Prayer of a Student Teacher

Dearest Lord,

Thank you for giving me this opportunity to teach the young minds.

Thank you for allowing me to be part of these wonderful kids’ life.

I accept this responsibility wholeheartedly

But I will never be an effective one without Your help.

With this, I pray that You grant me enough wisdom

To impart knowledge needed by my students,

Allow me to be the person they needed as a second parent in school.

Remind me all the time the reasons why I am in this field,

To teach the children and serve You.

When I am in a situation where I need a lot of patience, provide me Lord.

Fill my heart with love even in the most unlovable moment of their lives.

Give me patience to teach students who are slow to learn and who refuse to

learn.

Grace me with enthusiasm to face each type of learner every day.

Let me be who they need me to be.

When they need someone to trust, let me be trustworthy.

If they need sympathy, let me sympathize.

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 If they needed to be disciplined, let me be the authority to guide them

With sternness and yet with love.

I know, I am just beginning my career in this field,

And I accept the fact that I still have a lot to learn,

With this, I pray that you give me a humble heart to accept my mistakes,

And a brave soul to pursue what I have to do.

Guide every step of the way and lead me in everything that I have to do.

Help me to teach students more than the lessons in the book,

But those important things that people overlook.

Always remind me to consider the welfare of my students.

And make me the person who teaches them and learns with them at the same

time.

Allow me to share light, love and hope to my students that

I’ll be able to leave a positive impact on their lives.

Ignite within me the passion for the profession and bless me towards the path of

embracing new experiences, sharing new ideas, feeding morale with new values

and lessons to ponder.

I know that I’m far from being perfect but with you I can do all things because I

know that you are always there to turn my weaknesses into strengths.

This I ask in the name of our Lord, Jesus Christ.

Amen.

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 TEACHER`S CREED

As student teachers,

We believe that the learners are the greatest handicrafts of God.

They are gifted with precious minds to be cultivated.

They are the hope of our fatherland.

For this reason, we teach because we believe that there are children in need of

education.

We teach because we believe every child has his own potential

yet to be discovered and be developed.

We teach because we believe that children are improvable;

That while we cannot increase a child’s native intelligence,

We can help him find ways in which he can best use his capacities.

We teach because we believe that each child should have the opportunity to

experiment with his

potential for them to be the individual they are capable of being-

according to his own will, talent and courage.

We teach because we believe that teaching is a mission.

It is a calling.

It is a way by which we can help children to find their meaning

And realize their purpose in life.

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 Personal Education Philosophy

Learning does not happen only in a building, at a desk. It does need to

follow a predefined path. It can happen anywhere, anytime, alone or with
someone. You need only to take time.

"A teacher should never stop in learning and can hold on to trials in
saving one`s dream not saving his own dream. This profession needs someone
who has heart rich in patience and love for learners."

Only a beast can conquer a lions grip.

The world is too dark, full of doubts and full of competitions, only people with wits

can survive on top. The fittest you are, the more flexible you can be to cope in

the competition of life. An educator is too young to realize the professional world.

A master`s degree is not your guarantee to surpass all your comrades. Nor a

doctor`s degree can unhide all the hidden knowledge in this world. You must not

stop to learn and seeks for the true meaning of wisdom, “Stand firm and hone

your own mind in every second in touching one`s life”.

How can a teacher shed his own light to naive mind of youths? Or the teacher is

at youth to conquer the avenue of teaching career. The details of every page of

books, the sleepless nights and many lashes burnt of an individual cannot prove

anything in each seasons of war. Only the struggle and hindrances which can

sharpen you each day may prove anything in this profession. Only those who

struggle to be on top through papers and pen can only survive with true honor.

Not those who called themselves professionals yet fulfilling their dreams through

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pockets and facade. The test in this world can assess through their skills and

experiences, through their competence and abilities in the field not the bagged

number of person`s interest to uplift their name and countless gold. Credential is

not about the degree alone, it is about the application and hardship of each

individual to be professional in the field.

Indeed, being a teacher is difficult profession of all profession. The nonstop

learning and daily preparation is the testimony of every bank story of a teacher.

The regular bracket of salary is also insufficient to some for providing their family

needs. The number of days in preparing materials deducted the time and money

for their family. The countless works, records and learners’ behavioral condition

always needs ton of patience every day. So, I cannot remove the fact that some

be apt to deem in changing the system, to gain more power and to earn more in

this profession. Never do they know that there are no short cuts nor easy way out

to be on top in this profession can be bought. Only those people who have no

pride will do such thing to uplift their name.

My philosophy of education is just the fruit of the witnessed torment of school

teachers in daily basis. The dark stories of some teachers are the backbone of

the unhidden corruption. There are some who are fulfilling their own pleasure

through these dark secrets, you might say that these are just a speculations and

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these are just my own imagination. A wise man said in every political group

corruption may happen.

A teacher should never stop in learning and can hold on to trials in saving one`s

dream not saving his own dream. This profession needs someone who has heart

rich in patience and love for learners. Not the love to be rich and well of in own

applause. The teacher shall not be too wise for his own good which she/ he can

hear alone. In this profession your students are always behind you, when you

step forward your students will move forward, not step forward and two steps

back for them.

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 INTRODUCTION

The student teacher practice what they have learned and are supervised

by teachers from the college, cooperating teacher and school principals.

The purpose of Practice Teaching is to produce qualified teachers that are

equipped and skilled in their chosen year level. Another reason is to prepare

student teachers for their career as teachers by immersing them completely into

the school atmosphere so that they will have the feel of what it would be like to

be an actual teacher.

I attended the tenth grade classes at San Jose National High School,

which is located in the Rizal town of Rodriguez. With the new curriculum,

students are actively engaged in meaningful learning experiences. As a result

they gain a wealth of skills, vast amounts of knowledge, and a genuine life-long

love for learning. There are opportunities for students to pursue their interests

through before and after school activities such as Dancing or Singing club, and

numerous in-school enrichment activities such as the Student Council, or Math

Olympiad. Children participate in these activities based on personal interest, and

are expected to balance both extracurricular activities and academic curriculum.

Some activities involve parent support, and parents are usually actively engaged

with the students either through the home or school, or both. The school also

seems to strive to provide an environment where individual attention is given to

all those who need it.

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 My entire practice teaching journey became more challenging and exciting

because of the students. This was another venue for me to enhance my teaching

skills and to meet various people with different personalities. I also had the

chance to be mentored by the best Araling Panlipunan Teacher in the school,

___________. With her guidance, my entire voyage turns out to be smooth

sailing.

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 OBJECTIVE

My objective after the completion of my On-the-Job Training is to:

 Continue my studies.

 Continue to develop myself and improve my weakness in teaching.

 Apply what I have learned from my cooperating teacher and from

the rest of my experience to my practice teaching in my Cooperating

School- San Jose National High School.

 Strengthen my knowledge, abilities and skills in teaching.

 Complete my requirements as a graduating student.

 Passed my entire subject and remaining subject.

 Have my Bachelor’s Degree.

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 Brief Description of the Site of Practice Teaching

HISTORY OF SAN JOSE NATIONAL HIGH SCHOOL

In the beginning, the idea of having a secondary public school in San Jose

County was just a vision, a dream. Today, it has become a reality, envisioned to

become a vehicle in the improvement of the quality of life of the Montalbeños.

San Jose National High School formerly Gen. Licerio Geronimo

Memorial Nat’l High School – San Jose Annex was established last June 2002

through the joint efforts of Mayor Pedro S. Cuerpo, Councilor Jimleth B. Dulla

and Mr. Leoncio L. Gervacio, Principal of Gen. L. Geronimo Mem. Nat’l High

School.

In the first year of operation, the school offered first year secondary level

from the residents of Brgy. San Jose, Brgy. Manggahan, Brgy. Rosario and even

from nearby barangay in Quezon City like Brgy. Payatas. The first batch was

composed of 423 students. In the year 2002-2003, the students and faculty

members are housed in the eight rooms of the Macros Type Building of the San

Jose Elementary School. The founding teacher-in-charge was Mrs. Ma. Theresa

Omandam and the first batch of teachers were Mrs. Mary Jane Macagaling, Ms.

Love Victorio, Mrs. Criselda Evangelista, Ms. Jhona Orilla, Ms. Marycel Jacobe,

Mrs. Rosario Ayuson, Mrs. Evangeline Masilang, Mrs. Armi Cruz, Ms. Armida

Castro, Mr. Victor Cayetano and Mr. Allan Agban.

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 The pioneers stared without armchairs, blackboards and other

instructional materials and facilities. After a year, there were issues of school

demolition and the school will not be given its own site. Then, our beloved Mayor

Pedro S. Cuerpo worked hard to secure permission for its legal establishment,

form the Department of Education and with added insistent requests and follow-

ups it remains in its site until today.

The first Ynares Building composed of six rooms was donated and

funded by Rizal Provincial Government. In October 14, 2003, Gov. Rebecca

‘Nini” Ynares together with Mrs. Zenaida Palileo led the ceremonial ribbon cutting

tot inaugurate this building. In less than a year, another building was established

consisting eight rooms. This was under the sponsorship of the Province of Rizal

thru Gov. Casimiro “Ito” Ynares; it was blessed during the time of Mrs. Elvira Q.

Pahati on Nov. 4, 2004.

In June 17, 2005, San Jose National High School was given autonomy

and now an independent public secondary school through the initiative and

efforts of its persistent school principal, Mrs. Elvira Q. Pahati. From then on, this

has been one of the competitive secondary schools in terms of academic and

sports.

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Organizational Structure

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Site of Cooperating School

School Ground

Gate

Grade 7, 8 Building and Faculty

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Front School Building

Principal’s Office

School Canteen

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 Observation in the Cooperating School

In my staying at Wawa High School, I observed that the

school’s environment is well ventilated and

organized as well as the classroom designed and the bulletin boards.

The physical Environment of school building and school grounds were

designed and maintained to be free for health and safety hazards and to

promoting learning. The policies, rules and regulations are ensures for violence

protection, safe playgrounds, sanitation, food protection, good lightning and

emergency response, among other issues that relate to the physical environment

of schools. The school have learning resources like library, speech,

computer

and science laboratory that enhance the teaching learning process. They utilized

it for the learning and betterment of the students.

Wawa National High school is the second home and the training

grounds of every student. It is the home of hope, where I see the hard work of

the every students and also the parents. This is where I also realized that

the schools are home of our improvements that seen our outmost
hardship

to overcome our flaws and imperfections, to acquired more knowledge, values

and skills.

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On The Job Training
Activities

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26
 NARRATION EXPERIENCES

INTRODUCTION

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

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

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

– the journey of being a teacher.

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

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

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

and suffering, and the tribulation and triumph whichcome along in being a

teacher.

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

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

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

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

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

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

teaching, today and in the future.

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DEPLOYMENT DAY

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

environment; it is not in luck or chance, or the help of others; it is in
yourself alone.” – Orison SwettMarden
July 31, 2014 Thursday – The start of it all – a fresh new start to do and

achieve something great, something memorable, something fun and something

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

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

Science batch 2014-2015, this is D-Day!

The call time was 09:00 AM. Our destination – Wawa National High

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

it’s better to be safe than sorry. Together with my schoolmate, Ms. Khrystelle

Francis Canete a BSE Filipino Major, we arrived at around 08:00 AM just outside

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

arrived, (BSE Major in English – Ms. Sarah Narce, Ricky Soriano Jr. and ; BSE

Math – Ms. Kathleen May Basbas, Joseph Eyas; Mr. Rayniel Manigbas and BSE

Bio-Science – Ms. Joanna Marie Simangan ; BSE – Filipino Ms. Catherine

Valiente and, we waited for the arrival of Prof. Graciella D. Inocentes for she was

the one who would supervise our deployment in the aforementioned school.

When our esteemed Professor arrived, we entered the school

premises with him, and upon entering the school, I felt that moment that this was

really it – the beginning of my journey and the first step I needed to take to

become a teacher. We observed courtesy and greeted all the teachers in the

office, and all the non-teaching staff. We were entertained right away.

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We went through the Principal’s Office. Unfortunately, the school Principal, Mr.

Vivencio Felix, was all wrapped up for there was an ongoing meeting so we had

to wait for a little while.

Seeing the faces of some of the teachers in WNHS, there were questions

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

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

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

and going out of the school. I questioned myself who among these students

would I be assigned to deal with.

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

Felix entered his office together with Prof. Graciella D. Inocentes to formally

arrange the deployment procedures and the necessary protocols. The rest of us

Student Teachers waited just in the computer laboratory. What would happen the

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

started anew.

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MEETING WITH THE PRINCIPAL

July 31, 2018, Thursday – It was 9:00 in the morning. Were preparing my

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

Wawa National High School. We have an appointment with Principal Vivencio A.

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

be late. After taking my lunch at home, I sped off and went to WNHS.

Thankfully, we arrived just in time. Moments passed, Principal Felix called us in

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

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

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

schools’ performance last school year was way low compared the previous

years; and that he and our Practicum Supervisor Prof. Mae Cortez had already

arranged and talked about it.

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MEETING WITH MY COOPERATING TEACHER

After Mr. Vivencio A. Felix Wawa National High School discussed the

points needed to be clarified, she left us with his staff for us to know who would

be our designated cooperating teachersthe Filipino majors were called and were

given their designated CT’s. Next were the Math major, then the Bio-Science

majors and finally, we, the Bachelor of Secondary Education were given the list

of our CT’s.

We were given the privilege, or the liberty, to choose from who among the

A.P teachers we wanted to be an apprentice of. I chose to be an apprentice of

Ma’am Annie B. LiuShe was one of the finest A.P teachers in the faculty; she

was teaching in second year high school.

I waited a little while for her for she had a class that moment. Minutes passed,

she went to the Principal’s Office and then I finally met her. I greeted her and I

was introduced to her, a very cooperative Cooperating Teacher. That really gave

me a sigh of relief. I was in good hands. Certainly I would really learn a lot from

her.

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

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

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from 11:45 AM to 4:55 PM. She also said and reminded me some rules I needed

to follow.

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

already and told me that I would be starting the next day. I thanked her sincerely.

I went down back again to the Principal’s Office and logged-out. I went

home and upon getting home, I felt that tomorrow was the start of the fruition of

my dream – my dream of becoming a great teacher.

WORKING WITH MY COOPERATING TEACHER

We, Student Teachers, were tasked to complete up to eight hours per

school day (or more) in our respective cooperating schools. In my case, I should

always be there, in WawaNational High School, on or before 9:00 AM up to 4:55

PM (onwards if necessary).

On my first day of being officially a certified student teacher, I have to adjust to

this new environment – which I considered a new home away from home. The

environment was where teachers were too busy dealing with their respective

subjects and students was a fast-paced working environment.

Ma’am Liumostly arrived and logged in at around 9:00 AM. On my part,

were ready to accept tasks and things to do anyway.

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

was familiar with K-to-12 Curriculum lesson plan. I answered affirmatively. I

added that we were familiar with the K-to-12 Curriculum lesson plan for it was

part of our orientations and seminars. I asked my CT about the students. What

were the students’ attitudes? Were they easy to get along with? Or was it the

other way around? She answered that depended on the way I would manage the

classroom. In every teaching-learning situation, especially inside a classroom

setting, classroom management was one of the factors that should be of prime

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

really admired her for that because it taken dedication and passion for teaching

to take and have spent that long in the service.

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

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

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

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

I really got to experience a lot of positive things and I learned so much about

teaching and classroom management. I’m just so lucky to have Mrs. Liumy

Cooperating Teacher, and was sure that whoever would be assigned as her new

apprentice next time would experience the same way that I did.

33
MY FIRST DEALING WITH MY LEARNER

Grade 9 Rodriguez, Grade 9 CaintaI Grade 9 San MateptheGrade 9

students which, of course, I would most likely handle in my practice teaching. Got

a feeling of jittery about the thought that this was really it – that I would

experience the real practice teaching in a real life classroom situation. Feeling

excited, and at the same time a little bit nervous, I arrived at my cooperating

school in the appointed time. The students greeted him. After that, she (my CT)

introduced me to the students. The students greeted me and welcomed me as

well for the first time. It was an overwhelming feeling when I heard that they

called me “ma’am”, formally, and for the first time. It was an awesome event – a

feel good moment indeed.

When the students took their seats, Ma’am Liu gave the floor to me and

gave me the chance to introduce myself to the class. She told me to address the

class as well if I had any rules and regulations I wanted to implement while being

their Student Teacher. I took the opportunity, but being really jittery that time, I

was quite caught most of the time lost for words.

She told me that it was quite obvious that I was nervous (which I never denied)

and then she told me to relax, and to stay calm and compose myself. She said

that it was okay and natural to be nervous at first, and that I would overcome all

gradually. It was a process, she added. It could not be done overnight.

We then finished our last two classes for the day and before we were

done, Ma’am told me that she would not be able to go to school the next day to

34
teach – that I would be the one to handle all her classes – alone. I looked forward

to the challenge.

My Practice Teaching Experiences

My internship at Kasiglahan Village National High School was a very

memorable experience to me. I knew that my stay in KVNHS mold me to who

shall I become someday. Well, everybody said that the student teaching

experience allows you to execute everything that you’ve learned about education

and your subject matter into real scenarios of teaching in public school. You got

to test the waters under the supervision of an experienced teacher who can

guide you along and help you to become a kind of teacher that you wanted to be.

If you embrace the opportunity, you can learn a lot from student teaching

experience. In fact, here are some things that I learned during my time as a

student teacher.

During my student teaching experience, I spent a lot of time preparing my

everyday lesson plan, visual aids and MS PowerPoint presentation. I strove hard

to research different technique’s to present the information for each lesson. I

looked for an energizer and enthusiastic activities that my students would enjoy,

and I made sure that I prepared all the materials and other things that I needed

before class started.

Teaching is really difficult and a very challenging track. You’re going to

have rough days, and you also need help sometimes. Introduce yourself to the

35
other teachers and even with your co – student teachers. As I talked to other

teachers about a lesson that I was working on, they had plenty of suggestions for

activities that I could use. I loved getting ideas for a trial and error for an activities

to my students, but I also enjoyed the tips and ideas that they could provide to

help me grow as a teacher. And who knows’ someday they could also help you

land a teaching job, too.

Moreover, confidence is crucial for a great student teaching experience.

Students need to see that their teacher knows what he or she is teaching about.

They need a teacher that demands respect. When I first started as a student

teacher, I was awkward and unsure of myself. I wasn’t sure what my cooperating

teacher would think, and I worried about how my students would perceive as

their teacher who aren’t seem so good enough to teach in the first place.

In my conclusion, student teaching was a great experience. It had its ups

and downs, but I became a better teacher by working on to make the most of my

teaching experience be a success and the willingness for every opportunities to

learn.

ESTABLISHING CLASSROOM ROUTINE

Designing and establishing classroom routines is a very important aspect

in managing a classroom and the learners as well.

We all know that if students are free to move about as they please, when

they please, they will do exactly that. Limiting their choices and restricting their

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movements do wonders for establishing a conducive learning environment.

Establishing classroom norms are a big part of start-up.

So while I feel routines are crucial, I do not want the classroom to feel

regimented and controlled. Moreover I want students to have real-time

opportunities to notice the connection between their choices and the

corresponding outcomes.

Establishing classroom routines is beneficial for both the students and the

teacher. These routines make the expectations of the class clear, so the students

know what is expected of them and the teacher is not forced to remind the

students repeatedly of those expectations. Clear expectations result in better

classroom management smoother, transitions between activities and a more

positive classroom environment.

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

to be consistent. These rules are to be applied equally to everyone, lest students

feel that there is favoritism.

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

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

system, groupings, and going out to the john.

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 AS A TEACHER

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

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

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

teaching.

Instructional Materials

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

use of Instructional Materials (IMs) that have been thought to us. IM’s are indeed

important but it is more important to know and apply the principles involved in

using such materials.

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

REPLACE the teacher.

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

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

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

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

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

no matter what circumstances may occur.

2. Choose the instructional material that best suits your instructional

objectives.

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

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

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

that whatever IM’s that I use fit the instructional objectives that the learners need

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

use a video to present the lesson than to utter the words orally.

3. If possible, use a variety of tools.

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

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

made the lesson more enthusiastic, interactive, amusing, and interesting.

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

is working properly.

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

working perfectly before using them in class. A teacher should always avoid

glitches so that the lesson will be smooth sailing and precious time is not wasted.

I, for one, during my final demonstration, I did not encountered some glitch at that

moment. I really made sure that my visual aids were in sync, neat and readable. I

also prepared my PowerPoint presentation, checked the connection of TV via

laptop as additional technology to present the instruction for the activity and for a

video presentation of the lesson.

Assessment Tools

Assessment is an integral component of any successful teaching effort.

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

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

39
strive to bring authentic learning experiences to their students must devise

appropriate and meaningful measures to assess student learning and mastery of

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

examples point to the opportunities available for effective assessment of

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

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

During my tenure as a student teacher, I have used a variety of

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

actual performances or written outputs of students and short quizzes, which I

made using manila papers and cartolinas.

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

instructions to be followed in it especially during their activities, even the minutes-

clock to monitor their time in preparation for their performances and in some

cases the short quiz were encoded and played through it.

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 Participating School Activities

During my stay as a student teacher in Wawa National High School, I

realized that our job as a teacher never ends inside the four corner of the class.

Aside from teaching, we also have non-teaching duties to perform that truly

explains “teaching is no fun” unless you are dedicated and passionate about

teaching. We came across several school activities. We are requested to help

and participate ourselves to school. I found out that I still have so many things to

discover about myself. I realized that I can be better than I imagined if I just

search deep into myself. Sometimes you will only appreciate your worth until you

explore the other side of you.

Leadership Training

41
Teacher’s Day Celebration

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 Araling Panlipunan Month Celebration

During the History Month Celebration, we prepared HISTORY-TELLING for the

aspiring students who wants to tell the story of Rodrigue, Poster Making that

serves as their projects and helped to design the stage for the main event. It was

a spectacular celebration and I was glad that it ended well.

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 EXAMPLES OF LESSON PLAN
(SEMI-DETAILED, DETAILED AND BRIEF)

Semi-Detailed Lesson Plan

Wawa National High School

Banghay Aralin sa Ekonomiks

Atup, Mary Jane T.

I. Mga Layunin

1. Nabibigyang kahulugan ang Pamilihan

2. Naisa-isa ang mga iba’t-ibang uri ng Pamilihan batay sa pang-araw-araw
na pamumuhay ng bawat pamilya
3. Naiuulat ng mga mag-aaral ang bawat katangian at uri ng Pamilihan

II. Nilalaman

A. Paksa: Pamilihan
B. Sanggunian: Pana-Panahon; pahina 228-246
C. Kagamitan: Manila Paper, Cartolina, Pentelpen, Projector
D. PSLC #:

III. Pamamaraan

A. Panimulang Gawain
1. Pagbati
2. Pagtala ng liban
3. Kalinisan ng Silid Aralan
4. Pagbabalik Aral/ Drill
Ang guro ay magsasaad ng mga pahayag patungkol sa produksyon. Thumbs
up kung ang isinasaad sa pahayag ay tama at thumbs down kung ito ay mali.

T 1. Ang produksyon ay isang proseso ng pagpapalit anyo o transformation ng

mga input upang makagawa o makalikha ng mga output.
M 2. Ang produksyon ay may apat na Salik ito ay ang mga Lupa, Paggawa,
Kapital at Presidente.
M 3. Tinatawag na Sosyohan ang pangkat ng mga tao na nagkasundong
pagsama-samahin ang kanilang kaalaman at puhunan.
T 4. Tinatawag na kapitan ng industriya ang isang entreprenyur o may-ari ng
isang negosyo.

44
M 5.Ang Produksyon ay may dalawang uri ito ay ang Input at Variable input.

5. Lunsaran: Magpakita ng Video Clip

Mga gabay na tanong:
1. Tungkol saan ang pinakitang Video?
2. Anu-ano ang mga bagay na nakita o napanuod ninyo sa video?
3. Mayroon bang nagaganap na labanan sa ganoong sitwasyon?
4. Bakit nagkakaroon ng labanan sa ganoong sitwasyon?

B. Paglinang ng Aralin
1. Pagbuo ng kahulugan ng Pamilihan
PAMILIHAN- lugarkung saan nagtatagpo ang mamimili at nagbibili upang
magkaroon ng pagpapalitan ng produkto at serbisyo sa takdang presyo.

2. Pangkatang Gawain
Ang mga mag-aaral ay papangkatin sa lima, bibigyan ng gawain upang mabuo
ang mga kaisipang hinihingi sa talaan.

Estruktura ng May hawak ng Katangian ng Uri ng Katangian ng

Pamilihan kapangyarihan presyo Produkto Produksyon

Pangkat 1.
Ganap na
Kompetisyon

Pangkat 2.
Monopolyo

Pangkat 3.
Monopsonyo

Pangkat 4.
Oligopolyo

Pangkat 5.
Monopolistikong
kompetisyon

3. Malayang talakayan

45
 C. Pangwakas na Gawain
1. Pagbubuod:

Pamilihan

Ganap na Di Ganap na
kompetisyon Kompetisyon

Monopolyo Oligopolyo
Monopolistikong
kompetisyon
Monopsonyo
2. Pagpapahalaga

A. Ipagpalagay na kayo ay isang negosyante alin sa mga uri na pamilihan ang

iyong pipiliin at bakit?
B. Anung klaseng stratehiya o strategy ang inyong gagawin o gagamitin upang
makuha ninyo ang loob o atensyon ng mga mamimili na bumili ng inyong
produkto?

3. Pagtataya

Panuto: tukuyin kung anung uri o katangian ng pamilihan ang mga sumusunod
na produkto at serbisyo.
SAGOT
1. Meralco Monopolyo
2. Langis Oligopolyo
3. Mangga, Saging, Dalandan Ganap na kompetisyon
4. Toothpaste Monopolistikong kompetisyon
5. Guro Monopsonyo

46
IV. Takdang Aralin

1. Gumupit ng mga larawan na nagpapakita ng ganap at di ganap na

kompetisyon sa pamilihan.
2. Ano ang kuhulugan ng Makroekonomiks?
3. Ano ang mga sangay ng makroekonomiks?

Reference: Ekonomiks Mga konsepto at Aplikasyon

Batayang Aklat sa Araling Panlipunan; pahina 211-219

47
 Detailed Lesson Plan

Wawa National High School

Banghay Aralin sa Ekonomiks

Atup, Mary Jane T.

I. Mga Layunin
1. Nabibigyang kahulugan ang Pamilihan
2. Naisa-isa ang mga iba’t-ibang uri ng Pamilihan batay sa pang-araw-araw
na pamumuhay ng bawat pamilya
3. Naiuulat ng mga mag-aaral ang bawat katangian at uri ng Pamilihan

II. Nilalaman
a. Paksa: Pamilihan
b. Sanggunian: Pana-Panahon; pahina 228-246
c. Kagamitan: Manila Paper, Cartolina, Pentelpen, Projector
d. PSLC #:

III. Pamamaraan
D. Panimulang Gawain
1. Pagbati
2. Pagtala ng liban
3. Kalinisan ng Silid Aralan
4. Pagbabalik Aral/ Drill

48
 Brief Lesson Plan

Wawa National High School

Banghay Aralin sa Ekonomiks

Atup Mary Jane T.

I. Mga Layunin

1. Nabibigyang kahulugan ang Pamilihan

2. Naisa-isa ang mga iba’t-ibang uri ng Pamilihan batay sa pang-araw-
araw na pamumuhay ng bawat pamilya
3. Naiuulat ng mga mag-aaral ang bawat katangian at uri ng Pamilihan

II. Nilalaman

A. Paksa: Pamilihan
B. Sanggunian: Pana-Panahon; pahina 228-246
C. Kagamitan: Manila Paper, Cartolina, Pentelpen, Projector
D. PSLC #:

III. Pamamaraan

A. Panimulang Gawain
1. Pagbati
2. Pagtala ng liban
3. Kalinisan ng Silid Aralan
4. Pagbabalik Aral/ Drill

IV. Takdang Aralin

1. Gumupit ng mga larawan na nagpapakita ng ganap at di ganap na

kompetisyon sa pamilihan.
2. Ano ang kuhulugan ng Makroekonomiks?
3. Ano ang mga sangay ng makroekonomiks?

Reference: Ekonomiks Mga konsepto at Aplikasyon

Batayang Aklat sa Araling Panlipunan; pahina 211-219

49
 FINAL DEMONSTRATION

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

demonstration!

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

student teaching practice. Jitters all of a sudden creep in; nervousness,

excitement, and sometimes anxiety encompass a student teacher during this

moment. A sense of uncertainty is more often than not palpable in this crucial

time. Questions come and go in our minds – will I do just right? Will I commit

mistakes? If I did what will be the circumstances and the predicaments that will

ensue?

What went well in my lesson? Why?

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

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

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

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

What did not go well? Why?

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

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

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

back. It was my fault for not preparing and double checking the tools. I

50
overlooked this circumstance. Next time, I will see to it that it will never happen

again.

What did my students learn?

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

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

same time, I conveyed something new to the minds of my learners.

What was learned about planning?

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

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

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

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

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

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

preparation for the demonstration; which include studying the proper execution

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

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

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

Cooperating Teacher if she had suggestions or comments with regards my

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

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

would do.

51
 Without proper planning, I guess that my final demonstration would not be

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

my final demonstration.

What was learned about teaching?

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

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

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

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

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

vocation that is TEACHING.

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

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

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

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

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

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

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

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

my teaching session in my class.

52
 In general, my final demonstration was a complete success. I really thanked

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

everything that He had showered upon me. I have overcome all the jitters, the

pressure, the anxiety, and every apprehension that went my way. Even though I

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

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

experience.

53
Professional Development Plan

54
 PROFESSIONAL DEVELOPMENT AND CAREER DEVELOPMENT PLAN

Four years Bachelors Degree - BSE Social Studies

Work as an Educator
(Private School or Government Volunteer)

Board Exam
(LET)

Work as an Educator in a Public School

Masters Degree in Education

Doctorate Degree in Education

CAREER DEVELOPMENT PLAN

GOAL TITLE: Registered Teacher

TODAY’S DATE: October 22, 2014

TARGET DATE: June 2019

55
GOAL: To become a registered public school teacher

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

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

teacher and eventually, to become a Doctor of Education.

STEPS REQUIRED FOR ACHIEVING MY GOAL

1. Finish and pass my course (BSE Social Studies).

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

volunteer.

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

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

5. Pray always.

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

56
 SELF- ASSESSMENT

A. Skills and current technology learned/enforce:

Encoding- enhance typing skill and familiarized in proper use of

keyboard.

Printing- learned and familiarized in proper use of printer.

Computing- enhance the knowledge and skill.

B. Equipment, Machinery, Testing Apparatus handled

Printer- learned how to operate and use properly

Xerox machine- learned how to operate and use properly

Scanner- learned how to operate and use properly.

57
 PROBLEMS ENCOUNTERED

“ Problem is a companion of the word improvement. We find problems because

we want improvement. ”

Problems that I encountered during my practice teaching, whereas some

students were lacking of discipline, they were stubborn a typical high

school

students. Some of them were slow learners. They were some who cut
their

classes. And mostly they were had poor study habits, it given me hard time to

record their works- n chth ginm rd eo otograd em

whnhy d’t d therks - assignments, activity and so on.

The problems that I encountered were mostly the stue behavior that

wh coldneb fedy tp lenr thagive hucase

I gave too much time attention to discipline the students.

58
 RECOMMENDATIONS

For improvements, there are some suggestions and recommendation

these are the following:

1. Prenothegurdianmuaysknw echrenprfacein e

school.

2. They must be always updated.

3. They must give encouragement to their children to attend the school.

4. They must give help and support their children in the school or class activity

and assignment.

4. The teacher must be dedicated and have passion in teaching so that

the

students will enjoy the class discussions and activities.

5. The teacher must know the diversity and the individual differences of
their
learners.

59
Title and Synopsis of Professional

Readings and Reference

60
 BIBLIOGRAPHY/ PROFESSIONAL READING

ARTICLE 1

Looking for ‘Flippable’ Moments in Your Class

By: Barbi Honeycutt, PhD

“How do you determine what can be flipped?”

With all of this discussion around flipped classrooms, more instructors are

asking this question and wondering when and where flipped strategies are best

integrated into the learning environment. Certainly, some topics lend themselves

more easily to flipped strategies than others, but every lesson plan has the

opportunity for at least one “flippable moment.” This is the moment during class

when you stop talking at your students and “flip” the work to them instead. This is

the moment when you allow your students to struggle, ask questions, solve

problems, and do the “heavy lifting” required to learn the material.

The Internet, online textbooks, online lectures, MOOCs, and other resources

provide access to endless amounts of content, much of it free. Students can

discover information on their own and find the answer to a question within a

matter of seconds. What they can’t always do on their own is analyze,

synthesize, and experience the process of engaging in higher levels of critical

thinking. This is when they need to do the messy work of learning, evaluating,
61
and critiquing. This also is when they need your structure and guidance, but not

your answers. They have to make meaning for themselves. This is a “flippable

moment.”So, back to the original question: How do you determine what can be

flipped? Here are four locations in your lesson where flipped strategies might be

needed:

Flippable Moment #1: Look for confusion.

Ask yourself, “What’s the most difficult or challenging part of this lesson?”

“Where do I anticipate students’ having problems or encountering difficulty?”

These are the places in your lesson that would benefit from flipped strategies.

Re-think this section of your lesson and design an activity for students to engage

in. Maybe they need a video to watch and re-watch several times before and

after class to reinforce the main points. Maybe they need a group activity to

discuss the material with their peers. Maybe they need more time to practice and

test their skills.

If this is a lesson you’ve taught before, then you probably know where

confusion is likely to occur. If you’ve never taught this lesson before, consider

adding a classroom assessment technique to the middle or end of your lesson.

This will allow both you and your students to determine where additional work is

needed to achieve the learning outcomes.

Flippable Moment #2: Look for the fundamentals.

Ask yourself, “What’s the most fundamental, most essential, and most

critical part of today’s lesson?” “What MUST students know before they can

move forward?” Some may argue fundamental knowledge isn’t what needs to be

62
flipped, but if this is an essential skill your students need to develop before

moving on, then it might be the perfect place to flip your approach. Your

challenge is to design multiple learning opportunities and create a variety of

opportunities where students can practice, test, and reinforce their knowledge to

ensure mastery.

Flippable Moment #3: Look at your extra credit question.

Ask yourself, “What makes this an extra credit question?” “How could I

turn this extra credit question into an activity or project for all of the students?”

Extra credit questions are often designed to test the next level of thinking by

moving students beyond memorization or comprehension, and therefore they can

provide the perfect opportunity to flip your lesson. An extra credit question might

encourage students to analyze, synthesize, and create alternative models or

hypotheses. Students who think they know the answer will go for it just to show

you how much they know (and to get a few bonus points, of course). That’s the

moment when your students are motivated and curious. Motivation and curiosity

are cornerstones for learning, and you can leverage that energy by using the

extra credit question as a place to flip your lesson.

Flippable Moment #4: Look for boredom.

Ask yourself, “Are the students bored?” “Am I bored?” Boredom will

destroy a learning environment. When you come to a point in your lesson or

course when boredom strikes, it’s time to flip your approach. Design a task for

your students to DO. Instead of continuing to lecture to them, take an actively

passive approach and step to the side. Put them in pairs or groups. Pose a

63
challenge. Allow them to design or evaluate something. Give them the space to

struggle, practice, and imagine “what if?” so they are challenged and inspired.

That’s the power of the flip.

When you sit down to plan your lesson, always begin by asking yourself,

“What should students DO to achieve the learning outcomes for this lesson?” To

learn what you know now as an instructor, you had to do the “heavy lifting”

yourself. You had to analyze, reflect, and evaluate. You had to make meaning for

yourself. Now it’s your students’ turn. Flip it to them!

Source:

http://www.facultyfocus.com/articles/instructional-design/looking-for-flippable-

moments-in-your-class/

SYNOPSIS:Certainly, some topics lend themselves more easily to flipped

strategies than others, but every lesson plan has the opportunity for at least one

“flippable moment.” This is the moment during class when you stop talking at

your students and “flip” the work to them instead. This is the moment when you

allow your students to struggle, ask questions, solve problems, and do the

“heavy lifting” required to learn the material.

The Internet, online textbooks, online lectures, MOOCs, and other

resources provide access to endless amounts of content, much of it free.

Students can discover information on their own and find the answer to a question

within a matter of seconds. What they can’t always do on their own is analyze,

synthesize, and experience the process of engaging in higher levels of critical

64
thinking. This is when they need to do the messy work of learning, evaluating,

and critiquing. This also is when they need your structure and guidance, but not

your answers. They have to make meaning for themselves. This is a “flippable

moment.”

ARTICLE 2

Professional Development in the 21st Century – Teacher Reflection and

Action

By: Juanita C. Garcia, Ph.D.

Whenever teaching is an art or a science, it is no easy task. A good

teacher takes you from where you are and stretches your mind, ever onward, to

the next step, the next insight, the next glimpse of knowledge. Good teacher

reflect and evaluate their own practice, success and misgivings. Critical reflection

is a key quality of effective teachers: “The ability to reflect on what, why and how

things are done and to adapt and refine practice is essential for successful

teaching and learning”. (Rayford, 2010)

Think about the best teachers you had. What did they do? How did they

make you feel? What did you learn from them? Teachers can have either a

profound positive or adverse impact on students’ lives. The best teachers believe

in their students and challenge and inspire them. They free students up to take

risks in their learning. They respect and value their students’ background and

65
strengths, incorporating them daily in profound ways into the classroom. It is up

to each individual teacher to become the best teacher he or she can be.

Reflective practice can be a valuable process in teacher professional

development. This article reviews the concept and benefits of reflective practice

and provide some guiding questions to assist the reflection process for teacher

professional growth and lasting school change.

The Reflective Teacher

A common definition of reflection is simply thinking about things. In a

professional setting, reflection is deliberate, purposeful and structured. It is linked

to theory and practice about learning. Reflection is a conduit for change, and one

can realize it in several ways (Fullan, 2015). According to York-Barr, et al., it is

only through this practice of reflection that teachers experience growth (2001).

(Schon 1987) defines reflective practice as a critical process in refining one’s

artistry and craft in a specific discipline. He recommends reflective practice for

novices to assess alignment of their own individual practice and that of

successful practitioners.

Reflective practice is widely used by mentors and coaches as a way of

involving teachers who are thoughtfully applying appropriate and applicable

knowledge to practice. Smyth (1989) asserted that there are four sequential

stages connected to questions that lead teachers to critical reflection: 1.

Describing – what do I do; 2. Informing – what does this mean? 3. Confronting –

66
how did I come to be like this? 4. Constructing – how might I do things

differently?

The discourse from researchers is that critical reflection can occur

individually, in small groups and in large groups and is followed up with

thoughtful action that leads to professional growth of teachers and lasting school

change.

Source:http://www.idra.org/IDRANewsletter/NovemberDecember2012Actionable

KnowledgeDevelopmentin21stcentury

SYNOPSIS: Changes in teaching practice take time. Perhaps one might not

need to change everything about their teaching. Some things may be working.

Look for the positives and work on the focus of the reflection. The more reflective

a teacher becomes, the more aware he or she is of how capable the students

are. Teaching can be a rewarding experience from which we learn every day.

ARTICLE 3

Nine Characteristics of a Great Teacher

By: Maria Orlando, Ed. D

Years ago, as a young, eager student, I would have told you that a great

teacher was someone who provided classroom entertainment and gave very little

homework. Needless to say, after many years of K-12 administrative experience

and giving hundreds of teacher evaluations, my perspective has changed. My

current position as a professor in higher education gives me the opportunity to

share what I have learned with current and future school leaders, and allows for

67
some lively discussions among my graduate students in terms of what it means

to be a great teacher.

Teaching is hard work and some teachers never grow to be anything

better than mediocre. They do the bare minimum required and very little more.

The great teachers, however, work tirelessly to create a challenging, nurturing

environment for their students. Great teaching seems to have less to do with our

knowledge and skills than with our attitude toward our students, our subject, and

our work. Although this list is certainly not all-inclusive, I have narrowed down the

many characteristics of a great teacher to those I have found to be the most

essential, regardless of the age of the learner:

1. A great teacher respects students. In a great teacher’s classroom, each

person’s ideas and opinions are valued. Students feel safe to express their

feelings and learn to respect and listen to others. This teacher creates a

welcoming learning environment for all students.

2. A great teacher creates a sense of community and belonging in the

classroom. The mutual respect in this teacher’s classroom provides a

supportive, collaborative environment. In this small community, there are rules to

follow and jobs to be done and each student is aware that he or she is an

important, integral part of the group. A great teacher lets students know that they

can depend not only on her, but also on the entire class.

3. A great teacher is warm, accessible, enthusiastic and caring. This person

is approachable, not only to students, but to everyone on campus. This is the

68
teacher to whom students know they can go with any problems or concerns or

even to share a funny story.

Great teachers possess good listening skills and take time out of their way-too-

busy schedules for anyone who needs them. If this teacher is having a bad day,

no one ever knows - the teacher leaves personal baggage outside the school

doors.

4. A great teacher sets high expectations for all students. This teacher

realizes that the expectations she has for her students greatly affect their

achievement; she knows that students generally give to teachers as much or as

little as is expected of them.

5. A great teacher has his own love of learning and inspires students with his

passion for education and for the course material. He constantly renews himself

as a professional on his quest to provide students with the highest quality of

education possible. This teacher has no fear of learning new teaching strategies

or incorporating new technologies into lessons, and always seems to be the one

who is willing to share what he’s learned with colleagues.

6. A great teacher is a skilled leader. Different from administrative leaders,

effective teachers focus on shared decision-making and teamwork, as well as on

community building. This great teacher conveys this sense of leadership to

students by providing opportunities for each of them to assume leadership roles.

7. A great teacher can “shift-gears” and is flexible when a lesson isn’t working.

This teacher assesses his teaching throughout the lessons and finds new ways

69
to present material to make sure that every student understands the key

concepts.

8. A great teacher collaborates with colleagues on an ongoing basis. Rather

than thinking of herself as weak because she asks for suggestions or help, this

teacher views collaboration as a way to learn from a fellow professional. A great

teacher uses constructive criticism and advice as an opportunity to grow as an

educator.

9. A great teacher maintains professionalism in all areas—from personal

appearance to organizational skills and preparedness for each day. Her

communication skills are exemplary, whether she is speaking with an

administrator, one of her students or a colleague. The respect that the great

teacher receives because of her professional manner is obvious to those around

her.

Source:

http://www.facultyfocus.com/articles/philosophy-of-teaching/nine-characteristics-

of-a-great-teacher/

SYNOPSIS:A great teacher respects students, maintains professionalism in all

areas, collaborates with colleagues on an ongoing basis, can “shift-gears”, is a

skilled leader, sets high expectations for all students and creates a sense of

community and belonging in the classroom.

70
ARTICLE 4

Encouraging Student Participation: Why It Pays to Sweat the Small Stuff

By: Maryellen Weimer, PhD

A recent classroom observation reminded me that student participation

can be encouraged and supported by attention to small but important

presentational details. In this article I have highlighted these details in the form of

questions, and I hope that you’ll use them to reflect on the behaviors you’re using

when seeking, listening, and responding to student contributions.

How often do you ask a question and when do you ask it? How often does

depend on the teacher but there’s evidence from more than one study that a lot

of us over estimate how often we ask questions. How often should you seek

student contributions? More than you do? Do you ask after you’ve covered a

chunk of content and are thinking about how much you still have to get through?

Do you ask at the end of the period when a lot of students are hoping nobody

says anything so they can get out a couple of minutes early?

How long do you wait? How much time passes after you’ve solicited input

before you move on or offer some verbal follow up? There’s research here too,

and the findings are pretty consistent. Most faculty wait somewhere between two

and three seconds before they do something else—ask the question again, call

on somebody, rephrase the question, answer the question themselves, or decide

nobody has anything to say and move on. When asked, most faculty claim that

they wait 10 to 12 seconds. Time passes slowly when you’ve asked a question

71
and there’s no sign of a response—it’s an awkward, uncomfortable time for the

teacher and the students. But waiting longer has its rewards.

Do you encourage reflection before response? Student input improves if they

have the opportunity to pull together their thoughts. Do you give them a minute to

jot down some ideas, to talk with the person sitting next to them, to look

something up in the text, or to just think about the question and how they might

respond?

Do you move? How often do you get out from behind the podium? Do you

routinely move across the space in the front of the room to where the student

space begins? Do you cross the threshold into that student space?

Are you inviting engagement? As you move, are you establishing direct eye

contact with students? If you’re smiling and looking relaxed, that kind of eye

contact is not threatening. A lot of students won’t look at you, but some will and

you can encourage them to speak with your eyes and face.

How intently do you listen? What are you doing while a student speaks? Are

you looking at the student? Nodding or verbally indicating that you understand?

Are you thinking about what the student is saying, or are you planning what you

will say after the student is done speaking? It’s hard enough getting some

students to talk in class, so let’s give them our full attention when they do. Don’t

try to multi-task—listening but sneaking a peek at the clock; listening but looking

down at your notes. Attentive listening can be confirmed by what you say after

the student has finished. “Thank you. Let me see if I understand your response.”

72
Follow that with a rephrase of what the student said, not what you hoped the

student would say, but what the student actually said.

How are you showing that you value student contributions? Do you refer to

the content of a good answer later in the class period, during a subsequent class,

or in online exchanges? “Remember Paul’s point about such and such. It’s

relevant here. Do you see the connection?” Do you point out why an answer is

good? “Susan has just added something important to our discussion. Here’s why

it’s important and why you probably ought to have in your notes.” Do you value

comments by writing them on the board or displaying them with the projector? Do

you ever mention something you learned from a student contribution? “A couple

of years ago a student in this course gave one of the best examples of this that

I’ve ever heard.”

How often do you solicit feedback from students about interaction in your

classroom? Have you asked for feedback on your responses to their

contributions? What do they see as the role of interaction in your classroom?

What have they learned from what other students have said?

Source:

http://www.facultyfocus.com/articles/teaching-professorblog/encouragingstudent-

participation-why-it-pays-to-sweat-the-small-stuff

SYNOPSIS: The goal of increasing participation is not to have every student

participate in the same way or at the same rate. Instead, it is to create an

environment in which all participants have the opportunity to learn and in which

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the class explores issues and ideas in depth, from a variety of viewpoints. Some

students will raise their voices more than others; this variation is a result of

differences in learning preferences as well as differences in personalities.

ARTICLE 5

DepEd Sponsors Training on the Teaching Of Culture-Based K To 12

The Department of Education is offering scholarships to teachers and

education supervisors to hone their skills in effectively communicating to students

a culture-based K to 12 curriculums.

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

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

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

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

experience and culture as Filipinos, “he explained.

The Kaguruang Makabayan: National Training on Culture-based Teaching

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

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

Culture and the Arts (NCCS). DepEd and the Philippines Educational Theatre

Association (PETA).

The NCCA shall provide scholarship which covers tuition and workshop

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

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

superintendents or regional directors.

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

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

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

already been concluded in April.

Source:

http://www.idra.org/IDRANewsletter/NovemberDecember2012ActionableKnowled

geDevelopmentin21stcentury

SYNOPSIS: The governments’ concern for the further enhancement of education

and well-being of the teachers, as well as the improvement of education

curriculums are greatly evident in the said article. Together with different

government agencies and with the help of various groups in the private sector,

DepEd’s aim to further boost the efficiency of our teachers, especially with

regards the K to 12 curriculums, will have a positive impact on our learners, and

will change for the better education landscape in our country.

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 Pictorials

Every end of our class, we made sure that we cleaned the vacant
headquarters for Student Teacher as it was strictly implemented by Mr. Felix A.
Vivencio our Principal at WNHS. We took some selfies together.

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 During our Practice Teaching at WNHS we also get along well. We helped
and encouraged each other whenever we faced our everyday struggles in
teaching. I really appreciate their day to day jokes, advices and food trips that we
enjoyed together even on our last day. We bid farewells and I hope we see each
other again as a Licensed Professional Teachers next year.

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 Grade 8-Tanay

Grade 9-Rodriguez

This day was so very special where in the have their Periodical
Examination for the Second Quarter.

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