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Experiences of Teachers in the New Normal System of Education

The crisis of COVID-19 presents new experiences for teachers and in the new normal education environment. Experience is characterized as practical interaction and observation of facts or events. Teachers cannot do away with the introduction of new learning delivery strategies and other improvements that are taking place in DepEd.

Teachers' perceptions are due to the manner in which they view things that happen around them that might influence their own way of thinking. Teachers are feeling stress on these changes in the workplace, while others are going with the flow. Another problem of the teachers is the growth of their skills. They know there is a lot of planning that they need to do to ensure that everything goes smoothly when classes start. The most important thing is to control oneself. In the midst of the pandemic, teachers need to know how to react to the changes and at the same time, how to handle themselves so that they can do their job with the right attitudes.

Personal knowledge

Knowledge of the things that happen around needs to be broadened in order to see the meaning and benefits of the circumstances. Personal knowledge refers to the possession by a person of knowledge. Although mutual information is the knowledge that belongs to a community. Shared experience is a crucial contributor to our personal knowledge, and interpretations of the past will often be affected by various decisions.

In the first place, the provision of the knowledge base and the conceptual framework can restrict the exploration of teachers' possibilities to those pre-specified in the framework. Such educationally unfounded distinctions between the knowledge of the domain and the personal knowledge of teachers can as a result, offer teachers a sense of detachment from the subject of learning. Information is viewed as external and detached from the acquisition process. This in turn promotes the accumulation of descriptive information and surface learning and prevents the use of criticality in knowledge creation.

True information is seen as impersonal, impartial, uniformly factual and unquestionable, and is believed to be out there, objective, set and unmistakable. Personal knowledge, on the other hand, derives from a different kind of worldly commitment: it is contextual, individualized, and thus its value as knowledge and its applicability are uncertain.

Personal knowledge is mobilized by the subjective experiences and expectations of individuals, which guide their conceptions of their environment and spheres of action. In the course of our lives, we see things happening, we experience acts and responses, attitudes and consequences, causes and effects. We thus expect things to happen, forecast outcomes, and schedule actions accordingly. Experiences and personal ways of learning make it possible to create personal hypotheses that help make sense of the world and direct behavior. All acts are implementations of some kind of theory, otherwise referred to as theory-in-action.

Checking one’s mindset

Mindset refers to whether you assume that characteristics such as intellect and ability are set or changeable traits. There are two distinct styles of mindset. People with a fixed mind assume that certain attributes are inborn, fixed, and unchangeable. In people with a set mind, the brain is most involved when they are given details about how well they have done. Many with a growth attitude, on the other hand, assume that these abilities can be built and improved through dedication and hard work. In people with a growth mentality, the brain is most involved when they are told what they should do to change. People with these two mentalities actually think differently, and they often respond differently to knowledge. In particular, they respond differently to performance information.

Mindset plays a vital role in how to deal with the problems of life. In school, a growth of mind will lead to greater achievement and increased effort. When faced with a dilemma such as trying to find a new job people with an increasing outlook are more resilient. They are more likely to persevere in the face of setbacks, while those with fixed minds are more likely to give up.

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To check your mindset is to check in with yourself and make sure that what you are thinking suits what you really want to do. It is to make sure that the acts you are doing are aligned with your mind. If either is off track, it can cause big struggles in your life, and it can lead to tension, exhaustion, and unhappiness.

Performance and satisfaction rely on the way of thought. What a person feels, he or she is going to become. Mindset influences how a person sees the world. When someone is distorted, be it the way he or she views himself or herself and others. Beliefs and emotions form the way one acts, even though no one knows it. Developing the correct way of thinking is key to the progress of life.

Skills development

Education is a human right, fundamental and inalienable right. Education is particularly critical in enabling people to achieve their full potential and to exercise other rights. This right does not vanish or be revoked due to disasters and emergencies. When schooling is disrupted or reduced, learners drop out with negative and pandemic economic and social effects on learners, their families and their communities. Natural hazards are part of the framework of school preparation. School safety and educational continuity involve a complex, continuous process, initiated by management, involving workers, learners, parents and the local community.

Teachers play a crucial role in the classroom, particularly in aspects of the pandemic. The role of human resources in educational planning is of great importance. Teachers as human resources play an important role in instructional preparation and their expertise and abilities should be assessed on a regular basis. There are various kinds of instruction in teacher training. Education before service is typically conducted in a short or long period of teaching and provides general expertise to staff. Training at the time of the start of service. It is about getting teachers to know the atmosphere and the services that will be provided to them. In-service preparation is of considerable significance. It consists of a combination of teaching that gives teachers new and up-to-date knowledge and facts.

Choosing the most suitable group of teachers for training is important. Significant attention should be given to the selection of teachers with excellent experience in teaching lessons on pandemic issues. It is very important to invest enough planning time and to use all available resources before a pandemic occurs. Teachers should be prepared to devote a duration of their regular work to be educated on pandemic issues.


Self-management allows people to track and control their own self, not to co-operate by accusing others or expecting fate. Many that are highly self-managed may be better able to concentrate on fitness, job, and happiness goals. They make better decisions about commitment and accomplishment. Self-management relies on one's own desire to participate or refrain from engaging in specific situations, rather than relying on others or external sources of encouragement.

Self-management requires dedication and perseverance. Although the pandemic is tenaciously moving our temperaments forward in terms of time and tolerance, we need to continue to push back on prevention, education, correction and development by self-management. Although we have a torrential cloud of health and happiness-related news and education, many failed to imbibe and practice paradigms of self-management. Self-realization self-motivation and self-management requires bravery, tolerance, persistence and perseverance.

The Department of Health (DOH) retains the importance of self-management in times of pandemic. COVID-19 was a public health crisis and one of the perilous threats we faced. Contagious disease is ravaging human lives, and the essential criteria for containing the deadly virus is to respond effectively to and recover from this health crisis.

Self-management is simple for those who have specific priorities. An aim is not necessarily intended to be achieved; it also merely acts as a goal. It is not a one-person task to contain a pandemic. It is a long-drawn, rough, and complicated battle, but if we see the importance of our involvement, our small acts that could help, we have our target.

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