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Republic of the Philippines
Polytechnic University of the Philippines

Ragay Branch
Lower Sta. Cruz, Ragay, Camarines Sur
WEBINAR ON FIELD STUDY 2, EPISODE 4:

MATCHING PROBLEMATIC LEARNING SITUATION WITH PROBABLE ACTION
(Learning Plan)
Speakers:
: Coleene M. Naviamos
: Daniel Joshua C. Alcaide
I. INTRODUCTION
II. OBJECTIVES
At the end of this learning episode, the audience must be able to:
• Analyze teaching-learning problems prevailing in the classroom.
• List matching action as a probable solution to the teaching-learning problems.
III. SUBJECT MATTER

• Matching Problematic Learning Situation with Probable Action
IV. MATERIALS
• Google Forms
• Messenger Application
• Laptop
• Internet
• PowerPoint (PPT) presentation
• Google Meet Application
• Mobile Phones
V. REFERENCES
• Feldman, K. A. (1989). Instructional effectiveness of college teachers as judged
by teachers themselves, current and former students, colleagues, administrators,
and external (neutral) observers.
• Research in Higher Education, 30, 137–194. Kearney, P., & Plax, T. (1992).
• Power in the classroom. Hillsdale, NJ: Erlbaum. Rodriguez, L. (2013).
• Classroom Management. (Retrieved on October 23, 2013 from
http://www.4faculty.org/includes/108r2.jsp)
• https://facet.iu.edu/programs-events/falcon/past-
falcon/2014/presentations/managing-problematic-classroom-situations.
• https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
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VI. MODULE PROPER

SPEAKER’S ACTIVITY AUDIENCE’ ACTIVITY
Good evening, everyone. To formally start our

webinar session tonight, let us first bow our
heads and feel the presence of our Lord
through this prayer that will be followed by the
singing of the Philippine national anthem.
The topic we’ll be discussing is all about

Matching Problematic Learning Situation with
Probable Action. But before that, let us first
establish a few ground rules that will help our
meeting flow smoothly and orderly.
Kindly read the ground rules posted in the

screen, Kevin.
Thank you, for reading it clearly, Kevin. I hope

everyone adheres on this.
After this discussion, participants are then

expected to…
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A. PRIMING
To start, we will split you into four groups. Each
group will be given a scenario; each scenario
has their own issues found in class. Your task
is to identify and solve these issues and answer
the process questions that will be flashed on
your screen, all under five-minutes. Good luck!
Are you done with your task?

Yes!
Alright, now let us hear the thoughts of group 1.
Read your scenario first and give us your
answer
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Miss Fely’s problem is not about her students’

difficulty in coping up the class lesson but also the
ineffectiveness of the strategy and method she
uses in teaching-learning process.
a) Conduct first an assessment

b) Apply different methods and strategies
We will conduct first an assessment for us to

be able to know the strengths and
weaknesses of our students. Then, after the
evaluation from the conducted assessment,
we will apply different strategies and
methods that will match and support the
learning process of the students.
Correct! Assessments help us teachers to
determine the edges and weak points of our
students. Through assessments we can then
adjust our strategies and methods to address
the needs of our students like Miss Fely. I also
liked that you said she should apply different
methods and strategies in class. That is true,
we should also mix and match the strategies
and methods that suits best the scenario.
Now, may we hear from Group 2 and their

come-up solution to address the issue on their
scenario.
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The probable problem in teaching and learning in

the class of sir Ryan are as follows:
a) The strategies to be applied for sir Ryan

to handle students who are emotionally
unstable.
b) Unavailability of his students.
c) Lack of learning materials.
For every student who came from disrupted

families, as future teachers, we will assure
to give them comfort and treat them as a
family for us to somehow fill the emptiness
inside their hearts. And, for students who are
deprived from basic necessities, we will ask
help from different agencies or organizations
for us to generate funds, so that instead of
working, they will be encouraged to attend
class sessions regularly since they no longer
think of providing their basic needs. When it
comes to learning materials, as an
alternative way, we will make DIY learning
materials that will support the learning
process of students.
Yes group 2, that is right. Our job as a teacher
is not just to teach. It is also our job as the
second parent of these children to make sure
that every child feels safe, loved and included
inside our class. The school is not just a place
of learning but also a place for hope, love and
humanity. Teachers are the helper for the
dreamers to continue dreaming, reach their
dreams and fuel their hearts. We are not just
teachers, we are doctors, artists, carpenters
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and many, many, more. Thus, this profession

of ours needs more than just wits and brain,
educating needs heart and burning passion.
Correct, everyone? Now, how about the issue

of group 3. Let us hear from their
representative.
Sir Uno’s problem isn’t just about his

student’s fluctuating grades, this could also
mean that his teaching style is not as good
as before or that Dos, his student, is having
personal dilemma.
• Sir Uno can consider giving or

enrolling Dos into his subject’s
remedial program.
• Help Dos reignite his learning habits
and reinforce his view academically
• Consider new learning method
• Require Dos to submit any missing
activities (but with deduction than
those who have submitted on time)
As a teacher, I believe we can help a failing

student by incorporating these possible
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solutions through, first and foremost, trying

and not giving up on them. The remedial
program for Dos should not only be for Dos
but for students like Dos. Sir Uno should
practice fairness even if Dos is an honor
student, every student who experienced low
grades should also have the opportunity with
the remedial programs. I also suggest that
from then on, sir Uno should be more wary
with the performance of his students earlier
and make sure to involve the parents as
soon as possible to help each other in
addressing the cause of Dos’ performance.
Precisely, group 3. As a teacher there are
numbers of ways that we can do to help our
student with failing grades. It is actually part of
the school and educational community. Taking
these into consideration and addressing issues
like this just shows that there are still room for
improvements in our teaching methods. That
as a teacher we should learn how to connect
with the diversity of students, we face every
day, individually.
Now, let us hear the issue you need to address,

group 4.
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The probable teaching-learning problem in

the class of miss Minchin is that her student
is visually impaired, thus, is having difficulty
to cope up with the rest of the class.
• Give equal opportunity

• Adjust teaching strategy and method
like modulating her voice to be more
audible while teaching
• Provide alternative media in the areas
of reading and writing (e.g., braille or
large prints)
• Encourage support.
• Promote awareness.
Our group believes that before any of these

strategies, Miss Minchin should still first
know the case of Sarah deeper and better.
Miss Minchin should know the level of
severity of Sarah’s impairment. She can do
this by reinforcing support from Sarah’s
parent/guardian and doctor/nurse to be able
to help Sarah better. She should give Sarah
the same opportunity like the rest of the
class, like being able to recite and participate
on certain activities. She can rely more on
her voice and make sure everyone can hear
her. Through this, she is helping Sarah and
at the same time, does not only favor Sarah
but the rest of the class. She can also
continue her support to Sarah through the
rest of the class by encouraging support.
She can let different classmates take turn in
pairing and assisting Sarah. And indubitably,
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promote awareness on situations and

conditions like Sarah, to avoid criticisms,
Well said, group 4. Before any steps we should bullying and discriminations.
still first learn the diagnosis of any students who
suffer any physiological problems to help them
better in understanding their conditions. Once
we learn the problem, then we can move to
strategize and plan out a solution. I admire that
your answers are very empathetic because that
is what supposed teachers should be. We
should be caring, loving and sensitive for the
individuality of the students. Every child inside
the classroom is different and it is part of our
profession to learn their differences, diversity
and adversity for us to bridge them into
inclusion and unity. We should encourage
support and awareness in situations like this,
as you said, as well as adjust methods,
strategies, improvise our instructional materials
and adapt these in everyday teaching-learning
activities. It is, of course, not an easy work but
with dedication it is not impossible. Which is
why I encourage everyone to please not give
up on your students, especially those who are
trying.
Am I understood?
Yes!
Very good! I am very much amazed with your
answers and I know that each of you will be
great teachers and will be looked up to because
of your dedication and passion in teaching. Be
proud of yourself because you are not only
making your dreams come true but is also
building bridges for the learners to cross and
reach theirs too. Good job, everyone!
Now, let’s talk more about how you felt in doing

the activity. What comes in your mind while
answering the questions? What are your
realizations? Or are there any violent
reactions? Is there anything you want to add?
Let us have any representative from each
group. Starting from of course, group 1.
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I have nothing to add, ma’am, and certainly

I do not have any violent reactions. In fact,
these activities made me more excited to be
on the field. I cannot wait to be the teacher I
have long hope I had during my learning
process.
I am happy to hear that. Indeed, that this is now
our chance to be the teacher we wish to have.
How about group 2.
Our group is elated to hear from you that we
can be someone bigger and better than who
we are now. The activities are very moving
given that we know that someday we will be
facing these situations for real. And when
that day comes, we hope to be as good as
we can, and if not better, for our students to
be.
Thank you, for not only dreaming for yourself
but for the future generations as well. That is
one of the things teachers must possess–
empathy.
How was the activity for you, group 3?

We were actually really putting ourselves in
the shoes of the teachers on those different
situations and we felt somewhat nervous
because we know, addressing these issues
aren’t as easy as answering like this. It must
be with patience and dedication, like you
said.
That is true, assessing these problems are hard
enough. This is why we mold you to be more
competent and able. These are inevitable
situations which is why you should be prepared
when it comes your way.
What are your thoughts on this, group 4?

All the small moments with students are
important, what more these moments that
we extend our threads for them to help them
and make sure they learn and feel loved and
included despite these situations and
adversity. We are changing their worlds day
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by day, and for me that is both an honor and

sacrifice teachers must make.
Great choice of words, group 4! Yes, being a
teacher is both and honor and sacrifice. Every
time we teach, we give students parts of
ourselves that we will never stop hoping to
grow inside of them and remind them that they
can be anything in this world.
B. ACTIVITY
Now, I will be giving you a group activity entitled
“Finding Problems”.
Here, you are tasked to study the wordle

presented on your screen. Each word
represents an issue or a problem which was
reported by teachers in the field. After that, list
down at least three (3) problems or issues you
found on it and choose one (1) only from the
selected problems or issues. Your chosen
problem will be explained how it affects
teaching and learning process and will be
provided with solution/s to address that specific
problem. This is a 3 minutes activity and right
after you have finished the task, I will be calling
representative of each group to present the
group’s output.
Is there any question or clarification?

None.
If that is so, you may start now.
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C. ANALYSIS
Okay, I guest everyone is done already. You
may now present your work, group 1.
The Problems we found from the wordle are
as follow:
1. Poor connectivity
2. Absenteeism
3. Poverty
Poor connectivity – In this time of pandemic,

poor connectivity is one of the main
problems of the students since all online
applications require internet connection.
Solution:
Since poor connectivity is not under control
by the teachers. We suggest to give
students a consideration. As an alternative
way, for students who are struggling
regarding internet connectivity, give them
modules which they can access and study
anytime, or give them video recording to
know what the teachers have discussed.
Thank you, group 1, for sharing your ideas. All
the problems you have listed indeed exist
nowadays. I command you guys from giving
solutions which are all on point and usable in
the new teaching modality.
Now, let us hear the presentation of group 2.

From the presented wordle, the following
problems or issues we found that are faced
by the teacher and students in and outside
the classroom are:
1. Difficulty in reading
2. Student’s behavior
3. Bullying
Difficulty in reading – As shared from the

observation of one of the members of our
group, some of her cousins are still
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struggling in reading, this problem is quite

alarming especially now where elementary
and secondary schools are using modular
learning wherein teachers aren’t able to
monitor and apply their preferred strategies
in teaching students how to read with
comprehension.
Solution:
As what other schools have practice, they
set a date for reading assessment wherein
selected students are invited to go to school
and asked them to read one by one for the
teacher to know and distinguish good
readers from non-readers.
Good job, Group 2. Your chosen problem is
indeed one of the main problems faced by the
students as well as teachers. Thank you also for
sharing your solution. This gives ideas not only
for me as a facilitator but also to other future
teachers. I know we will be experiencing this
kind of problem someday but at least somehow;
we have now ideas in surpassing this kind of
problem.
Moving on, let us learn from the presentation of

group 3.
The three problems or issues we found from
the wordle are:
1. Student’s discipline
2. Lack of learning materials
3. Limited school supply
Student’s discipline – Nowadays, as

rampant on Facebook and other social
media platforms, there are many posts
showing bad habits of students. This is
notable because there are instances that
some students unconsciously forget to turn
their mics off when they are bad mouthing
teachers.
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Solution:
There is no exact formula in disciplining
students. As future teachers, we suggest not
to give up or get tired of preaching students
because their behaviors reflect based on
their environments and experiences.
Instead, we should widen our mind, prolong
our patience and understand them because
someday, they will realize their mistakes and
they will pay us gratitude for trying and not
giving up on reminding them the importance
of respect, love and kindness.
Thank you, Group 3, for your very inspiring
solution. Yes, you are right, that there is no
exact formula in disciplining students since they
are all diversified. What we are going to do is to
guide, give them a piece of advice and let them
realize and learn from their mistakes.
Now let us lend our ears for the presentation of

group 4.
As what we have found from the wordle, we
have:
1. Lack of Equipment
2. Failed students
3. Financial
Lack of Equipment – this matter of problem

is often to the teachers that are optimistic of
delivering excellent learning to their
students. Inadequate equipment could
result an ineffective teaching of a particular
subject. Also lack of learning materials and
facilities in teaching and learning could
result an unattainable good quality of
education for students. Probably, students
will be bored or be tempted of absenteeism
because of this factor.
Solution:
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As covered by the Republic Act 9155 also

known as the "Governance of
Basic Education Act of 2001." This pertains
to assistance given to school
facilities and providing instructional
materials and equipment to be used in
teaching and learning process. As future
teachers, we will raise our issues regarding
school facilities and equipment to the
concerned agencies so that they will be
aware about the condition faced by the
school. By doing so, they will make actions
or solutions for this matter.
Outstanding, Group 4. That is the importance of
knowing our rights as public servants and
having knowledge with regards to the
organization to be approached with regarding
school matters.
Now, for me to know your attachment with our

activity, I will ask you some questions. First
question is, how do find the activity? Anyone
from the group 1?
Yes, Emman.
I found it very interesting because I know we
will be encountering those mentioned
problems someday and as you stated
earlier, we are lucky because at least
somehow, we have already ideas on how we
are going to deal with it.
Very good, Emman. Another question is, what
do you feel upon the presentation of the
activity?
Yes, Kevin.
I feel inspired because even though we are
just pre-service teachers, somehow, we
already have ideas about the problems to be
encountered ahead of us and most
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importantly, we have our ways on how we

are going to solve it.
Thank you, Kevin, for sharing what you have felt
during the presentation.
For the last question. How does this activity help

you as a future teacher?
Yes, Lovely.
As a future teacher, this activity gave me
some backgrounds regarding the problems
that I’ll be encountering as well as solutions
to be applied on that specific problem. It also
reminds me about the responsibilities that I’ll
be dealing with when the time that I’m
already in the field of teaching. Moreover,
this activity realizes me that teaching is not
so easy. It measures your limitations as a
person but beyond of that, it gives you
pleasure and fulfillment every time you
surpass all of the struggles you have been
through.
Well said, Lovely. Thank you so much for
sharing your well-articulated thought.
D. ABSTRACTION
Now, before we continue. Let us first know how
much you know when it comes to Matching
Problematic Situation with Probable Action. So,
I’ll present you a few questions that can be
answered by anyone from your group.
Q1: What pops in your mind when you heard our

topic, what to you is Matching Problematic
Situation with Probable Action?
Yes, Julius?
Upon knowing our topic for tonight, the first
thoughts and expectation that came to me is
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that, we will be tackling about the situations

that we teachers may face in the near future
once we are put to the field.
Yes. This is a must for teachers like you to know
or be prepared in situations that may come.
These are inevitable as these situations cannot
be controlled but certainly, can be solved. And
it is part of your chosen path to know that these
acts are part of the deal. Now for question
number 2…
Q2: What do you think Problematic Learning

Situation is?
Let us hear the idea of Jezzabel.

I believe Problematic Learning Situation are
those moments of intervention on the
learning of the students.
It is. Very good.
So, you see, this problematic learning situations

faced by the students are problems not only to
them, but to us too. We are affected, our job, the
class we manage, their classmates... It’s a
complete branch of issue that needs to be cut.
Q3: How do you design a probable solution?

I think, for me, teachers like us can solve or
address these problematic situations if we,
and the parents and the community, plan
together, dream together and work together
for our young learners.
That is one of the examples of a probable
solution but we have here a few steps that is
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hopeful in designing a reliable answer to these

problems– that is Wood’s Problem Solving
Model.
Let’s explore these steps in more detail,

understanding what it is and the inputs and
outputs of each phase.
1. Define the Problem

aka What are you trying to solve? In addition to
getting clear on what the problem is, defining
the problem also establishes a goal for what
you want to achieve.
Input: something is wrong or something could

be improved.
Output: a clear definition of the opportunity and
a goal for fixing it.
2. Brainstorm Ideas
aka What are some ways to solve the
problem? The goal is to create a list of
possible solutions to choose from. The harder
the problem, the more solutions you may need.
Input: a goal; research of the problem and

possible solutions; imagination.
Output: pick-list of possible solutions that
would achieve the stated goal.
3. Decide on a Solution
aka What are you going to do? The ideal
solution is effective (it will meet the goal),
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efficient (is affordable), and has the fewest

side effects (limited consequences from
implementation).
Input: pick-list of possible solutions; decision-

making criteria.
Output:decision of what solution you will
implement.
4. Implement the Solution

aka What are you doing? The implementation
of a solution requires planning and execution.
It’s often iterative, where the focus should be
on short implementation cycles with testing
and feedback, not trying to get it “perfect” the
first time.
Input: decision; planning; hard work.

Output: resolution to the problem.
5. Review the Results

aka What did you do? To know you
successfully solved the problem, it’s important
to review what worked, what didn’t and what
impact the solution had. It also helps you
improve long-term problem solving skills and
keeps you from re-inventing the wheel.
Input: resolutions; results of the

implementation.
Output: insights; case-studies; bullets on your
resume
Furthermore, as Prof. Año has always tell us,

we teachers should be proactive, not reactive.
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As a teacher, we should be able to react on

these certain issues “proactively”. Which means
we are able to anticipate on certain scenarios
and be able to come up with solutions even if it
still has not yet occurred.
Here are the examples:
rading schemes that are confusing or arbitrary.

Lack of clear grading criteria rubrics .
Unclear course policies attendance, late work, missed tests, plagiarism
etc. .
So, as teachers how can we prevent these

dilemmas inside class?
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Structure will assuage student and teacher anxiety

Thoroughly cover the syllabus.
xpectations, assignments, due dates, test study guides, etc.
e faithful to your policies
lear guidelines and rubrics for every assignment.
ive assignment reminders.
These simple tips might help. Regarding these,

the anxiety for both students and teachers gets
pacified and lessen. Surely, when you present
yourself with a structure, assuredness and
confidence, your students will feel that too.
What else?
a sense of connection with the instructor.

Students who feel left out are more likely to misbehave earney Plax,
2
Students who believe their instructors care are more positively disposed
toward the course and the instructor Feldman, .
Building rapport is one of the golden rules in

teaching. We have to make our students feel
seen, cared for and included. Numbers of
studies has already proved how rapport
improved the teaching-learning process and
progress in school.
So how can we build rapport? How can we

establish a bond and connection between our
students? How can we create a positive social
environment inside the four corners of our
classroom?
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✓ Share appropriate things about yourself.

We start of course by introducing ourselves to
them. We share details about ourselves that is,
by all means, appropriate and we think are a
start of the spinning of the thread that can help
us reach out for the students for them to be able
to open up to us as well.
✓ Learn student’s names and small details

about their lives.
Every beginning of the school-year we have this
tradition of introducing ourselves to one
another, right? We share our full name,
address, age, hobbies, fears, etc. As students
we feel burned with this activity but, little do we
know that that is already our teacher’s way of
building rapport. Through the little introductory
activity, we also build connection to our
classmates, we get to tone down the
awkwardness and anxiety of being in a room,
crowded with diverse people.
✓ A student information card

A student information card has the personal
data of the students It has the student’s name,
date of birth, parent name, phone numbers,
allergies, and emergency contact information.
So, since there are only handful of students you
will remember at first “getting to know each
other activity”, a student information card helps
you for knowing and having the important
information of your students at your fingertip.
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✓ Encourage communication throughout

the course.
How can we do this? We can encourage them
to engage in oral activities like recitation,
general group discussion, debate, interviews,
role playing, etc.
✓ Encourage in-class questions.

There are many ways we can do this. For
starters, we can promote the WL, the “what if”
questions, ignition of curiosity like when reading
a story and we ask them what they expect of the
ending, and many other more.
✓ Respond quickly to e-mails and phone

calls.
Doing this, we avoid the students to paint us an
image of being snob. Naturally, if we want to
build a connection with them, we have to make
them feel that we are reaching out for them.
✓ Have formal policy for weekends.

✓ Formal contracts with students
(behaviors & grades)
Even in building rapport, obviously as teachers,
we have to maintain formality. While we bridge
our gap with the students, we must also
maintain the so-called “student and teacher
gap”.
We must SOAR-UP
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“SOAR-UP” F ,004 :
• Stop the activity or action
We do this when we have to break the pattern
of verbal or e-mail disagreements and have to
calm down and consider alternatives.
• Think of Outcomes
We make considerations of the things we look
forward to achieve. We think of what situation
do we want the student(s) to get out of? What
types of accommodations can you make for
them? If we want to help them, it’s not as easy
as teaching them ABC, there are rules, and
laws, and morals we have to regard to.
• Assess the situation
We have to reflect on what are the possible
underlying causes of their situation? Is the
conflict due to a misunderstanding or a
disagreement over personal beliefs?
• React
We then react to the issue objectively. Which
means, we are not biased and that we have
basis in observable facts rather than feelings or
opinions. Thus, we should remember to put
ourselves to place. We cannot just butt in and
present solutions out of the blue. We have
processes to follow.
• Use active listening techniques
Verbally confirm your understanding of the
issue. You have to voice out all your questions
and ask for further clarification. As you do,
attend to body language as well. Most students
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will be embarrassed to share personal

problems and will tend to cover up the situation.
• Prepare for next time
Now that you’re done, reflect on what you
learned from the situation. If necessary, make
changes for the future. If plan A did not work,
there still 25 letters in the alphabet to work on
with.
E. APPLICATION
For your individual activity, “Matching Type”,
as presented on the screen, there are some
problematic situations in the teaching -learning
environment as observed and experienced by
the teachers. What you are going to do is to
match the problems listed in Column A with
corresponding probable solutions in Column B.
You may use the letter once, more than once or
not at all.
Problematic Probable
Situation Solutions/Actions
___1. Connectivity A. Rearrange
for online learning. classroom
___2. Disruptive setting.
classroom B. Maximize use
behavior. of varied
instructional
___3. Poor interest materials.
and motivation. C. Regular
___4. Parental parent-
non-involvement. teachers
___5. At risk- circles.
students. D. Use of
rewards.
E. Group studies
and study
buddies.
F. Use of flexible
learning.
G. Silent reading
exercises.
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F. ASSIGNMNENT
Before we end our meeting, I am leaving you an
assignment, you can submit your output
together with this, so please capture your
screen as I will flash the activity.
Did you get it?

Yes.
Alright, that is all for tonight. Thank you for your

participation everyone.
Thank you, too.
Good bye!

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Republic of the Philippines

Polytechnic University of the Philippines

WEBINAR ON FIELD STUDY 2, EPISODE 4:

III. SUBJECT MATTER

VI. MODULE PROPER

Good evening, everyone. To formally start our

The topic we’ll be discussing is all about

Kindly read the ground rules posted in the

Thank you, for reading it clearly, Kevin. I hope

After this discussion, participants are then

Are you done with your task?

Miss Fely’s problem is not about her students’

a) Conduct first an assessment

We will conduct first an assessment for us to

Now, may we hear from Group 2 and their

The probable problem in teaching and learning in

a) The strategies to be applied for sir Ryan

For every student who came from disrupted

and many, many, more. Thus, this profession

Correct, everyone? Now, how about the issue

Sir Uno’s problem isn’t just about his

• Sir Uno can consider giving or

As a teacher, I believe we can help a failing

solutions through, first and foremost, trying

Now, let us hear the issue you need to address,

The probable teaching-learning problem in

• Give equal opportunity

Our group believes that before any of these

promote awareness on situations and

Now, let’s talk more about how you felt in doing

I have nothing to add, ma’am, and certainly

How was the activity for you, group 3?

What are your thoughts on this, group 4?

by day, and for me that is both an honor and

Here, you are tasked to study the wordle

Is there any question or clarification?

Poor connectivity – In this time of pandemic,

Now, let us hear the presentation of group 2.

Difficulty in reading – As shared from the

struggling in reading, this problem is quite

Moving on, let us learn from the presentation of

Student’s discipline – Nowadays, as

Now let us lend our ears for the presentation of

Lack of Equipment – this matter of problem

As covered by the Republic Act 9155 also

Now, for me to know your attachment with our

importantly, we have our ways on how we

For the last question. How does this activity help

Q1: What pops in your mind when you heard our

that, we will be tackling about the situations

Q2: What do you think Problematic Learning

Let us hear the idea of Jezzabel.

So, you see, this problematic learning situations

Q3: How do you design a probable solution?

hopeful in designing a reliable answer to these

Let’s explore these steps in more detail,

1. Define the Problem

Input: something is wrong or something could

Input: a goal; research of the problem and

efficient (is affordable), and has the fewest