Unraveling Effective Practices in Teaching Elementary English: A Reflection of the 21st Century Competence

Abstract

This study unraveled the effective practices of teachers in teaching elementary English. There were ten (10) teachers of New Casay Integrated School, Dujali District of Davao Del Norte, who participated in the study.  This study made use of a phenomenological approach to extract the ideas of the participants. The in-depth interview was employed to gather information with regard to their respective effective practices and coping mechanisms. Using the thematic analysis, the following themes emerged: the effective practices of teachers delved into keeping a literacy-rich environment, sensitivity to multisensory learning, and observing inclusive teaching. The identified coping mechanisms with the challenges dealt with enhancing professional development, embracing collaboration and support, and adaptation of teaching strategies. The insights drawn from the findings of the study focus on student-centered approaches, emphasize reflective practices, and encourage continuous learning. Results revealed that teachers’ competence should be continuously cultivated and enhanced to be equipped with 21st-century knowledge, skills, attitudes, and values to accommodate their learners’ needs effectively. Moreover, effective teaching of elementary English should be sustained and constantly monitored and evaluated. To make this study meaningful, publication in a reputable journal is essential. Emphasized reflective practice acknowledged the importance of this as a means of continuous improvement in teaching.