OMALAY - FINAL NARRATIVE FORMAT - (Edited)

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COLLEGE OF TEACHER EDUCATION
A COMPREHENSIVE NARRATIVE REPORT

ON INTERNSHIP ACTIVITIES
SY 2022-2023
MELISSA P. OMALAY
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A Comprehensive Narrative Report on

Internship Activities
Presented to the
Faculty of the College of Teacher Education
Franciscan College of the Immaculate Conception, Baybay, Leyte, Incorporated
Baybay City, Leyte
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education Major in Filipino
MELISSA P. OMALAY
MAY , 2023
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APPROVAL SHEET
In partial fulfillment of the requirements in the course
Education 45, this Narrative Report on Student Teaching Experience
has been prepared and submitted by Ms. Melissa P. Omalay.
Accepted and approved as partial fulfillment of the requirements in the
course Education 45.
ELIZABETH BALTAZAR, MA
Student Intern Coordinator
GENEVIEVE MARIE T. BACTASA, MA

SIPP Coordinator
Program Head for Teacher Education
MARIA VICTORIA A. GONZAGA, Ed.D

Dean, College of Teacher Education
Rating: _________________
Date : _________________
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ACKNOWLEDGEMENT
The author wishes to express her sincere and heartfelt

gratitude to those, who in one way or another has encouraged,
supported, assisted, and influenced the accomplishment of this
study.
Apart from her efforts, the success of this narrative report

depends largely on the encouragement and guidelines of many
others. The author takes this opportunity to express her gratitude to
the people who has been a huge part in the completion of her
success.
Above all, she profound gratitude to Our Almighty God for

the constant guidance in finishing her educational endeavor. Who
bestowed her health, showered blessings, granted courage and
perseverance in pursuing her studies and made all things possible in
achieving these goals.
Her heartfelt gratitude to her mother and her aunt Marilyn,

who inspired and supported emotionally and financially to start and
finish. Without them, finishing the profession she chose would not
be possible. Thank you so much.
To her boyfriend Kiener, he is also one of the inspirations

for completing this course. She thanked you for your patience and
unwavering love. You were her strength when she was down, and
helped her emotionally and financially.
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She would also like to thanked her siblings, Erlinda, and

Marvin, who have been supportive her education since the
beginning. They both never got tired of listening, especially when
their only had themselves to rely on. Many difficulties have
befallen, but their faith remains strong, particularly the hope that she
will graduate.
To her cooperating teacher Ms. Sarah Jane Caintic, Mrs.

Mirasol Arradaza and Mrs. Analou Montilla who shared their
knowledge, strategies, skills and quintessence of teaching. They
taught well in lesson planning, shared their expertise in teaching for
her to become an effective and influential teacher in the near future.
To the students in grade 8 Peace and Joy in FCIC, and grade 9 Science,
Technology, Pine, Kamagong and Agoho in BNHS for their respect,
cooperation, participation and memorable memories.
To the BSED-4 friends that made her happy in her everyday training
whether in-campus and off-campus. She is grateful to them for their
advices in her lesson planning and demonstration and will forever
cherish all the funny memories that relieved the stress during the whole
internships.
To the Dean of College and Dean of Education who is very supportive

and encouraging. Thank you so much and may God bless us all.
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TABLE OF CONTENTS
Cover Page
Title Page
Approval Sheet
Acknowledgement
Table of Contents
Vision, Mission, Description of Teacher Education Program
FCIC Student Teaching Program
Philippine Professional Standards for Teachers
I. Introduction
II. Professional Readings
1. Professional Learning in the Digital Age
2. Online Differentiated Learning Strategies
III. Pre-Deployment Orientation
1. ORIENTATION
IV. Delivery of Student Teaching Internship Program

VIRTUAL CAMPUS TRAINING
1. BRIEF HISTORY OF THE HOST SCHOOL
2. DESCRIPTION OF SCHOOL SITE
3. VISION, MISSION AND GOALS
4. OBJECTIVES OF BASIC EDUCATION
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5. GENERAL OBSERVATION AND PARTICIPATION OF THE

HOST SCHOOL
6. CAMPUS SKETCH
7. ORGANIZATIONAL CHART
8. FIRST SHIFT TRAINING
8.1 ORIENTATION OF POLICIES
8.2 FIGURES
9. SECOND SHIFT TRAINING
9.1 ORIENTATION OF POLICIES
9.2 FIGURES
V. REQUIRED OUTPUTS
1. Observation of Classes
1.1. Introduction
1.2. Certificate of Attendance on the pre-observation and post-
observation conferences with the Cooperating Teacher and the College
SIPP Coordinator and the Dean
1.3. Daily reflection Journal
1.4. Sample Daily Reflection Journal
2. Class Routines
2.1. Protocols for classes in the learning modality employed by the
school
2.2. Assisting the Cooperating Teacher in the preparation and
implementation of Class guidelines for holding classes through
distance learning modalities.
3. Preparation of Instructional Materials
3.1. Attendance on Assisting the Cooperating Teacher in the
preparation of presentations and learning materials to be used in
classes.
3.2. Sample of Developed contextualized instructional materials
appropriate for the demonstration teaching modality.
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4. Class Activities
4.1. Attendance on Assisting the CTs in preparing class activities
4.2. Attendance on Facilitating LDM class activities with minimum
supervision from the CTs
4.3. Three sample copies of designed contextualized learning activities
aligned with the MELCs
5.Assessment Practices
5.1. Assisting the Cooperating Teacher to create assessment materials
related to the lessons, applicable to various distance learning delivery
modes.
5.2. Sample copies (3) designed templates for various assessment tools
with suitable scoring rubrics.
5.3. Assisting the Cooperating Teacher in checking students’ outputs.
6. Demonstration Teaching
6.1. Sample (5) lesson plans.
6.2. Online demonstration teaching
7. School Forms
7.1. Accomplished DEPED required forms and FCIC Required forms
8. Webinars
8.1 Webinars Attended
8.2. Certificates
VI. HYMN OF THE HOST SCHOOL
VII. CONCLUSION AND RECOMMENDATIONS
VIII. APPENDICES
XI. THE AUTHOR
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VISION, MISSION, DESCRIPTION of TEACHER EDUCATION

PROGRAM
VISION:
The FCIC College of Education as globally competitive educators
founded on the teachings of Christ and imbued with Franciscan
spirituality, morally upright, professionally competent and socially
responsive.
MISSION:
The FCIC College of Education commits itself to:
 Nurture teacher with excellent pedagogical, technological and content

knowledge competence;
 Offer academic programs and services that are relevant and, where
appropriate, interdisciplinary;
 Infuse into the academic life Christian values imbued with Franciscan
spirituality and an awareness of the needs of the community;
 Contribute to the development of educational theories and practices
through functional and meaningful researches.
PROGRAM DESCRIPTION
The curriculum is designed to prepare professional teachers for
practice in primary, elementary and secondary schools in the
Philippines. The design features include various components that
correspond to the basic specialized knowledge and skills that will be
needed by a practicing professional teacher: foundational general
education knowledge and skills, professional and ethical values, and
subject matter knowledge appropriate to the level of teaching.
The curriculum recognizes the need to equip teachers with a wide
range of theoretical and methodological skills that will allow them
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more options and greater flexibility in designing and implementing

learning environments that will maximize their students' learning, once
they are in the teaching service.
The Franciscan College of the Immaculate Conception, Baybay, Leyte,
Incorporated, Teacher Education Department offers Bachelor of
Elementary Education (BEED) and Bachelor of Secondary Education
(BSEd) program majors in Biological Science, English, Science,
Mathematics, Filipino, Pre-elementary.
PROGRAM OBJECTIVES
1. Provide the needs of globally competent professional; teachers for
Primary, Elementary and Secondary schools in the Philippines and
abroad who are intellectually, physically, morally, socially and
emotionally equipped to fulfill their teaching professions;
2. Prepare future teachers to become efficient promoter and facilitator of
learning in the light of their field of specialization abreast with
pedagogical principles that would enable the learners to develop to the
fullest their God given potentials concomitant to a continuing pursuit
of lifelong learning.
3. Produce committed educators whose clear understanding and
appreciation of human ideals, global perspectives, and Filipino cultural
values would inspire learners towards self-realization with Franciscan
spirituality and Christian outlook in life and human aspiration.
FCIC Student Teaching Program
A. Overview of the Field Study and Teaching Internship

Despite the current situation the threat of the COVID 19
Pandemic, schools must continue to strive to sufficiently prepare the
next batch of teachers to teach in the post-pandemic, new normal
environment. Hence, in addition to the current preparations being
undertaken to deliver courses by means of flexible modalities, the Field
Study and Practice Teaching courses also need to be redesigned in
ways that are compatible with the present situation. The need to shift
from residential or face to face teaching to flexible learning in higher
education and learning delivery modalities in basic education to ensure
the health, safety and security of the teachers, students, pre- service
teachers and other stakeholders during the time of the pandemic is
fundamental. Field Study and Teaching Internship courses must be
experiential, using the different new normal learning modalities;
developmental through coaching and mentoring, and aligned with the
Learning Continuity Plan (LCP) and Most Essential Learning
Competencies (MELCs). Hence, the students are deployed in the FCIC
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Basic Education Department to comply the requirements of the field

studies and practice teaching.
Student teaching is a semester of full-time exposure intended for

senior education students. Twelve weeks or a total of 365 hours
internship. For this year, rotational scheme is observed and virtual or
online classes are experienced by the student teachers as mode of
delivery of lessons for the new normal. This period is made up of the
following phases: orientation, observation and participation,
Orientation. This is done on the first and second day of the start of the
official classes. Only students who are officially enrolled will be
allowed to participate in the orientation. Orientation is given by the
Dean and the program head which includes the following: School
facilities, Objectives and principles of student teaching, Organizational
structure and management of the school, Class policies and practices,
guidelines in the new normal, information about the learners, different
school activities, requirements expected from student teachers,
evaluation and grading system, code of ethics, review of PPSTs and
MELCs.
Observation and Participation. This is done on the first week of

internship. Student interns are given time to observe the conduct of
classes in the new normal setting: the class schedule, class activities,
delivery of virtual classes, delivery of modules, assessment and grading
system.
Actual Teaching/Practice Teaching. Student interns will be

tasked to conduct classes basing on the adopted Mode of Delivery of
the school.
After the 12 weeks teaching experiences, the student teachers

continue to work and comply the other requirements for
graduation/passing the program.
B. Objectives of the Students Teaching Program

The student teaching program aims to:
1. apply the theories, principles and techniques learned in the

professional education courses;
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2. provide experiences that will equip student teachers with different

competencies to be effective teachers;
3. develop the student teacher’s personality as a professional teacher;
4. provide the opportunity to get oriented with the total – school

environment;
5. provide experiences for promoting school – community relations;
6. enable the prospective teacher to form his philosophy relevant to the

teaching professional ideals and sound attitudes among student
teachers, and
7. help the student teacher gain perspective of the whole role of a

teacher.
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PHILIPPINE
PROFESSIONAL
STANDARDS
FOR
TEACHERS
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PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

Teachers play a crucial role in nation building. Through quality
teachers, the Philippines can develop holistic learners who are steeped
in values, equipped with 21st century skills, and able to propel the
country to development and progress. This is in consonance with the
Department of Education vision of producing: “Filipinos who
passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully
to building the nation” (DepED Order No. 36, s. 2013).
The Philippine Government has consistently pursued teacher
quality reforms through a number of initiatives. As a framework of
teacher quality, the National Competency-Based Teacher Standards
(NCBTS) was institutionalized through CHED Memorandum Order
No. 52, s. 2007 and DepED Order No. 32, s.2009. It emerged as part of
the implementation of the Basic Education Sector Reform Agenda
(BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for
Mindanao (BEAM), the Strengthening Implementation of Visayas
Education (STRIVE) project and the Third Elementary Education
Project (TEEP).
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The K to 12 Reform (R.A. 10533) in 2013 has changed the

landscape of teacher quality requirements in the Philippines. The
reform process warrants an equivalent supportive focus on teacher
quality – high quality teachers who are properly equipped and prepared
to assume the roles and functions of a K to 12 teachers.
The Philippine Professional Standards for Teachers, which is
built on NCBTS, complements the reform initiatives on teacher quality
from pre-service education to in-service training. It articulates what
constitutes teacher quality in the K to 12 Reform through well-defined
domains, strands, and indicators that provide measures of professional
learning, competent practice, and effective engagement. This set of
standards makes explicit what teachers should know, be able to do and
value to achieve competence, improved student learning outcomes, and
eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness,
among others. The professional standards, therefore, become a public
statement of professional accountability that can help teachers reflect
on and assess their own practices as they aspire for personal growth
and professional development.
Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher
quality in the Philippines. The standards describe the expectations of
teachers’ increasing levels of knowledge, practice and professional
engagement. At the same time, the standards allow for teachers’
growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are
required by teachers to be effective in the 21st Century in the
Philippines. Quality teachers in the Philippines need to possess the
following characteristics:
• recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a
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sound and critical understanding of the application of theories and

principles of teaching and learning. They apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge
and current research. They display proficiency in Mother Tongue,
Filipino and English to
• facilitate the teaching and learning process, as well as exhibit the
needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
• provide learning environments that are safe, secure, fair and supportive
in order to promote learner responsibility and achievement. They create
an environment that is learning-focused and they efficiently manage
learner behavior in a physical and virtual space. They utilize a range of
resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
• establish learning environments that are responsive to learner diversity.
They respect learners’ diverse characteristics and experiences as inputs
to the planning and design of learning opportunities. They encourage
the celebration of diversity in the classroom and the need for teaching
practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.
• interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to
learners and based on the principles of effective teaching and learning.
They apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and
sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner
participation, understanding and achievement.
• apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress and
achievement.
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• use assessment data in a variety of ways to inform and enhance the

teaching and learning process and programs. They provide learners
with the necessary feedback about learning outcomes that informs the
reporting cycle and enables teachers to select, organize and use sound
assessment processes.
• establish school-community partnerships aimed at enriching the
learning environment, as well as the community’s engagement in the
educative process. They identify and respond to opportunities that
link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other key
stakeholders. They understand and fulfill their obligations in
upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners,
parents, schools and the wider community.
• value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that
uphold the dignity of teaching such as caring attitude, respect and
integrity. They value personal and professional reflection and
learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more

specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of
seven strands:
1. Content knowledge and its application within and across curriculum
areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
6. Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills Mother Tongue, Filipino and
English in teaching and learning
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7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious
backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment
strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
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5. Use of assessment data to enhance teaching and learning practices

and programs
Domain 6, Community Linkages and Professional Engagement,

consists of four strands:
1. Establishment of learning environments that are responsive to
community contexts
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development,

contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
To respond to the needs of the times, the FCIC Teacher Education
Program is also anchored in the principles of Philippine Catholic
Standards specifically in Dimension 3 on Learner Development where
it:
• ensures the integral formation of the human person through a

relevant, robust, and rigorous curriculum inspired by Gospel values;
• provides relevant and meaningful teaching and learning experiences
delivered by a community of professionally qualified, competent, and
committed school personnel;
• engages in school-wide standards-based assessment to inform
curriculum and instruction for total learner development.
FCIC Teacher Education program recognizes that quality teachers

play a vital role in quality education. Hence, the program is dedicated
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to its sincere pursuit in producing quality teachers through offering pre-

service teacher programs aligned to national goals and standards.
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I.
INTRODUCTION
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I. INTRODUCTION
They claimed that teaching is the sole profession that stood out among all other
professions in which I firmly believe because teaching is a noble profession that entails
a great deal of duty and responsibility towards students. Being a Teacher inspires and
motivates students to take significant life steps in addition to imparting knowledge and
preparing them for the future. They continue to make efforts to bolster students' self-
assurance and guide them in the right direction. Many educators devoted their entire
lives to empowering their pupils and helping them develop into better, more successful
people in the world.
First and foremost, this narrative I created is intended to describe the significant
occasions that occurred throughout my time as a student teacher intern. This thorough
narrative report exemplifies how a teacher can adjust to any circumstance. This
demonstrates how educators try their hardest to deal with any situation and give
students the information they require. In this narrative's content, a variety of experiences
are evident.
Due to the pandemic, it took two years for everything to return to normal. With
the return of school, a lot has changed, particularly for teachers and students. At the
forefront of this are the protocols that will be implemented for everyone's safety. There
are numerous posts about the Covid protocol at school. Many teachers are still adjusting
to the new normal, in which almost all school events and other school concerns,
including parent meetings, are conducted online before.
The students were able to continue their studies despite the pandemic thanks to
technological equipment. Laptops, smartphones, tablets, and computers are important
pieces of equipment in the pandemic that has spread across multiple countries. As a
result, I believe that technology is one of the most pressing needs in education today.
Technology is one method for providing students with a quality and structured
education.
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II.
PROFESSIONAL
READINGS
II. PROFESSIONAL READINGS

1. Professional Learning in the Digital Age
The Digital Age also called the information Age is defined as the time period starting in
the 1970’s with the introduction of the personal computer with subsequent technology
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introduced providing the ability to transfer information freely and quickly and it is a
historic period beginning in the 20th century and characterized by the rapid shift from
traditional industry that the industrial revolution brought through industrialization to an
economy primarily based upon information technology.
What is digital Age?

• For many, the digital is simply the industrial era ‘amped up’ on teach steroids. Perhaps
marked by the IT industry’s coming of age as new technology became as much part of
the social fabric as it was in the world of business.
To Bring Learning into the Digital Age, We Must Empower Teacher
By Bev Perdue, June 3, 2018
When you’re trying to find a restaurant in an unfamiliar city, do you pull out a
folded-up map, or do you pull out your smartphone and Google it?
As technology evolves, our expectation for how that technology can and should
make our lives better evolves with it. While holding a paper map may bring out a
sense of nostalgia, we know inherently that our phones will help us to navigate to an
unknown location more quickly and efficiently. Yet, every day, we ask teachers to
prepare 50 million U.S. students for college and careers using a one-size-fits-all
learning model that is tailored to the past. Under this model, teachers and schools are
pressured to teach compliance rather than competency, and our students leave school
well prepared for their future.
 Less than 40 percent of graduating high school students score at college and career-
ready levels.
 The U.S. faces a skills gap in which 6.9 million people are unemployed despite the
availability of 6 million jobs.
 Fourth- and eighth-graders in the United States have made little to no gains in math and
reading since 2015.
Teachers know the current system is outdated, and they know technology can
help provide an answer for better success. A 2016 survey of 1,327 teachers revealed that
85 percent “believe digital tools that provide immediate, ongoing information about
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student understanding will increase learning.” Unfortunately, most teachers also said
they feel they lack the skills and knowledge they need to effectively incorporate digital
tools and personalized learning practices in their classrooms.
To bring education into the digital age, we must give teachers the skills they need
to adapt to their classrooms. And teachers can’t do it alone – they need district and
state leaders to invest in meaningful professional development opportunities that let
them explore new teaching practices. That’s why digiLEARN, the nonprofit I co-
founded that’s dedicated to increasing personalized learning options for students and
expanding instructional opportunities for educators, has created two resources to
empower teachers and schools to transform classrooms through technology. The first is
a new brief, Personalized Learning in a Digital World: Four Key Priorities for Digital
and Personalized Learning, a guide for teachers and schools to learn best practices for
incorporating technology and data into the classroom. This report, released publicly last
week, highlights four key priorities for schools and school districts:
 defining personalized learning from the student’s perspective;

 developing the capacities of teachers to implement digital and personalized learning
practices in their classrooms;
 creating high-quality digital content and innovative state assessment models that
provide real-time feedback about students’ learning;
 and improving access to education through the strategic expansion of technology
infrastructure and high-speed broadband access.
The brief includes real-world examples for each priority, showcasing how
schools and districts can successfully implement them. The second resource is our
Digital Scholars Initiative, currently in its pilot phase in North Carolina with plans for
expansion across the country. Through the Digital Scholars Initiative, teachers become
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leaders in their districts by using their classrooms as learning labs, teaching others to
incorporate digital and personalized learning practices into their classrooms. Scholars
also work with entrepreneurs to design innovative new learning tools. Much like a paper
map, our current educational system is outdated. Luckily, some forward- thinking
teachers and schools want to use technology to transform their classrooms into
collaborative, creative spaces where teachers become guides (an in-person Google, if
you will) who help students drive their learning.
Reference: https://www.gettingsmart.com/2018/06/to-bring-learning-into-the- digital-

age-we-must-empower-teachers/
Implication:
Therefore, the digital age is now evolving in our new generation which means that
technology is very much essential in our life, because nowadays students depends more
on technology in which it can help them through research.
Media now is existing that’s why many students are addicting in social media that
they tend to prioritize it more than studying their lesson, in with that many are failed to
passed.
Nowadays many young children are expose to social media, which makes them
wiser either, they tend to enjoy using social media than socializing with their parents
that make them away of their attention. Because of social media our works makes more
faster and easier to process, there’s no hassle anymore but be sure that we used it in a
proper way not in an abusive way.
In which almost many of us depend more on technology, because we cannot make

it better and very much easier.
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2. Classroom Management
The 5 Priorities of Classroom Management
To effectively manage a classroom, teachers must prioritize building relationships, leveraging

time, and designing behavioral standards.
By Ben Johnson
September 2, 2016
For beginning teachers, or for teachers like myself returning to teaching, the most difficult
thing to master is classroom management. I had to relearn what ten years of hard instruction
had taught me: Good classroom management is more than just being strict or authoritarian,
and it is more than simply being organized. If I want to have my classroom run smoothly as a
well-oiled learning machine, I have to set up a structured learning environment in which
certain behaviors are promoted and others are discouraged.
I have discovered that there are five components of effective classroom management that
establish structures strong enough to entice and motivate student learning:
1. Developing effective working relationships with students
2. Training students on how learning takes place in your classroom
3. Protecting and leveraging time
4. Anticipating student behaviors in well-written lesson plans
5. Establishing standards of behavior that promote student learning
1. DEVELOP EFFECTIVE WORKING RELATIONSHIPS WITH YOUR STUDENTS
The most important component of classroom management is relationships. The relationships

with my students start at the door when I shake their hand and greet them with a smile
(regardless of what misbehaviors might have happened the day before). Those relationships
are strengthened, for example, when I use a student’s name and actively praise him or her.
Those relationships are solidified when I spend individual time
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with each student to get to know them and then use that knowledge to create personal learning
opportunities.
From the professional development program, Capturing Kids' Hearts, there was one takeaway
that benefited me the most: If I have a good relationship with my students, I can push them
harder and further to learn because they trust me.
2. TRAIN YOUR STUDENTS ON HOW LEARNING TAKES PLACE IN YOUR

CLASSROOM
Your students need to know that you do not expect them to instantly learn, that everyone has
an individual process for learning, and that if they follow your guidance, they will be
successful in learning.
This is more than just talking about your homework policy, late work, and absences. It is
revealing to your students how you are going to create -- with them -- a highly effective, low-
maintenance, learning team. For example, I discuss with my students that the true power of a
strategy such as Cornell Notes is not dividing the paper in two parts. The benefit of that
strategy comes from writing the questions on the left side of the paper while reviewing their
notes, and then taking the time to summarize what they learned. You have a learning
philosophy that guides your teaching style; teach it to your students. Clearly map out for your
students what you do to help them learn so that when you do it, they know what you are doing
and why, and they will be more willing to help.
3. PROTECT AND LEVERAGE YOUR TIME
An effective classroom manager must be prepared with materials and know how to transition
students from one activity to another without wasting time. The number one thing we could
do to increase our students' academic performance is to increase the time spent on learning.
Time is chipped away by taking attendance, announcements, summons to the office, restroom
breaks, pep rally schedules, class meetings, special presentations, awards ceremonies,
celebrations, and a myriad of other things.
Some disruptions and time stealers we cannot avoid, but being successful at managing the
classroom also includes managing the time, protecting it, and leveraging it to your best
advantage. In Teach Like a Champion, author Doug Lemov effectively demonstrates how
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to use routines to minimize lost time in activities like handing out papers; he also
demonstrates routines to help students train their minds to adopt useful habits and skills, like
being able to quickly answer and ask questions.
4. ANTICIPATE YOUR STUDENTS' BEHAVIORS IN WELL-WRITTEN LESSON

PLANS
Channeling student behaviors, interests, and attention into productive learning paths requires
intuitive lesson planning. First, focus on how students will be able to demonstrate that they
understand and have achieved the learning objective, emphasizes Grant Wiggins, coauthor
with Jason McTighe of Understanding by Design. Then build learning activities that lead
students to that point.
According to Robert Marzano, an education researcher, the focus of our lesson planning
efforts should be getting students to ask and answer their own questions. Coming up with
those types of questions on the spur of the moment can be difficult, but with a little advanced
thought, you can incorporate those types of questions into your lesson plans. Ultimately, the
best discipline management plan is a good lesson plan.
5. ESTABLISH BEHAVIORAL STANDARDS
These standards should promote learning, as well as consequences that diminish or eliminate
behaviors that impede learning. They shouldn't be so detailed as to list every behavior and the
corresponding consequence for failure to comply, but they should hit the main points
regarding showing respect, communicating correctly, and coming prepared to learn. The
standards should also interact smoothly with the other four components, especially teaching
your students how learning takes place in your classroom.
I have learned to frame each lesson as it is taught. This means that for each learning activity, I
explain the standards of performance, as well as the limits of behavior. For example:
You have 15 minutes, and you will be working with your partner on designing a
structure out of newspaper that will reach the ceiling. You may use inside voices to quietly
discuss your plans with your partner. If you have questions, please put the red cup on your
desk, and I will come and help you as soon as possible. Meanwhile, keep working on other
things until I get there.
9
FROM DAY ONE
Establishing an effective plan for classroom management has to begin at the start of school,
but it doesn’t end there. Throughout the year, we have to be consistent and persistent in
developing relationships of trust, following and teaching the best learning theories, honoring
student time, being responsive to student behaviors and needs in our lesson plans, and holding
true to high and rigorous standards of learning behavior. We also need to be flexible and
adjust to tangles that can derail even the best management plans. What classroom
management practices have worked best for you?
Reference:
https://www.edutopia.org/blog/5-priorities-classroom-management-ben-johnson
Implication:
The five classroom management priorities are very important in the field of education
because it is the most important role played by teachers in classroom management. Classroom
management is critical because it has a direct impact on both your students and your ability to
teach. It has an effect on a teacher's ability to be effective as well as enjoy teaching.
I begin with developing effective working relationships with students. I agreed that the
most important component of classroom management is relationships, the relationships
between the students and the teacher. It is important for a teacher to be open to his students in
order to have a good relationship (student-teacher relationships) with his students whether
inside or outside the classroom because this is the most effective way for a teacher to feel that
he/she is close to them. It’s true that the teacher's method of making a handshake and greeting
with a smile to his/her students one by one before entering the classroom is effective. In this
way, his students become happy, get excited about the topic they will discuss, will listen
carefully, and, most importantly, every student becomes active in class.
A teacher's relationship with his students can be strengthened using this reciprocal
method. In addition, simple interaction like saying hello to them and asking how their day is
going, is also a good example of this too. Secondly, “Training students on how learning takes
place in your classroom.” This is necessary for students to understand their role as learners in
the classroom. As a teacher, it is necessary to inform his students that he/she
10
does not expect them to learn immediately, because each individual has a different
learning process. Furthermore, as a teacher, it is appropriate to establish classroom rules that
students must follow because it is their responsibility as a student who wishes to learn.
Example: include failing to complete homework, submitting projects after the deadline, and
missing class.
In addition, it can be considered an effective method of disciplining the student as a

student in the classroom. And yes, if they follow your guidance, they will be successful in
learning. Third, protect and leverage your time it is important for students so that they can use
the time allocated for their activities given by the teacher correctly, and as a teacher, it is also
necessary that everything is ready before even beginning the teaching time, and if there are
important announcements in the class, it should be straight to the point so that the
conversation will not be long and explain well so that the teaching is not interrupted because
some students will interject questions while the teacher is discussing. Most importantly, it
should not reach the point where the teaching time runs out or the activity assigned to the
student that must be presented is not completed due to time constraints. In other words, it
should avoid situations like this so that the class runs smoothly. Fourth, is anticipate your
students' behaviors in well-written lesson plans: this is required for a teacher's instruction to
be effective. It is critical for the teacher to understand how to accomplish the lesson plan’s
goal because it serves as a guide for the teacher to have a topic in class.
According to education researcher Robert Marzano, I agree that the lesson plan should
be designed to allow students to interact and, more importantly, achieve the goal that they
expect to have at the end of the session, by allowing students to ask and answer those
questions. Hence, it helps students learn more effectively. Fifth and last is to establish
behavioral standards, this is one of the most important things for students to know how to
respect inside and outside of the classroom. The student must be aware of proper behavior,
particularly when speaking with a teacher. To avoid disrupting the class, the student must
know when to ask the teacher a question, especially when it is still in the middle of the
discussion. Hence, as previously stated, have a strategy for approaching a student if
something needs to be clarified or fixed.
Teachers can use this approach in a variety of ways. These five priorities must be
implemented in order for a teacher to be more effective in his field of teaching; as a result, the
entire class will be organized, and students will be able to follow the teacher's instructions in
the classroom.
11
III.
Pre-Deployment
Orientation
12
ORIENTATION
Before we enter to the world of practice teaching, we had our orientation on January 16,
2023 with Miss Genevieve Bactasa and Doc. Vicky Gonzaga. The orientation was intended to
make us prepare on the upcoming challenges that we may encounter during the whole
duration of the on-campus internship.
During the half day orientation, Miss Genevieve Bactasa presented to us various rules
and personality enhancements that could be made useful in our practicum. We were a bit
clueless on what is ahead of us and both challenges and our limits were somewhat vague.
Fortunately, those doubts were made clear by the discussions and experiences that we listened
to. We had our viewing on the assertive discipline to the classroom management. Miss
Genevieve Bactasa gave us idea on how to deal pupils who are misbehaving in class. There is
an implicit action in the occurrence of any misbehavior of the students. Assertive discipline is
a positive expedient to have a smooth-sailing discussion and an affective exchange of ideas
between the two main factors- the students and the teacher.
Student teachers were informed about the policies and guidelines of the student
teaching program such us what to do in the cooperating school ang what are expected from
the student teachers.
And these are the following policies:

1. Attendance is required at all times, during class hours in school functions and in special
meeting required by the school administrators, cooperating teachers and supervising
professor. Absences, are considered only in case of illness and other valid reasons with an
excuse letter.
2. Punctuality should be observed. Student teachers should be aware of the school hours 7:00
- 12:00; 1:00 – 5:00 time for teachers to arrive in and leave the school during the morning and
afternoon each day.
3. Required to wear school uniform always.

13
4. They are expected to conform with all the regulations covering teacher conduct that apply
to the cooperating school.
5. They are required to make up for unexcused absences for the missed experiences as
determined by the cooperating teachers.
6. Respect for school authorities is required.
7. A written plan must be made every lesson taught. This must be submitted ahead of time to
their cooperating teacher for approval. Without lesson plan, the student teacher should not be
allowed to teach.
8. Student teachers are expected to keep a log of their attendance and school diaries on extra-
curricular activities and subject taught,
9. They are expected to maintain a good relationship with one’s co-workers, pupils, parents,
the community and the profession as outlined in the Code of Ethics.
The three types of teacher such as holistic, the non-assertive, and the assertive teacher, as
well its effect or impacts to student’s performance were also mentioned.
14
15
IV.
Delivery of Student
Teaching Internship
Program
16
CAMPUS
TRAINING
17
BRIEF HISTORY OF THE HOST SCHOOL

BRIEF HISTORY OF FCIC
On May 1947, the late Bishop Manuel Mascarinas, D., Bishop of Palo; the parish
priest Fr. Flaviano Daffon and a group of Baybayanons – Dr. Jose Silao, Mr. Amado
Masecampo, Atty. Jovencio Borneo, Ex-Mayor Apolinario Tavera, and several others
convened at the parish convent and decided to establish a Catholic school to be administered
by a religious order. While waiting for the availability of a religious group, the school was run
by laypeople, and classes were conducted in a rented house of Segundo Borneo at A.
Bonifacio Street. Thus, the Immaculate Conception College (ICC) was born on July 22, 1947,
with the following Board of Trustees and Incorporators who are now all deceased:
Chairman : Hon. Bernardo Torres Vice – Chairman : Dr. Jose Silao, Sr.
Treasurer : Fr. Flaviano Daffon
Secretary : Mr. Amado Masecampo
Auditor : Mr. Apolinario Tavera
Member : Fr. Alfredo Rosales Engr. Florencio Coloma
Incorporator : Mr. Efigenio Mascarinas Atty. Flicerio Eballar
The late Hon. Bernardo Torres served as the first school Director until 1954 when he
retired following his elections as governor of Leyte.
Through the invitation of the late Bishop Lino Gonzaga, the Bishop of the Diocese of
Palo, the American Franciscan Fathers of the Province of St. John the Baptist, Cincinnati,
Ohio, U.S.A., arrived in the Philippines and formally took over the administration of the
school in 1956 and had it incorporated as a non-stock, nonprofit corporation on January 25,
1959. The late Father Brice Mulroy, OFM, served as the Director from 1956 to 1961 and from
1963 to 1970. In 1961, the school was renamed Franciscan College of the Immaculate
Conception.
The Sisters of Saint Francis of Perpetual Adoration, Mishawaka, Indiana, U.S.A.,

were invited to the Philippines by the Franciscan Fathers to help in the education ministry.
The four (4) pioneering Sisters arrived on October 11, 1962, and assumed teaching and
administrative positions.
18
The administration of the Franciscan Fathers ended on January 1, 1971, when

the Sisters of St. Francis of Perpetual Adoration from Mishawaka, Indiana, U.S.A. took
over. Sister Mary Paul Pfautsch, O.S.F. held the directorship until 1976 when the
Filipinization of the schools in the Philippines became an urgent national issue. Since
then, Filipino Sisters have administered the institution. Sister Denise Stolinski, O.S.F.
first supervised the High School Department from 1970. In 1985, the Philippines
Accrediting Association of Schools, Colleges, and Universities (PAASCU) accredited
the High School Department and Grade School Department
Today, Franciscan College of the Immaculate Conception (FCIC), after

undergoing many changes in its name, objectives, mission, vision, size, and
management, is an institution, which promotes a quality standard Catholic education for
everyone.
19
DESCRIPTION OF SCHOOL SITE
The buildings and other land holdings cover an aggregate area of 7.06 hectares. FCIC
consists of a number of imposing buildings: the main building which houses classrooms for
high school and college classes, administrative offices and the Research Office; the Learning
Resource Center which houses the laboratories, typing room, libraries, computer rooms,
speech laboratory and classrooms; the elementary building; a gymnasium; a graduate school
building; a student center with canteen facilities; two other buildings, one of which houses a
carpentry shop, a print shop and the Physical Plant and Maintenance Office, while the other
contains the vocational equipment and additional classrooms for high school and college; a
school Chapel; the Non-Formal Education Building; the Bonzel Health and Nutrition Center
and a Mini-stage plaza.
Near the school gate and accessible to all students and employees (including faculty and NTP)
is a well-ventilated Chapel where the Blessed Sacrament is reserved. Opportunities for
attendance at Holy Mass, the reception of the Sacraments, prayer services, etc. are arranged
for the students and employees. The spiritual and pastoral enrichment of the members of the
larger community of Baybay is fostered. A prayer room is located adjacent to the Finance
office of the main building for accessibility for those who desire to be in communion with
God at a certain hour of the day or early evening.
A spacious gymnasium, which can also serve as an auditorium, is provided for
athletics, recreational and cultural activities of the student body. It is also available for civic,
religious, social and athletic functions of the municipality of Baybay. As a service agency,
the library acts as a reservoir of information and gives assistance to the faculty, NTP and
students of FCIC.
The library, as an active partner in the educational program, provides the basic resources that
help the students’ growth and development as persons. In order to give equal opportunity and
research to all, library regulations are strictly to be followed. The library is opened daily from
7:30 – 11:30 A.M., 1:30 – 8:30 P.M. Monday through Friday. On Saturday, it is open from
7:30 – 11:30 A.M., 1:30 – 5:30 P.M. The library staff sponsors an orientation program for
students at the beginning of the school year so students can be informed on the operation of
the library department, its rules and its regulations.
20
An integrated component of the total educational program is the instructional Media

Center frequently referred to as the Audio-Visual (AV) Room. It is located on the second
floor of the Learning Resource Center. Visualizer, set of computers, a VCR and a VHS with
educational films, electronic screen, video tapes, filmstrips, slides, and transparencies with
projectors for each; tape recorders, phonographs with 33 and 45 rpm discs are available for
instructors’ use in class. Other audio-visual materials, such as microphone, CD players, maps,
charts and mounted pictures, are maintained by the department for class use.
The Graduate School Department has its own separate building, in what was used to
be the Piano House. They have their own offices, classrooms and conference rooms where
graduate students and professors meet for classes and conferences. To aid students in utilizing
their talents and directing toward successful goals, the school maintains a Guidance
Department. Here, professionally trained personnel direct the extensive programs of the
school and provide counseling in personal, educational, social and religious areas.
All students from elementary to college benefit from the services of the Guidance
Department. Tests for evaluating academic achievement, aptitudes, personality traits, special
interest and intelligence quotients (IQ) are administered from this office.
Science laboratories are well-lighted and ventilated rooms which are located on the
first floor of the Learning Resource Center. Science equipment and chemicals are more than
adequate for class use. Computer laboratories are fully furnished with air-conditioning and
equip with the latest technology and software. Speech Laboratory is fully air-conditioned and
furnished with individual speech booth and microphone for students’ instruction and a
simulation room. These different laboratories are situated in the first and second floor of the
LRC building.
The school maintains both Medical and Dental Clinics as a service to students, faculty
and personnel. They are staffed with a part-time physician, a dentist, and a nurse. Physical,
dental and medical examinations are regularly given to students, faculty and personnel of the
college. The Franciscan College of the Immaculate Conception publishes annually, the
BLUE MANTLE. The REACH OUT is the official organ of the college department;
21
THE ROVER is of the high school department and THE LIGHT is of the grade school
department.
The school canteen, adjacent to the main building, is open to FCIC students, faculty
and personnel. It is strategically located in the campus to insure smooth traffic at break time.
The textbook department is situated inside the library and is open to FCIC students, faculty
and employees during the day. School supplies including textbooks may be purchased at
reasonable prices.
The college and high school faculty members may rest and relax in their respective
faculty rooms on the ground floor of the LRC building and the second floor of the main
building. Each one is provided with a desk. The grade school faculty members have their own
room in the elementary building. Each faculty member shall assist in maintaining the rooms
and keeping them in good order.
A small building located adjacent to the maintenance building is where carpenters

make and repair school/office furniture. A small print shop is maintained by the school. It has
letter press machines of 65 different point types which provide FCIC with most of its forms,
report cards, stationery, and the like at low costs. A small stage is situated between the main
canteen and the maintenance office. It is intended for small group socio-cultural functions.
Fronting the Gymnasium is the NFE, accommodating the entire livelihood training
skills programs, the exhibits and Gift Shop area, the Cooperative, the Office of the
Community Extension Services, the Trainers’ Office, and the Tailor’s office. The Bonzel
Health and Nutrition Center serves the indigent members of the municipality of Baybay and
its neighboring towns. This is the community outreach program of the Sisters of St. Francis of
Perpetual Adoration in Primary Health Care.
22
VISION, MISSION AND GOALS
VISION:
Inspired by the Blessed Virgin Mary, the Immaculate Conception, and living out the
Franciscan Spirituality, we envision ourselves, as a Christ- centered, academically innovative,
socially-responsive community, committed to evangelizing and witnessing the Gospel values
towards the realization of the fullness of life.
MISSION:
Moved by the life of Blessed Maria Theresia Bonzel, we commit ourselves to:
• Integrate and strengthen the witnessing of the gospel values in curricular and co-curricular
programs and activities;
• Promote and intensify lived adoration to the blessed sacrament;
• Create and sustain opportunities for the development of creative critical thinking skills
among stakeholders;
• Advocate responsible stewardship programs and activities for a sustainable family,
community environment.
• Establish collaboration to enhance linkages in and outside the school community.
23
GOALS:
• Provide Christian Formation Program and activities and make Religion as the core of
curriculum
• Create opportunities in understanding and valuing the devotion to the Blessed Sacrament.
• Offer growth opportunities for technical, vocational and professional skills and engage in
providing avenues for lifelong learning
• Empower community to become stewards of the dignity of life and environment
• Establish and nurture linkages with church, government and non- governmental
organization.
CORE VALUES
• Integrity
• Responsible stewardship
• Excellence
• Compassion
• Peace
METAPHOR
Light House
24
OBJECTIVES OF BASIC EDUCATION
The Basic Education of the Franciscan College of the Immaculate Conception directs
its whole educational program to the formation of the fully Christian person and provides
opportunities for students to develop God-given talents to equip them with competencies and
skills for self-employment and for higher education.
Specifically, it strives to develop individuals who become:
1. Spiritually committed and morally sensible, conscious of the Fatherhood of God and the
brotherhood of man, willing to forego self-interest to live in peace and unity with others and
the Christian hierarchy of values;
2. Intellectually mature, able to reason through knowledge and observation and capable of
making right decision and sound judgments;
3. Physically fit, convinced that a sound mind functions most effectively in a sound body;
4. Culturally, enamored, personally concerned in the preservation and promotion of his
country’s rich cultural heritage;
5. Ecologically conscious, aware of his active role as responsible steward of God’s creation;
6. Vocationally efficient, skilled and trained to enable him to attain decent living and render
service to society.
SPECIFIC OBJECTIVES OF FCIC BASIC EDUCATION HIGH SCHOOL
In line with the foundation acquired in the Grade School and given opportunities for
wholesome learning, the FCIC High School Students should be able to demonstrate:
A. Dynamic witness to Christian values and attitudes in Franciscan love and service to others;
B. Competence in the Arts and Sciences for self-fulfillment, leadership, and service and a
desire for higher learning to meet the demands of the developing community;
C. Intelligent, logical, and creative communication both oral and written;
D. Awareness of the beauty of nature, of his culture and national heritage and that of others,
thereby exuding an atmosphere of Franciscan Brotherhood, love, peace and justice, and
protecting the environment;
25
E. Intellectual, emotional, and physical capabilities to cope with the demands of a developing
community and readiness for service;
F. Vocational skills thus, contributing to the manpower needs of the community.
As the Laboratory School for the BSED students, the High School provides:
A. Opportunities in the classroom for actual observation and practice of the principles,
methods, and techniques acquired in the theory;
B. A strong sense of dedication to teaching, a commitment which places service to students
before other considerations;
C. Harmonious development of prospective teachers’ powers and capabilities— spiritual,
emotional and social—to prepare them to live upright, useful, and happy lives in the teaching
profession.
26
GENERAL OBSERVATION AND PARTICIPATION OF THE LABORATORY

SCHOOL
This will be the moment that we will be able to apply knowledge, skills, techniques,
methods and strategies that we have learned from our formative years. This will be the time
that we will set our mind and heart to achieve our biggest goal as a future educator, that is to
teach and to touch the lives of the learners.
Now that we were already deployed on our respective classrooms, I was observing first
the characteristics and attitudes of my students while they were having their classes. We were
also tasked to observe, not just the students but also their subject teachers for our classroom
learning experience to submitted every afternoon. Honestly, I was not very comfortable in
their classroom, because as expected, my students were very naughty especially the boys that
were seated at the back, but not all of them, they kept on talking while their teachers were
discussing in front, some of them were making fun of their classmates and some of them were
distracting their other classmates who were listening to their teachers. Just by seeing the way
they behave, got me worried and shocked. I questioned myself “how will I discipline this kind
of students?” “could I survive meeting those set of students every day?”. After our first day in
our classroom, I concluded that my patience will purely be tested this time.
Despite of having those kinds of students, I was still blessed because God gave me the
best cooperating teacher, Miss Sarah Caintic. She taught us everything that would be essential
in our actual classroom teaching, she served as a model teacher for us because of her kindness
which I admire the most, she also gave us advices on how to handle our students and she gave
us strategies that would be suited for the learning style of our learners. Moreover, their subject
teachers were also very supported because they also gave me advices and techniques in
dealing with my students. During my first teaching experience I was a little nervous teaching
my students, but as I go along with my discussion the nervousness that I felt was absolutely
gone. Indeed, my first teaching was a success though there were still points for me to be
improved, but then it was merely fine and discovered fun in teaching when you teach from the
heart.
As days went on, I was able to know my students well and get along with them in
class. I learned to love them despite of their attitudes. I really learned a lot from them,
27
because they served as my greatest challenge as student teacher. I was able to know their
strengths and weaknesses, and I was able to look for good strategies for them to participate
actively in class. Helping those students means a lot to me because they were the students,
that were indeed hard to handle but if you love and treat them as unique individual you will
surely touch their lives and inspire to do good. Though they were noisy and disobedient
sometimes, I truly miss being with them.
In general, our laboratory school helped us to become a good and effective teacher in
the mere future. The physical environment of the school was very conducive to learning; they
have enough resources for us to be more effective and the place was truly the best for learning
experiences. Not just in academic excellence was being achieved by the school but also, in
inculcating good and spiritual values to their students.
28
CAMPUS SKETCH
29
ORGANIZATIONAL CHART
30
FCIC ORGANIZATIONAL CHART

31
First Shift
Training
In-Campus
Orientation policies:
Our very first cooperating teacher was sir Rey Adrian Algo. We didn't see him on the
first day of our deployment because he was away from work due to fever. But Miss Monique
Mahinlo, a cooperating teacher, took us in as her own. She invited us to a meeting with the
other student interns. The next day we met our cooperating teacher. He is the kind of person
who is quiet but observant. He imparts to us all the information we require about his Grade 9
32
students. He claimed there was no need to be concerned about his ninth-grade students
because they already appeared to be capable of listening and understanding what is right and
wrong. He clarified what to watch out for, especially among the more engaged students. He
also advised us to be cautious about the lessons we teach. He told us that sometimes when he
asks questions, his students don't respond, particularly in the section he mentioned.
Additionally, he revealed to us which section of the class had the most active students.
After our orientation, he encouraged us to come in his class and introduced us to his
students. I introduce myself to the students along with my other co-intern who works under
him. We mentioned our full names, the current year, and our motto or set of core values.
Documentation
33
34
FIGURES
Franciscan College of the Immaculate Conception
Grade School Department
GRADE 9– P GRADE 9-- J GRADE 9 – H
BOYS 15 13 11
GIRLS 19 18 8
MR. REY ADRIAN ALGO

Cooperating Teacher
35
Second Shift
Training
In-campus
ORIENTATION POLICIES
This time, we met Ms. Sarah Caintic, our second shift cooperating teacher. She speaks
softly and is kind. She is a friendly person. You wouldn't be hesitant to approach her because
36
of her personality. She teaches us all we need to know about her Grade 8 students. She
clarified what my fellow interns and I were to do regarding our tasks. As much as possible,
we should arrive at the school before the students do so that they can be guided, particularly
when going to the flag ceremony. Also, before entering the classroom, students' cellphones
will be confiscated; they will only be given them back after the class has ended in the morning
and afternoon. She also let us know what to anticipate from that Grade. She also told us about
the students who require extra care because some of them have disabilities.
Ms, Sarah is in charge of three levels. Such as grade 8 Filipino, grade 9 and 10 Araling
Panlipunan. She created a schedule of who would teach grade 8, 9 and 10. She invites us to
join his class after our orientation so we can get to know our new students. Therefore, she
introduces us before she starts her lesson, and then we briefly introduce ourselves to the
students. We instruct on Araling Panlipunan 9 (Ekonomiks). We discovered and realized that
it is advantageous to teach a subject that is unrelated to your line of work while we were
instructing in other subjects. Since it's new to us, it's challenging but also exciting.
We are grateful that Miss Sarah Caintic is our second cooperating teacher on campus
because, in addition to being kind and approachable, she treats us as friends. We have learned
a lot from her in the short time that we have been under her supervision, which we can apply
off-campus. Advice that has stayed with us and memories that we will never forget because
she was a wonderful cooperating teacher.
Documentation
37
Figures
Franciscan College of the Immaculate Conception

38
GRADE 8- P GRADE 8-J

BOYS 18 14
GRADE
GIRLS 9-P
13 GRADE 9-J
13 GRADE 9-H
BOYS 15 13 11
GIRLS 19 18 8
GRADE 10-P GRADE 10-J GRADE 10-

H
BOYS 20 12 17
GIRLS 18 18 23
MS. SARAH CAINTIC

Cooperating Teacher
39
Off- Campus
Pre- Deployment
Orientation
As one chapter closes, another story opens. The student teachers finished their on-
campus internship and they were preparing for the off-campus practicum in Baybay National
high School, Pomponan National High school and Gabas Integrated high School for BSED.
40
But before the interns plunge to the challenges, Ms, Genevieve Marie Bactasa made sure they
were all equipped with knowledge of the various strategies of classroom management.
I learned that every school has different school policies that you need to follow in
accordance with your grades and performance during the internship program. In every school,
the principal and the cooperating teacher has different strategies that were being set, it’s up to
you on how you adjust with the challenges in that situation. And lastly you need to give more
extra patience while you are still on your internship program, because not all principals and
cooperating teachers are kind-hearted like yours and some are even strict. In a classroom set-
up, you must act as a real teacher in front of the class, you should be firm with the rules that
you set and you should not hesitate to stop the misbehaviors they are doing and let them
realize their place as a student.
On the day after, February 6, 2023, the BSED and BEED, we student interns were
deployed to different schools. The department heads assigned us interns to our cooperating
teachers. That day was the schedule for an orientation with the cooperating teachers.
41
Off- Campus
first Shift
Orientation policies
In off-campus my first cooperating teacher was Mrs. Mirasol F. Arradaza. Our first
meeting did not go well because of a misunderstanding. Our department head advised me to
simply wait for my cooperating teacher in the section she mentioned in front of the classroom
rather than looking for her. I waited outside that classroom because our department head had
also stated that it was the advisory section of my cooperating teacher. I waited outside for a
long time but my cooperating teacher still didn't arrived, so I asked the students what section
my cooperating teacher was teaching at the time.
42
To cut a long story short, we were both looking for each other. And, according to my
cooperating teacher, that section is no longer her advisory, and our department head may have
forgotten. My first impression of my cooperating teacher, Mrs. Mirasol Arradaza, is that she
is strict and unapproachable due to her aura and speech. We got a quick overview of how she
runs the class and interacts with the students. She informed me that she teaches five sections,
which are grade 9 Science, Technology, Kamagong, Pine, and Agoho. Because our section
had five students, my cooperating teacher decided that instead of exchanging teaching time, it
would be changed to different days but straight teaching.
She also informed me of the rules before the class began. The students must have a
saying that they must present in front of the class, and the teacher must then give his or her
opinion on the student's saying. She advised that if necessary, practice should be done for the
student activity checks so that they can be made that day and immediately recorded.
Documentaries
43
FIGURES
Baybay National High School

44
Grade 9- Science
Girls Boys
24 12
Grade 9- Technology
Girls Boys
22 13
Grade 9- Pine
Girls Boys
33 15
Grade 9- Kamagong
Girls Boys
19 27
Grade 9- Agoho
Girls Boys
22 21
MRS. MIRASOL F. ARRADAZA, T-III

Cooperating Teacher
45
Second Shift
Training
off-campus
ORIENTATION POLICIES
Mrs. Ana Lou Montilla, a master teacher, was my cooperating teacher during our
second shift off-campus. She is sweet, modest, approachable, and stunning. I introduced
myself when we first met, and Mrs. Montilla told me about her experience prior to being hired
and deployed to Baybay National High School, despite the fact that she is from Brgy.
Banahao. Mrs. Montilla told me what I was supposed to do after hearing about her
experience, and she gave me the topics I would be teaching the students.
46
Following the assignment of the appropriate tasks. Mrs. Montilla also told me about
the types of students in each class. She leads me to my assigned grade. This is an excellent
opportunity for me to meet the students. Here, I define my objectives and who should instruct
them in each lesson. I also told them what they could expect from our lessons. After I
introduced myself to the students, Teacher Lou gave me the opportunity to create a lesson
plan for our first lesson.
I am grateful to ma'am Lou for teaching me so much, especially about classroom

management. Despite the fact that he is a very busy teacher due to his position, he never
neglected me, especially in terms of teaching things as an effective teacher in the future. She
also discusses her teaching experience and how she approaches various attitudes and
behaviors. She teaches me invaluable lessons that I will never forget.
DOCUMENTATION
47
FIGURES
Grade 7- Science
Girls Boys
24 12
48
Grade 7- Technology
Girls Boys
22 13
Grade 7- Lomboy
Girls Boys
33 15
Grade 7- Chiko
Girls Boys
19 27
Grade 7- Abokado
Girls Boys
22 21
MRS. ANA LOU R. MONTILLA, MT-I

Cooperating Teacher
49
v. Required
outputs
OBSERVATION OF CLASSES
I can only say that the classes I attend excite and delight me because the students appear
to be eager to learn. Some students are falling behind because they are unable to read, despite
the fact that we are recovering from a pandemic and have not had a face-to-face class in
nearly two years. Furthermore, I observed that some students struggle with comprehension
because reading is still difficult. The gurus have devised a solution to the students' problem.
50
I also noticed that some of students frequently use their cellphones during discussions,
appears uninterested in learning. According to my observations, the majority of the issues are
relevant. Every Friday, they call CPL. This activity focuses on reading and questioning the
student, particularly the student who does not read much. The MELCS are designed to cover
the most important aspects of the subject. The skills that need to be improved are put to use.
They make sure that books are at the heart of their theme while also incorporating MELCS.
I've had that experience as well, and while it's not easy, it works extremely well. Especially
when the students have completed all of the objectives of your lesson.
Patience and dedication are the keys to providing a good education to all students.
Strong communication with your students is also required to maintain a positive relationship
with them. I am grateful because we can observe in real-life class during our time together. I
am grateful that I was able to observe a teacher's strategy; it gives me ideas, and as a result, I
gain new teaching abilities that I can use in the future.
INTRODUCTION
Modular learning is used in the online course that replaced the previously in-person
course. But they all come to an end, and a fresh beginning is just around the corner. After the
pandemic was over, life returned to normal. All over the country, face-to-face classes are
available. Since this return, many things have changed and many are now challenges for
everyone. The students have changed as a result of its involvement in 'distance learning' for
two years. especially for students in lower grades. A major challenge for the teachers was also
presented by the fact that the students who transitioned from modular learning were very
51
different from those who continued to enroll in the school. Spelling, reading, writing, and
comprehension are issues for some of the students.
Flexible learning allows you to schedule classes at any time of day or night, on or off
campus. More personalized degree programs. More just-in-time learning options are available
to career learners. Increased opportunities for experiential and community-based learning.
Those in charge of education debated how to provide a solution in this case. Using adaptable
learning spaces is one way to deliver a lesson that prioritizes the needs of the students. The
learning space is segmented into more manageable task-focused zones that are matched to the
learning behaviors that students are expected to exhibit while working in each zone.
Flexible learning gives you more scheduling options, whether you prefer to learn during
the day or at night, on or off campus. Degree programs with a higher level of personalization.
In terms of just-in-time learning, career learners now have more options. improved
educational opportunities, including more opportunities for experiential and community-based
learning.
Certificate of Attendance on the pre-observation and post-

observation conferences with the Cooperating Teacher and the
College SIPP Coordinator and the Dean
52
DAILY REFLECTION JOURNAL
A reflective journal is a place to write down your daily reflection entries. You may be
able to think back on and draw lessons from past experiences if something positive or
negative happened to you. However, this time the journal's focus is on our experiences or
daily activities as student teachers participating in an internship. Here, we outline the task
53
we'll be performing as well as the goals for the actions we'll take. We record our daily
activities in the classroom, particularly those that involve our cooperating teacher. The task
that our cooperating teacher gave us will be written here.
We also create lesson plans and PowerPoint presentations and record them in our
Journal. This summarizes our performance on and off campus from the first to second shifts.
They must be submitted because our coordinator will keep a record of them, evaluate them,
and include them in our narrative report. Our coordinator will grade and assign points after
reviewing our daily reflection journal.
I finished all of my journals from the first shift on campus, which started on January
16, 2023, through the last day of the second shift on March 3, 2023. Our daily journal will end
on April 14, 2023, the day I started writing my first shift away from campus on March 7,
2023.
54
Sample Daily
Reflection
Journal
Student Teacher Form 4b. Daily Reflection Journal
COLLEGE OF EDUCATION STUDENT INTERNSHIP
DAILY REFLECTION JOURNAL - FLEXIBLE LEARNING EXPERIENCES
Student Teacher: Melissa P. Omalay

Date: January 30, 2023
Directions: Write your daily flexible learning experiences during your internship program.
55
Task:
Makagawa ng Banghay-aralin para sa pagpapakitang-turo sa huwebes.
Objectives:
Nakakagawa ng Banghay-aralin para sa pagpapakitang-turo sa huwebes.
Activity Narrative Description Challenges Action Taken
Ang paggawa Ang paggawa ng Napagod at Kahit na

ng Banghay- Banghay-Aralin para sa nalilito dahil sa humantong sa
Aralin para sa pagpapakitang-turo sa makailang-ulit sa pagkapagod at
pagpapakitang huwebes ay gumugol paggawa nito. pagkalito sa
-turo para sa ng oras upang matapos ginawang
huwebes. at makapagpa-wasto sa Banghay-Aralin ay
CT o katuwang na guro. hindi parin
sumuko bagkus
tinapos ito.

Date: January 31, 2023
56
Task:
Makakagawa ng isang Powerpoint Presentation.
Objectives:
Nakakagawa ng Powerpoint Presentation.
Ang Ang paggawa ng Nababagot Kahit na humantong

paggawa ng powerpoint presentation sapagkat mabagal sa pagkabagot ay
isang ay gumugol ng oras dahil ang internet. hindi parin sumuko
Powerpoint naghahanap ng at hinintay na
presentation. magagandang templates matapos ang pag
sa internet upang download nito.
makakagawa ng
presentasyon na
nakakaaya sa mga
paningin ng mga mag-
aaral.
DAILY REFLECTION JOURNAL - FLEXIBLE LEARNING

EXPERIENCES

57
Date: February 01, 2023

Task:
Paghahanda sa pagpapakitang-turo.
Objectives:
Naihahanda ang sarili sa nalalapit na pakikitang-turo.
Ang Ang paghahanda sa Nalilito dahil may Kahit na humanatong

paghahanda sa sarili para sa mga ilang bahagi sa pagkalito ay hindi
sarili sa pakitang-turo ng paksa na parin sumuko at
nalalapit kinabukasan nakaligtaang nawalan ng pag-asa
pagpapakitang- ay kinakailangan ng sabihin sa sa sarili dahil sa ako
turo. pagsasanay sa pagsasanay kaya rin ay makalimuting
pamamagitan pag nakailang ulit tao bagkus inulit ng
iinsayo sa mga hanggang sa inulit ang pagsasanay
sasabihin at pinag- master ang buong hanggang sa
aralan ng maigi ang paksa. makabisado ang
paksa upang maging buong talakayan ng
matiwasay ang klase paksa.
at madaling
makasagot sa mga
katanungan ng mga
mag-aaral.

58
Task:
Paghahanda sa sarili para sa pagpapakitang-turo.
Objectives:
Naipamalas ang sarili para sa ikalawang pagpapakitang-turo.
Activity Narrative Challenges Action Taken

Description
Ang Ang Nalulungkot at Kahit na masama ang

pagpapakitang- pagpapakitang-turo nag-aalala sa pakiramdam at
turo sa araw na sa araw na ito ay kakahantungan nagaalala sa kahinatnan
ito. nakakapag-alala ng klase dahil nito ay pinili pa rin na
sapagkat masama napakasama ng ipagpatuloy at tapusin
ang aking aking ang klase at bagkus ay
pakiramdam. pakiramdam. nanalingin sa poong
may-kapal.

DAILY REFLECTION JOURNAL – FLEXIBLE LEARNING
EXPERIENCES

59

Task:
Magabayan ang mga mag-aaral sa loob ng chapel.
Objectives:
Magagabayan ang mga mag-aaral sa loob ng chapel.
Ang Ang magabayan ang mga Naiirita sapagkat Pinagpapalit ko sa

paggagabay mag-aaral sa loob ng may ilang mga mag- ibang upuan ang
ng mga ma- chapel ay mahalaga aaral na panay parin mga estudanteng
aaral sa upang sila din ay ang pakikipag-usap maiingay at nag
loob ng mabantayan at upang sa kanilang katabi at assign ng isa nilang
chapel o maiiwasan ang mga medyo malalakas kaklase na
kapilya. bagay na possibleng ang mga boses at maglilista sa ang
makaabala sa misa. ayaw makinig sa iba mga ayaw pa rin
kung kasamahan na tumigil sa
intern student kahit pakikipagusap at
nakailang saway na saka lamang ito
ito sa mga ito. tumigil at natuon
ang atensyon sa
misa.

60

EXPERIENCES

Date: February 27,2023
Task:
Maiwasto ang ginawang Banghay Aralin sa Filipino 8 at 9.
Objectives:
Naiwawasto ang Banghay Aralin sa Filipino 10.

Ang Ang pagpapawasto sa May mga Gagawin kung ano
pagpapawast banghay aralin ay isang kunting binago ang sinasabi ng CT
o ng banghay gawain kung saan ditto na dapat gawin at tandaan lahat ng
aralin sa malalaman kung ang at iwasto. kanyang mga sinabi
Filipino. ginawang banghay aralin para gamitin sa mga
ay tama, kung ito ba ay susunod na paggawa
may kulang at kung mga ng Banghay Aralin.
layunin ba ay angkop sa
paksang tinalakay.

61

Task:
Makagawa ng “PowerPoint presentation” sa asignaturang Araling-Panlipunan 10.
Objectives:
Nakagagawa ng “PowerPoint presentation” sa asignaturang Araling- Panlipunan 10.

Ang paggawa Ang paggawa ng Walang naging Gawin kung ano ang
ng PowerPoint presentasyon problema. tama at mas
“PowerPoint ay mahalaga para sa makabubuti para sa
presentation”. pagtuturo at paglahad ng mga mag-aaral.
iyong paksa. Ito ang
paraan upang ituro sa mga
mag-aaral ang paksang
dapat na matutunan sa
araw-araw.

62

EXPERIENCES

Date: March 1, 2023
Task:
Makapagturo sa mga mag-aaral sa baitang 8 sa asignaturang Filipino.
Objectives:
Naituturo ang isang paksa sa asignaturang Filipino sa mga mag-aaral sa baitang
8.

Ang Ang makapagturo sa mga Medyo nagka Isa-isang
pagtuturo sa mag-aaral sa baitang 8 ay problema nagtatawag ng mga
mga mag- nakakatulong upang mas sapagkat ang mag-aaral upang
aaral sa lalong ma master ang ibang mag- tumugon sa mga
baitang 8 ng paksa sa nalalapit aaral ay hindi katanungan na
asignaturang pakikitang turo bilang nakatuon sa nakasulat sa pirasa.
Filipino. obserbasyon kinabukasan. talakayan at At nakikipag-usap
nabahala dahil na nawa’y hindi
paano kung nila ulit gagawin
ganun parin ang ginawa nilang
sila maingay at pag-iingay at hindi
hindi nakikinig pakikinig ngayong
sa araw ng araw sa aking
obserbasyon. diskusyon at
nakinig naman sila
at humingi ng
sorry.

EXPERIENCES
63

Date: March 2, 2023
Task:
Makapagturo sa baitang 8 sekyon Peace bilang obserbasyon.
Objectives:
Nakapagturo sa baitang 8 seksyon Peace bilang obserbasyon.

Ang Ang pakikitang-turo sa Medyo nagka Tinawag ang mga
pagtuturo sa araw g obserbasyon ay problema dahil mag-aaral na hindi
baitang 8 isang hakbang upang iilan lamang sa pa nagtaas ng mga
bilang malaman ng mga mag-aaral kamay at sa awa ng
obserbasyon. tagapagmasid ang ang paulit-ulit diyos ay
performance sa klase. na nag nakakatugon
Dito nababatay ng boboluntaryo naman sa aking
tagapagmasid kung ang upang tumugon mga katanungon na
studyanteng guro ay may sa klase. ukol lamang din sa
kakayahan na sa aming talakayan.
pagtuturo at kung paano
ma handle ang klase lalo
na ang mga mag-aaral.

EXPERIENCES
64

Date: March 3, 2023
Task:
Makapagtala ng mga puntos ng mga mag-aaral sa “class record”
Objectives:
Nakakapagtala record ng puntos ng mag-aaral sa “class record”
Activit Narrative Description Challenges Action Taken

y
Ang Ang pagtala ng mga puntos Walang naging Panatilihing

pagtala ng mga mag-aaral sa “class problema sumunod sa
ng record” ay isang gawain pinapagawa ng CT
puntos kung saan ito ang isa sa dahil nakakatulong
ng mga ipapakita ng mga magulang ito upang maging
mag- ng mga mag-aaral kung sila mabuting guro sa
aaral. ay may mga katanungon hinaharap.
tungkol sa marka ng
kanilang anak. Mahalaga
itong gawin dahil isa ito sa
pamamaraan upang
kwentahin ang mga puntos
at magkaroon ng marka ang
mga mag-aaral.

EXPERIENCES
65

Date: Marso 13, 2023
Task:
Makakapagturo sa mga mag-aaral ng baitang 9 sa limang seksyon.
Malaman ang “feedback” ng “cooperating teacher”
Objectives:
Nakatuturo sa mga mag-aaral sa baitang 9 sa limang seksyon.
Nalalaman ang “feedback” ng “cooperating teacher”
Ang Ang pagtuturo sa mga mag- May ilang Tinatawag ang mga
pagtuturo sa aaral ang isa sa napakalaking mag-aaral na mag-aaral na
baitang 9 papel bilang isang estudyanting maingay pero tahimik at medyo
seksyon guro dahil dito hinahasa ang kaya namang maingay.
Technology kakayahan ang kakayahan para pangasiwaan.
, Pine, sa maayos na pagtuturo. Dito
Science, nalalaman kung maayos ba ang
Kamagong pagtuturo sa pamamagitan ng
at Agoho. “feedback ng CT.
Ang Ang malaman ang “feedback” May ilang mga Gawin kung ano
malaman ng CT ay napakahalagang gawain na ang
ang gawain lalo na ng estudyanting dapat na iminumungkahi ng
“feedback” guro dahl dito malaman kung paghusayan pa “cooperating
ng CT. ano kumontaryo ng CT. Dito tulad ng teacher” para sa
rin nalalaman ang mga dapat pagbibigay ng maganda at maayos
na ayusin at mga mungkahing maraming na pagtuturo.
mga gawain para sa susunod na halimbawa.
talakayan.

EXPERIENCES
66

Date: March 14, 2023
Task:
Pangalawang araw ng pagtuturo sa mga mag-aaral sa baitang 9 sa limang seksyon.

Makagagawa ng isang banghay aralin para sa susunod na pagtuturo.
Objectives:
Nakapagtuturo sa pangalawang araw sa mga mag-aaral sa baitang 9 sa limang

seksyon.
Nakagagawa ng isang banghay aralin para sa susunod na pagtuturo.

Ang Ang pangalawang May ilang mga mag- Nagkaroon muli
pangalawang pagtuturo sa baitang 9 aaral ang hindi naka- ng pagbabalik
araw na sa limang seksyon ay alala sa tinalakay tanaw upang hindi
pagtuturo sa masasabing kahapon. nila makalimutan
mga mag-aaral matagumpay dahil ang naging paksa.
sa baitang 9 nakuha namin ang
seksyon aming layunin sa
Technology, paksang tinalakay.
Pine, Science,
Kamagong at
Agoho.
Nakagagawa ng Isa itong gabay para Nahirapan dahil Ugaliing sundin

isang banghay maging maayos ang naninibago muli sa ang mga
aralin sa pagtuturo sa paksa. pormat at maraming nalalahad ng
susunod na mga dapat na ilagay “cooperating
pagtuturo. sa naturang banghay teacher”.
aralin.

67

EXPERIENCES

Task:
Makapag tsek at record ng mga gawain sa mga mag-aaral.
Objectives:
Nakapag-tsek at record ng mga gawain ng mga mag-aaral.
Activit Narrative Description Challenges Action Taken

y
Ang Ang pagtsek at record sa Walang naging Ugaliin ang pagtsek ng

pagtsek mga gawain ng mga mag- problema. mga aktibidad
at aaral pagkatapos ng pagkatapos ng
record talakayan ay mahalaga talakayan o kapag
sa mga upang hindi matambak ang bakante ang oras upang
gawain mga gawain na kailangan maiwasan ang pagdami
ng mga itsek. ng mga gawain.
mag-
aaral.

68

EXPERIENCES

Task:
Pagtatalakay sa ikalawang paksa sa mga mag-aaral.
Objectives:
Natatalakay ang ikalawang paksa sa araw na ito.
Ang Ang pagtuturo sa mga Walang naging Ugaliing tapusin ang

pagtuturo sa mag-aaral sa pangalawang problema at paksa bago paman
mga mag- paksa ay nagiging maayos lahat ng mag- magsimula ang
aaral sa ang daloy ng talakayan at aaral ay bagong paksa.
pangalawang lahat ng mga mag-aaral ay sumunod kung
paksa na aktibong nakilahuk sa mga ano ang
inatas ng gawaing ibinigay. Aktibo pinapagawa ng
CT. rin silang sumagot sa mga guro.
tanong ng guro.

69

EXPERIENCES

Task:
Pagpapagawa ng sariling alamat sa mga mag-aaral.
Objectives:
Nakagagawa ng sariling alamat ang mga mag-aaral.
Ang Ang pagpapagawa ng Nadismaya Pinagsabihan ang

pagpapagawa sariling alamat sa mga sapagkat may mga mag-aaral
ng mga mag- mag-aaral ay ibang mag-aaral tungkol sa pagkuha
aaral ng sarili napakahalaga sapagkat na kumuha ng alamat sa
nilang dito nakikita ang kanilang lamang ng alamat internet dahil hindi
alamat. kakayahan sapag-unawa sa internet. biro ang kanilang
at paggamit sa mga salita ginawa dahil
batay sa paksang maayos kong
tinalakay kahapon. Sa ilahad sa kanila na
pamamagitan nito, “sariling alamat”
malalaman namin ng lalo na’t ito ang
aking CT kung sila nga layunin na dapat
ba ay nakikinig sa mga matamo sa araw na
naitalakay kahapon. ito. Pinagawa ulit
ng sariling alamat
ang mga mag-aaral
na kumuha lamang
sa internet.

70

EXPERIENCES

Task:
Makagawa ng banghay-aralin para sa pagpapakitang-turo kinabukasan habang may
panauhing nagmamasid.
Objectives:
Nakagagawa ng banghay-aralin para sa pagpapakitang-turo kinabukasan habang
may panauhing nagmamasid.
Ang Ang paggawa ng banghay Naguluhan dahil Nagpokus sa

paggawa aralin para sa pagpapakitang- maraming ideya ang ideya kung
ng turo kinabukasan habang may nais pumasok sa saan hindi
banghay panauhing nagmamasid ay isipan at medyo makalaan ng
aralin. lumaan ng mahabang oras bago nalungkot dahil hindi mahabang
natapos sapagkat maraming lahat ng ninais ay oras para sa
ideya o pakulo ang nais hindi masakatuparan mga gawain
isakatuparan sa pagtuturo sapagkat hindi sapat sa mga mag-
kinabukasan. ang isang oras upang aaral.
matagumpayan ang
mga ideya sa isipan.

71

EXPERIENCES

Task:
Magkapagtuturo sa mga mag-aaral baitang 9 seksyon Pine na may panauhing
nagmamasid sa klase.
Objectives:
Nakakaturo sa mga mag-aaral baitang 9 seksyon Pine na may panauhing
nagmamasid sa klase.

Ang Ang pagtuturo sa mga Kinabahan ng Panatilihing naka
pagtuturo sa mag-aaral habang may kunti ngunit ng pokus sa klase.
baitang 9 panauhing nagmamasid ay mag-simula nay
seksyon Pine isa sa mahalagang gawain naging maaayos
habang may bilang parte ng aming na ang daloy ng
panauhing “internship”. Dito nakikita klase.
nagmamasid. ng panauhin o ng
“observer” kung papaano
ka magturo sa mga mag-
aaral at kung epektibong
guro kaba sa iyong mga
mag-aaral. Malaking
tulong ang gawaing ito
para malaman kung ano
ang maari pang isaayos
pagdating sa pagtuturo at
kung papaano
pangasiwaan ang klase.

72

EXPERIENCES

Task:
Makapagbigay ng mahabang pagsusulit sa mga mag-aaral.
Objectives:
Nakakapagbigay ng mahabang pagsusulit sa mga mag-aaral.
Ang Ang pagbibigay ng Naging maayos ang Ugaliing

pagbigay mahabang pagsusulit ay pagbibigay ng magkaroon ng
ng mahalagang gawain ng mahabang pasulit. mahabang pasulit
mahaban isang guro para sa mga bago matapos ang
g pasulit. mag-aaral sa pamamagitan isag lingo para
ng gawaing ito nakikita malaman kung
kung ang mga mag-aaral ay hindi
natuto sa iyong itinuturo. nakakalimutan ang
Nalalaman din dito kung mga paksang
epektibo kabang guro dahil tinalakay.
kahit na sa nakaraang lingo
pa ang paksang
pinagkukunan ng tanong
kung makakakuha ng
malaking puntos ang mga
mag-aaral ang ibig sabihin
tumatak ang itinuturo sa
iyong mga mag-aaral na
paksa.

73

EXPERIENCES

Task:
Pinauulit ang mahabang pagsusulit sa mga mag-aaral sa seksyon Pine, Kamagong at
Agoho.
Objectives:
Naipapaulit ang mahabang pagsusulit sa mga mag-aaral sa seksyon Pine,
Kamagong at Agoho.
Ang Ang pagpapaulit sa Walang naging Pinaalala sa mga

pagpapaulit sa mahabang pagsusulit problema dahil mag-aaral na dapat
mahabang ng mga mag-aaral sa sa pagkakataong laanan pa rin ng oras
pagsusulit sa seksyon Pine, ito majority ay upang maka pag study
mga mag-aaral Kamagong at Agoho halos lahat ay sa mga paksang
sa seksyon dahil may mga mag- nakapasa. natalakay na upang
Pine, aaral sa sekyon na ito kung mayroong
Kamagong at ay hindi nakaabot sa pagsusulit tulad
Agoho. passing score. nitong araw ay
makasagot pa rin sila
ta mas Mabuti sa mga
mag-aaral kung
naaalala pa rin ang
mga itinalakay nang
nakalipas.

74

EXPERIENCES

Task:
Makadalo sa Gender and Development Program o GAD sa VSU.
Objectives:
Nakakadalo sa Gender and Development program o GAD sa VSU.
Ang Ang makadalo sa Gender Walang naging Magpasalamat

makadalo sa and development program problema. dahil isang
Gender and o kilala bilang GAD na karangalan na
Development ginanap sa vsu beach isinama ang lahat
program sa garden ay isang ng studyanteng
VSU. karangalan bilang isang guro para sa
intern student dahil pagtitipong ito.
marami kang matutunan
sa programang ito at ito
din ang tyansa na makilala
pa ang ibang mga guro sa
bnhs maging ang intern
students din galing sa vsu.
75
2. CLASS
ROUTINES
CLASS ROUTINES
These are the activities we are accustomed to doing all day long when we go to
school or are in the classroom. Every Monday, all students are required to attend a flag
ceremony. All students report to their classrooms for class at 7:15 a.m. every day on
campus, while students report to their classes at 7:45 a.m. every Tuesday through Friday
off campus. Before the class begins, there will be a prayer that will take place only within
76
the classroom. Before the class begins, there will be a greeting, an attendance check,
review time, and reminders.
In the classroom, the lesson begins with a drill activity, then followed by
motivation, a presentation of the topic's purpose, and questions that the students can
respond to. After that, this is where the topic will be discussed, and the focus should be on
the students. The facilitator should be the teacher. The application that follows the
discussion here typically entails group work. Each group is given a different task to
complete and present in front of the class. Which will be followed by a generalization. The
students will be asked what they learned during the discussion after this task, which will be
followed by a generalization. After the generalization is followed by an evaluation, there
will be a short test where it will be known if the students are really listening to the topic
discussed because of the points they will get. After that, gives the homework, and after
that, the students will be asked if they have any more questions. If there are none, then it
will end with prayer.
The teacher and student should follow daily class routines to ensure that students are
learning as intended. These procedures will act as everyone's guide to ensure that the entire
class period runs smoothly.
PROTOCOLS FOR CLASSES IN THE LEARNING MODALITY
EMPLOYED BY THE SCHOOL

77
Assisting the Cooperating Teacher in the preparation and implementation of Class

guidelines for holding classes.
On, April 12, 2023, my fellow intern student from VSU and I cleaned the classroom for
tomorrow’s class together with the students. Our cooperating teacher was unable to lead
during this time due to she was still not finishing observing the class of other teachers.
78
79
Preparation
of
instructional
materials
Attendance on Assisting the Cooperating Teacher in the preparation of presentations

and learning materials to be used in classes.
We prepared presentations and materials to be used on April 18, 2023, in light of the
approaching periodical exam and the lengthy quiz we have already given the students.
80
Sample of Developed contextualized instructional materials appropriate for the

demonstration teaching modality.
Mga Kataga/
Pagpapasidhi ng
Damdamin
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Bakit kailangangmagingmaingatsa
pagpapahayagng emosyon at
damdamin?
Sa pagpapahayag ay mahalagang
maipakita ang damdaming nais bigyang-
diin o pangingibawin upang higit na
maipahayag ang kaisipan o bagay na nais
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Gawain. FEELINGS KO, GETS MO?

Panuto: Tukuyin kung ano-anong emosyon ang
ipinapakita sa larawan.
Gawain A.
Panuto: kumuha ng kalahating papel. Punan ng akmang

anyo ng pinasidhing anyo ng salita o pahayag ang patlang
upang mabuo ang diwa ng pangungusap.
83
84
4. Class
Activities
ATTENDANCE ON ASSISTING THE CTS IN PREPARING CLASS ACTIVITIES

85
ATTENDANCE ON FACILITATING LDM CLASS ACTIVITIES WITH

MINIMUM SUPERVISION FROM THE CTS
86
Three sample copies of designed contextualized learning activities aligned with the
MELCs
a. Nagagamit ang mga pang-abay na pamanahon, panlunan at pamaraan sa pagbuo ng alamat

(MELCS)
Talakayan: (Learning Activities aligned with the MELCs)
Gawain:
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Bumuo ng sariling alamat gamit ang mga pang-abay
Panuto: Bumuo ng sariling

Alamat gamit ang mga pang-abay
na pamanahon, panlunan at
pamaraaan.
a. Nasusuri ang mga elemento na konteksto ng napanood na dulang pantelebisyon (MELCS)

Pagtatalakay sa mga sumusunod;
Kahulugan ng dulang pantelebisyon at;
ang mga uri elemento ng dulang pantelebisyon.
Tanong: Ano-ano ang mga uri ng dulang pantelebisyon?

Bilang isang mag-aaral, bakit masama ang maghigante sa kapwa?
Tatakayin ang mga sumusunod:

Kahulugan ng dulang pantelebisyon at;
ang mga uri elemento ng dulang
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pantelebisyon.
Tanong:
Ano-ano ang mga uri ng dulang pantelebisyon?
Bilang isang mag-aaral, bakit masama ang
maghigante sa kapwa?
a. Naisusulat ang sariling wakas sa naunang alamat na binasa (MELCS)

Alamat
Pagsulat ng sariling wakas
Gawain:
 Ilahad ang mga pangyayari sa akda gamit ang graphic organizer
89
 Mula sa nakuhang impormasyon, bawat mag-aaral ay sumulat ng sariling wakas sa

naunang alamat na binasa
Gawain 1.
Panuto: Mula sa nakuhang impormasyon, bawat
mag-aaral ay sumulat ng sariling wakas sa
naunang alamat na binasa.
Gawain 2.
Ilahad ang mga pangyayari sa akda gamit ang
graphic organizer .
90
5. Assessment
Practices
Assisting the Cooperating Teacher to create assessment materials related to the

lessons, applicable to various learning delivery modes.
91
92
Sample Sample copies (3) designed templates for various assessment tools with suitable
scoring rubrics.
Mga Napakahusay Mahusay 8-7 Katamtamang Kailangan Scor

Kategorya 10-9 Husay 6-5 pang e
Paghusayin
4-1
Kaangkupan Ang mga Angkop ang May mga Lahat ng
sa datos/gawain ay datos datos /gawain inilahad ay
Task/Layunin inilahad at /gawaing na hindi higit na
nagpapakikita inilahad gaanong nangangailan
ng kaangkupan. nagpapakita gan ng
ng kaangkupan
kaangkupan. sa gawain.
Kalinawan ng Napakahusay Mahusay ang Maliwanag Hindi

Presentasyon ng ginawang ginawang ang ginawang malinaw ang
pagpapaliwana pagpapaliwan pagpapaliwan ginawang
g/ pagkakabuo a g/ a g/ pagpapakita
ng mensaheng pagkakabuo pagkakabuo ng
ipinababatid. ng ng mensaheng mensaheng
mensaheng ipinababatid. nais ipabatid.
ipinababatid.
Kooperasyon Ang lahat ng May . Dalawa sa Halos lahat
miyembro ng pagkakaisa at miyembro ng ng miyembro
pangkat ay pagtutulungan pangkat ay ng pangkat
nagkakaisa at ang bawat hindi maayos ay walang
may respeto sa miyembro. na nakikilahok disiplina.
isa’t isa. Maayos ang sa Hindi
Napakaayos ng ipinakitang gawain.Maayo maayos na
kanilang presentasyon s ang ipinakita presentasyon
ipinakitang ng bawat isa. nilang .
presentasyon presentasyon Nangangaila
dahil lahat ng at may n gan ng
miyembro ay respesto sa disiplina at
kumikilos sa bawat isa. respeto sa
gawaing bawat
nakaatang sa isa.Kailangan
bawat isa. lahat ng
miyembro ay
nakikipagtulu
ngan sa
gawain.
Walang
buhay ang
ipinakitang
pagpapaluta
n g ng
mensahe/
ideya.
Pagkamalikh Napakamalikhai Malikhain at Maayos na Hindi
ai n/ n at mahusay ang napalutang malinaw ang
Kasiningan napakahusay pagpapalutan ang ideya na ginawang
ng g sa nais nais ipabatid. pagpapakita
pagpapalutang ipabatid na ng
sa nais ipabatid mensahe mensaheng
na mensahe/ /impormasyon nais ipabatid Total
impormasyon .
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Pangkatang gawain
Assisting the Cooperating Teacher in checking students’ outputs.

94
95
6. Demonstration
teaching
96
Lesson Plan
Franciscan College of the Immaculate Conception ,Inc

Baybay City, Leyte
Basic Education (Junior High School)
Banghay Aralin sa Filipino VII

97
Student Teacher : Melissa P. Omalay
Petsa : Pebrero 16, 2023
Taon at Seksyon : Grade 8- Peace and Joy
Bilang ng Sesyon : 1 Oras
Cooperating Teacher: Bb. Sarah Caintic
Date/ OBJECTIVES TOPIC(S) CLASSROOM-

Day BASED ACTIVITIES
Feb. 16, a. Nasusuri ang Pananakit sa I. Motivation:
2023 pinapaloob ng Bata Bilang -Review
napanood sa Pagdidisiplina, Pagbabahagi ng mga mag-
video. Dapat Bang aaral ng kanilang natutuhan
Ipagbawal? sa nakaraang talakayan.
b. Naipapahayag -Drill
ang sariling Magpakita ng larawan. Isa
pananaw sa ay larawan ng pananakit ng
pamamagitan ng magulang sa anak at ang isa
argumento na naman ay larawan ng mag-
Sang-ayon o di aaral na pinaparusahan ng
sang-ayon ukol guro.
sa paksang
tinalakay.
c. Napapahalagahan
ang paksang
tinalakay sa
pamamagitan ng
paglalahad ng
saloobin.
-Essential Question
Bakit mahalagang taglayin
ang pagkakaroon ng
disiplina sa sarili?
II. Lesson Proper
-Discussion
Pagpapanood ng video.
-Interaction
Pagpapasagot sa mga
sumusunod na tanong.
1.Ano-ano ang mga
98
halimbawa ng ilang
pangyayaring nagpapakita
ng pang-aabuso at
pagmamalupit sa mga bata?
2.Sinasabi sa isang pag-
aaral na ang mga bata sa
Pilipinas ang nakararanas na
ng pisikal na pananakit sa
kamay ng kanilang
magulang, ilang porsyento
ito?
3. Ano-ano ang mga
halimbawa ng corporal
punishment na binanggit sa
akda?
4. Ito ay nagbabawal sa
corporal punishment at
nagsusulong na
alternatibong paraan ng
pagdidisiplina. Ano ito?
5. Para sa iyo, ano ang
mainam o epektibong
paraan ng pagdidisiplina sa
mga bata at kabataan sa
kasalukuyan?
-Evidence of Learning
Magkakaroon ng isang
DEBATE tungkol sa paksa.
Nahahati sa dalawang
pangkat ang mag-aaral.
Pamantayan:
pangangatwiran
-10
pagpapahayag/p
agsasalita -10
kooperasyon
- 10
kabuuan
30
-Value/s Integration
Bilang isang mag-aaral,
bakit mahalagang ingatan at
pahalagahan ang karapatan
ng mga bata at kabataang
tulad mo?
III. Synthesis
Bilang paglalagom, itanong
sa mga mag-aaral:
Bakit mahalagang
taglayin ang pagkakaroon ng
disiplina sa sarili?
IV. Articulation
Vertical
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Ang araling ito ay

nagpapalawak sa kaalaman
at pag-unawa ng mga mag-
aaral para sila ay mas
maging maalam sa kanilang
mga karapatan at
kahalagahan bilang isang
indibidwal.
V. Assignment
-Sagutin ang gawain sa
Payabungin Mo Pa A sa pahina
392.
Franciscan College of The Immaculate Conception Inc.

Baybay City, Leyte
Basic Education (Junior High School)
BANGHAY ARALIN SA FILIPINO VIIII

100
(IKATLONG-MARKAHAN)
Petsa: February 02, 2023
Taon at Seksyon: Baitang 9- Peace
Bilang ng Sesyon: Isang Oras
Cooperating Teacher: G. Rey Adrian E. Algo
I. Mahalagang Pang-uunawa
Ang mga kataga/pagpapasidhi ng damdamin ay isang uri ng pagpapahayag ng saloobin o
emosyon sa paraang pataas ang antas nito.
II. Mahalagang Katanungan
Bakit kailangang maging maingat sa pagpapahayag ng emosyon at damdamin?
III. Layunin:
Sa pamamagitan ng interaktibong talakayan ang mga mag-aaral ay inaasahang…
a. nauunawaan ang ibang paraan sa pagpapasidhi ng damdamin;
b. naiaantas ang mga salita (Clining) batay sa tindi ng emosyon o damdamin; at
c. naiuugnay ang mga kataga sa sariling karanasan
IV. Nilalaman
a. Paksa: Mga kataga/pagpapasidhi ng damdamin
b. Sanggunian: libro, https://www.youtube.com/watch?v=AM6ZY2ag1so&t=354s
c. Kagamitan: Laptop, Powerpoint
V. Karanasang Pagkatuto
1. Pangunahing Gawain
a. Panalangin
101
b. Pagbati: Peace and All-Good
c. Pag-tsek ng Kalinisan
d. Pag-tsek ng Atendans
e. Mga Paalala
 Makinig ng mabuti sa diskusyon at sa taong nagsasalita
 Gumamit ng magagalang na salita
 Umupo ng maayos
 Itaas ang kamay sa gustong sumagot
2. Introduksyon
a. Pagbabalik- aral
Pagtatanong: Ano-ano ang mga naging talakayan sa nakaraang pagkikita?
b. Pagganyak
Gawain. FEELINGS KO, GETS MO?
Pagpapakita ng larawan.
Panuto: Tukuyin kung ano-anong emosyon ang ipinapakita sa larawan.
c.Introduksyon sa mahalagang katanungan
3. Interaksyon
Pagpapakita ng sitwasyon at naiisa-isa ang clining sa pagpapasidhi ng emosyon at damdamin base sa

INIS- ASAR – GALIT - POOT
102
Sitwasyon 1: May nakitang ka chat ang nobyo

Sitwasyon 2: May nakitang “sweet message” sa selpon
Sitwasyon 3: Hindi sinipot sa date nila
Sitwasyon 4: Nakita ang nobyo mayroong ibang ka date
B. Proseso
Nauunawan ba kung paanong ipinataas ang level ng pagpapasidhi ng emosyon at damdamin base sa
sitwasyon na ipinapakita natin?
C. Pagtatalakay
Mga Kataga/Pagpapasidhi ng Damdamin
Sa pagpapahayag ay mahalagang maipakita ang damdaming nais bigyang-diin o pangingibawin

upang higit na maipahayag ang kaisipan o bagay na nais na maiparating. Sa ganitong sitwasyon ay
mahalagang matutuhan kung paano mapasisidhi ang pagpapahayag ng damdamin sa pamamagitan ng
mga kataga o pahayag.
1. Sa pamamagitan ng pag-uulit ng pang-uri

 Magandang-maganda ang tinig ng mga Pilipino kapag binibigkas ang sariling wika.
2. Sa pamamagitan ng paggamit ng panlaping napaka-,nag-an, pagka- at kay-, pinaka, ka- an
upangmapasidhi o maipakita ang pasukdol na katangian ngpang-uri.
 Napakaganda ang wika nating mga Pilipino.
 Nagtatangkaran ang mga dayuhan sa pagtitipon.
 Pagkasaya-saya ng mga dayuhang bumisita sa bansa
3. Sa pamamagitan ng paggamit ng mga salitang gayang ubod, hari, sakdal, tunay, lubhang, at ng
pinagsamang walang at kasing upang mapasidhi omaipakita ang pasukdol na katangian ng pang-uri.
 Walang kasinsarap sa pandinig ang wikang Filipino
103
4. Sa pamamagitan ng pagpapasidhi ng anyo ng pandiwa

 Paggamit ng panlaping magpaka
Pandiwang Pinaghanguan Pinasidhing anyo
Magsipag Magpakasipg
4.1 Sa pamamagitan ng pagpapasidhi ng anyo ng pandiwa

 Paggamit ng panlaping mag- at pag-uulit ng unang pantig ng salitang-ugat.
Magsalita Magsasalita
 Pagpapalit ng panlaping -um sa panlaping mag- at nagkakaroon ng pag-uulit sa unang pantig
bumili magbibilihan
gumawa maggagawaan
 Pagpapalit ng panlaping -um sa panlaping magpaka-
tumalino magpakatalino
humusay magpakahusay
5. Sa pamamagitan ng paggamit ng mga pangungusap na walang paksa gaya ng…
 Padamdam – Nagpapahayag ng matinding damdamin ang mga ito

Halimbawa: Sugod!
Ang tapang!
Kayhirap na buhay!
Laban!
104
 Maikling Sambitla –Ang mga sambitlang tinutukoy ay mga iisahin o dadalawahing pantig na
nagpapahayag ng matinding damdamin.
Halimbawa: Naku!
Aray!
Grabe!
Ay!
3. Paglalahat
Gawain 1. Pagsasanay
Panuto: kumuha ng kalahating papel. Punan ng akmang anyo ng pinasidhing anyo ng salita o pahayag
ang patlang upang mabuo ang diwa ng pangungusap.
1. (hanga) ___________ ang taong nagmamalaki at nagmamahal sa kanyang bayan.
2. (marami) ___________ ng magagandang dahilanupang ating mahalin ang sariling bayan.
3. Ang mga Pilipino ay dapat (tumapang) ____________upang magawa ang mga bagay na nagawa nina
Rizal at Ghandi.
4. Bukod sa pag-aaral ay ugaliin mo ring (matanong) ___________ upang mas marami kangmatutuhan at
maibigay para sa iyong bayan.
5. (Mahusay) ___________ ang mga Pilipinong gumagawa ng makakaya para sa bayan.
Gawain 2.
Panuto: Lagyan mo ng bilang 1 hanggang 3 ang sumusunod na mga salita batay sa sidhi ng kahulugan
nito. Ang 3 para sa pinakamasidhi, 2 para sa masidhi, at 1 sa di-masidhi.
A.__pagkamuhi B.__nasisisyahan C.__pangamba

__pagkasuklam __natutuwa __kaba
_pagkagalit __masaya __takot
D.__suklam E.__sigaw
__yamot __bulong
105
__inis __hiyaw
4. Integrasyon
a. Pagpapahalaga
Pagtatanong: Paano mo mapapahalagahan ang paksang tinalakay sa mga pangyayari sa paligid?
b. Integrasyong Pahalang
Ang paksang ito ay maihahambing sa asignaturang English kung saan tumutukoy sa

pagpapahayag ng emosyon at damdamin.
c. Integrasyong Bertikal
Ang paksang ito ay maiuugnay sa baitang 10 kung saan tumutukoy sa pagpapahayag ng

emosyon at damdamin.
d. Synthesis
Mahalagang mag-ingat sa pagpapahayag ng damdamin dahil hindi natin alam ang mararamdaman
ng taong pinatutungkulan nito. Lahat tayo ay malaya sa pagpapahayag ng damdamin ngunit
kailangang kontrolado natin ang ating emosyon sa bawat pagkakataon.
BANGHAY-ARALIN SA FILIPINO 9
Pestsa: Marso 14, 2023 (Martes)
Seksyon: Science, Technology, Agoho, Kamagong, Pine
Layunin:
1. Nagagamit ang mga pang-abay na pamanahon, panlunan at pamaraan sa pagbuo ng

alamat
106
KBI: Gamitin ang wastong pagbaybay at iwasan ang komplikadong salita
GAD: Maging pantay sa lahat at respetuhin ang bawat isa
II. Paksa:
Pang-abay (Pamanahon, Pamaraan at Panlunan)
III. Mga kagamitan

A. Sanggunian:
K to 12 CG Code F9WG-IIIf-55
https://noypi.com.ph/pang-abay-na-pamaraan/pang-abay-na-panlunan/pang-abay-na-
pamanahon
B. Kagamitan
laptop, telebisyon, powerpoint presentation, clicker
IV. Pamamaraan
A. Panimulang Gawain
Balik ̶ Aral
Ano ang tinalakay noong nakaraang pagkikita?
Ano ang pamagat ng pinanood sa bidyu at tungkol saan iyon?
Paano ipinakita ng tauhan ang kanyang kabayanihan at katapangan?
Sa anong pangyayari sa akda ang nagpapakita ng pagmamahal sa kapatid?
Paano ipinapakita ni Rama sa akda ang kaniyang katapatan sa kaniyang minamahal na si Sita?
B. Pagganyak
Gawaing laro (Puzzle)
Panuto: Hahatiin sa tatlong pangkat ang klase at ang bawat pangkat ay bibigyan ng isang
“rumble word” at mag-uunahan sa pagbuo nito. Ang mauuna ay makakuha ng 5 puntos.
YAGABPAN - PANG-ABAY
LAMATA - ALAMAT
NOHANMAPA - PAMANAHON
LUNANPAN - PANLUNAN
MARAPANA - PAMARAAN
C. Pagbibigay ng mga Gawain (pangkatang gawain)

1. Nabibigyan kahulugan ang pang-abay
2. Nagagawan ng pangungusap ang mga pang-abay na pamanahon, panlunan at
pamaraan (Pangkatang gawain)
D. Pagsusuri
Suriin ang mga ibinigay na halimbawa sa pang-abay na pamanahon, pamaraan at
panlunan batay sa mga ibinigay na halimbawang pangungusap.
E. Pagtatalakay
Pagtalakay sa mga kahulugan ng mga uri ng pang-abay
Pamanahon
Pamaraan
107
Panlunan
F. Paglalapat
Panuto: Gamit ang mga pang-abay na pamanahon, panlunan at pamaraan bumuo ng
sariling pangungusap. Gamitin ang mga gabay sa pagsasagot ng pagsasanay sa ibaba.
A. Pumili sa kahon ng limang (5) salita at tukuyin kung anong uri ito ng pang-abay.
B. Gamitin ang napiling mga salita sa sariling pangungusap.
Mga Pang-abay
buhat Mamaya palakad umpisa sa bahay
kanina Nang pasigaw araw-araw sa plaza
Sagot halimbawa:
Pasigaw kaming pinapagalitan ng isang matanda sa kanto dahil kami raw ay maingay.
Pasigaw – pang-abay na pamaraan
G. Paglalahat
Ano-ano ang mga pang-abay na pamanahon? Mahalaga bang matutunan ang mga ito?
Bilang mag-aaral paano mo magagamit ang wastong pagbaybay at paano mo
maiwasan ang komplikadong salita?
H. Pagtataya
Panuto: Bumuo ng sariling alamat gamit ang mga pang-abay na pamanahon,
panlunan at pamaraan.
Pamantayan sa Pagbuo ng Sariling 5 4 3 2 1

Alamat
1. Maayos na naipahayag ang mga salitang
pagpapahayag ng damdamin at
paghahambing
2. Wasto ang pagkakagamit ng bantas,
baybay at pagkakabuo ng talata
3. Nagagamit ang pang-abay na
pamanahon, pamaraan at panlunan
5- Mahusay na nagampanan ang gawain

4- Magaling na nagampanan ang gawain
3- Maayos na nagampanan ang gawain
2- May ilang dapat pang ayusin sa gawain
1- Nangangailangan pa ng pag-unlad
I. Kasunduan
Isa-isahin ang tatlong uri ng pang-abay at bigyan ng mga halimbawang pangungusap.
V. MGA TALA
VI. PAGNINILAY
108
A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya
9- Science = 9- Technology= 9- Agoho=
9- Pine = 9- Kamagong=
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa

remediation
C. Nakatulong ba nag remedial?
D. Bilang ng mag-aaral na magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo ang nakatulong ng lubos?
Paano ito nakatulong?
F. anong suliranin ang aking naranasan na solusyonan sa tulong ng aking punong
guro at superbisor?
G. Anong kagmitang panturo ang aking nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
Inihandi ni: Inaprubahan ni:
MELISSA P. OMALAY MIRASOL F. ARRADAZA

30 de Deciembre St., Baybay National High School
BANGHAY-ARALIN SA FILIPINO 9
Pestsa: Marso 21, 2023 (Martes)
Seksyon: Science, Technology, Agoho, Kamagong, Pine
I. Layunin
Napatutunayan ang pagiging makatotohanan/ di makatotohanan ng akda.
F9PB-IIIf-53
KBI: Huwag matigas ang ulo

GAD: Lahat ay pantay-pantay na makararanas ng mga pagsubok sa
buhay kaya nararapat lamang na lumaban hanggang dulo.
109
II. Paksa:
Alamat: “Ang Alamat ng Pilipinas”
III. Mga kagamitan
A. Sanggunian:
K to 12 CG Code F9PB-IIIf-53
https://www.youtube.com/watch?v=6GfNPWWXKxs&t=88s
B. Kagamitan
laptop, telebisyon, powerpoint presentation, clicker
IV. Pamamaraan
A. Panimulang Gawain
1. Panalangin
2. Pagtsek ng atendans
3. Pagbabalik ̶ aral
Itatanong sa mga mag-aaral:
Ano ang tinalakay noong nakaraang pagkikita? Ano ang kahulugan ng pang-
abay? Ano-anong uri ng mga pang-abay ang tinalakay? Ano-ano ang tatlong uri ng
pang-abay na pamanahon? Mayroon bang makapagbibigay ng halimbawang
pangungusap gamit ang mga pang-abay?
B. Pagganyak
Gawain. Secret Code!
Panuto: Ang klase ay nahahati sa dalawang pangkat. Gamit ang letrang A-Z na may
katumbas na bilang 1-26, alamin ang katumbas na letra ng bawat numero.
Halimbawa:
13-5-12-9-19-19-1 16 15-13-1-12-1-25
M -E -L -I- S- S- A P. O-M-A-L-A-Y
PILIPINAS
ALAMAT
MAKATOTOHANAN
DI-MAKATOTOHANAN
C. Pagbibigay ng mga Gawain

110
1. Pagpapakita ng video na pinamagatang “Alamat ng Pilipinas”.

2. Nahahati ang klase sa apat na pangkat
3. Magbibigay ang bawat pangkat ng mga pangyayari na makatotohanan at di makatotohanan
batay sa napanood na alamat.
4. Pipili ang bawat pangkat ng isa o dalawang represante upang ibahagi sa klase ang ginawang
gawain.
D. Pagsusuri
Itanong sa mga mag-aaral:
Tungkol saan ang napanood na alamat? Sino sina Lus, Minda at Visayas? Naging
madali ba sainyo ang paghahanap ng mga pangyayaring makatotohan at di makatotohanan sa
akdang “Ang Alamat ng Pilipnas”?
E. Pagtatalakay
Pagtalakay sa kahulugan ng alamat at pagkilala sa makatotohanan/ di-makatotonhanan na
pahayag.
Alamat- ay isang uri ng panitikan na nagsasalaysay ng pinagmulan ng mga bagay-bagay sa

daigdig. Ang salitang alamat ay panumbas sa salitang legendus ng wikang latin at legend ng
wikang Ingles na ang ibig sbihin at upang mabasa. Ito din ay isang salaysay ng mga
pangyayaring pantao na may batayan sa kasaysayan at nagpapakita ng mga pagpapahalaga at
nagtataglay ng mga katangian na magbibigay ng anyo ng katotohanan at di-makatotohanan.
Makatotohanan kung maaaring mangyari sa tauhan at di-makatotohanan sa bahagi ng mga
milagro at pagbabagong anyo ng tao.
F. Paglalapat
Bilang isang mag-aaral, bakit mahalaga ang sumunod sa utos at payo ng ating mga
magulang?
G. Paglalahat
Ang mga aral na natutuhan ko sa araw na ito ay_____________________________
H. Pagtataya
Panuto: Sa isang kalahating papel (1/2 crosswise) isulat at patunayan ang pagiging
makatotohanan at di makatotohanan ng akda batay sa akdang Alamat ng Pilipinas.
Makatotohanang Di-Makatotohanang
Alamat ng Pangyayari Pangyayari
Pilipinas
111
Mula sa naitalang makatotohanan at di makatotohanang pangyayari. Pumili ng isa at magbigay ng

patunay.
1. Patunay (Makatotohanang Pangyayari)

_____________________________________________________
_____________________________________________________
2. Patunay (Di-Makatotohanang Pangyayari)
_____________________________________________________
_____________________________________________________
Pamantayan sa pagbibigay ng puntos:

Pagpapaliwanag -10
Paglalatag ng tamang Impormasyon -10
Angkop ng pagkakabuo -10
Kabuuan ------------ -30
I. Kasunduan/ Takdang-aralin
Isa-isahin ang mga tauhan sa napanood na akda at ilarawan ang kanilang mga pag-uugali.
V. MGA TALA
_________________________________________________________________
VI. PAGNINILAY
112
A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya
9- Science = 9- Technology= 9- Agoho=
9- Pine = 9- Kamagong=
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain

para sa remediation
C. Nakatulong ba nag remedial?
D. Bilang ng mag-aaral na magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo ang nakatulong ng lubos?

Paano ito nakatulong?
F. anong suliranin ang aking naranasan na solusyonan sa tulong ng

aking punong guro at superbisor?
G. Anong kagamitang panturo ang aking nadibuho na nais kong

ibahagi sa mga kapwa ko guro?
Inihandi ni: Inaprubahan ni:
MELISSA P. OMALAY MIRASOL F. ARRADAZA T-III

Student Teacher Cooperating Teacher
30 de Deciembre St., Baybay City Leyte

Departamento ng Filipino
BANGHAY-ARALIN
113
Grade 7 (FILIPINO)
Sec: Grade 7-Science, Technology, Lomboy, Abokado at Chicko
Marso 29, 2023
KBI: Piliin ang maging mabuti kaysa maghigante
I Layunin
Nasusuri ang mga elemento at sosyo-historikal na konteksto ng napanood na dulang
pantelebisyon F7PD-IIIf-g-15
 Nasusuri ang mga elemento na konteksto ng napanood na dulang pantelebisyon
II Paksa
Mga Elemento ng Dulang Pantelebisyon
III Kagamitan
A. Sanggunian
 MELC Code F7PD-IIIf-g-15
 https://www.slideshare.net/adrbuenaventura/mga-sangkap-ng-dulang-pantelebisyon
B. Kagamitan
-Laptop, Tv, Objective board
IV Pamamaraan
A. Panimulang Gawain:
1. Balik-Aral (tatlong minuto)
Itanong sa mag-aaral ang sumusunod:
 Ano ang sosyo-historikal?
 Ano ang kaibahan ng sosyo at historikal
2. Pagsasanay (tatlong minuto)
 Magkakaroon ng pagbabaybay ng mga salita.
1. Elemento
2. karakter
3. Disenyong Pamproduksyon
4. Atmospera
5. Sinematograpiya
B. Pagganyak (limang minuto)

Secret Code!
114
Gamit ang letrang A-Z na may katumbas na bilang 1-26, alamin ang katumbas na letra ng
bawat numero.
Halimbawa:
13- 1- 7- 1- 14- 4- 1
M- A- G- A- N -D-A
DIYALOGO
NILALAMAN
TAUHAN
 Ipinakikita ang layunin ng bagong aralin.

Nasusuri ang mga elemento na konteksto ng napanood na dulang pantelebisyon.
C. Gawain (15 minuto)

 Pagpapakita ng bidyu ng dulang pantelebisyon na pinamagatang “Maria, Clara at Ibarra”.
 Hahatiin ang klase sa apat na pangkat
 Bawat pangkat ay magbibigay ng mga pangyayari na nararanasan parin ngayon sa
kasalakuyan batay sa napanood na bidyu.
 Pipili ng representante ang bawat pangkat para ibahagi ang kanilang ginawang gawain.
D. Pagsusuri (limang minuto)

Itatanong sa mga mag-aaral:
Naging madali ba sa inyo ang paghanap ng mga pangyayari na atin pa rin
nararanasan ngayon sa kasalukuyan mula sa napanood na “Maria, Clara at Ibarra?”
E. Pagtatalakay/Paghahalaw (10 minuto)

Pag-uusapan muli ang mga elemento ng dulang pantelebisyon.
Mga Elemento ng Dulang Pantelebisyon

1. Nilalaman/Kuwento
2. Diyalogo
3. Mga tauhan
4. Disenyong Pamproduksyon
5. Tunog/Musika
6. Sinematograpiya
7. Direksiyon
F. Paglalapat (limang minuto)

Bilang isang mag-aaral bakit masama ang mag higante sa kapwa?
G. Paglalahat (limang minuto)

Ang natutuhan ko sa araw na ito ay ________________________________.
115
H. Pagtataya (10 minuto)

SURIIN MO AKO!
Panuto: Punan ang grapikong presentasyon batay sa pagsusuri ayon sa mga elemento o
sangkap ng dulang pantelebisyong “Maria, Clara at Ibarra.”
ELEME MGA PAGSUSURI
NTO
Nilalaman o
Kuwento
Diyalogo
Mga Tauhan
Disenyong
Pamproduksiyo
n
Tunog o Musika
Sinematograpiy
a
Direksiyon
I. Kasunduan (dalawang minuto)

Panuto: Pumili ng isang dulang pantelebisyong napanood. Suriin ang mga elemento gayundin
ang sosyo-historikal na konteksto nito. Gawin ang pagusuri sa sagutang papel. (Isang buong
papel)
V Mga Tala
______________________________________________________________
VI Pagninilay
116
Bilang ng mag-aaral 7- S = _______ 7- Chicko

na nakakuha ng 80% =________
sa pagtataya (No. of 7- T= _______ 7-
learners who earned Abokado=_______
80% in the evaluation) 7- Lomboy=______
Inihanda ni:
MELISSA P. OMALAY
Student Teacher
Aprobado ni:
ANA LOU RODEN-MONTILLA
Master Teacher I
117
ACTUAL DEMONSTRATION TEACHING

118
119
7.
School Forms
120
Accomplished DEPED required forms and FCIC Required forms
School Form 1 (SF1)- School Register

121
School Form 2 (SF2) Daily Attendance Report of Learners

122
School Form 3 (SF3) Books Issued and Returned
School Form 3 (SF3) Books Issued and Returned

(This replaced Form 1 & Inventory of Text Book)
School ID School Year
School Name Grade Level Section

Subject Area & Subject Area & Subject Area & Subject Area & Subject Area & Subject Area & Subject Area & Subject Area &
Title Title Title Title Title Title Title Title
REMARK/ACTION TAKEN
LEARNER'S NAME
NO. (Please refer to the legend on
(Last Name, First Name, Middle Name) Date Date Date Date Date Date Date Date
last page)
Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned
TOTAL FOR MALE | TOTAL COPIES
TOTAL FOR FEMALE | TOTAL COPIES

TOTAL LEARNERS | TOTAL COPIES
GUIDELINES: In case of losses/unreturned, please provide information with the following code: Prepared By:
1. Title of Books Issued to each learner must be recorded by the class adviser.
2. The Date of Issuance and the Date of Return shall be reflected in the form. A. In Column Date Returned, codes are: FM=Force Majeure, TDO: Transferred/Dropout, NEG=Negligence
3. The Total Number of Copies issued at BoSY shall be reflected in the form. B. In Column Remark/Action Taken, codes are: LLTR=Secured Letter from Learner duly signed by (Signature over printed name)
parent/guardian (for code FM), TLTR=Teacher prepared letter/report duly noted by School Head for
4. The Total Number of Copies of Books Returned at the EoSYshall be reflected in the form. Date BoSY: Date EoSY:
submission to School Property Custodian (for code TDO), PTL=Paid by the Learner (for code NEG).
5. All textbooks being used must be included. Additional copy/ies of this form may use if needed. References: DO#23, s.2001, DO#25, s.2003, DO#14, 2.2012. School Form 3: Page 2 of
123
School Form 4 (SF4) Monthly Learner’s Movement and Attendance

130
School Form 5A End of Semester and School Year Status of Learners for
Senior High School (SF5A- SHS)

131
School Form 5B List of Learners with Complete SHS Requirements (SF5B- SHS)
132
School Form 5 Report on Promotion & level of Proficiency for Kinder (SF5K)
End of School Year Kindergarten Appraisal Report

133
School Form 7 (SF7) School Personnel Assignment List and Basic Profile
134
School Form 8 (SF8) Learner’s Basic Health and Nutrition Report

135
Learner Permanent Record for Junior High School (SF10-JHS)

136
Learner Permanent Record for Elementary School (SF10- ES)

137
8.
Webinars
Title: School Learning Access Center (SLAC)

138
Sponsor: Baybay National High School
Narrative:
The SLAC seminar educates teachers on what to think about in the

classroom, particularly if division is watching your class. How to use ICT,
numeracy, literacy, and other skills in your classroom will be explained to you.
It also states how many points you will receive if you use the necessary ones.
To be able to state that you have met the division's standards, the
aforementioned factors are essential. It also covered classroom management
strategies and the best teaching methods for each individual student.
Reflection:
Being present at this seminar will be very helpful to me, especially given that I
plan to apply to Deped. I am thankful that this seminar taught me important
things to think about when applying for jobs. It helped me to become more
open to the idea of learning new things. To ensure that the information
presented in such a seminar is easy to recall at the appropriate time,
preparation is required. And the rest of what was said has already been put into
practice, for which I am grateful to my CT. When I applied for a job, we were
already certain of the methods or actions we would take.
DOCUMENTATIONS
139
CERTIFICATE
140
141
Title: Regional Pre-Service Teaching Congress 2023
Theme:” Exposing Future Teachers on Internationalization Strategies:

Developing Global Mindset”
Date: April 22, 2023
Sponsor: Philippine Association for Teacher and Educator (PAFTE)
Narrative:
PAFTE is a professional network of competent, dedicated, and caring teacher

educators committed to promoting professionalism, dynamic leadership, high
standards, collaboration, and competition among TEIs and other teacher
organizations through scholarly works and continuing education in order to
achieve nobility and national development.
Reflection:
My thoughts on the PAFTE-sponsored teaching webinar with the title
Regional Pre-Service Teaching Congress 2023 and the theme "exposing future
teachers on internationalization strategies: developing global mindset." There are
many factors to take into account and a variety of skills are required to have an
impact in your daily work. Since these are the skills that should be applied to
students and for your teaching to be successful, it is essential for a teacher in the
twenty-first century to possess them. I learned a lot from Juanito Hingpis, our guest
speaker. He gave me a lot of advice that will make me a more effective educator in
the future.
142
DOCUMENTATIONS
143
CERTIFICATES
144
Title:
The Job Orientation
Theme: "The art of “Perseverance and Resilience in Landing a Job"
Date: April 26, 2023
Sponsor: Franciscan College of the Immaculate Conception
Narrative:
The webinar will concentrate on Job Orientation. It emphasizes the significance of

having a strong work orientation. Job orientation is essential because it establishes the
foundation for the new employee's entire career with the company. Job orientation is
especially important to me as a recent college graduate. It is demonstrated and measured
here how to be a good employee. that it is necessary to have a diverse set of skills for
this time period in order to easily find work and perform well in the future. The speaker
emphasizes the importance of being preferential and respectful as a job seeker because
these are qualities that good employees must possess.
Reflection:
Attending this webinar as a student-teacher was very informative because it

helped us open our minds to the critical components that we must know when
applying for jobs, especially in this new era. This webinar was extremely helpful
to me, particularly for graduate students who intend to work in the future. We've
been given tips, strategies, and information on how to prepare for a job interview.
Mrs. Luzlin P. Elcullada, our speaker, we thank you for sharing your expertise on
145
how to be a good employee and what attitude to adopt when applying for a job.
DOCUMENTATIONS
146
CERTIFICATE
Melissa P. Omalay
147
148
VI.
Hymn Of the
Host School
149
FCIC HYMN
We sing to you
FCIC, Our Alma
Mater dear,
You taught us all, true Christian
love, In Franciscan Charity.
To live in peace, forgive the wrong,

And sow true love not strife
For living’s dying to
ourselves, To win eternal life.
FCICians, claim your crown,

Fill the world with joyful
song, Loyal voices loud and
clear
Bringing peace and joy to everyone.
FCICians, claim your crown,

Fill the world with joyful
song, Loyal voices loud and
clear
Bringing peace and joy to everyone.
To live in peace, forgive the wrong,

And sow true love not strife
For living’s dying to
150
ourselves, To win eternal life.
VII.
Conclusion and
Recommendation
151
CONCLUSION
Nothing beats experience as the perfect learning tool. This internship

served as my stepping stone to pursue my dream to be a teacher. This
internship gave me an inspiration to be more focused on studying. I was
encouraged to do more efforts in my studying even in worst situation. Since I
was given some unique strategies in teaching, I was still motivated and
inspired more to do the tasked as a teacher even sometimes I wanted to give
up.
After the four long years of incomparable hardship, sacrifices, partly

enjoyable and memorable stay in our Alma Matter, the Franciscan College of
the Immaculate Conception (FCIC), a mixed feeling of happiness haunted me.
Happiness, the fact that we will soon receive our diploma, and sadness…
because we will soon leave our classmates, friends, our knowledgeable
instructors and most of all our beloved Alma Mater.
My last semesters stay in school was full of challenges that was my

internship. Here, I experienced that teaching knows no bounds. We were not
limited to classroom walls by days and hours. In the afternoon, when I reach
home a lot of paper work waited to be corrected and recorded and most of all
lesson plans to be written and submitted a day before. Very early in the
morning, I reported to my cooperating teachers to see to it that it was clean and
conductive to learning. I also experienced that to be a teacher is to be a
humane, patient and fair. It is to be over-growing, over stuffed with
enthusiasm, what was also rewarding and memorable were the encouraging
comments and ratings of our cooperating teachers and supervision expressed
verbally and written. With this, I have fully realized that practice teaching is a
must in preparation for actual work.
152
RECOMMENDATION
Teachers are arguably the most influential people in our society. They give
children a sense of purpose, prepare them for success as global citizens, and instill
in them a desire to do well and succeed in life. Today's children will be
tomorrow's leaders, and teachers are the critical point at which a child is prepared
for their future.
As a future teacher, I am aware that today's students demand more from their
education. I think this is a result of the diverse range of upbringings and issues
that students today are dealing with. On my teaching internship journey, I
witnessed with a lot of students who were from dysfunctional or broken families.
Numerous issues arise as a result, both behaviorally and emotionally. It is crucial
to bear this in mind when working with students as a future teacher.
As future educators, we must be as fair as possible to our students, regardless of

their ethnicity, gender, or socioeconomic status. We must never take anything for
granted and be ready for both contemporary and conventional approaches. Also
make time to prepare the teaching materials, because it can speed up the process of
giving instructions. It might help us conserve our voices and energy in the
classroom. Future intern students should be flexible in all facets of their work. Don't
take anything for granted, and make sure to.
153
VIII.
Appendices
154
______________________________
Date

STUDENT INTERNSHIP PROGRAM
AY 2022-2023
ENGLISH ADVISER’S APPOINTMENT

Sir/Ma’am:
You are hereby appointed as English adviser of MS. MELISSA P. OMALAY of
the FCIC Student Internship Program. Your function is primarily checking the
manuscript as to its word usage, tense of verbs, coherence, congruency and other
technical aspect in writing. You will be entitled to honoraria in accordance with the
Scheme of Honoraria approved by the department.
Sincerely,
MELISSA P. OMALAY
Student Teacher
Action Taken:
______ Approved
______ Disapproved
Signature over Printed Name
Approved:


155
156
________May 12, 2023__________

Date

AY 2022-2023
C E R T I F I C A T I O N
This is to certify that I have checked/ examined the narrative of MELISSA P.

OMALAY and all the entries, organization and rules in grammar were observed.
MR. DANIT M. GALENZOGA T-I

English LPT
(BNHS-TLE Dept. Language Editor SY 2022-23)
157
______________________________
Date

AY 2022-2023
APPROVAL FOR BINDING NARRATIVE
This is to certify that I have checked/ examined the narrative of MELISSA P.

OMALAY and is approved and recommended for binding.
Approved:


158
IX.
The Author
159
Start where you are. Use what you have. Do what you can.
MELISSA P. OMALAY
THE AUTHOR

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1

COLLEGE OF TEACHER EDUCATION

A COMPREHENSIVE NARRATIVE REPORT

A Comprehensive Narrative Report on

In partial fulfillment of the requirements in the course

Education 45, this Narrative Report on Student Teaching Experience

has been prepared and submitted by Ms. Melissa P. Omalay.

Accepted and approved as partial fulfillment of the requirements in the

course Education 45.

GENEVIEVE MARIE T. BACTASA, MA

MARIA VICTORIA A. GONZAGA, Ed.D

The author wishes to express her sincere and heartfelt

Apart from her efforts, the success of this narrative report

Above all, she profound gratitude to Our Almighty God for

Her heartfelt gratitude to her mother and her aunt Marilyn,

To her boyfriend Kiener, he is also one of the inspirations

She would also like to thanked her siblings, Erlinda, and

To her cooperating teacher Ms. Sarah Jane Caintic, Mrs.

To the Dean of College and Dean of Education who is very supportive

IV. Delivery of Student Teaching Internship Program

5. GENERAL OBSERVATION AND PARTICIPATION OF THE

VISION, MISSION, DESCRIPTION of TEACHER EDUCATION

 Nurture teacher with excellent pedagogical, technological and content

more options and greater flexibility in designing and implementing

A. Overview of the Field Study and Teaching Internship

Basic Education Department to comply the requirements of the field

Student teaching is a semester of full-time exposure intended for

Observation and Participation. This is done on the first week of

Actual Teaching/Practice Teaching. Student interns will be

After the 12 weeks teaching experiences, the student teachers

B. Objectives of the Students Teaching Program

1. apply the theories, principles and techniques learned in the

2. provide experiences that will equip student teachers with different

3. develop the student teacher’s personality as a professional teacher;

4. provide the opportunity to get oriented with the total – school

5. provide experiences for promoting school – community relations;

6. enable the prospective teacher to form his philosophy relevant to the

7. help the student teacher gain perspective of the whole role of a

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

The K to 12 Reform (R.A. 10533) in 2013 has changed the

Teacher quality in the Philippines

sound and critical understanding of the application of theories and

• use assessment data in a variety of ways to inform and enhance the

The 7 Domains collectively comprise 37 strands that refer to more

7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

Domain 3, Diversity of Learners, consists of five strands:

Domain 4, Curriculum and Planning, includes five strands:

Domain 5, Assessment and Reporting, is composed of five strands:

5. Use of assessment data to enhance teaching and learning practices

Domain 6, Community Linkages and Professional Engagement,

Domain 7, Personal Growth and Professional Development,

• ensures the integral formation of the human person through a

FCIC Teacher Education program recognizes that quality teachers

to its sincere pursuit in producing quality teachers through offering pre-

II. PROFESSIONAL READINGS

What is digital Age?

To Bring Learning into the Digital Age, We Must Empower Teacher

By Bev Perdue, June 3, 2018

 defining personalized learning from the student’s perspective;

Reference: https://www.gettingsmart.com/2018/06/to-bring-learning-into-the- digital-

In which almost many of us depend more on technology, because we cannot make

The 5 Priorities of Classroom Management