FS 7 PRACTICE TEACHING

I ntr ntr oduct ucti on Education is a life-long process of learning and to become an efficient and effective the strategies, tactics and teaching styles that best suit him/her. It is the time of trial and error and for growing confidence and beginning expertise. It is not a time of perfection but of striving for competence. Though student teaching, a process whereby a potential teachers confirms to himself/herself and others that he/she as the resourcefulness to survive with educator, you must first understand the value of continuous learning because this would be the teacher’s tool in molding individuals into a better and more competitive one. The first major step in moving from amateur status toward gaining competencies that mark the real professional is the student teaching opportunities to the educational theories and methods into practice. Student teaching is the first and foremost a learning situation. This is the craft  before he or she has to put his/her skills on the lime in his/her ow classroom. This is the student teachers chance to learn from his mistakes without causing harm to his/her students. This is the time for him/her to find out an actual teaching situation, the prospect teacher gain more experiences that would serve as their credential in their path. As we all know, teaching is a noble profession. It requires a long preparation and more training sessions for them to be equipped in facing the real environment that awaits them in near future. Student teaching serves as an internship in the profession education where theories, knowledge, attitudes and skills develop through course work and observationare

fused in more meaningful interpretation through practical experience in actual teaching situation.

What i s Pr P r acti cti ce T eaching? ching ? Practice teaching is an important important component of becoming a teacher. teacher. It grants grants student teachers experience in the actual teaching and learning environment. Student teachers are exposed when they work in classrooms and schools where they are assigned. Teaching is a passion. It is also an integral component of teacher training. You need to love what you are doing. Good teaching practice is a key influence on student learning - a desired outcome and primary goal of higher educational institutions. Practice teaching played an important part in their development as teachers by  providing a context wherein they could merge theo ry and practice find their own teaching and management styles as well as cope with the demands of multi-tasking that being in a classroom demands. Practice teaching is very challenging but it is important part of training as a future teacher in developing and molding ones abilities and skills. In dictionary, Practice Teaching is defined as a teaching by a student under the supervision of an experienced teacher. Meaning,the student teaching experience is designed to give the student a full time internship under the supervision of a cooperating teacher. The experienced teacher  provides trainee teachers with the opportunity to integrate different t ype’s knowledge and use them in specific contents in order to achieve the desired educational aims, objectives, and values. The student teacher must teach contents by applying general pedagogical knowledge and their specific knowledge of the certain subject that they going to teach. At the same time, they must take into account the characteristics of the students they’re

handling that are the recipient of the teaching as well as the knowledge of the educational context in which teaching takes place. During the teaching practice, the student teacher and the students learn to understand problems, and aware of the influence of other  pedagogical materials have on teaching. Not just by b y developing and teaching the students  but also the student teacher’s ability, skills, the way of teaching teaching and his/her values are improved throughout the trainee by the help of the cooperating teacher. Student teaching is often characterized as the most transformative experience in teacher education. During student teaching, you will enact in the classroom the teaching theories, strategies, and standards you learned in your core courses. To help you make the transition from student to teacher, you will share the classroom with an experienced  professional who will impart to you his or her knowledge of best practices and the wisdom acquired from years of experience. The teaching practice is also represents an opportunity for student teachers to socialize, and learn to “behave” like teachers. In this sense, it is important that student teachers should analyze different aspects of the state of the teaching profession. This includes areas such as professional culture, autonomy, involvement, commitment, teaching as a career, etc. Practice teaching played an important part in their development as teachers by  providing a context wherein they could merge theory and practice, find their own teaching and management styles as well as cope with the demands of multi-tasking that  being in a classroom demands. The paramount role of the host teacher and the importance of positive relationships with all stakeholders were fore grounded - as was the importance of an awareness of the cultural and contextual make-up of learners. This study hopes to make a contribution towards the understanding of student teachers' experiences of

 practice teaching in South Africa. It is also hope that through this study, further research in this field will be encouraged.

Goals of Practice Teaching The student teaching experience is designed to give the student a full time internship under the supervision of a cooperating teacher. The Education Department requires that the student’s total scholastic effort be devoted to the student teaching experiences. There are no other college course responsibilities during this time period. Specifically, the student will: 1. To obtain immediate knowledge of educational reality in terms of personal, material and functional elements. 2.

To acquire real experience that compensates the theoretical training.

3.

To provide an encounter between pedagogical knowledge and school reality

in order to develop the future teacher’s sense of security this derives from contrasted, useful and applicable knowledge. 4.

To provide knowledge of the motives and conditioning factors (social,

 personal, economic, etc.) which sometimes require the teacher to adapt pedagogical norms to reality. 5.

To perfect teaching skills. While it is true that teaching requires a number of

 base skills, it is also the case that these skills can be improved with guidance and practice.

etc).

6.

To check the level of interest the student teacher has in the profession.

7.

To gain an insight into the students (interests, needs, individual differences,

8. 9.

To know how the school and classroom works. To understand the school as a collective enterprise that arises as a result of

the positive relationship between its members. 10.

To complete routines, such as organizing, classifying material, applying

classroom management techniques, etc. 11.

To learn from experienced teachers.

12.

To contrast academic knowledge with the school reality.

13.

To put techniques learned (motivation techniques, how to introduce a

theme, carry out a dialogue, etc.) into practice. 14.

To judiciously put the profession of teaching into practice.

The broad goal of student teaching is that the student have the best possible introduction to the teaching field. Major responsibility rests with the cooperating teacher to set reasonable and specific objectives befitting the individual ability and development of the student teacher. It is assumed that the cooperating teacher will guide the student through a variety of experiences ranging from the practice of basic teaching skills to classroom management. The cooperating teacher should decide on specific goals and objectives after observing the student in a classroom teaching situation. It is quite possible that may competencies will be proven early, while others such as asking high order questions will need more practice. In addition to learning about teaching skills and methods and dealing with classroom management, the student should gain knowledge about the community in which he or she is teaching. The Education Department recommends, but does not insist,

that the student live in the community while student teaching. It is hoped that this will help him/her to better understand the children bein g taught. It is also must that the student teacher like me, develop in the area of  professionalism. Ethical behavior towards students and peers is essential. The cooperating teacher and university supervisor should be alert to counsel and advise the student on these matters.  Jose Rizal Memorial State University’s

Philosophy Jose Rizal Memorial State State University adheres to to the principle of dynamism and cultural diversity in building a just and humane societ y.

Vision Jose Rizal Memorial State University envisions to become a center of ex cellence among institutions of higher learing in the local, national and global arena.

 Mi  M i ssion ssion Jose Rizal Memorial State University pledges itself to deliver effective and efficient services along instruction, research, extension and production. It commits itself to provide quality professional technical and technological training with the aim of producing skilled, self-renewed and globally competitive individuals.

Goals Jose Rizal Memorial State University (JRMSU) focuses on developing graduates with the following attributes:  xemplary performance that can compete in the local, national and global arena E –  xemplary X –  enial  enial delivery of services and

 ommitment to provide the constituent with quality education and set as C –  ommitment

 xample to every clientele especially those who are potential E –  xample L –  eaders  eaders imbued with

 ove and dedication to service the people and L –  ove E –  xhibit  xhibit a deep sense o f patriotism while N –  urturing  urturing the educational environment with

 ourage, competencies and cooperativism among the institutional members; and C –  ourage, E –  ffective  ffective and efficient leadership to attain quality holistic development

C olleg olleg e of E ducati ducation on Goa G oals ls and Obje Objectives CED aims to provide quality instruction; research, extension and production that will help equip the students with knowledge, skills and values for them to be responsive to the demands of society.

G ener ner al Objecti Objective vess Preparation of competent teachers of the future capable of nation building and adequately competitive to the demands of globalization for the promotion of life.

 Spe  Specifi c Obje Object ctii ves 1.

Develop student to become competent teachers;

2.

Train the students to be socially responsive professionals;

3.

Produce value- oriented, competent and employable graduates.

 Student Teacher’s Educational Philosophy/Credo

Teaching is more that simply an obligation implementing the curriculum it is engaging and expanding the knowledge of the students to help inspire them with the need for learning. There are many qualities that I believe a teacher should possess. The ones that I believe are the most essential for me to be an exceptional teacher is that I am endearing, creative, attentive, open-minded and create a positive learning environment suitable for all in order to create the most appropriate and safe learning environment for all my students. I must gain their trust. The way in which I would start to build the foundation of the relationship is to show that I value all of them and then learning. I  believe that it is very important that I provide the students with the adequate respect and trust that I expect them to provide me. I will strive to be a respectful teacher, taking all my students’ needs and feelings to heart I every situation. Through the relationships that all my students, I will then be able to develop a community among everyone in which they will then be able to work together. I will always be determined on creating and maintaining an inclusive classroom where all students respect one another and everyone has the opportunity to participated. It is also important to me as a teacher to build relationships with my students’ parents, guardians, and my fellow colleagues. As a teacher, it is very important to have a cooperative and trusting partnership among all those involved in the child’s learning. A child’s learning goes beyond the classroom and it is important that everyone is on the same page as to what the child needs in order to be successful. My goal as a teacher is to instill the will of learning and confidence in each of them. I strongly believe that every child has the ability to learn no matter what and it is

my obligation as a teacher, to find the best suitable method of learning that benefits each student. My goal is to be as diverse and inviting to all possibilities in the classroom learning environment as well as being aware of al social justice issues. I am strong supporter and believer in the idea that students learn by doing. This way of implementing concepts to the students will be a major factor that will shape my teaching. I hope to help each student find their strengths and to build on them as well as encourage them to work on their weaknesses. I need to be very attentive and aware of all my students’ needs in order to provide them all with the opportunity for success. My goal is also help the students feel as much at ease as possible in any situation they feel unsafe in whatever it may be around course, material, classroom conflict, etc. I will encourage students to challenge themselves and to look at things with a critical analysis. I will treat all my students as individuals, especially at times of assessment. Every student does not fit into the same bubble, therefore, assessment tools should not always be kept the same. This will allow me to gain a real understanding on what each student can do. I will seek to find the extra help and assistance for the students who may be struggling in my class. I also want to be able to make learning meaningful and connective process for the students by  bringing in some of their everyday life experiences into their learning in the classroom. I hope to inspire the students’ interest and curiosity in the material they are studying and to extend their learning beyond the classroom. Learning is a fundamental and ongoing process that every child and adult experiences throughout their life. It is essential that I respect and consider all my students’ way of learning in order for them to have a positive experience. The more  positive the learning experience for the child, the more they will take out of the situation

and value their own learning process. To help ensure that I am providing my students with the best education I possibly can, I will continue my own learning. My own learning will never cease, as I will always be constantly learning new ways to make my classroom  better learning environment and to expand my own educational background. I will be reflective of my own pedagogy, so I can modify and adapt different teaching tactics for the benefit of all my students.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possessed dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to its full realization, the  provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or parttime basis. Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national  pride, cultivate love of country, instil allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state. Section 2. Every teacher or school official shall actively help carry out the declared  policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and m orally fit. Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other  partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such  purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course o f action. Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leade rship and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honour and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other ex cesses, much less illicit relations. Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the  barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counselling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8. A teacher possesses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)  program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support from the school,  but shall not make improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a decent living. Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good; and full cooperation with colleagues. When the best interest of the learners, the school, or the  profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize for whoever assumes the  position such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. However, this may  be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession Section 1. Every teacher shall make it his duty to make an honest effort to understand

and support the legitimate policies of the school and the administration regardless of  personal feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false accusations or charges against superiors,

especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3.  A teacher shall transact all official business through channels except when

special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4.  Every teacher, individually or as part of a group, has a right to seek redress

against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn m ust be respected. Section 5. Every teacher has a right to invoke the principle that appointments,

 promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to

his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel Section

Section 1. All school officials shall at all times show professional courtesy, helpfulness

and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions. Section 2. School officials, teachers, and other school personnel shall consider it their

cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3.   School officials shall encourage and attend the professional growth of all

teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs. Section 4.  No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause. Section 5.  School authorities concern shall ensure that public school teachers are

employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners Section 1. A teacher has a right and duty to determine the academic marks and the

 promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation

and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first

and foremost concern, and shall deal justifiably and impartially with each of them. Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner. Section 4.  A teacher shall not accept favours or gifts from learners, their parents or others

in their behalf in exchange for requested concessions, especially if undeserved. Section 5.  A teacher shall not accept, directly or indirectly, any remuneration from

tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner’s work only in merit and

quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between

teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make

deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum development

of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents Section 1. Every teacher shall establish and maintain cordial relations with parents, and

shall conduct himself to merit their confidence and respect. Section 2.  Every teacher shall inform parents, through proper authorities, of the progress

and deficiencies of learner under him, exercising utmost candour and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners. Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,

and shall discourage unfair criticism.

Article X: The Teacher and Business Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income

generation; provided that it does not relate to o r adversely affect his work as a teacher. Section 2.  A teacher shall maintain a good reputation with respect to the financial matters

such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3.  No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person Section 1. A teacher is, above all, a human being endowed with life for which it is the

highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-discipline as the primary principle of

 personal behaviour in all relationships with others and in all situations. Section 3.  A teacher shall maintain at all times a dignified personality which could serve

as a model worthy of emulation by learners, peers and all others. Section 4.   A teacher shall always recognize the Almighty God as guide of his own

destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions Section 1. Any violation of any provision of this code shall be sufficient ground for the

imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special  permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.

Article XIII: Effectivity Section 1.   This Code shall take effect upon approval by the Professional Regulation

Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.

Code of E thics for Professional Teachers (with accompanying reflections for chosen 5 articles)

Article 1: Scope and Limitation

It states in this article that this code shall apply to all teachers in schools in the Phillipines. It covers all the public and private school teachers in their educational attainment. The teram “teachers” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all schools wether a full time or part time basis. This means that every school has their own teachers to manage and teach the learners whether it is in private or public schools. It tackles the roles of teachers in teaching and the kind of school environment they have.

Article 2 The Teacher and the State

In this article, the schools are future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love for our country. They promote obedience to the law of the state. Every teacher or school official shall actively help carry out the declared policies of the state. Every teacher shall posses and actualized a full commitment and devotion to their studies. It also states that a teacher should not be involved in any promotion of political shall hear

 parents’ complaints with sympathy and understanding and shall discourage unfair criticism. Article 5 The Teacher and the Teaching Community

This articlemeans that teachers shall at all times, be imbued with the spirit of  professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have been officially released or remove records from files without official permission. It is the responsibility for evry teacher to seek correctives for what may appear to be unprofessional and unethical conduct of any associate. A teacher may submit to the proper authorities any justifiable criticism against an associate  preferably in writing, without violating any right of the individual concerned.

Article 9 The Teacher and Parents

A teacher shall establish and maintain in a good relationship of parents, and shall conduct him/herself to merit their confidence and respect. A teacher shall inform parents, through proper authorities of the progress of deficiencies of learners under him, exercising utmost candor and tact in pointing out learners’ deficiencies and in seeking  parent’s cooperation for the proper guidance and improvement of learners. A teacher shall hear parents’ complaints with sympathy and understanding and shall discourage unfair criticism.

Article 10 The Teacher and Business

It states that the teacher has a right to engage, directly or indirectly, in legitimate income generation, provided that it does not relate to or adversely affect his work. A teacher shall maintain a good reputation with respect to financial matter such as in the settlement of his just debts, loans, and other financial affairs. No teacher shall act directly or directly, as agent of any commercial venture which furnishes textbooks and other school commodities in the purchase or disposal of which he can exercise official influence, except only when his assignment is inherently related to such purchase and disposal, provided that such shall be in accordance with existing regulations.

 Student-Teaching E xpectations Beginning teachers often set the bar with it comes to student’s expectations. As a student teacher, it is common to be portrayed a competent teacher who has a control over their classroom. These are few suggestions that help a student’s teacher like me to make realistic and achievable goals for the student:

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Classroom and capstone/seminar participation is required.

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During the student teaching experience, the student teacher is required to follow the cooperating school calendar.

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The student teacher is expected to conform to the same professional standards as the regular staff members of the cooperating school. The student teacher should

arrive at the school at the same time as the teachers and spend the full school day and any additional planning time as the cooperating teacher requests. If unforeseen circumstances should cause the student teacher to be late, the student teacher must contact the school clerk, the cooperating teacher and the university supervisor. The same applies if the student teacher is going to be absent due to illness. S/he must contact the cooperating teacher and the university supervisor the night before or as early as possible. In addition, when absent, the student teacher must provide plans and other materials necessary to the cooperating teacher and add the extra time on to his/her student teaching experience.

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As a student teacher, 100 percent attendance is expected to fulfill requirements for state licensure. Any absences can result in the low ering of the final student teaching grade or termination of the experience. During the student teaching quarter, if a student teacher experiences significant illness, death in the family or other critical incident, the student teacher must immediately notify the university supervisor, the cooperating teacher and the school clerk. The decision as to whether to continue the experience or to be withdrawn will be made on an individual basis. Students who are aware of outstanding ob ligations that require absences during the student teaching experience should contact the Office of Field Experiences and Student Teaching to defer their student teaching to the next quarter.

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The student teacher works with the cooperating teacher each day to assure the immediate assistance in planning, teaching and evaluating.

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The student teacher should collaborate with the cooperating teacher to designate meeting times at least twice a week to discuss progress, plans, responsibilities and concerns. The meeting times should be agreed upon in advance and should be appropriate to the schedules of both parties. It is expected that the student teacher will have a clearunderstanding of his/her responsibilities for each week by the Friday prior to the following week.

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The university supervisor will make at least four supervisory visits for each student teacher. When arranging the visits, the student teach er should plan a time when it is possible for the supervisor to confer with the student teacher following the observation and to confer with the cooperating teacher after that.

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When the university supervisor visits the classroom, the student teacher must  provide the supervisor with his/her daily lesson plans, as well as any additional material requested by the university supervisor.

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Each student teacher is mandated by state law to report instances of child abuse. If such matters are observed, they must be shared with the cooperating teacher and/or school administrator.

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Student teachers must satisfactorily demonstrate their competence as a teacher, as outlined on the evaluation forms completed by the cooperating teacher and university supervisor.

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Each student teacher must exhibit professional behavior and dress appropriately for all teaching situations and school functions.

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Student teachers must consider all cooperating school obligations as high  priorities and display a willingness to participate in faculty meetings, department meetings, institute days, conferences, programs, activities, etc.

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Student teachers must promptly prepare the materials requested by their cooperating teacher, university supervisor, and capstone/seminar instructor (i.e., schedules, logs, record books, timesheets, reflection sheets, lesson plans, attendance records, discipline referrals, etc.).

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All student teachers must display the dispositions of the Urban Professional Multicultural Educator.

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Student teachers must maintain good professional relations, public relations, and human relations not only with the teaching and non-teaching personnel of the cooperating school, but also with the community that the school serves. Students must remember thatthey are not only student teac hers, but also a representative.

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Student teachers must maintain academic integrity at off-campus sites.

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Student teachers may not work Monday through Friday during school hours.

Terms and R eference in Student Teaching The following terms and their definitions may provide clarification, as nee ded, for the  professional vocabulary used for the student teaching experience: Student Teacher - The University student who is enrolled for the professional term. Student Teaching Experience-  A full term of guided teaching during which the student

teacher takes increasing responsibility for classroom/school work with a given group of learners in a cooperating school district Cooperating Teacher-  The certified, experienced teacher of students in grades P-12 who

cooperates with the University in supervising student teaching, in communicating the student visor

teacher’s progress to the student teacher and to the university superthroughout

the

term,

and

in

providing

a

recommended

grade

and

evaluation for the student teacher at the conclusion of the term. In the secondary academic program, cooperating teachers are also responsible for scheduling the distribution of their student teacher’s time between their own classroom and the classrooms of other cooperating teachers, and for arranging observation and/or  participation in co-curricular activities. Student Teaching Site-   A school that is not controlled or supported by the University

 but that has historically provided facilities for student teaching as an established center determined by University personnel and school district administrators. University Supervisor-  The University representative who is responsible for supervising

a student teacher or a group of student teachers, for communicating with student teachers and their cooperating teachers about the students’ progress throughout the term, and for determining the final grade for student teachers.

Director of Field Practicums & Clinical Experiences-  The University faculty member

who

is

responsible

for

coordinating

all

field

experience

work,

including arrangements for student teaching.

 Do’s and Don’ts in Student Teaching 

1. DO introduce yourself to teachers, administration and guidance coun selors. DON’T forget to say thank you for the opportunity to partner with that school.

2. DO eat lunch in the teacher’s lounge and get to know the faculty. DON’T engage in gossip.

3. DO treat this an opportunity to put your best professional self forward. DON’T act like you are already an expert. Be gracious about accepting feedback.

4. DO  stay visible during your student teaching by volunteering for after

school

activities. DON’T focus solely on what you are getting out of te experience; rather think about what

added value you can bring to the school. 5. DO request informational interviews to obtain job search and resume ad vice. DON’T try to catch someone in passing schedule a meeting at their convenience.

6. DO write thank you letters before you leave and continue to stay in touch. DON’T expect them to remember you if you don’t stay in touch.

 A Bri ef Description of the Cooperating School a. H istory  ZAMB OANGA DE L NOR TE NA TI ONA L H I GH SCH OOL HI STORI CAL BACKGROUND (Campus I I ) Starting from pioneering class of only fifty fourth year student to the 3,521 enrollees at the start of since SY 1983-1984, Zamboanga del Norte National High School’s humble takeoff can be traced back to the early post-war time –  1946. Due to the populace’s insistent clamor for higher education, this caused them to travel to nearby island provinces of Negros and Cebu, the provincial government of Zamboanga Peninsula, trough ex-Governenor Felipe B. Azcuna, authored the transfer of Zamboanga Provincial High School, then operating in the erstwhile capital town of Zamboanga (now Zamboanga City), to his hometown in Dipolog, thus beginning the chain of efforts. What made this school what it is now  –   Zamboanga del Norte National High School per P.D. 1050 dated December 1, 1977  –   brings us to the achievements of dedicated school administrators, who more than did their best to mould the present institution, namely: Buenaventura Yason, 1946-1952; Primitivo Adan, 1952-1962; Lilia Hamac, 1962-1981; Francisco Gonzales (Ex-officio), 1981-1983; Catalina Santiago Sulit, 1983-1994; Anesia S. Ochotorena (OIC), March 15, 1994-June 10, 1998; Benigno D. Evardos, 1998  –   august 12, 2000; Sultan Pangsayan T.Radi, Sr., Septamber 7, 2000 to  present.

On its way to growth and development with DepEd’s Thrusts on value-oriented curriculum and the current trends in humanistic education, the school has been challenge was met head on by the institution as proven by the numerous honors and awards received in various government thrusts in Education, Music, Sports, Arts, Green Revolution, Nutrition, and other extracurricular activities. But the main drawback lies on its dearth of physical facilities. Since its first hosting of the 1964 Mindanao Athletic Meet, the school has been the venue of a series of local, regional, and National sports fest. Then came the 1982 Palarong Pambansa on March 14-20, which caused an almost overnight face-lifting of the Zamboanga del Norte Sports Complex, where the school is located although negotiations for its possible donation from the provincial government are still in the making since its nationalization, and so went the demolition of 46 concert classrooms and the administration building. While the ZN Sports Complex may be the best in the region [during that time], the replacement of the lost classrooms at the back of the three grandstands remains s faint  promise. Since the opening, the Zamboanga del Norte National High School is under the  jurisdiction of the Division of Zamboanga del Norte; the was transferred to the Division of Dipolog City per Republic Act 8174, otherwise known as the General Appropriations Act of 1996 for all budgetary transactions. Due to the influx of students from neighboring towns and the City of Dapitan, the school needed more space, more rooms for its use.

Through the efforts of Mrs. Patricia G. Ratilla, one of the faculty members of the school, ownership of a lot in Turno, which is a property of the National Government for the establishment of the City Normal College, was transferred to ZNNHS through a bill authored by the then Congressman Ernesto S. Amatong. Thus the existence of ZNNHS Turno Campus today.

b. Philosophy, Objectives, and Policies

c. Organizational Structure EDGARDO S. CABALIDA, Ed. D. School Principal 4

ROSARIO G. GONZALES MA. FATIMA Y. ACOSTA Administrative Officer 4 Head Teacher 6, BPOSA/ALS LUZ D ENRIQUE A. FRANCISCO VIRGINIA E. TAGAB State Auditor 4 Head Teacher 3, Filipino MARIO J. ANSINGLEODEGARIO O.ESQUILLO, Jr. Head Teacher 3, STVE

Head Teacher 1, TLE

MERLINA T. TOMALES GLIROD JANE T. TINDUNGAN, EM.D. Head Teacher 5, Math Head Teacher3, Science CHONA M. MIRANDA MA. THERESA SEMPRUN, Ed.D. Head Teacher 1, EsP

OIC, AP

MELISSA MAE R. EBUNIA, RGCLUZ D. CORTEZ Guidance Coordinator 3 Head Teacher 1, English

d. Programs and Activities a. Valentine’s Day b. English Festival c. Multi-media presentation d. SSG Election e. Broad casting for Grade 7 Newsvine (SPJ class)  f . Jazz chant for Grade 7 & Grade 8 only  g . Speech for Grade 7 students only h. National Festival of Talents

Week 1 The Cooperating Schools E xpectation There are things that the cooperating schools expected to the student teacher here are the following: 1. Provide a written lesson plan (in the recommended format) to the cooperating teacher and the university supervisor at least two days before date for observed lesson so that it can be reviewed and feedback can be provided. 2. Be familiar with the core curriculum content standard. 3. Follow the district/cooperating teachers curriculum schedule. 4. Check with the cooperating teacher before making important decision (e.g. parents, communication, grades, tests and assignments). 5. Use the resources located in the school, but also initiative in finding outside resources such as those available in the curriculum library. 6. Discuss classroom management and any different techniques planned to be used by the students beforehand. 7. Valuing reflective practice and innovations to meet the needs of each learners. 8. Having the ability to reflect on and respond to constructive criticism from cooperating teachers and other colleagues and administrators. 9. Demonstrating willingness for continued learning, and openness to new experiences and new perspectives. 10. Respectful consideration of individuals. 11. Protecting confidentiality. 12. Sensitivity and respect for differences.

13. Making good use of free time. 14. Recognizing the teachers are role models. 15. Upholding standards of professional appearance. 16. Practicing professional behaviors. 17. Punctuality 18. Dependability 19. Preparation 20. Abiding the rules and regulations of the school.

The facilities of the Cooperating School a. Library Is the heart of the school because it serves as the depository of books that brings knowledge and where both teachers and pupils can widen their minds especially for  better future.

b. Classroom Is more a product of the interaction between and among teacher and students. A classroom climate that is conducive for learning.

c. G uidance Office This is where the students will be given advises from the guidance counselor if they commit mistakes from other students like; physical harassment and even in small fights.

d. Canteen In this area of the school you can soothe of the cleanliness of the surroundings especially to their facilities in serving the foods. Healthy and delicious foods are being displayed in the canteen.

Computer Laboratory Computer laboratory is one of the facilities in school in which a great help for the students to enhance their learning. This is very useful for them whenever they have  projects or to gather information through surfing on a certain subject areas. This facility is very important in every school so that students can engage in hands-on activities. On the other hand, knowledge about computers is highly recommended nowadays due to advance technologies that we are experiencing right now.

B asic I nformation Cooperating School

 Zamboanga del Norte National H igh School Turno Campus, Turno, Dipolog C ity The Zamboanga del Norte National High School (ZNNHS) is a public high school under the Department of Education (DepEd). It has two campuses. Its Main Campus is located at General Luna Street, Estaka while the Campus II is located at Lower Turno. The school caters different fields such as the Department of Science and Technology - Engineering and Science Education Program (DOST-ESEP) Special

Science Curriculum, Basic Education Curriculum (BEC), Special Program for Sports, Special Program for the Arts (SPA), Technical Vocational Education (TVS), BP-OSA for out of school youths, and the recently opened Special Program in Journalism (SPJ).

Cooperating Teacher Name:Christine Arlyn M. Agunas Address: Purok De Oro, Olingan, Dipolog City Age:25 yrs. old School Graduated: Saint Vincent’s College

Orientation Seminar Bearing the theme “Student Teaching: A Road Towards Teaching and Learning Competency”, a one-day orientation seminar was conducted by the College of Education last December 2, 2016 at JRMSU gymnasium. In coordination with Dipolog City Schools Division Office, te seminar tackled several issues and concerns which were attended by the 4th year Education students of the said Department. The morning session commenced with the singing of the National Anthem led by the Dimasalang choristers, followed by an exulting remarks from the ever-loving Dean of the College of Education, Dr. Elenita M. Reyna. The first speaker of the day, Dr. Amelinda D. Montero, Chief Education Supervisor, CID, stressed the importance of lesson planning in the educative arena and the proper way of constructing it. Another key speaker, Mr. Crispo V. Gahisan, Senior ES Education Program Specialist, discussed about the “Terms of Reference” and “DepED Forms”.

Dr. Nur N. Hussien, DepEd Supervisor of Region IX, tackeld about the K-12  program of the government during the afternoon session. Each key speakers of the seminar received certificates from the CED Department. The seminar officially ended with the closing remarks delivered by the Assistant Dean of the College of education, Dr. Merlyn M. Luza. We were aware of the things that we needed for the future. I have learned a lot of things in the orientation because I learned how to improve my lesson plan and fill in the DepEd forms. Since, student teachers are required to write formal lesson plans throughout the entire student teaching experience unless otherwise directed by the university supervisor. All student teachers must demonstrate that they can perform acts of instruction and classroom management both reflectively and spontaneously in a satisfactory manner.

Orientation by Cooperating Principal During our orientation seminar with the school principal, Edgardo S. Cabalida, Ed.D. a highly respected principal of all teachers of Zamboanga del Norte National High School (Campus II) last January 10, 2017. He is very professional in dealing with other  people around him. He informed us the dos and don’ts of student teacher and policies they have in their school. He is strict of not following the rules of the school. After that, he assigned us to our critic/cooperating teacher.

 Scho  School Tour Tour I toured myself in Zamboanga del Norte National High School (Campus II) so that I could be familiar with the facilities they have and the environment inside the campus. There were many students studied in their school and as I have observed the students were competitive. Their environment was good and their classrooms were conducive to learning. I could see the eagerness of every student to learn. I can see it in their faces that they were willing to gain more knowledge and understand about the things and changes that happens in our society. The pictures below were taken from Zamboanga del Norte National High School (Turno campus).

Covered court

Canteen

Deputy Office

Senior High School building

Library

Responsibilities as a Student Teacher Student teachers gradually assume the role of full-time teachers during the semester. Indicated below are the duties and responsibilities of the student teacher. 

Set clear purposes  —   Competent teachers have clear purposes in mind for each learning experience. Each daily lesson plan, each unit of study, contributes to the achievement of worthwhile purposes.



Study individual and class needs  —   He formulates purposes and bases his  planning

on the specific needs, abilities, achievement and interests

of the pupils with whom he is working.



Study the community —   This is done to gain understanding of children and their home background. Provide a balanced program  —   Utilize teacher's guides, teacher's manuals, courses of study and other curriculum materials.



Make effective plans  — Good planning involves bringing together clear  purposes,

knowledge of the children and the community and suggestions

from curriculum guides and teacher's manual.



Make content meaningful —   A thorough knowledge of the subject matter and use

of

effective

methods

for

developing

both

the

meaning

and

the significance of what is taught.



Provide for individual and group work  — Individual work is provided to ensure that the specific needs of each learner are met. Group work

is provided when common needs and purposes of the entire class, or a group within the class are to be met.



Provide a good environment for learning  —   It should be a healthful environment

with

proper

lighting,

ventilation

and

temperature.

The room should be inviting and challenging to children.



Use appropriate methods and materials  —   Employ skills in using the most effective methods and instructional resources.



Evaluate from the beginning to the end —  Appraisal of children's learning and value of various methods and materials should be done.



Maintain professional relationship  — Relationships with one's co-workers,  pupils,

parents,

the

community

and

the

profession,

are

clearly

outlined in the code of ethics for school personnel.



Observe the Code of Ethics for Professional Teachers.



. Come to school well-groomed and properly dressed, image of the modest teacher



Observe punctuality throughout the duration of the school practicum.



. Participate actively on all the school related activities.



 Notify the Cooperating Teacher of his/her absences in case of emergencies accordingly.



Suggest for the improvement routine practices that may be overlooked by the Cooperating Teacher.



Be responsible, objective and open to constructive criticisms.



Be a good role model to students.



. Respect the dignity of children and their rights to human rights



. Make teaching more meaningful by using appropriate teaching methods and creativity.



Be prepared before teaching at all times.



Settle all financial obligations to the cooperating school.



Return all the borrowed materials to the cooperating te acher before the term ends.

How did I feel when I saw my Cooperating School? What are my apprehensions? When I saw my cooperating school, I felt excited upon entering the school  premises together with our advisers and co-interns. There are mixed emotions I have felt that day. I do prayed for the Lord that he will guide me along the way of the accomplishment and with the critic teacher I will be assigned that he/she is approachable and willing to help me as a student teacher. The cooperating school I was assigned was quite memorable one and I learned a lot of things as a future teacher. You’re free to socialized others because the school is a child-friendly school. And I wish my students in this school would help me throughout my practice teaching and we have a good relationship with each other as well as the school’s staff and more importantly to my critic teacher. I realized that the school is an institution of love, responsible, respectful, and competitive school. The school nurtured not only in academics but also in manners and respect from every individuals.

The tools that I need to bri ng in my Cooperating School: a. Knowledge- implementing appropriate teaching methodologies - adapting to the existing curriculum - facilitating actual recall - utilizing and maximizing appropriate instructional materials - promoting HOTS questions

b. Attitude –  relating lesson to real life situation - Self-reflection - Sizing up attitudes by means of giving reinforcement - motivating the students to participate in the class - extending assistance

c. Skills- feeding students with the 21st century skills - fostering acquired skills - engaging students to some sorts of activities - letting students exercise “learning by doing” - enhancing one’s skills

d. H abits- monitor their bad and good habits - get along with them - get in touch - do well and avoid evil

 My Grade Level Assignment, Class Schedule and Official time Sections VII- Newsvine

Day M-T-Th-F

Time 7:30-8:30

VII- Amorsolo

M-T-W-Th-F

8:30-9:00

VII- Newsvine

Wednesday

2:00-3:00

VII- Violet

M-T-W-Th-F

1:00-2:00

VII- Yellow

M-T-W-Th-F

4:00-5:00

Teacher  Ms. Christine Arlyn M. Agunas Ms. Christine Arlyn M. Agunas Ms. Christine Arlyn M. Agunas Ms. Christine Arlyn M. Agunas Ms. Christine Arlyn M. Agunas

Reflection a. Am I really prepared to teach? The common litany that runs if we talk about teaching is that “it is the noblest of all professions”. Nothing is more profound profession than teaching for teachers invest their own time, energy, and in the long run, invest their own lives just to touch the lives of others. Teaching is not an easy task, this is a noble profession and you have to take this seriously, to love it and dedicate yourself into this profession. And the question is, Am I really prepared to teach? I am at my best and still have the passion in teaching. I know I can do it! I am ready to teach! Spending everyday life working as a teacher is really handful. Waking up early preparing for work, I always ask this to myself “Am I ready? While checking my daily lesson plan for a week lesson and activities, I realized I didn’t spent much of a time for myself, researching for lessons and modules that will coincide in the curriculum guide that is in the DepEd website. Finding activities that would be fun and exciting for the students and doing an extra time preparing for visual aids of lessons. One day, I attempt to give up because of some reason but I believe that teaching is my  passion and this is a noble profession and is an element of change for the society. And I

accept the challenge in improving myself always and dedicate myself in teaching and to  be competitive and compassionate teacher in the future. Impart knowledge for the students and mold them to become a competitive individual. I believe that a truly prepared teacher is someone who can make difference child’s life, to ignite curiosity and growth to their students. You must ensure that the students are really learning from you, how they assimilate knowledge, imbibe the values, and foster the skills must be monitor by you. Again, Yes! I am really prepared to teach this is through the help of the people behind me especially my teachers who always motivate me to strive, to do my best and to make most out of my teaching

Pictorial Section VII-Newsvine

Week 2  My job as instructed by my Cooperating Teacher It is my job to follow and obey what is my cooperating teacher instructed, in doing so it is very helpful for me as a student teacher in a way that obeying her advice, accept criticism and suggestions with regards to my teaching so that, I can improve my way of teaching. I must be opened-minded for whatever situations arise regarding my  performance as her student teacher. Considering that my cooperating teacher experiences a lot in different way of teaching the students in meaningful way, more fun and enjoyment while learning the subject matter being taught.

 My observation report in assisting my Cooperating Teacher In my observation with regards in assisting my cooperating teacher she plans instruction that will address the needs of diverse and special needs students. Aware of students' behavior. Develop an effective and consistent approach to classroom management. Manage time and transitions effectively. Use effective ve rbal and nonverbal communication techniques with students. She’s very fluent in speaking English language; she practiced the kind of techniques she used during her class. Regularly reflect on teaching practices and set goals for continued improvement. Assess students regularly to set instructional goals. Most importantly, as a teacher she serves as a model of integrity, honesty, and confidentiality.

 My own expectations Teaching is not an easy job. There are lots of preparations that need to be finished; lesson plan, instructional materials, teaching methodologies, etc. Teachers are

the breathe and life in the classroom, upon their shoulders lies the future of the youth, they are the critical thread that ties the learners into lifelong process of learning. I realized also that as a teacher, you must be prepare all the time; physically, emotionally, and mentally, because there are really circumstances that you don’t expect to happen like misbehaviors, improper conducts, and whatsoever flaws and inconsistencies. These add to the difficulty of the teaching profession. But then, I realized also that teaching is one of a kind profession for you are helping, motivating, educating, and inspiring your students to bring out the best of them, to reach their maximum potential. To invest your life just for the student’s learned and be a competitive individual.

The characteristics of the learners I am handling The characteristics of the learners I am handling is that they are respectful towards teachers, other staff of the school premises, as well as we, as student teacher, responsible and value-oriented. Specifically, in my class the characteristics they possess they value each other’s company inside the classr oom. They were not a burden for the teachers to handle in the class not because they are smart learners but also they have the good characteristics as responsible students. When they are assigned of different tasks they will work for it until they can meet the deadline. Aside from that these learners are active in the classroom discussion, or whatever the teacher ask them to do they able to accomplish the tasks. Cooperative, in a sense that they cooperate each other to what they are doing inside the class. Helpful towards their co-students, teachers and other staff  personnel. Behave students whenever the teacher talks in front or in between the discussion of the class. In general, these learners possess good characteristics.

 Synopsis about the developmental stages of the grade level I am handling Developmental stages of the grade level I am handling is on formal operational even though they were grade 7 students most of them gain the ability to think in an abstract manner, the ability to combine and classify items in a more sophisticated way, and the capacity for higher order reasoning. The formal operational thinker has the ability to consider many different solutions to a problem before acting. This greatly increases efficiency, because the individual can avoid potentially unsuccessful attempts at solving a  problem. Since, 21st century learners are more updated of information so, as a learner you need to be more knowledgeable enough to teach the students in a higher order thinking skills.

 My first encounter with my Cooperating Teacher God answered my prayers. I asked for a kind, thoughtful and considerate and instructional cooperating teacher that could help me in enhancing and widening my knowledge and skills materials in teaching. And it was given to me. She dealt with me nicely. She showed me books needed for the lesson and what lesson she is at, and the teaching guide she had. Though she’s not the type of a teacher who is not fun of talking  but I can feel that she’s very an intelligent teacher that capable of improving one’s confidence, skills, and abilities as well as value-oriented. She has the good personality even though she’s pregnant. She is cheerful to me the day we first meet. I know she can look out for me, guide me along the way, provide me an adult perspective. I know that she’s willing to help her students and I believe that she’s willing to give answers to my questions, offer advice in improving my ability in teaching, and help me in the future career to more competitive individual/mentor. I am expecting that my cooperating teacher

was very cooperative in such a way that guides me in the whole teaching learning  process.

Provide feedbacks to improve my weakness and maintain my strengths in

teaching, give me an opportunity to explore and discover because I do believe that I still have many concepts to learn, lessons to explore, and principle to apply.

 My first dealing with my learners My first dealing with my learners is quite nervous because I don’t have the idea what kind of learners they are. Student diversity is evident. This is one of the challenges in the teaching profession; different learning styles, different levels of abilities, some are average but multitude are fast learners, different behaviors, different beliefs, different set of moral and ethical standards, and whatsoever differences. The teacher should consider all these differences. You must be flexible and creative enough so that you can address this kind of dilemma in order to satisfy the wants and needs of every learner. I observed that, I have to study more and I had to be not contented with the student’s modules. I need to research in other references such as internet, book in English to add more information about the topic. And to get ready to any question of my students.

Reflection a. I am really meant for the teaching profession because I am really meant for teaching profession because this is my passion. I want to be involved in the process of raising new generations. I do believe that four years and more years of preparation is enough. I have gained of healthy knowledge, receptacle of good values, and storehouse of useful skills. Some people know which profession to choose from their earliest days of childhood, while others make their decision much later in life. The most rewarding part of teaching is that you as a teacher can make someone’s life

different and change. But as much as teaching can be rewarding, it can also be frustrating and stressful when dealing with unmotivated students, large classes, and heavy workloads. Most frustrating one, teachers will sometimes have to deal with unruly  behavior and violence from students. These are all part of teaching. Teaching is not simply “teaching”. You need to plan instruction that will address the needs of diverse and special needs and interest of the students. Since, I am able to have a practice teaching; I have now the knowledge of being a future teacher. The things that as a teacher must do and must not do in and inside the school you are assigned. You know how to deal with the students based on their needs and interests. You are now knowledgeable on teaching methodologies. As we all know that teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession.

PICTORIALS

Week 3  My job as instructed by my Cooperating Teacher As a student teacher of an experience teacher as you instructed by his/her you need to follow and obey what he/she wants you to do. Specifically, in teaching my cooperating teacher instructs me to be more facilitative in that way it seeks to help students “construct” meaning and come to an understanding of important ideas and  processes. She instructed me to use different kinds of approaches, methods, and resources that will employ to the students for the teachers desired of what the students to accomplish.

The learning resources of the Cooperating School that I utili zed A learning resource is a facility within a school containing several information sources. School libraries are then considered one of the most important resources within educational facilities. The need to develop school libraries is urgent in that, on the one hand there is a need to convey information via a wide diversity of technologies and resources. I often use the libraries inside the campus where I am teaching especially using the books which are needed. It is where I am going to have my lesson planning, study the lesson that I am going to teach for the day or next day, making visual aids, encoding and reading books. The library contains several information resources and their techniques, in which the as a student teacher directly deals to acquire searching skills of information, analyze and evaluate to build a new knowledge and experience, then develop them using several learning methods. It also provides services to, facilitate the useful for both teaching and learning.

The School Offi cials of the DepE d and in my Cooperating School Regional Director:

Dr. Isabelita M. Borres, CESO

Regional Asst. Director:

Pedro Melchor M. Natividad, CESE

Schools Division Superintendent: Victorina G. Perez, CESO VI Asst. Schools Division Superintendent:

Dr. Majarani M. Jacinto, CESE

School Principal (ZNNHS):

Edgardo S. Cabalida, Ed.D.

The importance/uses of the cooperating school facilities in the teaching-learning  process The use of school facilities provides for the equitable and prudent use of public school facilities by community groups and agencies. The office serve as the liaison  between Zamboanga del Norte National High School and all groups requesting the use of facilities in ZNNHS. In addition, the importance of school facilities help the students  provide their needs in learning.

FACILITIES

THE IMPORTANCE OF THESE FACILITIES IN THE TEACHING LEARNING

Library 1 &2

Serve as depository of books where both teachers and students can read spontaneously and widen their knowledge. Gives opportunity for the students and teachers to eat healthy foods. This is very useful for safeguarding the health of the students, teachers, and for first aid purposes. This is where they can learn with fun/enjoyment with the use of different strategies and methods of the teacher. This is where the students will be given advises from the guidance counselor if they commit mistakes from other students like; physical harassment and even in small fights. Student normally goes to the computer labs sometime for research and also they try to make practical whenever they have been taught a  particular topic

School Canteen Medical Clinic Classroom Guidance Office

Computer Laboratory

The ideas about my cooperating school home Good in atmosphere All educators know that the atmosphere within a school contributes as much to the success of the student as the curriculum. More importantly, it has a great more bearing on whether or not a child develops a love for learning. The challenge of creating a positive atmosphere transcends the debate of whether our schools need to  become more goal-oriented, and more accountable for their results. It is about making school a place where children feel challenged but competent, where they work hard but enjoy it, where achievement is the product but not the sole objective. And a positive classroom environment yields positive students who are motivated to learn.

Comfortable If you feel comfortable, you will work better. If you are in discomfort, you will not work at your potential. It should be a school that is comfortable for the learners to learn without being distracted by the loud areas such as parking vehicles and bicycles. Comfortable seating leads to better breathing. And the classroom must be conducive to learning.

H ave tools The school should have a wide strategy for creating and sustaining a  positive, nurturing school climate, based on respectful relationships between teachers and students, teachers and teachers, students and students is that they have the tools for teaching-learning process that they are needed. In that way, the school learning tools that are utilized by the students and teachers help them to work easier and convenient.

I can always make my second home: a. Safe and secure by I can always make my second home safe and secure by the learning environment and community where the students are studying. In the school, there are violent students who are only looking for an opportunity to launch their attacks or an outsider that sometimes may affect to other students lives. The school’s security  personnel should make adequate arrangement to identify students that sneak into the school. Thorough checking must be conducted at the gates of the school to achieve that. Another valuable measure to be taken is planting cameras to key areas within the school  premises to monitor the general conduct of the students. In that way, we can avoid any incident and threatening inside and outside the school. In general, guide the students the do’s and don’ts of the school and monitoring classroom facilities to ensure safety.

b. F riendly by I can always make my second home friendly by equality, dignity, respect, non-discrimination and participation. It is a school community where human rights are learned, taught, practiced, respected, protected and promoted.From the way decisions are made in schools, to the way people treat each other, and where the students are being taught. Encouraged the students and teachers to take active part in school life, regardless of status or role, and where cultural diversity is celebrated. Students, teachers and the school community learn about human rights by putting them into practice every day and have a friendly school zone. And showing enthusiasm to preserve respectable atmosphere or smiling back to students’ greetings in and outside of the school.

c. Non-threatening by I can always make my second home non-threatening by showing the students that they are feel safe and secure, free to learn and the school is out source of any harmful things. Some may find the subject itself threatening — it may be embarrassing, distasteful, or just too difficult. Others are threatened because they think that everyone in the class knows more than they do. The personalities of some students threaten or intimidate fellow students. To avoid this situation, the students should feel that there are no barriers/hindrances for them to learn in the school in a way of engaging the students outdoor activities when needed. And also, maintaining good rapport to teachers, school personnel, and stakeholder.

Reflection: After analyzing the cooperating school missi on, visi on and goals a. I realized that The school’s mission, vision, and goals of my cooperating school I realized that the school preparing a creative critical thinkers and lifelong learners which are capable of coping the changes in the environment and with competition. After analyzing the school’s mission, vision and goals he school provides access to quality instruction. Based on my understanding this means that the teaching-learning process will  be effective because the teachers should do their best to find appropriate instructions for the learners. For this reason, the student will find reason to learn and go to school every day. The teachers should teach the student to become God-fearing and friendly so that the students should posses good characteristics in dealing with other people. They also impose that there will be a good parent-teacher relationship. Also have conceptual and technical skills to engage productively.

b. So I need to So I need to be more competitive, manpower for different sectors of the work. And providing what the environment needs. The process of setting goals allows students to choose where they want to go in school and what they want to achieve. By knowing what they want to achieve, they know what they have to concentrate on and improve. Having sharp, clearly defined goals, which students can measure, will allow them to take pride in accomplishing those goals. By setting mission, vision and goals in my cooperating school students can: improve their academic performance, increase their motivation to achieve, increase pride and satisfaction in performance, and improve their self-confidence. In order for us to learned, it is important to listen of the cooperating teacher’s advices because she is the most reliable source of information in terms of teaching and in the classroom routines that you will be performing. She had enough experience of what you are going to do. I addition, preparation of the things you need to use in your class ahead of time will minimize your stress. Planning is very important for  possible outcomes will maximize your success as a future teacher.

Week 4 The classroom routines performed by my cooperating teacher C L

Prayer  Seat properly

 A

Customary gr eetings

 S

Checking of A ttendance

 S

Collection and distribution of assignments/papers

R

 Appropri ate time for moving around the classroom

O

Calling the attention of late comers

O

Drills and procedures

 M 

Discussion

R

Giving activities/tasks of the students

O

Passing in and out of the classroom

U

Giving assignments

T

There is an interaction

I

Checking and recording the scores

N

Dismissal

E  S  Synopsis on establishing classroom routines I want to employ proper routines and procedures which would serve as

the

students guideposts in doing the tasks assigned to them. Unbiased and constructive

approach in implementing discipline towards them as well as setting rules and regulations in the classroom should also be established. In doing so, the learners would know how to manage their time efficiently on their own. They will be able to develop discipline inside the classroom and build leadership among others.

 My observation of the following: a. Attendance My observation with regards to attendance of the students there is a permanent seat assignment was established inside the classroom so that the assigned student or the teacher can easily check the attendance every classes. My cooperating teacher impose seat plan in every section.

b. Passing of papers or books Regarding with passing of papers or books they exchanged papers with their seat mates or passing the paper in front and then exchanged by row to avoid cheating or exchanging answers.

c. G etting materials All instructional materials were in proper area/place. The teacher assigned two students to get the materials and then distributed it to their classmates. The students were well-discipline by my cooperating teacher that they obe y what the teacher instructed.

d. Making assignments In regards to making assignments and reminders will be given before the class ends. The students worked their assignments at home an d not in the classroom.

The routines that I established as a better classroom manager Routines are the backbone of daily classroom life. They facilitate teaching and learning. Routines don’t just make your life easier, they save valuable classroom time. And what do most important, efficient routines make it easier for students to learn and achieve more. Simply, the routines that I will establish inside the classroom are the following: 

Entering the classroom



Cleaning



Posting the visual aids



Prayer



Greetings



Checking of attendance



Checking of assignments



Review the previous lesson



Present the new lesson with fun and learnable motivation



Discussion



Application (group activity)



Generalization, Evaluation, and Assignment



Dismissal

The rules that I set in my class School rules are important to follow because they enable the class to run smoothly so that everyone can learn and benefit from what the teacher has to offer. When students follow school rules, everyone, from the teachers to the students, can achieve their goals in the classroom. The following are the rules that I will set in my class: 

Be punctual



Be respectful



Be responsible



Raise your right hand if you want to answer



Do not answer in chorus



Do not talk to your classmates or seatmates when the teacher is talking in front



Be cooperative, attractive and energetic during class discussion



Call your classmates with their first name not their family name



Off your cell phones when the class started



Do not copy the answer of your classmates, it’s plagiarism



Don’t be talkative



Do not laugh when your classmates trying to answer



Follow simple instructions



Always set your English activity notebook and books



Arrange the chairs properly at the beginning and ending of the lesson



Follow directions the first time they are given



Treat others with respect



Do not leave the classroom without permission



Keep hands and feet to self



Work your assignment at home

Positive Consequences: 

Praise



Positive rewards

 Negative Consequences: 

Warnings



Teacher calls parent



Teacher sends child to the Guidance Office



Teacher sends child to the Principal

Reflection a. I f I already have my own class in the future, I want to employ Teachers

with

well

established

and

clearly

definedclassroom

managementstrategiescan make fantastic positive effects on their student’s behavior. You may be wondering, how do you successfully implement classroom routines? Incorporating effective routines into your classroom will take time, consistency, follow up, and effort. The classroom climate that is conducive for learning that is nonthreatening yet business-like. If I already have my own class in the future, I want to employ discipline among my students. I want them to become well-disciplined, so that in the long run they can use to their everyday life. Establishing classroom routines can contribute to the change of behavior among the students. There must be discipline among the students

where they will follow all the time. It will develop their positive attitude towards something and they are aware the do’s and don’ts. There must be a good relationship  between the teacher and students. It is a classroom where specific classroom rules and  procedures are clear. These classroom rules and procedures are discussed on the first day of class. Students are involved in the design of rules and regulations. There are techniques to acknowledge and reinforce acceptable behavior and provide negative consequences are employed. Clear limits for unacceptable behavior are established. There is a healthy balance between dominance and cooperation. The teacher is aware of the needs of different types of students. The teacher should fully aware of the happenings in class. And students’ responsibility for their own behavior is enhanced. The most important, a classroom is more a product of interaction between and among teacher and students.

Week 1 (January 10- 13, 2017) My first day of internship start today! I was designated at Zamboanga del Norte  National High School (Campus II). We, interns went to the principal’s office to passed our documents and for us to know which critic teacher we are assigned. The principal, Edgardo S. Cabalida,Ed.D. let the English coordinator orient us what to be done in the school premise. After the orientation process, the English coordinator introduced us to our cooperating teacher. I am blessed that I am assigned with Ms. Christine Arlyn M.Agunas who apparently became my critic/cooperating teacher for this particular course study (Practice Teaching). My cooperating teacher was approachable. As I enter the room where I am assigned, I felt very nervous yet excited to finally meet them. I introduced myself to my cooperating teacher then, she introduced me to the students and I’m happy for they respond positively. She had a class at that time so she let me sit for awhile and continue the class discussion. The teacher used an effective teaching strategy that was suited to the needs and interest of the students. She let the students to be actively involved in the class discussion. She constantly called the attention of students to let them participate and to hinder them from talking with their seatmates. After discussing the lesson, the teacher reminded the students to study the lesson at home. Then the class ended. It was a section  Newsvine (SPJ) my cooperating teacher’s advisory class. She asked me for a few questions regarding the demonstration. After that, I explained to her with regards to twenty-two (22) lesson plan including the special and final demonstration that I need to  be done in the school and fourty-four (44) evaluation sheets. She looked for topics that I

am going to demonstrate for the week. She told me to have my first demonstration for the next day and gave me the topic immediately. This week, I have started my demonstration teaching. I handled four classes, two classes in the morning and two in the afternoon. I am blessed that I assigned to her  because I know I can learn many things through her guidance and advices regarding to my demonstration teaching.

Week 2 (January 16-20, 2017) This week, I have demonstrated only once. I am assigned to discuss about Capitalization. I handled two sections in the morning, section Newsvine, the smartest, talented and cooperative class among all section followed by Amorsolo and in the afternoon, sections Violet and Yellow. I am amazed whenever I gave them the activity they were cooperating, suggesting and giving their ideas about the topic. I believe they were diverse from each other but they all have the capability to actively participate in class discussion. No need for me to discuss everything so I let the students to discover the lesson and discussed it in their own. I let them engaged in activities that I have given to them so that they would directly learned the importance in proper capitalization. I gave them the differentiated instruction in that way they could actually explored more to learned when to capitalized the words and what to capitalized. I discovered that students had their own uniqueness in dealing with their difficulties that is why as a future teacher you need to have the reinforcement to those learner which hardly coping with their difficulties. This week the way of my teaching and my confidence were improved little by little. Sometimes, I’ve found hard times in instilling the minds of the students because

they have different behaviors in dealing with their teachers. Educators need to help students examined their learning styles since evrey learners have different strategies, approaches, and capabilities for learning. I realized that teaching is the noblest profession in the world for they molded the youth to become good citizen in the society.

Week 3 (January 23-27, 2017) This week, my cooperating teacher didn’t allow me to have my demonstration for she had to continued her lesson about journalism for section Newsvine and for the rest sections; Amorsolo, Violet and Yellow for the individual reporting. We have talked about the teaching strategies and methods that would catches the attention and interest of the students. She told me that as a teacher you are the facilitator and let the students talked in the discussion. There were 25% talking for the teacher and the rest would be for the students and engaged in differentiated instruction. It’s better to let the students engaged more in activities because in the implementation of the K-12 program, teachers serve as facilitators not to spoon-feed the learners/students. Another thing, she said an effective learning takes place when learners feel challenge to work towards appropriately high goals; therefore, appraisal of the learner’s cognitive strengths and weaknesses, as well as current knowledge and skills, is important for the selection of instructional materials of optimal degree of difficulty. She told me to have different activities that surely get the interest of the learners to cooperate in the beginning of the lesson until the end. I was just observing my cooperating teacher’s class for the week and based on what I have noticed she can handled the class very well, there were interaction happened in the discussion that the students participated and used different strategies and methods in teaching.

In that way, learning can be more enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks. In that reason, I believed that learning is influenced by social interactions, interpersonal relations, and communication with others. The contact experience between teachers and the students is given value because it is an authentic meeting on sharing ideas and affections.

Week 4 (January 30, 31 -F ebruary 1,2,3, 2017) My fourth week in demonstration teaching went well. This week, I demonstrated only once. My topic was all about Collocation. In my first period it’s easy for me to handled the class because the students were very active, eager to learn and there was an interaction happened in the discussion. In interactive and collaborative instructional contexts, individual have an opportunity for perspective taking and reflective thinking that may lead to higher levels of cognitive, social, and moral development. The students challenged me for the reason that they were intelligent and observable to their teacher’s way of talking and teaching. In the afternoon, I found hard times in explaining and helping the students to understand the lesson because not all of them were willing to listen the discussion and this is where the slow learners belong. They just listened to what I’ve imparted to them, when I asked them questions they’re too silent even though I simplified the questions for them can be able to answer. Though, it was hard for me but I’ve tried my best to help them understand the lesson before the session ended. I want them to learned something from me every time I taught them. So my technique, the activities done from the fast

learners were different in the slow learners because I believed that there is an individual difference in learning. As we all knew, individuals learned with different styles so educators need to be sensitive to individual differences. They also need to attend learner’s perceptions to which these differences are accepted and adapted by varying instructional methods and materials. When learners perceived that their individual differences in abilities,  backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks and contexts, levels of motivation and achievement are enhance.

Week 5 (F ebruary 6-10, 2017) First day of the week, I have my demonstration about Collocation specifically the types of collocation the adjective + noun & noun + noun. The same routine in the morning, I have my first class in section Newsvine followed by Amorsolo. They have already the knowledge of what collocation was all about because I taught and presented the topic on week 4. In the afternoon, I changed the activities that suited to the learners’ abilities and interest. Second day, we continued the topic- types of collocation verb + noun & adverb + adjective. Used other activities to helped students participate in the class discussion. In the third day, I taught them about “Speech improvement through Jazz Chant Enhancement 1”. I taught them first the basic, on how to deliver a jazz chant with proper  pronunciation. I let them read first the jazz chant short conversation entitled “ Sh! Sh! Sh! Stop that noise” then I gave them activities and let them performed it in front of the class. Fourth day, I was not able to have my actual demonstration because I have  prepared for my special demonstration that was scheduled on the fifth day.

The beeping of my alarm clock sounded like a countdown and waked me up early in the morning. I rushed in the school and posted quickly the instructional materials that I  prepared for today’s demonstration. I felt nervous waiting for my observers when they arrived I welcomed them and gave the materials they needed like, lesson plan and evaluation sheet. My topic was all about “Parallelism”. It was successfully done with the helped of my student’s participation, interaction in the class and cooperation. The comments, suggestions, and good points of the observers given to me motivated me to do well in the teaching profession.

Week 6(F ebruary 13-17, 2017) This week, I was the one who taught the whole week. I continued the lesson about the types of collocation the verb + prepositional phrase & verb + adverb. In second day, my lesson was all about Word Cline that increased the interest of the students because they were challenged to arrange the words in their order of intensity. The next day, my lesson was all about Speech Improvement through Jazz Chant Enhancement 2. We continued from the specific to general way of having jazz chant presentation. Let them have their own piece either through research or creating their own. I let them practiced until they mastered their piece. I was thankful that my actual demonstration teaching was successful for they cooperate with their peers/group tasked.

Week 7(F ebruary 20-24, 2017) Time is fast approaching, and this is my seventh week of practice teaching in ZNNHS. I was tasked to discuss about Idiomatic Expressions at the same time gave them an activities that suited to their interest by letting them to prepare the differentiated instruction. They could perform better if they cooperate with e ach other in a group.

The next day, I taught about Modals in which I let them construct their own sentences using modals, and completed a sentence using appropriate modals. The students were able to construct in their own and they easily understand the lesson. Another lesson I have tackled this week was all about Transition words. They understand the lesson because they have a prior knowledge about it. I let them to identify transition words and used in the sentence. There were differentiated instructions being used throughout the discussion. Sometimes, they found it hard to do the task especially the lower section but I motivated them to perform the activities successfully.

Week 8 (F ebruary 27,28- March 1,2,3, 2017) Another day to remember as the day goes by. I have my demonstration this week; one of my lessons was all about Adjectives. In this lesson, I let them to identify the adjectives in the sentences. Write sentences using adjectives and gave them differentiated instruction to have fun and enjoyment while learning.  Next lesson was Figure of Speech. I let them to identify and construct a sentences using simile. This lesson was not familiar with them. So, there was a hard time for me to discussed in my students because they don’t have a prior knowledge about the lesson. I used inductive approach in presenting the new lesson for them. I can easily catched their attention by calling their names to answer the questions and gave assistance if necessary. At the end of the lesson, I evaluated how far the students learned the lesson from the discussion. The fourth lesson being tackled was about Verb. I made my instructional materials interesting so that it captured the curiosity of the students. I successfully

delivered my lesson for them. Based on the result of their answer sheets they understand the lesson. The last topic I taught them this week was all about Transitive and intransitive verb. I used the inductive approach in teaching the students then; I let them construct sentences in their own. They able to construct sentences and I knew that they’ve learned something until the session ended.

Week 9 (March 6-10, 2017) The moment that I’ve been here I never expected to learned this much. I’m thankful and blessed given a chance to boost my self-confidence and enhanced my knowledge to role a class. As time goes by, finally! I have my final demonstration scheduled this week. I prepared everything from lesson planning and my instructional materials that I am going to use. My lesson was all about “Parallelism”. Research for different methodologies which could be used to suited to the needs and interests of the learners. I am happy that throughout the discussion my students cooperated and interact. They behaved and participated in the given tasked. Based on the result of the short quiz they all passed and it means that they learned something from my final demonstration. I appreciated the observer’s comments and suggestions even my good points. Now, I should developed more my skills and discover techniques that will be helpful the future  purposes. The next day, I had a chit chat with the students and discovered their behavior. I have a chance to roam around in the school and discovered the facilities they utilized. I’m happy that this school helps to grew up as a person. My cooperating teacher guided me in the accomplishment of my practiced. I’m thankful to everyone who helped me and being

assigned here in the institution. I learned many things that encouraged me more to strive harder to reach my goals in life.

Worki ng with pupils/students The experiences I have with my students were very memorable for me because every student had different great abilities. Even though, sometimes I had difficulty of handling their misbehavior but we were in a good relationship as a student teacher and a students. A quality personal relationship that provides stability, trust, and caring that can increase learner’s sense of belonging, self -respect and self acceptance. Being a student teacher was an opportunity for me to used instructional practices that must be appropriate for learner’s level of prior knowledge, cognitive abilities and their learning and thinking strategies. In that way, the students were willing to learned more and help to established learners feel safe to share ideas, and actively participate in the leaning process. I found out different techniques and methods to catch the attention and willingness of the learners. The students help me to love more teaching profession because what knowledge could you gave them if teaching is not your passion. Every time I worked with my students I felt that I was already a real teacher  because they relied on my ideas about what they worked on. It challenged me so much. I am very thankful and happy to have them as my students because it’s not just they have learned from me but also I’ve learned with them. I’ve learned to adjust to the kind of learners I have. I should overcome to the kind of learners I have in order for me to develop my skills and enhanced my capacity in teaching. These experiences I have will remind me in the future when I am in the field of teaching already. All I can say that, working with the students is the greatest accomplishment of being a student teacher.

Worki ng with the School Personnel My experiences with the school personnel were very challenging part of me being a student teacher. They treated us (interns) we were part of this profession, so they were told us that we should act that we were already a teacher.

The Critic Teacher My critic teacher was excellent in the field of teaching. I learned a lot from her. She reminds me of the strategies, methods and approaches that are going to use every time I am going to have my demonstration. She’s particular on SMART; Specific, Measurable, Attainable, Reliable and Time-bounded way of teaching the lesson and the classroom climate. It should be a product of the interaction between and among teacher and students. On how to deal with the students with good rapport. Sympathetic listening to students not only about life inside the classroom but more about students’ lives in general. Knowing the students individually, their likes and dislikes, the personal situations affecting behavior and performance.  personal manner while maintaining

Consistently behaving in a friendly

professional distance with the students. Provide

reinforcement and encouragement for the students during tasks.

Helping students

succeed by using differentiated instruction. And encouraging students to be responsible for their own learning. These are the things that I’ve learned from my cooperating teacher. In the near future, it is not difficult for me to handle things especially to my students because I have now the knowledge on how to deal with them. Lastly, in teaching

 prof ession you should be firm of what you’ve promised and I am motivated to continue on the field of teaching.

The Cooperating Principal Working with cooperating principal enhances my knowledge on how to role a school especially o how to handle school’s activities. He internalized the school’s mission and vision. He organized the activities to be done in the two campuses with the teachers. He monitored from time to time to follow up the development of the school, teachers and the students. He managed very well his area of responsibility.

Other School Staff Working with other school staff in ZNNHS was quite good. They treated each other nicely as well us interns. When my cooperating teacher asked me to gave something to them they were approachable. Ther e was one of the staff she’s my teacher  before when I was high school students as we have seen each other inside the campus we usually talked for something. Another scenario, there was a math teacher who asked me something personally until we shared about our lives when he was still a student of JRMSU and about my status as a student teacher. He was a product of where I’ve studied. An English teacher, that I use to be my friend when I have started my practice teaching in the school premise. We talked a lot of things on the first day of internship until we have seen each other on the hallway, she let me borrowed a book and treat me a snack. I can say that, the school staff were very approachable, friendly and kind based on the experiences.

Worki ng with the Community

My experiences working with the community of the school was nice and good. I liked the environment a lot because of the fresh air we breathe and there were a lot of stress. The environment was conducive to teaching-learning process. They have the competitive and excellent teachers and students. The school was the competitive and hardworking learners studied with high honors. The community was non-threatening, safe and secured and friendly towards each other.

Community Survey To be in a new environment of course you need to observe first the people you are dealing with. We survey the community of barangay Turno, I felt their warmest welcome. They show respect to us as what they have shown to other teachers and they work well together with us. Based on the survey the people of the community were united and hospitabe. They were respectful people towards one another. The community was cleaned and non-threatening/peaceful. Population: 7,173 (NSO 1995 September Census) Land Area: 592.7318 has Land Use: Residential, Institutional and partly Agricultural Attractions: Camping Site, Dofel's Orchidarium Local Produce: (Major) Rice, Corn, Mango, Banana and Camote (Minor) Cassava, Gabi and Vegetable

Traditions/Customs/Practices A tradition is a belief or behavior passed down within a group or society with symbolic meaning or special significance with origins in the past. The community of

Turno had the tradition of celebrating fiesta, greetings, and the people are very hardworking and strive to make life better for the next generation of their family.

 Actual Classroom Teaching During my actual classroom teaching was a challenged for me every day. We  believed that learning in schools emphasized the use of intentional processes that students can use to construct meaning from the information, experiences, and their own thoughts and beliefs. You need to exert effort to it. From the lesson planning, preparation for the materials to be use so that it could catches the attention and interest of the students. They were learning as well as enjoying.

I felt nervous on the first actual demonstration

teaching because I don’t have any idea what kind of learners they were and how to meet the standard of my cooperating teacher. As time goes by, nervousness was already gone and it helped me a lot to boost my self-confidence and challenged me to communicate my ideas as well as increased my level of thinking beyond cognition. I am able to use the different strategies and methods of teaching that fits the kind of learners I have. As a future teacher we should overcome our fears so that in a long run we are confident to faced circumstances and solve it on our own. For two months having an actual demonstration teaching I can say that I am welltrained with the help of my critic teacher’s advised and guidance. I can use my knowledge from the field to the field of teaching in the near future’s career. Most importantly, in actual teaching you knew how to impart knowledge to your students and mold them into competitive individuals.

 Special Demonstration Teaching

During my special demonstration teaching was quite good. I have a good grades given by my observers. At first, I felt nervous because I saw my observers it was uneasy to talked in front but I bear in mind that I can do it. The nervous I’ve felt was gone when I presented the lesson until the end of the discussion. My topic was all about Parallelism. I’ve prepared everything from lesson planning and instructional materials to be used. They listened carefully when I am going to discuss the lesson and they were able to answer the questions when I asked them. I knew they’ve understand what parallelism is. I was able to conduct the lesson very well because my students were cooperative, interactive in the class discussion, and participative. I was very happy after my special demonstration teaching because I made it. The good points, suggestions and comments given by my observers as well as to my cooperating teacher helped me to improve more the way I taught. I am also thankful to our Heavenly Father for the guidance, strengths, and blessings to accomplish well my special demo nstration successfully.

F inal Demonstration Teaching During my final demonstration teaching it was successful because I prepared everything for the last demonstration. My lesson was all about Context Clues. One week  before the schedule for final demonstration I prepared already a detailed lesson plan and instructional materials in order that I can study the lesson for more days. I wanted to have a successful demonstration that’s why preparation was very important. I’ve done researched for the collection of information about the topic, examples, and best activities to motivated the students to have an effective learning outcome. My students really helped me, they participated and interact in the class. They cooperated with each other to accomplish the tasks given.

My observers were Prof. Nechor S. Cadorna and Prof. Jograce E. Jordan and thankful that they gave me a passing grades as well as my cooperating teacher. I really appreciated the suggestions and good points of my observers based on my demonstration. I was very happy that they informed my lapses in teaching scenario especially in showing “enthusiasm” and etc. It helped to boost my confidence to teach and pursue in teaching. All I have to do is to developed my skills and discover new techniques that will be helpful in the future purposes.

 Self assessment for being a Student Teacher As we all know, teaching is a noble profession. It requires a long preparation and more training sessions for them to be equipped in facing the real environment that awaits them in near future.Student teaching serves as an internship in the profession education where theories, knowledge, attitudes and skills develop through course work and observation are fused in more meaningful interpretation through practical experience in actual teaching situation. In education, the student teacher should undergo practice teaching because this is very challenging but it is important part of training as a future teacher in developing and molding ones abilities and skills. Student teacher is very challenging part among your experiences as education students. As I have evaluated myself as a student teacher for two months I encountered many flaws and trials in teaching, I knew those circumstances happened helped me to develop my teaching capacity and ability. I evaluated how far I have gone through in my teaching skills, used the different approaches, strategies and methods in teaching the students effectively. I could say that, I was improving in a sense that, I was exposed to the field of teaching and in the real world of classroom situation in which it was a

challenged for me as a student teacher. In teaching, my knowledge on how to deal with the learners, implementing appropriate teaching methodologies, relating the lesson to real life situation, motivating the class to participate by means of reinforcement, engaging the students to some sort of activities and letting the students exercise “learning by doing” were enhanced with the guidance of my cooperating teacher. I was enlightened by the things that you need to do being a real teacher soon. I was improving but I need to study more for the reason that teaching-learning process will be effective. Student teaching experienced really helped me identify the negative and positive that I possessed in handling the class and developed my communication skills. It contributed a lot of things and I am now acquainted with different things to do being a teacher. I learned that as a future teacher you should set realistic goals, track their own progress, set clear expectations for the performance of the students. I guess these experiences molded me to  become a good teacher in the future.

Personal point of view of Student Teaching E xperiences As a student teacher, my point of view in teaching experiences was very momentous yet challenging. Student teaching practices help the future teachers in  preparation with their field. Student teachers have different experiences but mostly, they find difficulties in making lesson plan and instructional materials every day. Based on my experiences I could say that teaching profession is not easy when you don’t love what you’re doing because when you love teaching you were enjoying it. At first, there were many obstacles we faced as student teacher like, financial one of the factor that can affect you as a student teacher because you need money for researching and instructional materials expenses, personal problems and hardships but

despite of those trials I and my co-interns survived until the end of the practicum. We made it! And I realized that teaching is really m y passion and this is where I belong. Practice teaching helped me to be guided on the right things to do especially in handling students with different backgrounds of interests. It is an irreplaceable learning experiences of a student teacher could have. Furthermore, student teaching experience is one of the foundations to become an effective educator someday.

Detailed Lesson Plan I. Objectives For today’s new lesson, we’ll be having different activities and you are expected to: a. recognize faulty parallels in the sentence;  b. balance parallel items in series; c. use parallelism to create coherence and balance in writing at the words, phrases and clause level; and d. participate in individual/group activity. II. Subject Matter Topic: Parallelism Materials: Visual aids Reference:  https://www.google.com.ph/webhp?ie=UTF-8&rct=j#q=parallelism www.towson.edu/ows/module parallel.htm III. Procedure Teacher’s Activity A. Preparation Good morning class. Let us pray first. Lead the prayer. Arrange your seat properly. How are you today? That’s good to hear. B. Motivation Activity 1:  Now, let’s have this activity called “Board Races”. I have words here and you are going to make it one sentence. From the right side, first and second row you are the group 1 and next

Student’s Activity

Good morning ma’am. (One student lead the prayer) We are fine ma’am.

two rows you will be the group 2. In the other side, 1stand 2ndrow will be the group 3 and the last two row are group 4. You have the same words to form so the first group who can post their cards on the  board and form the right sentence you will receive  points. There are words that are not included in the sentence. Arrange the words within 3 minutes. Am I understood class? Are you ready? What is the sentence being form? Okay, what are the words that are not included? (I will explain the sentence) Based on the sentence given what do you think is our lesson this morning? Very good class. Parallelism has something to do with our lesson this morning. C. Presentation Before we proceed, let us read first the things that you will accomplish. D. Discussion What was our lesson last meeting? That’s right. What is a collocation? Very good. How important our lesson last meeting to our new lesson to be tackled this morning?

Very good. Going back, who among you here know what Parallelism is?

Exactly! Parallelism means that similar parts of a sentence have the same structure: nouns are with nouns, verbs with verbs, and phrases with phrases.  Note: When similar parts do not follow the same structure, you have created Faulty Parallelism. I will give you an example of the following: Ex. nouns with nouns The store is good for fruit, meat, and to buy cheese. Is the sentence parallel class? Very good. What is now the correct sentence? Let’s proceed to verbs with verbs parallel structure Ex. I should run, swim, and go walking. What have you notice in the sentence? Is sentence correct?

Yes ma’am. I should sing, swim, and dance. The words a and dancer. It is all about the same structure of the sentence. It is all about correct structure of the sentence. It is about Parallelism.

(The students read the objectives) Our lesson last meeting was all about Collocation. Collocation is the combination of words formed when two or more words are often used together in a way that sound correct. It is important in a sense that we already have the knowledge of the past lesson that we could possibly add to what lesson we are going to tackle. Parallelism means that similar parts of a sentence have the same structure: nouns are with nouns, verbs with verbs, and phrases with phrases. In other words: Parallelism in writing means that similar parts in a sentence (2 or more) must have the same structure. Their parts are comparable and balanced. Allows writing to flow smoothly and helps avoid misunderstanding. 



 No ma’am.It should be nouns with nouns and the  phrase to buy cheese it is a verb phrase. The store is good for fruit, meat, and cheese.

 No. go walking is a phrase, and it is in a form of

Exactly! What is the correct sentence? Let’s continue to adjectives with adjectives parallel structure. Ex. The girl is gorgeous, neatly, and humble. What is now the correct sentence? Very good. Another example for adverbs with adverbs Ex. I drove calmly, slowly, and careful. Is the sentence correct? Why? Very good. What is the correct sentence? Did you understand? Okay, since you understand the sample sentences given stay on your group let’s have another activity. Activity 2: You are ask to give 1 example of a  parallel sentence of: Group 1: nouns with nouns &explain Group 2: verbs with verbs &explain Group 3: adjectives with adjectives &explain Group 4: adverbs with adverbs &explain I will give you 5 minutes to do it. Afterwards, you can present your work and select one representative to report in front. Your time starts now! Well done everybody! let’s execute the mommy D’sclap. Are you familiar with that? E. Application Activity 3:Let’s have another activity. Group 1 vs. group 2. The rows of each group will compete with one another. The 1 strow of group 1 vs. the 1 st row of group 2 as well as the 2 ndrow and the rest of the rows. You will be given different sentences in each row for you to answer. As I give you the word s you are going to arrange it into one parallel sentence. There is a word/s that is/are not included in the sentence just to make you confuse so be wise. The group who can get a higher score will be the winner.  Not parallel sentences: (First round) Flying is fast, comfortably, and safe. Ana likes eating, to sing and painting. I respond by call, visitingor e-mailing. You need to work quickly and work decisive. (Second round) He is talented, intelligent and has charm.

 present progressive. The verbs swim and run are in simple present tense. I should run, swim, and walk.

It is wrong because neatly is an adverb not an adjective. The girl is gorgeous, neat and humble. It should be carefully because the word careful is an adjective. I drove calmly, slowly, and carefully. Yes ma’am.

(The students perform the given task)

Yes ma’am. (123(2x) Very good (2x))

The parallel sentences: Flying is fast, comfortable, and safe. Ana likes eating, singing and painting. I respond by calling, visitingor e-mailing. You need to work quickly and decisively.

Walking and to swim are good exercise.

He is talented, intelligent and charming.

Liza eats fruit, hum, and also vegetables.

Walking and swimming are good exercise.

Carlos has imagination, patience, and is  perspective.

Liza eats fruit, hum, and vegetables. Carlos has imagination, patience, and perspective.

F. Generalization Did you understand? That’s good to know. Again, as a review what is  parallelism?

That’s right. Since you already understand, let’s answer this short exercises.

Yes ma’am. Parallelism means that similar parts of a sentence have the same structure: nouns are with nouns, verbs with verbs, and phrases with phrases.

IV. Evaluation In 1 whole sheet of paper. Test I. Write P if the sentence has parallel structure. Write NP if the sentence does not have parallel structure.

1. Eating the right foods will help you feel healthier, more attractive, and strongly. 2. Meat, fish, and poultry are good sources of zinc, iron, and B vitamins. ______ 3. To lose weight, eat smaller portions and limiting second helpings. _____ 4. Fruits, vegetables, and grains are an important part of a well-balanced diet. ____ 5. They provide vitamins, minerals, and are low in fat. _____ Test II. Rewrite each sentence to create parallel structure. 1. To survive you need: water, food and also a shelter. 2. My face is washed, my hair is combing and my teeth are brushed. 3. That candidate has energy, concern, and she is honest. 4. Jo likes people who are kind, thoughtful, funny, and when they are rich. 5. Eat slowly and be careful; be sure to chew your food well. IV. Assignment: Rewrite each sentence to create parallel structure. (worksheets)

Answer Key: Test I. Write P if the sentence has parallel structure. Write NP is the sentence does not have parallel structure. 1. NP 2. P

3. NP 4. P 5. NP Test II. Rewrite each sentence to create parallel structure. 1. To survive you need: water, food and shelter.

2. My face is washed, my hair is combed and my teeth are brushed. 3. That candidate has energy, concern, and honest. 4. Jo likes people who are kind, thoughtful, funny, and rich. 5. Eat slowly and carefully; be sure to chew your food well.

Detailed Lesson Plan I. Objectives At the end of the lesson, the students are expected to: determine the meanings of unknown words through the use of context clues; recognize the five types of context clues;  participate in individual and group activities. II. Subject Matter Toipc: Deriving Meanings from Context Clues Materials: visual aids, pictures, task cards Learning strategies: Collaborative learning Discovery References: http://examples.yourdictionary.com/examples-of-context-clues.html   

http://www.eram.k12.ny.us/education/components/scrapbook/default.php?sectiondetailid=63379 III. Procedure Teacher’s Activity A. Preparation Good afternoon everyone! Before we start any activity this afternoon, let us pray first. Let us all bow down our head and have our individual prayer in silence. I want everyone to be ready for today’s new lesson, so  please keep the things on your armrest and sit properly. Are we all ready? As a review what was our lesson last meeting? Yes, very good! What are the modal verbs?

Students’ Activity Good afternoon ma’am.

(Students pray)

Yes ma’am. Our lesson last meeting was all about Modal Verbs.

That’s right! Those are the common modal verbs that The modal verbs are the following: can, could, we tackled last meeting. shall, should, will, would, may, might, and must How important our lesson last meeting to our lesson this afternoon? Our lesson last meeting is important for today’s new lesson for we can be able to use the Yes, very good! common modal verbs throughout the discussion. B. Motivation I have here sets of pictur es. I’ll be showing them to you. First set:

They make up a computer. What object do you think these pictures suggest? What comes to your mind after seeing them? Very good. Let’s have the second set.

What object do you think these pictures suggest? What comes to your mind after seeing them? Exactly! The pictures contributed in figuring out what the object is.

They compose an automobile.

 Now I have here a sentence. Ex. John was so hungry that he consumedthe cranberry muffin and went back for a donut. Consider the underlined word. What will you do if you don’t know the meaning of this word? Yes, Very good! The best thing to know the meaning of a word is through checking it in the dictionary. What if a dictionary is not available? What other way or means are we going to use to get the meaning of a  particular unfamiliar word. Very good! These words serve as clues. The meaning of a word can often be gleaned from clues in the surrounding context. What comes before and after a new word/unfamiliar word can reveal its meaning, structure, and use.And that will be our lesson this afternoon. “Deriving Meaning from Context Clues”.

I will check the meaning of the word in the dictionary.

We can make use of the words that are in the sentences/context.

C. Presentation

To start our lesson, let us have a group activity. I will group you into 5 groups, so please count from 1 up to 5. Please proceed to your respective group silently.  Now, there are 5 different types of context clues, I’ll  be be assigning one type of context clues for each group.

So, for this lesson, you are expected to: a. determine the meanings of unknown words through the use of context clues;  b. recognize the five types of context clues; c. participate in individual and group activities.

I have here some task cards and what you are going to do is discuss in your group the type of context clue that is assigned to you. Choose someone from your group to help discuss your assigned type of context clue. Please do participate in the discussion. After 5 minutes, exchange task card to the group next to you. We will do the same process until all group have discussed all the 5 different types of context clues. Do take down notes for our discussion later. Definition- A definition in the sentence.

Synonym-A word with a similar meaning to the unknown word.

Antonym-A word or phrase with the opposite meaning of the unknown word.

Type of Context Clue Definition

What to look for 

Type of Context Clue Synonym

What to look for 

Type of Context Clue Antonym

What to look for 

Signal words

Sample Sentence

A word or  phrase with the opposite meaning of the unknown word.

But, however, in contrast, on the other hand, though, unlike

The Hopi lived in single family houses, but the Iroquis lived in longhouse.

A definition in the sentence

A word with a similar meaning to the unknown word.

Signal words

Sample Sentence

Is, are, is called, The native means, or  American used adobe, or bricks made of sundried clay, to  build their homes. Signal words

Sample Sentence

Also, as, like, The Zuni built same, similarity, their homes with too  bricks made of sun-dried clay. The Hopi also used adobe to  build their homes.

Example-Several examples in a list.

Group 5: General information- the unknown word is explained within the sentence or in the sentence immediately preceeding.

Type of Context Clue Example

What to look for 

Signal words

Sample Sentence

Several examples in a list.

Such as, for example, for instance, like, including

The pueblo  people grew many crops such as corn, beans, and squash

Type of Context Clue General information

What to look for  The unknown word is explained within the sentence or in the sentence immediately  preceeding.

Signal words

Sample Sentence After 1700, the Pueblos got sheep from the Spanish, and wool replaced cotton as the most important textile.

A context clues is the meaning of a word can often be gleaned from clues in the surrounding D. Discussion context. What comes before and after a new What is context clues? word/unfamiliar word can reveal its meaning, Yes, very good. The meaning of a word can often be structure, and use. gleaned from clues in the surrounding from context. What comes before and after a new word/unfamiliar word can reveal its meaning, structure, and use. Definition, Synonym, Antonym, Example, So, what are the different types of Context Clues? General Info. Very good!  Now, in deriving the meaning of an unfamiliar word, you may check the clues surrounding the word these clues include, a definition, synonym, antonym, example, or general information. For a better understanding of each type, I will give each group five sentences containing unfamiliar words. What will you do with these sentences? The five sentences are sample sentences for each type of context clues. You are going to make them for each type. Do this activity in 3 minutes and after matching them,  post your work on the board.

Group 1: 1. The prisoner was in a state of wrath- a feeling of intense anger. 2.Speaking in front of a group disconcertsAlan. Even answering a question in class embarrasses him. 3. Unlike Jamal’s room, which was immaculate, Jeffrey’s room was very messy. 4. Nutritiousfoods, such as fruits and vegetables, help our bodies grow. 5. Something in the refrigerator has pufridodor; the smell was rotten when we opened the door.

Definition: 1.The prisoner was in a state of wrath- a feeling of intense anger. Synonym 2.Speaking in front of a group disconcertsAlan. Even answering a question in class embarrasses him. Antonym 3. Unlike Jamal’s room, which was immaculate, Jeffrey’s room was very messy. Example 4. Nutritiousfoods, such as fruits and

vegetables, help our bodies grow. Gen. Info. 5. Something in the refrigerator has pufridodor; the smell was rotten when we opened the door.

Group 2: 1.To shunsomeone is to have nothing to do with that  person. 2.Because my friends had advised me to scrutinizethe lease, I took time to examine all the fine print. 3. Whereas Melisa is quite lithe, her sister is clumsy and awkward. 4. Fish, whales, and dolphins are aquaticanimals. 5. Jamal didn’t want to tell Tina the entire plot of the movie, so he just gave her the gistof the story.

Group 3: 1. He seemed to be ill, but it was merely aruse, that is a clever trick to deceive us. 2. I'm looking for a unique gift for my boyfriend; he appreciates unusual things. 3. In formal communication, be sure to avoid ambiguouslanguage. Clear language prevents confusion. 4. Vicissitudes, such as circumstances, developments, or journeys in life, can change a person forever. 5. Human beings are resilientcreatures they can often  bounce back from negative experience and adjust will to life.

Definition 1.To shunsomeone is to have nothing to do with that person. Synonym 2.Because my friends had advised me to scrutinizethe lease, I took time to examine all the fine print. Antonym 3. Whereas Melisa is quite lithe, her sister is clumsy and awkward. Example 4. Fish, whales, and dolphins are aquaticanimals. Gen. Info. 5. Jamal didn’t want to tell Tina the entire plot of the movie, so he just gave her the gistof the story.

Definition 1. He seemed to be ill, but it was merely aruse, that is a clever trick to deceive us. Synonym 2. I'm looking for a unique gift for my  boyfriend; he appreciates unusual things. Antonym 3. In formal communication, be sure to avoid ambiguouslanguage. Clear language prevents confusion. Example 4. Vicissitudes, such as circumstances, developments, or journeys in life, can change a  person forever. Gen. Info. Group 4: 5. Human beings are resilientcreatures they can 1.Haberdasherywhich is a store that sells men’s often bounce back from negative experience clothing, is becoming more common today. and adjust will to life. 2. Bill felt remorse, or shame, feel his harsh words. 3.Many politicians do not give succinetanswers. They Definition  prefer long ones that help them avoid the point. 1.Haberdasherywhich is a store that sells men’s 4. A colossus, such as the Statue of Liberty, can be clothing, is becoming more common today. seen for miles around. Synonym 5. It was a sultryday. The day was very hot and humid. 2. The mountains pass was a tortousroad, If you moved at all, you would break out in a sweat. It winding and twisting like a snake around the was one of those days to drink water and stay in the

shade.

trees of the mountainside. Antonym 3.Many politicians do not give succinetanswers. They prefer long ones that help them avoid the  point. Example 4. A colossus, such as the Statue of Liberty, can  be seen for miles around. Gen. Info. 5. It was a sultryday. The day was very hot and Group 5: humid. If you moved at all, you would break 1. The arbitrator, the neutral person chosen to settle the out in a sweat. It was one of those days to drink dispute, arrived at her decision. water and stay in the shade. 2. The slenderwoman was so thin her clothes were too  big on her. 3.Reliable scientific theories are based not upon careless work, but rather upon meticulousresearch and Definition 1. The arbitrator, the neutral person chosen to experimentation. 4.I liked his bluntmanner for example, he always told settle the dispute, arrived at her decision. Synonym me the truth. 5. He wincedin pain when he hit his thumb with the 2. The slenderwoman was so thin her clothes were too big on her. hammer. Antonym 3.Reliable scientific theories are based not upon careless work, but rather upon meticulousresearch and experimentation. Example 4.I liked his bluntmanner for example, he (validation of answers) always told me the truth. Very good! Gen. Info. You’re able to match the sentences correctly. 5. He wincedin pain when he hit his thumb with  Now, do you have any question? the hammer. Okay, let’s have another activity. E. Application Each one of you gets a sentence with an unfamiliar word. Your task is to get the meaning of the unfamiliar word using context clues identify the type of context clue that you used in deriving the meaning of the unfamiliar word. Then, after that you post your sentence under each type of context clue on the board. (You are going to answer the sentence you receive. There are 5-10 possible students will be ask by I’ll simply pick up their names, for the rest who are not  being called you’re still graded base on your answer in the sentence that I have given to you.) Are my instructions clear? Okay, I will hand you the sentences. After 1 minute  please post it on the board. Your time starts now!

 None ma’am.

F. Generalization Did you understand? As a review, what is a context clue?

Yes ma’am. (They present now their work)

Yes ma’am. Very good. What are the 5 types of context clues?

That’s right. Using context clues to understand the meaning of unfamiliar words will help you in several ways:

The meaning of a word can often be gleaned from clues in the surrounding from context. What comes before and after a new word/unfamiliar word can reveal its meaning, structure, and use.

1. definition -It will save you time when reading. You will not have 2. example 3. synonym to stop to look up words in the dictionary. -After you figure out the meaning of the same word 4. antonym nore than once through its context, it may become a 5. general information  part of your working vacabulary. -You will get a good sense of how a word is actually used, including any shades of meaning it might have.

Since, you already understand our lesson I will give you these short quiz. IV. Evaluation (worksheets) Direction: A word in each sentence below is underlined. Write each word in the blank provided. Circle the word from the multiple choice that has a similar meaning. Use the text of each sentence to find the correct word. 1. The movie star’s large and beautiful home was  palatial. ____________ a. ugly b. tiny c.for dogs d.like a palace 2. At the restaurant we were offered a variety of beverages, like milk and ice tea.  ___________ a.bread b.silverware c.drinks d.menus 3. Slavery was abolished in the U.S after the Civil War. ______________ a.outlawed b.exchanged c.running d.common 4. Pedestrians should look both ways before crossing the street.________________ a.crosswalks b.walkers c.stoplights d.parrots 5. When I fell off the the trampoline, I fractured my arm and wore a cast. _________ a.rested b.broke c.avoided d.looked at 6. The class decided to exhibit the science project during Parent’s Night._________  a.lose b.eat c.trade d.show 7. The frigid water made Elizabeth’s teeth chatter. ______________  a.cold b.clean c.green d.warm 8. Typewriters became obsolete with the development of personal computers. _________ a.popular b.out-dated c.careful d.round

9. His mother gets anxious if he stays outside after dark. _________ a.nervous b.silly c.happy d.sleepy 10. After the rainstorm, the rainbow lit up the sky with vivid colors. __________ a.dark b.funny c.bright d.normal Answer key: 11. D 12. C 13. A 14. B 15. B 16. D 17. A 18. B 19. A 20. C

V. Assignment: Direction: Read the short selection and look for the meaning of each unfamiliar words from clues in the surrounding context. Fill in the chart. “Susie’s Puppy” Susie had always desired  to have a puppy. She had wanted a puppy since she was two years old. One day, her father told her that he would buy a new puppy if she completed all of her chores for the week. Susie was determined to get her new puppy. She was willing to do anything, even clean her brother’s bedroom so that she cou ld get that puppy. Susie cleaned her  bedroom and the bathroom. She dusted and vacuum her entire house. She washed the dished, swept the kitchen, and cleaned the table. When Susie finished with her chores, she waited  patiently for her father to come home. Whe he arrived, he saw how clean the house was, and told Susie how proud of her he was. Susie was elated when her father took to buy a new puppy the next morning. She was so happy that she could not keep still the entire time she was in the car. She picked out the cutest puppy she had ever seen. Unfamiliar word

Signal word or Punctuation

Type of Context Clues

Definition

SEMI-DETAILED LESSON PLAN I. Objectives At the end of the lesson, the students are expected to: a. identify statements that shows cause and effect relationship;  b. get the relationship of the pictures and appreciate it; and c. make up their own sentences using cause and effect. II. Subject Matter a. Topic: Cause and Effect Relationship  b. Materials: Visual Aids c. Reference: BEC-FELC no.2,bl,c2.2,D.2

Learning Tasks A. Preparatory Activities a. Prayer  b. Customary greetings c. Checking of Attendance B. Motivation (Showing them pictures and asking the students what hap pened to the two pictures) C. Lesson Proper Presentation Discussion (Discuss the topic, give examples, and let the students answer) Let the students give their examples

D. Application (Give differentiated instructions) E. Generalization (Ask the students to generalize the lesson based on what they have learned) IV. Evaluation (Evaluate the students’ performance) V. Assignment (Give an assignment to be answer at home)

Reflection: Why did you choose this lesson plan as your sample in the portfolio? Student teachers are required to write formal lesson plans throughout the entire student teaching experience unless otherwise directed by the university supervisor. Cooperating teachers may prefer to have student teachers use the school district’s format if it is comparable. Student teachers are expected to plan teaching assignments carefully and to submit those plans to their cooperating teacher at least 24 hours in advance for guidance and approval. Student teachers should not be permit to assume responsibility for a class until their cooperating teachers have approved the candidates’ lesson plans. I choose these lesson plans as my sample in the portfolio for a reason that I love the topic. I planned very well in making this lesson in order that the students I am going to teach will understand what is the subject matter all about. This is also the first lesson I’ve taught in my actual demonstration in which my cooperating teacher gave a high grades which I am referring to the lesson about “Cause and Effect Relationship”. The

second lesson plan which was all about “Parallelism” in which I taught the lesson during my special demonstration. The third lesson plan was all about “Context clues” in which I taught the lesson during my final demonstration . I was able to conduct the lesson very well because my students were cooperative, interactive in the class discussion, and  participative. Using these lesson plans will surely catches the interest of the students  because there were differentiated instructions used. In that way, learning can be more enhance when the learner had an opportunity to interact and to collaborate with others on instructional tasks. Furthermore, lesson plans are very important.

Without the lesson plan, the

teacher has nothing to teach into the students. Before the teachers enter the classroom he/she must well-planned and prepared to what to teach, how to teach the lesson to his/her learners effectively and efficiently, and the instructional methods that focus on helping learners develop higher order thinking skills that will enhance student learning and personal responsibility for learning.

Professional Development Or Career Plan A Professional DevelopmentPlan, also known as Individual Developmental Plan (IDP), or Employee Development Plan (EDP), is used as a tool to help plan a career, guide development and assess progress toward your career goals. I really had a very memorable and worthwhile experience in my cooperating school that opened my mind and heart to embrace teaching profession as my lifetime career after graduation. With pride and honor, I promise that I will pursue a teaching career after graduation. I want to see myself getting old being in this profession. I want to become

a MODERNTEACHER (Modern,Obedient, Dedicated, Economical, Resourceful, Noble  — Talented, Efficient,Active, Creative, Honest, Effective and Research-oriented.) With all of these characteristics, I can surely become responsive to the changing needs that await me in the field of work after graduation. Moreover, after graduation I have set my mind to accept only the teaching related opportunities as possible with open arms so that the enthusiasm in me to teach will keep on burning and the teacher in me will be kept alive. Also, I want to pass the board examination and enroll myself in the graduate school to take up a Master’s Degree in Education major in English. There are also several plans that I want to achieve after graduation that I never mentioned herein but those are subjects for a case to case basis. Meaning to say, I cannot proceed to my succeeding plan without accomplishing the  previous ones. Therefore, I need to follow a step by step process in achieving my plans since a journey towards a thousand miles begins with a single step.

CURRICULUM VITAE

FRIGGA L. LESONDRA Personal Profile

Address

: New Sicayab, Polanco, Zamboanga del Norte

Date of Birth

: February 28, 1997

Place of Birth

: New Sicayab, Polanco, Zamboanga del Norte