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    2nd LAC Minutes of The Session (v.2)

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    Esaya Mission Perez
    The minutes document the proceedings of a learning action cell session held at Himamaylan National High School. [1] The session focused on active communication with key stakeholders, specifically on communicating students' needs, progress, and achievement. [2] Groups performed role plays demonstrating different modes of communication like parent-teacher conferences, home visits, and group consultations. [3] The speaker then discussed best practices for selecting communication modes for different stakeholders and documenting students' information.

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    2nd LAC Minutes of The Session (v.2)

    Uploaded by

    Esaya Mission Perez
    2K views3 pages
    The minutes document the proceedings of a learning action cell session held at Himamaylan National High School. [1] The session focused on active communication with key stakeholders, specifically on communicating students' needs, progress, and achievement. [2] Groups performed role plays demonstrating different modes of communication like parent-teacher conferences, home visits, and group consultations. [3] The speaker then discussed best practices for selecting communication modes for different stakeholders and documenting students' information.

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    2nd LAC Minutes of the session (v.2).docx

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    The minutes document the proceedings of a learning action cell session held at Himamaylan National High School. [1] The session focused on active communication with key stakeholders, specifically on communicating students' needs, progress, and achievement. [2] Groups performed role plays demonstrating different modes of communication like parent-teacher conferences, home visits, and group consultations. [3] The speaker then discussed best practices for selecting communication modes for different stakeholders and documenting students' information.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    2K views3 pages

    2nd LAC Minutes of The Session (v.2)

    Uploaded by

    Esaya Mission Perez
    The minutes document the proceedings of a learning action cell session held at Himamaylan National High School. [1] The session focused on active communication with key stakeholders, specifically on communicating students' needs, progress, and achievement. [2] Groups performed role plays demonstrating different modes of communication like parent-teacher conferences, home visits, and group consultations. [3] The speaker then discussed best practices for selecting communication modes for different stakeholders and documenting students' information.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Republic of the Philippines

    Department of Education
    Region VI – Western Visayas
    SCHOOLS DIVISION OF HIMAMAYLAN CITY
    HIMAMAYLAN NATIONAL HIGH SCHOOL
    SENIOR HIGH SCHOOL

    LEARNING ACTION CELL


    Minutes of the Session
    Date: April 1, 2019

    Title: “ACTIVE COMMUNICATION TO KEY STAKEHOLDERS ON LEARNER’S


    NEEDS, PROGRESS, AND ACHIEVEMENT.”

    Time started: 1:30 PM

    Prelude: The session is started with a prayer and followed by the singing
    of the National Anthem presented through video clips. The participants were
    energized by a short dance simulation as followed from the video.
    Ma’am May Joy Pelayo introduced the Speaker of the session, namely
    Esaya M. Perez, Master Teacher II of SHS & Grade 11 Class Adviser, the
    participants welcomed the said speaker.

    The speaker presented the topic along with the Session Objectives as
    follows;
    The participants will explore on;
    a. how they can utilize the various modes of communication in the
    school setting,
    b. when to communicate learners’ information through these
    modes, and
    c. how they can enrich these modes through devising/using
    documenting tools that will allow them to have an accessible
    reference about learners’ school and academic status.

    - To motivate the participants for the topic to be discussed, the speaker let
    the participants say the color of the given words shown on the screen
    instead of reading it, some of them got confused on the task given. The
    speaker explained the scientific reasons behind the normal errors
    committed.
    - The participant shares their own insights regarding the passage
    presented by the speaker in connection with the parent’s involvement in
    student’s progress in school. For instance, Sir Ceasar Nell Ando
    construed that it should be known to parents that teachers are not only
    focused their children/students but most importantly they are investing
    for their children’s future.
    - As a springboard to the discussion proper, the speaker shows a video clip
    to elicit contrast views and opinions in doing the parent’s conference,
    and one of those is the assertion of Sir Kenneth Bacala that the video clip
    shows different context as to the culture of the characters situated in the
    US unlike to the culture of Filipinos where respect to teachers is still
    evident among students somehow.
    - Following with the unlocking of terms such as communication, learner
    needs, learner progress, learner achievement, and stakeholder.
    - The plenary is divided into 4 groups to start with the group performance
    task as enclosed in their respective worksheets, and the assigned task of
    each group is given below;
    Group 1: Personal Dialogue to Parents
    Group 2: Group Consultation
    Group 3: Home Visitation
    Group 4: General Assembly
    - Each group presents their short skit to simulate the given scenario given
    to them and the group answers the process questions after their
    presentation.
    - The 1st group is comprised of Ma’am Pamela Padilla, et.al showcase their
    skit by showing a scenario on conducting an assembly with stakeholder
    where Ma’am Padilla presides the said assembly aims to solicit a
    contribution to procure equipment for school sports activities.
    - Next, from the group of sir Noli Diogenes, et.al, they present a scenario
    wherein a teacher is conducting Home Visitation in the character of mam
    Julie Mae Pacheco visiting her student to check why his student became
    inactive in the class in character of Sir Stephen Intong.
    - The group of sir Francisco Grucen, et.al, presented a scenario on
    parent- teacher dialogue where ma’am Ruth Conate serves character of
    being a teacher who is concerned for her student and sir Noel the parent
    is called to come over to school aiming to address academic issues to the
    concerned student.
    - The next group performed group consultation and participated by Sir
    Joel Camaso as the teacher asking for ideas and information about the
    interventions to be given by the different stakeholders (teachers) as to
    serve students who are regularly doing absenteeism.
    - As the groups finish their respective tasks, the speaker discussed the
    significant points to consider before undergoing communication to
    stakeholders especially parents.
    - Moreover, he presents also some considerations in selecting modes
    communication to each type of key stakeholders. The speaker instils to
    teachers not to disclose confidential documents and issues encountered
    by students along with their academic status, for as much, full trust is
    fostered by the teachers.
    - It is being discussed also the DOs and Don’ts in dealing with a parent in
    a dialogue, and some insights are shared to build mutual collaboration
    with parents in dealing students’ problem. Next, the Dos and Don’ts of
    Group Consultation, Home Visitation, and so forth.
    - Lastly, the speaker presents the essential documents needed to support
    in so doing the various modes of communication applied to all key
    stakeholders, utilizing new documenting and communication tools such
    as Learner’s Needs, Progress and Achievement Cardex, and
    Parents/Guardian Communication Cardex with the template shown on
    screen.
    - It is also suggested that teachers may devise their own template for
    documenting and reporting Learner’s Needs, Progress and Achievement
    abiding some steps on how to do it relevant with the purpose.
    - The session is ended at 4:30 o’ clock in the afternoon.

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