Activity Module 2.
2 Assisting and Supporting
Learning of Learners to their Fullest Capability
Class 9 Room 41
Participants names.
1: Virgie Ann Ongonion Rigor Student ID - 680203696
2: Arnie Rose Maape Student ID - 680203666
3: Hafeez Ullah Khan Student ID - 680203762
4: Monera Distrajo Student ID - 680203686
Worksheet of Submodule 2.2: Scenario 1
Scenario 1: Early childhood
Little Girl A, aged six, has recently transitioned from a regular kindergarten
classroom to Grade 1 at “Atsawin International Primary School”. Her parents
chose to enroll her in this school due to its strong reputation and the fact that all the
teachers are native English speakers. Given the school’s high tuition fees, they
expect Little Girl A to be fluent in English.
In her new class of 15 students, eight classmates previously attended
Atsawin International Kindergarten, and six others came from a bilingual school at
the same kindergarten level. Despite being surrounded by familiar faces, Little Girl
A has not yet formed any close friendships with her classmates. After the first
week, she begins to withdraw emotionally and socially. When her parents pick her
up, she often says, “I don’t want to go to school.” Her father also notices that she
complains of a stomach ache every morning as they arrive at school.
A month later, Little Girl A’s father visits the school to inquire about his
daughter’s progress. The teacher listens attentively and explains that, although
Little Girl A smiles and interacts non-verbally (e.g., shaking her head), she has not
yet engaged in meaningful conversations or group activities with her peers.
Concerned, the father asks, “Can you provide my child with special attention to
help her catch up with her classmates? I’ve paid a high tuition fee for this school.”
Questions:
1. If you were the teacher in this situation, what would be the first step you
would take to support Little Girl A's transition?
2. What are the possible psychological and social challenges Little Girl A is
facing? How would you address these issues in the classroom to support her
emotional and academic well-being?
3. How would you collaborate with Little Girl A’s parents to address her
challenges? What strategies would you implement to work together with the
parents in supporting Little Girl A.
Answers:
1: Answer:
Create a positive and friendly environment - When little Girl A arrived at
the school make sure to smile always and give her a warm welcome, make
her feel that she is safe and free.
Create connection: Make a room or time to connect to little girl A by
making a one-on-one interaction. Like during her free time. Ask few
questions every time for example What does she often do, or her hobby, her
favorite and etc.
Collaborate with the parents: Ask the parents how the little Girl behaves in
their home., What does she often do and how she usually interacts with her
parents, what are the things she usually does on her free time at home and
the things that can make her happy.
Collaborative work with peers/classmates: Give work activity that will make
little girl A work with her peers, the one that can make her express more of
herself. Like interactive games, role play arts and etc.
2: Psychological and social challenges and classroom support: Challenges:
Little Girl A might be experiencing social anxiety, cultural adjustment stress, or
fear of not meeting her parents' high expectations for fluency in English. She might
also feel isolated due to the lack of close friendships. Classroom Support:
Emotional Support: Incorporate activities that promote self-expression, such as art
projects. Social Integration: Pair her with a buddy who can help her feel more
included in the class. Language Confidence: Provide gentle encouragement and
positive reinforcement when she attempts to communicate verbally, and
incorporate fun, interactive language games and making videos for english
conversation
3: Collaboration with Parents:
1. Meet with Parents
· Set up a friendly meeting.
· Share concerns gently.
· Ask about behavior at home.
2. Listen & Share
· Hear their thoughts.
· Share what you’ve seen at school.
3. Create a Simple Plan
· Set small goals:
· Buddy system
· Calm mornings
· Daily teacher check-ins
4. Stay in Touch
· Give brief updates and celebrate progress.
5. Recommend Support if Needed
· Suggest counselor help if no improvement.
Scenario 2
Activity Module 2.2 The Grade 4/2 Classroom
Scenario 2: The Grade 4/2 Classroom
The Grade 4/2 classroom consists of 30 students divided into three
groups based on their academic:
● Group 1: This group includes 8 high-achieving students who
possess strong intellectual abilities. These students are highly
motivated and supported by their parents, who enroll them in extra
classes. As a result, they are deeply engaged in class activities,
learn quickly, and often finish their work faster than other groups.
● Group 2: Comprising 17 students, this group displays average
performance. These students are generally motivated but struggle
with reading and writing. They can become disengaged if there are
disruptions in the classroom.
● Group 3: This group consists of 5 students who face academic
challenges. They lack motivation and frequently struggle with
reading and writing. They also tend to disrupt their peers’ learning.
Among them:
○ Nick and Win often talk during class, make noise, and
disregard the teacher’s instructions.
○ Non stays up late playing games and frequently falls asleep
in class, lagging behind his classmates.
○ Da, a girl with attention deficit problems, gets easily
distracted and struggles academically, requiring regular
encouragement to stay on task.
○ Boy, a student with hyperactive behavior, walks around the
classroom and seeks attention, which disrupts the overall
class atmosphere.
Questions:
1. What are the key learning management challenges in the Grade
4/2 classroom that need to be addressed?
The key learning management challenges in the Grade 4/2
classroom include:
● Managing a wide range of academic abilities,
● Keeping average students engaged despite distractions,
● Addressing behavioral issues from struggling students.
● Balancing the needs of high-achievers while supporting those
who lack motivation or face attention and
● Behavioral difficulties are a constant challenge for the
teacher.
2. What strategies, approaches, or innovations can you implement
to address the issues in the Grade 4/2 classroom
2. Strategies, Approaches, and Innovations:
To tackle these challenges, a multi-faceted approach is needed:
● Differentiated Instruction:
○ Flexible Grouping
○ Learning Centers
● Strategies for Engagement and Motivation:
○ Inquiry-Based Learning
○ Gamification
○ Positive Reinforcement
● Addressing Reading and Writing Difficulties:
○ Small Group Instruction
○ Assistive Technology
● Managing Disruptive Behaviors:
○ Clear Expectations and Consequences
○ Positive Behavior Interventions and Supports (PBIS
○ Individual Behavior Plans
○ Seating Arrangements
● Supporting Individual Needs:
● Creating a Supportive Classroom Environment:
○ Building Relationships
○ Teaching Self-Regulation Skills.
○ Regular Communication with Parents
3. If you were assigned to manage the learning in this classroom,
what guidelines would you follow to promote the potential of all
learners? Provide specific examples of learning management
activities that would enhance the learning environment and
support students' development.
To support all learners, we will:
1. Differentiate tasks - The high achievers do projects, others get
reading support or hands on help.
2. Use mixed group work - We will pair the strong and struggling
students to support each other.
3. Set clear rules and routines - Use visuals and behavior charts.
4. Make learning fun and active - Use games, movement, and visuals.
5. Reward effort - Praise progress and good behavior.
These steps create an engaging and supportive classroom for
everyone.
Additionally,
● Every student has the right to learn and grow.
● Understand and support individual needs and potential
● Learning should be engaging, relevant, and meaningful.
● Make a positive and friendly classroom environment.
● Collaboration with all is important for positive growth.
Members