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Pafte Reflections

The Student Teacher Congress 2024, organized by the Philippine Association for Teachers and Educators (PAFTE) XI, focused on innovative teaching and assessment practices, featuring keynote and plenary sessions from various educators. Key topics included the importance of technology in teaching, interactive strategies for student engagement, and the significance of assessment planning and reflective practice. Participants left inspired and equipped with practical tools to enhance their teaching effectiveness and foster meaningful learning experiences.

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7 views5 pages

Pafte Reflections

The Student Teacher Congress 2024, organized by the Philippine Association for Teachers and Educators (PAFTE) XI, focused on innovative teaching and assessment practices, featuring keynote and plenary sessions from various educators. Key topics included the importance of technology in teaching, interactive strategies for student engagement, and the significance of assessment planning and reflective practice. Participants left inspired and equipped with practical tools to enhance their teaching effectiveness and foster meaningful learning experiences.

Uploaded by

Ara Mae
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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STUDENT-TEACHER

CONGRESS 2024
BY
PHILIPPINE ASSOCIATION
FOR TEACHERS
AND EDUCATORS (PAFTE) XI
- REFLECTIONS -
ARA MAE B. PELIN
BSED-MATHEMATICS

Keynote Speaker: Dr. Brenda B. Corpuz (President-PAFTE National)

The Philippine Association for Teachers and Educators (PAFTE) XI hosted the Student
Teacher Congress 2024, an enlightening experience that motivated me to reflect on my path to
becoming a successful educator. With the theme "Toolkits for Innovative Teaching and
Assessment Practices," and held at Holy Cross Davao College Gymnasium, the event offered
me an exciting opportunity to deepen my understanding of instructional methods and
assessment in today’s teaching-learning process.

Listening to PAFTE National President Dr. Brenda B. Corpuz was both inspiring and
motivating. She challenged us to pursue effectiveness and efficiency in our work to avoid being
"replaced by robots." Her emphasis on technology as a better alternative to ineffective teaching
struck a chord with me, underscoring the importance of continuous learning and adaptability. I
realized the need to be ready to embrace new technology and teaching strategies that enhance
my students' learning experiences to stay relevant and connected with them.

Dr. Corpuz’s comments on assessment as a natural part of the teaching cycle reminded
me of my duty to align what I teach with what I assess, aiming for authentic learning rather than
mere test preparation. She emphasized that good teaching involves bringing abstract concepts
to life, transforming difficult ideas into easily understood ones. As my career develops, I hope to
master this skill.

Finally, Dr. Corpuz’s call to value professional growth and character had a profound impact. She
urged us to develop into our best selves not only to succeed on exams but for the lifelong
journey of teaching. I left with a renewed sense of purpose, inspired to grow not only in my
abilities but also in the person I am becoming—a resilient and impactful teacher.
ARA MAE B. PELIN
BSED - MATHEMATICS

1st Plenary Topic Speaker: Dr. Milagros L. Borabo (PAFTE Executive Director)
Topic: "Interactive and Innovative Teaching Strategies"
Participating in the Student Teacher Congress 2024, organized by the Philippine
Association for Teachers and Educators (PAFTE) XI, was an insightful experience that
expanded my outlook as a future teacher. Centered around the theme "Toolkits for Innovative
Teaching and Assessment Practices," the event offered a valuable chance to learn about
modern teaching approaches. Following an inspiring keynote, Dr. Milagros L. Borabo introduced
the first plenary session, "Interactive and Innovative Teaching Strategies." I was deeply
engaged by her ideas and took note of the various techniques she employs to promote active
learning and student participation. Her "Affirmative Strategies" model—focused on being
Innovative, Interactive, Integrity-driven, Collaborative, and Cooperative—stood out as a powerful
reminder of the core values that define effective teaching.

Dr. Borabo’s discussion on essential areas of expertise was especially insightful.


Learning about Subject Matter Expertise (SME), Instructional Expertise (IE), Classroom
Management Expertise (CME), Communication Expertise (CE), Relational Expertise (RE), and
Diagnostic Expertise (DE) provided me with a clear understanding of the skill sets I need to
cultivate. It highlighted that being an effective teacher involves more than content knowledge; it
requires the ability to connect with students, communicate well, and adapt to their needs. The
diverse strategies presented—such as the Alternate-Recitation Strategy, Agree-Disagree
Strategy, Total Physical Response, and Think-Pair-Share—revealed how adaptable teaching
can be and highlighted the importance of active student engagement. For example, “Hot Seat”
and “Bingo” struck me as unique approaches to reinforcing essential ideas while making
learning enjoyable. These hands-on techniques left me feeling motivated to incorporate both
energy and depth into my future classroom. Collaborative techniques like Group Mapping,
Human Chain, and Domino reminded me of the importance of balancing group and individual
learning, helping students learn from one another and build shared understanding.

Leaving the congress, I felt both inspired and equipped with practical tools to foster
meaningful student engagement. This experience renewed my purpose as a future educator,
motivating me to integrate innovative strategies into my teaching and become a teacher who
encourages both curiosity and comprehension in students.
ARA MAE B. PELIN
BSED-MATHEMATICS

2nd Plenary Topic Speaker : Dr. Giovanni A. Montejo


Topic: "Assessment Planning"

Attending the Student Teacher Congress 2024 organized by the Philippine Association
for Teachers and Educators (PAFTE) Region XI Officers at Holy Cross Davao College was an
enlightening experience. I was particularly engaged during the second plenary session led by
Dr. Giovanni A. Montejo, who shared valuable insights on "Assessment Planning." Dr. Montejo
emphasized that assessment is not merely about testing but is a process of gathering and
interpreting both quantitative and qualitative data. This information is essential for making
informed judgments about students' progress. His approach made me reflect deeply on the
purpose of assessment and how it can serve as a basis for evaluation, ultimately helping us
make well-grounded decisions as educators.

Dr. Montejo’s discussion on creating a standards-based assessment plan provided a


practical framework I could envision using in my future classroom. He outlined steps that start
from creating standards and competencies from the curriculum guide, classifying them, and
then selecting the appropriate assessment methods. He also stressed the importance of
designing suitable assessment items, scoring tools, and feedback strategies. This methodical
approach to assessment planning made me realize how crucial it is to align assessments with
specific learning targets and competencies. Understanding the standards and competencies—
including content standards, performance standards, and learning competencies—helped me
appreciate the depth of preparation and intentionality required in teaching.

The segment on Types of Learning Targets was particularly impactful. Dr. Montejo
explained the five types—knowledge, reasoning, skills, products/performance, and
affective/disposition—which shifted my perspective on assessment from focusing solely on
knowledge acquisition to also valuing reasoning skills, hands-on demonstration, creative output,
and attitudes. I found the practical exercise he provided, where we identified learning targets for
specific competencies, very beneficial. It underscored how assessments should encompass a
range of skills and mindsets. Additionally, the introduction of the Table of Specifications (TOS)
was eye-opening, as it underscored the importance of aligning objectives, instruction, and
assessment. Dr. Montejo’s insights reinforced the idea that thoughtful, aligned assessments are
essential for meaningful learning outcomes.
ARA MAE B. PELIN
BSED-MATHEMATICS

3rd Plenary Topic Speaker: Dr. Bonifacio G. Gabales


Topic: "Teacher as Reflective Practitioners and Action Researchers."

Attending the Student Teacher Congress 2024 organized by PAFTE Region XI at Holy
Cross Davao College was an impactful experience, particularly during Dr. Bonifacio G. Gabales
Jr.’s session on "Teacher as Reflective Practitioners and Action Researchers." Dr. Gabales
highlighted that many teachers see their profession as a form of service to the community,
aiming to make a positive difference in students' lives. Yet, it was interesting to learn that a
significant percentage of educators also see teaching as a stepping stone to other careers or
choose this path because it’s affordable. This discussion reminded me of the diverse
motivations within the teaching profession and the value of finding personal purpose in my
career.

Dr. Gabales introduced us to the concept of action research, which aligns closely with
Kurt Lewin’s idea of researching within natural settings, like classrooms. This approach views
educational issues as best addressed at the school level, where teachers are directly involved
with students. Action research is a practical form of inquiry that allows teachers to reflect on
their work, identify areas for improvement, and implement solutions. The process involves a
continuous cycle of planning, acting, observing, and reflecting. This resonated with me because
it emphasizes both personal and professional growth, encouraging teachers to look closely at
their methods to support student outcomes effectively.

One of the most valuable takeaways from Dr. Gabales’ talk was the structured approach
to action research, which includes creating action plans, gathering data, and reflecting on
outcomes. He provided templates and real-world examples, allowing us to practice identifying
problems and formulating action plans. This exercise helped me understand how manageable
action research can be and how it supports my professional development by fostering a
proactive mindset. By adopting action research, I feel more prepared to make intentional
changes in my teaching strategies, directly benefiting my future students and allowing me to
evolve as a future educator.

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