SOUTH EAST ASIAN INSTITUTE OF

TECHNOLOGY, INC.
COLLEGE OF TEACHERS EDUCATION

A PROFESSIONAL STUDENT TEACHING PORTFOLIO

Silway 8 National High School

Submitted by:
Ryan Jay B. Emejas
Bachelor of Secondary Education
Major in Mathematics

Submitted to:
Mary Grace M. Abayon
 Table of Contents

I. Title Page

II. Introduction

III. Curriculum Vitae

IV. My Beliefs on Teaching and Learning

V. Certificate of Completion

VI. Certificate of Worksheet

VII. Reflection on the Field Study Areas Observed

VIII. Evidence of Learning

IX. Overall Reflection

X. Appendix
INTRODUCTION
CURRICULUM VITAE

NAME: RYAN JAY BUSAYONG EMEJAS

BIRTHDAY: OCTOBER 29, 1999

BIRTHPLACE: POBLACION, MALUNGON, SARANGANI PROVINCE

FATHER: N/A

OCCUPATION: N/A

MOTHER: MARY JEAN EMEJAS

OCCUPATION: VENDOR

EDUCATION BACKGROUND

PRIMARY: MALUNGON CENTRAL ELEMENTARY SCHOOL

JUNIOR HIGH SCHOOL: MALUNGON NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL: MALUNGON NATIONAL HIGH SCHOOL

TERTIARY: SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY INC.

1.1. EXPOSURE
Sketch the map of the school showing its Structure
(Five (5)) year Development Plan)

SCHOOL MAP

SILWAY-8 NATIONAL HIGH SCHOOL

1.2. PARTICIPATION
2. Getting acquainted with the facilities and resources of the school
No. Of Facilities Resources Found
Building
1 Guard House -radio, clock, whistle
2 SBM Center, District Office, -drawers of student file
ARH&GAD Teen Center, Guidance -internet
Office -chairs and tables
3 Computer Laboratory 2 -computer, internet, tables and chairs
4 Classrooms G 11-12, Computer -armchairs, tables, drawers, cabinets,
Lab books, computers system
5 Classrooms G-11, 8, and 9 -armchairs, tables, drawers, cabinets, books
6 Classroom for G-9 -armchairs, tables, drawers, cabinets, books
7 Storage room -brooms, trash bags, props, sports gear
8 Classroom for G-8 & 12 -armchairs, tables, drawers, cabinets, books
9 Canteen B -snacks, lunch meals, beverages, school
supplies, printing machines
10 Classroom for G-8 -armchairs, tables, drawers, cabinets, books
11 MRF, TLE room, Canteen C, -trash bags/cans, cleaning equipment’s, art
classroom for G-8 and school supplies
12 Canteen D -snacks, lunch meals, beverages, school
supplies, printing machines
13 Classroom for G-7 -armchairs, tables, drawers, cabinets, books
14 Classroom for G-7 & 10 -armchairs, tables, drawers, cabinets, books
15 Canteen E, Classroom for G-11 -art and school supplies, snacks and goods,
printing machine, bench and tables
16 Storage room -cleaning equipment’s, sport
materials/gears, musical instruments
17 Canteen A -art and school supplies, snacks and goods,
printing machine, bench and tables
18 Classroom for G-9 -armchairs, tables, drawers, cabinets, books
19 Reading center -armchairs, tables, drawers, cabinets, books
20 Library -shelves, books, encyclopedia, dictionaries,
maps, library cards
21 Extension of admin building -students records, files, computer, tables
and chairs
22 Main Admin building -school heads office, teachers’ desk,
personal computers, internet
23 Parents lounge -bench, chairs, water sink
24 Classroom for G-7,8,9, & 10 -armchairs, tables, drawers, cabinets, books
25 Covered court -stage, basketball ring, benches, electricity
26 Stage -stage, outlets for electricity,
27 Classroom for G-8&9 -armchairs, tables, drawers, cabinets, books
28 Clinic/ Isolation room Medical kit and medicines, bed
-arm chairs, tables, drawers, cabinets,
books
29 Classroom for G-12 -armchairs, tables, drawers, cabinets, books
 30 Classroom for G-7 & 9 -armchairs, tables, drawers, cabinets, books
31 Classroom for G- 10, -armchairs, tables, drawers, cabinets, books
science laboratory -apparatus intended for experiments, fire
distinguisher

1.3 IDENTIFICATION
Determining the purpose of the school facilities and resources for learners’
development.
Facilities Available Program
Check (/) if Physical Social/ Cognitive/
available /motor Emotional Intellectual
(Psychomot (Affective)
or)
Library/ / It promotes Group Study Reading
Reading independen and to be silent Enhancement
Room ce roaming for the sake of
around the other learners.
facilities
that enable
learners to
serve for
themselves
Computer Enhance Due to the Research and data
Room / typing skills limited number gathering
of computer
sets. Students
unconsciously
develop sharing
attitude
Home
technology
Center
Industrial Enhance Enhancing strategic
Arts Center / Wielding N/A skills
skills
Health Self-Awareness N/A
Clinics / N/A and Healthy
Lifestyle
Guidance / Counselling
Room N/A student N/A
behavior
Physical
Gymnasium / activities N/A N/A
and sports
Socialization
Canteen / N/A with other Functional Brain
 students while Development
eating.
Enhance
Music Room / physical N/A Enhance your
strength memorizing skills.
w/Singing
and Dancing
To enhance
/ Playing, team Effort To be strategic in
Playground Physical Games.
activities
Science /
Center N/A Experiments Enhancement of
with friends and experimenting skills
classmates.
Performanc
e Center / To be able Variety shows Memorizing will
to perform. with your amplify.
companion.
Office of the
School / N/A Communicate N/A
Heads with teachers
Faculty /
Rooms N/A Communicate N/A
with teachers
Others
(Specify)

2.1. INTERNALIZATION
Identifying the challenges of the school in providing more opportunities from
development.

A. You have identified the facilities and the resources of your school. What other
facilities and resources do you think are needed for other development program.
Make a Proposal or Suggestions.

The facilities and resources that I think need to be developed are the sports
facilities, because that’s what they don’t have in the school. They also needed to
increase the number of chairs in every room because, as I notice in the room that I’m
observing, they have a shortage of chairs, and in case a visitor comes, they don’t
have any chairs to provide.
B. What aspects or development domains can you suggest as needing attention by
the school? What Program can be Suggested or can be Proposed.

The approach to learning is the aspect and domain of development that

recommend for the school. The students in the room that I am observing are not
paying attention to their teacher, who is teaching in front of them. I also suggest
studying cognition and general knowledge because some students have a lack of
understanding of the lessons that are being taught. The teachers needed to be broad
in their teaching, especially in the field of mathematics, because other students have
difficulty learning math.

1.5 DISSEMINATION
Preparing an ideal profile of a school which can meet the physical, social,
and emotional and intellectual needs of learners.

Growth Portfolio
A development Plan of my Dream School
Structures to be Build Purpose Needed Resources
1. Office of the School Is to receive and welcome Chairs, Ceiling Fan, Table,
Heads visitors and let them in and Cabinet.
whenever they visit.
2. Faculty Room It is where they complete
their lessons and get ready Chairs, Ceiling Fan, Table,
for fresh ones here. and Cabinet.
Students will fill the rooms
designated for them in
sections.
3. Classroom They will learn the
different talents deemed ArmChairs, Ceiling Fan,
appropriate and required Table, and Cabinet.
for them to succeed in the
global community here.

4. Gymnasium Its purpose is to assist the

pupils in gaining more Chairs, table, Stand Fan,
strength and endurance and Basketball ring.
for their physical well-
being and other activities.

5. Guard House It is for students to turn Chairs, table, and wall fan.
over lost and found items.

6. Library It is for students to study Chairs, table, books, wall

 quietly. fan and cabinets.
7. Computer Room It is for students and
teachers to learn from or Computers, Electric fan,
use for educational and table.
purposes.

8. Health Clinic It is for students and

teachers to be helped Medicine kits, Bed, Chairs,
when they get hurt. table, and wall fan.

9.Canteen It is where the students

get to eat during recess Foods, Chairs, Table, and
and lunch. drinks.
10. Music Room It is where the students
practice their talents and Instruments, Chairs and
can be used in music- Tables.
related subjects.

GROWTH PORFOLIO ENTRY NO. 1

(Reflection of your dream school)

My ideal school is one where everyone has equal access to all its resources without
bias or reservation. The meaning of life and the purpose of existence will be
redefined by this institution. Everyone will be able to participate in the development
and make progress in their areas of interest thanks to the school. This school will do
away with pointless rivalry and redirect every thought into service. The students'
grasp of life and what social well-being means is improved at my school. The goal of
intellectual development is shared by the entire society. This improves their ability to
contribute to society. As a result, the nation and consequently the world will benefit
more.

My school's children won't look to one person as an example. They will regard
everyone with awe for what they contribute to the social order. A student will not be
labeled as an expert or a novice by this institution. It will offer fresh tasks that will
appeal to every person's level of interest. The existing erroneous idea of one
person's superiority over another will be destroyed by this school. It will treat
everyone with respect and provide them the chance to pursue their goals without
restriction.
This is the society I aspire to live in, not just the school that I attend in my dreams. It
is the nation I hope to create for the future. I envision a society in which people
value experiences and other people rather than just valuing them according to their
practicality. If there is no social framework that fosters a sense of reciprocity and
community with other people, no one will experience permanent happiness.

2. The Classroom for Learning

2.1. EXPOSURE
Observing feature of two classroom of different grade levels.

Classroom Resources Checklist

Classroom 1 Classroom 2
Grade: 11 Room: Pisces Grade: 12 Room:
No. Of Learners: 42 Boys:16 No. Of Learners: 31 Boys: 7 Girls: 24
Girls: 26
FURNATURE How FURNATURE How
many many
Learners’ Desks Yes: 42 Learners’ Desks Yes: 36
Teacher’s Table Yes: 2 Teacher’s Table Yes: 3
Book Cabinets Yes: 2 Book Cabinets Yes: 1
Learner’s Lockers Learner’s Lockers
Yes: Yes:
Teacher’s locker Teacher’s locker
Yes: Yes:
Others: Medicine kit 1 Others: Water 1
cabinet dispenser
Water dispenser 1 Ceiling Fan 3
Lights 6 Lights 6
Ceiling Fan 2
Display Location: Display Location:
(Left, (Left,
Right, Right,
Front, Front,
Back) Back)
Visuals for new or Visuals for new or
current lesson current lesson
Yes: Yes:
Learners’ art works Learners’ art works Left,
Yes: Yes: Right,
Front, and
Back
Honor Roll Yes: Honor Roll Yes:
Group Yes: Group Yes: Left
task/responsibilities task/responsibilities
Attendance Yes: Front Attendance Yes: Right
Experiments Yes: Experiments Yes:
Projects Yes: Back Projects Yes: Back
Rules and Standards Yes: Rules and Yes: Right, and
Standards left
Others: Others:

Location
(Left, Right, Location
Teaching Check (/) Front, Back) Teaching Check (/) (Left, Right,
Aids Aids Front, Back)
Musical Yes: Musical Yes:
Instruments Instruments
Maps/Glob
Maps/Globes Yes: e Yes:

Math Kits Yes: Math Kits Yes:

Art Kits Art Kits

Charts Yes: / Back Charts Yes:

Flannel Flannel
board Yes: board Yes: / Back

Computers Yes: Computers Yes: / Front

LCD Yes: / Front LCD Yes: / Front

Story Story
Book/Trade Yes: / Back Book/Trad Yes: / Back
books e books

Reference Yes: / Back Reference Yes: / Back

Book Book

Audio tapes Yes: Audio tapes Yes: / Front

Blackboards Yes: / Front Blackboard Yes: / Front

s
Bulletin
Boards Yes: / Back Bulletin Yes: / Back
Boards
Others
Others

2.2. PARTICIPATION

Recognizing differences in the structure and display of classrooms

used by two different levels

1. What resources are available in both classroom? Write those common

resources on the matrix.

COMMON RESOURCES

FURNATURE Learner’s Desks, Teacher’s Table, and Book Cabinet

DISPLAYS Water Dispenser, Ceiling Fan, and Lights

TEACHING AIDS LCD, Story Books, Reference Books, Blackboard, and

Bulletin Board

2. What are exclusively found only in one classroom

CLASSROOM 1 CLASSROOM 2
RESOURCES (LOWER GRADE) (UPPER GRADE)
 Medicine kit’s Cabinet Art Works Board
FURNATURE

DISPLAYS N/A N/A

TEACHING AIDS Art Kits Chart Flannel Board, Computers,

and Audio Tapes

3. HOW WILL YOU DIFFERENTIATE THE RESOURCES FOUND IN THE

TWO CLASSROOMS IN TERMS OF TYPE, ARRANGEMENT, COLOR,
NUMBER OR LOCATION
CLASSROOM 1 CLASSROOM 2
RESOURCES (LOWER GRADE) (UPPER GRADE)

There are many different The resources found in

types of resources that can
be found in a classroom.
FURNITURE Grade 7 BEP A room is
furnished in a traditional
style with heavy wood
furniture and dark colors.
Grade 11- HUMSS has a
more modern feel with
colorful rugs on the floor
and dark wood furniture.

Grade 7 BEP A classroom While Grade 11 - HUMSS

DISPLAYS displays are more displays classroom displays are
are attractive and colorful organized and tidy.

Inspirational quotes are Motivational quotes are

well-designed. In order to
TEACHING AIDS highlight these differences
in resources between the
two classrooms, this article
will include pictures
comparing the resources
organized that can inspire
students to improve their
skills. These quotes can
motivate them to get work
done, be creative, and focus
on their assignments.
 found in each room.

4. What could you do to significantly make the types of resources in the two
classrooms different?

A. Contemplate the surroundings of two different classrooms.

B. To differentiate, conduct a survey among teachers and students about their

resources and furniture.

C. To make an analysis of the data that it gathers.

2.3 IDENTIFICATION
Identifying the purpose of the resources found in the classroom

Do the two classrooms share the same purpose or reason for the
display? Consult your cooperation teacher.

CLASSROOM DISPLAY CLASSROOM 1 CLASSROOM 2

(Lower grade) (Upper Grade)

1. Material for the new N/A N/A

lesson

2. Model Art works On the assumption that the

N/A student will be able to be
exposed to and participate
in the field of art.

3. Honor Roll N/A N/A

4. Group task/ For the students to be able

Assignment N/A to manage the
responsibility responsibilities they have
been assigned.
5. Student’s projects/ to be able to recognize their to be able to recognize their
experiment. projects that have been projects that have been
done. done.

6. Exemplary learners N/A N/A

written Output.

7. Supplementary to have students read if to have students read if

books and other they want to read and to they want to read and to
materials. enhance the students' enhance the students'
capability of reading. capability of reading.

8. Rules and standards N/A for students to learn and

for class to follow. remember their classroom
rules and regulations.

Do the two classrooms always share the same purposes or reasons for having
those displays? What could be the reason why they vary? Consult your cooperating
teacher.
The two classrooms always share the same purposes or reasons for having those
displays because, even though they have different classrooms, they have the same
goal as learners and teachers.

2.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics.

FOR BSED only.

Given the physical, social, and intellectual characteristics you have learned of
lower grade learners, how do you describe or characterize the resources that must
be found in their classroom?

Basic resources of Suggested

classrooms characteristics/descriptions/contents

1. Learners’ Desks It should be more comfortable to write on.

2. Bulletin Board It should always be clean.

3. Books It should have more content to be learned Shelves

must be arranged chronologically based on the area
of specification.

4. Learning Kits It's not possible to be noticed and it must contain

cleanliness.
5. Learning Stations They should have a learning station that is
manageable.

6. Play Materials Play material should maintain cleanliness to be

played well.

7. Musical Devices They should add more of their instruments for

music.

8. Others

Given the physical, social emotional, and cognitive/intellectual characteristics of

upper grade learners, what activities will interest them carry out inside or outside their
classroom? What classroom resources should be available to carry these out?

Interesting Activities for Upper Grade Learners Useful Resources

The learners will be given
opportunities to participate
1. Presentations and Seminar Sessions in presentations and
participate in seminars
relating to various soft skills
that are required for
employment in the job
market.
The learners will be allowed
to participate in job search
2. Job Search Workshops workshops that will help
them improve their job-
seeking skills and develop the
necessary confidence to seek
employment in the job
market.
The learners will be provided
with books and journal
3. Reading Books/Articles articles related to different
subjects which will help them
gain more knowledge and
develop their critical thinking
skills.

4. Speeches/Dramatics The learners will participate

in public speaking sessions
which will help enhance their
communication skills.
The learners will get a
 chance to work on film
5. Film Making projects that are related to
different social issues such as
poverty, and racism.

2.5 Dissemination
Designing an ideal classroom structure that can promote active learning for
given developmental stage.
Based on the observation you have made of classrooms in your schools, reflect on
what can be an ideal classroom that can promote active learning for the given grade.

Growth Portfolio Entry.

My idea of a classroom for Grade 9:

My ideal classroom, in my opinion, will be built on the idea of creating a secure,

stimulating place where my kids can advance both intellectually and physically at this
crucial juncture in their lives. I will set clear expectations for my classroom and
equally obvious punishments for defying those expectations in order to give my
pupils this kind of environment. The foundation of my classroom will be trust and
respect for one another. By forming close bonds with each of my pupils, I hope to
foster the respect and trust that both parties need. I want to make my classroom
and assignments as entertaining as possible for my students, and through these
strong interactions, I hope to do just that. Additionally, I want to give my students
the impression that they are an important part of the overall classroom unit.
Although some students could have disruptive tendencies, I believe that most kids
are good overall.

A place where people congregate to learn, and study is my ideal classroom within
my ideal classroom at school. There are some requirements that a classroom should
adhere to maximize learning. To deliver an excellent education, a classroom should
be set up so that both students and teachers can spend their time there comfortably
while getting the most out of their studies. An ideal classroom cannot be created
without adequate configuration and setup. A child's learning and behavior are
greatly influenced by the classroom's atmosphere, layout, design, and use. You will
learn methods for organizing your own classroom in a way that will improve student
learning from this semester-long effort. Since I believe they may require some
guidance to behave appropriately in my classroom, I will make sure they are aware
of how important respect is. That is how I picture the perfect classroom. Next, I want
my class to be full of enthusiastic learners. I want students who are free to express
their ideas about what they want to learn and become as adults. 
 Students only want to be noticed and accepted. I'll make sure they understand
how important respect is since I think they might need some direction to act
responsibly in my classroom. That’s what my ideal classroom looks like.

Sketch the interior of your Dream Classroom that will show the pieces of
furniture, various displays, and teaching aids. Consider a floor plan that will allow for
collaborative work and other group activities.

Growth Portfolio Entry.

My Ideal Classroom for Grade 10:
3.1. EXPOSURE
Recalling one’s experiences in early childhood, middle childhood, middle
childhood, and adolescent period while in school.

Interesting things you did when you were Grade 1, Grade VI and Grade 10.

Form 1-A: Grade 1 Experiences

Middle Childhood

My life underwent a lot of shifts in my middle childhood. I can now tie my shoes,
get dressed, and catch a ball with my hands more readily. Independence from the
family is more crucial now. For instance, starting school puts me in constant
interaction with the outside world at this age. Friendships are becoming increasingly
significant. At this stage, people rapidly acquire new physical, social, and cognitive
abilities. It's imperative for me right now to boost my self-assurance in all spheres of
life, including friendships, academics, and extracurricular activities.

As my emotional and social circumstances changed, I began to consider the future.

If I am truly me, I also have a better understanding of where I fit in the world. I also
give friendships and teamwork greater consideration, and I want to be well-liked and
accepted by my pals. My ability to learn is demonstrated by the quick development of
my mental and physical abilities, as well as the improvement of my ability to express
my ideas and feelings and explain events.

According to Erikson (1959), middle childhood is a time of "industry versus

inferiority," when the child's attention is focused on acquiring new competencies
and skills and learning how to get along with others, including peers and adults,
across a variety of contexts. That is why the middle childhood has such a strong
influence on our intellectual and social development. 

Form 1-B: Grade V1 Experiences

Late Childhood

My interest in friends and my growing independence from my family were more

visible in my late childhood. My development is aided by healthy friendships, yet peer
pressure has grown throughout this time. When I feel good about myself, I am better
able to withstand the pressure from my peers and make decisions that are best for
me. This is a crucial year for me as I develop my sense of responsibility and
independence. Additionally, around that time, puberty's bodily changes are probably
beginning to manifest. The requirement to get ready for the commencement of
middle school or junior high school is another important adjustment for me.

In my experience during sixth grade, I learned how to read faster and talk more
fluently in English. I also got serious about cleaning the classroom. I also sold fruits
like papaya and mango when I was in sixth grade. When I compete in a dance
competition, I feel a little more confident in myself and recite in front of my
classmates. I got to participate in an interschool quiz competition. I also got my first
girlfriend when I was in sixth grade. I excuse myself from the class and call her outside
just to talk to her. I learned how to cut classes just to go to the river and take a bath
with my friends, then got into a fight with other students, but the next morning we
were friends again.

According to Erikson, children in middle and late childhood are very busy or

industrious. They are constantly doing, planning, playing, getting together with
friends, and achieving. This is a very active period in which they are gaining an
understanding of how they compare to their peers. That's why late childhood is
important for nourishing ourselves to be more independent and courageous in the
future.

Form 1-C: Grade 10 Experiences

Early Adolescence

To me, the hardest phase of growing up was adolescence. I reached physical

maturity quite early, so many people would age me not only based on appearance
but also due to the psychological maturity I possessed and the sense of
independence I exuded. It had both positive and negative aspects. It was
advantageous since I took responsibility extremely seriously and wanted other
people to do the same for me. I was given more trust by seniors since they would
mistake my age. Additionally, it was a bad thing since it made me feel a little scared
when older men tried to talk to me.

I gained my independence in my early adulthood. I also learned the importance of

being independent. I learn how to cook and how to wield in our TLE. I don't need
anyone to accompany me to school, so I just walk there and back. When I was in
grade 10, I joined the MaPeH Club by singing. I also ran for officer in our school but
didn't win. I had an ambition and a goal that I had to achieve in my early adulthood. I
gained acceptance for what I lacked, as well as the desire to pursue my ambitions.
My parents advised me to think carefully about what I want to achieve in life and the
decisions I will make in the future. My parents always educated me about the risks of
associating with adults when I was a young adult, and I also learned to be more
watchful of who I was interacting with.

According to Levinson's (1996) theory, early adulthood is an ideal period for

studying the concept of life structure. Early adulthood includes psycho-social
development domains such as the development of self, emotional development,
marriage and family life, social relationships, professional life, and career
organization. In this stage my characteristics and habit that I will encounter, and gain
may not be change in the future, because it is the most fundamental before making
myself a fully adult.

3.2. PARTICIPATION
Identifying the various domains of growth and development

Form 2-A: Grade 1 Experiences

Middle Childhood

Sample Experiences: Domain

1. Dancing Physical Motor

2. Playing Yoyo Social

3. Counting Leaves Mental/cognitive

Social, Physical and
4. Playing Rock, Paper, Scissor Mental/cognitive

5. Playing Heaven and Earth Physical and Social

 Form 2-B. Grade VI Experiences
Late Childhood

Sample Experiences: Domain

1. Playing tag Physical and Social

2. Playing Badminton Physical

3. Reading books Mental/Cognitive

4. Writing in notebook Mental/Cognitive

5. Playing Sipa Physical and social

Form 2-C. Grade 10 Experiences

Early Adolescence

Sample Experiences: Domain

1. Playing Basketball Physical and Social

2. Portraying/Drawing Mental/Cognitive

3. Reading books Mental/Cognitive

4. Camping Social, Physical and

Mental/Cognitive
 5. Seminar Social and
Mental/Cognitive

3.3. IDENTIFICATION
Discovering the different patterns in the various of stages and development across
the three (3) domains.

1. Physical Motor Domain,

2. Social-Emotional Domain,
3. Literacy/cognitive/Intellectual Domain

Reflection

In the physical domain, children learn how to play independently with peers. The
progress of a child towards play depends on his or her physical skills; a child with
strong gross motor skills will likely be able to play cooperatively with other children
and engage in a variety of physical activities such as running, jumping, catching,
throwing, and kicking a ball. In social-emotional development, children learn how to
interact with others. They begin to understand feelings and how to express and
communicate them appropriately to others. To communicate with others, children
must learn how to listen to and understand others’ feelings and viewpoints.

The early childhood years are important in a child's development. During this time,
many children acquire a sense of self as they learn to interact with the world around
them. The child also begins to learn important social skills such as how to share and
communicate with other children. Analyze your findings regarding development
throughout your child's life and then provide in-depth comparisons on the
similarities and differences between your different patterns in the three domains.
Include your strategies for each area, as well as the resources and tools you used
during each session. Discuss the strategies that were most successful and the needs
that weren't met and use this information to develop more effective and appropriate
interventions in future sessions by evaluating the strengths and weaknesses of your
approach and the support systems needed to maintain consistency over time.

Exploring new domains and comparing their various stages and development
patterns is always fascinating. Based on my own experiences and observations, I will
outline the stages of child development and learning in this article. I'll share some
points of view and insights I've gained through experience and observation in a
variety of developmental fields, including physical, cognitive, and social/emotional
development. Understanding how children behave and what they learn in school can
benefit greatly from adopting a developmental perspective.

3.5. DISSEMINATION

Write your Reflections

Educational psychology focuses on understanding how people learn and why they
behave the way they do. An appropriate learning environment requires that the
instructor be able to design and implement an appropriate learning strategy for each
student as well as utilize his or her different learning styles throughout the learning
process. A learning-commons is an educational facility that aims to provide a variety
of flexible learning and learning environments to support students' and the school
community's learning needs in general. 

With educational technology ever-changing and becoming more prevalent in the

teaching environment, the instructor must be able to adapt to the ever-changing
technology and incorporate it into an effective educational strategy that is both
engaging and effective. I believe that the success of any teaching and learning
program lies in the proper integration of these two elements. Therefore, researchers
have been investigating alternatives to the traditional classroom environment in
order to improve students' learning experiences. One such alternative is a "learning
commons." In the classroom, for example, the focus is not only on how to design the
physical space but also on how to organize the space so that it facilitates learning.
The layout of the space can be influenced by factors such as the activities conducted
in that space as well as the characteristics of the students themselves, such as their
learning styles and abilities.

Their learning experiences suffer as a result since they are ill-equipped to handle
the difficulties presented by the course. They frequently also must deal with life
outside of the classroom, such as employment and family commitments, which
makes the problem worse. These problems further erode their enthusiasm and
dedication to learn in the courses they are enrolled in. Unfortunately, this can be
difficult for teachers with limited time and resources, as well as those who might not
be familiar with these new tools or know how to use them successfully in their
lesson plans.

4. Understanding the Learners.

4.1. Recalling age-typical characteristics of school learners according to Paget’s
cognitive theory.

For BSED
Table 4.2. Observed evidence of cognitive Abilities ((Formal operation stage)

5. Understanding the Learners.

5.1. Recalling age-typical characteristics of school learners according Piaget's
cognitive theory.

For BSED
Table 4.2. Observed evidences of cognitive Abilities (Formal operation stage)

Grade Observed: 11 Subject Area: Mathematics Time: 1:30-2:30 pm

Subject Matter: Linear Equations
Lesson Objectives:
1. To enable learners to understand mathematics concepts, application and outcomes.
2. To enhance the mathematical skills of learners by providing them with learning
experiences that build on their existing knowledge.
3. To develop a solid foundation in mathematics to enable the learners to be well-
equipped for further studies and careers in the future.

Evidences
Cognitive Abilities ( Specific student
behavior/action/response/work sample)

Adolescents “can group and classify (e.g. compare and analyze data according to
symbols, statement and even findings or commendations.
theories”. 1. Ability to think abstractly and understand
deductive reasoning concepts such as
percentages, proportions and ratios.

2. Diagrams and videos that the students can

complete tasks related to basic algebra
problems

Adolescents can “follow and ( e.g. able to present ideas and answer
formulate arguments and premise to questions on solutions provided.
conclusion”. 1. Understanding of mathematical terms such
as math manipulative and algorithms during
lesson activities.

2. Apply different problem-solving strategies

to complete word problem worksheets for a
variety of math-related situations.

Adolescent can hypothesize thinking ( e.g. able to present presumptions based on

of “what might be” / what if” and the the results
possibilities that can come out. 1. Demonstration of understanding during the
lesson through the use of interactive software
and videos to demonstrate various concepts
and equations related to specific problems.

2. concepts to build logic to apply in future

problem-solving scenarios.

(e.g. able to grasp new skills being introduce)

Adolescents can “perform mental
operations with the symbols which
may not naturally exist in their own
world”.
1. Students demonstrated the ability to interact
with geometric shapes and complete
arithmetic problems in the lesson using math
manipulative and virtual calculators while
interacting through the software interface.

2. able to utilize these numeric representations

 to understand the underlying concept of the
problem and solve it accordingly.

(e.g. able to discover and perform independent

Children can focus attention and take learning's if provided with tools and
time and search for needed instructions
information. 1. The students demonstrated this ability by
utilizing the instructional videos provided for
each lesson to practice the different concepts
being taught in class through reflection and
practice exercises related to the task or
activity.

2. Able to focus their attention on completing

the work given through answering test
questions at the end of each lesson unit and
reflecting on what they have learned.

(e.g.able to value, demonstrate and express

Adolescents can “understand their own interpretations of rhetoric's.
appreciate, and produce metaphors 1. The use of the videos and animations in
and other figure of speech”. the lessons allowed the students to better
understand the basic concepts associated
with each lesson through visual
demonstration and visual representation of
concepts and problem solving methods.

2. Adolescents use abstract mathematical

concepts such as place value, addition,
subtraction, multiplication and division to
help them solve problems.

4.b. IDENTIFICATION (For BSED)

Validating the age-typical characteristics of learners through observed behaviors.

1. Do you notice any pattern in your observation?

As a student teacher, I've observed that the pattern in my observations are keeps
returning to. When I am in the classroom with the students, I have found out that
they are generally more attentive and interested. I think that the reason for this is
that I've used techniques that I have studied and put it to use while working as a
student teacher.
2. Is there a relationship between grade level and the number of gathered evidence?

In the vast majority of instances, there is a correlation between grade level and the
quantity of obtained evidence. Younger pupils are more prone to gather knowledge
casually, whereas older students may be more likely to do so. Students with more
experience may also be better equipped to interpret the information gleaned from
an investigation than students with less experience.

3. What grade levels have displayed more abilities? Less abilities?

Educators is always on the lookout for ways to improve student performance.

Often, will educators look to determine whether or not their students are displaying
more abilities or fewer abilities. Teachers look at student performance and grades at
particular grade levels and draw some conclusions about what may be contributing to
poor performance. However, just because one grade shows less ability than another
does not mean that it is worse off than all of the other grades in the school. Instead,
teachers should take a closer look at student performance in individual classrooms
rather than on a collective basis when making comparisons. Students in younger
grades may display fewer abilities in some areas because they are just beginning to
learn those skills while older students may be performing better because they have
been practicing those skills for longer periods.

C. INTERNALIZATION
Drawing generalizations from observations of learners’ behavior.

1. Are all the learners in each range age (i.e., middle childhood or adolescence)
capable of performing all the cognitive abilities? Give reason for your response.

Not all students could perform all cognitive abilities because they have different
intellectual capabilities and knowledge. Furthermore, many students have limited
ability to cope with and learn a specific cognitive ability.

2. What cultural factors can enhance the cognitive development of learners?

Illustrate.

You should recognize their races, because your teaching should not affect their
races, or it should be equal to all, with no bias and also their belief, because the
lesson should have been relevant to them. 

3. What factor can hamper development?

 The environment plays a critical role in the development of children, and it
represents the sum total of physical and psychological stimulation the child receives.
Some of the environmental factors influencing early childhood development involve
the physical surroundings and geographical conditions of the place the child lives in,
as well his social environment and relationships with family and peers. A good school
and a loving-family builds in children strong social and interpersonal skills, which will
enable them to excel in other areas such as academics and extracurricular activities.

C. DISSEMINATION
Giving suggestions on how teachers can develop the cognitive abilities of learners.

Activities to enhance Cognitive Development of my Learners. ( Select

specific level and subject area)

Grade Level:11 Subject Area: Mathematics

The Activities that I will be using to enhance the Cognitive Development of my

Learners in Mathematics in Grade 11 are Multiple Choice Questions, Student
Evaluations, and Essay Writing. These activities were chosen to help enhance
cognitive development.

They will help my learners improve their critical thinking skills and help them
develop a growth mindset toward learning mathematics. I will also incorporate
concept mapping activities in my lessons to help my students develop their
conceptual understanding of different mathematical concepts. This will help them
develop a deep understanding of the subject and will increase their problem-solving
skills. In addition, I will provide them with multiple examples and case studies to help
them understand the topics better and to demonstrate how to apply these concepts
to real-life situations. This will help them to gain a better understanding of the
subject and improve their ability to solve problems and make appropriate decisions.
Finally, I will provide my students with regular feedback during class discussions and
help them identify areas that need improvement.

These strategies will allow me to build a positive learning environment that will
motivate my students to learn mathematics and increase their engagement in the
classroom. I am confident that they will benefit from this learning experience and
ultimately benefit from it in their future careers.

5.Learner’s Development and Instructions

A. PARTICIPATION
Identifying the instructional key events of a lesson in a particular class.
This a time - based observation.
Use the increments in 3 seconds in writing your notes.
See Sample below.
Episode TIME KEY LESSON EVENT
1. 9:00 Math/Science lesson starts.
2. 9:03 Teacher conducts review of past lesson by……
3. 9:06 Same activity
4. 9:09 Teacher introduces a game

“Meet your Cooperating Teacher prior to observation to inform him/her your

purpose”.

Observation proper:
Use the observation form in writing down your field notes every three (3)
minutes. Classroom Observation Form:
School: Silway 8 National High School
Grade/Year Observed: Grade 11 Name of Teacher: Dante Abaro
Subject Area Observed: Mathematics Time: 1:30 to 2:30 P.M.
Number of Students:42
Episode Time: P.M.
1. 1:30 Sir Abaro came.
2. 1:33 Sir put his things on his table.
3. 1:36 The teacher is recording the attendance.
4. 1:39 The teacher is recording the attendance even more.
5. 1:42 The teacher has a joke.
6. 1:45 Sir Abaro continue the attendance.
7. 1:48 Sir Abaro talks about things that don’t matter.
8. 1:51 Continuing to talk about matter that doesn’t matter.
9. 1:54 Sir Abaro asks the students if what they have learned from
yesterday lesson.
10. 1:57 Sir Abaro realize that they have assignment about Linear
functions.
11. 2:00 Sir wants them to exchange paper to their seatmates.
12. 2:03 They check the answers.
13. 2:06 Sir Abaro record the scores of the students.
14. 2:09 Sir Abaro presents the continues topic of linear functions
15. 2:12 Sir Abaro write at the blackboard the linear functions that’s
not written in standard form.
16. 2:15 Sir Abaro explain it.
17. 2:18 Sir Abaro is explaining even more.
18. 2:21 Sir Abaro give an example.
19. 2:24 Sir Abaro asks students if they’ve understood.
20. 2:27 Sir Abaro give an assignment.
21. 2:30 Sir Abaro said goodbye and go to his next room to teach.
5.a. INTERNALIZATION
Drawing the applications of the cognitive characteristics of learners in teaching-
learning practices.

For BSED:
1. What could be the reason/s why the teacher did not have the opportunity to
observe the suggested guidelines for the stage (during teaching learning
engagement time).
Being able to observe is one of the most important aspects of effective
teaching. Being able to observe our students enables us to respond
appropriately when they are unable to comprehend something or require
assistance. The environment of the classroom is not conducive to learning (for
example: The classroom is not large enough to accommodate all students, it is
not organized in a way that allows for effective teaching and learning, there is
not enough space for students to work alone or in groups, there are not enough
supplies in the classroom to effectively complete lesson activities, etc.). The
teacher's treatment of the students is inappropriate (for instance: The students
are uneasy around the teacher and do not feel like they can discuss their needs,
concerns, etc. with him or her.

The students are not interested in studying or learning anything new and have
not put in enough effort to comprehend the material. They lack the drive to
study for their exams, are easily distracted in the classroom, and fail to pay
attention to what's going on around them, among other things. The teacher
lacks the knowledge and abilities necessary to teach a particular subject
effectively (for instance: before attempting to plan a lesson for students, he or
she has not done enough research on the topic, has very little classroom
experience, or has not received adequate teacher training, etc.)

These issues must be brought to the attention of the relevant authorities so

that they can be addressed as soon as possible, regardless of the reason for not
being able to implement the suggested guidelines.

2. What significant characteristics of students enable them to reason out, discover,

invent and create new things?

Creative thinking also requires them to think outside the box and use their
imagination to come up with different solutions to a problem. Sometimes this
process can be difficult but students need to persevere and think creatively to find
the right solution. Curiosity also encourages students to ask questions and look for
answers in new places and try new things until they find a solution to a problem they
are facing. Students need to be creative and curious so that they can learn new
things and discover new ideas. Creativity allows students to come up with new
solutions to problems that they may not have been able to see from their previous
lesson so that they need to be flexible.
6.The Teacher as a Classroom Manager
PARTICIPATION:
Gathering of data on teacher management techniques through observation.
Request Permission from your Cooperating Teacher to observe.
Legends:
O - Observed
NO - No Opportunity to Observe
NA - Not Applicable
Teacher’s Management Concerns
Please check (/)
Concern 1: Establishing a teacher presence in the classroom as a O NO NA
responsible role model.
1. Show respect to command respect. /
2. Know every student and respect adversity. /
3. Master your lessons to act confidently. /
4. Speak courteously to students at all times. /
5. Show personal pride on your students. /
Concern 2: Establishing a well-organize caring learning
environment.
1. Structure a “welcoming” room. /
2. Arrange the seats according to anticipated learning activities. /
3. Structure learning centers and bulletin boards that reinforce instructions. /
4. Arrange an area for display of students’ works to recognize their /
worth.
5. Maintain positively stated rules that go with learning territories. /
Concern 3. Establishing clear set of attainable classroom rules.
1. Very importantly, model all established school and classroom rules. /
2. Lead the learners to set attainable classroom rules themselves. /
3. Direct students to make a plan for observing classroom rules. /
4. Enforce rules positively. /
5. Constantly review and revise rules if necessary. /
Concern 4. Establishing wholesome friendly relationship with
and among students.
1. Model respectful treatment of students at all times. /
2. Listen to students’ voices and choices. /
3. Foster honest, wholesome and constructive conversation. /
 4. Reinforce positive behaviors and achievements with deserved praise. /
5. Exhibit warm and cheerful disposition. /
Concern 5: Establishing a management system of routines
1. Establishing brief, precise routine procedures for organizing learners, /
equipment and activities.
2. Defines various noise levels and limits for different class /
acclivities.
3. Specify time for classroom activities and movement. /
4. Provide flexibility even with well-planned routines. /
5. Adopt a consistent and persistence approach to routine
implementation. /

Concern 6: Establishing a management system plan of routines.

1. Begin and end all activities on time. /
2. Plan well ahead to minimize interruption. /
3. Use prompts and signals to keep students on tasks. /
4. Make sure that all needed resource materials are readily
available. /
5. Allow student volunteers to carry out various tasks as privileges. /
Concern 7: Establishing a well organize instruction.
1. Provide a well-planned, focused and logically organized lessons.
2. Select varied teaching styles and grouping patterns to suit /
diverse learners.
3. Provide opportunities for productive learning engagement. /
4. Observe students’ engagement on task behaviors throughout the /
lesson. /
5. Maintain smooth transition from one activity to the next.

6. a. IDENTIFICATION
Share your observation experience. Based on your indicators of each key concern,
answer the following questions briefly.
1. How did the cooperating teacher establish her presence in the classroom as a
responsible model?

The cooperating teacher established her presence in the classroom as a

responsible model by following the school's rules and guidelines and wearing the
school uniform. Teachers modeled good grooming practices and etiquette for
students, who saw her as an example of what respectful dress should look like at
school.

At the end of class, the cooperating teacher should thank the students for their
attention and ask them if they have any questions about the homework or upcoming
activities. When answering their questions, she should use an encouraging tone and
reassure them that they can succeed. She should also set a positive example by
treating them the way she wants them to treat each other. Over time, her interactions
with the students will build trust between them and they will be more comfortable
working with her.
 As a result, I have come to the conclusion that my cooperating teacher has a
pleasant demeanor that enables each student to learn everything she teaches. She
provides the students with good examples so that she can learn with them, so that
they can collaborate to learn the school's rules and express themselves in various
languages and cultures. to make everyone happy, so that they can learn more easily,
learn more about themselves, and better communicate with others.

2. How did the cooperating teacher establish a managerial plan routine?

My Cooperating Teacher approached me with an idea to establish a managerial

plan routine. She thought that it would be beneficial for our class and help us better
manage our time. During her time as a cooperating teacher, she established a
managerial plan routine and followed it consistently in the classroom. She began the
class by greeting the students with a positive attitude and making a personal
connection with them to be able to bring sincerity to her students, and then lists our
assignments. In the end, we have another topic where we write any notes that we need
to remember and any questions that we have for our teacher.

6. b. INTERNALIZATION
You own wish list of competencies as a classroom manager.

Create your own wish list of competencies as a future classroom manager.

MY WISH LIST
As future classroom manager, my own wish list is as follows:
1. Be organized and have an effective filing system for materials.
2. Communicate clearly with compassion.
3. Build rapport with students and their families.
4. Maintain a positive demeanor.
5. Provide supportive and encouraging feedback to students.
6. Establish a classroom environment that is safe for students to thrive in and
7. Always demonstrate strong professional ethics.
 6. c. DISSEMINATION
Connecting what I learned - A Reflection

“Every future Teacher must develop a systematic personal management plan for easy
referral as you approach teaching internship”.

Connecting what I have observed: A reflection

As a future classroom manager…

I learned:

That the key is communication. You must be able to communicate with your
pupils and keep them informed about what is going on in the classroom.
Organization is essential for maintaining a productive learning environment. The
teacher needs to be flexible with their class schedule to accommodate the needs
of their students. Teachers need to set clear expectations with each of their
students at the beginning of the school year, so they know what is expected of
them throughout the year. Classes need to have assigned seats, and supplies need
to be organized and stored properly so they are not constantly being used.

I am excited:

to educate the learners in the classroom about technology There are many ways
to use technology to improve learning and keep pupils interested. I can help
students remain on task and get the most out of their education by using
technology in the classroom. Technology can also benefit me as a teacher by
giving me useful information about how my pupils are learning and how I can
better meet their requirements in terms of learning support. In the conclusion, my
goal is to develop a positive learning environment that inspires students to reach
their full potential and make a positive difference in the world. I'll spend a lot of
time studying about new technology as an educator and how to use it to interest
kids in addition to teaching about it in the classroom.

I need to:
 to establish effective learning environments in the classroom. One way to achieve
this is by giving my pupils the resources they require for success. Even though
teaching is the focus of my job as a teacher, I've come to realize how important it
is to be a leader in my classroom. It is up to me to create the tone in a classroom,
and I must provide my students useful advice on how they should succeed
academically. Managing a classroom library where students may access resources
to finish their work is one strategy, I've discovered to be successful. 

I am very much concerned about:

Is the way innovation is applied in the classroom. I think it's crucial that my
students have access to technology in a way that helps, not inhibits, their
learning. The use of technology in classrooms is a hot topic, and while I believe it
has some benefits, it also has the potential to cause a lot of distractions. The
ability for kids to explore as well as learn on their own terms is among the most
valuable lessons I've learned in my capacity as an instructor. "Many teachers
believe that using technology is the only effective approach to engage kids, but
this is untrue. I believe it is my duty as a teacher to establish a setting that allows
pupils to feel at ease and study as efficiently as possible.

I am afraid:
I will have to begin instructing my students on how to handle disagreement.
According to my understanding, there are three different sorts of conflict:
systemic (between the people and their organization or society benefit of the
entire), externally (between the people and the environment outside), and
internal (between the individuals involved). I believe that determining the nature
and root of the issue is the best method for me to approach these circumstances.
I'll then list the requirements that each party must meet in order to find a
solution. I'll try to find a method to resolve this matter in a way that meets the
needs of all parties concerned.

Oh, how I wish:

that I would be wise enough to consider using technology into my lectures within
course of my future career in education. It is no secret that digital is being
increasingly being utilized in classrooms today, whether it is to support group
projects as well as provide instructional resources. To properly prepare our kids
for a digital society, it is in our duty as educators to embrace technology in the
classroom. Our courses will be more interesting and enhance student engagement
 in their learning if technology is used effectively.

7. The Teacher as a Facilitator of Assisted Learning

7.1. Participation
Noting that teachers’ practices in providing assisted learning.

8. The Teacher as a Facilitator of Assisted Learning

8.1. Participation
Noting that teachers’ practices in providing assisted learning.

9. The Teacher as a Facilitator of Assisted Learning

9.1. Participation
Noting that teachers’ practices in providing assisted learning.

Scaffolding Strategies Observed

Subject area: GENERAL MATHEMATICS

Name of Teacher: Dante Abaro Time Observed: 1:30 to 2:30 P.M.

Learning Task Form of Assistance Given

a. Repeat explanation
Example: Solving a Math Problem b. Demonstrates steps in doing it.
a. Discussing the lesson
1. Starting the class using processing
questions. b. Giving examples

a. Providing direct instruction and

2. Providing students with a variety of feedback about their work
problems to work on in class.
b. Using an example or model to
demonstrate how to do a task.
a. Explain the rules, show examples
3. Having a Long Quiz of correct answers, and answer
questions from students.

b. Creating a rubric that clearly

states the criteria for success on
the quiz and providing it to the
class before the quiz is given.
 a. Providing students with a list of
4. Recitations of basic facts about definitions and other facts to
mathematics memorize before class begins

b. Making flashcards or other visual aids

to help students learn important
vocabulary.
a. Explaining the importance of
5. Reviews the properties of numbers and knowing the properties of
their operations numbers and how they can
be used to perform
operations.

b. Using concrete examples to illustrate

how the properties can be translated into
mathematical operations.
a. Demonstrating to students
6. Ability to solve problems in Linear how to find solutions to
Equation. specific problems in
arithmetic, algebra and
geometry.

b. Assigning students to practice

problems that will allow them to
practice the skills they learned in class.
a. Developing problem-solving skills
7. Thinking Logically in solving problems by teaching critical thinking
in mathematics skills such as analyzing
situations, making logical
inferences and drawing
conclusions from the evidence
provided.

b. Encouraging students to think

critically and come up with their own
solutions to common mathematical
problems.
7.2. DISSEMINATION
Writing a journal article on how to engage in assisted learning

Writing a Journal Article

Fostering student engagement with motivating teaching: an observation study of

teacher and student behaviors
Title of Article

Grade Level: 11
Subject Area: English

When it comes to teaching, many different techniques can be used to engage

students and encourage them to learn. Teaching is intrinsically a behavior that
requires both cognitive and affective components of human behavior to be effective
and successful. Engagement of teachers with students has even been linked to
increased student performance (Sullivan & Kleinman, 2000).

Student engagement can be measured by the amount of participation and effort a

student puts forth in the classroom setting. This "participation" can be both active,
such as asking questions or contributing answers, and passive, such as simply
listening to the lesson without contributing to the discussion. Tracking student
participation can be useful for identifying students who are disengaged from the
classroom and who might benefit from extra academic support. Research shows that
higher student engagement correlates with improved academic achievement and
better outcomes overall. In the classroom, there are several strategies that you can
employ to increase student engagement. These include making the subject matter
more relevant to the student's lives, giving them opportunities to interact with each
other and their instructor, and creating a fun and supportive environment where
they are not afraid to make mistakes. By incorporating these evidence-based
strategies into your lesson plans, you will be able to increase student engagement
and enhance their learning experience. Instructors can find ways to engage students
by creating a welcoming and encouraging classroom environment that is filled with
opportunities for interaction and collaboration. There are many ways to get students
involved in classroom conversation beyond just asking them questions and providing
answers. Encouraging them to work together on projects and research assignments
can help them build valuable study skills and become more productive learners.

Dewey believed that human beings learn through a 'hands-on' approach. This places
Dewey in the educational philosophy of pragmatism. Pragmatists believe that reality
must be experienced. From Dewey's educational point of view, this means that
children must interact with their environment to adapt and learn. The Deweyan
approach to education aims to foster creativity in students by allowing them to
experience their education through experimentation and play.

8. The Teacher as an Implementor of Purposeful Assessment

8.1 Gathering information directly from (2) teachers.

(AT LEAST TWO TEACHERS)
“Be sure to study the guide questions first before you start the interview”.

Interview Schedule
Guide
Greet the teacher (T) Date: 12/05/22 Time: 12:30-01:30 pm
you are about to
interview and mark Name of the Teacher): Al Jane Bacolod
the time you start.
Thank him/her for
giving you the time to
talk with him/her.
Ask how many years No. Of year as a teacher: 3 years
teacher has been Grade/Year Level: 11 Subjects Taught: Philosophy
teaching and the grade
levels and subjects
she/he is teaching
Inform teacher of the
purpose of the interview. “
I would like to learn how
you have been assessment
in your class”.
What assessment Check all those mentioned by the teacher.
methods have you ____Giving short quizzes
been using as a ____Giving long test at the end of a unit
teacher? ____Giving quarterly test.
(Anything else?) ____Oral questioning
 ____Performance Test
____Observation
____Others(specify)_______________________
________________________

Check all that apply.

What do you do when
you give short ____Teacher checks the quizzes after the class.
quizzes? ____Students check their own test paper
____Teacher always records the scores in a record book.
____Students record their scores in their own notebook.

What do you do with ____Notes the common errors by a show of hands.

the result? ____Teacher discusses the common errors in the class.
____Teacher returns the papers to the learners after
checking.
____Others:________________

What about if you Check all that apply:

give a long test like a ____Teacher checks the long test after the class.
unit or periodical test? ____Students check their own papers.
____Teacher always records the scored in a record book.
____Students record their own scores in their own notebook.
What do you do with
the results? ____Teacher notes the common errors by a show of hands.
____Teacher discusses common errors with the class.
____Teacher test papers to learners after checking.
____Others__________________________________

Do you let students Yes________ No______ Sometimes_______________

know about the results
of the test?

How? ____Teacher announces the score of each one.

____Teacher return test papers to the learners.
____Teacher takes up the common errors of the class.
____Teacher discusses wring responses of the learners and
show how they can be corrected.
____Others______________________

Why do you return the test

papers to the learners?
What’s your purpose for
the errors of the learners?
(Anything else?)
Other from testing, Check all those mentioned by the teachers.
what else do you use ____Project
for grading? ____Oral Performance
____Written Performance
____Physical demonstration Others.
(Specify)__________________________________
__________________________________

Which do you use for Check all those mentioned bt the teachers
arriving at periodical ____Shorts Quizzes
grades? ____Unit Test
____Quarterly Test
____Oral Test
____Projects
____Others
(Specify)_______________________________
________________________________

How do you compute the Write the Procedure here.

grade for the quarter?

Do you find assessment I find assessment useful to me as a teacher by being able to

useful to you as a teacher?
How?
(Encourage Teacher to
give as many reasons as
she/he can)
see how my students are doing on a weekly basis. Whether it
be on standardized tests, or in-class quizzes and projects,
assessment helps me see where my students need additional
help so they can improve their learning. My students are
assessed in many ways throughout the year; however, most
of my assessment happens during class time rather than
during testing periods like standardized state tests. In each
class, I assess my students through reading responses,
writing assignments, short answer questions, and other in
class activities. I also use a variety of assessments in the
classroom to determine what types of content should be
covered in upcoming lessons; for example, if I see a lack of
engagement on a particular topic or assignment, I can use
this information to modify my lesson plans to fit the needs of
the students and better help them learn the material. That’s
all.

Thanks, the teacher for the

opportunity she/he has
given you.
 8.2. PARTICIPATION/REFLECTION
Reflection

Why are teachers providing assessments? cite reasons on the following

instances.
A. quizzes after every lesson
B. unit tests
C. periodic test

A. quizzes after every lesson

Many instructors use quizzes to assess their students' comprehension of the material
covered in each lesson. This is a fantastic approach to make sure that pupils are
remembering what they have learnt.
 I believe that this is a good way for teachers to check student's understanding of the
material. Students often get distracted by their phones or by other things going on
around them. Quizzes help keep them focused and engaged.

B. unit tests

Unit examinations are frequently used in schools to assess pupils' comprehension.

Students take an exam that covers the material they have been studying to
accomplish this. Based on how well they do on the test, students are graded. These
test results may be utilized by both students and instructors to identify areas of
comprehension where study time should be concentrated.

C. periodic test

Periodic assessments are given by teachers to assist pupils in tracking their

progress and determining their areas of strength and weakness. Tests also assist
pupils in determining their learning priorities and problem areas. In the end, these
exams help pupils excel academically and attain their full potential. Good teachers
are aware of their students' individual learning needs and adapt their teachings
accordingly. Based on each student's unique demands, they modify their teaching
techniques. To help a student who learns best visually, a teacher can make a
thorough diagram outlining the key points of the lesson. For a student who learns
best verbally, the information might be presented orally or in the form of notes.

8.3 IDENTIFICATION
Inferring rationale for testing practices of teachers.
Below are some practices the teachers do after testing. Please provide good reason
for these practices? Of what good are these practices to learners?

Practices Possible Reason

Teachers have always been very
Teachers Announces the score of each interested in the academic performances
one.(learner) of their students. In some cases, they can
use this information to develop
interventions and support their students in
reaching their academic goals.
Unfortunately, many students don’t enjoy
receiving this type of feedback because it
can make them feel bad about their
performance and discourage them from
doing their best in school. Fortunately,
there are ways for teachers to give
constructive feedback without negatively
 affecting their students’ self-esteem.

One of the main ways teachers can give

constructive criticism is by announcing
each student’s score at the end of each
assessment. This is an effective approach
because it allows the teachers to provide
personalized feedback for each student
individually, while also reducing the
workload for them. When the teacher
announces the score for each one of their
students, they can make a point of
emphasizing the fact that not everyone
will get an “A” or “B” on their
assignment.

There are many good reasons for

Teacher returns to learners their test teachers to return students their test
papers. papers. First, returning test papers can
help to improve student motivation and
engagement. Many teachers see test
papers as a way for students to
demonstrate what they have learned in
class and to receive feedback from their
teachers. Therefore, if students are
handed back their test papers after
completing a test, they will be motivated
to work even harder and improve their
knowledge to pass the test next time.
Second, returning test papers can help to
improve student learning and
achievement. By handing back the test
papers to students, teachers can review
the material covered on the tests and
determine whether the students
understood the concepts taught during
class or if they need assistance in
studying for the test. Lastly, returning test
papers can help to reduce classroom
management issues, such as cheating.

Some of the reasons may be due to

Teacher discusses reasons for wrong incorrect assumptions that the person is
responses of learners. making, or because they simply don't
know the answer and have never given it
much thought before. In this article, we
will discuss some of the more common
reasons why students might respond with
 an incorrect answer.

Some of the reasons may be due to

incorrect assumptions that the person is
making, or because they simply don't
know the answer and have never given it
much thought before. In this article, we
will discuss some of the more common
reasons why students might respond with
an incorrect answer.

Here are some common reasons that

might be why a student might respond
incorrectly to a question. For example,
they may misinterpret the question or
simply not know the correct answer.
They might also feel that the question is
irrelevant to the subject matter that they
are currently studying, or they may not
understand the words that were used in
the question. In these cases, the student is
unlikely to get a high score on the exam
because they haven't provided a full and
accurate response.

Another common reason why students

might respond with an incorrect answer is
that they may not have understood what
the question asked. When a student
answers a question in this way, it's
difficult for the teacher to be able to
understand what the student is trying to
say, which can sometimes make it
difficult for them to provide an accurate
response. If a student doesn't fully
understand the meaning of the question,
they are unlikely to give a good answer to
it because they will not be able to identify
the most relevant and important aspects.

There are many good reasons why

Teacher makes/told/command learners teachers make/tell/command learners to
records their scores. keep score. One good reason is to help
learners track their progress. Another
good reason is to motivate students to
work hard and do well. Another benefit is
that keeping score helps keep the lesson
on track. Lastly, keeping score keeps
students involved and interested in the
 subject they are studying.

The following are some advantages of

using scores during a lesson: • It makes it
easy for students to keep track of their
progress in the class. • It helps motivate
students to work harder in order to do
well. • It allows the teacher to identify
which areas need to be reviewed more
thoroughly during the lesson. • It keeps
students involved and interested in what
they are learning. • It keeps the lesson on
task and helps it stay on schedule.

During the class, if students learn the

scores are not important, they wouldn't be
motivated to work hard in class to get a
good grade. If they don't like homework
or tests so much, they might tell their
parents that they don't want to do so
anymore.

Teachers make common errors with

Teachers takes up the common errors of their students. However, what is the good
the class reason behind this? It could be argued
that teachers make these errors because
they are trying to help their students.

The biggest mistake that teachers can

make is that they believe that they know
what their students know and are able to
get through the syllabus before the class
even starts. This is a big mistake because
not all students learn at the same pace or
with the same ability. Some students are
more experienced than others and have
learnt more at school while others may
have done less well or have gaps in their
knowledge. Perhaps the teacher is giving
the incorrect answer to help students to
find the answer themselves. However,
this is not a good reason to make an error
because it demonstrates a lack of critical
thinking on the part of the teacher.
Therefore, there is no good reason for a
teacher to make such an error. In
addition, it also shows that the teacher
does not know what the correct answer is.
Therefore, it does not inspire confidence
 in the student that what they are learning
is correct. Furthermore, making the error
demonstrates that the teacher is not
prepared to teach the class and is clearly
not qualified to teach the course. To
summarize, there is no reason for a
teacher to make such an error and so they
do not make the error for their students'
benefit.

School systems should be open to

allowing students to pursue their areas of
interest outside the curriculum, such as
extracurricular activities and sports, as
this is important for their overall
development. Schools should also
encourage students to take part in social
initiatives as well as community service
activities as this is a great way to develop
their leadership skills and improve their
sense of community.

The good reason teachers makes the

Teachers makes the learners correct their learners correct their mistakes is that it
mistakes. gives the learners a chance to learn from
their mistakes. It is not easy to make a
mistake, especially when we are anxious
or afraid. However, we should learn to
accept our mistakes and learn from them.
When we make mistakes, we must try to
learn from them and not make the same
mistake again.

When making mistakes, we should try

our best to learn from them and try not to
make the same mistake again. Parents
should always encourage their children
and students to correct their mistakes
because they will learn from their
mistakes when they correct them. They
should not be afraid of making mistakes
because they can learn from them if they
do so. Parents should encourage them to
correct their mistakes so that they can
improve their performance in the future.
Students can always help them to correct
their mistakes so that parents can provide
them with a better learning experience.
 Teachers must teach their students the
correct spelling of their words to prepare
them for tests. When they make mistakes,
they must correct them. It is an important
skill for them to learn, so they can use it
in their daily life and improve their
performance in school and at work.

8.5. DISSEMINATION
Committing to adopt useful testing practices to improve teaching and learning.

Given the testing practices you have learned from your interview of the teacher,
write down which practices you will adopt.

AS A FUTURE TEACHERS TO IMPROVE YOUR TEACHING

As a future teacher to improve my Teaching the practices that I will adopt are
essential to my success. This includes a personal commitment to self-reflection,
professional development opportunities, and the use of technology. Teachers who
are committed to life-long learning are better prepared to meet the academic needs
of their students and to recognize how their own beliefs about teaching are shaped
and informed by their culture, life experiences, and religious beliefs. The
relationship I have with my students is the most important part of my job as a
teacher.

As a teacher, I recognize that my relationship with my students is essential in

the success of the classroom. Students need to be motivated to learn and engaged
in the classroom to be successful. Additionally, I must be aware of how the
culture and traditions of my students affect their learning experience. It is also
important to establish clear expectations at the beginning of the school year and
communicate these clearly to students so they know what I expect from them and
what they can expect from me. Finally, to be an effective teacher, I must be able
to adapt to the needs of each of my students.

Teaching is inherently challenging as it requires a balance of organization and

adaptability. In order to meet the needs of each student, it is most important to be
adaptable and willing to try new things in the classroom. At the same time,
however, it is critical to maintain structure in the classroom and maintain
consistency from year to year. This allows students to develop habits that will
make it easier for them to succeed in the future.

10.The Teacher as an Effective Administrator

10.1. Observing a test administration episode.

Make an appointment your Cooperating Teacher to allow you to be an observer
when she/he is due to administer a quiz /long test(e.g. unit test or quarterly test) to the
class. Start recording the necessary information in your note.

Date: 11/29/22

Time: 1:30-2:30

Subject Observed: Mathematics

Grade Level: 11

Test to be Administered: Pre-Calculus

Purpose for Giving Test: To solve

9.2 PARTICIPATION
Recording practices prior to, during, and after giving a test.

A. Prior Testing

Time Started:7:30-8:30 am
1. Actual instructions given by the teacher to the class:(Be specific as possible in
writing chronologically what teacher says:)
(e.g., keep all notes closed or put all thing one meter away from your chair).

T: Get some papers

T: No cellphones allowed

T: One chair apart

T: Put your notebook on the bag

T: Answer quietly

B. Testing Proper
Observe closely this part of the lesson and answer the guide question.

1. How was the test administered? Checked all those that apply.

/ Entire test written on the board.

/ Entire test orally given by the teacher.

/ Some parts of the test are written; some parts dictated.

Learners received copies of the printed test where they wrote their answer.

Learners used answer sheets.

/ Test directions read by the teacher after test materials had been distributed.

Test direction were not given by the teacher.

/ Test directions were not given by the teacher. Instructions read by the
learners silently.

/ Some pupils called to read the instructions.

/ Instruction we’re given by part.

/ Examples were given on how to do each part.

Others:_______________________________________

2. What did the teacher do while students were taking the test? Check all that
apply.

/ Teacher went around the room to supervised learners,

Teacher stayed only in one place while testing was going on.
 Teacher left the room while learners work on test.

/ Teacher answered clarificatory questions of learners.

Teacher did not entertain any questions of learners.

Others:______________________________

3. How did the learners behave during the testing session?

Learners started all at the same time.

/ Many learners were doing other things than attending to the test.

/ Many learners asked seatmates what they would be doing.

/ Some learners showed signs of cheating/copying.

/ Most of the learners appeared to have understood the test directions.

/ Many learners appeared confused and did not know what to do.

Others:__________________________________

C. After Testing Session

Observed closely how the testing ended.

How did the teacher finish the testing session? Check all that apply.

/ The teacher asked the class to stop working at the same time.

Teacher still allowed learners to continue working even after the time was
up.

/ Teacher had a systematic way of collecting the test papers.

Learners submitted their test papers in any way and at any time they wanted.

Others:_____________________________________
9.3 IDENTIFICATION

Matching teacher’s testing practices with good students’ behavior.

Which of the practices you have checked in the Participation part will consider as
good practices?

Phase Good Practices Reason

For the students to have a
1. To provide a smooth and precise test not
Preparatory Phase printed or written being able to mind
test. external factors like they
cant hear or focus upon
answering.

2. To have a clear To avoid

and precise miscommunication and to
instruction given practice the students
before the test comprehension upon
starts. understanding the
direction given.

3. Ensure that the To ensure that the learners

content of the test have ideas and knowledge
are things that are about the test and for them
included in your to be able to answer it.
previous lessons.

4. Having a well So that the learners could

ventilated and answer effectively without
lighted room. having much distraction
because of the heat and
lightning.

5. Ensure that every To avoid copying and

student has a talking to their seatmate
clean table and
secure the
distance between
every student
 1. Make sure to To avoid cheating and
watch your copying from seatmates.
Actual Testing students like a
hawk when the
test starts

2. Make sure to
answer and To prevent
clarify the misunderstanding and to
students’ clarify each student
questions concern regarding the quiz
regarding the quiz provided.
given.

3. Never leave the To avoid/ prevent talking

room unattended. to their seatmates and
copying.

4. Make them start For the students to have

the quiz on the equal time to answer.
same time.

5. Make sure that For the learners to answer

they have effectively.
understood the
quiz provided.

1. Make them stop For the learners to have

answering at the equal opportunities to
End of Testing same time. answer.

2. Have a systematic To have a neat and clean

way of collecting way of passing of paper.
the papers.

3. Make sure to To avoid loss of paper and

count and remind to ensure that all of your
to write their students already passed
name on the their papers.
paper.

4. Clarify that To have and maintain

absence upon equal opportunities to
taking up quizzes learners.
is not easily
excused.

5. Make sure to To ensure that no paper is

double check lost, and all students have
everything before already passed their paper.
 leaving the room.

9.4. INTERNALIZATION
Inferring the benefits of administering tests properly

You have observed how your Cooperating Teacher administers a test from
beginning to end.

1. Why is it important to administer a test properly? Consider the purpose of the

assessment.

A. For the Learners

The purpose of having a test is to assess the students learning and in order for you
to do that efficiently, one must administer a test properly to avoid misunderstanding
and to have a clear and precise outcome of the assessment because this will have a
huge impact upon the learners because having an assessment not only measure their
knowledge and learning but also their capacity to understand and apply what they
have learned.

B. For the Teacher

As I’ve mentioned before, the purpose of tests is to assess their learning and what
they have learned from your lessons. Having to administered a test properly would
result to precise and clear outcome in your part and for you to be able to know if
which part of the assessment are they weak and to learn on where to focus more later
on in teaching/ discussing. It also measures the effectivity of a teacher in teaching.

2. What consequences may result if test are not administered properly?

If the test cannot be administered properly, it may result to unprecise and unclear
assessment in both the learner and teacher because tests are one way to assess the
learning capacity and knowledge of students and it is the basis of the teacher if he/ she
is considered an effective teacher.

9.5. DISSEMINATION
Formulating guidelines for effective test administration
 Based on what you have observed and learned in this learning experiences, write
down some standards for future teachers to follow when administering a test.

Standard for Administering a Test

(Reflection)
Tests are an essential part of every classroom and other educational settings. Every
student must pass a series of tests to demonstrate their abilities as they progress
through their educational career. Additionally, schools and other educational
institutions often use examinations to assess the knowledge and abilities of their
students. The results of these assessments help teachers plan for each student's
educational needs and guide them in their teaching decisions.

Tests fall into two main categories- performance and placement. Performance tests
assess a student's current knowledge and abilities. Placement tests help teachers
determine which courses students should take and in what order. Each type has its
own unique purposes and duration. For example, the American Educational
Association's recommendations for the American College Testing Program explain
that performance tests should last five to six hours while placement tests should last
three to four hours. In addition, every test has a syntax that's unique to the assessment
tool- for example, the syntax of a mathematics assessment would differ from that of
an English assessment.

Every test has certain factors to consider when deciding which ones to administer.
For example, when selecting which tests to administer, you should consider the
following:

In addition to considerations related to test type, timing is also important when

selecting which tests to administer. You must decide when to administer tests so that
you have enough time for students to prepare and take them without interruption.
Although students may find it easy to study for a test during class, they may have
difficulty absorbing new material if the test is immediately after class. Instead, it's
best to choose a time period before the exam that allows students time to study before
taking the test.

Many factors affect how candidates will perform on an examination; however, few
people know what factors influence examination success as well as failure. One
aspect of preparation that few consider is choosing appropriate exam content. This is
an especially difficult consideration for future educators who will be using exams as
part of their teacher certification programs or subject assessments for their courses. In
these cases, the consequences of choosing poorly are severe as affected individuals
will negatively impact both the learner and the learning environment in major ways
by failing in this way repeatedly.
 Another factor related to testing success is planning ahead when selecting which
tests to administer. For example, if you're preparing students for an examination, you
should do so several weeks in advance so they have enough time to study and take the
test without interruptions from classwork. In addition, you don't want any late
additions or amendments affecting which tests you can use- otherwise, these may
confuse or disadvantage students already struggling with fatigue from other sources
such as injuries or illnesses. By planning ahead, you can minimize testing errors and
other problems that can be caused by last minute preparation work or changes on
someone's part.

Tests are essential tools used throughout everyone's life- from school exams to
career tests in vocational training programs. To make sure your exams are effective,
follow guidelines above when selecting which tests to administer. Additionally, plan
several weeks in advance when selecting which tests to administer so that students
have enough time to study and take them without interruption from classwork.

11.Identification (INSTRUCTIONAL MATERIALS)

Considering the different principles in selecting instructional materials.
While searching for your CT’s instructional materials, make yourself guided by
the following principles in selecting instructional materials (Bruno 2004).
Check whether what you have searched adhere to the given principles:

YES NO
A. Principle of appropriateness (appropriate to the intended
learning objectives and level of the learners) /
B. Principle of authenticity (present, accurate, up to date and
dependable information) /

C. Principle of Cost (economical and easy to manipulate) /

D. Principle of Interest (power to encourage creativity and

imaginative response among the learners) /
E. Principle of Organization and Balance (clarity and in
accordance with the principles of learning such as reinforcement /
or transfer)

Reexamining Your Assisting Task:

In assisting your CT to search for appropriate instructional materials, what

problem have you encountered as regards the principle to apply in the selection of
instructional materials?
 Or you may provide your REFLECTION in relation to the appropriateness of
instructional materials to the lesson and learning outcomes.

When educators design educational materials for use in the classroom, they must
consider several factors. One consideration is whether the materials are traditional or
original. Traditional materials are those based on previously published material.
Original materials are those based on the creator's own ideas. While it is acceptable
for schools to use traditional materials, educators are encouraged to create new
learning materials when possible.

Traditional instructional materials include textbooks, lesson plans, handouts,

worksheets, and other similar material. These materials provide comprehensive
knowledge that will help students learn everything they need to know. While it is
acceptable for schools to use traditional materials, educators are encouraged to create
new learning materials when possible. In addition, schools should use both traditional
and new materials to meet the needs of their students.

12.Participation
Getting Acquainted with intervention strategies.

Familiarize yourself with some intervention activities being done by your

Cooperating Teacher. Add to the list other intervention activities that your CT uses
in his or her class.
YOUR OWN SUGGESTIONS or OTHER IDEAS or INTERVENTION
than what are written below. Continue on number eight (8).

Intervention Strategies
1. Repeat instruction more than once.
2. Repeat your cooperating teacher’s questions to learners.
3. Give more example.
4. Read with the learners his/her instructions.
5. Move around to see if learners are engaged.
6. Sit with learners who cannot follow instructions.
7. Stand close to students who always misbehave.
8. Let the students read the question.
9. Ask the students who are not listening about the given topic.
10. Move the students who are not listening far away from their friends.
11. Tell them that you have a quiz after the lesson.
12. Make your voice louder to make them listen.

Essence of intervention
(Reflection)
 The essence of intervention strategies in school is that my cooperating teacher
creates a plan with me to work on specific problems that I am having in class. Our
plan is tailored to the individual student and includes identifying my strengths and
weaknesses, setting goals, providing encouragement, and helping me to stay
motivated through the writing process. My cooperating teacher provides feedback in
my writing to help me grow as a writer and develop a stronger academic vocabulary.

The purpose of writing interventions is to help students improve their writing skills
and overcome challenges they may be facing with the writing process. Intervention
strategies are put in place to provide students with the support they need to be
successful writers. There are two main types of writing interventions: small group
instruction and individual counseling. Small group instruction allows students to work
with their peers and receive feedback from their teacher throughout the semester.
Individual counseling provides students with personalized attention and support
throughout the writing process. As part of my school's intervention program, I attend
a weekly meeting with a small group of my fellow students to discuss our progress
and address any issues we may be experiencing. We also have a one-on-one meeting
each week with my cooperating teacher who reviews my work and provides me with
individualized feedback. This program has helped me to develop a deeper
appreciation for writing and stronger skills I can use when I sit down to write
independently. Writing is an essential part of my education and I look forward to it
each day.

When writing a research paper in a history class, I realized I needed to focus more
on my overall research process and be more strategic in my research strategy to avoid
getting lost in the weeds. My cooperating teacher suggested I make a plan for my
research at the beginning of the project and use it as a reference as I work my way
through the research process. Having a clear plan of attack was incredibly helpful
when I was working on my paper because it forced me to identify key questions that I
wanted to answer and set goals for myself on exactly what I wanted to accomplish by
the end of the project.

13. DISSEMINATION
Securing the Experiences Through Insightful Sharing of Thoughts.

When you participate with your Cooperating Teacher in the supervision of

classroom activities and co-curricular activities, and with your CT’s giving you
accompaniment, what are your insights regarding the experience.

My experience in Participating in the Classroom Activities and Co-curricular

Activities with my Cooperating Teacher
Having had the wonderful opportunity to work with a cooperating teacher
throughout my undergraduate years, I have been able to gain valuable experience
through participating in classroom activities and co-curricular activities. Throughout
these activities, I have acquired important skills and knowledge that have helped me
to develop as a student and teacher.
 Reflecting on my experiences as a cooperative teacher-student, I would say that the
most valuable lessons I have learned relating to the importance of collaboration and
communication in the workplace. By working with my cooperating teacher, I was able
to gain valuable insight into his teaching style and his ability to guide students
through difficult material. The skills I learned through my involvement with my
cooperating teacher have taught me the importance of maintaining a good working
relationship between myself and the students in my classroom. However, I realize that
the most important lesson I have learned from my participation in the various
classroom activities and co-curricular activities is my ability to work effectively in a
team environment. My experience working with my cooperating teacher has helped
me develop the skills I need to communicate effectively both verbally and in writing
and work effectively as a member of a team.

Thanks to my experience as a teacher's aide, I have become a more effective

communicator and I am more comfortable speaking in front of large groups of my
peers. In addition, I have developed a better understanding of what it takes to be an
effective teacher and I am able to utilize these skills in the classroom setting.