Carrying Out Full Face-To-Face Classes in Primary Grades: Threading The Preparations, Challenges, and Best Practices of Schools on the Lens of Elementary Teachers

Abstract

When COVID-19 continues to spread in the year 2020, many institutions were impacted and began various adaptations to the new environment, which most people refer to as the new normal. Schools were among the most impacted institutions, with pupils at all grade levels, from primary to higher education, forced to stay at home and choose between modular and online learning modes. Hence, this study aimed to explore the experiences of elementary school teachers’ preparations, challenges, and best practices in carrying out full face-to-face classes to design proactive measures to prevent further harm in the entire basic education system.  The study used a qualitative descriptive research design approach, with in-depth interviews as the primary data collection method.  Findings revealed that primary teachers extensively prepared for face-to-face classes by ensuring facilities were fixed, maintaining transparent communication with parents, rigorously implementing COVID19 protocols, employing structured teaching methods, and focusing on personal development. These encompass ensuring safe school environments, personal financial sacrifices due to inadequate government support, addressing poor academic skills of pupils, navigating insufficient parental support, and tackling learning gaps among pupils. The findings reeled that the elementary teachers propose several best practices for preparing face-to-face classes. These suggestions encompass motivating oneself to overcome challenges, maintaining an optimistic outlook, ensuring proper communication with parents/guardians, responsibly facing challenges, and fostering cooperation among school personnel.