BEST PRACTICES IN TEACHING READING AMONG IDENTIFIED GRADE 1 TEACHERS

Education

Best practices in teaching reading among identified Grade 1 teachers include starting with foundational skills, using varied and engaging strategies tailored to pupils’ levels, fostering a supportive environment, and demonstrating patience, compassion, and a deep love for teaching. The goal of this qualitative phenomenological research was to explore and describe the experiences, coping mechanisms, best practices, and hopes and aspirations of teachers. This study was conducted in Bunawan District elementary schools, Bunawan, Agusan del Sur. Data and information were gathered using in-depth interviews. The eight selected teachers were the informants of the study. Using thematic analysis of participant responses, several key themes emerged: start with the basic, ensure students’ mastery, make learning simple, use multi-sensory and fine activities, use differentiated instruction and student-centered approach, make reading meaningful, fun, and suited to pupils’ level, try alternative approaches, know pupils’ reading abilities, conduct regular assessments and give constructive feedback, establish friendly environment, and develop patience, commitment, compassion, and love for teaching. These themes reflect a collective emphasis on foundational skills, emotional connection, instructional flexibility, and contextual responsiveness. Teachers highlighted the importance of tailoring strategies to individual learners, fostering safe and engaging environments, and maintaining a deep sense of care and commitment. The findings offer actionable insights for educators seeking to enhance reading outcomes through holistic, learner-centered, and emotionally grounded practices.

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