Barbosa Serafica Interview
Barbosa Serafica Interview
Barbosa Serafica Interview
Seatwork Essay
Role Playing
Short Quiz
Reporting
Appropriate Inappropriate
Differentiated instructions and learning that Pen and paper tests dominated.
will be suitable to the lesson and will cater - Although cognitive domain is also
students’ intelligence and talents important in assessing the student,
affective and psychomotor domain is
Utilizing technology in the classroom both more important in values education to
online and in-person class to enhance retain the lesson.
students’ learning and attract their attention
Graduated with the degree of Bachelor in Graduated with the degree of Bachelor of
Educational Management and has taken a Science in Business Administration with a
Master of Arts in Education. She's now been Major in Marketing Management in 2016.
teaching VE for six (6) years. She took a Teacher Certificate Program
(2017–2018) to be able to teach and is now a
licensed professional teacher after passing the
LEPT. She has now two (2) years of teaching
experience.
Challenges in teaching VE
Students with parents with no priority for the ● Keeping students’ attention
schooling of their child, everyday life ● Keeping students engaged since not all
situations, hardships in economic status students are interested in the topic or
lessons
● Reach out to students to submit their
activities (online class)
The similarities that our interviewees have are that they both use assessment to
know if their students caught the lesson and to assess what needs to improve in the class. They
also find creative ways to teach the lesson in Edukasyon sa Pagpapakatao before, during, and
after class. For example, activities like singing, dancing, art activities, role-playing, and so on.
They are also the same in their strategies for utilizing technology, whether it be face-to-face or
online. More than that, they practice both strategies and assessments with their students.
Leaning to the traditional assessment of pen and paper to test if the students get the lesson they
taught.
Furthermore, as stated in the ESP grading system (DO no. 8 s. 2015), both
teachers graded students based on written work (essay, seatwork, reflection paper, and short
quiz), performance tasks (reporting, role play, and recitation), and quarterly assessments (unit
quiz and summative test) every quarter. Attendance is also recorded for their participation, as it
can also affect written works, performance tasks, and quarterly assessments since it requires
their attendance to be able to take them. Moreover, as also written in the DO of the grading
system, when a student fails, they have to take remedial classes, which is similar to what the
interviewees did when their student failed the assessment and did some intervention for the
students to be able to redeem their grades.