Teachers&rsquo; Challenges and Coping Mechanisms in the Alternative Classroom Observation: Basis for an Enhanced Program Implementation

Marissa  Uy,; Chona  Estabillo,; Lady Asrah  Abayon,

Teachers’ Challenges and Coping Mechanisms in the Alternative Classroom Observation: Basis for an Enhanced Program Implementation

Marissa Uy | Chona Estabillo | Lady Asrah Abayon

Abstract:

The Alternative Classroom Observation (ACO) for RPMS is considered without limited face-to-face learning, according to the general guidelines for the RPMS-ACO contained in Memorandum DM-PHROD2021-0010. Researchers who were ACO raters identified issues such as a lack of preparation in the new ACO modality, notably in preparing video and audio lectures and navigating numerous learning platforms. Many studies were done on classroom observation, but they did not address the issues faced by teachers.” According to Kevin Caratiquit and Reynel Pablo (2021), they only emphasize and explore the practices of secondary teachers in the preparation for classroom observation in the new normal but not so much on the ACO or Alternative Classroom Observation during the Pandemic time. Hence, this study aimed to highlight the challenges and coping mechanisms encountered by the Senior High School Teachers on ACO. Results showed that the teachers experienced challenges in all ACO modalities. Results revealed that the most prevalent challenge was the lack of participative students, followed by unstable internet connection. They find it difficult to conduct a demonstration teaching virtually due to unstable internet connectivity. Moreover, they also struggled with a lack of technical skills and support. They coped with the difficulties by exerting more effort to engage the students in the class and making sure that the lessons were recorded for later use. The researchers recommended different programs and drafted an action plan to address the challenges revealed in the study.

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