Reflective Learning Journal

Reporter: May Raquelle V. Salin

Topics:
 DECS Order No. 52, series of 1987
 DepEd Order No. 47, series of 2009
 MTB-MLE

DECS Order No. 52 s. 1987 is important in terms of how I instruct English. It has a
significant impact on how I choose and use instructional materials in my classroom and
outlines updated guidelines for the Instructional Materials Development Program
(IMDP).
As a teacher of second languages I find that this orders emphasis on creating
educational materials that are sensitive to the needs and contexts of learners is a very
meaningful feature. It is essential that the instructional materials we use in a second
language classroom are suited to the unique needs and learning styles of the students
who may come from diverse cultural backgrounds and varying proficiency levels. . .
Contemplating DepEd Order No. 52 s. 1987 I am reminded of how important
educational resources are to pupils learning a second language.
As an English teacher this order has enabled me to better facilitate an inclusive
stimulating and productive learning environment for my students. In order to make
sure that my students have access to the tools they require to succeed I will work to
uphold the values and guidelines stated in this policy document. The decision to
implement Mainstream Language of Education (MLE) or Mother Tongue-Based
Multilingual Education (MTB-MLE) in my classroom is a difficult and nuanced one for
educators as each approach has pros and cons of its own. I am aware of the advantages
of both strategies and the significance of carefully taking into account the unique
requirements and situations of my students the school and the community. To achieve
the best of both worlds an integrated approach that gradually shifts from the mother
tongue to the mainstream language while incorporating MTB-MLE and MLE should be
carefully considered. Through the development of language skills essential for
advancement in the classroom and workplace this approach would make use of the
cognitive and sociocultural advantages of mother tongue.
 Reflective Learning Journal
Reporter: Jose Manuel Torres
Topics:
 Language and Acquisition and its implications for teaching English
as a second language
 Acquisition versus Learning
 FLA and SLA

When it comes to me, as an English teacher, I pay much attention to the differences
between first and second language attainment and learn about language learning from
acquisition. In my classes, my aim is to enhance language acquisition through providing
real – life interaction, simplification of input as well as making students communicate
authentically that will enable them gain fluency and intuition in their English
expressions.
First Language Acquisition (FLA) versus Second Language Acquisition (SLA): To
make my teaching strategies work effectively, it is important that I understand FLA
versus SLA. A critical period for first native language learning (FLA) occurs naturally in
children who learn languages without formal instruction. On the other hand, second or
foreign language learning (SLA) generally happens later in life and can be affected by
some factors including age of exposure to target language and motivation.
I understand the necessity of changing my teaching approaches to fit the diverse
ways in which my students learn English. This comprises a lot of understandable input,
meaningful conversation, language transfer issues and friendly learning atmosphere. If I
understand the basics of second language acquisition and first language acquisition
differences and can create and implement effective approaches that correspond to
individual needs or preferences for ESL learners in my classroom.
 Reflective Learning Journal
Reporter: Jesselie Estaño
Topics:
 Language and Acquisition
 Behaviorist versus Cognitivist, acculturation model and monitor
theory

To help my students acquire the language effectively I studied and put different
theories and methods to use as an English teacher. I have observed the effects of various
pedagogical frameworks on my students' learning outcomes which has made this
journey both gratifying and thought-provoking.
The Behaviorist Approach which emphasizes the importance of habit formation
and reinforcement in language learning is one of the fundamental theories that has had
a big impact on my teaching style. I used methods like drilling repetition and positive
reinforcement to help my students learn vocabulary and language structures in my
early years of teaching English. Although I quickly discovered that this method had its
limitations in terms of fostering true communicative competence it was successful in
providing a strong linguistic foundation.
As I studied language acquisition, I found the Cognitive Approach resonated with
me, as it emphasizes the active construction of language knowledge. Integrating
cognitive strategies improved my students' language proficiency. Through ongoing
research and reflection, my teaching methods have evolved, giving me a more
comprehensive understanding of language acquisition.
 Reflective Learning Journal
Reporter: Angelee Bocanegra
Topics:
 Approach versus Method versus Strategy versus Technique

As an English teacher, I have explored and utilized various approaches, methods,

strategies, and techniques to help my students effectively acquire the language. I have
witnessed how different teaching frameworks impact my students' learning outcomes,
making this journey both rewarding and challenging.
The Communicative Approach is one of the strategies that I have found to be very
successful it stresses the use of language for everyday communication. This method in
my experience has been very helpful in helping my students become more self-assured
and fluent in English. I have seen a rise in my students’ willingness to take chances
negotiate meaning and participate in meaningful exchanges by developing interesting
task-based activities that mimic real-world language use. As an illustration, I once
created a project-based learning module in which my pupils were required to arrange
and coordinate a school function. They had to write the invitations make the
promotional materials and role-play interviews with possible guests. This helped them
develop their critical thinking problem-solving and collaborative abilities in addition to
giving them an opportunity to practice their language skills in a real-world setting.
The Cognitive-Constructivist Approach and the Eclectic Approach have been
effective in my teaching practice. I use various strategies such as concept mapping and
think-pair-share activities to help students understand the English language. By
combining components from different approaches, I create a dynamic learning
environment that meets the diverse needs of my pupils. I also use multimedia materials
and technology, such as virtual reality apps, to enhance engagement. Moving forward, I
will continue to explore new strategies and keep pace with developments in language
acquisition research.
 Reflective Learning Journal
Reporter: Alliah Noor Alip
Topics:
 Dominant Approaches to Second Language Instruction
 Grammatical Approach and Communicative Approach

As an English teacher, I've used the Grammatical and Communicative Approaches

for teaching second languages. The Grammatical Approach, also known as the Structural
Approach, emphasizes explicit teaching of grammatical structures. I've incorporated
this approach in my classroom using explicit grammar instruction, practice exercises,
and corrective feedback. It has helped strengthen my students' linguistic foundation and
is particularly beneficial for those struggling with grammatical concepts or new to the
language.
The Communicative Approach is an essential part of my teaching, especially for
advanced language learning. This approach emphasizes the development of
communicative competence rather than just grammatical accuracy, focusing on using
language for real-life communication. I have implemented the Communicative Approach
in my classroom using a variety of strategies including task-based activities meaningful
communication and fluency-focused practice. I have included accuracy-focused
exercises alongside fluency-focused ones like role-playing information-gap exercises
and spontaneous discussions to help my students gain confidence and learn how to use
language naturally. In my experience combining the Communicative and Grammatical
approaches can yield very positive results when used in second language teaching
despite their apparent philosophical differences. I’ve been successful in giving my
students a thorough and well-rounded education by finding a balance between the
opportunities for meaningful communication and the explicit teaching of language
structures.
I frequently start my lessons by emphasizing grammatical accuracy. Then, I move
on to more conversational exercises where my students can use the new language forms
they’ve learned in real-world, context-driven conversations. My ability to meet the
various needs and learning styles of my students has been made possible by the smooth
integration of these two methods, which guarantees that they acquire the
communicative and linguistic abilities required for efficient language use. In the field of
teaching second languages, flexibility and a willingness to try out new teaching methods
are crucial.
Reflective Learning Journal
Reporter: Sara Jane Ayo
Topics:
 Inter-language Theory, Analysis theory, and Theoretical Model in
Teaching Approaches and Language Approaches

My teaching strategies are informed by theories such as Interlanguage Theory

which helps me better meet the needs of every student. Another useful tool in my
teaching toolbox is the Analytical Theoretical Model. I have had the honor of working
with students who encounter a variety of difficulties when attempting to learn the
language as an English teacher. While some of these students find it challenging to
transfer their native language abilities to the target language others struggle with the
intricacies of English grammar.
The Interlanguage Theory the Analytical Theory and other theoretical models can
all work very well together to help me address these issues and provide direction for
my teaching. My teaching practice has benefited greatly from the framework provided
by Larry Selinkers Interlanguage Theory. Language learners according to this theory
create an autonomous linguistic system known as an interlanguage that is separate
from both their native tongue and the language they are learning. Having gained an
understanding of the distinctive features of my student's interlanguage I have been able
to offer more focused and efficient support.
I have found the Analytical Theory and Cognitive-Constructivist Model to be
valuable in my teaching practice. These methods emphasize clear instruction,
metalinguistic awareness, and the active creation of knowledge. By incorporating these
approaches, I have observed significant improvements in my students' ability to apply
their knowledge in various situations. I remain committed to staying updated on the
latest findings in second language acquisition to continuously improve my teaching
methods. This helps my students overcome obstacles and gain a strong command of the
English language, making them more competitive in various aspects of their lives.
 Reflective Learning Journal
Reporter: Patricia Patron
Topics:
 Humanistic Approaches
 Silent Way
 Community Language Learning

Being an English teacher has given me the chance to investigate and implement a
number of humanistic pedagogies such as Community Language Learning and the Silent
Way in my classroom settings. For my students, these strategies have been crucial in
fostering a more empowered and learner-centered environment. With an emphasis on
the emotional social and cognitive facets of language learning humanistic approaches to
language instruction highlight the value of the whole person. Based on my observations
these methods have proven especially successful in creating a welcoming and inclusive
learning atmosphere. I’ve made a conscious effort to establish a welcoming courteous
and risk-taking environment in the classroom. I have been able to develop a solid
rapport with my students and create a secure environment for language exploration by
taking into account their individual backgrounds learning preferences and emotional
needs. Through the provision of choices goal-setting autonomy and guidance in the
development of individualized learning strategies, I have enabled my students to
assume a proactive role in their language-learning endeavors.
The teachers' role as a facilitator not as the director of the learning process is
highlighted by the humanistic approach known as The Silent Way. This method in my
experience has been especially successful in helping my students become more adept at
solving problems and using language on their own. My students are now more actively
involved in learning how to discover and construct their own language knowledge
because I have purposefully limited my own verbal input. A humanistic method known
as community language learning it places a strong emphasis on the social and emotional
components of language acquisition while encouraging learners to support one another
and feel a sense of community. I am committed to improving learning outcomes by
staying aware of my students' changing needs and preferences. I constantly seek new
and creative ways to establish a learner-centered and humanistic learning environment.

Reflective Learning Journal

Reporter: Nuezar Clara McPhink
Topics:
 Total Physical Response and Individualized Learning

As an English teacher, I realized the importance of meeting different learning

preferences and multiple intelligences of my students. A combination of Total Physical
Response (TPR) and personalized methods has worked well in generating a conducive
and productive atmosphere for learning. James Asher’s Total Physical Response method
is a pedagogy that emphasizes on bodily movements as means to learn languages. This
method has proved particularly useful for including all types of learners especially
kinesthetic and spatial intelligence ones among others. Using Total Physical Response
exercises which include multimodal instruction or encouraging student demonstrations
are some of the best practices I applied as part of TPR.
In Individualized Learning, I have also adopted an individualized learning approach
in my teaching practice realizing that every one of my students has distinct learning
preferences strengths and challenges. Thanks to this approach, I am able to tailor my
instructional strategies and support to each individuals’ unique needs. Assessing
learners, differentiation instructions, fostering learner independence and encouraging
cooperative learning.
Going the extra mile for my students will allow them to participate in collective
learning while also trying to respect their individuality. I have seen an improvement in
my student's performance overall and a greater sense of belonging among my class
members as a result of giving them opportunities to engage with one another and
complete various group projects. I have been able to create a dynamic and engaging
learning environment that meets the various needs of my students by integrating TPR
and IL methods into my teaching methods.
 Reflective Learning Journal
Reporter: Angelica Cristine V. Lubguban
Topics:
 Teaching Strategy, Methods and Techniques
 Developing Listening and Speaking/Interaction Skills

In my experience as an English teacher, students who are unmotivated to improve

their speaking and listening abilities are hesitant. This might be a difficult circumstance
but I've learned several approaches methods and strategies from my experiences that
work well for dealing with these problems. It has been my observation that students
who are reluctant to speak or actively listen benefit greatly from a classroom
environment that is safe accepting and supportive. I've been able to progressively
increase my students confidence and participation by setting clear expectations offering
encouragement and supporting a growth mindset. It has been observed that when
learning activities are interesting interactive and connected to students experiences and
interests they increase student motivation.
As my students gain confidence and proficiency, I gradually increase the complexity
of the tasks they are given. For example, I start them off with simpler tasks like
understanding brief well-known dialogues or answering simple questions. My approach
to teaching speaking and listening skills to reluctant and unmotivated students is now
multifaceted thanks to these experiences and reflections. I have seen notable increases
in my students confidence participation and general language proficiency by
establishing a safe and stimulating learning environment scaffolding assignments giving
focused feedback and encouraging intrinsic motivation. As I keep improving my
teaching techniques Im dedicated to paying attention to the changing needs and
preferences of my pupils and to always looking for new and creative ways to make
learning English speaking and listening skills an empowering and life-changing
experience for everyone.
 Reflective Learning Journal
Reporter: Laurence V. Dabodabo Jr.
Topics:
 Developing Listening Skills
 Developing Reading Skills

As an English teacher I have come across students who have trouble improving
their reading and listening comprehension. These difficulties may result from a
multitude of causes including poor language skills learning difficulties or insufficient
exposure to the target language. In order to support my students’ development and
advancement I have employed a variety of strategies and techniques to address these
challenges. Although it can be especially difficult for some students listening is an
essential part of learning a language. Drawing from my personal experiences I
facilitated pre-listening activities for students including vocabulary previews and
context-setting in order to help them leverage their existing knowledge and enhance
their comprehension of the material. To further ensure that they have understood the
material they have listened to I also urge my students to take notes make use of visual
aids and participate in follow-up discussions.
Reading comprehension is another crucial ability that certain students may find
difficult. I have found that when my students advance I progressively introduce
increasingly complex texts by carefully choosing reading materials that are appropriate
for their proficiency levels. By making annotations taking notes and taking part in
discussions and activities pertaining to the texts I encourage my students to actively
engage with the reading materials. From my experiences Ive discovered that helping
students who struggle with reading and listening calls for a multimodal approach that
incorporates explicit instruction scaffolded activities and a thorough comprehension of
each students particular learning preferences and needs. Ive seen notable gains in my
students self-assurance level of engagement and general language competency since Ive
been using these tactics.
 Reflective Learning Journal
Reporter: Nes Fritz Patrick M. Cadimas
Topic:
 Developing Writing Skills (Teaching Grammar)

Grammar is a crucial aspect of teaching English. Based on my experience, students

often struggle to learn it. Grammar is seen by many students as a boring time-
consuming and frequently frightening part of learning a language. But based on my
experiences I've learned that given the correct guidance it is possible to inspire and
encourage students to recognize the value and beauty of grammar.
Rather than teaching grammar as a set of strict rules that need to be remembered,
I try to foster in my students an interest in learning and exploration. I urge them to
explore the beginnings development and underlying logic of grammatical structures in
order to pique their curiosity and help them see grammar as an intriguing facet of
language. Students become more interested in learning the nuances of grammar and
more engaged when this curiosity is encouraged.
I’ve included a range of interesting teaching strategies because I know that
traditional grammar classes can come across as boring and dry. This makes the learning
process more dynamic and pleasurable. This includes using interactive exercises that let
students actively participate and learn grammars subtleties and patterns like games
puzzles and group problem-solving projects. Additionally, I incorporate multimedia
materials like films animations and web-based resources to offer a more engaging and
dynamic learning environment.
Also, I spend time getting to know their particular problem areas offering focused
advice and acknowledging their accomplishments no matter how modest. This
individualized approach boosts their self-esteem validates their work and motivates
them to keep learning and exploring the nuances of grammar.
 Reflective Learning Journal
Reporter: Shesharene P. Sorrosa
Topics:
 Classroom Management in the Language Classroom
 Managing time and space and task management

As a second language teacher, I use English as the medium of instruction to

establish a good rapport with students for time and space management and task
management. This results in students are more comfortable and familiar with the
language, and they are more likely to adapt to English with the consistent use of the
language in every area of classroom management, including task instructions, time, and
space management.
When my students are actively involved in using English for class management,
they are spurred to take ownership of the language. As English is already a stable
activity of their daily education, they become more attached to acquiring and using it.
Ownership and attachment can stimulate motivation, engagement, and finally the
results of language learning.
This approach can help me and my students build a solid rapport and trust
because they will see my dedication to their language development. In order to create a
warm inclusive learning environment where my students feel free to take risks and fully
engage in their language education it can be helpful to establish a good rapport and
trust. I use English for classroom management on a regular basis to maximize my
students' exposure to and practice opportunities. In addition, I create an atmosphere in
the classroom that encourages my students to learn new languages and to develop close
bonds with one another. In the end as a second language teacher, using English as the
medium of instruction to help students manage their time space and tasks is a powerful
tool that helps me to establish a strong rapport with my students and create a dynamic
engaging and language-rich learning environment.
 Reflective Learning Journal
Reporter: Janet O. Malinao
Topics:
 Classroom Management in the Language Classroom
 Class Management

Class management occurs on the first day of school, where classroom rules are
established along with consequences for breaking them.
I use English for instance to give clear instructions and directions when managing
time and space in the classroom. Examples of such directions include, “Please take your
seats!”, “We have 10 minutes left for this activity” and “Move your desks to form a
circle”. By doing this you support the target language while also fostering an orderly and
structured learning environment. Comparably when it comes to task management I give
my students instructions and guidelines in English for a variety of activities and
encourage them to use the target language if they have any questions or need help. As
students grow more used to using English as the primary language of communication in
the classroom this approach has proven especially effective in fostering active
engagement and a sense of ownership over the learning process. Moreover, I've
discovered that a supportive and welcoming classroom environment is essential to
efficient classroom management. I have been able to establish a good rapport with my
students and motivate them to take chances when using the target language by fostering
a warm encouraging and judgment-free learning environment.
Even though my students' language skills are still developing I still make it a point
to recognize their efforts and offer encouragement when they attempt to communicate
in English. Their confidence is bolstered and their willingness to interact in the target
language is reinforced all of which contribute to their increased confidence I've learned
from my experiences that good classroom management is about fostering an
environment that is vibrant stimulating and language-rich enabling students to succeed
in their language learning endeavors rather than just upholding discipline and order. I
have been able to create a classroom environment that is supportive of successful
second language acquisition by carefully implementing a variety of language-based
tactics such as scaffolding positive reinforcement and the consistent use of target
language.

Reflective Learning Journal

Reporter: Coleen D. Pasco
Topics:
 Lesson Planning
 Rationale and Developing a Lesson Plan

An essential component of teaching is lesson planning. It takes careful planning to

develop a lesson plan which implies to effective teaching requires effective planning.
Developing a cohesive captivating and student-centered learning experience for my
students is made possible by efficient lesson planning which also acts as a guide for my
instruction.
In order to support both the specific language skills I want my students to acquire
and the larger curriculum I start by creating clear measurable learning objectives. The
selection of instructional activities resources and assessment techniques is guided by
these objectives which form the basis of the entire lesson. I choose a range of teaching
techniques in order to keep my students interested and encourage active learning. This
could involve using augmented reality task-based learning and communication
exercises.
I include differentiated instructional strategies in my lesson plans because I am
aware of the various learning styles and needs of my students. This can entail offering
different assignments flexible scheduling or making use of a variety of tools and
resources to accommodate various learning preferences.
Throughout the lesson, I incorporate opportunities for both formative and
summative assessments which enable me to assess my students’ comprehension and
give timely feedback. Not only does this feedback assist my students in developing their
language skills but it also helps me plan lessons for the future and improve my own
teaching methods. Throughout the class, I am able to respond to the changing needs and
interests of my students because I have a flexible and adaptable approach even though
my lesson plans provide a framework. I am ready to adapt switch to different activities
or look into any unforeseen learning opportunities that might present themselves in the
classroom. I have observed that lesson planning has a significant impact on both my
students’ learning outcomes and the caliber of my instruction when I participate in it on
a regular basis. In addition to assisting me with the organization of my ideas and
resources lesson planning gives my teaching a feeling of intentionality and purpose.
Reflective Learning Journal
Reporter: Rhea Mae B. Quinicot
Topics:
 Lesson Planning
 Evaluation of Learners’ Performance
 Remedial and Enrichment Activities

Why is it important to evaluate students’ performance? Thinking it’s a crucial part

in teaching and learning process. This will help us to assess the learning outcomes of
our students if they achieved the intended learning objectives and specifically in English
if they achieved the language proficiency goals. Evaluating my students’ performance
helps me to identify their strengths and weaknesses, allowing me to tailor instruction to
address specific language skill gaps.
To understand the areas where my students are struggling or excelling with, I
must consider the adjustments of my lesson plans, materials and instructional
approaches to better meet the needs of my students. Also, its important to give feedback
to students’ performance to help them guide in setting their own learning goals,
developing skills and taking a responsible role in their language learning. As a teacher, I
must give rewards and recognition so that students will have the motivation to learn
about the complexity of learning language.
 MA 43A
Teaching English as a Second Language

REFLECTIVE
LEARNING JOURNAL

Submitted to: SUSANA S. AUSTERO, EdD

Submitted by: RHEA MAE B. QUINICOT