THE STRATEGIES OF

SUBJECT TEACHERS AMONG

GRADE 11-HUMNITIES AND
SOCIAL SCIENCES
 
Introduction

The strategies in teaching are the techniques to

easily teach the students and also for them to easily
understand the topic. This research is all about the
strategies of the subject teachers use in teaching the
grade11-Humanities and Social Sciences. The
researcher wants to know the different strategies in
teaching the students. This study will tell us the
different strategies in teaching.
• According to Bisson (2016) when trying to instill values in children, “Kids are like
modeling clay.” However, when attempting to analyze the way they learn, there is an
urgency to allow kids to “unmold.” We, as caregivers, parents, teachers, and tutors,
need to create an environment where the child is given the freedom to go past the set
parameters that are oftentimes imposed on him. Opening the door to experimentation
and creativity is one of the ways we can guide children to discover their strengths and
abilities, and to recognize their weaknesses. I believe that most curriculum, with
planning, organizing, and effort, can be adapted, modified, and implemented to suit
the student’s preferred way of learning. However, may I add that making use of the
MST method (Multi-Sensory Teaching) is one of the better ways for a student to
understand and retain given information. MST incorporates three main learning styles:
the auditory, which comprises the listening and the verbal learner; the visual, which
includes the print as well as the picture learner; and the kinesthetic, which contains
the tactile learner. Using MST, teachers can make learning fun and exciting by inviting,
challenging, and allowing the student to choose his own way of working. Gill (2013)
every teacher has her or his own style of teaching, and as traditional teaching styles
evolve with the advent of differentiated instruction, more and more teachers are
adjusting their approach depending on their students’ learning needs.
• According to Uhlik (2017), that learning style can be described as the way
individuals perceive and interpret reality or acquire and organize information.
For millennia, people intuitively have been aware of various ways - particularly
their own - of relating to the world; as Confucius said, 'I hear and I forget, I see
and I remember, I do and I understand.' Broadly, four learning style aspects,
cognition, conceptualization, affect, and behavior often have been simplified as
seeing, thinking, feeling, and doing. If you have a learning problem, it does not
mean you cannot learn. But you'll need some help and you'll need to work
extra hard. If you have a learning disability, such as dyslexia or dyscalculia
(serious trouble with math), remember that you are not slow or dumb.
Learning problems happen because of the way the brain takes in and processes
information. As a result, some people learn differently. The trick will be figuring
out how you learn best. There are people who know how to do just that. Your
parents and teachers can help you and they can find you a learning specialist
or a school psychologist. These professionals can help figure out what a kid's
learning problem is — and come up with ideas for how to make it better.
• According to Nilson (2018) that we all endorse it and we all want our students to
do it. We also claim to teach it. “It” is critical thinking, and very few of us actually
teach it or even understand what it is (Paul & Elder, 2013). Research tells us that
our students learn critical thinking only after we receive training in how to teach
it and design our courses explicitly and intentionally to foster critical thinking
skills (Abrami, Bernard, Borokhovski, Wade, Surkes, Tamim, & Zhang, 2008). We
have to start by formulating assessable critical thinking learning outcomes and
building our courses around them. According to Azel (2016) that there are many
motivating factors that influence our interest in getting good grades. In many
institutions, grades are used to rank students against one another. Some
companies use GPA as a factor in their hiring process while various universities
use the average for a given year to determine when we can register for the
upcoming year’s classes, relative to our peers. If you have lower grades, you
register later and risk not getting a seat in your desired electives and time slots.
Essentially, there are many reasons for which we put such a high emphasis on
getting good grades. But, does this sometimes result in disregarding the actual
process of learning?
• The purpose of this research entitled The
Strategies of Subject Teacher among Grade
11-Humanities and Social Sciences is to
know the different strategies of teaching
and the most common strategies use in
teaching also the effects of the strategies.
Statement of the problem
1. What are the strategies of the subject teacher use in teaching
among the Grade 11-Humanities and social sciences in Bula
National school of Fisheries?
2. What is the most common strategy use in teaching among Grade
11-Humanities and Social Sciences?
3. What are the effects of this strategies use in teaching among Grade
11-Humanities and Social Sciences?
Review of related literature
• Teaching Strategies
• Subject teachers
• Proper learning
• Problems in Teaching and Learning Process
• Proper Teaching
Results Respondents Strategies

A Audio and Visual

B Collaborative learning

C 4a’s(analysis, activity, abstraction ,application)

Group dynamics

Research based technique

D Deductive and Inductive learning

E Collaborative learning

F Mentoring

Coaching

Technical Support

G ICT-based

Authentic Assessment

H ICT-based

Contextualization of learning materials

• As can be gleaned from table I respondent A answered audio and
visual learning, respondent B answered collaborative learning,
respondent C answered 4a’s (analyzing, activity, abstraction,
application), group dynamics respondent D answered deductive and
inductive learning, respondent E collaborative learning, respondent F
answered mentoring, coaching and technical support, respondent G
answered ICT-based and authentic assessment, and respondent H
answered ICT-based and contextualization of learning materials.
 Strategies Frequency Percentage

Audio and visual 1 7.14285714%

ICT-based 2 14.2857143%

4a’s (analysis, activity, abstraction, application) 1 7.14285714%

Group dynamics 1 7.14285714%

Research based technique 1 7.14285714%

Deductive and Inductive 1 7.14285714%

Mentoring 1 7.14285714%

Coaching 1 7.14285714%

Technical support 1 7.14285714%

Collaborative learning 1 7.14285714%

Authentic Assessment 1 7.14285714%

Contextualization of leaning materials 1 7.14285714%

Total 12 100%
• As can be gleaned from the table II audio and visual garnered
7,14285714%with a frequency count of 1, collaborative learning
garnered 14.2857143% with a frequency count of 2, 4a’s (analysis,
activity, abstraction, Application) garnered 7,14285714% with a
frequency count of 1, group dynamics garnered
7.14285714%,research based technique garnered 7.142885714%,
deductive and inductive garnered 7,14285714% with a frequency
count of 1, mentoring garnered 7.14285714%with a frequency count
of 1, coaching garnered 7.14265714% with a frequency count of 1
technical support garnered 7.14285714% with a frequency count of 1,
ICT-based garnered 14.2857143% with a frequency count of 2,
authentic assessment garnered 7.14285714% with a frequency count
of 1, contextualization of learning materials garnered 7.14285714%
with a frequency count of 1. With a total frequency of 12 and total
percentage of 100%. Therefore, the most common strategies use in
teaching among Grade 11-Humanities and Social Sciences in Bula
National School of Fisheries are collaborative learning and ICT-based.
• Based on the interview conducted respondent A answered it
makes the student more interactive, respondent B answered it
depends upon the students capability to comprehend, respondent C
answered it really helps the student to become more active in the
teaching learning process, respondent D answered the student
understand a little more math skills especially when it is deductive,
respondent E answered it helps the student more eager to learn,
respondent F answered he want to see as effective as possible since
he decided to use the following strategies, respondent G answered
good performance and long term experience, respondent H answered
effective learning and lifelong learning experience. Moreover, the
strategies that the teacher uses in teaching are effective because of
their answered in one on one interview.
Conclusion
1.The strategies used by the teachers in teaching are audio and visual, collaborative learning, 4a’s
(analysis, activity, abstraction, application), group dynamics, research base technique, deductive
and inductive, mentoring, coaching, technical support, ICT-based, authentic assessment, and
contextualization of learning materials.

2.The most common strategies that the teacher use are collaborative learning and ICT-based.

3.The effects of the strategies are it makes the student to be more interactive, it also depends upon
to the students capability to comprehend, it helps the student become more active in teaching
learning process, they can also easily understand a little more math skills, it helps the student
more eager to learn, and the strategies are also effective.

 
 
 
 
Recommendation
1. The researcher recommend the teacher to use the strategies more
often since it is effective so that the student can easily understand the
lessons and topic, the students can also give more attention in class.
2. The researcher recommends the teacher to know the needs of the
students for better practice in teaching strategies.
3. The researcher recommend the teacher to be aware if the students
did understand the lessons or topic so that the teacher can priorities,
those students have a low capability in understanding the lessons or
topic.