1

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Rodriguez, Rizal

MY PRACTICE TEACHING

A Narrative Report

Presented to

The Faculty of College of Education

UNIVERSITY OF RIZAL SYSTEM

Rodriguez, Rizal

In Partial Fulfillment

Of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

Major in English

HANNAH FRANCES ANN L. RENANTE

November 2015
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APPROVAL SHEET

This narrative report about the significant experiences of Hannah Frances

Ann L. Renante during her Practice Teaching at Burgos National High School,

School Year 2015-2016, prepared and submitted in partial fulfillment of the

requirements for Bachelor of Secondary Education, Major in English is hereby

recommended for approval.

PROF. GRACIELLA D. INOCENTES, MAT

Supervising Professor

Approved and accepted in partial fulfillments of the requirements for the

degree Bachelor of Secondary Education, Major in English.

PROF. FLORANTE J. MERCADO, MOM

Dean, College of Education
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DEDICATION

I offer my work first and foremost to our God Almighty,

I dedicate my work to my family and friends. A special

thanks and gratitude to my loving parents, Eduardo Jr. and Catherine

whose words of encouragement and push for tenacity ring in my ears.

My brothers and sisters, who have never left my side and are very special.

I also dedicate this to Prof. Graciella D. Inocentes, our Supervising

Professor, who guided us beforehand, to Prof. Luzviminda O. Millares, the

personal cheerleader of all English majors, for her immeasurable support,

especially Ms. Christine F. Luzande, my Cooperating Teacher, who has been

there throughout the process and for helping me develop my teaching, lesson

planning and skills that a good teacher should possess, Mrs. Abegail and Mr.

Benjie, that made my practice teaching a much lighter journey.

I dedicate this work and give special thanks to all

because without them,

my practice teaching journey would be a tough one.

I will forever treasure every single moment I spent in my Practice Teaching.

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ACKNOWLEDGEMENT

I would like to extend my sincerest thanks and deepest gratitude to the following

who have rendered their unselfish assistance, motivation, and support for the

completion of this narrative report.

Prof. Graciela D. Inocentes, MAT, our Supervising Professor for being a good

mother to all of us student teachers;

Ms. Relita V. Reyes, Principal of Burgos National High School, for the

hospitality in admitting student teachers in their school;

Ms. Christine F. Luzande, my Cooperating Teacher in Burgos National High

School, for the help and assistance, advices, comments and suggestions to

empower my teaching;

To my family for their untiring and endless support;

And lastly to all my professors who have shared and imparted with me the

greatest and most precious gift a student can have – knowledge and wisdom.
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TABLE OF CONTENTS

Approval Sheet 2

Dedication 3

Acknowledgement 4

Table of Contents 5

Prayer of a Student Teacher 7

Personal Professional Philosophy 8

Curriculum Vitae 10

A Brief Description of the Site of Practice Teaching 12

Examples of Lesson Plan 15

Semi-Lesson Plan 15

Detailed Lesson Plan 17

Brief Lesson Plan 25

Observation and Evaluation Form 26

Best Lesson Plan Using Creative Strategy 32

Title and Synopsis of Professional Reading and References 34

Article 1 34

Article 2 35

Article 3 39

Professional Development and Career Plan 43

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Narrative of Experience 45

Introduction 45

Deployment Day 46

Meeting with the Principal 47

Meeting with my Cooperating Teacher 48

Working with my Cooperating Teacher 49

My First Dealing with my Learner 50

Establishing Classroom Routine 51

As a Teacher 52

Instructional Materials 53

Assessment Tools 54

Structuring Bulletin Board 55

Participating School Activities 55

Non-Teaching Duties 57

Final Demonstration 58
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Prayer of a Student Teacher

Help me to be a fine teacher,

to keep peace in the classroom,

peace between my students and myself,

to be kind and gentle,

to each and every one of my students.

Help me to be merciful to my students,

to balance mercy and discipline,

in the right measure for each student,

to give genuine praise as much as possible,

to give constructive criticism,

in a way that is palatable to my students.

Help me to remain conscientious enough

to keep my lessons always interesting,

to recognize what motivates each of my students,

to accept my students’ limitations and not hold it against them.

Help me not to judge my students too harshly,

to be fair to all, to be a good role model,

But most of all Lord

Help me to show your love to all of my students.

Amen.
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Personal Education Philosophy

To teach is to touch lives, forever.

I believe the children are our future...

I believe each and every child has the potential to bring something unique
and special to the world. I will help children to develop their potential by believing
in them as capable individuals. I will assist children in discovering who they are,
so they can express their own opinions and nurture their own ideas. I have a
vision of a world where people learn to respect, accept, and embrace the
differences between us, as the core of what makes life so fascinating.

Teach them well and let them lead the way...

Every classroom presents a unique community of learners that varies not
only in abilities, but also in learning styles. My role as a teacher is to give children
the tools with which to cultivate their own gardens of knowledge. To accomplish
this goal, I will teach to the needs of each child so that all learners can feel
capable and successful. I will present curriculum that involves the interests of the
children and makes learning relevant to life. I will incorporate themes, integrated
units, projects, group work, individual work, and hands-on learning in order to
make children active learners. Finally, I will tie learning into the world community
to help children become caring and active members of society.

Show them all the beauty they possess inside. Give them a sense of
pride...
My classroom will be a caring, safe, and equitable environment where
each child can blossom and grow. I will allow children to become responsible
members of our classroom community by using strategies such as class
meetings, positive discipline, and democratic principles. In showing children how
to become responsible for themselves as well as their own learning, I am giving
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them the tools to become successful in life, to believe in themselves, and to love
themselves.

Let the children's laughter remind us how we used to be...

Teaching is a lifelong learning process of learning about new philosophies
and new strategies, learning from the parents and community, learning from
colleagues, and especially learning from the children. Children have taught me to
open my mind and my heart to the joys, the innocence, and the diversity of ideas
in the world. Because of this, I will never forget how to smile with the new,
cherish the old, and laugh with the children.
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CURRICULUM VITAE

HANNAH FRANCES ANN L. RENANTE

BLK42 LT1 PH-1 Delacosta Homes 5, Burgos, Rodriguez, Rizal
Cell. # 09997202246
Email: hannahrenante@gmail.com
________________________________________________________________

JOB OBJECTIVE

Obtain a teaching position as a High School Teacher that will utilize my strong
desire and dedication to the learners’ development and to their educational
needs.
EDUCATIONAL BACKGROUND

Elementary : Lucas R. Pascual Memorial Elementary School

2000-2005
San Jose Elementary School
2005-2006
Payatas B Elementary School
2006-2007

Secondary : San Jose National High School

2007-2011

Tertiary : University of Rizal System

Rodriguez, Rizal

Course : Bachelor of Secondary Education

Major in English

SEMINARS ATTENDED

“R. A. 9262 Anti-Violence against Women and their Children”

University of Rizal System, Rodriguez, Rizal
February 22, 2013
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“A Look into what is K-12 Curriculum”

University of Rizal System, Rodriguez, Rizal
October 9, 2012

“A Communication Training on Listening and Leadership”

University of Rizal System, Rodriguez, Rizal
October 5, 2011

“College of Education Community Responsive to Globalization”

University of Rizal System, Rodriguez, Rizal
December 13-15, 2010
SKILLS

 Verbal communication skills.

 Flexible and adaptable to different situations.
 Patient and tolerant.
 Decision making, critical thinking, organizing and planning.
 Self-motivated, has initiative with a high level of energy and enthusiasm.
PERSONAL DATA

Gender : Female
Civil Status : Single
Age : 20
Date of Birth : December 27, 1994
Place of Birth : Quezon City
Nationality : Filipino
Religion : Catholic
Father’s Name : Eduardo R. Renante Jr.
Mother’s Name : Catherine L. Renante
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Brief Description of the Site of Practice Teaching

HISTORY

Burgos National High School is located in the urban barangay of the

Southern-most portion of Montalban known as Rodriguez, Rizal where students

are from the poblacion is known as Brgy. Burgos. It caters the students from

Burgos, Maly and nearly barangays.

It was such as blessing when beloved Mayor Pedro S. Cuerpo of

Rodriguez, together with the representatives of the local government specifically

Coun. Jimeleta Baldago – Dulla , head of committee though of putting up a high

school in every barangay. Ever since Mayor Pedro seated as Father of

Rodriguez, Education has always been one of his priority projects. It is a vision

meant to help the poor people of our community. Parents will no longer

rationalize that they cannot afford the expenses in the transportation and food

when the school is just right their neighborhood. With his aim, the different high

school annexes were born General Licerio Geronimo Memorial National High

School Burgos Annex is subsidiary of the GLGMNHS – Main headed by Mr.

Leoncio L. Gervacio.

Burgos National High School formerly called G.L.G.M.N.H.S began with

humble beginning. It started operating first week of June 2002 with an enrollment

comprising 300 plus first year students. The 8-rooms Marcos type cluster building

was a borrowed building from Burgos Elementary School since there is no site

for the high school yet. These rooms were old and dilapidated since it was been

existence for 30 years already but teachers and parents managed to improve
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whatever it was they have. A room was reserved for canteen, for the faculty and

the remaining 6 rooms for classrooms.

There are no blackboards and chairs yet so teachers had to use their

resourcefulness to present their lessons. Students have to bring their own socks

so they can sit on it.

The pioneer teacher can be depicted as philanthropists. They showed

concern and sacrificed themselves in order to teach their students the best they

can. Teaching becomes harder because the scarcity of the necessary need and

facilities for teaching but it was not a hindrance for these teachers to deliver their

obligations. These were Mrs. Cristeta Estrada, Mrs. Jocelyn Fernandes, Mrs.

Bernadette Lazarte, Mrs. Madelyn Abenir, Mrs. Mylene Cayetano, Mrs. Emelyn

Salvador, Mrs. Teressa Perez, Mr. Joselito Soriano and Mr. Gerico Sabado.

Ms. Relita V. Reyes was Burgos Annex’ first Officer in Charge. In school

year 2003-2004, Ms. Reyes was replaced by Mrs. Ma Teresa A. Omandam.

From 9 teachers, we grew to 16 with the coming of the volunteer teachers. The

next school year 2004-2005, Mrs. Ma. Cristina Marasigan was assigned as

school head. After three months, a new Officer-in-Charge was installed in the

school in the person of Mrs. Flora V. Caron. After Mrs. Caron, Mr. Alfredo D.

Lopez became the sub-head of BNHS.

Burgos National High School became independent last August 11, 2005.

Today with the help of the Municipal and Provincial Government (LGU), there is a
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new home was built for high school in the heart of Montaña Village. It has a lot

area of 1,017 sq. meters in two buildings.

And by that year also, Burgos National High School is composed of 2,685

students, 54 teachers and 7 non-teaching staff headed by the newly designated

principal, a native of Montalban, Mrs. Maria Cristina Caparas Camarse.

Guiding Principle

A. Vision

Educate youth populace who are God-loving, productive, morally upright

and discipline future leader of our country

B. Mission

Burgos National High School committed to:

a.) Provide Education based from comprehensive curriculum.
b.) Develop students to be morally, spiritually and socially upright.
c.) Develop committed and dedicated teachers.
d.) Create Environment responsive to the needs of the community
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EXAMPLES OF LESSON PLAN

(SEMI-DETAILED, DETAILED AND BRIEF)
Semi-Detailed Lesson Plan

I. Objectives:
At the end of 40 minutes 38 out of 42 First year students of section
Sampaguita will be able to:
a.) define the exact meaning of verb,
b.) identify the verb with the help of cut out pictures, and
c.) determine the kinds of verbs.

II. Subject Matter:

Topic: Recognizing Verbs
Reference: Smart English Book
Author: Josefina G. San Miguel
pages: 78-79

III. Materials:
cut out pictures
Manila paper
marker or chalk

IV. Teaching / Learning Procedures:

A. Routinary Matters
1. Prayer
2. Attendance

B. Review

C. Motivation
I will pick a couple of students to go infront of the class to identify
the action done on those pictures I posted on the board.

D. Presentation
Our lesson for this day is about verb and its kinds and its
functions.

E. Explanation
As you can see, these pictures on the board shows an action.
Therefore class, we can say that Verb refers to an action word. There are two
kinds of Verbs according to its use. The first one is Transitive verb and the
second one is Intransitive verb.

F. Generalization
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Ok, who among the class can give summary from our lesson for
today?

G. Application
I will pick a couple of students to go in front of the class to determine if
each underlined verb is transitive or intransitive. Write your answer on the blank
after each statement.

H. Evaluation
And now class, kindly get 1/2 sheet of paper.
Direction: Determine if each underlined verb is transitive or intransitive. Write
your answer on your paper.

V. Assignment:
Study in advance the Regular and Irregular Verbs.
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Detailed Lesson Plan

I. Objectives
At the end of the lesson, the students will be able to:
1. Identify statements that show cause and effect relationship.
2. Read a poem correctly and clearly with expressions.
3. Appreciate reading poems.
4. Decode words with “augh” (o) sounds

II. Subject Matter

Cause and Effect Relationship
Reference/s: Fun in English Reading Textbook pages 94-101
Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
Values: Develop a genuine love for reading, love for family

III. Procedure
A. Learning Activities
                 Teacher’s Activity                  Student’s Activity

           “Good Morning Class...”                “Good Morning Sir!”

              “Let us pray first...”     (One Student will lead the

Prayer)
           (Checking of Attendance)
                   ...say present...    (Students raise their hand and
                 say present as the teacher calls in
        “Please pick up the pieces of their name)
paper under your chair”
(Students pick up the pieces of
            “So how was your paper)
weekend?”
    “That’s good! Have you enjoyed
your weekend bonding with your                 “It was great sir!”
family?”     “Of course sir! It was a lot of fun!”

      “That’s good to know. For this

morning, our discussion will be in “Yes sir! We love purple-colored
relation to a family. Are you familiar dinosaur!”
with Barney’s I Love You Song?”

       “Okay that’s good, so are you

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ready to sing and have fun                             “Yes”

today?                 

Warm Up
Let us sing Barney’s I Love You Song.
               (Students Sing)
“I love you, you love me and we’re a happy family,
With a great big hug and a kiss from me to you,
Hope you say you love me too.”

 “Okay now class, What can you say

about the song? Does it tell us “Sir, even though the song is very
something important that we have short, but I guess it’s full of emotions.”
already forgotten to do nowadays?”
“Because sir I noticed that the song
           “How could you say so John?” has a lot to do with our love for our
family, that the real meaning of family
is all about loving each other, and
nowadays kissing and hugging our
parents or family members are not
being practiced anymore.”

              “That was a very good

explanation John, you know what class
the song simply tells us something that
we should always consider for us to
keep our family or relationship with
others intact, sometimes showing
affection/love towards a person makes
him feel that he is appreciated and
there will be feeling of belongingness
and love. “Because sir, there are so many
descriptive words in the song, the
             “What else have you noticed most obvious one is “I LOVE YOU.”
which made you conclude that the
song is all about love?”
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“Everybody had just sung very well, it’s

now time to improve your pronunciation
more...”

Pronunciation Dril: Read the following words:

Words with augh= /Ô/
Caught Naught Taught Naughty Daughter

B.      Lesson Proper

    Presentation
    Show pictures of a Mother (a) and a
Cake (b)

    Motivation “Sir, Picture A is a picture of a Mother

    “What do you see in pictures A and and Picture B is a picture of a Cake.”
B?”
“On her last birthday.”

   “When was the last time you gave a

gift to your mother?” “It is mother’s birthday.”

   “Why do you think there is a cake?

What do you think is the celebration?” “By kissing and hugging her.”

   “Aside from giving material gifts, how

else do you show your love for your
mother?”

     Discussion
     Let us read a poem and let us find
out how the children showed their love
for their mother.

                  Who Loves Mother Best?

        
          “Oh happy birthday, Mama dear.”
           Sang Ben, Liz and Bess with
cheer
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      “We love you much, we love you

true.”
    They kissed their mother, hugged her
too.
         
       Then quickly Ben skipped out to
play
       And went with playmates all the
day.
          Then rushed home in time to see
              His sister Liz aglow with glee.
       

          For Liz held up an ice cream

cone,
                  Enjoying it, she sat alone.
     Ben grabbed the cone, and slipped
away,
        So Liz cried out, “For that you’ll
pay!”

      Like cats and dogs the two did

struggle
         Each making sure to win the
battle.
         They tried to push and then to pull,       “Because it is their Mother’s
           While Mama almost lost her cool. Birthday.”

       But little Bess with Mom she stayed,

         She set the table, drinks she laid.     “Liz was aglow a glee because she
    And helped to serve Mom’s friends was eating a cone of ice cream.”
and   
         guests    “Liz cried out because Ben grabbed
       Now tell me, who loves Mother the cone then slipped away.”
best?

           “Because Ben and Liz

After reading the poem, let us now struggled.”
answer these questions:
 “Bess, because she helped mother to
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“Why did Bess, Ben, and Liz kiss and serve the guests.”
hug their Mother?”
 “The best way to show my love for my
 “Why was Liz aglow with glee?” parents is by...”

 “What made Liz cry out, “For that you’ll

pay?”

        “A girl is eating a cone of ice

cream.”
     “Why did Mother almost lost her
cool?”           “Liz was happy (aglow with
glee)”
 “Who among the three children loved
their Mother best? How did he/she show
it?

 “What is the best way to show your love

for your parents?” Explain.
         
    Analysis           “Liz was happy (aglow with
glee)”
(Show picture of a girl eating an ice
cream) “Because she was eating a cone of ice
cream.”
        “What do you see on the picture?”
              
 “What happened to Liz when she was
eating
                      a cone of ice cream?”
 
  Liz was aglow with glee, answers
what happens to Liz when she eats a
cone of ice cream. This is called the
effect.

                  Look again at the

picture,
         “What do you notice on Liz’s
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face?”

            “Why was Liz aglow with glee?”

  Because she was eating a cone of

ice cream, answers why Liz was
aglow with glee. This is called the
cause.

  And that’s what we call the Cause-

and-effect relationship.

    Generalization
“A cause and effect relationship
describes something that happens and
why it happens.”

“What happens is called the effect; and

why it happens is called the cause.”

“The cause is usually introduced by the

connective because.”

    Application
   (Pantomine)

  Each group will act out the following

situations from the poem.

  Group1:
       But little Bess with Mom she stayed,
        She set the table, drinks she laid.
   And helped to serve Mother’s friends
and 
                                 guests.
       Now tell me, who loves Mother
best?
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  Group2:
            For Liz held up an ice cream
cone,
                   Enjoying it, she sat alone.  
    Ben grabbed the cone and slipped
away,
      So Liz cried out, “For that you’ll pay!”

   Group3:
           “Oh happy birthday, Mama dear.”
        Sang Ben and Liz and Bess with
cheer
     “We love you much, we love you
true.”
  They kissed their mother, hugged her
too.

    Group4:
      Like cats and dogs the two did
struggle
         Each making sure to win the
battle.
         They tried to push and then to pull,
              While Mama almost her cool.
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IV. Evaluation
Read the following sentences. Write C before the sentence for the cause and
write E for the part that is the effect.
1. _____ because it is her birthday.
2. _____ Ben, Liz and Bess kissed and hugged their mother. 
3. _____ Liz cried out.
4. _____ Because Ben grabbed the cone of ice cream and slipped away.
5. _____ Mama almost lost her cool.

V.                 Assignment
Identifying CAUSE-AND-EFFECT RELATIONSHIP.
Read the short fable. Underline the CAUSE and Encircle the EFFECT.

     A fox said to a crow with a piece of cheese between its beaks, “If
you can sing as prettily as you sit, then you are the prettiest singer.”
     The fox thought that once the crow starts to sing, the cheese would
drop from her beak. But the crow carefully removed the cheese from
the claws on one foot and said, “they say you are sly, but you cannot
fool me”. Not giving up, the fox continued to praise the crow. “I wish I
could hear you tell about your talents but I have to go look for food
because I’m hungry”.
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Brief Lesson Plan

Materials Required: Video clips 

Activity Time: 45minutues 
Concepts Taught: Life skills 
Class : 5.7 Year : 2014-2015
Subject : Life Skills Resource : Internet
Topic : Time Management Sessions :3 Sessions
Objectives :States the importance about Instructional objectives 

Learning outcomes: Discussion with the student about time Management. 

Methodology: Motivating the students about the how time is to be utilized. 

Explanation method: explaining stories and values and assessing the students by
teaching the self awareness creative thinking. 

Practical Method: 
Project Method: 
Other Methods, if any: 
Teaching-Learning Materials used 
• ICT 
• Textbook 
Assignments/Homework: 
WS/AS/SS/PS/Journal/Reflection:
Descriptive indicators: 
Classroom assessment: 
Application based questions: 
Extended activity 
• Signature of Teacher Signature of Principal/ HOD Signature of Principal/ 
Vice Principal
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OBSERVATION AND EVALUATION FORM

Republic of the Philippines

University of Rizal System
College of Education

Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

Student Teacher: Cooperative Teacher:

Subject Taught: Supervising Teacher:

School: _____________________________ Date: ___________________

Time Started: ________________________ Time Finished: ___________

O VS S F
95- 89- 85- 78-
CRITERIA 100 94 88 84
1.0 1.3 1.6 2.3-
- - - 2.7
1.2 1.5 2.2
I. TEACHER’S PERSONALITY
A. The teacher is well neat and groomed
B. The teacher is free from mannerism that tends to
disturb the students’ attention
C. The teacher’s personality is strong enough to
command respect.
D. The teacher shows dynamism and enthusiasm
E. The teacher has well-modulated voice
II. LESSON PLANNING
A. Lesson plan is well prepared
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
A. The teacher demonstrate in-depth knowledge of
the subject
B. He/she is able to relate the lesson on actual life
situation
 27

C. The teacher keep abreast of new ideas and

understanding in the field
D. The teacher give sufficient and concrete examples
to create meaningful learning experience
IV. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the student’s capabilities
C. Visual aids and other examples were used to
illustrate the lesson
D. The teacher make use of the formative test
V. CLASSROOM MANAGEMENT
A. The teacher has a systematic way of checking:
1. Attendance
2. Assignment/homework/agreement
3. Practice exercises
4. Group work/projects
5. Passing in and out of the room
6. Correcting, distribution and collecting
papers
B. Order and discipline were present in the classroom
C. Visual aid were within easy reach of the teacher
during his/her teaching
VI. QUESTIONING SKILLS
A. The teacher’s questioning skill stimulates
discussion in different:
1. Probing for learner’s understanding
2. Helping student articulate their ideas and
thinking process
3. Promote risk-taking and problem solving
4. Facilitate factual recall
5. Encourage convergent and divergent
thinking
6. Stimulate curiosity
7. Help student to ask question

Comments/Suggestions:
________________________________________________________________
________________________________________________________________

Rating: _____________________

__________________________
Designation Observer
 28

Republic of the Philippines

University of Rizal System
College of Education

Evaluation Sheet for Cooperating Teacher

Student Teacher: __________________________ Date: ____________

School:
__________________________________________________________
Principal/Department Head:
_______________________________________________
Chairman/Teacher:
______________________________________________________

Direction: Indicate your judgment for each category by writing your rating in
accordance with the following scale:

1.0= 100
1.1 = 98-99
1.2 = 96-97
1.3 = 94-95
1.4 = 92-93
1.5 = 90-91
1.6 = 89
1.7 = 88
1.8 = 87
1.9 = 86
2.0 = 85
2.1 = 84
2.2 = 83
2.3 = 82
2.4 = 81
2.5 = 80
2.6 = 79
2.7= 78
2.8 = 77
2.9 = 76
3.0 = 75
4.0 = 71-74
5.0 = 70
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ATTENDANCE
Comes to class/school on time ____________
Attends his/her class regularly ____________

PARTICIPATION
Works independently ____________
Shows creativity and resourcefulness ____________
Shows positive attitude towards criticism ____________

LEADERSHIP
Relates well with cooperating teachers and other faculty members_________
Attends his/her class regularly _________
Has the ability to lead a group and can be a model to his/her class_________

LESSON PLANNING
Relates well with cooperating teachers and other faculty members________
There is congruence between ____________
Objective and subject matter ____________
Objectives and teaching procedure ____________
Objectives and formative test ____________
Objective and assignments ____________
Considers time allotment for every assignments ____________
Provides enrichment activities that enhance learning. ____________

TEACHING METHODS
Methods used are suited to the needs and capabilities of the learner’s _____
The teacher is creative enough to adapt his/her methods to students
capabilities ____________
Visual aids and other examples are used it illustrate lesson ____________
The teacher uses formative test after teaching ____________
Methods used are student centered ____________

CLASSROOM MANAGEMENT
The teacher has a systematic way of checking
1. Attendance ____________
Assignments/homework ____________
Practice Exercises ____________
Group works/Projects ____________
Passing in and out of the room ____________
Correcting, distributing and collecting of papers ____________
Order and discipline are present inside the classroom ____________
Considers cleanliness/orderliness of the room before and after class ______
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Check students/pupils uniform and ID’s ____________

INSTRUCTIONAL COMPETENCIES
Motivates learners quickly, involvement of students in learning task is
immediate ____________
Express self effectively ____________
Ask logical questions ____________
Deals with the wrong answers of students tactfully ____________
Demonstrate sense of humor, self-confidence and self-reliance___________
Provides varied interactive activities that facilitates retention of
concepts ____________
Acts as a facilitator of learning ____________
Maximizes students/pupils participation ____________
Utilizes instructional materials that arouse students/pupils interest________

COMMUNICATION SKILLS
The teacher speaks clearly with a well-modulated voice ____________
The teacher uses correct grammar in speaking ____________
Correct responses are given by the students through the teacher’s
skillful questioning ____________
Uses the language with competencies and confidence ____________
He/she observes correct pronunciation ____________

TEACHER’S PERSONALITY
The teacher is:
Neat and well groomed ____________
Shows patience in dealing with students/pupils negative
behavior ____________
Shows wholesome relationships with students ____________
Makes sound decision ____________
Avoids mannerism that disturbs students/pupils attention ____________

Final Rating ____________

COMMENTS AND SUGGESTIONS

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________
 31

Rated by:

___________________________
Cooperating Teacher

Noted by:

_________________________________ __________________________
Practice Teaching Supervisor, URS Dean, College of Education

_________________________________
Principal, Cooperating School
 32

BEST LESSON PLAN USING CREATIVE STRATEGY

I. Learning Objectives
a. Unlock unfamiliar words using context clues
b. React and share emotions and insights about a viewed video clip
c. Note important details from the material viewed
d. Present group differentiated tasks

II. Subject Matter

Topic: “I have a Dream” by Martin Luther King Jr.
Source: Learner’s Material for Grade 9 in English pages 185-190, Web,
Youtube
Materials: Cartolina, PPT, Video clip and task cards

III. Learning tasks

A. Activity
a) Directions: Choose the meaning of underlined words in the sentence
using context clues.

1. The bank robber kept a hostage captive for twenty-four hours until he
decided to emancipate him.
a. capture b. free c. hold d. restrain
2. They built a lighthouse for the cargo ships to serve as a beacon in the
dark.
a. barrier b. hindrance c. block d. guide
3. A hand, hard and tight as a manacle, snapped around my wrist and
jerked me down fast.
a. chain b. aid c. boost d. strain
4. Cold weather soon replaced the sweltering heat of summer.
a. chilling b. frozen c. very hot d. freezing
5. Negroes are facing oppression because of their unjust and cruel
leaders.
a. felicity b. exhilaration c. happiness d. cruel
exercise of power

b) 4 Pics 1 Word: Identify the word being described by the pictures.

B. Analysis
 33

- Motive Question: How do you contribute to a respectful and just society

for everyone?
- Video clip viewing: “I Have a Dream” by Martin Luther King Jr.

- Group Tasks: Each group is assigned to outline main idea and support it
with supporting ideas using the given graphic organizers. Presentation
follows.

C. Abstraction
- Group differentiated tasks
1. Headline News! Summary.
2. Letter for PNoy seeking justice for others.
3. Bridging Snapshots.
4. Re-enactment.

Closure: “Seeking justice begins with seeking God who created justice”.

IV. Assignment

1. On a one whole sheet of paper, write your reflection on the essay “I Have a
Dream” by Martin Luther King Jr.
2. Study about Literary Devices.

STUDENT’S WORK/OUTPUT
Students Presenting their Group Works/Outputs
(Using PowerPoint presentation, with laptop and projector, and with use of
traditional materials)

TITLE AND SYNOPSIS OF PROFESSIONAL READINGS AND REFERENCES

 34

Article 1

DepEd sponsors training on the teaching of culture-based K to 12

The Department of Education (DepEd) is offering scholarships to teachers

and education supervisors to hone their skills in effectively communicating to

students a culture-based K to 12 curriculums.

 Education Secretary Br. Armin A. Luistro FSC said it is important to

understand that the goal of K to 12 is to develop holistic learners who are fully

aware of their cultural identity as Filipinos. “While K to 12 is geared towards

producing world-caliber graduates, all learning should be anchored on our unique

experience and culture as Filipinos,” he explained.

The Kaguruang Makabayan: National Training on Culture-based Teaching

of the K to 12 curriculums for teachers and education supervisors is slated from

April 10 to May 29, 2013. It is jointly implemented by the National Commission for

Culture and the Arts (NCCA), DepEd and the Philippine Educational Theatre

Association (PETA).

The NCCA shall provide scholarship which covers tuition and workshop

kits/materials for the first 80 qualified teachers nominated by their principals. The

same privilege is offered to the first 50 education supervisors endorsed by their

superintendents or regional directors.

The Luzon and NCR training seminar is set on May 27 to 29 at Teachers

Camp in Baguio City while the supervisor’s training will be on May 15 to 17 at

 35

PETA Theatre Center in Quezon City. The Visayas and Mindanao Clusters have

already been concluded in April.

Source/Reference:

http://www.deped.gov.ph/index.php/news-updates/updates/educators-
updates/341-deped-sponsors-training-on-the-teaching-of-culture-based-k-to-12

Synopsis:

The governments’ concern for the further enhancement of education and well

being of the teachers, as well as the improvement of education curriculums are

greatly evident in the said article. Together with different government agencies

and with the help of various groups in the private sector, DepEd’s aim to further

boost the efficiency of our teachers, especially with regards the K to 12

curriculums, will have a positive impact on our learners, and will change for the

better the education landscape in our country.

Article 2
Teacher of future teachers now officially a teacher

LET topnotcher
By TarraQuismundo
Philippine Daily Inquirer

6:45 pm | Sunday, December 4th, 2011

As she prepared to take the Licensure Examination for Teachers (LET),

mathematics teacher Erlyn Geronimo did not take chances.

 36

Following common superstitions among LET takers, Geronimo wore

something red, prayed in three churches and asked a former topnotcher, her

colleague Joel Adamos, to sharpen pencils she was going to use in the test.

They seemed to work. On November 17, the 37-year-old Geronimo

topped the LET for secondary teachers, an unexpected achievement for a former

actuary who once “resented” the idea of teaching students how to crunch

numbers.

“I was overwhelmed. I was actually praying just to pass. I said ‘Lord, it will

just be a bonus if I’ll be among the top 10.’ That’s why I’m so grateful,” Geronimo

told the Inquirer.

Geronimo’s score of 87.8 percent was the highest among 13,125 LET

passers. A total of 41,729 examinees passed the LET for secondary teachers on

September 25, according to the Professional Regulation Commission.

For Geronimo, passing the LET was finally an official recognition after

teaching for some 16 years without a license.

“I am now more confident about my teaching and I am more inspired to do

well in my profession. I feel like the Lord loves me so much. While other persons

might be better than me, I topped the exams,” said Geronimo.

She said she had been anxious before the September LET, as her

students expected her to top the exams. They were calling her “Ma’am

Topnotcher” in school.
 37

Students, as well as colleagues, even challenged her to bet against them on how

well she would do in the test. The wagers ranged from French fries to lechon. Of

course, once the results were out, she had to make good on the bets.

The math major from the University of the Philippines (UP) Diliman did not

really consider teaching as her main vocation. She thought of it as just something

to do on the side.

But after spending a year in an insurance company after graduation,

Geronimo decided to teach math in UP to get one perk—free postgraduate

schooling.

“That was my ulterior motive. I said, so I could do my masters for free, I

might as well teach. In UP, if you’re a member of the faculty, you have a study

privilege,” she said.

But once she started, Geronimo realized she had found her true love. 

After getting her master’s degree in math, she decided to earn education units at

the Manuel L. Quezon University.

Geronimo now teaches math to education majors at the University of

Santo Tomas. She is also a supervising math teacher at the UST Education High

School.

“I have two aunts who are teachers—that are why teaching is in my

blood.  But I used to resent being a teacher.  But once I started, I began to enjoy

it, especially when I had a family. I felt like it’s a very family-friendly profession,”

said the mother of three.

 38

And, despite the challenges of teaching math to the young with their short

attention span, Geronimo said teaching had given her a steady supply of

fulfillment.

“I get fulfillment because students are learning from me and it feels good

when they are thankful and they remember me when good things happen to

them,” she said.

“You should look at teaching as a two-way process: Teaching your students and

also learning from them,” she said.

Source/Reference:
http://newsinfo.inquirer.net/105259/teacher-of-future-teachers-now-officially-a-
teacher

Synopsis:

Having the noblest of all professions, a teacher must not be contented with what

he or she has reached. We must always look and find some more ways in

advancing and enhancing our craft. As the old cliché goes, “Learning is a

continuous process”, and so was teaching. In teaching, the teacher continues to

grow and learn while performing his or her profession. It will be more fun, fruitful,

and meaningful if he or she will take some steps in further enhancing his or her

knowledge in his or her chosen field. A teacher must always be two to three

steps ahead of his or her learner. This can only be done if the teachers’ mindset

and attitude is on improving and developing oneself in every positive way

possible.
 39

Article 3
Four of ten happiest Pinoys are teachers

Four of the ten happiest Pinoys recognized in a recent awarding ceremony

are teachers. The search for the happiest Pinoy is a joint project of

CebuanaLhuillier and the Department of Education which aims to find the most

optimistic and resilient Filipino in the country.

The winners are student ArnelAlipao of Mainit, Surigao del Norte,

marriage counselor Gilda Fortunato of Gumaca, Quezon, social worker Rommel

Arellano of Limay, Bataan, teacher and peace worker Connie Emborong of

Kolambugan, Lanao del Norte, public school teacher Marcelo Otinguey of

Kapangan, Benguet, UP Math instructor John Gabriel Pelias of Quezon City,

entrepreneur Gerald Raymundo of Pasig City, alternative  learning system

coordinator and teacher Concepcion Tababa of   Tubungan, Iloilo,

businesswoman Rebecca Tiusonco of Borongan, Eastern, Samar and utility

worker Leonardo Villanueva of Malabon City.

“DepEd is happy that even in contests such as this, teachers continue to

be recognized as the face of inspiration and hope to other people,” said

Education Secretary Br. Armin A. Luistro FSC.

Emborong is an advocate of "wear a smile". She reminds participants of

all her training sessions to wear a smile all the time. At present, she is one of the

editors of the newly developed Peace Education exemplars which will be used in

teaching Peace Education and Children's Rights among shoolchildren in the

province of Lanao del Norte. As a peace advocate, she is also a

 40

speaker/resource person and curriculum writer on the subject of peace

education, gender and development and children's rights.

Public school teacher Otinguey believes in the motto "Life is service". 

Despite stories of disservice and inefficiency in public service, he continually

explored ways to broaden his horizon and initiated advocacies in health,

education, environment, safety, etc such as livelihood training to students, out of

school youths and stay-at-home mothers.  His resourcefulness and determination

helped provide books and other educational materials for various schools and

communities. He is also a recipient of 2005 Lingkod Bayan/Presidential Awards

from the Civil Service Commission.

Meanwhile, Pelias is a living proof that poverty is not an obstacle to

achieve and excel. He graduated Summa cum laude with the degree BS

Mathematics from UP Diliman achieving the second highest general weighted

average in the UP Diliman history -- 1.016.  At present, he is already teaching at

the Institute of Mathematics at UP Diliman despite enticing offers from

multinational companies for him to work in their companies. His continued

involvement in UP is his way of giving back to his school which had allowed him

to achieve his dreams despite several drawbacks.

As part of the alternative learning system, Tababa has traveled to far-flung

villages where many have not seen a book. Her goal is to inspire her students to

change their lives through education. To her, teaching is not bound by the four

walls of the classroom so she expands the gift of education wherever and
 41

whenever opportunity comes. She has even risked her life and that of her entire

family to pursue her chosen vocation. Her daily routine includes a 23-kilometer

walk from Tubungan, Iloilo to the farthest barangays -- where a precarious peace

and order situation looms but this does not stop her in reaching out to the rebels

and convincing them to resume their studies have become the focus of her

advocacy. She introduced the BAOL (Barangay Aid on Literacy) program or

mobile library to encourage them to study together with their families at their own

pace. She bravely used education as a weapon to fight illiteracy, poverty and

attain peace in her hometown. Because of her dedication to her profession, she

was a finalist in the Metrobank Foundation 2007 Search for Outstanding

Teachers and an honoree in the BatoBalani Foundations' "The Many Faces of

the Teacher 2011.”

Luistro added that the search brings home the point that happiness can be

found while in the service of others. “We note that the winners derive their

positive outlook from serving the needs of other people,” he added.

The criteria for judging are: a constantly cheerful face and optimistic

outlook; proven ability to rise above life’s challenges; and positive impact in the

lives of others.

DepEd at the beginning of the school year launched a “Wear a Smile”

campaign to bring out a cheerful atmosphere in the campuses and influence

pupils and students to look forward to every school day.

 42

“The wear a smile campaign will remind them that a smile can draw out

positive energy from students and fellow teachers,” Luistro added.

Source/Reference:
http://www.deped.gov.ph/index.php/news-updates/updates/educators-
updates/111-four-of-ten-happiest-pinoys-are-teachers

Synopsis:

We must always see to it that we are happy with everything that we do in our

lives. In the field of teaching, a teacher should always manifest his or her passion

for his or her craft through his or her attitude and enthusiasm – of course towards

teaching. It is very evident that teachers, most of them, are very positive and has

that positive attitude not only on his or her craft, but towards life as well.
 43

PROFESSIONAL DEVELOPMENT AND CAREER DEVELOPMENT PLAN

Four years Bachelors Degree - BSE - English

Work as an Educator
(Private School or Government Volunteer)

Board Exam
(LET)

Work as an Educator in a Public School

Masters Degree in Education

Doctorate Degree in Education

CAREER DEVELOPMENT PLAN

GOAL TITLE: Registered Teacher

TODAY’S DATE: November 13, 2015

TARGET DATE: June 2017

GOAL: To become a registered public school teacher

 44

My long term goal is to advance, improve, and enhance my teaching career as

soon as possible, by becoming a public school teacher, and then a master

teacher and eventually, to become a Doctor of Education.

STEPS REQUIRED FOR ACHIEVING MY GOAL

1. Finish and pass my course (BSE English).

2. Serve for at least a year in a private school or being a government teacher

volunteer.

3. Prepare for the LET (Licensure Examination for Teachers) and pass it.

4. Study harder and never stop to learn and to study.

5. Pray always.

6. Take a break, enjoy life and have some fun.

 45

NARRATIVE OF EXPERIENCE

INTRODUCTION

“A journey of a thousand miles begins with a single step” – that was

according to Confucius, one of the greatest and most influential “teachers” of all

time, a quote that was very much apt to the journey that we are about to embark

– the journey of being a teacher.

After three full years of spending time inside the classroom, learning from

the best professors and in one of the finest educational collegiate institutions, the

time has come for us to experience the happiness and joy, as well as the pain

and suffering, and the tribulation and triumph which come along in being a

teacher.

The student teaching experience is one of the crucial points in the pursuit

of becoming effective and efficient, battle ready and fully equipped educators in

the future. With these, we can be very well prepared and well acquainted with the

task at hand in this noble profession that we are embarking.

All of the experiences along the way will become a part and parcel of our

entirety as a teacher, which is, in the process, will have a positive impact in our

teaching, today and in the future.

 46

DEPLOYMENT DAY

“The golden opportunity you are seeking is in yourself. It is not in your

environment; it is not in luck or chance, or the help of others; it is in
yourself alone.” – Orison SwettMarden

July 16, 2015 Thursday – The start of it all – a fresh new start to do and achieve

something great, something memorable, something fun and something big!!

For all of the Bachelor of Elementary Education (BEED) and Bachelor of

Secondary Education (BSE) Majors in English, Filipino, Mathematics and Bio

Science batch 2014-2015, this is Day!

The call time was 10:30 AM, our destination – Burgos National High

School. I made it sure that I should be there on time or as early as possible for

it’s better to be safe than sorry. I arrived at around 10:00 AM just outside the

school. We waited briefly for our co-Student Teachers. When everyone arrived,

we waited for the arrival of Prof. Graciella D. Inocentes for she was the one who

would supervise our deployment in the aforementioned school.

When our esteemed Professor arrived, we entered the school premises

with her, and upon entering the school, I felt the moment that this was really the

beginning of my journey and the first step I need to take up to become a teacher.

We observed courtesy and greeted all the teachers in the office, and all the non-

teaching staff. We were entertained right away by Ma’am Annabelle Vela, the

Head of the English Department. They were hospitable and were grateful. We

went through the Principal’s office. The school Principal, Ms. Relita V. Reyes, of

course, explained to us the guidelines inside and outside the school premises.
 47

Seeing the faces of some of the teachers in BNHS, raised a question to

my mind; who among them would be my Cooperating Teacher or CT? Would I do

just okay? Will everything be fine? I got quite uneasy. I, once again, felt that

sense of nervousness and excitement. Not to mention the students coming in

and going out of the school. I had question to myself who among these class

would I be assigned to deal with.

The wait did not take that long. After the said faculty meeting, Principal

Reyes entered her office together with Prof. Graciella D. Inocentes to formally

arrange the deployment procedures and the necessary protocols. All of us

Student Teachers waited just outside the Principal’s Office. What would happen

the next day? What’s in store for all of us tomorrow? Now, the wait-and-see

game started anew.

MEETING WITH THE PRINCIPAL

July 16, 2015, Thursday – It was 12:00 noon. I was preparing my

Practicum uniform and all the things I needed to bring to my cooperating school –

Burgos National High School. We have an appointment with Principal Relita V.

Reyes at exactly 9:00 AM. We should be on time for it would be a shame if would

be late. After taking my lunch at home, I rush off and went to BNHS.

Thankfully, we arrived just in time. Moments passed, Principal Reyes

called us in and had a little talk with us she just made clarifications to put our

student teaching practice in perspective. She said that we would be given a day

in the whole school week for us to teach. The rationale was that, according to
 48

her, the schools’ performance last school year was high and that reputation

should be retained.

MEETING WITH MY COOPERATING TEACHER

After Mrs. Relita V. Reyes principal of Burgos National High School

discussed the points needed to be clarified, she left us with his staff for us to

know who our designated cooperating teachers, the Filipino majors were called

and were given their designated CT’s. Next were the Math major, then the Social

Studies majors and finally, we, the English majors were given the list of our CT’s.

I was assigned in the extension of the school which is located at Sorrento

Village so, I had to go to my assigned school to meet my Cooperating Teacher.

She was taking her lunch at that moment but she managed to accommodate me

and we finally met. I greeted her and I introduced myself, a very courteous

Cooperating Teacher. That really gave me a sigh of relief. I was in good hands.

Certainly I would really learn a lot from her.

She showed me then to her table in the faculty room and we talked about

the schedule and the shifts. I would be attending and assisting her in her classes

from 5:50 AM to 1:50 PM. She also said and reminded me of some rules I need

to observe.

After we were cleared about the schedule and rules, she dismissed me

already and told me that I should start the next day. I thanked her sincerely.

I felt that tomorrow was the start of the fulfillment of my dream – my dream

of becoming a great teacher.

 49

WORKING WITH MY COOPERATING TEACHER

We, Student Teachers, were tasked to complete up to eight hours a day

(or more) to our respective cooperating schools. In my case, I should always be

there, in Burgos National High School, on or before 5:50 AM up to 1:50 PM

(onwards if necessary).

On my first day as student teacher, I have to adjust to a new environment

– which I considered a new home for my Practicum. The environment where

teachers were busy dealing with their subjects and students. It was a fast-paced

working environment.

Ma’am Luzande arrived and logged in ahead of time. On my part, I was

ready to accept tasks and things to perform anyway.

While on her table, we talked about lesson planning. She asked me if I

was familiar with K-to-12 Curriculum lesson plan. I answered yes. I added that

were familiar with the K-to-12 Curriculum lesson plan because it was part of our

orientations and seminars. I asked my CT about the students attitudes.

Were they easy to get along with? Or was it the other way around? She

answered that it depends on the way I would manage the classroom. In every

teaching-learning situation, especially inside a classroom setting, classroom

management was one of the factors that should be of prime importance. Upon

hearing her answer, I thought deep if I could really do that. I really admired her

for the dedication and passion for teaching to take and have spent that long in

the service.
 50

My CT, Ma’am Luzande, probably sensed what I had in my mind. She told

me that I should take a deep breath first. She said that if were okay with me, I

could start my apprenticeship the next day. I answered I think that was a well

idea.

All in all, working with my cooperating teacher was filled with fun and

enjoyment. I really got to experience a lot of positive things and I learned so

much about teaching and classroom management. I was lucky to have Mrs.

Luzande as my Cooperating Teacher, and I’m sure that whoever would be

assigned as her new apprentice next time would experience the same way that I

did.

MY FIRST DEALING WITH MY LEARNER

9-Moonstone, 9-Jade, 9-Diamond and 9-Pearl, the four classes which, of

course, I would handle in my practice teaching. Got a feeling of tense about the

thought that was really the moment – where I would experience the actual

practice teaching in an actual classroom situation. It was exciting, and at the

same time a little bit nervous, when I arrived to my cooperating school in the

scheduled time.

The students politely said, “Good morning Ma’am”. After that, my CT gave

an introduction to the students. The students replied and they welcomed me for

the first time. That was an overwhelming feeling when I heard them calling me

“ma’am” for the first time. It was an awesome moment – feel good indeed.
 51

When the students sit down, Ma’am Luzande allow and gave me a chance

to introduce myself to my class. She told me to address the class and explain my

policy inside the classroom I wanted to observe while being their Student

Teacher. I had the opportunity, but being really nervous that time, I was caught

most of the time of lost for words. I laughed at myself because I took that

challenge and a motivation to increase my confidence.

. Ma’am Luzande told me that it was obvious that I was nervous so she told

me to relax, stay calm and compose myself. She said to me it was okay and

natural to feel nervous for the first timer like me and I can overcome all of those

feelings gradually. It was a process, she added. It could not be happened

overnight.

Ma’am Luzande and I then finished our last two section for the day and

before we were done, she told me that she will be teaching me a lot of ways on

how to deal with my students, especially the naughty ones.

ESTABLISHING CLASSROOM ROUTINE

Designing and establishing classroom routines is an important aspect in

classroom management together with the learners.

We all know that if students are free to ask permission when they want,

when they please, they do exactly what they want. Limiting their choices and

restricting their activity is conducive to learning environment. Establishing

classroom norms are challenge for ST like me.

 52

So following routines are normal, I do not want the classroom to feel

strictly regulated and controlled. Moreover I want the students to experience life

situations to connect their choices and the corresponding outcomes.

Establishing classroom routines is beneficial for both the students and the

teacher. These routines make the expectations of the class precisely correct, so

the students know what is expected of them and the teacher shouldn’t remind

them repeatedly of those expectations. Clear expectations result in a better

classroom management. Transitions between activities perform more positive

classroom environment. 

When setting the expectations and guidelines, the most important thing is

to be consistent. These rules are must be applied to everyone, and lets not the

students feel that there is favoritism.

Routines include greetings, picking up the trash before the students take

their respective seats, checking of attendance, passing of papers, clapping

system, groupings, and going out to the john.

AS A TEACHER

It’s really a great experience – applying what I learned in school in a real

classroom situation. I cannot wait for my next opportunity; another opportunity for

learning and having fun in my chosen field – the noblest profession of all –

teaching. Teaching is performance, Teaching is a commitment.

 53

INSTRUCTIONAL MATERIALS

As a teacher, I must see to it that I applied the general principles of the

use of Instructional Materials (IMs) that had been thought to u by or mentors,

IM’s are indeed important but it is more important to know and apply the

principles involved in using such materials.

1. All instructional materials are aids to instruction. They DO NOT

REPLACE the teacher.

The best instructional material will always be the teacher himself/herself. IM’s

are of big help to the teachers but a teacher should always keep in mind that

there is no far more better source of knowledge and instruction inside the

classroom but himself/herself. For example, if the IM’s for some reason became

unavailable or was damaged; the teacher must still precede with his/her lesson

and must still go through as planned.

2. Choose the instructional material that best suits your instructional

objectives.

Of course, not all instructional materials are needed to be used every time.

Some are needed to be used sparingly, some more constantly, or in other words,

it depends entirely on what I wanted to convey to the learners. I always see to it

that whatever IM’s that I use fits the instructional objectives that the learners

need to understand. For example, if my lesson is about listening, it’s far better to

use an audio recording than to utter the words orally.

3. If possible, use a variety of tools.

 54

In using IM’s, it is strongly suggested to use variety of tools. For example,

during my final demonstration, I used different tools – traditional and modern. It

had made the lesson more enjoyable, interactive, amusing, and interesting.

4. Check out your instructional material before class starts to be sure it

is working properly.

It’s very, very important to check if all your instructional materials are working

perfectly before using them in class. A teacher must always avoid glitches so that

the lesson will be smooth sailing and precious time is not wasted. I, for one,

during my final demo, encountered a glitch. Upon playing the video clip using a

projector and a laptop, my audio instrument did not work that efficiently, that

resulted in poor sound quality. It was a hard lesson on my part.

ASSESSMENT TOOLS

Assessment is an integral component of any successful teaching effort.

Research has shown that students engage with subject matter based in part on

their expectations about how their achievement will be evaluated. Educators who

strive to bring authentic learning experiences to their students must devise

appropriate and meaningful measures to assess student learning and mastery of

concepts at hand. Although some barriers must be overcome, numerous

examples point to the opportunities available for effective assessment of

authentic learning initiatives (Making the Grade: The Role of Assessment in

Authentic Learning by Marilyn M. Lombardi; ELI Paper 1: 2008, January 2008).

 55

During my experience as a student teacher, I used a variety of

assessment tools. I used a rubric, which I made when I checked or assess

written outputs of students; short quizzes, manila papers and cartolinas; and long

tests and periodical tests, I encoded and reproduced/photocopied them.

Sometimes, I used my laptop as an instrument wherein I placed the

instructions to be followed in it and in some cases the short quizzes were

encoded and played through it.

STRUCTURING BULLETIN BOARD

Bulletin boards are important tools for disseminating information to the

learners. In my case, I found some ways to help in structuring recon the English

Club bulletin board. We, in our own capacity, helped the club, even in our own

little way to have the bulletin board fixed.

To be placed in the bulletin board were the organizational charts of the

English faculty and the English club as well – together with the announcement

chart and trivia board. Unfortunately, I was not at the school anymore to see the

bulletin board completed. We just helped it kicked start.

PARTICIPATING SCHOOL ACTIVITIES

During my tenure as a student teacher in Burgos National High School, we

came across some school activities. We helped and participated, indirectly. One

of those was the provincial schools’ celebration of the Teacher’s Day – which

happened on October, 2015.

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This celebration will help the students from all year levels to express their

deepest gratitude to their teachers, especially to those who have touched their

lives.

Our job was to make sure that our students will attend to the program that

was slated by the school and that we should motivate them to behave and pay

attention to the performances of grade level representatives and their most loved

teachers.

Personally, I found the program very entertaining and enjoyable. We,

student teachers, were able to join their performance as well. And I bet, teachers

do really enjoy that moment where they can showcase their hidden talents to

share it with the students.

NON-TEACHING DUTIES

As a student teacher, I must abide by and follow instructions, especially

from my cooperating teacher; not only teaching related duties but also those non-

teaching duties as well.

Naturally, I am taking initiative doing some non-teaching duties. Since the

faculty room we were staying at was also the library, so whenever there is a need

of assistance, I always lend a hand right away.

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I am instructing the students where to log in when they tend to borrow a

book, to use the library to work on some assignments, projects or activity. I am

also directing the students where they can find the book they are looking for

Another one is that, I was in the office and the clinic was also in there, and

two students entered but one is in pain, so I lead them to the clinic but the

teacher-in-charge at the clinic was not there, so I was the one to give them what

they need to ease the pain he endures.

These are just some of the non-teaching duties I accomplished during my

tenure in Burgos National High School.

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FINAL DEMONSTRATION

This is the final moment – the day that all student teachers await – the

final demonstration!

This is the acid test for us; the culmination of our almost three months of

practice teaching. Nervousness all of a sudden sneak in; tense, excitement, and

sometimes anxiety encompass a student teacher during this moment. A sense of

uncertainty more often than not is palpable in this crucial time. Questions come

and go to our minds – will I do just right? Will I commit mistakes? What if I did,

what would possibly be the circumstances and the predicaments that may occur?

1. What went well in my lesson? Why?

My lesson was, upon my estimation, was just right. Preparation and mastery

of the subject and the topic were the key factors for a lesson to be smooth

thoroughly. I executed my lesson as planned. The use of instructional materials,

both the modern and traditional, helped me a lot in the execution of my lesson.

2. What did not go well? Why?

The sound or audio of my device did not work well. As I used and played my

instructional material, the quality of the sound were not that good, not even loud

enough to be heard by the audience/listeners especially those who were at the

back. It was my fault for not preparing and double checking the tools. I
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overlooked this circumstance. Next time, I will see to it that it will never happen

again.

3. What did my students learn?

My students learned a lot about the equality... It is like hitting two birds with

one stone. I executed my lesson well and succeeded in my objectives on the

other hand, I conveyed something new to the minds of my learners.

4. What was learned about planning?

In planning for the final demonstration, I learned that enough preparation and

gathering of instruments was crucial and an important factor for the success – or

the downfall of it. In planning, I considered all aspects involved for the success of

my demonstration. First, of course the Lesson Plan itself. I made sure that I

studied very well the lesson plan to avoid complications. Next was the gathering

of the instruments needed for the execution of the lesson? Then, the ample

preparation for the demonstration; which include studying the proper execution

and presentation of the lesson, the tools or gadgets to be used, checking those

gadgets, preparation of production of paraphernalia, and organizing all of the

tangible things needed ahead of time. I also asked for the opinion of my

Cooperating Teacher if she had suggestions or comments with regards my

lesson plan. Last but definitely not the least, I prayed and asked for guidance

from Him for a more successful planning and preparation for everything that I

would do.
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Without proper planning, I guess that my final demonstration would not be

successful. I really appreciated those people who had helped me to prepare for

my final demonstration.

5. What was learned about teaching?

I have to be careful in everything I do and everything I say because I am the

model of the youth. Sometimes I acted like an "IDIOT" to act as an actress or

actor just to convey pupils/students attention. As a teacher, I always do and give

my "BEST" of what I have. It is not the salary that I am looking forward and

counting the most – It is the SERVICE and DEVOTION to my craft and my

vocation that is TEACHING.

6. What improvements will I make to be more effective in class?

Everyone and everybody has his/her own flaw, own weakness, own strength,

or in short, we are created as a unique individual. In a manner of speaking,

everyone has always a room for improvement. I myself have to improve in the

many facets of my teaching. For one, I have to improve the modulation of my

voice. Sometimes I have this tendency to be monotonous in my speaking

especially when I am nervous and unconfident. Another thing is to master my

subject much, much more. There’s an instance wherein I had a lapse in one of

my teaching session in my class.

In general, my final demonstration was a complete success. I really thanked

God for the strength, knowledge and wisdom, blessing and guidance and

everything that He had showered upon me. I have overcome all the jitters, the
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pressure, the anxiety, and every apprehension that went my way. Even though I

have not had a pre-demo of sorts, I still managed to ace it – and it made my final

demo more special. I felt like a complete and fully equipped teacher after this

experience.