Teaching Internship

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Activity

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 Activity 1
INTRODUCTION TO TEACHING INTERNSHIP

My Aims/Purposes

At the end of the activity, I should be able to:

a. visualize my expectations about Teaching Internship;

b. construct the meaning of familiar terms;
c. explain the different phases of teaching internship;
d. describe the existing laws and regulations applicable to the teaching
profession; and
e. enumerate the core rules of netiquette.

My Responsibilities

Teaching Internship is an essential experiential learning course that

encapsulates the various training and preparations of education students. It is an
endeavor that allows holistic application of what has been learned in the real world.
Like any other task, you are required to visualize your expectations and develop
awareness on its phases and its existing laws.

a. Write what you know about the given terms. List down the names of
personnel involved in the school where you are assigned.

Teaching Internship
In my own opinion, teaching internship is a crucial component of education
programs because it offers aspiring teachers like me the chance to get
practical experience and develop into bright, capable educators for the future.

Practice Teacher / Teaching Intern:

Lovely Joy R. Garcia

Teaching Interns are students of Education courses who work under the
supervision of a lead teacher and assist them in preparing a classroom for
students. They create lesson plans and instruct classes, usually for small
groups of students or in a team with other interns.

Teaching Internship Supervisor/ Teaching Internship Coordinator:

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 Mr. John Michael S. Salazar

Teaching internship Coordinator serve as our adviser in this

subject or course. They are there to listen to our problems and
issues during our internship and they always seek what is best for every
interns. They assure that we will learned and experienced something different
in this momentum of our life as a student.

Supervising Instructor-
ensures that resources of interns are always readily available. He always looks
over us so that he will know if were doing our jobs.

PSU Laboratory Integrated School -

This part of the PSU encourages its employees in attaining the best quality
possible in cateting the needs of every student.

PSU LIS officials - are the personnels who are in control of the overall process
of the LIS.

University Head for Teaching Internship-

Rosario DL. Valencerina, EdD

CED is always there to monitor, evaluate and develop the curriculum,

the teaching, and the assessment practices across the whole school but with a
focus from year to year requirements, particularly as they relate to standards of
teaching and learning and to the curriculum.

Cooperating School
Sual National High School

Cooperating school is the place where the teaching interns will experiences
the life of a teacher. This will be the PSU’s ally in building the foundation of the
teaching interns before they become a part of teaching force in the near future.

Cooperating Officials
Amparo P. Ramos, EdD Principal I
Shiela Marie R. Biason , PhD Head Teacher III

Head teacher and principal are the prime movers inside the side where they
are theone who set mission, vision, goals and objectives of the school.

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 Cooperating Teacher
Mrs. Leslie Beth A. Delos Santos, Teacher III
Mrs. Elnora Donato, Master Teacher II

Cooperating Teacher is our mentor, they will guide us what to do

and do monitor our progress. They have an important part for every practice
teachers. Also, I believe that it is in the hand of the cooperating teacher if the
practice teacher will become better or not.

B. After engaging in the various Field Study (FS) activities, pre-service training, and
preparations, what are your expectations on the different phases of teaching?

After participating in various Field Study activities, pre-service training, and preparations,
I expected that teaching would be one of the most difficult aspects of being an Education
student; however, I also expected that while engaging in various phases of Practice
teaching, I will gain a lot of knowledge and skills that will help me become an effective
teacher in my practice teaching journey and also in the future when I become a Licensed
Professional Teacher.

b.1. Orientation Phase

I expected during the orientation process that my teaching internship would be among
the most challenging, yet also the most exciting and memorable aspect of my education.
Although I had expected that it won't be easy, it will provide me the experiences and
knowledge I need to become the teacher I want to be. I have high expectations for both
myself and my students since I know that this will be the period of my course when I
must put in more effort and dedication because there will be students who will depend or
rely on me.

b.2. Observation and Lesson Plan Preparation Phase

During the observation period, I acquire many teaching tactics from my cooperating
teacher, including how she manages the classroom and what strategies she employs to
keep the classroom dynamic and the students engaged in the lesson. I expected that
practice teaching would allow me to test my creativity and critical thinking skills because I
have observed that students have varying learning abilities and interests, and some of
them require special attention and guidance in order to grasp and comprehend the
lesson that I will teach. Also, during the process of creating a lesson plan, I will admit that
it was a little challenging for me on the first try since I made some revisions to my lesson
plan after it was checked by my cooperating teacher. However, I see this as an
opportunity to get more expertise in creating an effective lesson to teach my students.

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b.3. Actual Teaching Phase
I found it a little bit challenging to teach on my first try because I had never taught in a
classroom setting before. Actual teaching is a different environment, and I needed to be
a role model who is knowledgeable, confident, and approachable because students have
different needs and behaviors, which is why it is critical to understand proper classroom
management so that every teaching session is effective.

b.4. Evaluation Phase

During the evaluation period, I received numerous tips and comments from my
cooperating teacher, which I saw as an opportunity for me to truly develop my teaching
skills. She provided me many pieces of advice on good classroom gestures, right
instructional material preparation, and proper student engagement in order to be an
effective teacher.

C. These are the existing laws and regulations that apply to the teaching profession.
Make a research and describe each.

LAW

1. Resolution No. 435 (Code of Ethics for Professional Teachers)

The Code of Ethics for Professional Teachers issued by the Board for Professional
Teachers through Resolution No. 435 series of 1997, provides in the PREAMBLE that
"Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence."
Furthermore, the Code dictates that "Every teacher shall merit reasonable social
recognition for which purpose he shall behave with honor and dignity at all times and
refrain from such activities as gambling, smoking, drunkenness and other excesses,
much less illicit relations," and "A teacher shall maintain at all times a dignified
personality which could serve as model worthy of emulation by learners, peers, and
others."

2. Republic Act 4670 (Magna Carta for Public School Teachers)

Republic Act No. 4670 otherwise known as “The Magna Carta for Public School
Teachers” was passed into law in view of providing professional rights and safeguards to
our public school teachers in consideration of the exigency and level of difficulty of the
exercise of their profession. However, the said law has which was signed on June 18,
1966 remains untouched for more than half a century now exhibits weaknesses that
hamper the improvement of the social and economic status and working conditions of
our public school teachers. The need for modifications and amendments to strengthen
the law is in order.
This bill seeks to amend the aforementioned law to make the said measure more
responsive by expanding public school teachers working rights, strengthening working
protections and safeguards and providing additional incentives for extra-curricular work.
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 3. Republic Act 10627 (Anti-Bullying Act of 2013)
Republic Act No. 10627 also known as the anti-bullying act was passed on the 12th day
of September, 2013. Under this law, all elementary and secondary schools are directed
to implement policies to combat bullying in their respective institutions as it was stated in
the third section of the article.

4. Republic 7877 (Anti-Sexual Harassment Act of 1995)

RA 7877 is The Anti-Sexual Harassment Act of 1995. It addresses the issue of sexual
harassment committed in work and education or training environment.
It was signed into law on February 14, 1995 under former President Fidel Ramos’
administration.
Under the law, work, education or training related sexual harassment is “committed by an
employer, employee, manager, supervisor, agent of the employer, teacher, instructor,
professor, coach, trainor, or any other person who, having authority, influence or moral
ascendancy over another in a work or training or education environment, demands,
requests or otherwise requires any sexual favor from the other, regardless of whether the
demand, request or requirement for submission is accepted by the object of said Act.”

5. DepEd Order 40 series 2012 (Child Protection Policy)

DepEd Order No. 40, s. 2012 or DepEd Child Protection policy constitutes the policy and
guidelines on protecting children in school from abuse, violence, exploitation,
discrimination, bullying, and other forms of abuse. Among its bases are the Philippine
1987 Constitution (Article XV, Section 3 [2]; Article XIV, Section 3 [2]), the UN
Convention on the Rights of the Child (CRC), and the Family Code of the Philippines.
As stipulated further in the Order, the Department recognizes that cases of abuse may
arise as a result of the difficult situations faced by teachers and other officials within and
outside the school.
DepEd has adopted the policy to provide special protection to children who are gravely
threatened or endangered by circumstances which affect their normal development and
over which they have no control, and to assist the concerned agencies in their
rehabilitation.
Furthermore, the Department aims to ensure such special protection from all forms of
abuse and exploitation and care as is necessary for the child’s well-being, taking into
account the primary rights and duties of parents, legal guardians, or other individuals
who are legally responsible and exercise custody over the child. DepEd recognizes the
participatory rights of the child in the formulation and implementation of policies, and in
all proceedings affecting them, whether they be victims or aggressors, either directly, or
through a representative.

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6. Republic Act No. 10175 (Cybercrime Prevention Act of 2012)

Cybercrime, often known as computer crime, is the use of a computer to achieve

illegal goals such as fraud, child pornography trafficking, intellectual property
violations, identity theft, or privacy invasion. The use of a computer in
committing such crimes distinguishes cybercrime from traditional criminal
offenses. Cybercrime is primarily defined as an attack on an individual's,
governments, or corporation's information. The Philippine government passed
Republic Act No. 101175, or the Cyber Prevention Act of 2012, to combat
and prevent cybercrime. Mr. Benigno Aquino, President of the Philippines,
signed this Act on September 12th, 2012. The initial intent of this Act was to punish
offenses such as cybersex, child pornography, and identity theft, among other things.
The Philippine Cybercrime Prevention Act of 2012 focuses on the prevention,
detection, and prosecution of cybercrimes such as offenses against computer data
and systems' confidentiality, integrity, and availability, computer-related offenses, and
content-related offenses

7. Joint CHED-DepEd Memorandum Order (RM No. 672, s 2021)

The Teacher Education Council (TEC) of the Department of Education (DepEd)
conducted the Orientation of the Joint CHED-DepEd Memorandum Order on the
Policies and Guidelines on the Development of Pre-Service Teachers for
Field Study and Teaching Internship on October 22, 2021, from 8:30 AM to 12:00
NN. This is a joint policy that includes a framework that defines the desired outcomes,
activities, and assessment of pre-service teachers aligned with the new PPST and a
practicum manual that includes guidelines and tools for TEI supervisors and
teachers, students, and cooperating teachers, particularly during this time of
pandemic. The said orientation was conducted for all the DepEd personnel who
are concerned with the field study and teaching internship of the pre-service
teachers. This activity aims to provide guidelines for DepEd school heads and
cooperating teachers to ensure the smooth deployment of field study students and
practice teachers.

8. Guidelines on the Flexible delivery of Student Affairs and Services (CMO No.
08, 2021)
For the Philippine higher education sector, the learning environment has been
severely disrupted, campuses were closed, and face-to-face classes were suspended
to protect the health and safety of the students. But despite these
interruptions, CHED ensured the continuity of learning by joining higher
education institutions (HEIs) to implement flexible learning modalities. The
Commission addressed the current impediments brought by COVID-19 to the
higher education sector through 1) organize massive capacity – building trainings
workshops for faculty members, 2) launching the PHL CHED CONNECT website for
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 free access to instructional and learning material, and3) provision of grants to HEIs for
the projects that would improve the delivery of flexible learning, among others. During
the pandemic, CHED intends to pursue the implementation of SAS
programs through partner HEIs, with a focus on catering to students' mental
health through various modes/options most relevant to them. As a result, these
guidelines aim to provide ideas for delivering a flexible SAS program in all HEIs.

D. There are existing rules and standards of behavior in the classroom, onsite and
online, which students and teachers must adhere to. List the following rules of netiquette
and etiquette for:

Students

Here are student’s netiquette or etiquette that make sure students will be respectful,
polite, and knowledgeable when they are talking and posting something on online
platform.
1. Be respectful. Treat your classmate, teachers and anyone. Respect their ideas and
principle whether you disagree or not.
2. Be polite. Greet the teacher and staff properly. Learn to say “please and thank you”
when asking for help.
3. Use appropriate language. Think before to say something also do not use harsh
or unpleasant words.
4. Value everyone’s privacy. In everything we need to have the boundary
especially if we are surpassing the privacy of others.
5. Ask permission before to speak. Always listen to the teachers’ instruction and if
someone’s talking do not butt in but learn to listen and wait for your turn.
6. Wear uniform if not a decent one. Make sure that your dress is not against to the
schools dress code.

Teaching Intern

As a Teaching Intern, we must observe proper etiquette or netiquette in teaching

students in an online classroom. We must consider the moment on how we can affect
WHAT we say online and, especially, HOW we say it in our students. This response will
bring a big impact on how our student’s attitudes and responses deal towards us as their
teaching intern.
Here are some etiquette or online netiquette that we, the teaching interns must possess:
1. Be sure to use the appropriate professional language. We must avoid some forms
of communication such as using smiley faces and other “social” symbols (save them for
Facebook), Web jargon, unfamiliar abbreviations, negative comments about anybody,
put-downs based on age, gender, ethnicity, sexual orientation, disability, or other
characteristics, off- color, inappropriate jokes, and offensive language or topics, such as
sarcasm, ridicule, profanity, vulgarity, and sexual innuendo.
2. Be careful to use proper grammar and spelling. Having a meticulous care in
proofing our messages will become a part of our reputation as a teaching intern.
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Anything less may come back to us. We must read our content carefully. We must listen
to the words and flow that we may catch errors and, maybe, even improve our writing
before giving it or sending it to our students.
3. Be brief and precise in the “subject” line. What we type in the “Subject” line of any
message will determine whether it gets read, deleted outright, or mistaken for spam and
then deleted. That line conveys the importance of our e-mail or other correspondence. It
should be short, accurate, relevant, and informative of the content in our message.
General words or phrases usually say nothing about the message. We must be specific.
The “Subject” line can also be used to communicate the urgency of our message. As an
alternative to clicking the exclamation point, we may put URGENT: or FYI: at the
beginning of the line so the recipient can triage time-sensitive and important e-mails
quickly.
4. Be honest and truthful. We must be truthful in everything we say and do.
Professional credibility is almost impossible to regain once it’s lost. Dishonesty can be a
“career breaker” and our students may lose their trust, confidence, and they may
question our credibility as being their teaching intern.
5. Be respectful of copyrights. The act of claiming someone else’s material as your
own without credit is reprehensible. Plagiarism is out of control. As teaching intern, we
must cite our sources in ALL of our writing or work. We must do the same online
especially in teaching our students. We must make sure to get permissions and/or
acknowledge sources when teaching.
6. Be sure to use an appropriate signature line. We need to identify who we are.
Standard signature lines include name with degree, title or position in the institution,
address, phone, fax, e-mail, and website. All of this information permits colleagues,
potential employers or clients and students to contact us easily and assess our
credibility.
7. Be responsive to the requests in a timely fashion. If colleagues, known or
unknown, or students request information from us, we must try to respond in a timely
fashion, within 24 hours. If we don’t have time to fill the request immediately, we must
respond that we will get back to them by a certain date. That’s just professional courtesy.
We must respond promptly and appropriately. Everyone appreciates a rapid response.
8. Be cautious about when to click “reply to all.” We must think about who needs to
see our reply. Then, think again, very carefully before hitting “Reply to all.” If our reply is
only intended for the sender’s eyeballs or the sender is the only person who requires our
response, just click “Reply.” If we click “you-know-what” instead, one or more of the
recipients might hurt us. Our incorrect reply in this instance could result in an untimely
problem or we might receive a bad reply. Carefully weigh our options before clicking.
9. Be thoughtful to not use all caps or all lower case. Messages typed in ALL caps or
grossly enlarged scripts interprets as a cyber- shouting, screaming, or yelling. It also
hurts our eyeballs. Caps and monster script are okay for heads or occasional emphasis.
As an alternative, insert asterisks around *keywords* or phrases to draw the reader’s
focus. We must not overdo it. Also, we should not type messages in all lower case letters
because it maybe interprets as not caring.
10. Be respectful to not flame. We should not make or respond to personal insults
called “flames” or pick a fight, attack, or disrespect a colleague or a student for any
reason at any time anywhere. The tone of our written voice conveys the emotion behind
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our language. Our professional tone should always be respectful, courteous, polite, and
friendly. The words we pick express our unseen facial expressions, vocal inflection, and
“body” language. We must resist the temptation to send any communications when we
are angry.
11. Be considerate to not multi-post, cross-post, off-topic post, or hijack a
discussion thread. If we send out an announcement, promotion, discussion question, or
any other messages, we should not post on every group, network, or listserv where a
large number of our same colleagues or students will receive it. We should not derail
discussions with irrelevant comments or introduce a new topic. We should stay on point
with the flow of the conversation. Our contribution should keep it moving forward. We
should introduce a new discussion if our thoughts are different from the current thread.
12. Be careful to not forward inappropriate jokes, cartoons, photos, chain letters,
spam, etc. We must be very careful with attachments or any other material that are not
of the professional kind. If they look suspicious, we should not open them and hit
“Delete.” If we know the source, and we open the material, we must inspect it. If it was off
color, potentially offensive, or inappropriate for professional consumption, we should
delete it. We should not forward unprofessional material or spam to colleagues and
students.

My Observation and Insights

Describe your feelings at the start of this academic endeavor.

I am both excited and challenged at the outset of this academic endeavor because it is
my first experience teaching in a real classroom setting. I'm excited because I know that
through my practice teaching journey, I'll be able to create relationships with my
students, impart information through my actions and words, and help them become
better individuals while also inspiring them to achieve their goals. While I am challenged
since teaching is a difficult job, it requires patience and hard work to become effective.

How important is this experiential learning course to you as would be teacher?

I value experiential learning because it allows me to develop into the kind of teacher I
want to be in the future. I can improve my abilities and skills and gain knowledge from
professionals in the field of education.

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My Exhibits (Evidences/Documentations)

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*** You may add additional page if necessary.***

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