Authors : Mydell F. Pilo

Volume/Issue : Volume 9 - 2024, Issue 7 - July

Google Scholar : https://tinyurl.com/5bn3txe

Scribd : https://tinyurl.com/4veyhrjd

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUL1256

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The study was conducted to understand and describe the experiences of Grade 1 teachers in Asuncion District in enhancing classroom instruction through engaging with learning action cell sessions in the new face to face classes. Qualitative research design was used and considered assumption on selecting participants, ethics, in collecting, analyzing and interpreting data. Respondents were the Grade 1 Teachers who were purposely selected through referrals and using facilitating questions to draw out narratives on their experiences, challenges and coping mechanism and further learning insights given their undertakings as technologically inclined teachers. The teachers found to have experienced and challenged with lecture approach, coaching and workshop techniques. Coping mechanisms have been found to adapt through seeking teaching effectiveness, content knowledge and pedagogy and learning environment. Educational insights were found to have recognized the importance of diversity of learners, curriculum and planning and assessment and reporting. Future direction may provide an opportunity to explore the importance of recognizing and addressing the diverse needs of learners in the classroom. Future research can also underscore the importance of investing in high-quality professional development opportunities, supporting teacher autonomy, and creating inclusive learning environments. By doing so, we can improve the quality of classroom

Keywords : Learning Action Cell Sessions, Classroom Instruction, Grade 1 Teachers, Professional Development, Philippines.

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