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PRACTICE LEARNING EPISODE NCBTS Domains 1, 2, 3, 7
1
TEACHING
oals My Goals At the end of the activity, I should be able to:
Visit my cooperating school I!enti"y the school#s e$pectations e$pectations %amiliari&e mysel" 'ith the "acilities o" the school(
• • •
My Performance How I shall be rated? 5 Outstanding
4 Exceeds Expectation s
3 Meet Expectations
2 Needs mp!o"ement
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
Tota% Sco!e
My
*"e!age +ating Tota% To ta% sco!e -5.
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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To get to know my cooperating school better, I must do the following tasks:
School tour of facilities and resources
Discussion of the expectations of Teacher Teacher Education Institution
Orientation with the school principal
Visit Visit the cooperating coopera ting school
My My Tasks M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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1. Based on the orientation activity conducted by the school, I shall complete the responsibility matri given below! "hoose only two epectations from the T#Is$"ooperating %chool&s epectations and write your own responsibilities.
Name of Teacher Teacher Education: nstitute o' Teac/e! Education
Expectations
M( +esponsi$i%ities
P)nct)ality
It is *y "ar the )tmost responsi*ility o" the pre+ser,ice teacher to meet this e$pectation *eca)se this 'ill lea! him to accomplish more an! -)ality 'or.s(
Pro"essionalism
The pr p re+ser,ice te teacher sh sho)l! e$ e$ercise pro" pro"es essi sion onal alis ism m righ rightt 'or 'or!s to say say appr approp opri riat ate e acti action ons s to act an! an! right ght ,al)es to !isplay m)st al'ays *e ta.en into consi!eration in the 'hole span o" practice(
Name of ooperating School: S#0+ a$o!ato!( ig/ Sc/oo%
Expectations
M( +esponsi$i%ities
/eeting my o*0ecti,es an! To To o*ey the )ni,ersity#s a!,ises "or my pros prospe pect cts s in acco accor! r!an ance ce pre+ser,ice pre+ser,ice training an! to enact the most 'ith the school pro,ision( appro propri priate action thro)gho)t the !)ration o" the training( 1eha,i 1eha,ing ng an! a*i!in a*i!ing g the A!opt an! a!0)st on the r)les an! r)le r)les s an! an! reg)l eg)lat atio ions ns o" reg)lations o" my cooperating school "or my cooperating school( the *etterment o" my training(
'! How did I feel when I saw my practicum site? (hat are my apprehensions? "omplete the facial epression and eplain why you feel this way!
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My Isa*ela State 2ni,ersity+Ro$as Camp)s has *een my secon! home "or almost eight years( I 'itnesse! its *y leaps an! *o)n!s its impro,ements that alter the min! o" the people on ho' they ,ie' IS2+R *e"ore an! lea! them to a 'i!er perspecti,e that this instit)tion is a*le to pro!)ce -)ality gra!)ates 'ho are e-)ip 'ith morally )pright ,al)es as 'ell as a repertoire o" .no'le!ge an! a receptacle o" s.ills( It is *)t normal to "eel e$cite! *eca)se I 'ill *e )n!ergoing the highlight o" my co)rse 'hich is the pre+ser,ice training( Earlier *e"ore !eployment I .ne' it alrea!y on 'hat school they 'ill *e going to !eploy me !)e to the "act that some teachers permit me to contin)e my Action Research at IS2+R( 3es4 It#s my Alma /ater( That#s 'hy 'hen I once again sa' my practic)m site press)re imme!iately coloni&e! my ,ein an! ner,o)sness a*r)ptly occ)pie! my so)l( E,ery st)!ent o" IS2+R La*oratory High School !eman!s yo) to prepare all the time( I .ne' it *eca)se I 'as one( E,ery single meeting is li.e yo)r 5nal !emonstration teaching( It is really in!ispensa*le to per"orm 'ell( One thing more that a!!s press)re to me is that may*e I 'ill not *e a*le to meet the e$pectations o" my teachers as 'ell as my st)!ents( It is -)ite "r)strating i" that is so( 1)t on the other han! I "eel happy *eca)se it 'ill not *e !i6c)lt "or me to a!0)st into a ne' en,ironment an! gla! *eca)se I .no' that my cooperating teachers has a storeho)se
My Activities
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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After my orientation session with the administrator(s), cooperating principal, practicum supervisor, together with my co-practicum students, I need to equip myself with the PT (Practice Teaching) Kit to etter prepare myself in this wonderful world of teaching! (hat tools do I need to bring in terms of )!A!%!H!? (rite your answer in bulleted form!
7no'le!ge
•
Implementing
•
teaching methodologies. !dapting to the existing
•
curriculum. "acilitating actual recall. #tili$ing and maximi$ing
•
appropriate instructional materials. %romoting &OTS 'uestions.
•
(elating lesson in real)life
• •
situation. Self)reflection Si$ing)up attitude *+ means
•
of gi,ing reinforcements. -oti,ating students
•
Attit)!e
•
S.ills
to
participate in the class. Extending assistance.
•
"eeding students with the
• •
1st centur+ s/ills. "ostering ac'uired s/ills. Engaging students to some
•
sorts of acti,ities. 0etting students
•
learning *+ doing2 Enhancing one3s s/ills.
• •
Ha*its
appropriate
• •
exercise
-onitor their ha*its 4et along with them 4et in touch do good a,oid e,il3
My Complete the structured frame. M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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1. Orientation sessions are conducted *ecause5
They pro,i!e an opport)nity to ans'er -)estions an! !e5ne roles assess s.ill le,el an! e$perience set e$pectations an! anticipate hea! o8 pro*lems( They are also con!)cte! in or!er to ens)re the or!erly transition o" moo!s *eha,iors an! to si&e )p the nee!s o" the ne' en,ironment as 'ell as my clients( Orientation sessions gi,e *ac.gro)n! to pre+ser,ice teacher to 'hat is an! 'hat
Name o" the Principal Dr( Apolinario R( Cagayan
. I feel5
Enlighten 'ith the things that I nee! to consi!er in the 'hole !)ration o" practice teaching< the r)les an! reg)lations to "ollo' ha,e *een clearly !isc)sse!( Thro)gh the orientation sessions con!)cte! I "eel I can accomplish those things that are nee!e! in my practice 6. I /now I can5
O*ey those r)les an! reg)lations an! per"orm those theories an! principles o" teaching( I .no' I can also o,ercome those pro*lems an! tri*)lations that may =eet along my 'ay( I can a!0)st to my ne' e$citing ha*it an! co)l! teach accor!ingly thro)gh the orientation sessions con!)cte!( This 'ill ser,e as my g)i!ance in my !aily teaching( A*o,e all I .no' I can teach my lessons to my st)!ents 'ell so as to to)ch their li,es thro)gh the help o" m COOPERATING TEACHERS(
Name o" Cooperating Teachers Pro"( Teresita H( 1ernal Pro"( Arsenia C( Angco /r( 9omar R( O*ero
Gra!e:3ear Le,el Assignment Gra!e ; Aristotle
My "e#ection$My My "e#ections$My %nsights
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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(
Am I really prepared to teach? The common litany that r)ns i" 'e tal. a*o)t teaching is that
My
>it is the no*lest o" all pro"essions?( Nothing is more pro"o)n!
)
pro"ession than teaching "or teachers in,est their o'n time energy an! in the long r)n in,est their o'n li,es 0)st to to)ch the li,es o" others as they o"ten say >/y Teacher /y Hero?( Ho' great
A
is the "eeling to *e calle! hero( 1)t then again I al'ays go *ac. to the -)estion am I really prepare! to teach@ I !o *elie,e that three years o" preparation is eno)gh( I ha,e
P
gaine! a repertoire o" healthy .no'le!ge receptacle o" goo! ,al)es an! storeho)se o" )se")l s.ills( A tr)ly prepare! teacher is someone 'ho can ma.e a
(
!i8erence in chil!#s li"e to ignite c)riosity an! gro'th to their st)!ents( It is the most re'ar!ing part o" teaching( 1)t as m)ch as teaching can *e re'ar!ing it can also *e "r)strating an! stress")l
H
'hen !ealing 'ith )nmoti,ate! st)!ents large classes an! hea,y 'or.loa!s( /ost "r)strating one teachers 'ill sometimes ha,e to !eal 'ith )nr)ly *eha,ior an! ,iolence "rom st)!ents( These are all
*
part o" teaching( Teaching is not simply >teaching?( 3o) m)st ens)re that yo)r st)!ents are really learning "rom yo) ho' they assimilate the .no'le!ge im*i*e the ,al)es an! "oster the s.ills
T
m)st *e monitor *y yo)( 3o) can only per"orm all these i" yo) e$hi*it a sense o" prepare!ness in teaching( Going *ac. again to the -)estion am I really prepare! to teach@ I can say >3es I am?(
(
This is thro)gh the help o" the people *ehin! me especially my cooperating teachers 'ho contin)o)sly moti,ating me to stri,e to
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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( )
My Second Home
*ther
A P ( H * T (
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My Second Home
PRACTICE TEACHING LEARNING EPISODE NCBTS Domains 1, 2, 3, 7
My At the end of the activity, I should be able to: • • • •
/eet my cooperating teacher an! st)!ents I!enti"y the e$pectations o" my cooperating teacher O*ser,e ho' the st)!ents interact 'ith their teacher:s E$ten! assistance in the !ay#s acti,ities(
My My Performance How I shall be rated? 5 Outstanding
4 Exceeds Expectation s
3 Meet Expectations
2 Needs mp!o"emen t
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 1-
Tota% Sco!e
*"e!age +ating Tota% Sco!e -5.
hat !o I nee!
My My Directions
to esta*lish harmonio)s relationship
Toget to know my cooperating school better, I must do the following tasks:
'ith my cooperating teacher@
O*ser,e 'ell(
Cooperate an! get in to)ch(
hat !o I nee! to !o to get along 'ell 'ith the non+ teaching sta8@
rite !o'n notes( Help them(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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E$ten! assistance nee!e!.
'hen M�C o o p e r a t i n � T e a c h e r �
Pr o f . T e r e s i t �H. Be r n a �
My My Tasks rite on the suitcase, the cooperating teachers& " rite epectationsthat you need to fully understand during your practicum days to establish better relationships!
To To respon! to the )rgent nee!s o" the st)! st)!en entts phy physica sicallly ly ment entall ally socially emotionally an! c)lt)rally(
Pr o f . Ar s e n i �C. An g c �
Mr . J o ma rR. Ob e r �
To To per"orm yo)r *est in the 'hole !)ration !)ration o" yo)r practice practice teaching teaching since yo) 'ill *e teaching a science c)rric)l)m high school(
*ikewise, I have also epectations that I need to convey to my coop cooper erat atin ing g teac teache herr in orde orderr that hat my need needss are also also understood$met!
I am e$pecting that my cooperating teachers are really cooperati,e in s)ch a 'ay that they 'ill g)i!e me in the 'hole teaching+learning proc proces ess s pro, pro,i! i!e e "ee! "ee!*a *ac. c.s s so as to impro impro,e ,e my 'ea.ne 'ea.nesse sses s an! mainta maintain in tr ng in Hta each ac gi,a enm M y P r a c t im cye s Ttre eea c thhs ing nh din bgo o k d eP o r t f o l i o oppo opport rt)n )nit ity y to e$plo $plorre an! an! !isc !isco, o,er er *eca *eca)s )se e I !o *eli *elie, e,e e that that I stil stilll ha, ha,e
Page 12
Ch a r a c t e r i s t i c �o f t h �
My
l e a r n e r � / s t u d e n t � y o �ar � t e a c h i n � / h a n d l i n � .
'! In the observation observation phase, phase, I need to focus focus on the follow following: ing:
St)!ents# St)!ents# Di,ersit Di,ersity y 'hich 'hich incl)!e incl)!e gen!er gen!er race race attit) attit)!e: !e:*eh *eha,i a,ior or Teaching Teaching Pe!agogy It sho)l! *e s)ite! on the range o" st)!ents#
Active and cooperative.
Instr) Instr)cti ctiona onall /ateri /aterials als It sho)l! sho)l! elicit high response M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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Assessment Assessment It sho)l! e$hi*it e$hi*it the properties o" assessment< ,ali!ity relia*ility e6ciency practicality( Val)es integration in or!er to ")lly )n!erstan! the lesson(
( I full+ reali$ed that I need to read more on the de,elopment stage of:
O"
my
lear earner ners
espe especi cial ally ly
on "or "ormal
operatio operational nal *eca)se they gain the a*ility to thin. in an a*stract manner the a*ility to com*ine an! classi"y items in a more sophis sop histic ticate ate! ! 'ay 'ay an! the cap capaci acity ty "or high hi gher er+o +orr!e !err
rea easo soni ning ng(( The The
"ormal
oper op erat atio iona nall th thin in. .er ha has s th the e a* a*il ilit ity y to cons co nsi! i!er er ma many ny !i !i8e 8erren entt so sol) l)ti tion ons s to a pro*lem increases
*e"ore
acting(
e6ciency
This *eca)se
greatly the
My
On m+ first encounter with m+ cooperating teach er7 I reali$ed that5
Teaching Teaching is not an easy 0o*( There are lots o" preparations that that nee! nee! to *e 5nis 5nishe he!< !< less lesson on plan plan inst instr) r)ct ctio iona nall mate materi rial als s teaching metho!ologies etcB Teachers Teachers are the *reathe an! li"e in the classroom )pon their sho)l!ers lies the ")t)re o" the yo)th they are the critical threa! that ties the learners into a li"elong process o" learning( I reali&e! also that as a teacher yo) m)st *e prepare all the time< time< physic physicall ally y emotio emotional nally ly an! menta mentally lly *eca)se *eca)se there there are are reall eally y cir circ)ms c)msta tanc nce es that that yo) yo) !on# !on#tt e$pec $pectt to happ happen en li. li.e mis* mis*eh eha, a,io iors rs impr improp oper er con! con!)c )cts ts an! an! 'hats 'hatsoe oe,e ,err =a's =a's an! inco incons nsis iste tenc ncie ies( s( Thes These e a!! a!! to the the !i6c !i6c)l )lty ty o" the the teac teachi hing ng My Pra c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o Page 14 pro"ession( 1)tt then 1) then I reali eali&e &e! ! also also that that teac teachi hing ng is one one o" a .in! .in!
On m+ first dealing with the learners7 I o*ser,ed that5
St)!ent !i,ersity is e,i!ent( This is one o" the challenges in the teaching pro"ession< !i8erent learning styles !i8erent le,els o" a*ilities some are a,erage *)t m)ltit)!e are "ast learners !i8erent *eha,iors !i8erent *elie"s !i8erent set o" moral an! ethical stan!ar!s an! 'hatsoe,er !i8erences( The teacher sho)l! consi!er all these !i8erences( 3o) m)st *e =e$i*le an! creati,e eno)gh so that yo) can a!!ress this .in! o" !ilemma in or!er to satis"y the 'ants an! nee!s o" e,ery learner( One thing more that I o*ser,e! is that they are not as li,ely as ho' they per"orm in other s)*0ects( I )n!erstoo! *eca)se it is a /athematics s)* ect *)t then !on#t allo' this *ore!om occ) ies
My "e#ections$My hec/ onl+ one *ox and explain +our answer: This day, I fully reali+ed that
I am reall+ meant for teaching profession *ecause5
1eca)se these hin!er me to per"orm my highest potential( I still ha,e an$ieties that sometimes ma.e me "eel small( /y sel"+ con5!ence an! sel"+esteem !ecline( Especially 'hen yo)r cooperating teacher is o*ser,ing I ha,e this .in! o" "eeling o" stress( Ho' I 'ish I still ha,e to o,ercome m+ fears5 I#m sic.( o)l! >e sho)l! o,ercome all o)r "ears an! ma.e )sn stronger M y P r a c t i c e T e a this c h i in n gt)rn H a'o)l! ndbo ok a d P o r t an! f o l imore o Page 1 con5!ent( As soon as 'e o,ercome o)r "ears 'e can "ace any )ne$pecte! challenge that ?
( I
)
still ha,e other options *ecause5
A P ( H *
*ther Doc,ments$Proofs of .earning
T (
%rof. Teresita &. 8ernal
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 1!
%rof. !rsenia . !ngco
( ) A P
/r( 9omar R(
M( Coope!ating Teac/e!s
( H *
My Portfolio >Smile is the *est accessory to 'ear all
T (
Their shame in!icates
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 1&
3
PRACTICE TEACHING LEARNING EPISODE NCBTS Domain 2
My Goals At the end of the activity, I should be able to: • • • •
%amiliari&e mysel" 'ith the school#s "acilities an! reso)rces< 2tili&e the learning reso)rces o" the school 'hen nee!e!< Go to the school "acilities "or important erran!s 'hen re-)ire!< Analy&e the ,ision an! mission statements o" the school(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 1'
My Performance How I shall be rated? 5 Outstanding
4 Exceeds Expectations
3 Meet Expectations
2 Needs mp!o"ement
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ection s M( &o!t'o%io
Total Score
!,erage (ating 9Total Score ;<
My Directions To *etter /now m+ second home7 I should do the following tas/s:
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 1+
Analy&e the ,ision an! mission statements o" the school
Visit the "acilities o" the school
/eet the school personnel
2n!erstan! the )ses:importance o" those "acilities:learning reso)rces in the teaching+ learningprocess
My Tasks omplete the chart of the school facilities. (ecord at least fi,e facilities +ou ha,e ,isited. =rite down the importance of these in the teaching)learning process.
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 2-
SCOO *CTES STED
M&O+T*NCE O TESE *CTES N TE TE*CN E*+NN &+OCESS
Li*rary
Ser,es as the !epository o" *oo.s 'here *oth teachers an! st)!ents can 'i!en their .no'le!ge(
Comp)ter La*oratory
Gi,es st)!ents the opport)nity to learn in!epen!ently( Promotes st)!ent+centere! approach(
A)!io+Vis)al Room AVR
This is 'here they can 'atch ,i!eos mo,ies "or e!)cational p)rposes(
Science La*oratory
Gi,es st)!ents the opport)nity to see the process not merely the pro!)ct on ho' a certain thing 'as esta*lishe!:!e,elope!(
St)!ent Center
Place o" rela$ation an! also a place "or re,ie'ing lessons(
My Activities M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 21
I shall write down m+ ideas a*out m+ second home in the clustering organi$er *elow:
ith -)ality e!)cation
Place "or e8ecti,e learning
Chil! "rien!ly school
/3 SECOND HO/E
Home o" sympathy an! empathy
ith ample "acilities
Acti,e 'hen it comes to c)rric)l)m
My Analysis
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 22
omplete the pattern fan. I can alwa+s ma/e m+ second home5
EF ( %N ro e n+ t! h yr e *a yt h e n g * y My "e#ections$My %nsights M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 23
!fter anal+$ing the school3s ,ision and mission and goals ofIsa*ela State #ni,ersit+ (oxas ampus5
( ) A
I reali$ed that5
There is a great impact o" -)ality e!)cation in the !e,elopment o" e,ery st)!ent an! this 'ill *ecome possi*le thro)gh the help o" e8ecti,e teachers 'ho 'ill shape st)!ents# min! an! trans"orm st)!ents# !e,iant *eha,ior to ma.e st)!ents the *est in!i,i!)al an! contri*)tor o" s)staina*le !e,elopment o" the co)ntry( I reali&e! also that as a teacher yo) sho)l! also help
P So I need to5
( H *
Stri,e more so that I can contri*)te to the attainment o" the Vision /ission Goals an! O*0ecti,es V/GO o" my cooperating school an! to the s)staina*le !e,elopment o" the co)ntry( I nee! also to practice cooperate an! !isco,er tren!ing notions an! i!eas a*o)t teaching so that I 'ill e$empli"y the -)ality o" an e8ecti,e teacher(
T ( My Portfolio
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 24
( ) A P ( H * T (
-acilities of my second home
*ther doc,ments$ /roofs of learning
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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-acilities of my second home
PRACTICE TEACHING LEARNING EPISODE NCBTS Domains 2, 3, 4
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 2!
My Goals At the end of the activity, I should be able to:
O*ser,e the classroom ro)tines per"orme! *y my cooperating teacher an! my st)!ents< Recor! important notes !)ring the o*ser,ation< Assist the teachers in esta*lishing:!oing the class ro)tines(
My Performance .How I shall be rated/ 5 Outstanding
4 Exceeds Expectations
3 Meet Expectations
2 Needs mp!o"emen t
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
Total Score
!,erage (ating 9Total Score ;<
My Direction To get to know my cooperating school better, I must do the following tasks!
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 2&
D is mi ssa /onitoring l st)!ents progress Cleani ng the room
Collec ting paper s O*ser,e the "ollo'ing ro)tines
Gr eet in g s
My Tasks
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 2'
(hat routines do I need to establish in order to make me a better classroom manager?
1EGINNIG THE DA3
PRA3ER
C L
C2STO/AR3 GREETINGS
CHEC7ING O% ATTENDANCE
COLLECTION AND DISTRI12TION O% PAPERS
APPROPRIATE TI/ES %OR /OVING AR2OND THE ROO/
E/ERGENC3 DRILLS AND PROCED2RES
CALLING THE ATTENTION O% LATE CO/ERS
PASSING IN ANO O2T O% CLASSROO/
GIVING EVAL2ATION
GIVING ASSIGN/ENTS
DIS/ISSAL
CHEC7ING AND RECORDING O% SCORES
A S S R O O / R O 2 T I N E S
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 2+
My Activities (hat innovations can I introduce to create order in my class home?
/3 ON INNOVATIONS
Sche!)ling ro)tine on a 'ee.ly or monthly instea! o" a !aily *asis( Planning a ro)tine "or the entire class rather than "or an in!i,i!)al or a gro)p( Plan a proce!)re "or the 'hole )nit 'ith a correspon!ing time allotment "or each topic( Gi,ing clear an! !irect instr)ctions to a,oi! g)essing on 'hat to !o ne$t( Practicing some signals that 'o)l! mean the class is a*o)t to start an! they m)st *e rea!y( /o!eling time+conscio)s( Let them see that yo) are "ollo'ing the planne! ro)tine(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My Analysis
Esta*lishing classroom routines is important *ecause5
It minimi&es the time in instr)cting st)!ents on 'hat to !o an! not to !o( Ro)tine can *e a goo! moti,ation an! intro!)ction( It lea!s teaching+ learning process into a smooth transition an! systematic con!)ct o" the lesson( It helps in achie,ing almost e,erything that is planne!< it ser,es as a g)i!e in controlling an! managing !e,iant *eha,ior( %ollo'ing a reg)lar proce!)re ma.e st)!ents an! teachers "eel sec)re since they .no' e,ery step in the proce!)re( /ost especially it *)il!s a teacher#s con5!ence in "ollo'ing a 'ell+ planne! proce!)re( Ro)tines also help to simpli"y a comple$ en,ironment an! in"orm st)!ents e$actly 'hat they
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My "e#ection$My %nsights
If I alread+ ha,e m+ own class in the future7 I want to emplo+5
A social constr)cti,ist ,ie' o" classroom( This ,ie' o" classroom ac.no'le!ges the )ni-)eness an! comple$ity o" the learners *)t act)ally enco)rages )tili&es an! re'ar!s it as an integral part o" the learning process( One thing more is that it ma.es learning more attracti,e( Since it is more st)!ent+ centere! st)!ents might 5n! themsel,es more in,ol,e! in the learning sit)ation(
So that in the long run5
Learners 'ith !i8erent s.ills an! *ac.gro)n!s 'ill colla*orate in tas.s an! !isc)ssions to arri,e at a share! )n!erstan!ing o" the tr)th in a speci5c 5el!( One thing more is that st)!ents can a!apt themsel,es into the e$isting !eman! o" the society(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My Portfolio In other classes, they sing songs for transition purposes0 in passing papers in transferring to other classes and the like
(rite a parody from a melody of a popular song and integrate the concepts of your classroom routines! . a parody is a techni1ue where one adopts a melody of a popular song to integrate the concepts which you want to teach!/
Its Cleaning Time Again /elo!y o" Small orl! There 'as a time 'e en0oy so m)ch An! this is cleaning 'e are tal.ing o" Tho)gh the areas are 'i!e An! the classroom is so !irty e en0oy o)r cleaning time Oh its cleaning time again Oh its cleaning time again Oh its cleaning time again Oh its cleaning time againB
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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*ther Doc,ments$Proofs of .earning
( ) A P ( H * T ( Grade ' Aristotle 0otanical
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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PRACTICE LEARNING EPISODE
TEACHING
NCBTS Domains 2, 3, 4
My Goals At the end of the activity, I should be able to: • • •
Per"orm my 5rst acti,ity 'ell< Prepare instr)ctional materials "or my 5rst acti,ity< %ollo' the instr)ctions gi,en *y the teacher(
My Performance .How I shall be rated?/ 5 the !oc)ment 4 or the s)mmary 3 2 1 3o) Type a -)ote "rom o" an interesting point( Outstanding Exceeds in the !oc)ment( Meet #naccepta$%e can position the te$t *o$ any'here 2seNeeds the Dra'ing Tools Expectations Expectations mp!o"emen &e!'o!mance ta* to change the "ormatting o" the p)ll -)ote te$t *o$(J t
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
Total score
!,erage (ating 9Total score ;<
My
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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To do the tasks, I should be able to:
K( Listen 'ell to the instr)ctions o" my cooperating teacher ( Prepare "or assigne! tas.s F( Per"orm the assigne! tas.s:acti,ity 'ell
M
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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omplete the tas/ matrix.
The Acti,ity >Sa,ing Ecosystem?
Tas.s to !o
the St)!ents m)st create slogan poster an! essay *ase on this theme O*0ecti,es e$hi*it >Sa,ing ecosystem ")t)re a'areness on "or generation? ecosystem<
hat to prepare Instr)ctional /aterials Teaching /etho!ology Assessment Criteria in gra!ing their o)tp)ts(
s)ggest 'ays on ho' to sa,e ecosystem(
M
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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=rite down the steps +ou followed in the timeline. These steps I performed to complete the tas/s:
1
.
Rea! an! )n!erstoo! the material thoro)ghly to impart it e8ecti,ely(
Planne! proce!)res an! prepare! materials to *e )se! in !isc)ssing the s)*0ect at han!(
6
Cons)lte! my cooperating teacher a*o)t 'hat other things to integrate(
>
%ollo' 'hat my cooperating teacher s)ggeste!(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My
2ate your accomplishments:
#sing the continuum7 I feel I accomplished the tas/s in a 3ery %atisfactory
;
>
O)tstan!ing %air
Very Satis"actory Nee!s
6
1
Satis"actory
Impro,ement
*ecause5
They 'ere a*le to pro!)ce! -)ality an! meaning")l o)tp)ts li.e slogan poster an! essay( Each gro)p has its o'n interpretation on the theme gi,en *)t come )p to a 'ell+!e5ne! o)tp)t( Their creati,ity in concept)ali&ing has *een teste!( On their presentation I ha! notice! also that they ha,e their o'n techni-)e o" presenting their 5nal o)tp)t on ho' to capt)re the attention o" their a)!ience( This tr)ly 0)sti5es they tr)ly )n!erstan! the
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My "e#ections$ My
I thin/ that I can do *etter if5
I gi,e more attention on the st)!ents 'ho are not cooperati,e !oing non+sense thing 'hile the acti,ity is going on( I sho)l! gi,e them more acti,ities to accomplish an! also present to them some set o" criteria as their *asis so that 'e can a,oi! a meaningless o)tp)t( I thin. I can !o *etter also i"
preparation is ahea! o" time I co)l! "oc)s thoro)ghly on my target tas.s an! o*0ecti,es There is no press)re in my en,ironment
I reali$edlearned that5
As teacher yo) m)st .no' the interest o" yo)r st)!ents( 3o) m)st in,ol,e yo)r total *eing in teaching( 3o) m)st cons)lt al'ays yo)r cooperating teacher "or comments an! s)ggestions( Planning an! preparing ahea! o" time co)l! cater acti,e teaching+learning process( There sho)l! al'ays *e a goo! rapport esta*lish *et'een the pre+ser,ice teacher an! the cooperating teacher( O"ten !isc)ssion is a m)st(
My M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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( ) A P ( H * T ( (t,dents *,t/,t
PRACTICE TEACHING M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 41
LEARNING EPISODE NCBTS Domains 4, 5
My At the end of the activity, I should be able to:
rite the lesson plan re-)ire! *y my cooperating teacher(
My .How I shall be rated/ 5 Outstanding
4 Exceeds Expectations
3 Meet Expectations
2 Needs mp!o"emen t
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
Total Score
My
!,erage (ating 9Total Score ;<
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 42
K(Pre+ con"erence 'ith the cooperating teacher on the lesson planning(
M
( riting the lesson plan *ase! on the res)lts o" the pre+ con"erence(
F(E,al)ating :criti-)ing the lesson plan *y the cooperating teacher(
( Re+ 'riting the lesson plan:teach the lesson i" re-)ire!(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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Schools ,ar+ in lesson plan format. op+ the lesson plan format re'uired *+ +our cooperating teacher on how to go a*out the template to guide +ou in ma/ing the plan.
I( II(
III(
IV( V(
O*0ecti,es S)*0ect /atter K( Topic ( Re"erence F( /aterials ( Strategy Learning Tas.s A( Daily Ro)tines K( Prayer ( C)stomary greetings F( Chec.ing o" Atten!ance 1( /oti,ation C( Lesson Proper D(Generali&ation E( Val)ing E,al)ation Assignment
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
My
Page 44
-+ "irst 0esson %lan A Detaile! Lesson Plan in /athematics IV I(
*bectives 9an)ary KF MK At the en! o" the perio! st)!ents sho)l! *e a*le to K( !e5ne Trigonometric I!entities< ( !eri,e the alternati,e "orms o" each o" the ")n!amental trigonometric i!entities< F( en)merate the eight ")n!amental trigonometric i!entities< an! ( relate trigonometric i!entities in real+li"e(
%%
(,bect Matter K( Topic Trigonometric I!entities ( Re"erence E$ploring /athematics A!,ance! Alge*ra an! Trigonometry *y Oronce an! /en!o&a F( /aterials hite*oar! hite*oar! /ar.er Laptop Pro0ector hite Screen Spea.er %lash Car!s ( Strategy Disc)ssion an! Disco,ery /etho!
%%%
.earning Tasks Teacher#s Acti,ity
St)!ents# Acti,ity
A( Daily Ro)tines K( Prayer ( C)stomary Greetings F( Chec.ing o" atten!ance 1( /oti,ation +F min)tes po'erpoint presentation Class *e"ore 'e 'ill start o)r lesson I ha,e here a simple po'erpoint presentation( In e,ery sli!e .in!ly 'rite the 5rst thing that pops into yo)r min!(
Is it clear class@
3es Sir
Sir
A"ter F+min)te presentation
Gloria /acapagal Arroyo
hat:ho pops 5rst into yo)r min! on the 5rst sli!e@
Sir /iriam De"ensor+Santiago
Sir 3es 9onalyn Noli >7a*ayan? De Castro
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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Very goo!(
Sir
hat a*o)t on the secon! sli!e@ Pagpag 3es Precio)s Sir 7athryn >Chichay? 1ernar!o
E$actly( hat a*o)t on the thir! sli!e@
3es Sir
3es 9amille
It#s *eca)se those acts *ecame remar.a*le to people( It *ecomes no' their i!entity(
De5nitely( hat a*o)t on the "o)rth sli!e@
3es Amer)schi
A*sol)tely( hat a*o)t on the last sli!e@ %irst e-)ation Sir 3es R)th
Di! e,eryone i!enti"y correctly persons an! things in e,ery sli!e@
those
hat ma!e it easy "or yo) to i!enti"y those persons or things in e,ery sli!e@
%irst e-)ation is an i!entity since no matter 'hat ,al)e is s)*stit)te! "or the ,aria*le $ the le"t+han! si!e is al'ays e-)al to the right+han! si!e( On the other han! the secon! an! thir! e-)ations are not i!entity it is *eca)se the e-)ation is not tr)e "or all ,al)es o" $(
E$actly( Di! yo) .no' that i!entity is also applica*le in /athematics especially in Trigonometry@
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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C( Lesson Proper O)r topic "or to!ay Trigonometric I!entities(
is
all
a*o)t
Consi!er these e-)ations
1 2 5 3 6 2 7 8 5 29 8 5 19 2 2 5 4+ 7 3 2 6 4+ 7 -
Sir
A trigonometric i!entity is an e-)ation 'hich is tr)e "or all ,al)es o" the ,aria*le "or 'hich the e$pression in the e-)ation is !e5ne!(
hich o" the "ollo'ing e-)ations is:are i!entity:i!entities@
Very goo!(
Sir
hat !o yo) thin. is the reason@
1. cscθ
2
3
1
7
se cθ 7
cot θ
sin θ
1 cos θ
1
7
tan θ
De5nitely( Secon! an! thir! e-)ations are *oth con!itional( The only sol)tions "or the secon! e-)ation are an! + 'hile the thir! e-)ation has no sol)tions in the set o" real n)m*ers since the s-)are o" a real n)m*er is ne,er negati,e(
sin csc 1eca)se an! are reciprocals same is tr)e 'ith cos an! sec an! tan an! cot (
Another one tan θ
sin θ
7
cos θ
is a trigonometric
i!entity *eca)se it is a tr)e statement "or all ,al)es o" : e$cept those 'hen
cos θ
is e-)al to &ero(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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Sir No' 'hat is trigonometric i!entity@ 1.sin θ
1
7
cscθ
, sin θcscθ
7 1
3es Te"anny Applying the /)ltiplication Property o" E-)ality /PE m)ltiply *oth si!es *y sin θ
cscθ then the other one simply cross m)ltiply( Very goo!( e ha,e act)ally eight ")n!amental i!entities an! they are !i,i!e! into three reci/rocal; ratio; and Pythagorean
Sir
Let#s ta.e 5rst reciprocal i!entities( 2. cos θ
1
7
;
secθ
cos θ
sec θ 7 1
ho 'ants to go on the *oar! to pic. an! paste the ")n!amental i!entities )n!er reciprocal@
Applying also the /)ltiplication Property o" E-)ality /PE m)ltiply 3es Dimple
cos θ
*oth si!es *y
sec θ then the other
one simply cross m)ltiply(
Sir
hy !o yo) thin. so that these are the ")n!amental i!entities )n!er reciprocal@
3. tan θ
1
7
cot θ
;
tan θ cot θ
7 1
Applying also the /)ltiplication Property o" E-)ality /PE m)ltiply
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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Precisely(
tan θ
*oth si!es *y 1ase! on those ")n!amental i!entities 'ho 'ants to go on the *oar! to pic. an! paste the alternati,e "orms o" the 5rst i!entity@
cot θ
then the other
on simply cross m)ltiply(
3es /ar. Delson
Ho' !i! yo) arri,e into these i!entities@
Sir
Very goo!( hat a*o)t the secon! one@ 4. tan θ
sin θ
7
3es Al*ert 5. cot θ
Again ho' i!entities@
!i!
yo)
!eri,e
cos θ
cos θ
7
sin θ
these
Sir
E$actly( An! 'hat a*o)t the thir! one@
4. sin θ= cos θ tan θ ; cos θ =
sin θ tan θ
3es Na!0a
Sir Ho' !i! yo) arri,e into these i!entities@
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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5. cos θ=sin θ cot θ
θ= ¿ <
cos θ cot θ
sin ¿
Alright( These are the ")n!amental i!entities together 'ith their alternati,e "orms )n!er the reciprocal i!entities(
Let#s procee! to the secon! !i,ision the ratio i!entities( ho 'ants to go on the *oar! to pic. an! paste the ")n!amental i!entities )n!er ratio@
3es 9)les
A*sol)tely( Sir ho 'ants to !eri,e their alternati,e "orms@ 6. sin
cos
2
2
2
θ =1−cos θ 2
θ =1−sin θ
3es %lit&
Precisely( Sir hat a*o)t the other one@ 2
7. tan
3es Shiela
2
2
θ = sec θ −1 2
sec θ− tan θ=1
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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E$actly( These are the ")n!amental i!entities together 'ith their alternati,e "orms )n!er ratio i!entities(
Let#s procee! to the last !i,ision the Pythagorean i!entities(
Sir
2
8. cot
2
2
θ = csc θ−1 2
csc θ−cot θ =1 2n!er this 'e ha,e
2
θ + cos θ 7 1
2
2
θ + 1= sec θ
!
sin
&
tan
'
1 + cot
2
2
2
θ= csc θ
ho 'ants to !eri,e their alternati,e "orms@
3es An!rea
Sir
sin θ
cos θ
De5nitely(
7
y ∨ y since r =1 r
7
x ∨ x since r =1 r
7
y x
hat a*o)t the other one@ tan θ
3es Vanessa
cscθ 7
r 1 ∨ sincer =1 y y
secθ 7
r 1 ∨ sincer =1 x x
cot θ
x y
A*sol)tely( An! 'hat a*o)t the last one@
7
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 1
3es Genesis
Alright(
Each o" the ")n!amental i!entities can *e esta*lishe! *y )sing the !e5nitions o" the trigonometric ratios on the )nit circle 2
2
x + y =1.
Sir
ho can recall the !e5nitions o" the trigonometric ratios@ %rom
the
csc θ= 3es Etnarol"
sin θ= y
an!
1
y (
S)*stit)ting
csc θ=
!e5nitions
sin θ
in place o" y gi,es
1 sin θ
Sir
De5nitely( I" 'e e$amine the !e5nitions o" the trigonometric ")nctions an! the i!entities a*o,e the ")n!amental i!entities can rea!ily *e esta*lishe!(
%rom the !e5nitions
an!
1
sec θ = . x
S)*stit)ting Ta.ing "or instance in reciprocal i!entities ho' they 'ere esta*lishe!@
cos θ = x
sec θ =
cos θ
in place o" $ gi,es
1 cos θ
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 2
3es 9enny
Sir
Very goo!( hat a*o)t the secon! one@ %rom the !e5nitions
3es 1lessly
an!
cot θ=
tan θ cot θ =
tan θ =
y x
x , y 'e ha,e y x
x y
tan θ cot θ =1
E$actly(
cot θ=
1 tan θ
hat a*o)t the last one )n!er reciprocal i!entities@
3es Lian
Sir
tan θ
%rom the !e5nitions o" A*sol)tely(
tan θ =
hat a*o)t )n!er ratio i!entities( Ho' they 'ere esta*lishe!@ Since tan θ =
'e ha,e
y x sin θ= y
an!
cos θ = x
then
sin θ cos θ
3es E)gene
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 3
Sir
Very goo!(
cot θ
%rom the !e5nition o"
hat a*o)t the other one@
cot θ=
3es /arielle
Since cot θ=
'e ha,e
x y sin θ= y
an!
cos θ = x ,
then
cos θ sin θ
E$actly(
An! lastly relations(
)n!er
%rom
!e5nitions
the
cos θ = x
cos
2
'e
the
Pythagorean
sin θ= y
ha,e
sin
2
an!
θ= y
2
an!
2
θ = x
S)*stit)ting these in the e-)ation o" the 2
2
)nit circle x + y =1 'e ha,e
cos
2
2
θ + sin θ =1
Di,i!ing all the terms in *y
cos
2
θ 'ill
gi,e )s
2
2
θ sin θ 1 + = 2 2 2 cos θ cos θ cos θ cos
Simpli"ying this 'e ha,e
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page 4
1 + tan
2
2
θ= sec θ
θ =¿ Since
θ=¿
1 cos θ
sin θ cos θ
2
∧ sec ¿
tan ¿
In the same 'ay i" 'e !i,i!e all terms in *y
2
cos sin
2
θ
θ
sin
+
2
θ 'e ha,e
sin sin
2 2
1
θ
θ 7
2
sin
θ
3es Sir Simpli"ying this 'e ha,e
2
2
co t θ + 1 =cs c θ
θ=¿ Since
cos θ sin θ
cot ¿
θ= ¿ an!
1
Sir
sin θ
csc ¿
Is it clear class@
A trigonometric i!entity is an e-)ation 'hich is tr)e "or all ,al)es o" the ,aria*le "or 'hich the e$pression in the e-)ation is !e5ne!(
D( Generali&ation hat is again trigonometric i!entity@
Sir 3es Annanian
1. cscθ
1
7
sin θ
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page
2
sec θ 7
Very goo!( 7in!ly en)merate the eight ")n!amental trigonometric i!entities@
3es S)nshine
3
cot θ
4. tan θ
5. cot θ
1 cos θ
1
7
tan θ
sin θ
7
cos θ
cos θ
7
sin θ
2
θ +cos θ 7 1
2
2
θ + 1= sec θ
!
sin
&
tan
'
1 + cot
2
2
2
θ= csc θ
Alright(
E( Val)ing Class as 'hat 'e ha,e learne! to!ay there are eight ")n!amental i!entities( e ha,e !eri,e! also their alternati,e "orms( All in all 'e ha,e trigonometric i!entities( Relating this into real li"e 'e sho)l! not only *e satis5e! on 'hat o)r eyes can see( Altho)gh 'hat 'e see is alrea!y *ene5cial *)t 'hen 'e learn to e$plore !eeply to !isco,er sincerely 'e can 5n! *etter than 'hat o)r eyes can see(
e sho)l! not only !epen!:contente! on 'hat Presi!ent Noy are !oing in or!er to a!!ress the phenomenon po,erty( e as a citi&en o" this co)ntry sho)l! also !isco,er 'ays in or!er to 5n! sol)tions on the greatest pro*lem o" the society(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
Page !
Remem*er the "amo)s line in Trans"ormers K >there is more than meets the eye?(
In yo)r o'n 'or!s .in!ly relate o)r topic "or to!ay in real+li"e(
St)!ent#s response
IV(
E,al)ation
Complete the "ollo'ing *y )sing the ")n!amental i!entities( 1
1 2
sec θ
=¿
cot θ sin θ
cos θ cos θ
7
2
si n θ
3 1 5 cos2: 7 1
4
cscθ
=¿
sin θ
θ=¿
2
co s θ
2
1−sin ¿
θ cos θ =¿
!
sin θ
tan ¿ 2
&
θ− tan θ=¿ 2 sec ¿
'
θ−1 =¿ 2 csc ¿
co t θ
+
θ + 1=¿ 2 ta n ¿
se c θ
1 2
2
θ csc θ=¿
1-
V(
sin ¿
1
Assignment
2se the !e5nition o" trigonometric ")nctions to pro,e each i!entity(
1 sin : 7 cos : tan : 2 sin2: 7 1 5 cos 2: 3 cos2: 7 1 5 sin 2: Goo! *ye class(
4 tan2: 7 sec2: 5 1 sec2: 5 tan2: 7 1
Goo! *ye Sir(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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Prepare! *y 7eshir'in V( Corea Practice Teacher
Chec.e! *y /r( 9omar R( O*ero Cooperating Teacher
My !fter writing m+ first lesson plan in m+ cooperating school7 these are the things noted *+ m+ cooperating teacher.
8EST "E!T#(ES !ND !(E!S O" I-%(OVE-ENT
Strengths
ea.nesses
The Lesson Plan is organi&e!(
The assessment is too a!,ance!(
It is st)!ent+centere!
I" possi*le the three !omains o" h)man learning sho)l! *e present in the instr)ctional o*0ecti,es(
Has the element o" S/ART E,ery part 0i,e 'ith each other(
2se or more
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My "e#ection$My A"ter 'riting my 5rst lesson plan I reali&e! that it sho)l! *e Speci5c /eas)ra*le Attaina*le Realistic an! Time+*o)n! or S/ART( One thing more into this age o" glo*ali&ation 'here e,erything steps )p into a higher le,el 'e sho)l! a!apt into these changes 'e sho)l! ma.e o)r lesson plan st)!ent+centere! so that 'e can engage o)r st)!ents more in the teaching+learning process( The more they are in,ol,e! the greater the pro*a*ility o" higher learning an! the longer it 'ill retain( I reali&e! also that ma.ing lesson plan is important *eca)se this ser,es as a g)i!e to'ar!s targeting yo)r goals( It is the roa!map inten!e! "or achie,ing lesson#s o*0ecti,es( I reali&e! also that
ith care")l planning yo) are ass)re! o" an e8ecti,e proce!)re an! a complete co,erage o" the s)*0ect that yo) aim to teach( A goo! an! relia*le plan can !e5nitely enhance yo)r sel"+con5!ence together 'ith a rela$ an! a)thoritati,e poise( 3o)r plan can *e s)*mitte! to yo)r cooperating M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o teacher "or comments an! s)ggestions th)s a!!ing to yo)r learning e$perience(
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M 1. Sample lesson plan written *+ m+ cooperating teacher. ! Detailed 0esson %lan in -athematics IV I.O*?ecti,es !t the end of the period7 students should *e a*le to: a. Define Natural 0ogarithm@ *. E,aluate a gi,en function@ and c. Sol,e Exponential and 0ogarithmic e'uations. II.Su*?ect -atter 1. Topic: Natural 0ogarithmic "unction . (eference: !d,anced !lge*ra and Trigonometr+ *+ Oronce and -endo$a 6. -aterials: =hite*oard7 =hite*oard -ar/er >. Teaching Strateg+: Discussion0ecture -ethod III.0earning Tas/s Teacher3s !cti,it+ !. Dail+ (outines 1. %ra+er . ustomar+ 4reetings 6. hec/ing of !ttendance 8. -oti,ation 9(e,iew of the past lesson< . 0esson %roper
Students3 !cti,it+
Toda+7 we will *e going to discuss a*out Natural 0ogarithmic "unction. !n+one of +ou has an idea what is M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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natural logarithmA Sir Bes ! logarithm with the e as the *ase is called a natural logarithm. Ver+ good. In alculus7 the num*er that is commonl+ used as a logarithm *ase is the num*er e which was named *+ the 4erman -athematician 0eonard Euler. The num*er e li/e pi is an irrational num*er. If pi is approximatel+ e'ual to 6.1>7 how a*out the ,alue of eA !n+oneA Sir Bes If the ,alue of pi is approximatel+ e'ual to 6.1>7 the ,alue of e is approximatel+ e'ual to .F1H. %recisel+C ! logarithm with e as the *ase is called natural logarithm. To simplif+ the notation7 we write loge x as ln x. Thus7 ln is an a**re,iation for log e @ ln is the exponent to which e must *e raised in order to get . Natural 0ogarithm is gi,en *+ this formula: + ln x or + loge x means the same as e+ x The common logarithm 9*ase 1< and the natural logarithm 9*ase e< are the most fre'uentl+ used t+pes of logarithms. Is it clear classA 0et3s proceed to the examples. "ind ln >6F. So we press the following /e+s on the calculator. > 6 F ln7 we got F.FGH;6. Therefore7 ln >6F F.FGH;6 or eF.FGH;6 >6F. &ow a*out this classA
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"ind log F. log F log1 Flog1 .H>;GH.616 .HF6;; Ver+ good. &ow a*out sol,ing tit with the *ase eA =ho wants to answer on the *oardA Sir Bes log F loge Floge ln Fln 1.G>;G1.LG61>F .HF6;; Ver+ good. Notice that we get the same answer. =e used the common logarithm and the natural logarithm respecti,el+. &ow a*out this one. ln 9)1.6< an we get its natural logarithmA No sir *ecause negati,e num*ers do not ha,e logarithms. If we let + ln 9)1.6M? T T G%.0A.%GA 0 "A"AMA St)!ent teacher
Chec.e! *y
M" )>@T*) =*H) Critic Teacher
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PRACTICE TEACHING LEARNING EPISODE NCBTS Domains 3, 4, 7
My My Goals At the end of the activity, I should be able to: • •
•
Prepare instr)ctional materials "or classroom instr)ction< Demonstrate creati,ity an! reso)rce")lness in preparing instr)ctional materials< Ta.e Ta.e snapshots snapshots o" ,arie! instr)ctional materials materials )se! in the cooperating school( .
My
Type a -)ote "rom the !oc)ment or the s)mmary o" an interesting point( 3o) can position the te$t any'here in the !oc)ment( 2se the Dra'ing Tools .How*o$ I shall be rated?/ ta* to change the "ormatting o" the p)ll -)ote te$t *o$(J 5 Outstanding
4 Exceeds Expectations
3 Meet Expectations
2 Needs mp!o"emen t
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis
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M( +e'%ections M( &o!t'o%io
Total score !,erage (ating 9Total score ;<
My
To reach m+ targets7 I need to:
&
D
C
prepare
design
create
M6 NS+#C+ON* M*TE+*S M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My
LESSONS:ACTIVITIES
INSTR2CTIONAL /ATERIALS
OTHER /ATERIALS HICH CAN STILL 1E 2TILIED
Circles
C)t+o)ts
heel coin an! any other circ)lar o*0ects(
Polygons
C)t+o)ts
Any real o*0ects insi!e the classroom(
Trigonometric I!entities
%lash car!s comp)ter
%amo)s lines 'here a certain person is *eing )ni-)ely i!enti5e!(
Triangle Ine-)ality
C)t+o)ts Vis)al ai!s
Comp)ter
2nit Circle
C)t+o)ts ,is)al ai!s
Comp)ter
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My
&ow does m+ cooperating teacher rate the instructional materials I prepared in the classroomA !re m+ instructional materials5
2se the scale in rating yo)r instr)ctional materials(
;
>
6
1
1. !ppropriate to the de,elopment of the learnersA . !ligned with the o*?ecti,esA 6. Eas+ to prepareA
Q O)tstan!ing Very Satis"actory F Satis"actory %air K nee!s impro,ement
>. Dura*leSturd+A ;. !ppealing to the learnersA L. &ighl+ interacti,eA F. olorfulA H. Eas+ to manipulateA G. %ractice#sefulA 1. 0ess expensi,eEconomicalA Tota% Sco!e89999
*"e!age Sco!e89999
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(ated *+:
!fter anal+$ing m+ score sheet7 I reali$ed that5
Instr)ctional materials are important as they pro,i!e !etaile! in"ormation that may not other'ise *e .no'n a*o)t ho' to p)t together or )se a pro!)ct( There are also instr)ctional materials that e!)cators )se 'hich pro,i!e creati,e i!eas to assist in the learning process( %inally instr)ctional materials can help one tro)*leshoot a pro!)ct that is not ")nctioning properly( I reali&e! also that )sing instr)ctional materials is highly important especially "or a no,ice teacher( Teachers rely on instr)ctional materials in e,ery aspect o" teaching( They nee! materials "or *ac.gro)n! in"ormation on the s)*0ect they are teaching( No,ice teachers )s)ally ha,e not *)ilt )p their e$pertise 'hene,er they enter into the 5el!( Teachers o"ten )se instr)ctional materials "or lesson planning( These materials are also nee!e! *y teachers to assess the .no'le! e o" their st)!ents(
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PRACTICE TEACHING LEARNING EPISODE NCBTS Domain 5
My Goals At the end of the activity, I should be able to: • • •
Prepare my 5rst assessment tool< %ollo' the r)les on constr)cting test< Impro,e the test *ase! on the s)ggestions o" the cooperating teacher( .
My Performance .How I shall be rated?/ Type a 5-)ote "rom the point( 3o) 4 !oc)ment or 3 the s)mmary 2 o" an interesting 1 canOutstanding position the te$t *o$ any'here in the !oc)ment( the Dra'ing Tools Exceeds Meet Needs 2se#naccepta$%e Expectations Expectations mp!o"emen ta* to change the "ormatting o" the p)ll -)ote te$t *o$(J &e!'o!mance t M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
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Total score
A,erage Rating
My
To do m+ first assessment tool7 I must do the following:
Implement the tool
Re,ise an! ma.e the 5nal !ra"t
Let the cooperating teacher e,al)ate:re,ie' the assessment tool
Prepare the test items
Con"er 'ith the cooperating teacher regar!ing the assessment tool re-)ire!
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M
0esson o*?ecti,es: O*tain atleast H of the 'uestions. Nature of learners: Some are fast learners *ut multitude are a,erage learners. T+pe of test to prepare: 8ased on )1 Enhanced 8asis Education %rogram Num*er of items: > 0e,el of difficult+: -oderate e+ to correction: None
Others: Third %eriodical Examination in -athematics 94eometr+<
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My
=rite as man+ ideas a*out tests. I shall use the first letter of the word to gi,e a s man+ concepts a*out tests.
T 5
tools in diagnosing st,dents learning so as to eval,ate instr,ction
5
testimony of strengths and eaknesses of st,dents and teachers
>5
eBcient in scoring and inter/reting scores
5
emblem of readiness and /re/aredness to /ass
(5
skills of st,dents sho,ld be bring
o,t
5 T5
selfCrevie of st,dent timeCbo,nded
5
T*( shall be ,sed in constr,cting
test
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My
omplete the structured frames:
1. !ssessment tools are needed *ecause5
These allo' teachers to meas)re ho' 'ell st)!ents ha,e )n!erstoo! a topic( Assessment tool li.e r)*rics are important to gra!e the st)!ent#s per"ormance( Once the tools are !esigne! teachers share them 'ith the st)!ents( This gi,es st)!ents an )n!erstan!ing o" 'hat the e,al)ator 'ill *e loo.ing "or an! st)!ents can hone their s.ills accor!ingly( In
. I considered the following things when I prepared m+ first assessment tool.
Vali!ity to meas)re 'hat is inten!e! to *e meas)re to ens)re the appropriateness correctness meaning")lness an! )se")lness o" the speci5c concl)sions that a teacher reaches regar!ing the teaching learning sit)ation< Relia*ility to ens)re the consistency an! acc)racy o" the test( A relia*le test there"ore sho)l! yiel! essentially the same score 'hen a!ministere! t'ice to the same st)!ents< %airness so that st)!ents nee! to .no' e$actly 'hat the learning targets are an! 'hat metho! o" assessment 'ill *e )se!< Practicality so that the test 'ill *e "amiliar to the teacher an! !oes not re-)ire too m)ch time an! is in "act implementa*le( *eca)se a comple$ assessment E6ciency proce!)re ten!s to *e !i6c)lt to score an! interpret res)lting in a lac. o" mis!iagnosis or a
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My "e#ection$My
&ow did m+ studentslearners perform in m+ first assessment toolA hec/ +our answer and explain.
Ver+ Satisfactor+
Explanation:
1eca)se their mean score is mo!erately high(
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My
%aste or write +our first assessment tool and the impro,ed ,ersion *ased on the suggestions of the ooperating Teacher. S*BE* ST*TE #NE+ST6 0a*orator+ &igh School Third %eriodical Examination Mat/ematics 4ood luck and 4odbless5
N!-E:PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP BE!(SETION:PPPPPPPPPPPPPPPPPPPPPPPPPPP
D!TE:PPPPPPPPPPPPP SO(E:PPPPPPPPPPPP
: M#T&E COCES: hoose the letter of +our answer and write it on the space pro,ided *efore each num*er.
PPP1.=hich of the following theorems states that the two sides of one triangle are proportional to the lengths of the corresponding sides of another triangle and their included angles are congruent. a. SSS Theorem *. S!S Theorem c. !! Theorem d. !S! Theorem PPP. On le,el ground7 a wooden rod and a tree cast a shadows of 1 m and L m7 respecti,el+. =hat is the length of the tree if the rod is ; m highA a. m *. ; m c. 6 m d. 6; m PPP6. ! closed plane figure determined *+ segments in which no two sides are collinear and the+ must intersect onl+ at their endpoints. a. triangle *. 'uadrilateral c. pentagon d. all of these PPP>. This is the common endpoints of the sides of the pol+gon. a. ,ertex *. segments c. angles
d. lines
PPP;. Two sides are consecuti,e if and onl+ if the+ share a commonPPPPPPP. a. side *. angle c. diagonal d. endpoint PPPL. The four)sided pol+gon is calledPPPPPPPPPPP. a. triangle *. 'uadrilaterals c. pentagon
d. hexagon
PPPF. If one side of the s'uare measures 1L cm7 what is the length of the diagonalA a. .L6 cm *. .L> c. .L; d. .LL PPPH. Special parallelograms are called special *ecause of theirPPPPPPPPPPP. a. shapes *. properties c. angles d. sides
PPPG. Two positi,e real num*ers a and *7 is the positi,e + that satisfies the e'uation a.
a y = y b .
similar triangle *. >;)>;)G special triangle c. %+thagorean Theorem d. 4eometric mean
PPP1.The least num*er of sides of a pol+gon isPPPPPPPP. a. 6 *. > c. ; d. L
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PP11. If the length of the height of the right triangle is H cm and the *ase is L cm7 the length of the h+potenuse isPPPPPPPPPPP. a. H *. G c. 1 d. 11 PPP1. It is a con,ex 'uadrilateral with exactl+ one pair of opposite sides parallelA a. triangle *. s'uare c. rectangle d. trape$oid
PPP16. ! pol+gon isPPPPPPPif and onl+ if a line containing one of its side does not contain an interior point of the pol+gon. a. 'uadrilateral *. con,ex c. conca,e d. none of these PPP1>. The parallel sides of a trape$oid is called thePPPPPPP. a. legs *. *ases c. height d. diagonal PPP1;.! trape$oid is isosceles if and onl+ if thePPPPPPPP are congruent a. angles *. legs c. height d. diagonal : MODED T+#E O+ *SE: =rite T if the statement is correct otherwise7 underline the word that ma/es the statements incorrect and write the correct answer on the space pro,ided *efore each num*er. PPPPPPPPPP1L. Each diagonal of rhom*us *isects a pair of opposite sides. PPPPPPPPPP1F. The *ase angles of an isosceles trape$oid are congruent. PPPPPPPPPP1H. onsecuti,e angles of a parallelogram are congruent. PPPPPPPPPP1G. If two angles of one triangle are congruent to two angles of another triangle7 then the two triangles are similar. PPPPPPPPPP. The s'uare of the h+potenuse is the sum of the s'uares of the lengths of the legs. PPPPPPPPPP1. The diagonals of a rectangle are congruent. PPPPPPPPPP. %+thagorean Theorem was disco,ered *+ !ristotle. PPPPPPPPPP6. ! diagonal of a s'uare creates two 6)L)G triangles. PPPPPPPPPP>. !ll rectangles are parallelogram. PPPPPPPPPP;. !ll parallelograms are rectangle. PPPPPPPPPPL. The perimeter of an+ gi,en pol+gon is the sum of the measure of its interior angles. PPPPPPPPPPF. ! segment is the midsegment of a triangle if and onl+ if it connects the median of an+ two sides of the triangle. PPPPPPPPPPH. The median of a trape$oid is parallel to the *ases and its length is e'ual to twice the sum of the *ases of the trape$oid. PPPPPPPPPPG. Two triangles are similar if and onl+ if their corresponding sides are congruent. PPPPPPPPPP6. !n+ two consecuti,e angles in parallelogram are complementar+.
: Comp%ete t/e ta$%e $e%o; 'o! t/e %engt/s o' t/e sides o' a !ig/t t!iang%e: a
b 7
24 <
6. 24
6>. 17
c 61. 17 3= 1=
66. 12 1<
6;.
: &+OBEM SON . Sol,e the following pro*lems. Show +our solutions.
6L. Sol,e the missing side lengths of a similar right triangle *elow. If x ; and + 17 find a7 *7 c7 and h.
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6F. "ind the perimeter and area of the s'uare and the area of the triangle *elow.
6H. #sing the rhom*us *elow7 find Q( if Q# 1.; cm a nd (# ; cm.
6G. #sing the trape$oid *elow7 find the measure of ! if O( 1; cm and median E cm.
>. The ground floor plan of a new mall is illustrated *elow. The whole floor will *e co,ered with tiles except for the two small congruent s'uare areas where fountains would *e *uilt. #sing the gi,en measurements in the drawing7 find the total area that will *e co,ered with tiles. "urthermore7 how man+ 1H *+ 1H meter s'uare tiles are needed to co,er the said areaA !ll measurements are in meters.
%repared *+: eshirwin V. orea
%re)ser,iceTeacher
hec/ed *+: -rs. !rsenia . !ngco ooperating Teacher
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PRACTICE LEARNING EPISODE
TEACHING
NCBTS Domains 4, 5
My At the end of the activity, I should be able to: • • •
Design the classroom *)lletin *oar!s:instr)ctional *oar!s< Align the !esign 'ith the lessons:acti,ity o" the class< or. 'ell 'ith the Cooperating Teacher(
•
.
My Performance •
.How I shall be rated?/ 5 Outstanding
4 Exceeds Expectations
3 Meet Expectations
2 Needs mp!o"emen t
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
Total score
A,erage Rating score : Q
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• •
My
To reach m+ goals7 I need to do the following using this acron+m.
0 5 begin ith the end in mind
* 5 organied the things to ,se
A 5 arrange all the information to be /asted
" 5 relate it to real life
D 5 desi n accordin
to hat
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My
Design a miniature *ulletin *oard on this page or paste one of the *ulletin *oards that struc/ +ou most in +our cooperating school.
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My
%aste sample *ulletin *oard displa+s on this page.
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My O*ser,ing the ,aried *ulletin *oards in m+ cooperating school7 I feel that the following areas can still *e impro,ed5
Especially in )p!ating in"ormation( Some are o*solete or alr alrea!y ea!y ha,e ha,e *een *een !one !one(( anot anothe herr thin thing g is that that there are some *)lletin *oar!s !isplay that I thin. it is not alrea!y important it#s all *eca)se the content is too tra!itional 'hat I am trying to say is that the in"ormation to *e paste! sho)l! a!apt to the changes o" the the en,i en,irronme onment nt(( They They sh sho) o)l! l! a!ap a!aptt into into the the e$isting !eman! o" the 'orl!( All the in"ormation to *e past paste! e! sh sho) o)l! l! *e in"o in"orrmati mati,e ,e an! an! at the the same same
So that5
e can *)il! goo! an! healthy in"ormation !issemination( 1)lletin *oar!s are one o" the 'ays on ho' to relay in"ormation( That#s 'hy the in"ormation sho)l! all *e )p!ate! in or!er to in"orm the rea!ers on 'hat is presently happening on the en,ironment( So *)lletin *oar!s also promote sel"+a'areness(
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My "e#ections$My
1. !s a student student teacher7 teacher7 I need to learn learn how to structu structure re *ulletin *ulletin *oard *oard so that5 that5
In the near ")t)re I alrea!y ha,e gaine! a repertoire o" .no' .no'le le!g !ge e o" .no' .no'le le!g !ge e on ho' ho' to !esi !esign gn an! an! str)ct str)ct)r )re e a *)llet *)lletin in *oar! *oar!(( One One thing thing more more is that that ha,ing .no'le!ge in ma.ing *)lletin *oar!s can also *e o" great help 'hen yo) ha,e no' yo)r o'n class *eca)se asi!e "rom yo)r ma0or yo) can also impart .no'le!ge on other areas especially on art(
. =hat lesson lesson did I learn learn when struct structuring uringdesign designing ing m+ *ulletin *ulletin *oardsA *oardsA
1)lletin *oar!s create! aro)n! a )ni,ersal concept can can help help st)! st)!en ents ts see see the the conn connec ecti tion ons s that that e$ist $ist *et'een an! across ,ario)s !isciplines( The prompts o" !epth an! comple$ity can *e integrate! into the cons constr tr)c )cti tion on o" a *)ll *)llet etin in *oar *oar! ! to ")rt ")rthe herr "oc) "oc)s s st)! st)!en ents ts## st)! st)!y y o" the the cor core cont conten entt mate materi rial als( s( 1)ll 1) llet etin in *oar *oar!s !s can can also also ser, ser,e e as the the cata cataly lyst st to in!e in!epe pen! n!en entt st)! st)!y y pro0 pro0ec ects ts *ase *ase! ! on st)! st)!en ents ts##
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PRACTICE LEARNING EPISODE
1
TEACHING
NCBTS Domains 4, 5
My At the end of the activity, I should be able to: • • •
Assist in school acti,ities< Prepare materials nee!e! "or the school acti,ity< 9oin my Cooperating teacher an! my class in school acti,ities(
My .How I shall be rated?/ 5 Outstanding
4 Exceeds Expectations
3 Meet Expectations
2 Needs mp!o"emen t
1 #naccepta$%e &e!'o!mance
M( Tas)s M( *cti"ities M( *na%(sis M( +e'%ections M( &o!t'o%io
Total score Average "ating 8Total score $ 9
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My
To do the following tas/s7 I need to perform these steps:
K( Get instr)ctions on 'hat to !o in school
( Prepare "or the tas.s ahea! o"
F( Get in"ormation:research on ho' to ma.e the acti,ity more
( As. help 'hen
Q( Participate in the tas.s
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My
I shall complete the episodal we* to show the steps I performed in doing this tas/.
Ho' !i! I prepare "or the school acti,ity@
As. help 'hen nee!e!(
Research on ho' to ma.e that acti,ity meaning")l(
Get instr)ction on 'hat to !o on acti,ity(
Prepare "or the tas. ahea! o" time(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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M
=rite a poem7 dialogue7 or draw a comic strip on an+ of the school acti,ities that +ou o*ser,ed or participated in.
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My
=h+ do I need to participate in school acti,itiesA
I nee! to participate in school acti,ities *eca)se that is part o" *eing a pre+ser,ice teacher this is part o" my training at the same time to get ac-)ainte! 'ith yo)r "ello's( I nee! to participate in school acti,ities to
O*ser,e Gain i!eas an! concept Prepare mysel" Achie,e ")t)re teacher tas.(
=hat insights did I gain after ?oining the school acti,itiesA
1ecome more cooperati,e to my "ello' 1ecome rea!y in the 'orl! o" teaching Acti,ity has something to !o in my pro"essional a!,ancement The acti,ity gi,es me a glimpse on the 'on!er")l 'orl! o" teaching(
My "e#ections$My
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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omplete the statement. !fter the acti,it+7 I learned to5
1ecome cooperati,e( In acti,ity I ha! participate! 0)sti5es the saying that >no man is an islan!? to *ecome magnanimo)s in accomplishing acti,ity( A 'ell !one one sho)l! *e gracio)s in accepting others# i!eas an! s)ggestions( One sho)l! in,ol,e himsel" to s)ch acti,ity so that he co)l! gro' pro"essionally (
-+ cooperating teacher was 9descri*ecite her reaction or feed*ac/ a*out the acti,it+ecto!, A/ite Sc!een, Spea)e!
=hat methodsprocedures should
Met/ods and st!ategies
+ou emplo+A methods to use strategies to emplo+ acti,ities for the different t+pes of
Deducti"e *pp!oac/ and ectu!e Met/od
learners. =hat assessment tools should +ou
use to measure learningA traditional assessments non)traditional assessments other modes of assessments
Modes o' assessments T!aditiona% and Non0t!aditiona% modes o' assessment
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My
K( Go to the li*rary an! research on yo)r topic or ha,e a pre+con"erence 'ith yo)r cooperating teacher:practic)m s)per,isor:peers to enrich yo)rlesson plan( rite yo)r o)tline: i!eas here(
( rite yo)r lesson plan(
F( E$ec)te yo)r lesson plan
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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My
( ) A P ( H * T ( D)ring my pre+!emo
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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4ENE(!0 (E"0ETION !"TE( -B DE-ONST(!TION.
hat 'ent 'ell in my lesson@ hy@ +1ase! on the comments o" o)r panelist )pon their o*ser,ation on my !emonstration teaching they sai! that I carrie! o)t e8ecti,ely my lesson there is congr)ence *et'een the lesson plan an! the act)al teaching( hat 'ent 'rong in my lesson@ hy@ +1e time+conscio)s gi,e attention to those st)!ents 'ho !i! not listen attenti,ely an! participate acti,ely some !aily ro)tines are misse!( /ay*e this is !)e to ner,o)sness( hat !i! my st)!ents learn@ +The concept o" Trigonometric I!entities an! its relation to real+li"e( hat 'as learne! a*o)t planning@ +Planning ahea! o" time is the most apt action o" teacher to ha,e a 'on!er")l presentation o" lesson( 1eing prepare! is one goo! "eat)re o" planning care")lly( hat 'as learne! a*o)t teaching@ +Teaching is a la*or o" !e!icate! ser,ice sel=ess commitment an! serio)s calling "or the no*le an! pro)! teacher( hat impro,ements 'ill I ma.e to *e more e8ecti,e in my class: +S)stain enth)siasm an! !ynamism thro)gho)t the 'hole cycle o" the teaching+learning process(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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>nothing can *e a more enno*ling act "or a teacher to see his 'or. e8ecti,ely !one in the camp)s accomplishe! thro)gh a la*or o" !e!icate! ser,ice sel=ess commitment an! his lo,e to his st)!ent+a!,isee( This ma.es the teaching pro"ession a serio)s no*le calling *)t only "or the "e' the no*le an! pro)!?
BOn my pre+ser,ice training a lot o" e$periences ga,e me lessons( The !eri,ation "orm)la in mathematics ami!st the trans"ormation o" *eha,ior an! characters( The la)ghter o" my st)!ents pro,e! me that in e,ery pro*lem there is a *ig sol)tion( So !on#t stop an! pro,o.e instea! step )p an! gro' "or the attainment o" yo)r !esires( The a!,ises )ne$pecte!ly !eli,ere! 'hen my st)!ents nee! a com"ort ta)ght me to *ecome empathic an! serio)s all o" these an! many others are 'orth cherishing an! em)latingB
>Another History o" /y Li"e?
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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/3 CERTI%ICATES
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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/3 EVIDENCES
/y E,i!ences
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IS2 VISION M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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The Isa*ela State 2ni,ersity a glo*ally recogni&e! instit)tion o" higher learning "or people empo'erment an! s)staina*le !e,elopment em*o!ying e$cellence e8ecti,eness acco)nta*ility an! integrity(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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IS2 /ISSION The Isa*ela State 2ni,ersity is committe! to train an! !e,elop st)!ents to *ecome pro"essionally competent 'ith so)n! moral principles an! to ser,e the comm)nity thro)gh research e$tension an! reso)rce generation *y 'ay o" inspire! lea!ership M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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an! responsi,e manpo'er( Statement o" the P)rpose
This port"olio incl)!es e,i!ences res)lte! "rom the pre,io)sly Pre+ser,ice Teaching E$perience( It is the application on concepts an! theories learne! "rom the Pro"essional E!)cation Co)rse o8ere! *y the Teacher E!)cation Instit)tion( This is the res)lt o" p)tting concepts an! theories into practice 'hich is essential in the !e,elopment o" a pre+ser,ice teacher( Analysis part on this port"olio gi,es eno)gh .no'le!ge on the part o" the pre+ser,ice teacher an! the re=ections sho' 'hat insights are gaine! *y the pre+ser,ice teacher 'hich is nee!e! to gro' pro"essionally in the teaching pro"ession(
M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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Personal ProEle )ameF eshirin ille Iorea AgeF 20irthdateF )ovember 24; 1++3 Permanent AddressF ira; "oas; %sabela Jathers )ameF Arsenio 0allesteros Iorea Mothers )ameF Darlina ille Iorea "eligionF Ihristianity 8%nde/endent Ih,rch of Jili/ino Ihristians9 Princi/le in .ifeF KJamily Jirst 0efore *thersL
>d,cational 0ackgro,nd Grad,ated
.evel
Tertiary
?ear 2-14
%sabela (tate niversityC"oas Iam/,s
(econdary
2-1-
%sabela (tate niversityC"oas Iam/,s .aboratory High (chool (cience I,rric,l,m M y P r a c t i c e T e ac h i n g H a n d b o o k a n d P o r t f o l i o
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>lementary
2--!
"oas >ast Ientral (chool
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