Learning Episode 1.

Group Members:
Marjorie C. Galicha
Anny May S. Gusi
Erica M. Pinca
Divina Angelie M. Macuha
LEARNING EPISODE 1
1. For a teacher to be great, is it enough to possess the professional
competencies to plan a lesson, execute a lesson plan, manage a class, assess
learning, compute and report grades? Explain your answer.
The effectiveness of a teacher is not determined by how well they can manage a
class, assess student learning, or compute and report grades. These are merely signs
that a teacher is carrying out the duties outlined in their job description. The outcomes a
teacher achieves with his or her students are what define that teacher's excellence. If a
teacher's students learn a lot from them, then we can say that they are exceptional. If a
student can apply what they have learned in class to real-world issues, they have a
great instructor. A teacher is exceptional if they motivate their students to pursue their
dreams and establish higher goals. A good teacher is someone who can influence their
students' lives in positive ways. A teacher doesn't need to be brilliant.
2. For a teacher to be great, which is more important - personal qualities or
professional competencies?
Both the professional and personal qualities of a teacher are essential. Without
any of them, I don't think a teacher is complete. Personal qualities like effective
communication and interpersonal skills are necessary for the teacher to comprehend
the needs of the students and for the students to be able to reach the teacher with ease.
To master the fundamentals of teaching methods, strategies, and practical instruction to
deal with students from various backgrounds, professional abilities are needed.
additionally to offer teaching certification.
3. Who are the teachers that we remember most?
Students often recall teachers who were kind, funny, bright, or enthusiastic. They
remember instructors who genuinely cared about them. They remember teachers who
were supportive or encouraging, or who saw something in them that no one else did.
They remember professors who challenged them and made them think. Students also
remember professors who were a little odd, to be completely honest.
REFLECT 1.
 Which personal traits do I possess? Not possess? Where do I need
improvement in?
As a student, I am constantly conscious of how much my professors are
teaching, and how much of it I can immediately apply to my classroom. I
discovered, among other things, that I should base my learning on the lessons I
would impart to my students. Although I am a teacher, I am also a learner, and I
still want to learn how to stand in front of a student who is not shaky and can
speak English well. I wanted to meet with them every day and come out in my
classroom with the new lesson and knowledge they had learned from me.
 Which professional competencies am I strongly capable of
demonstrating?
I strongly capable of demonstrating in Manual Drafting Drawing subjects.
 In which competencies do I need to develop more?
I need to develop my way of talking in-front of my students.
 Who are the teachers that we remember most?
My elementary school teacher in grades three and six. They not only
impart valuable knowledge in the areas of math and science, but they also impart
valuable life lessons.
WRITE ACTION RESEARCH PROMPTS
1. OBSERVE
In assisting my resource teacher, I noticed that professional competencies
like performance delivery and communication, as well as personal qualities like
kindness and compassion, were least or not displayed, which had an impact on
the students' performance.
2. REFLECT
Kids' poor performance, which may have an impact on their development
and growth, may be the cause of the lack of these personal qualities and
professional competencies mentioned in #1.
3. PLAN
A paper discussion session from the American Educational Research
Association (AERA) presents a mechanism for Improving Teacher Quality and
Classroom Practice, which I believe will be very helpful in addressing this issue,
and this is the problem (mentioned in # 2) that I would like to address by
conducting an action research on.
4. ACT
a) My primary goal in conducting action research is to gain a better
understanding of what goes on in a school or classroom and what can be done to
support teachers and students in their learning.
b) To enhance people's cognitive abilities, feelings of efficacy, desire to
share and communicate, and attitudes toward change are some of my specific
research questions.
c) In order to establish a straightforward, repeatable process of iterative
learning, assessment, and improvement for schools and instructors that
produces consistently better outcomes, I want to address the specific research
questions I have identified.

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