NEW ERA INTEGRATED SCHOOL

New Era University Schools is situated inside the compound of the Iglesia Ni Cristo in
Barangay New Era, Quezon City .The school was established through the initiative of the
Executive Minister of the Iglesia Ni Cristo. It lent to the Quezon City government a total of
8,600 square meters for school site. The primary objective of the Executive Minister of the
Iglesia Ni Cristo was to have a school that will cater to the educational demands and needs of all
school age children through these years, it became a dream for every parent from nearby
barangays to have their children enrolled in this school.

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 What are my expectations?

Things I want to learn during the field study?

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 My expectations include learning how to identify problems, manage different students,
choose strategies to address these issues, and plan and execute the tactics required to achieve
these goals. By learning this, I will gain real-world experience in what it takes to be an effective
teacher. Report to school every day for the entire school day, be punctual, participate in
classroom teacher activities and functions, and accept responsibilities delegated by the mentor
teacher. Maintain consistent attendance throughout your experience. I've realized the importance
of making mistakes. I know it sounds crazy, but I've been afraid of screwing something up. I
expected to always plan the perfect lesson, explain everything perfectly, and have everything go
as planned. And, let me be the first to point out, this is extremely unusual. I've realized how
critical it is to accept that neither we nor our cooperating teachers are perfect educators! We all
have things to learn, and my student-teaching experience taught me how to learn from my
mistakes instead of letting them consume me. What is the significance of effective
communication?

Communication is critical for workplace success. Avoiding questions when answers can be
found elsewhere is part of being a good communicator; keep in mind that everyone's time is
valuable. Effective communication is critical as an intern for productivity, efficiency,
engagement, and growth. As an intern, I discovered how important it is to be enthusiastic and
open to learning new skills, to ask for more work, and to be curious to learn and ask questions.
This attitude shows that you enjoy being a part of the team and are eager to help. Curiosity and
enthusiasm also mean that you get a lot out of what you do as an intern, which opens up a lot of
door

WEEK 1

This was the day we met our Critic Teacher, Ma’am Annaliza Baltazar. However, after a
few days, she was transferred online due to private reasons, and subsequently, Ma’am Delia
Principe became our final critic teacher. Prior to transitioning to Ma’am Delia, we were assigned

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to handle seven sections: Grade 7 TLE and Grade 8 ICT under Ma’am Annaliza Baltazar. During
our time with her, we observed classes in 7th-grade TLE and 8th-grade ICT.

During that week, Ma’am Annaliza Baltazar introduced the topics of flowcharts and
algorithms for Grade 7 TLE and focused on machine language for Grade 8 ICT. These topics
were intriguing for us as it was our first exposure to them, and we gained substantial knowledge
and understanding.

Throughout the week, emphasis was placed on developing Content Knowledge and
Pedagogy aimed at fostering student-centered strategies to enhance critical and creative thinking
skills, alongside other higher-order thinking skills.During the first week while observing Grade 7
TLE and Grade 8 ICT classes, we observed that emphasizing Content Knowledge and Pedagogy
through student-centered strategies significantly enhances critical and creative thinking, as well
as other higher-order cognitive skills. This approach is essential in modern education as it equips
students to delve deeper into subjects, analyze information effectively, evaluate evidence
critically, and develop independent and thoughtful conclusions.

WEEK 2

During the second week of our in-

campus observations, our main emphasis was
on Grade 7 and Grade 8 students, actively
engaged in completing Learning Guide 1
activities within their NEUVLE accounts.
This week introduced our new Critic

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Teacher, Ma’am Delia Principe. Despite the absence of a dedicated teacher for ICT and TLE in
Grades 7 and 8, Ma’am Delia directed us to oversee the progress of these students within their
NEUVLE accounts. Proactively, we identified and addressed students who had not completed
their activities, seeking to redirect their focus to the pending tasks. Throughout this week, we
noticed that many students were more engrossed in playing online games on their computers
rather than concentrating on their assigned tasks. This presented a challenge, as some students
showed disinterest in following our instructions. However, we effectively managed this situation
by adapting our approach to ensure better engagement with the students.

This week was primarily centered on the Learning Environment, specifically in managing
learner behavior. Focusing primarily on the Learning Environment, particularly in managing
learner behavior, is essential as it sets the tone for effective teaching and learning. A conducive
and well-managed environment fosters an atmosphere where students feel safe, engaged, and
motivated to learn. By addressing and managing learner behavior, educators create an
environment that encourages active participation, minimizes distractions, and promotes a sense
of responsibility among students.

WEEK 3

Throughout the entire week, Ma’am Delia Principe instructed us to oversee the practical
tests of the four sections of Grade 7 students in cooking. I observed that the Grade 7 students
took great pleasure in the cooking activities and demonstrated a collaborative spirit by assisting

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each other. I actively participated by aiding them in frying and cutting ingredients. They prepared
various recipes and graciously served us the dishes they had finished.

Additionally, I noticed remarkable progress and improvement among the students throughout
the week. The focus during this period was on Assessment and Reporting, particularly within the
second strand of this domain, which involves Monitoring and Evaluation of learner progress and
achievement.

By concentrating on this aspect, educators were able to systematically track and evaluate
each student's development and grasp of the concepts taught. This targeted approach not only
provided insights into individual learning trajectories but also enabled tailored guidance and
support for students where needed. It contributed immensely to the students' growth by offering a
structured framework for assessing their progress, allowing educators to adapt their teaching
strategies to suit the students' learning needs more effectively.

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 WEEK 4

This week, the Grade 8 students underwent a practical test on BlueJ, an integrated
development environment designed for Java programming. BlueJ serves educational purposes
and is suitable for small-scale software development, running with the assistance of the Java
Development Kit. During the test, we monitored the students closely, moving row by row to
ensure that everyone was actively engaged and to identify students who had completed their
tasks. While I initially lacked familiarity with BlueJ, listening to our cooperating teacher's
explanations during discussions helped me gain valuable knowledge about the program.

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 The activities during this week described align primarily with Domain 2: Learning
Environment and specifically correspond to Strand 2.1: Creating an Engaging Learning
Environment within the Philippine Professional Standards for Teachers (PPST). Monitoring
Grade 8 students during their practical test on BlueJ reflects a commitment to creating an
environment conducive to learning. Moving through rows to ensure active engagement and task
completion demonstrates efforts to foster a participatory learning atmosphere. Furthermore, the
educator's willingness to learn about BlueJ through explanations from the cooperating teacher
signifies a commitment to continuous learning, contributing to the creation of an engaging
learning environment. These actions collectively support Domain 2 and its specific Strand 2.1 of
the PPST by promoting an environment where students are actively engaged and educators are
committed to their ongoing professional development.

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 WEEK 5

This week, Grade 7 TLE students presented their business plans, revealing a striking
diversity in their entrepreneurial choices despite their young age. It was impressive to witness
their range, from tech-related startups to eco-friendly ventures and community-driven initiatives.
Each student showcased a distinct business idea, reflecting their individual interests and
innovative thinking. What truly stood out was not just their varied business concepts but also
their adeptness in outlining comprehensive growth strategies for their ventures. They
demonstrated a solid grasp of market analysis, financial projections, and scalable business
tactics, revealing an impressive business acumen uncommon for their age. Observing their firm
grasp of fundamental business principles emphasizes their promising potential as future
entrepreneurs.

The observed diversity and adeptness displayed by Grade 7 TLE students in presenting
their business plans underscore a significant alignment between learning outcomes and learning
competencies. Through their varied entrepreneurial choices and innovative thinking, students
demonstrated an application of fundamental business principles, reflecting the successful
attainment of learning outcomes. Their comprehension of market analysis, financial projections,

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and scalable business tactics not only showcased their individual interests but also highlighted a
firm grasp of core concepts taught in the curriculum. This alignment suggests that the
educational objectives aimed at imparting business knowledge have effectively translated into
the students' abilities to develop comprehensive growth strategies for their ventures. Ultimately,
this manifestation of their skills and understanding indicates a successful integration of learning
competencies, affirming their promising potential as future entrepreneurs.

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 WEEK 6

This week, we focused on computing the grades for the first grading period and discovered
that many students received low grades. To assist these students, we decided to visit their
respective rooms and inform them about incomplete activities that could help improve their
grades. Offering these students another chance is aimed at preventing any failures.

Simultaneously, I've been dedicating a significant amount of time this week to preparing for
my final demo teaching. I've devoted nearly 10 hours each day to meticulously craft lesson plans
and create instructional materials. There were instances when I became so absorbed in preparing
for the demo teaching that I almost forgot to have dinner due to my demanding schedule. Despite
the workload, I've remained committed to ensuring the success of my final demo teaching."

My cooperating teacher and I have been utilizing our free time efficiently, striving to
complete our tasks ahead of schedule to avoid any last-minute rush.

The described activities during this week is align with multiple domains of the Philippine
Professional Standards for Teachers (PPST).First, Domain 2: Learning Environment is evident
through efforts to support struggling students by addressing incomplete activities, aiming to
prevent academic failures. Second, Domain 4: Curriculum and Planning is reflected in the
meticulous preparation for the final demo teaching, showcasing dedication to crafting lesson
plans and instructional materials. Furthermore, Domain 5: Assessment and Evaluation is
apparent as educators identify low-performing students and take proactive steps to communicate
opportunities for grade improvement. Lastly, Domain 6: Community Linkages is demonstrated

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by collaborating with a cooperating teacher to manage time efficiently and avoid last-minute
rushes, reflecting effective partnership within the educational community.

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 WEEK 7

This week was my final demo teaching, the day that every student teacher waited. Some
said that day was the day of the final verdict. That was the day that every student teacher felt
mixed emotions. There were feeling of excitement and nervousness.

My co-student teacher, Ms. Aira Mae Rapote helped and assisted me in preparing for the
final demonstration. She was the one who was busy preparing the classroom while I was busy
preparing my instructional materials. My students were also helping me. They were cleaning the
room. They arranged the chairs and wiped the tables and cabinet. I was really thankful that they
helped me. I was very happy that they supported me.

My cooperating teachers were also busy assisting me .She was very supportive regarding
my final demonstration teaching. After I had finished preparing my instructional materials, I
arranged the folders containing the evaluation sheet and copy of my lesson plan for the
observers. During my final demo in my perspective handling class, first I feel the excitement and
very much overwhelm, because I already know that I can handle a class. Of course I did prepare
for my subject matter, considering of such visual materials and other ways/techniques on
teaching. I ask for my cooperating teacher some guidelines on how did I execute the lesson, and
establish the learnings, He also taught me on how I will get easy the attention of every students
in the classroom, so she help me to find it easy. Of course I prepared for my lesson plan, and
instructional materials to use and I make sure that it is suitable to their level.

I believed that I did give all my best to succeed my final demonstration teaching. But I also
believed that these would not be a success if it were only me. I passed these challenge because of
the support my cooperating teacher. She helped me a lot in improving myself. As well as, it went
well because of the cooperation of my students. Most of all because of the Almighty God!

Throughout this week, I focused on fostering my Personal Growth and Professional

concentrating particularly on the domain of Professional Reflection and Learning to Improve
Practice. This domain typically involves self-assessment, introspection, and actively seeking

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ways to enhance professional skills and approaches. It signifies a deliberate effort to engage in
reflective practices aimed at refining and advancing one's professional abilities, which is crucial
for ongoing growth and improvement in a chosen field or profession.

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 WEEK 8

This concluding week as in-campus pre-service teachers carries a poignant blend of

accomplishment and reflection. Collaborating with my co-pre service teacher for the final
demonstration served as a testament to the collaborative effort and dedication we've invested in
our teaching journey. Our joint involvement in the meticulous preparation of the soil for the
Planting Systems lesson encapsulated not only the practical application of theoretical knowledge
but also our commitment to delivering a comprehensive and engaging educational experience.
The camaraderie and shared responsibility during the preparation underscored the essence of
teamwork, a skill pivotal in the teaching profession.

As the curtains draw on our tenure as in-campus pre-service teachers, this week embodies a
pivotal moment of transition. It symbolizes the conclusion of our immersive experience within
the campus environment, where we've absorbed, practiced, and honed our teaching skills under
the guidance of mentors and instructors. This juncture marks the initiation of our transition
towards the next phase of our educational journey, where we step beyond the campus confines to
apply our acquired knowledge and skills in diverse educational settings.

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 Furthermore, amid the finality of our on-campus experience, this week bears the additional
significance of completing our evaluation process. Seeking signatures from our resource teacher
for our evaluations signifies more than just a formal procedure; it embodies the culmination of
our growth, achievements, and dedication as aspiring educators. These evaluations serve as a
tangible representation of our progress, highlighting areas of proficiency and areas for further
development, essential for our continual growth in the teaching profession.

In summary, this week encapsulates a confluence of experiences: the culmination of our

teaching demonstration, the closure of our in-campus tenure, and the formalization of our
evaluation, marking a significant milestone in our journey toward becoming adept and impactful
educators.

My described experiences contribute significantly to Personal Growth and Professional

Development as in-campus pre-service teachers. Collaborating on the final demonstration
showcases the development of teamwork, communication, and shared responsibility - essential
elements for personal growth. The transition from campus to diverse educational settings fosters
adaptability, reflective practice, and the application of acquired skills, all pivotal for professional
development. Completing the evaluation process signifies self-assessment, acknowledging
achievements, and areas for improvement, crucial for continual growth. Overall, these
experiences collectively foster interpersonal skills, adaptability, reflective practice, self-
awareness, and a commitment to professional standards, all integral aspects contributing to
personal growth and professional development in aspiring educators.

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 What my Resource Teacher Taught Me

When reflecting on this semester of student teaching, there have been so many challenges,
so many celebrations, and so much that I have learned from my CT. I have been pushed beyond
my comfort zone, and I have grown as a teacher immensely. It is hard for me to only talk about a
few of the takeaways that I have gained from this semester!

First, I have learned the importance of messing up. I know, this sounds crazy, but I have
found myself so nervous about screwing something up. I expected to always plan the perfect
lesson, explain everything perfectly, and have everything go smoothly and as planned. And let
me be the first to say, this is rarely the case. I have learned how important it is to accept that we
are not perfect teachers, and neither are our cooperating teachers! We all have things to learn,
and my student teaching experience has taught me how to learn from my mistakes rather than
letting them eat away at me. I learned something from my cooperating teacher and from the
students almost every day, and being open to this and vulnerable allowed me to grow, adapt, and
think on my feet! Having these experiences is the true life of a teacher.

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 With being honest about my mistakes and imperfections, I was able to also form stronger
connections with the students. This is another takeaway from the semester. I have always valued
forming strong relationships with my students in order to create the best learning environment
for them, but I was able to truly see the value of this throughout the semester. Being the first
placement where I was able to be with the students every day of the week, I was able to see the
growth of my relationships with them from day to day over the course of the semester. I was
honestly intimidated working with older, gifted students coming in, but I worked hard to break
down their walls and get to know them as individuals. I have loved getting to know each of my
students likes, dislike, strengths, and weaknesses. I believe that this has helped me better teach
them and has made my classroom a happier place to learn!

Finally, I have also learned from my CT the importance of having an open mind . You
can walk into any classroom and see completely different environments, teaching styles, student
personalities, curriculum, resources, etc. It is so easy to have your own ways and your own
approaches to teaching, disregarding anything else that you encounter. I have learned that
opening up to approaches and styles that I am not particularly used to is beneficial to help me
learn more ways that I can help my students and to also learn more about what I like and dislike
as a teacher. Rarely does anyone have a perfect student teaching placement. I am fortunate to
have enjoyed mine, but I have also learned that there is value in learning about what you do not
want to do as a teacher just as much as learn what you do want to do. It is so important to
continue being open minded so that you can leave room to grow into a more effective teacher!

I have really enjoyed my student teaching experience despite all of its hardships and
challenges. I found myself in very low points but also in very high points throughout the
semester, but I can clearly see how it has all grown me as a teacher, and I feel as though I can
confidently walk into whatever classroom I will be teaching in next year. I cannot believe that
the time has come for my own classroom; I can hardly wait!

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 ISSUES AND CHALLENGES

During my internship, I faced various challenges, primarily grappling with daily traffic
that often caused me to arrive late. Fortunately, my Cooperating Teacher was understanding of
this issue. Moreover, the demanding schedule left me feeling fatigued at times, especially since I
had to attend some subjects for additional classes since I am an irregular student.

Internships present a wide array of challenges, including adapting to diverse work cultures
and meeting specific goals. Some interns may feel apprehensive in unfamiliar environments,

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leading to difficulties in sustaining their placements. Additionally, it can take time to adjust and
perform optimally in the initial days.

The duration of an internship is limited by curriculum requirements, making it challenging

to achieve all learning outcomes and proficiency within that timeframe. Factors such as slow
learning, prior knowledge gaps, psychological barriers, limited teaching experience from
supervisors, exhaustion from main responsibilities, and motivation issues can hinder progress.

Moreover, issues within the educational institution, like unclear learning objectives or
insufficient collaboration with internship providers, further complicate the learning process. An
overload of students can strain internship sites, diminish motivation, exhaust supervisors, and
sometimes necessitate choosing less-than-ideal companies for completing the internship,
ultimately impacting the quality of practical study.

Overall, these challenges highlight the complexities inherent in internship programs and
the various factors that can affect a student's experience and learning outcomes.

PREPARING AND DOING MY DEMONSTRATION TEACHING

Doing teaching demo is a one shot activity that will reflect all your knowledge and skills in
your professional education subjects. It is a very important experience that one must have to
develop your actual teaching skills. Added upon the subject, we must display our ability to use
technology-enhanced instructional materials which has to be the best for the topic. To sum it up,
it is a very challenging activity yet very helpful for us future teachers.

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 I used an improvised tele chart and a chart made of cartons as my instructional material.
Tele chart is one of the interactive equipment that can be used in education. It is a improvised
telecommunication medium that is used for transmitting and receiving moving images. Although
I encounter problems during my demo because I forgot to use a powerpoint presentation,I still
choose to finish my demo teaching successfully. While creating my teaching demo instructional
material I was reminded of what it is like to be a student. I needed the discipline of time and
focus to make the demo possible and a success. I wanted the presentation to go well, but more
importantly I wanted to connect with each writer in my audience and feel that I gave them a
sound teaching strategy to take back with them to use in their classroom.

My Teaching Philosophy

Teaching is an art of empowerment, an

endeavor that extends beyond imparting
knowledge; it's about fostering curiosity, critical
thinking, and growth. As an educator, I believe

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in cultivating an inclusive environment that nurtures diverse perspectives and encourages active
engagement. I strive to inspire my students not just to memorize facts but to question, explore,
and construct their understanding of the world. My philosophy of teaching revolves around the
belief that education is a collaborative journey where both the teacher and the learner evolve,
learn from each other, and contribute to shaping a brighter future.

Central to my philosophy of teaching is the idea that education goes beyond the classroom.
I aim to instill a lifelong passion for learning by connecting academic concepts to real-world
applications. By incorporating practical experiences, interdisciplinary approaches, and relevant
examples, I aspire to equip my students with the tools they need to navigate complexities and
solve problems creatively. I advocate for an education that doesn't merely prepare individuals for
a career but empowers them to become adaptable, empathetic, and responsible global citizens.

Fundamental to my teaching philosophy is the recognition that every student possesses

unique strengths, challenges, and learning styles. I embrace diversity in the classroom and tailor
my teaching methods to accommodate various needs, ensuring an inclusive and supportive
environment. By fostering a culture of respect, open communication, and encouragement, I aim
to create a space where students feel valued, motivated, and empowered to achieve their full
potential. In essence, my philosophy of teaching revolves around inspiring a love for learning,
nurturing critical thinking, and empowering individuals to become lifelong learners capable of
positively impacting the world.

My Learnings in My Field Study Courses

My time observing was not only educational for me on how to become the teacher I desire
to be, but as well as how to better myself as a student and improve my own learning. Field Study
1 and 2 was indeed a great way to start my field study journey! It helped me understand how
learners vary with their characteristics, behaviors, needs and development. It also gave me the
idea how the learning environment affects the student’s learning. During my fieldwork, I

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observed many ways the teacher adjusted her lessons to accommodate different learning styles
for her students to enhance their learning. This made me think of my own cognitive learning
style and how I learned and processed information. I found that when you’re a teacher, your
education never stops. Teachers are always trying to improve their own education and
professional growth, both for the benefit of their students and for the benefit of themselves.
Some ways I plan to accommodate student diversity in my teaching is to maintain a diverse
learning environment for my students. I understand that not all students learn the same so I plan
to use differentiated instruction. In just three months of being a pre-service teacher, I’ve done a
lot of things already. I was able to observe the actual teaching-learning process in the classroom,
I have witnessed student diversity and how the teacher dealt with it, and I have built good
relationships with the students. As a whole, I learned that the teacher is the one who’s
responsible in developing every learner and setting the best learning environment for them. I
observed some wonderful learning tools that I have since implemented into my own education to
develop my own learning. One-way my time spent during my fieldwork has improved my own
learning is how I manage the way I learn.

ABSTRACTS

"Integrating Technology into Vocational Education: Enhancing Skills for Livelihood

Development"

Technology and Livelihood Education (TLE) stands at the intersection of practical skills
development and technological advancements. This abstract explores the critical role of
integrating technology into vocational education to equip learners with relevant skills for
contemporary livelihoods. By incorporating modern tools, digital literacy, and hands-on
experience, TLE programs can bridge the gap between traditional vocational skills and the

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evolving demands of the workforce. This abstract underscores the significance of a tech-infused
TLE curriculum in preparing individuals for sustainable employment opportunities and
empowering them to navigate an increasingly tech-centric world.

"Empowering Communities through Tech-Enabled Livelihood Education Initiatives"

This abstract delves into the transformative potential of leveraging technology in livelihood
education initiatives aimed at community empowerment. It highlights the impact of technology-
driven educational interventions in underserved areas, providing marginalized populations with
access to skill-building programs and entrepreneurship opportunities. By utilizing digital
platforms, mobile learning, and innovative teaching methodologies, these initiatives aim to uplift
communities, foster economic growth, and cultivate self-reliance. The abstract emphasizes the
significance of tech-enabled livelihood education in creating inclusive, resilient communities
equipped to thrive in the digital era.

"Adapting TLE in a Digital Landscape: Fostering 21st-century Skills for Livelihood Success"

In today's rapidly evolving digital landscape, this abstract explores the necessity of adapting
Technology and Livelihood Education (TLE) to meet the demands of the 21st-century
workforce. It emphasizes the importance of incorporating technological literacy, adaptability,
and problem-solving skills into TLE curricula to ensure learners are equipped with the
competencies required for success in diverse career pathways. The abstract advocates for a
comprehensive approach that combines technical expertise with digital fluency, enabling
individuals to navigate a dynamic job market and thrive in an increasingly technology-driven
society

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