FORM INTERNSHIP B

STUDENT-TEACHER’S SELF-ASSESSMENT
Performance Assessment—Student Initiated

GRADE LEVEL(S) Teaching________Grade 6___________

Student teacher: Thiha Maung Maung School: Ekamai International School

Mentor teacher(s): Mrs. Divina Obena Reyes University Supervisor: Mr. Naltan Lampadan

Instructions: A common student-teaching concern is that the student is often not fully informed of his/her
strengths and weakness during the student-teaching experience. It is suggested that the student teacher
ask these questions of the mentor teacher and/or the supervisor in a conference session. Specific
instances and observations will assist in making this evaluation more helpful.

1. What strong points characterize my teaching?

I am calm in manner and friendly to the students. I am willing to do some research and come up
with video explanation of the topic as to create an activity for students to apply what they have
learned.

2. Have I been making the best possible use of school materials, the available facilities, and
professional opportunities?

I usually check what materials are available in the classroom by asking the homeroom teacher
before I prepare my lesson and teach. For example, projector, dictionary and printer are available
so I can plan for activities or to show videos. The use of video, computer and projector is one of
the most effective ways to teach so yes in this case I have been explored for their benefit.

3. Have I shown evidence of ability to learn from experience?

Yes, I have tried to use some classroom management strategies that have been recommended
for this set of students. For example, the common feedback I got is I am not really organize in
writing on board and deliver the lesson for the first period so I did take the opportunities to correct
and in the second period it was improved a lot. I also listen and have the interest to listen to tips
on how to handle a subject and the students as well as other related topics.

4. Do I appear to relate well with and be accepted by students?

It was a bit of a struggle at first but I picked up some tactics which made them listen to me more.
What I do is I try to call them by name and show interest on what they are saying. From the
beginning I already know from the homeroom teacher about them; they love to play Kahoot but in
language art they couldn’t do because teacher doesn’t know how to make one until I show her to
do. After the first week, I can see their expression that they started accepting me. Neverthless,
there is still room for improvement as is the case for even an experienced teacher but probably
with varying degree of effort.

5. Is discipline too strong, too weak, or about right? How could I improve in this area?
 At first the discipline is kind of weak but when I tried to implement some tactics it was about right.
For example, they keep taking while I am teaching so I pause for a while and ask them to come
inform and talk, then they stop. Another thing I do is reminding them to deduct their points or
giving them redemption card. The choice of words, sentence structure, intonation and confidence
in your message can improve your capability in managing student behavior.

6. What specific improvements or suggestions, if any, need to be made concerning my mannerisms,

speech traits, idiosyncrasies of personality, or appearance?

I need to be more confident in conveying my expectation but with the right dose of tact if I will
encounter challenging situations in the future. My decision needs to be firm but have an ear to
listen and gauge a situation in case students need some kind of mercy. This is to protect their
feeling so they will not meet the breakdown point.

7. What additional things do I need to learn or do to become a better teacher?

I might be a teacher who will generously help my students. However sometimes students need to
know they should be responsible for what they have done or what they should have done to
prevent say, a last-minute submission. I can help them sparingly, not all the time. They need to
be communicated what the need to know. Try as much as possible to use intrinsic motivation to
minimize the need for the extrinsic.