You are on page 1of 205

2010/20 11

STUDENT TEACHING PORTFOLIO 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 MR. JAYSON P. RODADO, in partial fulfilment for the Degree of Bachelor Of Secondary Education major in MAPEH, has been examined and recommended for acceptance and approval. Noted by: Mrs. Heidi S. Timbad Cooperating Teacher MR. JACKIERAMILFIRMAN Cooperating Teacher

MRS. ANASTACIA M. ARMIGOS Principal III Francisco Bangoy National High School

__________________________________________________________________ ____________

1

2010/20 11

STUDENT TEACHING PORTFOLIO

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

DR. MILAGROS D. ARQUILLANO BSEd M.A.P.E.H Supervising Professor

Republic of the Philippines Department of Education Region IX Division of Davao F.Bangoy National High School Sasa, Davao City

CLEARANCE

This is to certify that, MR. JAYSON P. RODADO, a pre-service teacher of the University of Southeastern Philippines during the second semester of the school year 2010-2011, has successfully 2

2010/20 11

STUDENT TEACHING PORTFOLIO

completed her Off- Campus Activities at F. Bangoy National High School and is cleared of the properties and accountabilities of the said school on the said school year.

Noted by:

Mrs. Heidi S. Timbad MAPEH II Cooperating Teacher

Mr. Jackie Ramil Firman MAPEH I Cooperating Teacher MAPEH Department Head

Mrs. Anastacia Armigos Principal

3

2010/20 11

STUDENT TEACHING PORTFOLIO Republic of the Philippines Department of Education Region IX Division of Davao F. BAngoy National High School Sasa, Davao City

CERTIFICATION

This is to certify that MR. JAYSON P. RODADO, a pre-service teacher of the College of Education in the University of Southeastern Philippines, rendered her services in F. Bangoy National High School where she undergone practice teaching from December 06, 2010- March 15, 2011 cleared of the properties and accountabilities of the said school and has completed the Student Teaching Course.

Noted by:

4

2010/20 11

STUDENT TEACHING PORTFOLIO

Dr. Erlinda F. Abrogar MAPEH I Cooperating Teacher

Mr. Jackie Ramil Firman MAPEH I Cooperating Teacher MAPEH Department Head

Mrs. Anastacia Armigos Principal

5

2010/20 11

STUDENT TEACHING PORTFOLIO

Like Coconut Trees, ”Teachers” are considered as the trees of life; they have intricate role and purposes in the society. They can be friends, brothers, sisters and parents.

I am a simple student aiming to help my own family to get a better and well-deserved life. I reached the final stage of education in the normal Philippine educational setting with sacrifices and thorns that had fined me into a better individual. At this point in time I am just waiting for several days and I would soon reach the portal of a new beginning. However, there are special memoirs that I want to keep in my chosen profession. The field experience that I had at this moment is perfectly amazing mixed with flexibility and enthusiasm spiced with stress and headaches. With this collection of my experiences, surely the memories would never fade in my spines until this portfolio of mine would be in good hands. More to that, I would like to become a teacher not only by profession but by heart who would not only do things on my own but for the minds and souls of my future students.

As a teacher I love the sound of silence. I pride myself on keeping order in my world - my room. Seriously though, many times strict disciplinarians have problems with balance. It is hard to balance being strict with not becoming overbearing. Students 6

2010/20 11

STUDENT TEACHING PORTFOLIO

should want to come to the class to learn. They should not be afraid. I will make sure that I am always consistent and fair. I can have your 'peace' and enjoy it too. All kidding aside, life is easier for a popular teacher in many ways. However, there are some drawbacks. Students never leave you alone!!! They are always hanging around your room after school. You have to be careful not to become too friendly with kids and allow this to cause you to decrease the quality of your teaching.

7

2010/20 11

STUDENT TEACHING PORTFOLIO

Lord Jesus Christ, We stand before you, Holy Spirit, conscious of our sinfulness, but aware that we gather in your name. Come to us, remain with us, And enlighten our hearts.

Give us light and strength to know your will, to make it our own, and to live it in our lives. Guide us by your wisdom, support us by your power, for you are God, sharing the glory of Father and Son.

You desire justice for all: enable us to uphold the rights of others; do not allow us to be misled by ignorance or corrupted by fear or favor. Unite us to yourself in the bond of love and keep us faithful to all that is true.

8

2010/20 11

STUDENT TEACHING PORTFOLIO

As we gather in your name may we temper justice with love, so that all our decisions may be pleasing to you, and earn the reward promised to good and faithful servants, You live and reign with the Father and Son, one God, forever and ever.

AMEN...

I’m A Teacher
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 9

2010/20 11

STUDENT TEACHING PORTFOLIO As a model citizens of the world

I must, in thought, 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 And 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 mountains or in a city, or in Island Where I may be, I shall keep on bringing the light And live as a teacher until I die. I’ll live as a teacher until I die.

10

2010/20 11

STUDENT TEACHING PORTFOLIO

My educational philosophy statement should be a document that serves to guide and inspire me throughout my teaching career. It captures the positive aspirations of my career and should act as a centerpiece around which all of my decisions rotate. My educational philosophy can guide my discussions in job interviews, be placed in a teaching portfolio, and even be communicated to students and their parents. Why did I become a teacher? What do I believe about students learning? How do I see the role of teachers in a community?

Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. Teaching people how to think correctly and to use language carefully is a pretty good start for education. To begin, it is useful to briefly summarize my upbringing as this further explains my interest in education.

I believe I focused more in life when I was in my high school years and learned a lot during the college pace. I was best molded and shaped by my high school mentors and environment. I was not a hardworking but generally a kind student at the beginning. Fortunately, I have no failure in any of my subjects. I am currently enrolled and a graduating student of Bachelor of Secondary Education major in Biological Science. I am now a part time tutor at one of the tutorial center in the town and I handle grade 4 and high school, primarily science related subjects. None of my parents were teachers/lecturers. Probably the most important reason for taking education seriously though comes from the reality of life that my parents cannot afford to send me to a school where my most desired course are available.

11

2010/20 11

STUDENT TEACHING PORTFOLIO

Nonetheless, I do not blame them because this route that I have taken now has thought me wide-ranging lessons in life. I certainly do not believe in just sitting in a classroom – which is unnatural, unhealthy, and limited. It is obvious we did not evolve to learn by sitting in classrooms, in segregated age groups - but to be active, out and about doing things, talking, watching and learning from other people and other objects around us. This is what I would call an evolutionary approach to teaching and getting kids more active at school would also greatly help to combat the obesity epidemic of the world. The school has always been the most important means of transferring the wealth of tradition from one generation to the next. This applies today in an even higher degree than in former times, for through modern development of the economic life, the family as bearer of tradition and education has been weakened. The continuance and health of human society is therefore in a still higher degree dependent on the school than formerly. Sometimes one sees in the school simply the instrument for transferring a certain maximum quantity of knowledge to the growing generation. But that is not right. Knowledge is dead; the school however, serves the living. It should develop in the young individuals those qualities and capabilities which are of value for the welfare of the commonwealth. But that does not mean that individuality should be destroyed and the individual become a mere tool of the community, like a bee or an ant. For a community of standardized individuals without personal originality and personal aims would be a poor community without possibilities for development. On the contrary, the aim must be the training of independently acting and thinking individuals, who, however, see in the service of the community their highest life problem. To me the worst thing seems to be for a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity, and the self-confidence of the pupil. It produces the submissive subject. The school and the teacher must guard against employing the easy method of creating individual ambition, in order to induce the pupils to diligent work. The desire to be acknowledged as better, stronger, or more intelligent than a fellow being or scholar easily leads to an excessively egoistic psychological adjustment, which may become injurious for the individual and for the community. Schools may favor … freedom by encouraging independent thought. Only if outward and inner freedom are constantly and consciously pursued is there a possibility of spiritual development and perfection and thus of improving man's outward and inner life. (Einstein) I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the practical and factual, in our education, has led directly to the impairment

12

2010/20 11

STUDENT TEACHING PORTFOLIO

of ethical values. I am not thinking so much of the dangers with which technical progress has directly confronted mankind, as of the stifling of mutual human considerations by a 'matter-of-fact' habit of thought which has come to lie like a killing frost upon human relations. That the wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labor in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honor it, and add to it, and one day faithfully hand it on to your children. I particularly agree with Einstein, that education has two central functions relating to the individual and their society. i) To educate the individual as a free individual – To understand and use critical thinking skills for determining the Truth for themselves. ii) To educate the individual as a part of Society – Virtually all our knowledge, our clothes, our food is produced by others in our society, thus we owe Society and have a responsibility to contribute back to Society. I also strongly agree with Einstein that education should be fun rather than forced – that force and punishment play no part in a good education. Thus I detest the attitude of punishing children for not doing their homework! There are many great minds through human history, and I largely agree with Nietzsche that education is often corrupted by educators – that we should seek the source of great knowledge, not the corrupted interpretations of it from lesser minds. According to Confucius, if you want to become an efficient educator, study the past so you could define the future. Similar to this thing is the fact that as an educator, know and examine first the character of you students so that you would be able to give the proper nourishment both to their mind and character. Learn to be gentle yet effective to the students. Compulsory physical exercise does no harm to the body, but compulsory learning never sticks to the mind. I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy; with dedication, perseverance, and hard work, her students will rise to the occasion. I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well. It is nice to hear students exchanging ideas about a matter relevant to the topic so it is also good to remember that it is the mark of an educated mind to be able to entertain a thought.

13

2010/20 11

STUDENT TEACHING PORTFOLIO

Internship provides a bridge between theory and practice. At this point, it has already taken the general education courses, the subjects in the area of the specialization, and the professional subjects. Success in the field will be very vital to later success in teaching and in good academic scholarship; however, it is not a guarantee of instructional competence. Student teaching will give the opportunity to synthesize all that must be learned which are consequently translated into professional skills.

14

2010/20 11

STUDENT TEACHING PORTFOLIO

The following are suggested activities to be engaged with while in internship. These are selected from various activities that will help achieve the goals of internship.

1. Orientation Experiences: 1.1 Getting to know the teachers, the staffs, the students, the school, the classroom and the community. 1.2 Getting to know the operational program of the school, the classroom schedule, the subject areas, the routine work and the services offered.

2. Classroom Experiences: 2.1 Observation of 2.1.1 an individual student 2.1.2 the class as a whole 2.1.3 the teacher 2.1.4 the teaching techniques used 2.1.5 classroom management 2.2 Teaching Experiences 2.2.1 Preparation for Teaching 2.2.1.1 writing lesson plans 2.2.1.2 preparing instructional materials 2.2.1.3 preparing board work 2.2.1.4 mastering subject matter to be taught 2.2.2 Actual Teaching 2.2.2.1 of the class 2.2.2.2 working with individual student 2.2.2.3 teaching different types of lesson 2.2.2.4 testing and evaluating student work

15

2010/20 11

STUDENT TEACHING PORTFOLIO

3. Community and School Activities

4. Working with School Personnel

16

2010/20 11

STUDENT TEACHING PORTFOLIO

Several days to go to go and I will be a graduate of Bachelor of Secondary Education major in Mapeh of the University of Southeastern Philippines, Bo. Obrero, Davao City.

How sweet it is to taste and savor the pleasure of success. After almost 17 years of studying since nursery up to this time, I will finally wear my college graduation dress. I will come up to the stage and receive my diploma while my parents are gazing at their daughter, finally reaching the peak of success.

But reality and the present situation would convey the fact that success does not end there. As a matter of fact, it is the start of the true test of time. Many battles would come and numerous sleepless nights are waiting for me. But as for now, I will close my eyes and cross my fingers that my dreams and aspirations in life would come into reality. After graduation, what would I do with my life? I have no lessons to study. I have no assignments to get done. No requirements and projects to make and run for a rush. I am thinking of sleeping and pay all those nights that I have not slept. Watch all the film that I missed because of busy schedules and the like. Travel and have a vacation for a while to eliminate stress from my system.

But I thought I do not have the luxury of money to accomplish all those stuffs that I want in my life. So I cleared up the tangled nerves in my mind and paused for a while. And this helped me create my career plan.

After several weeks since my graduation day, I would look for schools, private for this time that is hiring teachers. I must say that I would grab the opportunity once it knocks as long as I know that I can do it. I would not be choosy in the subject or level of learners I would taught as long as the salary would compensate it. After that, I would review for the Board Examination for

17

2010/20 11

STUDENT TEACHING PORTFOLIO

the Teachers. Reviewing while working, that is not new for me since at this moment I am a tutor and a student. I suppose that I would pass the examination, I would take up Masters in Education while working. If I could still pursue it that is when my brain and body would both agree that I would continue; I would take up Doctorate in Education.

As a matter of fact I really have no plans of teaching in a public school but I have the greatest interest of teaching college students in a college or university either private or not. However, the idea of being in the office connected to education is not a no-no to me. I can be a principal, dean or even in the department of Education.

I would be a teacher until my life ends because I do not want to waste the things that I have learned and put perseverance and dedication to accomplish my chosen field. Nonetheless, I would not stick myself to the idea that being a teacher for life would limit me to teaching alone. I would be a teacher but I would open business and stuffs like that to help me economically. I would be a teacher for life but not all through out my life. I would retire if I would reach my retirement age and after all my children had graduate. Of course, all the things that I am persevering and sacrificing for are for my family. My parents who are my primary inspiration and the driving force that keeps me in the journey of life. I would work not for myself but for them. I would want them not to work anymore and just sit in a newly built home just for the two of them but of course my brothers could go there. I want that I would be the one to send my brother or brothers to school and eliminate all the worries of my parents regarding money and the like.

This is my career plan and I would do my best to accomplish these things. Now, I would open my eyes and see good things coming forward. I may sometimes falter but deep inside I am in a combat against no other else but myself in order to win and reach my goals not for me but for my family. I would soon graduate in my endeavor with or without the flying colors.

18

2010/20 11

STUDENT TEACHING PORTFOLIO

19

2010/20 11

STUDENT TEACHING PORTFOLIO

Practicum Reflective Journals Reflective Journal 1: Planning and Implementation of Learning Programs Name: Mr. Jayson P. Rodado Course/Major Field: BSED MAPEH. Timbad Date: March 8, 2011 Cooperating Teachers:

Mrs.

Heidi

S.

1. To what extent is your learning lesson outcomes achieved? How do you know? What are the indicators? I could say that learning outcomes are achieved once the students had come up with what we call the “maximum learning”. Through assessment or evaluation results, I would be able to know whether they have or have not absorbed and applied the concepts they must gain during class discussions. Aside from this, the gestures and expressions of the students could also convey if they have absorbed the concepts taught. 2. How do you ensure that your learning activities are relevant to the topic? What factors do you consider? Do you implement these effectively? How? Any learning activities must be in relation with the topic to be discussed so that students will not be misled and that they may be able to create concepts through questions developed by the teacher. One of the factors to be considered is the nature of the learners, their capabilities and needs. Other factors to be considered are the instructional materials to be used and the time constraint. I assure that I had executed the necessary procedures by designing activities complementing the lesson to be taught. 3. Do your lesson plans contain all essential elements? What are these elements? What do you do to consider the learners’ needs and capacity, available resources and your teaching skills?

20

2010/20 11

STUDENT TEACHING PORTFOLIO

Since the beginning, my lesson plans contained all the essential elements and those are the learner and the subject matter to be discussed and most importantly, the objectives. To be able to consider the learners’ needs and capacity, available resources and the teaching skills as well as the correct concepts must be incorporated in a strategy addressed to different level of students. 4. What verbal and non-verbal communication skills do you apply to make your teaching effective? What evidences will show that you are effective in what you do? The verbal communication skills I applied to make my teaching effective are correct grammar and diction in speaking as well as the power to have a loud and clear voice. With respect to noncommunication skills, I always assure that my facial expressions are appropriate to what I supposed to tell. I am also aware and avoid mannerism that would tend to disturb the students’ attention. The board works must be free from errors in grammar and spelling as well as the handwriting in the board is legible enough to be read and understand. The students’ response as well as the CT’s comment (Rating Sheet) may serve as evidence showing how effective I am. 5. To what extent do you participate in and/or cooperate with your cooperating teacher in the planning and implementing of the classroom activities that contribute to the development of your learners? Provide two examples. I cooperate with my CT before I implement classroom activities. I always let them check my lesson plans before I present it to the learners. I also asked for more suggestions on what to do or to be implemented during activities and this really helps me in my preparations as well as in the execution of the activities. 6. How often do you make use of available instructional materials in teaching? What evidences would show that these materials contribute to the attainment of your lessons’ objectives? I always utilize visual aids every time I conduct lessons. The way the students react/respond to the questions I gave to them will reflect whether the visual aids help them as their guide in the formation of

21

2010/20 11

STUDENT TEACHING PORTFOLIO

concepts that they will be able to achieved. As far as my experience is concern, student could gain more understanding when there is something that they could see and visualize.

Signature of the Pre-service Teacher _________________________________________ TEI Practicum Supervisor’s Feedback ________________________________________ Strengths _______________________________________________________________ Areas for Improvement ___________________________________________________ Signature of the TEI Practicum Supervisor __________________________________ Reflective Journal 2: Using Instructional Materials Name: Mr. Jayson P. Rodado Course/Major Field: BSED MAPEH. Timbad Date: March 8, 2011 Cooperating Teachers:

Mrs.

Heidi

S.

1. What instructional materials have you used in your actual teaching? Have you used them effectively? How? Since advanced technologies such as computers, slides, projectors are not accessible in our campus as often as I would want to have them, the only instructional material I used effectively are visual aids. I tend to make it creative to arouse the interests of the students and it is very factual during my teaching. 2. At what point in the lesson did you present instructional materials? Why is there a need to use them in those instances? Starting from the motivation until the end of the activity my instructional materials are posted to allow the students to follow the discussion as well as for them to take down notes. . 3. Are your instructional materials interesting enough to arouse and sustain the interest of the learners? What evidences would show that you have been successful in ensuring their effectiveness? The visual aids I designed really helped my students kept their interest because I made it sure that it is well-presented. It served as a guide to them in the understanding of concepts to be gained. It is evident that my instructional materials are successful in ensuring their

22

2010/20 11

STUDENT TEACHING PORTFOLIO

effectiveness by the way my students’ react or response to my questions. 4. What two insights have you gained regarding the use of instructional materials? Instructional materials could assess students learning. And also it could really arouse and sustain their interests during class discussion. Signature of the Pre-service Teacher __________________________________________ TEI Practicum Supervisor’s Feedback _________________________________________ Strengths _______________________________________________________________ Areas for Improvement ___________________________________________________ Signature of the TEI Practicum Supervisor _____________________________________

23

2010/20 11

STUDENT TEACHING PORTFOLIO
Reflective Journal 3: Actual Teaching

Name: Mr. Jayson P. Rodado Course/Major Field: BSED MAPEH. Timbad

Date: March 8, 2011 Cooperating Teachers:

Mrs.

Heidi

S.

1. Describe 2 measures you took to make your test items clear. To be able to have a clear test item, there must be coherence with the targeted objectives that students must be able to meet. The instructions given must be clearly stated to avoid hesitation to the students in answering the questions and the language and words used must be appropriate to level of the learners.. 2. Explain how you overcome two of the problems you encountered during test preparation. During test preparations, I really made sure that the choices are all fair and no clue would ever hint the learner. I also made sure that the grammar and language were in line to the students’ level. 3. What did you do to cater for the testing of slow learners, and of advanced learners? The test items I prepared were addressed to diverse learners. It is consist of a 75 percent average questions, 10 percent easy and 5 percent difficult.

Signature of the Pre-service Teacher __________________________________________ TEI Practicum Supervisor’s Feedback _________________________________________ Strengths _______________________________________________________________ Areas for Improvement ___________________________________________________ Signature of the TEI Practicum Supervisor ____________________________________

24

2010/20 11

STUDENT TEACHING PORTFOLIO

25

2010/20 11

STUDENT TEACHING PORTFOLIO
Reflective Journal 4: Test Preparation

Name: Mr. Jayson P. Rodado Course/Major Field: BSED MAPEH. Timbad

Date: March 8, 2011 Cooperating Teachers:

Mrs.

Heidi

S.

1. What measures have you taken to assure that your test items were clear and simple? I only made sure that my test items are in line to our objectives. 2. What problems have you encountered? How can you respond to them? In preparing my test, I encountered some problems such as deciding on what type of test I will be using. In responding to this problem, I decided to include more types of test so that the students can have chances to answer the questions/problems correctly and they would be able to go over the next type of test which is easier for them if they would fine the other type of test difficult. Moreover, the choices for the correct answer bugged me a lot but still I was able to respond to this problem through focusing. 3. Do your test items provide for a wide range of differences in ability? Describe how this has been catered for. Yes, it provide for a wide range of differences in ability. Aside from it includes more types of test, which considers individual differences, it also includes questions that would develop student’s skills and abilities.

Signature of the Pre-service Teacher __________________________________________ TEI Practicum Supervisor’s Feedback _________________________________________ Strengths _______________________________________________________________ Areas for Improvement ____________________________________________________

26

2010/20 11

STUDENT TEACHING PORTFOLIO

Signature of the TEI Practicum Supervisor _____________________________________

27

2010/20 11

STUDENT TEACHING PORTFOLIO

Reflective Journal 5: Checking, Marking and Interpretation of Test Results Name: Mr. Jayson P. Rodado Course/Major Field: BSED MAPEH. Timbad Date: March 8, 2011 Cooperating Teachers:

Mrs. Heidi S.

1. What types of information about your pupils’/students’ progresses have you obtained? How have you recycled this? With respect to the students progress, Majorly I used their scores obtained in the evaluation that I conducted to them every after the lesson. This may help me determine whether majority of them really had understood the topic or not. However, the students that I had are very different that through oral questioning you could really say that they have learned something from your lesson but when you let them put it into writing, you should expect worse. 2. If there were learners who did poorly in one subject area, what did you do to address this? I usually have students who are really slow so I always try to review my lessons and stress important concepts. 3. What have you learned about assessing learners? Assessment is a tool that allows a student to measure at what extent he had performed well in some area of the lesson. It also predicts whether the teacher had properly delivered the lesson or not.

Signature of the Pre-service Teacher __________________________________________ TEI Practicum Supervisor’s Feedback _________________________________________ Strengths _______________________________________________________________ Areas for Improvement_____________________________________________________

28

2010/20 11

STUDENT TEACHING PORTFOLIO

Signature of the TEI Practicum Supervisor _____________________________________

29

2010/20 11

STUDENT TEACHING PORTFOLIO
Reflective Journal 6: Self – Evaluation

Name: Mr. Jayson P. Rodado Course/Major Field: BSED MAPEH. Timbad

Date: March 8, 2011 Cooperating Teachers:

Mrs.

Heidi

S.

1. What major problems did you encounter during your Practice Teaching? In every experience, there would really be fallbacks but I did not allow myself to be trapped on such things since I believed that God is just watching by. 2. What immediate actions or solutions did you make to solve these problems? Attitude or discipline of the students is maybe one of the most rampant problem in any institution but it is not new to us anymore. Hence, as a teacher, I really practiced my authority for the students to realize their place in the institution. 3. What risks did you take during your practice teaching? Why? What happened? I cannot remember of any risks on my part during my practice teaching since everyone in the community is very nice. 4. What questions have arisen and major issues and/or concerns have you encountered? How did you resolve these matters? There were only minor issues and concerns that had risen and it was all settled immediately as we are all future educators and soon to be professionals in the community. 5. Did you consult with and/or ask advice from your cooperating teacher, TEI practicum supervisors and other practicum mentors? What did you ask? How did they respond?

30

2010/20 11

STUDENT TEACHING PORTFOLIO

Most of the time I really consult my CTs about the lessons to be taught. With regards to my TEI practicum supervisors and other practicum mentors, I always ask for instructions about the activities and the like of practice teaching. 6. What is the most important learning insight did you have about teaching that will surely inspire you in your chosen profession? Teaching and learning will not occur without the learner and most importantly the teacher. I had learned that I, as a future educator, am the most important resource in all organizations. In teaching, constructivism must be developed or emphasized so that it could create a student-centered setting. These enable learners undergo the process of meaning-making so that learning experience would be valuable. Aside from this, the warmth of the affection of the students are truly magnificent that a human heart would truly melt. 7. Comments/other learning insights. “Teaching is the most noble profession.” This is one of the best and sweetest words used to describe the work of the teacher. We don’t have any successful professionals or even unsuccessful yet educated right now if we don’t have an educator who taught and mold them to become who they are. As we all know, being a teacher is not an easy thing to do. It needs a lot of effort, sacrifices, patience, love, care and many more characteristics needed to play their roles. All you need is to pursue and always love anything that you do. In that way, you can be of what you wanted to be just like me. Truly, a teacher is like a candle which consumes itself to light the way of others.

Signature of the Pre-service Teacher __________________________________________ TEI Practicum Supervisor’s Feedback _________________________________________

31

2010/20 11

STUDENT TEACHING PORTFOLIO

Strengths _______________________________________________________________ Areas for Improvement ____________________________________________________ Signature of the TEI Practicum Supervisor _____________________________________

32

2010/20 11

STUDENT TEACHING PORTFOLIO

F. Bangoy National High School is an educative community, which adheres to the Filipino heritage and wholesome value in a friendly learning environment working responsibility in our respective workplace in justice, peace and love and continuously searching for the truth and knowledge with creative and critical thinking.

A. Bangoy national High School is committed to serve

the students by developing life skills imbued with
33

2010/20 11

STUDENT TEACHING PORTFOLIO

values anchored on relevant basic education curriculum through competent and committed teachers with adequate functional resources in a child friendly teaching-learning environment supported by the parents, barangay officials and other civic minded individuals.

34

2010/20 11

STUDENT TEACHING PORTFOLIO

Class Schedules
Section
II- Crystal

Day Time
M,T,TH 07:0008:00am 08:0009:00am 09:0010:00am 01:1502:15pm 02:1503:15pm

Teacher
Mrs. Heidi S. Timbad Mrs. Heidi S. Timbad Mrs. Heidi S. Timbad Mrs. Heidi S. Timbad Mrs. Luzvisminda Cubian

II- Diamond M,W,TH II- Gold II- Olivine IVDagohoy M,W,TH M,T,W T,W,TH

35

2010/20 11

STUDENT TEACHING PORTFOLIO

BOYS 1. Antequeza, John Dave J. 2. Aspril, Jhourly E. 3. Bugtac, Mark Angelo B. 4. Cangsuco, Moises II A. 5. Carungay, Mark John A. 6. Ducusin, Jayson A. 7. Dy, Bruce Patrick J. 8. Gargar, Ashly Jan O. 9. Gonzales, Bryan D. 10. Gordove, Elvin Jay A. 11. Leones, Jhasint M. 12. Lucena, Rodel V. 13. Mancera, Kenneth P. 14. Mendoza, Neil Adrian D. 15. Palma Gil, Jose Jr. M. 16. Potenciando, Lean Fritz Y. 17. Quezon, Mark Jay C. 18. Roy, Renjoy S. 19. Salugsogan, Adrian Paul M. 20. Siarot, Oscar Jr. M. 21. Simborio, Kim M. 22. Soyosa, Marjun Laurence R. 23. Sumuob, Rodrigo Jr. B. 36 24. Wong Leong, Philip Jr. M. 25. Yanong, Ricardo III K.

IV-LUNA

GIRLS 1. Aguhob, Ivy P. 2. Bayer, Ferly Mae A. 3. Cabatigan, Charlene L. 4. Contiveros, Lovely Rose S. 5. Caresosa, Chelle Cris C. 6. Caseñas, Anna K. 7. Cinco, Febbie Ann P. 8. Del Rosasrio, Precious R. 9. Dela Cruz, Niña Jean L. 10. Donayre, Jennifer M. 11. Garzon, Hannylene B. 12. Genaro, Eunice Mae S. 13. Guevarra, Hannah Mae A. 14. Guoy, Junamie R. 15. Hapas, Emmie Rose S. 16. Inson, Jenny Jane A. 17. Leones, Jeanslee M. 18. Liloc, Marivic S. 19. Linguan, Mary Jane C. 20. Lupase, Sheila Mae C. 21. Magunot, Airenee H. 22. Malinao, Genalyn S. 23. Marilao, Joan Mae M. 24. Peniscola, Analyn M. 25. Ramirez, Lotis Mae A.

2010/20 11

STUDENT TEACHING PORTFOLIO

Teacher’s Table
B G G B B G B G G B B G G B G G B B B G G B G G B G B G G G B G B G B G G B B G

B

G

B

B

G

B

G

B

B

G

37

2010/20 11

STUDENT TEACHING PORTFOLIO

38

2010/20 11

STUDENT TEACHING PORTFOLIO

December 6, 2011 Monday Today is our deployment day ..... I arrived at F, Bangoy National High S as early as 6:30 in the morning. The school and the teachers are very accommodating to us. The teacher per school who task to bring the letter to be given to the principal late. So we take how many minutes to wait CJ arrived. After how many minutes of waiting, finally the leader had arrived and she immediately go to the principals office and give the letter to the principal . While waiting there is a teacher who invite to us to stay at the reading centre in their school for us to have a sit and better accommodation. Later on CJ come to us and give the information about what is the principal had said, so we just listen and ask some questions for the clarification. so the result had told and we know that we are not yet given an assignment for our cooperating teachers would be. But what was the good to the principal is that she see to it that we were given critics to assigned who could really help us in our practicum and training as we are preparing to become a teacher. So we are about to come back tomorrow Dec. 7, 2011 for the settlement and finalization of the schedule and the assigned cooperating teachers.
39

2010/20 11

STUDENT TEACHING PORTFOLIO

After a short discussion together with the leader and some teacher we got home immediately.

December 7, 2011 Tuesday This day is the day taht we are going to meet our assigned cooperating teachers according to what the principal had decided. At first as we enter the MAPEH Department we are excited to see whom those people\teacher that had assigned to us. After that we finally meet our critics and then we go to our designated CT for the information and schedule of the time that we are going to handle. Because we are only allowed to handle 4-6 loads for 8 hours, that’s why we really needed to settle the time and schedule to our CT’s. It is fun meeting her, she was a Doctor already and a master teacher for the MAPEH Department. She is beautiful, very nice and lovable teacher. She is no other than DR. ERLINDA F. ABROGAR. She is very accommodating teacher and I am very welcome to her as student teacher and someday a co- teacher. On that day also she invite me to go with her in having her classes for me observe and most especially to introduce me to her student who will be under to me
40

2010/20 11

STUDENT TEACHING PORTFOLIO

also. I was so impressed as she handle her class with a very sweet voice, and the student welcome me warmly. I was blessed and fortunate to have a CT like her. And I must say that it is indeed a very nice and lucky day

December 8,2011. Wednesday This morning I woke up with a smile maybe because of the excitement onmy first day of being a teacher wearing my uniform that really fit me to have an outlook of being a real teacher. I arrived at school at 7;30 in the morning and my started at 9;00, so I have a space of time to prepare things that I am going to use in my class. As the bell rung, I am going to the classroom and conduct the lesson to my student. But since it is our first day of the class I had first going to introduce my self to the students for them to know my name and the purpose why I am teaching them. After they had getting to know me, I had first introduced to them the sequence of the technique on how I am going to conduct the lesson as well as on computing their grades. I had also given them the information about
41

2010/20 11

STUDENT TEACHING PORTFOLIO

the topics that we are going to discuss as we continue the lesson for the third periodical exam. We have shared stories as well as expectation on each other, they had asked question about me and some personal question as their background. We had so much fun and enjoyment on having conversation related to our selves. After an hour we need to leave the students for them to have their next class period. The day goes by and the hour had already finished so we must say goodbye on this day and prepare to say hello for the new day tomorrow.

December 9, 2011 Thursday Today is the day that I am going to attend my class and conduct a lesson as well as I am going to observe the class that I’m going to handle. My first impression to the first tear class is they are very noisy even if their teacher is around it seemed that they don’t have teacher in front of them. But later i had realized this is the real world of being a teacher, and the life of the high school students nowadays. And it is a challenge for me on how I am going to adjust from them and help them do the things on the right place and on the right time. That’s why we teacher
42

2010/20 11

STUDENT TEACHING PORTFOLIO

will be able to deal student who also need our presence and help. So in this situation I had realize the things that I may able to prepare like the activity on how it will feel the students happy and enjoy as they are also learning. I had think so many strategies to make for my class, that is why I ended my day so very tired but full of learning learned from the different ideas getting also from the students. Every after meeting the class I had a lot of story to tell to my Ct according to what was happen during my class, but I’m thankful for that because I get a lot of experience as a teacher even in a short period of time. I hope that Go d will always be in our side to protect and to guide us as we continue the journey of our life being a student and as a teacher of our student.

December 13, 2011 Monday Another week had already past and now another day to start for this week today is Monday a fresh new day to start. It is another journey of life to take as well as challenges to face as I go to the school rendering my service to the students. But we must thankful for that, for having another day to serve people who needed our help as we teach our students and to share our knowledge to them.

43

2010/20 11

STUDENT TEACHING PORTFOLIO

I arrived at school at 7:45 in the morning, teachers at the faculty were so busy doing things for their classes and some paper works. But that’s life we need to do things in order for us to continue learning’s for our daily life, we need to prepare for the next minutes of this day especially in doing our task as a teacher.

After the classes we had our lunch and rest for a while doing some paper works waiting for the next period. We had the same lesson in the afternoon with the same year level but different strategy in handling different classes. We ended this day with full memories of a new learning and experience as well. The class ended at 5:15 in the afternoon and I logged out at exactly 5:30pm.

December 14, 2010 Tuesday Today, we started a new fresh day with Jesus in our life. I arrived at school at exactly 7:45 in the morning, the students are roaming around the canteens eating their snacks for they started their class as early as 06:00am for the morning shifty. But it’s not new to them, they continue their studies with the sacrifice to wake up early in the morning for them not to be late.

44

2010/20 11

STUDENT TEACHING PORTFOLIO

Anyway, today is another day to start new lessons and new learning. I have no class for the first period because they are having Values Education every Tuesday. So I started my class in the next period at 10:15 am at the third year level section Acacia. We continue the lesson that we had yesterday about the arts. After a short discussion and interactions I gave them quiz to measure their knowledge about the lesson that we had discussed a while ago. I did the same way on my next period on what I have done in the first period, so it will not burden for me to prepare many lessons for I have 6 sections to handle every day. We ended the day that I finish the topic of the arts and I had fulfilled the things that I had prepared in my lesson plan for this day.

January 03, 2011 Monday The first day of the year 2011 of teaching is the big event of the day for the student teachers’ lives. I was so up to it and I am looking forward to a good discussion and outcome. Sad to say, I was ill at this very day and I cannot even manage to talk loud because of my cough and flu. I cannot stand so long cause it would make me dizzy after several minutes. I was badly ill, sad to say. Nonetheless, I tried my very best to deliver the lesson to my first class. The students observed that I was not feeling well even though I did not admit it so they
45

2010/20 11

STUDENT TEACHING PORTFOLIO

behaved well, luckily. My topic for this day is the organizational levels of living organisms. After teaching, my CT gave me my rating sheet and asked me if I am okay since she observed that I was pale and that was the moment that I told her that I am sick and she understood it. I was glad she did and still gave me good scores. Moreover, at my second class, the first year sunflower the topic is all about the water pollution. It was fine that they are manageable but I felt dizzy at some instant that is why at some point I sit down while giving the quiz because I do not know what will happen if I still insist to stand up. The time came and the feedback was given by my CT. Still, I did not tell her that I was ill because I am ashamed. When I was waiting for my last period at 1:33 in the afternoon, I planned to go to the guidance office and tried to ask my CT that if it is okay I would just discuss the matter tomorrow since I cannot assure that I am okay. Good she understood and she told me that she would be the one to handle the class instead of me and she told me to go home so that I could cope up for tomorrow. However I insisted to stay because the mark on my DTR would blot red because of under time if I would go home that early since it was still 1:00. I stayed only at the “tambayan” and slept there for a while waiting for the time since I cannot stand and I feel terribly hot and ill. January 04, 2011 Tuesday At this day, my fever worsen along with my voice, moreover, I was able to present the lesson about
46

2010/20 11

STUDENT TEACHING PORTFOLIO

integumentary system to my second year students and managed to be lively in the class to ignite participation and interaction in the class. I was very grateful that my students are not that hard-headed and I can handle their behaviors because it helps me in cases like this. My CT, Mrs. Armemento was also there to observe me and the class. After all, I allowed myself to do what she wrote on the comments space on the rating sheet to let her see that I am appreciative of her ideas and comments. After the class, she handed me the rating sheet and I am glad with the result Ian I am also grateful for her compliments and comments because it really helps me to be more effective. I then informed her that on the following day, we, the student teachers, would not be around because of a Pre-Employment Seminar catered by the University Guidance Office. Furthermore, she told me that she would handle the class for me, using my lesson plan for the topic on that day. On the other hand, my first year classes are manageable and we had a good discussion about the atmospheric gases and greenhouse effect. I also told my CT about the next day’s activity in USeP. With this, she told me that she would have a review to the two classes for the topics that I have discussed.

January 05, 2011 Wednesday We were at the USeP this day for the half-day PreEmployment Seminar catered by the University Guidance and Testing Office. It was a good resource of knowledge about the employment world and we really believe that w
47

2010/20 11

STUDENT TEACHING PORTFOLIO

should learn from that seminar and not the other way around. Moreover, two of the speakers were good since one is a teacher and the other one is a call center employee. However, one of them, the one from the Department of labor and Employment did not have the sympathy of being a student once in a while. She was almost teary eyed and would not want to talk because the crowd is very noisy. Moreover, I learned form that scenario, you can never imply respect if you do it ion a harsh way. She was very strict; making the students dislikes her instead of give empathy for her.

January 06, 2011 Thursday Instead of having a NAT Review, my CT told me that I should have a formal discussion for today because they may run out of days to discuss the entire coverage of the exam. The topic for today is the muscular system. It is supposed to be the skeletal system that should come first but my CT told me that she would be the one to discuss it prior to this day which is yesterday, but she was not able to do so because of some in line stuffs to teaching. Moreover, the skeletal system would be discussed the next meeting by me. It is a good discussion and participation was observed from my students. On m first year classes, the topic is all about the air pressure. I was able to discuss it on my first class but on the second class, I was not able to do so because only a few of them is present. Before deciding not to have the class, I first ask the decision of my CT. She then told me that I would
48

2010/20 11

STUDENT TEACHING PORTFOLIO

just discuss the matter next week Monday and would have a quiz on my other advanced class. January 10, 2011 Monday Today’s discussion is the skeletal system which is supposed to be the topic last Thursday. It is a good discussion because the students are interested and up tuned, although there are distractions from the nuisance students of the class. I have shown them a model of our skeletal system and this ignited their interest more. I also received compliments from my CT from this day’s discussion. On the first year classes, I did not make a lesson plan for this day since I am just to give a quiz and I will be using the same lesson plan for the topic air pressure and my other class.

January 11, 2011 Tuesday There is a BEAM Seminar today at USeP, so the student teachers are again excused from the classes at their respective schools to attend this important seminar. It was a very informative and useful seminar that most of us thought that this should have been given to us prior to our internship so that we could be great even at the start of teaching. However, better late than never. The senior students truly appreciate this momentous event in our lives. On my assigned school, my CT in biology, Mrs.
49

2010/20 11

STUDENT TEACHING PORTFOLIO

Armamento, is taking over the class and she uses my lesson plan created for this day’s topic. Hence, I created a lesson plan for this day to be used by my CT even though I could not come and discuss the lesson myself. Moreover, it was my CT who told me to do so. My CT in integrated science did different and instead of discussing a new topic, she reviewed my discussions to the two classes. January 12, 2011 Wednesday Respiratory system is the topic for today’s discussion. All went well for this day. I was alone in the classroom since my CT did not observe me because she has a seminar. The topic for today is rock formation for my integrated science class and we had a very dynamic run thru of the activity allotted for this topic. Today’s first discussion is all about the circulatory system of human beings. It was a very long discussion indeed and we were not able to have a quiz for this topic. On the other hand, my CT left me in the classroom before the time because she received a text message that there is a trouble going on in her advisory class. After the class, I went to see my CT and she was telling me that I could use the torso and heart model an\t the library if I would want to but then I said that I was done in the discussion proper. Rock cycle is my topic for my Integrated Science class and it was a very lively discussion about rocks.

January 13,2011
50

2010/20 11

STUDENT TEACHING PORTFOLIO

Thursday This day’s first discussion is all about the excretory system of human beings. It was a very lively discussion since the topic ignited the students’ interest. After all, since the beginning of my class with the section pearl, they have been very participative. It ended so well but we were not able to have a quiz because of the time yet I told them to study because on Monday, I will give them a long test regarding all the systems that have been discussed. My CT told me that I may not give them a discussion about another system next week and would start it next year. She then asked me to just give a review about the systems discussed next week. Soil formation is our new topic for my first year classes. I was able to discuss it on my first year Sunflower and on the first year tulip but I did not have the activity on the latter because of their population. Since it is Friday, only a few of them went to the class. Moreover, this decision has the approval of my CT. The students’ mind are no longer focused on classroom discussion at this moment therefore, I just asked them to prepare a role-play according to their drawn systems before this day. It was not quite an impressive presentation but I can see that they are trying and they do not want to get a bad grade. That factor alone is very touching on my side since I was once a student and until now, I am still. Seeing their reaction moved me because I can see myself on them and I realized that teachers cannot be really cruel to the students because even in the most unpleasant way, they strive to be good students. I then gave them a very good grade for their effort and perseverance. On my Integrated
51

2010/20 11

STUDENT TEACHING PORTFOLIO

Science classes, I just gave them their project and had a quiz about the topics discussed, therefore no lesson plan is made for this day. January 14, 2011 Thursday Although this isn’t a Friday, we were allowed to wear civilian clothes because of the event for this day. The time for the different subjects to be taught is shortened because of the Christmas Program in the afternoon which will start at 2:00 PM. I went to my first class as ordered by my CT, since she is not around today at the classroom premise because of some important stuff to be done. I went there to check the attendance and to talk with my students and even though I did not have a formal classroom discussion, we still talked about the previous lessons in an informal manner since I was asked by my CT to still create a lesson plan for the day. However, I told my CT afterwards that only a few of them was present which when I counted it reached just fourteen. My CT said that it I should not worry it is really approaching so they will be out of the classes and would have an early vacation thought. On the afternoon, we witnessed the Christmas presentation of the students and the teachers. We were grateful they did not ask us, the student teachers, to participate because we did not prepare anything really applauding. The winners for the classroom decoration were also announced and there were tokens given to the teachers. On the sections Sunflower and Tulip, both First Year classes, I just let them copy some important notes about the concepts I taught them as told by my CT. Moreover; I also showed them a picture of their project to be passed next year. On the section Tulip, their
52

2010/20 11

STUDENT TEACHING PORTFOLIO

adviser was at the classroom so I just showed to them and then bid goodbye.

January 17, 2011 Monday The student teachers of the College of Education were at the University of Southeastern Philippines’ Campus at this day for the Job’s fair prepared by the UGTO for the graduating students and alumni of the university. In line with the real purpose of being excused from the classes at our assigned school, today is also the second day of the University Intramurals. I, myself had an event for this activity which is the Debate Competition which will start at supposed to be 9:00 AM but eventually at 11:00 am. In addition, I also filed my application for graduation at this day since the 19th is the last day for the application and it would be better to be early. After filing the application, I then go on to the competition, that gave me a reason to leave the social hall after the registration and sort of shopping at the different job opportunities since not one has ignite my interest to pursue.

January 18, 2011 Tuesday

53

2010/20 11

STUDENT TEACHING PORTFOLIO

This is the day for the students to be free from all the kinds and forms of academic stress since today is the Christmas Party of the whole studentry of Mabini National High School. Every student is very appealing to the eyes with their glamorous new dresses. I arrived at school four minutes after the time specified for us so a red mark is blotted on my DTR. I was the first to arrive this day. Joan Madrid followed. We were divided at that point. Only four of us are present and four are absent. Lyn Makiling and Shiela Rosal are also present to complete the other half. Until around 9:00 in the morning, we were just at our tambayan waiting for some blessings until we decided to have some walks at the school to visit our students to take some pictures and to participate in their little program in their classrooms. Lyn and Joan are my companions to visit our respective classrooms. After several turns in the whole campus, we decided to part ways and stayed in our classrooms. I and Joan Madrid ate at the advisory section of our CT, Miss Espina, and have the chance to watch their little parlor games each student craving to win to grab the prizes. After eating at the class, we planned to go home but then the other class of mine, the first year Sunflower, called my attention and asked me to be a judge of their song and dance competition. I was hesitant to refuse because the adviser of the class also called me, who is actually not my CT. There at the class I enjoyed the presentation and for the second time around, I ate. It was nearly 1:00 in the afternoon when I left the class and thank their teacher for being so accommodating and warm. When we are about to leave the school, I and Joan asked permission from our CCTs and for the third time, we were invited to eat at the food brought by our CT, Mrs. Armamento. We ate a little for courtesy’s sake and refuse when we were given another
54

2010/20 11

STUDENT TEACHING PORTFOLIO

since we were really full at that time. We then gave our presents to our CTs and they also gave theirs to us. The part ended so well and happily. I saw some of my students heading for a continuation of the party at a beach resort and invited me to come with them but I refused to be with them for practical reasons. I even told them some lectures before I bid goodbye. Narrative Report No. 20 Date: December 19, 2008 (Friday) This is the day for the Christmas Party of the faculty members and staff of the Mabini National High School at the Mergrande Beach Resort. We, the student teachers, are not invited. Moreover, we (me and Joan Madrid) were told by Miss Espina, our cooperating teacher, that we could ask Mrs. Priore, the in-charge for the said event, if we cold come since last year, according to our CT, the student teachers are invited. With this, we just refrained ourselves from being tagged as intruders of the said party since we were not told cordially by the in-charge. For us, moreover, it is the first day of Christmas vacation.

January 19, 2011 Wednesday It is the first Monday of the year and it is the first day of teaching for the year 2009. I wished to start my year right so I came to school as early as I could to refrain red marks on my DTR. Luckily, I arrived at e earlier time
55

2010/20 11

STUDENT TEACHING PORTFOLIO

compared to my mates and I am ready to start a class with my students whom I supposed have their New Year resolutions. As I approached my CT for Biology and greeted her a happy new year, she told me not to conduct a formal class discussion for this day and have it tomorrow instead. What I should do is to get the attention of the students first that it is not vacation anymore and tomorrow would be the start of the formal discussion. It was good to have that approach on the other hand so that students would be more comfortable and at ease. Moreover, the whole seventy two minutes was not wasted on chattering and merry making but what I did was I asked the students to have a graded recitation of what they could still remember from last year’s discussion. Gladly, they still do remember them. It was an overwhelming feeling hearing the students’ answers as verbatim as what I conveyed to them. It just shows that they rally listened to my discussions. Furthermore, on my first year classes, it was a different story. My CT for integrated Science asked me if I wanted to conduct a class and it would be a negative attitude to say no. therefore, I conducted a class with the first year sunflower since I was also prepared for that discussion. However, on the afternoon, for my class on the first year tulip, the first class students, they acted so authoritative that when I came to the classroom, only nine students were present and majority 90% of them went home since they believe that they do not have any class. I told the nine remaining students that we would have the discussion on the next day instead. The decision of mine was consulted to my CT on the first place. What
56

2010/20 11

STUDENT TEACHING PORTFOLIO

we did was we just have some talk and sharing with the nine remaining students. On this day also, I have let my CT checked my Lesson plans for the whole week.

January 20, 2011 Thursday I arrived at school as early as I could to avoid red mark. This day, I would be conducting a formal class discussion with my second year students for Biology. The topic for this day is Nervous System. This topic is designed for two days since it would’ve not fit for a oneday discussion. The students were very participative and as always, they are very willing to listen to the discussion. However, this day was not very good for them as well as for me because of them ruined the discussion or should I say my mood. It happened very y quick and I lost my appetite for the discussion. It was all about the brain I and I asked my students to place their one hand at their forehead and the other hand at the tip of their neck. When everybody did so, one of the boys shouted, “ang motoo uto-uto”. With that I stopped the discussion and asked them to copy the things on the board instead. At their own expense, they hurriedly did so even the “good” boys. However, I can’t stand not to let the worthy students to learn so I continued the discussion.

57

2010/20 11

STUDENT TEACHING PORTFOLIO

On my first year class, we continued with our discussion about the weather and climate and it was a good discussion with them.

January 24, 2011 Monday It was the first Wednesday of the year and the discussion for the Nervous System continued. This time, the students are very behaved though they are really are behaved but this morning, they are extraordinarily good. It might be due to the happening yesterday. As I expected, their unwavering participation are observed and it is quite obvious that they learned something from the discussion. On the Integrated Science classes, the discussion was free-flowing. The only problem with this age-level is their behavior and activeness that tend to disturb the class. Today’s discussion for the Biology class is about the endocrine system. We had a group activity which again showed the students eagerness to gain higher points compared to the others. On the other hand, on the first year level, the discussion is still about the weather and climate since this topic is a long one.

58

2010/20 11

STUDENT TEACHING PORTFOLIO

This day, our discussion is about the sense of sight and this was the lesson that my CT appreciates the most. Her appreciation was tantamount by my students’ results in their quiz which I must say is very good. Moreover, I could say that a good discussion starts with a very good motivation. When the students are motivated, up to the end of the class, they will be eager to learn and participate. I extend my thanks to Mrs. Ignacio, the teacher who lends me her pictures of optical illusion. Moreover, on my first year class, we had a role play about the precautionary measures’ during typhoon and the students showcased their talents in different areas.

January 25, 2011 Tuesday This is the last week on the month as well as of the year and this week is supposed to be a review week since the examination days are fast approaching. However, for my MAPEH class, it is not a review time yet since we still have loads of topic to discuss. Moreover, this is not a problem to the, according to my CT, because this class is a participative class and they are really listening to the discussion and if they would only remember those things, it would not be a problem to them. Today, the activity would be a debate between the relevance of the nose and the ears. The activity went on smoothly and it is a very witty and humorous debate between the students. On the other hand, on my first year classes, we started the review with a long quiz.
59

2010/20 11

STUDENT TEACHING PORTFOLIO

The MAPEH class would be talking about the sense of taste as well as touch. On my first year classes, after the written review, we had now our oral review which was a sort of game since it was a Bring Me game. It was a cold and rainy morning. This is the last day of discussion for the third grading period for my Biology class. The last topic is all about the plant system. It was a good discussion and after having such, we proceeded to our activity which is the quiz bowl. The students are grouped into five and each group showed their participation which has the thirst for the highest point. Moreover, on my first year classes, we continued with our review with a sort of reminders and a couple of announcements.

January 26, 2011 Wednesday A rainy and cold morning welcomed the fifteenth day of the month. The feast of Sto. Niño has showered the whole Davao region with a great amount of rainfall. Until the end of the day, rain had never stopped. In between the hello and goodbye of the day, is the beginning of the examination of the students in Mabini National High School. At around 9:00 in the morning, while the exams are going on and I wa spoctoring the first year Marigold which is the advisory class of my CT, who at the moment is not around due to an important matter that she needs to go to the Office of the DepEd, the principal announced that the examination would be cancelled and the
60

2010/20 11

STUDENT TEACHING PORTFOLIO

students are requested to go home as soon as possible since it was ordered by the City Mayor to cancel the classes due to strong rain. The students then went home although some stayed for unknown reasons but as soon as they are seen by the securities as well as the teachers, they are sent off to the school immediately. While rain falls are falling inevitably, the eight of us remained at the library and read the books there at our own expense since we cannot have loud chats and laughs. We waited until it is time to log out and we asked permission from the OIC that we would now go home. Luckily, they allowed us to do so.

January 27, 2011 Thursday This is the second day of the examination and the students are on set to take the examination. I proctor the second year Ruby in the morning which is the advisory class of my CT. on the afternoon; I proctor the first class students of the fourth year level. This is a very nice experience for me because I would be able to observe the students taking examination. I could really tell who are those students who have studied and who have not. It would also be obvious who are those students who are cheating or on the attempt of doing so. Moreover, I was not a very strict proctor because I was once a student and I could relate to their situation. However, if it is too much, the student could not get anything good from me.
61

2010/20 11

STUDENT TEACHING PORTFOLIO

. On the afternoon however, I ask permission from my CTs that I will not be able to stay in the school for the whole time because I would be going to my school to get the practicum manuals and to clear things about the schedule for the final demo and the general assembly that is to come. They allowed me and I told them that I would be coming back to have my DTR logged out. At USeP, I talked to the practicum supervisors specifically, professor Francia, Professor Lulab, Professor Valiente, Professor Padillaand Dr. Arquillano. To them I asked and cleared the things that are clouding my mind. After such, I went back to Mabini National High School and distribute the manuals to my co-interns. It was not a busy day for me so I spent my remaining time chatting to my students. But to make the most out of the time, I shared the things that was told to me by the cooperating teachers to my co-interns and we had a long talk. When time comes that we have to logged out, we readily do so.

January 31, 2011 Monday This is the day for our FINAL DEMONSTRATION at F. BANGOY NATIONAL HIGH SCHOOL.

62

2010/20 11

STUDENT TEACHING PORTFOLIO

February 1, 2011 Tuesday This Tuesday I attended my regular classes in my three sections since my other sections that I handle have their Values Education during every Tuesday. It was a quiet relaxing day not only for the reason that I only have three sections to attend with, but because were already done with our final demonstration which was a very challenging part for us, as a student teacher. In my class for my third and second year students we have our discussion for our topic in Physical Education. For my third year class we discussed about the basic fundamental steps in dancing, I demonstrated in the class the basic fundamental steps and they follow and perform it afterwards. With my second year students, I introduced and demonstrated to them the basic steps in Philippine folkdance and same as with my other class they perform the basic steps after. My last section in my afternoon which is the section Pearl composed of students that mostly misbehaved during my classes that’s why a proper class management should be apply and I have to find ways how to motivate this kind of students.

February 2, 2011 Wednesday
63

2010/20 11

STUDENT TEACHING PORTFOLIO

This day were excuse with our classes in our respective schools we are assigned to have our practicum because we have to attend a seminar conducted by the Department of labor and employment (DOLE) held at the USEP Social Hall.. This Pre-employment Seminar for Local Applicants (PESLA) was a whole day seminar from 8:00am to 4:oopm. It was conducted to prepare students especially the graduating students of USEP in our future employment. We were given information and handouts about how to make a resume, the character or the preparations for interview and as well as the right character as a worker. The certificates were given to us after the seminar.

February 3, 2011 Thursday This Wednesday, we have a performance activity with my third year students of sections Molave and Gemelina, since my other third year section have their Values education class. They performed by group but individual grades the basic fundamental steps in dancing with music to test if they know how to perform it with the right rhythm and tempo. In my second year classes with section Turquoise in my morning class and sections Esmeralda and Pearl in my afternoon class I assigned them an activity for them to perform. In this activity they have to choreograph their own folkdance applying the basic folkdance steps that I taught them.
64

2010/20 11

STUDENT TEACHING PORTFOLIO

February 4, 2011 Friday Since Today is Friday, we have to go to USEP because we were having a Pre-board exam. We were asked to be there at school at 8:00am, but unfortunately wasn’t able to be in school by morning for some reason. My classmates told me that they had a pre-board exam in General Education subjects conducted by the St. Louis Review Center. I went to school by afternoon but before the continuation of the pre-board exam, St. Louis review center introduced first their review center and encourage us to have a review before taking the Licensure Exam for Teacher (LET) this coming months of April and September, particularly to take a review in their review center. After this we had our continuation for pre-board exam, this time in Professional Education subject. This is a two hundred items examination. The sample questions were difficult, we have to analyze the question before we answer and without knowing the proper technique to answer it would take a long time to finish answering it. Review is very important as a preparation for this coming Licensure Exam for Teacher and to obtain our goal which is “To be a topnotcher”

65

2010/20 11

STUDENT TEACHING PORTFOLIO

February 7, 2011 Monday This Monday, attended my classes in third year sections Acacia, Lawaan And Carnation. For this day, I let my students take notes or copy the writings in the visual aids I’d made for our lesson in Music which are about the African and the Latin-American Music. Aside from that, we continued our performance in Physical Education which was the Basic Fundamentals in Dancing for those students who have not yet performed. In my second year classes in sections Turquoise, Esmeralda and Pearl we had a surprised performance because I let them practiced and remembered the basic steps in Philippine Folkdance and later on, one by one they have to picked a piece of paper in which it was written in there the steps that they will have to perform in front of the class.

February 8, 2011 Tuesday Today is Tuesday and since I don’t have a class for my first section this morning from 8:00am to 9:00am, I arrived at school at about 8:00am to prepare for my next class at 9:00am. For my next class we had a discussion
66

2010/20 11

STUDENT TEACHING PORTFOLIO

about Music, our lesson was about the African and the Latin-American Music. Included in this lesson are the Music Style and the Musical instruments of the African and the Latin American. Students able to identify and classified the instruments into chordophones, aerophones, idiophones and membranophones by showing pictures of their instruments and I asked them to draw an instruments based on their classifications, one instruments for every classifications. In My Second year classes, I gave my students a time to form their groups, choreographed their folkdance steps and have their practiced for their presentation by next week.

February 9, 2011 Wednesday This Wednesday, I am not the one who handle the class and discussed the lesson because my Cooperating Teacher have her Pre-Service teachers from University of Southeastern Philippines who were having their Field study at Francisco Bangoy National High School. They discussed the lesson about the African and the Latin-American Music in my Section Molave. I and my Cooperating Teacher observed them in their class management and the way they deliver their lessons in the class. In my other third year section, we discussed about African and Latin-American Music and also same as
67

2010/20 11

STUDENT TEACHING PORTFOLIO

with my other third year section I ask them to draw one musical instruments for every classifications. With my second year students, same as last time I just get their attendance and I gave them the rest of the class time for their practice their folkdance.

February 10, 2011 Thursday Today was the practice of all my second year students for their performance for their Folkdance Presentation by Monday. They will perform the basic steps in folkdance and provide their own choreography. In my third year classes, I introduced to my students an example of Latin-American dance, the “Samba”. I Taught them the basic steps in Samba dance. My students were really excited in our class activity today. I executed the steps in a Samba dance and the students will follow later. They really having fun while dancing and at the same time they were learning. I am so glad that all of them were very cooperative with our activity today even those students who were usually misbehave in our classes. They need to practice more for their performance in P.E. During my vacant time in the afternoon, I conducted a practice in ethnic dance for those special learners for their upcoming celebration for the annual “National Intellectual Disability week”.
68

2010/20 11

STUDENT TEACHING PORTFOLIO

February 14, 2011 Monday It’s Hearts day today. In my classes I based my activity in today’s celebration because I know students love this day and want more excitement. With my classes from third year and second year level, I required them to make a Valentine card in which they can address their letters to the person special to them or to someone they wanted to express their love, admiration and appreciation. I am so glad that plenty of my students address their letters to me. I feel overwhelmed with the content of their letters to me because it was stated their how thankful they were for having as their teacher because according to them I was so kind and I show care and concern to them. I’m thankful to my students though there were times that they commit mistakes and misbehave in my class, they still give respect and appreciate my effort in teaching and for being a good teacher to them.

February 15, 2011 Tuesday Bad weather makes students tardy. Since the weather was not so fine today few students attended in my classes. For my third year classes we postponed our practiced in P.E. because of the covered court was filled
69

2010/20 11

STUDENT TEACHING PORTFOLIO

with water and it might be dangerous to have their practiced there because we will be using electric devices. In the afternoon, there were about forty percent of number of students attended their classes. Because of bad weather, students preferred to stay at their home than went to school and attend their classes. But still those students who came to school despite of the bad weather were ready to listen to our discussion and were willing to learn. We still have a good discussion though they were only few of them who entered my class. February 16, 2011 Wednesday I’m so thankful because the weather was fine today. Thank God for granting this wonderful day, we can now continue our class activities. In my third year classes, they have their practice in their Samba dance for their presentation by next week. I added some more steps in their dance but I’ll make sure that they can follow those steps. During my vacant time in the afternoon, I conducted a practice in ethnic dance for those special learners for their upcoming celebration for the annual “National Intellectual Disability week”. In my afternoon classes, my second year students continue their practiced in their folkdance presentation because they will perform their choreograph dance by tomorrow. My second year students were very serious while having their practice. I
70

2010/20 11

STUDENT TEACHING PORTFOLIO

see that they were very interested in the activity they have.

February 21, 2011 Monday Every day means new challenge in me. For today since my Cooperating teacher was not around due to important matters, she ask me to take over for her classes in third year sections Narra and Niyog. For this day, I introduce to them the Latin-American dance which is the Samba. ”. I taught them the basic steps in Samba dance. My students were really excited in our class activity today. I executed the steps in a Samba dance and the students will follow later. They really having fun while dancing and at the same time they were learning. I am so glad that all of them were very cooperative with our activity today even those students who were usually misbehave in our classes. They need to practice more for their performance in P.E. I see their interest while having this outdoor activity.

February 22, 2011 Tuesday I called this day as Performance day of my second year students. They will perform today their own
71

2010/20 11

STUDENT TEACHING PORTFOLIO

choreograph folkdance. I really do commend my students for a job well done. They were very creative in choreographing their own steps in folkdance. They deserved good grades in their performance for this activity in Physical education. In My third year classes I continue demonstrating the basic dance steps in section Narra and Niyog since their teacher will not be around for 1 week.

February 17, 2011 Thursday Today is an special day for the special learners of F. Bangoy National High School. For the annual celebration of the “National Intellectual disability week”, special students in this school were going to to shoecase their talents. Some students dance the traditional ethnic dances “The Gandingan” that I choreograph and with my co-practice teacher in MAPEH we played music for their dance. Other special students also present their talent through singing. Anastacia Armigos really appreciate of what she had seen from the performance of these special students, especially when the time they’d presented their special talents. Mrs. Armigos also give an inspirational message not only for the SPED students, but also to the people who are inspired and believe the talent of the SPED’s students.
72

2010/20 11

STUDENT TEACHING PORTFOLIO

The activity was done successfully and we are hoping that next year, as we also there will be more SPED students from F. Bangoy National High School will participate in this event. As what Bryan said, one of the SPED student, SPED student like him must show what they’ve got and must appreciate the gift that God has given them. Indeed, It was a successful event and we learned something from this activity. SPED students inspired us and the other students who witness the event.

February 19, 2011 Saturday “GO FOR GREEN” and “LOVE OUR ENVIRONMENT”. These are the words that will described the activity we have today. We are having our Community service in Brgy. Sasa, Muslim village. We are about to meet with the other Practice Teachers from Bangoy at 8:00 in the morning at the Muslim Village. While waiting for the PT’s to arrive, we decided to start the coastal clean-up so that we can finish the activity earlier. We borrowed broomsticks from the houses in the village, together with Mrs. Alamara, one of the English teacher from Bangoy. She looked and guided us as we were having our clean-up drive in their place. Together with the English and TLE majors, we started from the seashore up to the highway. Other were sweeping while others were putting the garbage into
73

2010/20 11

STUDENT TEACHING PORTFOLIO

garbage bag. As we are cleaning, we also have picture takings as evidences of this community service. We observed also the people in the village of what life they had, their duties and responsibilities in the community. We must say that people in the community reflects on what culture they had. After four hours of cleaning, at last we finished and Mrs. Alamara invited us to went in their house and have a snacks and to relax. After that, we had picture takings by major together with Mrs. Alamara.

February 23, Wednesday This day was the performance day of my third year students of sections Molave, Apitong and Gemelina. They performed the Samba Latin-dance by pair. I’m very glad that my students really did their best in their performance, even the boys who were having hard time learning and executing the steps of the dance. As their teacher I am very glad for their successful performance, so I gave them high grades for this activity. With my second year classes by afternoon, we had our discussion about the “Japanese Music” and before I end up my classes I required them to perform a choral singing for this coming week for their performance in music.

74

2010/20 11

STUDENT TEACHING PORTFOLIO

February 24, 2011 Thursday This Thursday morning, we proceed to our next lesson in my third year classes. This time we discussed the first lesson in arts which is about the “Baroque Period: History and Style”. In this discussion we had, I can say that students can easily comprehend or shall we say there will be more effective learning when we provide example pictures or illustrations during the lesson’s discussion. During my afternoon classes of second year levels, since were thru with our discussions of lessons in the fourth grading I gave my students time to practice for their choral singing. I’m happy that they were taking it seriously. I’ve seen their efforts in making their performances good and appealing. While busy doing our job as a student teacher, we still have time or we allotted time to make and complete our requirements for this semester.

February 28, 2011 Monday The start of the fourth grading period is a big challenge to all the students because it would require them to strive even harder than what they had to the three previous grading periods. The start of the discussion for my Biology class is the sell cycle and cell division. This topic is not easy and utmost patience is needed by the teacher to let the students understand it.
75

2010/20 11

STUDENT TEACHING PORTFOLIO

As expected, my students are just any other average student who needs constant remainder to be corrected. On my first year class, the discussion was smooth sailing. It is now about the earth and its neighbors. But my CT was not around for this day.

March 01, 2011 Tuesday This day is the last day of the week and I must admit that every time it is a Tuesday, I always thank God. However, I was late for three minutes for this day. Moreover, the discussion with my Biology class continued and I provided a drill for them to further understand the phases of cell division. It was a very good drill as far as what I could see from them and everybody learned from it. After the drill, we had another discussion about the patterns of reproduction. On my first year Sunflower class, I was not able to conduct classes because an applicant was assigned to that section to conduct his demonstration teaching. The applicant was not really a teacher but a Physical Therapist who just earned units. On the other hand, on my afternoon class, the discussion went on. As a result, we had an advance topic with this class of mine.

March 02, 2011 Wednesday
76

2010/20 11

STUDENT TEACHING PORTFOLIO

I was twenty-one on this date and it is also the celebration of the Chinese New Year but still I arrived late. The students thought that it would be a holiday resulting from greater number of absentee. However, as instructed by my CT, I would be teaching my students today with the topic that they re supposed to learn. My students in my Biology class did not know that it was my birthday that is why they were not able to greet me and I did not allow them to know it from me. We continued with our discussion about the plant reproduction and end well with a new learning coming from both sides of the teaching-learning experience. Moreover, on my Integrated Science class, my students knew very well that it was my day since from the moment that I was introduced to them, they had already asked me some personal questions and one of that is the information about my birth date. As I arrived in school, they had already gone to our “tambayan” and greeted me with so much affection. They even had presents for me. It was very heart-warming and touching to receive something from the students whom you sometimes reprimand because of their wrongdoings that had annoyed you. Despite the fact that I am truly strict to my students, they still gave something for me. Though it could mean nothing to then but to me, it was a very warm act. But the momentum of this event did not allow myself to stop having classes with my students in the first year sunflower. However, on the third and last class that I have for this day, I was not able to go on with our discussion because of the number of the students. They were just 20 students out of the 50 original number. What we did is that we celebrated my birthday with a ton of games and drills worth having for their age. That moment lasted for more than our scheduled time because the
77

2010/20 11

STUDENT TEACHING PORTFOLIO

next teacher, which is the adviser of that class of mine, allowed us to continue with our fun and she just stayed there to have fun with us. She even bought some food and shared it to all of us. When the fun was over, I proceeded back to our “tambayan” and there I met my second year students who are waiting for me and greeted me for my birthday.

March 03, 2011 Thursday My MAPEH class for today would be focused on the animal reproduction. However, we were not able to finish it so it would be continued for the next meeting. Moreover, on mi first year classes, the discussion would be all about the sun and its family and we would have a gallery walk about the different members of the solar system. Good enough, the outputs and the result of the activity was satisfying and different speakers and analytical thinkers of the different classes were discovered. This day was scheduled for a film-viewing with my Biology class at the Science laboratory. The film viewing is about the Human Reproductive System. However, we were not able to meet our objectives because the computer got hanged over and over and the operator or the person who takes good care of the computer was not around at that time. But my CT and I did not allow the time to be wasted instead we used the human torso to be able to discuss the reproductive system of the human
78

2010/20 11

STUDENT TEACHING PORTFOLIO

beings. My CT and I took turns in the discussion since I was not 100% prepared at that time because my mind was set that there would be a film-viewing. On my first year class, we were able to continue the discussion about the Sun and its Family. The missed film-viewing that was scheduled last day was made into reality on this day at the Computer laboratory of the school. The students took the eagerness to really view and listen to the film and it is a very rewarding moment when your students will tell you that what they have seen is what you have taught them. Aside from that fact, it is very fascinating to know that they remembered the things that you taught them. Moreover, on my first year classes, we opened a new topic which is about Beyond the Solar System.

March 07, 2011 Monday I always thank God that it is a Friday. Today, I would continue my discussion about the animal reproduction and would open the discussion thoroughly about the male reproductive system. As always, when the topic is about this thing, the students are very alive and interested. However, on my first year classes, a film-viewing is scheduled for them that is why we did not have our formal class. After the male reproductive system, the first day of the week is for the discussion of the female reproductive
79

2010/20 11

STUDENT TEACHING PORTFOLIO

system. On my first year classes, it would be a continuation of the topic Beyond the Solar System.

March 08, 2011 Tuesday Today is the time of my second year students to shine. I gave them the opportunity to talk and discuss the stages of fertilization. However, they were so misguided that only a few groups meet the goal and so I was still the one who discussed it thoroughly. On my first year classes, I did not have the opportunity to talk so much because I just let them jot down important dates and concepts about the space explorations which is our new topic. Moreover, on this day, I let my CTs check my lesson plan for my final demonstration teaching and there were a lot of corrections taken. This day, I just let my second year students jot down the different sexually transmitted disease and the methods of birth control. On my first year classes, we spent the whole period studying the space explorations topic for the graded oral recitation next meeting. I let my second year students understand the things that they have jot down last meeting. I showed them the samples of contraceptives and make them realize its pros and cons. Before I went on to my first year class in the afternoon, I let Mr. Mondoyo to check my lesson plan for the final demonstration first and after which, I asked Mrs. Besas to have a look over it for some corrections. On my first year class, the heart-pumping graded oral recitation
80

2010/20 11

STUDENT TEACHING PORTFOLIO

started and I could really see their nervousness. This made me think of the times when I was on their position almost dying and waiting for my name to be called and praying that the question would be easy or at least the one that I have understood well.

March 09, 2011 Wednesday Instead of conducting a class at F. Bangoy National High School, the practice teachers of the CEd-USeP was asked to attend the general assembly of the student teachers at the USeP Social Hall for consultation and feedback about the student-teaching experience. During the assembly, important announcements were given by the professors and everyone should listen to it but I missed some of the announcements because I went outside the hall to meet Professor Francia to let her check my lesson plan oft my final demonstration. The assembly is a whole day activity but good enough that it ended earlier than expected so I went to My DepEd School and let my CT check my lesson plan for my final demonstration before I print it. Aside form my CT, I also let Mrs. Salvan, the CT of Miss Makiling, to check my lesson plan. Mrs. Slavan gave us a lot of talks about the dos and don’ts during the final demonstration which I truly appreciate. One more night and the big day would come into reality. That was my first thought when I woke up this day. I have madem y visual aids during the weekends ot
81

2010/20 11

STUDENT TEACHING PORTFOLIO

be abvle to avoid cramming on this day as well as on the big day. I also requested my CT that I would not bne having a class today with mi second year students so that my mind would not be clouded on things aside form the final demonstration teaching. The same thing happened on my first year classes and os what I did is that I prepared myself for tomorrow’s big day but there are some last minute changes in my lesson plan because of the alterations of decisions of our CT. howeve, it was just minimal nad we were able to cope with it.

March 10, 2011 Thursday This is the second to the last Thursday that I would be with my classes and I cannot cover the feeling that I am slowly missing them. In lieu with this feeling, I still have other feelings which I should prioritize more and must deal with at the moment. I feel the pressure of the loads of student activities to be checked and recorded. I feel the rush of the time to cover the needed lessons to be able to meet the desired topics for the NAT examination of the sophomores. However, top to these feelings is the pangs of pressure that I feel for the submission of the portfolio. I am almost at the top of my lungs and I want to go to sleep but the requirements are pressing me to stay awake and continue on with the different things that I should accomplish. Today, I would continue the discussion about the DNA molecule with my Biology class. The activities would also follow for my first
82

2010/20 11

STUDENT TEACHING PORTFOLIO

year classes causing me so much time for the checking of their outputs to be recorded. This is the last day of the week and the second to the last Friday that we are teaching at Mabini National high School for our Practice Teaching. The reality makes me sad that I am now leaving the school which I have stayed and practiced my soon-to-be profession for almost four months.

83

2010/20 11

STUDENT TEACHING PORTFOLIO

84

2010/20 11

STUDENT TEACHING PORTFOLIO

85

2010/20 11

STUDENT TEACHING PORTFOLIO

86

2010/20 11

STUDENT TEACHING PORTFOLIO

87

2010/20 11

STUDENT TEACHING PORTFOLIO

88

2010/20 11

STUDENT TEACHING PORTFOLIO

89

2010/20 11

STUDENT TEACHING PORTFOLIO

Reading Recovery Professional Development
"…As schools systematize and create more opportunities for serious staff development, the thoroughness of the Reading Recovery model seems to be well worth emulating." — R. Herman and S. Stringfield

Administrators and policymakers understand the vital connection between highly qualified teachers and student achievement. A hallmark of Reading Recovery is the intensive, ongoing professional development for school-based teachers, site-based teacher leaders, and university-based trainers. Reading Recovery is an investment in the teachers who work with children having the greatest difficulty learning to read and write. For all Reading Recovery professionals, a full academic year of initial professional development is followed in subsequent years by ongoing development sessions. The comprehensive staff development model ensures the quality of teaching and implementation in schools and systems. Integral to Reading Recovery professional development is the use of a one-way glass, with class members observing lessons and talking about a child’s behaviors and a teacher’s teaching decisions.

No packaged program can substitute for an informed teacher’s design and delivery of individual lessons for each child. In Reading Recovery, the teacher analyzes students’ strengths and needs, selects procedures and makes teaching decisions on the run, and assesses the results to inform her next teaching moves. This process takes skill and ongoing study, collaboration, and support

90

2010/20 11

STUDENT TEACHING PORTFOLIO

Role of Teachers
The definition of teacher according to the Harper Collins Webster Dictionary is, “one who instructs, educates, trains, and imparts knowledge of.” I think that is a rather obvious meaning of what a teacher is and what the role of a teacher is. On a very simple and basic level, the role of a teacher is to educate students in a particular subject. However I think that the role of teachers and educators is much deeper than that. As a teacher, we are generally the second or third most influential person in their young lives; behind only parents and friends. For some, we might be the most influential person in their life, and we might be the only person they can trust. This is a huge responsibility that as a future educator I must be able to handle. Being such an influential person our role can change from educator to listener and an advisor. If a student is having a problem with a friend, school, or family and they feel comfortable enough to talk to you, then it is your role to listen and offer possible solutions without overstepping the teacher/student relationship – which can be a daunting task. At that time your role as a teacher could change from a listener to someone who needs to get that student help, in which case your role would be to report to the appropriate people, for example, the school psychologist, principal, or the authorities.

I personally feel that the role of a teacher is not static; it can change day to day. One day it might be the status quo to educate the students on math, or English. But the next day it might be a listener and a sympathizer. This can change especially if a tragedy happens. For example, when September 11th happened we were all the same, the teacher/student relationship wall was removed and we all grieved together. It is times like these when the deeper roles of teachers come out.

91

2010/20 11

STUDENT TEACHING PORTFOLIO

92

2010/20 11

STUDENT TEACHING PORTFOLIO

93

2010/20 11

STUDENT TEACHING PORTFOLIO

94

2010/20 11

STUDENT TEACHING PORTFOLIO

95

2010/20 11

STUDENT TEACHING PORTFOLIO

96

2010/20 11

STUDENT TEACHING PORTFOLIO

97

2010/20 11

STUDENT TEACHING PORTFOLIO

I- Student Bio Data Name: Supangan, Raymond T. Age: 16 School: F. Bangoy National High School

II- Statement of the Problem The respondent misbehave even classes are still going on.

III-

Observations Taken While the class is going on, the respondent misbehaves most of the time. He is always playing around, disturbs his classmates and disrupting the whole class. If not roaming around, he sleeps. He does not participate in class discussion nor get involve in classroom activities.

IV-

Analysis and Findings The respondent behaviour is due to some factors, predominantly family background. They are six in their family and they owned a stall in the market selling vegetables. This student doesn’t enjoy himself at home. He helps preparing goods for market. When asked why

98

2010/20 11

STUDENT TEACHING PORTFOLIO he sleeps in the class, he answered he does not have enough time to sleep since at night assigned him in looking at his father who always gamble and came late at night. His mother let him be her errand boy in the market. He was the youngest in the family, he was the one entrusted in the market since his older brothers and sisters are already married. Another contributing factor was the environment. The respondent grew up in an environment with different people. He can’t even mingle with students his age because most of the time his mother is always in the market. His often companion is the company of his father. At an early stage, this student was trying to neglect his students.

V- Recommendations The respondent, as observed is bright and even wise. His lack of interests in his studies as attributed to some problems, which are not supposed to be him. If guided properly, this student turn out to be productive since he wants to continue studying be not like his father.

Summary

The student teaching is mainly concerned in the training in the perspective teachers who will professionally and socially meet the standards that will enhance their position in the classroom and in the community. Student teaching program was systematically organized. The program provides the student teachers to practice what they have learned and impart it to their students. Lot of activities engaged by the student teachers made them more equipped and 99

2010/20 11

STUDENT TEACHING PORTFOLIO well developed USEP Graduates. They were also exposed to the different programs and demonstration that made their practicum days memorable and worth dying experiences. Through the guidance of cooperating teachers and schools the student teachers developed self confidence that made them improved their techniques and abilities in the field of teaching.

Conclusion Based on the finding of the narrative report the following are deduced and presented: 1. The student teachers of the University of Southeastern Philippines had a long way to go because they have experience lots of activities that would enhance their teaching capacity. 2. Through the efforts of student teaching supervisors, the program had successful because every played the roles to make it a better program. 3. The student teachers of the University of Southeastern Philippines were firmed in terms of techniques and approaches in teaching because they were exposed to lots of seminars that develop their self confidence and made them a self regulated individual. Recommendations In the light of the findings and conclusion of this narrative report, the following were offered:

100

2010/20 11

STUDENT TEACHING PORTFOLIO

1. There should be proper decimations of program that were not included in the schedule of activities. 2. The administrator should emphasize clearly the amount of payment to the student teachers so that they could prepare their payment. 3. The student teachers supervisors should made it a point to meet every principal in every cooperating school before deployment. Though there were little pitfalls in the program, the compiler would like to say that the program has a well guided administration.

101

2010/20 11

STUDENT TEACHING PORTFOLIO

102

2010/20 11

STUDENT TEACHING PORTFOLIO

103

2010/20 11

STUDENT TEACHING PORTFOLIO

Brief Lesson Plan

I.

Objectives At the end of the lesson, the students shall have: • Identified the common accidents.

• Practiced some preventive measures in order to avoid
common accidents. • Realized the importance of learning preventive measures to avoid common accidents.

II.

Subject Matter

A. Topic: Common Accidents B. Sub-Topic: “Common Accidents at Home, in School and
along the Road; and its preventive measures ”

C. Reference: MAPEH Health IV, www.wikipedia.com

III.

Materials: • • • Visual Aids Picture Strips Task Cards

IV.

Routinary Activities A. Prayer B. Checking of Attendance C. Cleaning

104

2010/20 11

STUDENT TEACHING PORTFOLIO

D. Review

V.

Procedure A. Activity: “Paint Me A Picture” 1. Through body movements and facial expressions, let each group perform as well as portray the following situations and its possible effects: • • • Stumbled/slide Pricked Hit by a car

B. Analysis 1. How do you find the activity? 2. What was that activity all about?

C. Abstraction

1. What is accident? 2. What are the causes of accidents? 3. Where accidents usally happened? 4. What are the preventive measures in order to avoid accidents?

D. Application

105

2010/20 11

STUDENT TEACHING PORTFOLIO

1. Assign each group to perform a role playing about preventive measures to avoid accidents. 2. Let them brainstorm and decide for their setting and flow of performance.

VI.

Generalization 1. When we say accident, how do you define it and how do you feel hearing it?

VII.

Valuing 1. What do you think is the significance or importance of knowing accidents?

VIII.

Assignment In a one half sheet of paper, write down the meaning of “First Aid” with a maximum of two sentences. (10pts.)

106

2010/20 11

STUDENT TEACHING PORTFOLIO

107

2010/20 11

STUDENT TEACHING PORTFOLIO
Semi-Detailed Lesson Plan

I.

Objectives At the end of the lesson, the students shall have: • Identified the common accidents.

• Practiced some preventive measures in order to avoid
common accidents. • Realized the importance of learning preventive measures to avoid common accidents.

II.

Subject Matter

A. Topic: Common Accidents B. Sub-Topic: “Common Accidents at Home, in School and
along the Road; and its preventive measures ” C. Reference:

III. • • • • IV.

Materials: Visual Aids Picture Strips Task Cards

Routinary Activities

E. Prayer F. Checking of Attendance G. Cleaning

108

2010/20 11

STUDENT TEACHING PORTFOLIO

H. Review

V.

Procedure A. Activity: “Paint Me A Picture” 1. Devide the class into three groups 2. Through body movements and facial expressions, let each group perform as well as portray the following situations and its possible effects: o Stumbled/slide o Pricked o Hit by a car 3. Assess the performance of each group.

B. Analysis
1. Based from the recent activity, ask the students if what would be the possible topic to discuss. 2. With the help of the visual aids, present the topic to the class. 3. Ask the students this question. “What do mean by accident?” 4. Assess the ideas of the students with the help of the visual aids, give and present the exact meaning of accident. 5. Ask the students with these questions: a. What do you think are the causes of accidents?

109

2010/20 11

STUDENT TEACHING PORTFOLIO
b . Where and when do you think accidents may happen? 6. Assess all the answers as well as the ideas of the students. . C. Abstraction 1. Divide the class into three groups.

2. Distribute a cartolina paper to every group.
3. By the use of cartolina paper, let every group write down the common accidents and their preventive measures. Based from types of accidents that will be assigned to each group are as follows • • • Accidents at Home Accidents at school Accidents along the road

D. Application 1. Assign each group to perform a role playing about preventive measures to avoid accidents. 2. Let them brainstorm and decide for their setting and flow of performance. 3. Assess the performance of each group. VI. Generalization 1. When we say accident, how do you define it and how do you feel hearing it? 2. VII. Valuing 1. What do you think is the significance or importance of knowing accidents?

110

2010/20 11

STUDENT TEACHING PORTFOLIO

VIII. Assignment In a one half sheet of paper, write down the meaning of “First Aid” with a maximum of two sentences. (10pts.) DETAILED LESSON PLAN 1. Objectives At the end of the lesson, the students shall have: • • • Identified the common accidents. Practice some preventive measures in order to avoid common accidents. Realized the importance of learning preventive measures to avoid common accidents.

2. Subject Matter

A. B.
C.

Topic: “Common Accidents” Sub-Topic: “Common Accidents at Home, in School and along the Road; and its preventive measures” Reference:

3. Materials: • • • Visual Aids Picture Strips Task Cards

4. Routinary Activities

111

2010/20 11

STUDENT TEACHING PORTFOLIO
I. Prayer J. Checking of Attendance K. Cleaning L. Review M.

5. Procedure a. Activity: “Paint Me A Picture” 1. Divide the class into three groups. 2. Through body movements and facial expressions, let each group perform as well as portray the following situations and its possible effects:

Teacher a.)There is a boy who is eating a banana. After eating the banana, the boy threw the peel of the banana on the floor. Right after that, you and your friends pass along the floor where the boy has thrown the peel of the banana and suddenly, one of your friends stepped on it. b.)You and your classmates are about to cross along the road. One of your classmates quickly crosses along the road without noticing a fast approaching car. c.)You are having dinner with your family at home. While having the dinner, you did not notice that your

Possible Output of the students • Stumbled/slide

Hit by a car

Pricked

112

2010/20 11

STUDENT TEACHING PORTFOLIO

fork fell on the floor and your younger sister is rushing going to the comfort room; and suddenly, she stepped on the fork.

3. Grade the performance of each group based form the following criteria:

Interpretation Body Movements and Facial Expression Effort total

Criteria

15 10 5 30

Points

4. Comment on the performance of each group. 5. Give the points of each group as well as announce the best group.

B.)

Analysis

TEACHER 1. Based from the recent activity, ask the students if what would be the possible topic to discuss. 2. With the help of the visual aids, present the topic to the class. 3. Ask the students this

Possible Answers/responses . accidents .common accidents

Accident is a sudden, unexpected event

113

2010/20 11

STUDENT TEACHING PORTFOLIO
that causes harm to body and livelihood, if not death.

question. “What do mean by accident?” 4. Assess the ideas of the students with the help of the visual aids, give and present the exact meaning of accident. 5. Ask the students with these questions: a. What do you think are the causes of accidents?

. lack of knowledge . lack of skills . wrong attitude & practices . poor condition of mind and body .emotional pressure .wrong beliefs

. at home b. Where and when do you think accidents may happen? .in school .along the road

6. Assess all the answers as well as the ideas of the students. . 7. By the use of visual aid, present to the class the types of accidents

114

2010/20 11

STUDENT TEACHING PORTFOLIO

C.) Abstraction

1. Divide the class into three groups. 2. Distribute a cartolina paper to every group 3. By the use of cartolina paper, let every group write down the common accidents and their preventive measures. Based from types of accidents that will be assigned to each group are as follows:

Group

Types of Accidents

Possible output of the students (Common Accidents)
• • • • •

Group 1

Accidents at Home

Slips Falls Burns Poisoning Fire

Possible output of the students (Preventive Measures) • We must not throw any trash that can cause slips like banana’s peel • We should be careful in walking/takin g on the stairs • We should be careful in cooking • We should keep all poisonous chemicals out of the reach of children

115

2010/20 11

STUDENT TEACHING PORTFOLIO

Do not let the children play things that can create fire like matches, lighters and candles. Parents should properly guide their children There should be safety precautions at home We must not throw any trash that can cause slips like banana’s peel We should be careful in walking/takin g on the stairs All poisonous chemicals must be kept well. We must not throw any trash that

Group 2

Accidents in school

• • • •

Slips Falls Poisoning Pricked by a stick

116

2010/20 11

STUDENT TEACHING PORTFOLIO
can cause prick like Barbie-q stick

Group 3

Accidents along the Road

• •

Hit by a car Stumbled because of a stone Falls into a man-hole

We should be careful in walking along the road. Watch on your steps while walking

4. Give every group a maximum of 5 minutes to finish their tasks. 5. Assess all the outputs of each group then add some inputs. 6. Get the ideas of the students about the following question:

Possible Answer

What is the importance of knowing the common types of accidents and the preventive measures?

To prevent harm on the body and even in livelihood, and if not, worst as Death.

D.) Application 1. Divide the class into three groups.

117

2010/20 11

STUDENT TEACHING PORTFOLIO

2. Assign each group to perform a role playing about preventive measures to avoid accidents. 3. Let them brainstorm and decide for their setting and flow of performance. 4. Give each group five minutes to practice and three minutes for the actual performance.

Possible Settings of all Groups’ performance • At home

Possible Possible Preventive Situations/Portrayed Measures Accidents • Slipped because of • We must not banana’s peel throw any trash • Falls from the stairs that can cause • Poisoned because slips like banana’s off chemicals peel • Burned because of • We should be hot cooking oil careful in • Created fire walking/taking on because of playing the stairs matches and • We should be candles. careful in cooking • We should keep all poisonous chemicals out of the reach of children • Do not let the children play things that can create fire like matches, lighters and candles. • Parents should properly guide their children • There should be safety precautions at

118

2010/20 11

STUDENT TEACHING PORTFOLIO
home

In school

• • • • • • •

Pricked because of sharp stick Falls from the stairs Poisoned by a chemical Stumbled because of a stone Hit b y a car Stumbled because of a stone Falls into the manhole

Along the Road

We must not throw any trash that can cause slips like banana’s peel We should be careful in walking/taking on the stairs All poisonous chemicals must be kept well. We must not throw any trash that can cause prick like Barbie-q stick We should be careful in walking along the road. Watch on your steps while walking

5. Announce to all groups the criteria of judging for the role playing as follow:

119

2010/20 11

STUDENT TEACHING PORTFOLIO
POINTS

Criteria Relevance to the topic Clarity of the lines Effort total

20 20 10 50 pts.

6. Give appreciation to each group for their performance 7. Give comments with the performance of each group 8. Announce to the class the points of each group as well as the best group/performers.

Assignment • In a one half sheet of paper, write down the meaning of “First Aid” with a maximum of two sentences. (10pts.)

Ubidized Lesson Plan Music II

`I. Objectives 1. Identify the basic elements of duration notation.

2. Use common musical signs and symbols dealing with duration.
3. Write symbols dealing with musical duration. 4. Manifest appreciation for musical duration.

120

2010/20 11

STUDENT TEACHING PORTFOLIO

I. Subject Matter Elements of Musical duration 2-3 meetings

II. Procedure

A. Motivation The photograph of thinking girl makes students think what might be “unthinkable” – that is, music with only one kind of note. Through unthinkable, this activity should be able to create an impact on their minds that there can be no music if there is only one kind of note. Let the students freely express their ideas so you’ll be able to see the critical thinkers from those who are not. It should be amusing too and interesting to find out what your 50 or more students think about the “music with only one kind of note.” B. Presentation of Concepts Basic elements of duration are explained- measure,bar lines, double bar line, notes, stems, flags, beams, notes and rests, ties, slurs, and phrase marks, duration, dots, and fermata.

C. Activities These activities are practical since they require students to write elements of musical duration. Students are also given psychomotor activities through clapping.

Activity 2: Drawing notes and rests 1. Whole note 2. Half note 6. Whole note 7. half note

121

2010/20 11

STUDENT TEACHING PORTFOLIO
8. Eight note 9. Eight note 10. Sixteenth note

3. Quarter note 4. Eight note 5. Sixteenth note

D. Evaluation Practical tests require students to identify and draw notes and rests. The self check allows students to reflect on their feelings related to the lesson. E. Valuing A link is established – the relationship between works and play and notes and rests. Students should be made aware of the significance of “rests” in music.

122

2010/20 11

STUDENT TEACHING PORTFOLIO

Sample Rubrics
Class Discussion Assessment
At or Above Average
3 points Student occasionall y interupts other students, but generally adds a related argument or opinion. 3 points Student is engaged in the discussion, occasionall y using references from the preparatory assignment or activty. 3 points Student connects the topic to life experience s and previous knowledge.

Objectives
Student responds to other students in the discussion group.

Low Performance
1 point Student seems distracted or engages in unrelated conversations while other students speak.

At or Below Average
2 points Student often interrupts other students' comments and opinions by insulting them or by forcefully adding their own opinions.

Exemplary Performance
4 points Student waits until the speaker is done speaking before contributing and integrates past comments into their own statement.

Earned Points

Student is prepared for discussion.

1 point Student is unable to discuss due to not completing the assignment or activity leading to the discussion.

2 points Student makes random comments that repeat what others have said without contributing anything new or randomly adds opinions that are off topic. 2 points Student offers opinions that are only occasionally related to the topic.

4 points Student is engaged in the discussion, and often cites specific references to the preparatory assignment or activity and clearly connects the references to main opinions.

Student demonstrates understanding of topic being discussed.

1 point Student does not engage in the discussion.

4 points Student uses examples to help stuggling students see the the ways the topic connects to life experiences and previous knowledge, and student is able to answer group members' questions with ease.

Score:

123

2010/20 11

STUDENT TEACHING PORTFOLIO

Holistic Rubric for Essay Questions
Response Exemplary Criteria Clarity of thought, Complete. Shows understanding of all processes, reasonable hypothesis or thoughtful questions, conclusions supportable by data, shows creativity, some graphic representation of data or concepts. Clarity of thought, shows understanding of major processes, includes good hypothesis or questions, draws acceptable inferences and conclusions, may have graphic representations. Completes the assignment, but explanations may be slightly ambiguous or unclear, may contain some incompleteness, inappropriateness, or unclearness in representation, hypothesis, understanding of processes, or conclusions. Rating 11

Competent

10

Minor Flaws

8

Begins successfully, but omits significant parts or fails to complete, may misuse scientific terms, representations may be incorrect or Nearly Satisfactory omitted, incorrect or incomplete in analysis, inferences and conclusions. Fails to complete Assignment and explanation is unclear, or major flaws in concept mastery, incorrect use of scientific terms, inappropriate or omitted hypothesis. Product does not reflect the assignment, does not distinguish what information is needed, restates the question without making an attempt at a solution. Does not begin assignment.

6

4

Unable to begin effectively No attempt

2 0

124

2010/20 11

STUDENT TEACHING PORTFOLIO

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.

125

2010/20 11

STUDENT TEACHING PORTFOLIO

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.

126

2010/20 11

STUDENT TEACHING PORTFOLIO

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.

127

2010/20 11

STUDENT TEACHING PORTFOLIO

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.

128

2010/20 11

STUDENT TEACHING PORTFOLIO

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 thinking 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.

129

2010/20 11

STUDENT TEACHING PORTFOLIO

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

130

2010/20 11

STUDENT TEACHING PORTFOLIO

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.

131

2010/20 11

STUDENT TEACHING PORTFOLIO

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 well-being.

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

132

2010/20 11

STUDENT TEACHING PORTFOLIO

The teacher understands the basic principles of Peace and Development and Non-formal Education.

A. Knowledge The teacher recognizes the importance of community involvement.

The teacher understands that community necessary component of teaching and learning.

extension/project

is

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

133

2010/20 11

STUDENT TEACHING PORTFOLIO

RATING SCALE FOR NON-TEACHING PERFORMANCE
Name of Pre-service Teacher: _____________________________________ Date: ___________ Subject Taught: ________________________________________________________________ School: _______________________________________________________________________

AREAS I. OBSERVATION OF SCHOOL POLICIES 1. Reports to class regularly and promptly. 2. Observes policies on student discipline and exudes a desirable conduct expected to a student teacher during an off-campus teaching. II. ATTENDANCE AND PARTICIPATION TO SCHOOL ACTIVITIES 1. Attends and participates in school assemblies, meetings and other co-curricular activities required of them during the off-campus teaching. III. RELATIONSHIPS WITH STUDENTS, COOPERATING TEACHERS, COINTERNS, SCHOOL HEADS AND OTHER SCHOOL PERSONNEL OF THE COOPERATING SCHOOL 1. Relates well with, and teach effectively and manage efficiently diverse and multitude type of learners; 2. Works effectively with the cooperating teacher. 3. Goes along with the co-interns and is helpful to them. 4. Shows respect to the school heads and other personnel. IV. PROFESSIONALISM 1. Shows respect and belief to oneself. 2. Maintains professional poise and good grooming. 3. Assumes responsibility and exhibits initiative, resourcefulness and commitment. 4. Accomplishes work on time and is able to produce quality work and good output.
V. PERSONALITY 1. Neat in appearance, observant of personal hygiene; has professional bearing; wears appropriate attire during classes and school functions. 2. Maintains composure when under pressure. 3. Courteous and respectful. 4. Manifests honesty and integrity in dealing with others. 5. Accepts criticisms open-mindedly. 6. Acts optimistically in his or her undertaking and responsibilities. 7. Develops feeling of mutual trust with other pre-service teachers. 8. Projects self-confidently with others. 9. Communicates clearly, sensibly and comprehensively. VI. PERFORMANCE 1. Reports to class regularly and attends school functions and other required extracurricular activities. 2. Shows creativity and resourcefulness in his/her performance. 3. Attends sessions well prepared; participates intelligently and actively in discussions. 4. Shows mastery of the subject matter taught and prepares lesson plans promptly.

5

4

3

2

1

134

2010/20 11
5.

STUDENT TEACHING PORTFOLIO

Learns new teaching methods and acquires new teaching techniques and skills. 6. Cooperates with other teachers to accomplish desired goals. 7. Accomplishes all required assignments and tasks promptly and diligently. 8. Observes efficiently management skills. 9. Quality of work acceptable. 10. Inspires other pre-service teachers with his/her ideas, plans, and actions resulting to better performance. 11. Possesses physical ability to work long period of time with sustained energy and soundness of the mind. 12. Draws logical conclusions and make decisions easily from given situations.

Comments: By Cooperating Teacher: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ____________________________________________________ By Practicum Supervisors: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________ By PST: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________________________________________________________________

135

2010/20 11

STUDENT TEACHING PORTFOLIO

Interpretation of Performance Levels/Ratings: 1 – Basic (75 – 79) The student teacher is introduced to the elements and/or demonstrates only a basic level of knowledge and understanding. She/he has yet has the enhanced skills to apply the significant elements to be an effective teacher. 2 – Developing (80 – 84) The student teacher demonstrates an increased knowledge and understanding of the elements. She/he is able to demonstrate, with assistance, the significant elements in a classroom teaching or field setting. She/he is able to evaluate, with assistance, the success of teaching performance. The teaching performance and other professional competencies still needed to be improved. 3 – Satisfactory (85 – 89) The student teacher demonstrates satisfactory knowledge and understanding of the elements but commit mistakes in some aspects. She/he is able to perform teacher’s responsibilities with self – confidence but still has to exert more effort to improve one’s competencies. 4 – Proficient (90 – 94) The student teacher is able to demonstrate a substantial knowledge and understanding of the element and has the ability to apply the elements

136

2010/20 11

STUDENT TEACHING PORTFOLIO in a field setting. She/he is also able to continuously progress in her or his performance.

5

Advanced/Excellent (95 – 100) The student teacher demonstrates a comprehensive knowledge and understanding of the element. She/he can consistently apply the elements for an effective classroom teaching. She/he can also skillfully integrate the elements in her or his teaching responsibilities with an excellent performance. She/he produces very outstanding output in every teaching task assigned and expected of her.

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.

PREAMBLE

137

2010/20 11

STUDENT TEACHING PORTFOLIO

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

138

2010/20 11

STUDENT TEACHING PORTFOLIO

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 as heritage as well as to elevate national morality, promote national pride, cultivate lmve 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 carry out 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 partisaf 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.

139

2010/20 11

STUDENT TEACHING PORTFOLIO

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 ppoper 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 coimunity 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 140

2010/20 11

STUDENT TEACHING PORTFOLIO

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.

141

2010/20 11

STUDENT TEACHING PORTFOLIO

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

142

2010/20 11

STUDENT TEACHING PORTFOLIO

school, or the profession is at stake in any controversy, teacher shall support one another.

Section 2. 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.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and nther data as are necessary to carry nn the work.

Section 4. A teacher shall hold inviolate all confidential information conerning associates and the school, and shall not divulge to anyole 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 dole only if there ir 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.

143

2010/20 11

STUDENT TEACHING PORTFOLIO 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 officiil 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 shaìl appeal diructly to the appropriate higler iuthority..

Section 4. Every teacher, individually or as part of a group, has a right to seek redress agains| injustice to the administration afd 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.

144

2010/20 11

STUDENT TEACHING PORTFOLIO

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.

145

2010/20 11

STUDENT TEACHING PORTFOLIO

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 servica rules, and private school teachers are issued contracts specifiing the terms and conditions of their work; provided that they are given, if qualified, subsequent pÖrmanent 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 and the subject or grades he handles, such determination shall be in accordance with generally accepted procedures of evaluation and measurament. In case of any compdaint, teachers concerned shall immediately take appropriate actions, of serving due process.

Section 2. A teacher shall recognize that the intdrest and welfare of learners are gf first and foremost concerns, and shall deal justifiably ald impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the l!arner.

146

2010/20 11

STUDENT TEACHING PORTFOLIO

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 leapner’s work only in merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop betwean teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the 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

147

2010/20 11

STUDENT TEACHING PORTFOLIO 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.

Sectioo 2. Every teacher shall inform parents, through proper0authovities, of tha progress and deficiencies of learner under him, exercising utmost candor and tact in pomnting out learners’ deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners.

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

148

2010/20 11

STUDENT TEACHING PORTFOLIO

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

Sebtion 1. A teašher is, above all, a human being endowed whth life for which it is tha highest oblication 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.

149

2010/20 11

STUDENT TEACHING PORTFOLIO

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 `nd nations.

ARTICLE XII DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition against the arring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension froi 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 sh`ll take edfect upon approval by the Professional Regulation Commission and after sixty (60) days 150

2010/20 11

STUDENT TEACHING PORTFOLIO

folloving it’s publication in the offichal Gazette or any newspaper of general circulation, whichever is earlier.

151

2010/20 11

STUDENT TEACHING PORTFOLIO

REPUBLIC ACT No. 4670 June 18, 1966 MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social and economic status of public school teachers, their living and working conditions, their terms of employment and career prospects in order that they may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more people with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all public school teachers except those in the professorial staff of state colleges and universities. As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other persons performing supervisory and/or administrative functions in all schools, colleges and universities operated by the Government or its political subdivisions; but shall not include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

152

2010/20 11

STUDENT TEACHING PORTFOLIO

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon the approval of this Act, the following shall constitute the minimum educational qualifications for teacher-applicants: (a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education (B.S.E.ED.); (b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in Education. (c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of specialization with at least eighteen professional units in education;

(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of specialization; Provided, further, That in the absence of applicants who possess the minimum educational qualifications as hereinabove provided, the school superintendent may appoint, under a temporary status, applicants who do not meet the minimum qualifications: Provided, further, That should teacherapplicants, whether they possess the minimum educational qualifications or not, be required to take competitive examinations, preference in making appointments shall be in the order of their respective ranks in said competitive examinations: And provided, finally, That the results of the examinations shall be made public and every applicant shall be furnished with his score and rank in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in any school recognized by the Government, no probationary period preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided, however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil service eligibility, such person shall be appointed on a provisional status

153

2010/20 11

STUDENT TEACHING PORTFOLIO

and shall undergo a period of probation for not less than one year from and after the date of his provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided under existing laws. Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary civil service eligibility shall be extended permanent appointment for the position he is holding after having rendered at least ten years of continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no teacher shall be transferred without his consent from one station to another. Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may be effected by the school superintendent who shall previously notify the teacher concerned of the transfer and the reason or reasons therefore. If the teacher believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools or the Director of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his transfer shall be held in abeyance: Provided, however, that no transfers whatever shall be made three months before any local or national election. Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is finally approved. Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of the Code shall be furnished each teacher: Provided, however, that where this is not possible by reason of inadequate fiscal resources of the Department of Education, at least three copies of the same Code shall be deposited with the office of the school principal or head teacher where they may be accessible for use by the teachers.

154

2010/20 11

STUDENT TEACHING PORTFOLIO

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and shall have: a. the right to be informed, in writing, of the charges; b. the right to full access to the evidence in the case; c. the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate time being given to the teacher for the preparation of his defense; and d. the right to appeal to clearly designated authorities. No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee composed of the corresponding School Superintendent of the Division or a duly authorized representative who should at least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its absence, any existing provincial or national teacher's organization and a supervisor of the Division, the last two to be designated by the Director of Public Schools. The committee shall submit its findings and recommendations to the Director of Public Schools within thirty days from the termination of the hearings: Provided, however, that where the school superintendent is the complainant or an interested party, all the members of the committee shall be appointed by the Secretary of Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or during its exercise, or in the termination of services, based on other than professional consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples, both of whom are public school teachers, to be employed in the same locality.

155

2010/20 11

STUDENT TEACHING PORTFOLIO

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to teaching and classroom methods. III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time for the preparation and correction of exercises and other work incidental to his normal teaching duties: Provided, however, That where the exigencies of the service so require, any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula and out of school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his regular remuneration after the teacher has completed at least six hours of actual classroom teaching a day. In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular remuneration. The agencies utilizing the services of teachers shall pay the additional compensation required under this section. Education authorities shall refuse to allow the rendition of services of teachers for other government agencies without the assurance that the teachers shall be paid the remuneration provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

156

2010/20 11

STUDENT TEACHING PORTFOLIO

(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities; (b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and (c) they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility than others: Provided, however, That the general salary scale shall be such that the relation between the lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary scales relative to the upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary by means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a period of ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city, municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index. The Secretary of Education shall, in consultation with the proper government entities, recommend to Congress, at least annually, the appropriation of the necessary funds for the cost-of-living allowances of teachers employed by the National Government. The determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be binding on the city, municipal or provincial government, for the purposes of calculating the cost-of-living allowances of teachers under its employ.

157

2010/20 11

STUDENT TEACHING PORTFOLIO

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however, That such checks or treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or any banking institutions operating under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers except under specific authority of law authorizing such deductions: Provided, however, That upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association, and (2) premiums properly due on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's professional life. Where medical examination show that medical treatment and/or hospitalization is necessary, same shall be provided free by the government entity paying the salary of the teachers. In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the right to be reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this Section. Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of employment injuries in accordance with existing laws. The

158

2010/20 11

STUDENT TEACHING PORTFOLIO

effects of the physical and nervous strain on the teacher's health shall be recognized as a compensable occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule set by the Department of Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided, further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for seniority and pension purposes. The compensation allowed for one year study leave as herein provided shall be subject to the condition that the teacher takes the regular study load and passes at least seventy-five per cent of his courses. Study leave of more than one year may be permitted by the Secretary of Education but without compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a long treatment that will exceed one year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter.

159

2010/20 11

STUDENT TEACHING PORTFOLIO

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization both to establish and to join organizations of their choosing, whether local or national to further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of discrimination against teachers which are calculated to (a) make the employment of a teacher subject to the condition that he shall not join an organization, or shall relinquish membership in an organization, (b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or because of participation in organization activities outside school hours, or with the consent of the proper school authorities, within school hours, and (c) to prevent him from carrying out the duties laid upon him by his position in the organization, or to penalize him for an action undertaken in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation of national educational policies and professional standards, and in the formulation of national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and regulations to implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall take effect thirty days after publication in a newspaper of general circulation and by such other means as the Secretary of Education deems reasonably sufficient to give interested parties general notice of such issuance.

160

2010/20 11

STUDENT TEACHING PORTFOLIO

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein granted to public school teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court. If the offender is a public official, the court shall order his dismissal from the Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.

Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any provisions not affected thereby shall remain in force and in effect.

Sec. 35. This Act shall take effect upon its approval. Approved: June 18, 1966

GENERAL PRINCIPLES OF THE TEACHING PROFESSION
161

2010/20 11

STUDENT TEACHING PORTFOLIO

As the guide of teaching profession, the following basic principles are suggested to all people engage in the professional aspect of education for consideration. 1. The primary obligations of the teaching profession are to direct and guide the children, the youth, and adults in the board faces of their growth and development, both personal and scholastic. To accomplish this obligation, the teacher must deal impartially with the students regardless of their racial, social, physical, mental, emotional and religion characteristics. The students should, likewise, he encouraged formulating and working for high individual goals in the development of their social, physical, mental and emotional endowment. 2. The members of the teaching profession must cooperate with parents and other agencies in the community in the accomplished of educational aims and objectives. The effectiveness of teaching and learning is dependent upon close cooperative between the home, the community and the school. To promote friendly and cooperation relationship with the home and the community, the parents must be provided with the information that will serve the best of their children. 3. The member of the teaching profession must bear in mind that their profession occupies a possession of public trust. To realize this principle the teachers must adhere to any reasonable patterns of behavior accepted by the community for professional persons. 4. The members of the teaching profession must be proud of the uniqueness and quality of their profession. They should feel that teaching is among noblest of the profession should make teaching so attractively ideals and practices that able young people will want to enter it. 5. The members of the teaching profession must bear in mind that there is no right without corresponding duties. The freedom of teachers entails certain correlative obligations. In all communities as well as in all school system. Members of the teaching profession are expected to be persons of high moral and ethical standards. 6. The member of the teaching profession has inescapable obligations with respect to employment. The teachers and the school officials must conduct professional through efficiency. Employment must be secure in a professional manner.

162

2010/20 11

STUDENT TEACHING PORTFOLIO

7. The members of the teaching profession must be alert for opportunities to improve the quality of teaching and the physical condition in which children learn. 8. The members of the teaching profession have responsibility for preserving academic freedom is a right that belongs to the teachers rather than the pupils. 9. The members of teaching profession must always be conscious of their membership and responsibility in the community. The members must be take activities of the communities they are assigned to. Participation in community life provides ones of the best opportunities available to do their parts I carrying out basic objectives and purposes in the Philippine education. 10. The members of the teaching profession must have a sense of purpose in their lives and works. The sense of purpose is basic to good teaching. This need of purpose can be understood almost wholly. Interns of the concept of teaching and learning that have been used. 11. The members of the teaching profession must join and national teacher’s organization. Teacher’s organization is significant in promoting teaching growth. These organizations give the members information encouragement, fellowship, new ideas about teaching and a chance to achieve recognition in then chosen field of work. 12. The members of the teaching profession must be guided by the spirit of the service to humanity. Service may define as the performance of the task for the benefit of the others to fulfill a social responsibility.

163

2010/20 11

STUDENT TEACHING PORTFOLIO

Objectives of Student Teaching Program
1. To provide experience for the students that will develop desirable personal characteristics and desirable relationship to others. 2. To provide experiences for the students that will develop ability of the students to work effectively with parents and other citizens in promoting the education and general welfare of the student. 3. To provide opportunities to develop continually a philosophy of education that is sound workable, growing and democratic. 4. To provide experiences for the students using methods of instruction to the point where he will be competent to undertake and do independent teaching. 5. To provide experiences in evaluating the results obtained in teaching and in accomplishing the general objectives of the school program. 6. To provide experiences for the student teacher in recognizing individual difference in teaching. 7. To provide experiences for the students that will enable him to see his responsibilities to the administration both carrying out administrative assignments and in using democratic for improving school administration.

164

2010/20 11

STUDENT TEACHING PORTFOLIO

FUNCTIONS OF THE DIFFERENT PERSONS IN THE ORGANIZATION STRUCTURE
PRINCIPAL

She is the over-all in charge of the educational institution. She also takes care of the supervision and management of the activities in school and even those that are out of campus but with relevance to the institution.

ASSISTANT PRINCIPAL

She is the person next in the rank to the School Principal. Therefore, she takes care of the institution in the absence of the School Principal. She will also take charge of Academic Coordinator.

PREFECT OF DISCIPLINE She is the disciplinarian of the school. She takes care of maintaining discipline and orderliness among the students and in the School Campus.

FACULTY This shall compose all the members of the teaching personnel in the educational institution. This will take care of the educative process in the classroom and in the campus.

STUDENTS

165

2010/20 11

STUDENT TEACHING PORTFOLIO

This is the composition of all the students in an educational institution. They will be beneficiaries of learning and of the whole educative process.

THE TEACHER AND HIS PROFESSION
The teacher’s task requires that he possess a wide variety of positive personality traits and professional qualities. PROFESSIONAL QUALITIES 1. Mastery of the subject/field one teaches. The first essential of effective teaching is that a teacher must have a thorough grasp of the subject he teaches. Effective learning demands that the teacher possess solid knowledge in every field that he teaches. 2. Understanding of the learner. A second essential effective teaching is knowledge of children. This means understanding the basic principles of human growth and development. If a teacher expects to guide the learning effectively, he must know how must children at various level of maturity are capable of understanding. He must know their interest and previous experiences, which he can utilize in motivating them. 3. Understanding of teaching principles and skill in the use of techniques for their implementation. The third essential of effective teaching is skill teaching methods. 4. General understanding of other branches of knowledge. The teacher must know the interrelation and interdependence of various areas of knowledge so that the children will know and appreciate things. 5. Understanding and appreciation of the teaching profession. The degree of the teacher’s success depends to a great extent on his attitude toward his job. Teaching involves relationship in every individual. A teacher must know how to work effectively not only to the students of his profession as socially useful and recognize its reward as well as its restriction and trials.

166

2010/20 11

STUDENT TEACHING PORTFOLIO

PERSONAL QUALITIES These personal characteristics are related to the five aspects of personality; intellectual, social, emotional, physical and moral. 1. 2. 3. 4. 5. 6. 7. 8. Pleasing personal appearance, manner, courtesy, pleasant voice. Intelligence, emotional stability and self-control sympathy, kindness, helpfulness and patience integrity, trustworthiness, honesty, loyalty flexibility, creativity, resourcefulness sociability, friendliness and cooperativeness fairness, impartially and tolerance Sense of humor, cheerfulness and enthusiasm.

THE TEACHER’S JOB Knowledge of the duties and responsibilities of the teacher will help one realize why teaching is a complex and many-sided task demanding of traits and abilities. 1. Guiding the learning process. The major task of the teacher is so promote learning. To do this, he has to guide the learning process of the children by planning and organizing meaningful experiences and creating a desirable learning environment. 2. Counseling and Guidance. The teacher is in the best position to know much of student-their interest, needs, difficulties, habits, attitudes, beliefs and aspirations. 3. Sponsoring extra class activities. Extra class activities are part of any school program. These activities are considered important in contributing to the development of the children. 4. Working with the parents and community. The community environmen5 is an important factor in the development of children. 5. Professional responsibilities. The teacher has certain duties and responsibilities as a member of the teaching profession. It ids his responsibility to improve himself by maintaining high standards of personal and professional conduct and by continuing to grow professionally. A teacher who truly loves his job takes in his profession. Not for a moment does he lose faith in the worthiness of teaching as profession. CLASSROOM MANAGEMENT The teacher in the classroom is a veritable manager. He is a helm of all activities and these activities will succeed depending on how well he can steer and guide them properly. One of the most difficult problems that confront a beginning teacher is classroom management. Unfortunately, he

167

2010/20 11

STUDENT TEACHING PORTFOLIO

does not learn the techniques in the books. He merely gets suggestions on how to manage a class, but there is nothing like teaching experience that will really teach him all the tricks of classroom management.

The classroom management cannot functions well without the teacher. The success of the activities in the classroom depends on the ability of the teacher as a classroom manger. He takes care of two aspects of classroom discipline namely, care of the routine factor and classroom discipline. Establish good routine habits and keep students busy. Stand at a place in the room where everybody can be within your gaze. Be alert to detect any signs of boredom, discontent or misbehavior. A teacher should impose rules and discipline in the classroom so that the students will be aware of the right things to do.

IMPORTANCE AND RESPONSIBILITIES OF THE TEACHER

The teaching profession is one of the oldest of the learned profession known in Civilization. It ranks to be the profession law, medicine, and ministry in point of age. The important role played by the teaching personal in this country, whether rural or urban, is bulwark of democracy and shares the great task of education. The fist duty of the Filipino teacher therefore is to build democracy. Under the spirit of our constitution, and in accordance to the existing laws, all teachers, whether in public or private school, colleges, and universities, are representatives of the state charge with the duties of carrying out our fundamental purposes in education as enunciated and defines by the constitution. Upon the teachers the government has place the burden of keeping the flame of knowledge and civilization of burning. Because of its great responsibility, Commonwealth Act. No 578 included teacher as persons in authority.

It would be difficult to overestimate the teacher’ importance in the teacher and engage the thought and invite the activity of man is the education of the young. Upon the education of the young, in its broadest sense depends upon the future welfare of the individual, the home. The community, the nation and the world, the schoolteacher is the high price of the future. Upon him, more than anyone else rests the responsibility of education. While teacher in a great responsibility, it is also a great

168

2010/20 11

STUDENT TEACHING PORTFOLIO

opportunity. Teacher is the noblest of all human endeavors, the greatest of all privileges, and the most sacred duty that one undertakes. No one should enter into his work without an appreciation of the great opportunity. That offer for high service and gratifying achievement, achievements and without a sense of responsibility involved in being a leader and instructor of young children. Every teacher of today prefers his calling to all others professions. He ought to have the Spirit. Teaching is an art, and like all arts, it demands devotion, perception, humor, understanding, solid training and plain hard work. It’s investment of everything one has, which is decent, humorous and good; unlike other investment, it pays 100% on everything one put into it. To be a good teacher, one has to be human being, first of all, one with a starched manner that would make any normal pupil uncomfortable, unruly and afraid. The teacher has to make his or her students of whatever age respect, admire and love his/her not make fun of him/her. If the teacher of the right sort makes one aware of what lies most deeply in the minds of people, what they a core more most, what distress them, what they have just to tell them they ate not alone, that we all fight against fears, insecurity and loneliness. To be able to say these with conviction to someone in trouble or bewilderment is one of the greatest rewards of teaching. OTHER DUTIES OF A TEACHER Life of a teacher everywhere it is full of responsibilities. The other duties of a teacher besides teaching, guiding and testing are the following:

1.

TO THE PUPILS- The teachers should recognize that the welfare and the interest of the child are the principal objectives of his profession. The school is for the children and the teachers first should be for them. At least during the time the pupils are in school the teachers stand for the parents. The teachers should guard the health, moral and well being of the pupils with intelligent care. He should be also alert to discover physical defect of the pupils and prompt to inform interest the parents so that relief maybe offered. In order to help his pupils the teacher must study them. The teachers must respect the individuality of each pupil and must be willing and ready to accept and try to understand their difference and strength, as well as their problems. Likewise, the teacher to gain the confidence, respect and cooperation of the children.

169

2010/20 11

STUDENT TEACHING PORTFOLIO

2.

TO THE PARENTS- It is the duty of the teacher to keep close in touch with the parents, to inform them of the progress or of any misconduct of their children and of other matters vital interest to term. In regard to those matters, there should be perfect frankness. The teacher should invite the cooperation of the parents by taking them into his confidence on all-important matters. Through monthly or quarterly reports to the parents, the teacher should tell the later of the mental, physical, and moral growth of their children. The teacher should maintain cooperative relations with the parents. One of the best of reaching the parents is through public meetings held regularly. In the meeting, the teachers and parents can discuss their mutual interest and the interest of the school. These will give the teacher the opportunity to present then work of the school. This will also give the teacher the policy of the school maybe made known, cooperation maybe secured and misunderstanding maybe avoided. Thus, the whole community becomes interested in the success of the school and in keeping the pupils regularly there. Here in the Philippines, the majority of the parents are not well informed of the work of the school. If the teacher can get the attention of the parents, he will have little difficulty in achieving any reasonable amount of improvement. Parents meeting will inform the parents the educational program of the government.

3. TO THE COMMUNITY- The teacher should participate actively in
the life of community. He should refrain from letting in any way the community in which he is deployed. He must avoid behavior that conflicts with the community standards. He must accept behavior patterns with respects and courtesy. The teacher must not seclude himself, nor must ignore the claims of the society on his time even on the plea of being busy with work. The teacher’s participation in the life of the community is the most needed in the development of creative leadership and in the process of social reconstruction. A close relationship between the teacher and the people of the community is essential in the functional of the modern education. The teacher should seek to become one of the members of the community. Most communities want their teacher to take active parts in the community enterprises. This is especially true in the smaller communities or towns, where the school is the center of the activity and where the teachers are expected to become leaders.

170

2010/20 11

STUDENT TEACHING PORTFOLIO

4. TO HIS PROFESSION –It is the duty of every teacher to do what
he can to sustain and dignify the teaching profession. He should assist in raising the standards of the profession. There is the need in teaching profession for a Great Spirit of loyalty for mutual support and fidelity. The teacher should not limit his services because of the low salary he receive. The teacher can give evidence to his dedication to teaching by cooperating with other teacher in local and national organizations that work for profession improvement.

5. TO HIS ASSOCIATE- The teacher owe important duties to his
associates teaching is cooperative effort in which teacher share the responsibilities with the other teachers. Every teacher should assist in developing and carrying out the policies of the school systems. He should take of his associates both in and outside the school especially in matters of discipline. It is the duty of the teacher to aid his associates by giving constructive advice and helpful suggestions. He could give due credits for their achievements and assistance received from them. The teacher should also refrain interfering in any way, unless his official possession warrants it, in the school affair of associates. Besides, there must be loyalty and cooperation among the members of the teaching staff. If the school is to educate for democracy, they must be friendly, cooperative, and loyal spirits among the teachers. The teacher must recognize the leadership, responsibilities of the principal, and the principal in turn should desire and consider.

6. TO HIMSELF- the teacher likewise, is responsible for himself. If
the teacher is to keep himself fit for the important service they has to render to society, they must be physically healthy, mentally alert, emotionally stable and morally upright. He must know himself- his strength and limitations, his potentialities, and his interest, in order that he may develop them. Likewise, he must grow in his chosen calling, or else his calling outgrew him. The teacher should avail himself of every possible opportunity to help promote in the moral, social, educational, economic and civil welfare of the people of the community in which he is member.

171

2010/20 11

STUDENT TEACHING PORTFOLIO

NATIONAL COMPETENCY-BASED TEACHER STANDARDS
How Teachers Should Use the NCBTS?

Teachers can use the NCBTS in many ways: • • • • As a guide to reflect on their current teaching practices As a framework for creating new teaching practices As a guide post for planning and professional development goals As a common language for discussing teaching practices with other teachers

The best way to begin using the NCBTS is to use competency-based framework as the guide for thinking critically about whether the teacher’s current practices are helping students attain the learning goals in the curriculum. A teacher can use the various elements of the NCBTS to determine whether their different actions and strategies as teachers are effective in helping their students learn the desired curriculum objectives. Thus, the NCBTS can be used as a self-assessment tool. It is most likely that in the NCBTS, a teacher will see herself as a demonstrating some dimensions of effective teaching, but not others. As all teachers aim to be more effective facilitators of student learning, the NCBTS can then serve as a framework for revising current practices or for developing new teaching practices that would make teaching more effective. In other words, the NCBTS can cue the teacher about she should be doing, in case she finds her current practice less than ideal. This self assessment can help teachers plan for their professional develop in the short-term and in the long-term. For example, using the NCBTS the teacher can be aware of her strength. And at the same time she can plan on professional development strategies so that she can improve on her weaknesses.

172

2010/20 11

STUDENT TEACHING PORTFOLIO

Thus, the NCBTS can help each Filipino teacher become a better teacher. And assist each teacher to continuously think about improving professionally to become even better and better facilitator of student learning. With the NCBTS all Filipino teachers also share a common vocabulary for discussing their teaching practice, for defining their ideals as the teachers, for negotiating and creating strategies to improve their practice, and addressing their various stakeholders regarding the improvement of teaching profession.

Is the NCBTS New? How Similar or Different is it?

Many of the specific items in the NCBTS are not new. This is because many ideas about good teaching have been practice for some time now. But what is new about NCBTS is that these ideas have been integrated into a singular integrated framework. In addition, there are actually relatively new ideas that the NCBTS is emphasizing. For example, the idea of teacher development in the Philippines, which is being emphasize in the NCBTS.

What Does Competency-Based Mean?

Basically, competency-based means that the standards or criteria for characterizing good teaching are define in terms of what the teacher is competent to do. So instead of defining good teaching practice in terms of the teachers’ credentials, LET scores, grades in graduate schools, good teaching is being define in terms of those practices that can help students learn better. So the NCBTS is concerned with whether teachers are competent helping students learn.

How Were These Competencies Chosen? How was the NCBTs Decided?

173

2010/20 11

STUDENT TEACHING PORTFOLIO

The competencies in the NCBTS were derived from (a) the educational theories and empirical research on characteristics learning environment and teaching practices that leads to effective student learning, and (b) documented successful practices and programs of schools, divisions, groups was set up to study what types of classroom learning experiences were defined. These practices were then organized and then presented in a series of national, zonal and sectoral consultations for validation and finalization The bulk of the participants in the consultation were teachers and master teachers, so we can be sure that the actual classroom teachers validated these competencies. But there were also school heads, principals, supervisors, superintendents, and other division officials, regional directors and other regional officials, representatives from the academy, teacher education institutions, NGOs and other government agencies like BEAM, DepEd, TEC, CHED, PRC, CSC, NEDA, among others.

Is the NCBTS Just a List of Competencies? Or is there a Theory Framework that Integrates all These Competencies?

The NCBTS does not adhere to a single educational theory. Indeed, it is a balance framework that adopts assumptions of different educational theories. But underlying this framework core set of assumptions about teaching that is significantly different from traditional conceptions of teachings. For example, the NCBTS articulates a view of ideal teaching hat is closely linked to new paradigms about effective learning. So the qualities of a good teacher are not defined in an abstract technical sense, because teaching is not viewed as a technical process. Instead, NCBTS defines a new paradigm of teaching where the teacher is viewed as a knowledge professional that is responsible for facilitating learning in variety of learners and learning environments. This view also emphasizes the technical knowledge of teachers, but more important, it emphasizes the essential link between teacher’s knowledge and students learning. Therefore teacher’s knowledge is meaningful, useful, and effective only if they help students learn within their learning environment. This makes the process of teaching essential complex and problematic in that it has to be suited to variety of learners and learning environments. So, teaching is not one-strategy-fits all undertaking. Instead, it means

174

2010/20 11

STUDENT TEACHING PORTFOLIO

choosing among a variety of strategies, all with the goal of helping learners learn. Therefore, a good teaching requires the teachers’ active environment in designing, redesigning, and evaluation of the learning experiences of students. Thus, the image of a good teacher is one who is constantly reflecting about how best to help different types of learners learn. The teachers are not a mere implementer of pre-defined or prescribe set of actions. Instead, the teacher is an active agent engaged in a higher level thinking about how to help the students learn. This high level thinking process involved in teaching necessarily refers to factors in the learning context. So the definition of good teaching needs to be close linked to the context in which they will be agent of learning in students. Teaching process never occur in a vacuum; that teachers will always aim to be effective within their actual context; and the context can provide constraints as well as opportunities for effective student learning.

We can summarize this paradigm by comparing it to the traditional views, as shown in the following table:

Table 1. Contrasting the paradigms of Teaching The Traditional View Teaching is a technical process, and the good qualities of this process are well defined. Teaching knowledge is technical knowledge applicable to all learners and contexts. Teaching involves application of knowledge. The NCBTS View Teaching is facilitating learning, and the qualities of good teaching are defined in terms of whether students learn or not. Teacher knowledge is essentially complex and problematic; applicability varies across learners and contexts.

consistent Teaching involves reflective and technical flexible application of technical knowledge in ways that best bring about student learning.

Effective application of teacher Effective teaching is determined knowledge is dependent on within the limits and opportunities prerequisite inputs in teaching found in the learning

175

2010/20 11

STUDENT TEACHING PORTFOLIO
environment.

environment.

Does the NCBTS Make Teaching More Difficult?

Actually, No. teachers have always been expected to help all their students learn given constraints in the learning environment. So there’s nothing new here. The NCBTS has simply articulated this expectation so that it is clear to all concerned. What if the teachers cannot do This Type of Teaching?

The NCBTS is not just a standard against which teachers will be evaluated. More important, the NCBTS is a guide for helping teachers become more effective teachers or more effective facilitators of student learning. In other words, the NCBTS takes a developmental perspective about teaching standards. The framework provides concrete guideposts to help teachers become better and better.

How can the NCBTs Help Teachers Improve their Teaching?

First, the NCBTS makes certain assumption about improving teaching. In particular, the NCBTS assumes that: • Individual teachers have various types and levels of motivation to improve their teaching in ways that better enhance student learning. Individual teachers have different capabilities to constantly improve their teaching for better student teaching. Individual teachers have diverse ranges of opportunities to pursue their motivations and raise their capabilities to teach better, in whatever situation they are. Individual teachers may develop improve teaching practice for enhanced student learning, but the full impact in student learning is best achieved by integrated and cumulative efforts of many teachers.

• •

176

2010/20 11

STUDENT TEACHING PORTFOLIO

The qualities of good teaching for enhance student learning are found in individual teachers, but such qualities are strengthened valued more when it is supported by communities of teachers and educators.

This assumption point to the understanding that teachers themselves are the most important agents in the improvement of their teaching. But their personal effort are enhanced when groups of teachers work together to improve their teaching and when the immediate and larger work environment supports the effort of the teachers. Therefore, the NCBTS shall ensure that all the stakeholders in the teachers work environment (i.e. the principal/school head, supervisors, superintendent, community, parents, etc.) would marshal their efforts to support the improvement of teachers practice to be in better alignment with the NCBTS.

How does NCBTS Define Good Teaching?

The competency-based teacher standards are organized hierarchically. The basic level categories of the standard are 7 domains. A domain is defined as a distinctive sphere of the teaching learning process, and is also well-define for the demonstrative positive teacher practices. Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning. Under each domain, there are standards. Strands refer more specific dimensions of positive teacher practices under the broad conceptual domain. At the lowest level of the hierarchical organization, under the strands, specific indicators are defined. These indicators are concrete, observable and measureable teacher behavior, actions, habits, actions, routines, and practices known to create, facilitate, and support enhance student learning. The domains, strands, and indicators may be characterized in terms of the following dimensions: • Nature/quality: this dimension refers to, how well are the essential qualities or critical features demonstrated/observed in the positive teacher practices?

177

2010/20 11

STUDENT TEACHING PORTFOLIO

Frequency, consistency and appropriateness: This dimension refers to the questions, how often is the ideal teaching practice demonstrated? Is the demonstration appropriate to the particular teacher-learning process? And is the teacher is consistent in demonstrating this ideal? Self-awareness: This dimension refers to the question, is the teacher aware or mindful of the premises, rationale, nature and effects of the demonstrated teacher-learning process?

What are these 7 Domains? The 7 domains are: 1. Social regard for learning 2. Learning environment 3. Diversity of teachers 4. Curriculum 5. Planning, assessing, reporting 6. Community linkages 7. Personal growth and development Each domain will be defined in greater detail in the later parts of this guide. But it is important to know that the seven domains are closely connected to each other in very meaningful ways, and that the 7 domains is best understood as constituting an integrated whole. To understand how the 7 domains comprise an integrated whole, it would help to see the 7 domains as filling fewer than two broad categories. The 2,3,4,5 represent standards referring to the teachers as Facilitator of Learning, where the two outer domains 1 and 7 represent standards referring to The Teacher as Learner.

The middle domains can further be divided into 2 sub-categories. The inner most domains 3,4 and 5 represents the specific teachers practices related to the technical aspects of the teacher-learning processes, whereas the other domains 2 and 6 represents the specific teacher practices that embed learning process in appropriate contexts. We can discuss the integration of the 7 domains from the inside going out. At the center of the series of domains are the technical aspects of the

178

2010/20 11

STUDENT TEACHING PORTFOLIO

teacher-learning process. The domains of the diversity of learners (30, curriculum (4), and planning, and reporting (5) refer to what may be called good teaching strategies, and are very closely related to each to other. These domains express the new paradigm of teaching. Together, domains 2, 3, 4, 5 and 6 represent the full range of teacher practices that relate to effectively facilitating learning. On the other hand, the two outermost domains represent the important teacher practices that relate to the teacher as learner. Domain 1 represents the ideal that the teacher serves as the model of all the positive values associated with learning, and domain 7 represents the behavior that demonstrate the teachers actual aspirations to continue learning as a professional teacher. These 2 domains are not distinct and not separate from those five domains related to facilitating learning. Instead, the teachers’ personal demonstration of the values and activities of learning makes the teachers more credible and effective facilitators of learning in students. Indeed, Domains 1 and 7 can be domains that fuel and drive teacher’s development in other 5 domains.

179

2010/20 11

STUDENT TEACHING PORTFOLIO

DEPARTMENT OF EDUCATION MISSION
DepEd region XI shall provide universal access to quality and relevant education for all children of school age, including the disadvantaged, handicapped children with special needs and those from the ethnic communities through formal and non-formal channels. They shall be equipped with necessary knowledge, attitudes and skills that shall prepare him/her to become socially responsible/self-sufficient and highly competitive for active and socially participation in the economic, political and social culture, spiritual society. Furthermore, DepEd XI aims to develop also children who are MAKADIYOS, MAKAKALIKASAN, MAKATAO at MAKABANSA.

DEPARTMENT OF EDUCATION VISION
We are a people organization committed to a culture of excellence in public service believing that the most important resource of our country is its people. We make that the task of educating the Filipino child our singular mission. We enable the Filipino child to discover his/her full potential in a child centered and value driven teaching environment. Thereby, he/she will create his/her own destiny in global community. We prepare him/her to become responsible citizen and enlightened leader who love his/her country and a proud to be a Filipino. We provide school system were teachers and principals achieved desired learning outcomes not only because they are empowered and accountable but because they care. Where administrators ensure adequate resources and promote the use of the appropriate technology to enhance learning and where the family, community and other institutions actively support our effort. We affirm the right of every Filipino child, especially the advantage to the benefits of such system. This is our vision with God’s help; we passionately dedicate our talents and energies to its realization.

180

2010/20 11

STUDENT TEACHING PORTFOLIO

181

2010/20 11

STUDENT TEACHING PORTFOLIO

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

182

2010/20 11

STUDENT TEACHING PORTFOLIO
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. 3. 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. participate actively in all school activities

183

2010/20 11

STUDENT TEACHING PORTFOLIO
2. 3. 4. 5. 6. 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. 8. 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

184

2010/20 11

STUDENT TEACHING PORTFOLIO

185

2010/20 11

STUDENT TEACHING PORTFOLIO

186

2010/20 11

STUDENT TEACHING PORTFOLIO

A short message from my students

187

2010/20 11

STUDENT TEACHING PORTFOLIO

188

2010/20 11

STUDENT TEACHING PORTFOLIO

Peace na kayo!

189

2010/20 11

STUDENT TEACHING PORTFOLIO

Mother’s Caress....

190

2010/20 11

STUDENT TEACHING PORTFOLIO

Wag kayo maniwala sa kanya!

Hearing sa Senado??hehehe. . .

191

2010/20 11

STUDENT TEACHING PORTFOLIO

Effort2x ang Dress………heehee

192

2010/20 11

STUDENT TEACHING PORTFOLIO

Mabuhay ang Bagong Kasal?...2 be cont. .hehe

193

2010/20 11

STUDENT TEACHING PORTFOLIO

Beach or Mall??

194

2010/20 11

STUDENT TEACHING PORTFOLIO

Tara. . Manibat Ta!! hehehe

195

2010/20 11

STUDENT TEACHING PORTFOLIO

196

2010/20 11

STUDENT TEACHING PORTFOLIO

197

2010/20 11

STUDENT TEACHING PORTFOLIO

198

2010/20 11

STUDENT TEACHING PORTFOLIO

A short message from my students

199

2010/20 11

STUDENT TEACHING PORTFOLIO

February 27, 2009

Mrs. Anastacia Armigos
Principal
F. Bangoy National High School Sasa, Davao City

Dear Madame,

Please consider this my application for a teaching position at the F. Bangoy National High School.

I am Jayson P. Rodado, 21 years of age, single, and a resident of km.7 lizada st., Beachclub, Lanang, Davao City. I am completing my academic units in Bachelor of Secondary Education major in MAPEH at the University of Southeastern Philippines, Obrero Campus this forthcoming April 2011 .

I have student teaching experience on the different levels in high school. My other educational experiences and trainings gave me an opportunity to interact with very diverse population and individuals of all ages which challenged me to be more creative, nurturing and most of all patient.

Being able to put into practice my chosen field of profession, I have come ot realize that the life of a teacher is a vocation, an opportunity to live out my spirituality and to affirm my faith, a gesture for thanksgiving and sharing, sustaining my professional and personal growth.

I appreciate much your time in reviewing my papers and other qualifications. I can be reached at the address and phone number below anytime at your convenience.

200

2010/20 11

STUDENT TEACHING PORTFOLIO

I look forward to hearing from you.

Sincerely yours,

Jayson P. Rodado Km. 7, Lizada St., Beachclub, Lanang, Davao City Mobile No. (0910) 9139165

Resumé

Jayson P. Rodado
Km. 7,Lizada St.,Beachclub,Lanang,Davao City 09109139165
rodadojays@yahoo.com

PROFILE: A graduating BSEd MAPEH student of the University of Southeastern Philippines who is keen to finish education and be able to use the knowledge gained in a sensible and proficient comportment. Thus helping the folks and at the same time, the youth of the future generation for the country’s nobility and honor.

201

2010/20 11

STUDENT TEACHING PORTFOLIO

Reliable, trustworthy and meticulous. Able to work on own initiative or as part of a team and can deal with administrative duties competently.

EDUCATION: Grade 1-2 Matina Aplaya Elementary School, Matina Aplaya,Davao City Grade 3-4 Don Manuel Elementary School, Matina Aplaya, Davao City Grade 5 Matina Central Elementary School, Matina Aplaya, Davao City Grade 6 F. Bangoy National High School, Sasa, Davao City

First Year- Fourth Year High School F. Bangoy National High School, Sasa, Davao City

Bachelor of Science in Education major in MAPEH The University of Southeastern Philippines, Bo. Obrero, Davao City; 2006-2011

Subjects studied: MUSIC , ARTS, PHYSICAL EDUCATION & HEALTH; and professional subjects

MAJOR ACHIEVEMENTS: Champion, Volleyball, Softball, 200-m Dash, 4x1 relay, CED Festival 2010 at USEP, Davao City Champion, Volleyball, USEP Foundation/InterCampus 2010 at USEP Obrero, Davao City

3rd place, Volleyball-Men, “Mindanao Association Of State Universities and Colleges Foundation” (MASCUF) 2011 at University of Southern Mindanao, Kabacan, South Cotabato 5th place, Volleyball-Men, “State Colleges and Universities Athletic Association” (SCUAA) National Olympics 2011 at Isabela State University, Ilagan, Isabela

202

2010/20 11

STUDENT TEACHING PORTFOLIO

EXPERIENCE:

P.I.O, UMAPEHM Org., University of Southeastern Philippines, College of Education, SY 2008-2009

Internal Vice President, UMAPEHM Org., University of Southeastern Philippines, College of Education, SY 2009-2010

Auditor, Senior Student Organization (SSO), University of Southeastern Philippines, College of Education, SY 2010-2011

Staff, Obrero Campus Student Council (OCSC), University of Southeastern Philippines, SY 2010-2011

Attended meetings, seminar/workshops on effective leadership and professionalism

COMPUTER SKILLS: Microsoft Windows XP, Microsoft Office XP (Word, Excel, PowerPoint, Access, Outlook)

INTERESTS: In teaching university level In reading books

203

2010/20 11

STUDENT TEACHING PORTFOLIO

204

2010/20 11

STUDENT TEACHING PORTFOLIO

205