NARRATIVE REPORT ON

PRE-SERVICE TEACHING EXPERIENCES IN

TABOK ELEMENTARY SCHOOL
HNDANG, LEYTE

PRESENTED TO THE
COLLEGE OF EDUCATION
SAINT MICHAEL COLLEGE
HINDANG, LEYTE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

IN THE COURSE OF
BACHELOR OF ELEMENTARY EDUCATION

GERALDEN BALDIVIA DACERA

BACHELOR OF ELEMENTARY EDUCATION
 DEDICATION

This peace of works is humbly dedicated to Mr. Carlu L. Dacera, the author loving

husband, Lorainne Cassandra B. Dacera, the author loving daughter, Mr. and Mrs. Miguel L.

Baldivia, the author loving parents, Mr. Girson A. Badivia and Mr. Ariel A. Badivia, the

author loving brothers.

 ACKNOWLEDGEMENT

The author would like to express her deep gratitude thanks to the following people who

were able to give their willingness to help, or their unwavering and undying support,

encouragement, financial assistance and precious time for the accomplishment of this narrative

report.

To DR. APOLONIO A. ABORDO, Dean of Education and Technology, for his vision

and mission of attaining more quality and relevant education in Saint Michael College.

To DR. BENJAMIN P. DALEON, Pre-Service teaching Coordinator, for his untiring

guidance, concern, encouragement, understanding and the patient that he gave to all Pre-Service

Teachers.

To MISS AIDA V. ABRANTES, Principal of Tabok Elementary School, for her valuable

support and cooperation for accepting the author to conduct and practice her pre-service teaching

in the said school.

To MRS. VANESSA A. ABERILLA and MRS. MARIVIC A. ABTANTES, the author

cooperating teachers, for their patience, time, understanding, valuable comments, constructive

criticism, generous suggestions and recommendations to the author, for her to experience and

appreciate her real world of teaching.

 To the STUDENTS of Tabok Elementary School, for their cooperation, kindness and

respect given to the author that inspire her to continue her chosen career. Also, she would like to

extend her appreciation to her GRADE II and GRADE IV STUDENTS SY: 2016-2017 that she

had handle, for their cooperation and for being not only a student but a “friend”, they are the one

who gave hope ad strength to pursue her profession.

To the author FELLOW PRE-SERVICE TEACHERS: ROSALIE, MAVEL, JUDY

ANN, LOVELY MARIECHU, JOSHUA AND EDWARD, for their companionship and words

of inspiration.

To the author FRIENDS: RASALIE, MARY JEAN and MA. CARISSA, for their

companionship and inspiring her in times if discouragement and problems.

To the author’s husband: CARLU, for his moral and spiritual support, encouragement,

trust, love guidance for her studies.

To the author’s daughter: LORAINNE CASSANDRA, for making her smile and giving

inspiration.

To the author’s beloved parent: MIGUEL and MARIETA, for their unconditional love,

understanding, support and molding her as a person with values.

 And above all, to our GOD almighty, for his guidance divine providence, strength,

wisdom and blessings. Without him the author is nothing.

You are all the author’s precious inspiration in striving on her success.

GERALDEN BALDIVIA DACERA

SMC BEED 2016

THE AUTHOR
 TABLE OF CONTENT

PRELIMINARIES
Title Page I
Dedication II
Acknowledgment III
Table of Content IV

I. Introduction 1-3
A. Personal Philosophy in Education 4-5
B. Pre-Service Teaching Prayer 6
C. Department of Education 7-9
 Vision
 Mission
 Core Values
D. Saint Michael College 10-11
 Vision
 Mission
 Goal
 Objective
E. Teacher Code of Ethics 12-13
F. Objectives of Pre-Service Teaching 14-15
G. Duties and Responsibilities of Pre-Service Teaching 16

II. Highlights of Pre-Service Teacher 17

A. activities Before the Orientation 18
B. Orientation 19-20
C. First Making of Lesson Plan 20-21
D. First Making of Instructional Materials 21
E. First Demo Teaching 22
F. Significant Experience during Pre-Service Teaching 23-25
G. Concluding Experience 25

III. Conclusion / Recommendation 26-27

IV. Pictorials and Love notes 29-30

 Sample E- Class Record
 Grade- II Mother Tongue
 Grade- IV Filipino
 Sample Form 137-E
 Sample Form 138
 Classroom Program
 Clearance
 Rating Sheet
CHAPTER I
INTRODUCTION

Quality pre-service teacher education is a key factor in quality Philippine education. In the

Philippines, the pre-service preparation of teachers for the elementary and secondary educational

sectors is a very important function and responsibility that has been assigned to higher education

institutions. All efforts to improve the quality of education in the Philippines are dependent on the

service of teachers who are properly prepared to undertake the various important that the highest

standards are set in defining the objectives, components, and processes of the pre-service teacher

education curriculum. (CMO NO. 30, s. 2004)

Pre-Service Teaching is the pinnacle of the pre-service preparation. It is a period of

guided, supervised teaching. The fourth year education student is gradually introduced into the

teaching role for a particular class by a mentor or cooperating teacher.

Pre-Service Training provides a bridge between theory and practice. It is the preparatory

program of education and application of what a Pre-service teacher had learned, such as theories,

strategies and techniques in teaching learning process. This is the time to share and impart all the

author’s knowledge, experience and teaching skills inside the classroom. This is the time that the

author will be exposed to various ideas, activities and challenges operating within a school. It will

give her the opportunity to synthesize all she has learned and to translate them into professional

skills.

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 The joint order of Department of Education (DepEd) and Commission on Higher

Education (CHED) requires to take-up Pre-Service Training to all student enrolled in the Bachelor

of Elementary Education (BEEd), Bachelor of Secondary Education (BSEd) and other related

teacher education programs. It is mandated in the “Guidelines in the Deployment of Pre-Service

Teacher on Experiential Learning Field Study and Practice Teaching (DepEd Order No. 3, s.

2007), Saint Michael College (SMC), College of Education, Hindang, Leyte complied this order

as directed.

Pre-Service Training for the Saint Michael College Fourth year students of education is

the way towards teaching profession that needs much preparation with is objectives.

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 PHILOSOPHY OF EDUCATION

Behind every school and every teacher is a set of related beliefs – a philosophy of

education – that influence what and how students are taught. A philosophy of education

represents answers to question about the purpose of schooling, a teacher role, and what should be

taught and what methods.

The author’s attitude toward the problems and life as a whole has an underlying

philosophy. The philosophy of life and her philosophy of education serve as her “window to the

world and compass in the sea of life.”

The author’s Philosophy of Education as an Elementary Teacher she believed that every

learner:

 Is an embodied spirit

 Can be influenced but not totally by her environment

 Is unique and has her own talent

 Can be influenced but not totally by her environment

The author believed that there are unchanging values in changing times and these must be

passed on to every learner by her modeling values including and integrating in her lessons.

She believed that her task as a teacher is to facilitate the development of every learner to

the optimum and to the maximum by:

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  Teaching the subject the subject matter with the mastery so that every earner will

use his basic skills to continue acquiring knowledge, skills and values for him to

connect his activity to the real-lie activity.

 Providing every learner activities meant to develop the body, the mind and the

spirit because the purpose of education is the acquisition of practical knowledge.

 Reaching out to all learners without bias and prejudice, making every learner feel

good and confident about himself through his experiences of success inside and

outside the classroom.

The author’s believe that, the most important goal of education is to teach students how to

learn on their own. It is vital that students acquire the skills on how to learn, and that skills enable

them to learn no just while they are in school but for lifetime. This entails a deeper awareness

being hoe one processes information, the ability to evaluate his own thinking and to think of ways

to make is own learning process more effective.

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 TEACHER’S PRAYER

Father, please fill me with your understanding as I instruct others,

Help me to see the individual potential of every student I teach.

Father, please fill me with your patience as I teach others,

Help me to keep giving of my time and energy, especially to those who struggle the most.

Father, please give me your divine wisdom as I am with my class,

Show me when I must discipline and when I can show mercy.

Father, help me depend totally on you,

For you are the source of my strength, courage and peace.

Father, above all, may I love and care for each student I teach.

Show me how to serve as Christ serves

Give as Christ gives

Love as Christ loves.

I ask all this in the precious name of Jesus,

My Savior and friend.

Amen

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 DEPARTMENT OF EDUCATION

The Department of Education (DepEd; Kagawaran ng Edukasyon) is the executive

department of the Philippines government responsible for ensuring access to, promoting equity in,

and improving the quality of basic education. Is the main agency tasked to manage and govern the

Philippine system of basic education. It is chief formulator of Philippine educational policy and

responsible of the Philippine elementary and secondary school system. It has its headquarters at

the DepEd Complex in Meralco Avenue, Pasig City.

The department is currently led by the Secretary of Education, nominated by the President

of the Philippines and confirmed by the Commission on Appointments. The Secretary is a

member of the Cabinet. The current Secretary of Education is Bro. Armin Luistro, FSC.

Presently, its mission is to provide quality basic education that is equitably accessible to all and

lay the foundation for lifelong learning and service for the common good. It has changed its

vision statement, removing a phrase that some groups deem to be “too secretarian” for a

government institution.

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 DEPED VISION

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realize their full potential

and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education

continuously improve itself

to better serve its stakeholders.

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 DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-base, and

complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrator and staff, as stewards of the institution, ensure an enabling and supportive

environment for effective learning to happen.

Family, community, and other stakeholders are affectively engaged and share responsibility for

developing life-long learners.

DEPED CORE VALUES

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa

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 SAINT MICHAEL COLLEGE

A. Bonifacio St., Hindang, Leyte

COLLEGE DEPARTMENT

VISSON

The Saint Michael College as an effective molder of academically competent, morally

prepared, enterprising and employable graduates in Northwestern Leyte region and country.

MISSION

The Saint Michael College in enhancing academic excellence undertakes the commitment to

provide quality education anchored in Christian values and make the graduate education, business

and technical programs, responsive to the demands of rapidly changing society and the challenge

of global competition.

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 GOAL

The produce competitive graduates of the graduate education, teacher education, business

and technical programs thru quality instruction, research production and extension.

OBJECTIVES

1. To provide a general education programs that will promote rationally identity, cultural

consciousness, moral integrity and spiritual vigor.

2. To train nation manpower in the skills required for national development.

3. To develop the profession that will provide leadership for the nation.

4. To advance knowledge through research work and apply new knowledge for improving the

quality societal needs and condition.

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 TEACHER CODE OF ETHICS

1. Bear in mind that prompt, courteous and efficient service is the first duty of every school

officials, employees and teachers.

2. Service in education call for the highest standard of integrity and morality.

3. Set the example of clean, simple living as worthy models for the students and community.

4. Perform your duties and functions thoroughly, earnestly and to the best of your ability,

demonstrating the high sense of responsibility and civic conscience.

5. Be punctual, observe official hours and see to it that you always do a whole day of work.

6. Observe discipline for duly constituted authority.

7. Be fair and just in your actions and in your dealing with your fellow workers.

8. Use leisure time profitable in worthwhile activities such as gardening, handicraft and cultural

pursuit.

9. Set an example of buying and using goods made in the Philippines.

10. Seek to grow professionally. It is your obligation to improve yourself in the service.

11. Observe propriety, modesty and good taste in attire.

12. Participate actively in non-official activities, designed to advance the goals of new society.

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13. Perform your functions in rendering service to the public without any thoughts of personal

gain.

14. Seek to minimize government expenses by observing strictest economy in the use of public

equipment and property.

15. Observe discretions in relations with agents, dealers, publisher and other business in the

office.

16. Be fair and resolute in imposing discipline with human understanding and charity when

necessary.

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 OBJECTIVES OF PRE-SERVICE TEACHING

1. Demonstrate deep and principled understanding of the learning processes and the role of the

teachers in facilitating those processes in their students.

2. Manifest a meaningful and comprehensive knowledge of the subject matter they will teach.

3. Applies a wide range of a teaching process skill:

 Curriculum Development

 Lesson Planning

 Use of appropriate technology

 Materials Development

 Educational Assessment

 Teaching Assessment

 Teaching Approaches

4. Acquire direct experience in the field or classroom

 Teaching Assistant

 Pre-Service Teaching

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5. Practices the professional and ethical requirement of the teaching profession.

6. Facilitate learning of diverse type of learner’s in learning environment using a wide range of

teaching knowledge and skills.

7. Reflects on the relationships among the teaching process skills, the learning processing in the

student, the nature of the content and the broader social forces encumbering the school and

educational process in order to constantly improve their teaching knowledge, skills, and practices.

8. Create and innovate alternative teaching approaches.

9. Continues to learn in order to teach, to learn, to better fulfill their mission as teacher.

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DUTIES AND RESPONSIBILITIES OF PRE-SERVICE
TEACHER

1. Participate actively in school related activities; however, priority should be given to academic

related activities.

2. Notify the cooperating teacher in case of absence.

3. Consider / be open to constructive criticism.

4. Respect the dignity and right of the children.

5. Come prepare at all times.

6. Secure clearance from the cooperating school.

7. Accomplish internship portfolio

8. Provide a good image as a teacher at all times by observing

a. Code of Ethics

b. Proper Dress Code

c. Punctuality of the internship

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CHAPTER II
HIGHLIGHTS OF PRE-SERVICE TEACHING

PRE-ORIENTATION PRASE

Before having the orientation Dr. Daleon discusses the following important matters in Pre-
Service Teaching:

 Vision, Mission and Goal of Department of Education

 Teacher Code of Ethics

 Objective of the Pre-Service Teacher

 Duties and Responsibilities of the Pre-Service Teacher

Every Pre-Service Teacher is required to recite the Techer Code of Ethics.

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THE ORIENTATION

For almost three years and a half of the author’s preparation, she finally face her much

long awaited phase of not just an education student but to be a Pre-Service Teacher.

As mandated joint order of Commission on Higher Education (CHED) and Department of

Education (DepEd) No. 3, s.2007 and Saint Michael College, held a required orientation for Pre-

Service Teacher last July 15, 2016 at the Formation Center of Saint Michael Church, Hindang,

Leyte by the respectable speaker from the DepEd Leyte Division Dr. Crisanto T. Daga, Education

department Supervisor, coordinator of Private School, which he stressed out the “Guidelines in

the Deployment of Pre-Service Teachers on Experiential Learning: Field and Practice Teaching”.

After the orientation Dr. Benjamin P. Daleon divided the Bachelor of Elementary

Education Pre-Service Teachers into three (3) groups. First group assigned to Hindang Central

School, second group assigned to Doos Elementary School, and last group assigned to Tabok

Elementary School, where the author’s was assigned. Dr. Daleon, Coordinator of the Pre-Service

Teaching, the author’s recognized adviser and mentor gave a word of advice and encouragement

to the author and to her fellow Pre-Service Teachers.

The Deployment Orientation required and intended only for the Pre-Service teachers “the

Sent-off”, held last July 19, 2016 at saint Michael College, with Mr. Faustino Flores the School

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President, where he gave guidelines and instruction what is and should be a “Pre-Service
Teacher”, especially in the assigned cooperating school.

And that day (July 19, 2016), Mrs. Camila Vilbar accompanied the Pre-service Teachers

to their respective cooperating schools.

At Tabok Elementary School, Mrs. Camila Vilbar entrusted the Pre-Service Teachers to

the Master Teacher Mrs. Juana A. Bertudaso and she assigned the Pre-service teachers to their

respective Cooperating Teacher.

FIRST MAKING OF LESSON PLAN

Lesson Plan is a teacher’s detailed description of the course of instruction, or “learning

trajectory” for a lesson. A daily lesson plan is developed by the teacher to guide class learning. It

is one of the duties and responsibilities of a teacher is prepare effective lesson plan daily.

The moment Mrs. Aberilla gave the Curriculum Guide and Learner’s Material in Grade II

to the author, she told her where her topic would start for her class and advise her that she will

used a prototype format of lesson plan.

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 When the author started making her Lesson Plan, she found it quite hard because there

were no textbooks available, every topics needs thorough study so as to find appropriate activities

and method that will suit to the topic to be taught. So the author formulate a SMART objective

and think of at least three (3) learning activities which were congruent to the objective that could

carried the concept and be mastered by the students.

FIRST MAKING OF INSTRUCTIONAL MATERIALS

Instructional Materials (IMs) contribute to the attainment of the learning objective.

Appropriate IMs is an integral part in presenting a lesson plan or experience, and thus, it

increased retention and comprehension of the learner on the new concept. It is also on a way of

motivating the students and sustaining their interest and desire to learn the concept imparted to

them.

When the author made her first IMs, she based it on the objective of the lesson that it

should be congruent, she used materials that were suitable to the learners and the same time can

catch their attention. She made appropriate IMs in every learning interactive student-centered

activity. It has computerized, PowerPoint, readable font and provided picture related to the

concept.

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FIRST DEMO TEACHING

Last July 25, 2016, the author’s first day to have a demonstration class, she was nervous

because Mrs. Vanessa her cooperating teacher observed her the entire period and excited at the

same time because she was ready to face her class and gave her lesson to her students. She started

her class with a prayer, set rules and regulations and begun her lesson proper. The author carried

the entire class period, the students were cooperative, they participated in every activity and

behave well, although the author did not memorized their names, the students were helping her to

memorized them easily. After the class, the author’s cooperating teacher gave the feedback. The

weak and strong points were stressed by her cooperating teacher in order for her to have an

effective way of teaching to her students.

For the following days, weeks and almost three (3) months of her pre-service teaching she

handled her class well.

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SIGNIFICANT EXPERIENCE DURING

PRE-SERVICE TEACHING

Being a pre-service teacher it does not mean one will stay only in the classroom and

supervising the students the whole day. It means taking a big responsibility not for the students

but also to the school and the community.

As pre-service teacher, the author was realize it is quite difficult especially she assign in

Grade II pupils. In the first day the author was still observing her cooperating teacher how she

handle her class, the way she deliver her lesson, how to discipline them and most of all how to

catch their attention. After the author’s observation she started her first demo which is “Araling

Panlipunan” she thought it is very easy for them because Araling Panlipunan subject thought in

mother tongue but the author was wrong, she felt bad, disappointed because some of her pupils

are not listening to her, they are talking, playing and fighting especially the students at the back.

The author think what the best thing to do is or remedy to stop her students doing non sense

during the discussion. The author talk to her pupils after this you cannot see me the same person

again, you force me to be strict so I’ll give it to you. In the next day before the author started her

lesson she told her pupils about her rules and mechanics on how she grade them. Base on their

performance, score during assessments and attitudes. When the author started her demonstration

as usual some of her pupils are talking specially the boys at back so she decide to go at the back

and ask them what is their conversation, they did not reply the author felt disappointed and

especially hurt because she stop her lesson just to ask those pupils who are talking non sense.

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So the author decided to give them punishment permitted by her cooperating teacher. The author

saw in their eyes that they are afraid, and she told the rest of her pupils “If you will be like them

you will receive punishment also” and “If you’ll be a good pupils you will receive an award”.

After what happen they are paying attention during the discussion. The author felt happy because

the discussion is going smooth already.

There was a program “YES O CAMP” held in Hindang Central School. The authors

cooperating teacher was one of the coach in “Investigatory Project”, the author was very busy on

that time, she is the assistant of her cooperating teacher because her cooperating teacher is quite

not good in ICT. The author was very happy on that time even if she is tired because their

contestant in Investigatory Project got second placer and she experience some activities that she

did not encountered before. The authors cooperating teacher say to her “I am very lucky that you

are my pre-service teacher because you know ICT you help me a lot, thank you”. The author

replied to her cooperating teacher “thank you also Ma’am for being there for me, for guiding me,

giving an advice and helping me I’ve learned a lot from you”.

We celebrated “Teachers Day” a program was held in the Tabok Gymnasium Hindang

Leyte. The students presented dances and sand different songs offered to the teachers. Kinder to

Grade six students gave flowers to their teacher, pre-service teacher and principal. Teachers, pre-

service teacher, parents and students watching the program enjoyed very much. During the lunch

break all the teachers and pre-service teacher eat together. In the afternoon there was a friendly

game basketball and volley ball for the students and a volley ball also for the teachers vs. pre-

service teacher. After the activity all of us was very happy because we enjoyed that experience.

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 The author realized that being a pre-service teacher does not mean teaching only subject

matter and managing the classroom as well as the learning of the learners as a future teacher, pre-

service teacher should learned to establish a good relationship with the learners and teachers. Pre-

service teacher should also learned to adjust and handle different characteristics, behavior,

attitudes and their interest.

CONCLUDING EXPERIENCE

The three (3) months of pre-service teaching, the author had undergone challenging

experiences which change her and gave her the concept of what teaching really is. She found out

that teaching was not an easy task. The author tried and adjusted herself to handle the assigned

task. With the comments, suggestions, constructive criticism and recommendations of her

cooperating teachers, she was able to overcome those challenges she encountered.

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CHAPTER
III
CONCLUSION

Pre-service teaching is not an easy task yet it provided a satisfying experiences to the pre-service

teacher. Helping to learn was learning at the same time. It provides pre-service teachers

opportunity to apply the theories, principle, and techniques learned in the professional education

courses. It provided also experiences that will equipped the pre-service teachers with different

competencies needed to be an effective teachers. It is the key to know more the real teaching

profession.

RECOMMENDATIONS

The pre-service teacher should dress appropriately and act as a professional teacher,

always punctual and must observe school hours and always treat our learners equally. Open

minded to common advice and suggestion of the cooperating teacher. Always emphasize staff

always and do not act like a child. And the most important is maintain good relationship with the

learners, cooperating teacher and the teaching staff and to the people of community.

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CHAPTER IV
 Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
HINDANG DISTRICT

CLASSROOM PROGRAM
School: Tabok Elementary School School Year: 2016-2017
Grade: Four-Love Enrolment: M: 23 F: 16 T: 39

MORNING SESSION
TIME MINUTES LEARNING AREAS
7:00-7:20 20 Teacher’s Preparation

7:20-7:30 10 FLAG CEREMONY

7:30-8:00 30 Edukasyon sa Pagpapakatao
8:00-8:50 50 English
8:50-9:40 50 Mathematics

9:40-10:00 20 SUPERVISED RECESS

10:00-10:50 50 Science
10:50-11:30 40 Araling Panlipunan
11:30-12:00 30 Remedial Instruction

AFTERNOON SESSION
1:00-1:30 30 SRT/Religious Instruction
1:30-2:20 50 Filipino

2:20-3:10 50 EPP
3:10-3:50 40 MAPEH
3:50-4:15 25 Remedial Instruction

4:15-4:40 25 Supervised Activities

4:40-4:50 10 LOWERING OF THE FLAG

Reference: DepEd Order No. 26, s. 2005

Recommending Approval: Prepared by:

AIDA V. ABRANTES MARIVIC A. ABRANTES
Principal I Teacher
Personal Data
Approved:
RUFINA G. GULA Date of Birth: February 17, 1973
Principal In-Charge Educt’l Qualification: EED

Employee No.: 4246995

PRC License No.: 891056

T I N: 920-839-600

Orig. Appointment: August 15, 2006

GSIS No.: 2002352844

PICTORIALS

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