SUPEReXCELS

EMILY A. TABAMO
Gusa NHS-FS Catanico Annex
Division of Cagayan de Oro City

Part 1.1
Module 11 Assignment
Developmental Supervision

h and low levels of

Using the indicators on hig
n provided in the
commitment and abstractio
according to the four I chose Ms Jo
module, I group my teachers anna
adrant. Since most of
teacher categories in the qu Depp (not rea
3 years in the service, I
my teachers are more than l name)
level of abstraction. In
did not find anyone with low from analytic
teachers, there are 8 al
my own judgment, out of 13
tion yet low level of category and
with high level of abstrac
moderate level of Ms
commitment and 4 with
of commitment and I Ember Herd (
abstraction with high level not real
considered to be with
believe there is one whom I name) from
t and high level of
high level of commitmen
are only two groups of
abstraction. Meaning, there Professional
belong to quadrant 3
teachers in our school, some
t 4. Majority of them Category
and some belong to quadran
only few belongs to
are analytic observers and
professional category.

The two teachers are representative from each group

 Ms. Joanna Depp
Registered Guidance
Counselor/Grade 9 Adviser

She is a registered guidance counselor (RGC),

however she was not hired as RGC but as
Teacher I. She is also the GAD Coordinator,
Adolescent and Reproductive Health
Coordinator, Child Protection Policy
Coordinator, and our Mini Library-in-charge

Part 1.2a
On personal note, as Teacher I,
Joanna Depp is a standout not because
of her intelligent personality but
because she project a strong sense of
OBSERVER
About Joanna Depp leadership. The way she delivers lesson
in the class, the way she deals with her
A graduate from a prestigious University in colleagues and the way she managed her
Cagayan de Oro City, one of the many reasons for parents is 100% effective. She has an
her to be considered a teacher of high abstraction. In aura which sometimes can be a trigger
terms of the teaching pedagogy, I considered her to become a threat to others. What’s the
methods and practices exemplary. How she delivers best thing about her is, she remained
the curriculum to her class is commendable. She is a grounded. The humility is at its finest.
good communicator which enable her learners to
gain the best learning experience. She is very soft- However, as the saying goes nobody
spoken. Her colleagues used to nicknamed her as is perfect. She too had flaws in the
Atty Joanna because she can easily simplify the delivery of teaching and learning. Joanna
interpretation of several DepEd issuances whenever Depp is no longer interested in joining
the team seemed to be confused of. I considered her seminars for professional development.
as a Master Teacher in the making. Her enthusiasm in improving her
In terms of curriculum and standards she has a lot competence to the next level is no longer
of what it takes. She is a dependable woman. In evident. Still, the passion is alive but no
planning, I am so impressed in her way of quickness longer in high spirit. She is quite
ANALYTICAL

and wit in suggesting solutions to every school complacent and contented. If there are
problems we encountered. In every endeavor and new issuances, she has the tendency to
challenges in the school, her sweet voice is among the interpret it the other way around.
most anticipated and listened to. Her sweetness has Sometimes her points of view are quite
won the hearts of the most difficult learners. She convincing to be honest because she has
knows how to tickle the learners interest. She is a all the intellectual capacity to do so.
darling to all her learners.
She develops several learning activity sheets (LAS) She merely distributed her learning
intended for the lost, the least, the last and still activity sheets (LAS) but did not make
lovable learners in this time of pandemic. She has a any follow-up. She is unmindful of the
system which was being followed by her colleagues in turn out of module submission in her
distributing her modules. class.
 Ms. Ember Herd
School Paper
Adviser/Grade 8 Adviser

She is the School Reading coordinator. She

is also the English Club Coordinator,
Faculty Club Secretary, and Division Arts
Module Writer/Contributor.

Part 1.2b
Well-rounded in all aspects, Ember
Herd is generous in sharing her skills in
cooking too. She does not say no to food
preparation tasks whenever we are
About Ember Herd expecting visitors in school. She goes
TEACHER
Graduated as Cum Laude from a known State beyond classroom routines. She even
initiated the 4Ps parents to conduct the
University in Bukidnon, Ember Herd, have a firm
Pahina.
grasp of the subjects she teach and is true to the
As a singer and dancer at the same
intellectual demands of her disciplines. She already
time, she leads the team in the
completed the academic requirement leading to
preparation of Galaw dance. A natural
MA TESL . A secondary school teacher who believes leader with superior listening skills.
that a fish should not be asked to climb a tree. In One amusing illustrative anecdote as
education, students should be given instruction a manifestation of her excellent
designed for each student’s strengths and preparation and organizational skills
weakness in order to address their needs correctly. was attested by our PSDS during the
Ember Herd is the name given to the craziest monitoring. The team was impressed by
teacher you'll ever meet (in a good way). She's her infectious passion to teach.
weird. You won't be missing anything if you're with Undoubtedly, she possessed the ability
her. Ember Herd is a mixture of both beauty and a to build caring relationship with
great personality. She is very rare, which makes her students. Her excellent lesson plans,
PROFESSIONAL

special. She's the kind of person that is caring lectures, and assignments that she
towards others when she wants to, has a good continually improve is among her
sense of humor, fun to be around with, and milestone. She have studied extensively
and read widely about how to teach and
mysterious in some ways. If you need someone to
methods to facilitate learning.
talk to, she will be there 100% of the time with you.
She understands the importance of
She is the real definition of a teacher walking
building supportive and collaborative
extra mile. Not just because she is still young and
environments. In addition to forming
enthusiastic, but it is really her character to help. caring relationships with each student,
With a spirit of volunteerism, she edited the Ember Herd fosters healthy and
research papers of the TLE and Science group who mutually respectful relationships
qualified for the Division Research Congress. As an between the students. Her classrooms is
articulate in speech, she also coached the teacher like a little community where each
presenters on basic ways of presentation. individual plays a part and feels at home.
 Part 1.3a

Nice to
meet you!

ANALYTICAL
OBSERVER
Ms. Joanna Depp

1 2
During our first Class Observation pre-

COLLABORATIVE observation conference, I was surprised when she

opened up about her lack of motivation to

SUPERVISORY improve her instruction. I assumed being a

guidance counselor with high level of abstraction,
she knows my intention of approaching her. With

ORIENTATION low level of commitment and high level of

abstraction, Joanna Depp is to be observed using
collaborative supervisory orientation.

3 4
Joanna Depp, being a good conversationalist, we
I negotiated on removing the Child Protection
exceed beyond a simple listening. I was interested in
working with her to learn and build deeper Coordinatorship and Adolescent Reproductive
partnerships on the part of her designations like Health Coordinatorship so she can focus on
GAD, Adolescent Reproductive Health and Child the guidance activities such as career
Protection programs. Unexpectedly, she presented guidance orientation, senior high career
her problem which eventually becomes the program and related tasks. Collaborative
springboard of our conversation. She wanted to be supervision is the most appropriate approach
deloaded with some ancillary. Thus, I figured out one due to her openness to changes and
underlying problem of her low commitment. She felt innovations. She is more than willing to
to be bombarded with extra loads and paper works. cooperate as a teamplayer in improving
We then shared information and possible practices teaching learning process. She has a lot of
as equals arriving at a mutually agreed upon plan. brilliant ideas which are beneficial to her as
Being openminded, are free to share thoughts, well as for me being a struggling school leader.
ideas, and suggestions in the process. Indeed she is an analytical observer.
Part 1.3b

PROFESSIONAL TEACHER

Ms. Ember Herd

Why Non-Directive?
Non-Directive Developmental Supervision is
Non-Directive to be matched with the Professional Teacher
Developmental who, with her high level of commitment and
high level of abstraction, only needs to be
Supervision listened to, clarified, and encouraged even
more to deliver good quality instruction.

This supervision is very challenging As the school leader, all I need to do is exhibit a
on my part as a novice school head. leadership style focusing on listening, clarifying,,
But i had a strong conviction that i will encouraging and reflecting. The teacher is in control. The
also learn from this example. This method will just follow with much fluidity.
approach does not need the standard This is quite an adventure to journey with. Non-directive
steps of clinical supervision. This facilitates thinking in developing a self-plan. Ember Herd is
approach is most likely effective for broadminded and self-directed. Never had a time that she
master teacher who are self-directed. complains about her line of work. Her bubbly personality
Although Ember Herd is still a Teacher I made her very approachable. She saw the need to change
but she manifested autonomy, thinks and takes responsibility for it. I find the scenario as low
abstractly and demonstrate high controlling. At first, although she is very submissive, I can
expertise and commitment feel the reluctance because she does not assume to know
the approach
 Part 2

PLAN OF
ACTION
 Semper ad Meliora!
Always towards better things.

INTRODUCTION Part 2.1

The Basic Education School Learning Continuity Plan (BE-SLCP) of Gusa National High
School-FS Catanico Annex dubbed as HERALD: Holistically Enhanced Revised Alternative
Learning Delivery anchored its motivation from the line of the Honorable Secretary
Leonor Magtolis Briones that whatever the changes and dangers we confront now and in
the future, “Education must continue.”
Being a new School Head in this school in this time of Pandemic is a great challenge. In
crafting the HERALD, I underwent series of benchmarking, consultations, and reflections.
HERALD covers the essential requirements of education in the time of COVID-19 which
includes that most essential learning competencies, multiple learning delivery modalities
for teachers, school leaders and learners, required health standards in schools and
workplaces, and special activities like BrigadaEskwela, Oplan Balik Eskwela, and
partnerships.
FS Catanico HERALD: Holistically Enhanced Revised Alternative Learning Delivery carry
in its banner a slogan, Semper ad Meliora which means always toward better things. As
the home of the Magnificos, HERALD will echo positivity in the learning environment
amidst the challenges we are facing at the moment. We are here to deliver learning in
alterative modality. We will continuously adapt to the needs of time.

Table 1 shows the comparative enrollment of Gusa

National High School-FS Catanico Annex for SY
2020-2021 and SY 2021-2022. It further shows that
there is an 11.85% increase of the gross enrollment
from 329 to 368. From the data only Grade 9
enrollees tend to decrease due to the number of
enrollees in Grade 8 which is less than that of the
Grade 9 from the previous SY.

Teachers Profile

The pie graph shows the

percentage of readers for
Grade 7. Further, it shows that
there are 14.28% of the Grade 7
are still on word level while
42.85 % on story level and 48.57
on paragraph level.
 CURRICULUM MANAGEMENT SUPPORT SYSTEM
CMSS

Graphical Representation of
Learners CMSS Result during the
Second Quarter

Grade 7

The most notable data in Grade 7 is

Math. There are 10 learners whose
grades fall in between 75-80. All the
rest are very satisfactory.

Grade 8

For Grade 8, MAPEH and

Math need to have more
enrichment.

Grade 9

For Grade 9, TLE showed a very

satisfactory result.

Grade 10

For Grade 10, English showed a

very satisfactory result.
 SCHOOL IMPROVEMENT PLAN
PRIORITY IMPROVEMENT AREA
(Extracted from SIP- related to Teaching
Learning)

Criteria Description Scale

Strategic The number of other areas that will benefit when the
5 – Very High
Importance improvement area is addressed

Urgency The urgency or need to improve the area as soon as possible 4 – High

The number of learners that will benefit when the

Magnitude 3 – Moderate
improvement area is addressed

The degree to which the improvement area is within the

Feasibility 2 – Low
school’s mandate and control

1 – Very Low

Strategic AVERAGE
Improvement Areas Importance
Urgency Magnitude Feasibility
RATING
INTERPRETATION

1. Low Performance in English, Math High

5 5 5 5 5
and Science Priority

High
3. Reading Program and Innovations 5 5 5 5 5
Priority
High
5. Literacy and Numeracy skills 5 5 5 5 5
Priority
High
17. Action Research 5 5 4 4 4.5
Priority
High
21. Internet connection 5 5 4 4 4.5
Priority
23. Water Connectivity (for High
5 5 4 4 4.5
Handwashing/COVID Essential) Priority

High
27. Module Reproduction 5 5 4 4 4.5
Priority

28. Equipping Senior High Shops 4 4 4 4 4 High

33. Distance Learning Support 4 4 4 4 4 High

34. Instructional Materials 4 4 4 4 4 High

36. Multi-Media and CCTV Installation 4 4 4 4 4 High

Part 2.2

Ember Herd
Professional Teacher/ Non-Directive
Developemental Supervision
 Initiating
Non-Directive
Supervision

Part 2A Ms. Ember Herd

PRE-OBSERVATION CONFERENCE
What prompted me to use nondirective supervision is not only
because I find Ember Herd as an excellent faculty member,
but she was the one who approached me regarding her
concern in her learning area. As an English major, she is an
expert in language and communication area. I must admit she
has more expertise in the field of written and oral
communication. I capitalized on this vantage point as a
leader. Ms Ember Herd is broadminded and self-directed.
Never had a time that she complains about her line of work.
Her bubbly personality made her very approachable. She saw
the need to change and takes responsibility for it. She was the
one who initiated the act to have our pre-observation
conference. She was the one who reminded me that she was
not yet scheduled for pre-observation conference. She told I explained to Ms. Cecilia what nondirective
me about the situation of our face-to-face preparation, our supervision is, what specific behaviors are
needs, and possible plans. I listened to her sharing. I find the involved, and why I believe that we can both
scenario as low controlling. She is very concerned on the benefit from this approach. At first, although
reading and its integration in her subject in English. She she is very submissive, I can feel the reluctance
because she does not assume to know the
pushes to conduct a Parents Meeting for the third quarter and
approach. I told her that this is the first time I
pointed out the need to conduct a modified reading program
am going to use this approach.
as a remediation activity.
 A. Problems Cited
READING INTEGRATION

During our pre-observation conference, Ms

Ember Herd pressed on her major concern
on integrating reading in her learning area
which is English. She really find the need to
conduct reading assessment before the
actual observation.

READING ASSESSMENT

The concerns continued on how will the ONE ON ONE READING ASSESSMENT
Ms Ember Herd was so concerned with the
reading assessment be implemented to all
reading implementation because even before
Grade 8 under her class. the IATF approval of the school to conduct face-
to-face we are already allowing learners to
MENTAL HEALTH AND WELL- come to school one by one but of course with
BEING parents permit knowing that we are already in
alert level 1 .
Another issue of concern of Ms Ember Herd
is on the mental health and well-being of
learners and co-teachers.
 The main objective of this instructional supervision is to extend assistance to

OBJECTIVE Ms Ember Herd the Grade 8 English Teacher to:

B. S 1. Integrate reading activities in every Lesson in English learning area.

2. Conduct Reading Assessment
3. Conduct Yoga and Meditation to improve mental health and well-being of
learners and teachers

C. solutions
SOLUTIONS ANALYSIS

Careful planning in every activities with constant

Crafted Action Plan consultation with the clientele is an essential factor in
the success of every endeavor

A written permission to allow learners to visit the school

Secure permit from the for the conduct of reading is the backbone of the
LGU implementation because the LGU is the main partner of
the school in times of emergency and pandemic

Consultation with parents in the process of teaching

Conducted Parents
learning is a strong bond of partnership in the
Consultation
implementation process

Conducted one-on-one Allowing the teacher to conduct assessment is the

Reading Assessment strong foundation in the integration of reading activities

Integrate reading
DLL will be checked to see if integration of reading is part
activities in English
in the lessons
lessons

Conducted Home
Visitation for those Students who are not able to go to school for the
students who cannot go Reading Assessment
to school

Deped Memorandum No. 74, s. 2021 titled “Inclusion and

Promotion of Mental Health in all DepEd Events and
Conducted
Programs”, prioritizes the promotion and protection of
Psychosocial Activities
the mental and general welfare of its personnel and
learners, especially in this time of crisis.

Monitoring and Sustainability is important in every program so

Evaluation monitoring and evaluation is very important
 SOLUTIONS
Using non-directive supervision, it facilitated
thinking in developing a self-plan. With her working
by my side, I was given a sort of a mirror where I can
reflect ideas of my faculty member. Although, non-
directive approach is not a hands-off approach. I
didn't play an active role, but the role is defined by
Ms. Ember Herd. I rested on the premise that she
can analyze and solve instructional problems. I
acted as a facilitator, with little formal structure of
direction. I listened to her during our pre-
observation conference. I let her present her
concern. This does not mean that I am passive, and
I allowed her to complete autonomy, but it allows
me to learn how she manage the system. HER INNOVATIONS EARN
I told her that because of her initiatives, we would
THUMBS UP BY IATF
With her her persistence, she was able to conduct
be using a modified supervision on her Class
her first Class Demonstration for Observation.
Observation I not to hamper her plan. I used the
Since we don’t have face-to-face classes during
situation she presented as my springboard. I
the conduct of her demo so it was her co-
verbalized my understanding on the concern she
teachers who acted as the learners. I just joined
raised regarding the preparation of face-to-face
the demo class without taking notes rigidly to act
classes. I bought her idea of having a coding system
non-threatening. Constant encouragement has
in every disk as a means of non-contact digitalized
been proven to be effective in motivating Ms.
checking of attendance which is very applicable in
Cecilia under non-directive supervision.
her class. I did not ask questions that disguised as
solutions instead I showed willingness to listen to all
her ideas. I asked her if there are any possible
consequence of her suggestions. With her true
commitment and strong sense of accountability,
she answered that it was doable. Indeed, she made
it very feasible. Given enough time she was able to
accomplished her plan.
 Observation

and

Post Observation

Conference
A pleasant post- conference was successfully done. With so much substance in our friendly
conversation, I realized that Cecilia can view a single problem in many perspective and can generate a
variety of alternative plans. My task now is to assist her in choosing appropriate plan and we think
through each step. Being autonomous, explorative and creative I believe that there is a flip because I felt
that it is more of I learn from her than she learns from me.
The moment she opens her mouth and deliver her concern with fluency, I could not help but shut my
mouth up and listen attentively. I only stopped her when I needed to clarify some points. I encouraged her
to work on her papers for administrative path should she intend to go vertically. But she said she would
love to go horizontal growth in her teaching career. As a conclusion, we agreed to work on our research
and innovations as to improve her competence. I also advised her that if there is a chance that she can
demo teach in a bigger venue like in the division or higher, she have to grab the opportunity for Master
Teacher preparations.

PRE-OBSERVATION
April 7, 2022 CONFERENCE

It was more than casual

conversation
April 13, 2022 OBSERVATION
SCHEDULE
The delivery was smooth

CLASSROOM DEMONSTRATION April 13, 2022 POST

OBSERVATION
CONFERENCE
The class demonstration was superb.
Interaction was evident. The flow is very " learned much from Ms Ember
Herd"
fluid and there was no dull moment during
- Ms Emily
the presentation. SIC
D. Mechanics of the

Implementation

E. Implementation

The implementation started when Ms Ember Herd prepared her action plan. She asked my approval of
her plan. The implementation is not a one time shot. It is a continuous process. After all the documents
were secured. Ms Ember Herd submitted to the office the following: LGU MOA and permit, parents permit
and action plan. She anchored her plan to the SIP priority improvement plan on Reading Innovations and
English Literacy which is of high priority.

There was a pre-observation conference conducted. We agreed on the mechanics. During the
implementation, it was noticed that some of the students failed to see Ms Ember and the rest of the
adviser for assessment reading. So, another activity was done, They called it Bisita Pagbasa a home
visitation for reading and other concerns.

Ms. Ember took a lead on the video recording of Galaw dance craze. Off they went to several spots of the
Barangay to take videos while also working on home visitations. Hitting more birds at one stone. They also
tried to practice and perform yoga poses on some days. Recognizing the impacts of the COVID-19
pandemic on a person’s mental health, the Department of Education (DepEd), through its Disaster Risk
Reduction and Management Service (DRRMS), in coordination with various DepEd Central Office units and
partners, launched a series of Mental Health and Psychosocial Support Services (MHPSS) provisions for
DepEd personnel. Director Ronilda Co of DepEd DRRMS said “The realities of the new normal which includes
working from home, lack of physical contact with other family members, friends, and colleagues, and the
home-based learning of children can have impacts on a person’s mental and psychosocial health”. This is
where Ms. Ember Herd anchored her activity on promoting mental health and wellness among her
colleagues to better served the clientele, our learners.

E. RESULTS
The class demonstration was superb. Interaction was evident. The flow
is very fluid and there was no dull moment during the presentation.

Moreover, teachers generally reported positive associations between

yoga and health. Yoga has helped them to maintain mental health.
There is more than one face yoga benefit. The science behind
exercising your face muscles is the same as with those within your
body.
ENGLISH
CLASS
lPROJECT FOIL: FS
Catanico Overcoming
Incompetence in
Learning

During the implementation,

many learners are eager to go
to school after a long days of
having school at home.

Our Features
Listening Class
Reading Class
Writing Class
Speaking Class
 Advisers together with Ms Ember
Herd Conducted Home Visits as a
follow-up of those who were not
able to undergo reading assessment

HOME
VISITATION

BISITA
PAGBASA
Get a
TUNE-UP
 Y.A.M.O.G.: Yoga and Meditation +
Outdoor Galaw

#FF738E

#FFFFFF

#3B3535

VISUAL
APPLICATION
 My Reflection
Part 3

Emily A. Tabamo
School-in-Charge
 Reflection

As a newbie School-in-charge, I had so many questions about instructional supervision.

How will I deal with my teacher without the face-to-face classes yet? How can I focus on
addressing the needs of my teachers who are engaged in remote learning? How can I
communicate, contact, and relate with my teachers? How will I assess the quality of the
teaching-learning process? How will I plan it?
My school head story is not something spectacular nor unique. It just started recently in a
hinterland school. I was able to manage it in 9 months. Exhausting all my means. As if I
was being conceived and being born again in my new station at FS Catanico. My 9 months
seem to be not enough to build my confidence, but they made me a better leader. It has
changed my perspective and priorities. Then, here comes SUPEReXCELS talking about
Developmental Supervision. While I am still trying to put a thread on the needle that I am
going to use in sewing my Instructional Supervisory Plan, I am now trying to figure out a
new kind of approach. But with the aid of our cool and friendly Flexible Learning Tutor, I
had a clear grasp of the approach. The challenge was on the implementation part.
One of my takeaways is to avoid being too lenient with my teachers. My real duty is to
take these brilliant people and push them into the best forms of themselves. The teachers
should keep playing their instruments, but it is the School Head’s job, my job, to play the
orchestra.
As to the time element, Instructional supervision must be conducted to ensure teachers'
TIMELY and EFFECTIVE delivery of learning competencies to learners by grade level and by
subject area. Although ease of education has been given emphasis and being mindful of the
teachers’ mental health and well-being, I made it a point that we need to follow the time
frame. Delays in the delivery of instruction are already a denial of learning.
 REFLECTION
CONTINUATION

I also realized that words are powerful. The power of your words
as a school head matters. It again trickles down like a waterfall to
the teachers you interact with, and then to the students in your
school. It is a ripple effect folks. How are you as a school head being
a leader toward your teachers will echo to how your teachers
towards your learners. When I mean business with my Developmental
Supervision, teachers also mean business in the most appropriate
manner. I empowered my teacher to be a champion for our learners.
Communication is the key to all of these. Negotiate in a pleasant
manner. I talk to them in all matters dealing with teaching learning
process. Dialogue is an impetus for peace and harmony.
For school heads like me, to have a meaningful and productive role
in the professional development of teachers, we must be mindful not
only of the needs of teachers in general but also as individuals.
Building a strong foundation of a healthy environment lies in the
flexibility of the school head. School leaders can be a major
influence on such school-level factors as well as help buffer against
the excesses of the mounting and sometimes contradictory external
pressures.
According to Glickman, teachers have two basic abilities,
commitment, and abstract thinking. These two aspects (commitment
and abstraction) are important factors that determine the quality of
teacher performance in schools. Specifically, in using Non-Directive
Developmental Instruction as effectively used for teachers with a
high level of commitment and abstraction the school leaders should
have a clear grasp of its meaning. This high level of Commitment is
essential for teachers to carry out quality learning while
demonstrating their concern for students, schools, the education
community, and their professional development. Moreover, teacher
abstraction is the teacher's ability to assemble and organize various
information, knowledge, experience, and skills in implementing and
problem-solving related to the implementation of duties as a
teacher.
Developmental Supervision is not a leapfrog strategy in
improving instructional competence, but it is the springboard
towards a better instructional competency. In the case of my first
trial of Non-Directive Supervision. Using Non-Directive Supervision
for Ms Ember Herd, a teacher with a high level of abstraction and
commitment is but a great challenge. Anything can be misleading,
but it was a fulfilling account. It was an unforgettable adventure
that i would like to do again.

The administration of Non- directive supervision is somewhat

questionable in the absence of the clinical format. However, it allows
professional teacher to grow more independence and control of his
power.
 Recommendation
Based on my experience, the following recommendations are offered:

1. Be adept with strategies and effective practices. Equip yourself. You

cannot give what you do not have.

2. Know the levels of commitment and abstraction by heart.

3. Know your colleagues. Value your human resources.

4. Be gentle in providing feedback. Be generous with praises.

5. Listen, understand, reflect, and provide reminders according to the size

of your heart.

6. Offer help according to their needs. Avoid bias and prejudice.