University of Southeastern Philippines

Obrero Campus, Davao City

A PROFESSIONAL STUDENT TEACHING PORTFOLIO Of the Experience and Activities Off-Campus Training San Roque Central Elementary School Obrero, Davao City _____________________________________ In partial Fulfillment of the Course Requirement for the Subject Educ. 11 (Student Teaching)

Presented to:

PROF. LINDY C. LULAB Practicum Supervisor

Presented by:

MS. XANDERIA M. CO BEEd 4-2 General Education March 2010

University of Southeastern Philippines
Obrero Campus, Davao City _____________________________________

A PROFESSIONAL STUDENT TEACHING PORTFOLIO Of the Experience and Activities Off-Campus Training San Roque Central Elementary School Obrero, Davao City _____________________________________ In partial Fulfillment of the Course Requirement for the Subject Educ. 11 (Student Teaching)

Presented to:

PROF. LINDY C. LULAB Practicum Supervisor

Presented by:

MS. XANDERIA M. CO BEEd 4-2 General Education

March 2010

Republic of the Philippines University of Southeastern Philippines College of Education Obrero Campus, Davao City _____________________________________________________________________________ _

APPROVAL SHEET This NARRATIVE REPORT in Practice Teaching has been approved and submitted by MS. XANDERIA M. CO, in partial fulfillment for the Degree of Bachelor Of Elementary Education has been examined and recommended for acceptance and approval.

Noted by: MRS. LUZ M. MACATANGAY Cooperating Teacher MRS. MA.GLENNA M. CADAVAS Cooperating Teacher


MRS. BELMA D. EBARDO Principal III San Roque Central Elementary School

_____________________________________________________________________________ _ Accepted and approved as partial fulfillment of the requirements for the degree of Bachelor of Elementary Education with a rating of ______________.

PROF. LINDY C. LULAB BEEd 4-2 Supervising Professor Republic of the Philippines Department of Education Region IX San Roque Central Elementary School Obrero St.,Davao City _____________________________________________________________________________ _ CERTIFICATION

This is to certify that MS. XANDERIA M. CO, a student teacher of the College of Education in the University of Southeastern Philippines, rendered her services in San Roque Central Elementary School during the school year 2009-2010.

Noted by:

MRS. LUZ M. MACATANGAY Cooperating Teacher

MRS. MA.GLENNA M. CADAVAS Cooperating Teacher



San Roque Central Elementary School Republic of the Philippines Department of Education Region IX San Roque Central Elementary School Obrero St.,Davao City _____________________________________________________________________________ _ CLEARANCE

This is to certify that MS. XANDERIA M. CO, a student teacher of the University of Southeastern Philippines has successfully completed her Off- Campus Activities at San Roque Central Elementary School and she is cleared of the properties and accountabilities of the said school, this school year 2009-2010.

Noted by:

MRS. LUZ M. MACATANGAY Cooperating Teacher

MRS. MA.GLENNA M. CADAVAS Cooperating Teacher


MRS. BELMA D. EBARDO Principal III San Roque Central Elementary School

Education is more interested with the betterment of living in a democratic atmosphere with the idea that life will be more secure and fuller through the support of the community. To achieve this goal, it is important that every member of the school staff effort to bring about harmonious relationship among themselves and between the school and the public, which is served. There is a need of functioning public relation program because the school will not achieve its goal, unless it gets the full support of its administration, teachers, pupils, parents and the whole community, in general.

As a teacher, he/she is the most important single factor in shaping public confidence in the school. It will be the teacher’s advantage to become familiar with the various aspects of public relation and the opportunities available for him to interpret the school and the community. Teachers must understood others, in their behavior and must respect its own idea and encourage their skills and abilities.

There are number of reasons why youngster chooses teaching as a career.

Perhaps, it was a childhood dream as he went along in his educational program. He came across an ideal teacher who made him realize that the teaching profession is indeed a noble profession. He may naturally be fond of children and enjoys their company. He may felt a great sense of fulfillment in his casual talk with

them; he saw the glow on their eyes while he explained to them the wonders of nature.

I would like to express my sincerest gratitude to all the people behind me to give their warmest support, without them I have nothing. First and foremost to the Almighty God the Father, for making all of these possible in spite of all the hardships and sacrifices I had encountered in the past four years course. Since I was educated, He did not let go of me, especially when my world seems to stumble, full of pains and tears and felt alone. I am so thankful to Him for the strength, wisdom, courage, guidance and blessings that He showered upon me and to my family. Without Him, I am nothing.

Since I was born, they are the one who nurtured me with unconditional love. From this time on, I am offering them all that I am now. All of my hardships and perseverance are all because of them. To my mama, papa and my brothers, who always supports me not only financially but also morally who never gets tired of giving their best in helping me to all that I need. Every step of my success is all for you. To my family, thanks a lot.

I dearly thank with gratitude our entire teachers, instructors and professors for handling us with all their strength, understanding, support and courage. You are our second parents who molded us and explaining in details how beautiful life is and how we create our becoming to be a teacher.

I would also give thanks the principal and teachers in our cooperating school during our internship for accepting us and treating us well. To my cooperating teachers who shared a lot of things and learning about life especially of becoming a teacher. Thanks for all the support you gave me during our final demonstration. And last but not the least, I would also extend my deepest, sincerest and warmest thanks to my relatives, friends and classmates. Through good and bad times we are together helping each others needs.

Help me to remember the greatness of the work Which has been given to me to do, that I work with the most precious material in the world, the mind of youth. Help me always to remember that I am making marks upon that mind which time will never rub out. 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. Give me patience with those who are slow to learn and even with those who refuse to learn. When I have to exercise discipline, help me to do so in sternness and yet in love. 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. Help me to help my students, not only to store things in their memories, but to be able to use their minds, and to think for themselves and amidst all the worries and the frustrations of my job, help me to remember that the future of the nation and of the world is in my hands.


I’m a teacher, a purveyor of truth and light I’m a teacher, I was born to improve mankind It’s my duty to enlighten the world And guide the young to the path of the Lord. I’m a teacher, I must teach what is good and right I’m a teacher, I must live what I preach in life As a model citizen of the world I must in thoughts, words and deeds be so good. In the children, I write the future In their learning, I find great joy I may never sit on a throne But I’m contented, my life is full Yes, I’m a teacher I must brave all the roaring waves In the fury of the rivers and windy seas I must climb on up the mountains and hills Where children there wait for my love and care In a mountain or in a city On an island where I may be I shall keep on bringing the light And live as teacher until I die.

I’ll live as teacher until I die.

In today’s society a good, well rounded education is what every child needs to succeed. The classroom environment, the curriculum, and the way the classroom is managed are all important factors that contribute to the quality of education that a child receives.

I truly believe that a teacher is the most important role a child comes across. The impact that a teacher makes will last a life time.

Education is diverse. Due to the various natures of knowledge and students, it is difficult to place my educational philosophy in one category. Each student is unique; curriculums vary depending on many factors. I feel that many educational philosophies are beneficial to education.

The nature of students reflects many things including heredity, home life, and society as a whole. When teaching, one must always consider the aspects that may affect the students’ nature along with the nature of knowledge.

Knowledge is both relative and absolute. Literature is an example of relative knowledge. Interpretation of books or poetry depends on the person reading the material, the place where the literature is read, and the time period in which the person is living. Science and mathematics are absolute. One plus one equals two

regardless of the time, place, or person. Acquiring knowledge, whether absolute or relative, is the purpose of education.

Public education is important to improving society and the future. Like Plato, I feel education gives people the ability to think critically instead of being blindly led by others. As a future teacher, I am idealistic in that I hope to encourage students to challenge themselves, I also hope to encourage students to continue learning throughout life, and prepare for college. To accomplish these goals, I will incorporate pragmatic methods like hands on activities through laboratory experiments and problem solving into my teaching. This also falls under experimentalism. The Socratic method of small group discussions, lecturing, and questioning will be used to help students acquire knowledge. Using many methods will help all students to understand the material presented. Discipline will play an important role in reaching my goals for the students. I plan to use pragmatic methods also in establishing rules. Students will decide the rules and punishments in a democratic method. I feel this will encourage obedience of rules. Public education should remain a top priority for everyone and continuous support of science is essential.

The responsibilities that educators have in the education field is to teach our students the basic training skills needed to be successful in the future.

For myself, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive

to their individual needs. I am such a person and will always strive to be the best educator that I can be.

Rites of Pre-Service


A. Pre- service teachers are cooperating school and should expectations:





therefore note the following

1) the

During practicum

period, pre- service teachers are expected to arrived cooperating school at a


that is expected of the other staff at the site, e.g. before flag ceremony. Likewise, departure times must consistent with what is expected of other staff. Attendance should be reflected in the daily time record or attendance logbook. 2) Pre-service teachers must ensure that they are available for school related after hour’s activities and commitments. 3) During the practicum period, absence is only allowable for valid reasons (e.g. illness) or compassionate reasons. Pre-service teachers who are absent must notify the cooperating teacher by 8:00 in the morning of absence and must also notify their TEI practicum supervisor.

4) Appropriate professional behavior requires pre-service teachers to display a cooperative attitude, be responsible, follow appropriate dress code, be punctual, respect confidentiality of information, ask questions, return borrowed resources promptly and in good condition, show initiative and generally be prepared to learn. 5) Use the cooperating school to observe, ask questions, gather data, and generally make sense of the world of teaching. 6) Meet all specified requirements, e.g. • • • • • • • Plan ahead for all teaching sessions and share written plans with cooperating teachers for at least the amount of time indicated in the guide-lines provided. Make use of improvised or self- made materials preferably those prepared in Educational Technology classes. Use appropriate strategies to assess record and report student learning. Complete written evaluations for all teaching. Employ a range of strategies for engaging in critical reflection. Compile a relevant and useful professional portfolio. Complete the entries of his/her reflection journal.

7) Become fully involved in the life of the setting and take on the full role or a teacher, including the many non teaching responsibilities. 8) Make a classroom- based research. B. TEI Requirements/ Guidelines  On Attendance to the Practicum Program 1. Practice teaching is a six unit course which requires a pre-service teacher to stay in the cooperating schools for the whole day. It is expected that the PSTs will teach a maximum of 3 hours per day for the first half of the placement, and a maximum of six hours for the second half of the placement. 2. The first week of every fielding is spent on orientation at the TEI and DepEd Schools.

3. A BEED pre-service teacher must conduct actual teaching in any elementary subjects while BSED student must teach in his/her chosen field of specialization. Pre-service teachers should be exposed to ideal as well as adverse classroom situation. 4. Actual teaching is done eight (8) of the fourteen weeks. The remaining weeks are for orientation, final evaluation and clearance or completion of requirements, attendance and job placement program of the TEI, Post conferences and Completion and submission of Practicum Portfolio. 5. A Pre-service teacher should have the opportunity to teach in his/her major/minor or field of specialization and in all other subjects and in all grade/year whenever possible. 6. Pre-service teachers are required to accomplish at least 12 actual lessons with practicum supervisor during these lessons. The lesson plan must be made and submitted ahead of time, at least two days before demonstration teaching. It should be discussed with the cooperating teacher or the practicum supervisor before actual teaching. 7. Other teaching stints may take the form of remedial and substitute teaching. 8. Beside actual teaching, the pre-service teacher undergoes additional experiences in other teaching related functions such as: structuring the classroom, preparing administering, and interpreting test, computing grades, filling up pertinent school forms, make home visits, attending curricular, and co-curricular activities, seminars and workshops. 9. The pre- service teachers is required to attend school functions and special meeting required of him or her unless s/he is required to attend classes enrolled in the TEI. S/He must fill in the daily time record regularly and correctly. In case of absences, the equivalent days are to be made up. 10. A pre-service teachers should manifest mastery of the medium of instruction. S/He has knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom. 11. A student must complete all the entries in his/her reflective journals.

12. A student must maintain a Pre-service Teachers Portfolio. The portfolio is a comprehensive and well organized record of contextual information, planning, teaching, observation, samples of assessments, sample of progress and information, personal reflection, research and resources. Many of these items are contextual so the pre-service teacher will need to make decisions about what material is relevant and useful to the student’s development as a beginning teacher.

 Dress Code and Deployment 1. Pre-service teachers should be dressed appropriately and modestly that projects professionalism reflecting the values of a teacher and institution where they belong. 2. The Pre-service teacher is expected to behave properly and appropriately at all times, in the presence of the learners, teachers, school personnel, administration, staff and parents. 3. Project the good image of the teacher by demonstrating personal qualities such as: courtesy, respect, honesty and diligence, commitment and like that.

 Culmination of the Practicum Program 1. A pre-service teacher must submit all rating sheet and evaluation forms completely filled in by the concerned school personnel. 2. S/He must finalize contents of student portfolio. 3. S/He must completely and correctly fill in various forms. 4. S/He may produce and present and/or report classroom based research. This shall be presented to a group of panelist which may include the school head. TEI, Practicum supervisor, cooperating teacher and other grade/level or department heads. (optional)

-enroll or further studies -teach in any learning institution (doctorate degree) probably - promoted to higher position outside the country (principal,superintendent)

Year 2016

June Septembe 2010

-enroll for further studies 2011 (Masteral Degree)


-teach in any learning institution -rest for a while and find a part time job(tutoring) -review for the LET exam

April 15,2010
Day Graduation

My goals for the education profession are very simple to define. After graduation, I will apply as a teacher in any institution of education. To become a better teacher, I plan to pursue a masters and doctorate degree. I feel furthering my education will only improve my teaching abilities. After 2 years, I want to teach in a government public school. As a teacher, my largest goal is to be a good teacher. I want to treat each child equally. I never want to forget what it was like to be in the shoes of my students, and use my experiences in a way that helps me teach. I want to see the spark of understanding in my student’s eyes as learning takes place. My goal is to know what I am teaching so well that it comes naturally to me and I can convey the information to the children in a way they can understand. I want to be creative and innovative.

I will be a good teacher as well as a good daughter and sister of my family. I will give them a better living especially to my parents to pay back on how they nurtured me. I will make sure that before I get married, they were satisfied of what I am giving them. I will give my very best to make my mama, papa and my brothers happy. If given a chance, I will also work abroad for an experience. I will tour my family in other places of the world. After 8 years, I will be with the man whom I loved and responsible enough to support the needs of our own family. We will have our own family business. I will give my child the right nurturing and let them grow with values just like on how I was trained by my mother. I will work hard for them to give my best in supporting their needs. And when they will have their success in life, it will already complete my life living in this world.

Reflective Journal 1 Planning and Implementation of Learning Programs

Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes. Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. I may know that the learning outcomes achieved through the students responses in different assessments that I implement. Learning outcomes should be related to the level of the learning, indicate the intended gain in knowledge and skills that a typical student will achieve and should be capable of being assessed. Student motivation is a major problem in classrooms. Many children are bored, inattentive, and unable to see much connection between schoolwork and their lives outside

classrooms. Their boredom diminishes attention, lowers achievement, and is a likely reason for dropping out of school. A teacher needs to be creative and innovative to have the student’s interest in the class. In my teaching, I really use different learning activities and I do make sure that these activities are relevant to the lesson or topic. I do consider that learning activities should be incorporated into every lesson plan at every level of schooling. Consider also that these activities can arouse and maintain student’s interest in which they will enjoy at the same time they are also learning. Creative teaching strategies can help all children succeed, even those who may not have succeeded otherwise. Yes, my lesson plans contain all essential elements. Essential components of a strong, effective lesson plan and will be on my way in achieving every my goal which is measurable student learning. 1. Objectives and Goals- The lesson's objectives must be clearly defined and in lined with district and/or state educational standards. 2. Review, drill and motivation- Before you dig into the meat of your lesson's instruction, set the stage for your students by tapping into their prior knowledge and giving the objectives a context. 3. Direct Instruction- When writing your lesson plan, this is the section where you explicitly delineate how you will present the lesson's concepts to your students. 4. Guided Practice- Under your supervision, the students are given a chance to practice and apply the skills you taught them through direct instruction. 5. Closure- In the Closure section, outline how you will wrap up the lesson by giving the lesson concepts further meaning for your students. 6. Independent Practice- Through homework assignments or other independent assignments, your students will demonstrate whether or not they absorbed the lesson's learning goals. 7. Required Materials and Equipment- Here, you determine what supplies are required to help your students achieve the stated lesson objectives.

8. Assessment and Follow-Up- The lesson doesn't end after your students complete a worksheet. The assessment section is one of the most important parts of all. Teachers need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part of the teacher, new instructional strategies such as team-based learning put the teacher more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. In any case, the goal is to establish a sound knowledge base and skill set on which students will be able to build as they are exposed to different life experiences. Good teachers can translate information, good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others.

Signature of the Pre-service Teacher:_______________________ TEI Practicum Supervisor’s Feedback: _______________________________________________________________________ _______________________________________________________________________ ______________. Strengths: _______________________________________________________________________ _______________________________________________________________________ _______________________________. Areas for Improvement: ____________________________________ _______________________________________________________________________ ______________________________. Signature of the Practicum Supervisor: _________________________

Reflective Journal 2 Using Instructional Materials

All through the period of my in internship at San Roque I really prepare instructional materials for the lesson I will deliver. I usually use words in a strip, visual aids, drawings, pictures, illustrations and real objects. I can say that I have use effectively because it supports the pupils understand the lesson easily. There is really a need to us instructional materials because it helps the pupil have a clear view and supports the pupil in understanding what the lesson is. These are helpful materials in which the children may not only keep on listening to their teacher but they can also have visual materials that will let them easily understand what is being taught.

I always do make sure that my instructional materials can arouse and sustain the interest of the learners. I also make sure that it is clear, visible and clean. Sometimes i use colored cartolinas so that pupils will not get bored of always having visual aid written in a manila paper. The importance of instructional materials in teaching are getting the attention of the students, the class is more realistic, and it gives a view point on the topic and it helps teacher to teach well as to make her lesson clear and understandable to the students. Instructional materials guide us how to learn well, and it make the students more clearly and interesting. Instructional Materials (IM) are considered to be forms of communication and must therefore be delivered in a manner that is equally effective for persons with disabilities. Communication is considered to be equally effective when it is: • • • comparable in quality to those received by students without disabilities comparable in timeliness of delivery and availability provided in a manner and medium appropriate to the significance of the message and the

abilities of the person receiving the material.

Signature of the Pre-service Teacher:_______________________ TEI Practicum Supervisor’s Feedback: _______________________________________________________________________ _______________________________________________________________________ ______________. Strengths: _______________________________________________________________________ _______________________________________________________________________ _______________________________. Areas for Improvement: ____________________________________ _______________________________________________________________________ ______________________________. Signature of the Practicum Supervisor: _________________________

Reflective Journal 3 Actual Teaching

In making my test items, I did make sure that the questions are all about the topics that have been discussed to the class. I made sure that the test items were understandable and suited to the level of my learners. I used simple words that can be easily understood by the learners’ level of understanding. Some of the problems I have encountered during test preparation is on how to produce it to all the students I am teaching since I am not yet earning money. I am also having doubts about my test questions are challenging to those fast learner and if it is too hard to those slow learner.

In catering the needs of my learners, I really encourage them their lessons ahead of my time. And before I am giving the test, I let them study the lessons even in a small time. And of course I made the instructions readable and can easily be understood.

Signature of the Pre-service Teacher:_______________________ TEI Practicum Supervisor’s Feedback: _______________________________________________________________________ _______________________________________________________________________ ______________. Strengths: _______________________________________________________________________ _______________________________________________________________________ _______________________________. Areas for Improvement: ____________________________________ _______________________________________________________________________ ______________________________. Signature of the Practicum Supervisor: _________________________ Reflective Journal 4 Test Preparation

The measures I took to make my test items clear is that I used words that can be easily understood by the learners and I’m using the simple and right terms which of course relates to the subject matter. And if the learners doesn’t have any doubts and questions about the test given to them, then probably I can assure that my test items were clear and simple. But before I have given the test to my learners, I let my cooperating teachers check the test I prepared so that they will be able to give corrections. I did make sure that my test questions are focus on the level of my learners.

The problems I have encountered during test preparation is that I’m quiet hesitant and conscious about the words or grammars I used if it is suited to the understanding of my learners. Another is that I also had the difficulty in making destructors in each item and how am I going to deliver the test in oral or written way. Also if each item is appropriate for the level of comprehension of the pupils. Signature of the Pre-service Teacher:_______________________ TEI Practicum Supervisor’s Feedback: _______________________________________________________________________ _______________________________________________________________________ ______________. Strengths: _______________________________________________________________________ _______________________________________________________________________ _______________________________. Areas for Improvement: ____________________________________ _______________________________________________________________________ ______________________________. Signature of the Practicum Supervisor: _________________________ Reflective Journal 5 Checking, Marking and Interpretation of Test Results

The types of information that can be obtain about pupil’s progress by marking the test is most importantly to know the student’s level of learning process and how they get intellectually the way the teacher teach the learners. In the case that if a lot of learners who did poorly in one subject area, basically I’m going to recall my past lesson plans and the students’ performances during the discussion and how the items implemented and how it was done. I will also do reviews every time I start and end my lesson. And of course, this situation will help me improve and develop my future teaching.

Assessment for learning should be part of effective planning of teaching and learning. A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned. The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'.

Signature of the Pre-service Teacher:_______________________ TEI Practicum Supervisor’s Feedback: _______________________________________________________________________ _______________________________________________________________________ ______________. Strengths: _______________________________________________________________________ _______________________________________________________________________ _______________________________. Areas for Improvement: ____________________________________ _______________________________________________________________________ ______________________________.

Signature of the Practicum Supervisor: _________________________

Reflective Journal 6 Self Evaluation

Practice teaching is considered as a climax of professional preparation of teachers. It is the culminating internship that engages the pre-service teachers in an extensive practicum for the actualization of the teaching-learning process equipped with the ethical standards and professional competencies. This serves as also as an avenue for further developing student teacher’s effective human relations and communication with the two significant factors in the field of teaching.

In my internship, as the time pass by, I have encountered lots of challenges in teaching especially with the attitudes of the learners. I can observe that at first they were very obedient and quiet but then by and by they are becoming noisy and just putting me under. And I found the problem is that I am too friendly and too kind with them that’s why sometimes they can underestimate me. In handling students behavioural problems, we teachers should be flexible enough in understanding the differences and attitudes of each student. We should also be aware about the different factors affecting the students’ personality. As a teacher, you should also show sympathy and listen about the things they will tell on you. Another is that i also had problem about dealing the students’ abilities. I really have adjustments in handling them in terms of my teaching strategies that I will apply. Another is that how will I be able to cater the needs of my students. Moreover, I am very thankful that i have a good relationship with my cooperating teachers in which they always keep on giving me reminders, suggestions and lesson about teaching. It is very a big help that my mentors give me advices and with that I can learn with them. Asking and accepting comments from the learners will also help me improve and become a good teacher. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class do and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.

Signature of the Pre-service Teacher:_______________________

TEI Practicum Supervisor’s Feedback: _______________________________________________________________________ _______________________________________________________________________ ______________. Strengths: _______________________________________________________________________ _______________________________________________________________________ _______________________________. Areas for Improvement: ____________________________________ _______________________________________________________________________ ______________________________. Signature of the Practicum Supervisor: _________________________

November 26, 2009 (Thursday) EXCITED!!!!!...Today was our deployment day in our assigned school and I was assigned to have my internship at San Roque Central Elementary School which is my alma mater. With us is a letter of confirmation for the deployment which contains the list of names of the BEEd practice teachers assigned in their school. Right after we are gathered, we went inside the principal’s office of SRCES to meet Mrs. Belma D. Ebardo, the school principal. She introduced herself first before giving us an orientation and overview about our internship in their school. We were oriented about the rules and regulations of the school and everything important we need to know. After being oriented, she then assigned us to our respective cooperating teachers. I was assigned to Mrs. Luz M. Macatangay, a grade 5 teacher. I’m so glad that I was assigned to my former science teacher when I was in grade 5 also in San Roque. She only teaches science subject in 6 sections of grade 5. We then talked

and she gave me inspirational thoughts about teaching. But the first thing that she asked me is that why did I choose being a teacher? , and I answered her that I was inspired by my teachers like her. Though I keep on hearing that nobody became rich in teaching profession, but still for me it doesn’t matter how much a teacher earns because I prefer with the quality not the quantity. “A teacher affects eternity; he can never tell where his influence stops.”

November 27, 2009 (Friday) FIRST DAY!!!!!... Today I came to school early because this was our first day of staying with our assigned class. I attended the flag ceremony with the pupils of Grade V- Laurel, the advisory class of my cooperating teacher. After the flag ceremony, we then went inside our respective classroom and go on with the class. Before Mrs. Macatangay started her lesson, she introduced me to the class and told them that I was one of her former Grade V student in section I. I saw gladness in the faces of the pupils because they were proud also that I was once like them studying in San Roque. For this day, Mrs. Macatangay let me go with her as she was having her class with different sections. She told me to familiarize the pupils and observe their attitudes and manner. My CT is teaching science in 6 sections in grade 5 and each session is 1 hour. This tells me that I will also be teaching 5 sections in the morning and 1 section in the afternoon in Grade 5. In my observation, I found different personalities which tell that “No two men ever had the same personality because each of us has its own uniqueness”.

November 30, 2009 (Monday) We don’t have a class today because it is a national holiday in celebration of Bonifacio Day. I took a rest at home and prepared materials that I may need in teaching.

December 1, 2009 (Tuesday)

I was already in school before 6:44 in the morning and when I came in the classroom, my CT was already there. I attempted to sweep the floor but then Mrs.Macatangay didn’t allow me. She told me that my students were already in grade 5 and not in grade 1, so better let them do the things that they can do. Today I have learned that if you were assigned in higher grades (grade 4-6), you should not treat your pupils like a baby or a kid. Remember that these children have already the ability to do things with their own. Don’t show them as if you were serving them as what a servant does. Let them learn to do things with their own effort like cleaning and classroom management. They may not only do this inside the classroom but also they can apply it with the outside world especially in their own home. I thought I will still have the observation but then my CT let me teach on the spot. I was not prepared and she let me teach in 2 sections. At first I was shocked and felt nervousness. I did not study about the topic to be discuss, however, I was able to deliver it through my prior knowledge. But then, later on, I was able to overcome it in delivering the lesson with the use of my awareness and prior knowledge. “In the end, you’re measured not by how much you undertake, but by what you finally accomplish” My CT gave me a topic to prepare because I will be the one to have the class discussion tomorrow.

December 2, 2009 (Wednesday) I punched in my bandy card at exactly 6:28 in the morning. And when I came in the classroom, my CT told me to occupy the table beside her. She was writing her lesson plan then and later on, she let me write some visual aids about the topic she will be going to discuss. I really love writing so I gladly did her favor and then she told me that she likes my handwriting. I was flattered especially when she said that I will really be a teacher. And it struck ed me most when she said those words that I was right with my decision of becoming a teacher. I was really encouraged to do well about this profession. I told myself, “I love teaching! I will be a teacher!” This day, Mrs. Macatangay only let me stay inside the classroom of her advisory because she will only conduct an activity in her class. So I just stayed inside the classroom and I had the chance to start knowing each of my students in my advisory class. I got along with them and I let each of them introduce their self to familiarize their faces as well as their names.

At first, they were kind of hesitant to get along with me, but later on, we felt comfortable with each other. I have learned that you should really get along with your learners to be able to know some of their backgrounds and get their relationship with you.

December 3, 2009 (Thursday) “Ability is nothing without opportunity” Wheew! I thought I will come late in school because I felt butterflies in my stomach. Better that I was able to overcome with it and I came in to school at 6:28 in the morning. I presented my lesson plan to Mrs. Macatangay before I started my teaching. I also did prepare instructional materials that will be used to support me about the lesson. She checked my lesson plan and I was confident that I only have few corrections. My lesson plan serves as a guide and to make my teaching with direction. I only followed the flow of my lesson based from my lesson plan. My instructional materials were also well-prepared and I also included learning activities. My CT let me teach consecutively in 6 classes that she handles. I’m running out of saliva until with the 5th section in the morning session. She stayed at the back while I was teaching to observe on how I deliver the lesson and to give comments or suggestions about on how I presented the lesson that I presented. Before I started my first actual teaching I prayed to the Lord to guide give me courage and strength to have patience and self-confidence during the class. My CT left alone in the afternoon because she has an important matter to do outside the campus. And so I had also my teaching with the afternoon class. Before she left me, I asked her of what will be my topic for tomorrow. Today I have learned that it is really very important to have a lesson plan first before implementing and presenting the lesson to the class. As well as instructional materials to be used should also be well prepared and presentable this should of course be related with the topic most especially with the activities that you will prepare.

December 4, 2009 (Friday)

“Confidence is a plant of slow growth in an aged bosom.” Before I left home, I made sure that I have prepared all the things I needed for today’s discussion. I also checked my lesson plan and my instructional materials. I arrived in school at 6:27 in the morning. I am now walking with confidence and preparedness because I have all the armors for teaching. I can now also present the lesson with a good communication with the pupils because we are starting getting to know each other with my pupils in different sections. I was relaxed in presenting and with the discussion to the class. We felt comfortable between the learners and me. Though there are times that the pupils are starting to be noisy, but as a teacher I need to discipline them and they also obeyed.

December 7, 2009 (Monday) Teachers Day!!!!! In respect with the celebration for our teachers, I bought a present for my cooperating teacher Mrs. Macatangay. And of course, we also have our gift for our dear cooperating principal Mrs. Ebardo. There was a mass held before having the teacher’s day program. Right after the program, we gave our own presents to our respective cooperating teachers. As well as with the other teachers of SRCES, we greeted them with a smile. I was shocked when there are some students who gave me something and greeted me happy teachers day. I never thought that students will treat me as a teacher already. And then I came to realize that children were very thoughtful especially to teachers. The day ends with happiness and joyfulness in my heart.

December 8, 2009 (Tuesday) While teaching, I’m also learning… It’s a regular class again. I came so early today because I am practicing myself to come early in school every day. The topic of my CT was all about “Lever”, one of the simple machines. She was the one who did the teaching in all 5 sections. While she was teaching, I was also sitting at the back and listens to the discussion. I took down notes about the lesson because I was interested to learn again about it. Later on, Mrs. Macatangay talked with me. She observed that I was also like the pupils who listens and taking down notes about her discussion. The she asked me if I have still remembered that we had also discussed it when I was once her student in grade 5. The truth is that I have remembered the days when we had the discussion about the topics and lessons like this one. I can remember that we made projects, outputs and activities about it. In our conversation, I can’t forget her lines that, “You know what Xan, in teaching you are not only imparting and discuss the lessons found in the book but at the same time you are also learning. You also need to teach that comes from the heart. In teaching, you will not just rely on the book but you can mix up the conversation with things out from the topic but not too much. You can also add about your experiences which relates to the topic.” And so today, I have learned that, “To teach is to learn twice.”

December 9, 2009 (Wednesday) Early in the morning, I received a message from my cooperating teacher and said that she will be absent today because she had a fever. So I hurried up, pack my things and went to San Roque to manage the class advisory of my CT. I came in at 6:22 a.m and I immediately went to our classroom. I let the pupils join the flag ceremony and let the cleaners stay inside the classroom to clean. The lesson I have discussed this day was still all about levers. We have tackled about the parts and classes of levers. I brought real objects of levers to be used in presenting the lesson. My activity was all about choosing any of the objects I brought the pupil will identify each part of the lever and classifying it. Students were very interested about our activity. They were very active and participative during our discussion. I’m so happy that I have used an effective learning activity today in which I saw that my pupils were able to understand the lesson clearly.

December 10, 2009 (Thursday) I was still the class adviser today for the mean time since my CT was not around again. Same as what I have observed of what Mrs. Macatangay does for her students, I let them clean the classroom and told them to maintain the cleanliness of their classroom to a have a place conducive for learning. In teaching I always wear a smile so that pupils will not be bored in listening and looking at me. I do make sure that sometime I can make them laugh with my little jokes. but of course, I always make sure that they can really understand what am I teaching and what was our discussion all about. “Men are more mindful of wrongs than of benefits.” I was always conscious about my grammars in speaking because if feels so bashful if pupils will correct me especially about my grammar. I talk not too fast, not too slow. I always talk in a gentle and kind way.

December 11, 2009 (Friday) “Kind words are the music of the world.” Eventhough I had a doubt about why my CT was absent again, still I enjoyed having a class with the pupils. I was persuaded to have the lesson and discussion because I came to realized that I now loved Science subject in which I am learning again while I was preparing and studied the topic. I can also learn from the pupils by their own different ideas. Though there are some pupils who are really stubborn and hard-headed, still I controlled myself not to show temper and stayed calm in telling them to keep quite. They respected me and they cooperate during our discussion. I have prepared and gave students learning activities and I found out that they were very interested in having an activity because they only perform an activity often. That’s why they were very excited and alert in doing the activity. You can teach a student a lesson for a day, but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.

December 14, 2009 (Monday) Finally my cooperating teacher was here! She had a lot of sharing of experiences of what she and her daughter did with their out of town activity. This was the time that she told me the truth of where she has been and why she was absent for 2 days and a half. She told me that they went to Manila with the reason that she promised her daughter to have a trip after graduation. She shared a lot of exciting experiences and discoveries during their trip. I never knew that she was absent because of it, I thought she had a very important matter to. But then, I had no regrets that she left me all alone with my teaching because the experience that I have was very big help in making me learn and realize what is teaching all about. Teaching is not merely teaching. You have a lot of things to do with your learners aside from teaching. With the experience also, I had many realizations and conclusions of being a teacher. We must view young people not as empty bottles to be filled, but as candles to be lit. I always get worried everytime I cannot measure that the students understood our lesson. I always want to make sure that each of them understand and of course learn of what was our lesson all about.

I never thought that last fridaty was already my last chance to teach in Grade 5.

December 15, 2009 (Tuesday)

This day was a break for me because Mrs. Macatangay was the one who hjad all the teaching in all classes. I was just assisting her in bringing the materials for her discussion. T he topic for today was all about the screw, the last kind of simple machine. After the discussion of each class, she let the pupils take the chapter test which was all about simple machines, my lesson when she was not around. I was so nervous and worried for what will be the outcome and result of the pupils’ scores in the chapter test.

Luckily, only few got low scores and many got high. But still I was not contented with it because I wanted that all of them will get high score.

December 16, 2009 (Wednesday) Early in the morning we practiced our dance number to be presented in the School Christmas program.. We really made sure that our presentation will be presented well so we really prepared for it. The program starts at around 8:30 with a doxology presented by the selected pupils of San Roque. The presentations were arranged by Grade level. We got excited when it was already us who will present in the stage. It is quiet overwhelming and flattering because students were cheering and yelling with us. They seem to be happy seeing their student teachers on the stage. My former teachers were also smiling at me in which I saw gladness in their faces and remembering the days when I was once their student dancing on the stage in every event in the school. I’m so happy for they can still remember who I am.

December 17, 2009 (Thursday)

Classroom Christmas Party!!!! I was the assigned to organize the program for the Grade V-Laurel Christmas party. I came early before the students will arrive because I was preparing for the materials for the games and classroom arrangement. Mrs. Macatangay was the one arranged and preparation of the food. We had a lot of games that I planned and I made sure that all of them will enjoy. Though we don’t have really a lot of foods but still we are happy because each of us enjoyed the party. I was also very happy because I received Christmas gifts from my pupils. Those little things means a lot to me. I will value all of those gifts I received. My cooperating teacher, Mrs. Macatangay, also gave me a gift in which I was so shy to receive it but I accepted it. I love what she gave to me. Its’s a t-shirt she bought from Tagaytay just for me.

I was so tired that morning. Right after the party, I helped in cleaning the room and wave goodbye to my CT because in the afternoon was our schedule for the pictorial for our yearbook.

December 18, 2009 (Friday)

San Roque’s Teachers Party! We don’t have a class because the teachers of San Roque Central Elementary School are having their teacher’s party. I took a rest at home and took a relaxation for all the stress I have during classes. Christmas vacation starts and classes will resume on January 4, 2010.

January 4, 2010 (Monday)

Happy New Year class!!!! Welcome 2010!!! We started our new year’s first day class by having a general cleaning in our classroom. It was very dusty and dirty. With the pupils and my CT, we cleaned up the classroom. We swept and scrubbed the floor, watered the plants and took away the Christmas decorations. Though some of the teachers did not have their class in our section, still my cooperating teachers roamed around and still have the class. all she did was to let the students compute their scores of their quizzes, assignments and chapter test all about simple machines. My cooperating teacher gave me a topic to be discuss tomorrow which is all about “Rocks”.

January 5, 2010 (Tuesday) I was the one tasked to discuss the introduction of the lesson about rocks. Before I introduced the new lesson, I conducted an activity as a review from their past lesson. I wanted to know if they have still remembered what we talked about last year. Then, it’s a good result because I can say that they have understood what am I teaching. I let the pupils do the activities I have prepared for them. The first one was a group activity and the other one is an individual activity. I did make sure that the students will get busy to minimize the noise in the class and to minimize also the stress to myself.

January 6, 2010 (Wednesday)

Today, I have realized that I should always be ready with everything especially in studying about the next lesson of the class. As what already happened, my cooperating teacher texted me before I went to school that she will be absent because she has to attend an important matter. I was not really prepared for the nest lesson because I thought that she will be the one to teach today. What I did is that I easily went to school very early and used my time in reading and studying about the topic for today. I directly made a lesson plan right after I have read the topic so that I can use it as my guide and to have direction of my teaching. I was thankful at the end of the day because I know that God has guided me throughout the day in which I was able to handle the classes. Thanks God!

January 7, 2010 (Thursday)

This was my last day spending time and classes with my Grade 5 pupils. Mrs. Macatangay let me stay in our classroom because it was very hot outside. She said that I should take a rest and relax because I’m the one who do the teaching last week. So I just stayed in the classroom and to keep me busy, I transferred my lesson plan in a lesson plan notebook. I felt sadness when I thought of waving goodbye to my pupils in grade 5. I was touched when some of them were saying that they don’t want me to be replaced. I was deeply touched by love and care to me. Some were very thoughtful that they keep on embracing me and hugging me. Actually I was about to cry but then I controlled myself on not to cry. I told the students to keep up the good work and to keep on studying hard. I told them that someday you will also be like me, preparing for a new chapter of life. I encouraged my pupils to pursue their studies and to keep reaching their goals. They told me that they will never forget me and the memories that we shared will remain forever. “Teaching is leaving a vestige of one self in the development of another. And surely the student is a bank where you can deposit your most precious treasures.”

January 8, 2010 (Friday)

Happy birthday Ma’am Bea!!! The school had a mass early in the morning for the celebration of Mrs. Belma D. Ebardo’s birthday. All the teachers and students of San Roque attended the mass and the program. Teachers prepared something which surprised Ma’am Bea. Today was also our schedule of shifting and I was assigned in grade 4. My new cooperating teacher was Mrs. Glenna M. Cadavas, a grade 4 section 1 adviser. She was also my teacher and adviser in my grade 4. I already know her attitude, the do’s and don’ts of Ma’am Glenna. She was my idol and inspiration especially when it comes to discipline. She really trains her student to be responsible and a good student, just like me. I really like her for she is not strict but she limits her relationship between the students and parents. I really can’t forget the memories I had with her and my classmates in grade 4. I said to myself that I’m lucky that I was assigned to Ma’am Cadavas.

We did not have our formal shifting because of the program but instead we used our day having our last bonding with my students in grade 5 and with my CT, Ma’am Luz. I also thank Mrs. Macatangay for accepting me and treating me well during my internship with her. I told her that I learned a lot from a short span of time with her class and I now loved SCIENCE!!!!!.. =) “Who dares to teach must never cease to learn”

January 11, 2010 (Monday)

It was my first day to meet the new grade level of pupils that I will handle the grade 4. So I woke very early so that I can also be early in coming to school. As I was about to leave the house, someone called me in my phone. I was shocked when I knew it was Ma’am Glenna and she told me that she will be absent today. I got tongue tied and all I said was yes ma’am!. She gave me all the instructions of what am I going to do today with the pupils. She told me all the activities that I will be giving to the pupils to keep them busy. When I arrived in school at 6:10 a.m and I directly went to the Grade 4 section 1 classroom which is just beside the principal’s office. The pupils were wondering and shocked when they saw me. They kept on asking if why Ma’am Cadavas was not around . Then I told them that I am their adviser today. I taught English subject in the first 4 sections in the morning. Then after that 4 classes, I have be with them again for their HeKaSi subject. I have 5 sessions in the morning and 2 sessions in the afternoon. I did felt nervousness anymore when I talked and approached the grade 4 students. At the end of the day, I learn how to be more responsible for the things accounted to me. It’s a great accomplishment that I finished the day productively.

January 12, 2010 (Tuesday)

Late in the evening yesterday, my cooperating teacher called me at home and told me that she will not be around until Friday for she has to take a rest

advised by the doctor. Today was supposed to be my actual demonstration to be observed by her, but unfortunately she was not there to observe my teaching. We discussed all about verb in the simple present tense. I presented the lesson and I did the teaching without my cooperating teacher. At first, the pupils were hesitant to approach me but then later on they had the confidence to talk with me. I also talked with them kindly and gently.

January 13, 2010 (Wednesday)

We had our second day of discussion all about verbs in simple present tense. We continued the lesson and had further explanation with it so that the pupils will really understand the topic. I prepared activities for them in connection with our lesson. They showed interest in doing the activity which made me happy. It is really very important to prepare a lot of learning activities which of course suits the level of your pupils and with connection with the lesson discussed. A teacher really needs to be resourceful and flexible to cater the needs of the pupils. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.

January 14, 2010 (Thursday)

I gave many activities to the pupils today. The first activity was done by group. The students enjoyed in making it and in presenting it. This is very important - good teaching is about humor. It's about being selfdeprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.

January 15, 2010 (Friday)

This was my fifth day in teaching grade 4 classes of Mrs. Cadavas. Some were starting to show off of who really they are. I slowly observed the different personality and attitudes of my pupils. Some were becoming unruly in which they really don’t want to listen to me instead they kept on playing during my time. They were just underestimating me because I was not really their teacher instead I was just a practice teacher. There were times that I seem of giving up but then I warned myself that it is not the time to give up instead it’s the time to rise and stand up. I’m always reminding myself that I can do anything in this world if I am prepared to take the consequences.

January 18, 2010 (Monday)

Today I only gave activities to my students about the topic yesterday since we are busy preparing for the PHIL IRRI tomorrow. The teachers’ were busy preparing for the materials to be used for tomorrow activity. And for that reason we interns were requested by our cooperating teachers to assist them. Another thing that was talked about this day is the students’ performance about last the 3rd periodical examination the teachers’ were also busy computing the grades of the students. So what I did is follow what was instructed to me by Mrs. Gumapac. The day is tiring for me but I learned things that will really help me to cope up the profession I chose to walk through out my life. I learned how to be cooperative and to listen not only to the favors that was asked by my cooperating teacher but also to lend ear for the advices imparted to me.

January 19, 2010 (Tuesday)

Time and time, I find it hard when it comes in having discipline with my students. There were becoming unruly but I don’t mind it. I am still optimistic in handling them in a kind attitude. "Life at any time can become difficult: life at any time can become easy. It all depends upon how one adjusts oneself to life."

January 20, 2010 (Wednesday) Today, we were busy preparing for the PHIL IRRI tomorrow. The teachers’ were busy preparing for the materials to be used for tomorrow’s activity. And for that reason we interns were requested by our cooperating teachers to assist them. Another thing that was talked about this day is the students’ performance about last the 3rd periodical examination the teachers’ were also busy computing the grades of the students. The day is tiring for me but I learned things that will really help me to cope up the profession I chose to walk through out my life. I learned how to be cooperative and to listen not only to the favors that was asked by my cooperating teacher but also to lend ear for the advices imparted to me. "Events will take their course, it is no good of being angry at them; he is happiest who wisely turns them to the best account."

January 21, 2010 (Thursday)

The PHIL IRRI had started. The activities are silent reading and oral reading. Mrs. Cadavas was the one who examined the performance of the pupil through listening in the students’ way of reading if they are either fast reader or slow reader. The tasked given to me by Maám Cadavas to make the work easier and faster was she let me compute the performance and rate what she had examined from the child.

I enjoyed the task given to me. With the hands helping and working together, we were able to finish the oral activity in just one day. Some of the classes were not able to finish it with just this day, but us, we did it. At the end of the class, as what we always do, Mrs. Cadavas shared experiences in life. She always gives me lessons in life which really struck me most.

January 22, 2010 (Friday)

For this day, we continued the PHIL IRRI activity which was the silent reading. Fortunately, the class had a complete attendance which also made a good factor in accomplishing the activity faster. Out from the two days we conducted the PHIL IIRI , I learned how to understand my students’ different skills in reading especially their weakness when it comes to comprehension and retention of what they were reading. We all then gathered the data and checked its corresponding rating with the child’s performance. The submission of teachers report about PHIL IRRI was scheduled on Monday, but Mrs. Cadavas submitted her report ahead of time to avoid cramming. "What was really needed was a fundamental change in our attitude toward life. We had to learn ourselves and, furthermore, we had to teach the despairing men, that it did not really matter what we expected from life, but rather what life expected from us."

January 25, 2010 (Monday)

I really appreciate learners who are willing to learn and explore new things. They were the one who inspired me in doing well my teaching career. Eventhough there were hard-headed students, still I am not discouraged by it instead it challenges me and teaches me on how to have a strong personality.

"If things are not going well with you, begin your effort at correcting the situation by carefully examining the service you are rendering, and especially the spirit in which you are rendering it."

January 26, 2010 (Tuesday)

The objective of today’s lesson is to let the students have more handson experience or a kind of approached that is practical. And, for them to understand more the lesson that has been discussed last meeting. Experience really is the best teacher ever. It is very helpful in which we will be able to share it to the class which is of course related with your lesson.

January 27, 2010 (Wednesday)

Today, I demonstrated a lesson in English about Using the Past Form of Irregular Verbs. It has been a very good day for me because the teaching of the lesson went out really fine. All sections in grade four under Mrs.Cadavas were very participative and active. Though few were unruly, still I had made my lesson very successful.

January 28, 2010 (Thursday)

I am now very enlightened of pursuing my career as a teacher because everytime I do teaching, it seems to show that I am getting the momentum in my lessons which are a good sign that I am prepared to become teacher. It is much fulfilling if you can see your students willingness and the urge to really learn from you.

January 29, 2010 (Friday)

All the student teachers of the University of Southeastern Philippines had a general assembly at USeP Social Hall. The discussion was all about the updates of our internship. We also talked about on how to make the action research. Moreover, with our internship at SRCES, we requested Mr. Rivera that we will join their activity of Boy Scouts. It will be part of our extra-curricular exposure.

February 1, 2010 (Monday)

For today’s lesson, we discussed all about the Present tense of Regular Verbs. I like it everytime Mrs. Cadavas let me teach or have the discussion. I prefer teaching than just sitting at the back of the class doing nothing. I better do the teaching which I know helped me in improving my skills especially talking in public or facing different people. I was so happy that we had this practice teaching or internship for it let me have the exposure to in facing and communicating with children.

February 2, 2010 (Tuesday)

We continued the class discussion about Using Present Tense of Regular Verbs and I just added new different learning activities in application of our lesson. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.

February 3, 2010 (Wednesday)

Today, I demonstrated a lesson in English about Using the Past Form of Irregular Verbs. It has been a very good day for me because the teaching of the lesson went out really fine. All sections in grade four under Mrs.Cadavas were very participative and active. Though few were unruly, still I had made my lesson very successful.

My cooperating teacher was very busy these days because she had a lot of tasks to do. So, I was the one who did all the teaching in all her classes. In my advisory, we used or time in letting the pupils practice for their class presentation in HEKASI. "“It is our attitude at the beginning of a difficult task which, more than anything else, will affect its successful outcome.”

February 4, 2010 (Thursday)

We, the student teachers of USeP attended the seminar about Career symposium. There were guests speakers who presented some information to us and

shared or imparted us some knowledge in the world of working. It was a very good seminar because it helps us to be aware in everything in the field that we will be after graduating. There was also an open forum at the last part of the symposium in which we were given the chance to raise questions about what do we want to know. The part of the said symposium I liked was when the discussion all about job application. There were tips informed to us on what to do if you apply for any job. It was a successful one because we learned a lot from it. "Finish each day and be done with it. You have done what you could. Some blunders and absurdities no doubt crept in; forget them as soon as you can. Tomorrow is a new day; begin it well and serenely and with too high a spirit to be cumbered with your old nonsense."

February 5, 2010 (Friday)

Today, there was a job fair held at USeP social hall. I was not able to attend or got to chance to apply for the jobs being offered because I was conducting my class at San Roque. I taught about Future Tense of the Verb in English. In HeKaSi, Mrs. Cadavas was the one who took charge of the class. "Any fact facing us is not as important as our attitude toward it, for that determines our success or failure. The way you thing about a fact may defeat you before you ever do anything about it. You are overcome by the fact because you think you are."

February 8, 2010 (Monday)

So excited!!!! My instructional materials especially my lesson plan were already well prepared and ready for my final demonstration. I’m so happy that my cooperating teacher was very supportive who always keep on reminding me about the things I needed for my demo.

She was the one who allowed me to have a pre-demo about my lesson, but I did not conduct it to the class where I will have my final demo. I conducted it in 2 sections. The reason why Ma’am let me have a pre-demo so that she will be able to know the flow of my lesson and on how do I deliver it. There were comments and suggestions raised by my CT about my presentation. I heartily and willingly accepted it because I know that it was also for my goodness and benefit. It also helped me in improving to have a successful demonstration.

February 9, 2010 (Tuesday)

This is it!!!!!!!! Before I left home, I prayed and asked God to guide me through all the day especially during the presentation of my final demo. I asked Him to bless me strength, calmness, direction and patience. Before the day, I took a rest and relaxation and made sure that all I needed were already prepared. I was so happy that the practicum supervisor who sits in with my demo is Mrs. Valiente. I’m so confident that she will going to fail me. During my final demonstration, I never felt any nervousness and shaking. Usually when I am having an observe demo, I can feel butterflies in my stomach, but then with this, I never felt any. I was armored by the courage, strength and patience I asked from GOD. Before the day, I took a rest and relaxation and made sure that all the I needed were already prepared. At the end of the day, I was contented and fulfilled with the achievement I had this day. I thank all my students for all the support they gave to me. They showed a good performance which was one of the points I considered of having a successful final demonstration. “Success, like happiness, is more than a destination – it is a venture; more than an achievement it is an attitude.”

February 10, 2010 (Wednesday)

It was the day after final demonstration and feels so blessed because nobody from Team San Roque required for a re-demonstration and I know that we don’t deserve it for we really did our best in delivering our demonstration. Moving on, we prepared for the letterings of the “King and Queen of Hearts,” for the Valentines Celebration Program of San Roque Central Elementary School.

"Ability is what you're capable of doing. Motivation determines what you do. Attitude determines how well you do it."

February 11, 2010 (Thursday)

Today, we just continued the preparation for the Valentines Celebration of San Roque. But we did not miss the classes which was still regular.

February 12, 2010 (Friday)

Happy Valentine’s Day! Today, we celebrated the Happy Hearts Day. In the afternoon, the school held a program entitled “King and Queen of Hearts 2010.” The event was prestigious because prominent people came since they were invited as the Guests of Honor. One of those prominent people was none other than the City Mayor Rodrigo R. Duterte. The crowned King and Queen were given the opportunity to have a

pictorial with our beloved Mayor Rody. The program was very beautiful and it ended well and peacefully. It was a successful one.

February 15, 2010 (Monday)

Today I was tasked to have the discussion all about comparing adjectives. I prepared the instructional materials needed for the class discussion. I also prepared activities in connection with the topic. And I’m so happy that the students enjoyed our discussion especially during the activities they have done. They were participative today and active which encouraged me to do well with the delivery of the lesson. You cannot tailor make the situations in life, but you can tailor make the attitudes to fit those situations before they arise.

February 16, 2010 (Tuesday)

Ma’am Cadavas instructed me to just continue the discussion about comparing adjectives. After the review and explanations, I let the pupils answer the activities found in the book. I have realized that I am improving with my teaching. I am now using more strategies in teaching and most especially I do not anymore rush in preparing instead I always make sure that I had prepared all the things I need ahead of time.

"Persistence gives confidence and continued right mental attitude followed by consistent action will bring success. When you have that knowing inside of you, fear has vanished and the obstruction to a life of all good removed."

February 17, 2010 (Wednesday)

There was a mass in the morning at San Roque because it was Ash Wednesday. I was supposed to give seat works to my class. However, because of the mass, it was pre-empted. After the mass, the class was also postponed because of an Earthquake drill which was simulated by the pupils. It was in accordance with the City’s Advocacy on Calamity awareness. It was assessed by the City Emergency unit or 911. In the afternoon, the classes resumed.

February 18, 2010 (Thursday)

I punched in my bandy card at exactly 6:29 in the morning. I hurried up and entered our classroom. I directly asked Ma’am Cadavas if I would be the one having the class today. Then she said that for the first 3 sections, I will be the one to have the discussion of the topic. She told me to call her if ever there are problems I will meet.

February 19, 2010 (Friday) Thanks God it’s Friday!!!! I’m happy that today is the last day of the week where I can sleep early and can wake up late the day after. Same with the routine yesterday, I was the one tasked to do the teaching in the first 3 sections, then after, my ct took charge the class. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row

and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

February 22, 2010 (Monday)

Today is a special holiday since it was the day for every Filipinos in celebrating from being freed from Martial law. There are no classes today. But I still made sure that do something meaningful despite the day’s break. I started compiling the components for our professional portfolio.

February 23, 2010 (Tuesday)

Pupils were very hyperactive especially when I’m having a class. Some pupils especially the boys and slow learners do not pay attention with my discussion. I feel do annoyed and makes my temper high. It hurts too much everytime you give your very best to something but still you fail. I had given all my best to discipline the learners, yet it has no effect to them. I therefore concluded that there is really a big difference between the children nowadays and from the past. During my elementary year, I could remember that once our teacher keeps quiet, it simply means that we should stop talking. One word is enough for us. But now, even if you keep on scolding them, they simply listens to your words but did not put it in their minds.

February 24, 2010\ (Wednesday)

I came in to school at exactly 6:26 in the morning. My CT was busy for she has a lot of things to do. She was a teacher as well as the school photographer. She was busy taking photos with all grade 6 pupils of San Roque who will be graduating this school year. She gave instructional materials about the topic adverbs then I was the one who conducted the class discussion. I explained and reviewed the class about adverbs then I gave them activities to be answered right after the discussions. In HeKaSi I let them read the topic for the day and gave them an activity. We also conducted our community outreach at barangay 18-B. We had our outreach and feeding program to the children residing at Barangay 18-B. We prepared a program and prizes for the games that we had for the children.

February 25, 2010 (Thursday)

Thank God it’s Friday!!! I was then assisting my cooperating teacher in the things she needed. She asked me to have the class in some sections as she was having things to do. Instructional materials for the topic and all the instructions of the things I would do for the class were all given to me.

February 26, 2010 (Friday)

Today, we the USeP interns were excused from our classes because we were tasked to assist in the preparation for the Alumni Homecoming dubbed “A WALK TO REMEMBER.” Mrs. Jean Leonar was the one who requested us to help in the preparation of the big event which was the very first time to happen since then.

I will be also part of this event because I was one of the products and a graduate of San Roque Central Elementary School. It was a great honor for us since it was the first time that the school will be having its reunion. We made sure that we really worked for it so that we will be also part of the success of the event. We really did our very best in the first ever homecoming to be prestigious. But the fun doesn’t stop here. Tomorrow is the big day. We are so excited to meet the people and the alumni of San Roque. We were assigned to assist everything to be needed for the said event. I was tasked in the registration section. Me, myself was even excited with the big event because I am very excited to meet my former classmates in my alma mater, not only my classmates but also my teachers and mentors who inspired me.

March 1, 2010 (Monday)

The San Roque team made a request from the school to excused in 3 days for the making of our portfolio. Mrs. Ebardo, SRCES principal approved the letter that’s why we were formally excused from the school. We requested a 3-days leave for the completion of our portfolio. I had already told my cooperating teacher about it so she already knew it in advance. However I still went to school for pictorial purposes and for some important matters that is still relevant for our final project. I let my CT signed some documents to be included of the said project.

March 2, 2010 (Tuesday)

Today was our second day of being excused but still we reported at SRCES for some unfinished business. Some of these businesses are taking photos. I and one of my co-intern Reziel took a photo with the school principal which is also helpful in accomplishing our project for our documentation. It was so tiring today because we really had overtime for our portfolio making but I know in a few weeks our agony will be lessened since the graduation day is fast approaching. We can then take a rest after doing this one.

March 3, 2010(Wednesday)

It was our last day for being excused from SRCES, but still I wasn’t able to finish my work. I found a hard time in finishing my portfolio because I don’t have any technology to be used and I don’t also have enough money to have it in an internet café. So I decided to double my energy and power to make it successfully and also to sustain my strength. Fortunately, I have a friend, Reziel, who shared her laptop to me and through it I was able to do my things. I learned how to be more dedicated and do the things I need to do to accomplish it ahead from the deadline.

March 4, 2010 (Thursday)

I reported to SRCES this day since our regular duties resumed. My cooperating teacher only let me checked the formal themes of the pupils. And I’ve realized that its not an easy task because you have to correct the words used and grammar check. While Mrs. Cadavas was having her class to different sections, I just stayed inside our classroom. Mrs. Cadavas keeps on asking about what more do I need for my requirements. So without hesitation, I told her everything I needed. I also asked some information and suggestion of the things I should do. I’m So lucky that I was assigned to a cooperating teacher like Maam Cadavas who is thoughtful and kind.

March 5, 2010 (Friday)

Today was the National Achievement Test of grade 6. The grade 4 section one has no class because our room was used by the examiners. However, I still reported in the school though Mrs. Cadavas was not around. Actually she told me that it will be okay if I will not report in school, but I preferred to stay I school rather than staying at home. What I did was I checked the formal theme notebooks that were task for me to do. The day ended successfully!!! "To Achieve Your Dreams Remember Your ABC's Avoid negative sources, people, places, things and habits. Believe in yourself. Consider things from every angle. Don't give up and don't give in. Enjoy life today, yesterday is gone, and tomorrow may never come. Family and friends are hidden treasures, seek them and enjoy their riches. Give more than you planned to. Hang on to your dreams. Ignore those who try to discourage you. Just do it. Keep trying no matter how hard it seems, it will get easier. Love yourself first and most. Make it happen. Never lie, cheat or steal, always strike a fair deal. Open your eyes and see things as they really are. Practice makes perfect. Quitters never win and winners never quit. Read, study and learn about everything important in your life. Stop procrastinating. Take control of your own destiny. Understand yourself in order to better understand others. Visualize it. Want it more than anything. ‘Excellerate’ your efforts. You are unique of all God's creations, nothing can replace YOU. Zero in on your target and go for it!"

Instructional materials are kind of tools or equipments can help effectively the instructor in theory teaching classroom or in practical assessment.

Experiential Learning (C. Rogers) Overview: Rogers distinguished two types of learning: cognitive (meaningless) and experiential (significant). The former corresponds to academic knowledge such as learning vocabulary or multiplication tables and the latter refers to applied knowledge such as learning about engines in order to repair a car. The key to the distinction is that experiential learning addresses the needs and wants of the learner. Rogers lists these qualities of experiential learning: personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner. To Rogers, experiential learning is equivalent to personal change and growth. Rogers feels that all human beings have a natural propensity to learn; the role of the teacher is to facilitate such learning. This includes: (1) setting a positive climate for learning, (2) clarifying the purposes of the learner(s), (3) organizing and making available learning resources, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts with learners but not dominating. According to Rogers, learning is facilitated when: (1) the student participates completely in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. Rogers also emphasizes the importance of learning to learn and an openness to change. Roger's theory of learning evolved as part of the humanistic education movement (e.g., Patterson, 1973; Valett, 1977).

Scope/Application: Roger's theory of learning originates from his views about psychotherapy and humanistic approach to psychology. It applies primarily to adult learners and has influenced other theories of adult learning such as Knowles and Cross. Combs

(1982) examines the significance of Roger's work to education. Rogers & Frieberg (1994) discuss applications of the experiential learning framework to the classroom. Example: A person interested in becoming rich might seek out books or classes on ecomomics, investment, great financiers, banking, etc. Such an individual would perceive (and learn) any information provided on this subject in a much different fashion than a person who is assigned a reading or class. Principles: 1. Significant learning takes place when the subject matter is relevant to the personal interests of the student 2. Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum 3. Learning proceeds faster when the threat to the self is low 4. Self-initiated learning is the most lasting and pervasive.

Social Learning Theory (A. Bandura) Overview: The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (p22). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. The component processes underlying observational learning are: (1) Attention, including modeled events (distinctiveness, affective valence, complexity, prevalence, functional value) and observer characteristics (sensory capacities, arousal level, perceptual set, past reinforcement), (2) Retention, including symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal), (3) Motor Reproduction, including physical capabilities, self-observation of reproduction, accuracy of feedback, and (4) Motivation, including external, vicarious and self reinforcement. Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioral frameworks. Bandura's theory improves upon the strictly behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura’s work is related to the theories of Vygotsky and Lave which also emphasize the central role of social learning.


Social learning theory has been applied extensively to the understanding of aggression (Bandura, 1973) and psychological disorders, particularly in the context of behavior modification (Bandura, 1969). It is also the theoretical foundation for the technique of behavior modeling which is widely used in training programs. In recent years, Bandura has focused his work on the concept of self-efficacy in a variety of contexts (e.g., Bandura, 1997). Example: The most common (and pervasive) examples of social learning situations are television commercials. Commercials suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the product being advertised. Principles: 1. The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing. 2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value. 3. Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value.

Children require guidance and sympathy far more than instruction.

Nothing you do for children is ever wasted. They seem not to notice us, hovering, averting our eyes, and they seldom offer thanks, but what we do for them is never wasted.

We had our feeding program with the children of barangay 18-B in Obrero.

There is more happiness in giving than in receiving.

Reading is the process of getting meaning from printed word symbols. It is an active attempt on the part of a reader, to understand a writer’s message. The reader interacts with and tries to reconstruct what a writer wishes to communicate. Why read? Book is the instrument for perpetuating the body of knowledge painfully and slowly accumulated through ages of man. They are also the means of preserving and maintaining the solid foundation of culture and learning. Learning to read is an individual process. Proper reading instruction depends on the diagnosis of each child weaknesses and needs. Reading problem should be detected early and corrected before they deteriorate into failure frustration reaction cases. The mentors of the primary level students have a very important role for the development of each child. They should have a variety of approaches so that students belong in primary level especially in the third grade level will be motivated to read and comprehend.

Background of the Study

Some children entering the third grade are not yet ready for formal instruction in reading. Premature introduction in reading in the grade three students delay progress in learning other abilities that are essential in developing balance in acquiring the initial reading skills. Children progress at different rated. Some are fast learners and others are very slow in their developments in reading. Parents are concerned with the rapid educational advancement of their children, but our experience shows that some parents are impatient and anxious to see the progress. There are also parents that did not give time to their children in reading. A child must get a good start at home and in the school in learning to read. This is the foundation for all academic learning.

Problem Analysis On the basis of observation, it was found out that there are competences, which children must acquire prior to receiving formal instruction in reading. The following are:
1. Adequate reading readiness activities given to the students in grade three. This

pertains to the capacity/capability of the child to perform independence in any given task.
2. Adequate auditory discrimination. Students must be able to detect the difference

between the initial, medial, and final sounds. 3. Adequate ability to articulate sounds of the letter in alphabets. Students should be able to say the letters sounds distinctly to blend with another letters to be able to read the words.

4. Adequate ability in visual discriminations. Students should be able to see the similarities and differences among letters and letter combinations. Formulating Hypothesis The causes why other pupils in primary level especially in Grade I- Mangga are slow reader: a. Students did not undergo pre-school. b. Students came from lower class families. Parents cannot provide reading materials at home. c. Students with emotional problems sufficiently serious to make them disrupt their learning process. d. Teachers are lack of reading materials, textbooks and references. Materials serve as the tools for teaching reading. Experimentation After knowing the causes, the pupils of Grade I- Mangga must be first introduce to “Reading Readiness” so that children will be prepared for the reading readability. This pertains to the materials/text to read. Identifying the similarities and differences of objects and letters, are lesson activities in Reading Readiness. Here are some exercises: Direction: A. Ring the object or letter that is similar to the left.







B. Check the object or letter that is different from the left.







Beginning Reading follows. Here is the letter sound of the alphabets that were introduced and writing will be included in the activities. Here are the sequences of letter sounds: a r v s g x m oo ea l ee u e th ll I b w ss c x f p d t h j n y x o d ai

There should be a mastery of blending of letter sounds. Let children read word, then phrases and sentences. Almost all of the pupils in section Mangga can read and write simple words as; Words: Phrases: Sentences: cat a bag of fan The van has a mat. dog hen and net Ben’s hen is red. rain seed

At this time, the pupils are beginning the reading stage. The mentors at this stage in learning gave emphasis to reading with comprehension. Pupils should be given with more exercises in reading and writing. Each pupil is required to stand in the class and read everyday.

Strategies must also be created for every lesson in reading start with story telling or poem. With this, activity, the children will have the desire to learn to read fast and can be exposed to the natural language and correct language structure. The target of a teacher is 85% reading proficiency. V. Evaluation Varied activities like book reading and adopted remedial instruction develop speed and accuracy in reading. A record must also be kept in any test given to students, oral and written and the chance that took place. With the help of Phil IRI materials and Reading Proficiency test the teacher, reading progress of students will be checked individually. From the said test, slow-reader and fast readers were identified. Slow readers were given special attention, and only them will be given remedial instruction and were limited in number to ensure that all were given proper attention. If there were many slow readers in class, they were scheduled alternately. Two weeks later, another reading proficiency test is conducted. There was a great improvement. The 19 slow readers can read better than their performance before.

VI. Conclusion and Generalization Reading is important and should be given more attention by the teacher especially in the first grader. It is essential in learning other abilities. The teacher should consider individual differences. Student’s progresses are at different rate. It is up for the teachers to find out the importance of letting the child read in front of the class everyday, remedial instruction, uses of chart, informing the parents of their child’s reading skills. If the child had not attended kindergarten class, reading readiness should be introduced before Beginning Reading. If this stage is introduced before formal reading, the teacher will be very sure of 98% to 100% of the class can read and are prepared to go to the next higher grade.

• Detailed • SemiDetailed • Brief

February 9, 2010 Lesson Plan English IV

I. Objectives
At the end of the lesson 75% of the class should be able to: a. identify adjectives; b. describe a picture of a person, place, animal or a thing; and c. build up cooperation and participation in accomplishing a task.


Subject Matter
Topic: Adjective Reference: English For You and Me Language Textbook Grade Four pp. 147-152 Materials: visual aids, pictures, real objects, words in a strip Values Integration: Cooperation and Participation

III. Learning Procedure A. Preparatory Activities Teacher Tasks
1. Prayer -(sign of the cross) Angel of God my guardian dear to whom God’s love commits me here. Ever this day be at my side to light and guide to rule and guard. Amen. (sign of the cross) -

Pupils Response
(sign of the cross) Angel of God my guardian dear to whom God’s love commits me here. Ever this day be at my side to light and guide to rule and guard. Amen. (sign of the cross)

2. Greetings -Good morning class Checking of Attendance - Raise your hand and say present as I call your name. Submission of Assignments -pass your assignments infront by row. Unfreezing -Sing the song “I’m a little teapot” I’m a little teapot, short and stout. Here is my handle and here is my spout. When the water’s boiling, here me shout “Lift me up and pour me out.” 6. Review - Ask questions that will let them answer using the statement “I will/shall……” 1. What will you do if the teacher is talking in front of the class? 2. What will you wear if it is a rainy day? 3. What will do if you are inside the church? Vocabulary Development - Present the group of words. Use each word in a sentence so that the pupils will be able to define the word easily. a) parlorb) windingc) gentleMotivation a. Show a picture of a fly and a spider. - Have you already seen these insects? Now you are going to read a dialog between a spider and a

- Good morning Ma’am Xandy good morning classmates we’re glad to see you Mabuhay!!! Present ma’am absent ma’am Pass the assignments by row

- I’m a little teapot, short and stout. Here is my handle and here is my spout. When the water’s boiling, here me shout “Lift me up and pour me out.”

1. I will listen and keep quite.

I will sit properly and participate in the class discussion. 2. I will wear thick clothes. 3. I will listen to the priest and behave.


Post the correct meaning with the corresponding word.

a)parlor- a room used for business b)winding- turning; twisting c)gentle- kind; courteous; generous

Yes ma’am!

fly. But before that let’s read first the questions to be answered right after reading the dialog. - What do you think the fly did? - What do you think the fly What happened to her? did? Why did the spider laugh? What happened to her? - Why did the spider laugh? - (Pupils of group 1 & 2 reads the - Okay let’s start reading the dialog. lines of the spider.) The group 1 & 2 will read the lines - (Pupils of group 3 & 4 reads the of the spider. The group 3 & 4 will lines of the fly.) read the lines of the fly.

B. Developmental Activities
Teachers Tasks 1. Presentation - Class I have here 2 pictures of insects. Do you know these insects? - What are these insects? - Very Good! This one is a picture of a spider and the other picture is a fly. - From the dialog we read let’s describe them. - Let’s describe the fly first. What kind of eyes does the fly have? Students Response

Yes ma’am! That is a picture of a fly and a spider ma’am!

The eyes of the fly are shiny.

- Very good! And how about the kind The wings of the fly are bright. of wings it has? Very good! Now let’s describe the kind of parlor the spider have? The parlor of the spider is pretty and little.

Perfect! The words bright, shiny, pretty and little are descriptive words. - What have you observe about these words?
- Excellent! And do you know how


These words give us a clear picture of the things being described.

do we call these words? Words that give a description or a clear picture of a person, animals, places or things are called Adjectives. 2. Activity - Are you excited of what will be our activity today? - Okay! I have prepared different kinds of activities. But before having it let’s remind ourselves first about the things to do in having a group activity. Now who can tell me some standards about group activity? -Very good! -So now the class will be divided into 4 groups. I have here 4 boxes with different colors in which these boxes has its own corresponding challenge placed inside. Choose a leader from your group to select one box here for your group. -When you have the boxes open it and read the task card. You will do that in 15 minutes. -Yes ma’am!

-In having a group activity each member of the group should work and participate. -The group should work properly serious and cooperatively. -Follow the instructions of the activity. Group 1 (Red Box-Look and Touch Me) -There are 5 real objects inside the box. The group will describe each object according to its texture, size or color. Group 2 (Yellow Box- What Word Am I?) -Provided with 4 pictures (person animal place and a thing) the group will arrange jumbled letters and guess the word that describes the picture. Group 3 (Blue Box- Form and Describe Me) -A puzzle is placed inside the box. The group needs to form the puzzle to have the picture. Among forming it they will select 5 things found in the picture and describe each.

Group 4 (Orange Box- How Do I Look?) -With the picture found inside the box the group will write descriptive words to the picture by answering the given questions. 3. Generalization - What do we call the words used to -Ma’am the words used to describe a describe a person, place, animal or a person, place, animal or a thing are thing? ADJECTIVES. 4. Application -I will call one of you to come in front. What you’re going to do is to describe them according to their height, size of the body, hair etc. -Present a box to the class. Inside the box are different pictures and objects. Call pupils and them pick something inside the box. The pupil will describe the object or the picture he/she have. -She is short and beautiful. -Nicole is kind and sexy. -Joshua is a fat boy. -Melly wears a red hairclip and she is a bright girl. -The fish have big eyes. -Peoples park is a very nice place. -Davao City is a clean and green city. -The girl is so cute. -The ball is big and round.

IV. Evaluation
(Each student will be given an activity sheet) DIRECTION: Underline the adjectives in each sentence. Some sentences have more than one adjective. 1. 2. 3. 4. 5. Teachers Tasks Baguio has a cool climate. She sells green bananas. Tall pine trees are seen along the winding roadside. Fresh vegetables are sold in the clean market. Green bananas are sweet as the yellow bananas. Students Response 1. cool 2. green 3. tall , winding
4. fresh , clean 5. green , sweet , yellow



Pick out the adjective and the noun being described in each sentence. Write you answer in a sheet of paper. Example: We watched the wonderful sunset at Manila Bay. Answer: wonderful- sunset

1. Most of the people wear thick clothed in Baguio. 2. Tourists usually buy sweet strawberries before they go home. 3. Aling Ana sells fresh fruits at a low price. 4. The industrious forefathers of the Igorots made the magnificent rice terraces. 5. The amazing Banaue Rice Terraces is another well-known attraction.

SEMI DETAILED February 9, 2010

Lesson Plan English IV

I. Objectives At the end of the lesson 75% of the class should be able to: a. identify adjectives; b. describe a picture of a person, place, animal or a thing; and c. build up cooperation and participation in accomplishing a task. II. Subject Matter Topic: Adjective Reference: English For You and Me Language Textbook Grade Four pp. 147-152 Materials: visual aids, pictures, real objects, words in a strip Values Integration: Cooperation and Participation III. Learning Procedure A. Preparatory Activities 1. Prayer

2. Greetings 3. Checking of Attendance 4. Submission of Assignments 5. Unfreezing Sing the song “I’m a little teapot” I’m a little teapot, short and stout. Here is my handle and here is my spout. When the water’s boiling, here me shout “Lift me up and pour me out.” 6. Review Ask questions that will let them answer using the statement “I will/shall……” 1. What will you do if the teacher is talking in front of the class? 2. What will you wear if it is a rainy day? 3. What will do if you are inside the church?

7. Vocabulary Development Present the group of words. Use each word in a sentence so that the pupils will be able to define the word easily. a) parlor- a room used for business b) winding- turning; twisting c) gentle- kind; courteous; generous 8. Motivation a. Show a picture of a fly and a spider. Ask the students if they have already seen these insects. b. Tell the students that they are going to read a dialog between a spider and a fly. c. Motive Questions What do you think the fly did? What happened to her? Why did the spider laugh? d. Dialog reading between a spider and a fly. (Group 1 & 2 will read the lines of the spider; Group 3 & 4 will read the lines of the fly)

B. Developmental Activities 1. Presentation Using the pictures presented before reading the dialog ask questions that will describe it based from the dialog read. (Picture of a fly) 1. What kind of eyes does the fly have? 2. What kind of wings does it have? (Picture of a spider) 1. What kind of parlor does the spider have?

• Bright, shiny, pretty and little are descriptive words. They give us a clear picture of the things being described. • Words that give a description or a clear picture of a person, animals, places or things are called Adjectives.

2. a.

Activity Set the standards of having a group activity. Present a rubric.

b. Divide the class into four (4) groups. Show 4 boxes with different colors. Each box has its own corresponding challenge placed inside. Let each leader choose one box for his/her group. Let the groups do their challenges for 10 minutes. • Red Box (Look and Touch Me!) There are 5 real objects inside the box. The group will describe each object according to its texture, size or color. • Yellow Box (What word am I?) Provided with 4 pictures (person animal place and a thing) the group will arrange jumbled letters and guess the word that describes the picture. • Blue Box (Form and Describe Me!) A puzzle is placed inside the box. The group needs to form the puzzle to have the picture. Among forming it they will select 5 things found in the picture and describe each. • Orange Box (How do I look?)

With the picture found inside the box the group will write descriptive words to the picture by answering the given questions. 3. Generalization  What do we call the words used to describe a person, place, animal or a thing?  What is an adjective? 4. Application • Call pupils to come in front. Let their classmates describe them according to their height, size of the body, hair etc. • Present a box to the class. Inside the box are different pictures and objects. Call pupils and them pick something inside the box. The pupil will describe the object or the picture he/she have.

IV. Evaluation (Each student will be given an activity sheet) DIRECTION: Underline the adjectives in each sentence. Some sentences have more than one adjective. 1. 2. 3. 4. 5. Baguio has a cool climate. She sells green bananas. Tall pine trees are seen along the winding roadside. Fresh vegetables are sold in the clean market. Green bananas are sweet as the yellow bananas.


Assignment Pick out the adjective and the noun being described in each sentence. Write you answer in a sheet of paper.

Example: We watched the wonderful sunset at Manila Bay. Answer: wonderful- sunset 1. Most of the people wear thick clothed in Baguio. 2. Tourists usually buy sweet strawberries before they go home. 3. Aling Ana sells fresh fruits at a low price. 4. The industrious forefathers of the Igorots made the magnificent rice terraces. 5. The amazing Banaue Rice Terraces is another well-known attraction.

February 9, 2010

Brief Lesson Plan English IV I. Objectives At the end of the lesson 75% of the class should be able to: a. identify adjectives; b. describe a picture of a person, place, animal or a thing; and c. build up cooperation and participation in accomplishing a task. II. Subject Matter Topic: Adjective III. 1. 2. 3. 4. Learning Procedure

A.Preparatory Activities

Prayer Greetings Checking of Attendance Submission of Assignments

5. 6. 7. 8.

Unfreezing Review Vocabulary Development Motivation

B.Developmental Activities

1. Presentation Using the pictures presented before reading the dialog ask questions that will describe it based from the dialog read.
• Words that give a description or a clear picture of a person,

animals, places or things are called Adjectives. 2. Activity 3. Generalization 4. Application

IV. Evaluation (Each student will be given an activity sheet) V. Assignment Pick out the adjective and the noun being described in each sentence. Write you answer in a sheet of paper. Example: We watched the wonderful sunset at Manila Bay. Answer: wonderful- sunset 6. Most of the people wear thick clothed in Baguio. 7. Tourists usually buy sweet strawberries before they go home. 8. Aling Ana sells fresh fruits at a low price. 9. The industrious forefathers of the Igorots made the magnificent rice terraces. 10. The amazing Banaue Rice Terraces is another well-known attraction.

Mission Statement
The Mentoring The Student Teachers (MTST) Program is designed to assist and guide the Student-Teachers as they go about the last and the most important aspect of their education to become full-pledge teachers along with the other stakeholders. The purpose of this program is to provide support, encourage professional development and enhance teaching performance. Aims and Goals
The goals of the MTST Program are the following: 1. To promote personal and professional growth through dialogue and reflection. 2. To increase learners achievement through the improvement of quality teaching. 3. To forge healthy working relationship with social officials, teachers and other members of the staff. 4. To foster positive relationship among the learners, the teachers, the administration, the parents and the community. 5. To encourage collaboration in order to meet the needs of diverse learners. 6. To develop leadership capabilities.

MTST Basic Teaching-Learning Principles
The eight teaching-learning are the guidelines to both the student teacher and the mentor as they go about their task and functions. This makes up the bulk of the MTST manual culled from the various principles of teaching and learning, the authors strongly believe that proper assimilation and application o these principles will bring out the best not only of he student teacher but of the mentor as well. Likewise, these principles will aid the teacher to focus on the essential day-to-day activities. There are important dimensions included in each principle. The authors believe that the inclusion of these dimensions will enlighten the teacher in dealing with his/her lessons appropriately and effectively are knowledge dimension enables the teacher to identify the central concepts in particular disciplines/subjects being taught. The disposition provides ways of making appropriate decisions and plans on how the central concepts can be effectively transferred and developed. The performance dimension guides the teacher in the proper execution on plan.

Principle 1. On making content meaning and planning for instruction
On making content meaning the teacher understands the central concepts, tools of inquiry and structure of the subject he/she teaches and can create learning experiences that makes these aspects of subject matter meaningful for learners.

A. Knowledge

The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to subject he teaches. The teacher understands how learner’s conceptual framework and their misconceptions for an area of knowledge can influence learning. The teacher can relate his major field to other subjects.

B. Disposition

The teacher realizes that subject matter knowledge is not fixed body of facts but is complex and ever evolving. He seeks to keep abreast of new ideas and understanding in the field.

On Planning for Instruction
The teacher sets the objectives and plans instruction based upon knowledge of subject matter, students, and curriculum goals.

A. Knowledge

The teacher understands learning theory, subject matter, curriculum development and learner development knows how to use this knowledge in planning instruction to meet curriculum. The teacher knows how to take contextual considerations such as instructional materials, individual learners’ interest and community resources. The teacher knows when and how to adjust plans based on learners responses and other contingencies.

B. Disposition

The teacher values both long and short term planning. The teacher believes that plans must always be open to adjustment and revision based on learners’ need and changing circumstances. The teacher values planning as collegian activity.

C. Performance

As an individual and member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to the learners and based upon principles of effective instruction. The teacher creates lesson and activities that are operate at multiple levels to meet the developmental and individuals needs of diverse learners and help each progress. The teacher assumes responsibility for professional growth through various means.

Principle 2. On Classroom Management, Instructional Strategies and Motivation
The teacher understands and uses a variety of instructional and motivational strategies and techniques to create a learning environment that encourages the development of critical thinking positive social interaction and active participation in the learning activity.

A. Knowledge

The teacher understands the basic principles in the use of instructional strategies and is able to use these in the conduct of the teaching learning process. The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.

The teacher can use a range of strategies to promote positive relationship, cooperation and purposeful learning in the classroom.

B. Disposition

The teacher values the development of students’ critical independent problem-solving and performance capabilities.


The teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such climate. The teacher values flexibility and reciprocity in the learning process as necessary for adapting instruction to learners’ responses, ideas and needs. The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate for learning.

C. Performance

The teacher uses classroom observation, information about students and the research as sources for evaluating the outcomes of teaching and learning and as basis for experimenting with, reflecting on, and revising practice. The teacher engages learners in generating knowledge and testing hypotheses according to the different methods of inquiry. The teacher develops and uses the curricular that encourages learners to see, question and interpret from diverse perspectives. The teacher helps learners integrate knowledge, skills, and methods of inquiry from several subject areas.

Principle 3. On Learning Styles and Appropriateness of Content and Materials
The teacher understands different learning styles. He also creates appropriate learning materials in accordance with the objectives of the curriculum and students’ needs.

Principle 4. On Communication and Questioning Skills
The teacher expresses thoughts fluently and speaks at an appropriate rate. Uses acceptable voice and pitch projection and uses appropriate vocabulary. Listens attentively and responds appropriately to verbal and non- verbal messages. The teacher employs types of questions appropriate to the concepts taught and learning level of students. Presents questions logically as well as ask questions clearly and encourages students’ questions.

Principle 5. On Assessment and Evaluation
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 6. On Professional Growth and Interpersonal Relationships Knowledge
The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which he woks.

A. Knowledge

The teacher understands how factors in the students’ environment outside of school may influence students’ life and learning. The teacher appreciates multiple perspectives and conveys to the learners how knowledge is developed from the vintage point of the learner. The teacher has enthusiasm for the subject he teaches and sees connection to everyday life. The teacher is committed to continuous learning and engages in professional discourse about subject matter. The teacher initiates his competencies of planning and the operational level of the understanding of the use of democratic principles.

B. Disposition

The teacher effectively uses varied examples and explanations of concepts that capture key ideas and kink them to learners’ prior understanding. The teacher can represent and use differing viewpoints, theories, and ways of knowing and methods of inquiry in his teaching subject. The teacher responds to unanticipated sources of inputs, evaluates plans in relation to short and long range goals and systematically adjusts plans to meet learners’ needs and enhance learning. The teacher values and appreciates the importance and all aspects of experiences. The teacher is willing to consult with other adults regarding the education and well-being of his students. The teacher respects the privacy of students and confidentiality of information.

C. Performance

The teacher participates in collegian activities designed to make the entire school and productive learning environment. The teacher attends and participates in conference and seminars organized by the school. The teacher establishes respectful and productive relationships with parents and guardians from diverse home, and community situations, and seeks to develop cooperative partnerships in support of student learning and wellbeing. The teacher talks with and listens to students and must be sensitive and responsive to clues of distress, investigates situations and seeks outside help as need and appropriate to remedy problems.

Principle 7. On Community Involvement/Project
The teacher understands the basic principles of Peace and Development and Nonformal Education.

A. Knowledge

The teacher recognizes the importance of community involvement. The teacher understands that community extension/project is necessary component of teaching and learning.

B. Disposition

The teacher appreciates the importance of community involvement and is willing to get them. The teacher is an involvement and committed person.

C. Performance

The teacher applies the principles of Peace education in its different dimension. The teacher initiates and completes community project. The teacher is an active member of the community.

Principle 8. On Cura Personalis

Pursuant to the provisions of paragraph (e), Article 11, of R. A., No. 7836, otherwise known as the Philippines Professionalization Act of 1994 and Paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopts the Code of Ethics for Professional Teachers.

Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values. ARTICLE I SCOPE AND LIMITATIONS Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers committed of its full realization The provision of this Code shall apply, therefore, to all teachers in schools in the Philippines. Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.

ARTICLE II THE TEACHER AND THE STATE Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state. Section 2. Every teacher or school official shall actively help carryout the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.

ARTICLE III THE TEACHER AND THE COMMUNITY Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain for such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others. ARTICLE IV A TEACHER AND THE PROFESSION Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living. ARTICLE V THE TEACHERS AND THE PROFESSION Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self sacrifice for the common

good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teacher shall support one another. Section2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use. Section3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from the files without permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be an unprofessional and unethical conduct of any associates. However, this may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered. ARTICLE VI THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority.. Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected. Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions. ARTICLE VII SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlighten directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs. Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause. Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws. ARTICLE VIII THE TEACHERS AND LEARNERS Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, of serving due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concerns, and shall deal justifiably and impartially with each of them. Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance. Section 7. In a situation develop learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties. ARTICLE IX THE TEACHERS AND PARENTS Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out learners deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners. between teacher and where mutual attraction and subsequent love learner, the teacher shall exercise utmost

professional discretion to avoid scandal, gossip and preferential treatment of the

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism. ARTICLE X THE TEACHER AND BUSINESS Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not relate to or adversely affect his work as a teacher. Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities. ARTICLE XI THE TEACHER AS A PERSON Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations. ARTICLE XII DISCIPLINARY ACTIONS Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836. ARTICLE XIII EFFECTIVITY Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following it’s publication in the official Gazette or any newspaper of general circulation, whichever is earlier.

The Faculty Manual Task Force (1st Edition) Chairman…………… Dr. Arnoldo U. Racadio (+)

Co-Chairman………...Prof. Carmelo F. Beria Members…………….Mrs. Amelita Canosa Mr. Pedro P. Lazo Mr. Jerry P. Manzano Mrs. Yolanda Sered Mr. Pepe V. Gorospe The Faculty Manual Task Force (Revised Edition)

Co-Chairmen………..Dr. Arnoldo U. Racadio (+) Dr. Rafael B. Querubin Members…………….Dr. Wilma M. Ponce Mrs. Erlinda A. Valido Prof. Carmelo F. Beria Consultant…………..President Alejandro V. Directo

We have two lives - the one we learn with and the life we live after that.

The world is your school.

BEEd 4-1 and BEEd 4-2 Pre-Service Teachers

Class Discussion Distribution of materials for the group activity.


Post Conference with the Practicum Supervisor, Prof. Teresita Assisting the Valiente, right after my final demo. Group Reporting students in posting
their group works

Class Picture with the Grade IV-I


advisory class and my students during my final demo. They were very supportive and really helped a lot in making my final demo a successful one. My internship at SRCES is a very good experience especially handling this kind of pupils. I’m very happy and thankful having a good relationship with you guys. I thank you for accepting me and treating me well as a teacher. I will never forget you and I will cherish you. You’ll be part of my success.

To teach is to learn twice over.

Good teaching is as much about passion as it is about reason. It's about not only motivating With the SRCES students to learn, but teaching them Principal learn, how to and doing so in a manner that is relevant, Mrs. Belma D. meaningful, and memorable. It's about caring for Ebardo your craft, having a passion for it, and conveying that Good teaching is one-fourth preparation and passion to everyone, most importantly to your three-fourths pure theatre.

Good teaching is asmore thanabout passion as it is much imparting knowledge, it is inspiring change. Learning is Teaching is about reason. It's about not only motivating more than absorbing facts, it is acquiring understanding. students to learn, but teaching them how to learn, With Mrs. Luz M. Macatangay With and Glenna M. Cadavas Mrs. doing so in a manner that is relevant, meaningful, and memorable. It's about caring for (My 1st Cooperating Teacher) (My 2nd Cooperating Teacher) your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.

BSP San Roque District Camporal/Kaberral Theme: “Scouts Creating a Better World” January 29-30, SRCES Teachers Day 2010 SRCES Covered Court December 7, 2009

School Christmas Program December 17, 2009

SRCES King and Queen of Hearts 2010

60th Birthday of the SRCES Principal, Mrs. Belma D. Ebardo

“Happiness is not based on possessions, power or prestige but on relationships with people we love and respect.”

We were part of the preparation and the success of this big event.

To teach another thoroughly is the best way to learn for yourself.

The graduates of San Roque Central Elementary School and I’m one of them. Are you one of us?

Group activity: Each group was given different task to do.

March 3, 2010

Students’ outputs when I let them draw a picture showing about the Life of Rizal.

Mrs. Belma D. Ebardo Pricipal III San Roque Central Elementary School Obrero, Davao City

Madam: I have the honor to apply to your good office for a teaching position that may fit my qualifications. I am flexible and well rounded person who is willing to be trained and to undertake different roles and tasks that will be required in order for me to be efficient. I am also mature and ready to handle responsibility to handle topics in line with my profession. I am a graduate from University of Southeastern Philippines with a degree of Bachelor in Elementary Education. My eagerness to be a part of the faculty prompted me to apply for the job and in the process will surely endeavour to take responsibilities bestowed upon me. Enclosed herewith is my resume for your perusal. Should my qualifications meet your expectations, I am willing to come for an interview anytime at your convenience. My contact number is 09108077056. Thank you very much.

Sincerely yours, XANDERIA M. CO (Applicant)

XANDERIA M. CO 49-5 N. Torres 5th St. Bo. Obrero, Davao City 09108077056 Email Address: Career Objectives: To take up a challenging and rewarding roles which provide a stimulating environment and ample opportunity to learn, to grow and develop both professionally and personally. Education: Bachelor of Elementary Education University of Southeastern Philippines PERSONAL PROFILE: Date of Birth: April 8, 1990 Place of Birth: Davao City Age: 19 Status: Single Height: 5’3 Weight: 45 kls. Religion: Roman Catholic Citizenship: Filipino Language/Dialects: English, Filipino, Vernacular EDUCATIONAL ATTAINMENT Tertiary Education: University of Southeastern Philippines Bachelor of Elementary Education 2010 Secondary Education: Davao City National High School 2006 Elementary Education: San Roque Central Elementary School 2002

WORK/ INTERN EXPERIENCES POSITION Pre-service Teacher Pre-service Teacher Pre-service Teacher Pre-service Teacher Pre-service Teacher Practice Teacher COMPANY/SCHOOL Porras Elementary School San Roque Central Elementary School Teodoro Palma Gil Elementary School Sta. Ana Central Elementary School Buhangin Central Elementary School San Roque Central Elementary School YEAR 2007 2008 2008 2009 2009 2009-2010

SEMINARS AND TRAININGS ATTENDED • • • • • • • • • • • • • • Seminar on Energy Conservation Education, February 2010 Pre-Employment Seminar for Local Applicants(PESLA), February 2010 Boy Scout of the Philippines San Roque District-Wide Camporal, January 2010 Boy Scout of the Philippines Buhangin District Patrol Training Course, August 2009 Two-day Seminar-Workshop on “ Teaching for a Meaningful Learning” (PAFTE XI) , August 2009 Seminar-Workshop on Planning and Budgeting Process for the Chairperson and Council Members of the Sangguniang Kabataan (SK), August 2009 The CEd-LC Leadership Training Seminar “SOLIDARITY and INTEGRITY in LEADERSHIP” , November 2008 Workshop on Excel Operations, October 2008 Parliamentary Rules and Procedures (PRP) Seminar, September 2008 Training of Newly-elected Barangay Officials on Child protection Laws, September 2008 Seminar-Workshop on “Life at BPO” (Business Process Outsourcing), September 2008 Training on “Serbisyo Publiko Panindigan, Karapatan Pahalagahan” , July 2008 Katarungang Pambarangay Specialization Course, July 2008 Society of language Educators Workshop for Literary Arts, 2006

INVOLVEMENTS AND AFFILIATIONS • • • • • • • • Member, Society of Language Educators, SY 2006-2007 Member, Society of Elementary Education Students, SY 2007-2010 Class Mayor, 3rd Year College BEEd, SY 2008-2009 Member, University League of Class Mayors, SY 2008-2009 Member, College of Education Literary Arts, SY 2006-2010 Member, Senior Student Organization, SY 2009-2010 Student Movement for Christ Barangay SK (Sangguniang Kabataan) Kagawad, 2007-2010

ACHIEVEMENTS • • • • • • Valedictorian, Kinder With Honor, Grade I- IV MatSciKa (Math, Science, Sibika) Contestant, Inter-School Champion, Intramurals CEd Literary Arts Contest Champion, Quiz Bowl CEd Festival Dean’s Lister, 4th Year 1st semester

SKILLS • • • • • Computer Skills Dancing Singing Playing Musical Instruments ( Guitar, Piano, Flute, Organ) Drawing

CHARACTER REFERENCE NAME 1. Whelma L. Lozada 2. Ma. Glenna M. Cadavas 3. Gloria O. Acebron POSITION Barangay Captain Master Teacher II Professor COMPANY Barangay 18-B San Roque Central Elementary School Holy Cross Of Davao City CONTACT NO. 09196329893 09175488743 09192848489

4. Julius Limbo

Brgy. Kagawad

Barangay 18-B


Student teaching or Teaching Internship is one of the most important and crucial phases in Teaching Education. It is in this culminating stage where the student teachers put into practice the learning competencies they acquired in the teacher education program and at the same time harness their teaching competencies. This stage bridges theory and practice since it provides the student teachers the clinical experiences in an actual school setting. This is a preparation for them to assume and carry out effectively all the duties and responsibilities of a teacher. All those directly involved in administering the internship or clinical practice in the teacher education institutions and in the cooperating schools influence the quality of the student teaching experience. For this reason, all concerned TEI officials and cooperating teachers both in the public and private schools shall ensure that the students’ teachers are well prepared for their eventual assumption as teachers. The support system shall come from the collaborative efforts of the Commission on Higher Education (CHED) through the teacher education institutions {TEIs) and the Department of Education (DepEd) through the regions, division offices and cooperating public private schools. 1. Guidelines have been formulated to ensure that the student teachers get

maximum benefits from their student-teaching experience 2. The roles and responsibilities of the teacher institutions (TEIs), teaching

interns, college supervisors, and School Division Superintendents (SDS), principals’ /head teachers are likewise provided in the same Enclosure.


The SDS, in coordination with the school, shall forge a Memorandum of

Agreement (MOA) with the TEIs which should stipulate the administrative and financial arrangement effective SY 2005-2006. 4. Immediate and wide dissemination of his Joint Memorandum is desired.


As the final phase of teacher pre-service, internship provides the teaching intern the necessary experience to gradually assume the role of teacher under the guidance of cooperating teacher. The student teacher shall be trained to develop the habit of reflecting on and process one’s experience and learn from it. Student teachers shall have the following duties and responsibilities: 1. 2. 3. 4. 5. 6. participate actively in all school activities notify the cooperating teacher in case of absences consider or be open to constructive criticism respect the rights and dignity of the children come prepared at all times return all borrowed books and materials to the cooperating

school before the term ends, accomplish clearance from the cooperating school; 7. accomplish the internship portfolio;


project a good image as a teacher at all times by observing; 8.1 the Code of Ethics 8.2 proper dress code

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