Students know how to deal with difficult situations or sometimes some students may ask for extensions regarding their modules CFU under “CHECK and CONNECT”. With this regard, I still monitor my students if they are checking their classroom assignments and also signing in attendance. I can also monitor if my students did not sign-in on time. 

Overall, It’s been routinely effortless to communicate with my students even on this type of platform. Great to experience that even in remote coaching I can still share learnings with my students without compromising.

I always reminded them that no “one should be left behind” that is the meaning of “Hawak Kamay”

I always ensure that they learn something from the discussion by exchanging thoughts with them in their GCs.

 Remote coaching was done by following the 3Cs (Connect, Coach, and Check) format in the Google Classroom (GCR). The Classwork section of the GCR was in a layout arranged per day or week while containing the date as the title to prompt a feeling of accountability. Emoticons and light language were used to give a sense of belongingness and community. (Figure 1)
 

Prior research was done to understand or gauge the personality (i.e. Jung’s personality test), learning readiness (e.g. preferred learning modality), and learning resources available (e.g. internet speed test, gadget availability, and support persons). The teacher found that the majority of the students were advocates (INFJ personality)¹, aural learners, with older siblings as guardians, using cellphones only, and with an internet speed below 10 Mbps. Considering the demographics, the teacher chose podcast annotation as a coaching tool in a system that required <0.52 Mbps only. This allowed for the recording of lessons to augment the modules (Figure 2-A), asynchronous teacher and peer-to-peer feedback (Figure 2-B), and assessment of learning through commenting at a specific time point in the audio recording. (Figure 2-C)
 

Student engagement and student-teacher communication were made possible through Schoolytics. This also allowed the teacher to monitor student progress through data visualization and emailed information. (Figure 3)

As a principle, key behaviors (i.e. lesson clarity, instructional variety, teacher task orientation, student engagement in the learning process, and student success rate) and helping behaviors (i.e. using student ideas and contributions, structuring lesson content, questioning, probing, and teacher affect) for effective teaching were used in classes.²

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I would prefer to use messenger in conducting a lecture in my remote coaching because I can easily identify those students who are present during the discussion unlike in the Gclassroom. It is very satisfying if I can read this - "seen by everyone" - whenever I post my questions or discussions in our group chat.

It was such a challenging moment during Pandemic in which I have learned so much about this manner of teaching and reaching out to my students. 

I have to set up a working environment at home. Learning how to be “techy. “

Not only my students have learned but I did too. I loved what I do even until now. 

I am trying to keep up with what is trending and being innovative in so many ways as much as I can to facilitate learning for my students.

This could be one of the POSITIVE results of COVID 19 crisis for me. “All things worked together for good.”

 

Due to the nature of the pandemic, we, teachers faced problems without a rule book; we had to dig deep, and our students had to trust us. And this trust became a two-way thing, as teachers also had to place new trust levels in our remote groups too. We ensured that each one of them can grasp the topic easily and will give considerations to those students who weren't able to make it on class due to internet connection.

With connectivity issues, remote teaching and learning was never easy for anyone. As a teacher, you must really work to connect with the students, impart the necessary knowledge and abilities, and provide them with feedback through different evaluation tools.  Finding ways to connect with and interact with my students is very important so you would be able to assess what are the needs of the students when we talk about academi. In conclusion, remote coaching and learning are both rewarding and demanding for us and the students.

Despite the obstacles they had in school, I was able to see that my students gave it their utmost to pass their classes as a result of these difficulties. As a teacher, remote coaching requires a great deal of patience and responsibility because you never know what you'll have to deal with until it happens.

Remote coaching is quite challenging because I need to think about how I make the class active and how I make them participate. The most important thing I notice as a Rad teacher is the communication and feeling more connected to them, especially in their activities.

The pandemic is not an obstacle to teach the students. Even though the internet connection is not stable but you can text or call them so you can explain the lessons to them.