Polytechnic University of the Philippines

Quezon City Campus

Student Teaching Portfolio Manual

Of

Rechel B. Lignes

Bachelor Business Teacher Education

2010-2011

In: Maligaya High School

Sampaguita St. Maligaya Quezon City

Table of Contents:
Dedication

Prayer for teacher

Introduction

PUP vision and mission

History of Maligaya High school

Maligaya High School Faculty Organization

Current Issues in Education

Articles About Educatin

Different Learning Approaches

Professional Development plan/Career Plan

Lesson Plan

Narrative Report

Curriculum Vitae

Attachments

Pictures

Timecards

Clearance and evaluation

Dedication
 First I would like to dedicate this portfolio to my students at Maligaya High
School whom I spent 10 months of my practice teaching, where I gain a lot of
experiences as a student teacher, and share to them I have learned in
practice teaching.

Next I would like to dedicate this also to my school where I get the
knowledge and confidence to finish my practice teaching, to my professors,
Prof. Marilyn Isip and Prof. Sheryl Morales who gives us the guts that we can
teach like them.

And lastly to our God Father who guide me and shower me the knowledge
that I made in the end.

PRAYER FOR TEACHERS

Do you see a man who excels in his work? He will stand before kings; He will not stand before
unknown men.

Proverbs 22:29

Dear Lord Jesus, When You lived on this earth, You were an incomparable Teacher. People
called You "a Teacher come from God" and listened to Your words with a great desire. When I
face my class today, help me to teach my students as You did. Let my teaching be pleasing to
them and attract their attention. Give me Your wisdom in an abundant measure to teach them in
such a way that they may understand what I teach. All the children will look to me today for
their example. Give me the grace to live a holy life before them and to set an example to them.
Lord, fill my life with Your presence so that the children may see You in me. Sanctify my life day
by day.Lord, let not the pains I take on behalf of my pupils go in vain, but let all the children in
my class positively pass in the subjects, which I teach them. How much encouragement and joy
will it give me! Shed Your special compassion on those children, who on account of their
poverty, sickness or other problems are unable to concentrate on their studies. Solve all their
problems so that they can concentrate on their studies with a peaceful heart. Let me be an
instrument in Your hand so that when I treat them with love, they may through that love taste
Your love. As it is written, "Blessed is he that considers the poor", consider Lord, all my labours
towards these children and bless my family. Let there not arise any worry in my heart, but meet
all the needs of my family then and there. Bless me with good health in my body and help me
attend to my work diligently and with interest. Lord, You had said, "My peace I leave unto you",
grant that Divine Peace in me, in my school and its surroundings. Help me find favour in the
eyes of my superiors and my colleagues so that I may do my Work peacefully. Abide with me this
whole day and accomplish everything for me. Thank You Lord for hearing this prayer. Amen.
 Introduction:

This is a project of every graduating student of Bachelor Business Teacher Education.

As part of the requirement, this portfolio contains different matters related to teaching, the
experiences as a student teacher, different articles and topics that are concerned to education,
lesson plans, narrative report of different things happened during the practice teaching, pictures
of my students and cooperating teacher whom I shared my time during my teaching. And the
attachment of the evaluation of my cooperating teacher based on my performance during my
practice teaching.
Vision

Towards a Total University

Mission

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and
social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced

academic community where people of diverse ideologies work and learn together to
 attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.
VISION
Maligaya High School is committed to provide accessible and quality education to
the deprived and underserved communities in order to produce upright, healthy,
economically self-sufficient and peace-loving citizen.

MISSION
To be an institution which will produce highly skilled, intellectually equipped and
values-oriented individuals who are united in a common aspiration in the service of
God and Country.

A Glimpse on MHS History

Maligaya High School, formerly Lagro High School Maligaya Park Annex,
stands as a landmark of the government’s concern for the welfare and progress of
the people. It is a symbol of government’s commitment to make education
accessible to all.

Based on transfer Certificate of title Numbered RT (149905) and RT 89086

(144907) issued by the Register of Deeds of Quezon City, Metro Manila Philippines,
this parcel of the land where MHS rose was donated by the Biyaya Corporation
represented by its General Manager, Mr. Paul Sysip to the Quezon City government
 represented by Hon. Ismael A. Matay, Jr.

The said parcel of land consists of 19,169 sq. meters more or less and
located at the heart of Maligaya Subdivision where a two-story building with six (6)
classrooms caters to the students living within the community and its adjacent
subdivisions.

The building was blessed and formally turned over to the Division of City
Schools represented by Dr. Alma Bella . Bautista, Assistant Schools Division
Superintendent on July3, 1992.

The people who worked hard for the construction of this building were the
following: Congressman Dante Liban, Atty. Godofredo Liban II, Barangay Captain of
Brgy. Pasong putik, and Mr. Romy Mallari.

The school formally opened in June 1992 and was granted independence
in 2003.

Now, MHS in gaining emerging success from increased populations,

installed physical improvement, acquired active participation of stakeholders and
marked academic progress.

With school’s mission and vision, Maligaya High School embraces a strong
commitment to offer best quality education for the welfare of the Filipino learners
who shall meet common aspirations in the service of God and country.

CURRICULUM DESCRIPTION

Key reforms in basic education have been put in place in the areas of
nation learning strategies, school-based management, teacher education and
development, resource mobilization and management, and quality management
system among others as a demonstration of the DepEd’s commitment to provide
the learners the best education that they deserve.

After a four-year try out in a number of schools nationwide, the 2910

Secondary Education Curriculum (SEC) which focuses on teaching and learning for
understanding and doing by design will now be Implemented in the First Year level
and shall be progressively mainstreamed.
 So, for SY 2010-2011, students in the Second to Fourth Year levels shall
continue to undertake the 2002 Basic Education Curriculum incoming First Year
students only.

Principal

Angelita G. Regis – Principal IV

Assistants-to-the-Principal
Susana B. Dauigoy – Supervision

Arnel M. Peralta – Student Affairs

Arlene G. Sandoval – Miscellaneous Affairs

Department Heads and Chairmen

Gemme T. Pesigan – Filipino
Arlene G. Sandoval – English

Teresita C. Sajorda – Mathematics

Lourdes L. Ligutan – Science

Arnel M. Peralta – Social Studies

Susana B. Dauigoy – MAPEH

Erna S. Akyol – TLE

Corazon D. Atilares – Values Education

Year Level Chair

Erna S. Akyol – Furst Year

Lourdes L. Ligutan – Second Year

Ederlina D. Belana – Third Year

Daisy M. Torcuator _ Fourth Year

School Registrar

Josephine C. Tavares

Guidance Teachers
Rosario A. Yu

Antonia Nunez
Supporting Student Teaching Through Virtual Classrooms

Location:
Home » Resources » EDUCAUSE Quarterly (EQ) » EQ Archives » EQ Volume 30 (2007) »
Volume 30, Number 2, 2007 » Supporting Student Teaching Through Virtual Classrooms

In the face of increasing difficulty placing teacher candidates in schools for their practicum,
using a cyber practicum offers several advantages
By Jiyoon Yoon

All teacher education programs require teacher candidates to have in-school practicum
experiences. Placing student teachers in schools is not always easy, however, and it is getting
harder. Institutions must find local schools willing to participate in the student teacher program.
According to the field experience office at the University of Minnesota, Duluth, it is getting
more difficult to find schools where the teacher candidates can practice because of the limited
number of local schools and the increasing competition for spaces from competing institutions.

Even after schools agree to participate in the student teacher program, teachers at those schools
must agree to work with the teacher candidates. These mentor teachers spend considerable time
with the teacher candidates, helping them get oriented to the school and sharing what they have
learned about teaching. They also supervise the student teachers in the classroom. Their
participation in the practicum program requires teachers to invest additional effort and patience
to work with student teachers.

Because of these challenges, many school administrators and teachers do not want teacher
candidates in their schools. It thus becomes more difficult to find proper schools for the teacher
candidates to practice teaching.

What to Do?

To address these problems, I propose using a cyber practicum in the form of a three-dimensional,
online world adapted for student teaching. With the cyber practicum, the teacher candidates
create their own classroom spaces rather than sharing a supervising teacher's classroom.
(Alternatively, the program administrators could create generic and specialized classrooms
before student teachers enter the system.) The teacher candidates would create avatars (an
interactive representation of a human in a virtual reality environment), develop lesson plans, and
teach in the virtual classrooms. The cyber practicum thus eliminates the need to place teacher
candidates in practicum schools, although it does not eliminate the need for mentors and students
willing to participate in the online classrooms, or the need for program administrators.
Cooperative teachers and students could potentially live anywhere in the world as long as they
had Internet access. The institution could create and administer its own cyber practicum or
participate in a practicum created and administered by a consortium of institutions with similar
program needs.

Once the supervising teachers register for the cyber practicum, they can choose a specialized
area (science, social studies, language, art, and so on, and a specific grade level) and create their
own spaces for supervising and communicating with teacher candidates. Supervisors can use
chat rooms on the site to communicate with teacher candidates. They also create their own
avatars. The use of avatars allows them to combine gestures, actions, facial expressions, visual
cues, and lip-synchronized speech, making the conversations between the teacher candidates and
the supervisors more realistic and engaging.

The traditional school practicum is an intensive experience with one group of learners, which
usually limits the range of problems a student teacher faces. In a cyber practicum, however, the
teacher candidates can meet a variety of students—whoever signed up from anywhere around the
world. Each student has his or her own account, and the teacher candidates can develop lessons
targeting each student's needs. The cyber practicum supervisors review the lessons, and the
teacher candidates revise them to address their suggestions.

Benefits and Concerns

The cyber practicum provides a virtual alternative to a real school setting. It could replace the
school practicum or serve as a pre-practicum program, allowing teacher candidates to practice
role-playing and lesson planning. The choice would depend on the teaching program's needs and
the willingness of mentors and students to participate in the virtual classrooms. A key question is
whether the cyber practicum would replace real classroom experience or simply provide
additional training for student teachers outside the physical classroom. Another question is
whether students would "attend" virtual classes taught by the teacher candidates or just receive
additional, outside-class help through the cyber practicum. Answering these questions requires
research and close work with practicum administrators and participants, which I plan to
undertake.

Cyber worlds attract attention in education because of their potential benefits: communication
without limitations of time and space, realistic and engaging conversations through chat and
using avatars, and effective, individualized teaching and learning in an interactive 3D
environment. Given the problems facing teacher practicum programs, the cyber practicum offers
an interesting solution.
 How to Survive - and Thrive as a Student Teacher

1. Thoroughly read all of the preparatory materials you are given. Devour the student
teaching handbook with an attention for detail and an eye for places where you can excel.
Know what's expected of you and look for opportunities where you can not just meet the
basic requirements, but soar above and beyond the essentials. Each school has its own set
of policies and your best bet for fitting in and succeeding is to know how the school
works and how best you can contribute. Also make sure to stay on top of all requirements
from your teacher training institution.
2. Approach student teaching as a 4-month long job interview. Dress professionally, show
up on time, be courteous, and showcase your best qualities. Watch the staff, especially
your master teacher, and do what they do. Basically, go the extra mile and put your best
foot forward. That's the surest way to maximize the positive career potential of your time
as a student teacher.
3. Know when to talk and when to listen. In other words, don't be afraid to offer your
opinion; but steer clear of campus politics, sensitive issues, and teachers' lounge gossip.
Listen to advice from your master teacher and follow it to the letter. And no matter how
comfortable you feel on campus, always remember that you're a temporary guest on site
and your top priority is to learn valuable teaching skills while serving the students and
enhancing your resume.
4. Attitude is everything. Be a good sport. That means being flexible, upbeat, cooperative,
thorough, and hard-working. Expect to arrive early and stay late. Always say "yes" when
asked to help out. Seek out ways to add value to the organization and differentiate
yourself from the other student teachers out there in a positive way. Your efforts will pay
dividends when the principal is looking for names to interview for upcoming job
openings.
5. Invite the school's administrator to come see you teach in the classroom. When you know
you have prepared a high-quality lesson to present, make sure important people are there
to observe it! This is a key strategy to employ because it's the only way you will secure a
 letter of recommendation from the principal. Letters from power-players look fantastic in
your portfolio.
6. Participate in all school activities during your time as a student teacher. Attend all staff
meetings, grade level planning sessions, and after-school functions - even if it's not
explicitly expected of you. The more familiar your face around campus, the more of an
impact you make as a team player willing to work hard and sacrifice for the benefit of
students.
7. Be very well prepared. Know the master teacher's expectations and exceed them.
Anticipate his or her needs and try to meet them. Maintain a detailed To Do List and
check things off as they are accomplished. There are many things to remember when
you're student teaching; it will take extra organization and foresight to keep track of
everything you need to do. Make copies ahead of time, invest time (or money) in a robust
organizational system, and triple check your work before showing it to anyone.
8. If there are any problems, follow the appropriate chain of command. Don't go over your
master teacher's head and talk to his or her boss first. Start by talking to the master

A Student-Teacher's Reflection on School Relationships

By Rebecca Schauffele
Article Submitted On: August 15, 2007 ...

Student teaching provides students with a hands-on opportunity to get a taste of teaching before
they begin their career as an educator and creates opportunities for individuals to work not only
with the students in the school, but the staff as well. Educators need to know how to act around
students, but a student teacher must also learn how to act around fellow teachers, support staff,
administrators, and parents.

Here I will reflected on ideal interpersonal relationships within the school, problems that they
hope would not develop, and strategies for solving problems. The importance of maintaining
positive relationships at school needs to be in the mind of every student teacher. Things may not
always go smoothly, yet a professional should have some ideas on how to handle tricky
situations.

Ideal relationships at school help make each day a pleasant day for everyone...teachers, students,
support staff, administrators, and parents. Ideal relationships involve the exchange of kind words,
good manners, teamwork, and positive attitudes. If such relationships are in place in the school
setting, staff can work together in a supportive way to solve problems and to help each other.
The staff would care about others and not just their own well-being. Lines of communication
would be maintained. The entire staff of the school would work together for the good of the
students and to sustain hardworking, dedicated employees. The students would be sure to thrive
in such a positive, supportive environment. Furthermore, parents might be more apt to be
involved in their child's education if they felt welcomed and appreciated. This is a brief example
of what some ideal relationships within the school setting; however, this is not always the reality.
While student teaching, problems between the pre-service teacher and administrator, support
staff, students, colleagues, cooperating teacher, and/or faculty advisor can develop. For instance,
one hopes that the issue of differing educational philosophies will not hurt a pre-service teacher;
however, a student teacher's philosophy may be subject to scrutiny, as s/he does not have the
experience that other staff members might have. Another possible issue of contention is that
many teachers deal with an enormous number of tasks and issues and often need to vent their
frustrations.

Unfortunately, this negative energy may get a student teacher into trouble if s/he partakes in
these conversations. Communication barriers may be another problem that can develop between
support staff, the cooperating teacher, administrators, and so many more. Some people do not
have interpersonal skills, and student teachers need to make sure that s/he does not prejudge
based on a look. Additionally, one always hopes not to run into the staff member who just does
not care anymore, as this can be harmful to all involved. Finally, not establishing effective
classroom management techniques from the beginning with students is a problem that can
develop, and one that teachers should avoid at all costs.

Several strategies can and should be implemented when solving problems. First, when dealing
with administrators, support staff, colleagues, cooperating teachers, and faculty advisors,
confrontations must not occur while a student teacher is emotional. Furthermore, as stated
previously, many individuals will express their frustrations to others as a way to cool down. This
should not occur in the workplace. The student teacher should ask to speak to the person
privately. When solving problems, a student teacher should never use you statements. "You
made me mad when..." should be "I felt upset when...." Numerous problems arise due to
miscommunication. A student teacher should be willing to listen actively and to try to see the
situation from the other person's viewpoint.

When dealing with students, student teachers must first know the expectations and rules of their
cooperating teacher. If a cooperating teacher gives permission to actively work through problems
with students, a student teacher must maintain composure. Students can sense when a teacher is
frustrated, and this will potentially create an explosive situation. The student teacher should talk
to the student in private and try to see the problem from the perspective of the student. The
student teacher should not be afraid to talk the problem over with his/her cooperating teacher,
and when deemed appropriate, the student's parents and/or the school counselor. Many times a
fresh viewpoint provides a solution. If a student has a child study team, the child study team
should be made aware of the problem, and depending on the severity of the problem, the
administrator should also be notified.

This paper was an attempt to reflect on ideal interpersonal relationships within one's school,
problems that they hope will not develop, and strategies for solving problems. When dealing
with other individuals, problems will occur. Humans are innately different and possess differing
viewpoints and perspectives. This can and will lead to conflict. Everyone has an opinion of an
ideal relationship, but an ideal relationship is different from a real relationship. When working
with people, whether they are adults or children, a student teacher must pick his/her battles. Not
all battles are meant to be fought, and not all battles will be won.
The battles worth fighting for are those with the goal to make both sides better for having fought
and to create a win-win situation for all parties involved. A student teacher must remember that
s/he is not only in the classroom to teach but to be taught. Student teachers should see problems
as doorways to learning and growth and not as hurdles to be charged through and overcome.

Student Teaching Guidelines

This page provides information on the Student Teaching experience in Science

Education.

Requirements. To do student teaching in science you must:

1. Be registered for Education 65.04 or 613.2

2. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.2
3. Have completed undergraduate science courses, including advanced electives,
in the topic areas covered by the senior high school curriculum in the subject in which
you will do your student teaching
4. Have maintained close to a "B" average in science and related courses
5. Be able to communicate effectively with students in a high school classroom

Normally you should be a science major or have completed a B.A. or B.S. degree in Biology, Chemistry,
Geology, or Physics. You should have most of the 36 science credits needed for New York State teacher
certification. You must apply in advance for admission to student teaching courses, submit your
transcripts, and be approved by the Secondary Education program and the course instructor.

Placement. All students approved for student teaching in science are assigned to a
senior high school, normally one near the college campus. Student teachers are
grouped together at particular schools to facilitate supervision and evaluation of your
work; special requests for placement in particular schools normally cannot be honored.

You will receive a letter of assignment to a particular school informing you of the department and
department head (usually an Assistant Principal) to whom you should report at the start of the public
school semester. You should normally report to the school before the first class at the College. It is a
good idea to telephone the school a day ahead and speak with the department head.

Responsibilities:

1. Be on time for all work at the school. Call in if you must be late or absent, just as
a teacher would do.
 2. Follow the directions of your Co-operating Teacher regarding all school
procedures.
3. Your conduct and dress should be appropriate and meet the school's standards
4. You should be well-prepared for all lessons, tutorials, or other formal work with
students
5. You should refer all problems to your Co-operating Teacher, department head, or
college instructor

Activities:

1. Observing teachers and their classes, particularly your Co-operating Teacher;

Guidelines
2. Teaching whole-class lessons or portions of lessons
3. Assisting your Co-operating Teacher in class and/or team teaching
4. Helping or tutoring students individually and in small groups
5. Assisting with laboratory work, field trips, demonstrations, work in the science
preparation room
6. Learning and carrying out routine classroom and school duties of a teacher, as
appropriate

NOTE that normally you will mainly observe and assist in the first few weeks of the semester, teach the
class for all or part of a period about once a week during the middle of the term, and teach whole lessons
once a week or more often in the final weeks of the term. You should teach your first lesson to the class
no later than early March. You will normally do most of your teaching in one class of your Co-operating
Teacher's program, but may also teach occasionally in other classes.

Observations.

Your teaching will be observed during the term by a supervisor from Brooklyn College, either the course
instructor or another faculty member. You will also get advice on your teaching from your Co-operating
Teacher and perhaps from the department head. In the early part of the semester you should model your
teaching after the routines and procedures of your Co-operating Teacher. Later you can try out various
methods discussed in the seminar or original ideas of your own, with the Co-operating Teacher's
approval. Your first official observation will mainly be diagnostic and count least toward your final
evaluation. The last two observations of the term will normally count more and will look for progress and
attention to recommendations made to you after the first observation.

Co-operating Teachers.

Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the College for
working with you. You should regard the C.T. as a primary source of information, advice, and guidance as
you learn how to perform the role of a teacher. The classes in which you may teach are the responsibility
of the C.T., and so you should defer to the C.T.'s policies with regard to the class. If you want to try
something different, discuss it in advance. Co-operating Teachers know that you are there to learn and to
try out teaching methods of various kinds and will generally be willing to let you use methods presented in
the college seminar. Remember that students get used to particular policies and procedures and teaching
methods and that while they like variety, they may find new approaches confusing at first. Accept the
guidance of your C.T. in general, but also show some initiative in proposing teaching ideas.
Student Approaches to Learning is the theory that students will take a different approach to how
they study depending on the perceived objectives of the course they are studying. This theory
was developed from the clinical studies of Educational Psychologists Ference Marton and Roger
Säljö who found that students could be divided into two distinct groups, those that took an
understanding approach to learning and those that took a reproduction approach to learning.[1]
These are more commonly referred to as deep and surface approaches to learning.

In this study students read a 1,500 word article on which they were questioned by an interviewer.
In the interviews students were asked about what they remembered, how they felt about the task
and how they approached the task. Analysis of the interviews showed that students could be
divided into two groups:

1. Surface learners were characterized by focusing on parts of the article to memorize that
they might be questioned on
2. Deep learners engaged in an active search for meaning

These findings were corroborated by the laboratory studies of Pask and co-workers.[2] Pask
referred to the two different learning strategies that he had found as "serialists" and "holists".
Serialists look at the detail and steps in the argument and appear to be a sophisticated surface
approach. Holists have a broad focus and see the task in context, using analogies and
illustrations.

Learning Approaches and Phenomenography

Marton has also been involved in the development of Phenomenography research, but this should
be distinguished from the simpler model of student approaches to learning. Phenomenography
aims to produce a detailed understanding of people's experiences and thoughts (in this case the
students), student approaches to learning examines how this behavior manifests itself in the
approach the student takes.

Learning Approaches vs Learning Styles

Learning approaches are not the same as learning styles. Students can use different learning
approaches for different tasks. These are not inherent personality traits and they are produced by
the interaction of the student with the learning tasks.[3][4]

Middle Years Programme curriculum

Areas of interaction
Approaches to learning

• How do I learn best?

• How do I know?
• How do I communicate my understanding?

Through approaches to learning, students are provided with the tools to enable them to take
responsibility for their own learning. Central to this is "learning how to learn" and developing in
individuals an awareness of how they learn best, of thought processes and of learning strategies.

Approaches to learning also include:

• organizational skills and attitudes towards work

• collaborative skills
• communication
• information literacy
• reflection
• problem-solving and thinking skills
• subject-specific and interdisciplinary conceptual understanding.

Recognizing and helping students develop the range of their capacities, positive attitudes and
effective habits of mind is the shared responsibility of teachers, and is at the core of all
curriculum development and delivery.
 Professional Development Plan / Career Plan
After graduation I’m looking forward to find a a stable job, wherein I can use
what I have learned based on my course. I’m also planning to take the
Licensure Exam for Teachers after graduation I will prepare myself by
reviewing all the lessons that regards to my course and after that and If
ever I pass, I will teach maybe in college level and take my master’s degree
to broaden my knowledge in teaching..
Lesson Plan
Date/ Day: January 10 2011

Year/ section: IV Bonifacio

I Content:

Area/ Unit: Retail Marketing

Topic/Lesson: Customer Relations and Services

Materials: visual aid

Reference: book in Entrepreneurial Retail Operation

II Objectives: at the end of the lesson the students should be able

to:

• know what is customer relations and services

• understand the different guides to services offered for customer

• Explain each guide in customer relations and services

III Procedures:

A. Preparatory

1. Daily routine- prayer, greetings, checking of attendance,

cleaning

2. Review – Brief review about the previous lesson

3. Motivation – Asking question related to the topic

B. Presentation:

Customer Relations and Services

 Guides to Services offered

1. Competitors policies and practices

2. Type of merchandise handled

3. Customer’s income

4. Type of store

5. Store’s pricing policy

6. Store location

C. Closing Activity:

1. Generalization- A retailer must provide the services his customers need

and expects so he has certain guides to follow that will help him to
decide on the bundle of services he will offer.

2. Valuing- The retailer should remember that the services he offers are
intended to contribute the store’s long run profit ability.]

3. Evaluation – Short quiz

• Give the different kinds of services offered and explain (10

points)

IV: Assignment/ Agreement

Topic: Kinds of Customer Services to have good relations

1. Guide questions

 What are the different types of customer services to have good

relations.

2. Reference: Book in entrepreneurial Retail Operation, internet

Narrative Report

As a start of my practice teaching, I am not nervous for who will be my

student, and cooperating teacher because during the first semester and my
observation, they are also my student and critic teacher in my practice
teaching.

During my first day in teaching I am familiar to my students, because

they know me at the early months of school year during our observation.

Some of my students are naughty, some of them our not interested in

their studies, they wanted to go out go to comfort room or in the canteen
rather than to attend to their subjects, I’ve noticed it even not in my subject.
But there are students who wanted to learn, and give efforts to their studies,
you will see them in higher sections those students who pass their
assignments on time give extra efforts to their projects and everyday
present in the class. I enjoyed my teaching in maligaya high school because
I know that I had share to them and discuss to them clearly the lessons in
TLE and based on my observation most of them are listening to me while I’m
discussing the lesson and during the evaluation they got an excellent grade
in tests and quizzes.
 My critic teacher always reminding me to prepare my visual and lesson
plan everyday because it is a responsibility of a teacher. I need to be a
model to my student starting to my looks and of course on how I talk to
them. I need to be careful to my words and to my actions. And I am always
keeping it to my mind every time I used to teach to them.

Curriculum Vitae
Rechel B. Lignes

Sunrise St. Parkland Maligaya Caloocan City

Reech_bernabe @yahoo.com

Objectives: to be able to apply my knowledge and skills in different

aspects of responsibility in respective organizations.

Education:

Polytechnic University of the Philippines

(Quezon City Campus)

Bachelor Business Teacher Education

2007- present

Tala High School

Tala Caloocan City

2001-2005

A Mabini Elementary School

San Roque Tala Caloocan City

1995-2001

Skills

Computer literate

Personal Information

Age: 24

Status: Single
Attachments