Narrative Report on

Teaching Observation: A
Week with Marjorie F.
Espiritu, Teacher III
5-Day Observation at Mangaldan
National High School
By: Azriel Charles P. Ramos
Introduction:
From March 4 to March 8, 2024, I immersed myself in the classrooms of Mrs.
Marjorie F. Espiritu, an experienced Teacher III. This week-long deployment teaching
observation aimed to delve into her teaching methods, professionalism, and the
overall classroom dynamics, specifically focusing on Grade 7 and Grade 10 English
and Research classes.

Day 1 (March 4, 2024):

The week began with Grade 7, where Mrs. Espiritu seamlessly guided students
through the world of short stories. The class started with a prayer, setting a positive
tone. Mrs. Espiritu effectively linked the current lesson to the previously discussed
story, ensuring a smooth transition. Elements of a Short Story were revisited, and the
teacher encouraged real-world connections, tackling external conflicts like
discrimination, bullying, and racism. The classroom atmosphere was well-maintained,
with good ventilation and a clear English-speaking policy. Disciplinary rules were
implemented without hindering the blend of patience, fun, and academic rigor.

In the afternoon, Grade 10 delved into Research, where Mrs. Espiritu reminded
students about their research papers. Continuous implementation of disciplinary rules
ensured a focused learning environment. The class engaged in a discussion about
Slovin’s Formula, with individual problem-solving activities and a formative
assessment. Additionally, I was entrusted with the responsibility of checking the
students' research papers, highlighting a collaborative teaching approach.

Day 2 (March 5, 2024):

The following day started with Grade 7 English, where Mrs. Espiritu began with a
prayer and energized the class with a warm-up yell and exchange of conversations.
The teacher facilitated a recap of short story elements, ensuring a solid foundation for
the day's lesson. Real-world connections were once again emphasized, and a short
video for plot analysis added an interactive dimension to the class. Notably, Mrs.
Espiritu granted me the opportunity to tutor a struggling student, Juda, with positive
outcomes.

In Grade 10, the Research class continued the focus on research papers and
disciplinary rules. The day's lesson included a discussion on Slovin’s Formula,
individual problem-solving, and a formative assessment. My involvement extended to
checking the students' research papers, reinforcing a collaborative learning
environment.

Day 3 (March 6, 2024):

In Grade 7 English, Mrs. Espiritu capitalized on the positive momentum, beginning
with a prayer and a successful recap of the previous day's discussion. The class
explored the differences between themes and morals in short stories, actively re-
reading and plotting the story "The Sacrifice." Meanwhile, the Grade 10 classes
delved into Literary Criticism, essay writing analysis related to "The Hunchback of
Notre Dame," and the viewing of the corresponding movie.
Day 4 (March 7, 2024):
Grade 7 English began with a recap, ensuring continuity from the previous day. Mrs.
Espiritu skillfully connected with students, identified differences between themes and
morals, and facilitated a re-reading and plotting activity for "The Sacrifice." Notably,
she allowed me to check class attendance and engage in reading practice with a
struggling student named Judah.

In the Grade 10 English class, a performance activity on essay writing analysis related
to "The Hunchback of Notre Dame" showcased Mrs. Espiritu's dynamic teaching
approach. The day concluded with a discussion and analysis of the poem "Silence of
the Scars" by Mjr. Maytham.

Day 5 (March 8, 2024):

As the week concluded, Mrs. Espiritu initiated Day 5 by recalling previous
discussions, fostering continuity in learning. In Grade 7, the class revisited essential
elements, reinforcing key concepts. Grade 10, on the other hand, engaged in catch-up
activities, consolidating knowledge from the week's diverse lessons.

The week's observations underscored Mrs. Marjorie F. Espiritu's consistent dedication

to creating an inclusive, engaging, and disciplined learning environment. Her ability
to seamlessly integrate real-world connections, dynamic teaching methods, and
support for struggling students highlights her role as a proficient and compassionate
educator. Mrs. Espiritu's teaching approach is a testament to her commitment to the
growth and success of her students.

Conclusion:
The week-long observation of Mrs. Marjorie F. Espiritu's teaching journey has
provided invaluable insights into her dynamic and effective instructional strategies.
From seamlessly guiding Grade 7 through the intricacies of short stories to navigating
Grade 10's research endeavors and literary analyses, Mrs. Espiritu consistently
demonstrated a commitment to creating a positive and engaging learning
environment. Her adept integration of real-world scenarios, continuous emphasis on
discipline, and unwavering support for struggling students showcase the multifaceted
nature of her teaching approach.

Throughout the week, Mrs. Espiritu's professionalism shone through as she balanced
patience, academic rigor, and a touch of humor to make learning enjoyable. The
collaborative atmosphere, where I was entrusted with checking research papers and
assisting struggling students, underscores her commitment to fostering a supportive
learning community.

In conclusion, Mrs. Marjorie F. Espiritu exemplifies the qualities of an exemplary

teacher—dedication, adaptability, and a genuine concern for the holistic development
of her students. Her teaching approach not only instills academic knowledge but also
values, critical thinking skills, and a love for learning. The week's observations
reinforce the pivotal role she plays in shaping the educational journey of her students,
making a lasting impact on their academic and personal growth. Mrs. Espiritu's
teaching prowess stands as a beacon of inspiration within the realm of education.