The National Teachers College
629 Nepomuceno St. Quiapo, Manila, 10001
Graduate School of Teachers Education
Shaping Inclusive and Engaging Learning Spaces:
A Needs Analysis of Senior High School
Department Chiang Kai Shek College Educational
Landscape
Milestone 2: Benchmarking
Submitted By:
Miles Zigred R. Dela Cruz
Danica Magallanes
Adele Joy H. Mojica
Jennifer Cantar
Baby Sarah A. Salud
Jennelyn C.Paulino
George Luis Mandap
Rachel Ann A. Gravo
Kristita S. Regino
Anne Louraine V. Chiong
Reinna P. Suelila
Cluster 8 Group 8
Learning Environment- GED 111
Cluster Facilitator: Prof. Edna Bermudez
Introduction
Creating inclusive and engaging learning environments is a cornerstone of effective
education. In today's rapidly evolving educational landscape, schools are tasked with meeting
the diverse needs of students while fostering meaningful engagement. For senior high school
students, this challenge becomes even more pronounced as they navigate critical
developmental transitions and prepare for higher education or careers. At the heart of this
endeavor lies the need to assess the current state of learning environments to identify gaps and
opportunities for growth.
Chiang Kai Shek College, known for its rich cultural heritage and commitment to academic
excellence, provides a unique context for exploring how inclusivity and engagement are
integrated into its senior high school department. Through a comprehensive needs analysis, this
study seeks to uncover insights into the current educational landscape of the institution,
highlighting areas for enhancement to better serve its diverse student population. Inclusive
education is not just about access but also about creating spaces where all learners feel valued
and supported (Shakespeare et al., 2015).
It requires a deliberate effort to accommodate various learning styles, cultural backgrounds, and
individual challenges. Similarly, engagement, which is closely tied to student motivation and
achievement, is essential for fostering a love of learning and promoting academic success
(Smith & Taylor, 2018). By examining these two critical elements, this research aims to
contribute to the ongoing efforts of Chiang Kai Shek College in shaping an educational
environment that is not only academically rigorous but also deeply supportive of every student’s
unique needs.
Through this analysis, the findings will provide actionable recommendations to strengthen
teaching practices, classroom dynamics, and institutional policies, ultimately helping to shape a
learning space where all students can thrive.
This synthesizes key issues and actionable solutions designed to cultivate a positive school
culture. It explores anti-bullying initiatives, inclusivity efforts, enhanced guidance services,
emotional and behavioral support, and interactive teaching methodologies that prioritize student
engagement and holistic development. Through these measures, schools can empower
students to thrive academically, socially, and emotionally, ensuring that education becomes a
transformative experience for all.
Research best practices from reliable local and international sources, including
Needs and Issues literature and books, to address the identified needs and issues
1. Anti-Bullying 1. Be Observant and Act Quickly
Awareness and Action:
Teachers and administrators must be vigilant, as bullying often occurs in unsupervised
Conduct regular areas or online. Address incidents immediately, record details, and report them to school
anti-bullying seminars authorities. Avoid joint meetings between the bullied and the bully to prevent further
and workshops for intimidation.
students and teachers.
2. Involve Students and Parents
Implement
peer-mentorship Engage students and parents in anti-bullying initiatives. Students can provide insights into
programs where older school dynamics and teach adults about cyberbullying trends, while parents can guide
students guide younger positive behavior and support intervention efforts.
ones in fostering respect
and understanding. 3. Set Positive Behavior Expectations
Create a streamlined, Establish a safe environment by making anti-bullying policies clear to students and parents.
anonymous reporting Signed agreements and structured social opportunities can prevent isolation and potential
system to encourage targeting.
students to report bullying
incidents. 4. Support for Parents
For Bullied Children: Watch for warning signs, maintain open communication, and teach
assertive responses. Monitor technology use to prevent cyberbullying.
For Children Who Bully: Educate them about the impact and consequences of their actions.
Model respectful behavior and address self-esteem issues.
5. Empower Students
Encourage students to report bullying, avoid retaliation, and stay in safe, supervised areas.
Remind them that adults are there to help and that bullying is unacceptable.
2. Promoting Inclusivity Nine Ways to Promote Inclusion in the Classroom
and Cultural
Understanding: 1. Pursue Diversity and Equity Education
Organize cultural Give educators the opportunity to specialize in diverse and equitable classrooms
showcases and events to through the comprehensive Diversity & Equity in Education (DE) concentration.
celebrate diversity within This social-justice-focused program equips educators with transformative
the student body. approaches to tackle diversity and equity issues across P-16 learning
environments. This focused certificate program provides educators with invaluable
Develop classroom insights and tools to address diversity and equity challenges within educational
activities that highlight settings from preschool through higher education. With both options, educators can
cultural appreciation, deepen their understanding and enhance their ability to create inclusive spaces
such as storytelling or where every student can thrive.
sharing cultural traditions.
Provide ongoing teacher
training on inclusivity and 2. Employ Diverse Hiring Practices
managing diversity in
classrooms. Diversity hiring isn't just about filling quotas; it's about creating a vibrant and
dynamic academic environment that reflects the diverse society in which we live.
By recruiting and retaining faculty and administrative staff from various
backgrounds, educational institutions enrich the learning experience for all
students.Diverse perspectives in the workforce enable the creation of learning
materials that celebrate diversity and equity, preparing students for a globalized
world.
3. Get to Know Your Students
Educators should allocate time and energy to actively listen to their students'
stories, aspirations, and obstacles. By establishing a nurturing and empathetic
atmosphere where every student feels heard and valued, educators lay the
groundwork for positive learning experiences.
4. Use Diverse Curricula and Perspectives
Integrating diverse curricula and perspectives into the classroom is pivotal in
driving a comprehensive view of the world among students. By appreciating
literature, history, and art from an array of cultures and backgrounds, educators
empower students to see reflections of themselves within the material. Additionally,
exposing students to a spectrum of perspectives allows for critical analysis of
intricate issues such as identity, privilege, and social justice.
5. Encourage Respectful Conversations
Tackling delicate topics such as race, gender, and religion necessitates guidelines
for discussion that prioritize active listening, empathy, and comprehension.
Encouraging students to articulate their viewpoints while respecting alternative
opinions ensures that diverse voices are acknowledged and valued. By
orchestrating meaningful conversations, educators empower students to engage
constructively with complex societal issues.
6. Promote a Positive Learning Environment
Educators should actively promote a sense of belonging and inclusivity by
celebrating diversity and acknowledging the unique contributions of each
individual. Additionally, addressing instances of bullying, discrimination, or
exclusion promptly and effectively reinforces the institution's commitment to a safe
and inclusive learning environment for all students.
7. Anticipate and Navigate Sensitive Issues
Educators should proactively address sensitive issues related to identity, culture,
and social justice by creating a safe space for open dialogue and reflection. By
acknowledging and validating students' experiences and perspectives, educators
can promote empathy, understanding, and inclusivity within the classroom.
Additionally, providing resources and support for students who may be navigating
sensitive issues ensures that all students feel supported and valued within the
educational community.
8. Model Inclusive Language
A key aspect of nurturing inclusivity is using language that is inclusive and affirming
of all identities. Educators can achieve this by avoiding stereotypes and hurtful
remarks, respecting students' names and pronouns, and incorporating inclusive
language into their communication. By cultivating a culture of respect and
acceptance through language, educators can promote a positive learning
environment where all students feel welcome and empowered to participate.
9. Provide Alternative Means of Participation
Educators should offer alternative means of participation, such as written
assignments, group projects, or online discussions, to cater to the diverse needs of
students. By providing flexibility and choice in how students engage with course
material, educators empower students to demonstrate their understanding and
creativity in ways that resonate with them. Additionally, offering accommodations
for students with disabilities ensures equal access to educational opportunities and
promotes inclusivity within the learning environment.
3. Enhanced Guidance School counselors concentrate their abilities, time, and energy on program planning, school
and Counseling support, and providing direct and indirect services to all children.
Services:
1.Examining school statistics
Strengthen the 2.Creating yearly objectives for student outcomes
collaboration between 3.Making action plans for the classroom, groups, and narrowing the gap
guidance counselors and 4.Notifying the school community of the outcomes of action plans
subject teachers to 5.At the yearly administrative conference, the school counseling program's priorities are
support differently-abled discussed.
students.
❖ Direct Services with Students
Implement regular Direct services are face-to-face or virtual interactions between school counselors and
student profiling to students and include the following:
identify and address ● Instruction
individual needs. ● Appraisal and Advisement
● Counseling
Increase counseling ❖ Indirect Services for Students
programs for students Indirect services are provided on behalf of students as a result of the school counselors’
who feel isolated, interactions with others including:
providing safe spaces for ● Consultation
them to share their ● Collaboration
concerns. ● Referrals
In order to maximize student outcomes, school counselors evaluate their program on a
regular basis to:
● Assess its efficacy.
● Help them make changes to the way their school counseling program is designed
and delivered.
● Demonstrate how the school counseling program has affected students'
development and advancement.
4. Behavioral and 1. Prioritize Wellness for Each and Every Child, Student, Educator, and Provider
Emotional Support:
- Promoting staff wellness benefits staff, children, and students.
Organize seminars for - Provide time for debriefing after stressful days (Miller, 2010).Provide quiet space for staff
teachers on behavioral to regroup and reset (McIntosh et al., 2018).
control strategies and
emotional intelligence. 2. Enhance Mental Health Literacy and Reduce Stigma and Other Barriers to Access
- Telemental health (mental healthcare that is provided remotely via electronic device) may
Establish classroom also reduce the barrier of stigma associated with seeking mental health treatment,
routines that promote especially for college students
positive behavior through
reinforcement and clear 1. Reducing the Impact of Risk Factors
expectations. - The experience of poverty, a broad and powerful risk factor that is associated with other
risk factors presented herein, Abuse and neglect , Being exposed to violence in the home,
Encourage a restorative neighborhood, and broader community, Affiliation with delinquent and drug-using peers •
approach to discipline to Having others in the family with mental illness, Being in a school that is under-resourced
help students understand and/or overcrowded, Experiencing frequent school changes, Being in a family with low
and learn from their expectations for academic achievement, Being in a family with low levels of emotional
behavior. and/or social support
2. Mentoring Programs
3. Check & Connect
- Check & Connect is a structured mentoring intervention that allows students and an adult
in the school to “check in” on behavioral difficulties (e.g., attendance, grades, suspensions)
and “connect” by developing a caring relationship, including aspects of psychological
engagement (e.g., improving teacher or mentor and student relationship), behavioral
engagement (e.g., behavioral monitoring of attendance, suspensions, and other behavioral
indicators), and cognitive engagement (e.g., goal setting).
4. Addressing and Reducing Student Conflict
- Emphasis on clear rules and expectations, positive behavior, monitoring of student
behavior, and identifying problematic situations and environments that may lead to
increases in problem behaviors and other factors
1. Mental Health Awareness Workshops- These introductory programs equip school
personnel with basic knowledge about common mental health concerns like anxiety,
depression, and eating disorders. They also provide strategies for promoting student
well-being through positive communication, emotional intelligence, and self-care
techniques.
2. Suicide Prevention Training- This specialized training equips staff with the skills to
identify signs of suicidal ideation in students. Participants learn effective intervention
strategies, such as active listening, providing emotional support, and connecting students
with appropriate resources like counselors or crisis hotlines.
3. Trauma-Informed Practices Training- This training fosters understanding of how past
traumatic experiences can impact students' behavior, learning, and emotional well-being.
Staff learn strategies to create supportive and responsive learning environments that are
sensitive to individual needs and promote healing.
4. De-escalation Techniques Training- This training equips staff with skills to manage
challenging student behavior and effectively de-escalate potentially volatile situations.
Participants learn non-confrontational communication techniques, conflict resolution
5. Addressing Risk Factors
Reducing Risk Impact
a. Mitigate the effects of poverty and associated risk factors, including abuse,
exposure to violence, and affiliation with delinquent peers.
b. Focus on supporting students in under-resourced schools or unstable family
environments.
5. Interactive and
Student-Centered 1. Student Centered Activities:
Classrooms:
a. Group Discussion and Peer Collaborations: This promotes thinking and
Incorporate more collaborative skills. Examples are Socratic seminars or debates where
student-centered students analyze real-world issues.
activities like group b. Peer Collaboration: Collaborative learning where students learn and work
discussions, together to achieve goals. Example is rotating leader roles to ensure trust
project-based learning, and inclusive participation.
and peer collaboration. c. Field trips: Organized field visits to historical sites, or community centers
that are aligned with academic objectives. Example is visiting a local
Expand engagement government to observe public service operations.
opportunities outside the
classroom, such as field
trips or community-based Interactive and student-centered classrooms focus on active engagement, teamwork, and
projects. relevance to everyday life. Examples of such practices follow, along with supporting
evidence from local and international research.
Create programs that
balance academic Student-Centered Practices
responsibilities with
activities that help 1. Group Discussions: The group discussion approach allows students to put thoughts
students unwind and into words and interact with peers. Local and international studies reveal that students
socialize, like sports become more thoughtful and communicative due to group discussions and can then
events or art showcases. assume responsibility for learning (Nearpod, 2024).
2. Project-Based Learning (PBL): In PBL, students work on a project over a long time.
This leads to collaboration and hands-on learning. Students solve real-world problems and
deepen their understanding of and retention of knowledge (Teacher Academy, 2024). For
example, a project can involve developing a community garden by combining biology with
environmental science.
3. Flipped Classroom: In this approach, students learn new content at home through
videos or readings and participate in various interactive activities in class. The student
takes center stage in an exploration process instead of a lecture (Teacher Academy, 2024).
Engagement Opportunities Outside the Classroom
1. Field Trips: Field trips allow students to experience learning in real life. For instance, a
visit to a local museum can make history or art lessons more meaningful (GVSU
ScholarWorks, 2022).
2. Community-Based Projects: Students should engage in community-based projects
that allow them to feel a sense of responsibility and accountability towards their society. For
example, students can work with other organizations within local communities so they may
be able to resolve issues such as hunger or recycling (GVSU ScholarWorks, 2022).
Academic responsibilities compared to social activities
1. Sports Events: Involving sports in the school curriculum provides students with a
chance to be involved in physical activities while building teamwork and social skills.
Schools that focus on physical education tend to have better student engagement and
academic performance (ResearchGate, 2024).
2. Art Showcases: Students will express themselves creatively while engaging with the
community. During the art shows, students would present their works before peers and
parents for opinion gathering (Nearpod, 2024).
Conclusion
These practices boost academic achievement while molding such important life skills as
teamwork, communication, and critical thinking. This is the beauty of an activity-driven and
learner-centered process. In this regard, the instructor can enhance learning environments
not only inside but also outside the classroom for the greater benefit of students.
Synthesis of Solutions
Educational institutions hold a vital responsibility in creating a learning environment that is safe, inclusive,
and conducive to student engagement. This requires a multifaceted approach encompassing anti-bullying
measures, inclusivity efforts, enhanced counseling services, emotional and behavioral support, and
learner-centered teaching methods.
● Anti-Bullying Measures-Implementing regular workshops, peer mentorship initiatives, and
anonymous reporting systems is fundamental to addressing bullying. Prompt responses to
incidents, coupled with avoiding joint sessions between those involved, minimize the potential for
further harm. Collaboration with students and parents bridges generational divides and fosters
mutual understanding, especially in navigating issues like cyberbullying.
● Promoting Inclusivity and Cultural Understanding-Emphasizing diversity through cultural
celebrations, inclusive curricula, and respectful dialogue nurtures a welcoming atmosphere.
Teachers trained in diversity and equity practices are better equipped to meet the unique needs of
their students. Recruitment of diverse faculty and providing alternative ways for students to
engage further strengthens the inclusivity of educational settings.
● Guidance and Counseling Services-Enhanced collaboration between counselors and teachers
is essential for providing targeted support, particularly for students with specific challenges.
Conducting regular assessments and implementing structured programs ensures that both
academic and emotional needs are addressed effectively. School counselors create and
implement school counseling programs that encourage and support student accomplishment and
standardize the evaluation of program efficacy in both in-person and virtual/online settings.
● Emotional and Behavioral Support-Equipping teachers with skills in emotional intelligence,
behavioral management, and restorative discipline fosters positive interactions and improved
relationships. Initiatives like mentoring programs and mental health awareness sessions mitigate
risk factors and enhance the overall school culture.
● Interactive and Student-Centered Approaches-Project-based learning, collaborative group
activities, and real-world applications allow students to develop critical thinking skills while
maintaining engagement. Extracurricular opportunities such as field trips and creative showcases
provide a balanced approach to academics and social development, ensuring holistic growth.
Through these strategies, schools can cultivate an environment where students feel valued, supported,
and empowered to excel in both academic and personal spheres. This approach aligns with the goals of
modern education while addressing the evolving needs of students and educators.
References
● GVSU ScholarWorks. (2022). Addressing the problem of student engagement in the classroom.
Retrieved from
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1225&context=gradprojects
● Nearpod. (2024). 7 Student-centered learning examples with technology. Retrieved from
https://nearpod.com/blog/student-centered-learning/
● Teacher Academy. (2024). Student-Centered Learning: The Ultimate Guidebook. Retrieved from
https://www.teacheracademy.eu/blog/student-centered-learning/
● ResearchGate. (2024). Effectiveness of Practices and Applications of Student-Centered Teaching
and Learning in Primary Schools: A Systematic Literature Review. Retrieved from
https://www.researchgate.net/publication/381753909_Effectiveness_of_Practices_and_Applicatio
ns_of_Student-Centered_Teaching_and_Learning_in_Primary_Schools_A_Systematic_Literature
_Review
● Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43.
https://www.ed.gov/sites/ed/files/documents/students/supporting-child-student-social-emotional-b
ehavioral-mental-health.pdf
● Team, M., & Team, M. (2024, February 22). Training programs for effective mental health support
in Philippine schools. MyPrivateTutor Philippines Blog.
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hilippine-schools
● American School Counselor Association.(1988 revised 2023). The School Counselor and School
Counseling Programs
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