CVE Colleges' guide to pre-service teacher training

CVE Colleges, Inc.
HIGHER EDUCATION DEPARTMENT

T.R. Alvarez Subd., Brgy. Del Carmen, Pagbilao Quezon
Tel No.: (042)797-1692, email add: cve.colleges@yahoo.com
CHAPT
ER I
Background Of
Pre-Service
Teacher Training
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CHAPTER 1
BACKGROUND OF PRE-SERVICE TEACHER
TRAINING
I. COURSE DESCRIPTION OF FS 1 AND FS 2
FS 1 stands for Field Study 1 which is described as

Observation of and Participation in the actual work of classroom
teaching in the field.
FS 2 stands for Field Study 2 which is described as a practice
teaching wherein the respective teacher in the workplace under
the tutelage of an experienced classroom teacher in the field.
Field Study 1 and field Study 2 put together is labelled and

student teaching or in a modern perlance PRE-SERVICE
TEACHING.
II. RATIONAL OF PRE-SERVICE TEACHING
The reason for conducting pre-service teaching work is to equip

the prospective teachers with the necessary knowledge, values,
competencies and experiences then they need to enable them to
perform their multifarious tasks in the teaching field.
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OBJECTIVES OF PRE-SERVICE TEACHING
1. To help the pre-service teachers understand the total school

setting and the community in which it is located through orientation
and exposure in the field of teaching.
2. To help the pre-service teachers understand the educational

principles behind the specific procedures strategies and
techniques used by the teachers in the instructional delivery
through observation and practice teaching in the real school
setting.
3. To assist the pre-service teachers in his her continuous

development in many teaching competencies needed for effective
guidance of learning
4. To help the pre-service teachers acquire the right kind of

experience as necessary for effective teaching through guided
preparation of teaching guides and acts to be used in the actual
teaching situation.
5. To help the pre-service teacher develop and exhibit the right kind
of professional attitudes and behavior in his manifold relationship
with the people with whom he interacts and in out of the real
setting
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SIGNIFICANCE OF THE TRAINING
The Pre-Service Teachers who will eventually become with the

dispensers of knowledge and formators of the youth, need to be fully
equipped with the necessary knowledge is desirable values and attitudes
and skills competencies which can only be obtained through proper and
adequate training which the teacher training institutions has to provide
through training which is essentially to ensure quality outputs who can
deliver institutions in an efficient and effective way.
SCOPE OF TRAINING
The pre-service teaching program is made up of three parts which

are as follows:
Part I - PREPARATORY PHASE
Part II - OBSERVATION AND PARTICIPATION
Part III - PRACTICE TEACHING
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DESCRIPTION OF EACH PART
Part I - PREPARATORY PHASE

This piece of the pre-service teachers training is made up of five
bases which are described in Chapter II.
Part II - OBSERVATION AND PARTICIPATION

The prospective teachers are deployed in the public elementary and
high school for them to observe the actual method school setting and
classroom routinary activities and practices, procedures, methods ,
techniques used by the teacher and assist him her in performing the daily
classroom task and functions and the way he she relates with his her
pupils/students. This is one in preparation for actual practice teaching.
Part III PRACTICE TEACHING

The Pre-Service Teachers apply the knowledge, therefore principles
learned in the Observation and Participation of their training as well as the
values gained and the competencies acquired, by way of handling classes
under the tutelage of the Cooperating Teachers.
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DEFINITION OF TERMS
The Pre-Service Teacher has to familiarize himself/herself with terms

used in this student teaching work such as the given terms below:
1. PRE-SERVICE TEACHING. It is a series of professional laboratory

experiences carefully conceived and directed to develop in the
prospective students the opportunities under optimum conditions of
supervision to apply themselves and demonstrate abilities in actual
teaching learning situation.
2. PROSSPECTIVE / PRE-SERVICE TEACHER. He/she is a student

enrolled in the college of education and has been assigned to assist a
regular teacher in a real teaching-learning situation.
3. MOTHER SCHOOL. It is the school where the pre-service teachers

intend to get their diploma. It provides the necessary background
knowledge and training to make them adequate and proficient.
4. LABORATORY SCHOOL. It is the school immediately attached to

the mother school where the prospective teachers obtained their in
campus training and experiences.
5. COOPERATING SCHOOL. It is the school word the Pre-Service

Teacher gets his/her of compass training and experience to prepare
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himself/herself adequately for his her future role as classroom

teacher.
6. SUPERVISING MENTOR. He is faculty member of the college of

education who is full-fledged M.A degree holder and has years of
experience of handling the professional subjects in education
particularly in teaching strategies. She is the overall in charge of
student teaching activities and as such she conducts the regular
competencies with Pre-Service Teachers and gives them pointers,
guidelines and pieces of advice to enable them to perform their
respective teaching tasks and responsibilities successfully.
7. TEACHER FORMATOR. She is the teacher who doesn't only give

theoretical inputs, tips and guidelines but also forms molds the Pre-
Service Teachers in such way that they will be equipped with
desirable values and attitudes expected of them.
8. COOPERATING TEACHER. He/she is the teacher who directly

supervises, observes and rates the actual classroom performance of
the Pre-Service Teachers. She also molds and remolds the attitudes
and behavior of prospective teacher who is under his/her supervision
and guidance.
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CHAPT
ER II
Preparatory
Phase Of
Pre-Service
Teacher Training
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CHAPTER II
PREPARATORY PHASE OF PRE-SERVICE
TEACHER TRAINING
INTRODUCTION AND BRIEF DESCRIPTION OF THE FIVE

PHASES OF TRAINING
The preparation for off campus practicum work entails thorough
preparation. It corners five phases of training which are as follows:
PHASE 1
This phrase include the preparation of the two sets o practicum
uniform and complete set of paraphernalia for off campus work and the
taking of group photos of Pre-Service Teachers downed on their practicum
uniform for purposes of documentation.
PHASE 2
In this phase, the Pre-Service Teachers have to undergo a rigid
and massive practice in freehand writing following the cursive and printed
styles. They have to copy the sample detailed lesson plan which they will
use in mock-teaching demonstration using the two handwriting styles.
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PHASE 3
In this phase of the Pre-Service Teachers’ training, each one
will execute the sample lesson plan in an individual and graded mock-
teaching demonstration. They will prepare the accompanying visual aids
and supplementary instructional materials that will be used in their mock-
teaching.
PHASE 4
In this phase of their training they will attend a seminar-
workshop in actual dual lesson-planning after a massive lecture on the
step-by-step procedure in lesson-planning, principles and
methods/strategies of teaching.
PHASE 5
The Pre-Service Teachers will be given theoretical inputs on
pointers, guidelines, and suggestion to ensure their success in doing their
off-campus work.
ACTIVITIES DONE IN EACH PHASE

OF THE FIVE PHASES OF TRAINING
PHASE 1
OF PST TRAINING
To enable the Pre-Service Teachers to wear the prescribed practicum

uniform on time the Forty-six (46) BECED IV PST’s were grouped into
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four with a leader in each group to monitor the group attendance and
facilitate the group 3 in 1 activity.
BECED GROUP
The groupings made are found below:
BECED IV - A
Group Leader: CABRERA, ANNAMERAL B.
Members:
1. ALBA Emilia T.
2. ALCANTARA Roselyn P.
3. ALVAREZ Lea L.
4. ARENAS Rachelle Mae L.
5. AROJADO Jessa B.
6. BASCO Eloisa J.
7. BATALLER Clarisse Ann P.
8. BATOCABE Rochelle E.
9. CANTARONA Lovely Rose P.
10. CASAS Mary Grace R.
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BECED IV - B
Group Leader: COMENDADOR, MERELYN D.
Members:
1. CORONACION Shane O.
2. DACER Mary Jane M.
3. DEL MUNDO Linn Benzone L.
4. FERRAREN Christian Joseph A.
5. GLORIOSO Abegail A.
6. JUACALLA Renalou Johanna Nicole R.
7. LINDIO Madelyn M.
8. LOSLOSO Argel Joseph Z.
9. LOSLOSO Catherine Z.
BECED IV - C
Group Leader: MERLE, LAE ANN S.
Members:
1. MARINO Jasoel Joshua G.

2. MASCARDO Jenalin E.
3. MERLE Sheery Ann M.
4. MORENO Demelyn T.
5. NASAYAO Fatima Angeline
6. OBCIANA Jherilyn C.
7. OLIVA Gideon R.
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8. ORINDAY Liza Mae R.
BECED IV - D
Group Leader: SANCHEZ, FLORDELA L.
Members:
1. PATRIARCA Maria Leonora B.

2. PELAEZ Dorothy Joy Ann M.
3. REVILLOSA Jerald R.
4. SABAYBAY Clarisse I.
5. SANTE Carina J.
6. SERRANO Joanalyn D.
7. TINA Kyle Dilver P.
8. TOLENTINO Cindy Mae P.
9. TOLENTINO Krizabelle S.
Similarly, the Forty-five 45 BTLED IV were grouped as follows:
BTLED IV - A
Group Leader: DE RAMA JELYN
Members:
1. ARCEO Lea Q.
2. BALBARONA Irish Mae Q.
3. CASAPAO Carlio Jr. R.
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4. CATAPANGAN Christelle Jale A.

5. CLIMACO Marjorie V.
6. DE RAMA Claire L.
7. DIMATULAC Rafael K.
8. DIVINAGRACIA Gerry R.
9. DIVINAGRACIA Joel M.
10. LAPARAN John Paul T.
BTLED IV - B
Group Leader: GLORIOSO, KOBE BRYANT P.
Members:
1. ESPINOSA Erika D.
2. ETCUBANAS Rechelyn M.
3. GLORY Mary May J.
4. GUTIERREZ Aaron John Mel J.
5. HIVANIA Rosemarie O.
6. HUTALLA Billy Roy D.
7. JABRICA Princess Mary B.
8. LABIOS Justin Jay G.
9. LAPINIG John Timothy M.
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BTLED IV - C
Group Leader: MARASIGAN, LYZA RAVEN M.
Members:
1. LUNA Aramae C.
2. LUSTADO Analyn T.
3. LUSTADO Jemwell M.
4. MARCIANO Awneah Mae T.
5. MOISES Ronah S.
6. NOCHE Moises Jr. R.
7. PASTORFIDE Kasandra Mae T.
8. PLATA Darhyl Joyce C.
9. PORNASDORO Mary Anne B.
BTLED IV - D
Group Leader: RODULFA, ARLYNDA S.
Members:
1. MAGALLON Joy Ann B.

2. RABY Arvie Gospel A.
3. RED Gene Alexis
4. REYNOSO Reymark O.
5. ROGELIO Kimberly A.
6. ROMA Kimlerly
7. SOGABO Edward D.
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8. SORIO Jan Marenei

9. TINA Carlos Patrick E.
BECED & BTLED IV - E

Group Leader: LUNA, EXEKIEL M.
BECED IV
Members:
1. CATALLA Trisha Edelvie R.

2. CATALLA Tyson
3. EDRAD Jayvee Bryan E.
4. TOLENTINO Carol A.
5. VILLAPANDO Mhaydelle Karyll R.
BTLED IV
Members:
1. DE OCAMPO John Alfred L.

2. LUCE Mherven C.
3. ORETO Arleen Christian S.
4. PORNELA Francis Jake P.
After the grouping of the BECED and BTLED Pre-Service Teachers,

each of the nine groups was made to undergo the 3-IN-1 ACTIVITY which
was done twice by each group.
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The first 3-IN-1 Activity was conducted on April 20, 2022 and ended
on June 08, 2022.
The three activities were as follows:
1.) Fitting of 1st PST Uniform

2.) Taking of Group photo
3.) Mock-Teaching Demonstration
The second 3-IN-1 Activity was conducted on August 09, 2022 and
ended on August 29, 2022.
The three activities were as follows:
1.) Fitting of 2nd PST Uniform

2.) Taking of Group Souvenir Photo
3.) Checking of the Practicum Kit
In connection with the Checking of Practicum Kit, a check list of

provided by each group to facilitate the Checking of the kit per PST.
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Added to these three activities were as follows:
(1) Orientation and Briefing on FS1 and FS2.

(2) Seminar-Workshop on
 Principles and Methods of Teaching
 Actual Lesson Planning
In the orientation and briefing about FS1 (Observation and

Participation) and FS2 (Practice-Teaching), the Supervising mentor gave a
lecture – discussion on TH SUGGESSTIONS TO CREATE FAVORABLE
CONDITIONS FOR SUCCESS IN PRE-SERVICE/STUDENT – TEACHING
WORK which are given below:
1. Reduce your load other than student – teaching work to a

minimum.
2. Recognize that the school where you are assigned expects you to
help in maintaining high standards of conduct, appearance and
efficiency.
3. Begin your work with a firm determination to conquer weaknesses
and profit by criticism.
4. Recognize that in today’s school, the modern classroom teacher
must be able to master and control a broad area of subject matter.
5. Recognize that every activity that the teacher will undertake needs
to be carefully planned.
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6. Formulate for yourself a list of aim that you want to pursue as a

student teacher.
7. Recognize that a large measure of success depends upon your
ability to work well with others, namely your students.
SUGGESTIONS TO CREATE GOOD HARMONIOUS

WORKING RELATIONSHIP WITH THE COOPERATING
TEACHER
These are as follows:
1. Recognize that courtesy, whole-hearted cooperation and

tactfulness contribute a lot in the promotion of a good and
harmonious relationship.
2. Look for opportunities to assist the cooperating teacher and to be
of service to the school.
3. Respect the judgment of the cooperating teacher. Recognize that
he is held accountable for what goes on his class. Don’t attempt to
correct him/her if he made a mistake, for it is not your
responsibility.
4. Be tolerant of any imitation you find your cooperating teacher. Do
not expect him to be perfect.
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We also discuss about the:
HINTS TO WIN THE STUDENTS

These are the ways by which the Pre-Service teacher can with the pupils.
1. Know your pupils name.
2. Be interested in the things that interest your pupils in and out of
the school.
3. Forget yourself in the interest of your pupils in and out the school.
4. Be friendly but maintain a certain serve. Avoid over familiarity with
your pupils.
5. Be sympathetic with the school. Show interest in all school
activities.
The next topic we discuss was about the
COMMON FEARS OF PROSPECTIVE-TEACHERS AND WAYS

TO OVERCOME THESE FEARS
1. Fear of not knowing the answer to a question.

2. Fear of committing mistakes and admitting it in front of the class.
3. Fear of mental block.
Our Supervising mentor allowed each of us to read part by part and reflect
on
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THE CHARACTERISTICS OF BEST-LIKED AND

LEAST-LIKED TEACHERS
BEST-LIKED TEACHER
1. Helps in school work, explains and give assignments clearly and
uses examples teaching.
2. Cheerful. Happy and good- natured. Has a sense of humor and
can take a joke.
3. Humane, friendly and companionable.
4. Interested and understand pupils.
5. Makes work interesting, creates a desirable atmosphere for work
and pleasure.
6. Strict. Has control of class. Commands respect.
7. Impartial. No favoritism.
8. Not cross, crabby, grouchy, nagging and sarcastic.
9. Knows the subject very well.
10. Patient, kind and sympathetic.
11. Fair in marking or grading. Fair in giving test / exams.
12. Has a pleasing personality.
13. Fair and square in dealing with pupils.
14. Requires that work be done promptly and properly.
15. Considerate with pupil’s feelings in the presence of classmates.
16. Know the subject matter and knows how to put it over.
17. Respects pupil’s opinion. Invites discussion in the classroom.
18. Not superior, does not pretend that he knows everything.
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19. Assignments, reasonable. Not too strict or hard boiled.

20. Helpful with students, personal problems including matters
outside the classroom.
21. Dresses attractively, appropriately, neatly and in good taste.
22. Young.
23. Work well planned. Knows what the class has to do.
24. Enthusiastically interested in teaching.
25. Gives each student a fair chance to do his work.
26. Homework and assignment reasonable.
27. Recognizes individual differences.
28. Frank, straight from the shoulder, straight shooter.
29. Personally attractive, good-looking.
30. Teaches more than the subject.
31. Sticks to the subject.
32. Interested in all school activities.
33. Modern.
34. Sweet and gentle.
35. Pleasing and modulated voice.
36. Intelligent
37. Prompt and business like.
38. Sincere.
39. Uses good judgment.
40. Cultured and refined.
41. Has energy and vigor.
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Our Supervising Mentor did not elaborate on the characteristics of least-

liked teachers because they are self-explanatory.
CHARACTERISTICS OF LEAST-LIKED TEACHERS
1. Too cross, crabby, never smiles, nagging, sarcastic, has a temper ad

flies off the handle.
2. Not helpful with his school work.
3. Work is not clear, not planned.
4. Does not explain lesson or assignment.
5. Partial has pets or favored students and picks on certain student.
After the lecture – discussion on the topics below viz:
(1)Suggestions to Create Favorable Condition for Success in Student

Teaching Work.
(2)Suggestions to Create Harmonious Working Relations with your
cooperative rating Teacher.
(3) Hints to win students.
(4) Common Fears of pre-Service Teachers.
(5) Characteristics of the Best-Liked and Least-Liked Teachers.
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The last topic that our Supervising Mentor tackled is given below:
Fundamentals / Basics of Lesson Planning
1. What is a Lesson Plan?
Ans. A lesson plan is an aid prepared by the teacher n advance

to guide him/her day to day teaching.
2. What are the five main parts of a lesson plan and their conventional
and modern nomenclatures?
Ans. The five main parts of a lesson plan are as follows:

(1) Objectives
(2) Subject Matter
(3) Materials
(4) Procedure
(5) Assignments
The conventional and modern nomenclatures of each part are found below:
Conventional Nomenclature Modern Nomenclature

I. Objectives I. Targets/Thrusts
II. Subject Matter II. Learning Focus/Content
III. Materials III. Teaching Aids/Instructional Aids
IV. Procedure IV. Strategies
V. Assignments V. Agreement
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3. What are the types of lesson plan according to the structure, content,
and user?
Structure Content User
Detailed Lesson Plan - Five main parts Pre-Service Teacher

- Teacher’s Activity
- Pupil’s Activity
Semi Detailed Lesson - Five main parts Demonstration Teacher

Plan - Teacher’s Activity Only Experienced Teacher
- Five main parts
Brief Lesson Plan - Flow of Activity
4. What are the values/importance of the Lesson Plan to the
(1) Student Teacher?
(2) Substitute Teacher?
(3) Regular Teacher?
(4) Principal Teacher?
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Ans. The values/importance of the Lesson Plan to each of the above

persons are as follows:
User Values/Importance of Lesson Plan

Student Teacher - Advanced and well-organized lesson plan
serves as a sure guide to the beginning
teacher and makes him/her confident and
secure.
- Makes him/her sure of what he will say or do in
front of the class.
Substitute Teacher Advanced lesson plan prepared by the real
teacher enables the substitute teacher to know
at what particular topic the real teacher has
left-off and start from there.
Regular Teacher - Prevents haphazard/directionless wasteful
teaching since the objectives, materials,
subject matter and methods to be used are
thought of in advance.
Principal - It is a point of reference for determining how
fast or how slow teacher has covered up in the
learning content and thus rate his/her teaching
efficiency accordingly.
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Our Supervising Mentor elaborated the values/importance of the lesson

plan to each of the users.
5. What are the prerequisites to Lesson Planning?
Ans. The Five (5) prerequisites to Lesson Planning are as follows:
1.) Knowledge of the subject matter
2.) Knowing the child/students
3.) Familiarity with different strategies
4.) Availability of materials or resources
5.) Understanding of the Objectives
Each of the above mentioned prerequisites was explained thoroughly by

our Supervising Mentor.
6. What are the suggestions in making Lesson Plan?

Ans. The suggestions in making Lesson Plan are as follows:
1.) Lesson plan is an aid in teaching.
2.) Lesson plan should not be too detailed.
3.) Lesson plan should be planned within the time for the subject.
4.) Textbook should not be regarded as infallible.
5.) Lesson plan may serve as basis for future plans and means of
evaluating the success of learning.
Formulation of Behavior Objectives
1. When is an objective said to be behavioral?
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2. What are the domains/taxonomies of behavioral objectives

according to Benjamin Bloom?
3. What are the instructional objectives under each domain?
4. Give examples of beginning verb under each domain.
5. What are the characteristics of behavioral objectives?
Answer to Guide Questions

(1) What is Method?
Ans. Etymologically the word “method” is taken from the Greek word
“methods” in turn is taken from the two Greek words “META” (after)
“HODOS” (way)
Ans. Dictionary Definition of Method
- Method is a general or established way of doing anything or
the means or manner by which it is presented.
Ans. In class teaching
- Method means “any orderly writing to be followed in
accomplishing certain definite results.
- Method is orderly, systematic step-by-step procedure followed
by the teacher in attaining the objectives of the lesson.
(2) Give at least two examples of methods of teaching.

Define each and give the specific steps of each.
Ans. The two examples of methods of teaching are:
(1) Inductive Method
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- A method of teaching which starts from gathering

specific or particular cases or example of each and from these
example a generalization rules, law or definition is formed or drawn.
(A) Preparation
a) Review
b) Motivation
(B) Presentation
(C) Discussion of the lesson proper
(D) Comparing and Abstraction
(E) Generalization
(F) Application
The inductive Method educates the child to think logically.

(2) Deductive Method
- A deductive method of teaching which starts from the
statement of a rule law, definition or formula and from it examples
or specific cases are deduced.
Steps.
A) Statement of the Problem
B) Generalization
C) Inference/Explanation
D) Verification
- The deductive method educates the child to postpone

judgment until further verification.
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(3) What are factors that determine method? Explain each factor
briefly.
Ans. The factors that determine method are as follows:

(1) The educational objectives or aims of the lesson.
- If the aim of the lesson is to gain mastery make response
automatic, the method to be used should be DRILL
METHOD.
(2) Nature of the subject matter or lesson.

- Method used in teaching science (laboratory method)
cannot be used in teaching literature.
(3) Nature of the learner

- Elementary pupils cannot stand the lecture method
(suited for college)
(4) School equipment/facilities

- Held demonstration in P.E. will not be fitted to a school
without spacious playground.
(5) The teacher

- It will not matter what method the teacher was provided
he gets results in the shortest time possible.
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4.) What are the characteristics of a good method?

Ans. The characteristics of good method are as follows:
(1) It make use of the (principals) principles of learning and
permit the operation of these principles such as readiness,
exercise and effect.
(2) It utilizes the principles of doing.
(3) It provides for individual differences.
(4) It stimulates thinking and reasoning.
(5) It provides for growth and development.
5.) (A) Enumerate the time – tested methods

Ans. The time-tested methods are listed below:
1. Inductive Method
2. Deductive Method
3. Study Method
4. Problem Method
5. Project Method
6. Laboratory Method
7. Demonstration Method
8. Expository Method
9. Lecture Method
10. Type study Method
(B) The discussion procedure are as follows:
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1. Panel Forum
2. Panel Discussion
3. Symposium Forum
4. Debate
5. Round – table Conference
(C) The Special techniques are found below:

1. Role – playing
2. Case – study Method
3. Buzz Session
4. Workshop
5. Seminar
(D) The improved instructional practices are enumerated below:

1. Integrative Technique
2. Discovery Approach
3. Process Approach
4. Conceptual Approach
5. Mastery Learning
6. Team Teaching
6.) Define Technique

Ans. Technique is an art manner or style of executing each step
in the method used.
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7.) Differentiate Method and Techniques

Ans. Method Technique
- Has definite well defined steps - Has no steps.
- It is simply a style of
art of execution
- It is formulated by those who - Each teacher
are experts I methodology has his own
techniques.
- Techniques
vary from teacher
depending upon his
ingenuity and length of
teaching experience.
Example: Inductive Method by Herbart
Answer to guide questions:

1. When is an objectives said to be behavioral?
Ans. An objective is said to be behavioral if it is aimed towards the

change in the behavioral of the learner towards the desired
direction.
2. What are the three taxonomies or domain of behavioral objectives

according to Benjamin Bloom (1956)?
Ans. The three taxonomies or domains of behavioral objectives

according to Benjamin Blooms are as follows:
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1) Cognitive
2) Affective
3) Psychomotor
3. What are Bloom’s Taxonomy of cognitive domains are as follows:
Ans. The following are the instructional objectives of Bloom under the
cognitive domain ie; arranged from lowest to highest (Lots to Hots):
Lots (1) Knowledge

(2) Comprehension
(3) Application
(4) Analysis
Hots (5) Anaysis

(6)Synthesis
(7) Evaluation
4.) What are the instructional objectives under the affective domain according
to Krathwohl (1990)?
Ans. The instructional objectives under the affective domain are as

follows:
(Note:) These are revised by Krathwohl
Bloom Krathwohl
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1.) Receiving (Characterization)

2.) Responding (Organizing)
3.) Valuing (Valuing)
4.) Organizing (Responding)
5.) Characterization (Receiving)
5.) What are the lists of under the psychomotor domains:
Ans. The lists of movements under the psychomotor domain

are as follows:
1.) According to Anita Harlow (1972) the list of movements in the

psychomotor domain are as follows:
1. Reflex movement, actions elicited without

2. Basic fundamental movement
3. Perceptual abilities
4. Physical activities
5. Skilled movements
6. Non – discursive communication
6.) What are the characteristics of lesson objectives?

Ans. The characteristics of Lesson objectives must be as follows:
1. S – pecific
2. M – easurable
3. A – ttainable
4. R – esult – oriented / relevant
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5. T – ime bound / Terminal
After the lecture the class had a dry run of their lesson plan for mock-
teaching on the assigned date.
CHAPT
ER III
FIELD STUDY 1
Observation and 46
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Participation
CHAPTER III
FIELD STUDY 1 – Observation and
Participation
INTRODUCTION
In preparation for practice teaching work, the Pre – Service Teacher
should have to undergo first Field Study 1 which is Observation and
Participation. In this particular phase of practicum work we should intently
observe what the actual classroom teacher is doing in and out of the
classroom. We should participate in all the activities that will be assigned to
us to familiarize ourselves with the daily classroom routine of the teacher
like supervision of the line formation of the pupils during the flag ceremony
and familiarize ourselves with the classroom teaching procedures,
strategies and techniques of teaching and taking note of the techniques of
classroom management and discipline, structure the display area and see
to it that we assist in maintaining the orderliness and cleanliness of the
classroom.
In this particular stage of our training we should also know how to

prepare the lesson guide and learn how to write teaching guide, prepare
test questions and administer the test and check the test papers and record
the test results. All of these tasks that will be assigned to us b the
cooperating teacher especially the preparation of teaching guide and how
to use it will adequately prepare us for the next phase of our practicum
work which is Field Study 2 or Practice Teaching Work.
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DETAILED REPORT
ENDORSEMENT DAY
(October 21, 2022)
Name: Annameral B. Cabrera Venue: Malicboy East Elementary

School
Course and Year: BECED IV-A Location: Brgy. Silangang
Malicboy Pagbilao Quezon
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ENDORSEMENT DAY
Malicboy East Elementary School
October 21, 2022
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HISTORICAL BACKGROUND OF THE

MALICBOY EAST ELEMENTARY SCHOOL
Ang Edukasyon ang siyang susi ng magandang kinabukasan. Kaya

naman malaki ang pagpapahalaga ng mga Pilipino sa edukasyon. Noong
medya ng ika – 20 siglo, lumawak an pagkilala ng publiko sa kahalagahan
ng edukasyon. Kaya naman ang mga magulang lalo’t higit ang mga
mahihirap ay lumawig ang pangarap na makapag-aral ang kanilang mga
supling kahit sa mababang paaralan lamang.
Dahilan sa matinding pangangailangan para sa edukasyon,

lumaganap ang pagpapatayo ng mga bagong estraktura upang gawing
mga silid-aralan sa iba’t-ibang bahagi ng bansa. Ito ang nagging daan
upang ilunsad at maging kabahagi ng konstitusyon ng 1973 ang walang
bayad at kompulsaryong pag pagpapaaral ng elementarya.
Ang Distrito ng Pagbilao ay mayroon pa lamang na iilang estraktura

ng paaralan noong taon 1940. Ngunit sa tulong ng pamahalaan, pinalakas
ang adbokasiya na ilapit sa mga mamamayan ang mga paaralan, kaya
naman, nagging triple ang bilang ng mga ito. Sa parehong panahon
pinasimulan ang pag oorganisa ng Mababang Paaralan ng Silangang
Malicboy.
Noong una, ang mga magulang sa Silangang Malicboy katulad ng iba

pang kalapit na mga barangay ay nagsisipasok sa Paaralang Central na
nasa mismong bayan ng Pagbilao. Ngunit nagkaroon ito ng malaking dis
adbantahe sa panig ng mga magulang at mag aaral. Lumobo ang bilang ng
mga batang tumigil sa pag aaral at nagkaroon ng mababang akademikong
marka. Ito ay sa kadfahilanang ang Poblacion ay malayo sa ibang mga
Barangay.
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CVE Colleges, Inc.
Dahil sa pagtutulungan at pagamalasakit ng Local na Pamahalaan at

ng mga namumuno sa paaralan, nagkasundo ang bawat isa sa pagbibigay
ng solusyon sa malawakang problema. Kaya hindi nagtagal, ang mga
pagsasaliksik at pag-aaral ng parehong grupo ay binigyang pasinaya ng
pamahalaan noong gawin nitong prayoridad ang pagpapatayo ng
mababang paaralan sa bawat barangay. Kaya naman nagkaroon ng
paaralan sa matataong lugar at sa bawat barangay.
At dahil na rin sa kagustuhan ng mga matatamda sa barrio at sa

pakikipagtulungan ng iba’t-ibang organisasyon, nilapit ang paaralan sa mga
tao. Sa pamamagitan ni G. Hilario Batilo isa sa mga nagging Capitan del
Barrio kasama ng kanyang sanggunian ay nagmamagandang loob na
lumapit sa ating pamahalaan upang humingi ng suporta ukol sa mga
kakailanganin upang mag organisa ang mababang paaralan. Isa siya sa
mga pinuno na naniniwala sa kahalagahan ng edukasyon sa buhay ng
isang tao.
Sa pamamagitan ng mga proseso at dapat isaalang-alang sa

pagpapatayo tulad ng lugar, dami ng tao, at suporta ng mga mamamayan
walang nagging hadalng upang ang resolusyon ay ipagwalang bahala ng
pamahalaang local. Pagkatapos ng sunod-sunod na pagpapaalala sa mga
opisyales ng pamahalaangpanllawigan at sa pakikipagkasundo ng
Kagawaran ng Edukasyon naitatag ang “Castanas Type Building” nauna ng
natala noong Hunyo 1950.
Unang nalikha ang tatlong grado na may tatlong guro. Sa sumunod

na taon, nadagdagan ito ng ikaapat na baiting, limang taon pa ang lumipas
at nagkaroon na ng malaking pagbabago sa paaralan. Nakabuo na ng mga
pamumunuan ng mga magulang at guro sa paaralan at gayundin inihanay
ang iba’t-ibang planong proyekto sa pagpapaganda ng institusyon. Ilan
ditto ang pagbabakos na inilunsad taong 1951 tinugunan ng mga
mamamayan, samahan ng mga guro at magulang. At noong ngang
Pebrero, 1957 natapos ang nasabing proyekto at ang paaralan ay
matatawag ng tunay na Mababang Paaralan.
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CVE Colleges, Inc.
Nakapukaw ng atensyon ang pinuno ng mga paaralan nang ginawa

ng mga Samahan ng mga GUro at Magulang gyundin ng mamamayan ng
lugar. Upang madagdagan ng dalawa pang gusali sa pamamagitan ng
sariling badyet, ito ay natupad. Ilang taon pa ang lumipas at nagkaroon ng
“Magsaysay Type Building”
Sa kasalukuyan (2019), ang Malicboy East Elementary School

(Paaralang Elementarya ng Silangang Malicboy) ay mayroong siyam (9) na
gusali, na naipatayo sa pakikipagtulungan ng Kagawaran ng Edukasyon,
Nasyonal at Lokal na Pamahalaan katuwang pa rin ang Samahan ng mga
Magulang at Guro at pamayanan. UMabot na rin sa dalawampu’t-apat(24)
ang bilang ng mga guro at pinamumunuan ng isang punong-guro at mga
mag-aaral na may bilang na higit kumulang sa walong daan (800).
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LOGO OF THE SCHOOL
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CVE Colleges, Inc.
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 improves itself
to better serve its stakeholders.
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CVE Colleges, Inc.
To protect and promote the right of every

Filipino to quality, equitable, culture-based,
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.
Administrators and staff, as stewards of the

institution, ensure an enabling and
supportive environment for effective learning
to happen.
Family, community, and other

stakeholders are actively engaged and share
responsibility for developing life-long
learners.
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CVE Colleges, Inc.
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
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CVE Colleges, Inc.
The Department of Education was established

through the Education Decree of 1863 as the
Superior Commission of Primary Instruction under
a Chairman. The Education agency underwent
many reorganization efforts in the 20th century in
order to better define its purpose vis a vis the
changing administrations and charters. The
present day Department of Education was
eventually mandated through Republic Act 9155,
otherwise known as the Governance of Basic
Education act of 2001 which establishes the
mandate of this agency.
The Department of Education (DepEd)
formulates, implements, and coordinates policies,
plans, programs and projects in the areas of formal
and non-formal basic education. It supervises all
elementary and secondary education institutions,
including alternative learning systems, both public
and private; and provides for the establishment
and maintenance of a complete, adequate, and
integrated system of basic education relevant to
the goals of national development.
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CVE Colleges, Inc.
PUBLIC SCHOOL DISTRICT SUPERVISOR
DESIDERIA P. ZAFRANCO
DEPED PAGBILAO DISTRICT II
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CVE Colleges, Inc.
(SCHOOL PERSONNEL)
PRINCIPAL Of MALICBOY EAST ELEMENTARY SCHOOL
MA. VENIA L. GRIMALDO

PRINCIPAL 1
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CVE Colleges, Inc.
TEACHERS OF MALICBOY
EAST ELEMENTARY SCHOOL
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VICINITY MAP OF THE SCHOOL
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LOCATION OF THE SCHOOL
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CVE Colleges, Inc.
ENROLLMENT FIGURES
Grade/ Annual Enrollment to

Year Name of Adviser Section Date
Level MALE FEMALE TOTAL
Mrs. Harlin Liezel
Kinder Strawberry 27 21 48
Guevarra
Mrs. Marina P.
Kinder Mango 23 23 46
Celeridad
Total Kindergarten 94
Ms. KriznaOnelle R.
Grade 1 Faith 14 11 25
Dayag
Mrs. Nessa D.
Grade 1 Love 13 12 25
Borgonia
Grade 1 Mrs. Irene B. Bigtas Hope 11 12 23
Mr. Mark Kim S. 26
Grade 1 Wisdom 13 13
Ortiz
Total Grade One 99
Mrs. Maricris V.
Grade 2 Daisy 18 9 27
Capio
Mrs. Angelica A.
Grade 2 Lily 13 11 24
Gariguez
Mrs. Mary Grace
Grade 2 Orchids 14 13 27
Ognilla
Mrs. Kristine
Grade 2 Sunflower 12 13 25
Angelie M. Goce
Total Grade Two 103
Mrs. Jovelyn M.
Grade 3 Bonifacio 23 17 40
Vinluan
Mrs. Maria Swanie
Grade 3 Mabini 17 20 37
T. Ayala
Mrs. Isabel C.
Grade 3 Rizal 17 18 35
Salvador
Total Grade Three 112
Grade 4 Mrs. Maricar P. Maulawin 20 17 37
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CVE Colleges, Inc.
Calusin
Mr. John Peter P.
Grade 4 Narra 19 16 35
Ayala
Mrs. Rowena
Grade 4 Yakal 20 16 36
Escritor A. Weng
Total Grade Four 108
Mrs. Janeth M.
Grade 5 Earth 12 11 23
Pineda
Mr. Edgar G.
Grade 5 Jupiter 9 12 21
Belmonte
Mr. Morris M.
Grade 5 Mercury 16 8 24
Lusanta
Grade 5 Mrs. Rosel G. Ayala Venus 12 10 22
Total Grade Five 90
Mrs. Chastine Joy
Grade 6 Diamond 18 13 31
G. Santander
Mrs. Venus M.
Grade 6 Pearl 18 17 31
Girbuela
Mrs. Karen V. De
Grade 6 Quartz 15 16 31
Luna
Total Grade Six 103
67

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CVE Colleges, Inc.

HIGHER EDUCATION DEPARTMENT

I. COURSE DESCRIPTION OF FS 1 AND FS 2

FS 1 stands for Field Study 1 which is described as

Field Study 1 and field Study 2 put together is labelled and

II. RATIONAL OF PRE-SERVICE TEACHING

The reason for conducting pre-service teaching work is to equip

OBJECTIVES OF PRE-SERVICE TEACHING

1. To help the pre-service teachers understand the total school

2. To help the pre-service teachers understand the educational

3. To assist the pre-service teachers in his her continuous

4. To help the pre-service teachers acquire the right kind of

SIGNIFICANCE OF THE TRAINING

The Pre-Service Teachers who will eventually become with the

The pre-service teaching program is made up of three parts which

Part I - PREPARATORY PHASE

Part II - OBSERVATION AND PARTICIPATION

Part III - PRACTICE TEACHING

DESCRIPTION OF EACH PART

Part I - PREPARATORY PHASE

Part II - OBSERVATION AND PARTICIPATION

Part III PRACTICE TEACHING

The Pre-Service Teacher has to familiarize himself/herself with terms

1. PRE-SERVICE TEACHING. It is a series of professional laboratory

2. PROSSPECTIVE / PRE-SERVICE TEACHER. He/she is a student

3. MOTHER SCHOOL. It is the school where the pre-service teachers

4. LABORATORY SCHOOL. It is the school immediately attached to

5. COOPERATING SCHOOL. It is the school word the Pre-Service

himself/herself adequately for his her future role as classroom

6. SUPERVISING MENTOR. He is faculty member of the college of

7. TEACHER FORMATOR. She is the teacher who doesn't only give

8. COOPERATING TEACHER. He/she is the teacher who directly

INTRODUCTION AND BRIEF DESCRIPTION OF THE FIVE

ACTIVITIES DONE IN EACH PHASE

To enable the Pre-Service Teachers to wear the prescribed practicum

The groupings made are found below:

1. MARINO Jasoel Joshua G.

8. ORINDAY Liza Mae R.

1. PATRIARCA Maria Leonora B.

Similarly, the Forty-five 45 BTLED IV were grouped as follows:

4. CATAPANGAN Christelle Jale A.

1. MAGALLON Joy Ann B.

8. SORIO Jan Marenei

BECED & BTLED IV - E

1. CATALLA Trisha Edelvie R.

1. DE OCAMPO John Alfred L.

After the grouping of the BECED and BTLED Pre-Service Teachers,

1.) Fitting of 1st PST Uniform

The three activities were as follows:

1.) Fitting of 2nd PST Uniform

In connection with the Checking of Practicum Kit, a check list of

Added to these three activities were as follows:

(1) Orientation and Briefing on FS1 and FS2.

In the orientation and briefing about FS1 (Observation and

1. Reduce your load other than student – teaching work to a

6. Formulate for yourself a list of aim that you want to pursue as a

SUGGESTIONS TO CREATE GOOD HARMONIOUS

These are as follows:

1. Recognize that courtesy, whole-hearted cooperation and

We also discuss about the:

HINTS TO WIN THE STUDENTS

The next topic we discuss was about the

COMMON FEARS OF PROSPECTIVE-TEACHERS AND WAYS