This phenomenological study aimed to explore the challenges and insights of the selected language teacher participant using different strategies in teaching language and literature during pandemic. The participant in this study was chosen through purposive sampling technique. The instrument used in this study underwent validation both internal and external validators. Empirical data were gathered using an in-depth interview (IDI) and focused group discussion (FGD). The results of the study revealed the following themes as to the challenges faced by language teacher were experiencing teaching during pandemic. As to the insights shared by the informant, the following themes emerged, enhancement of the program and conduct of seminars or trainings. Finally, the themes generated can be a strong basis for possible intervention or enhancement which will provide benefits in the academic community.

The study aimed to explore the perspective of public elementary school teachers in Grade 5 or Grade 6 who taught all the subjects in a single class. This is a qualitative-case study which participated with three (3) participants were identified using the purposive sampling method. Thematic analysis was utilized to generate the results from the participants' perspective.Overall, the participants closely shared the same stories in straight teaching. In the interviews, they highlighted the succeeding significant themes: (1) common challenges in straight teaching; (2) ways of coping in straight teaching; (3) application of non-traditional teaching practices; (4) application of classroom management practices; (5) lessons and insights gained from straight teaching; and (6) the need to provide support to the teachers who handled all subjects in a single class. From these findings, it is implied that plenty of support and assistance should be provided to them by the concerned authorities such as the officials of the Department of Education (DepEd). Another, ways of coping and classroom practices should be emulated by all teachers in the service. Likewise, future researches are also encouraged to further validate the results found in this narratological study. Most importantly, the study is expected to contribute more information on the literature related to straight teaching and aboriginal education.