need to learn. The practitioner should draw on ideas from research and

textbooks to help support development and understanding. They could also

draw on support from other colleagues and their previous knowledge.

Practitioners should modify their ideas or devise new approaches based on

318
what they have learned from their observations and wider research.

319
4. Active Experimentation. The practitioner considers how they are going to put

what they have learned into practice. The practitioner’s abstract concepts are
320
made concrete as they use these to test ideas in future situations, resulting in

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new experiences. The ideas from the observations and conceptualizations are
321
made into active experimentation as they are implemented into future
322
teaching. The cycle is then repeated with this new method.

323
Kolb’s model aims to draw on the importance of using both our own everyday

experiences and educational research to help us improve. It is not simply

324 325
enough for you to reflect. This reflection must drive a change which is rooted in

educational research.

TOOLS THAT CAN HELP IN SELF-REFLECTION IN TEACHING AND STUDENT

LEARNING

Connecting self-reflection to effective teaching is a process. The first step is to

326 327 328
figure out what you want to reflect upon—are you looking at a particular
329
feature of your teaching, or is this reflection in response to a specific problem
330 331
in your classroom? Whatever the case may be, you should start by collecting
332
information. Here are a few ways that you can do this:

● Self-Reflective Journal

333 334
A journal is an easy way to reflect upon what just happened during your
338 335
instruction. After each lesson, simply jot down a few notes describing your
336
reactions and feelings, and then follow up with any observations you have
337 339 340
about your students. If it helps, you can break up your journal into concrete

sections, such as lesson objectives, materials, classroom management,

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341 342 343 344

students, teacher, etc. In this way, you can be consistent with how you measure
345
your assessments time after time.

● Video Recording

346
A video recording of your teaching is valuable because it provides an unaltered
347 348 349
and unbiased vantage point for how effective your lesson may be from both a

teacher and student perspective. Additionally, a video may act as an additional

352 350 351 352
set of eyes to catch errant behavior that you hadn’t spotted at the time. Many
353
colleges actually use this method to teach up-and-coming teachers the value

of self-reflection.

● Student Observation

354
Students are very observant and love to give feedback. You can hand out a
355
simple survey or questionnaire after your lesson to get students’ perspectives
356
about how the lesson went. Think critically about what questions you’d like to
357 358
ask, and encourage your children to express their thoughts thoroughly. It’ll not
360 359 360
only be a learning experience for you but also an indirect exercise in writing for

them.

● Peer Observation

361 362
Invite a colleague to come into your classroom and observe your teaching. Now
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this is much different and more relaxed than when you have your principal
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come in and watch you. As a result, you’ll be able to teach more naturally and
369 370
give your colleague an honest perspective of your instruction methods. To help

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371
them frame your lesson critique more clearly, create a questionnaire (you can
372
use some of the questions below) for your colleague to fill out as they observe.
373
Afterward, make some time to sit down with them so they can more accurately

convey what they saw.

374
● Questions to Ask Yourself

375
Whether you’re using a self-reflective journal or trying to get feedback from
376 379 377 378,379
your students and peers, perhaps the hardest part is actually coming up with
380
the right questions to ask. Here are a few suggestions to get you started:

Lesson Objectives

● Was the lesson too easy or too difficult for the students?
381
● Did the students understand what was being taught?

● What problems arose?

Materials

● Did the materials keep the students engaged in the lesson?

● What materials did we use that worked in the lesson?

382
● What materials did we use that didn’t work in the lesson?
383,384
● Are there any resources or techniques that you’d like to see used instead?

Students

● Were students on task?

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● With what parts of the lesson did the students seem most engaged?

● With what parts of the lesson did students seem least engaged?

Classroom Management

385
● Where are my instructions clear?

● Was the lesson taught at a reasonable pace?

● Did all students participate in the lesson?

Teacher

386
● How effective was the overall lesson?
387
● How can I do it better next time?
388 389
● Did I meet all of my objectives?
390
● How did I deal with any problems that came up during instruction?
391
● Was I perceptive and sensitive to each student’s needs?
392
● How was my overall attitude and delivery throughout class?

393
1. HOW CAN SELF-REFLECTION IMPROVE YOUR CAREER AS A FUTURE

TEACHER?

394 395 396

Teachers have an important job, and if we don’t get it right, it’s our students
397 398
who suffer. With different grade levels, different students with different

personalities, and different expectations across schools, there is always room

399
to change and refine your skills as an educator.

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● Recognize Areas of Improvement

400 401,402 403

Taking the time to reflect on your teaching, your lesson material, and how you
404 405
engaged with your students can help you recognize areas of improvement.
406,407 408
Maybe you realize your students were off-task for most of the lesson because
409,410 411
they did not understand the material. Maybe you realize you need to add or
412 413 414
change some classroom expectations. Maybe you realize your material wasn’t

challenging enough.

● Recognize Some Areas of Strength

415 416,417 418 419

You might also recognize some areas of strength. Maybe you felt your
416,420 421
lesson went really well, and your students made some breakthroughs in their
422 423 424
understanding. You might consider sharing your ideas or strategies with a co-

worker. Finding things we are good at can boost our self-esteem and increase
425
the love we have for our profession.

● Increases Self-Awareness and Our Ability to Recognize How Our Words and

Actions Affect Those Around Us

Self-reflection also increases self-awareness and our ability to recognize how

our words and actions affect those around us. As teachers, it is crucial to use

sensitive language, teach with inclusive material, and connect with our
426
students. Being more self-aware of what we say and how we say it can help us

make our students feel comfortable and loved.

● When Our Lesson Materials Need to Be Updated

Reflective practice can help us realize when our lesson materials need to be

updated. We want to make sure our teaching aligns with current curriculum and

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428
standards. Outdated material might not be relevant or may be confusing for
427
your students.
429
It’s easy to get so involved in how we teach our lesson, what materials we need
4
if we are meeting all our objectives, and if we timed everything correctly, and we
431
can sometimes forget to pay attention to our students themselves.
432 433
● You Can Better Understand Your Student’s Strengths and Their Needs Going

Forward
434 435 436
Taking the time to reflect on your practice can help you decide whether your
438 437
students responded the way they should have and mastered understanding
438 439 440
of the material. You can better understand your student’s strengths and their

needs going forward. It helps us put our students first and recognize that
441
teaching is not just a job to complete each day. We must do it well and
442
acknowledge that we can always improve.

D. 5 BENEFITS OF BEING A REFLECTIVE TEACHER

443
“If you are anything like me, you’ve spent years putting reflection on the back
444 445
seat. Other things seemed more important. But, when I finally gave reflection
446
the respect it was due and made it a daily practice, things changed in my own
447 448 449
life, and in my classroom for my students.” - A.J Juliani, Author and Education
450
and Innovation Specialist

1. Professional growth

Firstly, and most importantly, reflective practice is the key to improvement. If

451
teachers don’t think about, analyze, and evaluate their professional practice,

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they cannot improve. Also, once teachers start to take ownership of their CPD

(Continuing Professional Development) in this way, their confidence grows.

1. Keeping up-to-date and innovative

452 453 454 455

Just as you wouldn’t want to be operated on by a surgeon who wasn’t familiar
456
with the latest techniques, we probably won’t want to be taught by someone
457
who doesn’t know their subject or the best ways of teaching and learning.

Reflective practice allows teachers to create and experiment with new ideas

and approaches to gain maximum success.

1. Understanding learners

Reflective practice encourages teachers to understand their learners and their

458
abilities and needs. Reflection helps teachers to put themselves in their
458
students’ shoes, which is something many skilled teachers do. Stephen

Brookfield believes that: ‘Of all the pedagogic tasks teachers face, getting

inside student’s heads is one of the trickiest. It is also the most crucial

(Brookfield, 1995).

1. Developing reflective learners

Reflective teachers are more likely to develop reflective learners. If teachers

practice reflection, they can more effectively encourage learners to reflect on,
459 460 461
analyze, evaluate, and improve their own learning. These are key skills in
461 461
developing them to become independent learners.

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1. Humility

“Implementing extreme ownership requires checking your ego and operating

462
with a high degree of humility. Admitting mistakes, taking ownership and

developing a plan to overcome challenges are integral to any successful team.”-

463
Jocko Willink

464
When we reflect, we must be honest. At least honest with ourselves about our
465 466
choices, our success, our mistakes, and our growth. Meaning that self-
467
reflection acts as a constant reminder to teachers to stay humble and continue

working hard to achieve results.

IV. ASSESSMENT

Multiple Choice (20 points

Directions: Choose the letter of the correct answer.

468 469
1. is taking an honest look at your actions and decisions and recognizing how
470 471 472
they may have affected you, your work, and the people around you.

473
a. Reflection c. Reflective learners
474
b. Self-reflection d. Reflective practice

2. _, an educational researcher, developed a four-stage reflective model.

475
a. Stephen Brookfield c. John Dewey

b. Jean Piaget d. David Kolb

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3. highlights reflective practice as a tool to gain conclusions and ideas from an

experience.
476
a. Kolb’s Learning Cycle c. Psychoanalytic Theory
477
b. Stages of Moral Development d. Psycho-Social Development

478 479
4. is taking an honest look at your actions and decisions and recognizing how
480 481 482
they may have affected you, your work, and the people around you.

483
a. Concrete Experience c. Abstract Conceptualization

b. Reflective Observation d. Active Experimentation

5______________ is the formation of abstract concepts.

484
a. Concrete Experience c. Abstract Conceptualization

b. Reflective Observation d. Active Experimentation

6_______________ happens when the ideas from the observations and

conceptualizations are made and implemented into future teaching.

485
a. Concrete Experience c. Abstract Conceptualization

b. Reflective Observation d. Active Experimentation

486
7. is the observation of the concrete experience, then reflecting on the

experience.

487
a. Concrete Experience c. Abstract Conceptualization

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b. Reflective Observation d. Active Experimentation

488
8. allows teachers to create and experiment with new ideas and approaches to

gain maximum success.

489
a. Reflection c. Reflective learners
490
b. Self-reflection d. Reflective practice

9. Reflective teachers are more likely to develop _.

491
a. Reflection c. Reflective learners
492
b. Self-reflection d. Reflective practice

493
10. A is an easy way to reflect upon what just happened during your instruction.

a. magazine c. diary
494
b. journal d. blog
497
11. A may act as an additional set of eyes to catch errant behavior that you
496 497
hadn’t spotted at the time.

a. blog c. voice recorder

b. podcast d. video

12. Connecting self-reflection to effective teaching is a _.

a. technique c. task

b. process d. job

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13. Students are very and love to give feedback.

a. excited c. observant

b. obedient d. curious

14. If we are open and honest with ourselves, practicing self-reflection can

push us to grow both _________ and ___________.

a. personally, professionally

b. morally, spiritually

c. physically, emotionally

d. mentally, financially

498 499
15. ____________ is when you invite a colleague to come into your classroom
500
and observe your teaching.

501
a. Peer observation c. Observation

b. Student observation d. Self-Observation

507 502 503,507

16. Taking the time to reflect on your teaching, your lesson material, and how
504 505 506
you engaged with your students can help you _.

a. Increase self-awareness

b. Know when lesson materials need to be updated

c. Recognize some areas of strength

d. Recognize areas of improvement

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508
17. are first to admit that no matter how good a lesson is; the teaching
509
strategies can always be improved.

510
a. Teachers c. Effective teachers
511
b. Facilitators d. Professors

18. _____________ believes that: ‘Of all the pedagogic tasks teachers face,

getting inside student’s heads is one of the trickiest. It is also the most crucial”.

512
a. Stephen Brookfield c. John Dewey

b. Jean Piaget d. David Kolb

19. Finding things we are good at can boost our ___________ and increase the

love we have for our profession.

a. dignity c. pride

b. self-esteem d. morale

20. __________ is when we reflect, we must be honest. At least be honest with

513
ourselves about our choices, our success, our mistakes, and our growth.

514
a. Integrity c. Humility
515
b. Kindness d. Obedience

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1. YOUR Inappropriate colloquialisms Delivery

2. your Inappropriate colloquialisms Delivery

3. multigrade; MULTI-GRADE Text inconsistencies Correctness

4. face → faces Faulty subject-verb agreement Correctness

5. From this, it can be concluded that Incorrect phrasing Correctness

Mother Tongue Based Multilingual
Education is not an exemption.

6. how's → how is Inappropriate colloquialisms Delivery

7. why's → why is Inappropriate colloquialisms Delivery

8. YOUR Inappropriate colloquialisms Delivery

9. Arguments and criticisms arose after Incorrect phrasing Correctness

the Mother Tongue-Based- Multilingual
Education was announced.

10. feedbacks → feedback Incorrect noun number Correctness

11. This topic aims to educate pre-service Incorrect phrasing Correctness

teachers about the contributing
factors why it was planned in the first
place by citing the background, legal
bases, framework, and situations
where the guiding principles are
applied.

12. how's → how is Inappropriate colloquialisms Delivery

13. why's → why is Inappropriate colloquialisms Delivery

14. Based Incorrect verb forms Correctness

15. stronger → more vital, more potent Word choice Engagement

16. basic → essential Word choice Engagement

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17. To make Filipino children lifelong Misplaced words or phrases Correctness

learners in their Li (MT), L2 (Filipino, the
national language), and L3 (English, the
global language)

18. multicultural citizens Confused words Correctness

19. Incorrect citation format Correctness

20. L2, Punctuation in Correctness

compound/complex sentences

21. and L3 Conjunction use Correctness

22. more easily → more quickly Word choice Engagement

23. fully → thoroughly Word choice Engagement

24. Genesse → Genesee Misspelled words Correctness

25. , provide Punctuation in Correctness

compound/complex sentences

26. Incorrect citation format Correctness

27. 2 → two Improper formatting Correctness

28. a normal Determiner use (a/an/the/this, Correctness

etc.)

29. . Second-language Improper formatting Correctness

30. … Misuse of semicolons, quotation Correctness

marks, etc.

31. and Conjunction use Correctness

32. ; Cummins Punctuation in Correctness

compound/complex sentences

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33. classroom, Punctuation in Correctness

compound/complex sentences

34. L1; → L1, Punctuation in Correctness

compound/complex sentences

35. I Inappropriate colloquialisms Delivery

36. Based on the content discussion Ungrammatical sentence Correctness

above, the following learning points are
enumerated and expounded by
answering the why's addressed to
students; and how's to teachers.

37. how's → how is Inappropriate colloquialisms Delivery

38. why's → why is Inappropriate colloquialisms Delivery

39. how's → how is Inappropriate colloquialisms Delivery

40. in → on Wrong or missing prepositions Correctness

41. why's → why is Inappropriate colloquialisms Delivery

42. subject. Closing punctuation Correctness

43. how's → how is Inappropriate colloquialisms Delivery

44. why's → why is Inappropriate colloquialisms Delivery

45. your Inappropriate colloquialisms Delivery

46. how's → how is Inappropriate colloquialisms Delivery

47. why's → why is Inappropriate colloquialisms Delivery

48. you Inappropriate colloquialisms Delivery

49. how's → how is Inappropriate colloquialisms Delivery

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50. recite, Punctuation in Correctness

compound/complex sentences

51. it Pronoun use Correctness

52. little → bit of Word choice Engagement

53. you Inappropriate colloquialisms Delivery

54. why's → why is Inappropriate colloquialisms Delivery

55. Your Inappropriate colloquialisms Delivery

56. how's → how is Inappropriate colloquialisms Delivery

57. etc Inappropriate colloquialisms Delivery

58. why's → why is Inappropriate colloquialisms Delivery

59. Your Inappropriate colloquialisms Delivery

60. easily → quickly Word choice Engagement

61. how's → how is Inappropriate colloquialisms Delivery

62. why's → why is Inappropriate colloquialisms Delivery

63. teachers. Closing punctuation Correctness

64. how's → how is Inappropriate colloquialisms Delivery

65. Allot → There is Incorrect verb forms Correctness

66. a time Determiner use (a/an/the/this, Correctness

etc.)

67. why's → why is Inappropriate colloquialisms Delivery

68. how's → how is Inappropriate colloquialisms Delivery

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69. always to use foreign examples Inappropriate colloquialisms Delivery

70. my Inappropriate colloquialisms Delivery

71. my shoe → My Shoe Confused words Correctness

72. that needs Pronoun use Correctness

73. needs → need Faulty subject-verb agreement Correctness

74. … Misuse of semicolons, quotation Correctness

marks, etc.

75. you Inappropriate colloquialisms Delivery

76. your Inappropriate colloquialisms Delivery

77. important → essential Word choice Engagement

78. , though Punctuation in Correctness

compound/complex sentences

79. right → correct Word choice Engagement

80. stands → stand Faulty subject-verb agreement Correctness

81. b. . Improper formatting Correctness

82. dugan → Dugan Misspelled words Correctness

83. , though Punctuation in Correctness

compound/complex sentences

84. right → correct Word choice Engagement

85. easily → quickly Word choice Engagement

86. the teachers Determiner use (a/an/the/this, Correctness

etc.)

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87. your Inappropriate colloquialisms Delivery

88. can't → cannot Inappropriate colloquialisms Delivery

89. it's → it is Inappropriate colloquialisms Delivery

90. And → Moreover,, Furthermore, Inappropriate colloquialisms Delivery

91. Tone suggestions Delivery

92. full → complete Word choice Engagement

93. multiage → multi-age Confused words Correctness

94. reaction → reactions Incorrect noun number Correctness

95. , or Comma misuse within clauses Correctness

96. important → vital, essential Word choice Engagement

97. only Misplaced words or phrases Correctness

98. you Inappropriate colloquialisms Delivery

99. You Inappropriate colloquialisms Delivery

100. You Inappropriate colloquialisms Delivery

101. you Inappropriate colloquialisms Delivery

102. important → Word choice Engagement

necessary, essential, meaningful

103. etc Inappropriate colloquialisms Delivery

104. : If Incorrect punctuation Correctness

105. they're → they are Inappropriate colloquialisms Delivery

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106. , and Comma misuse within clauses Correctness

107. goal setting → goal-setting Misspelled words Correctness

108. truer → Word choice Engagement

more accurate, more authentic,
more actual

109. time, Punctuation in Correctness

compound/complex sentences

110. they’re → they are Inappropriate colloquialisms Delivery

111. You Inappropriate colloquialisms Delivery

112. important → vital Word choice Engagement

113. , such Punctuation in Correctness

compound/complex sentences

114. 6. Placing children at the center of your Ungrammatical sentence Correctness

attention and helping them progress
through their milestones and stages of
learning at their own pace and speed.

115. your Inappropriate colloquialisms Delivery

116. It Affords Incomplete sentences Correctness

117. real world → real-world Misspelled words Correctness

118. truer → Word choice Engagement

more accurate, more authentic,
more actual

119. important → vital Word choice Engagement

120. , such Punctuation in Correctness

compound/complex sentences

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121. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

122. 12. Efficient use of time reduces Ungrammatical sentence Correctness

stress, as students tick off items from
their to-do list.

123. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

124. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

125. full → complete Word choice Engagement

126. Tone suggestions Delivery

127. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

128. 15. When students ask questions, they Ungrammatical sentence Correctness
risk adverse responses from their
peers, and most importantly, their
teachers.

129. reaction → reactions Incorrect noun number Correctness

130. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

131. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

132. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

133. You Inappropriate colloquialisms Delivery

134. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

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135. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

136. a lesson Determiner use (a/an/the/this, Correctness

etc.)

137. important → Word choice Engagement

necessary, essential, meaningful

138. a classroom Determiner use (a/an/the/this, Correctness

etc.)

139. A only → An only Determiner use (a/an/the/this, Correctness

etc.)

140. multiage → multi-age Confused words Correctness

141. 25. Efficient use of time reduces Ungrammatical sentence Correctness

stress, as students tick off items from
their to-do list.

142. your Inappropriate colloquialisms Delivery

143. Tone suggestions Delivery

144. But → However,, Nevertheless, Inappropriate colloquialisms Delivery

145. But assessment is essential to Ungrammatical sentence Correctness

determine how well your students are
performing and whether your teaching
is going in the right direction.

146. your Inappropriate colloquialisms Delivery

147. your Inappropriate colloquialisms Delivery

148. always → Word choice Engagement

constantly, continually, continuously

149. it’s → it is Inappropriate colloquialisms Delivery

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150. important → critical Word choice Engagement

151. it’s → it is Inappropriate colloquialisms Delivery

152. you Inappropriate colloquialisms Delivery

153. you Inappropriate colloquialisms Delivery

154. your Inappropriate colloquialisms Delivery

155. You Inappropriate colloquialisms Delivery

156. you Inappropriate colloquialisms Delivery

157. you Inappropriate colloquialisms Delivery

158. your Inappropriate colloquialisms Delivery

159. you Inappropriate colloquialisms Delivery

160. it’s → it is Inappropriate colloquialisms Delivery

161. you Inappropriate colloquialisms Delivery

162. your Inappropriate colloquialisms Delivery

163. you Inappropriate colloquialisms Delivery

164. you Inappropriate colloquialisms Delivery

165. your Inappropriate colloquialisms Delivery

166. you Inappropriate colloquialisms Delivery

167. your Inappropriate colloquialisms Delivery

168. you Inappropriate colloquialisms Delivery

169. your Inappropriate colloquialisms Delivery

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170. your Inappropriate colloquialisms Delivery

171. ONLEARNER’S → ON LEARNER'S Misspelled words Correctness

172. type of Wordy sentences Clarity

173. your Inappropriate colloquialisms Delivery

174. being assessed Passive voice misuse Clarity

175. etc Inappropriate colloquialisms Delivery

176. your Inappropriate colloquialisms Delivery

177. you Inappropriate colloquialisms Delivery

178. is → are Faulty subject-verb agreement Correctness

179. Assessment is essential to find out Unclear sentences Clarity

how well your students are performing
and whether you is going in the right
direction.

180. are used Passive voice misuse Clarity

181. the process of Wordy sentences Clarity

182. was learned Passive voice misuse Clarity

183. Provides feedback on performance and Incomplete sentences Delivery

areas of improvement.

184. are achieved Passive voice misuse Clarity

185. Based on observation and positive & Ungrammatical sentence Correctness

negative points.

186. Based on the level of quality as per set Incorrect phrasing Correctness
standard.

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187. before → Before Improper formatting Correctness

188. is introduced Passive voice misuse Clarity

189. be taught Passive voice misuse Clarity

190. be used Passive voice misuse Clarity

191. during a lesson (assessment as Incorrect phrasing Correctness

learning) to find out if your students
are learning the concepts being taught;
if you note problems for the class as a
whole or for individual students, you
may be able to solve them during the
lesson.

192. being taught Passive voice misuse Clarity

193. for Wordy sentences Clarity

194. during a lesson (assessment as Unclear sentences Clarity

learning) to find out if your students
are learning the concepts being taught;
if you note problems for the class as a
whole or for individual students, you
may be able to solve them during the
lesson.

195. be used Passive voice misuse Clarity

196. is required Passive voice misuse Clarity

197. own Wordy sentences Clarity

198. be used Passive voice misuse Clarity

199. be used Passive voice misuse Clarity

200. important → vital Word choice Engagement

201. you Inappropriate colloquialisms Delivery

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202. assessment process Wordy sentences Clarity

203. your Inappropriate colloquialisms Delivery

204. you Inappropriate colloquialisms Delivery

205. own Wordy sentences Clarity

206. you Inappropriate colloquialisms Delivery

207. are going to → will Wordy sentences Clarity

208. are found Passive voice misuse Clarity

209. an instructor → instructors Wordy sentences Clarity

210. you Inappropriate colloquialisms Delivery

211. your Inappropriate colloquialisms Delivery

212. STEP 2- Ineffective or missing emphasis Clarity

213. STEP 3- Ineffective or missing emphasis Clarity

214. STEP 4- Ineffective or missing emphasis Clarity

215. STEP 4- In implementing the lesson, Unclear sentences Clarity

make sure that the learners should
acquire the skills, competencies, and
objectives that they need to acquire.

216. You Inappropriate colloquialisms Delivery

217. lesson's goal Wordy sentences Clarity

218. STEP 5- Ineffective or missing emphasis Clarity

219. STEP 5- Every learners are different. Ungrammatical sentence Correctness

220. That’s → That is Inappropriate colloquialisms Delivery

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221. , after Punctuation in Correctness

compound/complex sentences

222. you Inappropriate colloquialisms Delivery

223. That’s why after implementing the Unclear sentences Clarity

lesson, you should quickly assess
where the students are struggling.

224. very important → Word choice Engagement

crucial, significant, critical, essential

225. you Inappropriate colloquialisms Delivery

226. STEP 6- Ineffective or missing emphasis Clarity

227. from → based on Incorrect phrasing Correctness

228. you Inappropriate colloquialisms Delivery

229. you Inappropriate colloquialisms Delivery

230. This Intricate text Clarity

231. an especially rich → Word choice Engagement

a vibrant, a wealthy

232. you Inappropriate colloquialisms Delivery

233. your Inappropriate colloquialisms Delivery

234. Keeping a portfolio for each student is Unclear sentences Clarity

an especially rich resource that will
help you assess the progress of your
students over time and maintain a
more permanent record of their work.

235. prevents → prevent Faulty subject-verb agreement Correctness

236. taking part → participating Wordy sentences Clarity

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237. individual Wordy sentences Clarity

238. your Inappropriate colloquialisms Delivery

239. you Inappropriate colloquialisms Delivery

240. As a multigrade teacher with diverse Unclear sentences Clarity

students, it is significant to assess the
learner’s development.

241. positive → favorable Word choice Engagement

242. giving more focus → Wordy sentences Clarity

focusing more

243. In order to achieve the goal of Incorrect phrasing Correctness

developing positive attitudes among
students about teachers and about
learning through giving more focus on
learner assessment than evaluation.

244. you Inappropriate colloquialisms Delivery

245. etc Inappropriate colloquialisms Delivery

246. o Reporting, narrating, drawing Incorrect phrasing Correctness

pictures, picture reading, filling in
maps, etc.

247. o Incorrect phrasing Correctness

248. etc Inappropriate colloquialisms Delivery

249. o Incorrect phrasing Correctness

250. o Wrong or missing prepositions Correctness

251. o Incorrect phrasing Correctness

252. o Incorrect phrasing Correctness

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253. o Incorrect phrasing Correctness

254. the process of Wordy sentences Clarity

255. is introduced Passive voice misuse Clarity

256. your Inappropriate colloquialisms Delivery

257. being taught Passive voice misuse Clarity

258. is required Passive voice misuse Clarity

259. were tasked Passive voice misuse Clarity

260. 1. In teaching multigrade, Ms. Garcia Unclear sentences Clarity

assessed her students by giving a
group activity where they were tasked
to work with each other in order to
finish the activity.

261. in the Wrong or missing prepositions Correctness

262. Which among the following skills and Unclear sentences Clarity
attitudes is being referred to the given
situation?

263. etc Inappropriate colloquialisms Delivery

264. a. Reporting, narrating, drawing Incorrect phrasing Correctness

pictures, picture reading, filling in
maps, etc.

265. etc Inappropriate colloquialisms Delivery

266. lesson discussion Wordy sentences Clarity

267. etc Inappropriate colloquialisms Delivery

268. b. Questioning by expressing curiosity, Ungrammatical sentence Correctness

asking questions.

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269. thinks → think Faulty subject-verb agreement Correctness

270. 1. In assessing the students, Teacher Unclear sentences Clarity

Ben wants as well to show his care and
thinks of the situation of his students.

271. being observed Passive voice misuse Clarity

272. etc Inappropriate colloquialisms Delivery

273. the Prior Determiner use (a/an/the/this, Correctness

etc.)

274. 9. What step in the cyclic process of Unclear sentences Clarity

assessment is where the teacher is
going to deliver the lesson?

275. assessment method Wordy sentences Clarity

276. you Inappropriate colloquialisms Delivery

277. you Inappropriate colloquialisms Delivery

278. greatest → Word choice Engagement

most excellent, most significant,
most outstanding, most fantastic

279. your Inappropriate colloquialisms Delivery

280. Self-reflection is the greatest practice Incorrect phrasing Correctness

to improve your teaching.

281. don’t → do not Inappropriate colloquialisms Delivery

282. you Inappropriate colloquialisms Delivery

283. you Inappropriate colloquialisms Delivery

284. yourself Inappropriate colloquialisms Delivery

285. you Inappropriate colloquialisms Delivery

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286. you are Wordy sentences Clarity

287. your Inappropriate colloquialisms Delivery

288. But → However,, Nevertheless, Inappropriate colloquialisms Delivery

289. you Inappropriate colloquialisms Delivery

290. there’s → there is Inappropriate colloquialisms Delivery

291. that there’s Inappropriate colloquialisms Delivery

292. But you need to realize and accept Unclear sentences Clarity
there’s no perfect teacher and no
perfect lesson.

293. The greatest athletes, authors, and Unclear sentences Clarity

professionals are constantly reflecting
on their practice and working to
improve and hone their skills.

294. And → Moreover,, Furthermore, Inappropriate colloquialisms Delivery

295. you Inappropriate colloquialisms Delivery

296. in order to → to Wordy sentences Clarity

297. your Inappropriate colloquialisms Delivery

298. looking honestly Wordy sentences Clarity

299. your Inappropriate colloquialisms Delivery

300. you Inappropriate colloquialisms Delivery

301. your Inappropriate colloquialisms Delivery

302. you Inappropriate colloquialisms Delivery

303. you Inappropriate colloquialisms Delivery

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304. you Inappropriate colloquialisms Delivery

305. the way → how Wordy sentences Clarity

306. you Inappropriate colloquialisms Delivery

307. in → at Wrong or missing prepositions Correctness

308. both Wordy sentences Clarity

309. be repeated Passive voice misuse Clarity

310. your Inappropriate colloquialisms Delivery

311. the educational, or an educational Determiner use (a/an/the/this, Correctness

etc.)

312. This Intricate text Clarity

313. The experience should be an active Unclear sentences Clarity

one, used to test out new ideas and
teaching methods.

314. . Practitioners → , practitioners Incomplete sentences Correctness

315. understand Wordy sentences Clarity

316. making links between → Wordy sentences Clarity

linking

317. they Word choice Engagement

318. wider → broader Word choice Engagement

319. are going to → will Wordy sentences Clarity

320. are made Passive voice misuse Clarity

321. are implemented Passive voice misuse Clarity

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322. is then repeated Passive voice misuse Clarity

323. both our own → our Wordy sentences Clarity

324. you Inappropriate colloquialisms Delivery

325. which is → that is Pronoun use Correctness

326. figure out → determine Wordy sentences Clarity

327. you Inappropriate colloquialisms Delivery

328. you Inappropriate colloquialisms Delivery

329. your Inappropriate colloquialisms Delivery

330. your Inappropriate colloquialisms Delivery

331. you Inappropriate colloquialisms Delivery

332. you Inappropriate colloquialisms Delivery

333. upon what just → on what Wordy sentences Clarity

334. your Inappropriate colloquialisms Delivery

335. your Inappropriate colloquialisms Delivery

336. you Inappropriate colloquialisms Delivery

337. your Inappropriate colloquialisms Delivery

338. Tone suggestions Delivery

339. you Inappropriate colloquialisms Delivery

340. your Inappropriate colloquialisms Delivery

341. teacher → teachers Incorrect noun number Correctness

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342. etc Inappropriate colloquialisms Delivery

343. you Inappropriate colloquialisms Delivery

344. you Inappropriate colloquialisms Delivery

345. your Inappropriate colloquialisms Delivery

346. your Inappropriate colloquialisms Delivery

347. effective → practical Word choice Engagement

348. your Inappropriate colloquialisms Delivery

349. A video recording of your teaching is Unclear sentences Clarity

valuable because it provides an
unaltered and unbiased vantage point
for how effective your lesson may be
from both a teacher and student
perspective.

350. you Inappropriate colloquialisms Delivery

351. hadn’t → had not Inappropriate colloquialisms Delivery

352. Additionally, a video may act as an Unclear sentences Clarity

additional set of eyes to catch errant
behavior that you hadn’t spotted at the
time.

353. actually Wordy sentences Clarity

354. You Inappropriate colloquialisms Delivery

355. your Inappropriate colloquialisms Delivery

356. you’d → you would Inappropriate colloquialisms Delivery

357. your Inappropriate colloquialisms Delivery

358. It’ll → It will Inappropriate colloquialisms Delivery

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359. you Inappropriate colloquialisms Delivery

360. It’ll not only be a learning experience Unclear sentences Clarity

for you but also an indirect exercise in
writing for them.

361. your Inappropriate colloquialisms Delivery

362. your Inappropriate colloquialisms Delivery

363. , this Punctuation in Correctness

compound/complex sentences

364. you Inappropriate colloquialisms Delivery

365. your Inappropriate colloquialisms Delivery

366. you Inappropriate colloquialisms Delivery

367. Now this is much different and more Unclear sentences Clarity
relaxed than when you have your
principal come in and watch you.

368. you’ll → you will Inappropriate colloquialisms Delivery

369. your Inappropriate colloquialisms Delivery

370. your Inappropriate colloquialisms Delivery

371. your Inappropriate colloquialisms Delivery

372. colleague → colleagues Incorrect noun number Correctness

373. please make Tone suggestions Delivery

374. Yourself Inappropriate colloquialisms Delivery

375. you’re → you are Inappropriate colloquialisms Delivery

376. your Inappropriate colloquialisms Delivery

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377. hardest → most challenging Word choice Engagement

378. actually Wordy sentences Clarity

379. Whether you’re using a self-reflective Unclear sentences Clarity

journal or trying to get feedback from
your students and peers, perhaps the
hardest part is actually coming up with
the right questions to ask.

380. you Inappropriate colloquialisms Delivery

381. being taught Passive voice misuse Clarity

382. didn’t → did not Inappropriate colloquialisms Delivery

383. that you’d Wordy sentences Clarity

384. you’d → you would Inappropriate colloquialisms Delivery

385. my Inappropriate colloquialisms Delivery

386. effective → practical Word choice Engagement

387. I Inappropriate colloquialisms Delivery

388. I Inappropriate colloquialisms Delivery

389. my Inappropriate colloquialisms Delivery

390. I Inappropriate colloquialisms Delivery

391. I Inappropriate colloquialisms Delivery

392. my Inappropriate colloquialisms Delivery

393. YOUR Inappropriate colloquialisms Delivery

394. important → essential Word choice Engagement

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395. don’t → do not Inappropriate colloquialisms Delivery

396. it’s → it is Inappropriate colloquialisms Delivery

397. our students Wordy sentences Clarity

398. different Wordy sentences Clarity

399. your Inappropriate colloquialisms Delivery

400. your Inappropriate colloquialisms Delivery

401. your Wordy sentences Clarity

402. your Inappropriate colloquialisms Delivery

403. you Inappropriate colloquialisms Delivery

404. your Inappropriate colloquialisms Delivery

405. you Inappropriate colloquialisms Delivery

406. Tone suggestions Delivery

407. you Inappropriate colloquialisms Delivery

408. your Inappropriate colloquialisms Delivery

409. Tone suggestions Delivery

410. you Inappropriate colloquialisms Delivery

411. you Inappropriate colloquialisms Delivery

412. you Inappropriate colloquialisms Delivery

413. your Inappropriate colloquialisms Delivery

414. wasn’t → was not Inappropriate colloquialisms Delivery

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415. You Inappropriate colloquialisms Delivery

416. Tone suggestions Delivery

417. you Inappropriate colloquialisms Delivery

418. you felt Wordy sentences Clarity

419. your Inappropriate colloquialisms Delivery

420. really Wordy sentences Clarity

421. your Inappropriate colloquialisms Delivery

422. You Inappropriate colloquialisms Delivery

423. Tone suggestions Delivery

424. your Inappropriate colloquialisms Delivery

425. the love we have → our love Wordy sentences Clarity

426. us Wordy sentences Clarity

427. your Inappropriate colloquialisms Delivery

428. Tone suggestions Delivery

429. It’s → It is Inappropriate colloquialisms Delivery

430. , and we → . We Hard-to-read text Clarity

431. to our students Misplaced words or phrases Correctness

432. You Inappropriate colloquialisms Delivery

433. Your Inappropriate colloquialisms Delivery

434. your Inappropriate colloquialisms Delivery

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435. you Inappropriate colloquialisms Delivery

436. your Inappropriate colloquialisms Delivery

437. their understanding Pronoun use Correctness

438. Taking the time to reflect on your Unclear sentences Clarity

practice can help you decide whether
your students responded the way they
should have and mastered
understanding of the material.

439. You Inappropriate colloquialisms Delivery

440. your Inappropriate colloquialisms Delivery

441. each day → daily Wordy sentences Clarity

442. always → Word choice Engagement

continually, constantly, continuously

443. you’ve → you have Inappropriate colloquialisms Delivery

444. more important Incomplete sentences Delivery

445. I Inappropriate colloquialisms Delivery

446. my Inappropriate colloquialisms Delivery

447. in Wordy sentences Clarity

448. my Inappropriate colloquialisms Delivery

449. my Inappropriate colloquialisms Delivery

450. Specialist. Closing punctuation Correctness

451. don’t → do not Inappropriate colloquialisms Delivery

452. you Inappropriate colloquialisms Delivery

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453. wouldn’t → would not Inappropriate colloquialisms Delivery

454. wasn’t → was not Inappropriate colloquialisms Delivery

455. who wasn’t familiar → Wordy sentences Clarity

unfamiliar

456. won’t → will not Inappropriate colloquialisms Delivery

457. doesn’t → does not Inappropriate colloquialisms Delivery

458. Reflection helps teachers to put Unclear sentences Clarity

themselves in their students’ shoes,
which is something many skilled
teachers do.

459. own Wordy sentences Clarity

460. key → critical, vital Word choice Engagement

461. These are key skills in developing them Incorrect phrasing Correctness
to become independent learners.

462. , and Comma misuse within clauses Correctness

463. Willink. Closing punctuation Correctness

464. we are honest Incomplete sentences Delivery

465. At least honest with ourselves about Unclear sentences Clarity

our choices, our success, our mistakes,
and our growth.

466. Meaning → This means Incorrect verb forms Correctness

467. Meaning that self-reflection acts as a Unclear sentences Clarity

constant reminder to teachers to stay
humble and continue working hard to
achieve results.

468. looking honestly Wordy sentences Clarity

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469. your Inappropriate colloquialisms Delivery

470. you Inappropriate colloquialisms Delivery

471. your Inappropriate colloquialisms Delivery

472. you Inappropriate colloquialisms Delivery

473. Reflection c Improper formatting Correctness

474. Self-reflection d Improper formatting Correctness

475. Brookfield c Improper formatting Correctness

476. Cycle c Improper formatting Correctness

477. Development d Improper formatting Correctness

478. looking honestly Wordy sentences Clarity

479. your Inappropriate colloquialisms Delivery

480. you Inappropriate colloquialisms Delivery

481. your Inappropriate colloquialisms Delivery

482. you Inappropriate colloquialisms Delivery

483. Experience c Improper formatting Correctness

484. Experience c Improper formatting Correctness

485. Experience c Improper formatting Correctness

486. the observation of → Wordy sentences Clarity

observing

487. Experience c Improper formatting Correctness

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488. It allows Incomplete sentences Correctness

489. Reflection c Improper formatting Correctness

490. Self-reflection d Improper formatting Correctness

491. Reflection c Improper formatting Correctness

492. Self-reflection d Improper formatting Correctness

493. your Inappropriate colloquialisms Delivery

494. journal d Improper formatting Correctness

495. you Inappropriate colloquialisms Delivery

496. hadn’t → had not Inappropriate colloquialisms Delivery

497. 11. A may act as an additional set of Unclear sentences Clarity

eyes to catch errant behavior that you
hadn’t spotted at the time.

498. you Inappropriate colloquialisms Delivery

499. your Inappropriate colloquialisms Delivery

500. your Inappropriate colloquialisms Delivery

501. observation c Improper formatting Correctness

502. your Inappropriate colloquialisms Delivery

503. your Inappropriate colloquialisms Delivery

504. you Inappropriate colloquialisms Delivery

505. your Inappropriate colloquialisms Delivery

506. you Inappropriate colloquialisms Delivery

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507. 16. Taking the time to reflect on your Unclear sentences Clarity
teaching, your lesson material, and
how you engaged with your students
can help you _.

508. is; → is, Punctuation in Correctness

compound/complex sentences

509. always → Word choice Engagement

constantly, continually, continuously

510. Teachers c Improper formatting Correctness

511. Facilitators d Improper formatting Correctness

512. Brookfield c Improper formatting Correctness

513. At least be honest with ourselves Unclear sentences Clarity

about our choices, our success, our
mistakes, and our growth.

514. Integrity c Improper formatting Correctness

515. Kindness d Improper formatting Correctness

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