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Best Practices in Teaching

The School Year 2013-2014 recorded remarkable changes in San Rafael Elementary School (SRES), San Felipe, Zambales. It was during this year that the school documented all the significant events that had taken place, concentrating on the important scenes that led to the success of the learners. Through these activities, the learners have shown steady progress and, most importantly, have learned at their best.

SRES teachers have been involved in a range of classroom and school events. These have been the best practices of the school since they have learned that the learners have appreciated their schooling while studying. Listed below are some of the best practices of the school.

1. Learning is fun activities

Various activities have been planned to enhance their classroom activities. Learners collaborated with their peers: (a) they studied for something in their science time; (b) they joined hands in seeking answers; (c) they shared ideas during focus group discussions; (d) they presented their outputs during the reporting period; (e) they tried to show their best performance in their activities; (f) they expressed their feelings in their writing composition and the MAPEH period; (g) and they were extraordinary in everything they did. At the end of the day, you were glad to hear them say, "I've learned and enjoyed it."

2. I connected

In order to deal with the globalization and modernization of technology, the school subscribed to an internet link. With this, the school had an email address, a Facebook account, and a school website. Evidences of classroom activities and school events were shared in the school Facebook account. The school website served as a way of disseminating relevant information to all stakeholders. In addition, the learners have been taught to use computers and to access the internet. By encouraging them to experience the proper use of modern technology, they have reassured of their protection.

3. Quarterly assessment of learning outcomes

Only after the quarterly assessment, teachers provided feedback on the learning outcomes of the learners. Feedback presented directly to the learners concerned and these were also communicated to their parents. On the other hand, based on the least learned skills, the teachers have built remedial strategies, strategic intervention materials, and varied learning options to support learners. Teachers also told the parents about the overall performance and class status of their children during the quarterly issuance of the report cards.

4. Quarterly recognition program

In addition to performing a quarterly assessment of learning outcomes, the school has introduced quarterly recognition program to honor all learners who have excelled in their academic performance. They issued "Certificate of Honors" with their curricular average and co-curricular points. In line with this, the teachers submitted a request to the school principal to improve the activity by adding additional certificates to all learners who exhibited remarkable conduct and those who earned perfect attendance per quarter.

5. Conduct of school-based activities

The school had a monthly activity for the learners. It was during this period that the learners demonstrated their talents and abilities by taking the lead in the various programs and activities. They tested their knowledge and skills in the essay writing competition, quiz bee, spelling bee, slogan writing, poster designing, and pageantry. Through these activities, the learners improved their calmness and became more interested in displaying their talents and abilities at different events.

6. School-based feeding program

Certain portion of the net profits from the canteen fund is allotted to the school feeding program. The result of the nutritional status was the basis for the identification of beneficiaries. Those learners who belonged to the severely wasted and wasted status were beneficiaries of the school-based feeding program.

For this academic year, Lighthouse Missions Ministry, Inc. has adopted and funded the school-based feeding program. It was also a great privilege to have this sponsoring institution as partner in enhancing the school's reported undernourished learners.

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7. Skills enhancement programs

The school began a number of initiatives to promote the excellent success of the learners. Teachers have given some of their time to come to school on holidays and weekends, just to give the learners some training. Part of the preparation covered journalism, gardening, recycling and small business planning. The sacrifices and efforts of the teachers paid off because the learners were among the top three in the higher competitions. Through these activities, the learners have gained the knowledge and skills that they will cherish throughout their lives and use in their next level of education.

8. Scouts are ready every second

Every intermediate learner attended first aid and school safety training. In situations where someone had suffered an injury, they also learned how to apply for first aid. In the time of community services, they used them as errand learners. Aside from those, they had the heart to share what they had as food and clothes in their calamities.

House-to-house gift-giving activity took place this year, in which learners belonging to poor families received grocery products and other gifts from school stakeholders. This practice was considered to be one of the positive examples of fulfilling one's responsibilities in the society. Finally, this event has acted as an eye-opener for the learners to understand that they have played an important role in making a better society.

9. Nature’s avengers

Boy Scouts of the Philippines (BSP) members, Girl Scouts of the Philippines (GSP) members, Supreme Pupil Government (SPG) Officers, Youth for the Environment in the School (YES) Officers, and other school organizations' officers and members worked together to save mother nature. They were engaged in tree planting, coastal cleaning, and a clean and green initiative. These easy but timely practices had a significant impact not only on the lives of these young generations, but also on the society where they belonged.

10. Tenderly yours, SRES

The well-being of the learners was one of the key concerns of the teachers. In order to apprehend this and to encourage the learners to feel that they belonged and welcomed in this organization, SRES has found ways, means, and time to reach out to these learners. The following tasks are carried out: (1) heart-to-heart talks with those who have encountered strife in their lives; (2) exchanging food, clothes and money with the less fortunate or vulnerable learners; (3) bonding moments in which they have gone together for rest and leisure purposes only; and (4) other tasks in accordance with the needs of the learners. By doing so, the relationship has been formed between parents, teachers, and learners.

11. Home visitation activity

Teachers have carried out a home visitation activity in order to know the real condition of each learner at home. It was in this activity that the teachers realized the reasons why their learners had exhibited such misbehavior in the classroom. It was a great lesson in life that their learners had been subjected to many challenges in their very young age, yet they had time to attend their classes.

These have been the best practices of the school. With these, the academic staff strongly believed that they could make every learner transition for as long as they had the guts and the ability to practice desirable practices to fulfill the school's mission, vision, and goals.


Bella May A. Perez on March 29, 2020:

This is really fun for learners. Classroom learning needs to have other diversion of input of knowledge so they will be more motivated in to study and be developed.

Sunardi from Indonesia on July 20, 2014:

They will be great generations. Hope they spreading peace and happiness in this planet.

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