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TABLE OF CONTENTS
Unit I. Student Teaching Preliminaries
A.
Rationale.......................................................................................4
B. Importance of Practice
Teaching................................................5
C. The Philippine Performance Standards for Teachers...............6
Unit II. The Public School Setting
A. DepEd Vision, Mission, Goals and Objectives............................
B. The DepEd Organizational Structure..........................................
C. Local School Organizational Structure.....................................
D. Description of the School Setting..............................................
E. School Plant and Facilities..........................................................
F. School Policies & Regulations.....................................................
G. Duties and Responsibilities of the Principal, Cooperating
Teacher, Supervisory Instructors, and Student Teachers.......
H. Documentation of the classroom and the class........................
I. Narrative & Documentation of ST’s involvement in various
school activities...........................................................................
J. Narrative & Documentation of ST’s active community service
in connection with the school....................................................
Unit III. Observation of Classroom Activities
A. Mentor’s teaching styles............................................................
B. Students’ learning styles............................................................
C. Personal qualities of the mentor and his/her competencies.
D. Effective way of classroom management and structuring....
 Description of the classroom environment
 Seating arrangement
 Location of blackboard
 Ventilation
 Lightning
 Classroom arrangement that facilitates good classroom
management
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E. Instructional materials used by mentor....................................

F. Students characteristics & peculiarities....................................
G. Techniques for appraising student performance...................
 Table of specifications, sample exams, transmutation
table, samples student exam results.................................
H. Classroom instructional materials, devices textbooks manuals,
guides used, etc..........................................................................
Unit IV. Teaching Experiences
A. Lesson Plans.................................................................................
B. Observation notes and rating sheets.........................................
C. Daily time record........................................................................
D. Impressions on student teaching..............................................
E. Documentation on actual teaching...........................................
F. Sample outputs of students.........................................................
G. Sample instructional materials..................................................
H. Best classroom practices............................................................
I. Classroom layout and floor plan................................................
J. Documentation of bulletin board displayed..............................
K. Challenges encountered in student teaching...........................
Unit V. Evaluation including final Demonstrations Teaching
A. My own assessment of myself as a person and as a future
teacher..........................................................................................
B. Evaluation of off-campus teaching and learning
experiences.................................................................................
C. Final demonstration class...........................................................
 Observation grades from mentor, observer from NORSU,
School coordinator/principal...........................................
Unit VI. School Forms and Records
A. Form 1 or school register...........................................................
B. Form 137 or permanent record.................................................
C. Form 138 or 18-A report card..................................................
D. Form 18-A or report of secondary promotion........................
E. Other forms.................................................................................
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Unit VII. Action Research

A. Complete paper..........................................................................
B. Grade of oral defense.................................................................
Appendices.
All requirements prior to student teaching including photocopies of
relevant seminars/training attended......................................................
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Unit I.
Student
Teaching
Preliminaries
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Rationale

Portfolio helps in evaluating student teacher’s progress, how you improve in

dealing real life teaching. In my portfolio, I will express how I feel, how I grow
and how I did survived in the field of practice teaching. I learned a lot of strategies
on how to become a teacher, from the first step which is making lesson plan to the
last which is recording the grades. I also learned that in teaching, we need to know
the background of each student in order for us to know the needs and wants of the
student. In student teaching, I feel much honored to be part of their daily lives
when I’m still their student teacher.

I feel pressured in the first place, knowing that it’s my first time to teach
students in the field. Nevertheless, I’m happy because my mentor and my students
really help me a lot to enjoy every moment in my student teaching journey. They
let me feel that I am always welcome in their class and they are willing to help me
in my journey. I feel much honored to be treated nicely by my cooperating school
and teacher, the staffs are very supportive and they really welcome us with a smile.

My experience as a student teacher was very awesome. I am very thankful to

be part in this student teaching journey. I learned and at the same time I enjoyed
together with my mentor, my students, the staffs and also my co-student teacher.
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Importance of Practice Teaching

Student teaching is often characterized as the most transformative

experience in teacher education. During student teaching, we will enact in the
classroom the teaching theories, strategies, and standards we learned in our core
courses. To help us make the transition from student to teacher, we will share the
classroom with an experienced professional who will impart to us his or her
knowledge of best practices and the wisdom acquired from years of experience.

Although this is the most exciting time in our developing career as an

educator, it will not be easy. We may experience days of thrilling success with the
lessons that we teach, but we will also experience frustration, as we struggle to
teach our students. These success and struggles, highs and lows, are a common
aspect of teacher development that many other teachers have experienced and
continue to experience throughout their careers.
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The
Philippine
Performance
Standards
for Teachers
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UNIT II
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The Public
School
Setting

DepEd Vision, Mission, Goals and Objecives

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DepEd Organizational
Structure

Local School Organizational

Structure

AMLAN NATIONAL
HIGH SCHOOL
FACULTY AND STAFF

ARVIN T. LADION
Principal I

DEPARTMENT HEADS

Mrs. Herminia S. Escultor - ENGLISH

Mrs. Norfreda C. Valentin - MATHEMATICS
Ms. Mede S. Maquilas - SCIENCE
Mrs. Susanita Y. Suelto - FILIPINO
Mrs. Grace G. Planea - TLE
Mrs. Mary Ann B. Silay - ARAL. PAN
Mr. Jumar S. Quibot - MAPEH
Mrs. Joy Q. Equio - VALUES EDUCATION

Mrs. Eva E. Banzuela

Mr. Tirso P. Beltran
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Mr. Euriley B. Bulfa

Mr. James B. Carampatana
Mrs. Alicia M. Duran
Mrs. Jessica R. Gomosio
Mrs. Isadora P. Mira
Mrs. Emelita M. Notchefranca
Mrs. Anna Liza G. Omoso
Mrs. Noemi D. Piǹero
Ms. Cielo Mae R. Remolano
Ms. Marilyn T. Regala
Mrs. Felicidad A. Rodriguez
Mrs. Lisa P. Seit
Mrs. Maria Teresa R. Sienes
Mrs. Ivy B. Silorio
Mr. Erle T. Suelto
Mrs. Jeree B. Timosan
Mrs. Cleofe L. Tinio
Mrs. Rufina E. Tolomia
Mr. Ray Anthony C. Tinguha
Mrs. Rowena Z. Trofeo

NON-TEACHING PERSONNEL
Mrs. Sonia B. Dizon – CLERK
Mrs. Genale June S. Ramirez – BOOKEEPER
Mrs. Crismar L. Noblefranca – DISBURSING OFFICER

Description of the School Setting

Amlan National High School

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Amlan National High School is a public secondary school in Amlan,

Negros Oriental, Philippines.

Brief History of Amlan National High School

Amlan National High School was established on the opening of the school
year 1972-1973 through the efforts of Mayor David Trasmonte and District
Supervisor Jose Galvez. This was initiated in response to the townpeople's request
for a high school in the Municipality since students who aspired for secondary
education would have to go to Tanjay and Dumaguete city.

The school was led by Maria Theresa S. Villanueva from 1972 until 1974.
Classes were held in the Amlan Central Elementary School for a few years because
there was still no lot for the high school.
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School Plant and Facilities

School Clinic provides emergency

care for illness or injury while at school,
to ensure that all students get appropriate
referrals to health care providers, to
monitor for and control the spread of
communicable disease, to provide
education and counseling in a variety of
health and wellness topic, to serve as a
medical resource in the development of
policies and procedures in the school.

Stage is used for all types of

formal assembly: lectures,
award ceremonies, dramatic
plays, musical theatre
productions, concert
performances of orchestra,
band, chorus, jazz band, battles
of the bands, dance
competitions and so on.

The school library plays a great role

in the life of students by serving as the
store as the store house of knowledge.
The importance of a library in a school
cannot be over emphasized. While the
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role of the school library remains

constant, its design, digital platform,
strategies, and tools could change as
technology changes.

The office of the principal is an

administrative functional unit of the
school. It is a centralized place
from which the principal fulfills his/her
administrative duties and roles with the
help of clerical and other support staff.
It is recommended that a school office
should be approximately 29 sq. m in size.
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School Policies & Regulations

1. All students are expected to be respectful and courteous while on the school
campus.

2. Students’ should not be impaired by alcohol or illegal drugs while on campus.

3. Violent, threatening, humiliating or abusive behavior or harassment of others is

also not tolerated.

4. Wearing of earrings for the boys and more than a pair of earrings for the girls,
outlandish hairstyles, paintings of tattoo, over accessories and body piercing is
subject to minor offense.

5. Using different gadgets like cellular phones, i-pads, psp, etc. during class hours
is prohibited.

6. Two (2) failed subjects is subject to retain in the same year level.

7. They have to follow the bully free pledge.

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8. Proper haircut for boys.

9. Wearing of complete uniforms from Monday till Thursday year level shirt for
Friday for both boys and girls.

10. Students are not allowed to jump over the fence.

11. Students must go to school on time.

Duties and Responsibilities of the Principal, Cooperating Teacher,

Supervisory Instructors, and Student Teachers

Duties of a Principal
Effective school principals care deeply about student success and recognize
that test scores are not the only measure of a quality education. By immersing
themselves in all aspects of the school system, principals monitor daily activities,
as well as emerging issues. No day is the same because of the varied
responsibilities of the job. If you are a visionary leader with effective
communication skills and a desire to provide diverse students with an exceptional
education, you may have what it takes to confidently serve in the role of a school
principal.
Functions of a principal at an elementary, middle or high school are similar,
whether the setting is public or private. The role of a principal is to provide
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strategic direction in the school system. Principals develop standardized curricula,

assess teaching methods, monitor student achievement, encourage parent
involvement, revise policies and procedures, administer the budget, hire and
evaluate staff and oversee facilities. Other important duties entail developing safety
protocols and emergency response procedures.

Work often includes attending school functions after hours, such as

basketball games, concerts, plays, parent conferences and school board meetings.
Having a visible presence shows interest and dedication to students. Often
problems arise which need immediate attention, such as a student disciplinary issue
or a call from a worried parent whose child is struggling in the classroom.

Duties of a Cooperating Teacher

1. Introduce the student teacher as a teacher’s assistant or guest teacher rather
than as a student (in order to create a higher level of respect and greater
classroom rapport).
2. Provide a desk or table, chair, and a secure place for a coat and other
belongings for the student teacher.
3. Introduce the student teacher to other faculty members and school staff and
encourage student teachers to take advantage of the expertise of such
colleagues, e.g., through participation in team meetings, joint planning, and
observation of other classrooms.
4. Provide the student teacher with pertinent information about:
A. school mission, students, the community, special programs, and the
daily schedule;
B. physical plant, including the location and use of specific resources (i.e.,
library, computers, audio-visual materials, duplication facilities, etc. );
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C. school rules, regulations, discipline policies, professional norms, and

health and safety policies;
D. classroom rules and procedures.
E. Orient the student teacher to classroom management procedures,
classroom rules and policies. Write out or discuss classroom rules and
policies and make seating charts and class lists available to the student
teacher.
F. Familiarize the student teacher with all the forms, reports, etc., that
teachers are responsible for keeping.
G. Share information about the curriculum, available instructional
materials, and your planning and pacing. Discuss long-range curriculum
plans with the student teacher, and review copies of texts, manuals, and
media resources.  Provide suggestions and/or guidelines for the theme
and general       content of early lessons or lesson series the student
teacher might develop.
H. Model high-quality instruction and reflective practice. As important
mentors, cooperating teachers are expected to demonstrate teaching
methods consistent with contemporary research and standards of
excellence. Allow the student teacher to observe you teaching each
subject or class at first.  Wherever possible, make explicit to your
student teacher your instructional objectives, the theory or research on
which you base your teaching, why you made specific choices (e.g.,
materials selection, instructional or management strategy, mode of
assessment), and why you think particular actions were or were not
effective. Encourage student teachers to participate in problem-solving
conversations.
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I. Discuss unique and relevant characteristics of individual students,

including effective strategies for mediating behavior problems and/or
differentiating instruction to meet the needs of these students.
J. Support the student teacher in gradually assuming teaching
responsibilities.  For example, student teachers may begin by working
with an individual or small group before teaching the whole class, and
should progressively increase the number of lessons taught or co-taught
per day. By the end of the semester, the cooperating teacher and student
teacher should be teaching effectively as partners. As a general practice,
when the student teacher is teaching, the cooperating teacher should
always be in the classroom.
K. Plan with the student teacher for specific teaching responsibilities each
day.  Share your lesson plans with your student teacher. Student teachers
should submit lesson plans in advance to the cooperating teacher for
most teaching responsibilities.  Cooperating teachers should review the
lesson plans and provide feedback.
L. Guide the student teacher in the use of specific student assessments and
student performance data as appropriate. Explain the methods of
assessment and grading you use, and how records are kept and reported
to parents.
M. Encourage the student teacher to observe and participate in all school-
related professional activities such as staff meetings, Individualized
Education Plan planning meetings, professional development
workshops, and planning for and conferencing with parents.
N. Observe, without interruption, the student teacher’s professional practice
(in and out of the classroom)             and provide specific feedback and
guidance.  The cooperating teacher should provide both appropriate
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positive reinforcement and specific feedback, including suggestions for

alternative approaches where appropriate.  Constructive criticism should
be delivered in a professional manner and in private.
O. Encourage your student teacher to ask questions and reflect on your
practice and his/her own. Provide ongoing opportunities for the student
teacher to feel comfortable discussing practice and soliciting advice.  In
schools with more than one Temple University student teacher, we
encourage cooperating teachers to work with their colleagues and the
school leadership to arrange for the cohort to meet together and discuss
their progress.
P. Coach the student teacher with his/her performance by completing
the Mid-Semester Summary Form and assess the student teacher’s
performance by completing the End-of-Semester Evaluation and
discussing these forms with the student teacher and the university coach.
Q. Contact the student teacher’s university coach immediately if the student
teacher’s behavior or performance falls below acceptable school
standards.  In addition, if, at the middle of the semester, you have
serious concerns about the student teacher’s progress, discuss your
concerns with the university coach who will initiate a Student Teacher
Growth Plan and report your concerns to the Field Placement
Coordinator.
Duties of a Supervisory Instructors
1. The supervisor will serve as liaison among student teachers, cooperating
teachers, UIUC instructors, and SCE staff.
2. The supervisor will work cooperatively with the SCE staff to place student
teachers in both student teaching assignments by
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 Reviewing applications of student teachers.

 Facilitating placements with the attempt to match specific areas of
preparation of the student teachers with cooperating teachers whose
assignments encompass those areas. Selected cooperating teachers
should meet the following criteria:
a) appropriate certification.
b) a minimum of 3 years teaching experience.
c) approval of the district.
d) willingness to work within the STEP guidelines.
3. The supervisor will promote student teacher professional development by
 Observing student teachers during the teaching experience. The
supervisor will also conduct goal-setting, pre-observation, and reflective
post-observation conferences. A minimum of six formal observations
will be made for each student teacher during their placement. In
addition, a mid-term and final conference will be conducted with student
teachers and cooperating teachers. School & Community Experiences
staff, UIUC instructors, and/or academic advisors may be asked to attend
these conferences. During each placement, ongoing interaction will take
place between the supervisor and the student teachers.
 Providing oral and written feedback to student teachers after each formal
observation.
 Stimulating reflective thinking about student teachers’ objectives, goals,
strategies, and progress.
 Helping student teachers deal with problems they may be experiencing.
 Providing honest and candid evaluations of student teachers’ progress.
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 Working with the members of the Professional Team to write a

Professional Growth Plan for students who need assistance in order to
successfully complete program expectations. All members of the
Professional Team must be consulted and provide signatures when a
Professional Growth Plan is initiated.
4. The supervisor will coordinate evaluation of student teachers with the
cooperating teachers by
 Communicating frequently with the cooperating teachers about the
student teachers’ progress.
 Communicating frequently with SCE staff and, if necessary, UIUC
instructors and/or academic advisors about the student teachers’ progress.
5. The supervisor will assist cooperating teachers by
 Consulting with cooperating teachers about objectives and areas of
emphasis for student teachers.
 Conferring with student teachers about specific topics as requested by
cooperating teachers.
 Communicating cooperating teacher concerns to the SCE staff and
UIUC instructors.
 Helping coordinate classroom activities with professional seminars and
UIUC course instruction.
1. The supervisor will serve as a resource for professional seminars and UIUC
course instruction.
2. The supervisor will conduct ongoing program evaluation and modifications
by
 Reviewing student teachers’ applications for placement consideration.
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 Extending sites beyond present middle/junior high schools and high

schools.
 Clarifying on-site courses and curriculum.
 Reviewing and revising roles and responsibilities of the STEP
participants.
 Helping to assess program format.
Duties of a Student Teacher
 We assign student teachers to a particular placement in a district and school
because that institution has agreed to work cooperatively with Temple
University. As a student teacher, when you accept your placement you
indicate to us that you are willing to abide by the regulations, procedures,
and instructional practices for the school to which you have been assigned.
In addition, you have specific responsibilities as a Temple University
student teacher.
 RELATIONSHIPS WITH COOPERATING
TEACHERS AND UNIVERSITY COACHES
 The success of your student teaching experience rests heavily on the
positive, professional relationships you develop with your cooperating
teacher and your university coach. Your cooperating teacher has expressed a
willingness to share his or her professional experience and knowledge as
well as a commitment to work with new teachers. Your university coach has
valuable experience as a teacher and often as an administrator. Although
your university coach is responsible for assessing your growth as a teacher,
his/her responsibility also involves coaching you in your development as a
teacher, and providing detailed, formative feedback about your teaching and
planning. Both your cooperating teacher and your university coach will
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serve as expert sources while you teach. You should actively seek them out
with questions about instruction, planning, assessment, and reflection.
 ATTENDANCE
 Student teachers must follow the schedule of the cooperating school and
not the university calendar. You should observe the professional practices of
the school, which often require teachers to sign in and out of school each
day. Student teachers should be available before the children arrive in the
morning and after their dismissal in the afternoon to facilitate opportunities
for instructional planning and other educational interactions with
cooperating faculty. Evening hours are required for activities such as grading
pupil work, developing instructional units, writing lesson plans, preparing
bulletin boards or learning centers, and participating in professional after-
school meetings. Student teachers must also attend all meetings and
in-service opportunities required of their cooperating teacher. You may
reference the Student Teaching Calendar for key dates.
 You should be in attendance every day during your student teaching
placement. We recognize, however, that emergencies do happen. If an
emergency should require you to be absent or late, it is your responsibility to
contact the cooperating teacher and the university coach, as far in advance
as possible or as soon as possible. No more than three absences are allowed
during the student teaching semester; this includes attendance at job fairs
and participation in professional interviews. All requests for planned
absences must be submitted in writing to the university coach and approved
by the university coach and cooperating teacher in advance.
 In addition, attendance at all student teaching workshops, orientations or
conferences scheduled by the university, university coach, or seminar
instructor is mandatory.
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 PROFESSIONAL DRESS AND BEHAVIOR

 The success of your student teaching experience rests primarily with you.
Your attitude and work habits have a huge impact on the nature of your
experience.
 Remember to maintain a professional appearance at all times. Check to see if
the school has a professional dress code. Always adhere to the standards of
dress adopted by the school faculty.
 Learn the culture of the school and be sure to address the school staff and
faculty by whatever forms are customary within the school. Your
professionalism and ability to understand the school culture will facilitate
your assimilation into the school community.
 If and when you communicate by e-mail with students, teachers, or parents
in the school, make sure to use your Temple email address.
 Finally, although the use of cell phones is ubiquitous and somewhat
necessary in many instances, many schools have adopted specific rules
regulating or banning the use of cell phones in schools. Make sure you not
only familiarize yourself with the school’s policy on cell phones, but also
exercise professional restraint in checking any messages or email while in
the classroom. Remember that your behavior serves as a model for your
students’ behavior.
 STUDENT TEACHING SEMINAR
 The Student Teaching Seminars are an integral part of student teaching.
Every student teacher working in schools is placed in a seminar with other
teachers in the same or similar schools. The student teaching seminar is a
time to collaborate and problem solve with other teachers in the field who
experience similar struggles and successes. This is a time for you to give and
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get support and develop the type of professional community that helps
sustain and motivate all teachers at varying levels of experience. As this is a
supportive community of practice, your attendance is beneficial to all other
student teachers and your seminar instructor. Your participation, sharing,
and support of other teachers are integral for the seminar. The opportunity to
reflect and recharge during student teaching is not only helpful, but also
necessary.
 Another integral aspect of the student teaching seminar is to provide
guidance and preparation for your student teaching portfolio and your Senior
Performance Assessment (known as the “SPA”). Your seminar instructor
will actively guide you in reflecting on your lessons and enacting Temple’s
teaching standards. Through weekly check-ins, reflective activities, and
lesson planning workshops, the seminar instructor offers a variety of
activities and workshops to better prepare you to teach the students in your
class (es) and build your portfolio so that it reflects your development
throughout and the strengths of your student teaching
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Documentation of the Classroom and the Class

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Narrative & Documentation of ST’s involvement in various School

Activities
Pasko sa Amlan (December 14, 2018)
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Last December 14, 2018, Municipality of Amlan celebrated Christmas.

They invited the different schools located in the district of Amlan and the
marching bands in every school to join the parade and in the evening, the
lighting of the inter-office Christmas tree contest.
Christmas Party Celebration of A.N.H.S (December 15, 2018)
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Last December 15, 2018, we celebrated our first Christmas party as a

practice teacher together with our advisory class. Me I celebrated it together
with my advisory class the Grade-8 Gold. We started our programs with
some parlor games and after the games, we started to eat our prepared foods.

Turn-over of 200 donation chairs from the Provincial Government

(February 7, 2019)
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Last February 7, the Provincial Government turn-over their donation

chairs and one LED flat screen TV to the different schools in the
Municipality of Amlan. The LED TV was given to Jugno National High
School.
Junior and Seniors Ball (February 9, 2019)
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Last February 9, ANHS celebrates Junior and Seniors Ball. It was our
first JS Prom as a practice teacher. It was held in Escosas Beach Resort. It
was a fun-filled night even though it’s raining but the rain didn’t stop us to
enjoy the night. After the program is the disco night, we still enjoyed it even
though the rain is still pouring.
Valentine’s Day (February 14, 2019
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Last February 14, the SSG officers

of Amlan High School prepared a
program to celebrate the Heart’s Month
or in millennials term Feb-ibig Month.
They prepared a simple celebration.
They started the program by letting the
students to give a simple message to the
teachers and after the delivery of
message is the giving of letters to the
teachers. After the program, they now started their simple celebration of the
Heart’s Month.
Workshop in MAPEH (February 15, 2019)

Last February 15, ANHS conducted a workshop in MAPEH. Different

schools in the District of Amlan attended the said workshop. This workshop
was conducted to showcase the hidden talents of the students.

National Earthquake Drill Simulation (February 21, 2019)

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Last Thursday, Amlan National High School conducted a simulation

for National Earthquake Drill. It is done to prevent some casualties when an
earthquake is happening also it is done so that when an earthquake occurs,
they now know what to.
SSG Election (February 22, 2019)
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Last Friday, is the election of SSG of Amlan National High School. In

every year level, their voting precinct is inside their classroom. The officers
in every year level serves as the watchers for the said election and the
teachers allow the students to experience what is an election.
Narrative & Documentation of ST’s active Community Service in
connection with the school
GK Jamalipayon Village (December 22, 2018)

Last December 22, 2018, we celebrate Christmas together with our

partner in the community, the GK Jamalipayon Village. We bring them 2 big
can sardines, 1 kilo of rice and ½ kilo of brown sugar.
War on Waste MOA Signing (February 2, 2019)
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Last February 2, the College of Education in partnership with the

Dumaguete ENRO launched the “War on Waste”. This MOA Signing is
about the RA No. 9003 or the Ecological Solid Waste Management.
War on Waste in NORSU (February 9, 2019)

Last February 9, we conducted the War

on Waste in NORSU because the ENRO
told Maam Dean and other CED Faculty
that we should clean our home first.

Survey on War on Waste in Banicanhon Church, Colon Street

(February 23, 2019)
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Last Saturday, we conducted our survey on War on Waste at Brgy.

Banikanhon Church, Colon Street. We interviewed a total of 10 people. The
content of our survey is about the proper waste disposal in their Brgy. If they
disposed properly their garbage and if they have a compost pit in their houses.
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Unit III.
Observation
of Classroom
Activities

Mentor’s Teaching Styles

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Teacher’s teaching was very pond of asking many questions, not just mild

questions but HOT questions (Higher Order Thinking Skills). The interaction in

discussion will be more on Student-centered approach. The teacher will just

facilitate the discussion while the students will construct the knowledge, insights

and ideas. The teacher will provide everything that will help the students to

construct knowledge and apply their skills.

Student’s duty was to construct knowledge, express ideas, give insights and

collaborate on the activities that the teacher was given to them. The students are

somehow being the active learners in the teaching learning process. Students styles

in learning plays important in making the teaching and learning process possible

and successful.

Teacher’s teaching style will always base on the students learning style, they

are always connected and must be link. The interest of the learners, their multiple

intelligences must be considered in making the lesson to produced well and

successful learning outcomes.

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Students’ Learning Styles

Every learner has their own unique learning style. Some of them maybe

Linguistic Learners and some of them maybe Visual and Audio Learners. As to

mine, my students’ are more on Visual, Audio and Linguistic. They prefer seeing

some pictures, images and spatial understanding. Others prefer listening and

reading rather than seeing only.

As what I have observe they are active learners when they are in active

recreational activity something that will get their attention. They are very much

particular with playing games, reporting using talk show, drama series, TV shows,

broadcasting as long as there is collaboration in the activity.

When I had my activities and they find it boring I immediately change it into

more reliable activity which can get their attention and interest, and when it went

well I see to it that next time would be more fun and enjoyable activity. I

considered their multiple intelligences while making my strategies in teaching, but

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sometimes after 1 lesson I give reflection assignments to know whether it is not

just that they can do it but also they understand it and they knew it.

Personal Qualities of a Teacher and Competencies

A teacher must be Competent. He or She must know how to teach and

how to manage the classroom as well as the diverse behavior of the students. He or
She must master his or her topic and the whole process in his or her Instructional
Plan. He or She must be good in everything, in communicating, in linking with the
diverse students, in throwing questions and probing the statements of the students.

A teacher must be Patient. A teacher must know how wait. Best quality of
a teacher is perseverance. When something went wrong the teacher must know
how to accept it as failure and see things around as good because, a teacher must
 43

believe in themselves that anything is possible if they persevere. A teacher knows

how to handle problems and they must know how to give solution to a certain
problem.

A teacher must be Optimistic. When everything in the job gets negative a

teacher must think positively. It is impossible for a teacher not to commit mistake;
it is not impossible for a teacher to encountered many problems while teaching. So
I can say that when you feel down and you can’t carry yourself to stand up you
must remember that everything has solution and you can’t deny that there are times
when you want to give up. As a teacher you must be strong enough to face those
trials, obstacles and circumstances along the way.

A teacher must have a Heart. Teaching is not just for income literally, the
true income of a teacher is when the students learned something from her, when
students succeed because of you. It is really great feeling when you saw your
students smiling at you and waving their hands to you. As you see their hearts full
of excitement when you are facing them. A true teacher must love his or her
students and do everything just for his or her students to learn.

Effective Way of Classroom Management and Structuring

 44

The classroom is conducive to learning. The classroom environment is

good which can help the students to think and alleged ideas. The classroom is well
 45

ventilated we have 2 wall fans and 1 electric fan inside the room so the students
has well ventilated room. We have four light bulbs; the seating arrangement is
good and well suited for each student to seat comfortably. The room was big
enough for the teacher and students to do teaching and learning process
successfully.

Instructional Materials used by Mentor

 46

Students Characteristics & Peculiarities

Learners are characterized by maturity, self-confidence, autonomy, solid
decision-making, and are generally more practical, multi-tasking, purposeful, self-
directed, experienced, and less open-minded and receptive to change. All these
traits affect their motivation, as well as their ability to learn. So let’s see the adult
learners' cognitive and social characteristics, and what instructional designers need
to know in order to create the right course content and structure, and adjust their
attitude.

Adult Learners' Traits

1. Self-direction
Adults feel the need to take responsibility for their lives and decisions
and this is why it’s important for them to have control over their learning.
Therefore, self-assessment, a peer relationship with the instructor, multiple
options and initial, yet subtle support are all imperative.
2. Practical and result-oriented
Adult learners are usually practical, resent theory, need information
that can be immediately applicable to their professional needs, and generally
prefer practical knowledge that will improve their skills, facilitate their work
and boost their confidence. This is why it’s important to create a course that
will cover their individual needs and have a more utilitarian content.
3. Less open-minded
And therefore more resistant to change. Maturity and profound life
experiences usually lead to rigidity, which is the enemy of learning.
Thus, instructional designers need to provide the “why” behind the change,
new concepts that can be linked to already established ones, and promote the
need to explore.
 47

4. Slower learning, yet more integrative knowledge

Aging does affect learning. Adults tend to learn less rapidly with age.
However, the depth of learning tends to increase over time, navigating
knowledge and skills to unprecedented personal levels.
5. Use personal experience as resource adults have lived longer, seen and done
more, have the tendency to link their past experiences to anything new and
validate new concepts based on prior learning. This is why it’s crucial to form a
class with adults that have similar life experience levels, encourage discussion
and sharing, and generally create a learning community consisting of people
who can profoundly interact.
6. Motivation Learning in adulthood is usually voluntary.
Thus, it’s a personal choice to attend school, in order to improve job
skills and achieve professional growth. This motivation is the driving force
behind learning and this is why it’s crucial to tap into a learner’s intrinsic
impetus with the right thought-provoking material that will question
conventional wisdom and stimulate his mind.
7. Multi-level responsibilities
Adult learners have a lot to juggle; family, friends, work, and the need
for personal quality time. This is why it’s more difficult for an adult to make
room for learning, while it’s absolutely crucial to prioritize. If his life is
already demanding, then the learning outcome will be compromised. Taking
that under consideration, an instructional designer needs to create a flexible
program, accommodate busy schedules, and accept the fact that personal
obligations might obstruct the learning process.
8. High expectations

Adult learners have high expectations. They want to be taught about

things that will be useful to their work, expect to have immediate results,
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seek for a course that will worth their while and not be a waste of their time
or money. This is why it’s important to create a course that will maximize
their advantages, meet their individual needs and address all the learning
challenges.

Techniques for Appraising Student’s Performance

Pretests/ Posttests

Pretests are given to determine "what learners already know with regard to
the objective(s) at hand. With a pretest, an instructor can determine what the
students need to learn and then help the students focus on the pieces of the
instruction that have not previously been learned. A Pretest might be given before
a lesson starts or as a way to gain students' attention and provide them with the
objective(s) of the lesson.

Posttests are usually given toward the end of a lesson. Posttests will assess
whether the learner can achieve both the enabling objectives and the terminal
objectives of a lesson. By testing enabling as well as terminal objectives, the
teacher has more information as to where learning has "gone wrong." Items on a
posttest should differ from the items on the pretest.
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Performance Assessment

A performance assessment (1) presents a hands-on task to a student and (2)

uses clearly defined criteria to evaluate how well the student achieved the
application specified by the learning target" (p. 240). During a performance
assessment, students must apply their knowledge and skills from multiple areas to
show they can perform a learning target. A performance assessment may require a
student to

 make something
 produce a report
 give a demonstration

Unlike short answer or multiple choice items used in other types of assessments
that require indirect demonstration, performance tasks require direct demonstration
of achievement of a learning target.

Peer/ Self-evaluation assessment strategies

Peer and self-evaluation assessment strategies ask students to "reflect on, make a
judgment about, and then report on their own or a peer's behavior and performance.
Both performance and attitude can be evaluated with peer and self-assessments.
Assessment tools for this type of evaluation might include sentence completion,
Likert scales, checklists or holistic scales.

Portfolio assessment

"A portfolio is a limited collection of a student's work that is used to either present
the student's best work(s) or demonstrate the student's educational growth over a
given time span". A portfolio is a collection limited to only the work that best
serves the portfolio's purpose, rather than a collection of all of a student's work.
The pieces contained in a portfolio are carefully and deliberately selected.

Table of specifications, sample exams, transmutation table,

samples student exam results
50
 51

Classroom instructional materials, devices, textbooks, manuals,

guides used, etc.
52
 53

Unit IV.
Teaching
Experiences
 54

Lesson Plans
 55

Observation Notes and Rating Sheets

 56

Daily Time Record

57
 58

Impressions on Student Teaching

The practice teaching I had in Amlan National High School was an

unforgettable learning experience. I learned a lot from the varied abilities and
learning styles of my learners and also the different behaviors I had encountered
and experienced.

As I stepped out in Amlan National High School, the school where I

assigned, I was like one of the competitors in a renowned competition for I was
filled with various emotions: apprehensive, motivated, and excited. Throughout
my observation days, it was like I am very thrilled to teach. I witnessed how well
my mentor supervise the different behaviors of the students, how he associates
with his students while the class discussion is going on. I couldn’t imagine if I can
do what he did to his students but my heart was filled with excitement to impart
my knowledge to those young generations.

December 12, 2018 at 7:30 in the morning, it was my first day of teaching. I
followed what was written in my lesson plan but I admit I felt nervous knowing
that I am not competent and good enough in dealing with grade 8 students
especially in the classroom management. Every time you asked questions to your
students, it seems like their tongues were tied. I don’t have any idea if they got my
point that’s why sometimes; I used vernacular language for them to understand.
However, as days passed by, I was able to make adjustment with their behaviors.
 59

As a student teacher, you have to extend your persistent, because a teacher

must wake up early in the morning and sleep late at night. You have to make
lesson plan and instructional materials to be applied for the next day. It was a
perfect and innovative training for a student teacher like me to cope my abilities
and applied all the theories and strategies in order to achieve one same goal, to
make learning possible to every individual for the progress of our beloved country,
Philippines.

Documentation on Actual Teaching

 60

Sample Outputs of Students

 61

Sample Instructional Materials

62
 63

Best Classroom Practices

Student-centered classrooms are those in which students are directly
involved in discovering and collecting knowledge for themselves. An important
aspect of such classrooms is Experiential Learning, which involves co-operation
and collaboration of students with others, for an authentic, holistic and challenging
approach towards learning.
Students are encouraged to use the knowledge they already possess to learn
new things, which gives them time for reflection. In this student-centric
approach for teaching, teachers become facilitators or just partners in learning of
their students. Through curriculum design and assessment, teachers shift the focus
towards performance in real-world contexts. They try to create organized and
cohesive experiences to assist students to make connections to vital concepts.
Student-centered teaching is a key feature of imparting effective instruction.
Student responses are most valuable to steer lessons and create instructional
strategies. Asking questions and leading students to solutions nurtures students’
natural curiosity and is recommended over simply providing them with answers.
Student-centered classrooms are linked to student engagement and success. Here,
students are part of constructing their own learning in a comprehensive
environment that focuses on student interests. Students reflect on their own
learning, share it with fellow students and teachers and apply the learning to real-
life. So, when students are the focus of the learning in a classroom, they become
fully engaged in the process.
To make teaching more effective, the focus needs to shift from just
the teachers imparting lectures to giving the responsibility of learning to the
students. The student-centered label now holds its importance for teaching
 64

strategies, teachers, classes, programs, departments and institutions. Teachers need

to change their instructional practices to make teaching focused on students.
Make students do their tasks on their own: Teachers are involved in doing
many tasks for student learning. They offer examples, ask questions, call on
students, add detail to their answers, organize content and review. Any given day,
teachers are working more than their students. Due to this, students get to practice
less and fail to develop essential learning skills. Teachers should ask students to
organize their own tasks, accumulate knowledge on their own, be a part of group
discussions and collaborate with other students to develop their learning.
Adopt explicit skill-instruction: Student-centered teachers should teach
students how to think, solve problems, evaluate evidence, analyze arguments,
generate hypotheses and all the learning skills that are essential to master a subject.
They should not assume that students can pick up these skills on their own,
because only a few students do. Teachers should focus on teaching explicitly along
with the content to foster the development of learning skills.
Make students reflect on what and how they’re learning: Ask students about
what they’ve learned and what methodology they adopted to gather information
and learn, in casual conversations. Challenge student assumptions about learning
and encourage them to accept responsibility for decisions they make about
learning; like how they study for exams, when they do assigned reading, whether
they revise their writing or check their answers. Include assignment components in
which students reflect, analyze and critically assess what they are learning and how
they are learning it. This will make students aware of themselves as learners and
help them develop their learning skills in a better way.
 65

Classroom Layout and Floor Plan

 66

Documentation of Bulletin Board Displayed

67
 68

Challenges Encountered in Student Teaching

Practice teaching really is tedious; we cannot deny the fact that we encounter

many problems especially when it is your first day in training. We come across

heavy challenges in teaching, sometimes there are misunderstanding between you

and your mentors, sometimes misunderstanding between you and your students or

misunderstanding between you and your co-student teachers.

When I cannot get the rest of the time in teaching, or I did not end the lesson

for that day I feel being downcast, or shall I say I feel like I’m not that competent

because I cannot follow the process in my Instructional Plan sometimes.

Sometimes, when I am tired I easily get mad to my students which is not good in

teaching, because I know that my students are expecting something from me.

I really had terrible experiences when I was in the field. Sometimes, I got

sick because of paper works and I want to rest for a while but since I have many

things to do for the next class I can’t deal with rest thingy. There are times when I

am having my class but I’m so haggard because I don’t have much time to sleep

and take my beauty rest.

 69

I had also experienced not eating lunch or even breakfast because of my

preparation for my class. Thank God I did not experience being punished by my

mentor because of recklessness or because I am careless. My involvement helps

me to be more strong and competent as an educator. We cannot deny the fact that

sometimes there are mistake that we might do, but along the way that mistake

become my strength in teaching. When the time comes that I did used to it, being a

busy teacher I had improve my time management, my skills in using technology,

my patient, my knowledge in handling problems and finding solutions and

interventions to whatever may be the problem that will come along the way.

Unit V.
Evaluation
 70

including
Final
Demonstratio
n Teaching

My Own Assessment of Myself as a Person and as a Future Teacher

Who am I before? What can I do before? What changes me? Were there

changes from the first time I enter the world of Education? Or I am who I am since

1st year college up to I got this level, where I can actually stand in front of the
 71

students and teachers. What things change me from what I am before? There are

many changes I see in myself from where I begin up to this year.

Way back in my high school years, Education was not my first choice but as

time passes by I made up my mind that when the time comes when I go to college I

will pick Education. In my high school years, my uncle told me that when I go to

college I should pick whether Tourism or Criminology because of my height and

my father also told me that I should pick the course Criminology but my mother

was the one who told me that I should pick Education and as time passes by, when

my high school years is nearing to end I made up my mind that I will follow the

footsteps of my mother and my aunt. In the beginning of my college years, all I

think was just I got this course because I think this is fun and enjoyable. I am not

mistaken that it was fun, fun because our co-majors are friendly, it is enjoyable

because activities in school were truly enjoyable. And when the time comes when

we are appoint with the off campus training, I cannot explain what I feel because

of the mixed emotions that I am feeling. Maybe time could only tell but as the days

goes on I feel like yeah this what I want, this is where must I belong. Now, I can

say that I am now willing to pass in the world of Education.

Now I was able to say that I picked the right path because when my Practice

Teaching journey started, I had a very fantastic experience even though there are

ups and downs in my journey but it didn’t stop me to move forward. Along the
 72

way of my journey in the school where I was deployed, step by step I realize its

worth. I realize how hard was it to be a teacher, but the good thing there is that I

am now ready to encounter hardship just to pursue my chosen profession. Now, I

can convict with my own lips that I am ready to be a professional teacher, as I did

in the practice teaching I know that there were adjustments again if I apply to a

school, but I know that this time I can do it, and nothing can stop me from

achieving my dream which is to a successful educator someday.

A great reflection of this training is that the student teacher will realize that

they are meant for teaching, and they must admit that this profession is all that they

want.
 73

Evaluation of Off-campus Teaching and Learning Experiences

“We teach but at the same time we learn”. When I had my first step in the
school where I was assigned honestly, I was very nervous because I don’t know
what to say and I don’t know what to do. It was really hard because unlike other
universities we only had this practice teaching just once, so I don’t have an idea
what to do there.

As I used to it, along the way I can say that we are more prepared. College
of Education professors taught us everything that we encountered in the off-
campus teaching. Believe me or not we are well taught because we manage to
solve the problems that we encounter throughout our journey in the training
ground.

If I were going to evaluate myself in my first step in the actual training until
now that it is now near to end I can say that I have improve and enhanced most of
my weaknesses when I was still in the university. As I go out on my comfort zone,
and grab opportunities like seminars, workshops and training it helps me to
increase my competency and my confident in front of the students.
 74

I have now an attitude which is needed when you are a teacher. I can now
manage problems with my own and solve it with my own also. Even my decisions
are now change, before I made a decision I must think it many times because a
teacher must be errorless and in order to be errorless I must be very particular with
everything that I must do. Because days from now, I may be at the true field and
when that happen I can say that in spite of my failures, I am now standing in front
of them saying “yes, I failed but look at me now I had passed and become
successful.”

Final demonstration class

 75

Observation grades from Mentor, Observer from NORSU, School

coordinator/principal
 76

Unit VI.
School
 77

Forms and
Records
 78

Form 1 or School Register

 79

Form 137 or Permanent Record

 80

Form 138 or 18-A Report Card

 81

Form 18-A or Report of Secondary Promotion

 82

Other Forms
83
 84

Unit VII.
Action
Research
 85

Complete Paper
 86

Grade of Oral Defense

87
 88

Appendices
89
 90

Final demonstration class

 91

Effective Way of Classroom Management and Structuring

The classroom is conducive to learning. The classroom environment is good

which can help the students to think and alleged ideas. The classroom is well
ventilated we have 2 wall fans and 1 electric fan inside the room so the students
has well ventilated room. We have four light bulbs; the seating arrangement is
good and well suited for each student to seat comfortably. The room was big
enough for the teacher and students to do teaching and learning process
successfully.
 92

Instructional Materials used by Mentors

 93

Classroom Instructional materials, devices, textbooks, manuals, guides use, etc

 94

Observation Notes and Rating Sheets

 95

Documentation on Actual Teaching

 96

Sample Instructional Materials

Documentation of Bulletin Board Displayed

 97

Classroom layout and floor plan

98
99
100