Having limited encounters with the learners, it was hard for me to get to know them fully, but it didn't stopped me from getting the chance to know them well because having exposure for public speaking, it became a habit for me to know my audience so everything that I will speak will be based on their age, status, gender, or over-all well being.

The moment I had an orientation with my mentor regarding the online classes I will hold on the Third Quarter, the first question I asked was if there are students that belongs to any Indigenous Group. I don't exactly know why, but it was instilled already in me that if inclusivity of diverse identity is being discussed, the first thing that comes up in my mind are the Indigenous People. My mentor was quite surprised with my question but was happy that I talked about it for he was given the identity that I am trying to know my students.

First idea he gave me was to look on answer sheets of every learners I am checking. The more the answers are authentic and the more the tasks are complete, then these learners are considered responsible and academically good, but if answers were limited and are copied from internet or answer keys, then these are learners that needs attention. The strategy was actually helpful since I have identified students who are complete with their tasks, with missing tasks, and have not submitted any tasks.

It was proven the moment I had my online class. Most students who were attending are those which excels in their academic performance. However, I did not used these academic status of learners alone as basis for fully knowing them. There were various discoveries about my students that came out as I spend more of my days at school.

There are some parents coming to school pleasing the teachers about considering the cases of their children, and I was one who experienced it too. One time, a parent came to me getting the bulk of modules of his child which he did not get since the quarter started. When I asked for the reason why, she told me that her child goes fishing every night on bigger vessels because the pandemic has impacted their lives so he needed to work for the needs of their family since his father couldn't make it due to personal condition.

As a soft person, I felt sorry for the parent and since it happened when my mentor was not available, I took full responsibility of giving alternatives for the learner so he could cope up with his missing works on my subject and the rest. I gave her the activity sheets and allotted two weeks for his son to finish it and submit it to school. The mother was grateful and so I am. I was relieved when she agreed on my condition. I was even happier when the student actually submitted all his works before the due date came, so I checked all the works truthfully and without the need to lessen the scores for submitting late because I saw his willingness to finish his education but is being challenged with their status of living. Starting then, I became more open-minded in terms of looking for reasons why learners submit their works late.

More scenarios of discovering learner diversity happened most especially when face to face class started. There where students who admitted that they were struggling with self-paced learning so they intentionally don't answer their modules on time. Some said that they don't have the capacity to attend online learning so they have no choice but to submit what only could they comply. From it, I realized that modular learning is not effective for all, it is sad that during pandemic, quality education was not achieved because what matters is that there is continuity of learning.

It became the reason for me to even do better in teaching. I always make sure that what I incorporate in the class are not dragging down any of my learners by highlighting inclusive education for all. Maybe I could say that I am fortunate that no specific learners has major needs for attention for being different, or for being challenged. Yes, learners vary in ability to absorb, to learn and to adopt, but all these were accommodated responsibility because I learned from the story of what a parent told me about his son, and it became my reason to consider the cases of all.

As a result, in my days holding classes with actual student interaction, I guaranteed a positive impression from my learners enjoying my ways of teaching, my activities, and my discussion. Surely, I have made them learn and embrace their well-being as well their potentials.