1

EXPLORING THE ACADEMIC CULTURE OF SENIOR HIGH SCHOOL

MATHEMATICS TEACHERS

____________________

A Thesis
Presented to the
Faculty of the Graduate School
Bataan Peninsula State University
City of Balanga, Bataan

____________________

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education major in
Mathematics

____________________

by:

xxxxxxxxxxxxxxxxxxxxx
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Culture defines the practices, knowledge, beliefs and traditions of a group of

people or organization. Different organizations have varied culture depending on the

nature of their work, geographical location and people they are closely interacting with.

Through this, everyone under the same institution have shared knowledge, ethics and way

of doing things.

Schools have their own distinctive culture. This culture is possessed by everyone

who directly interacts with the institution. School culture is a collection of traditions and

rituals that have accumulated and built up over time through school administrators,

teachers, parents and students’ experiences, the way they deal with crises and

accomplishments (Deal and Peterson, 1999).

The culture that teachers have is a product of years of experience, studies and

research towards the best standards and practices in providing the students the most

conducive learning environment and most effective teaching strategies. Teaching is an

act that is greatly influenced by the organization’s culture. However, customs, traditions

and practices differ from one subject area to another despite being part of the same

organization.
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The K to 12 Program is diverse in terms of cultural competence of teachers due to

teacher’s varying educational background, industry experience and previous work ethics.

Though just recently been implemented, senior high school teachers of the K to 12

Program are starting to establish their own teaching culture through the use of varied

teaching strategies on different learning areas.

The teachers, as the facilitators of learning, are molded and transfigured by the

culture from where they were raised. The culture from home their home, community they

came from, organizations they belong to, and, have shaped them holistically.

To ensure that the learnings are fully acquired by the students, teachers are

making their day-to-day discussions in a way that their students will appreciate the lesson

they are teaching without compromising what the curriculum requires. Students is the

reflection of the immensity of the teachers. The effectiveness of teachers can manifest

through the works of their learners. The teaching performance of teachers may be

observed through student’s accomplishments and test results. The teaching styles and

academic practices of the teachers establish boundless effects on the development of the

students.

Teachers of senior high school are implementing different practices in teaching

the subject they are currently handling. Because of the curriculum’s requirements on the

performance tasks and learning outcomes of the students, teachers are now devising ways

on how to effectively transfer knowledge and meet the requirements on their subject area.

Bataan is home to 17 public senior high schools offering various strands on both

the Academic and Technical-Vocational-Livelihood tracks. Each teacher from different

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schools have varying culture in terms of the teaching practices, classroom management,

work ethics and other related works. This diversity greatly affects the students’ ability to

learn, participate and grasp new competencies instituted by the senior high school

curriculum. Moreover, the culture also takes a great part in the holistic development of

the teacher, effective communication with other co-workers and superiors and the overall

performance in terms of teaching and accomplishing other assigned tasks.

The academic culture of the teachers includes teaching preparations, teaching

styles, classroom management, assessment, enhancement and intervention activities, and

other post-work task that they do after their work shift.

Knowing the teacher’s habits, practices and customs may greatly help in

providing plans for their improvement and in gathering the most effective ones which can

be used towards the betterment of the institution. More so, having similarities and

congruence in the core values of culture is vital in the development and cooperation of

teachers across different schools in Bataan.

With this premise, the researcher aims to explore the culture in teaching of senior

high school Mathematics teachers of Bataan. Through this, a better understanding on

Mathematics teachers can be achieved and can influence in bridging the gap between

teaching and learning processes in the lens of academic culture.

An ethnographic approach will be used to show the varying culture of the

Mathematics teachers here in Bataan. Being part of the senior high school program since

its establishment in Bataan made the researcher see the various cultures shared by
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different teachers. A comprehensive view of this culture through ethnography will bring

about a deeper understanding on the practices used by the respondents.

The ethnography aims to focus on the academic culture including the teaching

styles, practices and work ethics of the senior high school Mathematics teachers of the

division of Bataan. The researcher will gather the information through interview and

direct observation. The consolidated information gathered will be presented employing

phenomenological interpretive analysis, digital ethnography and documentary analysis to

substantially describe the academic culture of Senior High School Teachers, specifically

detailing their teaching preparations and strategies, classroom management practices,

plan for continuous development, and other work-related task before and after his

working hours at school.

Statement of the Problem

This study explored the culture of senior high school Mathematics teachers in

Bataan through a focused digital ethnography and interpretive phenomenological

analysis.

Specifically, this study seeks answers to the following questions:

1. How may the academic culture of the senior high school Mathematics

teachers in Bataan be described in terms of:

a. teaching strategies;

b. teaching styles;

c. learning assessment,
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d. enhancement and intervention activities;

e. and other work-related activities they do beyond working hours?

2. What are the shared beliefs, values, and practice patterns of the Mathematics

Teachers in Senior High Schools in the District of Limay?

3. What facilitates, constrains or sustains the SHS Mathematics teachers in the

District of Limay and how did they engage with students and with each other?

4. What are the implications of this study in teaching Mathematics?

Significance of the Study

This study focuses on the academic culture of senior high school Mathematics

teachers in Bataan. It aims to bring about various information that is beneficial to the

Schools Division Office, school administrators, teachers, students and future researchers.

Schools Division Office of Bataan. The findings of this study may be used by the

office in creating a roster of best practices from different teachers which can be adapted

by schools across the division. It can also be used in the development planning of the

division in bridging the cultural differences among the teachers of the senior high

schools.

School Administrators. This study may be used by the school administrator in

devising a plan for the needs improvement of teachers and also the conduct of In-Service

Teacher Training. Through this, they may be able to provide the needed seminar,

assistance and trainings for their teacher and also use the study in adapting cultures of

other teachers from other schools.

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Teachers. Teachers are the main beneficiary of this study. They may use the

result of this study in adapting new practices that they can use in their teaching strategy.

This may also encourage the teachers to try new practices and use them in teaching

Mathematics. Upon learning the results of this study, the teachers can have a broader

understanding of the differences in culture and help them have a better relationship and

communication with other teachers of the same field. Also, teachers from other subject

areas can also get various ideas in delivering their lessons from this study.

Students. With the teacher’s newly adapted positive culture, students will be

directly benefited. They can learn faster and better through their teacher’s new practices

and perspective which may in turn help them appreciate the lessons better and faster.

Future Researchers. The result of this study may be used as a basis for future

researcher’s study on the same field. Through infographics, data will be presented in a

more understandable manner making it ideal for researchers who are looking for

information in the same field of expertise. It can also broaden their understanding and

perspective regarding the culture in teaching of different senior high school teachers in

the division of Bataan.

Scope and Delimitations

This qualitative study aims to gather the academic culture of the senior high

school Mathematics teachers in Bataan. Data will be gathered through interview and

direct observation of the practices in classroom.

The information will be presented using infographics in terms of the breakdown

of the teacher’s 8-hour shift in school, teaching preparations and strategies, classroom
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management practices, plan for continuous development, and other work-related task

before and after his working hours at school.

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Notes in Chapter I

Scott Reeves, Jennifer Peller, Joanne Goldman & Simon Kitto. Ethnography in
qualitative educational research: AMEE Guide No. 80 (2013)
Deal, T E; Peterson, K D. Adolescence; Roslyn Heights, N.Y. Vol. 34, Iss. 136, (1999)
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CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature and studies which

provide the researcher with some relevant information on the problem under study. It also

embodies the discussion of the conceptual framework and the hypotheses used in the

study. Terms used were conceptually and operationally defined to allow a clearer

understanding of the key variables.

Relevant Theories

For this study, Ethnography, Cultural Difference Theory, and Social Ecological

Model Theory are the theories that will serve as the theoretical groundwork of this study.

Ethnography. Ethnography is never mere description, rather it is a theory of

describing that has always been controversial as to the what and how thus inspiring a

dynamic intellectual process. The process has been methodologically eclectic and

innovative, governed by both consensual and outdated rules. 

Historically, doing ethnography involved living and talking with people, ―being

there‖ and ―participant observing,‖ an attempt to understand how the people studied see

and account for their world, which includes the anthropologist. Ethnography has also

been commonly connected to the idea of holism; cultures are interconnected, not

fragmented; they are whole systems, and therefore any description of them, to be

complete, must tackle the whole. The reality of doing and writing ethnography has

always been more complicated than simply assuming and even arguing the
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interrelatedness of cultural elements. Are we recording what people say they do, how we

see them living, or how they want the anthropologist observer to know them?

Ethnography, whatever it is, has never been mere description. It is also theoretical in its

mode of description. Indeed, ethnography is a theory of description. The whole of a

culture cannot be assumed, and there has never been a total consensus on how whole is

whole enough, especially when dealing with questions of boundaries. Nor has there been

agreement on what makes ethnographic reporting ―factual,‖ a problem in mainstream

scientific work as well. The absence of agreement or total consensus has been the

strength of anthropology‘s ethnography, inspiring a dynamic process of ―doing

ethnography‖ that resonates with changing worlds in and out of academia.

Ethnographic research is used to focus on a culture-sharing or subculture group;

there’s a focus on developing complex and complete descriptions of the culture sharing

group.  In ethnography, the researcher will observe the group, then describe and interpret

the shared and learned patterns.  Ethnography really requires the researcher to become

immersed in the lives of the individuals being studied, this is called participant

observation.  It’s important for the researcher to study the behaviors and language of

these groups.

Cultural Difference Theory. Fredrick Erickson is a major proponent of Cultural

Difference Theory.  He uses the term "microethnography" to describe his technique of

"situation-specific analysis" (1976). Using this technique he observes "naturally

occurring interaction in people's lives..." (1976:137).  In this way, Cultural Difference

Theorists are more focused on the `micro' elements of people's lives and

communities.  As Erickson points out this theory "provided a way of seeing classroom
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troubles as inadvertent misunderstanding--teachers and students playing into each other's

cultural blind spots" (Athropology and Education Quarterly, 1987).  Other related

research includes Au's work with Hawaiian students (1980), Philips work with Warm

Springs children (1972), Delgado-Gaiten's work with Latino and Chicano populations

(1987), Heath's work in the Piedmont Carolinas area (1983), as well as, further theory

extrapolation done by Trueba (1988), Davidson (1992), Labov (1969) and Vogt (1987). 

In 1982 Shirley Brice Heath's study of three populations in the Piedmont

Carolinas area brought to light the components of micro-communication

differences.  Some differences included cultural and socio-linguistic variabilities; in this

case, between the African American in Trackton, the Euro-American in Roadville, and

the Euro-Americans in the Town.  Most importantly, her study prompted educators to

modify teaching methods in order to accommodate the different "ways with words" and

understandings. Teachers, parents and students involved admitted that they had gained

insights from the process of sharing information across groups.  Here continues the thrust

of micro-ethnographic techniques.  It is a research that involves interaction, praxis and

even transformation.

But this area is not without its criticisms too.  Some argue that the Cultural

Difference Theory does not explain why some teachers can do well with many students,

despite ignorance of cultural differences or techniques that cater to such.  Nor does it

explain why some marginalized or immigrant populations succeed despite their having

cultural differences from the educational system.

Social Ecological Model Theory. The Social Ecological Model (SEM) is a

theory-based framework for understanding the multifaceted and interactive effects of

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personal and environmental factors that determine behaviors, and for identifying

behavioral and organizational leverage points and intermediaries for health promotion

within organizations. There are five nested, hierarchical levels of the SEM: Individual,

interpersonal, community, organizational, and policy/enabling environment.

Individual refers to the Characteristics of an individual that influence

behaviour change, including knowledge, attitudes, behavior, self-efficacy, developmental

history, gender, age, religious identity, racial/ethnic identity, sexual orientation, economic

status, financial resources, values, goals, expectations, literacy, stigma, and others.

Interpersonal refers to the formal (and informal) social networks and social support

systems that can influence individual behaviours, including family, friends, peers, co-

workers, religious networks, customs or traditions. Community refers to the

Relationships among organizations, institutions, and informational networks within

defined boundaries, including the built environment (e.g., parks), village associations,

community leaders, businesses, and transportation. Organizational Organizations refer to

the social institutions with rules and regulations for operations that affect how, or how

well, for example, MNCH services are provided to an individual or group.

Policy/Enabling Environmentreferes to that Local, state, national and global laws and

policies, including policies regarding the allocation of resources for maternal, newborn,

and child health and access to healthcare services, restrictive policies (e.g., high fees or

taxes for health services), or lack of policies that require childhood immunizations.

Related Literature
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The following are the results of reading in books, magazines, newspaper and other

online sources to form a review of literature and situate the study in the field.

Teaching strategies. According to Alton-Lee (2004), the teachers should align

their professional experiences with their teaching practices and pedagogies in order to

benefit their students. Agreeing to Alton-Lee, these days one of the major roles of the

teachers is to ensure that the content delivered has achieved the learning objective, which

can be considered a key challenge. Despite the years of teaching experience, there is

always a room for improvement and innovation for the teachers to adapt as per their

requirement. Demands and needs change time to time so the teachers should also undergo

professional and personal development to benefit both, the students and themselves as

well, both are the learners. There is no age limit for learning; it depends on priorities and

awareness only.

The primary purpose of teaching at any level of education is to bring a

fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process

of knowledge transmission, teachers should apply appropriate teaching methods that best

suit specific objectives and level exit outcomes. In the traditional epoch, many teaching

practitioners widely applied teacher-centered methods to impart knowledge to learners

comparative to student-centered methods. Until today, questions about the effectiveness

of teaching methods on student learning have consistently raised considerable interest in

the thematic field of educational research (Hightower et al., 2011)

When mathematical achievement falls below expectations, the manner in which

teachers present material to students becomes the focal point of parents, educators, and

educational agencies. Teachers are expected to identify the mathematical weaknesses of

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their students and devise the instructional means that will fill the learning gaps. The

traditional instructional practice for students that fall behind in mathematics involves a

teacher reteaching the lagging skill and demonstrating sample problems, followed by

students practicing the skill and retesting over the material (Gifford & Latham, 2013).

While this instructional practice may work for some students, educators often find this

approach ineffective, and their students‟ mathematical achievement plateaus. In fact,

many researchers have found traditional teaching practices inadequate for developing

mathematical competency in students, and in some instances this style of teaching may

even be counterproductive (Gifford & Latham, 2013; Muir, 2008; Walshaw, 2012).

Gifford and Latham (2013) asked teachers why the traditional instructional

strategies did not improve the mathematical skills of all students (Gifford & Latham,

2013). The teachers stated that some students lack the ability to listen or concentrate for

long periods of time, rather than mentioning their inability to master mathematical skills

(Gifford & Latham, 2013). This response prompted Gifford and Latham to identify key

factors in specific teaching interventions that engaged students in mathematics learning.

Over 65% of the students in the four year research study advanced two or more levels

within their mathematical curriculum when those factors were presented (Gifford &

Latham, 2013). Gifford and Latham identified the following key factors responsible for

increasing student engagement, increasing comprehension levels, and formulating

mathematical connections:  higher order questions  personal or familiar story contexts 

peer discussion and mathematical talk  cooperative learning  secure mathematical

environment  positive teacher responses to student ideas.

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Since all students have the ability to become capable mathematical learners

(Taylor, 1990), Gifford and Latham (2013) concluded that “teachers hold the power to

create, or remove, glass ceilings on children‟s mathematical attainment” (p.33).

Samuelson (2010) found that traditional teaching and peer collaboration was

better suited than independent work strategies alone for improving seventh grade

students‟ performance in computational concepts. However, those collaboration groups

were exposed to significantly higher order thinking than students in the other teaching

practice treatment groups. The students who actively participated in the peer and teacher

collaborations developed more critical mathematical understanding. Instructional

practices that foster student discussion and positive teacher feedback “provides students

with the opportunity to explore variations between their own and their partners‟

knowledge and thinking, to correct misconceptions, and to fill gaps in understanding”

(Samuelson, 2010, p.37). Likewise, Olson, Cooper, and Lougheed (2011) found that

students working in Problem based Learning Environments (PBL) searched for

understanding, meaning, and solutions and out-performed students in traditional whole

class environments on mathematics assessments (Olson et al., 2011). Instructional

practices that promote student reflections on prior knowledge while attempting to

develop new mathematical connections are found to enhance students‟ attitudes toward

learning mathematics and are highly effective in increasing student success (Olson et al.,

2011). The results of these studies indicated that different teaching practices affect

different mathematical learning outcomes.

Because of the ever advancing mathematical demands of the highly technical and

complex 21st century workforce, more researchers are beginning to conduct studies that
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focus specifically on the instructional practices that promote problem solving (Abdullah,

Zakaria, & Halim, 2012; Ali, Hukamdad, Akhter, & Khan, 2010; Staub & Stern, 2002 ).

In one longitudinal study, second and third grade classrooms were classified into two

instructional practice categories— associationist (traditional) and cognitive constructivist

(Staub & Stern, 2002). The students in the traditional classrooms exhibited an underlying

knowledge of number facts and computation routines, but lacked the depth of conceptual

knowledge necessary for solving more complex problems (Staub & Stern, 2002).

Teachers in those traditional classrooms presented structured lessons with specific

content objectives and provided students with practice, reward, and an assessment upon

completion. Teachers modeling the cognitive constructivist method initiated content

material in a socially interactive context and prompted questions that assisted students in

making rigorous constructs of knowledge (Staub and Stern, 2002). However, greater

student achievement gains were identified in the classrooms of teachers who assigned

challenging mathematical tasks in the form of word problems than in the classrooms of

teachers who utilized traditional approaches to mathematics instruction (Staub & Stern,

2002). Not only did the students who were taught with the cognitive constructivist

approach demonstrate higher achievement gains, but they also displayed evidence of a

greater depth of knowledge (Staub & Stern, 2002).

In regards to the concerns about the lagging mathematics achievement of

American students and the academic plateaus that are reported about Filipino students,

consideration should be given to the aforementioned research on mathematical

instructional practices. This poor mathematics performance may not be the result of

students‟ incapability to perform sufficiently in mathematics, but rather teachers not

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utilizing effective instructional practices. Sound mathematical pedagogical knowledge

enables teachers to “develop the flexibility for spotting opportunities that they can use for

moving students‟ understanding forward”.

Teaching styles. The teachers, being the focal figure in education, must be

competent and knowledgeable in order to impart the knowledge they could give to their

students. Good teaching is a very personal manner. Effective teaching is concerned with

the student as a person and with his general development. The teacher must recognize

individual differences among his/her students and adjust instructions that best suit to the

learners. It is always a fact that as educators, we play varied and vital roles in the

classroom. Teachers are considered the light in the classroom. We are entrusted with so

many responsibilities that range from the very simple to most complex and very

challenging jobs. Everyday we encounter them as part of the work or mission that we are

in. It is very necessary that we need to understand the need to be motivated in doing our

work well, so as to have motivated learners in the classroom. When students are

motivated, then learning will easily take place. However, motivating students to learn

requires a very challenging role on the part of the teacher. It requires a variety of teaching

styles or techniques just to capture students' interests. Above all, the teacher must himself

come into possession of adequate knowledge of the objectives and standards of the

curriculum, skills in teaching, interests, appreciation and ideals. He needs to exert effort

to lead children or students into a life that is large, full, stimulating and satisfying. Some

students seem naturally enthusiastic about learning, but many need or expect their

instructors or teachers to inspire, challenge or stimulate them. "Effective learning in the

classroom depends on the teacher's ability to maintain the interest that brought students to
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the course in the first place (Erickson, 1978). Not all students are motivated by the same

values, needs, desires and wants. Some students are motivated by the approval of others

or by overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom, be it the

ethnicity, gender, culture, language abilities and interests. Getting students to work and

learn in class is largely influenced in all these areas. Classroom diversity exists not only

among students and their peers but may be also exacerbated by language and cultural

differences between teachers and students.

When focusing on teaching styles, Grasha considered not only the method in

which teachers delivered their instruction, but also the manner in which students received

the particular instruction type. In addition to detailing the teacher behaviors exhibited in

the identified teaching styles, Grasha (1996) explained the various effects, both positive

and negative, that each teaching style had on students during the learning process. Grasha

(1996) identified five dominant teaching styles: expert, formal authority, personal model,

facilitator, and delegator.

The teacher displaying the expert teaching style possesses the knowledge and

expertise students need, challenges students to reach their potential, and is concerned

with preparing students for assigned goals (Grasha, 1996). A significant negative

association was found between the expert teaching style and student emotional regulation

and anxiety level. Grasha (1996) explained that teachers exhibiting the expert teaching

style believed that they held the power and knowledge for student learning. He theorized

that this teacher behavior increased student anxiety. Students who were able to self-

regulate or control their anxiety were more likely to succeed in classrooms with teachers
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exhibiting an expert teaching style; whereas, students in the same classroom who

possessed low self-regulation for anxiety had difficulty controlling their anxiety and

struggled academically (LaBillois & Lagacé-Séguin, 2009). Expert teachers tend to be

directive in their teaching approach and stress factual information (Grasha, 1996). The

advantage of the expert teaching style is that individual students may quickly acquire vast

amounts of knowledge. Unfortunately, students who acquire knowledge in classrooms led

by teachers with an expert teaching style may be disadvantaged because their knowledge

is superficial. They often lack deeper understanding, and their thought processes produce

minimal answers (Grasha, 1996). The expert instructor‟s bold display of knowledge can

also intimidate some students and negatively impact their participation and learning.

The teacher exhibiting the formal authority teaching style seeks to establish status

among students based on their own authority and knowledge (Grasha, 1994). The formal

authority teacher is methodical in planning and traditional in establishing learning goals

and classroom structure. The formal authority teacher enforces strict rules of conduct,

maintains high learning expectations, and provides definitive feedback (Grasha, 1996).

Because the formal authority teacher is concerned with correct answers and standard

teaching and learning methods, students can struggle when their ideas and answers are

not deemed acceptable by the instructor. Students who do not perform to the formal

authority instructor‟s expectations develop a sense of inadequacy and subsequently limit

their academic efforts (Grasha, 1996). The interdependence between styles and processes

implied that a traditional lecture presentation, qualifying as a formal style of teaching,

would typically result in developing dependent participants in the classroom (Grasha,

2001).
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The teacher displaying the personal model teaching style leads students by

personal example. The personal model teacher encourages students to observe how things

are done and to imitate the instructor‟s modeled approach (Grasha, 1996). Student

responses and learning are evaluated by their accuracy and consistency (Grasha, 1994).

Similar to the formal authority style, the personal model teaching style can also cause

some students to feel inadequate if they cannot perform to the standards set forth by the

teacher. Students are at a disadvantage when a teacher utilizes the personal model

teaching style and believes his or her approach is indeed the best, and does not make use

of other methods (Grasha, 1996). The limited flexibility that results when a teacher does

not make use of other method puts students at academic risk.

The teacher exemplifying the facilitator teaching style guides and directs student

learning by asking questions and offering alternative solutions (Grasha, 1994).

Facilitative teachers explore their own teaching strategies and encourage students to do

the same by thinking critically during the learning process (Grasha, 1996). The

facilitative teacher strives to develop independent thought in students through personal,

inquiry-based, teacher-student interactions focused primarily on student needs (Grasha,

1996). Learner flexibility is endorsed by the facilitator teaching style, but students can

become uncomfortable with the teaching style if it is not implemented in a supportive

manner. Teachers need to be mindful that the facilitative teaching style is more time

consuming than other styles, and that in some instances, they could use other approaches

with equal effectiveness (Grasha, 1996).

The teacher exhibiting the delegator teaching style strives to promote independent

student learning through preplanned studies, and acts as a resource for the students by
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answering their questions (Grasha, 1996). Students under the influence of the delegator

teaching style are entrusted with the responsibility of their own learning and encouraged

to seek out important material to be investigated (Grasha, 1996). Although the delegator

teaching style has the advantage of encouraging students to perceive themselves as

independent learners, it also has the disadvantages of making students anxious and

causing their learning readiness to be misread (Grasha, 1996).

Learning Assessment. Assessment should enhance mathematics learning and

support good instructional practice.

This principle has important implications for the nature of assessment. Primary

among them is that assessment should be seen as an integral part of teaching and learning

rather than as the culmination of the process.1 As an integral part, assessment provides an

opportunity for teachers and students alike to identify areas of understanding and

misunderstanding. With this knowledge, students and teachers can build on the

understanding and seek to transform misunderstanding into significant learning. Time

spent on assessment will then contribute to the goal of improving the mathematics

learning of all students.

The applicability of the learning principle to assessments created and used by

teachers and others directly involved in classrooms is relatively straightforward. Less

obvious is the applicability of the principle to assessments created and imposed by parties

outside the classroom. Tradition has allowed and even encouraged some assessments to

serve accountability or monitoring purposes without sufficient regard for their impact on

student learning.
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A portion of assessment in schools today is mandated by external authorities and

is for the general purpose of accountability of the schools. In 1990, 46 states had

mandated testing programs, as compared with 20 in 1980.2 Such assessments have

usually been multiple-choice norm-referenced tests. Several researchers have studied

these testing programs and judged them to be inconsistent with the current goals of

mathematics education.3 Making mandated assessments consonant with the content,

learning, and equity principles will require much effort.

Assessment can play a key role in exemplifying the new types of mathematics

learning students must achieve. Assessments indicate to students what they should learn.

They specify and give concrete meaning to valued learning goals. If students need to

learn to perform mathematical operations, they should be assessed on mathematical

operations. If they should learn to use those mathematical operations along with

mathematical reasoning in solving mathematical problems, they must be assessed on

using mathematical operations along with reasoning to solve mathematical problems. In

this way the nature of the assessments themselves make the goals for mathematics

learning real to students, teachers, parents, and the public.

Mathematics assessments can help both students and teachers improve the work

the students are doing in mathematics. Students need to learn to monitor and evaluate

their progress. When students are encouraged to assess their own learning, they become

more aware of what they know, how they learn, and what resources they are using when

they do mathematics. "Conscious knowledge about the resources available to them and

the ability to engage in self-monitoring and self-regulation are important characteristics

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of self-assessment that successful learners use to promote ownership of learning and

independence of thought."

In the emerging view of mathematics education, students make their own

mathematics learning individually meaningful. Important mathematics is not limited to

specific facts and skills students can be trained to remember but rather involves the

intellectual structures and processes students develop as they engage in activities they

have endowed with meaning.

Enhancement and intervention activities. Systematic reviews of the literature on

math interventions for students with math learning difficulties highlight the importance of

providing instruction that incorporates particular design features: increases the intensity

of instruction in mathematics in addition to Tier 1 instruction; provides explicit,

systematic instruction that integrates developmental research in mathematics with

principles of direct instruction; provides opportunities for cumulative review; teaches

mathematical concepts to mastery ensuring that foundational skills needed to understand

higher level concepts are mastered before moving on to the next level; uses concrete and

visual representations including manipulatives; provides tutor scaffolding for learning as

well as emotional support; and tracks children’s understanding of each mathematical

concept, adjusting the difficulty of concepts in relation to child knowledge (Fletcher,

Lyon, Fuchs, & Barnes, 2007; Gersten et al., 2009).

In the absence of intensive instruction and intervention, students with

mathematics difficulties and disabilities lag significantly behind their peers (Jitendra et

al., 2013; Sayeski & Paulsen, 2010).

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Strategies that can help students improve their mathematic vocabulary include (a)

preteach vocabulary, (b) mnemonic techniques, and (c) key word approaches. These

strategies are only a few strategies available to help enhance students’ mathematics

vocabulary comprehension. Algebra is introduced in elementary school as students learn

algebraic reasoning involving patterns, symbolism, and representations. Students

experience difficulty with algebra for various reasons including difficulty understanding

the vocabulary required for algebraic reasoning, difficulties with problem solving, and

difficulties understanding patterns and functions necessary for algebraic reasoning.

Possible strategies to assist with teaching algebraic concepts include, but are not limited

to, (a) teaching key vocabulary needed for algebra, (b) providing models for identifying

and extending patterns, (c) modeling “think aloud” procedures for students to serve as

examples for solving equations and word problems, (d) incorporating technology usage

(e.g., graphing calculators) (Bryant, 2008), and (e) implementing Star Strategy described

below (Gagnon & Maccini, 2001). Maccini and Gagnon (2005) stated that the STAR

strategy incorporates the concreteSemiconcrete-Abstract (CSA) instructional sequence,

which gradually advances to abstract ideas using the following progression: (a) concrete

stage, (b) semiconcrete stage, and (c) abstract stage. By using the CSA framework

teachers can incorporate effective teaching components to teach students effectively and

efficiently. Students progressively move through each stage to achieve mastery in a

mathematic concept. Using multiple representations, beginning with the concrete level

and moving to the abstract level, is an effective technique in helping struggling learners

solve calculation problems. The Concrete-RepresentationalAbstract (CRA) teaching

sequence has been found to help students with LD learn procedures and concepts (Flores,
 26

Hinton, & Strozier, 2014). During the concrete stage students are in the “doing” stage,

during the representational stage students are in the “seeing” stage, and during the

abstract phase students are in the “applying” stage. Students move through the phases

fluidly.

Metacognition refers to individuals’ awareness of how they think and plan

activities. Metacognition also involves strategizing, monitoring success and effort, and

knowing when to change directions or to try a different approach to problem solving.

Many students with learning difficulties benefit from the use of metacognitive skills to

help them focus on what they are doing and to plan for how to employ strategies as

needed and change directions when appropriate (Mevarech & Amrany, 2008). A few

examples of how to incorporate metacognitive strategies include: • Demonstrating “think-

alouds” so students become aware of how one talks oneself through a learning task. •

Demonstrating the use of graphic organizers, schematics, and visual imagery. • Explicit,

direct instruction accompanied by modeling of selfmonitoring, self-talk, and self-checks.

Developing foundational mathematics skills at the elementary level is essential.

Maintaining basic skills acquired during the elementary years is essential as students

move toward more advanced computational, place value, and fractional concepts. As 6

students move from elementary to secondary mathematics, it is important that students

maintain skills mastered and that teachers continue to scaffold instruction and provide

supports to ensure that foundational skills are addressed while affording access to more

advanced mathematics concepts.

Mathematics Teaching. Before educators can make improvements in the teaching

of mathematics, a true understanding of how students learn mathematics is crucial.

 27

Skemp (1987) attempted to answer 28 this question for educators: What is mathematical

understanding, and by what means can educators help to foster true mathematical

understanding in their students? After much research, Skemp (1987) categorized two

basic types of mathematical learning, which he named “habit learning” and “intelligent

learning.” Skemp (2006) formulated the Mathematical Theory of Relational and

Instrumental Understanding based on these two basic categories of mathematics learning.

In mathematics, the habit learning notion became known as instrumental learning, while

intelligent learning was recognized as relational learning.

Despite his profound comprehension of student development with mathematical

concepts, Skemp (1987) was baffled as to why his students were still struggling with

mathematics. At the prompting of the following words by Hassler Whitney, Skemp

sought to advance his personal knowledge and improve his teaching by delving into the

psychology of learning and teaching mathematics: For several decades we have been

seeing increasing failure in school mathematics education, in spite of intensive efforts in

many directions to improve matters. It should be very clear that we are missing

something fundamental about the schooling process. But we do not even seem to be

sincerely interested in this; we push for „excellence‟ without regard for causes of failure

or side effects of interventions; we try to cure symptoms in place of finding the

underlying disease, and we focus on the passing of tests instead of meaningful goals.

(Whitney, 1985, p.127)

Skemp (2006) argued that educators would not be any more successful in the

future than in the past if the factors that affected student learning, including the ways in

which students were being taught, were not addressed. For this reason, Skemp devoted
 28

his efforts to understanding two fundamental areas: how children learn and teaching

practices.

Understanding relational and instrumental learning alone was not enough for

Skemp (1989) to solve his professional problem as a teacher. He noticed that

mathematics was not the only subject poorly taught and misunderstood, but the

difficulties in developing mathematical knowledge proved to stand out in learners. Skemp

declared that educators could measure the intelligence of a learner at any given time, but

the capacity of intelligence a learner possessed was not possible to measure in any one

circumstance. With this view, Skemp (1989) argued “Learners of any age will not

succeed in learning mathematics unless they are taught in ways which enable them to

bring intelligence, rather than rote learning, into use for their learning of mathematics”

(p.26). As evidenced even more recently by Wiggins and McTighe (2008), they too

recognized the differences in mathematical learning and how students perform. Wiggins

and McTighe (2008) revealed that students typically perform well on mathematical

assessments that require recall (instrumental), but do not perform well on material

requiring analysis or application (relational). The continual trend of student

underperformance on mathematical assessments stresses the point that teachers should

provide students with instructional opportunities that develop understanding in the

content before challenging students with the complexities of relational learning (Whitney,

1985).

Skemp (1989) provided a scenario of a learner memorizing a 10-digit phone

number in one instance and a separate 10-digit sequence in another instance in order to

explain the advantage of intelligence learning over habit learning. In the first example, he
 29

acknowledged that the memorization of phone numbers would provide a learner with

little to no interest. Furthermore, Skemp recognized that being asked to memorize

additional phone numbers would not only be difficult for the learner, but that the

memorization of the first phone number provided the learner no assistance in memorizing

the others. In the second scenario, however, the learner discovered a pattern to the

sequence of 10 digits, and only had to learn the first number and the pattern in order to

remember all 10 numbers. If asked to extend the sequence of numbers, the learner could

easily utilize the pattern discovered from the original list and generate a lengthier list of

numbers. In contrast to the first scenario where the learner relied on habit learning, the

learner in the second scenario utilized intelligent learning to not only recreate the original

list of numbers, but to extend the list indefinitely, which further developed his

mathematical proficiency.

In addition to understanding the manner in which learners develop and obtain

their mathematical knowledge, Miller, Stringfellow, Kaffar, Ferreira, and Mancl (2011)

identified three modes of mathematical knowledge: conceptual, procedural, and

declarative. Conceptual knowledge is the depth of understanding of mathematical

operations, concepts, and meaning. Procedural knowledge is the step by step

methodology utilized in solving mathematical problems. Declarative knowledge is the

ability to memorize and recall mathematical facts (Miller et al., 2011). Miller et al

recognized the importance of teaching strategies and suggested that teachers should

specifically plan their instructional strategies so their teaching addresses all three modes

of students‟ mathematical knowledge during the learning process.

 30

With the current educational challenges regarding mathematics and increasing

international demand for enhancing the mathematical knowledge of students, researchers

are beginning to delve more into the environmental factors that surround students during

their mathematics instruction (Papanastasiou, 2002; Powell & Kalina, 2009).

Traditionally, teachers taught mathematics in a manner which promoted memorization,

recall of facts, and computational operations. The teaching of mathematics has not

advanced much beyond the basic level of declarative knowledge. In contrast, modern

technological advancement drives a greater need for complex conceptual innovation in

mathematics (Powell & Kalina, 2009). Many of the current researchers find that

educators need to claim greater instructional responsibility (Hansson, 2010) and devise

means to become more effective in teaching mathematical constructs in order for students

to truly develop conceptual mathematical knowledge (Desoete, Roeyers, & Buysse, 2001;

Powell & Kalina, 2009). As societal expectations of students‟ mathematical knowledge

evolve, so too should teaching strategies.

Related Studies

Ali et al. (2010) found a significant difference between the mathematical

achievement of students taught with problem-solving methods and the mathematical

achievement of students taught using traditional approaches, where students remain

passive and receive information. With the premise that “telling is not teaching and

listening is not learning” (Ali et al., 2010, p. 67), the study found that problem-solving,

where teachers act as facilitators, is a more effective instructional practice for teaching

and learning mathematics than traditional approaches. Additionally, Ali et al. made the
 31

claim that problem-solving enables students to become more effective at solving real life

problems and equips them with the thinking skill set that will prove beneficial in meeting

ever changing societal demands. Student-centered practice is not standardized, but rather

personalized to each student‟s knowledge and previously acquired experience.

In an experimental study conducted by Abdullah et al. (2012), the experimental

group was exposed to strategic visualization thinking strategies for solving mathematical

word problems. The treatment group demonstrated a greater conceptual understanding of

mathematics by outperforming the students who received the conventional instructional

approach. The findings in this study demonstrated the importance of students creating a

visual representation of their mathematics problems in order to devise a solution strategy

(Abdullah et al., 2012). The visual representation strategy allowed students the

opportunity to develop a better conceptual understanding of problems and make

analytical connections to future problems (Abdullah et al., 2012).

Researchers have long examined teacher roles in the classroom (Mann et al.,

1970). For example, Duffey and Martin (1973) categorized teaching styles as either direct

and indirect. Gamoran and Nystrand (1991) further described the direct teaching style as

strong verbal command in the classroom. Direct style teachers tend to create strict

performance tasks with clear instructions that allow for little student individuality

(Gamoran & Nystrand, 1991). Although direct teaching styles are effective in

communicating the learning tasks to students and maintaining their focus, it disregards

student responses and their input to learning (Gamoran & Nystrand, 1991). The indirect

teaching style takes a more integrative approach to teaching and incorporates student

ideas into the instructional plan (Cohen & Amidon, 2004; Gamoran & Nystrand, 1991).
 32

Indirect teaching tends to positively influence student achievement by uplifting student

attitudes and instilling freedom and flexibility to participate in the learning process

(Brophy & Good, 1986; Cohen, & Amidon, 2004).

Research conducted by Michel, Cater, and Varela (2009) labeled teaching styles

as either active or passive. The focus of active teaching is student learning. Active

teaching improves students‟ participation in class, attitudes about learning, and levels of

higher order thinking (Michel et al., 2009). Whereas, passive teaching, a common

traditional lecture style, limits student participation, reduces attention levels, and curtails

the retention of material being covered (Michel et al., 2009).

Pierro, Presaghi, Higgins, and Kruglanski (2009) designated the two teaching

styles as supportive and controlling. They found that teachers who lead student-centered

instruction and provide an open classroom environment are considered to exhibit a

supportive teaching style. Teachers with strict classroom guidelines and a rigid, business-

like approach to assessment driven classroom instruction are considered to display a

controlling teaching style (Pierro et al., 2009). The study revealed that assessment-driven

students, meaning those who are motivated by adult approval and their own academic

performance, were more satisfied with the controlling teaching style versus the

supportive style (Pierro et al., 2009). In contrast, students who were highlocomotors,

meaning they are typically intrinsically motivated and more kinetic in their learning,

preferred a classroom climate with more supportive characteristics (Pierro et al., 2009).

While previously attention was placed on the significance of students‟ learning

styles and teachers‟ various teaching styles (Duffey & Martin, 1973; Gregorc, 1979;

1984), recent research has scrutinized teaching styles more exclusively. Chatoupis (2010)
 33

analyzed teaching styles and placed them on a spectrum of various identifiable teaching

characteristics. LaBillois and LagacéSéguin (2009) explored the relationship between

teachers‟ teaching styles and the personal behavioral factors that prompt students‟ own

personal growth and development. They found that teachers‟ teaching styles do more

than influence their students‟ knowledge and skill levels; they are also responsible for

encouraging or discouraging specific self-concepts that leave lasting impressions on the

way students develop their learning tactics. After decades of work (Cohen & Amidon,

2004; Gamoran & Nystrand, 1991; Gregorc, 1979; 1984; LaBillois & Lagacé-Séguin,

2009; Mann et al., 1970), no consensus conclusions have been reached by researchers

that identify which teaching styles, if any, are most effective to actuate optimal student

learning.

Grasha‟s (1994) five teaching styles: expert, formal authority, personal model, facilitator,

and delegator were utilized as the teaching style basis for this study. By analyzing the

reasoning behind each of Grasha‟s five teaching styles, evidence was found that each of

Grasha‟s teaching styles are closely related to one of the aforementioned researchers.

Grasha‟s delegator, facilitator, and personal model teaching styles are closely related to

Duffey and Martin‟s (1973) indirect teaching style; Michel, Cater, and Varela‟s (2009)

active teaching style; and the supportive teaching style of Pierro et al. (2009). Whereas,

Grasha‟s expert and formal authority teaching styles are closely related to Duffey and

Martin‟s direct teaching style; Michel, Cater, and Varela‟s passive teaching style; and the

controlling teaching style of Pierro et al. Based on this synthesis of literature, Grasha‟s

teaching styles effectively encompass the available teaching style research.

 34

Grasha (1994) detailed his study of teaching styles by delineating the positive and

negative impacts of each style upon student learning. Each teaching style generated

unique conditions among learners in the classroom. Grasha‟s foundational beliefs

complimented those of Vygotsky (1930) and Bruner (1966), and strengthened the

theoretical framework of this research; therefore, his five teaching styles were selected as

the basis of teaching styles in this study.

In a study conducted by Andrews (2004), 39 educators were selected by a

convenience sample in Arizona‟s third through sixth grade charter schools in order to

determine the effect of their predominant teaching style and certification status on student

achievement in reading. Teacher subjects completed Grasha‟s TSI in order to determine

their predominant teaching style. Reading achievement scores were gathered from the

state required Stanford 9 Achievement Test. Seventeen of the teacher subjects held a

valid state teaching certification, while the other 22 teacher subjects in the study did not.

Although the researcher found no significant correlation between teaching style or

certification and teachers‟ class average reading achievement scores, Andrews

recommended other correlational studies between teaching style and reading achievement

scores.

In a study by Davis-Langston (2012), 100 third through fifth grade teachers in an

urban Georgia school district were sampled in order to examine the interaction between

their teaching styles, perception of self-efficacy in teaching mathematics, and student

achievement in mathematics. Eighty-nine percent of the students in the school system

were low-income students, 96% of the students were African American, and most

students did not have any ancestors or siblings who had attended college. Andrews found
 35

statistically significant positive correlations between the personal model, facilitator and

delegator teaching styles and the level of student achievement in numbers and operations.

A statistically significant, positive relationship was found between the formal authority

and facilitator teaching styles and student achievement in geometry. Finally, a

statistically significant, negative correlation was found between the expert teaching style

and the overall percentage of students whose Criterion-Referenced Competency Test

scores exceeded proficiency on mathematics standards. As teachers‟ awareness of their

use of the personal model, facilitator, and delegator teaching styles increased, so did their

students‟ achievement in numbers and operations and geometry (Andrews, 2004).

Andrews recommended further research in other settings.

Studies have documented a further complication as teachers are caught between

the conflicting demands of mandated testing programs and instructional practices they

consider more appropriate. Some have resorted to "double-entry" lessons in which they

supplement regular course instruction with efforts to teach the objectives required by the

mandated test.4 During a period of change there will undoubtedly be awkward and

difficult examples of discontinuities between newer and older directions and procedures.

Instructional practices may move ahead of assessment practices in some situations,

whereas in other situations assessment practices could outpace instruction. Neither

situation is desirable although both will almost surely occur. However, still worse than

such periods of conflict would be to continue either old instructional forms or old

assessment forms in the name of synchrony, thus stalling movement of either toward

improving important mathematics learning.

 36

Hanover Research identified seven mathematics intervention programs with broad

support from the research community. Credible authorities suggest the following

programs are likely to significantly improve students’ mathematics abilities: o Fraction

Face‐Off! o Hot Math Tutoring o Number Worlds o I CAN Learn Pre‐Algebra and

Algebra o DreamBox Learning o enVisionMATH o Do The Math.

Three crucial practices should be applied to all mathematics interventions:

universal screening, explicit and systematic instructional methods, and data‐based

decision making. The American Institutes for Research and the What Works

Clearinghouse recommend that educators should screen all students in order to identify

those in need of supplementary assistance. Additionally, the National Council of

Teachers of Mathematics and the What Works Clearinghouse found that explicit and

systematic instructional methods are highly effective strategies. Lastly, the use of data to

drive decision making is a common theme that unites recommendations from the

American Institutes for Research, the Institute of Educational Sciences, and the National

Center on Intensive Interventions

Several research studies indicate additional practices that may effectively improve

students’ mathematics performance, including: the dedication of at least 10 minutes to

“fluent retrieval of basic arithmetic facts,” the development of students’ systemized

approach to all problem types, and the nurturing of students’ confidence.

Recommendations specific to principals and other school leaders include providing

implementation support at all levels of multi‐tiered systems and allowing individual

schools to select intervention programming that suits their specific core curricula
 37

General consensus among researchers indicates that elementary school math

interventions are essential to avoiding later difficulties.    Research is united in the belief

that early detection and remedy of math difficulties eliminates future struggles with

increasingly complex and abstract mathematical concepts studied throughout secondary

grades. Researchers have identified “fluency and proficiency with basic arithmetic

combinations and the increasingly accurate and efficient use of counting strategies” as

indicators of early math proficiency.

Research‐based mathematics interventions typically use decidedly engaging

tactics, such as role‐playing or technology‐assisted learning. While engaging students is

viewed as a top priority, interventions typically emphasize distinctive qualities. For

instance, Hot Math emphasizes students’ mastery of word problems, while Fraction Face‐

Off aims to improve students’ proficiency with fractions.

 38

Figure 1.Schematic Diagram

 39

As seen in Figure 1, the data collection method to be used is focused ethnography.

Traditional ethnography researchers typically do not enter the field with a formally

specified research question. Through the use of participant observations, interviews,

focus group discussions, and documentary analysis, the researcher would delve into

specific research questions as jump off points to inquire on academic culture of Senior

High School Mathematics teachers, their professional values, and work experiences

rather than with an open-ended intent to live in and learn about a new culture. 

The specific data to be looked into teaching strategies, teaching styles, learning

assessment, enhancement and intervention activities, and other work-related activities

they do beyond working hours. Guided by grounded theory and constant comparative

analysis, the data to be gathered will reveal emerging patterns and will be used to

interrelate myriads of qualitative data. The end result of this qualitative inquiry is the

academic culture of senior high school mathematics teachers in the identified area of

research.

Basic Assumptions

1. The teachers were selected from a normal population of senior high school

teachers.

2. A total of twenty-four hours of observation per teacher over one month would

constitute a representative sample of the characteristic academic culture of each

teacher.

Definition of Terms
 40

For purposes of clarity and understanding of the key terms used in this study, the

following terms are hereby conceptually and/or operationally defined.

Lived Experience .This term is used to purposefully locate and emphasize “those

interchanges of awareness, recognition, feeling, noticing, and learning going on between

body and the world that are prior to and provide sources for experience as it is evoked in

dialogue” (D. Smith, 2006, p. 224).

Reflexivity. This is the interactive and mutually determined character of the

social world and the knowledge produced about it. The term comes from

ethnomethodology, which is an approach that conceives of people as skilled practitioners

and knowers of their worlds. The aim of ethnomethodology is to learn about how people

make sense of what they do, which includes looking at the strategies people deploy in

their day-to-day lives (see Garfinkel, 1967). This approach has a significant organizing

presence in both institutional and political activist ethnography. Reflexivity also refers to

“[a]n effort to foreground the place of the researcher in the process of conducting

research and writing scholarly texts as a means to disrupt and undermine notions of

objectivity” (Haggerty, 2003, p. 155).

Standpoint Informant. This term identifies a specific group of participants, and

the word standpoint is used to emphasize that research is carried out from a particular

perspective. The language highlights and reminds us that work drawing from institutional

and political activist ethnography is materially grounded in the everyday, interactional,

and local worlds of a defined group of people (Bisaillon & Rankin, in press).

Experience. The starting place for research using institutional and political

activist ethnography is within people’s everyday practices. The term experience is used to
 41

validate and provide grounding in people’s social experience and bodily being.

Analytically, experience is used as a basis for providing clues about the coordination of

people’s lives and the working of society. In this usage, and more importantly, experience

is not understood as individual or as a form of truth. This is because knowledge from any

standpoint is partial because people know the world from within their particular location

in it.

Ideology. This is a form of knowledge that is uprooted and ungrounded from the

social circumstances in which it is produced. This application “is not to be confused with

its politically oriented English cognate. [I]t is simply an idea-system” (Bakhtin,

1975/1981, p. 429). Critique of people’s ideological practices is a key constituent in Karl

Marx and Frederick Engels’s (1846/1970) analysis of social relations, and is also a key

research practice in projects drawing from institutional and political activist ethnography.

Field-dependence is the tendency to rely primarily on external referents in

information processing. This includes not only the materials with which people work, but

the perceptions of other oeople as well. Field-dependent people tend to rely on what they

perceive and are influenced by what they are told.

Field-independence is the tendency to rely primarily on internal referents in

information processing. Field independent people question their perceptions and the

perceptions of others on the basis of an internal sense-making. They take an autonomous

approach to whatever data or beliefs they encounter.

Warmth is defined as teacher behavior toward students that is friendly and

familiar. This includes the teacher joking, teasing, or being humorous with students in a

positive manner.
 42

Direct teaching behavior is defined as the teacher setting goals or prescribing

activities for students without giving options to the students. This included not only

giving the students specific tasks, but also lecturing to students, giving directions,

demonstrations, explanations, or commands.

Analytical teaching behavior is defined as the use of reasoning skills by the

teacher and encouraging students to use reasoning skills to solve problems or complete a

a task.

Job Satisfaction. Teachers ' job satisfaction was defined for the purpose of the

present study as the overall orientation which teachers have towards their work in schools

(Miskel et al, 1 979) . This overall orientation is comprised of feelings or affective

responses to facets of the job situation (Smith et al . , 1 969) . And , these feelings are

seen as a function of teachers' perceptions of the various facets of the job situation and

the cultural aspects at school which they perceived as having effects on their feelings and

attitudes towards their job as a teacher at school (Locke and Henne, 1986).

Organizational Commitment. The type of organizational commitment most

commonly studied is attitudinal type. It is defined as the relative strength of an individual

's identification with and involvement in a particular organization. Conceptually , it can

be characterized by at least three factors (Mowday et al . 1 982): 1. A strong belief in and

acceptance of the organization's goals and values; 2. A willingness to exert considerable

effort on behalf of the organization; 3. A strong desire to maintain membership in the

organization.

School Culture. For the purpose of the present study, school culture was defined

as the system of shared assumptions , philosophy , core values and behavioural norms
 43

which influence teachers ' ways of thinking , feeling , and doing things at school. The

present study also adopted the functional perspective of organizational culture in which

school culture was seen as something which, to a certain extent, can be consciously

shaped or created for more effective teaching and learning.

Culture is a complex concept and difficult to define. It has been described in so

many ways that a coherent understanding is made difficult (Geertz, 1973). Geertz, for

instance, notes that Kluckholm (1950) used over one dozen definitions in a single

chapter. Culture was “the total way of life of a people”. It was “a way of thinking, feeling

and believing”. Culture was “learned behaviour”. It was “a map”, “a sieve”, “a matrix”

(Geertz, 1973, p. 4-5). Culture is, of course, all of those things, but this does not bring

understanding nearer. The fact that many aspects of culture are hidden is why a clear

definition of culture has been so elusive (Hall, 1990). There is a surface level that is

observable—the way buildings are constructed, the way people speak and act towards

one another, even the way tea is served. While these surface features may be easy to

notice, they too often mask the foundations upon which those ‘artefacts’ are built (Hall,

1989).

Teacher’s Professional Identity. Various definitions have been given for

teachers’ professional identity. Some stress the ―self‖ dimension in studying ―teacher’s

professional identity‖, referring to teacher identity as a teacher’s personal perspective on

her professional role and responsibilities, as well professional performance (Zembylas,

2003; Beijaard, Meijer & Verloop, 2004). Specifically speaking, a teacher’s professional

identity could be understood ―as an overarching construct including beliefs, goals, and

standards… [A]s the ways teachers perceive themselves as teachers and the way they
 44

portray themselves to their students. (Schutz, Cross, Hong, & Osbon, 2007, p. 226).

Varghese, Morgan, Johnston, and Johnson (2005) conclude, after theorising different

perspectives of teacher identity: Teacher identity is a profoundly individual and

psychological matter because it concerns the self-image and other-image of particular

teachers (p. 39).

Some view the teacher‘s professional identity as a ―relational identity,

highlighting the vital role of social and cultural context in understanding identity (Flores

& Day 2006; Sexton, 2008). Sexton (2008) regards the nature of teacher identity as ―the

relationship between one‘s inherited traits and those that emerge through macro- and

micro-social structures (p. 75).‖ As he describes it: Identity highlights how an individual

mediates teaching —drawing upon different arrays of social positioning, experiences, and

resources to enact their professional selves in particular ways (Sexton, 2008, p. 75). In

other words, for Sexton, the teacher’s professional self-identification is not mere

individual psychology but a negotiated meaning between individual understanding and

socio-cultural norms.

Beliefs. Teacher beliefs, especially educational beliefs, are closely linked with

teachers’ perception of self—i.e., professional identity (Ertmer, 2005, p. 28). Though the

notion of teacher educational beliefs is poorly conceptualised and is not clearly defined in

the research literature, it is recommended that understanding teacher educational beliefs

should embracing the following elements: ―the nature of knowledge, perceptions of self

and feelings of self-worth, confidence to perform certain tasks, and so on‖ (Pajares, 1992,

cited in Ertmer 2005, p. 28). This thesis focuses on teachers’ educational beliefs about

teachers’ teaching practice.

 45

Teaching Knowledge. Professional knowledge is listed in first position in the

Professional Teaching Standards, NSW (NSW Institute of Teachers, 2004). It consists of

two elements: 1) Teachers know their subject/content and how to teach that content to

their students; 2) Teachers know their students and how students learn (NSW Institute of

Teachers, 2004, p. 3). It is pointed out that knowledge of subject matter was viewed as a

part of the teachers’ professional knowledge base in the traditional educational research.

The possession of subject knowledge empowers teachers to be able to ―change

programs, develop effective tasks, explain things at a high quality level, and diagnose

students’ understandings and misconceptions adequately (Beijjard, 2000, p. 751).

Professional identity is, therefore, categorized into ―the teacher as a subject matter

expert, who has a deep and full understanding of the subject area (Ibid, p. 751).

Teaching practice. All professional knowledge is represented by teacher’s

teaching practice, reflecting his or her professional identity. In the ―identity literature,

some scholars identify identity as performative: ―one that is constructed through a

sustained set of acts posited through the social, psychic, corporeal, and temporal

stylization of the body (Zembylas, 2003, p. 227; Sexton, 2008, p. 83). That is to say,

one’s various behaviors or actions construct one’s identity in reality. There is no reason

to argue that a teacher’s professional identity is an exception to this rule. For the teacher’s

part, the teacher’s repetitive acts and speech constitute and reflect his or her identity as a

teacher, i.e. how he or she thinks a qualified teacher should be. Therefore, the teacher’s

performance, and especially their teaching practice and strategies, is a significant

component of professional identity.

 46

Content analysis. Content analysis is a technique of data analysis in which

detailed review of text content leads to themes (Lichtman, 2012).

Criterion sampling. Criterion sampling was when all cases meet some criterion;

beneficial for quality assurance (Creswell, 2007).

Lived experiences. Lived experiences are “in a phenomenology, the experiences

described by participants that lead to the essence of the experience” (Lichtman, 2012, p.

324).

Qualitative research. Qualitative research is a type of educational research in

which the researcher relies on the views of participants; asks broad, general questions;

collects data consisting largely of words (or text) from participants; describes and

analyzes these words for themes; and conducts the inquiry in a subjective, biased manner

(Creswell, 2008, p. 46).

Themes. Themes were also known as categories; similar codes aggregated

together to form a major idea in the database (Creswell, 2008).

 47

Notes in Chapter II

Afzal, W., 2006. An argument for the increased use of qualitative research in LIS.
Emporia State Research Studies [online], 43(1), 22-25.
<http://www.emporia.edu/esrs/vol43/afzal.pdf>, [accessed 17.03.07].
Agar, M.H., 1996. The professional stranger: an informal introduction to
ethnography. 2nd ed. San Diego: Academic Press.
Anseau, J., ed., 25.04.07. Social indicators: House of Commons Library research
paper 07/38. <http://www.parliament.uk/commons/lib/research/rp2007/rp07-038.pdf>,
[accessed 29.06.07]. Boston: Pearson.
Bisbrouck, M., ed., 2001. Library buildings in a changing environment:
proceedings of the eleventh seminar of the IFLA section in Library buildings and
equipment, Shanghai, China, 14-18 August 1999. Munich: K.G. Saur.
Black, C., & Roberts, S., 2006. Learning the social way: enhancing learning in a
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10.1080/13614530701330265>.
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CHAPTER III

RESEARCH METHODOLOGY

Methods and Techniques of the Study

This study utilized focused ethnography. Whilst ethnography is increasingly being

used in health research (O’Reilly, 2012, p.24), this is often with some ambiguity, and it is

noted that the terms ethnography and participant observation are often used

interchangeably (Green & Thorogood, 2009, p.150). O’Reilly (2009) makes a clear

distinction between these; that ‘ethnography is a methodology’ and ‘participant

observation is a method’ (p.3). Madden (2010) makes this distinction in a different way;

that ‘methods are what tools you use; a methodology is an explanation of why you use

those tools’ (p.25).

As an ethnographic study, this project reflects this distinction; ethnography in this

study is not just a means of data collection, but a particular kind of inquiry about

everyday life in a specific social and cultural setting. The interests at the center of this

project are about mathematics teachers, about their day-to-day lives in the school and the

classroom, about their experiences and their views of their field and their profession, and

the ways in which all of this influences their understanding of their world, the field of

mathematics teaching, and the teaching profession in general. These are questions about

human nature and about the ways in which people live and experience the world.

Accordingly, Knoblauch (2005) defined focused ethnography as an applied and

pragmatic ethnography that differs in several respects from other ethnographic types.

First, it studies only one definite issue or topic and has a concentrated enquiry field. The
 52

problem's context is studied and a problem-focused research question is established prior

to the immersion into the field based on the literature. Secondly, it involves short-term

and targeted collection of information in which field visits are personalized to a definite

timeframe or occurrences so that appropriate findings can be obtained on the predefined

subject. Finally, the interviews are arranged around the study subject with keenly selected

respondents. The ethnographic method may require various techniques of collecting

information however; the strategy tends to be defined by the fieldwork of observation

(Savage, 2000). This is the researcher's involvement into a social environment to uncover

the conduct and interpretations of the subject of the research in real time.

Ethnography generally employs three data collection strategies: participant

observation, formal and informal interviews, and examination of relevant documents.

These strategies are essential in helping the researcher to gain a better understanding of

the culture being studied. Participant observation is a strategy in which the researcher

actively becomes involved in participants’ life events in their natural settings (Roper and

Shapira 2000). It is an opportunity for the researcher to become immersed in the culture

being studied (Fetterman 2010).

Due to the limitations set by the COVID19 Pandemic, the ethnographic nature of

this study in terms of immersion to the actual participant’s environment was limited to

the digital platform. Thus, a “digital ethnography” is employed in this study to conduct

immersion. Digital ethnography is defined as ‘any ethnography in which ‘data-gathering

methods are mediated by computer-mediated communication or digital technologies’. It

can comprise a number of different methods in which researchers can collect the

behaviour data they need from participants – either in a mobile or online environment
 53

(which is why the latter also sometimes bears the tag of virtual ethnography, cyber

ethnography or online ethnography.) (Filedwork, 2020). Online spaces are often accessed

by researchers to observe the participant in their natural environment. An online

environment often compromises text, images or videos and is the host to social

interactions and behaviour patterns. As online observations are less intrusive and directly

apparent, people’s behaviours are not as likely to alter as much as they would, should a

researcher be physically present. The main difference between ethnographic market

research and digital ethnography is that the researcher does not have to travel to a

particular location in order to make their observations. 

Philosophical Construct of the Study

Social constructivism is the philosophical underpinning used in the current

research. Social constructivism contends in terms of its ontological assumptions that there

is multiple and constructed reality about a particular social phenomenon and that there is

no existing sole reality purpose about a particular phenomenon; instead, there are several

realities erected in the minds of the people being studied (Bow, 2002). Constructivists

believe they should study the phenomenon in the sector where it happens because they

recognize the significance of understanding people's cultural practices and their meanings

(Denzin and Lincoln, 2000). Constructivists favor ethnography because it permits them to

show the participants' various realities as well as the alternative interpretations that arise

from information. The nature of social constructs can be clarified only through the

interaction of the researcher with those being studied.

 54

Classrooms are complex environments. Ethnography can help researchers

understand these complexities as they gather information by watching and talking with

people, reading available reports and records and mapping out the environment. This case

adds to existing literature on ethnography as we share our own experiences of what we

refer to as classroom-based ethnography. Ethnography is sometimes overlooked in

educational research due to its time-intensive nature and the general ‘messiness’ involved

in collecting and making sense of data. However, when ethnography is applied to

classroom-based settings, researchers are able to interrogate and explicate the complex

material and immaterial processes that occur for educators and students. 

Research Design

Qualitative methods can include participant observations, case studies, narrative

or descriptive accounts of a setting or practice (Parkinson & Drislane, 2011). Qualitative

inquiries are important to use in order to find meaning and explore the experiences of

others (Heppner, Wampold, & Kivlighan, 2008). Qualitative researchers observe

participants in their natural settings in order to make sense of, or interpret experiences in

terms of the meaning people bring to them (Denzin & Lincoln, 2008). The researcher

wanted to understand the experiences that participants had, acknowledging that their

stories and voices would provide deeper insight and understanding into the phenomena

being studied. Qualitative research is appropriate in this context because the results better

help understand and provide awareness of the participants’ experiences.

Population and Sample of the Study

The choice of a sampling strategy depends on the research problems and

questions that the researcher wanted answered. For this study, criterion sampling is
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employed (Creswell, 2007) because participants represent individuals who are

Mathematics teachers in Senior High School. According to Creswell (2007), “It is

essential that all participants have experience of the phenomenon being studied. Criterion

sampling works well when all individuals studied are representative of people who have

experienced the phenomenon”.

The inclusion criteria for the selection of participants are (1) SHS Mathematics

teachers with at least five of service in the institution; (2) with Master’s Degree; (3)

handling SHS Mathematics for at least two years; (4) teachers with at least Very

Satisfactory rating in teacher evaluation.

Research Instrument

In gathering the data, three methods will be utilized by the researcher so that data

triangulation will be attained to ensure the rigor of data gathering. These include in-depth

interview, participant observation and document analysis will be utilized by the

researcher.

Ethical Considerations

Ethical considerations in the conduct of qualitative research concern

responsibilities and values towards the people involved in the research (Green &
 56

Thorogood, 2009, p.62-63). The basic principle of codes of ethical research practice is

the responsibility to ‘do no harm to the people or the community under study’

(Fetterman, 2010, p.133). In terms of values, this is about the ‘right way to treat other

human beings in a research context’ (Murphy & Dingwall, 2001, p.339). The particular

nature of ethnographic studies - based on close contact with the research participants over

a prolonged period of time - makes these responsibilities and values particularly pertinent

(O’Reilly, 2009, p.57). In this respect, the primary ethical consideration in this study is

around the responsibility to the research participants, and concerns issues of trust,

confidentiality and representation.

Reflexivity in Ethnographic Research. Like all qualitative research, ethnography

is not a neutral activity; rather, it is a ‘disciplined form of observation’ that is

‘historically, theoretically and personally defined’, requiring a critical reflection in order

to understand ‘how it is our own ways of seeing, that produce ethnographic

representations’ (Madden, 2010, p.111-112). With this in mind, the importance of

reflexivity in ethnographic research concerns the ‘inevitability of the ethnographer’s

influence on the research process’ (Madden, 2010, p.2). This is about the presence of the

researcher in the field site and their role in the process of collecting and interpreting data

(Green & Thorogood, 2009, p.223) as well as the a priori assumptions that shape

particular research projects. Encapsulating both of these elements, Van Maanen (2011)

describes ethnographic writing as ‘the peculiar practice of representing the social reality

of others through the analysis of one’s own experience in the world of these others’

(p.xiii). The purpose of reflexivity is therefore to critically account for the process of

doing ethnographic research; to account for the context in which research takes place, as
 57

well as the ‘acts of research and writing’ (O’Reilly, 2009, p.189). Green & Thorogood

(2009) suggest that ‘good practice’ approaches to reflexivity should include:

methodological openness, theoretical openness, awareness of the social setting of the

research, and awareness of the wider social context (p.223).

With particular reference to conducting research with multi-ethnic or ‘other’

groups, Adamson and Donovan (2002) highlight reflexivity as an essential component in

terms of the validity and rigour of qualitative research. Their concern is with the impact

of social factors on the research process; in particular, issues of language and social status

within multi-ethnic settings, as they impact on the relationship between researcher and

research participants, and in terms of the understanding and interpretation of research

data (p.823). What follows is a reflexive account of my approach to this research project

with these issues in mind; particularly, critical reflections on my experiences during

fieldwork, the relationships that I built with my research participants, my use of a key

informant, and the way that these have influenced the conceptual and analytical

development of this thesis.

Procedural Aspect. Approval from the BPSU Graduate School Research

Committee will be sought first before the conduct of any fieldwork.

Consent. The issue of consent for participation in research activities rests on the

premise that participation in research should be voluntary, and that ‘individuals should

not be coerced, or persuaded, or induced into research’ (Green & Thorogood, 2009,

p.68). For the formal interviews in this study, participant information sheets and consent

forms will be used.

 58

Anonymity and confidentiality. Issues of anonymity and confidentiality are about

‘protecting the privacy of those we are researching’ (O'Reilly, 2012, p.68). To this end,

pseudonyms have been used in this thesis instead of participant’s real names. Excerpts

from formal interviews are labelled with the pseudonym for the participant, their age and

country of origin.

Representation. The issue of representation - what is written about research

participants - is also a possible source of (indirect) harm to research participants; that they

may be hurt or offended by what is written about them, not only by what is included but

also by what is left out (Murphy & Dingwall, 2001, p.341). This is also part of the

responsibility towards research participants, and particularly concerns the trust built up

between the researcher and research participants. What I will be presenting in this thesis

is my understanding and interpretation of what will be said to me, and of the things that I

will experience, observe and hear during my fieldwork. My interpretation will be drawn

from my experiences, from my own theoretical and conceptual interests, and from the

literature that I will draw on in shaping this project. The interpretation to be presented

here is therefore what what will make sense in terms of the topic of study that I will start

out with, in terms of my own experiences in the field site, and in terms of what will be

written in other relevant studies.

Data Collection and Instrumentation

Data collection for this phenomenological study consisted of open-ended, face-to-

face, one-hour interviews with study participants at sites designated by them. Prior to the

interview, participants received a printout of the questions that they were asked to

answer. As interview progresses, follow-up questions were asked in order to garner more
 59

details with regard to their experiences. Interview(s) were recorded digitally using an

Iphone 6 Audio Recording Application and transcribed in which study participants had

the opportunity to review and check for accuracy. By asking open-ended questions, study

participants were provided with the opportunity to share their lived experiences without

restraint from the researcher or other past findings.

Observation Method. Consideration will also given to the kind of observation

which would be undertaken. Fundamental to the success and efficacy of the study is the

need for covert observation of teacher behaviors. Overt observation, where the researcher

is conspicuous, and wearing visible identification, can lead to a bias in results. Various

writers have discussed the implications of the different types of observation on

ethnographic findings. Lee argues that interviews and questionnaires (alternative forms of

qualitative research) “create attitudes in part because respondents commonly try to

manage impressions of themselves in order to maintain their standing in the eyes of an

interviewer” (Lee 2000, p. 2). He discusses the risk of artefactual distortion of results

which arises when a participant is aware that they are the subject of research, describing

the Hawthorne studies of the 1930s (Lee, p. 5). He then describes that unobtrusive

methods can complement qualitative studies, and interviews or surveys, and that such

research can often be more adaptable than more structured/formalised studies (Lee, p. 7).

Covert study might result in new perspectives so the researcher will also perform

covert observations. It is necessary to decide in advance whether the researcher would be

a passive observer, or also a participant in the activities taking place in the classrooms.

Since the objective of the study was to gain as full an understanding on academic cultures

of mathematics teachers, participant-observation could be the most effective approach.

 60

This meant that as the researcher is conducting fieldwork, efforts will also be made to

undertake her own independent study.

Fieldwork Methods and Approaches. Once the scope and methods of the study

would have been decided, it is necessary to consider in detail how the fieldwork would be

conducted. This section discusses a variety of approaches to fieldwork, and how the

method for the present study will be selected. As participant-observation would form the

main data collection method of the study the field diary would be the primary method of

recording data. As the field diary would be the most important document, where all

observations and ideas would be recorded, careful consideration will be given to its

format and design. Recording methods to be used are (1) Longhand, onto paper; (2)

Directly onto a PCs word processor, and (3) Directly onto a laptop’s word processor, but

supplemented with handwritten notes and drawings.

Time Frame. The methodology will be planned following a review of the

literature. In August 2019, a timetable is drafted which outlined a two-month period of

observation. The fieldwork will be undertaken during three distinct phases of a school

quarter. 1. Before the beginning of a quarter; 2.Durring the quarter; and 3. At the end of

the quarter.

Setting boundaries. As with any ethnographic project it is necessary to decide the

boundaries of the research area before the study commences. The scope of this project

will be deliberately limited in order to make it feasible within the timescale allowed.

Further studies may choose to explore other areas of the study in order to gain a fuller

understanding on various Academic cultures of mathematics teachers.

 61

Procedure. The researcher will commence the stern process of data gathering by

first securing permission from the Graduate School Dean. Two sets of request letters will

be prepared and will be signed by the adviser, prior to the floating of the instrument. One

was addressed to the School Principal to secure endorsement to the School’s Division

Superintendent to allow the researcher to pursue the study to the identified subject and

the other one is directly addressed to the Schools Division Superintendent to formally

request for an endorsement to conduct the study to the identified subject of the research.

The letter will first be brought to the researcher’s School Principal to secure an

endorsement to the Schools Division Superintendent. When the endorsement letter is

secured, the researcher will bring both the endorsement letter from her principal and the

letter from the Dean of the Graduate School to the Schools Division Superintendent to

secure endorsement to the concerned subject. Consequently, after securing the permission

from the Schools Division Superintendent, and endorsing the same to the School

Principal of the selected school, the researcher then informed the identified participants

about the data gathering process. Before the actual interview, the content of the informed

consent form will be discussed to the participants to familiarize them of their rights as

participants of the study. After they have agreed on the terms and conditions of the study,

they were asked to fill up the consent form. After the preliminary activities are done, the

researcher proceeded with the interview.

For the conduct of the in-depth interview, the researcher asked each participants

of their availability when they can be interviewed. The interviews were conducted within

an hour. The researcher employed data saturation which means that interview for a

participant will only cease until data is saturated before proceeding to the next
 62

participant. During the interview sessions, observational notes were taken down by the

researcher as reference in the analysis of data afterwards.

For the participant observation, the researcher joined in the online classroom

sessions of the participants’ online classes as well as interviewing the participant’s

regarding their day-to-day activities. Due to limited exposure caused by the pandemic,

the observation focused on the online classroom culture in order for the researcher to

validate the responses of the participants during the interview. Furthermore, during the

observation, the researcher tooknote of the practices and activities of teachers which

depict their organizational commitment in the workplace. These observations were used

in data analysis and interpretation while establishing the case of the present study.

Also during the conduct of in-depth interviews and on site [digital] observations,

the researcher asked for a copy of relevant documents like the copies of the latest RPMS,

and other relevant files and documents that may help the researcher better understand the

school culture and organizational commitment of the teachers. These documents were

utilized and carefully assessed to draw connections to the findings from the interviews

and the observations gathered from the immersion. In this sense, the findings of the study

were triangulated.

Data from the interview were transcribed, processed and subjected to appropriate

data analysis method. The observations and results of the document analysis were

prepared and organized for analysis.

Construction and Validation of Instrument

 63

In constructing the interview guide questions, the researcher consulted books,

articles, journals, thesis and dissertations that comprehensively discuss about school

culture and organizational commitment among teachers in school. The ideas that were

generated from the review of the related literature and studies were carefully noted by the

researcher so that accurate guide questions that would capture the essence of the

relationship between school culture and organizational commitment among teachers were

formed. In this manner, principles of focused ethnography guided the researcher in

forming the guide questions so that the questions would basically capture the cultural

context in the school in light of the emerging culture of the institution and the

commitment displayed by the teachers towards their mother organization.

The researcher will subject the instrument to expert’s validation. Three experts in

the field of educational management will be provided with a copy of the interview

protocol. They will be asked to scrutinize the guide questions if it will capture the school

culture and organizational commitment of teachers in the school. They will also be given

the freedom to scrap, modify or change any question that needed to be corrected or

further developed. The interview protocol will then be returned to the researcher to

comply with the necessary changes and modifications. The comments and suggestions

will be used to improve the content, vocabulary and style of the instrument. When all the

suggestions and comments were addressed by the researcher, the final draft of the

interview protocol will then be prepared for the actual data gathering activity.

Method of Analysis
 64

In analyzing the qualitative data, a systematic approach expounded by Roper and

Shapira (2000) will be followed. The analytical steps include, (a) coding for descriptive

labels, (b) sorting for patterns, (c) identification of outliers or negative cases, (d)

generalizing with constructs and theories, and (e) memoing including reflective remarks.

The analytical steps focus on creating answers to specific problem-oriented research

questions and thus creating concrete recommendations. In preparation for the data

analysis part, all the interviews will be transcribed by the researcher.

Once all data have been transcribed, the analytical process will begin as data are

collected and will initially consist of critical reflections on field notes and interview

transcriptions by the researcher with the aim of developing on the basis of observational

data from field work related to the overall objective of the broader study to explore the

culture of public secondary school In order to achieve interpretative validity, the

researcher will often check interpretations with participants that can be done by moving

back and forth between emic or inside views of teacher participants and etic or outside

views of the perspectives of the researcher in order to test perspectives against each other

and gain a deeper understanding of the organizational commitment and culture of the

participants

The researcher will then read all field notes several times and interview

transcriptions to obtain a general knowledge of the material. The observer data and

teacher interviews will then be analyzed and coded together. By grouping sentences and

text segments with similar content into meaningful categories or by providing descriptive

labels, data will be coded to answer the questions of the study stipulated in the problem

statement. The descriptive labels will then be examined and the content of each
 65

descriptive label will be summarized in order to provide an overview and decrease the

information to a manageable size. The researcher will alternate between descriptive labels

and summarized descriptive labels during this process, while reflecting on the interviews

as a whole on a regular basis.

Data analysis will continue with descriptive labels being organized to identify

patterns while focusing on emerging or persistent concepts in teachers ' educational

culture and organizational engagement. Those descriptive labels with similar content are

sorted into categories, which are then sorted into smaller pattern-category sets. Possible

connections between information will be identified through this process and themes will

be developed accordingly. The iterative process of coding, categorizing, and abstracting

data will continue with the aim of seeking behavioral patterns, beliefs, meanings, and

factors that influence teachers ' school culture and organizational engagement. Finally,

the results of this study will be linked to existing literature in order to gain a deeper

understanding of the rich and complex data. During the processes of data collection and

analysis, insights, ideas and assumptions will be written to help evaluate if something

needs further clarification.

The researcher will use the four criteria suggested by Lincoln and Guba (1985) to

ensure the accuracy and reliability of the study findings: credibility, transferability,

reliability, and confirmability. Credibility or internal validity will help to establish the

perspective of the participants as the determinant of credibility through prolonged

engagement period, persistent observation, triangulation, peer debriefing, and member

control. The researcher will have an extended engagement period with the participants by

spending extended time with the participants to help understand the culture, check for
 66

misinformation and build trust. Through an in-depth interview, participant observation,

and document analysis, triangulation will also be used to help understand the research

inquiry. In addition, peer debriefing will be conducted in which an external auditor will

help explore every aspect of the investigation by investigating meaning, ethical and legal

issues, biases of the researcher and methodologies. Member control is aimed at an overall

credibility judgment.

To maintain accuracy and reliability, transferability or external validity will be

employed. Lincoln and Guba (1985) pointed out that the establishment of transferability

is achieved through a thick description of a wide range of data gathered for transfer. This

study will create thick narratives to provide a thick description of the culture of the

selected public secondary school in Bataan and its impact on the organizational

commitment of teachers. Field notes and external audit will be used as references and

reliable sources. During the conduct of the study, the researcher will keep field notes to

record significant features and observations. An impartial individual will examine the

process and product of these observations and evaluate their reliability as part of the

external audit.

Lastly, confirmability or objectivity principles will also be applied in the study.

As mentioned by Lincoln and Guba (1985), this manner of maintaining accuracy and

trustworthiness refers to confirmation by others of the findings of the study. An audit trail

consisting of data, information reduction and analysis product, information reconstruction

and synthesis product, data notes, intentions and arrangements materials and instrument

development data and also the inclusion of field notes will be utilized to determine the
 67

reliability and confirmability of others. The raw data will be the electronic records and

field notes in the current study.

 68

Notes in Chapter III

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 71

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the comprehensive presentation of the analysis and

interpretation of data relevant to the study on the organizational ethnography on the

phenomenon of commitment of public secondary school teachers. This also involved

discussions relating the results with the findings of other researches on the same subject

as well as the implication of the findings of the study to Educational Management

practices.

For clarity of presentation, this chapter is subdivided into five (5) parts

corresponding to the specific questions raised in the statement of the problem found in

Chapter I.

Participants

For this research study, to protect the participants’ identity, the researcher

assigned each participant a pseudonym. The researcher utilized this action in order to

ensure confidentiality. Each of the participants was briefly described below with regard

to their pseudonym, year their educational career began, highest degree attained, job title,

and years in current position as shown in Table 1.

Table 1.

Participants Summary Data

Pseudonym Year Began Highest Degree Current Years in

 72

in Teaching Position position

DAVID 2017 BS Electronics with MEM Teacher II 1
units
JOSHUA 2013 BS Education with MAEd Teacher 1 5
units
MARTHA 2007 Master of Art in Teacher II 3
Educational-Mathematics
ANA 2014 BS Education with MAEd Teacher II 3
units
MARIA 2007 Master of Art in Master 4
Educational-Mathematics Teacher I
RUTH 2003 Master of Art in Teacher III 4
Educational-Mathematics

Participant 1: DAVID

David grew up in Dinalupihan, Bataan and attended the Bataan Peninsula State

University with the degree of BS Electronics in 20011. Prior to his entering the teaching

profession in 2017 as a senior school teacher, he had been employed in various

companies in Subic Special Economic and Freeport Zone in Subic, Zambales as a project

engineer for Nidec Subic Philippines and technical specialist for Telmar Network

Technology. He commenced his career in the academe in one of the youngest yet

renowned private school in the province in which he served as calculus teacher. And on

2019, Rommel, extended his expertise in teaching mathematics in public senior high

school where he was assigned to teach students under Technical Vocational and

Livelihood Track.

Participant 2: JOSHUA
 73

Sir Joshua is native of Limay, He graduated the course Bachelor of Secondary

Education Major in Mathematics in the Limay Polytechnic College in 2013, currently he

is finishing his Master’s Degree and presently writing his thesis at the Bataan Peninsula

State University. After he graduated college, he wastes no time in using what he studied,

he became a high school teacher in a Christian School at Pilar in 2014. Luckily a year

after, he was employed in government school in his hometown. Sir Joshua has been

served as MTAP coach and admired by his students because he can simplify difficult

lesson up to the level of understanding of his students.

Participant 3: MARTHA

“Being a teacher is not only teaching our students with the lesson that we must

deliver to them on a daily basis, the true existence of a teacher is giving the students the

importance of the lesson we teach every day and making them useful in their life’s

endeavors” as shared by Ma’am Martha. Martha is a dedicated teacher. After

graduating for her education degree in 2007, teacher Martha, exemplified her immensity

in teaching in one of the leading private school in Bataan for a decade and because of her

hardworking, in that short span of time, the leading private school where she is employed

made her the high school department head of Mathematics. Ma’am Martha was also

graduate of Master of Arts in Education major in Mathematics in the same school where

she finished his education degree. 2017, was a great turn of her teaching career as she

was hired as Senior High School Teacher II teaching Statistics, Practical and Research at

a National High School in the province.

 74

Participant 4: ANA

Ana from Orion shared that being a friendly teacher to her students opens their

heart to love learning and teaches them the value of educating oneself. Graduating with

flying colors for her education degree in 2013. Her teaching career began in her own high

school alma mater, one of the first private school established in the province. Her

experiences gained from the reputable institution was a completely helpful for her with

her present teaching position in Department of Education. Ana is on her third year in the

profession teaching Grade 11 Senior High School Mathematics. She was almost

completed in her academic units for her Master’s in Education degree and said she plans

to finish it next year.

Participant 5: MARIA

Raised from Limay, Ma’am Maria has a brilliant mind. She graduated at Limay

Polytechnic College with Latin honors for her education degree in 2007. Ma’am also

finished her Master’s Degree majoring Mathematics at the same institution. On her first

few years in the profession, her passion was challenged as she was deployed by the

municipality’s Local School Board for six years. Then, For the next three years of her

vocation, Ma’am was appointed as Teacher I in one of the local upland high school in the

province but on the first implementation of the K to 12 Curriculum on 2016, with her

dedications and qualities she possessed she was able to secure the Master Teacher I

position for Senior High School. Maria said that the way to the students’ attention and

retention is through their emotions.

Participant 6: RUTH
 75

Ma’am Ruth begin her journey in teaching since 2005. She engaged four

years of it in a private high school in Balanga City. 2009 and for a year as substitute

public secondary teacher in Orion. She afterwards deployed as Local School Board that

last for another year in the municipality of Mariveles. Leading her track to more

comprehensive way of helping and mentoring our future leaders on year 2011 to 2013,

because of her expertise and qualities she has, she effortlessly got hired as tertiary

instructor in Limay. Her journey in the vocation still goes on however, her heart truly

belongs to the students of secondary schools, she turns again his path of being a teacher

in high school and was able to secure the permanent teacher 1 position in Mariveles in

year 2014. With the implementation of the K to 12 on 2016, Ma’am Ruth as pioneer

teacher of the newly then curriculum acquired the teacher III position at Limay. She said,

it is the journey that made her strong, dedicated and more passionate in teaching. Amidst

of changing work location and work designation, Ma’am Ruth was able to finished her of

Master of Arts in Education Major in Mathematics in 2017 and she always considered as

one of the most diligent and service oriented teacher in her school. Ma’am Ruth is also a

mother of three children.

Thematic Analysis

Guided by Grounded Theory of data analysis, the following is the results of

qualitative data analysis.

Research Question 1: How may the academic culture of the senior high school

Mathematics teachers in Bataan be described in terms of teaching strategies;

 76

teaching styles; learning assessment, enhancement and intervention activities; and

other work-related activities they do beyond working hours?

The analysis has extracted the academic culture of the school district along five

defined aspects of academic culture such as (1) teaching strategies, (2) teaching styles,

(3) learning assessment, (4) enhancement and intervention activities, and (5) and other

work-related activities they do beyond working hours.

Academic Culture on Teaching Strategies

The first area of academic culture that has been analyzed in this paper is “teaching

strategies.” Teaching strategy is a generalized plan for a lesson which includes structure,

instructional objectives and an outline of planned tactics, necessary to implement the

strategies (Stone and Morris, in Issac, 2010). Furthermore, Issac (2010) explains that

teaching tactics are that behavior of the teacher which he manifests in the class i.e., the

developments of the teaching strategies, giving proper stimulus for timely responses,

drilling the learnt responses, increasing the responses by extra activities and so on.

In the qualitative results, respondents show various creative and diverse tactics to

implement their strategies. These strategies could be a reflection a unique set of teaching

strategies that could be found in the district. For one, mathematics teachers in the district

show that they are “Using Creative Teaching Strategies”. Creative teaching strategies

include the teacher being able to provide intervention materials that result to higher

evaluation scores among the students receiving the intervention, as with the following

interview excerpt:

"Pag dating sa mathematics, maraming intervention po dapat yung

ginagawa bilang isang guro. Sa kin, ang ginagawa kong mga intervention,
 77

sometimes kapagkadi nila nakukuha ng ayos yung target scores nila,

nagpaparemedial ako with different give, na alam ko sa bata na kaya nya
yon. Kasi minsan, kapag ka-nagpaparemedial yung bata mauutak,
tinatanong na nila kung anong binigay ko sa klase, kaya sa remedial
minsan matataasan pa nila yung talagang nasa klase, so kailangan, iadjust
ko. Individual. Maglalaan ako ng time, kaya lang sacrifice na naman yon
for the side of the teacher. Kaya lang no choice. Iyon po. Tapos, kapagka
di na talaga kaya ng written, sometimes nagpapaoral na lang ako, yung
pinakabasic na lang. hindi ko na dadalin don sa pinakamahirap. Kaya
talagang parang differentiated na lang talaga sila e. ganon. Hindi,
applicable sa lahat yung binibigay natin sa klase. Kaya adjust adjust,
minomodify.”

[Respondent 2; Position: 41 - 42; Created by: Lenovo; 03/09/2020 17:00;

Weight score: 0]

"Kasi po di na po bago yung intervention kasi I always used to have

interventions or intervention activities sa klase. But ilan lang naman po
yung inaano ko po. Kaya ditto po pumapasok yung differentiated
instruction po. Kung saan yung slow learners, binibigyan ko po ng other
set of activities, para makacope up po sila sa lesson and for those who,
para di po boring yung matatalino, sabihin na po nating fast learners, I
give them enrichment activities. Yung medyo higher level na. na kung sa
gayon po kahit papaano may mastery na po yung nasa lower class po ng
klase. So, iyon po yung intervention na ginagawa ko po. The differentiated
instruction."

[Respondent 3; Position: 26 - 26; Created by: Lenovo; 03/09/2020 16:58;

Weight score: 0]

"Kasi po di na po bago yung intervention kasi I always used to have

interventions or intervention activities sa klase. But ilan lang naman po
yung inaano ko po. Kaya ditto po pumapasok yung differentiated
instruction po. Kung saan yung slow learners, binibigyan ko po ng other
set of activities, para makacope up po sila sa lesson and for those who,
para di po boring yung matatalino, sabihin na po nating fast learners, I
give them enrichment activities. Yung medyo higher level na. na kung sa
gayon po kahit papaano may mastery na po yung nasa lower class po ng
klase. So, iyon po yung intervention na ginagawa ko po. The differentiated
instruction."

[Respondent 3; Position: 26 - 26; Created by: Lenovo; 03/09/2020 16:41;

Weight score: 0]
 78

Other than evaluative interventions, teachers also employ intervention by adopting to the

needs and levels of students, such as identifying those who are fast learners and slow

learners.

"So, ang ginagawa na lang natin. Ung approach sa kanila iniiba-iba natin.
Kapagka nakikita natin ung mga bata ay madaling pumick-up so, medto
hats ang ginagawa natin duong mga activities kapagka medyo slow
learners mabagal pumick-up, dinadalian na lang natin ung given pati ung
mga activities nila medyo konti lang ung items hindi tulad duon sa mga
nasa Academics. So, ganun talaga mga bata yan iba-iba ung potentials
yan, iba-iba ung mga natutunan nyan mga nakaraan"

[Respondent 1; Position: 40 - 40; Created by: Lenovo; 03/09/2020 15:34;

Weight score: 0]

"So, ang ginagawa po natin dyan lalo na paghindi naintindihan ng bata nag
isang lesson, usually kasi ang error o nahihirapan ang mga bata kapagka
ung sa signed numbers so, lalo na ung sa TVL ang ginagawa ko, binibigyan
ko sila ng, alam mo ung window card. Yung window cards di ba mga
numbers lang yun? Lalagyan natin ng signs, so, para malpractice ung mga
bata ng rules ng signed numbers tapos minsan naman kapagka ung lesson
ay napakahirap ang ginagawa natin pinapadali natin ng konti ung
approach tapos binibigyan natin sila ng maraming reinforcements, so,
bigyan ng maraming items for assisgnment dun sila nagagalit sakin eh.,
kapagkanagpapaAssignment ako talagang madami. Marami akong
magbigay ng assignment para masnapapractice nila sa bahay ung lesson
na naturo."

[Respondent 1; Position: 68 - 68; Created by: Lenovo; 03/09/2020 15:55;

Weight score: 0]

"Though mahirap, kailangan nating magadjust para sa mga bata. Kasi eto
yung linya na natin e. Eto yung propesyon na natin e. Pero at the end of
the day naman, masaya talaga e. Masaya sa senior high school. Sa kin kasi,
mas yung alam kong makakaadjust ako sa alam kong binata’t dalaga na
yung mga bata, parang yung di ko kayang iadjust yung sarili ko sa mas
bata parang yung grade 7, grade 8, yung masyadong maliliit. "
 79

[Respondent 2; Position: 30 - 30; Created by: Lenovo; 03/09/2020 16:19;

Weight score: 0]

"Message ko sa mga teacher din. Siguro ang message ko lang para sa iba
pang Math teachers. Komplikado na para sa mga iniisip ng bata yung
subject natin na Math. So wag na natin syang masyadong pakomplikahin,
so maging pleasant tayong tignan, approachable, magaan ang classroom
setting, kasi totoo naman na mahirap ang Math. Pero tayo mismo ang
dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa tyaga."

[Respondent 6; Position: 55 - 55; Created by: Lenovo; 03/09/2020 17:59;

Weight score: 0]

Another creativity shown by the teachers as a strategy in teaching is the maximum

utilization of existing technologies in the classroom, especially in Limay Town where

there is a strong support from the LGU as to infrastructure and technology support. The

Municipality of Limay, Bataan is only one among the rich municipalities in the country

that has deployed tablets and interconnectivity to students in public schools. Limay has a

sufficient fund under its Education Support Fund. In 2010, Limay was cited as top

spender in education among municipalities all over the country. Other than technology

hardware, social media platforms are also being used by the teachers in executing their

lessons in Mathematics.

"Ngayon sir, sa lagay po ng mga classrooms dito sa Lamao, buong Limay,

siguro parang conducive for learning na talaga sya. Kasi in the aid of the
technology, yung mga pinamigay na Smart TV, medyo napakalma natin
yung mga bata, lalo na sa pagtuturo, di na sila nabobored na board and
chalk lang, manila paper na matagal na nilang nakikita, elementary days,
junior high school days, sa senior high school medyo naiba. Kung may
gusto tayong ipapanood na short clips about the topic, kaya.
Nakakatulong po talaga. Kaya medyo mas magaan yung setup ng
classroom ngayon"
 80

[Respondent 2; Position: 57 - 57; Created by: Lenovo; 03/09/2020 16:59;

Weight score: 0]

"Depende sa bata, may bata kasing willing magextend ng oras dito sa

school. Ako kasi kahit hanggang 5:00 ako dito sa school o mas matagal pa
sa 5:00 okay lang. So depende sa bata, kung gusto nyang iuwi, pwedeng
iuwi, basta ibabalik nya lang. Kung gusto nya magextend, pwede naman
ding magextend. Ngayon kung minor na problema lang, o kung di naman
sya problema, kelangan mo lang iboost yung learning, enrichment lang,
through social media, messenger, ganyan, group chat."

[Respondent 6; Position: 36 - 36; Created by: Lenovo; 03/09/2020 17:53;

Weight score: 0]

Technology provides additional opportunities for learners to see and interact with

mathematical concepts. Students can explore and make discoveries with games,

simulations and digital tools. Increased access to technology for maths allows for a more

customised learning experience. Because no two learners are exactly alike, technology

can provide individual students with content and supports that are particularly helpful to

their individual needs. Incorporating technology in mathematics classrooms enables

educators to craft powerful collaborative learning experiences that support problem

solving and flexible thinking. With strategic integration of both content-specific and

content-neutral technology, students and teachers can construct their learning together in

authentic ways that elevate mathematics learning.

For some of the teachers, creative teaching strategy includes being able to

provide realistic and practical applications of mathematics concepts in everyday life.

"Ako yung teacher na hindi naman knowledge based. I’m not a

knowledge based teacher. I am a teacher who use to create intervention
to apply those knowledges. Kasi di matututo ang bata kung ituturo mo
lang, what is x. di sila matututo ng ganon. I use to think of some ways na
 81

yung competency na binigay ng deped e maiaapply ko sya sa daily life.

Yun po."

[Respondent 3; Position: 29 - 29; Created by: Lenovo; 03/09/2020 16:58;

Weight score: 0]

"Pag dating sa mathematics, maraming intervention po dapat yung

ginagawa bilang isang guro. Sa kin, ang ginagawa kong mga intervention,
sometimes kapagkadi nila nakukuha ng ayos yung target scores nila,
nagpaparemedial ako with different give, na alam ko sa bata na kaya nya
yon. Kasi minsan, kapag ka-nagpaparemedial yung bata mauutak,
tinatanong na nila kung anong binigay ko sa klase, kaya sa remedial
minsan matataasan pa nila yung talagang nasa klase, so kailangan, iadjust
ko. Individual. Maglalaan ako ng time, kaya lang sacrifice na naman yon
for the side of the teacher. Kaya lang no choice. Iyon po. Tapos, kapagka
di na talaga kaya ng written, sometimes nagpapaoral na lang ako, yung
pinakabasic na lang. hindi ko na dadalin don sa pinakamahirap. Kaya
talagang parang differentiated na lang talaga sila e. ganon. Hindi,
applicable sa lahat yung binibigay natin sa klase. Kaya adjust adjust,
minomodify."

[Respondent 2; Position: 41 - 41; Created by: Lenovo; 03/09/2020 16:23;

Weight score: 0]

Teachers have a big role to play on how to make mathematical education of all students

meaningful. That is how to meet the practical needs of students entering the work force

after high school as well as the needs of students going on to postsecondary education

(National Academy Press, 2010).

"Na ang ineexpect ko, isang sagot lang. kaya lang ang nangyari don sa isang
strand na yon, naka3 o 4 na sagot sila kung paano na-achieve yung ganong
figures na kung saan, nung chineck ko, okay. So doon, napatunayan ko na
marami ngang solusyon sa isang problem. Na di mo lang dapat i-honour kung
anong nabasa mo sa libro, kung ano lang alam mo. Tapos, ayon natuwa sila,
sabi ko alam nyo kayo lang yung nakapag- sa tatlong taon kong pagtuturo ng
stat – kayo yung may pinakamaraming way para masolve yon. Ayon yung isa sa
mga most interesting experiences sa pagtuturo ng math. Tapos i-hononour ko
naman yon. Di naman natin pwedeng sabihin na mali yon, eto lang yung tama,
as long as naapply sya sa lahat."
 82

[Respondent 2; Position: 50 - 50; Created by: Lenovo; 03/09/2020 16:29;

Weight score: 0]

Others would employ gameshows and related performing arts to deliver

lessons or make students understand concepts in Mathematics.

"Ayon po. Naexperience ko po ditto na pagpa – sa prob and stat – na

magpagameshow. Naging artista po yung mga bata. Kasi po probability,
medyo related po sya sa gameshows kase. So, choices, chances, and they
were able to create such good gameshow and at the same time narealize po
nila na probability is like this. Na the lesson in probability is the lesson in life,
di lang po yung mismong topic ng probability na mutually exclusive na
natutunan. And also the probability will depend on the choices. Di lang po nila
natatandaan na pag mutually exclusive iaadd to. Ay dapat pala pag
probability, marunong ka dapat mamili. Na ganito pala dapat gagawin mo, kasi
pag ganto ginawa mo, sasablay ka. Yun po."

[Respondent 3; Position: 31 - 31; Created by: Lenovo; 03/09/2020 16:57;

Weight score: 0]

"As I mentioned, I depend my activities on the capability or intelligence of the

student. So, I make sure that the activities that I will be giving to them fits
their interest or intelligence. So for example, just like what I said before, for
those who are musically inclined, will give them the lesson and in order for me
to maipakita yung kanilang intelligence, don sa part na yon sa pagiging
musically inclined, I let them interpret that using music, for those who have
kinesthetic, pinapasayaw ko sila, I used to give them or ask them to create a
jingle."

[Respondent 3; Position: 18 - 18; Created by: Lenovo; 03/09/2020 16:39;

Weight score: 0]

Fine art and mathematics are intertwined and have complemented each other from

the very beginning (Bahn, 1998, p. VII). Arts integration is “an approach to teaching in

which students construct and demonstrate understanding through an art form. Students

engage in a creative process which connects an art form and another subject area and
 83

meets evolving objectives in both” (Silverstein & Layne, 2010). Fine art is what brings

creative thinking into mathematics.

Other than performing arts, games is also a creative teaching strategy being

deployed by the teachers. Playing games encourages strategic mathematical thinking as

students find different strategies for solving problems and deepen their understanding of

numbers. When played repeatedly, games support students’ development of

computational fluency. Games present opportunities for practice, often without the need

for teachers to provide the problems. Teachers can then observe or assess students and

work with individuals or small groups of students.(Rutehrford, 2015).

"Ako lagi ko talagang naeexperience yung ano, parang 15 minutes lang talaga
yung capable yung bata na makinig sayo. Kaya dapat within 15 minutes,
madiscuss mo na dapat yung mga dapat mong idiscuss. Tapos yung mga
susunod, ikaw na yung gagawa ng paraan para makuha yung attention ng bata.
Kung di ka magpapalaro, magpaano ka, magpagames ka. Gamit ka pang mga
interventions. Para makuha mo pa yung attention. Kasi 15 minutes lang
tinatagal nila."

[Respondent 4; Position: 58 - 58; Created by: Lenovo; 03/09/2020 17:05;

Weight score: 0]

"usually, lagi akong nagpapalaro. Kasi pag nagpapalaro ako lagi, lagging active
yung mga bata e."

[Respondent 4; Position: 23 - 23; Created by: Lenovo; 03/09/2020 16:54;

Weight score: 0]

"Tapos usually, board games, di pa rin mawawala. Syempre pag math, mas
maganda pag sila pa rin sasagot sa harap. Para agad mong makikita kung sino
yung master na, sino yung di pa master. Alam mo kung sinong batang tutukan
mo."

[Respondent 4; Position: 25 - 25; Created by: Lenovo; 03/09/2020 16:54;

Weight score: 0]

While the above creative strategies utilize total physical response strategies, one teacher

provided a unique way to strategize teaching students, such as the use of emotional
 84

technique. Filipino students are so much into “hugot lines” that one of the interviewees

say it is one effective method of catching students’ interest in Mathematics teaching.

"May mga instances kasi, ang mga bata ngayon, masyadong emotional e. Yung
natouch mo yung heart nila, ano na sila, “uy, uy, uy”. Halimbawa, humugot ka
lang ng isang linya na may kinalaman sa Math, ano na sila, nagkakantyawan na
sila, yung atensyon nila, kahit isang phrase lang yung binitawan mo pero lahat
sila nagrereact. Siguro enjoyable para skin yon and at the same time sa mga
bata rin. So kanya kanya na sila ng hugot nila."

[Respondent 6; Position: 18 - 18; Created by: Lenovo; 03/09/2020 17:48;

Weight score: 0]

Students’ learning styles are also being taken cared into consideration in the

teaching of mathematics among the SHS teachers in the district.

"medyo bumaba yung ano ng students, then on another day, pinabayaan ko sila,
I discovered na kaya pala sila ganon is because, that’s their learning style. So I
am allowing students to do whatever they want to do, for as long as they are
capable of learning. So in other words, my typical day with my students is very
challenging because they are diverse."

[Respondent 3; Position: 6 - 6; Created by: Lenovo; 03/09/2020 16:36; Weight

score: 0]

"Yes. Sometimes, I use to group them, according to their interest. For example,
using this playing a song, for those who are musically inclined or for those
having a kinesthetic intelligence, I used to let them interpret the lesson using a
dance or a jingle. For those who are inclined only through mind, o yung mga
written talaga, yung matatalino, I give them activities na may puzzles, yon, so it
depends."

[Respondent 3; Position: 10 - 10; Created by: Lenovo; 03/09/2020 16:38; Weight

score: 0]

Student engagement has been the buzzword in modern classrooms, where the

teacher serves as a facilitator of learning. To achieve such end, students must be

engaged and must be encouraged to engage. Apparently, this seems to be applied in

 85

mathematics classroom of SHS teacher respondents, as could be seen in the transcript

below:

"Siguro yung nakaraan po sir, yung may yung may tinatalay ako sa kanila na stat, kung
saan binigay ko yung mismong data ang tanong ko sa kanila, pabaligtad, paano nakuha
yung mga values na yon, mga figures na yon. Na ang ineexpect ko, isang sagot lang. kaya
lang ang nangyari don sa isang strand na yon, naka3 o 4 na sagot sila kung paano na-
achieve yung ganong figures na kung saan, nung chineck ko, okay. So doon,
napatunayan ko na marami ngang solusyon sa isang problem. Na di mo lang dapat i-
honour kung anong nabasa mo sa libro, kung ano lang alam mo. Tapos, ayon natuwa
sila, sabi ko alam nyo kayo lang yung nakapag- sa tatlong taon kong pagtuturo ng stat –
kayo yung may pinakamaraming way para masolve yon. Ayon yung isa sa mga most
interesting experiences sa pagtuturo ng math. Nakita ko talaga na kapag inengage mo
ang bata, sasama naman talaga yan."

[Respondent 2; Position: 50 - 50; Created by: Lenovo; 03/09/2020 16:59; Weight score:
0]

"Siguro sa curriculum na lang. For example, meron sa senior high school na academic
track tsaka technical sa nga naming ng ibang teachers, kunwari sa SMAW, yung Gen
Math. Kasi kung susundin talaga natin yung curriculum guide at ituturo natin sa mga
SMAW students, parang solve for X, solve for ganyan, parang ipainstill sa kanila na dapat
matutunan nila yung mga concepts na yon. Magagawa mo lang yun kung ieencourage
mo sila na mag-engage sap ag-aaral talaga."

[Respondent 2; Position: 53 - 53; Created by: Lenovo; 03/09/2020 16:59; Weight score:
0]

Increasing student engagement in academic activities by changing the way

teachers elicit answers to questions represents an option for enhancing wider participation

in some components of the curriculum. Gardner, Heward and Grossi (1994) compared the

usual hand-raising and response approach to answering teacher questions directed at the

class with a response card option in which all students wrote a one to two word response

to teacher questions in a science class. The use of response cards resulted in a 14-fold

increase in active student responding compared with hand-raising which tended to target
 86

only a few students. Increased student engagement in academic activities is an important

component of increased on-task and appropriate behaviour in classrooms and it provides

greater opportunities for access to higher rates of teacher praise and approval which add

to positive behaviour management and a positive classroom atmosphere

Teaching strategies could not only be found in various methodologies that are

executed to students. Behind those teaching strategies are the various means of teachers

to come up with such strategies. As analyzed in the data, SHS teachers in the study

share their best practices in teaching.

"Kami dito sa Lamao, masasabi ko na lahat ng Math teachers naming, magagaling talaga.
Ako mismo, may nakukuha pa rin akong something sa kanila. Na may kasama ako dito na
di sya teacher by profession, engineer talaga sya by profession. So, nakita ko yung
struggle nya mula nung year one ng senior high school, kasi magkakasabay kaming
napasok ng senior e. Mula year one up to day, nakita ko yung improvement talaga, yun
yung nakakainspire. Nung una lagi syang nanghihingi ng tips sa amin, paano po ba
magtuturo, paano po ba ihahandle yung mga bata. Since hindi nga sya education by
profession, tapos yung time na yon, wala pa syang education units. So, ngayon nakapasa
na rin sya sa LET, nakita ko yung improvement. Ngayon meron na sya, nung minsan
inobserve ko sya, meron pa syang, sa calculus, picture analysis, mga ganon. Yung mga
teaching strategies, inaano nya talaga, inaapply nya talaga. So, yun nakikita ko yung
galing ng mga kasama kong math teachers dito."

[Respondent 6; Position: 24 - 24; Created by: Lenovo; 03/09/2020 17:50; Weight score:
0]

In summary, the culture of teaching strategies among SHS mathematics teachers

in the District of Limay includes creativity, learner intervention, adopting to the needs of

students, maximum utilization of technology, connecting theory to praxis, integration of

the creative arts, engaging students, and sharing of best practices.

 87

Academic Culture on Teaching Styles

Teaching styles must be differentiated from teaching styles. Teaching strategies,

also known as instructional strategies, are methods that teachers use to deliver course

material in ways that keep students engaged and practicing different skill sets. An

instructor may select different teaching strategies according to unit topic, grade level,

class size, and classroom resources. However, it must be noted that teaching strategies is

heavily intertwined with teaching styles. Teaching styles, also called teaching methods,

are considered to be the general principles, educational, and management strategies for

classroom instruction. Teaching styles are linked to a teacher’s educational value system,

and stem from their philosophy of education. It is the pattern of one’s teaching based on a

set of strategies used within the classroom that one believes helps his or her students

learn the material most effectively. Teaching styles not only refer to the teaching

strategies and methods employed, but also the use of certain kinds of rhetoric. 

In this study, the culture on teaching styles is encapsulated with these five

characteristics: that SHS teachers of Mathematics in the district (a) adjust to the unique

needs of students, (b) teachers practice consideration and leniencyppropriate discipline

are given to students, (d) teachers create deeper connection to students, and (e) teachers

have different teaching personalities.

According to Resilient Educator (2019), there are five main types of teaching

styles and methods. The first one is the Authority, or lecture style. The authority model is

teacher-centered and frequently entails lengthy lecture sessions or one-way presentations.

Students are expected to take notes or absorb information. The second one is the

Demonstrator, or coach style. The demonstrator retains the formal authority role by
 88

showing students what they need to know. The demonstrator is a lot like the lecturer, but

their lessons include multimedia presentations, activities, and demonstrations. Third, the

Facilitator, or activity style. Facilitators promote self-learning and help students develop

critical thinking skills and retain knowledge that leads to self-actualization. Fourth, the

Delegator, or group style. The delegator style is best suited for curricula that require lab

activities, such as chemistry and biology, or subjects that warrant peer feedback, like

debate and creative writing. Finally, the Hybrid, or blended style. Hybrid, or blended

style, follows an integrated approach to teaching that blends the teacher’s personality and

interests with students’ needs and curriculum-appropriate methods.

First, it has been observed based on the interviews, SHS mathematics tecahers in

the district generally follow the the Hybrid, or blended style, in which their activities in

the classroom are indicative of following an integrated approach to teaching that blends

the teacher’s personality and interests with students’ needs and curriculum-appropriate

methods.

"Pagkakasi nagtuturo ako, strikto ako, kasi siguro yun yung nasaranasan ko nung ako ay
elementary tsaka highschool tsaka sa college. Kaya ngayon, since alam naman natin
yung disiplina ng mga bata, noon tsaka bata ngayon, pagdating sa classroom, strikta ako,
in the sense na, pag naglelesson ako, gusto ko ako lang nagsasalita. Kasi ayoko ng
sabayan, para pagkatinanong ko sila, ng ibahin ko man ang given, ganon par in yung
topic, masasagot nila. Tapos pag dating sa evaluation, tsaka assessment, medyo
mahigpit din ako, medyo mahigpit din ako kasi ayoko ng dikit dikit sila, though sa
activities maluwag ako sa pagpapaactivity, inaallow ko sila magtanungan, group work,
pag dating sa quizzes at exam mahigpit din ako. Kasi gusto ko silang maging
independent. Ayokong lagi silang dumedepende sa katabi nila. Lagi kong sinasabi sa
kanila na pagkakinopya nyo ngayon yan, ipaulit ko yan mamaya pagkatapos lang ng ilang
minuto, kinopya mo lang yan without understanding, di mo sya mauulit. That’s why,
 89

kapag ka-quizzes, gusto ko independent sila. Kahit anong mangyari, may score man sila o
wala, at least, kahit yung disiplina man lang, mainstill ko sa kanila."

[Respondent 2; Position: 32 - 32; Created by: Lenovo; 03/09/2020 16:21; Weight score:
0]

2.
"ay nako mahirap ata. Siguro naman from my 6 years of teaching mathematics, from
grade 8, grade 10, 11, wala naming math sa grade 12, based on the feedbacks of the
students naman, at nakikita ko naman sa mukha nila na pag pumapasok ako sa
classroom, masaya naman sila, pero minsan nanghihingi ng rest day, nakikita ko naman
na effective ako bilang math teacher kasi, sabi ng ilan sa kanila di ganon katas grade nila
dati, di ko alam kung mataas lang talaga ako magbigay ng grade, o talagang nagimprove
nga sila o late bloomer lang yung mga bata, iba iba kasi yung reason, pero sa feedback
nga nila, sabi nila, ganon pala yung math, may mga topics pala na madadali lang, na
hindi nila inaakala. So siguro, isa talaga sa factor ng progress ng bata sa kahit anong
subject ay yung teacher. Yun talaga. Di ko naman sinabi na magaling na magaling ako,
pero kahit papaano naman, may napapatuto ako sa kanila."

[Respondent 2; Position: 43 - 43; Created by: Lenovo; 03/09/2020 16:24; Weight score:
0]

3.
"Ako? Sabi nila mabait. Tsaka ano kasi, dati pa naman nung nagtuturo pa ko sa private.
Lagi kong binababa yung level ko don sa estudyante. Lagi sa average ka lang dapat lagi e.
Wag mong tataasan yung standards mo bilang teacher. Pag tinaas mo, yung mga nasa
baba, di na makukuha yung topic na gsto mong iano. Kaya dapat don ka lang sa gitna."

[Respondent 4; Position: 54 - 54; Created by: Lenovo; 03/09/2020 17:03; Weight score:
0]

4.
"sabi naman nila malumanay daw ako as a teacher kasi bihira lang naman ako magalit at
di naman ako nagagalit sa mga kapag, let’s say, di nila naiintindihan pinipilit ko talagang
unawain, minsan lang"

[Respondent 5; Position: 42 - 42; Created by: Lenovo; 03/09/2020 17:31; Weight score:
0]

5.
"So, nakatulong po yung pagkakaroon nyo ng baby para sa paghahandle ng mga bata
with difficulties na. Naaalala ko kasi yon, kaya ko nacompare, kasi yung mga feedback ng
 90

mga estudyante ko na niloloko nila ko na, nagagalit na ko. Ganon pa lang, ayoko na,
‘tumigil na kayo’."

[Respondent 5; Position: 43 - 43; Created by: Lenovo; 03/09/2020 17:33; Weight score:
0]

6.
"Tapos parang magtatanong siya na parang nakakaloko lang tapos gusto nya uulitin mo.
Parang iyong yung nakakachallenge. Naexperience ko yon before sa dati kong school,
kaya sabi ko nga sayo, before talaga para pa kong medyo dragon. Pero nung
naexperience ko sya dito. Meron pa rin e. Ano pinilit ko pa rin talaga anong, sabi ko nga
di ko dapat patulan, kasi mga bata yan. Tong ginawa ko na lang din yon, instead na
parang mapagsalitaan ko rin yung bata, talagang pinilit kong icompose yung sarili ko.
Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna mo kasi yung galit
mo, navideohan ka lang na nagagalit ka, nakapagbato ka man dyan ng ano, talo ka e. Pag
may mga ganong bata akong nakikitang nakakachallenge talaga sila. Nagpapause ako sa
discussion, medyo tatry ko munang huminga ng konti. Magbibigay ako ng example tapos
tatawagin ko sa labas yung bata. Kaya yung mga bata, pagkatinawag ko yung bata,
“huuuyyy” ganyan, “halaaaa” kasi alam nilang ilalabas ko which is I think alam ko mas
effective. Kesa durugin mo yung bata sa klase. Kasi yung mga ganong bata, minsan sila
lang talaga yung kulang sa attention."

[Respondent 5; Position: 54 - 54; Created by: Lenovo; 03/09/2020 17:41; Weight score:
0]

7.
"Ako kasi, di ako stricta na Math teacher. Masasabi ko na, basta hindi ako strikta.
Hangga’t kaya kong iano sa mahinahon na pamamaraan yong pagdidisiplina sa bata,
ginagawa ko."

[Respondent 6; Position: 28 - 28; Created by: Lenovo; 03/09/2020 17:51; Weight score:
0]

8.
"Ako, bilang math teacher, pano ko ba idedescribe? Ano lang ako, chill lang akong Math
teacher. Kasi ano e, mahirap na yung subject, pagkastrikta ka pang tignan,"

[Respondent 6; Position: 41 - 41; Created by: Lenovo; 03/09/2020 17:53; Weight score:
0]

The following shows how teacher respondents adjust to the needs of students.
 91

"kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat, yung kayang
maiintindihan ng mahinang mahinang estudyante, yung makukuha nya agad yung
lesson. Ay mahirap talaga yung sa part na ganon."

[Respondent 4; Position: 76 - 76; Created by: Lenovo; 03/09/2020 17:13; Weight score:
0]

"Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli sya, ang
nangyayari, yung period nyo na intended ng discussion, supposedly, competency nila
ngayon, nauubos sya sa review, kailangan mong ireview yung mga terms, yung review
mo yung mga nadiscuss mo sa kanila when they where in junior high school, kasi they
will be needing that in the present topic."

[Respondent 5; Position: 13 - 13; Created by: Lenovo; 03/09/2020 17:17; Weight score:
0]

"yung bata ano, anxiety na yung naibibigay mo sa kanila. So, hanggat maaari, pleasant
tignan yung klase, magaan yung klase. Para di nila isipin na, ang hirap hirap ng subject,
ang hirap hirap pa ng teacher. Ganon. Para kahit papaano, pagtyagaan nila. Kasi yung
mga bata ngayon, hindi mo na pwedeng sindakin e. Di sila kagaya nung araw na, nung
unang patuturo ko, medyo nasisindak mo pa yung mga bata, pero ngayon, since ang
senior high school ay mga dalaga’t binate na, ayaw na nila ng napapahiya. So hanggat
maaari, relaxed na yung klase. Para yung pagtuturo mo rin, pinagtyatyagaan nila kahit
mahirap. Nagtatanim kasi sila ng ano, ng sama ng loob, kapag napapahiya."

[Respondent 6; Position: 41 - 41; Created by: Lenovo; 03/09/2020 17:54; Weight score:
0]

"Message ko sa mga teacher din. Siguro ang message ko lang para sa iba pang Math
teachers. Komplikado na para sa mga iniisip ng bata yung subject natin na Math. So wag
na natin syang masyadong pakomplikahin, so maging pleasant tayong tignan,
approachable, magaan ang classroom setting, kasi totoo naman na mahirap ang Math.
Pero tayo mismo ang dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa
tyaga."

[Respondent 6; Position: 55 - 55; Created by: Lenovo; 03/09/2020 17:59; Weight score:
0]

In support to keeping the needs of students, teachers are generally lenient and considerate

to their students, as shown below in the following excerpts.

"Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day naman talaga
yun eh… so, pagMonday alam mo naman ung mga bata nakaset ang mga mind nila na,
ay… si Mam magdidiscuss, minsan naman may mga time na talagang tinatapat ko ang
 92

assessment ay Monday kung ang lesson namin ay napakahirap para merong time ung
mga bata na magreview ng week ends"

[Respondent 1; Position: 66 - 66; Created by: Lenovo; 03/09/2020 15:55; Weight score:
0]

"Oo, hindi kaya ng katawan, kaya hindi naman sya nakakaperfect. Minsan iintindihin mo
na lang din"

[Respondent 1; Position: 97 - 97; Created by: Lenovo; 03/09/2020 16:09; Weight score:
0]

"oo, kasi makikita mo naman kung sino talagang willing mag-aral at hindi. Ung iba nga
wala na ngang ginagawa, suportado ng mga magulang, labis-labis ung baon pero tamad
na tamad mag-aral, so, sya naman kahit may financial problem, family problem makikita
mo pa din na pumapasok, so, binibigyan nating ng konting consideration ung mga
ganung bagay"

[Respondent 1; Position: 99 - 99; Created by: Lenovo; 03/09/2020 16:09; Weight score:
0]

"Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga po siya
pahinga e. kelangan po nilang magprepare pa talaga for school. Kaya po ang sinuggest
ko rin po, wag akong ilagay sa 7:30 kase ang hirap naman non. Subject na na mahirap
ilalagay pa sa mga unang una."

[Respondent 3; Position: 43 - 43; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"usually mga bata naman na naencounter nga naming ay yung hindi pumapasok. Kasi
pag tinanong mo naman, ang lagi nilang sinasabi, nagtatrabaho, lumalaot, kasi
kabuhayan nga nila. So syempre bibigyan natin ng pagkakataon yung bata, yung mga
kabuhayan nila dito, yun lang talaga. Tapos minsan bread winner sila, sila talaga
nagtatrabaho. So yun, binibigyan lang naming ng chances. Many chances."

[Respondent 4; Position: 48 - 48; Created by: Lenovo; 03/09/2020 17:03; Weight score:
0]

"Tapos parang magtatanong siya na parang nakakaloko lang tapos gusto nya uulitin mo.
Parang iyong yung nakakachallenge. Naexperience ko yon before sa dati kong school,
kaya sabi ko nga sayo, before talaga para pa kong medyo dragon. Pero nung
naexperience ko sya dito. Meron pa rin e. Ano pinilit ko pa rin talaga anong, sabi ko nga
di ko dapat patulan, kasi mga bata yan. Tong ginawa ko na lang din yon, instead na
parang mapagsalitaan ko rin yung bata, talagang pinilit kong icompose yung sarili ko.
Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna mo kasi yung galit
mo, navideohan ka lang na nagagalit ka, nakapagbato ka man dyan ng ano, talo ka e. Pag
 93

may mga ganong bata akong nakikitang nakakachallenge talaga sila. Nagpapause ako sa
discussion, medyo tatry ko munang huminga ng konti. Magbibigay ako ng example tapos
tatawagin ko sa labas yung bata. Kaya yung mga bata, pagkatinawag ko yung bata,
“huuuyyy” ganyan, “halaaaa” kasi alam nilang ilalabas ko which is I think alam ko mas
effective. Kesa durugin mo yung bata sa klase. Kasi yung mga ganong bata, minsan sila
lang talaga yung kulang sa attention."

[Respondent 5; Position: 54 - 54; Created by: Lenovo; 03/09/2020 17:41; Weight score:
0]

Since students are at the core of learning process, a study tailored to their

motivations and strategies and factors hindering their learning is imperative as students

themselves play pivotal roles in shifting their own learning and acquiring enhanced

academic achievement. Accordingly, Pintrich [7] acknowledged that research on student

motivation is central to research in learning and teaching settings. Pintrich et al. [8] have

demonstrated that positive motivational beliefs positively related to higher levels of self-

regulated learning. Motivation is a fundamental recipe for academic success. It involves

internal and external factors that stimulate desire and energy in people to be continually

interested and committed to job, role, or subject, or to make an effort to attain a goal.

Dornyei [13] argued that motivation explains why people decide to do something, how

hard they are going to pursue it, and how long they are willing to sustain the activity. In

order words, “motivation is what gets you going, keeps you going, and determines where

you’re trying to go” [14, p-317]. Alderman [15] indicates that those students who have

optimum motivation have an edge because they have adaptive attitudes and strategies,

such as maintaining intrinsic interest, goal setting, and self-monitoring. Besides,

motivational variables interact with cognitive, behavioral, and contextual factors to upset

self-regulation [16].
 94

Research has indicated that school leadership, teacher’s quality, parental support

and students are detrimental to students’ high or low academic performance (MacNeil

&Maclin, 2005). Collaboration between school leaders, teachers, students and parents can

assist in promoting students learning. Research so far has shown that a teacher’s

effectiveness has an influence on the students’ academic attainment (Afe, 2001).

Logically it is so because teachers are the facilitators in the teaching and learning process.

They interpret the subject matter and put theory into practice during their interaction with

the students. The teacher is “increasingly becoming the focus of interest because of the

key role that he or she plays in the delivery of quality education to the learner” (Taal,

1996, p.16). This seems to suggest that teachers are agents of change and as such are

critical in the students’ academic performance. Teachers use several techniques to assist

students improve their academic achievement. They evaluate, assess and provide for

students with special needs. Teachers are evaluators at classroom level for quality

standard. They attend to students work during lessons, provide tutorials, mark students’

homework and give feedback. If a disability is identified in a student, a teacher will work

around the clock to assist the child to build confidence and recommend a remedy. This

builds students competence and their academic performance improves.

This leniency and consideration is also being balanced with appropriate discipline

by the teachers, according to the results of the interviews, as shown in the following

transcripts:

"As a Math teacher, pagnaglelesson kasi kami kailangan bawal ang maingay, bawal ung
may papansin ba, so pagnagstart ung klase ko at pagmay maingay, hinihinto ko talaga
ang discussion. Inaaproach ko ung bata. Tinatawag ko ba, oh anon a naman ang
problema mo? Mga ganun. Tapos, mga ilang buwan lang naman yun eh., tapos
pagdating na ng sunod-sunod na araw alam na nila ung rule, so, smooth na ung
discussion wala na ung papansin ba"
 95

[Respondent 1; Position: 71 - 71; Created by: Lenovo; 03/09/2020 16:00; Weight score:
0]

"Oo, dapat naman kasi huwag mong hahayaan ung mga bata na nagdidiscuss ka sila may
sariling discussion sa likod. Dapat icall out mo ung bata, sabihin mo sa kanya na talgang
mali ung ginagawa nya kasi naapektuhan din ung mga kaklase na gusting matuto"

[Respondent 1; Position: 73 - 73; Created by: Lenovo; 03/09/2020 16:01; Weight score:
0]

"Siguro ung mga challenging experience naeexperience natin ito sa mga bata na tamad
mag-aral. Di baa ng hirap talagang, ang hirap ideal ang bata na kapagnasa utak nya na
ayaw nya talagang mag-aral, ung napipilitan lang ba syang pumasok, tas, pagdating nya
sa school matutulog lang duon sa likod ng klase di ba. May maeexperience ka talaga na
bata na natutulog lang sa klase mo, so, ang ginagawa lang duon, syempre gisingin mo,
tapos tatanungin mo kung may problem aba sya, bakit ganun ung attitude nya sa klase?
ano bang nangyari? Syempre, hindi naman ung papagalitan mo agad. Kasi kadalasan
pinapagalitan na nga sa bahay tas, papagalitan mo pa sa school ay di lalong
mamomroblema ung bata. So, kailangan para karing magulang sa kanila, tatanungin mo
kung bakit ganuon? Dapat pinapakita mo rin na concern ka sa kanila"

[Respondent 1; Position: 79 - 79; Created by: Lenovo; 03/09/2020 16:04; Weight score:
0]

"meron lang akong instance talaga, before pa yon, sa dati ko pang school na, nagalit ako
don sa particular na estudyante because, siguro dahil nakikita ko na di sya di sya
nakikinig ganon, tapos ang nangyari tapos parang nagtanong sya, pinapaulit nya sa kin
yung lesson."

[Respondent 5; Position: 42 - 42; Created by: Lenovo; 03/09/2020 17:31; Weight score:
0]

Researchers appreciate that discipline is an important component of human

behavior and assert that without it an organization cannot function well towards the

achievement of its goals (Ouma, Simatwa, & Serem, 2013). In the context of a school

system, a disciplined student is that student whose behaviours, actions and inactions

conform to the predetermined rules and regulations of the school (Ali, Dada, Isiaka, &

Salmon, 2014). However, discipline ideally means more than adhering to rules and
 96

regulations and entails the learner’s ability to discern what is right or wrong (Gitome,

Katola, & Nyabwari, 2013). Discipline is widely acknowledged to be essential for

creating a positive school climate conducive to sound academic performance (Masitsa,

2008). It is a basic requirement for successful teaching and learning in schools and a

subject of concern for teachers (Eshetu, 2014). According to Gitome et al., where there is

good discipline, there is improved academic performance. In other words, discipline is

vital for students’ academic performance (Njoroge & Nyabuto, 2014).

Undoubtedly, the consideration and support of teachers balanced with appropriate

discipline leads to creation of deeper connection to students. According to the

respondents, teachers are able to create deeper connection to their students, as shown in

the folllwoing transcripts:

"I am handling Grade 11 students since I’m teaching Mathematics. Yung sa mga grade 11
yung handle, medyo matured na kasi yung mga bata, so since yung edad ko naman ay
medyo hindi na lalayo, sabihin na nating mga 10 years yung difference po, masaya
naman, masaya naman magturo ng mga bata sa Senior High School, kasi parang
nagjajive, nasasabayan ng teachers yung interest ng bata. Kaya nilang ibaba yung level
ng teaching, ay kayang ibaba ng level ng teacher nya sa mga bata. That’s why nagiging di
masyadong mabigat yunga araw-araw."

[Respondent 2; Position: 13 - 13; Created by: Lenovo; 03/09/2020 16:15; Weight score:
0]

"Para sa kin po sir ganon po. Kaya di sya burden. Parang nagtatrabaho ka at the same
time nageenjoy ka."

[Respondent 2; Position: 15 - 15; Created by: Lenovo; 03/09/2020 16:15; Weight score:
0]

"Dito, as math teacher, normal lang. Wala namang pinagkaiba sa ibang subject, siguro
the way you, makitungo sa estudyante, parang iyon na lang yung ano."

[Respondent 4; Position: 11 - 11; Created by: Lenovo; 03/09/2020 16:52; Weight score:
0]
 97

"Usually ako, nagbibigay ako ng handouts. So yun yung inaano ko sa kanila. Reviewhin
nila yung hand outs. Pag nagreview na nila, don sila lalapit sa kin, kung ano yung di nila
naintindihan, don ko sila masyadong tututukan."

[Respondent 4; Position: 50 - 50; Created by: Lenovo; 03/09/2020 17:03; Weight score:
0]

"Feeling ko ginagaya nila kung paano ko magsungit. Pero yung nandito na ko at nakita ko
yung totoong buhay, dati kasi nasa public school ako, nakita ko na yung sa private
school, nakita ko na yung buhay nila, yung kapag naghohome visit, makikita mo talaga
bakit sila ganon, di sila nakakain, totoo pala. Kaya siguro nakaroon na rin ako ng, piniplit
kong tyagain na rin yung mga bata."

[Respondent 5; Position: 43 - 43; Created by: Lenovo; 03/09/2020 17:34; Weight score:
0]

"Kahit din sa mga grades nila for example, pag Nakita naman nila na mababa, kung
sakaling eto yung binigay mong grade sa kanila, alam nila na wala silang masasabi sayo
as a teacher. Kasi nakikita nila, wala rin silang masasabi, ikaw as a teacher, pumapasok
ka, nagtuturo ka sa kanila, kaya nga ang sabi walang karapatang magbagsak ang teacher
kapag di pumapasok. Pero kapag pumapasok ka, plus nakikita rin ng bata naaappreciate
nila. Na meron pang mga TVL na meron pang mga TVL na estudyante na SMAW na
ganon na natutuwa sila. Pag teacher talaga nakikita nila kasi siguro naghahanap din sila
ng attention, plus discussion, plus actually, mga kwentukwentuhan nila sa mga buhay
nila."

[Respondent 5; Position: 47 - 47; Created by: Lenovo; 03/09/2020 17:37; Weight score:
0]

"Sa students naman sa klase, klase talaga kami. Yung typical student-teacher
relationship, so, pero pagkafree time naming, kapagkabreak time, para lang din kaming
friends. Nagkukwentuhan, nagbibiruan, pero kapag klase na, seryoso na kami."

[Respondent 6; Position: 5 - 5; Created by: Lenovo; 03/09/2020 17:46; Weight score: 0]

"Siguro yung challenging sa mga batang ano talaga, hindi interested sa Math. May mga
estudyanteng ganyan, kahit di mahirap yung topic, para sa kanila, mahirap na. Pero ang
totoo non, di talaga sila sa topic nahihirapan, nahihirapan sila, pag nabanggit na yung
Math sa kanila. May estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng
TV, sya pa ang magcoconnect nglaptop ko don sa TV. Pero after na nyang gawin yon,
makikita mo yon sa isang sulok. Tahimik, di na sya nagsasalita the whole class. Tapos pag
yari na kong maglesson, ano na uli sya, masigla na uli sya, sya na ulit yung magtatanggal
ng tv, siya pa magdadala ng gamit ko papunta sa room ko. Ah, sa kanya, napansin ko sa
kanya na, ano e, tumanim na sa utak niya na mahirap yung Math. So, kahit anong ibigay
mong topic sa kanya, mahirap yon kasi Math yan. So, inano ko sya, tinanong ko, “bakit
 98

ba ganyan ka,” –“kasi ma’am ang hirap hirap naman ng tinuturo mo.” Sabi ko, “hindi ah,
napakadali lang,” ganyan ganyan. Tapos habang naguusap kami, dun ko lang naano, na,
yung ano nya na yon, nagsimula pa nung elementary siya. Nung elementary daw sya,
talagang nahihirapan sya, tapos yung teacher niya ay masungit. So, nagsimula doon,
hindi na, kapag Math na yung pinaguusapan, di na sya interesdo. Kahit na pinapagaan
mo yung lesson, hindi siya interesado kasi nakatanim na sa utak nya. Siguro yun yung
tinatawag na Math anxiety. So iyon. Kahit papaano naman nabago naman nya yung
thinking nya tungkol doon."

[Respondent 6; Position: 53 - 53; Created by: Lenovo; 03/09/2020 17:58; Weight score:
0]

Lack of student engagement at school is a serious concern for educators and policy

makers because disengaged students are more likely to struggle academically, to drop out

of school, and to have problem behaviors (Fredricks, Blumenfeld, & Paris, 2004).

Researchers and educators (e.g., Lee & Smith, 1993) have emphasized the significant

influence of schools on student engagement and academic performance. Student

engagement is a multifaceted concept. Researchers have identified several components of

student engagement (e.g., behavioral, emotional/psychological, cognitive, and academic)

(Appleton, Christenson, & Furlong, 2008; Fredricks, et al., 2004).

 99

Although there is no consensus on which of these components is important, most

studies have included 2 behavioral and emotional components. Behavioral engagement

refers to the students’ participation in academic and nonacademic activities at school.

Emotional engagement refers to the students’ sense of belonging at school and

identification with school. Student engagement is a robust predictor of student success at

school. Studies have reported a positive association between student engagement and

academic achievement regardless of race, gender, and socio-economic status (SES) (e.g.,

Klem & Connell, 2004). Highly engaged students are also less likely to drop out of

school (Finn & Rock, 1997).

Photos - Sharing of Best Practices Among Teachers’

100
101
102
 103

Academic Culture on Learning Assessment

 104

The culture on learning assessment among the SHS mathematics teachers has also

been identified and can be encapsulated in the following: SHS Mathematics teachers in

the Limay District are considerate in assessing students and are adjusting to the unique

needs of students. Based on Black and Wiliam’s seminal review (1998b) of “Assessment

and Classroom Learning”, assessment has been recognised as a powerful tool to support

and promote learning. Assessment to support learning is often referred to as formative

assessment or Assessment for Learning (AfL).

Among the SHS Mathematics teachers in this study, assessment of students must

be done with consideration and contextualization (considering the needs of students).

Based on the interviews, the SHS mathematics teachers are considerate in their

assessments as shown in the following excerpts:

"Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day naman talaga
yun eh… so, pagMonday alam mo naman ung mga bata nakaset ang mga mind nila na,
ay… si Mam magdidiscuss, minsan naman may mga time na talagang tinatapat ko ang
assessment ay Monday kung ang lesson namin ay napakahirap para merong time ung
mga bata na magreview ng week ends"

[Respondent 1; Position: 66 - 66; Created by: Lenovo; 03/09/2020 15:55; Weight score:
0]

"Oo, hindi kaya ng katawan, kaya hindi naman sya nakakaperfect. Minsan iintindihin mo
na lang din"

[Respondent 1; Position: 97 - 97; Created by: Lenovo; 03/09/2020 16:09; Weight score:
0]

"oo, kasi makikita mo naman kung sino talagang willing mag-aral at hindi. Ung iba nga
wala na ngang ginagawa, suportado ng mga magulang, labis-labis ung baon pero tamad
na tamad mag-aral, so, sya naman kahit may financial problem, family problem makikita
mo pa din na pumapasok, so, binibigyan nating ng konting consideration ung mga
ganung bagay"

[Respondent 1; Position: 99 - 99; Created by: Lenovo; 03/09/2020 16:09; Weight score:
0]
 105

"Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate, pero di naman
po lahat, iba po talaga tinatamad lang pumasok ng ganong oras, so may mga iba
namimiss nila yung mga quiz at yung ibang graded activities. But most of them, ang
nalelate is yong nagtatrabaho, nagdadagat ng 2:00. Cause I interview them po kung
bakit yon nangyayari. Nagdadagat ng 2:00 tapos uuwi po ng 5 ng madaling araw. So
pagod po sila. Yun po."

[Respondent 3; Position: 41 - 41; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga po siya
pahinga e. kelangan po nilang magprepare pa talaga for school. Kaya po ang sinuggest
ko rin po, wag akong ilagay sa 7:30 kase ang hirap naman non. Subject na na mahirap
ilalagay pa sa mga unang una."

[Respondent 3; Position: 43 - 43; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"Yes, ayon ang isa ko nga pong, ang senior high po dito, they are requesting po. Ang
mostly na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12 po di na po sila
masyadong nalelate po. Napansin ko rin po nung hindi ko na sila hawak. Ewan ko po di
na po kasi ako pang7:30 ng grade 12. Ngayon po, ang suggestion po nila, magshifting po,
for the sake na, for teachers ano na rin po, and at the same time, yung mga students po
na gusto magtrabaho after class or before class e makapagtrabaho and at the same
time, maging mahaba haba po yung pahinga nila. Makakapagconcentrate. Kasi big factor
din po kasi sa learning yung fatigue. So, yun po. And I’m in favor of that adjustment of
schedule po."

[Respondent 3; Position: 45 - 45; Created by: Lenovo; 03/09/2020 16:49; Weight score:
0]

"usually mga bata naman na naencounter nga naming ay yung hindi pumapasok. Kasi
pag tinanong mo naman, ang lagi nilang sinasabi, nagtatrabaho, lumalaot, kasi
kabuhayan nga nila. So syempre bibigyan natin ng pagkakataon yung bata, yung mga
kabuhayan nila dito, yun lang talaga. Tapos minsan bread winner sila, sila talaga
nagtatrabaho. So yun, binibigyan lang naming ng chances. Many chances."

[Respondent 4; Position: 48 - 48; Created by: Lenovo; 03/09/2020 17:03; Weight score:
0]

Other than being considerate in their assessments, respondents also say that the unique

needs of students are also taken into consideration. This means that teachers
 106

contextualize their assessments based on individual needs of students, as shown in the

following excerpts:

"Oo yun yung maganda. Kasi may tawag don. Nung highschool kami, ilalagay mo lang sa
iisang section 1 tapos isusunod mo sa section 2 yung susunod na mataas. Para
maidentifiy mo kung sino talaga yung tututukan mo. Kapag higher, na pwede ka ng
mataas yung way mo ng pagtuturo. So may tawag don. Parang homo and hetero."

[Respondent 4; Position: 70 - 70; Created by: Lenovo; 03/09/2020 17:09; Weight score:
0]

"kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat, yung kayang
maiintindihan ng mahinang mahinang estudyante, yung makukuha nya agad yung
lesson. Ay mahirap talaga yung sa part na ganon."

[Respondent 4; Position: 76 - 76; Created by: Lenovo; 03/09/2020 17:13; Weight score:
0]

"Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli sya, ang
nangyayari, yung period nyo na intended ng discussion, supposedly, competency nila
ngayon, nauubos sya sa review, kailangan mong ireview yung mga terms, yung review
mo yung mga nadiscuss mo sa kanila when they where in junior high school, kasi they
will be needing that in the present topic."

[Respondent 5; Position: 13 - 13; Created by: Lenovo; 03/09/2020 17:17; Weight score:
0]

"SH: Ako ang naging practice ko talaga, kapag Monday, usually nagstart ako ng bagong
lesson. Ang naging problem ko nga, sabi ko kanina, kapag diniscuss ko sya at dadaanan
sya ng weekends, Monday kelangan ko ulit syang ibonggang recall – kapag nalipasan pa
ng weekends. Pag nag paquiz ako ng Monday, feeling ko ha, lalo for the TVL, hindi pa rin
sila, yung sasabihin mong magrereview over the weekend. Mas okay sa kanila yung fresh
sa kanila yung topic. Let’s say yesterday lang yung topic, tapos ngayon ka magpapaquiz,
so ang ginagawa ko, ang introduction, nagtatagal ang introduction, kasi 4 hours lang
tayo sa senior high school, kung kakayanin na matapos yung discussion pati examples
the following day, discussion as well as activities pati performance task, tapos
evaluation, talagang sinisingit ko sya within the week. Kung makakapagintroduce man
ako ng topic on the forth day, at least the following week, follow up na lang,
continuation ng discussion, at least konting review, tapos bagong topic ulit. Ganon sya."

[Respondent 5; Position: 33 - 33; Created by: Lenovo; 03/09/2020 17:26; Weight score:
0]
 107

"yung bata ano, anxiety na yung naibibigay mo sa kanila. So, hanggat maaari, pleasant
tignan yung klase, magaan yung klase. Para di nila isipin na, ang hirap hirap ng subject,
ang hirap hirap pa ng teacher. Ganon. Para kahit papaano, pagtyagaan nila. Kasi yung
mga bata ngayon, hindi mo na pwedeng sindakin e. Di sila kagaya nung araw na, nung
unang patuturo ko, medyo nasisindak mo pa yung mga bata, pero ngayon, since ang
senior high school ay mga dalaga’t binate na, ayaw na nila ng napapahiya. So hanggat
maaari, relaxed na yung klase. Para yung pagtuturo mo rin, pinagtyatyagaan nila kahit
mahirap. Nagtatanim kasi sila ng ano, ng sama ng loob, kapag napapahiya."

[Respondent 6; Position: 41 - 41; Created by: Lenovo; 03/09/2020 17:54; Weight score:
0]

"Message ko sa mga teacher din. Siguro ang message ko lang para sa iba pang Math
teachers. Komplikado na para sa mga iniisip ng bata yung subject natin na Math. So wag
na natin syang masyadong pakomplikahin, so maging pleasant tayong tignan,
approachable, magaan ang classroom setting, kasi totoo naman na mahirap ang Math.
Pero tayo mismo ang dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa
tyaga."

[Respondent 6; Position: 55 - 55; Created by: Lenovo; 03/09/2020 17:59; Weight score:
0]

A great deal of research regarding the role of assessment to support learning has

been conducted in Western schools (Black, Harrison, Lee, Marshall, & Wiliam, 2005;

Black, McCormick, James, & Pedder, 2006; OECD, 2005; Wiliam, Lee, Harrison, &

Black, 2004), whereas limited research has been conducted in non-Western schools and

higher education (Carless, 2011). In response to the limited research conducted in

assessment for learning in non-Western higher education, this study forms an exploratory

investigation of assessment practices to support learning.

Constructive feedback can enhance students’ outcomes, confidence and

motivation in learning (Assessment Reform Group, 2002b; Harlen, 2012; Stiggins, 2005,

2007). Additionally, data from assessment helps teachers adapt subsequent teaching to

meet students’ diverse learning needs (Griffin, McGaw, & Care, 2012).
 108

The mediating role of other people is reflected more specifically through

Vygotsky’s theory of the zone of proximal development (ZPD), and is further expanded

in Rogoff’s idea of “guided participation” in communities of practice. Vygotsky defines

ZPD as “the distance between the actual development level as determined by independent

problem solving and the level of potential development as determined through problem

solving under adults’ guidance or in collaboration with more capable peers” (1978, p.

86). This suggests that students are limited when acting on their own, but can do much

more in collaboration with and guidance by knowledgeable peers. Social interactions are

a vital condition for learning through which students internalise historical and cultural

values. This internalisation process, guided by others, is an ongoing spiral in which

mental functions have not matured; they are in “the process of maturation” and will

“mature tomorrow” (Vygotsky, 1978, p. 86). Rogoff (2008) believes that assistance is

related to interpersonal engagement in a community in which apprentices “become more

responsible participants” (p. 60). The assistance of others, individuals’ active

participation, and the quality of relations are important mediating factors to facilitate

individual learning in a community of practice.

The assistance of others is considered to be scaffolding, an essential process of

learning as this reflects the mediated character of learning, to assist an individual to move

from a present developmental level to a more advanced developmental level (Bruner,

1996; James, 2006). Scaffolding is a metaphor used to compare learning with the process

of building, in which scaffolding is used to frame a house. When the frame is formed, the

scaffolding is removed. To scaffold learning effectively, the teacher needs to assess and
 109

gain an understanding of the student’s current knowledge and to intervene appropriately

to move the student’s learning forward (Murphy, 2008).

Photo – Conferencing with students

 110

Academic Culture on Enhancement and Intervention Activities

The academic culture of the SHS Limay District in terms of its enhancement and

intervention activities are also identified. The culture on enhancement and intervention

can be described in the following: (a) Teachers Adjust to the Unique Needs of Students,

(b) Appropriate Dsiciplines are Given to Students, (c) Students who are absent are noted

and visited, (d) Necessary Interventions are Provided to Students, and (e) Teachers

practice leniency and consideration to students.

As have been previously mentioned, teachers adjust to the unique needs of

students as evidenced in the following excerpts:

"Oo yun yung maganda. Kasi may tawag don. Nung highschool kami, ilalagay mo lang sa
iisang section 1 tapos isusunod mo sa section 2 yung susunod na mataas. Para
maidentifiy mo kung sino talaga yung tututukan mo. Kapag higher, na pwede ka ng
mataas yung way mo ng pagtuturo. So may tawag don. Parang homo and hetero."

[Respondent 4; Position: 70 - 70; Created by: Lenovo; 03/09/2020 17:09; Weight score:
0]
 111

"kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat, yung kayang
maiintindihan ng mahinang mahinang estudyante, yung makukuha nya agad yung
lesson. Ay mahirap talaga yung sa part na ganon."

[Respondent 4; Position: 76 - 76; Created by: Lenovo; 03/09/2020 17:13; Weight score:
0]

"Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli sya, ang
nangyayari, yung period nyo na intended ng discussion, supposedly, competency nila
ngayon, nauubos sya sa review, kailangan mong ireview yung mga terms, yung review
mo yung mga nadiscuss mo sa kanila when they where in junior high school, kasi they
will be needing that in the present topic."

[Respondent 5; Position: 13 - 13; Created by: Lenovo; 03/09/2020 17:17; Weight score:
0]

"Message ko sa mga teacher din. Siguro ang message ko lang para sa iba pang Math
teachers. Komplikado na para sa mga iniisip ng bata yung subject natin na Math. So wag
na natin syang masyadong pakomplikahin, so maging pleasant tayong tignan,
approachable, magaan ang classroom setting, kasi totoo naman na mahirap ang Math.
Pero tayo mismo ang dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa
tyaga."

[Respondent 6; Position: 55 - 55; Created by: Lenovo; 03/09/2020 17:59; Weight score:
0]

Discipline in school is also a form of intervention. As such, SHS mathematics

teachers in the Limay District provide appropriate discipline to students. The significance

of classroom discipline and management has been appreciated both from a social practice

perspective and an effective teaching stand. Socially, teachers’ discipline strategies have

been suggested to be a potent force to promote students’ sense of responsibility in the

classroom (Lewis, Romi, Qui, & Katz, 2015) and to produce more responsible citizens at

a grand vision (Lewis, 2011). Effective teaching research also shows that a sufficient

degree of classroom discipline is needed to create an atmosphere conducive to student

learning as students’ misbehavior distracts the process of learning and teaching and ruins
 112

the effectiveness of even the most carefully planned lessons (Barton, Coley &

Wenglinsky, 2018).

Math teachers in the Limay District also believes in the abovementioned tenets of

discipline, as evidence din the following excerpts:

"As a Math teacher, pagnaglelesson kasi kami kailangan bawal ang maingay, bawal ung
may papansin ba, so pagnagstart ung klase ko at pagmay maingay, hinihinto ko talaga
ang discussion. Inaaproach ko ung bata. Tinatawag ko ba, oh anon a naman ang
problema mo? Mga ganun. Tapos, mga ilang buwan lang naman yun eh., tapos
pagdating na ng sunod-sunod na araw alam na nila ung rule, so, smooth na ung
discussion wala na ung papansin ba"

[Respondent 1; Position: 71 - 71; Created by: Lenovo; 03/09/2020 16:00; Weight score:
0]

"Oo, dapat naman kasi huwag mong hahayaan ung mga bata na nagdidiscuss ka sila may
sariling discussion sa likod. Dapat icall out mo ung bata, sabihin mo sa kanya na talgang
mali ung ginagawa nya kasi naapektuhan din ung mga kaklase na gusting matuto"

[Respondent 1; Position: 73 - 73; Created by: Lenovo; 03/09/2020 16:01; Weight score:
0]

"Siguro ung mga challenging experience naeexperience natin ito sa mga bata na tamad
mag-aral. Di baa ng hirap talagang, ang hirap ideal ang bata na kapagnasa utak nya na
ayaw nya talagang mag-aral, ung napipilitan lang ba syang pumasok, tas, pagdating nya
sa school matutulog lang duon sa likod ng klase di ba. May maeexperience ka talaga na
bata na natutulog lang sa klase mo, so, ang ginagawa lang duon, syempre gisingin mo,
tapos tatanungin mo kung may problem aba sya, bakit ganun ung attitude nya sa klase?
ano bang nangyari? Syempre, hindi naman ung papagalitan mo agad. Kasi kadalasan
pinapagalitan na nga sa bahay tas, papagalitan mo pa sa school ay di lalong
mamomroblema ung bata. So, kailangan para karing magulang sa kanila, tatanungin mo
kung bakit ganuon? Dapat pinapakita mo rin na concern ka sa kanila"

[Respondent 1; Position: 79 - 79; Created by: Lenovo; 03/09/2020 16:04; Weight score:
0]

"meron lang akong instance talaga, before pa yon, sa dati ko pang school na, nagalit ako
don sa particular na estudyante because, siguro dahil nakikita ko na di sya di sya
nakikinig ganon, tapos ang nangyari tapos parang nagtanong sya, pinapaulit nya sa kin
yung lesson."
 113

[Respondent 5; Position: 42 - 42; Created by: Lenovo; 03/09/2020 17:31; Weight score:
0]

For teachers of Mathematics in the district, absenteeism is not just recorded for nothing –

teachers note them and pay visit to students who miss classes.

"Madalas, usually sa mga, ung mga hindi nakakapasok, hindi nakakapasok kasi may
financial problem, tapos kaya pala natutulog sa klase mo, puyat dahil nagtatrabaho. Ah…
may part time job. Yun naman ang kadalasan eh., nagpapart time sila"

[Respondent 1; Position: 83 - 83; Created by: Lenovo; 03/09/2020 16:06; Weight score:
0]

"o, lalo na sa TVL, kasi nagaano pa daw sila eh., anong tawag dun? Lumalaot.
Nangingisda pa daw sila bago makapsok"

[Respondent 1; Position: 85 - 85; Created by: Lenovo; 03/09/2020 16:06; Weight score:
0]

"Oo, halos taon-taon kayalang iba-iba ung cases, may taon na marami. Maraming ganun
ang sitwasyon. Meron naman na minimal lang"

[Respondent 1; Position: 87 - 87; Created by: Lenovo; 03/09/2020 16:07; Weight score:
0]

"Sa school meron pati sa mga bata. Iyon yung usual na nagiging problem ng mga bata.
Bakit ka nalelate, kase, ‘hinihintay pa pong magkatubig’, ganyan, pero yung iba naman
talagang late lang talaga sila."

[Respondent 2; Position: 11 - 11; Created by: Lenovo; 03/09/2020 16:13; Weight score:
0]

"Wait. Napaisip ako dito ah. Yung minor lang po siguro. Since 7:30 po klase naming,
though di sya related, but I see it as a challenge. May mga bata na papasok ako ng 7:30
ang nasa classroom lang 10 out of 35 students ng SMAW. That gives me a challenge, 4
days na nga lang yung math, 1 hour lang, then 10 lang papasok. Papasok po sila mga 8
na po, because yung lifestyle po nila na nagtatrabaho po sa madaling araw. And I
understand that, siguro po, ang ginawa ko po, is, medyo naging masama po ako.
nagpaDTR po kasi ako nung time na yon, na kailangan 7:30, na pagnalate, pupuntahan sa
bahay. Ayon ngaman po, naging effective naman po sya, pumapasok na po sila, kahit
natutulog sa klase po yung bata, pinilit po nilang pumasok, just to comply with the DTR.
Na kelangan nakalogin po ng 7:30 at nakalogout po ng 8:30 may pirma ko rin po. Di sya
in terms of teaching mathematics, in terms of disciplining the students naman."
 114

[Respondent 3; Position: 39 - 39; Created by: Lenovo; 03/09/2020 16:47; Weight score:
0]

"Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate, pero di naman
po lahat, iba po talaga tinatamad lang pumasok ng ganong oras. But most of them, ang
nalelate is yong nagtatrabaho, nagdadagat ng 2:00. Cause I interview them po kung
bakit yon nangyayari. Nagdadagat ng 2:00 tapos uuwi po ng 5 ng madaling araw. So
pagod po sila. Yun po."

[Respondent 3; Position: 41 - 41; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga po siya
pahinga e. kelangan po nilang magprepare pa talaga for school. Kaya po ang sinuggest
ko rin po, wag akong ilagay sa 7:30 kase ang hirap naman non. Subject na na mahirap
ilalagay pa sa mga unang una."

[Respondent 3; Position: 43 - 43; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"es, ayon ang isa ko nga pong, ang senior high po dito, they are requesting po. Ang
mostly na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12 po di na po sila
masyadong nalelate po. Napansin ko rin po nung hindi ko na sila hawak. Ewan ko po di
na po kasi ako pang7:30 ng grade 12. Ngayon po, ang suggestion po nila, magshifting po,
for the sake na, for teachers ano na rin po, and at the same time, yung mga students po
na gusto magtrabaho after class or before class e makapagtrabaho and at the same
time, maging mahaba haba po yung pahinga nila. Makakapagconcentrate. Kasi big factor
din po kasi sa learning yung fatigue. So, yun po. And I’m in favor of that adjustment of
schedule po."

[Respondent 3; Position: 45 - 45; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"Na kelangan po munang masatisfy yung physiological needs. Sabi nga po nila, kapag
gutom ang bata, di po makakaabsorb ng kahit ano yan. Yun po ang isang reason."

[Respondent 3; Position: 47 - 47; Created by: Lenovo; 03/09/2020 16:49; Weight score:
0]

"usually mga bata naman na naencounter nga naming ay yung hindi pumapasok. Kasi
pag tinanong mo naman, ang lagi nilang sinasabi, nagtatrabaho, lumalaot, kasi
kabuhayan nga nila. So syempre bibigyan natin ng pagkakataon yung bata, yung mga
kabuhayan nila dito, yun lang talaga. Tapos minsan bread winner sila, sila talaga
nagtatrabaho. So yun, binibigyan lang naming ng chances. Many chances."
 115

[Respondent 4; Position: 48 - 48; Created by: Lenovo; 03/09/2020 17:03; Weight score:
0]

All students, yet for one reason or another, at one time or other time want miss to

a day of school. The general tendency to engage in such unwillingness is referred to

absenteeism. Student absenteeism is defined by Teasley (2004) as a period of time when

a student does not attend school, has become major and continuous problem among high

school students in many countries.

Indeed, numerous studies conducted to answer a question that is why high school

students miss classes. In this notion, Teasley have noted numerous risk factors that

contribute to student absenteeism such as family health, low income, poor school climate,

drug and alcohol use, transportation problems, and community attitudes towards

education. Pehlivan (2006) found that the major reason given by students for non-

attendance at lecture or school were bored at school, dislike of school and lessons,

encouragement of friends, and lack of expectations about education.

Wilkins (2008) has reported four themes, which play important role to motivate

students to attend school such as school climate, academic environment, discipline, and

relationships with teachers. Ingul, Klöckner, Silverman, and Nordahl (2012) found that

school absenteeism associated with internalizing and externalizing behavior, family work

and health, and school environment. In another study, Henry (2007) has noted that

parents’ education levels contribute to students’ absenteeism. Simons, Hwang, Fitzgerald,

Kielb, and Lin (2010) found that there are an association between absenteeism of student

and unfavorable school setting conditions.

 116

Home visit is a way to bridge the gap between school and home for students,

families and teachers. A growing amount of research points to the importance of parents

supporting their children’s learning in the home. Parent-teacher conferences, phone calls,

sending letters and progress reports are part of the communications to follow up students

especially those who are academically at-risk to monitor their school performances and

daily classroom behaviors.

Coleman (2012) explained that home visit is to socialize and build positive

family-teacher partnerships. It includes sharing information about your classroom,

completing forms, and reviewing children’s educational progress. In addition to home

visits to establish relationships and communication, home visitation programs developed

over the past several decades focus specifically on teachers educating and supporting

parents and children in the home (Gestwicki, 2012).

Home visitation supports and encourages parents to take more of an active role in

the learning activities of their children. The Parents as Teachers Program (Parents as

Teachers National Center, 2008) recognizes parents as the primary teachers of children,

and bring resources to parents in order to help them to develop into effective parent-

teachers. Through home visits, schools can help establish positive relationships with the

families, leading to more involvement with the schools and better student success.

Teachers who make these home visits can take with them simple materials that can be left

with the child, such as crayons and paper, or a child's book. They can make suggestions

for ways the parents can help the child prepare for school. Schools can also use a hand-

off procedure in which teachers might take initial home visits, but if there is a need for

ongoing support in the home, either other school staff can take over, or the school can
 117

link with other community agencies that might be staffed for more intensive home

visiting services. Home visits allowed teachers to develop deeper level of

empathy with children whose home life was in some way lacking. For example, during

your home visits you might find that some parents cannot write or that they show their

children little affection.

Indeed, necessary interventions are provided to students, as evidenced below:

"Oo, Kung me prior knowledge kasi kung wala, syempre babaguhin mo na naman ung
stratedgy mo na mukang magtatagal ako sa lesson na to, so ano ang gagawin ko? Ang
ginagawa ko pagtinuturo ang isang lesson nagsisimula muna ako sa simple na example
tapos hanggang sa medyo mahirap pero hindi ko naman, hindi naman sya lahat ung
mahirap, sa bagay dipende din nman sa mga estudyante yun kung naintindihan,
makikita mo naman sa itsura kung naiitindihan nila ung mga itinuturo mo sa kanila"

[Respondent 1; Position: 60 - 60; Created by: Lenovo; 03/09/2020 15:51; Weight score:
0]

"So, ang ginagawa po natin dyan lalo na paghindi naintindihan ng bata nag isang lesson,
usually kasi ang error o nahihirapan ang mga bata kapagka ung sa signed numbers so,
lalo na ung sa TVL ang ginagawa ko, binibigyan ko sila ng, alam mo ung window card.
Yung window cards di ba mga numbers lang yun? Lalagyan natin ng signs, so, para
malpractice ung mga bata ng rules ng signed numbers tapos minsan naman kapagka ung
lesson ay napakahirap ang ginagawa natin pinapadali natin ng konti ung approach tapos
binibigyan natin sila ng maraming reinforcements, so, bigyan ng maraming items for
assisgnment dun sila nagagalit sakin eh., kapagkanagpapaAssignment ako talagang
madami. Marami akong magbigay ng assignment para masnapapractice nila sa bahay
ung lesson na naturo."

[Respondent 1; Position: 68 - 68; Created by: Lenovo; 03/09/2020 15:56; Weight score:
0]

"Pag dating sa mathematics, maraming intervention po dapat yung ginagawa bilang

isang guro. Sa kin, ang ginagawa kong mga intervention, sometimes kapagkadi nila
nakukuha ng ayos yung target scores nila, nagpaparemedial ako with different give, na
alam ko sa bata na kaya nya yon. Kasi minsan, kapag ka-nagpaparemedial yung bata
mauutak, tinatanong na nila kung anong binigay ko sa klase, kaya sa remedial minsan
 118

matataasan pa nila yung talagang nasa klase, so kailangan, iadjust ko. Individual.
Maglalaan ako ng time, kaya lang sacrifice na naman yon for the side of the teacher.
Kaya lang no choice. Iyon po. Tapos, kapagka di na talaga kaya ng written, sometimes
nagpapaoral na lang ako, yung pinakabasic na lang. hindi ko na dadalin don sa
pinakamahirap. Kaya talagang parang differentiated na lang talaga sila e. ganon. Hindi,
applicable sa lahat yung binibigay natin sa klase. Kaya adjust adjust, minomodify."

[Respondent 2; Position: 41 - 41; Created by: Lenovo; 03/09/2020 16:23; Weight score:
0]

"Kasi po di na po bago yung intervention kasi I always used to have interventions or

intervention activities sa klase. But ilan lang naman po yung inaano ko po. Kaya ditto po
pumapasok yung differentiated instruction po. Kung saan yung slow learners, binibigyan
ko po ng other set of activities, para makacope up po sila sa lesson and for those who,
para di po boring yung matatalino, sabihin na po nating fast learners, I give them
enrichment activities. Yung medyo higher level na. na kung sa gayon po kahit papaano
may mastery na po yung nasa lower class po ng klase. So, iyon po yung intervention na
ginagawa ko po. The differentiated instruction."

[Respondent 3; Position: 26 - 26; Created by: Lenovo; 03/09/2020 16:41; Weight score:
0]

"Ako yung teacher na hindi naman knowledge based. I’m not a knowledge based
teacher. I am a teacher who use to create intervention to apply those knowledges. Kasi
di matututo ang bata kung ituturo mo lang, what is x. di sila matututo ng ganon. I use to
think of some ways na yung competency na binigay ng deped e maiaapply ko sya sa daily
life. Yun po."

[Respondent 3; Position: 29 - 29; Created by: Lenovo; 03/09/2020 16:43; Weight score:
0]

"Siguro yung interesting experience ko po yung isang lesson inabot po ng 4 na araw.

Isang competency po. Specifically po, ang naalala ko pong topic which is yung sa
Business Math, sa Gen Math. Medyo nagtagal po kami don. But, interesting sya kahit
nagtagal, is because, nakita ko yung bata na mismong mga students ayaw nilang
magproceed sa susunod hanggang di nila nakukuha yon – “Di po naming naintindihan,
pwede pong ulitin?” Yun po yung pinakana-ano na ko na, yung yung mga bat apala di
lang sila basta-bastang school bukol na basta pasok lang aalamin yung lesson tapos na.
naexperience ko po yon, actually po, SMAW po yun, SMAW. Shielded Metal Arc Welding
po na-anuhan ko po na yon. So, don po ako naging interested talaga. Nagkaroon po ako
ng interest sa mga bata na hindi lang sa kanila sapat na maituro mo, ang mas gusto pa
nila yung anong behind that, gusto ko pa silang matutunan, gusto ko pa silang
mamaster. Ayaw naming magproceed ng di naming nakukuha to. Yun po."
 119

[Respondent 3; Position: 34 - 34; Created by: Lenovo; 03/09/2020 16:45; Weight score:
0]

"So, ganon nga po sila. So iyon po yung naging ano. Interesting experience po. Kaya I’m
looking looking forward po na yung mga students na experience ko po ganon din
thinking."

[Respondent 3; Position: 36 - 36; Created by: Lenovo; 03/09/2020 16:45; Weight score:
0]

"Oo yun yung maganda. Kasi may tawag don. Nung highschool kami, ilalagay mo lang sa
iisang section 1 tapos isusunod mo sa section 2 yung susunod na mataas. Para
maidentifiy mo kung sino talaga yung tututukan mo. Kapag higher, na pwede ka ng
mataas yung way mo ng pagtuturo. So may tawag don. Parang homo and hetero."

[Respondent 4; Position: 70 - 70; Created by: Lenovo; 03/09/2020 17:08; Weight score:
0]

"Yung usual na ginagawa ng karamihan. Remedial classes, tatawag sa magulang lalo na

kung ang problema lagi ay yung absent o laging nalelate, pero kung ang problema
naman ay, nandyan sya, nandyan yung bata pero nahihirapan lang talagang sumunod sa
lesson, remedial. Remedial ganyan. May mga intervention kang ginagawa, halimbawa sa
school. Ganyan. SIM ganyan."

[Respondent 6; Position: 34 - 34; Created by: Lenovo; 03/09/2020 17:53; Weight score:
0]

"Siguro yung challenging sa mga batang ano talaga, hindi interested sa Math. May mga
estudyanteng ganyan, kahit di mahirap yung topic, para sa kanila, mahirap na. Pero ang
totoo non, di talaga sila sa topic nahihirapan, nahihirapan sila, pag nabanggit na yung
Math sa kanila. May estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng
TV, sya pa ang magcoconnect nglaptop ko don sa TV. Pero after na nyang gawin yon,
makikita mo yon sa isang sulok. Tahimik, di na sya nagsasalita the whole class. Tapos pag
yari na kong maglesson, ano na uli sya, masigla na uli sya, sya na ulit yung magtatanggal
ng tv, siya pa magdadala ng gamit ko papunta sa room ko. Ah, sa kanya, napansin ko sa
kanya na, ano e, tumanim na sa utak niya na mahirap yung Math. So, kahit anong ibigay
mong topic sa kanya, mahirap yon kasi Math yan. So, inano ko sya, tinanong ko, “bakit
ba ganyan ka,” –“kasi ma’am ang hirap hirap naman ng tinuturo mo.” Sabi ko, “hindi ah,
napakadali lang,” ganyan ganyan. Tapos habang naguusap kami, dun ko lang naano, na,
yung ano nya na yon, nagsimula pa nung elementary siya. Nung elementary daw sya,
talagang nahihirapan sya, tapos yung teacher niya ay masungit. So, nagsimula doon,
hindi na, kapag Math na yung pinaguusapan, di na sya interesdo. Kahit na pinapagaan
mo yung lesson, hindi siya interesado kasi nakatanim na sa utak nya. Siguro yun yung
 120

tinatawag na Math anxiety. So iyon. Kahit papaano naman nabago naman nya yung
thinking nya tungkol doon."

[Respondent 6; Position: 53 - 53; Created by: Lenovo; 03/09/2020 17:58; Weight score:
0]

Intervention can come in many forms, and not just academic intervention such as

make up tests or providing supplementary materials. SHS Mathematics teachers in the

district practice leniency and consideration to students as a non-academic form of

intervention.

"Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day naman talaga
yun eh… so, pagMonday alam mo naman ung mga bata nakaset ang mga mind nila na,
ay… si Mam magdidiscuss, minsan naman may mga time na talagang tinatapat ko ang
assessment ay Monday kung ang lesson namin ay napakahirap para merong time ung
mga bata na magreview ng week ends"

[Respondent 1; Position: 66 - 66; Created by: Lenovo; 03/09/2020 15:55; Weight score:
0]

"Oo, hindi kaya ng katawan, kaya hindi naman sya nakakaperfect. Minsan iintindihin mo
na lang din"

[Respondent 1; Position: 97 - 97; Created by: Lenovo; 03/09/2020 16:09; Weight score:
0]

"oo, kasi makikita mo naman kung sino talagang willing mag-aral at hindi. Ung iba nga
wala na ngang ginagawa, suportado ng mga magulang, labis-labis ung baon pero tamad
na tamad mag-aral, so, sya naman kahit may financial problem, family problem makikita
mo pa din na pumapasok, so, binibigyan nating ng konting consideration ung mga
ganung bagay"

[Respondent 1; Position: 99 - 99; Created by: Lenovo; 03/09/2020 16:09; Weight score:
0]

"Wait. Napaisip ako dito ah. Yung minor lang po siguro. Since 7:30 po klase naming,
though di sya related, but I see it as a challenge. May mga bata na papasok ako ng 7:30
ang nasa classroom lang 10 out of 35 students ng SMAW. That gives me a challenge, 4
days na nga lang yung math, 1 hour lang, then 10 lang papasok. Papasok po sila mga 8
na po, because yung lifestyle po nila na nagtatrabaho po sa madaling araw. And I
 121

understand that, siguro po, ang ginawa ko po, is, medyo naging masama po ako.
nagpaDTR po kasi ako nung time na yon, na kailangan 7:30, na pagnalate, pupuntahan sa
bahay. Ayon ngaman po, naging effective naman po sya, pumapasok na po sila, kahit
natutulog sa klase po yung bata, pinilit po nilang pumasok, just to comply with the DTR.
Na kelangan nakalogin po ng 7:30 at nakalogout po ng 8:30 may pirma ko rin po. Di sya
in terms of teaching mathematics, in terms of disciplining the students naman."

[Respondent 3; Position: 39 - 39; Created by: Lenovo; 03/09/2020 16:47; Weight score:
0]

"Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate, pero di naman
po lahat, iba po talaga tinatamad lang pumasok ng ganong oras. But most of them, ang
nalelate is yong nagtatrabaho, nagdadagat ng 2:00. Cause I interview them po kung
bakit yon nangyayari. Nagdadagat ng 2:00 tapos uuwi po ng 5 ng madaling araw. So
pagod po sila. Yun po."

[Respondent 3; Position: 41 - 41; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga po siya
pahinga e. kelangan po nilang magprepare pa talaga for school. Kaya po ang sinuggest
ko rin po, wag akong ilagay sa 7:30 kase ang hirap naman non. Subject na na mahirap
ilalagay pa sa mga unang una."

[Respondent 3; Position: 43 - 43; Created by: Lenovo; 03/09/2020 16:48; Weight score:
0]

"es, ayon ang isa ko nga pong, ang senior high po dito, they are requesting po. Ang
mostly na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12 po di na po sila
masyadong nalelate po. Napansin ko rin po nung hindi ko na sila hawak. Ewan ko po di
na po kasi ako pang7:30 ng grade 12. Ngayon po, ang suggestion po nila, magshifting po,
for the sake na, for teachers ano na rin po, and at the same time, yung mga students po
na gusto magtrabaho after class or before class e makapagtrabaho and at the same
time, maging mahaba haba po yung pahinga nila. Makakapagconcentrate. Kasi big factor
din po kasi sa learning yung fatigue. So, yun po. And I’m in favor of that adjustment of
schedule po."

[Respondent 3; Position: 45 - 45; Created by: Lenovo; 03/09/2020 16:49; Weight score:
0]

"usually mga bata naman na naencounter nga naming ay yung hindi pumapasok. Kasi
pag tinanong mo naman, ang lagi nilang sinasabi, nagtatrabaho, lumalaot, kasi
kabuhayan nga nila. So syempre bibigyan natin ng pagkakataon yung bata, yung mga
kabuhayan nila dito, yun lang talaga. Tapos minsan bread winner sila, sila talaga
nagtatrabaho. So yun, binibigyan lang naming ng chances. Many chances."
 122

[Respondent 4; Position: 48 - 48; Created by: Lenovo; 03/09/2020 17:03; Weight score:
0]

"Tapos parang magtatanong siya na parang nakakaloko lang tapos gusto nya uulitin mo.
Parang iyong yung nakakachallenge. Naexperience ko yon before sa dati kong school,
kaya sabi ko nga sayo, before talaga para pa kong medyo dragon. Pero nung
naexperience ko sya dito. Meron pa rin e. Ano pinilit ko pa rin talaga anong, sabi ko nga
di ko dapat patulan, kasi mga bata yan. Tong ginawa ko na lang din yon, instead na
parang mapagsalitaan ko rin yung bata, talagang pinilit kong icompose yung sarili ko.
Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna mo kasi yung galit
mo, navideohan ka lang na nagagalit ka, nakapagbato ka man dyan ng ano, talo ka e. Pag
may mga ganong bata akong nakikitang nakakachallenge talaga sila. Nagpapause ako sa
discussion, medyo tatry ko munang huminga ng konti. Magbibigay ako ng example tapos
tatawagin ko sa labas yung bata. Kaya yung mga bata, pagkatinawag ko yung bata,
“huuuyyy” ganyan, “halaaaa” kasi alam nilang ilalabas ko which is I think alam ko mas
effective. Kesa durugin mo yung bata sa klase. Kasi yung mga ganong bata, minsan sila
lang talaga yung kulang sa attention."

[Respondent 5; Position: 54 - 54; Created by: Lenovo; 03/09/2020 17:41; Weight score:
0]

Every student has the potential to learn and become a responsible citizen if given a

conducive environment. Therefore, it is worth mentioning that intervening at the earliest

stages, can lead to students‘ success. Intervention can be defined as the systematic and

explicit instruction provided to accelerate growth in an area of identified need (Kaggwa,

2003). Interventions can be provided by both special and general teachers and they are

designed to improve performance relative to a specific, measurable goal. Interventions

are generally based on valid information about current performance, whereby realistic

implementation and ongoing student progress monitoring are essential. Therefore, for any

intervention to be effective, the programmes designed should be based on clearly defined

objectives, and the program should be monitored and evaluated (Kaggwa, 2003). More

particularly, students‘ needs should be analyzed and programs should be designed to

 123

address these. Of more importance is that intervention strategies should not be

implemented because they are popular or interesting. Rather, they should be able to

address the needs of the students in their institution, given that schools operate in

different contexts; hence, no one size fits all. Approaches will vary according to the

school context. Student support programmes, behavior modification, life skills

programmes, parental involvement and capacity building are some intervention strategies

to enhance students‘ performance (Kaggwa, 2003).

Photos – Varied Strategies in Teaching are Implemented

 124

Academic Culture on Extra Work-Related Activities Beyond Work Hours

The academic culture of SHS Mathematics teachers in Limay District on extra

work-related activities beyond class hours is also explored. Just like the stories of many

schoolteachers in the country, the respondents are going above and over their itemized

duties and responsibilities. This goes to show that the respondents are engaged with

extra-curricular activities, going beyond their official time. Their extracurricular

engagement can be summarized in four descriptions: Teachers Created Deeper

Connection to Students, Teachers Provides Extended Assistance to Students outside

teaching Hours, and Teachers Provides Guidance and Assistance to At-Risk Studenst.

With these, it could be summed up that there is a culture of commitment and sacrifice in

the performance of one’s duty among the SHS mathematics teachers.

 125

Creating connection to students that are way beyond just being a teacher-student

is one culture that is being practiced generally by the SHS teachers in the district.

Research is clear that you cannot get to Bloom’s without going through Maslow.

Educators who trust this research understand the importance of providing emotional

deposits to kids and creating an environment of emotional safety. Putting students before

content is the first step to making major strides toward building positive connections. The

following excerpts show this connection that are being built by teachers to their students

in this study:

"I am handling Grade 11 students since I’m teaching Mathematics. Yung sa mga grade 11
yung handle, medyo matured na kasi yung mga bata, so since yung edad ko naman ay
medyo hindi na lalayo, sabihin na nating mga 10 years yung difference po, masaya
naman, masaya naman magturo ng mga bata sa Senior High School, kasi parang
nagjajive, nasasabayan ng teachers yung interest ng bata. Kaya nilang ibaba yung level
ng teaching, ay kayang ibaba ng level ng teacher nya sa mga bata. That’s why nagiging di
masyadong mabigat yunga araw-araw."

[Respondent 2; Position: 13 - 13; Created by: Lenovo; 03/09/2020 16:15; Weight score:
0]

"Para sa kin po sir ganon po. Kaya di sya burden. Parang nagtatrabaho ka at the same
time nageenjoy ka."

[Respondent 2; Position: 15 - 15; Created by: Lenovo; 03/09/2020 16:15; Weight score:
0]

"Yung iba nga anon a e, medyo kalevel na, magugulat ka ’24 ka na pala, 25’, ganon."

[Respondent 2; Position: 17 - 17; Created by: Lenovo; 03/09/2020 16:15; Weight score:
0]

"Dito, as math teacher, normal lang. Wala namang pinagkaiba sa ibang subject, siguro
the way you, makitungo sa estudyante, parang iyon na lang yung ano."

[Respondent 4; Position: 11 - 11; Created by: Lenovo; 03/09/2020 16:52; Weight score:
0]
 126

"Usually ako, nagbibigay ako ng handouts. So yun yung inaano ko sa kanila. Reviewhin
nila yung hand outs. Pag nagreview na nila, don sila lalapit sa kin, kung ano yung di nila
naintindihan, don ko sila masyadong tututukan."

[Respondent 4; Position: 50 - 50; Created by: Lenovo; 03/09/2020 17:03; Weight score:
0]

"Feeling ko ginagaya nila kung paano ko magsungit. Pero yung nandito na ko at nakita ko
yung totoong buhay, dati kasi nasa public school ako, nakita ko na yung sa private
school, nakita ko na yung buhay nila, yung kapag naghohome visit, makikita mo talaga
bakit sila ganon, di sila nakakain, totoo pala. Kaya siguro nakaroon na rin ako ng, piniplit
kong tyagain na rin yung mga bata."

[Respondent 5; Position: 43 - 43; Created by: Lenovo; 03/09/2020 17:34; Weight score:
0]

"Kahit din sa mga grades nila for example, pag Nakita naman nila na mababa, kung
sakaling eto yung binigay mong grade sa kanila, alam nila na wala silang masasabi sayo
as a teacher. Kasi nakikita nila, wala rin silang masasabi, ikaw as a teacher, pumapasok
ka, nagtuturo ka sa kanila, kaya nga ang sabi walang karapatang magbagsak ang teacher
kapag di pumapasok. Pero kapag pumapasok ka, plus nakikita rin ng bata naaappreciate
nila. Na meron pang mga TVL na meron pang mga TVL na estudyante na SMAW na
ganon na natutuwa sila. Pag teacher talaga nakikita nila kasi siguro naghahanap din sila
ng attention, plus discussion, plus actually, mga kwentukwentuhan nila sa mga buhay
nila."

[Respondent 5; Position: 47 - 47; Created by: Lenovo; 03/09/2020 17:37; Weight score:
0]

"Sa students naman sa klase, klase talaga kami. Yung typical student-teacher
relationship, so, pero pagkafree time naming, kapagkabreak time, para lang din kaming
friends. Nagkukwentuhan, nagbibiruan, pero kapag klase na, seryoso na kami."

[Respondent 6; Position: 5 - 5; Created by: Lenovo; 03/09/2020 17:46; Weight score: 0]

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Moreover, teachers provide extended assistance to students. Respondents show

that they use their free time and even their breaktime and rest periods to extend assistance

to students in need. Respondents also reveal that they extend understanding, patience, and

compassion to their students especially acknoweldeging the fact that a number of their

students have this anxious and negative attitude towards mathematics. Excerpts below

narrate how the teachers extend their efforts and their assistance and guidance to their

students:

"As a Mathematics teacher, siguro ano, dahil di lang siguro math yung tinuturo ko,
minsan di mo maiiwasan yung mga bata kasi, let say lalapit sila, let say Statistics yung
tinuro, then they have this research subject. Parang kailangan as a teacher, ano ka e,
ano bang tamang term ditto, lahat, di naman siguro dahil sa required ka, hinahanap sayo
as a teacher na, alam mo kung anuman yung itatanong nila sayo. Let’s say, for example,
statistics, stat teacher ka, pero dahil sa research nila na ginagamit nila sa school si Stat,
babalik sila sayo, minsan bibigyan mo sila ng reference. Hindi don natatapos ang trabaho
mo as a teacher. Parang bukod don sa math teacher ka, tapos nagtatanong sila sayo.
Tulad kanina, merong mga estudyante na lumalapit sa kin, minsan yung oras mo na
magpapahinga ka, ang mangyayari lalapit sila sayo, minsan di mo naman mahindian ang
mga bata, lalo pag nakikita mo naman na nahihirapan, dahil nga wala rin siguro sila,
given nga na kami yung nilalapitan na statistics teacher nila, kasi binabalikan nila yung
competency na dapat na nadiscuss na sa kanila o alam na nila before kas inga nasa stat
nila na subject yon dati last sem pa. So, iyon, yung buhay ko as a math teacher, di lang as
a math teacher kasi, yun nga, nagtuturo ka, tapos during your free time, meron ka pang
ibang mga tasks, tapos bukod don may iba pang activities na ineexpect na magagawa
mo. So di mo mamamalayan na yung maghapon lumilipas na sobrang dami. Loaded
talaga yung ginagawa."

[Respondent 5; Position: 22 - 22; Created by: Lenovo; 03/09/2020 17:22; Weight score:
0]

"Kasi ako before, sobrang idealistic ko pa. Inuuwi ko pa lahat ng trabaho ko. Kasi gusto
ko matatapos ko talaga sya lahat on time. Ngayon, lalo nung ano na, lalo nung
nagkababy na ko, naisip ko, kapag sa school, sa school lang, kapag sa bahay, sa family na
lang. kasi ilang beses ko ng niloko yung sarili ko. Inuuwi ko yung trabaho, hindi ko naman
din nagagawa. So ang nangyayari, nabibigatan lang ako so. Pinipilit ko talaga, during my
freetime, ginagawa ko lahat dito. Para pag dating ko sa bahay, pahinga na lang din. Kaya
ang nangyayari sa bahay, kapag may ginagawa ako don, siguro yung mga download ng
 128

mga kailangan, o kung may kailangan mang communication sa GC gagawin ko na lang.

Kaya pinipilit ko talagnang matapos lahat ng gagawin dito sa school para pag dating ko
sa bahay, nanay naman ako, asawa naman ako. Para balance lang."

[Respondent 5; Position: 35 - 35; Created by: Lenovo; 03/09/2020 17:27; Weight score:
0]

"As a whole, para sa kin, experience naman, as a teacher pinipilit ko na pababawin, kung
anuman. Tinatry ko minsan, nanonood ako ng mga video tutorials. Kasi sa mga video
tutorials, may makukuha tayo na mga techniques. Minsan yung mga nasa libro na
techniques, malalim. So yung ginagawa ko, nageexert talaga ako ng effort para
mapanood, yung mas madaling way, yung mas madaling approach para mas
maintindihan yung lesson. So yun siguro as a teacher, yun, tyinatyaga ko yung mga bata,
kasi nga ano, to the point minsan ang nangyayari nga lang, yung competency minsan di
naming namimeet. Kapapilit ko rin kasi minsan na maintindihan muna nila. Kasi wala rin
silbi na magjump ka sa susunod na wala rin naiintindihan yung competency. Yun siguro
lalo nung nagkaroon na ko ng baby. Parang iba pa rin pala talaga pag naging nanay ka.
Parang imagining mo pagkapano kung anak mo yon – di makasunod sa lesson. Ganon."

[Respondent 5; Position: 42 - 42; Created by: Lenovo; 03/09/2020 17:32; Weight score:
0]

"Feeling ko ginagaya nila kung paano ko magsungit. Pero yung nandito na ko at nakita ko
yung totoong buhay, dati kasi nasa public school ako, nakita ko na yung sa private
school, nakita ko na yung buhay nila, yung kapag naghohome visit, makikita mo talaga
bakit sila ganon, di sila nakakain, totoo pala. Kaya siguro nakaroon na rin ako ng, piniplit
kong tyagain na rin yung mga bata."

[Respondent 5; Position: 43 - 43; Created by: Lenovo; 03/09/2020 17:34; Weight score:
0]

"Depende sa bata, may bata kasing willing magextend ng oras dito sa school. Ako kasi
kahit hanggang 5:00 ako dito sa school o mas matagal pa sa 5:00 okay lang. So depende
sa bata, kung gusto nyang iuwi, pwedeng iuwi, basta ibabalik nya lang. Kung gusto nya
magextend, pwede naman ding magextend. Ngayon kung minor na problema lang, o
kung di naman sya problema, kelangan mo lang iboost yung learning, enrichment lang,
through social media, messenger, ganyan, group chat."

[Respondent 6; Position: 36 - 36; Created by: Lenovo; 03/09/2020 17:53; Weight score:
0]

"Siguro yung challenging sa mga batang ano talaga, hindi interested sa Math. May mga
estudyanteng ganyan, kahit di mahirap yung topic, para sa kanila, mahirap na. Pero ang
totoo non, di talaga sila sa topic nahihirapan, nahihirapan sila, pag nabanggit na yung
Math sa kanila. May estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng
 129

TV, sya pa ang magcoconnect nglaptop ko don sa TV. Pero after na nyang gawin yon,
makikita mo yon sa isang sulok. Tahimik, di na sya nagsasalita the whole class. Tapos pag
yari na kong maglesson, ano na uli sya, masigla na uli sya, sya na ulit yung magtatanggal
ng tv, siya pa magdadala ng gamit ko papunta sa room ko. Ah, sa kanya, napansin ko sa
kanya na, ano e, tumanim na sa utak niya na mahirap yung Math. So, kahit anong ibigay
mong topic sa kanya, mahirap yon kasi Math yan. So, inano ko sya, tinanong ko, “bakit
ba ganyan ka,” –“kasi ma’am ang hirap hirap naman ng tinuturo mo.” Sabi ko, “hindi ah,
napakadali lang,” ganyan ganyan. Tapos habang naguusap kami, dun ko lang naano, na,
yung ano nya na yon, nagsimula pa nung elementary siya. Nung elementary daw sya,
talagang nahihirapan sya, tapos yung teacher niya ay masungit. So, nagsimula doon,
hindi na, kapag Math na yung pinaguusapan, di na sya interesdo. Kahit na pinapagaan
mo yung lesson, hindi siya interesado kasi nakatanim na sa utak nya. Siguro yun yung
tinatawag na Math anxiety. So iyon. Kahit papaano naman nabago naman nya yung
thinking nya tungkol doon."

[Respondent 6; Position: 53 - 53; Created by: Lenovo; 03/09/2020 17:57; Weight score:
0]

"Ah., sa ano, sa EIM kasi, kasi kapagkafirst subject mo sila nakakamusta mo ba sila, kasi
hindi ka pa pagod nun eh., may energy ka pa para makipag anuhan, makipagkwentuhan.
So, sa EIM mayroon dun isang estudyante na panay natutulog sa klase, panay puyat,
akala mo nakaano? Tinanong ko siya bakit siya natutulog, ayun nga sabi nya nangingisda
pa daw sila bago siya pumasok kasi kailangan pa daw nya ng pamasahe, kasi nakikitira
lang sya eh., hindi sya nakatira sa mga magulang nya"

[Respondent 1; Position: 89 - 89; Created by: Lenovo; 03/09/2020 16:08; Weight score:
0]

Research demonstrates that superior learning takes place when classroom

experiences are motivating and engaging. Positive motivation impacts brain

metabolism, conduction of nerve impulses through the memory areas, and the

release of neurotransmitters that increase executive function and attention.

Relevant lessons help students feel that they are partners in their education, and

they are engaged and motivated (Willis, 2014).

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School environment implies a measure of the quality and quantity of the

cognitive, creative and social support that has been available to the subjects

during their school life in terms of teacher-pupil interaction. In general any

school, any type and at any level society the following are the characteristics of

school environment. They are: teacher-pupil interactions-disengagement, esprit,

intimacy, product emphasis, psychophysical hindrance, alienation, control,

humanized trust, friction, cliqueness, satisfaction, speed, apathy, difficulty,

favoritism, formality, direction, diversity, disorganization, democracy,

independence, enthusiasm, divergence, humor, teacher, talk, homework,

teaching methods, learner supportive, acceptance, problem structuring, neutral,

directive, reproving, disapproving or disappearing, teacher supportive,

accepting feelings, praises or encourages, aspects or uses, ideas of students,

lectures, direction, criticizes or justifies authority, student task response,

students, student-talk initiation and silence or confusion etc. According to

Misra (1986) any school include six characteristics viz., creative stimulation,

cognitive encouragement, permissiveness, control, acceptance and rejection.

The school is second home to the child and it influences the personality

development of the child. School is the chief continuing and supplementing

institution in which children develop positive learning and good adjustment

styles. The teacher, besides the parents, has the greatest responsibility and

opportunity to foster adjustment styles. The school substitutes home situations

and often meets emotional needs that are neglected in the home .The school

should provide experiences to develop the total individual through self-

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realization, human relationships, stimulate learning and develop good

behavioral patterns. The experiences at school and school curriculum contribute

to the child’s feeling of personal worth, social competence in winning

acceptance from associates, physical satisfaction necessary to the wellbeing of

the body, freedom to play and to accomplish tasks and to develop interests and

activities providing social values. Empirical evidences showed that pupils

perception or attitude towards the school climate or environment which

includes physical facilities of the school, academic self-concept, academic self-

efficacy, cognitive encouragement, acceptance and rejection, peer norms,

creative thinking, perceived support from teachers, approval motive, verbal

classroom behavior, life values, moral values, has got considerable influence

over their achievement motivation{(Hirunval, 1980; Dixit,1985; Huang and

Waxrnan,1996; Diwivedi, 2005; Bhavan Patel,2008 and Surindar Singh,

2012 )}. If children have favorable attitude towards school related aspects like

teachers, co-students, curriculum, methods of teaching, facilities available in

the classroom and school as a whole; they are expected to be motivated better

than those who have unfavorable attitude towards the school.

Research Question 2: What are the shared beliefs, values, and practice patterns of
the Mathematics Teachers in Senior High Schools in the District of Limay?
Based on the results of the qualitative analysis based on the interviews, the

following reveals the shared beliefs, values, and practices of Mathematics teachers in

Senior High Schools in the District of Limay.

 132

The shared beliefs, values, and practices in terms of teaching strategies among

SHS mathematics teachers in the District of Limay includes creativity, learner

intervention, adopting to the needs of students, maximum utilization of technology,

connecting theory to praxis, integration of the creative arts, engaging students, and

sharing of best practices.

The shared beliefs, values, and practices on learning assessment among the SHS

mathematics teachers has also been identified and can be encapsulated in the following:

SHS Mathematics teachers in the Limay District are considerate in assessing students and

are adjusting to the unique needs of students.

The shared beliefs, values, and practices of the SHS Limay District in terms of its

enhancement and intervention activities are also identified. The culture on enhancement

and intervention can be described in the following: (a) Teachers Adjust to the Unique

Needs of Students, (b) Appropriate Dsiciplines are Given to Students, (c) Students who

are absent are noted and visited, (d) Necessary Interventions are Provided to Students,

and (e) Teachers practice leniency and consideration to students.

The shared beliefs, values, and practices culture of SHS Mathematics teachers in

Limay District on extra work-related activities beyond class hours is also explored. Just

like the stories of many schoolteachers in the country, the respondents are going above

and over their itemized duties and responsibilities. This goes to show that the respondents

are engaged with extra-curricular activities, going beyond their official time. Their

extracurricular engagement can be summarized in four descriptions: Teachers Created

Deeper Connection to Students, Teachers Provides Extended Assistance to Students

outside teaching Hours, and Teachers Provides Guidance and Assistance to At-Risk
 133

Studenst. With these, it could be summed up that there is a culture of commitment and

sacrifice in the performance of one’s duty among the SHS mathematics teachers.

Photos – Sharing of Best Practices Among Teachers

134
135
 136

Research Question 3. What facilitates, constrains or sustains the SHS Mathematics

teachers in the District of Limay and how did they engage with students and with

each other?

The factors that facilitates, constrains, and sustains the SHS Mathematics teachers

in the District of Limay are also explored to get a deeper understanding of the teachers’

experiences that inform the values, beliefs, and practices of teachers. It is premised that
 137

the academic culture explored are tied up with various factors such as the following

discussions.

The following are what constrains teachers in the performance of their duties and

responsibilities. While it could be seen that teacher respondents are being passionate and

that they go over and beyond their duties as discussed earlier, teachers honestly say that

they also experience a number of difficulties in performing their extra teaching loads, that

too much time are being allotted to the preparations of reports instead of having the time

to focus on teaching and have time for rest, as narrated by the following respondents:

"Lalo na yung reports na kailangang ipasa. Yun kasi yung mga di kailangang, di dapat
magintay, kasi pag sinabing urgent ipapapasa, ipapapasa. Kaya wala kang choice kundi
gawin din. Kaya nga yun din yung inoopen naming na sana, lalo na pag after classhours
na, ma-minimize sana yung ganon. Yung mga reports na kailangang ipasa ng teachers na
supposedly intended na sana na magpahinga yung teacher sa bahay. Syempre pag tunog
ng tunog yung gc, syempre, ma-aano ka rin, ano yung mga kailangang ipasa, ano yung
mga kailangang gawin."

[Respondent 5; Position: 37 - 37; Created by: Lenovo; 03/09/2020 17:29; Weight score:
0]

One of the respondents even suggested that there should be a person to be assigned to

prepare the administrative tasks of teachers so they can just focus on teaching and their

students, as in the following excerpt:

"Kung pwede sana na may isang gagawa na lang noh. Para lahat lahat ng reports doon
na lnag, para focus lang tayo sa school, sa mga bata."

[Respondent 5; Position: 39 - 39; Created by: Lenovo; 03/09/2020 17:29; Weight score:
0]

Other than the constraints they experience at work, teachers have to deal with their own

personal struggles, too. Many of them have to wake up and travel early for their early
 138

morning classes. It should be noted that in Limay District, due to the large number of

student population, two shifts of classes were arranged to accommodate students and

available facilities. Early morning shift begins at 6aam and ends until 12nn, while the

second shift starts at 1pm and ends at 7:00pm. Limay National High School in particular

is one of the five (5) mega high schools in the Province of Bataan, accommodating

thousands of students in their areas of jurisdictions. With all the many other job

responsibilities, teachers have to juggle with their own personal struggles and physical

tiredness as shown in the following excerpts:

"Oo, tayo ring mga teachers, aga-aga nating gumising. Lalo pa ako galing pa ako ng
Orion. Kailangan 4 AM gising ka na. Magpeprepare ka na papuntang school"

[Respondent 1; Position: 34 - 34; Created by: Lenovo; 03/09/2020 15:31; Weight score:
0]

"So, ano sya. Nagtatravel ako most of the time, Jeep. Kaya lang ang challenge talaga sa
kin, medyo alanganin talaga yung place namin. Ang nangyayari kasi, ang hirap ng sa
transportation. Na nakikipagagawan ako minsan sa jeep. Minsan pagsasakay,
nakikipagunahan ako sa mga driver – sa mga ibang pasahero. Kaya ayun nga, unlike kung
andon sana ako sa mas malapit. Tricycle – at least anytime andyan na yung tricycle.
Makakasakay ka. For the Jeep kapag dumaan iintayin mo lang sya. Kaya minsan kapag
kailangan kong mapunta ng maaga, kailangan ko minsan magrent ng tricycle. Mas
mahal. Kaya lang kasi, kung kailangan ko talaga mapunta ng maaga, susugal ka na kahit
magsacrifice ka ng particular amount just for you to reach the school at the expected
time."

[Respondent 5; Position: 31 - 31; Created by: Lenovo; 03/09/2020 17:25; Weight score:
0]

"Kahit nakakasakit sa lalamunan, kasi ako halimbawa sa school, di na sya bumalik for a
month. Ganito na sya. Saka na mapagcheckup. Wala, namalat sya tapos di na sya ano.
Kasi dirediretso yung discussions."

[Respondent 5; Position: 17 - 17; Created by: Lenovo; 03/09/2020 17:18; Weight score:
0]
 139

On the other hand, despite of the challenges posed by early morning classes, some of the

respondents however say that they also have good schedules:

"Noong nasa Mariveles kasi ako pangSecond shift naman ung klase ko kaya hindi ako
msyadong nahihirapan sa pagtatravel. 10 o’clock. Alam ko 10 o’clock dati ung start ng
klase namen nun, so sa Mariveles kahit naman malayo masaya naman ang pagtuturo
duon kasi ung mga bata responsible"

[Respondent 1; Position: 48 - 48; Created by: Lenovo; 03/09/2020 15:45; Weight score:
0]

"Usually pagkaMonday, Tuesday, Wednesday yun ung mga kadalasang mga lesson.
Talagang naglelesson, nagdidiscuss kasi may mga lesson na isang araw lang dapat ituro
pero inaabot kami ng tatlong araw so, tapos, pagtading ng Friday, pagFriday usually ay
quiz day namin"

[Respondent 1; Position: 64 - 64; Created by: Lenovo; 03/09/2020 15:52; Weight score:
0]

"Pero meron naman pong vacant hours yon in between. Pwedeng straight ka ng 6 na
oras, o 5 oras pero di naman po 6. Siguro po mga 5 hours a day. Meron lang na nag6,
nag5. Ganon."

[Respondent 2; Position: 37 - 37; Created by: Lenovo; 03/09/2020 16:22; Weight score:
0]

Other than their physical tiredness that they experience and their own personal struggles,

teachers have to deal with bad behaviors from students. These are also what constraints

them in the execution of their responsibilities as teachers. Some students are habitually

late while some are causing troubles because of bad attitudes.

"kaya lang minsan kapagka, hindi ka naman sa nagkukumpara pagsa-ibang strand ka na

nagtuturo… medyo ang hirap, yung iba may attitude, magulo sa klase, ayun."

[Respondent 1; Position: 18 - 18; Created by: Lenovo; 03/09/2020 15:17; Weight score:
0]

"Hindi sila ung tulad ng ibang section na late kasi last year ang first subject ko o ang first
class ko ay EIM."

[Respondent 1; Position: 20 - 20; Created by: Lenovo; 03/09/2020 15:18; Weight score:
0]
 140

"Oo, TVL, ang nangyayare, bago kame, 6 AM kakalahati pa lang ang mga estudyante
pero"

[Respondent 1; Position: 22 - 22; Created by: Lenovo; 03/09/2020 15:23; Weight score:
0]

"ung Gen Math, last sem. EIM alas siete na di-pa kumpleto yung estudyante pero
nagStart pa din kami ng mga 6:10 hindi na namin sila hinihintay kasi 40 50 minutes lang
kada isang session."

[Respondent 1; Position: 28 - 28; Created by: Lenovo; 03/09/2020 15:24; Weight score:
0]

"Nasa 40, pero ung mga na una una lang naman ung laging kalahati"

[Respondent 1; Position: 32 - 32; Created by: Lenovo; 03/09/2020 15:25; Weight score:
0]

"Mapait na mapait heheh! Hindi… Kasi… Aywan ko dahil siguro sa mga gadgets na
kinakahiligan ng mga bata ngayon wala na silang time mag-aral. Masgusto nila ang
maglaro kasera sa mag-aral, so, masmarami ngayon ung mahina ung mahirap turuan"

[Respondent 1; Position: 62 - 62; Created by: Lenovo; 03/09/2020 15:51; Weight score:
0]

", so, usually pagfriday ako nagbibigay ng quiz kasi kadalasan may mga Friday sickness
yung mga bata, so, para nafoforce sila na pumasok ng Friday"

[Respondent 1; Position: 64 - 64; Created by: Lenovo; 03/09/2020 15:52; Weight score:
0]

"Siguro ung mga challenging experience naeexperience natin ito sa mga bata na tamad
mag-aral. Di baa ng hirap talagang, ang hirap ideal ang bata na kapagnasa utak nya na
ayaw nya talagang mag-aral, ung napipilitan lang ba syang pumasok, tas, pagdating nya
sa school matutulog lang duon sa likod ng klase di ba. May maeexperience ka talaga na
bata na natutulog lang sa klase mo, so, ang ginagawa lang duon, syempre gisingin mo,
tapos tatanungin mo kung may problem aba sya, bakit ganun ung attitude nya sa klase?
ano bang nangyari? Syempre, hindi naman ung papagalitan mo agad. Kasi kadalasan
pinapagalitan na nga sa bahay tas, papagalitan mo pa sa school ay di lalong
mamomroblema ung bata. So, kailangan para karing magulang sa kanila, tatanungin mo
kung bakit ganuon? Dapat pinapakita mo rin na concern ka sa kanila"

[Respondent 1; Position: 79 - 79; Created by: Lenovo; 03/09/2020 16:04; Weight score:
0]

"Pero most of the time, pag afternoon, nawawala ang studyante."

[Respondent 4; Position: 3 - 3; Created by: Lenovo; 03/09/2020 16:51; Weight score: 0]

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"Yung magaling talaga sa Math. Meron kasi talagang mga bata na nakikita mo na loloko-
loko, sa TVL ganyan o yung ibang mga Acad naming dito.Makikita mon a loloko loko lang
talaga sya. Na parang makikita mo, most of the time, minsan sumesegway ng gala,
magCCR kuno."

[Respondent 5; Position: 50 - 50; Created by: Lenovo; 03/09/2020 17:38; Weight score:
0]

Teachers are also constrained with a number of academic struggles. As discussed earlier,

many students dismiss Mathematics as a very difficult subject, thus, resulting to low

interest and motivation to study the subject. Teachers also claim that some type or group

of students struggle in the subject, with teachers tending to compare students that are

academically tracked to students that are in the technical and vocational track.

"So, sa difficult, paano mo maipapaIntinti sa bata ang Lesson kasi ang naiisip kasi nila
pagMath ang subject nila di na nila maiintindihan, napakahirap na pero kung sa tutuusin
naman kung makikinig ka lang ng mabuti at iintindihin mong mabuti ang lesson na
tinuturo ng teacher maiintindihan mo naman talaga di ba? Kaya minsan di mo rin naman
masisi kasi talagang may mga lesson talaga sa Mathematics na boring di ba? Heheh!"

[Respondent 1; Position: 38 - 38; Created by: Lenovo; 03/09/2020 15:34; Weight score:
0]

"Ang mahirap kasi nun, Ung sa CG natin di ba, ung learning competency natin
pareparehas so, ang ginagawa na lang, masmadali kasing umintindi syempre aminin
natin sa hindi masmadaling umintindi ang mga nasa academic track ung mga ABM, ung
sa TVL, ung EIM, nahihirapan silang intindihin ung lesson, ewan ko ba kung bakit ganun,
siguro minsan din sa foundation o kaya noong dati silang nag-aaral di-sila nakikinig."

[Respondent 1; Position: 40 - 40; Created by: Lenovo; 03/09/2020 15:34; Weight score:
0]

"Oo, pagsa Academic di ba alam naman natin dapat mabilis sila matuto at saka ung mga
nag-eenrol sa academic track iyun ung mahihilig mag-aral, ung matatas ung grade, ung
mga grade conscious na minsan nakakainis na"

[Respondent 1; Position: 44 - 44; Created by: Lenovo; 03/09/2020 15:41; Weight score:
0]
 142

"Sa experience, halos pare-parehas naman ung nagging experience dahil pagnagtuturo
ka nga ng Math di ba? Mathematics talagang lagging nasa isip ng bata mahirap."

[Respondent 1; Position: 75 - 75; Created by: Lenovo; 03/09/2020 16:01; Weight score:
0]

"Ngayon, sa mga estudyante ko ngayon, wala, walang ganon, parang ano nila, iwas sila
sa topics namin sa math. Yung last year ganyan, palibhasa kasi last year, mga nagdaang
taon, mga higher section yung hawak ko. Mas interested sila sa mga ganong topic sa
mga lesson na hihirapan sila. Pero ngayon dahil yung mga sections na hawak ko yung
mga ano lang, mga chill chill lang na sections, di sila nagoopen ng topic pagkabreak time
na tungkol sa math."

[Respondent 6; Position: 7 - 7; Created by: Lenovo; 03/09/2020 17:47; Weight score: 0]

The delivery of content in Senior High School mathematics is an academic constraint that

teachers had to deal with to their students. However, the resiliency and dedication of the

teachers have led them to think that it is not really the content or the level of difficulty but

on the approach of the teacher to deliver the content to the students that will make the

content bearable to the students. Some of the teachers say that because most of the

subjects in SHS Mathematics are college preparatories, contents seem to be difficult, but

then, it is up to the teachers’ teaching strategies that will facilitate student understanding

and ultimately learning.

"Sa content naman, alam naman natin pagSenior High School halos malapit na yan sa
content na pangCollege kaya lang dipende nman din sa teacher yun kung paano nya or
paano sa approach nya kung paano nya ipapaintindi ung lesson, so kahit medyo mahirap
yung sa CG ng Senior High School ung karamihan naman duon natackle na noong sa
Junior nagLevel up lang ng kaunti"

[Respondent 1; Position: 52 - 52; Created by: Lenovo; 03/09/2020 15:46; Weight score:
0]

"kaya lang parang anu din naman lagi naming may struggle, may challenges araw-araw
na kakaharapin, yun nga tulad ng sinabi ko, hindi naman pare-parehas ang bata, so,
 143

ngayon naeenjoy naman na kasi halos pare-parehas naman ang gagawin araw-araw ang
iintindihin mon a lang kung paano mo sya ituturo na maiintindihan ng bata"

[Respondent 1; Position: 54 - 54; Created by: Lenovo; 03/09/2020 15:47; Weight score:
0]

"Though siguro sa Senior Highschool mahirap talaga yung mga subjects pero sa teacher
kasi, sa teacher kasi napapagaan nya e. Kaya maganda."

[Respondent 2; Position: 13 - 13; Created by: Lenovo; 03/09/2020 16:15; Weight score:
0]

"Siguro don muna tayo sa difficult, sir. Since Mathematics subject ang pinaguusapan
natin ngayon, parang sa unang rinig palang ng mga bata takot na agad sila e. Aminin
man natin o hindi, takot na siguro sila sa subject. I don’t know why, siguro maraming
reasons bakit ganon yung perception nila doon sa subject. Ang difficulty lang non, since
sarado na yung isip nila na mahirap na yung subject parang di na nila masyadong
binibigyan ng chance na ipasok sa kanila yung tinuturo. Yun yung mahirap. Na kapagka
susundin talaga natin yung curriculum guide natin, na yung mga dapat ituro, ang hirap
ipaintidi sa bata, kaya ang gagawin na lang ng mga teachers, lalo na sa ibang strand,
hindi yung sa STEM, ibaba yung level ng difficulty nung nasa curriculum guide, iadjust,
imomodify, ng teacher, o magbaback to basic na naman sya bago ipuntirya yung
talagang topic yung yung mahirap sir."

[Respondent 2; Position: 20 - 20; Created by: Lenovo; 03/09/2020 16:16; Weight score:
0]

"Meron po talaga, lalo na ngayon kasi nung nakaraan, may mga bata na from grade 8 ay
naaccelerate into sa grade 11, marami po sila sa EPAS, sa HE dito sa school naming, na
kung saan hindi pa ganon kahinog kumbaga, yung kaalaman nung bata, kaya lang wala
kaming magagawa kundi tanggapin na sila sa klase, kasi nga nagexam ata sila. Kaya lang
sa part ko napakahirap kasi mismong basic of mathematics like fundamental operations
lang, minsan gagamit na lang ng calculator, hirap na hirap talaga, so ang nangyayari,
naapektuhan minsan yung buong klase. May mga bata na nabobored kasi alam na nila
yon, kaya lang binababa mo na yung level mo para sa ilalang batang hindi nakakaintindi.
Siguro iyon yung, pinakamahirap, kasi nga di naman pare-parehas ng level ng
katalinuhan yung mga bata sa isang classroom, yun yung mahirap kapag di sila pantay
pantay ng level, may mga times na masasayang."

[Respondent 2; Position: 46 - 46; Created by: Lenovo; 03/09/2020 16:26; Weight score:
0]

"Sa pagtuturo ng math, wala naman masyado, ang pinakamahirap lang yung ano, di ba
tayo, spiral na, kaya pag alam na ng estudyante yung parang wala na silang ganang
 144

makinig. Ayon yung pinakadifficult part, gagawa ka na ngayon ng intervention, para

makuha mo yung attention ng bata."

[Respondent 4; Position: 9 - 9; Created by: Lenovo; 03/09/2020 16:51; Weight score: 0]

"Ideally yun yung, ano. Pag nagdiscuss ka, example, tuloy evaluation na which is di rin
talaga nangyayari most of the time. Kasi nga yung mga estudyante, lalo na kung meron
silang questions, dun nagtatagal. Kase paulit ulit sila ng tanong. Minsan nga yung mga
estudyante tinanong ng isa, siguro pag di nya masyadong, same lang din ng questions, so
kelangan mong magremind from time to time na “oh you listen to your classmate’s
question, kasi his or her question might be your question too.”"

[Respondent 5; Position: 7 - 7; Created by: Lenovo; 03/09/2020 17:14; Weight score: 0]

"Na meron pa yung isang klase magcoconduct sila ng study regarding yung dami ng
subjects kasi yung pre-maritime students naming na sobrang dami nilang subjects
loaded kaya minsan parang di na nila maabsorb lahat kasi kunwari galing sila sa subject
na calculus, susundan ng bio tapos susundan ng.. tapos sunud sunod talaga parang ang
bibigay hindi nila kayang iabsorb lahat. Kaya minsan kaya mong ulitin, bigyang emphasis
yong mga key concepts para mas magsink in sa kanila"

[Respondent 5; Position: 9 - 9; Created by: Lenovo; 03/09/2020 17:15; Weight score: 0]

"Kasi po pag sinabi nating Technical Vocational Livelihood Track they are not into
academically. Gusto nila yung kumikilos, naggagawa, nagbubutingting, kasi nga po,
skilled sila. Gusto nila sa skills, hindi sila more on academically, kaya challenging satin na
ituro sa kanila yung math. So, pag po ganoon na sa tingin natin na nahihirapan yung bata
sa tinuturo natin na Mathematics subject, so, ano po kaya yung ginagawa natin na
paraan para madali nilang matutunan at maintindihan nila na kailangan nila to doon sa
kanilang track na nandodoon sila."

[Respondent 5; Position: 25 - 25; Created by: Lenovo; 03/09/2020 17:23; Weight score:
0]

"Siguro difficult na activities, yung irerelate mo yung lesson sa real life situation. May
mga topics kasi na, ang hirap talaga nyang irelate. So yun isguro yung difficult para sa
kin."

[Respondent 6; Position: 9 - 9; Created by: Lenovo; 03/09/2020 17:47; Weight score: 0]

"Tama po sir. Foundation talaga. Syempre magstart yan sa elementary, tapos may junior
high school, tapos senior high school. Though we are hoping in the next generations,
maitatama na yung maling practices."

[Respondent 2; Position: 55 - 55; Created by: Lenovo; 03/09/2020 16:31; Weight score:
0]
 145

Despite of the number of constraints that teachers experience, there are also equal

number of factors that sustains and facilitates the teachers values, beliefs and practices in

teaching Mathematics. Among them are the presence of students that show good

behaviors and their passion in teaching Mathematics.

"Yung pag6 AM ko naman kasi mga ABM students yun e… So, maayos naman ang flow
ng discussion pati yung attitude"

[Respondent 1; Position: 18 - 18; Created by: Lenovo; 03/09/2020 15:16; Weight score:
0]

"oh., kasi yung mga ABM students ko kasi na pangfirst subject ko na 6 AM mga
responsible. 6 AM naduon na talaga sila,"

[Respondent 1; Position: 20 - 20; Created by: Lenovo; 03/09/2020 15:18; Weight score:
0]

"Sa pagtuturo ng Senior High School sa attitude medyo may ayos na sila sa klase hindi na
ung naghahabulan, nagtutulakan. Pagdating sa Senior High Scool pagsinabi mong
magiistart na tayo ng klase, mga nakaupo na yan, nakikinig, tapos ang mga Senior High
School kadalasan madali ng turuan, alam na nila kasi ung mga foundation lalo na
kapagka nasa Academic track ka"

[Respondent 1; Position: 50 - 50; Created by: Lenovo; 03/09/2020 15:46; Weight score:
0]

"Mula noong nagturo ako ng Senior High School medyo masdumali ung daily routine,
kasi alam mo ng makikinig sayo ung bata"

[Respondent 1; Position: 54 - 54; Created by: Lenovo; 03/09/2020 15:47; Weight score:
0]

"And also, there are also students na akala mo e di natututo, na nagkukutkot lang ng
kung anu-ano, but then again, magugulat ka na lang. Kung anong tinuro mo, alam pala
nila. "

[Respondent 3; Position: 6 - 6; Created by: Lenovo; 03/09/2020 16:34; Weight score: 0]

"Ganyan, pero ang nakakatuwa doon, yung mga estudyanteng lalake na ganoon, mukha
lang silang nanloloko pero pagdating sa Math, okay sila. Saka yung parang proud sila na
pagdating sa Math, okay yung grades nila. Kasi nakikita ko rin naman kasi, ewan ko kung
observation ko lang, yung mga batang lalake, mas ano sila, ano bang tamang term,
interesado sila, mas ano sila sa Math. Na etong mga batang to, mukha silang parang
wala lang sa classroom, pero pag pinaggawa mo sila ng Math related, kaya nila. Saka
 146

nakikita mo rin sa kanila na nabooboost din yun confidence nila kaya nila na yung ibang
kaklase nila struggling din sa subject. Pero sila, go sila."

[Respondent 5; Position: 50 - 50; Created by: Lenovo; 03/09/2020 17:39; Weight score:
0]

Teacher respondents say that their teaching of Mathematics have taught provided them with rich

experiences that sustain them in the good things that they do as teachers of Mathematics in Senior

High School. They say that the experience is rewarding and at the same time satisfying.

"Ah., ung sa rewarding naman kapagka, ako naman masnararamdaman ko

pagRewarding kapagka ung mga slow learners, mga TVL di naman sa lahat ng TVL slow
learners, kapagnaiintindihan nila ung lesson kapag ung bang nakaperfect duon sa
activities lalo na sa quiz, minsan kasi talagang nakakaperfect sila"

[Respondent 1; Position: 42 - 42; Created by: Lenovo; 03/09/2020 15:39; Weight score:
0]

"Pero yung rewarding naman, though sa lahat ng strands, kapagka nakikita mo na

parang, natutuwa yung mga bata, nakikita mo sa performance nila na nageexcel sila,
kunwari, nagpaexam ka written, tapos matataas yung majority yun yung rewarding para
sa teacher, tapos sasabihin nila, may mga comment pa sila na, ‘ay ganon lang pala yon,
Ma’am. Dati kasi e’, parang ganon. So pag yung konting ganong comment lang ng bata,
parang ang laking impact na sa teacher. Yun din yung nakakaenjoy. Tsaka lagi lang
naming silang, ako lagi ko silang minomotivate na, para pagkalumabas sila ngpaaralan,
kung magkokolehiyo sila, hindi sila nag tech-voc, hindi na sila mahihirapan, in that case
kahit papaano, nagiging enjoyable yung turning, naeenjoy ko rin yung nagiging output
nila."

[Respondent 2; Position: 20 - 20; Created by: Lenovo; 03/09/2020 16:17; Weight score:
0]

"ay nako mahirap ata. Siguro naman from my 6 years of teaching mathematics, from
grade 8, grade 10, 11, wala naming math sa grade 12, based on the feedbacks of the
students naman, at nakikita ko naman sa mukha nila na pag pumapasok ako sa
classroom, masaya naman sila, pero minsan nanghihingi ng rest day, nakikita ko naman
na effective ako bilang math teacher kasi, sabi ng ilan sa kanila di ganon katas grade nila
dati, di ko alam kung mataas lang talaga ako magbigay ng grade, o talagang nagimprove
nga sila o late bloomer lang yung mga bata, iba iba kasi yung reason, pero sa feedback
nga nila, sabi nila, ganon pala yung math, may mga topics pala na madadali lang, na
hindi nila inaakala. So siguro, isa talaga sa factor ng progress ng bata sa kahit anong
 147

subject ay yung teacher. Yun talaga. Di ko naman sinabi na magaling na magaling ako,
pero kahit papaano naman, may napapatuto ako sa kanila."

[Respondent 2; Position: 43 - 43; Created by: Lenovo; 03/09/2020 16:25; Weight score:
0]

"Na ang ineexpect ko, isang sagot lang. kaya lang ang nangyari don sa isang strand na
yon, naka3 o 4 na sagot sila kung paano na-achieve yung ganong figures na kung saan,
nung chineck ko, okay. So doon, napatunayan ko na marami ngang solusyon sa isang
problem. Na di mo lang dapat i-honour kung anong nabasa mo sa libro, kung ano lang
alam mo. Tapos, ayon natuwa sila, sabi ko alam nyo kayo lang yung nakapag- sa tatlong
taon kong pagtuturo ng stat – kayo yung may pinakamaraming way para masolve yon.
Ayon yung isa sa mga most interesting experiences sa pagtuturo ng math. Tapos i-
hononour ko naman yon. Di naman natin pwedeng sabihin na mali yon, eto lang yung
tama, as long as naapply sya sa lahat."

[Respondent 2; Position: 50 - 50; Created by: Lenovo; 03/09/2020 16:29; Weight score:
0]

"Satisfying? I am satisfied, not because of the salary of course, but I’m satisfied with the
experience that I am experiencing here when I’m teaching Mathematics in Senior High
School. Second is, I enjoy it, I enjoy teaching students. I enjoy teaching them, to give
them enough lessons, not just lessons in Mathematics but also the integration of the
competencies in the daily life situations."

[Respondent 3; Position: 12 - 12; Created by: Lenovo; 03/09/2020 16:38; Weight score:
0]

"I think di naman nag babago yung satisfaction ko, di naman nagbabago yung passion ko
sa mga bata pagdating sa pagtuturo ko sa Math. So wala naming pagbabago."

[Respondent 3; Position: 16 - 16; Created by: Lenovo; 03/09/2020 16:39; Weight score:
0]

"Ako, in teaching mathematics talaga, sobrang happy ko pagdating ng second sem. Kasi
ang item ko ay ABM – Math, in which ang nangyari, based noong nakaraang sem, ang
hinawakan ko ng first sem, Entrep, siguro kasi cinonsider din nila yung isang preparation
kasi may iba pa kong task pero pero as a math major very fulfilling sa kin everytime
nagtuturo ako ng Math kasi namimiss ko sya."

[Respondent 5; Position: 11 - 11; Created by: Lenovo; 03/09/2020 17:16; Weight score:
0]

"Pag dating naman po don sa enjoyable, enjoyable sya in such a way that, di naman
talaga natin maano sya, maano yung mga estudyante, they are considering math as a
major subject. Parang cinoconsider nila as major, lalo na kapag nasa stem na klase ka.
 148

So, sa kin nageenjoy ako don, in such a way that, kapag may mga bata na gusto nila yung
subject, tapos merong mahirap na topic, competency, tapos ang nangyayari, is
nagagawa naman yon ng mga bata, na thru the guidance of the teacher, para sa kin,
enjoyable yon and at the same time, fulfilling. Kapag nakikita mo sa mukha nila na once
nagdiscuss ka, at first parang hesitant sila sa topic. Pero kapag nakikita mo na meron
silang feeling of satisfaction don sa naging explanation, don sa naging flow ng discussion,
pag nakita mong nagenjoy sila, at the same time nagenjoy na rin ako."

[Respondent 5; Position: 15 - 15; Created by: Lenovo; 03/09/2020 17:17; Weight score:
0]

"May time siguro na ganon, meron din na parang minsan di mo alam kung talaga na
natutuwa siguro sila kung nagets nila talaga. Parang rewarding din yon sa part ng
teacher. Sabi ko nga na di nagegets ng iba kung di ka talaga into teaching siguro yung
sinasabing fulfillment. Iba kasi tayo pagteacher di ba. More on, bata, bata."

[Respondent 5; Position: 52 - 52; Created by: Lenovo; 03/09/2020 17:39; Weight score:
0]

"rewarding siguro pag nakikita mo yng result ng quizzes nila, ng activities nila, matataas.
Rewarding na yon para s akin."

[Respondent 6; Position: 14 - 14; Created by: Lenovo; 03/09/2020 17:48; Weight score:
0]

In this study, one of the important sustaining factor that facilitates teachers on their

practices, beliefs and values is their passion. A passionate teacher is someone who is in love with

the field of knowledge, deeply excited about the ideas that change our world, and closely

interested in the potentials and dilemmas of young people who come to class every day (Fried,

2001). The best teachers are people who are passionate about their subject and passionate about

sharing that subject with others. There can be little stimulation for learners beyond what they find

intrinsically interesting in the subject. Teaching with a passion offers the potential of elevating

learners' interest in the subject. Passionate teachers can create passionate learners.
 149

"Ang pagkakaiba siguro kung naidedescribe ko sya, ayos naman kasi masgusto ko kasi
ung numbers kesera sa mga English na mga subjects at saka masaya din naman magturo
ng Mathematics lalo na kapagnaiintindihan ng bata."

[Respondent 1; Position: 46 - 46; Created by: Lenovo; 03/09/2020 15:43; Weight score:
0]

"Siguro ang interesting experience lang naman kapag-ikaw ay guro ng Math, ay ung
kapagNapatuto mo yung bata, di ba fulfilling sa atin ung lesson mo, tapos halot lahat sila
perfect sa assessment na ginawa mo, ayun, tapos kapagnakikita mong nag-eenjoy ba
sila, di baa raw-araw tayong nagtutro, nakikita mo ung mga expressions nila saka ung
mga bata ngayon kadalasan sinasabi ni ay Mam ang saya naman ganun lang pala yun,
nakasimple, akala namin mahirap. So, pagnatatry nila, paghands on kasi talaga yung
activity masmadali nilang natututunan."

[Respondent 1; Position: 77 - 77; Created by: Lenovo; 03/09/2020 16:03; Weight score:
0]

"Kasi, since linya ko na to, mas masaya kasi nakakaintindi ka sa bata, yung naging hilig ko
din, kumbaga, kahit papaano, di ko man maipatuto sa kanila yung lahat na talaga yung
lesson, at least, naiinsipre ko sila na yung Mathematics pala may magandang naidudulot
sa atin, di lang sya nagiging pabigat. Parang yun yung nagiging, yun yung buhay ko bilang
guro ng Mathematics."

[Respondent 2; Position: 24 - 24; Created by: Lenovo; 03/09/2020 16:18; Weight score:
0]

"I think that’s why I’m here because of the students. Since my passion is teaching. Then I
would say that, I’m happy every time I enter the classroom, seeing my students on the
subject and also they are learning from what I’m teaching to them."

[Respondent 3; Position: 4 - 4; Created by: Lenovo; 03/09/2020 16:32; Weight score: 0]

". I think wala naman akong difficult sa task, or activities when I teach mathematics on
senior high school, because since again, it’s my passion, I used to prepare materials and
activities that can engage them, that can make them motivated or on the subject,
Mathetics. So for me, there’s no difficulty, just the rewarding and the enjoyable thing
naexperience ko."

[Respondent 3; Position: 8 - 8; Created by: Lenovo; 03/09/2020 16:37; Weight score: 0]

"I think di naman nag babago yung satisfaction ko, di naman nagbabago yung passion ko
sa mga bata pagdating sa pagtuturo ko sa Math. So wala naming pagbabago."

[Respondent 3; Position: 16 - 16; Created by: Lenovo; 03/09/2020 16:39; Weight score:
0]
 150

"Yes. Siguro yun na lang po. We cater students po. We are here because of the students.
We are not here because of the salary. Pangalawa na lang po yung salary. Kung anuman
pong pangangailangan ng bata, kung kailangan pong magadjust ng teacher, magadjust.
Kung ano po yung gusto ng bata na palagay naman natin na makakabuti sa kanila, kahit
na nahihirapan tayo, we should satisfy their needs. Because we are here for the
students, we are not here just because of the salary but we are here because of the
students. Because of our goal. Because of our passion. So kahit gawin natin, kahit
tumambling tayo, basta matuto yung bata, we must do it. Kung kailangan nating
magadjust, we should do it. Yun po."

[Respondent 3; Position: 49 - 49; Created by: Lenovo; 03/09/2020 16:50; Weight score:
0]

"Pag dating naman po don sa enjoyable, enjoyable sya in such a way that, di naman
talaga natin maano sya, maano yung mga estudyante, they are considering math as a
major subject. Parang cinoconsider nila as major, lalo na kapag nasa stem na klase ka.
So, sa kin nageenjoy ako don, in such a way that, kapag may mga bata na gusto nila yung
subject, tapos merong mahirap na topic, competency, tapos ang nangyayari, is
nagagawa naman yon ng mga bata, na thru the guidance of the teacher, para sa kin,
enjoyable yon and at the same time, fulfilling. Kapag nakikita mo sa mukha nila na once
nagdiscuss ka, at first parang hesitant sila sa topic. Pero kapag nakikita mo na meron
silang feeling of satisfaction don sa naging explanation, don sa naging flow ng discussion,
pag nakita mong nagenjoy sila, at the same time nagenjoy na rin ako."

[Respondent 5; Position: 15 - 15; Created by: Lenovo; 03/09/2020 17:18; Weight score:
0]

"Ano kasi, although nga minsan, marami na rin nagtatanong sa kin sa kasin before, kasi,
kahit na nung highschool ako, tinanong kami ng teacher ko tinanong kami kung sinong
gustong maging teacher, ako talaga, gusto kong maging teacher. Eversince, gusto ko sya.
Plus yung math subject, kaya siguro ako, sa entrep kasi puro activity yung bata, sila ng
sila yung pagawin mo ng activity, ganyan, mga output nila dahil applied nga, for Math
subject kasi, kaya siguro ako naeexcite, everytime na Math subject, lalo ngayon na nasa
Senior High School ako, kasi ayon kasi, di ako laging naghahawak ng math, kaya
everytime na pinapahawak ako ng math, sobrang fulfilling yon sa akin. Na parang
nakikita ko ulit yung identity ko bilang math teacher."

[Respondent 5; Position: 45 - 45; Created by: Lenovo; 03/09/2020 17:35; Weight score:
0]
 151

"kaya lang parang anu din naman lagi naming may struggle, may challenges araw-araw
na kakaharapin, yun nga tulad ng sinabi ko, hindi naman pare-parehas ang bata, so,
ngayon naeenjoy naman na kasi halos pare-parehas naman ang gagawin araw-araw ang
iintindihin mon a lang kung paano mo sya ituturo na maiintindihan ng bata"

[Respondent 1; Position: 54 - 54; Created by: Lenovo; 03/09/2020 15:47; Weight score:
0]
 152

Photos - Meeting with Parents

153
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Photos - Quality Teaching is Monitored

155
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157
158
159
 160

Research Question 4. What are the implications of this study in teaching

Mathematics?

The findings drawn in this study may have implications in at least four domains,

including mathematics education, classroom practices, the current online teaching and

learning practices and further research.

Implication for mathematics education. For mathematics education, the

findings of this study imply that the teaching of mathematics in the Senior High School

poses a lot of challenges – both positive and negative, and that these experiences should

be used as basis for mathematics education intervention and professional programming

among teachers. Mathematics education could improve by looking at the varied student

and teacher related factors, as outlined in the results and discussions that could best be

addressed by presenting this results through teacher in-service programmes, taking notes

of what works best in mathematics education and what works not as well as the ideal

academic culture that should be promoted by teachers in their classrooms. Hence, if

positive attitudes and skills towards teaching mathematics via an empirically-based

strategies and instructional, improvement in the quality and success rates of mathematics

learners, as well as the teachers may be the result.

Implications for classroom practices. Classroom practices based on empirical

data, such as the results presented in this study seem to be superior in terms of learning

gain. Teachers should therefore develop the ability to have scientifically informed

academic culture in their classrooms. This practice may allow learners to learn better

while also motivating them to study mathematics with a more positive attitude. In

particular, the value of discussions among teachers, their values, beliefs, and practices,
 161

focusing on mathematical instruction needs to be emphasized and therefore learners’

sentiments and teachers’ actual experiences, rather than by the book knowledge on

intstruction, should guide the teaching and the learning process of mathematics, or what

kind of culture should be practice and promoted inside mathematics classrooms.

Mathematics teachers’ classroom practices need to be re-examined to accommodate a

constructivist and problem-solving view on mathematics learning.

5.3.3 Implications for Online Learning. The current situation of students going

online allow teachers to change their roles from instructors of mathematics to facilitators

of mathematical learning. This is in accordance with the stated goals of online learning as

well as prominent literature, namely that the primary purpose of mathematics education is

capacitating teachers to develop competencies to assist learners with developing problem-

solving skills in mathematics classrooms. The results of this study points teachers to very

good practices, values, and beliefs that should make up a better academic culture in

mathematics teaching. The results of this study could therefore be utilized in creating

positive attitudes and competence towards a more informed instructional approach in

mathematics teaching in Senior High School. It may also be important to point out that

teachers who want to change their academic culture may result in the desired changes in

the overall experiences of Mathematics teaching in SHS in the local context.

Implications for further research. This study has raised a number of issues that

are critical towards the facilitation of mathematics academic culture. Therefore, the study

could potentially pave the way for further studies regarding the challenges facing

mathematics teachers who attempt to incorporate a paradigm shift in their academic

practices, beliefs, and values in their teaching. An implication for further study could be
 162

an in-depth study to establish which factors currently prevent mathematics teachers from

implementing a different academic culture or approach in their classrooms. Such a study

would present a clearer picture of the misconceptions regarding various practices as well

as why teachers are still reluctant to incorporate different practices in their teaching. A

more in-depth study of the significance and value of changing practices for better

instruction may also render valuable information to further improve mathematics

teaching.

Photos – Student Achievements are Recognized

163
 164

CHAPTER V

SUMMARY AND DISCUSSIONS

Introduction

Knowing the teacher’s habits, practices and customs may greatly help in

providing plans for their improvement and in gathering the most effective ones which can

be used towards the betterment of the institution. More so, having similarities and

congruence in the core values of culture is vital in the development and cooperation of

teachers across different schools in Bataan.

With this premise, the researcher aims to explore the culture in teaching of senior

high school Mathematics teachers of Bataan. Through this, a better understanding on

Mathematics teachers can be achieved and can influence in bridging the gap between

teaching and learning processes in the lens of academic culture.

An ethnographic approach will be used to show the varying culture of the

Mathematics teachers here in Bataan. Being part of the senior high school program since

its establishment in Bataan made the researcher see the various cultures shared by

different teachers. A comprehensive view of this culture through ethnography will bring

about a deeper understanding on the practices used by the respondents.

The ethnography aims to focus on the academic culture including the teaching

styles, practices and work ethics of the senior high school Mathematics teachers of the

division of Bataan. The researcher will gather the information through interview and

direct observation. The consolidated information gathered will be presented employing

phenomenological interpretive analysis, digital ethnography and documentary analysis to

 165

substantially describe the academic culture of Senior High School Teachers, specifically

detailing their teaching preparations and strategies, classroom management practices,

plan for continuous development, and other work-related task before and after his

working hours at school.

This final chapter of the study presents (a) a summary of the major findings,

(b)research questions answered, (c) limitations of the study, (d) implications of the study,

(e) recommendations for future research, and(f) conclusions.

Summary of Major Findings

This ethnographic and phenomenological research study yielded qualitative

asnwers related to the academic culture employed in their respective classrooms,

reflective of the values, beliefs, and practices of the respondents. Open-ended, face-to-

face, 30-40 minute interviews (Creswell, 2007) provided information regarding how

study participants exude their academic culture in terms of teaching strategies; teaching

styles; learning assessment, enhancement and intervention activities; and other work-

related activities they do beyond working hours.

Qualitative data analysis suggested that the academic culture of the respondents

are reflected in their shared beliefs, values, and practices. The shared beliefs, values, and

practices in terms of teaching strategies among SHS mathematics teachers in the District

of Limay includes creativity, learner intervention, adopting to the needs of students,

maximum utilization of technology, connecting theory to praxis, integration of the

creative arts, engaging students, and sharing of best practices. The shared beliefs, values,

and practices on learning assessment among the SHS mathematics teachers has also been
 166

identified and can be encapsulated in the following: SHS Mathematics teachers in the

Limay District are considerate in assessing students and are adjusting to the unique needs

of students. The shared beliefs, values, and practices of the SHS Limay District in terms

of its enhancement and intervention activities are also identified. The culture on

enhancement and intervention can be described in the following: (a) Teachers Adjust to

the Unique Needs of Students, (b) Appropriate Dsiciplines are Given to Students, (c)

Students who are absent are noted and visited, (d) Necessary Interventions are Provided

to Students, and (e) Teachers practice leniency and consideration to students. The shared

beliefs, values, and practices culture of SHS Mathematics teachers in Limay District on

extra work-related activities beyond class hours is also explored. Just like the stories of

many schoolteachers in the country, the respondents are going above and over their

itemized duties and responsibilities. This goes to show that the respondents are engaged

with extra-curricular activities, going beyond their official time. Their extracurricular

engagement can be summarized in four descriptions: Teachers Created Deeper

Connection to Students, Teachers Provides Extended Assistance to Students outside

teaching Hours, and Teachers Provides Guidance and Assistance to At-Risk Studenst.

With these, it could be summed up that there is a culture of commitment and sacrifice in

the performance of one’s duty among the SHS mathematics teachers.

Moreover, the teaching of Mathematics for the participants is a multifaceted

experience, it connects to the personal level, it goes beyond the call of duty, and it entails

administrative concerns. These themes are indicative of the personal, professional and

social experiences of study participants as SHS Mathematics teachers. For the study

participants, teaching Mathematics in the Senior High School level is a multifaceted

 167

experience. As mathematics teachers, they are faced with multiple challenges that are

either directly related to them as teachers or are related to students. In terms of their

multifaceted experiences as directed to them as teachers, they encounter challenging

experiences such as pursuing advanced or continuing studies, handling difficult students,

how to be resourceful in a set up where teaching and learning resources are scarce or not

even available, the need for them to reflect personally as teachers, the experience of some

in transition from private to the public school, adjustment to the new SHS curriculum,

their ups and downs, the dilemma of beginning teachers, how to approach holistic

teaching, supervision from superiors, facilitating in teaching, and experiencing stress. On

the other hand, this multifaceted experience of teachers does not just end among

themselves but also the experiences they have with students. In the performance of their

tasks as teachers, they are faced with various challenges such as how to transfer skills and

knowledge to their students, monitoring their students, the setting of teacher and students

boundaries and/or limits, how to address the negative perception of students with Math,

and motivating students to take Math seriously. Despite of the above challenges, the

study participants said their teaching of Mathematics transcend to the personal level. For

them, teaching is also a matter of understanding students, sharing life’s experiences, and

showing concern to their students. Unanimously, the study participants claim that their

roles as teachers to the students is not just professional but also personal. The principle of

loco parentis is very evident among the teachers lived experiences in this study. These

personal involvements are the obvious reason why the study participants lived

experiences show that teaching Math went beyond their call of duties, that is getting or

giving something that is already beyond their calls as professional teachers. In their
 168

efforts to become the best teachers for their students, they have considered their teaching

as already a calling, being able to gain respect and appreciation from their students and

colleagues, being able to exude their passion, and optimism in what they do as teachers,

and be able to get personal satisfaction and success as teachers. All of these are

considered to be beyond all their call of duties that they are able to give and get as

teachers. Although study participants expressed that being an Math teachers was hard

work and challenging at times, there was consensus that participants loved and enjoyed

being a teacher. Study participants' spirit of excellence was conveyed through their

passion and commitment to their schools and surrounding communities through personal

excellence, resourcefulness, passion, concern to school and students, diligence and

determination as they served as senior high school teachers.

Research Questions

This study explored the culture of senior high school Mathematics teachers in

Bataan through a focused digital ethnography and interpretive phenomenological

analysis.

Specifically, this study seeks answers to the following questions:

5. How may the academic culture of the senior high school Mathematics

teachers in Bataan be described in terms of:

f. teaching strategies;

g. teaching styles;

h. learning assessment,

i. enhancement and intervention activities;

 169

j. and other work-related activities they do beyond working hours?

6. What are the shared beliefs, values, and practice patterns of the Mathematics

Teachers in Senior High Schools in the District of Limay?

7. What facilitates, constrains or sustains the SHS Mathematics teachers in the

District of Limay and how did they engage with students and with each other?

8. What are the implications of this study in teaching Mathematics?

Research Questions Answered

Research Question 1. How may the academic culture of the senior high school

Mathematics teachers in Bataan be described in terms of teaching strategies;

teaching styles; learning assessment, enhancement and intervention activities; and

other work-related activities they do beyond working hours?

Qualitative data analysis suggested that the academic culture of the respondents

are reflected in their shared beliefs, values, and practices. The shared beliefs, values, and

practices in terms of teaching strategies among SHS mathematics teachers in the District

of Limay includes creativity, learner intervention, adopting to the needs of students,

maximum utilization of technology, connecting theory to praxis, integration of the

creative arts, engaging students, and sharing of best practices. The shared beliefs, values,

and practices on learning assessment among the SHS mathematics teachers has also been

identified and can be encapsulated in the following: SHS Mathematics teachers in the

Limay District are considerate in assessing students and are adjusting to the unique needs

of students. The shared beliefs, values, and practices of the SHS Limay District in terms

of its enhancement and intervention activities are also identified. The culture on
 170

enhancement and intervention can be described in the following: (a) Teachers Adjust to

the Unique Needs of Students, (b) Appropriate Dsiciplines are Given to Students, (c)

Students who are absent are noted and visited, (d) Necessary Interventions are Provided

to Students, and (e) Teachers practice leniency and consideration to students. The shared

beliefs, values, and practices culture of SHS Mathematics teachers in Limay District on

extra work-related activities beyond class hours is also explored. Just like the stories of

many schoolteachers in the country, the respondents are going above and over their

itemized duties and responsibilities. This goes to show that the respondents are engaged

with extra-curricular activities, going beyond their official time. Their extracurricular

engagement can be summarized in four descriptions: Teachers Created Deeper

Connection to Students, Teachers Provides Extended Assistance to Students outside

teaching Hours, and Teachers Provides Guidance and Assistance to At-Risk Studenst.

With these, it could be summed up that there is a culture of commitment and sacrifice in

the performance of one’s duty among the SHS mathematics teachers.

Research Question 2: What are the shared beliefs, values, and practice patterns of the

Mathematics Teachers in Senior High Schools in the District of Limay?

Based on the results of the qualitative analysis based on the interviews, the

following reveals the shared beliefs, values, and practices of Mathematics teachers in

Senior High Schools in the District of Limay. The shared beliefs, values, and practices in

terms of teaching strategies among SHS mathematics teachers in the District of Limay

includes creativity, learner intervention, adopting to the needs of students, maximum

utilization of technology, connecting theory to praxis, integration of the creative arts,

 171

engaging students, and sharing of best practices. The shared beliefs, values, and practices

on learning assessment among the SHS mathematics teachers has also been identified and

can be encapsulated in the following: SHS Mathematics teachers in the Limay District

are considerate in assessing students and are adjusting to the unique needs of students.

The shared beliefs, values, and practices of the SHS Limay District in terms of its

enhancement and intervention activities are also identified. The culture on enhancement

and intervention can be described in the following: (a) Teachers Adjust to the Unique

Needs of Students, (b) Appropriate Dsiciplines are Given to Students, (c) Students who

are absent are noted and visited, (d) Necessary Interventions are Provided to Students,

and (e) Teachers practice leniency and consideration to students. The shared beliefs,

values, and practices culture of SHS Mathematics teachers in Limay District on extra

work-related activities beyond class hours is also explored. Just like the stories of many

schoolteachers in the country, the respondents are going above and over their itemized

duties and responsibilities. This goes to show that the respondents are engaged with

extra-curricular activities, going beyond their official time. Their extracurricular

engagement can be summarized in four descriptions: Teachers Created Deeper

Connection to Students, Teachers Provides Extended Assistance to Students outside

teaching Hours, and Teachers Provides Guidance and Assistance to At-Risk Students.

With these, it could be summed up that there is a culture of commitment and sacrifice in

the performance of one’s duty among the SHS mathematics teachers.

 172

Research Question 3: What facilitates, constrains or sustains the SHS Mathematics

teachers in the District of Limay and how did they engage with students and with each

other?

The second research question asked how participants deal with these challenges.

Study participants were resilient and values-grounded in the face of the challenges that

came with being a Math teacher. Accounting teachers must learn to be more resilient,

resourceful, and adaptable in the face of adversity by bouncing back and moving forward

(Allison, 2011/2012). Individuals are delineated as resilient when they make the choice to

just get by, get back to the status quo after adversity, or get ahead with consistent

improvement or high performance (Patterson, J. L., Patterson, J. H., & Collins, 2002).

Because of their resilience and conviction as teachers, study participants were able to

impose a culture that is positive to the environment of SHS students, connect, build

relationships with others, especially their students, and fulfill their responsibilities as

accounting teachers in the secondary schools (Dantley, 2010).

Research Question 4: What are the implications of this study in teaching Mathematics?

. For mathematics education, the findings of this study imply that the teaching of

mathematics in the Senior High School poses a lot of challenges – both positive and

negative, and that these experiences should be used as basis for mathematics education

intervention and professional programming among teachers.

 173

Classroom practices based on empirical data, such as the results presented in this

study seem to be superior in terms of learning gain. Teachers should therefore develop

the ability to have scientifically informed academic culture in their classrooms. This

practice may allow learners to learn better while also motivating them to study

mathematics with a more positive attitude.

The current situation of students going online allow teachers to change their roles

from instructors of mathematics to facilitators of mathematical learning. This is in

accordance with the stated goals of online learning as well as prominent literature,

namely that the primary purpose of mathematics education is capacitating teachers to

develop competencies to assist learners with developing problem-solving skills in

mathematics classrooms. The results of this study points teachers to very good practices,

values, and beliefs that should make up a better academic culture in mathematics

teaching.

Recommendations for Future Research

This study has raised a number of issues that are critical towards the facilitation of

mathematics academic culture. Therefore, the study could potentially pave the way for

further studies regarding the challenges facing mathematics teachers who attempt to

incorporate a paradigm shift in their academic practices, beliefs, and values in their

teaching. An implication for further study could be an in-depth study to establish which

factors currently prevent mathematics teachers from implementing a different academic

culture or approach in their classrooms. Such a study would present a clearer picture of

the misconceptions regarding various practices as well as why teachers are still reluctant
 174

to incorporate different practices in their teaching. A more in-depth study of the

significance and value of changing practices for better instruction may also render

valuable information to further improve mathematics teaching.

Conclusion

This qualitative study provided information pertaining to the academic culture,

shared values, beliefs and practices as well as the personal, professional, and social lived

experiences of mathematics teachers in selected senior high schools in the province of

Bataan. Study participants had a very similar academic culture in terms of their teaching

strategies; teaching styles; learning assessment, enhancement and intervention activities;

and other work-related activities they do beyond working hours?

It is also noted that they experience various challenges. Despite their challenges,

study participants were resilient, resourceful and values-grounded to successfully rise

above and answer the call to teaching profession. As reflected in the literature,

participants were able to bounce back and move forward (Allison, 2011/2012). With

regard to work, family, civic, and other obligations, study participants utilized personal

conviction – seeing teaching as calling and a passion, a network of family and friends, set

boundaries with their students, adapt with the inadequacies, going out of their way to

perform even beyond and above their duties as teachers, and made sacrifices by cutting

back in order to possess a sense of balance to fulfill their duties as school teachers

(Milkie & Petola, 2015). That strong sense of conviction as teachers was instrumental in

forming positive working atmosphere and outlook among the study participants.
 175

The outlook of teachers that teaching is something beyond professional and

beyond their call of dutys allowed study participants to empower, encourage, and assist

those under their tutelage. Participants exemplified servant mentorship as they provided

what was needed for students and even their coleagues to be successful in the classroom

as well as the surrounding community (Barbuto & Hayden, 2013). Participants

encouraged and enabled students to be actively engaged in the classrooms and in the

teaching and learning process as evidence with their going out of their way to reach out to

their students. Not only were students able to perform better in their accounting subjects,

but the students were able to appreciate accounting as a course and be able to appreciate

its connections from theory to practice, all because of the diligence and passion of the

study participants. Study participants possessed a spirit of excellence as they conveyed

their passion and commitment to their schools and surrounding communities through

diligence and determination as they served as accounting school teachers. And all these

are reflective of the academic culture that they imbued to their respective classrooms.
 176

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 189

GUIDE QUESTIONS FOR THE ETHNOGRAPHIC

INTERVIEW
The four types of interview questions below are adapted from J. P. Spradley’s work in
The Ethnographic Interview. You may wish to include some of the same or similar types
of questions when doing your interview to learn more about the experiences that your
interviewee had while in a particular community. These questions may be added with
more questions as the need arises in the observations to be made.
Reference: Spradley, J.P. The Ethnographic Interview. New York: Harcourt Brace
Jovanovich College Publishers, 1979, pp. 86-91.

(1) Grand Tour Questions: Asking the cultural informant to generalize

Could you describe a typical day in your school?
Could you describe a typical day with your students?
What kinds of tasks or activities were difficult/rewarding/enjoyable for you in teaching
mathematics in SHS?
Could you describe to me your life as a Math teacher at ______________ Senior High
School?

(2) Details Through Questions: Asking follow up questions about an act, event, or
category
Could you tell me what happened from the moment you started teaching SHS
Mathematics until today?
Could you describe to me your ways of teaching math to your students?
Could you describe your weekly schedule/school calendar/work schedule?
Could you describe to me your various intervention activities for your classes?
Could you describe yourself as a math teacher?

(3) Experience Questions: Asking about experiences

Could you tell me about some of your experiences in teaching mathematics?
Could you describe one of your most interesting experiences in teaching mathematics?
Could you describe one of your most challenging experiences and explain how you dealt
with it?
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FIELD OBSERVATION FORM

Worksheets for General Descriptive Observations
Project Title_________________________________________________________________
Event/ Activity Name _________________________________________________________
Recorder’s Name ____________________________________________________________
Beginning Time of Observation________ Ending Time of Observation________
Date of Observation _______ Observer’s Name____________________________________
Project Phase, # & Title_______________

Directions: This worksheet is to be used in the traditional ethnographic sense of recording general
descriptive notes of observations. It consists of two columns; (1) General descriptions of what is
observed; and (2) Reflective or theoretical notes regarding what is being observed. It is
particularly useful for jotting down descriptive notes while in the field setting. However, if the
ethnographer does not have the time to jot things down while in the setting, he or she should take
notes immediately upon leaving the setting.

Descriptive Notes Reflective/ Theoretical Notes

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INFORMED CONSENT FORM

Consent for Participation in Interview Research
I volunteer to participate in a research project conducted by Mr. Jerald Samson from Bataan
Peninsula State University. I understand that the project is designed to gather information about
academic culture of senior high school teachers of Mathematics in Bataan. I will be one of five
(5) people being interviewed for this research.

1. My participation in this project is voluntary. I understand that I will not be paid for my
participation. I may withdraw and discontinue participation at any time without penalty.
If I decline to participate or withdraw from the study, no one on my campus will be told.
2. I understand that most interviewees in will find the discussion interesting and thought-
provoking. If, however, I feel uncomfortable in any way during the interview session, I
have the right to decline to answer any question or to end the interview.
3. Participation involves being interviewed by researchers from BPSU. The interview will
last approximately 40-60 minutes. Notes will be written during the interview. An audio
tape of the interview and subsequent dialogue will be made. If I don't want to be taped,
I will not be able to participate in the study.
4. I understand that the researcher will not identify me by name in any reports using
information obtained from this interview, and that my confidentiality as a participant in
this study will remain secure. Subsequent uses of records and data will be subject to
standard data use policies which protect the anonymity of individuals and institutions.
5. Faculty and administrators from my campus will neither be present at the interview nor
have access to raw notes or transcripts. This precaution will prevent my individual
comments from having any negative repercussions.
 192

6. I understand that this research study has been reviewed and approved by the
Peninsulares Research Ethics Committee (PREC) of BPSU. For research problems or
questions regarding subjects, the Institutional Review Board may be contacted through
[information of the contact person at PREC of BPSU].
7. I have read and understand the explanation provided to me. I have had all my questions
answered to my satisfaction, and I voluntarily agree to participate in this study.
8. I have been given a copy of this consent form.

My Signature Date

My Printed Name Signature of the Researcher

For further information, please contact: _________________________

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FIELD NOTES

Ma’am Danica Cortez

Lamao National High School-Senior High
Online Class and Monitoring

Ma’am Danica conducted an online class and monitoring to her students. It is one of her
many ways to be acquainted, meet, teach her students and know their learning condition.

The students monitoring session started at 3:30 in the afternoon. Using an online platform
called Google Meet, she started the session with a prayer like she normally would in a
physical class.

After the prayer, Ma’am Danica checked the attendance of her students. Despite knowing
that not all her students will be able to attend the online consultation, she still hoped that
she will get more attendees this session compared to the last. However, the attendees are
lesser than what she had expected.

Ma’am Danica clarified to her students the purpose the online class and monitoring; the
primary aim is to determine the learning conditions of her students and secondly, is to
add supplementary information on their lessons, giving advices and providing additional
materials not including in the Self-Learning Modules that were given to them. She also
added that they should not be worried for their fellow classmates who were not able to
attend the virtual meeting. She assured them that she, their subject teacher and at same
time adviser, will find ways to reach out to them.

TEACHING STRATEGIES
Lesson Objective Transparency
Virtual meetings and online monitoring require a stable internet connection or large
amount of internet data. Because of this, Ma’am Danica was quick in explaining and
immediately stated the objectives of the lesson to her students.

Inquiry-Guided Instruction
During the session, Ma’am Danica did not stop in giving advices to her students. She
always reminded them on things they must do on their self-learning modules. In the
manner of asking question to her students and getting responses from them, she made
sure that her students understood the lesson well. She was eager in getting responses and
insights from her students. All throughout the online monitoring session, she always
made sure that her students were listening attentively.

Providing Feedback
Ma’am Danica gave her students the opportunity to freely express their concerns. After
the discussion, she encouraged each one of them to ask questions or give reactions based
on the lesson they discussed. And if the students had no questions to ask nor something to
 194

say, Ma’am Danica will start to let her students speak by letting them discuss portions of
the lessons using their own words.

Addressing Mistakes
Addressing students’ mistakes on lessons and activities can be hard to some teachers.
Teachers are often keen and careful in addressing students’ mistakes. It was noticeable
that Ma’am Danica sensitively at confidently determine the weaknesses of her students
and she handled it just right.

TEACHING STYLE
During these difficult times when everyone is adjusting to the new standards of teaching,
tt is indeed that the best practices in teaching are very perceptible. The teacher’s
creativity, resourcefulness and readiness are put into test.

Virtual meetings are one of the most effective means of teaching students despite the
different restrictions and guidelines during this pandemic. In arrears of different
restrictions on virtual meetings, there are still a lot of teaching styles a teacher can apply.

Direct Instruction
Even before the stricter guidelines on schools brought by the health restrictions of the
pandemic, direct instruction has been one of the most used teaching styles. Ma’am
Danica explained, illustrated examples and enumerated the process first to her students.
Afterwards, she eagerly answered questions from her students and made sure that the
lesson they are discoursing was well understood.

Questioning
Another commonly used style in teaching is questioning. Through asking question, a
teacher may know if the students already have prior knowledge on the topic to be
discussed. During discussion or in the lesson proper, the teacher will determine if his or
her students are listening through asking questions. More so, teachers can also confirm if
his or her students understood the lesson well. Ma’am Danica has her own art of
questioning. Her students did not notice that their teacher assessed their learning and that
is thru series of questions.

Enhancement and Intervention Activities

Ma’am Danica showed compassion and determination in teaching her students despite
the effects of the pandemic on education. She understood the immense differences of
face-to-face instruction and distance learning. Her adherence to her students was
evidently shown on how she enthusiastically taught the lesson even though only few of
her students attended the online session. She wanted to reach out to each student the best
way she can.
 195

Although there are Self-Learning Modules distributed by the Department of Education,

Ma’am Danica deign to have virtual meeting with her students so that she can directly
communicate with them.

Ma’am Danica made sure to extend her efforts to her students who were not be able to
attend the online session by contacting them through chat, personal messages, text
message and even telephone calls.

Aside from the Self-Learning Modules chosen by the Schools Division of Bataan as the
primary distance learning modality, Ma’am Danica also prepared supplementary
activities for her students.

Other work-related Activities

Added to the sacrifices of the diligent and hardworking teachers at these unprecedented
times, Ma’am Danica is also writing modules for her subjects. Full attention, creative
mind and dedication of time are necessary to produce a module. After the construction of
modules, she needs to print them according to the number of students that they have in
their school. Indeed, though working from home, teachers like Ma’am Danica works
more than 8 hours a day and selflessly gives themselves away in the fulfillment of their
duties to the students - future leaders of the country.
196
 197

Sir John William Bustamante

St. Francis National High School-Senior High
Online Class

Sir William showed competency and compassion during his online session with his
students. It was evident that he is brilliant and reside skills in Mathematics. He was
prepared in teaching his students and was able to adopt to the present situation using
various tools for distance learning. During their online class, Sir William made sure that
despite the distance, his students would still enjoy their lesson. He made the class fun
through different jokes related to the topic and asking questions to keep the students
engaged and thinking. This method was effective because the students were eager to
answer his questions and were excited and happy during the online session.

Sir William is a competent teacher. He managed to catch the attention of his students. He
discussed the lesson with clarity and was able to help his students think beyond their
lesson. He gets into the emotions of his students and because of that, he can easily
persuade and teach his students. He was able to recognize his students’ level of thinking
and tailored questions that are well suited for them.

Sir William demonstrated not only his preparedness as a teacher in conducting online
classes for his students, but he also showed his expertise on the subject that he is
teaching.

TEACHING STRATEGIES
Integrating Technology
Sir William showed enthusiasm in teaching on his online class. He was proactive and was
quick in responding to his students’ questions. He maximized the use of technology,
using it to bridge the gap in education brought by the restrictions and guidelines during
this pandemic.

He prepared a PowerPoint presentation that he shared on the online session. He was

discussing the lesson the way he would in a physical class. Using the ¨Share Screen¨
function of the online platform that he used, he was able to discuss and at the same time
share the presentation and give additional notes to his students. There are some students
who are not technologically inclined and still adapting to online classes, but Sir William
was able to assist them and address their difficulties.

Lesson Objective Transparency

Sir William is sensitive to the learning conditions of his students. He is well aware that
most students perceive Mathematics as a difficult subject and was able to address it my
injecting humour to his class making the discussion lighter. At the beginning of the
session, Sir William informed his students the objective of their lesson. Through this, his
students were directly guided in attaining the objective and bring them straightforwardly
in understanding the topic.

Active Learning
 198

A lot of studies reveal that learning is enriched when learners become actively involved
in the learning process (Meyers and Jones, 1993). Strategies like this captivate students in
the learning process, motivate their critical thinking skills and provide a more cognizance
of another viewpoint. Though virtual meetings have its many restrictions, it is not a
hindrance for Sir William to inspire his students to participate actively in the discussion.
Most of the time during their online class, he let the students explain. Sir William made
his teaching lively directing his students into actively learning.

Inquiry-Guided Instruction
A teacher serves as a guide leading his students in attaining their learning objectives.
Though they had limited time on their online class, Sir William let his students speak,
explain and share their ideas. He gave them the opportunity to solve problems and to
justify their answers. Sir William assisted his students in mastering and learning through
the process of active investigation.

Providing Feedback
Sir William provided his students feedbacks including praises for every participation. He
reviewed the past lessons of his students. He showed patience even though he had to
repeat the past lessons a couple of times for the students who were not able to remember
or understand the prerequisite concepts. He did this with a positive and cheerful manner,
making sure that his students won’t get offended. When he noticed that his students did
not demonstrate at least partial understanding of a concept or process of the topic they
discussed, he paused for a while and gave feedback and addressed through further
teaching. Through this strategy, he did not only give his students an opportunity to
understand the lesson well but also helped them keep their morale and gave inspiration to
strive for the better.

TEACHING STYLES
The teaching styles of teachers are put into test during this pandemic. Sir William adapts
his teaching style based on his resources and the circumstances and necessities of his
students.

Directing Style
The teacher is aware of his students’ limitations on resources including internet
connection, limited data allocation and lack of needed gadgets or applications. Sir
William applied directing style of teaching. He communicated well with his students:
telling them what to do, how to do it and when it needs to be done. Sir William on his
online classes imparted information and taught his students using audio/visual
presentations.

Discussing Style
During his online class, the teacher showed diligence. He applied number of teaching
styles to ensure that his students are not only listening but are also thinking and
understanding the lesson well. Sir William promotes learning through interaction. He
engages his students in critical thinking and lively discussion by testing students to
respond to challenging questions. Sir William serves as facilitator controlling the
 199

discussion and leading to a logical conclusion. Sir William lets his students learn to have
their own views and he reinforced it with facts and data.

Demonstrator Style
Sir William’s versatility was put into test. His adaptability to the present situation was
evident as a senior high school Mathematics teacher. As a substitute on depending to
merely verbal lecture, he integrates it with other teaching methods comprising of
multimedia presentation, presenting illustrative examples and class activities.
Questioning Style
Question are essential tools for both teaching and learning. It is through asking questions
that we may support our students in expanding their thinking from the concrete and
factual to the analytical and evaluative. Primarily, it also allows teachers to assess
whether their students understand a particular concept. It is necessary that a teacher must
come up with the right questions in order to get students’ responses that are both relevant
and of high standard. Sir William showed all of this during his online class.

Enhancement and Intervention Activities

Aside from the Self-Learning Modules, Sir William still conducts virtual meeting with
his Mathematics students. Though each student has their own copy of the self-learning
modules, Sir William still prepares multimedia presentation and other instructional
materials. This way, he was able to provide additional information and supplementary
materials ensuring that his students will understand the lesson fully.
Furthermore, Sir William made sure that those who cannot attend to their online session
will be contacted through personal messages including social media chat, text messages
and telephone call. Sir William also prepared additional written activities for his students
that will improve their skills in solving Mathematical problems and will enable them to
enhance their critical thinking skills.

Other work-related Activities

Sir William is devoting his time and effort in reaching out his to his learners especially to
those who are struggling. He is meticulous in creating PowerPoint presentations of the
different lessons. He gives his full attention on preparing his lesson so that it is adapted to
the learning styles and capabilities of his students. Sir William always contemplate on the
best ways that he can help his students amidst this time of crisis. Sir William exemplified
professionalism in fulfilling his commitment and teaches his students with full patience
and compassion.
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201
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APPENDIX XXX

CODED SEGMENTS IN THE INTERVIEW DATA

Summaries with Coded Segments - Academic Culture of Math Teachers.mx20

Code Coded segments

TEACHING STYLES\Teachers Adjust Oo yun yung maganda. Kasi may tawag don. Nung highschool kami,
to the Unique Needs of Students (1) ilalagay mo lang sa iisang section 1 tapos isusunod mo sa section 2 yung
susunod na mataas. Para maidentifiy mo kung sino talaga yung tututukan
mo. Kapag higher, na pwede ka ng mataas yung way mo ng pagtuturo. So
may tawag don. Parang homo and hetero.
Respondent 4: 70 - 70 (0)

kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat,

yung kayang maiintindihan ng mahinang mahinang estudyante, yung
makukuha nya agad yung lesson. Ay mahirap talaga yung sa part na
ganon.
Respondent 4: 76 - 76 (0)

Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli

sya, ang nangyayari, yung period nyo na intended ng discussion,
supposedly, competency nila ngayon, nauubos sya sa review, kailangan
mong ireview yung mga terms, yung review mo yung mga nadiscuss mo
sa kanila when they where in junior high school, kasi they will be needing
that in the present topic.
Respondent 5: 13 - 13 (0)

SH: Ako ang naging practice ko talaga, kapag Monday, usually nagstart
ako ng bagong lesson. Ang naging problem ko nga, sabi ko kanina, kapag
diniscuss ko sya at dadaanan sya ng weekends, Monday kelangan ko ulit
syang ibonggang recall – kapag nalipasan pa ng weekends. Pag nag
paquiz ako ng Monday, feeling ko ha, lalo for the TVL, hindi pa rin sila,
yung sasabihin mong magrereview over the weekend. Mas okay sa kanila
yung fresh sa kanila yung topic. Let’s say yesterday lang yung topic, tapos
ngayon ka magpapaquiz, so ang ginagawa ko, ang introduction,
nagtatagal ang introduction, kasi 4 hours lang tayo sa senior high school,
kung kakayanin na matapos yung discussion pati examples the following
day, discussion as well as activities pati performance task, tapos
evaluation, talagang sinisingit ko sya within the week. Kung
makakapagintroduce man ako ng topic on the forth day, at least the
following week, follow up na lang, continuation ng discussion, at least
konting review, tapos bagong topic ulit. Ganon sya.
Respondent 5: 33 - 33 (0)

Totoo naman, pag di mo kasi major di ba, effort ka at the same time
machachallenge ka rin na aralin pa rin ulit yung mga topics na yon na
bago sayo, unlike nung andon ka sa comfort zone mo na math. Tsaka
pagkaandon ka sa mga bata, nakikita nila, kaya nageenjoy ako bilang
 203

math teacher.
Respondent 5: 45 - 45 (0)

Ayan, coaching. Kasama na rin yon, halimabwa observations, ganyan,

sometimes nagoobserve na rin ako sa kanila, o yung lesson plan nila
chinecheck. Pati sa mga construction ng test. Ganon.
Respondent 6: 22 - 22 (0)

yung bata ano, anxiety na yung naibibigay mo sa kanila. So, hanggat

maaari, pleasant tignan yung klase, magaan yung klase. Para di nila isipin
na, ang hirap hirap ng subject, ang hirap hirap pa ng teacher. Ganon.
Para kahit papaano, pagtyagaan nila. Kasi yung mga bata ngayon, hindi
mo na pwedeng sindakin e. Di sila kagaya nung araw na, nung unang
patuturo ko, medyo nasisindak mo pa yung mga bata, pero ngayon, since
ang senior high school ay mga dalaga’t binate na, ayaw na nila ng
napapahiya. So hanggat maaari, relaxed na yung klase. Para yung
pagtuturo mo rin, pinagtyatyagaan nila kahit mahirap. Nagtatanim kasi sila
ng ano, ng sama ng loob, kapag napapahiya.
Respondent 6: 41 - 41 (0)

Message ko sa mga teacher din. Siguro ang message ko lang para sa iba
pang Math teachers. Komplikado na para sa mga iniisip ng bata yung
subject natin na Math. So wag na natin syang masyadong pakomplikahin,
so maging pleasant tayong tignan, approachable, magaan ang classroom
setting, kasi totoo naman na mahirap ang Math. Pero tayo mismo ang
dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa tyaga.
Respondent 6: 55 - 55 (0)

TEACHING STYLES\Teachers practice Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day
consideration and leniency naman talaga yun eh… so, pagMonday alam mo naman ung mga bata
nakaset ang mga mind nila na, ay… si Mam magdidiscuss, minsan naman
may mga time na talagang tinatapat ko ang assessment ay Monday kung
ang lesson namin ay napakahirap para merong time ung mga bata na
magreview ng week ends
Respondent 1: 66 - 66 (0)

Oo, hindi kaya ng katawan, kaya hindi naman sya nakakaperfect. Minsan
iintindihin mo na lang din
Respondent 1: 97 - 97 (0)

oo, kasi makikita mo naman kung sino talagang willing mag-aral at hindi.
Ung iba nga wala na ngang ginagawa, suportado ng mga magulang, labis-
labis ung baon pero tamad na tamad mag-aral, so, sya naman kahit may
financial problem, family problem makikita mo pa din na pumapasok, so,
binibigyan nating ng konting consideration ung mga ganung bagay
Respondent 1: 99 - 99 (0)

Wait. Napaisip ako dito ah. Yung minor lang po siguro. Since 7:30 po
klase naming, though di sya related, but I see it as a challenge. May mga
bata na papasok ako ng 7:30 ang nasa classroom lang 10 out of 35
students ng SMAW. That gives me a challenge, 4 days na nga lang yung
math, 1 hour lang, then 10 lang papasok. Papasok po sila mga 8 na po,
 204

because yung lifestyle po nila na nagtatrabaho po sa madaling araw. And

I understand that, siguro po, ang ginawa ko po, is, medyo naging masama
po ako. nagpaDTR po kasi ako nung time na yon, na kailangan 7:30, na
pagnalate, pupuntahan sa bahay. Ayon ngaman po, naging effective
naman po sya, pumapasok na po sila, kahit natutulog sa klase po yung
bata, pinilit po nilang pumasok, just to comply with the DTR. Na kelangan
nakalogin po ng 7:30 at nakalogout po ng 8:30 may pirma ko rin po. Di sya
in terms of teaching mathematics, in terms of disciplining the students
naman.
Respondent 3: 39 - 39 (0)

Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate,

pero di naman po lahat, iba po talaga tinatamad lang pumasok ng ganong
oras. But most of them, ang nalelate is yong nagtatrabaho, nagdadagat ng
2:00. Cause I interview them po kung bakit yon nangyayari. Nagdadagat
ng 2:00 tapos uuwi po ng 5 ng madaling araw. So pagod po sila. Yun po.
Respondent 3: 41 - 41 (0)

Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga

po siya pahinga e. kelangan po nilang magprepare pa talaga for school.
Kaya po ang sinuggest ko rin po, wag akong ilagay sa 7:30 kase ang hirap
naman non. Subject na na mahirap ilalagay pa sa mga unang una.
Respondent 3: 43 - 43 (0)

es, ayon ang isa ko nga pong, ang senior high po dito, they are requesting
po. Ang mostly na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12
po di na po sila masyadong nalelate po. Napansin ko rin po nung hindi ko
na sila hawak. Ewan ko po di na po kasi ako pang7:30 ng grade 12.
Ngayon po, ang suggestion po nila, magshifting po, for the sake na, for
teachers ano na rin po, and at the same time, yung mga students po na
gusto magtrabaho after class or before class e makapagtrabaho and at
the same time, maging mahaba haba po yung pahinga nila.
Makakapagconcentrate. Kasi big factor din po kasi sa learning yung
fatigue. So, yun po. And I’m in favor of that adjustment of schedule po.
Respondent 3: 45 - 45 (0)

usually mga bata naman na naencounter nga naming ay yung hindi

pumapasok. Kasi pag tinanong mo naman, ang lagi nilang sinasabi,
nagtatrabaho, lumalaot, kasi kabuhayan nga nila. So syempre bibigyan
natin ng pagkakataon yung bata, yung mga kabuhayan nila dito, yun lang
talaga. Tapos minsan bread winner sila, sila talaga nagtatrabaho. So yun,
binibigyan lang naming ng chances. Many chances.
Respondent 4: 48 - 48 (0)

Tapos parang magtatanong siya na parang nakakaloko lang tapos gusto

nya uulitin mo. Parang iyong yung nakakachallenge. Naexperience ko yon
before sa dati kong school, kaya sabi ko nga sayo, before talaga para pa
kong medyo dragon. Pero nung naexperience ko sya dito. Meron pa rin e.
Ano pinilit ko pa rin talaga anong, sabi ko nga di ko dapat patulan, kasi
mga bata yan. Tong ginawa ko na lang din yon, instead na parang
mapagsalitaan ko rin yung bata, talagang pinilit kong icompose yung sarili
ko. Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna
mo kasi yung galit mo, navideohan ka lang na nagagalit ka, nakapagbato
 205

ka man dyan ng ano, talo ka e. Pag may mga ganong bata akong
nakikitang nakakachallenge talaga sila. Nagpapause ako sa discussion,
medyo tatry ko munang huminga ng konti. Magbibigay ako ng example
tapos tatawagin ko sa labas yung bata. Kaya yung mga bata,
pagkatinawag ko yung bata, “huuuyyy” ganyan, “halaaaa” kasi alam nilang
ilalabas ko which is I think alam ko mas effective. Kesa durugin mo yung
bata sa klase. Kasi yung mga ganong bata, minsan sila lang talaga yung
kulang sa attention.
Respondent 5: 54 - 54 (0)

TEACHING STYLES\Appropriate As a Math teacher, pagnaglelesson kasi kami kailangan bawal ang
Disicpline are Given to Students maingay, bawal ung may papansin ba, so pagnagstart ung klase ko at
pagmay maingay, hinihinto ko talaga ang discussion. Inaaproach ko ung
bata. Tinatawag ko ba, oh anon a naman ang problema mo? Mga ganun.
Tapos, mga ilang buwan lang naman yun eh., tapos pagdating na ng
sunod-sunod na araw alam na nila ung rule, so, smooth na ung discussion
wala na ung papansin ba
Respondent 1: 71 - 71 (0)

Oo, dapat naman kasi huwag mong hahayaan ung mga bata na
nagdidiscuss ka sila may sariling discussion sa likod. Dapat icall out mo
ung bata, sabihin mo sa kanya na talgang mali ung ginagawa nya kasi
naapektuhan din ung mga kaklase na gusting matuto
Respondent 1: 73 - 73 (0)

Siguro ung mga challenging experience naeexperience natin ito sa mga

bata na tamad mag-aral. Di baa ng hirap talagang, ang hirap ideal ang
bata na kapagnasa utak nya na ayaw nya talagang mag-aral, ung
napipilitan lang ba syang pumasok, tas, pagdating nya sa school
matutulog lang duon sa likod ng klase di ba. May maeexperience ka
talaga na bata na natutulog lang sa klase mo, so, ang ginagawa lang
duon, syempre gisingin mo, tapos tatanungin mo kung may problem aba
sya, bakit ganun ung attitude nya sa klase? ano bang nangyari? Syempre,
hindi naman ung papagalitan mo agad. Kasi kadalasan pinapagalitan na
nga sa bahay tas, papagalitan mo pa sa school ay di lalong
mamomroblema ung bata. So, kailangan para karing magulang sa kanila,
tatanungin mo kung bakit ganuon? Dapat pinapakita mo rin na concern ka
sa kanila
Respondent 1: 79 - 79 (0)

meron lang akong instance talaga, before pa yon, sa dati ko pang school
na, nagalit ako don sa particular na estudyante because, siguro dahil
nakikita ko na di sya di sya nakikinig ganon, tapos ang nangyari tapos
parang nagtanong sya, pinapaulit nya sa kin yung lesson.
Respondent 5: 42 - 42 (0)

TEACHING STYLES\Teachers Create I am handling Grade 11 students since I’m teaching Mathematics. Yung sa
Deeper Connection to Students mga grade 11 yung handle, medyo matured na kasi yung mga bata, so
since yung edad ko naman ay medyo hindi na lalayo, sabihin na nating
mga 10 years yung difference po, masaya naman, masaya naman
magturo ng mga bata sa Senior High School, kasi parang nagjajive,
nasasabayan ng teachers yung interest ng bata. Kaya nilang ibaba yung
level ng teaching, ay kayang ibaba ng level ng teacher nya sa mga bata.
That’s why nagiging di masyadong mabigat yunga araw-araw.
 206

Respondent 2: 13 - 13 (0)

Para sa kin po sir ganon po. Kaya di sya burden. Parang nagtatrabaho ka
at the same time nageenjoy ka.
Respondent 2: 15 - 15 (0)

Yung iba nga anon a e, medyo kalevel na, magugulat ka ’24 ka na pala,
25’, ganon.
Respondent 2: 17 - 17 (0)

Dito, as math teacher, normal lang. Wala namang pinagkaiba sa ibang

subject, siguro the way you, makitungo sa estudyante, parang iyon na
lang yung ano.
Respondent 4: 11 - 11 (0)

Usually ako, nagbibigay ako ng handouts. So yun yung inaano ko sa

kanila. Reviewhin nila yung hand outs. Pag nagreview na nila, don sila
lalapit sa kin, kung ano yung di nila naintindihan, don ko sila masyadong
tututukan.
Respondent 4: 50 - 50 (0)

Feeling ko ginagaya nila kung paano ko magsungit. Pero yung nandito na

ko at nakita ko yung totoong buhay, dati kasi nasa public school ako,
nakita ko na yung sa private school, nakita ko na yung buhay nila, yung
kapag naghohome visit, makikita mo talaga bakit sila ganon, di sila
nakakain, totoo pala. Kaya siguro nakaroon na rin ako ng, piniplit kong
tyagain na rin yung mga bata.
Respondent 5: 43 - 43 (0)

Kahit din sa mga grades nila for example, pag Nakita naman nila na
mababa, kung sakaling eto yung binigay mong grade sa kanila, alam nila
na wala silang masasabi sayo as a teacher. Kasi nakikita nila, wala rin
silang masasabi, ikaw as a teacher, pumapasok ka, nagtuturo ka sa
kanila, kaya nga ang sabi walang karapatang magbagsak ang teacher
kapag di pumapasok. Pero kapag pumapasok ka, plus nakikita rin ng bata
naaappreciate nila. Na meron pang mga TVL na meron pang mga TVL na
estudyante na SMAW na ganon na natutuwa sila. Pag teacher talaga
nakikita nila kasi siguro naghahanap din sila ng attention, plus discussion,
plus actually, mga kwentukwentuhan nila sa mga buhay nila.
Respondent 5: 47 - 47 (0)

Sa students naman sa klase, klase talaga kami. Yung typical student-

teacher relationship, so, pero pagkafree time naming, kapagkabreak time,
para lang din kaming friends. Nagkukwentuhan, nagbibiruan, pero kapag
klase na, seryoso na kami.
Respondent 6: 5 - 5 (0)

Siguro yung challenging sa mga batang ano talaga, hindi interested sa

Math. May mga estudyanteng ganyan, kahit di mahirap yung topic, para
sa kanila, mahirap na. Pero ang totoo non, di talaga sila sa topic
nahihirapan, nahihirapan sila, pag nabanggit na yung Math sa kanila. May
 207

estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng TV,

sya pa ang magcoconnect nglaptop ko don sa TV. Pero after na nyang
gawin yon, makikita mo yon sa isang sulok. Tahimik, di na sya nagsasalita
the whole class. Tapos pag yari na kong maglesson, ano na uli sya,
masigla na uli sya, sya na ulit yung magtatanggal ng tv, siya pa
magdadala ng gamit ko papunta sa room ko. Ah, sa kanya, napansin ko
sa kanya na, ano e, tumanim na sa utak niya na mahirap yung Math. So,
kahit anong ibigay mong topic sa kanya, mahirap yon kasi Math yan. So,
inano ko sya, tinanong ko, “bakit ba ganyan ka,” –“kasi ma’am ang hirap
hirap naman ng tinuturo mo.” Sabi ko, “hindi ah, napakadali lang,” ganyan
ganyan. Tapos habang naguusap kami, dun ko lang naano, na, yung ano
nya na yon, nagsimula pa nung elementary siya. Nung elementary daw
sya, talagang nahihirapan sya, tapos yung teacher niya ay masungit. So,
nagsimula doon, hindi na, kapag Math na yung pinaguusapan, di na sya
interesdo. Kahit na pinapagaan mo yung lesson, hindi siya interesado kasi
nakatanim na sa utak nya. Siguro yun yung tinatawag na Math anxiety. So
iyon. Kahit papaano naman nabago naman nya yung thinking nya tungkol
doon.
Respondent 6: 53 - 53 (0)

TEACHING STYLES\Teachers have Pagkakasi nagtuturo ako, strikto ako, kasi siguro yun yung nasaranasan
different teaching personalities ko nung ako ay elementary tsaka highschool tsaka sa college. Kaya
ngayon, since alam naman natin yung disiplina ng mga bata, noon tsaka
bata ngayon, pagdating sa classroom, strikta ako, in the sense na, pag
naglelesson ako, gusto ko ako lang nagsasalita. Kasi ayoko ng sabayan,
para pagkatinanong ko sila, ng ibahin ko man ang given, ganon par in
yung topic, masasagot nila. Tapos pag dating sa evaluation, tsaka
assessment, medyo mahigpit din ako, medyo mahigpit din ako kasi ayoko
ng dikit dikit sila, though sa activities maluwag ako sa pagpapaactivity,
inaallow ko sila magtanungan, group work, pag dating sa quizzes at exam
mahigpit din ako. Kasi gusto ko silang maging independent. Ayokong lagi
silang dumedepende sa katabi nila. Lagi kong sinasabi sa kanila na
pagkakinopya nyo ngayon yan, ipaulit ko yan mamaya pagkatapos lang
ng ilang minuto, kinopya mo lang yan without understanding, di mo sya
mauulit. That’s why, kapag ka-quizzes, gusto ko independent sila. Kahit
anong mangyari, may score man sila o wala, at least, kahit yung disiplina
man lang, mainstill ko sa kanila.
Respondent 2: 32 - 32 (0)

ay nako mahirap ata. Siguro naman from my 6 years of teaching

mathematics, from grade 8, grade 10, 11, wala naming math sa grade 12,
based on the feedbacks of the students naman, at nakikita ko naman sa
mukha nila na pag pumapasok ako sa classroom, masaya naman sila,
pero minsan nanghihingi ng rest day, nakikita ko naman na effective ako
bilang math teacher kasi, sabi ng ilan sa kanila di ganon katas grade nila
dati, di ko alam kung mataas lang talaga ako magbigay ng grade, o
talagang nagimprove nga sila o late bloomer lang yung mga bata, iba iba
kasi yung reason, pero sa feedback nga nila, sabi nila, ganon pala yung
math, may mga topics pala na madadali lang, na hindi nila inaakala. So
siguro, isa talaga sa factor ng progress ng bata sa kahit anong subject ay
yung teacher. Yun talaga. Di ko naman sinabi na magaling na magaling
ako, pero kahit papaano naman, may napapatuto ako sa kanila.
Respondent 2: 43 - 43 (0)

Ako? Sabi nila mabait. Tsaka ano kasi, dati pa naman nung nagtuturo pa
 208

ko sa private. Lagi kong binababa yung level ko don sa estudyante. Lagi

sa average ka lang dapat lagi e. Wag mong tataasan yung standards mo
bilang teacher. Pag tinaas mo, yung mga nasa baba, di na makukuha
yung topic na gsto mong iano. Kaya dapat don ka lang sa gitna.
Respondent 4: 54 - 54 (0)

sabi naman nila malumanay daw ako as a teacher kasi bihira lang naman
ako magalit at di naman ako nagagalit sa mga kapag, let’s say, di nila
naiintindihan pinipilit ko talagang unawain, minsan lang
Respondent 5: 42 - 42 (0)

So, nakatulong po yung pagkakaroon nyo ng baby para sa paghahandle

ng mga bata with difficulties na. Naaalala ko kasi yon, kaya ko
nacompare, kasi yung mga feedback ng mga estudyante ko na niloloko
nila ko na, nagagalit na ko. Ganon pa lang, ayoko na, ‘tumigil na kayo’.
Respondent 5: 43 - 43 (0)

Tapos parang magtatanong siya na parang nakakaloko lang tapos gusto

nya uulitin mo. Parang iyong yung nakakachallenge. Naexperience ko yon
before sa dati kong school, kaya sabi ko nga sayo, before talaga para pa
kong medyo dragon. Pero nung naexperience ko sya dito. Meron pa rin e.
Ano pinilit ko pa rin talaga anong, sabi ko nga di ko dapat patulan, kasi
mga bata yan. Tong ginawa ko na lang din yon, instead na parang
mapagsalitaan ko rin yung bata, talagang pinilit kong icompose yung sarili
ko. Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna
mo kasi yung galit mo, navideohan ka lang na nagagalit ka, nakapagbato
ka man dyan ng ano, talo ka e. Pag may mga ganong bata akong
nakikitang nakakachallenge talaga sila. Nagpapause ako sa discussion,
medyo tatry ko munang huminga ng konti. Magbibigay ako ng example
tapos tatawagin ko sa labas yung bata. Kaya yung mga bata,
pagkatinawag ko yung bata, “huuuyyy” ganyan, “halaaaa” kasi alam nilang
ilalabas ko which is I think alam ko mas effective. Kesa durugin mo yung
bata sa klase. Kasi yung mga ganong bata, minsan sila lang talaga yung
kulang sa attention.
Respondent 5: 54 - 54 (0)

Ako kasi, di ako stricta na Math teacher. Masasabi ko na, basta hindi ako
strikta. Hangga’t kaya kong iano sa mahinahon na pamamaraan yong
pagdidisiplina sa bata, ginagawa ko.
Respondent 6: 28 - 28 (0)

Ako, bilang math teacher, pano ko ba idedescribe? Ano lang ako, chill
lang akong Math teacher. Kasi ano e, mahirap na yung subject,
pagkastrikta ka pang tignan,
Respondent 6: 41 - 41 (0)

TEACHING STRATEGIES\Students Siguro yung nakaraan po sir, yung may yung may tinatalay ako sa kanila
are Encouraged to be Engaged na stat, kung saan binigay ko yung mismong data ang tanong ko sa
kanila, pabaligtad, paano nakuha yung mga values na yon, mga figures na
yon. Na ang ineexpect ko, isang sagot lang. kaya lang ang nangyari don
sa isang strand na yon, naka3 o 4 na sagot sila kung paano na-achieve
yung ganong figures na kung saan, nung chineck ko, okay. So doon,
napatunayan ko na marami ngang solusyon sa isang problem. Na di mo
 209

lang dapat i-honour kung anong nabasa mo sa libro, kung ano lang alam
mo. Tapos, ayon natuwa sila, sabi ko alam nyo kayo lang yung nakapag-
sa tatlong taon kong pagtuturo ng stat – kayo yung may pinakamaraming
way para masolve yon. Ayon yung isa sa mga most interesting
experiences sa pagtuturo ng math. Tapos i-hononour ko naman yon. Di
naman natin pwedeng sabihin na mali yon, eto lang yung tama, as long as
naapply sya sa lahat.
Respondent 2: 50 - 50 (0)

Siguro sa curriculum na lang. For example, meron sa senior high school

na academic track tsaka technical sa nga naming ng ibang teachers,
kunwari sa SMAW, yung Gen Math. Kasi kung susundin talaga natin yung
curriculum guide at ituturo natin sa mga SMAW students, parang solve for
X, solve for ganyan, parang ipainstill sa kanila na dapat matutunan nila
yung mga concepts na yon. Bakit di na lang gawin sa curriculum, guide,
napaguusapan lang po, iallign na lang yung cg ng math sa specific strand
na yon. Kaya nga sila nagtechnical vocational e, para after senior high
school, ready for work na, kumbaga medyo ibaba yung level or ilinya
talaga, kasi yung interest ng bata, bakit ba magsolve pa kami ng ganyan,
logarithm logarithm, kung maghihinang lang naman kami ng bakal. Parang
ganong simpleng biro pero may laman. Pero sabi nga naming, wala
tayong magagawa kundi sumunod sa nakakataas. Tapos ayon siguro sa
mga bata, yung mga experiences ko bilang teacher, hilaw pa rin talaga
yung mga bata. Siguro iba iba yung mga factors, pumasa sila, ayan alam
na natin sa totoong buhay. Pero sana medyo mahasa pa lalo. Hindi lang
yung mga bata na nagmumula sa first section, sa SSC, sana lahat. Para
habang tumatagal, mas lumalawak yung natutunan nila, hindi bumabalik
sa basic. Kasi kapag bumabalik sa basic, di na lumalawak, hanggang
doon na lang.
Respondent 2: 53 - 53 (0)

Ayon po. Naexperience ko po ditto na pagpa – sa prob and stat – na

magpagameshow. Naging artista po yung mga bata. Kasi po probability,
medyo related po sya sa gameshows kase. So, choices, chances, and
they were able to create such good gameshow and at the same time
narealize po nila na probability is like this. Na the lesson in probability is
the lesson in life, di lang po yung mismong topic ng probability na mutually
exclusive na natutunan. And also the probability will depend on the
choices. Di lang po nila natatandaan na pag mutually exclusive iaadd to.
Ay dapat pala pag probability, marunong ka dapat mamili. Na ganito pala
dapat gagawin mo, kasi pag ganto ginawa mo, sasablay ka. Yun po.
Respondent 3: 31 - 31 (0)

iguro yung interesting experience ko po yung isang lesson inabot po ng 4

na araw. Isang competency po. Specifically po, ang naalala ko pong topic
which is yung sa Business Math, sa Gen Math. Medyo nagtagal po kami
don. But, interesting sya kahit nagtagal, is because, nakita ko yung bata
na mismong mga students ayaw nilang magproceed sa susunod
hanggang di nila nakukuha yon – “Di po naming naintindihan, pwede pong
ulitin?” Yun po yung pinakana-ano na ko na, yung yung mga bat apala di
lang sila basta-bastang school bukol na basta pasok lang aalamin yung
lesson tapos na. naexperience ko po yon, actually po, SMAW po yun,
SMAW. Shielded Metal Arc Welding po na-anuhan ko po na yon. So, don
 210

po ako naging interested talaga. Nagkaroon po ako ng interest sa mga

bata na hindi lang sa kanila sapat na maituro mo, ang mas gusto pa nila
yung anong behind that, gusto ko pa silang matutunan, gusto ko pa silang
mamaster. Ayaw naming magproceed ng di naming nakukuha to. Yun po.
Respondent 3: 34 - 34 (0)

usually, lagi akong nagpapalaro. Kasi pag nagpapalaro ako lagi, lagging
active yung mga bata e.
Respondent 4: 23 - 23 (0)

Tapos usually, board games, di pa rin mawawala. Syempre pag math,

mas maganda pag sila pa rin sasagot sa harap. Para agad mong makikita
kung sino yung master na, sino yung di pa master. Alam mo kung sinong
batang tutukan mo.
Respondent 4: 25 - 25 (0)

TEACHING STRATEGIES\Teachers Oo yun yung maganda. Kasi may tawag don. Nung highschool kami,
Adjust to the Unique Needs of Students ilalagay mo lang sa iisang section 1 tapos isusunod mo sa section 2 yung
susunod na mataas. Para maidentifiy mo kung sino talaga yung tututukan
mo. Kapag higher, na pwede ka ng mataas yung way mo ng pagtuturo. So
may tawag don. Parang homo and hetero.
Respondent 4: 70 - 70 (0)

kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat,

yung kayang maiintindihan ng mahinang mahinang estudyante, yung
makukuha nya agad yung lesson. Ay mahirap talaga yung sa part na
ganon.
Respondent 4: 76 - 76 (0)

Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli

sya, ang nangyayari, yung period nyo na intended ng discussion,
supposedly, competency nila ngayon, nauubos sya sa review, kailangan
mong ireview yung mga terms, yung review mo yung mga nadiscuss mo
sa kanila when they where in junior high school, kasi they will be needing
that in the present topic.
Respondent 5: 13 - 13 (0)

SH: Ako ang naging practice ko talaga, kapag Monday, usually nagstart
ako ng bagong lesson. Ang naging problem ko nga, sabi ko kanina, kapag
diniscuss ko sya at dadaanan sya ng weekends, Monday kelangan ko ulit
syang ibonggang recall – kapag nalipasan pa ng weekends. Pag nag
paquiz ako ng Monday, feeling ko ha, lalo for the TVL, hindi pa rin sila,
yung sasabihin mong magrereview over the weekend. Mas okay sa kanila
yung fresh sa kanila yung topic. Let’s say yesterday lang yung topic, tapos
ngayon ka magpapaquiz, so ang ginagawa ko, ang introduction,
nagtatagal ang introduction, kasi 4 hours lang tayo sa senior high school,
kung kakayanin na matapos yung discussion pati examples the following
day, discussion as well as activities pati performance task, tapos
evaluation, talagang sinisingit ko sya within the week. Kung
makakapagintroduce man ako ng topic on the forth day, at least the
following week, follow up na lang, continuation ng discussion, at least
konting review, tapos bagong topic ulit. Ganon sya.
Respondent 5: 33 - 33 (0)
 211

Totoo naman, pag di mo kasi major di ba, effort ka at the same time
machachallenge ka rin na aralin pa rin ulit yung mga topics na yon na
bago sayo, unlike nung andon ka sa comfort zone mo na math. Tsaka
pagkaandon ka sa mga bata, nakikita nila, kaya nageenjoy ako bilang
math teacher.
Respondent 5: 45 - 45 (0)

Ayan, coaching. Kasama na rin yon, halimabwa observations, ganyan,

sometimes nagoobserve na rin ako sa kanila, o yung lesson plan nila
chinecheck. Pati sa mga construction ng test. Ganon.
Respondent 6: 22 - 22 (0)

yung bata ano, anxiety na yung naibibigay mo sa kanila. So, hanggat

maaari, pleasant tignan yung klase, magaan yung klase. Para di nila isipin
na, ang hirap hirap ng subject, ang hirap hirap pa ng teacher. Ganon.
Para kahit papaano, pagtyagaan nila. Kasi yung mga bata ngayon, hindi
mo na pwedeng sindakin e. Di sila kagaya nung araw na, nung unang
patuturo ko, medyo nasisindak mo pa yung mga bata, pero ngayon, since
ang senior high school ay mga dalaga’t binate na, ayaw na nila ng
napapahiya. So hanggat maaari, relaxed na yung klase. Para yung
pagtuturo mo rin, pinagtyatyagaan nila kahit mahirap. Nagtatanim kasi sila
ng ano, ng sama ng loob, kapag napapahiya.
Respondent 6: 41 - 41 (0)

Message ko sa mga teacher din. Siguro ang message ko lang para sa iba
pang Math teachers. Komplikado na para sa mga iniisip ng bata yung
subject natin na Math. So wag na natin syang masyadong pakomplikahin,
so maging pleasant tayong tignan, approachable, magaan ang classroom
setting, kasi totoo naman na mahirap ang Math. Pero tayo mismo ang
dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa tyaga.
Respondent 6: 55 - 55 (0)

TEACHING STRATEGIES\Best Kami dito sa Lamao, masasabi ko na lahat ng Math teachers naming,
Practices are Shared among the magagaling talaga. Ako mismo, may nakukuha pa rin akong something sa
teachers kanila. Na may kasama ako dito na di sya teacher by profession, engineer
talaga sya by profession. So, nakita ko yung struggle nya mula nung year
one ng senior high school, kasi magkakasabay kaming napasok ng senior
e. Mula year one up to day, nakita ko yung improvement talaga, yun yung
nakakainspire. Nung una lagi syang nanghihingi ng tips sa amin, paano po
ba magtuturo, paano po ba ihahandle yung mga bata. Since hindi nga sya
education by profession, tapos yung time na yon, wala pa syang
education units. So, ngayon nakapasa na rin sya sa LET, nakita ko yung
improvement. Ngayon meron na sya, nung minsan inobserve ko sya,
meron pa syang, sa calculus, picture analysis, mga ganon. Yung mga
teaching strategies, inaano nya talaga, inaapply nya talaga. So, yun
nakikita ko yung galing ng mga kasama kong math teachers dito.
Respondent 6: 24 - 24 (0)

TEACHING STRATEGIES\Using Pag dating sa mathematics, maraming intervention po dapat yung

Creative Teaching Strategies ginagawa bilang isang guro. Sa kin, ang ginagawa kong mga intervention,
sometimes kapagkadi nila nakukuha ng ayos yung target scores nila,
nagpaparemedial ako with different give, na alam ko sa bata na kaya nya
 212

yon. Kasi minsan, kapag ka-nagpaparemedial yung bata mauutak,

tinatanong na nila kung anong binigay ko sa klase, kaya sa remedial
minsan matataasan pa nila yung talagang nasa klase, so kailangan,
iadjust ko. Individual. Maglalaan ako ng time, kaya lang sacrifice na
naman yon for the side of the teacher. Kaya lang no choice. Iyon po.
Tapos, kapagka di na talaga kaya ng written, sometimes nagpapaoral na
lang ako, yung pinakabasic na lang. hindi ko na dadalin don sa
pinakamahirap. Kaya talagang parang differentiated na lang talaga sila e.
ganon. Hindi, applicable sa lahat yung binibigay natin sa klase. Kaya
adjust adjust, minomodify.
S: Could you describe yourself as a Math teacher.
Respondent 2: 41 - 42 (0)

ay nako mahirap ata. Siguro naman from my 6 years of teaching

mathematics, from grade 8, grade 10, 11, wala naming math sa grade 12,
based on the feedbacks of the students naman, at nakikita ko naman sa
mukha nila na pag pumapasok ako sa classroom, masaya naman sila,
pero minsan nanghihingi ng rest day, nakikita ko naman na effective ako
bilang math teacher kasi, sabi ng ilan sa kanila di ganon katas grade nila
dati, di ko alam kung mataas lang talaga ako magbigay ng grade, o
talagang nagimprove nga sila o late bloomer lang yung mga bata, iba iba
kasi yung reason, pero sa feedback nga nila, sabi nila, ganon pala yung
math, may mga topics pala na madadali lang, na hindi nila inaakala. So
siguro, isa talaga sa factor ng progress ng bata sa kahit anong subject ay
yung teacher. Yun talaga. Di ko naman sinabi na magaling na magaling
ako, pero kahit papaano naman, may napapatuto ako sa kanila.
Respondent 2: 43 - 43 (0)

Ngayon sir, sa lagay po ng mga classrooms dito sa Lamao, buong Limay,

siguro parang conducive for learning na talaga sya. Kasi in the aid of the
technology, yung mga pinamigay na Smart TV, medyo napakalma natin
yung mga bata, lalo na sa pagtuturo, di na sila nabobored na board and
chalk lang, manila paper na matagal na nilang nakikita, elementary days,
junior high school days, sa senior high school medyo naiba. Kung may
gusto tayong ipapanood na short clips about the topic, kaya.
Nakakatulong po talaga. Kaya medyo mas magaan yung setup ng
classroom ngayon
Respondent 2: 57 - 57 (0)

Kasi po di na po bago yung intervention kasi I always used to have

interventions or intervention activities sa klase. But ilan lang naman po
yung inaano ko po. Kaya ditto po pumapasok yung differentiated
instruction po. Kung saan yung slow learners, binibigyan ko po ng other
set of activities, para makacope up po sila sa lesson and for those who,
para di po boring yung matatalino, sabihin na po nating fast learners, I
give them enrichment activities. Yung medyo higher level na. na kung sa
gayon po kahit papaano may mastery na po yung nasa lower class po ng
klase. So, iyon po yung intervention na ginagawa ko po. The differentiated
instruction.
Respondent 3: 26 - 26 (0)

Ako yung teacher na hindi naman knowledge based. I’m not a knowledge
 213

based teacher. I am a teacher who use to create intervention to apply

those knowledges. Kasi di matututo ang bata kung ituturo mo lang, what is
x. di sila matututo ng ganon. I use to think of some ways na yung
competency na binigay ng deped e maiaapply ko sya sa daily life. Yun po.
Respondent 3: 29 - 29 (0)

Ayon po. Naexperience ko po ditto na pagpa – sa prob and stat – na

magpagameshow. Naging artista po yung mga bata. Kasi po probability,
medyo related po sya sa gameshows kase. So, choices, chances, and
they were able to create such good gameshow and at the same time
narealize po nila na probability is like this. Na the lesson in probability is
the lesson in life, di lang po yung mismong topic ng probability na mutually
exclusive na natutunan. And also the probability will depend on the
choices. Di lang po nila natatandaan na pag mutually exclusive iaadd to.
Ay dapat pala pag probability, marunong ka dapat mamili. Na ganito pala
dapat gagawin mo, kasi pag ganto ginawa mo, sasablay ka. Yun po.
Respondent 3: 31 - 31 (0)

Ang ginagawa ko, every Monday yan, discussion. Usually puro ganon.
Tuesday and Wednesday, more on activities. Kasi pag more on activities,
mas agad nilang naabsorb yung tinuturo mo. Tapos yung last day, yung
ika-apat, kasi 4 na araw lang tayo nag-aano di ba, yun na yung
assessment nila.
Respondent 4: 42 - 42 (0)

Ako lagi ko talagang naeexperience yung ano, parang 15 minutes lang

talaga yung capable yung bata na makinig sayo. Kaya dapat within 15
minutes, madiscuss mo na dapat yung mga dapat mong idiscuss. Tapos
yung mga susunod, ikaw na yung gagawa ng paraan para makuha yung
attention ng bata. Kung di ka magpapalaro, magpaano ka, magpagames
ka. Gamit ka pang mga interventions. Para makuha mo pa yung attention.
Kasi 15 minutes lang tinatagal nila.
Respondent 4: 58 - 58 (0)

May mga instances kasi, ang mga bata ngayon, masyadong emotional e.
Yung natouch mo yung heart nila, ano na sila, “uy, uy, uy”. Halimbawa,
humugot ka lang ng isang linya na may kinalaman sa Math, ano na sila,
nagkakantyawan na sila, yung atensyon nila, kahit isang phrase lang yung
binitawan mo pero lahat sila nagrereact. Siguro enjoyable para skin yon
and at the same time sa mga bata rin. So kanya kanya na sila ng hugot
nila.
Respondent 6: 18 - 18 (0)

Depende sa bata, may bata kasing willing magextend ng oras dito sa

school. Ako kasi kahit hanggang 5:00 ako dito sa school o mas matagal
pa sa 5:00 okay lang. So depende sa bata, kung gusto nyang iuwi,
pwedeng iuwi, basta ibabalik nya lang. Kung gusto nya magextend,
pwede naman ding magextend. Ngayon kung minor na problema lang, o
kung di naman sya problema, kelangan mo lang iboost yung learning,
enrichment lang, through social media, messenger, ganyan, group chat.
Respondent 6: 36 - 36 (0)

TEACHING STRATEGIES\Various So, ang ginagawa na lang natin. Ung approach sa kanila iniiba-iba natin.
 214

Teaching Strategies are Shared and Kapagka nakikita natin ung mga bata ay madaling pumick-up so, medto
Practiced hats ang ginagawa natin duong mga activities kapagka medyo slow
learners mabagal pumick-up, dinadalian na lang natin ung given pati ung
mga activities nila medyo konti lang ung items hindi tulad duon sa mga
nasa Academics. So, ganun talaga mga bata yan iba-iba ung potentials
yan, iba-iba ung mga natutunan nyan mga nakaraan
Respondent 1: 40 - 40 (0)

Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day
naman talaga yun eh… so, pagMonday alam mo naman ung mga bata
nakaset ang mga mind nila na, ay… si Mam magdidiscuss, minsan naman
may mga time na talagang tinatapat ko ang assessment ay Monday kung
ang lesson namin ay napakahirap para merong time ung mga bata na
magreview ng week ends
Respondent 1: 66 - 66 (0)

So, ang ginagawa po natin dyan lalo na paghindi naintindihan ng bata nag
isang lesson, usually kasi ang error o nahihirapan ang mga bata kapagka
ung sa signed numbers so, lalo na ung sa TVL ang ginagawa ko,
binibigyan ko sila ng, alam mo ung window card. Yung window cards di ba
mga numbers lang yun? Lalagyan natin ng signs, so, para malpractice
ung mga bata ng rules ng signed numbers tapos minsan naman kapagka
ung lesson ay napakahirap ang ginagawa natin pinapadali natin ng konti
ung approach tapos binibigyan natin sila ng maraming reinforcements, so,
bigyan ng maraming items for assisgnment dun sila nagagalit sakin eh.,
kapagkanagpapaAssignment ako talagang madami. Marami akong
magbigay ng assignment para masnapapractice nila sa bahay ung lesson
na naturo.
Respondent 1: 68 - 68 (0)

As a Math teacher, pagnaglelesson kasi kami kailangan bawal ang

maingay, bawal ung may papansin ba, so pagnagstart ung klase ko at
pagmay maingay, hinihinto ko talaga ang discussion. Inaaproach ko ung
bata. Tinatawag ko ba, oh anon a naman ang problema mo? Mga ganun.
Tapos, mga ilang buwan lang naman yun eh., tapos pagdating na ng
sunod-sunod na araw alam na nila ung rule, so, smooth na ung discussion
wala na ung papansin ba
Respondent 1: 71 - 71 (0)

Kung kasama yung public at private ko, 4. Pang 4 th year ngayon. So kung
sa pagdating sa pagtuturo ng senior high school, pagkatinignan kasi natin
yung curriculum guide, tapos kinompare natin sya sa napagaralan natin
dati, eto ay napagaralan na natin nung panahon na kolehiyo tayo. Tapos
ngayon, ituturo natin sya sa highschool level lang, that’s why nagkaroon
din ng adjustment, though may comparison, wala na tayong magagawa
kundi iadjust natin yung trabaho natin don sa level lang ng high school
students natin. Though mahirap, kailangan nating magadjust para sa mga
bata. Kasi eto yung linya na natin e. Eto yung propesyon na natin e. Pero
at the end of the day naman, masaya talaga e. Masaya sa senior high
school. Sa kin kasi, mas yung alam kong makakaadjust ako sa alam kong
binata’t dalaga na yung mga bata, parang yung di ko kayang iadjust yung
sarili ko sa mas bata parang yung grade 7, grade 8, yung masyadong
 215

maliliit. Kaya kong magadjust pero mahihirapan akong magadjust

masyado. Not like sa senior high school, madali na lang kasi matured na
yung mga bata, pagkapinagsabihan mo, madali na ring sumusunod,
pagkapinrealize mo yung dapat nilang gawin, di ka naman
madidisappoint. O kaya naman kung may disappointment man, maliit
lang. Konting level lang, ganyan.
Respondent 2: 30 - 30 (0)

Pagkakasi nagtuturo ako, strikto ako, kasi siguro yun yung nasaranasan
ko nung ako ay elementary tsaka highschool tsaka sa college. Kaya
ngayon, since alam naman natin yung disiplina ng mga bata, noon tsaka
bata ngayon, pagdating sa classroom, strikta ako, in the sense na, pag
naglelesson ako, gusto ko ako lang nagsasalita. Kasi ayoko ng sabayan,
para pagkatinanong ko sila, ng ibahin ko man ang given, ganon par in
yung topic, masasagot nila. Tapos pag dating sa evaluation, tsaka
assessment, medyo mahigpit din ako, medyo mahigpit din ako kasi ayoko
ng dikit dikit sila, though sa activities maluwag ako sa pagpapaactivity,
inaallow ko sila magtanungan, group work, pag dating sa quizzes at exam
mahigpit din ako. Kasi gusto ko silang maging independent. Ayokong lagi
silang dumedepende sa katabi nila. Lagi kong sinasabi sa kanila na
pagkakinopya nyo ngayon yan, ipaulit ko yan mamaya pagkatapos lang
ng ilang minuto, kinopya mo lang yan without understanding, di mo sya
mauulit. That’s why, kapag ka-quizzes, gusto ko independent sila. Kahit
anong mangyari, may score man sila o wala, at least, kahit yung disiplina
man lang, mainstill ko sa kanila.
Respondent 2: 32 - 32 (0)

Pag dating sa mathematics, maraming intervention po dapat yung

ginagawa bilang isang guro. Sa kin, ang ginagawa kong mga intervention,
sometimes kapagkadi nila nakukuha ng ayos yung target scores nila,
nagpaparemedial ako with different give, na alam ko sa bata na kaya nya
yon. Kasi minsan, kapag ka-nagpaparemedial yung bata mauutak,
tinatanong na nila kung anong binigay ko sa klase, kaya sa remedial
minsan matataasan pa nila yung talagang nasa klase, so kailangan,
iadjust ko. Individual. Maglalaan ako ng time, kaya lang sacrifice na
naman yon for the side of the teacher. Kaya lang no choice. Iyon po.
Tapos, kapagka di na talaga kaya ng written, sometimes nagpapaoral na
lang ako, yung pinakabasic na lang. hindi ko na dadalin don sa
pinakamahirap. Kaya talagang parang differentiated na lang talaga sila e.
ganon. Hindi, applicable sa lahat yung binibigay natin sa klase. Kaya
adjust adjust, minomodify.
Respondent 2: 41 - 41 (0)

ay nako mahirap ata. Siguro naman from my 6 years of teaching

mathematics, from grade 8, grade 10, 11, wala naming math sa grade 12,
based on the feedbacks of the students naman, at nakikita ko naman sa
mukha nila na pag pumapasok ako sa classroom, masaya naman sila,
pero minsan nanghihingi ng rest day, nakikita ko naman na effective ako
bilang math teacher kasi, sabi ng ilan sa kanila di ganon katas grade nila
dati, di ko alam kung mataas lang talaga ako magbigay ng grade, o
talagang nagimprove nga sila o late bloomer lang yung mga bata, iba iba
kasi yung reason, pero sa feedback nga nila, sabi nila, ganon pala yung
 216

math, may mga topics pala na madadali lang, na hindi nila inaakala. So
siguro, isa talaga sa factor ng progress ng bata sa kahit anong subject ay
yung teacher. Yun talaga. Di ko naman sinabi na magaling na magaling
ako, pero kahit papaano naman, may napapatuto ako sa kanila.
Respondent 2: 43 - 43 (0)

Siguro yung nakaraan po sir, yung may yung may tinatalay ako sa kanila
na stat, kung saan binigay ko yung mismong data ang tanong ko sa
kanila, pabaligtad, paano nakuha yung mga values na yon, mga figures na
yon
Respondent 2: 50 - 50 (0)

Na ang ineexpect ko, isang sagot lang. kaya lang ang nangyari don sa
isang strand na yon, naka3 o 4 na sagot sila kung paano na-achieve yung
ganong figures na kung saan, nung chineck ko, okay. So doon,
napatunayan ko na marami ngang solusyon sa isang problem. Na di mo
lang dapat i-honour kung anong nabasa mo sa libro, kung ano lang alam
mo. Tapos, ayon natuwa sila, sabi ko alam nyo kayo lang yung nakapag-
sa tatlong taon kong pagtuturo ng stat – kayo yung may pinakamaraming
way para masolve yon. Ayon yung isa sa mga most interesting
experiences sa pagtuturo ng math. Tapos i-hononour ko naman yon. Di
naman natin pwedeng sabihin na mali yon, eto lang yung tama, as long as
naapply sya sa lahat.
Respondent 2: 50 - 50 (0)

Siguro sa curriculum na lang. For example, meron sa senior high school

na academic track tsaka technical sa nga naming ng ibang teachers,
kunwari sa SMAW, yung Gen Math. Kasi kung susundin talaga natin yung
curriculum guide at ituturo natin sa mga SMAW students, parang solve for
X, solve for ganyan, parang ipainstill sa kanila na dapat matutunan nila
yung mga concepts na yon. Bakit di na lang gawin sa curriculum, guide,
napaguusapan lang po, iallign na lang yung cg ng math sa specific strand
na yon. Kaya nga sila nagtechnical vocational e, para after senior high
school, ready for work na, kumbaga medyo ibaba yung level or ilinya
talaga, kasi yung interest ng bata, bakit ba magsolve pa kami ng ganyan,
logarithm logarithm, kung maghihinang lang naman kami ng bakal. Parang
ganong simpleng biro pero may laman. Pero sabi nga naming, wala
tayong magagawa kundi sumunod sa nakakataas. Tapos ayon siguro sa
mga bata, yung mga experiences ko bilang teacher, hilaw pa rin talaga
yung mga bata. Siguro iba iba yung mga factors, pumasa sila, ayan alam
na natin sa totoong buhay. Pero sana medyo mahasa pa lalo. Hindi lang
yung mga bata na nagmumula sa first section, sa SSC, sana lahat. Para
habang tumatagal, mas lumalawak yung natutunan nila, hindi bumabalik
sa basic. Kasi kapag bumabalik sa basic, di na lumalawak, hanggang
doon na lang.
Respondent 2: 53 - 53 (0)

Ngayon sir, sa lagay po ng mga classrooms dito sa Lamao, buong Limay,

siguro parang conducive for learning na talaga sya. Kasi in the aid of the
technology, yung mga pinamigay na Smart TV, medyo napakalma natin
yung mga bata, lalo na sa pagtuturo, di na sila nabobored na board and
 217

chalk lang, manila paper na matagal na nilang nakikita, elementary days,

junior high school days, sa senior high school medyo naiba. Kung may
gusto tayong ipapanood na short clips about the topic, kaya.
Nakakatulong po talaga. Kaya medyo mas magaan yung setup ng
classroom ngayon.
Respondent 2: 57 - 57 (0)

medyo bumaba yung ano ng students, then on another day, pinabayaan

ko sila, I discovered na kaya pala sila ganon is because, that’s their
learning style. So I am allowing students to do whatever they want to do,
for as long as they are capable of learning. So in other words, my typical
day with my students is very challenging because they are diverse.
Respondent 3: 6 - 6 (0)

Yes. Sometimes, I use to group them, according to their interest. For

example, using this playing a song, for those who are musically inclined or
for those having a kinesthetic intelligence, I used to let them interpret the
lesson using a dance or a jingle. For those who are inclined only through
mind, o yung mga written talaga, yung matatalino, I give them activities na
may puzzles, yon, so it depends.
Respondent 3: 10 - 10 (0)

As I mentioned, I depend my activities on the capability or intelligence of

the student. So, I make sure that the activities that I will be giving to them
fits their interest or intelligence. So for example, just like what I said
before, for those who are musically inclined, will give them the lesson and
in order for me to maipakita yung kanilang intelligence, don sa part na yon
sa pagiging musically inclined, I let them interpret that using music, for
those who have kinesthetic, pinapasayaw ko sila, I used to give them or
ask them to create a jingle.
Respondent 3: 18 - 18 (0)

Kasi po di na po bago yung intervention kasi I always used to have

interventions or intervention activities sa klase. But ilan lang naman po
yung inaano ko po. Kaya ditto po pumapasok yung differentiated
instruction po. Kung saan yung slow learners, binibigyan ko po ng other
set of activities, para makacope up po sila sa lesson and for those who,
para di po boring yung matatalino, sabihin na po nating fast learners, I
give them enrichment activities. Yung medyo higher level na. na kung sa
gayon po kahit papaano may mastery na po yung nasa lower class po ng
klase. So, iyon po yung intervention na ginagawa ko po. The differentiated
instruction.
Respondent 3: 26 - 26 (0)

Ako yung teacher na hindi naman knowledge based. I’m not a knowledge
based teacher. I am a teacher who use to create intervention to apply
those knowledges. Kasi di matututo ang bata kung ituturo mo lang, what is
x. di sila matututo ng ganon. I use to think of some ways na yung
competency na binigay ng deped e maiaapply ko sya sa daily life. Yun po.
Respondent 3: 29 - 29 (0)
 218

Ayon po. Naexperience ko po ditto na pagpa – sa prob and stat – na

magpagameshow. Naging artista po yung mga bata. Kasi po probability,
medyo related po sya sa gameshows kase. So, choices, chances, and
they were able to create such good gameshow and at the same time
narealize po nila na probability is like this. Na the lesson in probability is
the lesson in life, di lang po yung mismong topic ng probability na mutually
exclusive na natutunan. And also the probability will depend on the
choices. Di lang po nila natatandaan na pag mutually exclusive iaadd to.
Ay dapat pala pag probability, marunong ka dapat mamili. Na ganito pala
dapat gagawin mo, kasi pag ganto ginawa mo, sasablay ka. Yun po.
Respondent 3: 31 - 31 (0)

iguro yung interesting experience ko po yung isang lesson inabot po ng 4

na araw. Isang competency po. Specifically po, ang naalala ko pong topic
which is yung sa Business Math, sa Gen Math. Medyo nagtagal po kami
don. But, interesting sya kahit nagtagal, is because, nakita ko yung bata
na mismong mga students ayaw nilang magproceed sa susunod
hanggang di nila nakukuha yon – “Di po naming naintindihan, pwede pong
ulitin?” Yun po yung pinakana-ano na ko na, yung yung mga bat apala di
lang sila basta-bastang school bukol na basta pasok lang aalamin yung
lesson tapos na. naexperience ko po yon, actually po, SMAW po yun,
SMAW. Shielded Metal Arc Welding po na-anuhan ko po na yon. So, don
po ako naging interested talaga. Nagkaroon po ako ng interest sa mga
bata na hindi lang sa kanila sapat na maituro mo, ang mas gusto pa nila
yung anong behind that, gusto ko pa silang matutunan, gusto ko pa silang
mamaster. Ayaw naming magproceed ng di naming nakukuha to. Yun po.
Respondent 3: 34 - 34 (0)

usually, lagi akong nagpapalaro. Kasi pag nagpapalaro ako lagi, lagging
active yung mga bata e.
Respondent 4: 23 - 23 (0)

Tapos usually, board games, di pa rin mawawala. Syempre pag math,

mas maganda pag sila pa rin sasagot sa harap. Para agad mong makikita
kung sino yung master na, sino yung di pa master. Alam mo kung sinong
batang tutukan mo.
Respondent 4: 25 - 25 (0)

LEARNING ASSESSMENT\Teacher Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day
are considerate in assessing students naman talaga yun eh… so, pagMonday alam mo naman ung mga bata
nakaset ang mga mind nila na, ay… si Mam magdidiscuss, minsan naman
may mga time na talagang tinatapat ko ang assessment ay Monday kung
ang lesson namin ay napakahirap para merong time ung mga bata na
magreview ng week ends
Respondent 1: 66 - 66 (0)

Oo, hindi kaya ng katawan, kaya hindi naman sya nakakaperfect. Minsan
iintindihin mo na lang din
Respondent 1: 97 - 97 (0)

oo, kasi makikita mo naman kung sino talagang willing mag-aral at hindi.
 219

Ung iba nga wala na ngang ginagawa, suportado ng mga magulang, labis-
labis ung baon pero tamad na tamad mag-aral, so, sya naman kahit may
financial problem, family problem makikita mo pa din na pumapasok, so,
binibigyan nating ng konting consideration ung mga ganung bagay
Respondent 1: 99 - 99 (0)

Wait. Napaisip ako dito ah. Yung minor lang po siguro. Since 7:30 po
klase naming, though di sya related, but I see it as a challenge. May mga
bata na papasok ako ng 7:30 ang nasa classroom lang 10 out of 35
students ng SMAW. That gives me a challenge, 4 days na nga lang yung
math, 1 hour lang, then 10 lang papasok. Papasok po sila mga 8 na po,
because yung lifestyle po nila na nagtatrabaho po sa madaling araw. And
I understand that, siguro po, ang ginawa ko po, is, medyo naging masama
po ako. nagpaDTR po kasi ako nung time na yon, na kailangan 7:30, na
pagnalate, pupuntahan sa bahay. Ayon ngaman po, naging effective
naman po sya, pumapasok na po sila, kahit natutulog sa klase po yung
bata, pinilit po nilang pumasok, just to comply with the DTR. Na kelangan
nakalogin po ng 7:30 at nakalogout po ng 8:30 may pirma ko rin po. Di sya
in terms of teaching mathematics, in terms of disciplining the students
naman.
Respondent 3: 39 - 39 (0)

Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate,

pero di naman po lahat, iba po talaga tinatamad lang pumasok ng ganong
oras. But most of them, ang nalelate is yong nagtatrabaho, nagdadagat ng
2:00. Cause I interview them po kung bakit yon nangyayari. Nagdadagat
ng 2:00 tapos uuwi po ng 5 ng madaling araw. So pagod po sila. Yun po.
Respondent 3: 41 - 41 (0)

Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga

po siya pahinga e. kelangan po nilang magprepare pa talaga for school.
Kaya po ang sinuggest ko rin po, wag akong ilagay sa 7:30 kase ang hirap
naman non. Subject na na mahirap ilalagay pa sa mga unang una.
Respondent 3: 43 - 43 (0)

es, ayon ang isa ko nga pong, ang senior high po dito, they are requesting
po. Ang mostly na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12
po di na po sila masyadong nalelate po. Napansin ko rin po nung hindi ko
na sila hawak. Ewan ko po di na po kasi ako pang7:30 ng grade 12.
Ngayon po, ang suggestion po nila, magshifting po, for the sake na, for
teachers ano na rin po, and at the same time, yung mga students po na
gusto magtrabaho after class or before class e makapagtrabaho and at
the same time, maging mahaba haba po yung pahinga nila.
Makakapagconcentrate. Kasi big factor din po kasi sa learning yung
fatigue. So, yun po. And I’m in favor of that adjustment of schedule po.
Respondent 3: 45 - 45 (0)

usually mga bata naman na naencounter nga naming ay yung hindi

pumapasok. Kasi pag tinanong mo naman, ang lagi nilang sinasabi,
nagtatrabaho, lumalaot, kasi kabuhayan nga nila. So syempre bibigyan
natin ng pagkakataon yung bata, yung mga kabuhayan nila dito, yun lang
talaga. Tapos minsan bread winner sila, sila talaga nagtatrabaho. So yun,
binibigyan lang naming ng chances. Many chances.
 220

Respondent 4: 48 - 48 (0)

Tapos parang magtatanong siya na parang nakakaloko lang tapos gusto

nya uulitin mo. Parang iyong yung nakakachallenge. Naexperience ko yon
before sa dati kong school, kaya sabi ko nga sayo, before talaga para pa
kong medyo dragon. Pero nung naexperience ko sya dito. Meron pa rin e.
Ano pinilit ko pa rin talaga anong, sabi ko nga di ko dapat patulan, kasi
mga bata yan. Tong ginawa ko na lang din yon, instead na parang
mapagsalitaan ko rin yung bata, talagang pinilit kong icompose yung sarili
ko. Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna
mo kasi yung galit mo, navideohan ka lang na nagagalit ka, nakapagbato
ka man dyan ng ano, talo ka e. Pag may mga ganong bata akong
nakikitang nakakachallenge talaga sila. Nagpapause ako sa discussion,
medyo tatry ko munang huminga ng konti. Magbibigay ako ng example
tapos tatawagin ko sa labas yung bata. Kaya yung mga bata,
pagkatinawag ko yung bata, “huuuyyy” ganyan, “halaaaa” kasi alam nilang
ilalabas ko which is I think alam ko mas effective. Kesa durugin mo yung
bata sa klase. Kasi yung mga ganong bata, minsan sila lang talaga yung
kulang sa attention.
Respondent 5: 54 - 54 (0)

LEARNING ASSESSMENT\Teachers Oo yun yung maganda. Kasi may tawag don. Nung highschool kami,
Adjust to the Unique Needs of Students ilalagay mo lang sa iisang section 1 tapos isusunod mo sa section 2 yung
(3) susunod na mataas. Para maidentifiy mo kung sino talaga yung tututukan
mo. Kapag higher, na pwede ka ng mataas yung way mo ng pagtuturo. So
may tawag don. Parang homo and hetero.
Respondent 4: 70 - 70 (0)

kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat,

yung kayang maiintindihan ng mahinang mahinang estudyante, yung
makukuha nya agad yung lesson. Ay mahirap talaga yung sa part na
ganon.
Respondent 4: 76 - 76 (0)

Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli

sya, ang nangyayari, yung period nyo na intended ng discussion,
supposedly, competency nila ngayon, nauubos sya sa review, kailangan
mong ireview yung mga terms, yung review mo yung mga nadiscuss mo
sa kanila when they where in junior high school, kasi they will be needing
that in the present topic.
Respondent 5: 13 - 13 (0)

SH: Ako ang naging practice ko talaga, kapag Monday, usually nagstart
ako ng bagong lesson. Ang naging problem ko nga, sabi ko kanina, kapag
diniscuss ko sya at dadaanan sya ng weekends, Monday kelangan ko ulit
syang ibonggang recall – kapag nalipasan pa ng weekends. Pag nag
paquiz ako ng Monday, feeling ko ha, lalo for the TVL, hindi pa rin sila,
yung sasabihin mong magrereview over the weekend. Mas okay sa kanila
yung fresh sa kanila yung topic. Let’s say yesterday lang yung topic, tapos
ngayon ka magpapaquiz, so ang ginagawa ko, ang introduction,
nagtatagal ang introduction, kasi 4 hours lang tayo sa senior high school,
kung kakayanin na matapos yung discussion pati examples the following
day, discussion as well as activities pati performance task, tapos
evaluation, talagang sinisingit ko sya within the week. Kung
 221

makakapagintroduce man ako ng topic on the forth day, at least the

following week, follow up na lang, continuation ng discussion, at least
konting review, tapos bagong topic ulit. Ganon sya.
Respondent 5: 33 - 33 (0)

Totoo naman, pag di mo kasi major di ba, effort ka at the same time
machachallenge ka rin na aralin pa rin ulit yung mga topics na yon na
bago sayo, unlike nung andon ka sa comfort zone mo na math. Tsaka
pagkaandon ka sa mga bata, nakikita nila, kaya nageenjoy ako bilang
math teacher.
Respondent 5: 45 - 45 (0)

Ayan, coaching. Kasama na rin yon, halimabwa observations, ganyan,

sometimes nagoobserve na rin ako sa kanila, o yung lesson plan nila
chinecheck. Pati sa mga construction ng test. Ganon.
Respondent 6: 22 - 22 (0)

yung bata ano, anxiety na yung naibibigay mo sa kanila. So, hanggat

maaari, pleasant tignan yung klase, magaan yung klase. Para di nila isipin
na, ang hirap hirap ng subject, ang hirap hirap pa ng teacher. Ganon.
Para kahit papaano, pagtyagaan nila. Kasi yung mga bata ngayon, hindi
mo na pwedeng sindakin e. Di sila kagaya nung araw na, nung unang
patuturo ko, medyo nasisindak mo pa yung mga bata, pero ngayon, since
ang senior high school ay mga dalaga’t binate na, ayaw na nila ng
napapahiya. So hanggat maaari, relaxed na yung klase. Para yung
pagtuturo mo rin, pinagtyatyagaan nila kahit mahirap. Nagtatanim kasi sila
ng ano, ng sama ng loob, kapag napapahiya.
Respondent 6: 41 - 41 (0)

Message ko sa mga teacher din. Siguro ang message ko lang para sa iba
pang Math teachers. Komplikado na para sa mga iniisip ng bata yung
subject natin na Math. So wag na natin syang masyadong pakomplikahin,
so maging pleasant tayong tignan, approachable, magaan ang classroom
setting, kasi totoo naman na mahirap ang Math. Pero tayo mismo ang
dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa tyaga.
Respondent 6: 55 - 55 (0)

ENHANCEMENT AND Oo yun yung maganda. Kasi may tawag don. Nung highschool kami,
INTERVENTION ACTIVITIES\ ilalagay mo lang sa iisang section 1 tapos isusunod mo sa section 2 yung
Teachers Adjust to the Unique Needs susunod na mataas. Para maidentifiy mo kung sino talaga yung tututukan
of Students (2) mo. Kapag higher, na pwede ka ng mataas yung way mo ng pagtuturo. So
may tawag don. Parang homo and hetero.
Respondent 4: 70 - 70 (0)

kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat,

yung kayang maiintindihan ng mahinang mahinang estudyante, yung
makukuha nya agad yung lesson. Ay mahirap talaga yung sa part na
ganon.
Respondent 4: 76 - 76 (0)

Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli

sya, ang nangyayari, yung period nyo na intended ng discussion,
 222

supposedly, competency nila ngayon, nauubos sya sa review, kailangan

mong ireview yung mga terms, yung review mo yung mga nadiscuss mo
sa kanila when they where in junior high school, kasi they will be needing
that in the present topic.
Respondent 5: 13 - 13 (0)

SH: Ako ang naging practice ko talaga, kapag Monday, usually nagstart
ako ng bagong lesson. Ang naging problem ko nga, sabi ko kanina, kapag
diniscuss ko sya at dadaanan sya ng weekends, Monday kelangan ko ulit
syang ibonggang recall – kapag nalipasan pa ng weekends. Pag nag
paquiz ako ng Monday, feeling ko ha, lalo for the TVL, hindi pa rin sila,
yung sasabihin mong magrereview over the weekend. Mas okay sa kanila
yung fresh sa kanila yung topic. Let’s say yesterday lang yung topic, tapos
ngayon ka magpapaquiz, so ang ginagawa ko, ang introduction,
nagtatagal ang introduction, kasi 4 hours lang tayo sa senior high school,
kung kakayanin na matapos yung discussion pati examples the following
day, discussion as well as activities pati performance task, tapos
evaluation, talagang sinisingit ko sya within the week. Kung
makakapagintroduce man ako ng topic on the forth day, at least the
following week, follow up na lang, continuation ng discussion, at least
konting review, tapos bagong topic ulit. Ganon sya.
Respondent 5: 33 - 33 (0)

Totoo naman, pag di mo kasi major di ba, effort ka at the same time
machachallenge ka rin na aralin pa rin ulit yung mga topics na yon na
bago sayo, unlike nung andon ka sa comfort zone mo na math. Tsaka
pagkaandon ka sa mga bata, nakikita nila, kaya nageenjoy ako bilang
math teacher.
Respondent 5: 45 - 45 (0)

Ayan, coaching. Kasama na rin yon, halimabwa observations, ganyan,

sometimes nagoobserve na rin ako sa kanila, o yung lesson plan nila
chinecheck. Pati sa mga construction ng test. Ganon.
Respondent 6: 22 - 22 (0)

yung bata ano, anxiety na yung naibibigay mo sa kanila. So, hanggat

maaari, pleasant tignan yung klase, magaan yung klase. Para di nila isipin
na, ang hirap hirap ng subject, ang hirap hirap pa ng teacher. Ganon.
Para kahit papaano, pagtyagaan nila. Kasi yung mga bata ngayon, hindi
mo na pwedeng sindakin e. Di sila kagaya nung araw na, nung unang
patuturo ko, medyo nasisindak mo pa yung mga bata, pero ngayon, since
ang senior high school ay mga dalaga’t binate na, ayaw na nila ng
napapahiya. So hanggat maaari, relaxed na yung klase. Para yung
pagtuturo mo rin, pinagtyatyagaan nila kahit mahirap. Nagtatanim kasi sila
ng ano, ng sama ng loob, kapag napapahiya.
Respondent 6: 41 - 41 (0)

Message ko sa mga teacher din. Siguro ang message ko lang para sa iba
pang Math teachers. Komplikado na para sa mga iniisip ng bata yung
subject natin na Math. So wag na natin syang masyadong pakomplikahin,
so maging pleasant tayong tignan, approachable, magaan ang classroom
 223

setting, kasi totoo naman na mahirap ang Math. Pero tayo mismo ang
dapat magpaintindi sa bata na, lahat ng bagay ay nakukuha sa tyaga.
Respondent 6: 55 - 55 (0)

ENHANCEMENT AND As a Math teacher, pagnaglelesson kasi kami kailangan bawal ang
INTERVENTION ACTIVITIES\ maingay, bawal ung may papansin ba, so pagnagstart ung klase ko at
Appropriate Dsiciplines are Given to pagmay maingay, hinihinto ko talaga ang discussion. Inaaproach ko ung
Students bata. Tinatawag ko ba, oh anon a naman ang problema mo? Mga ganun.
Tapos, mga ilang buwan lang naman yun eh., tapos pagdating na ng
sunod-sunod na araw alam na nila ung rule, so, smooth na ung discussion
wala na ung papansin ba
Respondent 1: 71 - 71 (0)

Oo, dapat naman kasi huwag mong hahayaan ung mga bata na
nagdidiscuss ka sila may sariling discussion sa likod. Dapat icall out mo
ung bata, sabihin mo sa kanya na talgang mali ung ginagawa nya kasi
naapektuhan din ung mga kaklase na gusting matuto
Respondent 1: 73 - 73 (0)

Siguro ung mga challenging experience naeexperience natin ito sa mga

bata na tamad mag-aral. Di baa ng hirap talagang, ang hirap ideal ang
bata na kapagnasa utak nya na ayaw nya talagang mag-aral, ung
napipilitan lang ba syang pumasok, tas, pagdating nya sa school
matutulog lang duon sa likod ng klase di ba. May maeexperience ka
talaga na bata na natutulog lang sa klase mo, so, ang ginagawa lang
duon, syempre gisingin mo, tapos tatanungin mo kung may problem aba
sya, bakit ganun ung attitude nya sa klase? ano bang nangyari? Syempre,
hindi naman ung papagalitan mo agad. Kasi kadalasan pinapagalitan na
nga sa bahay tas, papagalitan mo pa sa school ay di lalong
mamomroblema ung bata. So, kailangan para karing magulang sa kanila,
tatanungin mo kung bakit ganuon? Dapat pinapakita mo rin na concern ka
sa kanila
Respondent 1: 79 - 79 (0)

meron lang akong instance talaga, before pa yon, sa dati ko pang school
na, nagalit ako don sa particular na estudyante because, siguro dahil
nakikita ko na di sya di sya nakikinig ganon, tapos ang nangyari tapos
parang nagtanong sya, pinapaulit nya sa kin yung lesson.
Respondent 5: 42 - 42 (0)

ENHANCEMENT AND Madalas, usually sa mga, ung mga hindi nakakapasok, hindi nakakapasok
INTERVENTION ACTIVITIES\Students kasi may financial problem, tapos kaya pala natutulog sa klase mo, puyat
who are absent are noted and visited dahil nagtatrabaho. Ah… may part time job. Yun naman ang kadalasan
eh., nagpapart time sila
Respondent 1: 83 - 83 (0)

o, lalo na sa TVL, kasi nagaano pa daw sila eh., anong tawag dun?
Lumalaot. Nangingisda pa daw sila bago makapsok
Respondent 1: 85 - 85 (0)

Oo, halos taon-taon kayalang iba-iba ung cases, may taon na marami.
Maraming ganun ang sitwasyon. Meron naman na minimal lang
 224

Respondent 1: 87 - 87 (0)

Sa school meron pati sa mga bata. Iyon yung usual na nagiging problem
ng mga bata. Bakit ka nalelate, kase, ‘hinihintay pa pong magkatubig’,
ganyan, pero yung iba naman talagang late lang talaga sila.
Respondent 2: 11 - 11 (0)

Wait. Napaisip ako dito ah. Yung minor lang po siguro. Since 7:30 po
klase naming, though di sya related, but I see it as a challenge. May mga
bata na papasok ako ng 7:30 ang nasa classroom lang 10 out of 35
students ng SMAW. That gives me a challenge, 4 days na nga lang yung
math, 1 hour lang, then 10 lang papasok. Papasok po sila mga 8 na po,
because yung lifestyle po nila na nagtatrabaho po sa madaling araw. And
I understand that, siguro po, ang ginawa ko po, is, medyo naging masama
po ako. nagpaDTR po kasi ako nung time na yon, na kailangan 7:30, na
pagnalate, pupuntahan sa bahay. Ayon ngaman po, naging effective
naman po sya, pumapasok na po sila, kahit natutulog sa klase po yung
bata, pinilit po nilang pumasok, just to comply with the DTR. Na kelangan
nakalogin po ng 7:30 at nakalogout po ng 8:30 may pirma ko rin po. Di sya
in terms of teaching mathematics, in terms of disciplining the students
naman.
Respondent 3: 39 - 39 (0)

Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate,

pero di naman po lahat, iba po talaga tinatamad lang pumasok ng ganong
oras. But most of them, ang nalelate is yong nagtatrabaho, nagdadagat ng
2:00. Cause I interview them po kung bakit yon nangyayari. Nagdadagat
ng 2:00 tapos uuwi po ng 5 ng madaling araw. So pagod po sila. Yun po.
Respondent 3: 41 - 41 (0)

Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga

po siya pahinga e. kelangan po nilang magprepare pa talaga for school.
Kaya po ang sinuggest ko rin po, wag akong ilagay sa 7:30 kase ang hirap
naman non. Subject na na mahirap ilalagay pa sa mga unang una.
Respondent 3: 43 - 43 (0)

es, ayon ang isa ko nga pong, ang senior high po dito, they are requesting
po. Ang mostly na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12
po di na po sila masyadong nalelate po. Napansin ko rin po nung hindi ko
na sila hawak. Ewan ko po di na po kasi ako pang7:30 ng grade 12.
Ngayon po, ang suggestion po nila, magshifting po, for the sake na, for
teachers ano na rin po, and at the same time, yung mga students po na
gusto magtrabaho after class or before class e makapagtrabaho and at
the same time, maging mahaba haba po yung pahinga nila.
Makakapagconcentrate. Kasi big factor din po kasi sa learning yung
fatigue. So, yun po. And I’m in favor of that adjustment of schedule po.
Respondent 3: 45 - 45 (0)

Na kelangan po munang masatisfy yung physiological needs. Sabi nga po

nila, kapag gutom ang bata, di po makakaabsorb ng kahit ano yan. Yun po
ang isang reason.
Respondent 3: 47 - 47 (0)
 225

usually mga bata naman na naencounter nga naming ay yung hindi

pumapasok. Kasi pag tinanong mo naman, ang lagi nilang sinasabi,
nagtatrabaho, lumalaot, kasi kabuhayan nga nila. So syempre bibigyan
natin ng pagkakataon yung bata, yung mga kabuhayan nila dito, yun lang
talaga. Tapos minsan bread winner sila, sila talaga nagtatrabaho. So yun,
binibigyan lang naming ng chances. Many chances.
Respondent 4: 48 - 48 (0)

ENHANCEMENT AND Oo, Kung me prior knowledge kasi kung wala, syempre babaguhin mo na
INTERVENTION ACTIVITIES\ naman ung stratedgy mo na mukang magtatagal ako sa lesson na to, so
Necessary Interventions are Provided ano ang gagawin ko? Ang ginagawa ko pagtinuturo ang isang lesson
to Students nagsisimula muna ako sa simple na example tapos hanggang sa medyo
mahirap pero hindi ko naman, hindi naman sya lahat ung mahirap, sa
bagay dipende din nman sa mga estudyante yun kung naintindihan,
makikita mo naman sa itsura kung naiitindihan nila ung mga itinuturo mo
sa kanila
Respondent 1: 60 - 60 (0)

So, ang ginagawa po natin dyan lalo na paghindi naintindihan ng bata nag
isang lesson, usually kasi ang error o nahihirapan ang mga bata kapagka
ung sa signed numbers so, lalo na ung sa TVL ang ginagawa ko,
binibigyan ko sila ng, alam mo ung window card. Yung window cards di ba
mga numbers lang yun? Lalagyan natin ng signs, so, para malpractice
ung mga bata ng rules ng signed numbers tapos minsan naman kapagka
ung lesson ay napakahirap ang ginagawa natin pinapadali natin ng konti
ung approach tapos binibigyan natin sila ng maraming reinforcements, so,
bigyan ng maraming items for assisgnment dun sila nagagalit sakin eh.,
kapagkanagpapaAssignment ako talagang madami. Marami akong
magbigay ng assignment para masnapapractice nila sa bahay ung lesson
na naturo.
Respondent 1: 68 - 68 (0)

Pag dating sa mathematics, maraming intervention po dapat yung

ginagawa bilang isang guro. Sa kin, ang ginagawa kong mga intervention,
sometimes kapagkadi nila nakukuha ng ayos yung target scores nila,
nagpaparemedial ako with different give, na alam ko sa bata na kaya nya
yon. Kasi minsan, kapag ka-nagpaparemedial yung bata mauutak,
tinatanong na nila kung anong binigay ko sa klase, kaya sa remedial
minsan matataasan pa nila yung talagang nasa klase, so kailangan,
iadjust ko. Individual. Maglalaan ako ng time, kaya lang sacrifice na
naman yon for the side of the teacher. Kaya lang no choice. Iyon po.
Tapos, kapagka di na talaga kaya ng written, sometimes nagpapaoral na
lang ako, yung pinakabasic na lang. hindi ko na dadalin don sa
pinakamahirap. Kaya talagang parang differentiated na lang talaga sila e.
ganon. Hindi, applicable sa lahat yung binibigay natin sa klase. Kaya
adjust adjust, minomodify.
Respondent 2: 41 - 41 (0)

Kasi po di na po bago yung intervention kasi I always used to have

interventions or intervention activities sa klase. But ilan lang naman po
yung inaano ko po. Kaya ditto po pumapasok yung differentiated
instruction po. Kung saan yung slow learners, binibigyan ko po ng other
set of activities, para makacope up po sila sa lesson and for those who,
para di po boring yung matatalino, sabihin na po nating fast learners, I
give them enrichment activities. Yung medyo higher level na. na kung sa
 226

gayon po kahit papaano may mastery na po yung nasa lower class po ng

klase. So, iyon po yung intervention na ginagawa ko po. The differentiated
instruction.
Respondent 3: 26 - 26 (0)

Ako yung teacher na hindi naman knowledge based. I’m not a knowledge
based teacher. I am a teacher who use to create intervention to apply
those knowledges. Kasi di matututo ang bata kung ituturo mo lang, what is
x. di sila matututo ng ganon. I use to think of some ways na yung
competency na binigay ng deped e maiaapply ko sya sa daily life. Yun po.
Respondent 3: 29 - 29 (0)

Siguro yung interesting experience ko po yung isang lesson inabot po ng

4 na araw. Isang competency po. Specifically po, ang naalala ko pong
topic which is yung sa Business Math, sa Gen Math. Medyo nagtagal po
kami don. But, interesting sya kahit nagtagal, is because, nakita ko yung
bata na mismong mga students ayaw nilang magproceed sa susunod
hanggang di nila nakukuha yon – “Di po naming naintindihan, pwede pong
ulitin?” Yun po yung pinakana-ano na ko na, yung yung mga bat apala di
lang sila basta-bastang school bukol na basta pasok lang aalamin yung
lesson tapos na. naexperience ko po yon, actually po, SMAW po yun,
SMAW. Shielded Metal Arc Welding po na-anuhan ko po na yon. So, don
po ako naging interested talaga. Nagkaroon po ako ng interest sa mga
bata na hindi lang sa kanila sapat na maituro mo, ang mas gusto pa nila
yung anong behind that, gusto ko pa silang matutunan, gusto ko pa silang
mamaster. Ayaw naming magproceed ng di naming nakukuha to. Yun po.
Respondent 3: 34 - 34 (0)

So, ganon nga po sila. So iyon po yung naging ano. Interesting

experience po. Kaya I’m looking looking forward po na yung mga students
na experience ko po ganon din thinking.
Respondent 3: 36 - 36 (0)

Oo yun yung maganda. Kasi may tawag don. Nung highschool kami,
ilalagay mo lang sa iisang section 1 tapos isusunod mo sa section 2 yung
susunod na mataas. Para maidentifiy mo kung sino talaga yung tututukan
mo. Kapag higher, na pwede ka ng mataas yung way mo ng pagtuturo. So
may tawag don. Parang homo and hetero.
Respondent 4: 70 - 70 (0)

Yung usual na ginagawa ng karamihan. Remedial classes, tatawag sa

magulang lalo na kung ang problema lagi ay yung absent o laging
nalelate, pero kung ang problema naman ay, nandyan sya, nandyan yung
bata pero nahihirapan lang talagang sumunod sa lesson, remedial.
Remedial ganyan. May mga intervention kang ginagawa, halimbawa sa
school. Ganyan. SIM ganyan.
Respondent 6: 34 - 34 (0)

Siguro yung challenging sa mga batang ano talaga, hindi interested sa

Math. May mga estudyanteng ganyan, kahit di mahirap yung topic, para
sa kanila, mahirap na. Pero ang totoo non, di talaga sila sa topic
nahihirapan, nahihirapan sila, pag nabanggit na yung Math sa kanila. May
 227

estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng TV,

sya pa ang magcoconnect nglaptop ko don sa TV. Pero after na nyang
gawin yon, makikita mo yon sa isang sulok. Tahimik, di na sya nagsasalita
the whole class. Tapos pag yari na kong maglesson, ano na uli sya,
masigla na uli sya, sya na ulit yung magtatanggal ng tv, siya pa
magdadala ng gamit ko papunta sa room ko. Ah, sa kanya, napansin ko
sa kanya na, ano e, tumanim na sa utak niya na mahirap yung Math. So,
kahit anong ibigay mong topic sa kanya, mahirap yon kasi Math yan. So,
inano ko sya, tinanong ko, “bakit ba ganyan ka,” –“kasi ma’am ang hirap
hirap naman ng tinuturo mo.” Sabi ko, “hindi ah, napakadali lang,” ganyan
ganyan. Tapos habang naguusap kami, dun ko lang naano, na, yung ano
nya na yon, nagsimula pa nung elementary siya. Nung elementary daw
sya, talagang nahihirapan sya, tapos yung teacher niya ay masungit. So,
nagsimula doon, hindi na, kapag Math na yung pinaguusapan, di na sya
interesdo. Kahit na pinapagaan mo yung lesson, hindi siya interesado kasi
nakatanim na sa utak nya. Siguro yun yung tinatawag na Math anxiety. So
iyon. Kahit papaano naman nabago naman nya yung thinking nya tungkol
doon.
Respondent 6: 53 - 53 (0)

ENHANCEMENT AND Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day
INTERVENTION ACTIVITIES\ naman talaga yun eh… so, pagMonday alam mo naman ung mga bata
Teacherspractice leniency and nakaset ang mga mind nila na, ay… si Mam magdidiscuss, minsan naman
consideration to students may mga time na talagang tinatapat ko ang assessment ay Monday kung
ang lesson namin ay napakahirap para merong time ung mga bata na
magreview ng week ends
Respondent 1: 66 - 66 (0)

Oo, hindi kaya ng katawan, kaya hindi naman sya nakakaperfect. Minsan
iintindihin mo na lang din
Respondent 1: 97 - 97 (0)

oo, kasi makikita mo naman kung sino talagang willing mag-aral at hindi.
Ung iba nga wala na ngang ginagawa, suportado ng mga magulang, labis-
labis ung baon pero tamad na tamad mag-aral, so, sya naman kahit may
financial problem, family problem makikita mo pa din na pumapasok, so,
binibigyan nating ng konting consideration ung mga ganung bagay
Respondent 1: 99 - 99 (0)

Wait. Napaisip ako dito ah. Yung minor lang po siguro. Since 7:30 po
klase naming, though di sya related, but I see it as a challenge. May mga
bata na papasok ako ng 7:30 ang nasa classroom lang 10 out of 35
students ng SMAW. That gives me a challenge, 4 days na nga lang yung
math, 1 hour lang, then 10 lang papasok. Papasok po sila mga 8 na po,
because yung lifestyle po nila na nagtatrabaho po sa madaling araw. And
I understand that, siguro po, ang ginawa ko po, is, medyo naging masama
po ako. nagpaDTR po kasi ako nung time na yon, na kailangan 7:30, na
pagnalate, pupuntahan sa bahay. Ayon ngaman po, naging effective
naman po sya, pumapasok na po sila, kahit natutulog sa klase po yung
bata, pinilit po nilang pumasok, just to comply with the DTR. Na kelangan
nakalogin po ng 7:30 at nakalogout po ng 8:30 may pirma ko rin po. Di sya
in terms of teaching mathematics, in terms of disciplining the students
naman.
Respondent 3: 39 - 39 (0)
 228

Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate,

pero di naman po lahat, iba po talaga tinatamad lang pumasok ng ganong
oras. But most of them, ang nalelate is yong nagtatrabaho, nagdadagat ng
2:00. Cause I interview them po kung bakit yon nangyayari. Nagdadagat
ng 2:00 tapos uuwi po ng 5 ng madaling araw. So pagod po sila. Yun po.
Respondent 3: 41 - 41 (0)

Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga

po siya pahinga e. kelangan po nilang magprepare pa talaga for school.
Kaya po ang sinuggest ko rin po, wag akong ilagay sa 7:30 kase ang hirap
naman non. Subject na na mahirap ilalagay pa sa mga unang una.
Respondent 3: 43 - 43 (0)

es, ayon ang isa ko nga pong, ang senior high po dito, they are requesting
po. Ang mostly na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12
po di na po sila masyadong nalelate po. Napansin ko rin po nung hindi ko
na sila hawak. Ewan ko po di na po kasi ako pang7:30 ng grade 12.
Ngayon po, ang suggestion po nila, magshifting po, for the sake na, for
teachers ano na rin po, and at the same time, yung mga students po na
gusto magtrabaho after class or before class e makapagtrabaho and at
the same time, maging mahaba haba po yung pahinga nila.
Makakapagconcentrate. Kasi big factor din po kasi sa learning yung
fatigue. So, yun po. And I’m in favor of that adjustment of schedule po.
Respondent 3: 45 - 45 (0)

usually mga bata naman na naencounter nga naming ay yung hindi

pumapasok. Kasi pag tinanong mo naman, ang lagi nilang sinasabi,
nagtatrabaho, lumalaot, kasi kabuhayan nga nila. So syempre bibigyan
natin ng pagkakataon yung bata, yung mga kabuhayan nila dito, yun lang
talaga. Tapos minsan bread winner sila, sila talaga nagtatrabaho. So yun,
binibigyan lang naming ng chances. Many chances.
Respondent 4: 48 - 48 (0)

Tapos parang magtatanong siya na parang nakakaloko lang tapos gusto

nya uulitin mo. Parang iyong yung nakakachallenge. Naexperience ko yon
before sa dati kong school, kaya sabi ko nga sayo, before talaga para pa
kong medyo dragon. Pero nung naexperience ko sya dito. Meron pa rin e.
Ano pinilit ko pa rin talaga anong, sabi ko nga di ko dapat patulan, kasi
mga bata yan. Tong ginawa ko na lang din yon, instead na parang
mapagsalitaan ko rin yung bata, talagang pinilit kong icompose yung sarili
ko. Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna
mo kasi yung galit mo, navideohan ka lang na nagagalit ka, nakapagbato
ka man dyan ng ano, talo ka e. Pag may mga ganong bata akong
nakikitang nakakachallenge talaga sila. Nagpapause ako sa discussion,
medyo tatry ko munang huminga ng konti. Magbibigay ako ng example
tapos tatawagin ko sa labas yung bata. Kaya yung mga bata,
pagkatinawag ko yung bata, “huuuyyy” ganyan, “halaaaa” kasi alam nilang
ilalabas ko which is I think alam ko mas effective. Kesa durugin mo yung
bata sa klase. Kasi yung mga ganong bata, minsan sila lang talaga yung
kulang sa attention.
Respondent 5: 54 - 54 (0)
 229

EXTRA WORK-RELATED ACTIVITIES I am handling Grade 11 students since I’m teaching Mathematics. Yung sa
BEYOND WORK HOURS\Teachers mga grade 11 yung handle, medyo matured na kasi yung mga bata, so
Created Deeper Connection to since yung edad ko naman ay medyo hindi na lalayo, sabihin na nating
Students (1) mga 10 years yung difference po, masaya naman, masaya naman
magturo ng mga bata sa Senior High School, kasi parang nagjajive,
nasasabayan ng teachers yung interest ng bata. Kaya nilang ibaba yung
level ng teaching, ay kayang ibaba ng level ng teacher nya sa mga bata.
That’s why nagiging di masyadong mabigat yunga araw-araw.
Respondent 2: 13 - 13 (0)

Para sa kin po sir ganon po. Kaya di sya burden. Parang nagtatrabaho ka
at the same time nageenjoy ka.
Respondent 2: 15 - 15 (0)

Yung iba nga anon a e, medyo kalevel na, magugulat ka ’24 ka na pala,
25’, ganon.
Respondent 2: 17 - 17 (0)

Dito, as math teacher, normal lang. Wala namang pinagkaiba sa ibang

subject, siguro the way you, makitungo sa estudyante, parang iyon na
lang yung ano.
Respondent 4: 11 - 11 (0)

Usually ako, nagbibigay ako ng handouts. So yun yung inaano ko sa

kanila. Reviewhin nila yung hand outs. Pag nagreview na nila, don sila
lalapit sa kin, kung ano yung di nila naintindihan, don ko sila masyadong
tututukan.
Respondent 4: 50 - 50 (0)

Feeling ko ginagaya nila kung paano ko magsungit. Pero yung nandito na

ko at nakita ko yung totoong buhay, dati kasi nasa public school ako,
nakita ko na yung sa private school, nakita ko na yung buhay nila, yung
kapag naghohome visit, makikita mo talaga bakit sila ganon, di sila
nakakain, totoo pala. Kaya siguro nakaroon na rin ako ng, piniplit kong
tyagain na rin yung mga bata.
Respondent 5: 43 - 43 (0)

Kahit din sa mga grades nila for example, pag Nakita naman nila na
mababa, kung sakaling eto yung binigay mong grade sa kanila, alam nila
na wala silang masasabi sayo as a teacher. Kasi nakikita nila, wala rin
silang masasabi, ikaw as a teacher, pumapasok ka, nagtuturo ka sa
kanila, kaya nga ang sabi walang karapatang magbagsak ang teacher
kapag di pumapasok. Pero kapag pumapasok ka, plus nakikita rin ng bata
naaappreciate nila. Na meron pang mga TVL na meron pang mga TVL na
estudyante na SMAW na ganon na natutuwa sila. Pag teacher talaga
nakikita nila kasi siguro naghahanap din sila ng attention, plus discussion,
plus actually, mga kwentukwentuhan nila sa mga buhay nila.
Respondent 5: 47 - 47 (0)

Sa students naman sa klase, klase talaga kami. Yung typical student-

teacher relationship, so, pero pagkafree time naming, kapagkabreak time,
para lang din kaming friends. Nagkukwentuhan, nagbibiruan, pero kapag
 230

klase na, seryoso na kami.

Respondent 6: 5 - 5 (0)

Siguro yung challenging sa mga batang ano talaga, hindi interested sa

Math. May mga estudyanteng ganyan, kahit di mahirap yung topic, para
sa kanila, mahirap na. Pero ang totoo non, di talaga sila sa topic
nahihirapan, nahihirapan sila, pag nabanggit na yung Math sa kanila. May
estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng TV,
sya pa ang magcoconnect nglaptop ko don sa TV. Pero after na nyang
gawin yon, makikita mo yon sa isang sulok. Tahimik, di na sya nagsasalita
the whole class. Tapos pag yari na kong maglesson, ano na uli sya,
masigla na uli sya, sya na ulit yung magtatanggal ng tv, siya pa
magdadala ng gamit ko papunta sa room ko. Ah, sa kanya, napansin ko
sa kanya na, ano e, tumanim na sa utak niya na mahirap yung Math. So,
kahit anong ibigay mong topic sa kanya, mahirap yon kasi Math yan. So,
inano ko sya, tinanong ko, “bakit ba ganyan ka,” –“kasi ma’am ang hirap
hirap naman ng tinuturo mo.” Sabi ko, “hindi ah, napakadali lang,” ganyan
ganyan. Tapos habang naguusap kami, dun ko lang naano, na, yung ano
nya na yon, nagsimula pa nung elementary siya. Nung elementary daw
sya, talagang nahihirapan sya, tapos yung teacher niya ay masungit. So,
nagsimula doon, hindi na, kapag Math na yung pinaguusapan, di na sya
interesdo. Kahit na pinapagaan mo yung lesson, hindi siya interesado kasi
nakatanim na sa utak nya. Siguro yun yung tinatawag na Math anxiety. So
iyon. Kahit papaano naman nabago naman nya yung thinking nya tungkol
doon.
Respondent 6: 53 - 53 (0)

EXTRA WORK-RELATED ACTIVITIES As a Mathematics teacher, siguro ano, dahil di lang siguro math yung
BEYOND WORK HOURS\Provides tinuturo ko, minsan di mo maiiwasan yung mga bata kasi, let say lalapit
Extended Assistance to Students sila, let say Statistics yung tinuro, then they have this research subject.
outside teaching Hours Parang kailangan as a teacher, ano ka e, ano bang tamang term ditto,
lahat, di naman siguro dahil sa required ka, hinahanap sayo as a teacher
na, alam mo kung anuman yung itatanong nila sayo. Let’s say, for
example, statistics, stat teacher ka, pero dahil sa research nila na
ginagamit nila sa school si Stat, babalik sila sayo, minsan bibigyan mo sila
ng reference. Hindi don natatapos ang trabaho mo as a teacher. Parang
bukod don sa math teacher ka, tapos nagtatanong sila sayo. Tulad
kanina, merong mga estudyante na lumalapit sa kin, minsan yung oras mo
na magpapahinga ka, ang mangyayari lalapit sila sayo, minsan di mo
naman mahindian ang mga bata, lalo pag nakikita mo naman na
nahihirapan, dahil nga wala rin siguro sila, given nga na kami yung
nilalapitan na statistics teacher nila, kasi binabalikan nila yung
competency na dapat na nadiscuss na sa kanila o alam na nila before kas
inga nasa stat nila na subject yon dati last sem pa. So, iyon, yung buhay
ko as a math teacher, di lang as a math teacher kasi, yun nga, nagtuturo
ka, tapos during your free time, meron ka pang ibang mga tasks, tapos
bukod don may iba pang activities na ineexpect na magagawa mo. So di
mo mamamalayan na yung maghapon lumilipas na sobrang dami. Loaded
talaga yung ginagawa.
Respondent 5: 22 - 22 (0)

Kasi ako before, sobrang idealistic ko pa. Inuuwi ko pa lahat ng trabaho

ko. Kasi gusto ko matatapos ko talaga sya lahat on time. Ngayon, lalo
 231

nung ano na, lalo nung nagkababy na ko, naisip ko, kapag sa school, sa
school lang, kapag sa bahay, sa family na lang. kasi ilang beses ko ng
niloko yung sarili ko. Inuuwi ko yung trabaho, hindi ko naman din
nagagawa. So ang nangyayari, nabibigatan lang ako so. Pinipilit ko talaga,
during my freetime, ginagawa ko lahat dito. Para pag dating ko sa bahay,
pahinga na lang din. Kaya ang nangyayari sa bahay, kapag may
ginagawa ako don, siguro yung mga download ng mga kailangan, o kung
may kailangan mang communication sa GC gagawin ko na lang. Kaya
pinipilit ko talagnang matapos lahat ng gagawin dito sa school para pag
dating ko sa bahay, nanay naman ako, asawa naman ako. Para balance
lang.
Respondent 5: 35 - 35 (0)

As a whole, para sa kin, experience naman, as a teacher pinipilit ko na

pababawin, kung anuman. Tinatry ko minsan, nanonood ako ng mga
video tutorials. Kasi sa mga video tutorials, may makukuha tayo na mga
techniques. Minsan yung mga nasa libro na techniques, malalim. So yung
ginagawa ko, nageexert talaga ako ng effort para mapanood, yung mas
madaling way, yung mas madaling approach para mas maintindihan yung
lesson. So yun siguro as a teacher, yun, tyinatyaga ko yung mga bata,
kasi nga ano, to the point minsan ang nangyayari nga lang, yung
competency minsan di naming namimeet. Kapapilit ko rin kasi minsan na
maintindihan muna nila. Kasi wala rin silbi na magjump ka sa susunod na
wala rin naiintindihan yung competency. Yun siguro lalo nung nagkaroon
na ko ng baby. Parang iba pa rin pala talaga pag naging nanay ka. Parang
imagining mo pagkapano kung anak mo yon – di makasunod sa lesson.
Ganon.
Respondent 5: 42 - 42 (0)

Feeling ko ginagaya nila kung paano ko magsungit. Pero yung nandito na

ko at nakita ko yung totoong buhay, dati kasi nasa public school ako,
nakita ko na yung sa private school, nakita ko na yung buhay nila, yung
kapag naghohome visit, makikita mo talaga bakit sila ganon, di sila
nakakain, totoo pala. Kaya siguro nakaroon na rin ako ng, piniplit kong
tyagain na rin yung mga bata.
Respondent 5: 43 - 43 (0)

Depende sa bata, may bata kasing willing magextend ng oras dito sa

school. Ako kasi kahit hanggang 5:00 ako dito sa school o mas matagal
pa sa 5:00 okay lang. So depende sa bata, kung gusto nyang iuwi,
pwedeng iuwi, basta ibabalik nya lang. Kung gusto nya magextend,
pwede naman ding magextend. Ngayon kung minor na problema lang, o
kung di naman sya problema, kelangan mo lang iboost yung learning,
enrichment lang, through social media, messenger, ganyan, group chat.
Respondent 6: 36 - 36 (0)

Siguro yung challenging sa mga batang ano talaga, hindi interested sa

Math. May mga estudyanteng ganyan, kahit di mahirap yung topic, para
sa kanila, mahirap na. Pero ang totoo non, di talaga sila sa topic
nahihirapan, nahihirapan sila, pag nabanggit na yung Math sa kanila. May
estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng TV,
sya pa ang magcoconnect nglaptop ko don sa TV. Pero after na nyang
 232

gawin yon, makikita mo yon sa isang sulok. Tahimik, di na sya nagsasalita

the whole class. Tapos pag yari na kong maglesson, ano na uli sya,
masigla na uli sya, sya na ulit yung magtatanggal ng tv, siya pa
magdadala ng gamit ko papunta sa room ko. Ah, sa kanya, napansin ko
sa kanya na, ano e, tumanim na sa utak niya na mahirap yung Math. So,
kahit anong ibigay mong topic sa kanya, mahirap yon kasi Math yan. So,
inano ko sya, tinanong ko, “bakit ba ganyan ka,” –“kasi ma’am ang hirap
hirap naman ng tinuturo mo.” Sabi ko, “hindi ah, napakadali lang,” ganyan
ganyan. Tapos habang naguusap kami, dun ko lang naano, na, yung ano
nya na yon, nagsimula pa nung elementary siya. Nung elementary daw
sya, talagang nahihirapan sya, tapos yung teacher niya ay masungit. So,
nagsimula doon, hindi na, kapag Math na yung pinaguusapan, di na sya
interesdo. Kahit na pinapagaan mo yung lesson, hindi siya interesado kasi
nakatanim na sa utak nya. Siguro yun yung tinatawag na Math anxiety. So
iyon. Kahit papaano naman nabago naman nya yung thinking nya tungkol
doon.
Respondent 6: 53 - 53 (0)

EXTRA WORK-RELATED ACTIVITIES Ah., sa ano, sa EIM kasi, kasi kapagkafirst subject mo sila nakakamusta
BEYOND WORK HOURS\Provides mo ba sila, kasi hindi ka pa pagod nun eh., may energy ka pa para
Guidance and Assistance to At-Risk makipag anuhan, makipagkwentuhan. So, sa EIM mayroon dun isang
Studens estudyante na panay natutulog sa klase, panay puyat, akala mo nakaano?
Tinanong ko siya bakit siya natutulog, ayun nga sabi nya nangingisda pa
daw sila bago siya pumasok kasi kailangan pa daw nya ng pamasahe,
kasi nakikitira lang sya eh., hindi sya nakatira sa mga magulang nya
Respondent 1: 89 - 89 (0)

EXTRA WORK-RELATED ACTIVITIES Lalo na yung reports na kailangang ipasa. Yun kasi yung mga di
BEYOND WORK HOURS\Experiences kailangang, di dapat magintay, kasi pag sinabing urgent ipapapasa,
Difficulties in Performing Extra ipapapasa. Kaya wala kang choice kundi gawin din. Kaya nga yun din
Teaching Load yung inoopen naming na sana, lalo na pag after classhours na, ma-
minimize sana yung ganon. Yung mga reports na kailangang ipasa ng
teachers na supposedly intended na sana na magpahinga yung teacher
sa bahay. Syempre pag tunog ng tunog yung gc, syempre, ma-aano ka
rin, ano yung mga kailangang ipasa, ano yung mga kailangang gawin.
Respondent 5: 37 - 37 (0)

Kung pwede sana na may isang gagawa na lang noh. Para lahat lahat ng
reports doon na lnag, para focus lang tayo sa school, sa mga bata.
Respondent 5: 39 - 39 (0)

OTHER TEACHER EXPERIENCES\ Yung pag6 AM ko naman kasi mga ABM students yun e… So, maayos
Positive and Negative Behaviors are naman ang flow ng discussion pati yung attitude
Experienced with Students\Students Respondent 1: 18 - 18 (0)
Behavior are Good

oh., kasi yung mga ABM students ko kasi na pangfirst subject ko na 6 AM

mga responsible. 6 AM naduon na talaga sila,
Respondent 1: 20 - 20 (0)

pero nung mga siguro mga isang buwan na… naayos na ung pagpasok
nila kasi inaabsent kapagka masyadong maraming late
Respondent 1: 32 - 32 (0)
 233

Sa pagtuturo ng Senior High School sa attitude medyo may ayos na sila

sa klase hindi na ung naghahabulan, nagtutulakan. Pagdating sa Senior
High Scool pagsinabi mong magiistart na tayo ng klase, mga nakaupo na
yan, nakikinig, tapos ang mga Senior High School kadalasan madali ng
turuan, alam na nila kasi ung mga foundation lalo na kapagka nasa
Academic track ka
Respondent 1: 50 - 50 (0)

Mula noong nagturo ako ng Senior High School medyo masdumali ung
daily routine, kasi alam mo ng makikinig sayo ung bata
Respondent 1: 54 - 54 (0)

There are some fast learners, every classroom is diverse talaga.

Respondent 3: 6 - 6 (0)

And also, there are also students na akala mo e di natututo, na

nagkukutkot lang ng kung anu-ano, but then again, magugulat ka na lang.
Kung anong tinuro mo, alam pala nila. And then one time, experimented to
stop them from doing that, keep quiet, do not do other things aside from
listening to me, but the result after I teach the lesson,
Respondent 3: 6 - 6 (0)

Ganyan, pero ang nakakatuwa doon, yung mga estudyanteng lalake na

ganoon, mukha lang silang nanloloko pero pagdating sa Math, okay sila.
Saka yung parang proud sila na pagdating sa Math, okay yung grades
nila. Kasi nakikita ko rin naman kasi, ewan ko kung observation ko lang,
yung mga batang lalake, mas ano sila, ano bang tamang term, interesado
sila, mas ano sila sa Math. Na etong mga batang to, mukha silang parang
wala lang sa classroom, pero pag pinaggawa mo sila ng Math related,
kaya nila. Saka nakikita mo rin sa kanila na nabooboost din yun
confidence nila kaya nila na yung ibang kaklase nila struggling din sa
subject. Pero sila, go sila.
Respondent 5: 50 - 50 (0)

OTHER TEACHER EXPERIENCES\ kaya lang minsan kapagka, hindi ka naman sa nagkukumpara pagsa-
Positive and Negative Behaviors are ibang strand ka na nagtuturo… medyo ang hirap, yung iba may attitude,
Experienced with Students\Students magulo sa klase, ayun.
Behavior are Bad Respondent 1: 18 - 18 (0)

Hindi sila ung tulad ng ibang section na late kasi last year ang first subject
ko o ang first class ko ay EIM.
Respondent 1: 20 - 20 (0)

Oo, TVL, ang nangyayare, bago kame, 6 AM kakalahati pa lang ang mga
estudyante pero
Respondent 1: 22 - 22 (0)

ung Gen Math, last sem. EIM alas siete na di-pa kumpleto yung
estudyante pero nagStart pa din kami ng mga 6:10 hindi na namin sila
hinihintay kasi 40 50 minutes lang kada isang session.
 234

Respondent 1: 28 - 28 (0)

Nasa 40, pero ung mga na una una lang naman ung laging kalahati
Respondent 1: 32 - 32 (0)

kaya lang parang anu din naman lagi naming may struggle, may
challenges araw-araw na kakaharapin, yun nga tulad ng sinabi ko, hindi
naman pare-parehas ang bata, so, ngayon naeenjoy naman na kasi halos
pare-parehas naman ang gagawin araw-araw ang iintindihin mon a lang
kung paano mo sya ituturo na maiintindihan ng bata
Respondent 1: 54 - 54 (0)

Mapait na mapait heheh! Hindi… Kasi… Aywan ko dahil siguro sa mga

gadgets na kinakahiligan ng mga bata ngayon wala na silang time mag-
aral. Masgusto nila ang maglaro kasera sa mag-aral, so, masmarami
ngayon ung mahina ung mahirap turuan
Respondent 1: 62 - 62 (0)

, so, usually pagfriday ako nagbibigay ng quiz kasi kadalasan may mga
Friday sickness yung mga bata, so, para nafoforce sila na pumasok ng
Friday
Respondent 1: 64 - 64 (0)

Siguro ung mga challenging experience naeexperience natin ito sa mga

bata na tamad mag-aral. Di baa ng hirap talagang, ang hirap ideal ang
bata na kapagnasa utak nya na ayaw nya talagang mag-aral, ung
napipilitan lang ba syang pumasok, tas, pagdating nya sa school
matutulog lang duon sa likod ng klase di ba. May maeexperience ka
talaga na bata na natutulog lang sa klase mo, so, ang ginagawa lang
duon, syempre gisingin mo, tapos tatanungin mo kung may problem aba
sya, bakit ganun ung attitude nya sa klase? ano bang nangyari? Syempre,
hindi naman ung papagalitan mo agad. Kasi kadalasan pinapagalitan na
nga sa bahay tas, papagalitan mo pa sa school ay di lalong
mamomroblema ung bata. So, kailangan para karing magulang sa kanila,
tatanungin mo kung bakit ganuon? Dapat pinapakita mo rin na concern ka
sa kanila
Respondent 1: 79 - 79 (0)

Ma’am, 7:30 ang start ng klase, pero ang sabi nyo nalelate ang mga bata,
bakit po kaya, dahil po ba malayo ang bahay nila sa school
Respondent 2: 8 - 8 (0)

Opo sir, swerte po. Kaya alam naman natin na yung mga bata, pag dating
sa technology, kuha agad natin yung attention nila. That’s why yung mga
teachers, tinetake advantage na yung ganon.
Respondent 2: 59 - 59 (0)

So may mga students na akala mo di interested yun pala, nakaupo lang

sila nakatingin, they are learning, may mga estudyante naman na sobrang
daldal,
 235

Respondent 3: 6 - 6 (0)

Pero most of the time, pag afternoon, nawawala ang studyante.

Respondent 4: 3 - 3 (0)

Yung magaling talaga sa Math. Meron kasi talagang mga bata na nakikita
mo na loloko-loko, sa TVL ganyan o yung ibang mga Acad naming
dito.Makikita mon a loloko loko lang talaga sya. Na parang makikita mo,
most of the time, minsan sumesegway ng gala, magCCR kuno.
Respondent 5: 50 - 50 (0)

OTHER TEACHER EXPERIENCES\ Oo, tayo ring mga teachers, aga-aga nating gumising. Lalo pa ako galing
Teachers Deal with Own Personal pa ako ng Orion. Kailangan 4 AM gising ka na. Magpeprepare ka na
Struggles papuntang school
Respondent 1: 34 - 34 (0)

So, ano sya. Nagtatravel ako most of the time, Jeep. Kaya lang ang
challenge talaga sa kin, medyo alanganin talaga yung place namin. Ang
nangyayari kasi, ang hirap ng sa transportation. Na nakikipagagawan ako
minsan sa jeep. Minsan pagsasakay, nakikipagunahan ako sa mga driver
– sa mga ibang pasahero. Kaya ayun nga, unlike kung andon sana ako sa
mas malapit. Tricycle – at least anytime andyan na yung tricycle.
Makakasakay ka. For the Jeep kapag dumaan iintayin mo lang sya. Kaya
minsan kapag kailangan kong mapunta ng maaga, kailangan ko minsan
magrent ng tricycle. Mas mahal. Kaya lang kasi, kung kailangan ko talaga
mapunta ng maaga, susugal ka na kahit magsacrifice ka ng particular
amount just for you to reach the school at the expected time.
Respondent 5: 31 - 31 (0)

OTHER TEACHER EXPERIENCES\ Kahit nakakasakit sa lalamunan, kasi ako halimbawa sa school, di na sya
Teachers Experience Physical bumalik for a month. Ganito na sya. Saka na mapagcheckup. Wala,
Tiredness namalat sya tapos di na sya ano. Kasi dirediretso yung discussions.
Respondent 5: 17 - 17 (0)

OTHER TEACHER EXPERIENCES\ Ah., ung sa rewarding naman kapagka, ako naman masnararamdaman ko
Teachers Experience Rich Positive pagRewarding kapagka ung mga slow learners, mga TVL di naman sa
Experiences lahat ng TVL slow learners, kapagnaiintindihan nila ung lesson kapag ung
bang nakaperfect duon sa activities lalo na sa quiz, minsan kasi talagang
nakakaperfect sila
Respondent 1: 42 - 42 (0)

OTHER TEACHER EXPERIENCES\ Pero yung rewarding naman, though sa lahat ng strands, kapagka nakikita
Teachers Experience Rich Positive mo na parang, natutuwa yung mga bata, nakikita mo sa performance nila
Experiences\Feeling of Rewarding na nageexcel sila, kunwari, nagpaexam ka written, tapos matataas yung
Satisfaction majority yun yung rewarding para sa teacher, tapos sasabihin nila, may
mga comment pa sila na, ‘ay ganon lang pala yon, Ma’am. Dati kasi e’,
parang ganon. So pag yung konting ganong comment lang ng bata,
parang ang laking impact na sa teacher. Yun din yung nakakaenjoy.
Tsaka lagi lang naming silang, ako lagi ko silang minomotivate na, para
pagkalumabas sila ngpaaralan, kung magkokolehiyo sila, hindi sila nag
tech-voc, hindi na sila mahihirapan, in that case kahit papaano, nagiging
enjoyable yung turning, naeenjoy ko rin yung nagiging output nila.
Respondent 2: 20 - 20 (0)

ay nako mahirap ata. Siguro naman from my 6 years of teaching

mathematics, from grade 8, grade 10, 11, wala naming math sa grade 12,
 236

based on the feedbacks of the students naman, at nakikita ko naman sa

mukha nila na pag pumapasok ako sa classroom, masaya naman sila,
pero minsan nanghihingi ng rest day, nakikita ko naman na effective ako
bilang math teacher kasi, sabi ng ilan sa kanila di ganon katas grade nila
dati, di ko alam kung mataas lang talaga ako magbigay ng grade, o
talagang nagimprove nga sila o late bloomer lang yung mga bata, iba iba
kasi yung reason, pero sa feedback nga nila, sabi nila, ganon pala yung
math, may mga topics pala na madadali lang, na hindi nila inaakala. So
siguro, isa talaga sa factor ng progress ng bata sa kahit anong subject ay
yung teacher. Yun talaga. Di ko naman sinabi na magaling na magaling
ako, pero kahit papaano naman, may napapatuto ako sa kanila.
Respondent 2: 43 - 43 (0)

Na ang ineexpect ko, isang sagot lang. kaya lang ang nangyari don sa
isang strand na yon, naka3 o 4 na sagot sila kung paano na-achieve yung
ganong figures na kung saan, nung chineck ko, okay. So doon,
napatunayan ko na marami ngang solusyon sa isang problem. Na di mo
lang dapat i-honour kung anong nabasa mo sa libro, kung ano lang alam
mo. Tapos, ayon natuwa sila, sabi ko alam nyo kayo lang yung nakapag-
sa tatlong taon kong pagtuturo ng stat – kayo yung may pinakamaraming
way para masolve yon. Ayon yung isa sa mga most interesting
experiences sa pagtuturo ng math. Tapos i-hononour ko naman yon. Di
naman natin pwedeng sabihin na mali yon, eto lang yung tama, as long as
naapply sya sa lahat.
Respondent 2: 50 - 50 (0)

Of course, the most rewarding thing that I can have as a teacher is they
can learn, not on that they, but they could be able adapt this learning even
if they have graduated, even if the other day, iba na ang lessons, still they
learn the na tinuro ko sa kanila
Respondent 3: 8 - 8 (0)

Satisfying? I am satisfied, not because of the salary of course, but I’m

satisfied with the experience that I am experiencing here when I’m
teaching Mathematics in Senior High School. Second is, I enjoy it, I enjoy
teaching students. I enjoy teaching them, to give them enough lessons,
not just lessons in Mathematics but also the integration of the
competencies in the daily life situations.
Respondent 3: 12 - 12 (0)

I think di naman nag babago yung satisfaction ko, di naman nagbabago

yung passion ko sa mga bata pagdating sa pagtuturo ko sa Math. So wala
naming pagbabago.
Respondent 3: 16 - 16 (0)

Ako, in teaching mathematics talaga, sobrang happy ko pagdating ng

second sem. Kasi ang item ko ay ABM – Math, in which ang nangyari,
based noong nakaraang sem, ang hinawakan ko ng first sem, Entrep,
siguro kasi cinonsider din nila yung isang preparation kasi may iba pa
kong task pero pero as a math major very fulfilling sa kin everytime
nagtuturo ako ng Math kasi namimiss ko sya.
Respondent 5: 11 - 11 (0)
 237

Pag dating naman po don sa enjoyable, enjoyable sya in such a way that,
di naman talaga natin maano sya, maano yung mga estudyante, they are
considering math as a major subject. Parang cinoconsider nila as major,
lalo na kapag nasa stem na klase ka. So, sa kin nageenjoy ako don, in
such a way that, kapag may mga bata na gusto nila yung subject, tapos
merong mahirap na topic, competency, tapos ang nangyayari, is
nagagawa naman yon ng mga bata, na thru the guidance of the teacher,
para sa kin, enjoyable yon and at the same time, fulfilling. Kapag nakikita
mo sa mukha nila na once nagdiscuss ka, at first parang hesitant sila sa
topic. Pero kapag nakikita mo na meron silang feeling of satisfaction don
sa naging explanation, don sa naging flow ng discussion, pag nakita mong
nagenjoy sila, at the same time nagenjoy na rin ako.
Respondent 5: 15 - 15 (0)

Siguro interesting in such a way that, nakikita ko yung mga, kung sino sa
mga bata yung innate yung Mathematics skill.
Respondent 5: 50 - 50 (0)

May time siguro na ganon, meron din na parang minsan di mo alam kung
talaga na natutuwa siguro sila kung nagets nila talaga. Parang rewarding
din yon sa part ng teacher. Sabi ko nga na di nagegets ng iba kung di ka
talaga into teaching siguro yung sinasabing fulfillment. Iba kasi tayo
pagteacher di ba. More on, bata, bata.
Respondent 5: 52 - 52 (0)

rewarding siguro pag nakikita mo yng result ng quizzes nila, ng activities

nila, matataas. Rewarding na yon para s akin.
Respondent 6: 14 - 14 (0)

OTHER TEACHER EXPERIENCES\ Habang tumatagal masdumadali syempre, naprepare mon a ung mga
Teachers Experience Rich Positive activities, nakikita mo na ung mga lesson na mahirap ipaintindi sa bata,
Experiences\Teachers Mastery in nakikita mo rin ung lesson na madali lang para sa mga bata, so ang
Teaching Math gagawin mo lang is irerevise mo na lang ung mga activities na nagawa mo
dati para masmaganda ung kalalabasan o result nung mga assessment
mo
Respondent 1: 56 - 56 (0)

Oo, Kung me prior knowledge kasi kung wala, syempre babaguhin mo na

naman ung stratedgy mo na mukang magtatagal ako sa lesson na to, so
ano ang gagawin ko? Ang ginagawa ko pagtinuturo ang isang lesson
nagsisimula muna ako sa simple na example tapos hanggang sa medyo
mahirap pero hindi ko naman, hindi naman sya lahat ung mahirap, sa
bagay dipende din nman sa mga estudyante yun kung naintindihan,
makikita mo naman sa itsura kung naiitindihan nila ung mga itinuturo mo
sa kanila
Respondent 1: 60 - 60 (0)

Siguro sa curriculum na lang. For example, meron sa senior high school

na academic track tsaka technical sa nga naming ng ibang teachers,
kunwari sa SMAW, yung Gen Math. Kasi kung susundin talaga natin yung
curriculum guide at ituturo natin sa mga SMAW students, parang solve for
X, solve for ganyan, parang ipainstill sa kanila na dapat matutunan nila
 238

yung mga concepts na yon. Bakit di na lang gawin sa curriculum, guide,

napaguusapan lang po, iallign na lang yung cg ng math sa specific strand
na yon. Kaya nga sila nagtechnical vocational e, para after senior high
school, ready for work na, kumbaga medyo ibaba yung level or ilinya
talaga, kasi yung interest ng bata, bakit ba magsolve pa kami ng ganyan,
logarithm logarithm, kung maghihinang lang naman kami ng bakal. Parang
ganong simpleng biro pero may laman. Pero sabi nga naming, wala
tayong magagawa kundi sumunod sa nakakataas. Tapos ayon siguro sa
mga bata, yung mga experiences ko bilang teacher, hilaw pa rin talaga
yung mga bata. Siguro iba iba yung mga factors, pumasa sila, ayan alam
na natin sa totoong buhay. Pero sana medyo mahasa pa lalo. Hindi lang
yung mga bata na nagmumula sa first section, sa SSC, sana lahat. Para
habang tumatagal, mas lumalawak yung natutunan nila, hindi bumabalik
sa basic. Kasi kapag bumabalik sa basic, di na lumalawak, hanggang
doon na lang.
Respondent 2: 53 - 53 (0)

OTHER TEACHER EXPERIENCES\ Noong nasa Mariveles kasi ako pangSecond shift naman ung klase ko
Teachers Experience Rich Positive kaya hindi ako msyadong nahihirapan sa pagtatravel. 10 o’clock. Alam ko
Experiences\Good Class Schedules 10 o’clock dati ung start ng klase namen nun, so sa Mariveles kahit
naman malayo masaya naman ang pagtuturo duon kasi ung mga bata
responsible
Respondent 1: 48 - 48 (0)

Usually pagkaMonday, Tuesday, Wednesday yun ung mga kadalasang

mga lesson. Talagang naglelesson, nagdidiscuss kasi may mga lesson na
isang araw lang dapat ituro pero inaabot kami ng tatlong araw so, tapos,
pagtading ng Friday, pagFriday usually ay quiz day namin
Respondent 1: 64 - 64 (0)

ero meron naman pong vacant hours yon in between. Pwedeng straight
ka ng 6 na oras, o 5 oras pero di naman po 6. Siguro po mga 5 hours a
day. Meron lang na nag6, nag5. Ganon.
Respondent 2: 37 - 37 (0)

OTHER TEACHER EXPERIENCES\ Ang pagkakaiba siguro kung naidedescribe ko sya, ayos naman kasi
Teachers Experience Rich Positive masgusto ko kasi ung numbers kesera sa mga English na mga subjects at
Experiences\Passion in Teaching Math saka masaya din naman magturo ng Mathematics lalo na
kapagnaiintindihan ng bata.
Respondent 1: 46 - 46 (0)

Siguro ang interesting experience lang naman kapag-ikaw ay guro ng

Math, ay ung kapagNapatuto mo yung bata, di ba fulfilling sa atin ung
lesson mo, tapos halot lahat sila perfect sa assessment na ginawa mo,
ayun, tapos kapagnakikita mong nag-eenjoy ba sila, di baa raw-araw
tayong nagtutro, nakikita mo ung mga expressions nila saka ung mga bata
ngayon kadalasan sinasabi ni ay Mam ang saya naman ganun lang pala
yun, nakasimple, akala namin mahirap. So, pagnatatry nila, paghands on
kasi talaga yung activity masmadali nilang natututunan.
Respondent 1: 77 - 77 (0)

Kasi, since linya ko na to, mas masaya kasi nakakaintindi ka sa bata,

yung naging hilig ko din, kumbaga, kahit papaano, di ko man maipatuto sa
kanila yung lahat na talaga yung lesson, at least, naiinsipre ko sila na
 239

yung Mathematics pala may magandang naidudulot sa atin, di lang sya

nagiging pabigat. Parang yun yung nagiging, yun yung buhay ko bilang
guro ng Mathematics.
Respondent 2: 24 - 24 (0)

I think that’s why I’m here because of the students. Since my passion is
teaching. Then I would say that, I’m happy every time I enter the
classroom, seeing my students on the subject and also they are learning
from what I’m teaching to them.
Respondent 3: 4 - 4 (0)

. I think wala naman akong difficult sa task, or activities when I teach

mathematics on senior high school, because since again, it’s my passion,
I used to prepare materials and activities that can engage them, that can
make them motivated or on the subject, Mathetics. So for me, there’s no
difficulty, just the rewarding and the enjoyable thing naexperience ko.
Respondent 3: 8 - 8 (0)

I think di naman nag babago yung satisfaction ko, di naman nagbabago

yung passion ko sa mga bata pagdating sa pagtuturo ko sa Math. So wala
naming pagbabago.
Respondent 3: 16 - 16 (0)

Yes. Siguro yun na lang po. We cater students po. We are here because
of the students. We are not here because of the salary. Pangalawa na
lang po yung salary. Kung anuman pong pangangailangan ng bata, kung
kailangan pong magadjust ng teacher, magadjust. Kung ano po yung
gusto ng bata na palagay naman natin na makakabuti sa kanila, kahit na
nahihirapan tayo, we should satisfy their needs. Because we are here for
the students, we are not here just because of the salary but we are here
because of the students. Because of our goal. Because of our passion. So
kahit gawin natin, kahit tumambling tayo, basta matuto yung bata, we
must do it. Kung kailangan nating magadjust, we should do it. Yun po.
Respondent 3: 49 - 49 (0)

Pag dating naman po don sa enjoyable, enjoyable sya in such a way that,
di naman talaga natin maano sya, maano yung mga estudyante, they are
considering math as a major subject. Parang cinoconsider nila as major,
lalo na kapag nasa stem na klase ka. So, sa kin nageenjoy ako don, in
such a way that, kapag may mga bata na gusto nila yung subject, tapos
merong mahirap na topic, competency, tapos ang nangyayari, is
nagagawa naman yon ng mga bata, na thru the guidance of the teacher,
para sa kin, enjoyable yon and at the same time, fulfilling. Kapag nakikita
mo sa mukha nila na once nagdiscuss ka, at first parang hesitant sila sa
topic. Pero kapag nakikita mo na meron silang feeling of satisfaction don
sa naging explanation, don sa naging flow ng discussion, pag nakita mong
nagenjoy sila, at the same time nagenjoy na rin ako.
Respondent 5: 15 - 15 (0)

As a Math teacher? Ano siguro, paano ba. Siguro dahil gusto ko rin
naman yung subject na math, at sabik talaga akong maturo ng math, kaya
everytime na nagtuturo ako mismo ng math na, na subject, hanggang
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maaari talaga, siguro isa pa don yung training naming sa private school,
Respondent 5: 42 - 42 (0)

Ano kasi, although nga minsan, marami na rin nagtatanong sa kin sa

kasin before, kasi, kahit na nung highschool ako, tinanong kami ng
teacher ko tinanong kami kung sinong gustong maging teacher, ako
talaga, gusto kong maging teacher. Eversince, gusto ko sya. Plus yung
math subject, kaya siguro ako, sa entrep kasi puro activity yung bata, sila
ng sila yung pagawin mo ng activity, ganyan, mga output nila dahil applied
nga, for Math subject kasi, kaya siguro ako naeexcite, everytime na Math
subject, lalo ngayon na nasa Senior High School ako, kasi ayon kasi, di
ako laging naghahawak ng math, kaya everytime na pinapahawak ako ng
math, sobrang fulfilling yon sa akin. Na parang nakikita ko ulit yung
identity ko bilang math teacher.
Respondent 5: 45 - 45 (0)

OTHER TEACHER EXPERIENCES\ So, sa difficult, paano mo maipapaIntinti sa bata ang Lesson kasi ang
Teachers Deal with a Number of naiisip kasi nila pagMath ang subject nila di na nila maiintindihan,
Academic Struggles napakahirap na pero kung sa tutuusin naman kung makikinig ka lang ng
mabuti at iintindihin mong mabuti ang lesson na tinuturo ng teacher
maiintindihan mo naman talaga di ba? Kaya minsan di mo rin naman
masisi kasi talagang may mga lesson talaga sa Mathematics na boring di
ba? Heheh!
Respondent 1: 38 - 38 (0)

Ang mahirap kasi nun, Ung sa CG natin di ba, ung learning competency
natin pareparehas so, ang ginagawa na lang, masmadali kasing umintindi
syempre aminin natin sa hindi masmadaling umintindi ang mga nasa
academic track ung mga ABM, ung sa TVL, ung EIM, nahihirapan silang
intindihin ung lesson, ewan ko ba kung bakit ganun, siguro minsan din sa
foundation o kaya noong dati silang nag-aaral di-sila nakikinig.
Respondent 1: 40 - 40 (0)

Oo, pagsa Academic di ba alam naman natin dapat mabilis sila matuto at
saka ung mga nag-eenrol sa academic track iyun ung mahihilig mag-aral,
ung matatas ung grade, ung mga grade conscious na minsan nakakainis
na
Respondent 1: 44 - 44 (0)

iilan lang naman ung talagang pasaway kahit na nasa lower section ung
mga hawak mo. Aywan ko ba, kanya kanya din siguro ng kultura ang
bawat school kasi masnagEnjoy ako ng pagtuturo nong nasa Poblacion
ako Mariveles
Respondent 1: 48 - 48 (0)

Sa content naman, alam naman natin pagSenior High School halos

malapit na yan sa content na pangCollege kaya lang dipende nman din sa
teacher yun kung paano nya or paano sa approach nya kung paano nya
ipapaintindi ung lesson, so kahit medyo mahirap yung sa CG ng Senior
High School ung karamihan naman duon natackle na noong sa Junior
 241

nagLevel up lang ng kaunti

Respondent 1: 52 - 52 (0)

kaya lang parang anu din naman lagi naming may struggle, may
challenges araw-araw na kakaharapin, yun nga tulad ng sinabi ko, hindi
naman pare-parehas ang bata, so, ngayon naeenjoy naman na kasi halos
pare-parehas naman ang gagawin araw-araw ang iintindihin mon a lang
kung paano mo sya ituturo na maiintindihan ng bata
Respondent 1: 54 - 54 (0)

Sa experience, halos pare-parehas naman ung nagging experience dahil

pagnagtuturo ka nga ng Math di ba? Mathematics talagang lagging nasa
isip ng bata mahirap.
Respondent 1: 75 - 75 (0)

Siguro ung mga challenging experience naeexperience natin ito sa mga

bata na tamad mag-aral. Di baa ng hirap talagang, ang hirap ideal ang
bata na kapagnasa utak nya na ayaw nya talagang mag-aral, ung
napipilitan lang ba syang pumasok, tas, pagdating nya sa school
matutulog lang duon sa likod ng klase di ba. May maeexperience ka
talaga na bata na natutulog lang sa klase mo, so, ang ginagawa lang
duon, syempre gisingin mo, tapos tatanungin mo kung may problem aba
sya, bakit ganun ung attitude nya sa klase? ano bang nangyari? Syempre,
hindi naman ung papagalitan mo agad. Kasi kadalasan pinapagalitan na
nga sa bahay tas, papagalitan mo pa sa school ay di lalong
mamomroblema ung bata. So, kailangan para karing magulang sa kanila,
tatanungin mo kung bakit ganuon? Dapat pinapakita mo rin na concern ka
sa kanila
Respondent 1: 79 - 79 (0)

Though siguro sa Senior Highschool mahirap talaga yung mga subjects

pero sa teacher kasi, sa teacher kasi napapagaan nya e. Kaya maganda.
Respondent 2: 13 - 13 (0)

Siguro don muna tayo sa difficult, sir. Since Mathematics subject ang
pinaguusapan natin ngayon, parang sa unang rinig palang ng mga bata
takot na agad sila e. Aminin man natin o hindi, takot na siguro sila sa
subject. I don’t know why, siguro maraming reasons bakit ganon yung
perception nila doon sa subject. Ang difficulty lang non, since sarado na
yung isip nila na mahirap na yung subject parang di na nila masyadong
binibigyan ng chance na ipasok sa kanila yung tinuturo. Yun yung
mahirap. Na kapagka susundin talaga natin yung curriculum guide natin,
na yung mga dapat ituro, ang hirap ipaintidi sa bata, kaya ang gagawin na
lang ng mga teachers, lalo na sa ibang strand, hindi yung sa STEM, ibaba
yung level ng difficulty nung nasa curriculum guide, iadjust, imomodify, ng
teacher, o magbaback to basic na naman sya bago ipuntirya yung
talagang topic yung yung mahirap sir.
Respondent 2: 20 - 20 (0)

Meron po talaga, lalo na ngayon kasi nung nakaraan, may mga bata na
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from grade 8 ay naaccelerate into sa grade 11, marami po sila sa EPAS,

sa HE dito sa school naming, na kung saan hindi pa ganon kahinog
kumbaga, yung kaalaman nung bata, kaya lang wala kaming magagawa
kundi tanggapin na sila sa klase, kasi nga nagexam ata sila. Kaya lang sa
part ko napakahirap kasi mismong basic of mathematics like fundamental
operations lang, minsan gagamit na lang ng calculator, hirap na hirap
talaga, so ang nangyayari, naapektuhan minsan yung buong klase. May
mga bata na nabobored kasi alam na nila yon, kaya lang binababa mo na
yung level mo para sa ilalang batang hindi nakakaintindi. Siguro iyon
yung, pinakamahirap, kasi nga di naman pare-parehas ng level ng
katalinuhan yung mga bata sa isang classroom, yun yung mahirap kapag
di sila pantay pantay ng level, may mga times na masasayang.
Respondent 2: 46 - 46 (0)

Tama po sir. Foundation talaga. Syempre magstart yan sa elementary,

tapos may junior high school, tapos senior high school. Though we are
hoping in the next generations, maitatama na yung maling practices.
Respondent 2: 55 - 55 (0)

Sa pagtuturo ng math, wala naman masyado, ang pinakamahirap lang

yung ano, di ba tayo, spiral na, kaya pag alam na ng estudyante yung
parang wala na silang ganang makinig. Ayon yung pinakadifficult part,
gagawa ka na ngayon ng intervention, para makuha mo yung attention ng
bata.
Respondent 4: 9 - 9 (0)

Ayon na siguro kasi yung iba di naman masyado. Ordinaryo din naman
yung iba. Oo Yun nga. Ayun nga. Ayon yung pinaka challenging. Kapag
merong namumukodtangi na estudyante, syempre nababagot din yung
bata kasi alam na nya yung tinuturo mo. Tapos uulit ulitin para yung the
rest maintindihan nila yung lesson mo. Ayon yung challenging talaga.
Respondent 4: 68 - 68 (0)

Ideally yun yung, ano. Pag nagdiscuss ka, example, tuloy evaluation na
which is di rin talaga nangyayari most of the time. Kasi nga yung mga
estudyante, lalo na kung meron silang questions, dun nagtatagal. Kase
paulit ulit sila ng tanong. Minsan nga yung mga estudyante tinanong ng
isa, siguro pag di nya masyadong, same lang din ng questions, so
kelangan mong magremind from time to time na “oh you listen to your
classmate’s question, kasi his or her question might be your question too.”
Respondent 5: 7 - 7 (0)

Iniisip ko yung factor yung lesson mismo, possible na yung lesson

talagang medyo mabigat sya para sa isang period or possible naman na
baka naman na student factor na yung estdyante by that time preoccupied
lalo sa senior high school na ang dami nilang subjects
Respondent 5: 9 - 9 (0)

Na meron pa yung isang klase magcoconduct sila ng study regarding

yung dami ng subjects kasi yung pre-maritime students naming na
sobrang dami nilang subjects loaded kaya minsan parang di na nila
maabsorb lahat kasi kunwari galing sila sa subject na calculus, susundan
 243

ng bio tapos susundan ng.. tapos sunud sunod talaga parang ang bibigay
hindi nila kayang iabsorb lahat. Kaya minsan kaya mong ulitin, bigyang
emphasis yong mga key concepts para mas magsink in sa kanila
Respondent 5: 9 - 9 (0)

Kasi for 10 year na nasa private school ako, tinuturo ko talaga puro math,
kaya pag may mga math problems na sinosolve ako, napafulfilling nun sa
part ko lalo na kapag tinuturo ko sya sa bata. Siguro yung don sa part lang
na difficult, siguro ang nahihirapan ako ngayon, yung based on my
experience sa statistics. Statistics na subjects, siguro yung sa mga bata,
kasi ako naobserve ko lang din kasi nakapagturo ako during the time na
hindi pa tayo naka-K-12 yung old curriculum.
Respondent 5: 11 - 11 (0)

Kahit nakakasakit sa lalamunan, kasi ako halimbawa sa school, di na sya

bumalik for a month. Ganito na sya. Saka na mapagcheckup. Wala,
namalat sya tapos di na sya ano. Kasi dirediretso yung discussions.
Respondent 5: 17 - 17 (0)

Ano siguro. Nung nagstart kasi ako dito. Nung nagranking kasi, ginrab ko
na. Ang sabi ko, whatever the item will be, gagrab ko. Kasi opportunity
yon na ma-in ako sa public. So, by that time, ang available na item, ABM –
Math wherein wala talaga akong masyadong idea sa ABM. Pero given
that it is math, tinanggap ko sya. So, yun. Yung mga una unang taon, ang
nangyari non, bukod sa entrep, kasi ako, di naman sa inaano ko yung
subject, pero as a math major, kasi ako, di ako into na Entrep yung
tinuturo ko, nagiging term pa nga ng iba, Entrep lang. although ako,
nakikita ko talaga yung kahalagahan ng Entrepreneurship na subject for
Senior High School students. So, yun. Yung mga sections na hawak ko
non talaga nung una, is talaga di naman sa nagkakaroon tayo ng
discrimination, pero TVL. Parang ganyan. Ako naman nung sabi ko, I
consider it as a challenge. First year of teaching ko, SMAW ang binigay sa
kin, mga ganon na, sabi ko kung magstart ako na mahirapan ako,
machallenge ako, kakayanin ko na sa mga darating na taon. As an
improvement, yun ngayon, ang nangyari, Nakita na rin na parang, kahit
papaano, na evenly distributed yung mga loads dahil, for example you’re
handling ACAD, tapos na, although mahirap pa rin, pero ikaw
machachallenge ka as a teacher. Unlike before talaga, kasi minsan kasi,
let’s say sa TVL, SMAW, minsan kasi nangyayari sa kanila, just for them
to survive the semester, ang focus nila yung skill nila, yung major nila,
which is welding.
Respondent 5: 24 - 24 (0)

Kasi po pag sinabi nating Technical Vocational Livelihood Track they are
not into academically. Gusto nila yung kumikilos, naggagawa,
nagbubutingting, kasi nga po, skilled sila. Gusto nila sa skills, hindi sila
more on academically, kaya challenging satin na ituro sa kanila yung
math. So, pag po ganoon na sa tingin natin na nahihirapan yung bata sa
tinuturo natin na Mathematics subject, so, ano po kaya yung ginagawa
natin na paraan para madali nilang matutunan at maintindihan nila na
kailangan nila to doon sa kanilang track na nandodoon sila.
 244

Respondent 5: 25 - 25 (0)

Ano, ako, naging practice ko na yon, nadala ko na yon mula pa noong

nagturo ako sa private school, bale kasi, nagbibigay ako sa kanila, para
akong merong reward sa kanila. Which Nakita ko na effective, meron ako
na sticker paper nakinacut ko. During the discussion, ginagawa ko yon na
motivation sa kanila, nakapagka nakakasagot sila, binibigyan ko sila non,
tsaka napansin ko rin sa mga bata na kahit na simple lang yung
papagawa mong task sakanila, alam mong, alam mo yung term na,
parang ‘inuuto’ mo lang, ‘very good’, ‘ang galing naman’, ganon, kahit
malalaki na sila, naaappreciate na nila yon, nakakaboost na yon ng
confidence nila. Tapos yun nga, ang nangyayari for TVL, nagturo ako
before ng TVL. Medyo lite talaga yung examples nila. Ang nangyayari
talaga non, to be honest, ang nangyayari talaga, talagang isosolve na lang
nila. Unlike for ACADS na nirerequire talaga na maganalyze na, kelangan
ng critical thinking before sila magsosolve hindi yung direct na parang
spoon feeding lang, for the TVL kasi, parang malaking challenge na mag-
ano sila pag dating sa Match subject. Kasi yung focus nga nila yung major
nila.
Respondent 5: 26 - 26 (0)

Sa mga bata, siguro ano, kapag nakita rin nila na ano, sabi rin kasi nung
isang teacher na nagbanggit sa kin, “kasi ma’am pag ano”, sorry ha,
totohanan naman to di ba, kasi yung mga teacher na pumapasok lang sa
kanila. Pag nakita nila na ikaw as a teacher, pumapasok ka sa kanila,
pinapasukan mo sila, despite na may mga comments sa kanila na
ganyan, ganito, ikaw pumapasok ka talaga sa kanila, kahit na maraming
activities, pinipilit mo silang pasukan, may ano rin naman sila, in return,
ginagawa pa rin naman nila yung dapat ipagawa sa kanila
Respondent 5: 47 - 47 (0)

Oo. So, yun nga siguro, yung nakwento ko kanina, na ano, na talagang,
let’s say may question sila, na additional example, willing kang idiscuss,
na naubos halos lahat ng energy mo, tapos meron isang estudyante, na
parang nangyari, parang nakikita mo sya during the discussion, let say
yung attention nya parang wala masyado sa discussion.
Respondent 5: 54 - 54 (0)

o, pero based sa experience ko lalo’t nung nakaraan na may hawak nga

akong SMAW, TVL, iyon mas effective, after non na ginanon mo sila,
nararamdaman mong mas madali na silang pakiusapan, alam nila kasi,
kung kelan na din, kakausapin mo sila, tatanungin mo sila. Tatanungin mo
kung ano bang problema, nagkakaroon na sila ng hiya. Kasi mas
naappreciate nila na instead na pagalitan sila in public, sa buong klase,
tinatawag mo sila. Iyon yung nakikita kong challenging. Kasi lagi silang
binded ng child protection kineme natin. Yun ang nakakachallenge sa kin
as a Math teacher. Yung mga ganong estudyante.
Respondent 5: 56 - 56 (0)

Ngayon, sa mga estudyante ko ngayon, wala, walang ganon, parang ano

nila, iwas sila sa topics namin sa math. Yung last year ganyan, palibhasa
 245

kasi last year, mga nagdaang taon, mga higher section yung hawak ko.
Mas interested sila sa mga ganong topic sa mga lesson na hihirapan sila.
Pero ngayon dahil yung mga sections na hawak ko yung mga ano lang,
mga chill chill lang na sections, di sila nagoopen ng topic pagkabreak time
na tungkol sa math.
Respondent 6: 7 - 7 (0)

Siguro difficult na activities, yung irerelate mo yung lesson sa real life

situation. May mga topics kasi na, ang hirap talaga nyang irelate. So yun
isguro yung difficult para sa kin.
Respondent 6: 9 - 9 (0)

Tama. Ayon, ang hirap nyang hanapan ng real life situation. Kung concept
ang ang paguusapan, maituturo mo sya ng step by step e. Pero pagka
real life situation, iaano mo sya sa real life setting, medyo mahirap yung
ibang topics.
Respondent 6: 11 - 11 (0)
 246

APPENDIX XXXXX

INTERVIEW TRANSCRIPTS

Seraldyn: Good Morning! And today we have Mam April Cruz as our participant and let us start
our
interview. Good Morning Mam April

April: Good Morning

Seraldyn: By the way Mam April is currently teaching at Limay Senior High School. Good
Morning once
again Mam

April: Good Morning again

Seraldyn: Okay, let us start our interview. Could you describe a typical day in your school

April: So, sa Limay Senior High School, shifting kasi ung klase so, magisStart po kami ng 6 AM. So
bago mag6 AM andun na ang mga tecahers then 6 AM start ng klase. Ahhh… Ung…. Traditional
na nangyayari. Magsisimula ka ng 6’o clock tapos dirediretso na hanggang 12. 12 PM dirediretso
kasi ung klase ko e.

Seraldyn: So, shifting po ang Limay Senior High School. Gano po katagal na itong naging shifting
ung klase?

April: ah., nagStart lang nitong school year 2019-2020

Seraldyn: So, before naman po, ilan taon na po kayo nagtuturo sa Limay Senior High School?

April: Sa Limay Senior High School, mga 4 years na

Seraldyn: 4 years, so. Tama po ba simula pa noong nagStart ang Senior High School kayo po ang
pioneer duon?

April: Ah… Oo.

Seraldyn: Ah… before nman po, regular class naman po hindi po shifting?

April: Opo, dati noong nagStart ako sa Limay Senior High School. Ah… regular class kaso
nagkulang sa mga rooms di ba? Kaya yun, nagging shifting sya netong 2019-2020

Seraldyn: Could you describe a typical day with your students?

April: Ay, Nako… hahaha! Yung pag6 AM ko naman kasi mga ABM students yun e… So, maayos
naman ang flow ng discussion pati yung attitude kaya lang minsan kapagka, hindi ka naman sa
 247

nagkukumpara pagsa-ibang strand ka na nagtuturo… medyo ang hirap, yung iba may attitude,
magulo sa klase, ayun.

Seraldyn: Ahmm… as early as 6 AM nagStart na ang klase?

April: oh., kasi yung mga ABM students ko kasi na pangfirst subject ko na 6 AM mga responsible.
6 AM naduon na talaga sila, Hindi sila ung tulad ng ibang section na late kasi last year ang first
subject ko o ang first class ko ay EIM.

Seraldyn: TVL po yun Mam

April: Oo, TVL, ang nangyayare, bago kame, 6 AM kakalahati pa lang ang mga estudyante pero

Seraldyn: Mam excuse me po last year po?

April: Oo, last year

Seraldyn: 7:30 po ang start

April: Ay… Last Semester pala, last Sem

Seraldyn: Ah… Last Sem

April: ung Gen Math, last sem. EIM alas siete na di-pa kumpleto yung estudyante pero nagStart
pa din kami ng mga 6:10 hindi na namin sila hinihintay kasi 40 50 minutes lang kada isang
session.

Seraldyn: Mam, so ung school year na’to first sem ang inyong tinuruan ay EIM under TVL.
Netong nagSecond Sem, nagpalit po ng schedule dahil scond sem na ABM naman po Academic.
So, ang difference po nung dalawa. Ung sa una na first sem is TVL na EIM 6 AM ang simula ng
kalse pero gano po ba karami ang nalalate

April: Mga ano… Kalahati

Seraldyn: Ah., ilan po ba sila sa classroom?

April: Nasa 40, pero ung mga na una una lang naman ung laging kalahati pero nung mga siguro
mga isang buwan na… naayos na ung pagpasok nila kasi inaabsent kapagka masyadong
maraming late

Seraldyn: Siguro naiintindihan po natin kasi sabi nyo nga po for the past three years, four years
ay regular nman po ang oras ng bata ung pasok ngayon netong kasalukuyang school year ay
naging shifting na po, siguro nagAadjust parin, siguro ung first sem natin nagaadjust parin talaga
ung bata nun dahil sobrang aga 6 AM, kahit naman po siguro tayo as early as 4 AM
magpeprepare ganun din sa bata

April: Oo, tayo ring mga teachers, aga-aga nating gumising. Lalo pa ako galing pa ako ng Orion.
Kailangan 4 AM gising ka na. Magpeprepare ka na papuntang school
 248

Seraldyn: What more pa pagdating sa bata

April: Oo.

Seraldyn: Okay. Then, and what kind of tasks or activities were difficult or sometimes rewarding
or enjoyable for you in teaching Mathematics in Senior High School. Punta muna dun tayo sa
difficult siguro?

April: So, sa difficult, paano mo maipapaIntinti sa bata ang Lesson kasi ang naiisip kasi nila
pagMath ang subject nila di na nila maiintindihan, napakahirap na pero kung sa tutuusin naman
kung makikinig ka lang ng mabuti at iintindihin mong mabuti ang lesson na tinuturo ng teacher
maiintindihan mo naman talaga di ba? Kaya minsan di mo rin naman masisi kasi talagang may
mga lesson talaga sa Mathematics na boring di ba? Heheh!

Seraldyn: Mam ung sabi nyo po kanina EIM then ABM, from TVL then Academic. Parang
magkaiba naman talaga sila ng track ano po kasi ung isa ay TVL at ung isa ay Academic. Mam,
bilang teacher, ano po ang kahirapan nung parehas sila ng subject pero magkaiba sila ng aspeto
ung isa ay sa TVL, ung isa ay sa academic

April: Ang mahirap kasi nun, Ung sa CG natin di ba, ung learning competency natin pareparehas
so, ang ginagawa na lang, masmadali kasing umintindi syempre aminin natin sa hindi
masmadaling umintindi ang mga nasa academic track ung mga ABM, ung sa TVL, ung EIM,
nahihirapan silang intindihin ung lesson, ewan ko ba kung bakit ganun, siguro minsan din sa
foundation o kaya noong dati silang nag-aaral di-sila nakikinig. So, ang ginagawa na lang natin.
Ung approach sa kanila iniiba-iba natin. Kapagka nakikita natin ung mga bata ay madaling
pumick-up so, medto hats ang ginagawa natin duong mga activities kapagka medyo slow
learners mabagal pumick-up, dinadalian na lang natin ung given pati ung mga activities nila
medyo konti lang ung items hindi tulad duon sa mga nasa Academics. So, ganun talaga mga bata
yan iba-iba ung potentials yan, iba-iba ung mga natutunan nyan mga nakaraan

Seraldyn: How about the rewarding part

April: Ah., ung sa rewarding naman kapagka, ako naman masnararamdaman ko pagRewarding
kapagka ung mga slow learners, mga TVL di naman sa lahat ng TVL slow learners,
kapagnaiintindihan nila ung lesson kapag ung bang nakaperfect duon sa activities lalo na sa quiz,
minsan kasi talagang nakakaperfect sila

Seraldyn: So, yun naman po talaga ang other side naman. Kung kanina sinabi nyo sa TVL parang
they find it difficult, may hard time talaga duon, pero pagnatuto naman masRewarding
pagdating naman sa TVL kesa po duon sa academic kasi masmaalam mna sila

April: Oo, pagsa Academic di ba alam naman natin dapat mabilis sila matuto at saka ung mga
nag-eenrol sa academic track iyun ung mahihilig mag-aral, ung matatas ung grade, ung mga
grade conscious na minsan nakakainis na

Seraldyn: Could you describe to me your life as Mathematics teacher, at Limay Senior High
School? Siguro describe nyo po muna ung Limay from your previous school na napagturuan
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April: Galing kasi ako sa Junior High, NagStart na mismo ako magturo ng Senior ditto na mismo
sa Limay Senior High School galing ako ng Mariveles yung sa Poblacion ang tinuturo ko duon is
Grade 8 at Grade 9. Ang pagkakaiba siguro kung naidedescribe ko sya, ayos naman kasi
masgusto ko kasi ung numbers kesera sa mga English na mga subjects at saka masaya din naman
magturo ng Mathematics lalo na kapagnaiintindihan ng bata.

Seraldyn: Di ba po sabi nyo galing kayong Junior tapos ngayon ay Senior, sabi nyo taga Orion din
kayo noh? Then una nyo ay sa Mariveles pangalawa na tong sa Limay, kung titignan natin ang
layo ng Mariveles. Isa-isahin po natin ung nagiging buhay natin ngayon bilang Mathematics
Senior High School sa Limay, ano po masasabi nyo una pa lang sa distance

April: Noong nasa Mariveles kasi ako pangSecond shift naman ung klase ko kaya hindi ako
msyadong nahihirapan sa pagtatravel. 10 o’clock. Alam ko 10 o’clock dati ung start ng klase
namen nun, so sa Mariveles kahit naman malayo masaya naman ang pagtuturo duon kasi ung
mga bata responsible, iilan lang naman ung talagang pasaway kahit na nasa lower section ung
mga hawak mo. Aywan ko ba, kanya kanya din siguro ng kultura ang bawat school kasi
masnagEnjoy ako ng pagtuturo nong nasa Poblacion ako Mariveles

Seraldyn: Punta naman tayo sa mga lessons, sa content. Magkaiba po kasi di ba ang Juinor at
saka sa Senior. Describe naman po natin ung mga pagtuturo natin sa Senior at saka sa Junior or
dito po sa Senior High School kasi parang itong sa senior parang maspangCollege then ung mga
bata ay ineexpect na natin na higher na ung natutunan nila sa Math at ung nalalaman nila sa
Math, pano naman po ung duon sa teaching natin

April: Sa pagtuturo ng Senior High School sa attitude medyo may ayos na sila sa klase hindi na
ung naghahabulan, nagtutulakan. Pagdating sa Senior High Scool pagsinabi mong magiistart na
tayo ng klase, mga nakaupo na yan, nakikinig, tapos ang mga Senior High School kadalasan
madali ng turuan, alam na nila kasi ung mga foundation lalo na kapagka nasa Academic track ka

Seraldyn: How about the content? masMadali po ba ang itinuturo sa Senior compare sa dati
natin?

April: Sa content naman, alam naman natin pagSenior High School halos malapit na yan sa
content na pangCollege kaya lang dipende nman din sa teacher yun kung paano nya or paano sa
approach nya kung paano nya ipapaintindi ung lesson, so kahit medyo mahirap yung sa CG ng
Senior High School ung karamihan naman duon natackle na noong sa Junior nagLevel up lang ng
kaunti

Seraldyn: Could you tell me what happened from the moment you started teaching Senior High
School Mathematics until today? So, sabi nyo po kayo ung nagsimula, simula noong nagsimula
ang Senior High School ay nanduon na kayo up to this time na panglimang taon na

April: Mula noong nagturo ako ng Senior High School medyo masdumali ung daily routine, kasi
alam mo ng makikinig sayo ung bata, kaya lang parang anu din naman lagi naming may struggle,
may challenges araw-araw na kakaharapin, yun nga tulad ng sinabi ko, hindi naman pare-
parehas ang bata, so, ngayon naeenjoy naman na kasi halos pare-parehas naman ang gagawin
araw-araw ang iintindihin mon a lang kung paano mo sya ituturo na maiintindihan ng bata
 250

Seraldyn: kung sabi nyo nga po, ever since na nagsimula nag Senior High School naduon na kayo,
una, ikalaw, ikatlo, ikaapat hanggang ngayong taon madedescribe po ba tin, siguro lagyan natin
scale from 0 to 5 or 0 to 10, kung sa first teaching ba ay madali ba, dumadali po ba ng dumadali
o humihirap ng humihirap o me mga time na mayroon tayo na mas naenjoy tayo na part na year
sa tagal nay un?

April: Habang tumatagal masdumadali syempre, naprepare mon a ung mga activities, nakikita
mo na ung mga lesson na mahirap ipaintindi sa bata, nakikita mo rin ung lesson na madali lang
para sa mga bata, so ang gagawin mo lang is irerevise mo na lang ung mga activities na nagawa
mo dati para masmaganda ung kalalabasan o result nung mga assessment mo

Seraldyn: Could you describe to me your ways of teaching math to your students?
April: Ang ginagawa ko kasing pagtuturo sa Mathematics sinisimulan ko muna sa review, kasi
syempre titignan mo muna duon alam ba nila ung lesson na yun

Seraldyn: Kung me prior knowledge sila duon

April: Oo, Kung me prior knowledge kasi kung wala, syempre babaguhin mo na naman ung
stratedgy mo na mukang magtatagal ako sa lesson na to, so ano ang gagawin ko? Ang ginagawa
ko pagtinuturo ang isang lesson nagsisimula muna ako sa simple na example tapos hanggang sa
medyo mahirap pero hindi ko naman, hindi naman sya lahat ung mahirap, sa bagay dipende din
nman sa mga estudyante yun kung naintindihan, makikita mo naman sa itsura kung naiitindihan
nila ung mga itinuturo mo sa kanila

Seraldyn: Kapag denescribe natin yung mga bata ngayon simula noong kayo’y naturo,
gumagaling po ba ng mga bata or ano po bang masasabi natin? Habang tumatagal ng tumatagal
pumapait po ba? Hahah!

April: ah… Mapait na mapait heheh! Hindi… Kasi… Aywan ko dahil siguro sa mga gadgets na
kinakahiligan ng mga bata ngayon wala na silang time mag-aral. Masgusto nila ang maglaro
kasera sa mag-aral, so, masmarami ngayon ung mahina ung mahirap turuan

Seraldyn: Could you describe to me your weekly schedule or school calendar or work schedule.
Cguro po Mam ung mga routinary sa mga bata, ano po bang activities natin pagMonday or ano
po a ang mga binibigay natin na other assignment sa mga bata, may mga schedule po ba tayo,
ano po ung mga preparations natin.

April: Usually pagkaMonday, Tuesday, Wednesday yun ung mga kadalasang mga lesson.
Talagang naglelesson, nagdidiscuss kasi may mga lesson na isang araw lang dapat ituro pero
inaabot kami ng tatlong araw so, tapos, pagtading ng Friday, pagFriday usually ay quiz day
namin, so, usually pagfriday ako nagbibigay ng quiz kasi kadalasan may mga Friday sickness yung
mga bata, so, para nafoforce sila na pumasok ng Friday

Seraldyn: So, Mam, bakit po sa palagay nyo magsisimula ng klase by Monday? Bakit hindi po
natin ibigay ang let say assessment ng Monday para po ung week end nila ay halimbawa para
magreview. Meron po ba kayong nakikitang kaibihan duon?
 251

April: Kasi pagWeek ends usually ang ginagawa ng mga bata dapat family day naman talaga yun
eh… so, pagMonday alam mo naman ung mga bata nakaset ang mga mind nila na, ay… si Mam
magdidiscuss, minsan naman may mga time na talagang tinatapat ko ang assessment ay
Monday kung ang lesson namin ay napakahirap para merong time ung mga bata na magreview
ng week ends

Seraldyn: Could you describe to me your various intervention activities for your classes? So,
siguro po ung mga interventions intended na ito sa mga student na they find difficult the
subject. May struggle duon sila sa lesson, so, what are the interventions po or activity na
inaapply po natin?

April: So, ang ginagawa po natin dyan lalo na paghindi naintindihan ng bata nag isang lesson,
usually kasi ang error o nahihirapan ang mga bata kapagka ung sa signed numbers so, lalo na
ung sa TVL ang ginagawa ko, binibigyan ko sila ng, alam mo ung window card. Yung window
cards di ba mga numbers lang yun? Lalagyan natin ng signs, so, para malpractice ung mga bata
ng rules ng signed numbers tapos minsan naman kapagka ung lesson ay napakahirap ang
ginagawa natin pinapadali natin ng konti ung approach tapos binibigyan natin sila ng maraming
reinforcements, so, bigyan ng maraming items for assisgnment dun sila nagagalit sakin eh.,
kapagkanagpapaAssignment ako talagang madami. Marami akong magbigay ng assignment para
masnapapractice nila sa bahay ung lesson na naturo.

Seraldyn: So, ang sabi nya ay window cards, so until senior high school gumagamit pa din ng
window cards pero iniiba nya nagkakaroon naman nilalagyan nya ng integers, nilalagyan nya
naman signs ung mga numbers positive or negative, so part pa din ng intervention, kasi nga sabi
na nga din ni Mam na ang foundation eh… kapagtalaga hindi nakuha ung basic sa Mathematics
hindi tayo makakapunta sa masHigher.
Could you describe yourself as a Math teacher?

April: As a Math teacher, pagnaglelesson kasi kami kailangan bawal ang maingay, bawal ung may
papansin ba, so pagnagstart ung klase ko at pagmay maingay, hinihinto ko talaga ang discussion.
Inaaproach ko ung bata. Tinatawag ko ba, oh anon a naman ang problema mo? Mga ganun.
Tapos, mga ilang buwan lang naman yun eh., tapos pagdating na ng sunod-sunod na araw alam
na nila ung rule, so, smooth na ung discussion wala na ung papansin ba

Seraldyn: So, tinitignan nyo po muna kung ang student ay nakikinig or mayroon pang ginawa
para hindi sila makapakinig kay kinocaught nyo muna ung attention nila

April: Oo, dapat naman kasi huwag mong hahayaan ung mga bata na nagdidiscuss ka sila may
sariling discussion sa likod. Dapat icall out mo ung bata, sabihin mo sa kanya na talgang mali ung
ginagawa nya kasi naapektuhan din ung mga kaklase na gusting matuto

Seraldyn: Then could you tell about some of your experiences in teaching mathematics.

April: Sa experience, halos pare-parehas naman ung nagging experience dahil pagnagtuturo ka
nga ng Math di ba? Mathematics talagang lagging nasa isip ng bata mahirap. So, ang lagi kong
experience jan, ung sa araw-araw na ginagawa, nilesson mo na nung araw nay un pagnagquiz
kinabukasan, ala na, hindi na alam kung paano, paano gawin. Ewan ko bas a mga bata ngayon
mga may alzimers na agad hehehe!
 252

Seraldyn: Could you describe one of your most interesting experiences in teaching
mathematics?

April: Siguro ang interesting experience lang naman kapag-ikaw ay guro ng Math, ay ung
kapagNapatuto mo yung bata, di ba fulfilling sa atin ung lesson mo, tapos halot lahat sila perfect
sa assessment na ginawa mo, ayun, tapos kapagnakikita mong nag-eenjoy ba sila, di baa raw-
araw tayong nagtutro, nakikita mo ung mga expressions nila saka ung mga bata ngayon
kadalasan sinasabi ni ay Mam ang saya naman ganun lang pala yun, nakasimple, akala namin
mahirap. So, pagnatatry nila, paghands on kasi talaga yung activity masmadali nilang
natututunan.

Seraldyn: Could you describe one of your most challenging experiences and could you explain
how you deal with it.

April: Siguro ung mga challenging experience naeexperience natin ito sa mga bata na tamad
mag-aral. Di baa ng hirap talagang, ang hirap ideal ang bata na kapagnasa utak nya na ayaw nya
talagang mag-aral, ung napipilitan lang ba syang pumasok, tas, pagdating nya sa school
matutulog lang duon sa likod ng klase di ba. May maeexperience ka talaga na bata na natutulog
lang sa klase mo, so, ang ginagawa lang duon, syempre gisingin mo, tapos tatanungin mo kung
may problem aba sya, bakit ganun ung attitude nya sa klase? ano bang nangyari? Syempre, hindi
naman ung papagalitan mo agad. Kasi kadalasan pinapagalitan na nga sa bahay tas, papagalitan
mo pa sa school ay di lalong mamomroblema ung bata. So, kailangan para karing magulang sa
kanila, tatanungin mo kung bakit ganuon? Dapat pinapakita mo rin na concern ka sa kanila

Seraldyn: Sa Limay po na ngayon pinagtuturuan nyo madalas kayo makaexperience o gano

kadalas?

April: Ung mga?

Seraldyn: ung mga ganyan pong challenging…

April: Madalas, usually sa mga, ung mga hindi nakakapasok, hindi nakakapasok kasi may
financial problem, tapos kaya pala natutulog sa klase mo, puyat dahil nagtatrabaho. Ah… may
part time job. Yun naman ang kadalasan eh., nagpapart time sila

Seraldyn: So, ngayon po bang school year na ito mayroon pong kayong student na nahahandle
ganyan ang sitwasyon?

April: Oo, lalo na sa TVL, kasi nagaano pa daw sila eh., anong tawag dun? Lumalaot. Nangingisda
pa daw sila bago makapsok

Seraldyn: So, sa tagal po nating pagtuturo sa Limay Senior na limang taon, every year po ba ay
nakakadeal kayo ng mga batang ganito?

April: Oo, halos taon-taon kayalang iba-iba ung cases, may taon na marami. Maraming ganun
ang sitwasyon. Meron naman na minimal lang
 253

Seraldyn: So, mayroon po ba kayong maiiseshare na bata na natutukan natin?

April: Ah., sa ano, sa EIM kasi, kasi kapagkafirst subject mo sila nakakamusta mo ba sila, kasi
hindi ka pa pagod nun eh., may energy ka pa para makipag anuhan, makipagkwentuhan. So, sa
EIM mayroon dun isang estudyante na panay natutulog sa klase, panay puyat, akala mo
nakaano? Tinanong ko siya bakit siya natutulog, ayun nga sabi nya nangingisda pa daw sila bago
siya pumasok kasi kailangan pa daw nya ng pamasahe, kasi nakikitira lang sya eh., hindi sya
nakatira sa mga magulang nya

Seraldyn: So, ngayon naman pong magtatapos ang school year, pasado naman po ang bata?

April: Oo, nakapasa naman.

Seraldyn: Makakapasa naman?

April: Oo sa awa ng Dyos

Seraldyn: Kasi naman lagi din naman syang pumapasok

April: Oo, lagi din naman syang pumapasok, gumagawa din naman sya kaya nga lang minsan…

Seraldyn: hindi kaya ng katawan

April: Oo, hindi kaya ng katawan, kaya hindi naman sya nakakaperfect. Minsan iintindihin mo na
lang din

Seraldyn: Andun naman ang willingness sya so, tayong teacher dadagdagan na lang natin

April: oo, kasi makikita mo naman kung sino talagang willing mag-aral at hindi. Ung iba nga wala
na ngang ginagawa, suportado ng mga magulang, labis-labis ung baon pero tamad na tamad
mag-aral, so, sya naman kahit may financial problem, family problem makikita mo pa din na
pumapasok, so, binibigyan nating ng konting consideration ung mga ganung bagay

Seraldyn: Thank you Mam April. Thank you for sharing your experiences. Maraming Maraming
Salamat

April: Thnak You!

RESPONDENT 2

Goodafternoon, today is February 11, 2020, Tuesday. I am here at Lamao Senior High School.
Our first participant is Ma’am Danica S. Cortez. And let us start the interview.

S: Goodafternoon, Ma’am.

D: Good afternoon, Sir.

S: Could you describe a typical day in your school

 254

D: Yung typical day po sa school naming is, Sir, mag-iistart kami ng klase 7:30. Kaya lang, since sa
totoong buhay, di naman sya totoong 7:30, dapat 7:30. Kaya lang di talaga sya 7:30 nag-i-start
kasi marami pang mga activities na kailangang iannounce, ipagawa sa mga bata, so iyon. Tapos
Monday-Thursday sa school namin, minsan maeexperience mo, buhay yung mga bata. Monday-
Thursday, pero pagkaFriday, kahit walang declaration ng Holiday, or whatsoever, talagang
parang nagseset na rin yung mga bata na wala silang every Friday lalo na pagkaFriday afternoon.
So mga ano, so mga except for the STEM, ano yung ibang mga strand – yun yung typical day sa
min. Mula naming Monday-Thursday, okay naman.

S: Parang ang tawag natin don, Friday sickness. Kasi pagFriday nawawala po yung mga bata.

D: Opo, Sir.

S: Ma’am, 7:30 ang start ng klase, pero ang sabi nyo nalelate ang mga bata, bakit po kaya, dahil
po ba malayo ang bahay nila sa school

D: Kasi sir, yung school Lamao pa, boundary sya, konting kembot na lang Mariveles na. So
usually yung mga estudyante namin, Lukanin o kaya may mga konting Batangas Dos, iyon, tapos
yung iba naman may galling pa sa Orion kasi nga dahil sa Maritime, though bibihira naman silang
nalelate, kaya lang since yung mga tigaLamao naman kaya sila nalelate dahil sa tubig.

S: Ah, meron pong ano, ng tubig, may problem po tayo sa supply.

D: Sa school meron pati sa mga bata. Iyon yung usual na nagiging problem ng mga bata. Bakit ka
nalelate, kase, ‘hinihintay pa pong magkatubig’, ganyan, pero yung iba naman talagang late lang
talaga sila.

S: Could you describe a typical day with your students?

D: I am handling Grade 11 students since I’m teaching Mathematics. Yung sa mga grade 11 yung
handle, medyo matured na kasi yung mga bata, so since yung edad ko naman ay medyo hindi na
lalayo, sabihin na nating mga 10 years yung difference po, masaya naman, masaya naman
magturo ng mga bata sa Senior High School, kasi parang nagjajive, nasasabayan ng teachers
yung interest ng bata. Kaya nilang ibaba yung level ng teaching, ay kayang ibaba ng level ng
teacher nya sa mga bata. That’s why nagiging di masyadong mabigat yunga araw-araw. Though
siguro sa Senior Highschool mahirap talaga yung mga subjects pero sa teacher kasi, sa teacher
kasi napapagaan nya e. Kaya maganda.

S: May factor po yung age nung tinuturuan natin sa Senior Highschool.

D: Para sa kin po sir ganon po. Kaya di sya burden. Parang nagtatrabaho ka at the same time
nageenjoy ka.

S: Kasi parang kaibigan na natin yung mga bata dahil ang age natin, ang distance ng age natin
medyo kaunti.

D: Yung iba nga anon a e, medyo kalevel na, magugulat ka ’24 ka na pala, 25’, ganon.

S: Specially yung nagout of school youth, na balik-aral. Iyon tama yon.

 255

S: And what kind of tasks or activities were difficult for you in teaching Mathematics in Senior
High School. Rewarding and Enjoyable activities?

D: Siguro don muna tayo sa difficult, sir. Since Mathematics subject ang pinaguusapan natin
ngayon, parang sa unang rinig palang ng mga bata takot na agad sila e. Aminin man natin o
hindi, takot na siguro sila sa subject. I don’t know why, siguro maraming reasons bakit ganon
yung perception nila doon sa subject. Ang difficulty lang non, since sarado na yung isip nila na
mahirap na yung subject parang di na nila masyadong binibigyan ng chance na ipasok sa kanila
yung tinuturo. Yun yung mahirap. Na kapagka susundin talaga natin yung curriculum guide natin,
na yung mga dapat ituro, ang hirap ipaintidi sa bata, kaya ang gagawin na lang ng mga teachers,
lalo na sa ibang strand, hindi yung sa STEM, ibaba yung level ng difficulty nung nasa curriculum
guide, iadjust, imomodify, ng teacher, o magbaback to basic na naman sya bago ipuntirya yung
talagang topic yung yung mahirap sir. Pero yung rewarding naman, though sa lahat ng strands,
kapagka nakikita mo na parang, natutuwa yung mga bata, nakikita mo sa performance nila na
nageexcel sila, kunwari, nagpaexam ka written, tapos matataas yung majority yun yung
rewarding para sa teacher, tapos sasabihin nila, may mga comment pa sila na, ‘ay ganon lang
pala yon, Ma’am. Dati kasi e’, parang ganon. So pag yung konting ganong comment lang ng bata,
parang ang laking impact na sa teacher. Yun din yung nakakaenjoy. Tsaka lagi lang naming silang,
ako lagi ko silang minomotivate na, para pagkalumabas sila ngpaaralan, kung magkokolehiyo
sila, hindi sila nag tech-voc, hindi na sila mahihirapan, in that case kahit papaano, nagiging
enjoyable yung turning, naeenjoy ko rin yung nagiging output nila.

S: So, ma’am pwede nating sabihin na malaki talaga ang factor ng teacher para yung mindset ng
bata sa math na mahirap, ay mapapadali. So malaking factor po talaga yung teacher doon sa
pagtulong doon para maintindihan nila na ang Math ay di talaga mahirap kung iintindihin.

D: Tama sir.

S: Could you describe to me your life as Mathematics teacher here, at Lamao Senior High
School?

D: Kase before I have this job sa Lamao, nagturo na rin ako sa private school, pero math teacher
din. Kay lang ang pinagkaiba lang non, ah 2 yrs akong nagturo sa junior high school, then 1 year
sa senior high, bago ako nagtrabaho sa public, so for the 6 yrs na nagging Math teacher ako, sa
senior high school, masaya sya. Kasi, since linya ko na to, mas masaya kasi nakakaintindi ka sa
bata, yung naging hilig ko din, kumbaga, kahit papaano, di ko man maipatuto sa kanila yung
lahat na talaga yung lesson, at least, naiinsipre ko sila na yung Mathematics pala may
magandang naidudulot sa atin, di lang sya nagiging pabigat. Parang yun yung nagiging, yun yung
buhay ko bilang guro ng Mathematics.

S: So, parang since align tayo dun sa trabaho natin na ito ang tinapos natin, na teacher
Mathematics major, then at the same time we are teaching the mathematics subject, maganda
para sa tin na teacher, ginhawa na para sa tin na teacher, natuturo natin yung sa tingin natin na
alam na alam nating subject.

D: Tama po.
 256

S: Could you tell me what happened from the moment you started teaching Senior High School
Mathematics until today? Ma’am kelan po kayo nagstart magturo ng Senior High School?

D: Sa Senior High School ng public, 2017. Pero nakapagturo ako ng senior high school sa private
ng 2016-2017.

S: So ilang taon na po tayong nagtuturo ng senior high school?

D: Kung kasama yung public at private ko, 4. Pang 4 th year ngayon. So kung sa pagdating sa
pagtuturo ng senior high school, pagkatinignan kasi natin yung curriculum guide, tapos
kinompare natin sya sa napagaralan natin dati, eto ay napagaralan na natin nung panahon na
kolehiyo tayo. Tapos ngayon, ituturo natin sya sa highschool level lang, that’s why nagkaroon din
ng adjustment, though may comparison, wala na tayong magagawa kundi iadjust natin yung
trabaho natin don sa level lang ng high school students natin. Though mahirap, kailangan nating
magadjust para sa mga bata. Kasi eto yung linya na natin e. Eto yung propesyon na natin e. Pero
at the end of the day naman, masaya talaga e. Masaya sa senior high school. Sa kin kasi, mas
yung alam kong makakaadjust ako sa alam kong binata’t dalaga na yung mga bata, parang yung
di ko kayang iadjust yung sarili ko sa mas bata parang yung grade 7, grade 8, yung masyadong
maliliit. Kaya kong magadjust pero mahihirapan akong magadjust masyado. Not like sa senior
high school, madali na lang kasi matured na yung mga bata, pagkapinagsabihan mo, madali na
ring sumusunod, pagkapinrealize mo yung dapat nilang gawin, di ka naman madidisappoint. O
kaya naman kung may disappointment man, maliit lang. Konting level lang, ganyan.

S: Could you describe to me your ways of teaching math to your students?

D: Pagkakasi nagtuturo ako, strikto ako, kasi siguro yun yung nasaranasan ko nung ako ay
elementary tsaka highschool tsaka sa college. Kaya ngayon, since alam naman natin yung
disiplina ng mga bata, noon tsaka bata ngayon, pagdating sa classroom, strikta ako, in the sense
na, pag naglelesson ako, gusto ko ako lang nagsasalita. Kasi ayoko ng sabayan, para
pagkatinanong ko sila, ng ibahin ko man ang given, ganon par in yung topic, masasagot nila.
Tapos pag dating sa evaluation, tsaka assessment, medyo mahigpit din ako, medyo mahigpit din
ako kasi ayoko ng dikit dikit sila, though sa activities maluwag ako sa pagpapaactivity, inaallow
ko sila magtanungan, group work, pag dating sa quizzes at exam mahigpit din ako. Kasi gusto ko
silang maging independent. Ayokong lagi silang dumedepende sa katabi nila. Lagi kong sinasabi
sa kanila na pagkakinopya nyo ngayon yan, ipaulit ko yan mamaya pagkatapos lang ng ilang
minuto, kinopya mo lang yan without understanding, di mo sya mauulit. That’s why, kapag ka-
quizzes, gusto ko independent sila. Kahit anong mangyari, may score man sila o wala, at least,
kahit yung disiplina man lang, mainstill ko sa kanila.

S: So ayon po, pag assessment of learning, gumagamit po tayo ng group activity, peer coaching,
pag po naman individual na, para Makita kung naintindihan, nagseset po talaga tayo as teacher
ng individual written works.

S: Could you describe to me your weekly school or school calendar or work schedule. Sabi nyo
po kanina nagstart po yung klase nyo ng 7:30, ilang oras po, what is the average teaching hours
a day.

D: Sa’min po, sa school po namin, 6 hours, plus advisory class so dapat 7.

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S: so actual teaching hours po natin a day, 6 hours? So from 7:30 to 5

D: pero meron naman pong vacant hours yon in between. Pwedeng straight ka ng 6 na oras, o 5
oras pero di naman po 6. Siguro po mga 5 hours a day. Meron lang na nag6, nag5. Ganon.

S: So ang average lang po natin daily ay 5 hours. So bale ilan pong section hinahandle po natin?

D: So, anim. Pinkakaunti yung lima. Pag sinwerte 5. Pero pag di ka sinwerte, anim tapos may
advisory class.

S: Could you describe to me your various intervention activities for your classes?

D: Pag dating sa mathematics, maraming intervention po dapat yung ginagawa bilang isang
guro. Sa kin, ang ginagawa kong mga intervention, sometimes kapagkadi nila nakukuha ng ayos
yung target scores nila, nagpaparemedial ako with different give, na alam ko sa bata na kaya nya
yon. Kasi minsan, kapag ka-nagpaparemedial yung bata mauutak, tinatanong na nila kung anong
binigay ko sa klase, kaya sa remedial minsan matataasan pa nila yung talagang nasa klase, so
kailangan, iadjust ko. Individual. Maglalaan ako ng time, kaya lang sacrifice na naman yon for the
side of the teacher. Kaya lang no choice. Iyon po. Tapos, kapagka di na talaga kaya ng written,
sometimes nagpapaoral na lang ako, yung pinakabasic na lang. hindi ko na dadalin don sa
pinakamahirap. Kaya talagang parang differentiated na lang talaga sila e. ganon. Hindi,
applicable sa lahat yung binibigay natin sa klase. Kaya adjust adjust, minomodify.

S: Could you describe yourself as a Math teacher.

D: ay nako mahirap ata. Siguro naman from my 6 years of teaching mathematics, from grade 8,
grade 10, 11, wala naming math sa grade 12, based on the feedbacks of the students naman, at
nakikita ko naman sa mukha nila na pag pumapasok ako sa classroom, masaya naman sila, pero
minsan nanghihingi ng rest day, nakikita ko naman na effective ako bilang math teacher kasi,
sabi ng ilan sa kanila di ganon katas grade nila dati, di ko alam kung mataas lang talaga ako
magbigay ng grade, o talagang nagimprove nga sila o late bloomer lang yung mga bata, iba iba
kasi yung reason, pero sa feedback nga nila, sabi nila, ganon pala yung math, may mga topics
pala na madadali lang, na hindi nila inaakala. So siguro, isa talaga sa factor ng progress ng bata
sa kahit anong subject ay yung teacher. Yun talaga. Di ko naman sinabi na magaling na magaling
ako, pero kahit papaano naman, may napapatuto ako sa kanila.

S: Based po sa feedbacking and sa evaluation sa tin ng mga bata.

S: Then could you tell about some of your experiences in teaching mathematics, may mga
pagkakataon po ba na halos sumuko na tayo dahil ang mindset talaga ng bata ay di ganon kadali
ang math. What are your experiences in teaching mathematics?

D: Meron po talaga, lalo na ngayon kasi nung nakaraan, may mga bata na from grade 8 ay
naaccelerate into sa grade 11, marami po sila sa EPAS, sa HE dito sa school naming, na kung saan
hindi pa ganon kahinog kumbaga, yung kaalaman nung bata, kaya lang wala kaming magagawa
kundi tanggapin na sila sa klase, kasi nga nagexam ata sila. Kaya lang sa part ko napakahirap kasi
mismong basic of mathematics like fundamental operations lang, minsan gagamit na lang ng
calculator, hirap na hirap talaga, so ang nangyayari, naapektuhan minsan yung buong klase. May
mga bata na nabobored kasi alam na nila yon, kaya lang binababa mo na yung level mo para sa
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ilalang batang hindi nakakaintindi. Siguro iyon yung, pinakamahirap, kasi nga di naman pare-
parehas ng level ng katalinuhan yung mga bata sa isang classroom, yun yung mahirap kapag di
sila pantay pantay ng level, may mga times na masasayang.

S: Multi-intelligence po kasi ang sections natin ngayon.

D: siguro yun yung some of the experiences na di masyadong maganda para sa kin. Pero
napagtatagumpayan naman.

S: Could you describe one of your most interesting experiences in teaching mathematics?

D: Siguro yung nakaraan po sir, yung may yung may tinatalay ako sa kanila na stat, kung saan
binigay ko yung mismong data ang tanong ko sa kanila, pabaligtad, paano nakuha yung mga
values na yon, mga figures na yon. Na ang ineexpect ko, isang sagot lang. kaya lang ang nangyari
don sa isang strand na yon, naka3 o 4 na sagot sila kung paano na-achieve yung ganong figures
na kung saan, nung chineck ko, okay. So doon, napatunayan ko na marami ngang solusyon sa
isang problem. Na di mo lang dapat i-honour kung anong nabasa mo sa libro, kung ano lang
alam mo. Tapos, ayon natuwa sila, sabi ko alam nyo kayo lang yung nakapag- sa tatlong taon
kong pagtuturo ng stat – kayo yung may pinakamaraming way para masolve yon. Ayon yung isa
sa mga most interesting experiences sa pagtuturo ng math. Tapos i-hononour ko naman yon. Di
naman natin pwedeng sabihin na mali yon, eto lang yung tama, as long as naapply sya sa lahat.

S: So, parang ma’am ang position ng teacher in the classroom is just a facilitator of learning,
katulad ng sabi mo, parang sa bata nyo napalabas yung pagkatuto nila. Sila mismo, kayo lang po
yung nagfacilitate sa kanila.

S: Could you describe one of your most challenging experiences and could you explain how you
deal with it. Siguro experience natin sa bata, sa admin, pag samasamahin na natin, sa
curriculum, pwede tayong magbigay ng experience natin doon.

D: Siguro sa curriculum na lang. For example, meron sa senior high school na academic track
tsaka technical sa nga naming ng ibang teachers, kunwari sa SMAW, yung Gen Math. Kasi kung
susundin talaga natin yung curriculum guide at ituturo natin sa mga SMAW students, parang
solve for X, solve for ganyan, parang ipainstill sa kanila na dapat matutunan nila yung mga
concepts na yon. Bakit di na lang gawin sa curriculum, guide, napaguusapan lang po, iallign na
lang yung cg ng math sa specific strand na yon. Kaya nga sila nagtechnical vocational e, para
after senior high school, ready for work na, kumbaga medyo ibaba yung level or ilinya talaga,
kasi yung interest ng bata, bakit ba magsolve pa kami ng ganyan, logarithm logarithm, kung
maghihinang lang naman kami ng bakal. Parang ganong simpleng biro pero may laman. Pero
sabi nga naming, wala tayong magagawa kundi sumunod sa nakakataas. Tapos ayon siguro sa
mga bata, yung mga experiences ko bilang teacher, hilaw pa rin talaga yung mga bata. Siguro iba
iba yung mga factors, pumasa sila, ayan alam na natin sa totoong buhay. Pero sana medyo
mahasa pa lalo. Hindi lang yung mga bata na nagmumula sa first section, sa SSC, sana lahat. Para
habang tumatagal, mas lumalawak yung natutunan nila, hindi bumabalik sa basic. Kasi kapag
bumabalik sa basic, di na lumalawak, hanggang doon na lang.

S: kung ang foundation, which is very essential, tapos pupunta tayo sa higher math, ang math
natin sa senior high school ay higher math na rin, kasi po, meron tayong statistics, and then
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meron tayong business mathematics, talagang higher math na talaga sya. Sabi nyo nga po pag
ang foundation talaga natutukan, e pano pa sa higher mathematics.

D: Tama po sir. Foundation talaga. Syempre magstart yan sa elementary, tapos may junior high
school, tapos senior high school. Though we are hoping in the next generations, maitatama na
yung maling practices.

S: Sa classroom naman po natin ma’am. Dito sa lamao senior high school, pwede po ba tayong
magdescribe ng situation araw-araw, sa classroom bilang classroom teacher din po.

D: Ngayon sir, sa lagay po ng mga classrooms dito sa Lamao, buong Limay, siguro parang
conducive for learning na talaga sya. Kasi in the aid of the technology, yung mga pinamigay na
Smart TV, medyo napakalma natin yung mga bata, lalo na sa pagtuturo, di na sila nabobored na
board and chalk lang, manila paper na matagal na nilang nakikita, elementary days, junior high
school days, sa senior high school medyo naiba. Kung may gusto tayong ipapanood na short clips
about the topic, kaya. Nakakatulong po talaga. Kaya medyo mas magaan yung setup ng
classroom ngayon.

S: Because of the computer assisted instruction, we have Smart TV dito sa Lamao.

D: Opo sir, swerte po. Kaya alam naman natin na yung mga bata, pag dating sa technology, kuha
agad natin yung attention nila. That’s why yung mga teachers, tinetake advantage na yung
ganon. Though di naman don nalilimitahan na gumagamit pa rin nong traditional way, at least
joint force na. Kaya mas maganda yung naging output.

S: Thank you po, Ma’am.

RESPONDENT 3

S: Good afternoon, we are here at St. Francis National High School – Senior High. In conducting
interview for my study, The Ethnography, and we have our participant, Sir John William
Bustamante. Sir, good afternoon po. So, let us start our interview. Could you describe a typical
day in your school.

J: Same thing na naexperience ng mga teachers, regardless of the subject, regardless of what we
are teaching. I think the same experience that I am experiencing po. And also, the usual thing, I
prepare my lessons, I used to read the lessons that I will be teaching to the Senior High School
students. Yun po.

S: Could you describe a typical day with your students naman po

J: I think that’s why I’m here because of the students. Since my passion is teaching. Then I would
say that, I’m happy every time I enter the classroom, seeing my students on the subject and also
they are learning from what I’m teaching to them.
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S: Sir, pwede po ba nating madescribe ditto po sa St. Francis, madescribe po natin ang ating mga
estudyante.

J: There are some fast learners, every classroom is diverse talaga. So may mga students na akala
mo di interested yun pala, nakaupo lang sila nakatingin, they are learning, may mga estudyante
naman na sobrang daldal, pero di ko naman sila binabawalan kasi that is their learning style. And
also, there are also students na akala mo e di natututo, na nagkukutkot lang ng kung anu-ano,
but then again, magugulat ka na lang. Kung anong tinuro mo, alam pala nila. And then one time,
experimented to stop them from doing that, keep quiet, do not do other things aside from
listening to me, but the result after I teach the lesson, medyo bumaba yung ano ng students,
then on another day, pinabayaan ko sila, I discovered na kaya pala sila ganon is because, that’s
their learning style. So I am allowing students to do whatever they want to do, for as long as
they are capable of learning. So in other words, my typical day with my students is very
challenging because they are diverse.

S: And what kind of tasks and activities were difficult, rewarding, or enjoyable for you in
teaching mathematics in senior high school?

JOHN Of course, the most rewarding thing that I can have as a teacher is they can learn, not on
that they, but they could be able adapt this learning even if they have graduated, even if the
other day, iba na ang lessons, still they learn the na tinuro ko sa kanila. I think wala naman
akong difficult sa task, or activities when I teach mathematics on senior high school, because
since again, it’s my passion, I used to prepare materials and activities that can engage them, that
can make them motivated or on the subject, Mathetics. So for me, there’s no difficulty, just the
rewarding and the enjoyable thing naexperience ko.

S: Because of the suitable materials for the learners. Kasi sabi nyo your students are diverse. So
inaangkop nyo po yung mga materials para sa kanila ay mas madaling maintindihan yon.

JOHN Yes. Sometimes, I use to group them, according to their interest. For example, using this
playing a song, for those who are musically inclined or for those having a kinesthetic
intelligence, I used to let them interpret the lesson using a dance or a jingle. For those who are
inclined only through mind, o yung mga written talaga, yung matatalino, I give them activities na
may puzzles, yon, so it depends.

S: Could you describe to me your life as a Math teacher here at St. Francis High School?

JOHN Satisfying? I am satisfied, not because of the salary of course, but I’m satisfied with the
experience that I am experiencing here when I’m teaching Mathematics in Senior High School.
Second is, I enjoy it, I enjoy teaching students. I enjoy teaching them, to give them enough
lessons, not just lessons in Mathematics but also the integration of the competencies in the
daily life situations.

S: Sir, before po ba sa St. Francis, may iba pa po kayong school na napagturuan?

JOHN Bataan Christian School pero wala pa naman Senior High School non. Junior high school
tinuruan ko sa Bataan Christian School.
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S: So, you worked on a private school before teaching here at St. Francis. And, could you tell me
what happened from the moment you started teaching Senior High School Mathematics until
today? Sir ilang taon na po ba tayo sa senior high school?

JOHN Sa senior high school, since nagkasenior high school. Kelan ba nagkasenior high school?
2016, 2017, 2018, to, 3 ½ years na kong nagtuturo ng mathematics sa senior high school. I think
di naman nag babago yung satisfaction ko, di naman nagbabago yung passion ko sa mga bata
pagdating sa pagtuturo ko sa Math. So wala naming pagbabago.

S: Could you describe to me your ways of teaching math to your students.

JOHN As I mentioned, I depend my activities on the capability or intelligence of the student. So, I
make sure that the activities that I will be giving to them fits their interest or intelligence. So for
example, just like what I said before, for those who are musically inclined, will give them the
lesson and in order for me to maipakita yung kanilang intelligence, don sa part na yon sa
pagiging musically inclined, I let them interpret that using music, for those who have kinesthetic,
pinapasayaw ko sila, I used to give them or ask them to create a jingle.

S: Then could you describe your weekly schedule, school calendar or work schedule? Sir anong
oras po tayo nagstart ng klase?

John: Ang ano po, nung unang taon ko, unang taon ng pagtuturo ko sa senior high, it’s 7:30-8:30,
four times a week. Ayun po. Then, nung nagpractical research po ako, same schedule po, 1-2
naman po sya. So yun po, parang yun lang o yung natatapat na schedule sa kin. It’s either 7:30-
8:30 or 1-2 po.

S: So, ilan po yung average na pagtuturo po natin sa senior high school a day? Ano po yung
average time or hours?

John: 2 hours per day.

S: Sir ano po ba yung schedule natin dyan sa pagtuturo po natin? Monday po ba, intended to
start new lesson or intended po bang evaluation of past lessons. May schedule po ba tayong
ganyan?

John: Yes po. May schedule naman po. So, halimbawa, if I teach this lesson, may certain
formative assessment po, then tomorrow another formative assessment so that I can be sure
that they have mastered the lesson, that I taught yesterday or previously.

S: Could you discuss to me your various intervention activities to your classes. Kasi nga po you
said na diverse ang mga bata. And we know na ang mga bata pag sinabing Math subject, major
subject, a difficult one, so, di naman natin malalahat ay e interested sa math na subject. Kung
may bata po tayong naencounter, ano pong intervention activities ang nabigay po natin sa klase.

John: Kasi po di na po bago yung intervention kasi I always used to have interventions or
intervention activities sa klase. But ilan lang naman po yung inaano ko po. Kaya ditto po
pumapasok yung differentiated instruction po. Kung saan yung slow learners, binibigyan ko po
ng other set of activities, para makacope up po sila sa lesson and for those who, para di po
boring yung matatalino, sabihin na po nating fast learners, I give them enrichment activities.
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Yung medyo higher level na. na kung sa gayon po kahit papaano may mastery na po yung nasa
lower class po ng klase. So, iyon po yung intervention na ginagawa ko po. The differentiated
instruction.

S: and then that is for both the fast learner and the slow learner. Para naman di po naiiwan din
yung slow tsaka yung fast naman ay di sila nabobore.

- Then, how could you describe yourself as a math teacher.

John: Ako yung teacher na hindi naman knowledge based. I’m not a knowledge based teacher. I
am a teacher who use to create intervention to apply those knowledges. Kasi di matututo ang
bata kung ituturo mo lang, what is x. di sila matututo ng ganon. I use to think of some ways na
yung competency na binigay ng deped e maiaapply ko sya sa daily life. Yun po.

S: Then, could you tell me some of your experiences in teaching mathematics?

John: Ayon po. Naexperience ko po ditto na pagpa – sa prob and stat – na magpagameshow.
Naging artista po yung mga bata. Kasi po probability, medyo related po sya sa gameshows kase.
So, choices, chances, and they were able to create such good gameshow and at the same time
narealize po nila na probability is like this. Na the lesson in probability is the lesson in life, di lang
po yung mismong topic ng probability na mutually exclusive na natutunan. And also the
probability will depend on the choices. Di lang po nila natatandaan na pag mutually exclusive
iaadd to. Ay dapat pala pag probability, marunong ka dapat mamili. Na ganito pala dapat
gagawin mo, kasi pag ganto ginawa mo, sasablay ka. Yun po.

S: So parang sir, ang nakikita ko po na ang lesson po ay hinahanap natin sa pangkaraniwang

activity natin sa buhay. Na dapat eto po yung ginagawa nila, yung lesson natin ay nandodoon
na, di lang nila napapansin. Naapply natin yon, pero we are not aware. So, ngayon inoopen nyo
sa mga bata yon.

- Could you describe one of your most interesting experiences in teaching Mathematics

John: Siguro yung interesting experience ko po yung isang lesson inabot po ng 4 na araw. Isang
competency po. Specifically po, ang naalala ko pong topic which is yung sa Business Math, sa
Gen Math. Medyo nagtagal po kami don. But, interesting sya kahit nagtagal, is because, nakita
ko yung bata na mismong mga students ayaw nilang magproceed sa susunod hanggang di nila
nakukuha yon – “Di po naming naintindihan, pwede pong ulitin?” Yun po yung pinakana-ano na
ko na, yung yung mga bat apala di lang sila basta-bastang school bukol na basta pasok lang
aalamin yung lesson tapos na. naexperience ko po yon, actually po, SMAW po yun, SMAW.
Shielded Metal Arc Welding po na-anuhan ko po na yon. So, don po ako naging interested
talaga. Nagkaroon po ako ng interest sa mga bata na hindi lang sa kanila sapat na maituro mo,
ang mas gusto pa nila yung anong behind that, gusto ko pa silang matutunan, gusto ko pa silang
mamaster. Ayaw naming magproceed ng di naming nakukuha to. Yun po.

S: So, parang yung SMAW students po na nahandle nyo na yon they want to understand the
lesson by depth po. One day yung isang competency. Pero doon sa SMAW estudyante nyo, kahit
hindi nila naiintindihan, ayaw nilang umalis. Kahit magapat na araw na. Parang 1 week na po yon
sir.
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John: So, ganon nga po sila. So iyon po yung naging ano. Interesting experience po. Kaya I’m
looking looking forward po na yung mga students na experience ko po ganon din thinking.

S: Ganon po yung eager na silang matuto kahit po magtagal ng ilang araw.

- Then could you describe one of your most challenging experiences and explain how you deal
with it.

John: Wait. Napaisip ako dito ah. Yung minor lang po siguro. Since 7:30 po klase naming, though
di sya related, but I see it as a challenge. May mga bata na papasok ako ng 7:30 ang nasa
classroom lang 10 out of 35 students ng SMAW. That gives me a challenge, 4 days na nga lang
yung math, 1 hour lang, then 10 lang papasok. Papasok po sila mga 8 na po, because yung
lifestyle po nila na nagtatrabaho po sa madaling araw. And I understand that, siguro po, ang
ginawa ko po, is, medyo naging masama po ako. nagpaDTR po kasi ako nung time na yon, na
kailangan 7:30, na pagnalate, pupuntahan sa bahay. Ayon ngaman po, naging effective naman
po sya, pumapasok na po sila, kahit natutulog sa klase po yung bata, pinilit po nilang pumasok,
just to comply with the DTR. Na kelangan nakalogin po ng 7:30 at nakalogout po ng 8:30 may
pirma ko rin po. Di sya in terms of teaching mathematics, in terms of disciplining the students
naman.

S: Tama naman po yun sir. Sir iyon ang dahilan po kaya po na kaya po nalelate ang mga bata sa
first period na klase po nila ay

John: Yung lifestyle po nila. Yung nagtatrabaho po sila. Mostly po ng nalelate, pero di naman po
lahat, iba po talaga tinatamad lang pumasok ng ganong oras. But most of them, ang nalelate is
yong nagtatrabaho, nagdadagat ng 2:00. Cause I interview them po kung bakit yon nangyayari.
Nagdadagat ng 2:00 tapos uuwi po ng 5 ng madaling araw. So pagod po sila. Yun po.

S: kasi po itong ating school ay malapit sa dagat – tong St. Francis. Di naman din po ganon din
kaalwan ang buhay. Mga bata natin dito sa senior high school, nagtatrabaho sa umaga magdagat
at mangisda at uuwi po sila ng 5am. Tapos ang pasok po nila ay 7:30.

John: Meron lang po silang 2hrs and 30 minutes po na pahinga. Actually di nga po siya pahinga
e. kelangan po nilang magprepare pa talaga for school. Kaya po ang sinuggest ko rin po, wag
akong ilagay sa 7:30 kase ang hirap naman non. Subject na na mahirap ilalagay pa sa mga unang
una.

S: Sir kung ganong po ba, willing po ba tayo na kung ganon po yung situation natin dito sa school
na yung mga bata e came late because of their lifestyle, meron silang trabaho, pwede po ba na
possible po ba na iadjust ang klase na instead of as early as 7:30, baka pwede 9:00 na lang para
makapagprepare ang bata.

John: Yes, ayon ang isa ko nga pong, ang senior high po dito, they are requesting po. Ang mostly
na nagtatrabaho po kasi dito,grade 11 po. Ang grade 12 po di na po sila masyadong nalelate po.
Napansin ko rin po nung hindi ko na sila hawak. Ewan ko po di na po kasi ako pang7:30 ng grade
12. Ngayon po, ang suggestion po nila, magshifting po, for the sake na, for teachers ano na rin
po, and at the same time, yung mga students po na gusto magtrabaho after class or before class
e makapagtrabaho and at the same time, maging mahaba haba po yung pahinga nila.
 264

Makakapagconcentrate. Kasi big factor din po kasi sa learning yung fatigue. So, yun po. And I’m
in favor of that adjustment of schedule po.

S: kasi sa hierarchy of needs dapat mafulfill muna ng bata yung basic needs nya e. kung ganon
na sa bahay at kelangan nyang magtrabaho, and then papasok sa school ang laki ng effect para
sa bata.

John: Na kelangan po munang masatisfy yung physiological needs. Sabi nga po nila, kapag gutom
ang bata, di po makakaabsorb ng kahit ano yan. Yun po ang isang reason.

S: Ang second po naman, as teachers, we are prepared to do some remediation, yung ating mga
instructional materials and yung ating mga, materials for learning ay inaangkop naman po natin
sa bata. So parang ditto naman sa school, ang teacher naman ang nagaadjust para sa bata. So
parang hand in hand yung mga needs ng bata talagang matututukan. Bale sir ano po talagang
magiging result po non? Kung bawat aspeto sa bata ay nabibigyan ng pansin.

John: Yes. Siguro yun na lang po. We cater students po. We are here because of the students.
We are not here because of the salary. Pangalawa na lang po yung salary. Kung anuman pong
pangangailangan ng bata, kung kailangan pong magadjust ng teacher, magadjust. Kung ano po
yung gusto ng bata na palagay naman natin na makakabuti sa kanila, kahit na nahihirapan tayo,
we should satisfy their needs. Because we are here for the students, we are not here just
because of the salary but we are here because of the students. Because of our goal. Because of
our passion. So kahit gawin natin, kahit tumambling tayo, basta matuto yung bata, we must do
it. Kung kailangan nating magadjust, we should do it. Yun po.

S: So, thank you po sir.

John: Thank you rin po. Thank you for interviewing me po. For letting me share the experiences I
experience here in school.

RSPONDENT 4

SERALDYN Today is February 12, Wednesday and I am here at St. Francis High School, Senior
High. With me is Mr. Rommel Magcalas, teacher of Senior High School mathematics here at St.
Francis. Good afternoon sir.

- Sir, let us start our interview session. So, could you describe a typical day in your school.

Rommel: A typical day sa school, morning konti estudyante, sa hapon lalo ng kumokonti. Ayon
yung typical na nangyayari dito sa school. Pero most of the time, pag afternoon, nawawala ang
studyante.

SERALDYN: Sir ano pong oras nagstart ang klase?

Rommel: Sir, nagstart po ang klase ko ng 7:30. Statistics yon. Tapos sa class advisory ko yon sa
SMAW B – sa stats yon. Tapos susundan sya ng SMAW A, ng 8:30 naman. Tapos ibang subject na
yung sumunod.
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SERALDYN Could you describe a typical day with your students?

Rommel: Sa students, typical day sa student, may mga araw na active sila, may mga araw din na,
wala, tuluy-tuloy lang turo mo, pag magtatanong ka, sagot mo rin. Ayon ganon.

SERALDYN What kind of tasks and activities may be difficult, rewarding and enjoyable for you in
teaching mathematics in senior high school.

Rommel: Sa pagtuturo ng math, wala naman masyado, ang pinakamahirap lang yung ano, di ba
tayo, spiral na, kaya pag alam na ng estudyante yung parang wala na silang ganang makinig.
Ayon yung pinakadifficult part, gagawa ka na ngayon ng intervention, para makuha mo yung
attention ng bata.

SERALDYN Could you describe to me your life as a mathematics teacher here at St. Francis High
School.

Rommel: Dito, as math teacher, normal lang. Wala namang pinagkaiba sa ibang subject, siguro
the way you, makitungo sa estudyante, parang iyon na lang yung ano.

SERALDYN Could you tell me what happened from the moment you started teaching senior high
school mathematics until today. Sir kelan po kayo nagstart magturo magturo ng Senior High
School?

Rommel: 2017 sa private school. Calculus.

SERALDYN Ah. So nanggaling po kayo sa private school. Then ditto sa St. Francis?

Rommel: 2019.

SERALDYN Ah last year po. Then yung previous work natin ay? Kasi po kung 2017 lang and then
2019, so parang running 3 years palang po kayo sa teaching. So yung other years nyo po,
inispend nyo po sa?

Rommel: Una kong work kasi sa manufacturing company sa Subic. 2012. 3 taon ako don
hanggang 2015. Tapos from 2015 to 2017, dalawang taon akong nagabroad e.
manufacturing company rin sya, repair company.

SERALDYN Sir ang tinapos po natin ay?

Rommel: BS Electronics Engineering.

SERALDYN And today, nagtuturo po kayo sa senior high school. Nanguha po kayong units?

Rommel: Actually nung 2017, nung bago ako magsimulang magturo sa private, nanguha muna
ako ng masteral. Nanguha akong Master in Engineering Management. So, nakaisang sem lang
ako. Tapos nagstop muna ako, kasi mababa sweldo don sa private.

SERALDYN Could you describe to me your ways of teaching mathematics to your students?

Rommel: usually, lagi akong nagpapalaro. Kasi pag nagpapalaro ako lagi, lagging active yung mga
bata e.
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SERALDYN So, nagccreate po kayo ng games in discussing your lessons.

Rommel: Tapos usually, board games, di pa rin mawawala. Syempre pag math, mas maganda
pag sila pa rin sasagot sa harap. Para agad mong makikita kung sino yung master na, sino yung di
pa master. Alam mo kung sinong batang tutukan mo.

SERALDYN So, handle nyo po ang, nga mga handled nyo pong sections o track ay,

Rommel: SMAW at Home Economics.

SERALDYN Wala po kayong handle na academic

Rommel: Ngayong sem wala. Nung mga previous nung nasa private ako.

SERALDYN So, you are handling the Technical Vocational Livelihood track, and ang strand nyo
pong hawak ay SMAW and HE.

- Sir, could you describe to me the kind of students don po sa under SMAW and HE.

Rommel: Usually sa SMAW, maraming matatalino sa math. Tapos sa HE naman, kasi konti lang
sila e. So, parang bilang. Bilang lang talaga.

SERALDYN Ilan po ang average no of students in a class?

Rommel: Ang SMAW naming, 35, parang ganon. Tapos yung HE naming, halo kasi sila ng SMAW
B, tapos yung HE, tapos parang 30 din sya.

SERALDYN Sir ilang sections po ang handle natin?

Rommel: Bale 3.

SERALDYN Ilan po yung average teaching hours of teaching po natin a day?

Rommel: 1 oras per section.

SERALDYN Bale average po natin 3 hours a day po?

Rommel: hindi, 4.

SERALDYN Then, could you describe your weekly schedule, your work calendar, or weekly
schedule?

Rommel: Ang ginagawa ko, every Monday yan, discussion. Usually puro ganon. Tuesday and
Wednesday, more on activities. Kasi pag more on activities, mas agad nilang naabsorb yung
tinuturo mo. Tapos yung last day, yung ika-apat, kasi 4 na araw lang tayo nag-aano di ba, yun na
yung assessment nila.

SERALDYN So, in a week how many competencies po natatackle natin?

Rommel: 3, parang ganon.

SERALDYN So 3 competencies in a week.

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Rommel: usually kasi turo muna ako, discussion, 3 competency, don ko na iintegrate sa susunod
na araw yung mga quizzes.

SERALDYN So could you describe to me your various intervention activities for your classes. Sir
do you encounter, have you encountered students ba na have difficulty in learning
mathematics?

Rommel: usually mga bata naman na naencounter nga naming ay yung hindi pumapasok. Kasi
pag tinanong mo naman, ang lagi nilang sinasabi, nagtatrabaho, lumalaot, kasi kabuhayan nga
nila. So syempre bibigyan natin ng pagkakataon yung bata, yung mga kabuhayan nila dito, yun
lang talaga. Tapos minsan bread winner sila, sila talaga nagtatrabaho. So yun, binibigyan lang
naming ng chances. Many chances.

SERALDYN So pano po yung chances na yon, pano po kung di nakapasok yung bata that day,
pano yung chances, pano po yung chances na binigay natin?

Rommel: Usually ako, nagbibigay ako ng handouts. So yun yung inaano ko sa kanila. Reviewhin
nila yung hand outs. Pag nagreview na nila, don sila lalapit sa kin, kung ano yung di nila
naintindihan, don ko sila masyadong tututukan.

SERALDYN So yun po yung interventions natin.

Rommel: Para mas makahabol sila.

SERALDYN Then, could you describe yourself as a Math teacher.

Rommel: Ako? Sabi nila mabait. Tsaka ano kasi, dati pa naman nung nagtuturo pa ko sa private.
Lagi kong binababa yung level ko don sa estudyante. Lagi sa average ka lang dapat lagi e. Wag
mong tataasan yung standards mo bilang teacher. Pag tinaas mo, yung mga nasa baba, di na
makukuha yung topic na gsto mong iano. Kaya dapat don ka lang sa gitna.

SERALDYN Then, could you tell some of your experiences in teaching Mathematics?

Rommel: Experience.

SERALDYN Yung experience po natin in teaching. Pag natuturo po tayo ng math, ano kaya yung
mga naexperience natin dito sa mga bata sa senior high school.

Rommel: Ako lagi ko talagang naeexperience yung ano, parang 15 minutes lang talaga yung
capable yung bata na makinig sayo. Kaya dapat within 15 minutes, madiscuss mo na dapat yung
mga dapat mong idiscuss. Tapos yung mga susunod, ikaw na yung gagawa ng paraan para
makuha yung attention ng bata. Kung di ka magpapalaro, magpaano ka, magpagames ka. Gamit
ka pang mga interventions. Para makuha mo pa yung attention. Kasi 15 minutes lang tinatagal
nila.

SERALDYN Span ng interest nila sa lesson.

- Could you describe one of your most interesting experiences in teaching Mathematics?

Rommel: Siguro yung first year in teaching ko sa math. Matalino kasi yung bata, so syempre,
kapag matalino, wala ka ng masyadong intindihin sa kanya. Kaya lang, kapag lagi ka don sa level
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lang ng average, yung pagtuturo mo, yung batang matalino lagging magtatanong sayo yon e.
Tapos minsan nagnyari sa kin, chinat na lang nya ko, “sir bakit parang ang baba lang ng way ng
pagturo”. Kunwari pag high school, parang elementary daw yung approach na ginagawa ko. Ang
sabi ko, kasi ikaw, isa ka lang. Alam mon a yung ano ko e, ano mo na yung process, yung lahat.
Tapos mas maraming bata yung kailangang matutunan yung lesson. Kaya dapat, kaya binaba ko
sa ganong level yung patuturo.

SERALDYN So parang ang sabi nyo po kanina kung ang average number of students in a class is
35, tapos may namumukudtangi syang iisa, then the rest, ano na hindi makasabay sa kanya. So
ang gagawin po natin, yung mas nakararami po yung tutukan natin.

Rommel: Oo. Ganon ginagwa ko lagi.

SERALDYN Sir don sa nageexcel na yon, have you tried na nagbigay kayo ng –

Rommel: Ayon, ang naman ang pinagusapan naming, kapag gusto mo ng additional pang
information don sa discussion, wag kang maghihiyang tanungin sa kin. So yun naman yung
nangyayari. Nagbibigay ko sa kanya ng ibang examples, tapos kaming 2 naman nagiinteract. Kasi
pag ininclude ko sya sa ano, baka maguluhan naman yung ibang bata.

SERALDYN So ang nangyayari the other way around. Kasi typically, sa klase, ang natutukan natin
yung mga slow, they find mathematics a very difficult, kaya lang sa inyo baliktad. Since most of
your students ang level ay hindi katulad ng level nung namumukod tangi na yon, so parang, sya
yung inyong, kinecater, then the rest is, pantay pantay na po. The other way around, kasi ang
usually nga, ang tinutulungan natin yung hirap, pero eto, yung mas lalong tyinatyaga natin
marunong kasi sya yung namumukod tangi. Then yun naming the rest, di naman natin sila
pinapabayaan.

- Sir, yung last question po, iyon na po ba yung most challenging experience naitn sa pagtuturo
ng Math o mas may higit pa po doon.

Rommel: Ayon na siguro kasi yung iba di naman masyado. Ordinaryo din naman yung iba. Oo
Yun nga. Ayun nga. Ayon yung pinaka challenging. Kapag merong namumukodtangi na
estudyante, syempre nababagot din yung bata kasi alam na nya yung tinuturo mo. Tapos uulit
ulitin para yung the rest maintindihan nila yung lesson mo. Ayon yung challenging talaga.

SERALDYN Sir kung ganon po ba, sa palagay nyo po ba, mas maganda po na ang mga bata na ito
ay magidentify natin, tapos pagsamasamahin.

Rommel: Oo yun yung maganda. Kasi may tawag don. Nung highschool kami, ilalagay mo lang sa
iisang section 1 tapos isusunod mo sa section 2 yung susunod na mataas. Para maidentifiy mo
kung sino talaga yung tututukan mo. Kapag higher, na pwede ka ng mataas yung way mo ng
pagtuturo. So may tawag don. Parang homo and hetero.

SERALDYN So ngayon, sa isang classroom, diverse po sila. Halo-halo. So ang teacher kung lima
yung characteristics, so kelangan idivide din nya yung sarili nya into 5 groups. So sa palagay nyo
po mas maganda po ba yung ganon.
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Rommel: Sa kin nga, kasi nung araw kasi, yung wala pang k-12 na ganyan, homo magkakasama
kayong matatalino, tutok na tutok talaga yung mga teachers sa inyo. Ngayon kasi halo halo.

SERALDYN Sir pano po kaya natin iaapply in teaching mathematics po kaya yung ganon?

Rommel: In teaching mathematics, kasi di ba yung math natin ngayon, meron tayong core
subject. Siguro pag pinagsama-sama natin yung mga strand tapos icaclassify natin yung mga
bata, don sa level ng ano nila, may mas maganda siguro yung ganon.

SERALDYN So ang mangyayari, block section pag core subjects, then maghihiwahiwalay sa
applied and specialized subjects. How about in, teaching the lesson in mathematics? Halimbawa
po ang topic po natin ay hypothesis testing for an instance. Then ang, diverse pala po yung sa
classroom --

Rommel: kelangan mo talaga magisip ng ano, yung maiintindihan talaga ng lahat, yung kayang
maiintindihan ng mahinang mahinang estudyante, yung makukuha nya agad yung lesson. Ay
mahirap talaga yung sa part na ganon.

SERALDYN Sa experience nyo po, pano nyo po yon na execute yung ganon po.

Rommel: Sa kin kasi, ayun nga, baba ka don sa level ng average lang, tapos hanggang may
batang hindi nakakaintindi at lagging nagtataas ng kamay, at hindi naiintindihan – ayon din yung
lagi kong ginagawa. Lagi akong nagpapataas ng kamay kung sino pang hindi nakaintindi. Tsaka
sabi ko sa kanila, wag kayong mahihiyang magtanong kasi nga, andito kaming teacher para
turuan kayo. Nasanay din yung mga bata na pag meron pang hindi nakaintidi, “oh ulitin ko ha”,
“oh ulitin ko, makinig". Tsaka dahan dahan lang dapat.

SERALDYN So yun po yung practice natin sa pagtuturo ng, we are open for, sa mga bata naman
tanong, para naintindihan nila yung tinuturo nyo.

RESPONDENT 5

S: Good afternoon. We are here again at Lamao Senior High School and our second participant is
Ma’am Shirley E. Napana.

S: Good afternoon, Madam. Could you describe a typical day at your school?

SH: A typical day in school, ganon lang. So, start yung klase ng 7:30, papasok ng 7:30 and then
ang last class ko kasi ay 4:15 for Monday and Tuesday and then yung mga remaining days,
Wednesday to Friday, hanggang 3:15 lang. So ganon lang yung routine, bale four hours a week
per class. I’m handling 3 stat na subjects for this sem, 3 statistics tapos dalawang Practical
Research kaya yung Math subjects ko talaga ngayon, 3 lang. Practical Research 1 Quali po yon.
Pag Grade 12 po sila, yun po yung practical research 2 – yung Quanti naman.

S: Could you describe a typical day with your students?

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SH: Sa mga estudyante, typical day, discuss, for, everyday, let’s say papasok and then usually ako
ang nagging routine ko naman sa mga estudyante, pasok tapos discuss after discussion tapos
mayayari naming discussion for a day, tapos after that, activities, and then di kasi ako, most of
the time di ko nacoconsume, ideally kasi after natin magdiscuss papaquiz tayo for a day, pero
sila kasi, eto yung mga estudyante, iyan, kapagka-di nila nagegets pa, kelangan pa ng additional
examples, nacoconsume talaga yung araw, kaya usually yung evaluation ginagawa na
kinabukasan. Tsaka lalo pag broken yung schedule, ang problema pa dyan, pagka yung
estudyante ay, let’s say, nagdiscuss, tapos ang nangyayari ay di naman nila nagegets agad o kung
magegets man nila, magpapause, let’s say walang klase the following day, kinabukasan yun na
naman, so ulit. Paulit-ulit, parang kulitan na lang din sa discuss, tanong, ganyan, yun lang.

S: Ang lesson, tumatagal po sa tin ng 2 to 3 days pero ang expected sa tin, it will last for one day
– for one period – ideally.

SH: Ideally yun yung, ano. Pag nagdiscuss ka, example, tuloy evaluation na which is di rin talaga
nangyayari most of the time. Kasi nga yung mga estudyante, lalo na kung meron silang
questions, dun nagtatagal. Kase paulit ulit sila ng tanong. Minsan nga yung mga estudyante
tinanong ng isa, siguro pag di nya masyadong, same lang din ng questions, so kelangan mong
magremind from time to time na “oh you listen to your classmate’s question, kasi his or her
question might be your question too.”

S: Sa tingin nyo, bakit po nagtatagal po tayo sa isang lesson dahil po sa mga?

SH: Iniisip ko yung factor yung lesson mismo, possible na yung lesson talagang medyo mabigat
sya para sa isang period or possible naman na baka naman na student factor na yung estdyante
by that time preoccupied lalo sa senior high school na ang dami nilang subjects. Na meron pa
yung isang klase magcoconduct sila ng study regarding yung dami ng subjects kasi yung pre-
maritime students naming na sobrang dami nilang subjects loaded kaya minsan parang di na nila
maabsorb lahat kasi kunwari galing sila sa subject na calculus, susundan ng bio tapos susundan
ng.. tapos sunud sunod talaga parang ang bibigay hindi nila kayang iabsorb lahat. Kaya minsan
kaya mong ulitin, bigyang emphasis yong mga key concepts para mas magsink in sa kanila.

S: What kind of tasks or activities were difficult, rewarding and enjoyable for you in teaching
Mathematics in senior high school.

SH: Ako, in teaching mathematics talaga, sobrang happy ko pagdating ng second sem. Kasi ang
item ko ay ABM – Math, in which ang nangyari, based noong nakaraang sem, ang hinawakan ko
ng first sem, Entrep, siguro kasi cinonsider din nila yung isang preparation kasi may iba pa kong
task pero pero as a math major very fulfilling sa kin everytime nagtuturo ako ng Math kasi
namimiss ko sya. Kasi for 10 year na nasa private school ako, tinuturo ko talaga puro math, kaya
pag may mga math problems na sinosolve ako, napafulfilling nun sa part ko lalo na kapag
tinuturo ko sya sa bata. Siguro yung don sa part lang na difficult, siguro ang nahihirapan ako
ngayon, yung based on my experience sa statistics. Statistics na subjects, siguro yung sa mga
bata, kasi ako naobserve ko lang din kasi nakapagturo ako during the time na hindi pa tayo naka-
K-12 yung old curriculum. Basic curriculum pa. Doon parang feeling ko kapag nagdiscuss ka kase,
yung topic nasusundan, yung topic na ididiscuss mo ngayon, last week mo lang diniscuss,
kahapon mo lang diniscuss.
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S: Ma’am parang you’re talking of spiral. This curriculum, spiral implementation po tayo. Yung sa
previous curriculum, di sya nakaspiral, parang mayroon, may focus tayo na today, prerequisite
sya ng tomorrow, kaya yung lesson sunud-sunod. May continuity. Unlike sa spiral ngayon na,
naunang naturo nung last year pa, tapos icocontinue this year, kaya parang ang may factor dyan
yung sa curriculum na spiral, ganon po.

SH: Ganon sya. Kailangan mo pa uli syang balikan. Hahalukyain mo pa uli sya, ang nangyayari,
yung period nyo na intended ng discussion, supposedly, competency nila ngayon, nauubos sya
sa review, kailangan mong ireview yung mga terms, yung review mo yung mga nadiscuss mo sa
kanila when they where in junior high school, kasi they will be needing that in the present topic.

S: So ang review natin, matagal na panahon na ang nakalipas. Kasi nga po, because of the spiral.
Iyon po ang ating difficulty.

SH: Pag dating naman po don sa enjoyable, enjoyable sya in such a way that, di naman talaga
natin maano sya, maano yung mga estudyante, they are considering math as a major subject.
Parang cinoconsider nila as major, lalo na kapag nasa stem na klase ka. So, sa kin nageenjoy ako
don, in such a way that, kapag may mga bata na gusto nila yung subject, tapos merong mahirap
na topic, competency, tapos ang nangyayari, is nagagawa naman yon ng mga bata, na thru the
guidance of the teacher, para sa kin, enjoyable yon and at the same time, fulfilling. Kapag
nakikita mo sa mukha nila na once nagdiscuss ka, at first parang hesitant sila sa topic. Pero
kapag nakikita mo na meron silang feeling of satisfaction don sa naging explanation, don sa
naging flow ng discussion, pag nakita mong nagenjoy sila, at the same time nagenjoy na rin ako.

S: So, ma’am sinasabi natin ditto na malaki factor talaga sa learning ng bata ay yung teacher.
Sabi nyo nga po, fulfilling sa inyo, nung una hindi naintindihan, then eventually upon explaning,
upon giving examples, nakikita nyong naiintindihan nila, fulfilling sa ting teacher.

SH: Kahit nakakasakit sa lalamunan, kasi ako halimbawa sa school, di na sya bumalik for a
month. Ganito na sya. Saka na mapagcheckup. Wala, namalat sya tapos di na sya ano. Kasi
dirediretso yung discussions.

S: Kasi isa sa sandata natin in teaching dapat we have modulated voice. So, talagang
naapektuhan yung ating vocal chords pagkaganyan na nagtuturo.

: Then could you describe to me your life as a Mathematics teacher here at Lamao SHS. Ma’am
meron pa po ba kayong pinanggalingang school before po dito sa Lamao.

SH: Oo, sa Bataan Montessori School, for 10 years andon ako. Tapos third year ko na. Third year
na naming dito sa Senior High School sa Lamao National High School.

S: So, eto po yung ika-3rd year nyo. So, could you describe to me your life here at Lamao, as a
Senior High School teacher.

SH: As a Mathematics teacher, siguro ano, dahil di lang siguro math yung tinuturo ko, minsan di
mo maiiwasan yung mga bata kasi, let say lalapit sila, let say Statistics yung tinuro, then they
have this research subject. Parang kailangan as a teacher, ano ka e, ano bang tamang term ditto,
lahat, di naman siguro dahil sa required ka, hinahanap sayo as a teacher na, alam mo kung
anuman yung itatanong nila sayo. Let’s say, for example, statistics, stat teacher ka, pero dahil sa
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research nila na ginagamit nila sa school si Stat, babalik sila sayo, minsan bibigyan mo sila ng
reference. Hindi don natatapos ang trabaho mo as a teacher. Parang bukod don sa math teacher
ka, tapos nagtatanong sila sayo. Tulad kanina, merong mga estudyante na lumalapit sa kin,
minsan yung oras mo na magpapahinga ka, ang mangyayari lalapit sila sayo, minsan di mo
naman mahindian ang mga bata, lalo pag nakikita mo naman na nahihirapan, dahil nga wala rin
siguro sila, given nga na kami yung nilalapitan na statistics teacher nila, kasi binabalikan nila
yung competency na dapat na nadiscuss na sa kanila o alam na nila before kas inga nasa stat nila
na subject yon dati last sem pa. So, iyon, yung buhay ko as a math teacher, di lang as a math
teacher kasi, yun nga, nagtuturo ka, tapos during your free time, meron ka pang ibang mga
tasks, tapos bukod don may iba pang activities na ineexpect na magagawa mo. So di mo
mamamalayan na yung maghapon lumilipas na sobrang dami. Loaded talaga yung ginagawa.

S: And could you tell me what happened from the moment you started teaching senior high
school mathematics until today. Sabi nyo po, three years na po kayong nagtuturo ng
Mathematics sa senior high school, meron po ba kayong Nakitang pagbabago simula nung
unang taon, hanggang ngayon at ano po ang pwede nyong mashare sa atin.

SH: Ano siguro. Nung nagstart kasi ako dito. Nung nagranking kasi, ginrab ko na. Ang sabi ko,
whatever the item will be, gagrab ko. Kasi opportunity yon na ma-in ako sa public. So, by that
time, ang available na item, ABM – Math wherein wala talaga akong masyadong idea sa ABM.
Pero given that it is math, tinanggap ko sya. So, yun. Yung mga una unang taon, ang nangyari
non, bukod sa entrep, kasi ako, di naman sa inaano ko yung subject, pero as a math major, kasi
ako, di ako into na Entrep yung tinuturo ko, nagiging term pa nga ng iba, Entrep lang. although
ako, nakikita ko talaga yung kahalagahan ng Entrepreneurship na subject for Senior High School
students. So, yun. Yung mga sections na hawak ko non talaga nung una, is talaga di naman sa
nagkakaroon tayo ng discrimination, pero TVL. Parang ganyan. Ako naman nung sabi ko, I
consider it as a challenge. First year of teaching ko, SMAW ang binigay sa kin, mga ganon na,
sabi ko kung magstart ako na mahirapan ako, machallenge ako, kakayanin ko na sa mga darating
na taon. As an improvement, yun ngayon, ang nangyari, Nakita na rin na parang, kahit papaano,
na evenly distributed yung mga loads dahil, for example you’re handling ACAD, tapos na,
although mahirap pa rin, pero ikaw machachallenge ka as a teacher. Unlike before talaga, kasi
minsan kasi, let’s say sa TVL, SMAW, minsan kasi nangyayari sa kanila, just for them to survive
the semester, ang focus nila yung skill nila, yung major nila, which is welding.

SH: Kasi po pag sinabi nating Technical Vocational Livelihood Track they are not into
academically. Gusto nila yung kumikilos, naggagawa, nagbubutingting, kasi nga po, skilled sila.
Gusto nila sa skills, hindi sila more on academically, kaya challenging satin na ituro sa kanila yung
math. So, pag po ganoon na sa tingin natin na nahihirapan yung bata sa tinuturo natin na
Mathematics subject, so, ano po kaya yung ginagawa natin na paraan para madali nilang
matutunan at maintindihan nila na kailangan nila to doon sa kanilang track na nandodoon sila.

SH: Ano, ako, naging practice ko na yon, nadala ko na yon mula pa noong nagturo ako sa private
school, bale kasi, nagbibigay ako sa kanila, para akong merong reward sa kanila. Which Nakita ko
na effective, meron ako na sticker paper nakinacut ko. During the discussion, ginagawa ko yon
na motivation sa kanila, nakapagka nakakasagot sila, binibigyan ko sila non, tsaka napansin ko
rin sa mga bata na kahit na simple lang yung papagawa mong task sakanila, alam mong, alam
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mo yung term na, parang ‘inuuto’ mo lang, ‘very good’, ‘ang galing naman’, ganon, kahit
malalaki na sila, naaappreciate na nila yon, nakakaboost na yon ng confidence nila. Tapos yun
nga, ang nangyayari for TVL, nagturo ako before ng TVL. Medyo lite talaga yung examples nila.
Ang nangyayari talaga non, to be honest, ang nangyayari talaga, talagang isosolve na lang nila.
Unlike for ACADS na nirerequire talaga na maganalyze na, kelangan ng critical thinking before
sila magsosolve hindi yung direct na parang spoon feeding lang, for the TVL kasi, parang
malaking challenge na mag-ano sila pag dating sa Match subject. Kasi yung focus nga nila yung
major nila.

S: Ma’am, yun po yung mga ways nyo in teaching Mathematics to your children. You give reward
para don sa mga nakakasagot and then you praise them with words like ‘very good’ and you say
also na you contextualize the examples kapag sa TVL. Examples natin dapat pangTVL para ‘eto
ang halaga ng math sa kanilang track’. Kinocontextualize natin with the competency on their
level. So yun po.

- Then, could you describe your weekly schedule or school calendar or work schedule. Ma’am,
taga-saan po tayo?

SH: Taga-rito lang din ako sa Limay.

S: So, malapit lang po dito sa school.

SH: So, ano sya. Nagtatravel ako most of the time, Jeep. Kaya lang ang challenge talaga sa kin,
medyo alanganin talaga yung place namin. Ang nangyayari kasi, ang hirap ng sa transportation.
Na nakikipagagawan ako minsan sa jeep. Minsan pagsasakay, nakikipagunahan ako sa mga
driver – sa mga ibang pasahero. Kaya ayun nga, unlike kung andon sana ako sa mas malapit.
Tricycle – at least anytime andyan na yung tricycle. Makakasakay ka. For the Jeep kapag dumaan
iintayin mo lang sya. Kaya minsan kapag kailangan kong mapunta ng maaga, kailangan ko
minsan magrent ng tricycle. Mas mahal. Kaya lang kasi, kung kailangan ko talaga mapunta ng
maaga, susugal ka na kahit magsacrifice ka ng particular amount just for you to reach the school
at the expected time.

S: Ma’am sa weekly schedule po ba natin sa school, meron po ba tayong inischedule? For

example po, Monday po ba ay intended for evaluation po ng past week or we intend to discuss
new lessons po talaga. Pano po yung ating weekly schedule. Pano po natin ito madedescribe?

SH: Ako ang naging practice ko talaga, kapag Monday, usually nagstart ako ng bagong lesson.
Ang naging problem ko nga, sabi ko kanina, kapag diniscuss ko sya at dadaanan sya ng
weekends, Monday kelangan ko ulit syang ibonggang recall – kapag nalipasan pa ng weekends.
Pag nag paquiz ako ng Monday, feeling ko ha, lalo for the TVL, hindi pa rin sila, yung sasabihin
mong magrereview over the weekend. Mas okay sa kanila yung fresh sa kanila yung topic. Let’s
say yesterday lang yung topic, tapos ngayon ka magpapaquiz, so ang ginagawa ko, ang
introduction, nagtatagal ang introduction, kasi 4 hours lang tayo sa senior high school, kung
kakayanin na matapos yung discussion pati examples the following day, discussion as well as
activities pati performance task, tapos evaluation, talagang sinisingit ko sya within the week.
Kung makakapagintroduce man ako ng topic on the forth day, at least the following week, follow
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up na lang, continuation ng discussion, at least konting review, tapos bagong topic ulit. Ganon
sya.

S: So, iyon po ang ating schedule. For, your work schedule naman po. Alam naman po natin na
ayung trabaho ng teacher hanggang sa gabi dala, hanggang sa bahay dala. So, pwede po ba
nating madescribe kung paano tayo nagtatrabaho sa school hanggang sa bahay. Kung meron
man po

SH: Kasi ako before, sobrang idealistic ko pa. Inuuwi ko pa lahat ng trabaho ko. Kasi gusto ko
matatapos ko talaga sya lahat on time. Ngayon, lalo nung ano na, lalo nung nagkababy na ko,
naisip ko, kapag sa school, sa school lang, kapag sa bahay, sa family na lang. kasi ilang beses ko
ng niloko yung sarili ko. Inuuwi ko yung trabaho, hindi ko naman din nagagawa. So ang
nangyayari, nabibigatan lang ako so. Pinipilit ko talaga, during my freetime, ginagawa ko lahat
dito. Para pag dating ko sa bahay, pahinga na lang din. Kaya ang nangyayari sa bahay, kapag may
ginagawa ako don, siguro yung mga download ng mga kailangan, o kung may kailangan mang
communication sa GC gagawin ko na lang. Kaya pinipilit ko talagnang matapos lahat ng gagawin
dito sa school para pag dating ko sa bahay, nanay naman ako, asawa naman ako. Para balance
lang.

S: Still sabi nyo nga kanina, kelangan magdownload, so parang di natin maiiwasan na after
school, from 7:30-5:00 meron pa ring pagkakataon na after 5, after school, gagawa pa rin tayo
ng trabaho natin.

SH: Lalo na yung reports na kailangang ipasa. Yun kasi yung mga di kailangang, di dapat
magintay, kasi pag sinabing urgent ipapapasa, ipapapasa. Kaya wala kang choice kundi gawin
din. Kaya nga yun din yung inoopen naming na sana, lalo na pag after classhours na, ma-
minimize sana yung ganon. Yung mga reports na kailangang ipasa ng teachers na supposedly
intended na sana na magpahinga yung teacher sa bahay. Syempre pag tunog ng tunog yung gc,
syempre, ma-aano ka rin, ano yung mga kailangang ipasa, ano yung mga kailangang gawin.

S: Siguro po para mas lalong mas may time yung teacher na makapagaral ng lesson nya, instead
of that na reports. Sana makapagdownload tayo, makapagsearch pa ng mga bago, sa ating mga
tinuturo e, instead of that, naggagawa ka ng mga report.

SH: Kung pwede sana na may isang gagawa na lang noh. Para lahat lahat ng reports doon na
lnag, para focus lang tayo sa school, sa mga bata.

S: Could you describe to me your various interventions and activities to your classes. Sabi nyo
nga ma’am, ang mindset talaga ng bata pag narinig ang word na Math, difficult subject, major
subject, at ang mga bata natin, sabi nyo nga kanina, kapagka ang ano natin, ichacharacterize, sa
TVL, sa Acad, sa TVL they are not into academically, for the Acad, ganon sila kapursige magaral,
so kung ganon po at isa lang ang competency nila, ano po ang inyong various intervention
activities for your classes po. Ang intervention, most of the time, kapag, let’s say nagactivity,
tapos nakita ko yung score, tinetake note ko yung mga bata, nilalagyan ko ng let’s say, for
remedial, nangyayari doon, kasi kapag after class talaga, hindi talaga na rin sila nagstay, minsan
kasi paguwian, nagaano na sila na umuwi, so ang mga nangyayari na lang sa mga estudyante nag
anon, kasi meron akong mga estudyante na ganon, na di nila, di ko alam kahit anong discuss, di
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nila, meron talagang iba na di nila masyadong maabsorb. Siguro nga dahil wala rin yung interest
nila, so ang nangyayari, di sila interested sa subject. So ang nangyayari talaga, during our class,
binibigyan na lang ng activity yung activiting ginagawa nung karamihan, and then ito, yung mga
estudyante na hindi talaga nila, di sila makasabay during the talagang regular na discussion,
inuupuan na lang, na talagang winaone on one. Kung anong part pa kung kailangang idiscuss
talaga sa kanya, ano yung part na di sya na, di nya naiintindihan, kasi minsan nahihiyang
magtanong, pinagtatawanan kasi ng kaklase minsan. Kasi pag nagtanong yung mga kaklase
sasagot, yun na nga yung kanina e. parang nahihiya na tuloy sila. So, pag nakikita na lng naming
na, let’s say nagkaroon ng evaluation, performance task muna, mga paper drill, ganon na lang
muna. Don mo makikita yung mga estudyante na di talaga sila makasabay sa mga kaklase nila.
Ganon sya sir.

S: Thank you po. How could you describe yourself as a Math teacher?

SH: As a Math teacher? Ano siguro, paano ba. Siguro dahil gusto ko rin naman yung subject na
math, at sabik talaga akong maturo ng math, kaya everytime na nagtuturo ako mismo ng math
na, na subject, hanggang maaari talaga, siguro isa pa don yung training naming sa private school,
sabi naman nila malumanay daw ako as a teacher kasi bihira lang naman ako magalit at di
naman ako nagagalit sa mga kapag, let’s say, di nila naiintindihan pinipilit ko talagang unawain,
minsan lang, meron lang akong instance talaga, before pa yon, sa dati ko pang school na, nagalit
ako don sa particular na estudyante because, siguro dahil nakikita ko na di sya di sya nakikinig
ganon, tapos ang nangyari tapos parang nagtanong sya, pinapaulit nya sa kin yung lesson. As a
whole, para sa kin, experience naman, as a teacher pinipilit ko na pababawin, kung anuman.
Tinatry ko minsan, nanonood ako ng mga video tutorials. Kasi sa mga video tutorials, may
makukuha tayo na mga techniques. Minsan yung mga nasa libro na techniques, malalim. So
yung ginagawa ko, nageexert talaga ako ng effort para mapanood, yung mas madaling way, yung
mas madaling approach para mas maintindihan yung lesson. So yun siguro as a teacher, yun,
tyinatyaga ko yung mga bata, kasi nga ano, to the point minsan ang nangyayari nga lang, yung
competency minsan di naming namimeet. Kapapilit ko rin kasi minsan na maintindihan muna
nila. Kasi wala rin silbi na magjump ka sa susunod na wala rin naiintindihan yung competency.
Yun siguro lalo nung nagkaroon na ko ng baby. Parang iba pa rin pala talaga pag naging nanay
ka. Parang imagining mo pagkapano kung anak mo yon – di makasunod sa lesson. Ganon.

SH: So, nakatulong po yung pagkakaroon nyo ng baby para sa paghahandle ng mga bata with
difficulties na. Naaalala ko kasi yon, kaya ko nacompare, kasi yung mga feedback ng mga
estudyante ko na niloloko nila ko na, nagagalit na ko. Ganon pa lang, ayoko na, ‘tumigil na kayo’.
Wherein yung biruan naman ng mga dati kong estudyante sa dati kong school na, pano ko
nagagalit, don ko nacompare na, ganon pala akong teacher, noon na ang sungit ko. Feeling ko
ginagaya nila kung paano ko magsungit. Pero yung nandito na ko at nakita ko yung totoong
buhay, dati kasi nasa public school ako, nakita ko na yung sa private school, nakita ko na yung
buhay nila, yung kapag naghohome visit, makikita mo talaga bakit sila ganon, di sila nakakain,
totoo pala. Kaya siguro nakaroon na rin ako ng, piniplit kong tyagain na rin yung mga bata.

S: Then could you tell me some of your experiences in teaching mathematics? Sabi nyo po
kanina, parang nakakatuwa naman, after 13 years kayong nagtuturo na, andon pa rin yung
excitement nyo kapag nagtuturo ng math. Isang dekana na rin, ang tagal na rin, pero pagkaaraw-
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araw na magtuturo kayo, nandon pa rin yung excitement nyo na magturo ng Math. Parang, sana
ako rin as a Math teacher lagging ganon. Na araw-araw, excited magturo ng Math, parang kayo.
Siguro marami kayong experiences in teaching Mathematics na hinahawakan nyo para maexcite
kayo every day na magturo kayo ng Math.

SH: Ano kasi, although nga minsan, marami na rin nagtatanong sa kin sa kasin before, kasi, kahit
na nung highschool ako, tinanong kami ng teacher ko tinanong kami kung sinong gustong
maging teacher, ako talaga, gusto kong maging teacher. Eversince, gusto ko sya. Plus yung math
subject, kaya siguro ako, sa entrep kasi puro activity yung bata, sila ng sila yung pagawin mo ng
activity, ganyan, mga output nila dahil applied nga, for Math subject kasi, kaya siguro ako
naeexcite, everytime na Math subject, lalo ngayon na nasa Senior High School ako, kasi ayon
kasi, di ako laging naghahawak ng math, kaya everytime na pinapahawak ako ng math, sobrang
fulfilling yon sa akin. Na parang nakikita ko ulit yung identity ko bilang math teacher. Totoo
naman, pag di mo kasi major di ba, effort ka at the same time machachallenge ka rin na aralin pa
rin ulit yung mga topics na yon na bago sayo, unlike nung andon ka sa comfort zone mo na
math. Tsaka pagkaandon ka sa mga bata, nakikita nila, kaya nageenjoy ako bilang math teacher.

S: Dahil naman nageenjoy kayo sa pagtuturo ng Math, inreturn po kaya, ano yung nakikita nyo
sa classroom, sa mga bata.

SH: Sa mga bata, siguro ano, kapag nakita rin nila na ano, sabi rin kasi nung isang teacher na
nagbanggit sa kin, “kasi ma’am pag ano”, sorry ha, totohanan naman to di ba, kasi yung mga
teacher na pumapasok lang sa kanila. Pag nakita nila na ikaw as a teacher, pumapasok ka sa
kanila, pinapasukan mo sila, despite na may mga comments sa kanila na ganyan, ganito, ikaw
pumapasok ka talaga sa kanila, kahit na maraming activities, pinipilit mo silang pasukan, may
ano rin naman sila, in return, ginagawa pa rin naman nila yung dapat ipagawa sa kanila. Kahit din
sa mga grades nila for example, pag Nakita naman nila na mababa, kung sakaling eto yung
binigay mong grade sa kanila, alam nila na wala silang masasabi sayo as a teacher. Kasi nakikita
nila, wala rin silang masasabi, ikaw as a teacher, pumapasok ka, nagtuturo ka sa kanila, kaya nga
ang sabi walang karapatang magbagsak ang teacher kapag di pumapasok. Pero kapag
pumapasok ka, plus nakikita rin ng bata naaappreciate nila. Na meron pang mga TVL na meron
pang mga TVL na estudyante na SMAW na ganon na natutuwa sila. Pag teacher talaga nakikita
nila kasi siguro naghahanap din sila ng attention, plus discussion, plus actually, mga
kwentukwentuhan nila sa mga buhay nila.

S: Para po siguro ma’am. Kung nakikita nila yung teacher na effort magturo, nagbibigay talaga ng
time para ipaintindi yung competency sa mga bata. Yung bata, wala ng way sya na gugustuhing
matuto. In exchange of that excitement natin na nagbibigay tayo ng effort ang bata ganon din
ang effort nya an makinig sa tin.

S: Could you describe one of your most interesting experiences in teaching Mathematics. Sabi
nyo nga po, ang subject na ito para sa mga bata na ito ay major subject. So, ano po kaya yung
most interesting experience natin in teaching that major subject na mathematics.

SH: Siguro interesting in such a way that, nakikita ko yung mga, kung sino sa mga bata yung
innate yung Mathematics skill. Yung magaling talaga sa Math. Meron kasi talagang mga bata na
nakikita mo na loloko-loko, sa TVL ganyan o yung ibang mga Acad naming dito.Makikita mon a
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loloko loko lang talaga sya. Na parang makikita mo, most of the time, minsan sumesegway ng
gala, magCCR kuno. Ganyan, pero ang nakakatuwa doon, yung mga estudyanteng lalake na
ganoon, mukha lang silang nanloloko pero pagdating sa Math, okay sila. Saka yung parang proud
sila na pagdating sa Math, okay yung grades nila. Kasi nakikita ko rin naman kasi, ewan ko kung
observation ko lang, yung mga batang lalake, mas ano sila, ano bang tamang term, interesado
sila, mas ano sila sa Math. Na etong mga batang to, mukha silang parang wala lang sa classroom,
pero pag pinaggawa mo sila ng Math related, kaya nila. Saka nakikita mo rin sa kanila na
nabooboost din yun confidence nila kaya nila na yung ibang kaklase nila struggling din sa
subject. Pero sila, go sila.

S: Parang naexperience nyo ba yung nagtuturo ka, sa mga batang to, tapos they are not looking
serious, after mong magturo, magpapalakpakan kasi naintindihan nila, naexperience nyo po ba
yung ganon?

SH: May time siguro na ganon, meron din na parang minsan di mo alam kung talaga na
natutuwa siguro sila kung nagets nila talaga. Parang rewarding din yon sa part ng teacher. Sabi
ko nga na di nagegets ng iba kung di ka talaga into teaching siguro yung sinasabing fulfillment.
Iba kasi tayo pagteacher di ba. More on, bata, bata.

S: Lastly po, could you describe your most challenging experience and can you explain how you
dealt through it. Nakaencounter na po ba kayo talaga ng paubos pasensya naexperience sa
pagtuturo ng math sa classroom.

SH: Oo. So, yun nga siguro, yung nakwento ko kanina, na ano, na talagang, let’s say may
question sila, na additional example, willing kang idiscuss, na naubos halos lahat ng energy mo,
tapos meron isang estudyante, na parang nangyari, parang nakikita mo sya during the
discussion, let say yung attention nya parang wala masyado sa discussion. Tapos parang
magtatanong siya na parang nakakaloko lang tapos gusto nya uulitin mo. Parang iyong yung
nakakachallenge. Naexperience ko yon before sa dati kong school, kaya sabi ko nga sayo, before
talaga para pa kong medyo dragon. Pero nung naexperience ko sya dito. Meron pa rin e. Ano
pinilit ko pa rin talaga anong, sabi ko nga di ko dapat patulan, kasi mga bata yan. Tong ginawa ko
na lang din yon, instead na parang mapagsalitaan ko rin yung bata, talagang pinilit kong
icompose yung sarili ko. Talagang magreact ng grabe talaga kas inga talo tayo. Pag pinauna mo
kasi yung galit mo, navideohan ka lang na nagagalit ka, nakapagbato ka man dyan ng ano, talo ka
e. Pag may mga ganong bata akong nakikitang nakakachallenge talaga sila. Nagpapause ako sa
discussion, medyo tatry ko munang huminga ng konti. Magbibigay ako ng example tapos
tatawagin ko sa labas yung bata. Kaya yung mga bata, pagkatinawag ko yung bata, “huuuyyy”
ganyan, “halaaaa” kasi alam nilang ilalabas ko which is I think alam ko mas effective. Kesa
durugin mo yung bata sa klase. Kasi yung mga ganong bata, minsan sila lang talaga yung kulang
sa attention.

S: Parang nanchachallenge talaga sila ng teacher.

SH: Oo, pero based sa experience ko lalo’t nung nakaraan na may hawak nga akong SMAW, TVL,
iyon mas effective, after non na ginanon mo sila, nararamdaman mong mas madali na silang
pakiusapan, alam nila kasi, kung kelan na din, kakausapin mo sila, tatanungin mo sila.
Tatanungin mo kung ano bang problema, nagkakaroon na sila ng hiya. Kasi mas naappreciate
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nila na instead na pagalitan sila in public, sa buong klase, tinatawag mo sila. Iyon yung nakikita
kong challenging. Kasi lagi silang binded ng child protection kineme natin. Yun ang
nakakachallenge sa kin as a Math teacher. Yung mga ganong estudyante.

S: Ma’am parang, kasi sa tin ang setting natin, sa isang section, 1 hour a day, based po don sa
ating nasabi, nadescribe, ma’am papayag po ba tayo, na sa classroom, individually tuturuan
natin yung bata, let say for example, mageextend tayo ng time, para yung bata individually, kasi
pag nasa classroom yan, hetero yan, multi-intelligence yan, sab inga natin, yung iba nakukuha
agad, yung iba ay hindi, to the extend na magextend tayo ng oras sa classroom then maturuan
natin individually or paggrupo-grupuhin natin yung mga level nung bata, turuan natin sila. Are
you in favor of that?

SH: kung tayo mageextend ng time, kung sakali man, siguro yung extension ng, ako personally
ha, kung ako yung tatanungin, siguro dahil, yung mga bata natin, ano na rin pag eextend niyo
sila sa hapon, drained na rin kasi sila. Parang siguro may mga mangilan-ngilan na into para gusto
talaga nilang magaral. Parang aware sila sa consequence na kung di man maganda grade nila o
di nila naiintindihan yung lesson, siguro iyon, kunsakali mang may extension man, kakayanin.
Lagi naman nilang sinasabi, tayo bilang teacher. Ganyan. Although we have this 6 hours na
talagang. May mga schools kasi na kagaya sa min, di talaga din napapatupad pa because of the
number of teachers. Pero ako kasi ako nga, nakikita ko yung bata, drained na rin sya sa hapon.
Kaya kung papaiwanan sya, sa naexperience ko, parang di nar in sya ganon kahealthy sa kanya,
to the point na let say abutin sya ng hanggang 5:00 kung uwian na nila ng 4:00. Maghapon na
silang bombarded ng lahat ng activities tapos iiwanan sya sa hapon kaya nga ako yung nabanggit
ko nga rin kanina, hanggang maaari, during the discussion, kung meron mang batang di
nakakasunod, don ko na sya inuupuan, right there and then. Kasi pag pinaiwanan mo, minsan
magiintay ka, di ka rin naman sisiputin, minsan dahil sa mga kaibigan nila na uuwi na, uuwi na rin
sya. Plus the fact na yon na nga, pagod na rin sya. Imagine from 7:30 to 4:15 nagkaklase na sila.
May konting break lang inbetween. Di na rin sya healthy don sa part ng bata.

S: Thank you po ma’am.

RESPONDENT 6

S: Good afternoon, today is February 18, 2020, Tuesday. I am here at Lamao Senior High School
and with me is Ma’am Purivio, Master Teacher of Lamao Senior High School. Good afternoon,
Madam. So, let us start our interview.

- So, could you describe a typical day in your school.

M: So, typical daw in school, kung wala naming reports na pinapagawa, usually nasa klase lang
ako attending mga activities para sa mga bata. Pag vacant periods naman, don ginagwa ko yung
mga paperworks na kelangan sa school o mga reports. Wala naman.

S: Could you describe a typical day with your students.

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M: Sa students naman sa klase, klase talaga kami. Yung typical student-teacher relationship, so,
pero pagkafree time naming, kapagkabreak time, para lang din kaming friends.
Nagkukwentuhan, nagbibiruan, pero kapag klase na, seryoso na kami.

S: Ma’am may time po ba na even break ang pinaguusapan pa rin e natin yung topic sa math,
yung lesson sa math.

M: Ngayon, sa mga estudyante ko ngayon, wala, walang ganon, parang ano nila, iwas sila sa
topics namin sa math. Yung last year ganyan, palibhasa kasi last year, mga nagdaang taon, mga
higher section yung hawak ko. Mas interested sila sa mga ganong topic sa mga lesson na
hihirapan sila. Pero ngayon dahil yung mga sections na hawak ko yung mga ano lang, mga chill
chill lang na sections, di sila nagoopen ng topic pagkabreak time na tungkol sa math.

S: And what kind of tasks and activities were difficult, sometimes rewarding and enjoyable in
teaching mathematics in Senior High School. Punta po muna tayo sa difficult if, kung meron po
ma’am.

M: Siguro difficult na activities, yung irerelate mo yung lesson sa real life situation. May mga
topics kasi na, ang hirap talaga nyang irelate. So yun isguro yung difficult para sa kin. Kasi
nahihirapan akong isipan sya ng, kung paano sya irerelate.

S: Parang, for example yung mga, calculus, yung mga ganong lessons, sometimes yung mga
evaluating functions.

M: Tama. Ayon, ang hirap nyang hanapan ng real life situation. Kung concept ang ang
paguusapan, maituturo mo sya ng step by step e. Pero pagka real life situation, iaano mo sya sa
real life setting, medyo mahirap yung ibang topics.

S: Sometimes yung mismong chapter na, don natin naapply yung real life. Pero yung lesson don
sa bawat chapter, hirap na natin don ipasok. Pag kagusto natin yung concept sa real life
situation, iniisa na lang natin, isang chapter. Pero yung atado na per lesson, e di natin nakikita e.

- How about the rewarding?

M: rewarding siguro pag nakikita mo yng result ng quizzes nila, ng activities nila, matataas.
Rewarding na yon para s akin.

S: Ma’am kung tatanungin po yung percentage o how many of your students ang, meron po
bang failed tayo.

M: I’m proud to say, wala akong failed.

S: How about the enjoyable. What are the kinds of tasks or activities that are enjoyable for you
in teaching Mathematics in Senior High School?

M: May mga instances kasi, ang mga bata ngayon, masyadong emotional e. Yung natouch mo
yung heart nila, ano na sila, “uy, uy, uy”. Halimbawa, humugot ka lang ng isang linya na may
kinalaman sa Math, ano na sila, nagkakantyawan na sila, yung atensyon nila, kahit isang phrase
lang yung binitawan mo pero lahat sila nagrereact. Siguro enjoyable para skin yon and at the
same time sa mga bata rin. So kanya kanya na sila ng hugot nila.
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S: So dapat pag nagtuturo tayo ng math e, humuhugot tayo sa, emotion nila. To get their
attention para maging interested sila sa tinuturo natin.

- Could you describe to me your life as a senior high school teacher at Lamao Senior High School.
Ma’am, ilang taon na po tayong nagtuturo ng senior high school. Senior high school – since
2016. Since nalipat ako ng senior high school, medyo umangat din yung position, syempre yung
trabaho, mas dumami rin yung responsibility, mas maraming task din yung binibigay sayo, yung
pinagkakatiwala sayo, siguro iyon yung hindi lang sa classroom setting ka ngayon. Dati kasi
simpleng teacher lang ako sa classroom lang ako, ang reports lang na ginagawa ko by adviser
lang. ganon. So ngayon mas malawak na sya. School reports pinagkakatiwala na rin sa kin, plus
yung mas maraming teaching load.

S: E ma’am di ba part din po ng pagiging master teacher is, ang coaching

M: Ayan, coaching. Kasama na rin yon, halimabwa observations, ganyan, sometimes

nagoobserve na rin ako sa kanila, o yung lesson plan nila chinecheck. Pati sa mga construction
ng test. Ganon.

S: Ma’am doon po sa pagoobserve po natin ng ibang Mathematics teachers, ano po yung

nakikita natin sa observation po nila. Paano po sila nagtuturo ng Mathematics.

M: Kami dito sa Lamao, masasabi ko na lahat ng Math teachers naming, magagaling talaga. Ako
mismo, may nakukuha pa rin akong something sa kanila. Na may kasama ako dito na di sya
teacher by profession, engineer talaga sya by profession. So, nakita ko yung struggle nya mula
nung year one ng senior high school, kasi magkakasabay kaming napasok ng senior e. Mula year
one up to day, nakita ko yung improvement talaga, yun yung nakakainspire. Nung una lagi syang
nanghihingi ng tips sa amin, paano po ba magtuturo, paano po ba ihahandle yung mga bata.
Since hindi nga sya education by profession, tapos yung time na yon, wala pa syang education
units. So, ngayon nakapasa na rin sya sa LET, nakita ko yung improvement. Ngayon meron na
sya, nung minsan inobserve ko sya, meron pa syang, sa calculus, picture analysis, mga ganon.
Yung mga teaching strategies, inaano nya talaga, inaapply nya talaga. So, yun nakikita ko yung
galing ng mga kasama kong math teachers dito.

S: Could you tell me what happened from the moment you started teaching mathematics until
today. Di ba nga po, ang sabi nyo po nagstart po kayo, 2016 up to present. Ma’am ano na po
bang nangyari, ano na bang nagbago? Yung mga nangyari the moment you started teaching
mathematics in senior high school until today.

M: Nung unang taon kasi, since bago yung curriculum, walang masyadong learning materials,
walang learning resources, ikaw mismo yung maghahanap. Ano mismo yung reference na
pwede mong magamit. Since si DepEd, nagbabago pa sya sa transition non, wala pa syang
maibigay na materials so yun yung struggle nung unang taon. Kelangan, maghahanap ka talaga,
sa internet, sa mga kakilala mo ring math teachers sa ibang school, ganyan. Pero later on,
ngayon, marami ng mga resources na pwedeng gamitin. May paseminar din si DepEd.
Nagkaroon nga tayo ng intensive training na 20 days. Iyon yung mga pagbabago.

S: Could you describe to me your ways of teaching mathematics to your students.

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M: Ako kasi, di ako stricta na Math teacher. Masasabi ko na, basta hindi ako strikta. Hangga’t
kaya kong iano sa mahinahon na pamamaraan yong pagdidisiplina sa bata, ginagawa ko. Interms
of teaching naman, hanggat kaya kong ipaintindi sa level na kaya nilang iabsorb. Syempre kasi
yung mga bata, iba iba yan e, pagkanagturo ka sa STEM, medyo mataas yong level ng thinking
nila, pag nagturo ka sa SMAW, medyo babaan mo ng konti yung level ng activities, kasi kapag
hindi mo ginawa yon, ikaw rin ang mahihirapan bilang teacher. Mafufrustrate ka kasi bakit ang
baba ng quiz nila, kasi yung binigay mong quiz para dapat sa STEM, tapos binigay mo rin sa
SMAW. So, yun. Tinitignan ko muna. Iba-ibang section kasi, kahit na sabihin mong parehas na
silang strand, kasi ako ngayon may hawak akong 2 HUMMS, HUMMS B tsaka HUMMS C. Pero
kahit sila magkaparehas sila ng strand, magkaiba sila ng ano, ng level of understanding. So sa
kanilang dalawa, magkaiba yung approach ko.

S: Pwede po tayong magbigay ng instances o examples kung paano po natin sila

dinedifferentiate sa pagtuturo, sabi nyo nga po yung isa SMAW more on skills, yung isa ay
HUMMS, yung isa ay STEM, more on academically, paano po natin sila nabibigyan ng
differentiation pag dating po sa pagtuturo sa Math.

M: So, halimbawa dito ako sa, HUMMS A tsaka sa HUMMS B, parehas sila ng strand pero
magkaiba sila ng level of understanding, pag nasa HUMMS B ako, medyo magaan, kasi medyo
mas madali silang makaintindi, so pag nagbigay ako ng dalawa, 3 examples, nakukuha na nila
yan. Pero pag ditto sa HUMMS C, medyo ano sila, di naman sa mahinang mahina, pero as
compared to HUMMS B, medyo mas mababa yung level of understanding nila. So, sa kanila, mas
magstart ka sa mas magaan na example tapos pahirap ng pahirap. Mas marami yung examples
sa kanila tapos yung paliwanag talaga e, intense yung paliwanag, hanggat maari, irerelate mo rin
sa real life situation para mas maintindihan nila.

S: Could you describe your schedule. Ma’am anong oras po tayo nagstart ng klase and kapag sa
week po ba ng Monday to Friday, ay may intended activity po ba tayo? For example pag
Monday, discussion or pag Tuesday, ano po ang ating weekly schedule or work schedule po.

M: Ang work schedule ko, depende sa lesson, may mga lesson kasi na kayang kaya mo ng isang
araw lang. May mga lesson na kelangan mo ng dalawng araw. May mga sections din yung pang2
araw mo sanang lesson, 3 araw mo sa kanila, minsan nga 1 lingo pa. So, ganon ko sya
binubudget, pero meron na kayong kelangan for this month. Silang lahat, lahat dapat mayari sa
gantong lesson, kasi kapag may naiwan, ang hirap din.

S: And could you describe to me your various intervention activities for your classes.

M: Yung usual na ginagawa ng karamihan. Remedial classes, tatawag sa magulang lalo na kung
ang problema lagi ay yung absent o laging nalelate, pero kung ang problema naman ay, nandyan
sya, nandyan yung bata pero nahihirapan lang talagang sumunod sa lesson, remedial. Remedial
ganyan. May mga intervention kang ginagawa, halimbawa sa school. Ganyan. SIM ganyan.

S: Paano po yung SIM ma’am? Pinapauwi po ba sa bahay o nageextend po ba yung bata dito sa
school ng extra hours para makahabol po don sa lesson?

M: Depende sa bata, may bata kasing willing magextend ng oras dito sa school. Ako kasi kahit
hanggang 5:00 ako dito sa school o mas matagal pa sa 5:00 okay lang. So depende sa bata, kung
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gusto nyang iuwi, pwedeng iuwi, basta ibabalik nya lang. Kung gusto nya magextend, pwede
naman ding magextend. Ngayon kung minor na problema lang, o kung di naman sya problema,
kelangan mo lang iboost yung learning, enrichment lang, through social media, messenger,
ganyan, group chat.

S: So, gumagamit din po tayo ng social media para po sa ating pagtuturo.

M: Oo, pag may PowerPoint ako, para di na nila, tinetakedown notes, sinesend ko na lang sa
messenger, para madali na lang din nilang ibrowse.

S: Sabagay pwede naman pong idownload after sending it.

- Then, could you describe yourself as a Math teacher.

M: Ako, bilang math teacher, pano ko ba idedescribe? Ano lang ako, chill lang akong Math
teacher. Kasi ano e, mahirap na yung subject, pagkastrikta ka pang tignan, yung bata ano,
anxiety na yung naibibigay mo sa kanila. So, hanggat maaari, pleasant tignan yung klase, magaan
yung klase. Para di nila isipin na, ang hirap hirap ng subject, ang hirap hirap pa ng teacher.
Ganon. Para kahit papaano, pagtyagaan nila. Kasi yung mga bata ngayon, hindi mo na pwedeng
sindakin e. Di sila kagaya nung araw na, nung unang patuturo ko, medyo nasisindak mo pa yung
mga bata, pero ngayon, since ang senior high school ay mga dalaga’t binate na, ayaw na nila ng
napapahiya. So hanggat maaari, relaxed na yung klase. Para yung pagtuturo mo rin,
pinagtyatyagaan nila kahit mahirap. Nagtatanim kasi sila ng ano, ng sama ng loob, kapag
napapahiya.

S: And could you tell me some of your experiences in teaching Mathematics?

M: Anong experience? In terms of ano?

S: May naencounter po ba tayong na mahirap na yung lesson natin tapos di makuha ng bata or
meron po bang instances na nachallenge po tayo sa pagtuturo ng lessons sa Math.

M: Meron akong isang experience nung unang taon ng senior high school. May hawak akong
SMAW, syempre yung SMAW, noong unang taon kasi, ang daming out of school youth na
nagenroll, di kasi nila akalain. Akala nila pag SMAW, magwewelding lang sila. Di nila alam meron
din silang regular na subjects. So, medyo nahirapan kasi out of school youth nga sila, tagal nilang
nag-stop. Yung iba galing ng ALS, medyo naninibago sa lessons, alam mo naman yung mga
lessons natin sa senior high, ang may time din na bago ako pumasok, nagaano muna ako,
nagpapasayaw, o kaya kumakanta sila, yung parang medyo magaan muna bago ako maglesson.
Kasi kapag di ako nagganon, nagsimula agada ko sa lesson, parang silang tamad na tamad.
Ganyan. So may time na ganyan. Bago ako pumasok, may nakaassign na yan bawat araw, sinong
magli-lead para sa sayaw, o kaya para sa kanta. Saglit lang, mga 2 mins lang. Ganon. Para lang
macatch mo yung attention nila. Walang kinalaman sa Math. Para lang din magising yung
kanilang diwa. Tanghali rin yung klase naming non e.

S: And naging maayos naman din po, simula po nung ginawa natin yung ganong bagay.
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M: Maayos naman, nabawasan yung nagaabsent, o kaya yung nagkacutting, kasi yung time na
yon, ang daming nagcucutting sa section na yon, so since may mga pakulo kang ganon,
nababawasan.

S: Nakatulong po sa mga bata.

M: Sa palagay ko naman nakatulong.

S: Could you describe one of your most interesting experiences in teaching Mathematics

M: Siguro ano, yung sa mga former students na siguro. Yung nakalampas na sa akin, yung bigla
kang imemessage, ma’am ano nga ulit, paano nga ulit yung tinuro mo. Yung kahit malimutan na
nila pero alam nilang tinuro mo. Na, alam mong magagamit pa pala nila o magagamit pa nila. So
ipaparefresh sayo, ‘ma’am paano nga po ulit yon.’ Ganon. Kahit sa Facebook lang. Ganon.

S: And lastly, could you describe one of your most challenging experiences and explain how you
dealt with it.

M: Siguro yung challenging sa mga batang ano talaga, hindi interested sa Math. May mga
estudyanteng ganyan, kahit di mahirap yung topic, para sa kanila, mahirap na. Pero ang totoo
non, di talaga sila sa topic nahihirapan, nahihirapan sila, pag nabanggit na yung Math sa kanila.
May estudyante ako na pag pumasok ako, masigla, sya pa magaayos ng TV, sya pa ang
magcoconnect nglaptop ko don sa TV. Pero after na nyang gawin yon, makikita mo yon sa isang
sulok. Tahimik, di na sya nagsasalita the whole class. Tapos pag yari na kong maglesson, ano na
uli sya, masigla na uli sya, sya na ulit yung magtatanggal ng tv, siya pa magdadala ng gamit ko
papunta sa room ko. Ah, sa kanya, napansin ko sa kanya na, ano e, tumanim na sa utak niya na
mahirap yung Math. So, kahit anong ibigay mong topic sa kanya, mahirap yon kasi Math yan. So,
inano ko sya, tinanong ko, “bakit ba ganyan ka,” –“kasi ma’am ang hirap hirap naman ng
tinuturo mo.” Sabi ko, “hindi ah, napakadali lang,” ganyan ganyan. Tapos habang naguusap
kami, dun ko lang naano, na, yung ano nya na yon, nagsimula pa nung elementary siya. Nung
elementary daw sya, talagang nahihirapan sya, tapos yung teacher niya ay masungit. So,
nagsimula doon, hindi na, kapag Math na yung pinaguusapan, di na sya interesdo. Kahit na
pinapagaan mo yung lesson, hindi siya interesado kasi nakatanim na sa utak nya. Siguro yun
yung tinatawag na Math anxiety. So iyon. Kahit papaano naman nabago naman nya yung
thinking nya tungkol doon.

S: So, ma’am, last, few words, since nakakaencounter tayo ng mga ganitong mga bata, alam
naman nating pag sinabing Mathematics subject, a difficult subject, a major subject, so since
nakaencounter tayo ng mga ganitong bagay, and naramdaman natin na may, nalaman natin
yung mga ganitong instances lalo na sa mga bata, na ang teacher talaga ang may malaking factor
para ang Math subject para maging madali, any few last words, bilang teacher ng Math at bilang
nagtuturo ng Math sa mga estudyante.

M: Message ko sa mga teacher din. Siguro ang message ko lang para sa iba pang Math teachers.
Komplikado na para sa mga iniisip ng bata yung subject natin na Math. So wag na natin syang
masyadong pakomplikahin, so maging pleasant tayong tignan, approachable, magaan ang
classroom setting, kasi totoo naman na mahirap ang Math. Pero tayo mismo ang dapat
magpaintindi sa bata na, lahat ng bagay ay nakukuha sa tyaga.
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S: So thank you very much Ma’am Purivio.

M: You’re welcome.