Home⇛The Rizalian Researcher⇛vol. 7 no. 1 (2020)

STRATEGIES FOR TEACHING NON-READER LEARNER IN THE NEW NORMAL: TEST OF COMPETENCE FOR NEWLY HIRED TEACHERS

Jane Angeli M. Gavasan | Pablo F. Busquit

 

Abstract:

The dream of all teachers is that every student may acquire knowledge, skill, and understanding to combat the challenges of life in order to meet the global demands of education. The purpose of this phenomenological study was to unearth the academic experiences of newly hired teachers in dealing with nonreader learners in this new normal system in our education. The participants of the study were ten public elementary school teachers to generate the necessary data. I found that the best informants were best on the criteria of inclusion. The finding of the study disclosed strategies for teaching non-reader learners in the new normal: a test of competence for newly hired teachers. The objective of this study was merged and grouped into themes such as: spending time with nonreader learners, pupil engagement, explicit and systematic phonological awareness, engaging lessons, motivational instructions, effective teacher training and commitment, well-designed, engaging lesson student, proposing appropriate learning materials, appropriate performance task, training attended and suggestions for improvement. This implied that monitoring participants motivating students to read is a real challenge, particularly for the upper elementary, and first graders are more likely to expend efforts toward reading even if they fail. Therefore, the experience of newly hired teachers in managing non-reader learners in the new normal lead to desired outcomes coupled with strategy instruction and has been found to be effective in helping low-achieving pupils improve on their use of reading strategies.



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