Improving Teaching Practices through TAG

Abstract

INTRODUCTION

The Department of Education is putting more time and money for various training and seminars for teachers. Experts say that teachers should be able to learn on the job with more opportunities for collaboration and individualized support. In Labas Senior High School, five new teachers are non-education majors. They have quite an uneven classroom management. They commonly use the lecture method. Pencil and paper tests and more of knowledge-type questions are used in the assessment. This research was conducted to provide teacher professional development opportunities through the Technical Assistance Group(TAG).

METHODS

The teachers were grouped into five TAGs. Each TAG consists of two teachers from the same learning area and a teacher capable of giving technical assistance. Two teachers collaborate in lesson preparation. One implements the lesson, the other two observe the class. The post-conference was held after each observation. After eight TAG sessions, interviews were done among teachers on how TAG impacts their teaching practices. Thematic content analysis was used.

RESULTS

On Classroom Management: Teachers in TAG were able to maintain classroom discipline through the implementation of rules. Classes were in order and activities runs smoothly. The reward system was used to motivate students to behave properly and be attentive. Time-management skills have also been improved which allowed students to finish tasks earlier.

On Teaching Strategies: Teachers in TAG apply a student-centered approach. Collaborative and cooperative activities are common. HOTS and open-ended questions are also utilized by the teachers. ICT integration is a common practice. This sustains students interest that resulted in students" ̃active engagement in class.

On Assessments: It was observed that teachers use non-traditional forms of assessment. Peer and self-evaluation are utilized. A collaborative assessment is employed. Rubric scoring was used for students' performance and outputs. Teachers also use HOTS questions in their assessment.

DISCUSSIONS

TAG has improved classroom management, teaching strategies and assessment. Classroom management is more structured and classes, more disciplined. Classrooms are more child-centered. Assessment includes a pencil-paper test with the use of HOTS and open-ended questions. Rubrics scoring is commonly used. TAG may be adapted by schools to substitute costly training that takes teachers out of their classrooms. TAG improves teaching practices that improve students' achievement.