MCA MONTESSORI SCHOOL

#10 East Adevoso St, AFPOVAI, Fort Bonifacio, Taguig City

Name:_________________________________ Age:_____________
Address:_______________________________ Gender:___________
School Company:________________________ Date:_____________

Instruction: Please fill the following questions honestly, Please answer all the
questions.

Questions:
1. Do you provide a instructional strategies to the flexibility of individuals learning
needs?

2. Do you individualize instruction for students?

3. Do you assign open ended projects? To evaluating, reading, give students a list
of project to find one let them effectively demonstrate their knowledge.

4. Do you incorporate technology into your teaching strategies?

5. Do you use student-focused teaching strategies to take child’s love for play and
turn it on a love and can help students focus and build essential skills?
6. Do you use inquiry-based learning for guiding students through their questions?

7. What kind of strategies do you use to challenge students to have an in-depth

understanding?

8. Do you believe there's a place for technology in the classroom?

9. Do you differentiate your teaching by allocating tasks based on students abilities

to ensure no one gets left behind?

10. Do you use interactive whiteboard to display photos, Audio clips and videos as
well as encouraging your students to get out of their seats?

__________________________

Signature over printed name of participant

Effective Strategies on Teaching SHS in MCA Montessori School

-------------------------------------------

A Research Paper
Presented to
Ms. Lorna Clorado Basagre

-----------------------------------------

Tamayo, Trisha Clarisse

Perez, Lanilyn
Estipona, Ai-mae
Nama, John Michael
Dela Rosa, Hazel
Castillo, Glinmann Franz
Dela Helba, Vince

1st Semester SY: 2019 – 2020

I. Statement of the Problem

The purpose of this Phenomonological Study is to determine and Identify

on what Teaching strategies are effective on SHS in MCA Montessori School.

Specifically, it sought to answer the following:

1. What are the different teaching strategies to be utilized by the educators to

have an effective teaching?

2. How the teaching strategies affect the teaching procedure?

3. Why educators develop an effective technique/ strategies towards of

teaching?
II. Significance of the Study

This study may be beneficial to the following:

Grade school Teacher - they will have a boarder understanding in teaching.

Highschool Teacher - they will be aware of the different-technique in teaching

grade school student to be utilized their teaching process

College instructors - this study also provides them an opportunity to choose on

what methods they’ll be using.

To educators in General - this study provides ideas on how to make their

teaching profession an enjoyable one, rather than a burden. Furthermore, this
study enhance the credibility of teaching, develops their teaching strategies to it’s
positive state and improve their teaching capacity.
III. Scope and Delimitations

The study is focused effective strategies at MCA Montessori School

The study also include question in strategies that will be effective in teaching
senior high school and other details

The study is to develop and understand teaching strategies that goes beyond
analysing and describing the activities that go in the process.
IV. Definitions of Terms

Utilized
-Is to use what you have or what's available. The word utilize is often a more formal way
to express "putting something to use."
-Barbara 2010

Educators
-A person that accepts responsibility for the educating process and educates by
supporting and assisting an educated.
- Sy 2009

Technique
-A technique is also a way of doing anything that involves planning.
-Boyle 2013

Profession
- A profession is something a little more than a job, it is a career for someone that wants
to be part of society, who becomes competent in their chosen sector through training;
maintains their skills through continuing professional development (CPD); and commits
to behaving ethically, to protect the interests of the public.
-Zepeda 2016

Capacity
-Maximum level of output that a company can sustain to make a product or provide a
service.
-Fensy 2018

Positive State
- Positive means thinking in an optimistic way, looking for solutions, expecting good
results and success, and focusing and making life happier. It is a happy and worry-free
state of mind, which look at the bright side of life. "Positive means a positive frame of
mind."
-Collins 2014

Credibility
-A noun that has an quality of being believable or trustworthy and having essential and
distinguishing attribute of something or someone.
-Gomez 2010

Burden
-Burden is one of those words that doubles as a noun and a verb. Defined as something
you carry or withstand with much difficulty when used as a noun, and as the act of
weighing down, overloading, or oppressing when used as a verb, it's a word with a
negative charge.
-Mangaysa 2011

Procedure
- A set of established forms or methods for conducting the affairs of an organized body
such as a business, club or government.
-Maigan 2011

Develop
-Develop is a verb that means to build up, grow, or improve gradually over time.
-Albarico 2017

Teaching
- The activities of educating or instructing or an activities that impart knowledge or skill.
-Baya 2015
Beneficial
-If it's beneficial, then it's good for you -- or for something.
-Ferrer 2011

Instructor
-Someone whose job is to teach a skill or a sport.
-Santiago 2013

Educator's in general
-refers to the educational foundation of skills, knowledge, habits of mind, and values
that prepares students for success in their majors and in their personal and professional
lives after graduation.
-Pili 2018
 V. Bibliography Data

Author: Derrick Meador

Title: Using Effective Instructional Strategies
Date of Publication: July 23, 2019
Link: https://www.thoughtco.com/building-an-arsenal-of-effective-intructional-strategies-
3194257

Author: Colette Bennett

Title: How Scaffolding Instruction can Improve Comprehension
Date of Publication: March 20, 2019
Link: https://www.thoughtco.com/ways-to-scaffold-instruction-in-grades-7-12-4147435

Author: Janelle Cox

Title: Teaching Strategies to Promote Student Equity and Engagement Date of
Date of Publication:
Link: https://www.thoughtco.com/promoting-student-equity-and-engangement-40744141

Author: Terry Heick

Title: 12 Strategies For Teaching Literature In The 21st Century
Date of Publication: June 30, 2017
Link: https://www.teachthought.com/learning/12-strategies-for-teaching-literature-in-the-
21st-century/

Author: Todd Finley

Title: 8 Strategies for Teaching Academic Language
Date of Publication: January 2, 2014
Link: https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-
finley
VI. Review of Related Literature and Related studies

Derrick Meador

Instructional strategies include all approaches that a teacher may take to engage
students in the learning process actively. These strategies drive a teacher's
instruction as they work to meet specific learning objectives and ensure that their
students are equipped with the tools they need to be successful. Effective
instructional strategies meet all learning styles and the developmental needs of
all learners. Teachers must be equipped with a well-rounded arsenal of effective
instructional strategies to maximize their effectiveness and to increase student
learning opportunities.
Teachers are best served when they utilize a variety of instructional strategies as
opposed to one or two. Variety ensures that students are never bored. It also
ensures that students will likely be exposed to strategies that align with their
preferred individualized learning style. Students will enjoy being taught with a
variety of instructional strategies and are likely to stay engaged longer.
Ultimately, a teacher should align the instructional strategies they are using with
the students they are serving and the content they are teaching. Not every
instructional strategy will be the perfect fit for every situation, so teachers must
become adept at evaluating which strategy will be the best fit.

Collette Bennett

Not every student learns at the same pace as another student in a class, so
teachers from every content area need to get creative in order to meet the needs
of all students, some of whom may need just a little support or others who may
need much more.
One way to support students is through instructional scaffolding. The origin of the
word scaffold comes from Old French eschace meaning "a prop, support," and
instructional scaffolding may call to mind the kinds of wooden or steel supports
one might see for workmen as they work around a building. Once the building
can stand on its own, the scaffolding is removed. Similarly, the props and
supports in instructional scaffolding are taken away once a student is capable of
working independently.
Teachers should consider the use of instructional scaffolding when teaching new
tasks or strategies with multiple steps. For example, teaching 10th-grade
students in math class to solve linear equations can be broken down into three
steps: reducing, combining like terms, and then undoing multiplication using
division. Each step of the process can be supported by beginning with simple
models or illustrations before moving to more complex linear equations.
Janelle Cox

Designing a classroom learning environment where all students are being

attended to (even the ones who may not seem to be engaged) may seem like an
impossible task when you are in a classroom of twenty elementary students.
Luckily, there are a host of teaching strategies that foster this type of learning
environment. Sometimes these strategies are referred to as "equitable teaching
strategies" or teaching so that all students are given an "equal" opportunity to
learn and thrive. This is where teachers teach to all students, not just the ones
that seem to be engaged in the lesson.
Often times, teachers think they have designed this wonderful lesson where all
students will be will fully engaged and motivated to participate, however, in
actuality, there may only be a few students who are engaged in the lesson. When
this happens, teachers must strive to structure their students' learning
environment by providing a place that maximizes fairness and allows all students
to equally participate and feel welcomed in their classroom community.
Here are a few specific teaching strategies that elementary teachers can use to
promote student engagement and foster classroom equity.

Terry Heick

How can you teach Shakespeare to students accustomed to tiny screens with
brief flashes of communication that instantly fade away (both in meaning
endurance and visible text)? Begin by focusing on the macro.

Todd Finley

Academic language is a meta-language that helps learners acquire the 50,000

words they are expected to have internalized by the end of high school and
includes everything from illustration and chart literacy to speaking, grammar, and
genres within fields.

Think of academic language as the verbal clothing that we don in classrooms

and other formal contexts to demonstrate cognition within cultures and to signal
college readiness. There are two major kinds: instructional language (“What
textual clues support your analysis?”) and language of the discipline (examples
include alliteration in language arts, axiom in math, class struggle in social
studies, and atom in science). No student comes to school adept in academic
discourse—thus, thoughtful instruction is required.
VII. Description of the Research Participants

Interviews were conducted with the teachers who’s currently teaching SHS in MCA
Montessori School and the participants who were ask in the interview, which is teachers
they teach different subjects and graduated from different universities here in the
philippines. The 7 teachers who participated in the study ranged in age from 20-50
years old.
The first respondent is Sir. Bryan dave Manalang, 21 years old, born oct. 18, 1997 he
was graduated at Rizal Technological University he took Bachelor of secretary
education major in Filipino, He was once as a second vice president in Filipino
Specialist Association and graduated in 1.63 average in RTU. From taguig city and still
living in taguig city until now and MCA Montessori School is the first school that he work
and teach and almost two years in MCA. Graduated last year 2018 and had a job during
that year after he graduate and still working 2019 as a SHS teacher or one of a teachers
in ICT and it’s Major, Computer Hardware Services, So far he said thet teaching is very
fulfillingn because we know that or that job is not making money but the important is
teaching is rich in students love.
The second respondent is Sir. Alhram Salar, 22 years old, Graduated in Bachelor of
Secondary Education major in physical education in Taguig City University. It’s hes first
year to teach, An athlete before and also an working-student before and at the same
time working while studying.
The third respondent is Sir. John Sison, Graduated BS secondary education major in
social studies or “Araling Panlipunan” in tagalog, Graduated in Ordenita City University
in 2007. Currently teaching in MCA Montessori School, He’s teaching CPFAR subject in
grade 12.
The fourth respondent is Ms. Jackelyn Carelo Manzanero, She finished Bachelor and
Business teacher education in Polythecnic University of the Philippines (PUP), She’s 46
years old, Teaching for almost 23 years. First as she describe her self she is a teacher
who’s very strict but loving teacher to her student, she want to teach her student the
values of life rather than the academic.
The fifth respondent Sir. Lester Saguindang, Finished Bachelor of Secondary education
major in English at University of east manila campus, He’s been teaching for 2 years
now, currently teaching oral communication and contact center services according him
being a teacher is not just about teaching as specific subject or giving grades, of course
enlighten students about what life is and what is the true essence of bring a human
being.
The sixth respondent is Ms. Crischelle Bañoc, Graduated may 9 2018 Bachelor of
secondary education major in Filipino and graduate high school in Fort Bonifacio high
school and graduate elementary in Rizal elementary and teaching FPL subject in grade
12 and KPWKP in grade 11.
The seventh respondent is Sir. Michael Paul Cancino, Five years of study and taking
bachelor of science secondary education major in Filipino and graduated last 2018 and
as of now teaching KPWKP and FPL.
VIII. Type of Interview

We use Semi-Structured in conducting interview with the respondents because to

expand our knowledge as we conduct interview and we use this type of interview
because semi-structured consists of several key questions that can help us to define
and explore and to have idea on more details of our respondents and to ask more follow
up questions that can associate with our topic, connected or related either and
especially to explore the answers of the our respondents.
IX. Interview Guide

1. What do you like most about teaching?

2. What do you dislike most about teaching?

3. What is your philosophy on teaching and education?

4. Describe your teaching style.

5. How would you organize this classroom?

6. How do you manage your teaching duties?

7. What is the greatest success you've had with teaching?

8. What do you think is the greatest challenge facing students today?

9. What is the greatest challenge facing teachers today?

10. What qualities make a great teacher?

Date:

Dear, Sir / Maam

We are a group of students of MCA Montessori school and we are currently doing
a study on the topic “Effective Strategies on Teaching SHS in MCA Montessori
School.” with the purpose of the to gathered information and for those new teachers
who wanted to gain knowledge about what strategies are effective in terms of teaching.

May we please request for about 20 minutes of your time for an interview about
the above topic.