COT OTHER COMMENTS SUMMARY

 Whenever possible every time that the opportunity calls for, giving of constructive
feedback is highly encourage such as helping the learners answer correctly,
scaffolds when answers are lacking or incorrect among others. Strategize to
make it happen and never to do it yourself in terms of answering the hanging
question. Find ways to let them fill the lacking thoughts of correcting the wrong
notions. Always served as their guide in finding truths when it comes to getting
the expected learning outcome.
 As much as possible, every time the activities given them are accomplished, to
process them is a must. To process the undertakings would mean that
preliminary is suggested before the discussion proper by asking the pupils
reflective question such as how they find the activity, how they feel when the task
was finished, which part of the activity they like most and dislike as well as their
personal takeaways from the activity conducted. This undertaking in the lesson
delivery will regulate the intense feeling of the pupils in activity fulfillment. Sense
of importance to the teaching and learning procedure as learner as co-
participants are likewise obtained thus will make them more energized to
participate.
 Find ways in the planning of the lesson and its delivery to link up the criterion
number 2 in the interim COT which is responsive to the special educational
needs of learners in difficult circumstances, not only the pandemic issues and
concerns but other situations stipulated therein. To satisfactorily display this
matter, this can be observed to the strategies, to any parts of the lesson, learning
resource materials, guide/motive question and other various ways.

 To achieved completely the first criterion of the 3 criteria in classroom

observation using this interim COT, to cope with the current challenges in
instruction posed by COVID 19, and not to settle to one portion of the lesson
(discussion) only, strategize to insert in any part of the lesson delivery application
of knowledge of content within and across curriculum teaching areas. In other
words integration of other subject areas in your lesson demo is highly
encouraged. Your innovativeness, creativity and resourcefulness are extremely
urged to be able to materialized this norm.

 Observed dynamics of the lesson presentation from the most easy relevant
statement to the most difficult one to bring off higher order thinking skills. Cluster
the statement or question in the lesson presentation, unified enough according to
its purpose, so that pupils will have focus. Consider the suggestion below in
comparison on how you execute them and see the difference:

a. Ano ang pagkakaiba ng sistema ng transportasyon sa pamumuhay ng

mga Pilipino?
b. Ano ang mga pagbabago sa sistema ng trasporatasyon sa bansa at mga
naging kabutihang dulot nito?
c. Paano nabago and sistema ngtransporatasyon sa bansa?
d. Kaninong panahon sa palagay mo umunlad ang sistema ng
transportasyon?
e. Sa paanong paraan mo maiuugnay ang transportasyon sa paglaganap ng
COVID 19?

 To ensure learning focus-environment that intensify better interaction between

pupil to pupil, teacher to pupil and vice versa, whenever question is raised that
create free flow of ideas such comments or reactions, capitalized them in such a
way through asking others of the shared idea, comment, opinion, comment or
 suggestion give rise to proactive interaction. Follow-up questions have to be
made particularly on the negative or positive responses generated and elicited so
that interactive rich learning environment is realized. Affirmation or refutation of
other pupils are encouraged through the guide of teacher statements or
questions to developed highly active participants in the learning process. In this
manner, off-task behavior is minimized.

 Ensure and maintain learning focus environment by strengthening interaction

between pupil to pupil and teacher to pupil. Teacher may mention the name of a
pupil who are off-task, then ask the same question in order to keep their focus
attention. Teacher may ask other pupil to help answer the question or react to the
statement shared. Then the pupil that was called first in the second time around
give ideas as well as react to the ideas shared by other pupils with teacher
guidance as the moderator. The teacher facilitates the process of the interactive
learning. In this manner off-task behavior is minimized. Repeating the statement
uttered of one pupil then asking others about it and eventually followed through
with the same statement with other pupil seemingly off-task will help maintain on-
task pupils behavior.

 If viewing or watching of videos, reading of text, story or essay is used as

strategy it is suggested to give guide question so that pupils are motivate to
participate to the T-L process. The question must be given before the conduct of
the activity and should be thoroughly talk over during discussion. It is a must that
the guide question or statement is clear in order for the pupil to understand. Let
the pupils participate to strengthen their understanding with the activity to be
conducted.

 All activities may it be film or video clip viewing, reading, listening among others,
teacher demonstrator must give guide question or motive question so that pupils
are extra guided on what to expect from them. Giving of questions will also entice
them to listen and encouraged to be attentive. Make sure that questions served
as guide or motive are rigorously discussed in the discussion/developing of new
concept part of the lesson.

 Giving clear direction is a must in the teaching and learning procedure most
specially before the conduct of individualized or group activity. Not only the task
to be performed individually or by group, materials to be used, time frame, last
step of the activity but also who will present the output, how many minutes to
incur, manner of the output presentation, area from where the output is to posted
or published and the expectation as well if necessary. In this ways, the
presentation of the output is well organized and smooth. Rubric too is suggested
to be included in the direction given.

 Since Key stage 1 learners still need guidance, teacher demonstrator have to
elaborate the activity to be done. Physical or closer contact to pupils to observed
firsthand the readiness of the pupils is encourage. A clear and simple direction
should be given before the start. The direction of differentiated activities including
the grouping composition must be declared. Involved the rest of the pupils to
understand the steps to take. Include in the mechanics or instruction the
expected output, the time duration, who to present the output etc. In this way the
pupils will be able to perform the activity earnestly and would finish on time.

 To make all reading activities more meaningful, the teacher in the reading
processes is encourage to disclose or present guide question before the activity
proper. The teacher may give the guide question or problem during the statement
on the mechanics. These questions must be repeated and answered during
discussion. If guide questions are given advance the discussion will be more
 easy to both teachers and learners. It will generate more participation making all
learners hooked in the learning engagement. Although in the prepared DLP it
was included but in the demonstration unintentionally omitted. To avoid this thing
to happen, use of cue cards e.g index cards are advised. Review the DLP and
rehearse if necessary.

 To established a more child centered learning engagement, teacher to let the

pupils read too after the teacher reads the text etc. The learners are expected to
participate in the T-L process whenever possible even the teacher is modelling
the concept or content. Do not limit the modelling part solely for the teacher alone
but not to overdo it. You may do this to check the on-task and off-task behavior
or when checking if they follow or understands the lesson proceedings. There are
instances that you do it yourself as monologue but taking into account the
learning environment. If you think everything is in order, then just do the
modelling but if there’s a need to make some adjustment do not control go with
the lesson flow.

 To established a more interactive learning environment, teacher to strategize in

the control of the effective and free flow of interaction between pupil to pupil and
teacher to pupil. The simplest way to make this happen, teacher needs to raise
some questions or statement by asking or disclosing and generating pupil
comments of the work or performance of individualized or group activity. If this
segment is processed very well this can be the chance for pupil to learn from
their classmate and each other. They themselves will be the source of learning
because some pupils learn best to their peers but with teacher guidance and
direction to maintain learning objective focus.

 To avoid repeating the mechanics during the conduct of group activity while the
pupils are busy and concentrated performing the task to maintain a learning
focus environment it is suggested that the clear direction is given before the
activity. To ensure whether the pupils understand the activity directions or
procedures asking them is necessary. Lead them to understanding by saying
incomplete statement or follow up question. Allow one or two pupil to wrapped-up
the step by step process using the common language so that the conduct of
group or individualized activity is smooth, easy and fun. To maximize the time,
include in the mechanics in the materials to use, working area, time to finish,
where to publish or post the output, who will present the output etc.

 In making preliminary questions, make sure that the question must be relevant or
connected directly to the new lesson, or if somehow irrelevant in the lesson
transition, revise and if not capitalized the question raised and responses shared.
Always include activities interconnectedness. For example, asking the organism
that caused the COVID 19, where they live, how they live, how to prevent it from
spreading etc.

 It is highly suggested that materials to be used are organized depending on it

use. Never that materials to be used are forgotten which is supposedly
distributed before the conduct of the activity. Include in the instructions, the
procedure of the activity, the process, the rubric, the materials to be used among
others. Include in the direction the differentiated activities for the pupils to
perform and who to report as well. Instruct them ahead and give signal if they are
finished already with the activity. To maximize the time clearly inform the pupils
as to how many minutes are left and give them a cue that the time is up is
suggested in order not to waste time in proceeding to the next lesson segment.

 To establish better teacher to learner & learner to learner interaction, strategize

how can they effectively interact. This can be done by asking pupils reaction to
 one’s answer or response from the teacher’s question raised. Asking their
reaction may create an engaging learning environment. In this manner pupils
who are a little slow will be encouraged to participate and learn from other
classmate’s ideas shared.

 Every time that the group activity is conducted as strategy in the lesson delivery,
giving of clear direction is indispensable, so that pupils are well guided on what to
do, smooth conduct of group activity is achieved, sense of belongingness and
ownership are discerned and time as well is maximized. So, to make it happen,
teacher demonstrator must give quite clear direction, mechanics or procedures in
the conduct of activity. It is suggested to include the following: grouping
composition, area/place to work, the expected output, the differentiated activity to
perform, who to present/where to publish the output, materials to be used and
time allotment. Involved them as much as possible by asking other pupils or
representative to share their understanding towards the activity.

 To establish a more pupils centered learning engagement in such a way that

interactions are strengthen and ensure interactive learning environment, the
demo teacher must strategize to utilized and processed pupils reaction. If one
pupil respond, the teacher need to ask other pupils’ opinion from the response
initially given. Do this repeatedly until such time expected answer is disclosed by
the pupils themselves. This will maintain pupil to pupil interaction and teacher to
pupil interaction and vice versa. This strategy would create further interactive
environment of learning. This may also sustain a learning-focus conditions inside
the classroom because pupils are expected to be called anytime and off-task
behavior is minimized as well.

 The teacher is highly encouraged to positively respond to the pupil’s reactions

whether it is relevant or irrelevant to the subject matter. Rather than if distracted
would say “wag maingay”. Capitalized their comments, reaction, suggestion then
make statement to leading them understand the present lesson. Positive
response would mean pupils will be encouraged to interact and talk with sense. It
is the teacher call to encourage interactive rich learning environment that develop
free flow of communication.
 When reading activity (story, essay, news, articles or any reading materials) is
used in the lesson, right after standards to follow by the students in the reading
activity has given, the teacher is encouraged to give motive question. This motive
question will serve as the guide for the pupils. Asking the motive question is
necessary and follow-up question is suggested. Let the pupil read the motive
question exactly the same question is to be asked during discussion of the story
that has been read.

 Every time that the chart is utilized in the lesson, it is suggested to use a stick, if
not, the teachers’ finger to point out may do or literally let the pupils point the
topic or subject text/symbols/concepts being discussed. The teacher allows the
pupils to repeat what the teacher does as much as possible. The teacher to
model the concept for example: If a kind of note is read and also their time value
the succeeding content of the chart will be read by the rest of the pupils.
Maximize the use of the chart. Making sure that it is not over lapping with the rest
of the visual aids. Strategize to make the presentation of chart as resource
material orderly posted or published. If done using it, fold them and sort
accordingly. If still to be used in the remaining discussion and if the space
warrant, set aside them within reach meanwhile then when it is needed pull out
without consuming so much time.

 Observe dynamic in the presentation of the new concepts and practicing new
skills. As much as possible observe the spiral progression in the lesson
 presentation. Start in the easiest to most difficult and never do it reversely. Never
go back and forth during the procedure of the lesson delivery. It can be justified
to see during recapitulation, generalization or abstraction. Associate other
strategy to let pupils understand the lesson.

 When introducing new concepts in the lesson like the use of bar line in a musical
line or piece, it is not always necessary to explicitly teach the concept but rather
formulate questions to create an interactive learning environment most specially
in Key Stage 2 Basic Education (Grade 4 to 6). Until such time after various
ideas shared they will come up with a common understanding allowing the pupils
themselves answer the question raised with teacher guidance using question or
statement to lead them understand the concept.

 Always set standard for all the conduct of activities individually or group activity in
the lesson. Let the pupils get involved in setting standard to be observed before,
during and after doing the activities. In setting standards, this portion or strategy
may be an avenue for the pupils to realized it is responsive in their special
educational needs in difficult circumstances like the COVID 19 pandemic health
crisis.

 It is understood that SRF plays vital role in teaching the language but not always
story is the materials to be used in teaching the language. Since Filipino is one of
the languages taught in K-12 curriculum, although viewing was applied in your
lesson demonstration, it is highly suggested to also use text, article, essay other
reading forms in teaching Filipino subject particularly a competency in learning
figure of speech. In this way, pupils are not only become proficient to the content
but also facilitate learning reading fluency such as choral reading, independent
reading and buddy reading etc. as well as comprehension such as predicting,
retelling and inferring. Always incorporate literacy skills enhancement in your
lesson most especially in teaching the language subject.
 It is recommended that if there is reading activity adapted in the lesson, guide or
motive question is suggested to disclose before venturing to read. It should
always be given before the start and make statement to introduce the expected
outcome or output through the seek of their reactions. Ensure that the motive
question or guide question given is the same question to be asked during
discussion to achieve consistency. In this way, during question and answer
portion responses are generated with ease because pupils are aware of what to
ask them. Not only time is saved, lively interaction occurred, but the smooth flow
of teaching and learning engagement as well are obtained.

 Any strategies or activities adapted and conducted must relate to the succeeding
part of the lessons so as not to let go with the intensity of the learners engrossed
interest towards the learning engagement. If there were about news in TV, radio,
or newspaper employ, make use of the information in the lesson transition from
“Balitaan to Balik-aral”. There should never have a hang times for the shared
ideas to be utilized in the next lesson or topic. Always ensure that everything that
the pupils do are acknowledged and has something to do in achieving the
learning objective and some irrelevant reactions must be properly addressed to
maintain on-task behavior.

 As a demo teacher of the teaching and learning procedure it is necessary to

always set standards to follow by the pupils whether individualized or group
activity so that they lead the way of what to do and not to do along task
implementation and accomplishment. Involved the pupils in standard setting. Use
a minute or two in setting standards. If there’s no other way to satisfy the criterion
number 2 of the COT to any part of the lesson, during the standard setting
 teacher too may grab the opportunity to include the minimum health protocol on
social distancing to prevent the spread of COVID 19 which is responsive to
special educational needs of learners in difficult circumstances.

 To stimulate more the pupils interest to the new lesson, make a captivating
statement to lead them hook with it. Use their creativity and imagination to draw
ideas of what they would like to learn not just what they like to know in the
lesson. To be more specific make use of the following words: name, identify,
distinguish, enumerate, compare, elaborate, discuss, explain, etc. So that pupils
will have to focus to concentrate on.

 To stimulate an active participation and to maintain focus learning environment

particularly in Mathematics concept and skills, introduced and activity or word
problem that are experienced-based. For example, in teaching the learning target
of finding the percentage in a given problem, using the rating per subject or
average in a given quarter may be the subject or problem in a mathematical word
or number problems. Or the current situation such as result of the particular
assessment or local cases of COVID in finding the percentage in a given
problem.

 When formulating of question is used in the lesson as technique, strategize and

prepare how HOTS can be observed by assigning group of pupils to construct
question number 1,2,3 so on so forth. Ensure relevance to the topic. Limit the
question observing the time, needs, pupils capacity and the learning target.
Qualify or rephrase when necessary the question formulated in SMART way.
Capitalized the questions constructed in the succeeding part of the lesson.

 Group activity must be a challenging activity rather than monotonous and simple
to create strong collaboration between and among members of the group. To
stimulate pupils desire of finishing the task it is suggested that the activity must
be given differently in the sense that the presentation is more exciting. It should
be a differentiated activity to elicit interest and observed varied type of learners.
Different in the sense that duplication is avoided to showcase pupils skills and
talents. Example: draw/sketch, dramatize, make a poster, make a slogan etc.

 If in reading, listening or watching activity, ICT learning resources are to be used,

testing or rehearsing the materials and equipment is highly suggested particularly
its multimedia functions like sounds among others. Technical aspects must be
ensured working so that time delays are avoided. On one hand, if silent reading
is applied, It must be clearly understood by the pupils on what to observe in
performing the task like their reading behaviors and some non-verbal cues. On
the other hand, reading aloud through choral reading, by partners or column and
rows may also be adapted to see the on-task behavior of the pupils whether they
joined reading or not. Do the reading activity creatively, fun and more engaging.

 Technical problems using ICT is inevitable. So, as the demo teacher in the
classroom, since fifty minutes is very short for the contact time in the T-L activity,
testing of equipment to be used is suggested. Rehearse if necessary and ready
all the materials to avoid air gap or learning engagement gap with the purpose
that time is maximized. Alternative or contingency plan is highly encouraged as
support if ever atrocity happen.

 To elicit more free flow of effective interaction between teacher to pupil and vice
versa as well as pupil to pupil interaction, stimulate their attention through several
course of actions of encouragement to share ideas, comments, suggestions,
reactions etc. Along the process of generating interaction, used experienced-
 based or experiential learning approach so that they can easily adopt and their
interest as well are stimulated. This will help maintain interaction in the teaching
and learning that will create a more learner centered learning and teaching
activity.

 All activities particularly the group activity must be processed well, preliminaries
before the discussion proper are encourage to apply. This can be done by asking
the pupils how they find the activity, how they feel accomplishing the activity,
which part of the activity they like and don’t like including their takeaways.

 Whenever time in carrying out the lesson that video watching is utilized, giving of
guide questions before the start, to be answered while viewing the video is highly
encouraged not only the statement disclosed as to the expected learning output
but also the questions to be asked after watching the video. Example: Why does
rain forest is important to biodiversity? What are the roles of the coral reef to the
ecosystem? What are benefits we can get from the mangrove swamp? So that
during discussion of the viewed video, responses are expected to be well
disposed naturally because all possible questions are provided before the
conduct of the activity.

 All activities accomplished by the pupils may it be individualized, group activity,

by partners or combination, the teacher demonstrator is motivated to process
before the discussion proper such as How do you find the activity? How do you
feel performing the activity? Which part of the lesson that you like most? And you
don’t like? Why? Then elicit the ideas or takeaways in the activity conducted.

 If related concept/practice is introduced or used in the lesson or activity,

discussion (e.g. liquid soap usage in in handwashing) of supplemented
knowledge or concept is highly encourage. For example to mention in addition to
the content or concept expressed verbally, the advantages of using liquid soap
over bar soap. Be very cautious in giving additional information or concept. See
to it that you could elaborate the supplementary knowledge for the pupils to
benefit from.

 Never to let it happen that part of the learning resource to be used are skipped in
the presentation or lesson discussion. If so, unintentionally, make a moved
unnoticeable by the pupils to avoid distraction. This can be avoided using a
cue/index card, familiarize the LP, learning resource and the chronology of
slides deck content and lastly rehearse if needed.

 If story/essay piece is used in the lesson always present motive questions before the
reading activity that will served as their guide in the activity. Then utilized exactly the
same motive question in the post reading activity or discussion activity to maintain
learners focus and generate quick responses. Whenever possible entice their feelings
towards reading activity by asking stimulating or conditioning question before reading,
during reading and after reading session.

 It is right and proper to give clear direction in all activities of every lesson segment or
part. Involved the pupils in understanding the direction clearly. It must be sequential,
repeat if necessary, ask one or two pupils to restate the direction if possible. Not only the
task to be performed individually or by group, materials to be used, time frame, last step
of the activity but also who will present the output, how many minutes to incur, manner of
the output presentation, area from where the output is to posted or published and the
expectation as well if necessary. In this ways, the presentation of the output is well
organized and smooth. Rubric too is suggested to be included in the direction given and
expected output as well.
 Always remind and made the pupil aware of the time set for the activity to finish.
Introduce or tell the time started and the expected time to end. Reminding them as to
how many minutes are left and say time is up if the time allotment ends is desired
including the expected time consumed in output presentation. Surely, in this way the 50
minutes time lesson is carried.

 Given that Filipino as one of the language subjects taught in K-12 curriculum and that
literacy skills enhancement are expected to be creatively planned and delivered, to have
an extra provision that learning focus environment is attained make the reading activity
more fun by adapting different strategies. The most common way of not making it
monotonously, reading can be executed by rows, by column, by gender, by pair, by
seats, by tables or combination rather that individualized or choral. Through these styles,
off-task behaviors are avoided too because pupils are actually sighted and heard.

 If the pupils are asked to describe something e.g. pictures, let the pupils described them
then follow-up questions should be done rather than teacher directed instructions. This
can be done by summing-up pupils shared ideas to come up with statement to lead them
understand the picture being described.

 When transitioning to the next lesson segment teacher should connect the previous
activity to the present task. Never just leave the activity without maximum utilization of
the accomplished activity. This could help maintain more learning focus behavior
because pupils attention are sustained. Example Kanina ginawa natin ang….at
natutunan nyo ang…ngayon nnman….na may kaugnayan…handa n ba kayo? These
statements can be used in the effective lesson transition.

 When the story or any reading piece is being processed make sure to do it interactively.
It can be done through sentence completion or an open ended question or statement
based on their personal experiences (experiential approach). Affirmation is a must on
the part of the pupils. Dropped the name of the pupil for reinforcement. For example:
“Tama si Analyn, ang sabi nya ay mahalaga ang pagkakaroon ng isang masayang
pamilya”. Then utilized all ideas shared to come up with a statement that answer from
the raised questions. Remember to utilized the story piece to its maximum.

 When using a story reading framework of the lesson always present motive questions
before the reading activity that will served as their guide in the activity. Then utilized
exactly the same motive question in the post reading activity or discussion activity to
maintain learners focus and generate quick responses. Whenever possible ¬¬¬¬entice
their feelings towards reading activity by asking stimulating or conditioning question
before reading, during reading and after reading session.
 In selecting a story make sure that the time consumed in the reading activity suits the
span of attention of the pupils. The reading activity must be interactive once and a while
pause for a seconds then stimulate their interest by asking question and others like
giving signal or cues from which part they are supposed to be reading already specially
in silent reading.

 Every time that the responses are being published using chalkboard and chalk, topmost
priority of utilization is highly suggested not only during concept formation and it’s
presentation and yet to get back to it during abstraction or wrapped-up of the lesson. Set
aside to a conspicuous space in front within reach for easy access whenever it is
needed anytime. Have in mind the creative ways on how the published/written ideas will
look like. Concept mapping is desired to be able to publish ideas well organized rather
than scattered so that the whole thought could easily decipher by the learners
themselves. Then let the pupils formulate or construct the thought through the teachers’
guidance in repetition until such time that the expected response is established. Ask
representatives to recite the completed and corrected statement while the teacher
remain as guide. Acknowledge all responses by mentioning the name of those who
contributed and qualify the thoughts shared whether to publish or not in the planned
concept mapping. Irrelevant thoughts may be written in other space and write them
legibly. Utilized the chalkboard properly from extreme upper left going down. If spaces
 are consumed already then going to the extreme upper right and going down comes
next. Never leave the room not erased the texts that were published on the chalkboard.

 If silent reading is used in the T-L process, strategize on how to make it more interactive
in performing the self-directed activity through disclose of guide or motive question right
before the beginning. While the reading activity is going on do the silent reading too
along with the pupil so that self-phasing in terms of reading is achieved likewise giving
them signal on which part of the text supposed they are already is determined. Or
rehearse to identify the time duration of silent reading if close monitoring is preferred and
don’t forget to tell them the time of start and finish for everybody to be guided and saved
time as well. Whenever possible the story piece may include the expected questions to
the asked at least 1 or 2 citing the details of the story read is encouraged. The same
question are expected to be elaborated during discussion.

 When processing the responses of the pupil, to create more pupils centered learning
atmosphere, for instance, using open ended statement/ sentence completion or question
itself, recognized name of those who showed interest to participate and if no nobody
dares to share call a name in non-threatening demeanor. After disclosing the statement
or question let them complete the statement or answer the question. If the correct
responses are not given yet despite several try subsequently without revealing the
expected answer, with teacher guidance allow the pupils to combine the ideas to reword,
rephrase or paraphrase the statement or answer. To intensify the interaction in the T-L
process teacher may ask other pupils comments, suggestion from the shared ideas. In
this manner pupil to pupil interaction build up as well.