UNIVERSITY OF NORTHEASTERN PHILIPPINES

SCHOOL OF GRADUATE STUDIES

Iriga City

PERSONAL INFORMATION

NAME : JEANNITTE GELOS ONAN

COURSE : MAED, Major in Admin. & Spervision
ADDRESS : Zone 2, Pamukid, San Fernando, Camarines Sur
SUBJECT : ED 208 (Modern Trends and Issues)
PROFESSOR : DR. MARVIN B. MAIGUE
TIME : 2:00-5:30

MODERN TRENDS AND ISSUES

FINAL EXAMINATION
August 29, 2021

1. What is the Basic Education Learning Continuity Plan? What are the challenges being
encountered by schools?

The BE-CLP has a magnanimous cause to continue basic education amid the present
crisis. It presents a timely gesture of contribution to the global quest to attain education for all.
With a learner-oriented framework, the reforms articulated in the BE-LCP cue aligned with the
four pillars of Sulong Edukalidad: K to 12 curriculum review and update; improving the learning
environment; teachers' upskilling and reskilling; and engagement of stakeholders for support and
collaboration. The BE-LCP stands on the following principles: a. Protect the health, safety, and
well-being of learners, teachers and personnel, and prevent the further transmission of COVID-
19:b. Ensure learning continuity through K-12 curriculum adjustments, alignment of learning
materials, deployment of multiple learning delivery modalities, provision of corresponding
training for teachers and school leaders, and proper orientation of parents or guardians of
learners; c. Facilitate the safe return of teaching and non-teaching personnel and learners to
workplaces and schools/CLCs. taking into consideration the scenarios projected by the
Department of Health (DOH) and the Inter-Agency Task Force for the Management of Emerging
Infectious Diseases in the Philippines (IATF). complemented by other credible sources, and
balanced with DepEd’s own risk assessments: d. Be sensitive to equity considerations and
concerns, and endeavor to address them the best we can; and e. Link and bridge the BE-LCP to
DepEd’s pivot to quality and into the future of education, under the framework of Sulong
EduKalidad and Futures Thinking in Education.
Without doubt, there are many challenges that come along with the ability of schools to
provide remote instruction to all students. There are issues of equity that need addressing, so all
students have access to an internet-connected device, particularly in our poor and rural
communities. Just like in our school where most of the learners does not have any access in
online platforms so the teachers need to do our extra best for our learners. Schools will need to
provide teacher training and professional development, prepare students and parents for online
learning, and expand school wide access to digital tools and learning content.

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2. Why games or sports are helpful for children’s mental and physical development?

Physical activities promote healthy growth and development. It helps build a healthier
body composition, stronger bones and muscles. It also improves the child's cardiovascular
fitness. Playing games or engaging in sports helps children to develop positive character traits
and to soak up many quality values as sports does.
It enables them to create friendships they otherwise might not have formed. Sports bring people
together from all over the world, regardless of their nationality, religion, culture, or skin color.
Sport is an important learning environment for children. Sports experiences help building
positive self- esteem in children. And participating in sports can be a helpful way of reducing
stress and increasing feelings of physical and mental well-being, as well as fighting against
juvenile delinquency, conflict and aggressive outbursts. The point is to keep the body in good
health in order to be able to keep our mind strong and clear. When children learn positive life
lessons through sports, there is no doubt they will become honest, reliable adults who will try to
help others in need at any moment.

3. Cite and discuss the 5 examples of cultural dilemmas that teachers face in the 21st
century.

Teachers in the twenty-first century will be faced with the numerous cultural dilemmas
and opportunities to make decisions about how and what they teach about these. Here are five
examples of cultural dilemmas that teachers are facing in the 21st century;
1.When multicultural education is implemented, the community is lost- more diverse
cultures enter the schools, conflicts may arise as with the civil movements.
2.We do not need multicultural education because America already acknowledge in
cultural diversity- critics are quick to point out that we have Martin Luther king’s Birthday as a
holiday in most states and celebrate.
3.Historical accuracy suffers in Multicultural education- Educators who subscribe to this
viewpoint object to the nation that Cleopatra might have been black or the western Civilization
may have starred in Egypt (Africa) rather than Greece.
4.Most people identify with only one culture Increasingly, children and families are
multiethnic-take the following example, Alex is a Chines heritage but was born and raised in
Trinidad. He and his parents do not speak Chines, recently where they moved to buffalo where
Alex is attending middle school.
5.There are not enough resources about multicultural education- while this many have
been a real issue 20 years ago, it is not true in the 21st century.

4. Why our competitiveness is rapidly slipping? As teachers, how will you improve your
personal and professional competitiveness?
The professional world is becoming increasingly competitive and is constantly changing,
so professional development and continual learning is more important than ever in being
successful and achieving career goals. Technologies and best practices are evolving and
progressing in every industry, making it crucial for both new and experienced professionals to
continue developing their skills and honing their knowledge. A little competition can be fun for
everyone—even teachers. It can spur employees on to success, and it can help them continue to
move forward. As a teacher I will improve my personal and professional competitiveness by ;
Maintaining my skills through mastering and learning new innovations, develop new skills by
attending classes, workshops, seminars and conferences, improving my interpersonal skills and
last by investing in my career through education.

5. Are you satisfied with your performance rating at the end of the school year? What are
the challenges and issues in accomplishing your Individual Performance Rating (IPR)?

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 Yes, I am satisfied with my rating because I know that I do the performance with all I can
do and I did my best. The challenges that I have encountered in accomplishing my IPR is that at
first it’s really hard for me to understand the targets since there’s no face to face classes but
during our LAC session, our school head explain it to us.

6. Enumerate and discuss issues on the implementation of the school-based feeding

program. How the school cope with the challenges of the feeding program in the new
normal situation?
SBFP provides nutritious food products and pasteurized or sterilized milk to
undernourished learners. It aims to address hunger, contribute to nutritional status, improve
school performance and learning outcomes, and increase the cognitive function and academic
performance of the learners. School feeding programs attract more children to school as it
assures them of a meal. It also keeps them in school thereby reducing their dropout rates. The
following were the problems encountered in the implementation of the SBFP by or school
namely: delayed delivery of bread and fruits; dislike of pupil beneficiaries of fruits and bread
because some of the pupils based from the feedback from their parents didn’t like the taste of the
bread so some of them didn’t want to get their feeding; low quality of food served, corruption in
a way that sometimes ,the number of fruits and bread that should be distributed are lacking;
delays in paying caterers maybe because of liquidation processes and lack of transparency.

7. In your opinion, does gender influence the leadership style of school head? Discuss in 100
words.

Leadership is a major concern to organizations and the focus of several researches for its
significant role in determining the success of an organization. The leader has the responsibility to
direct the efforts of subordinates to achieve organizational goals and objectives. Educational
institutions are not exempted from this leadership influence. Male and female teachers alike
assume leadership roles as principals in secondary schools. Principals perform a vital function in
secondary school administration as the head of school administration. There are multiple
differences including race, gender, generations, and thinking styles. Many historical events have
occurred that have cleared the way to analyze these differences of men and women in the
workplace. These gender differences are likely to exist in the way men and women influence,
communicate, and lead. The male and female gender has always been viewed as two unique and
different sets of people. But for me it doesn’t really matter whether it is a male of a female as
long as they perform their duties and responsibilities. As long as they are capable and they have
the qualities of a good school leader such as visionaries with a clear sense of moral purpose,
passionate about teaching and learning and show great commitment to children, team-builders,
optimistic and resilient, remain calm in a crisis and are energetic and positive at all times,
confident communicators and outward-looking and curious. They combine the key attributes of
emotional intelligence, resilience and conviction with passion and personal humility, and are not
averse to taking risks with the constant goal of driving school improvement and that’s all
matters.

8. Enumerate at least (5) five 21st century skills that the teacher must possess. Explain each.
Changing social life and educational environment significantly affect the determination
of teacher skills. In addition to pedagogical expectations, the intense feeling of the effect of
technology on the learning environment has made it important for the educators to closely follow
the technology and related changes. In the 21st century, when it comes to the skills that a teacher
should;
1. Learner-centered classroom and personalized instruction: As students have access to
any information possible, there certainly is no need to spoon-feed them knowledge or
teach one-size-fits-all content. Students have different personalities, goals, and needs,

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 and offering personalized instruction is not just possible but desirable. When students
are allowed to make their own choices, they own their learning, increase intrinsic
motivation, and put in more effort—an ideal recipe for better learning outcomes.
2. Learn new technologies: In order to be able to offer students choices, having one’s
own hands-on experience and expertise will be useful. Since technology keeps
developing, learning a tool once and for all is not an option.
3. Go global: Today’s tools make it possible to learn about other countries and people
firsthand. Of course, textbooks are still sufficient, yet there’s nothing like learning
languages, cultures, and communication skills by actually talking to people from
other parts of the world.
4. Collaborate: Technology allows collaboration between teachers and students.
Creating digital resources, presentations, and projects together with other educators
and students will make classroom activities resemble the real world. Collaboration
should go beyond sharing documents via email or creating PowerPoint presentations.
Many great ideas never go beyond a conversation or paper copy, which is a great loss.
Collaboration globally can change our entire experience.
5. Keep learning: As new tools and new technology keep emerging, learning and
adapting is essential. The good news is: It’s fun, and even 20 minutes a day will take
you a long way.
9. Explain the (5) five key reform thrusts (KRT) of the Basic Education Sector Reform
Agenda.

Key Reform Thrust 1: School-level stakeholders improve their own schools continuously.
Why this reform thrust is important: Schools are the community-based social
institutions that provide the most widely available formally organized instruction, which is
expected to enable students to learn and thereby attain their desired educational outcomes. If
schools are to deliver better outcomes in a sustainable manner, the key stakeholders, within the
school and the community served by the school, must be enabled and empowered to manage
their school-level affairs so that they deliberately and continuously improve the link between
their own efforts and their collectively desired educational outcomes. The central insight of this
reform thrust is that people most actively and directly involved in and affected by the schools’
operations are the best people to improve the quality of these schools.

Key Reform Thrust 2: Teachers raise the prevailing standards of their profession to meet
demands for better learning outcomes.
Why this reform thrust is important: Classroom performance of teachers is a critical
factor behind learning outcomes attained by students of schools. A critical part of school
improvement thus involves improvement of teacher performance in classrooms. Schools must be
provided with more and better teachers capable of improving their capacity to teach well classes
of reasonable size. Furthermore, since most education managers start out as teachers, improving
the competence of teachers in the service will also likely improve the quality of future education
managers. A central insight of this is that teachers themselves have the greatest stake and most
direct influence in raising the prevailing standards governing the practice of their profession in
order to meet social demands for better learning outcomes.

Key Reform Thrust 3: Influential social institutions and key social processes are engaged
by DepED to support national scale attainment of desired learning outcomes.
Why this reform thrust is important: For schools and teachers, and the whole DepED
organization, to perform better, the basic education sector needs to secure sustained strong
support for resources necessary for good instruction, which in turn, depends on parents’ and
students’ recognizing that good instruction is vital to attaining their most valued personal,
family, community and national aspirations. In order for parents and students to recognize the
true and full value of securing desired learning from good schools, however, they need to

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observe the whole society reinforcing, emphasizing and enriching the same learning. One can
hardly expect parents and students to support good schools when they do not see the rest of
society reminding them of the value and desirability of the learning that good schools realize.
The central insight of this reform thrust is that ordinary people from different spheres of society
(i.e., persons not specifically trained or skilled in professional education) not only can enhance
the learning that students derive from schooling, but also strengthen society’s support for those
teachers, schools and educators doing the best job in making such learning possible for all.

Key Reform Thrust 4: Providers of early childhood care and development, alternative
learning services, and private sector increase their respective complementary contributions
to national basic education outcomes.
Why this reform thrust is important: Even good public schools with good teachers will
require the assistance and contribution of others in attaining the nation’s desired learning
outcomes. Children entering school at Grade 1 need to be made ready for school through early
childhood education from their birth onward. Adult illiterates, out-of-school youth and other
learners not in school need to secure basic education competencies through alternative learning
options. The private sector also needs to supplement the effort of public schools by serving
families who opt to send their children to private schools and by offering private sector solutions
to public education. These three segments of most Filipino communities – early childhood
education, alternative learning providers and private sector – require a policy environment that
strengthens collaboration among service providers within their localities and maximizes their
respective contributions to the nation’s learning objectives. The central insight of this reform
thrust is that effective convergence of early childhood education, alternative learning, private
sector and public schools in localities will maximize learning impact of each one.

Key Reform Thrust 5: DepED changes its own institutional culture towards greater
responsiveness to the key reform thrusts of BESRA.
Why this reform thrust is important: The first four key reform thrusts would change the
policy environment of schools, teachers, social support for learning, providers of early childhood
education and alternative learning services, and private sector involvement in basic education.
The key institutional player behind the formulation, adoption and implementation of these
policies, now and over the long-term, is the Department of Education, particularly its national,
regional and divisional offices. If these reforms are to advance, take root, blossom and bear fruit,
the institutional culture of DepED will need to change to become more hospitable to these
reforms. In particular, DepED will need to move out of its worst centralized, bureaucratized,
mechanistic and simplistic mindsets and habits if it hopes to attain populationwide higher level
learning outcomes. For reforms to occur at scale and be sustained in the long-term, DepED’s
organizational culture, financial systems, technological capabilities and accountability
environment have to adjust to the demands of these reforms. The central insight of this reform
thrust is that the culture of the institution behind reform policies must change if the policies were
to have a chance of eventually succeeding.

10. How does your school measure the quality of teaching?

Our school measure the quality of teaching through classroom observations. A classroom
observation is an act of watching a teacher's performance in their classroom or learning
environment. Classroom observations are a quantitative way of recording and measuring teacher
behavior and mastery by systematically watching and recording them in action. As a teacher, we
need evidence-based strategies to develop our practice and ensure better outcomes for our
students. Through classroom observation, the school head or the rater provide us valuable
resources to improve our performances, as well as guide us to implement the right classroom
observation strategies for our context. And this will help improve a teacher's ability to teach and,
as a result, improves student outcomes as well.

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THANK YOU VERY MUCH

DOCUMENTATION

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