APPENDIX

NARRATIVE
REPORT/PORTFOLIO

Republic of the Philippines

Ramon Magsaysay Technological University
San Marcelino Campus
San Marcelino, Zambales

COLLEGE OF EDUCATION, ARTS and SCIENCES

C E R T I F I C AT I O N
This is to certify that all activities and experiences stipulated herein were
undertaken by LEONARD Q. PLAZA, a Bachelor in Elementary Education (BEEd)
student teacher of Ramon Magsaysay Technological University San Marcelino Campus
during the second semester of the academic year 2012-2013.
This Practice Teacher Portfolio is therefore prepared and submitted for acceptance
and approval.
NESTOR Z. RONDINA, Ed.D.
Supervising Instructor

PRACTICE TEACHING PORTFOLIO ENTRIES

(Excerpts from ELC Handbook, 2009, p.88)

1.
2.
3.
4.
5.
6.
7.
8.

Table of contents
Prayer of a student teacher/credo/personal educational philosophy.
A resume
A brief description of the site of Practice teaching*
Examples of Lesson Plan ( detailed, semi-detailed)*
Evidences of community outreach*
Observation and evaluation forms*
Best lesson plan using creative strategy with the complete set of

materials.*
9. Samples of learners work and feedback*
10. Titles and brief synopsis of professional readings and references.*
11. A professional development plan of career plan.
*Requires a reflection paper

PRAYER OF A STUDENT-TEACHER
Dear God,
We are truly grateful of the blessing that you have showered upon us. Thank you for
the gift of life, for the loving students, for the loving and caring family, for the understanding
and compassionate teachers, for the supportive principal and for this wonderful day that we
are about to share together with your guidance and protection. Bless us all as we are about to
deal a new lesson, new knowledge to inculcate, new experiences to embrace, new ideas to
share, new values to feed our morale, new output of our painstaking labor to fulfill our
satisfaction, new opinions to open up with others, new camaraderie to develop and a lot more
that we are humbly asking from your most benevolent heart that grant simple requests into a
sure reality. Lord, Bless all schools especially Nagbunga Elementary School that it may
dynamically and competitively become a center for sound learning, new discovery, and the
pursuit of wisdom; and grant that those who teach and those learn may find you to be the
source of all truth and wisdom. Lord, we ask forgiveness for all the sins that we have
committed and we are sincerely accepting your Holy Spirit to rule our hearts and minds so that
we can avoid the temptations and some forms of evil as we continue fulfilling our roles in this
beautiful world as children of God.
Thank you God for letting me see the beauty of teaching, please help me not to be
good teacher but to be a better teacher for my future students.
We ask this through our Lord Jesus Christ, your son, who lives and reigns with you and
the Holy Spirit, one God, forever and ever Amen.

MY CREED
I believe that although teaching may not hold out the promise of increasing
monetary gain to the same extent as other professions, its greatest rewards is in the
appreciation and affection of my pupils and the good I do to them. And for me this is
more satisfying and fulfilling because money and salary comes only ones but the joy and
happiness that I feel whenever I able to share my knowledge and ideas to them comes
almost every day. So for those who will also going to enter this profession and having

willingly chosen to be a teacher, I must say that you should also be willing to respond
sincerely with effort, dedication and patience that the teaching demands and deserves.
MY EDUCATIONAL PHILOSOPHY
I believe that a teacher is morally obligated to enter the classroom with only the
highest of expectations for each and every one of her students. Thus, the teacher
maximizes the positive benefits that naturally come along with any self- fulfilling
prophecy; with dedication, perseverance, and hard work, her students will rise to the
occasion. I aim to bring an open mind, a positive attitude, and high expectations to the
classroom each day. I believe that I owe it to my students, as well as the community, to
bring consistency, diligence, and warmth to my job in the hope that I can ultimately
inspire and encourage such traits in the children as well.

Chapter I
INTRODUCTION
Nature of the Student Teaching Program
The apex of all the Experimental Learning Courses is the Practice Teaching. It is
the total immersion of the prospective teacher in the real life of becoming a teacher.
During the practice teaching, the pre-service teacher experiences the rudiments of
teaching in a cyclical process of planning, actual teaching and evaluating learning. The
pre-service teacher, who may be called apprentice or a student-teacher intern, walks the
whole process of teaching with a mentor, who is called the cooperating teacher. Here, the
pre-service teacher puts into actual practice all that were learned in the content theory
courses, strategies or methods of teaching as well as put into test the pedagogical content
knowledge acquired in related courses prior to Practice Teaching.
As the last field study course, the practice teacher should be given all the
opportunities to bring out the best of every prospective teacher. This is necessary in the
mastery of the competencies needed as clearly spelled out in the National CompetencyBased Teacher Standards (NCBTS) and CMO No. 30, s 2004 and its regional adaptation
(Table 1).
To achieve this goal, Practice Teaching should be a collaborative effort of the
Teacher Training Institutions where the content and strategy courses are first learned and
the Cooperating Schools of the Department of Education where much of the Practice
Teaching experiences take place.
Where learning environment has extended beyond the classroom alone, the
demands of the diversity of learners are great, the complexity of learning becomes very
challenging and the role of the teachers has extended to a global community, the Practice
Teaching component of the new Teacher Education Curriculum has achieve a new
dimension.
Table 1. Matching the NCBTS Domain and the Competency Standards

NCBTS Domains
Competency Standards (CMO No. 30, s 2004)
1. Social Regard Graduates of the BEED and BSED programs are teachers who
for Learning
Have a deep and principled understanding of the learning
processes and the role of the teacher in facilitating these processes
in their students.
2. The Learning
Have a deep and principled understanding of how educational
Environment
processes relate to larger historical, social, cultural and political
processes.
3. The Diversity
Can facilitate learning of diverse types of learners, in diverse
of Learners
types of learning environments, using a wide range of teaching
knowledge and skills.
4. Curriculum
Have the basic and higher level literacy, communication,
numeracy, critical thinking, learning skills needed for higher
learning.
Have meaningful and comprehensive knowledge of the subject
matter they will teach.
Can apply a wide range of teaching process skills (including
curriculum development, lesson planning, materials development,
educational assessment and teaching approaches.)
5. Planning,
Have a direct experience in the field/ classroom (e.g. classroom
Assessing and
observations, teaching assistance, practice teaching.)
Can be creative and innovative in thinking of alternative teaching
Reporting
approaches, take informed risks in trying out these innovative
approaches and evaluate the effectiveness of such approaches in
improving student learning.
6. Community
Can reflect on the relationships among the teacher process skills,
Linkages
the learning processing in the students, the nature of the content/
subject matter and the broader social forces encumbering the
school and educational processes in order to constantly improved
their teaching knowledge, skills and practices.
7. Personal
Can demonstrate and practice the professional and ethical
Growth
and
requirements of the teaching profession.

Are willing and capable to continue learning in order to better

Professional
Development
fulfill their mission.
The Teacher Education and Development Program: Pre-service Teacher
Performance and Development Framework
The making of a teacher is a development process. This NCBTS will assist the
pre-service teachers as they undergo the practice teaching. Some of the items do not
apply considering the situation they are in. However, as this is a developmental service,

the pre-service teacher should know the areas where further growth could be applied.
This recommended as a pre and post diagnosis for formative and summative assessment.
The teaching profession has been struggling to keep pace with the changes in
society and the accompanying challenges of the technological world. With the notion that
the teacher education which consist of the Pre-Service Education of Teachers and InService Education of Teachers, and knowledge and skill levels of both new and existing
teachers, the Teacher Education and Development Program (TEDP) was conceived. It has
been initiated to advocate a greater formal partnership between Commission on Higher
Education (CHED), Tertiary Education Institutions (TEIs), Philippine Regulatory
Commission (CSC) for the improvement of both pre-service and in-service.
The DepEd is committed to providing a quality system of education in the public
and private sectors. It provides schools with teachers who are able to help students
develop their abilities, attitudes and skills for them to function effectively in an
environment that is changing rapidly in many different ways.
The DepEd has commenced the implementation of TEDP that is seeking to
conceptualize a teachers career path as a continuous that starts with entry to a teacher
education program and concludes when a teacher reaches retirement from formal service.
The TDEP will address each stage of this continuum as an integrated part that is
link closely to preceding and ensuring elements in the program is the establishment of a
set of National Competency-Based Standards (NCBTS) so that teachers, students and
parents are able to appreciate the complex set of behaviors, attitudes and skills that teach
teacher must possess, in order to carry out a satisfactory performance of their roles and
responsibilities.
The set of competencies is incorporated in a Teacher Performance and
Development Framework (TPDF) that is based upon the core values of Filipino teachers
and on the principles of effective teaching and learning. The framework is divided into

seven domains that represent the desired teaching performance statements which can be
identified as performance indicators of the quality of a teachers performance.
The seven domains are (1) Social Regard for Learning, (2) The Learning
Environment, (3) The Diversity of Learners, (4) Curriculum, (5) Planning, Assessing and
Reporting, 6) Community Linkages, and (7) Personal Growth and Professional
Development.
Each of these domains will be expanded below as part of a set CBTS that will
lead to a national TPDF. This framework will allow teachers to self- assess their own
performance against the Competency Standards in order to identify areas of strength as
well as areas that need to be developed further in order for them to function more
effectively as facilitators of learners.
Quality pre-service teacher training is a key factor in a quality basic education in
the Philippines. As such it is of utmost importance that the highest standards are achieved
by pre-service teachers. These standards are reflected in the seven domains that represent the
desired features of the teaching learning process as stipulated in CMO No. 30, s. 2004.

University Vision and Mission

RMTU Vision. RMTU shall be a learning and a resource center for the
development of leaders and entrepreneurs responsive to appropriate and emerging
advanced technologies for sustainable utilization of natural, indigenous and human
resources for community-centered development within a dynamic and ever widening
society.
RMTU Mission. RMTU shall primarily provide instruction, undertake research
and extension and provide advanced studies and progressive leadership in agriculture,
forestry, engineering, technology, arts, sciences, and humanities and other fields as may
be relevant to the development of the province.
College Vision, Mission, Goals and Objectives

College Vision. The College of Education as a center for teaching in arts, sciences
and agro-industrial technology dedicated to service and excellence.
College Mission. The College of Education is committed to produce teachers who
are effective agents of change for the improvement of the quality of life.
College Goals. The College of Education seeks to;
1. Produce teachers equipped with broad general education, professional
competencies, specialized skills and desirable, personal and social traits for
effective delivery system;
2. Contribute to the development in teacher education through research and
studies; and
3. Strengthen linkages with external agencies for effective resource sharing in
response to the changing needs of the people and the institution in the service
area.
College of Education Objectives. The College of Education aims to;
1. Produce teachers who

possess critical thinking skills and demonstrate

professional competencies in teaching and educational leadership;

2. Train students to conduct educational research and extension and activities;
3. Develop a total person endowed with appropriate intellectual and moral
values;
4. Hone persons who will be responsive and sensitive to the needs of his fellow
persons and his environment;
5. Preserve, enrich and promote desirable Filipino culture heritage and show its
relevance to the contemporary Filipino society; and
6. Develop teachers who uphold the ethics of the teaching profession and
manifest high standard of moral values.
Goals and Objectives of the Teacher Education Program

The Teacher Education Program seeks to;

1. Equip future teachers with sufficient pedagogical knowledge and skills to be able
to promote and facilitate learning effectively;
2. Develop teachers who are effective synthesizers of organized knowledge to allow
analytical and critical thinking; and
3. Develop teachers who are imbued with clear understanding and an appreciation of
human ideals and values to inspire learners to reach greater heights of human
aspiration.
Objectives of the Teacher Education Program
Generally, the goal of the Student Teaching Program is to Make Every New
Teacher Observe and Learn Right (MENTOR).
In the Student Teaching Program, the student teachers:
1. Demonstrate deep and principled understanding of the learning process and the
role of the teacher facilitating these process in their students;
2. Manifest a meaningful and comprehensive knowledge of the subject matter they
will teach;
3. Apply a wide range of teaching

progress skills (including curriculum

development, lesson planning, use of appropriate technology, material

development, educational assessment and teaching approaches);
4. Acquire direct experiences in the field/classroom (e.g. classroom observation,
teaching assistance, practice teaching);
5. Practice the professional and ethical requirements of the teaching profession;
6. Facilitate learning of the diverse types of learning environments, using a wide
range of teaching knowledge and skills;
7. Reflect on the relationship among the teaching process skills, the learning
processing in the students, nature of the content/subject matter, and the broader

social forces encumbering the school and educational process in order to

constantly improve their teaching knowledge, skills and practices;
8. Create and innovate alternative learning approaches, take informed risks in trying
out these innovative approaches, and evaluate the effectiveness of such
approaches in improving student learning; and
9. Continue to learn in order to teach, to learn, to better fulfill their mission as
teachers.
Phases of the Student Teaching Program
The phase of the student teaching program includes the Orientation Phase, Actual
Teaching Phase and the Evaluation Phase.
Orientation Phase. The orientation phase of the student teaching program will
give the student teacher a general picture of the student teaching program in preparation
for his work in off-campus schools. This is the stage of planning and selecting the school
of assignment and briefing on the duties and responsibilities in the laboratory school, the
school plans, staff, policies, curriculum and other services rendered in the school. This
phase helps the student teachers to conceptualize an overview of how the school system
functions and have already concretized their personal outlook of the profession. They
become consciously aware of their specific roles and function.
Observation Phase. This is the phase in which the student teachers go into actual
observation of what goes in the classroom; get to know the background, abilities, interest
and motivation of each student in the class. They also get to know the classroom set-up,
how to use the instructional materials and observe the actual teaching techniques of the

cooperating teacher. It helps them to identify their strength and weaknesses and how to
correct them.
To make observation fruitful, the student teacher should take careful note of the
teachers personality, student teachers relationship, techniques and procedures, use of
teaching aids, classroom management and behavior of children. Observation of other
teachers handling classes may be requested.
Actual Teaching Phase. This is the period of applying the principle of learning
and teaching studied in the Teacher Education Institution where the student teacher had
his initial training. This is the case of the whole program in which they get involved.
They take up the classroom activities. The cooperating teacher closely observes and
monitors those activities and guides learners accordingly.
As the cooperating teacher performs his role at his stage, he expects the student
teacher to have developed and therefore manifest some skills relative to teaching. These
skills include Professional Skills and Personal Social Qualities which are essential to
student teacher to possess.
A. Professional Skills
1. Mastery of the subject
a. Must have a comprehensive grasp of the subject they teach.
b. Has updated knowledge of new development in their area.
c. Can integrate other field of knowledge to enrich effective learning.

2. Classroom Management
a. Knows how to establish good routine habits.
b. Remains calmed and well poised even in case of emergency.

c. Must be keen in directing any kind of misbehavior, discontent and

boredom.
d. Knows the various ways to maintain good discipline.
e. Knows how to prepare a setting conducive to effective learning.
3. Communication Skills
a. Effective oral and written communication.
b. Must be proficient in the language instruction.
c. Delivers subject matter content through effective communication.
d. Has legible penmanship.
4. Procedures of Teaching Skills
a. Must have a thorough grasp of the procedures and techniques of the
b.
c.
d.
e.
f.

different methods for effective teaching.

Must be able to determine the most appropriate method to be used.
Should be proficient in preparing lesson plan.
Can formulate objectives for a particular lesson.
Can determine the materials and equipment needed to facilitating learning.
Must have the knowledge of the techniques of questioning and techniques

of handling students responses.

g. Should know how to give appropriate effective assignments.
h. Motivates active participation.
i. Encourages creative thinking.
5. Evaluation Skills
a. Should know the importance and objectives of evaluation.
b. Should have the ability to analyze and interpret test result.
6. Technical Skills
a. Proficient in preparing teaching objectives.
b. Must have knowledge of different kinds of instructional materials.
c. Must have the skill to make effective use of teaching devices.
d. Must have the ingenuity and creativeness to prepare inexperience teaching
e.
f.
g.
h.
i.
j.
k.
l.

devices.
Proficient filling up school forms.
Must be familiar with different school forms.
Must have the knowledge of how these school forms are accomplished.
Familiar in using audio-visual in equipment.
Must have the ability to determine when to use audio-visual equipment.
Must have the proficiency to operate this equipment.
Proficient in structuring a classroom.
Must have the skills to arrange the classroom, to make it attractive and
conducive to learning.

B. Personal and Social Qualities

1. Has well-modulated voice.
2. Speaks clearly and understandable.
3. Has self-confidence.
4. Shows enthusiasm and vitality in classroom performance.
5. Sets example in ethical and moral behavior.
6. Maintains personal discipline.
7. Performs work diligently and with dedication.
8. Has cooperation with peers, administration and community.
9. Guides every student to develop him to utmost.
10. Must be approachable.
11. Deals honestly and fairly with every student.
12. Shows no favoritism.
13. Ready to help students.
14. Shows interest in each students development.
15. Must have a pleasing appearance.
16. Must be sociable and friendly.
17. Must be cheerful and has a sense of humor.
18. Shows evidences of mental health and stability.
19. Performs duties and responsibilities in the interest of service.
20. Works and believes teaching is a noble profession.
21. Enthusiastically participates in school and community activities.
22. Accepts and responds positively to constructive criticism, seeks suggestion for
improvement and believes that education is service.
23. Takes part pride in his students.
24. Relates well with peers, parents, students and community.
Evaluation Phase. The evaluation phase is held when the student teachers are
required to report to the Teacher Education institution for an assessment their
experiences in their off-campus assignment. This may be done within the actual
stage when student teachers report for their weekly conferences with the
supervising instructor and may continue until the last day of off-campus exposure.

The evaluation of the student teachers helps them to analyze their teaching
strength and weaknesses and their needs so that they may be do better until they
develop their potentialities to the maximum degree.

Chapter II
JOURNAL OF EXPERIENCES
A. Brief Description of the site of Practice Teaching
Historical Background of the Cooperating School
Nagbunga Elementary School is located in Nagbunga, San Marcelino, Zambales.
It is situated along and almost exactly in between the national highway of municipality of
Castillejos and San Marcelino. According to some of the oldest people in this place, the
school was first opened and operated in the early 50s. It caters the school children from
Nagbunga, Castillejos and Nagbunga, San Marcelino because this school is situated at the
boundary of San Marcelino going to the south which is the town of castillejos, Zambales.
It is a complete Elementary School. And according to record, the school was first
managed by Mr. Jose Y. Abaya in 1973-1980, Mrs. Sylvia O. Pantaleon (deceased) in
1981, Mrs. Fe E. Ruelos in 1982-1992, Mrs. Paciencia R. Angel (deceased) in 1992-1998,
Mr. Conrado A. Rosete in 1998-1999, Mrs. Leticia N. Labrador (deceased) in 1999, Dr.
Gragorio L. Yap in 2000-2001, Mrs. Natividad I. Dela Cruz in 2001-2006, Mrs. Nieves I.
Peralta in 2006-2009 and Mrs. Evangelina C. Yap in September 2009 present
respectively.
Presently, the school has a total number of two hundred eighty two (282) pupils
from kinder to grade VI with Ten (10) teachers

Location
Nagbunga Elementary School is situated along and near the national highway and
it is accessible by most kinds of transportation so you can easily drop by there. The
school compound is approximately one hectare in size. Surrounded by different
residencies with houses that most of them are up down in style. The school has a shortcut
lane that ends toward the main road of WLAC going to RMTU San Marcelino Campus.
And this is the reason why I choose to train in that school, because it is near to our alma
mater school. The main passage lane of NES towards inside is narrow but short so it can
be hard for other vehicle passengers to notice the school though it has school sign board
outside. Its passage lane is near the San Marcelino Arc with a distance of maybe 20
counts of walk.
Map of Nagbunga, San Marcelino

Somewhere
here is the
location of
NES

Vision-Mission of the Cooperating School

Vision
Nagbunga Elementary School is a dynamic school of learning. It is a performing
school that takes pride of having the following:
-

A cords of teachers who are committed, effective, efficient and ready to meet

educational reforms and innovations for the benefit of the whole school system;
Pupils with rate of performance level, productive, responsible and morally-upright

individuals.
Conducive, complete and modern learning facilities and school environment and
A strong-community linkage.

Mission
Nagbunga Elementary School aims to strengthen formal basic education through
expanding access to ensure that school age pupils acquire and retain skills for literacy.
This prepares him to become effective, productive, useful and morally upright citizens,
ready to meet the challenges of the fast changing community.

* Reflection Paper about Nagbunga Elementary School:

The school is not new to me when I entered there as an intern teacher. Ive been
gone there since I was second and third year college as normal student to observe in
classrooms as what was required in our field study before. However, it doesnt give me
an advantage or any favors in my case. The school treated the four of us equally and
fairly. Whenever there are feast in the Principals office during recess time mostly in the
afternoon, we were always invited by the teachers and the Principal to eat with them and
of course who are we to neglect their invitation.
Nagbunga Elementary School is a complete Elementary School, it has all the
grade levels required for elementary school. It has an approximately 500 plus pupils and
they are all polite especially whenever they meet the teachers on their way. They greet
them and even us, Good Morning/afternoon sir/maam, they say. So I can conclude
that we are really grateful to be assigned in that school.
The opportunity, love and care that given by the NES to me will be cherish and
treasured for the rest of my life. My period of training may end but the memories that I
brought and received will stay eternally in my heart and mind. It may sleep but will
surely be awaken when the time has come that I a Practice Teacher become a
Cooperating Teacher. And whenever this happen I will share what my cooperating school
and teacher taught to me and that is to work for the common cause; educate, mold and
brought change to pupils who will also inherit the aspirations and ambitions that I
realized during the training. And this can be done and happened in an institution called
Elementary School.

Goals of Basic Education

Goals are necessary for arriving at a previously chosen point. The absence of a
goal usually means failure to arrive. In education, we must know what is our aim in order
to arrive and step forward with reasonable and positively logical direction or destination.
The following are some worthy goals fo the Christian educator:
1. To indoctrine the student in truth. This should be the ultimate goal for the entire of
our children. It is general goal but must be remembered in the maze of work
associated with teaching. If we miss the goal, it means we have failed.
2. To develop more responsibility. Moral responsibility is the ability to discern right
from wrong with the compulsion or conviction to choose the right.
3. To develop in the student the sense of right in relation to the surroundings world.
This involves helping him to be aware of the world and its way that affect him,
without developing a carving for becoming a part of its system. Our aim should
be to prepare him to live as a stranger and pilgrim. This means avoiding
suggestions about a students failure that would place him in occupation we would
not consider worthy or safe for Christian people.
4. To develop skills necessary for life and service. Computation and communication
skills for a life of service. Our school should not be lacking academically. We
need teachers with an avid interest in teaching and in learning so that we do not
fail by default to communicate academically.
5. To help the student attain a satisfactory social adjustment. School life can be
valuable in helping students to learn to live with others of varied backgrounds,
training and ability. For example, a student will need to learn to live and relate to
a student without a feeling of superiority or pride. School life is also time to guide

the development of interest between sexes. Social maladjustment generally begins

early in childs life.
6. To help student develop a responsible attitudes towards life. We must develop in
our children a strong sense of obligation to contribute. The attitude that world
owes us something is parasitic and self-destructive. We must develop a love for
the satisfaction and joy of sacrifice.
7. To help the student understand the relationship of law and freedom. Freedom is
based upon and preserved by law. In the absence of law, there is bondage.
Communicating this principle will help to develop a responsible attitude towards
civil laws. We are witnessing the development of society that does not appreciate
or understand this truth, consequently, it places jeopardy the freedom we hold
clear.
8. To develop a sense of dignity of honest labor. Disdain for common work is poison
that destroys productivity and moral fiber.
9. To help student develop his God-given abilities in a humble way. God has given
varies gifts to different individuals. There should be develop without fostering
pride or intimidating others. We must encourage bit not flatter, challenge but not
draw attention to some at the expense of the less able. Each should be help to
accept himself as God made him to use his gifts for Gods glory.
10. To develop the student the ability to continue the process of education after school.
Education is a lifelong process. We should not conclude when a child is through school.

He is finished with books. School life should stimulate an avid interest in learning
for the sake of personal development.
11. To develop physical and mental disciplines. A person undisciplined physically is
usually undisciplined mentally. We should help students discipline themselves to
view difficult assignments as a challenge completion.

12. To teach the process of orderly thinking. School process provide excellent training
in understanding how to relate facts one to another. Doing it in natural things will
assist in spiritual understanding. Math and its related subjects are valuable for
this.
13. To contribute toward biblical life pattern. The framework of truth develops
lifestyle unique from the culture in which it exists. The school is one part of the
total teaching programs that helps to develop this for succeeding generations.
Objectives of Elementary Education
Article III, Sec. 21of the education act of 1982 states that the objectives of the
Elementary Education are;
1. To provide the knowledge and develop the skills, attitudes, and values essential
to personal development and necessary for living in and contributing to a
developing and changing social milieu;
2. To provide learning experiences which increase the childs awareness of and
responsiveness to the changes in and just demands of society and to prepare him
for constructive and effective involvement;
3. To promote and intensify the childs knowledge of, identification with, and love for the
nation and the people to which he belongs; and
4. To promote work experiences which develop the childs orientation to the world of
work and creativity and prepare him to engage in honest and gainful work.

B. Student/Practice Teaching
Scope of the Activity
Student/Practice teaching is a college-supervised instructional experience; usually
the culminating course in a university/college undergraduate education or graduate school
program leading to teacher education and certification. It is required by those earning
either a Bachelor of Education or Master of Education degree.
Student teaching is required for students who are not yet certified to teach. It is
different from a practicum, which is required when a student already holds certification to

teach, yet wants a certificate extension to teach another area of specialization; they are
both college-supervised field-based experiences.
The student teaching experience lasts about the length of a semester; long enough
to fulfill the colleges assigned tasks. It is an unpaid internship. This experience gives the
prospective teaching professional an opportunity to teach under the supervision of a
permanently certified master/teacher.
The student teacher is usually placed in a neighboring or participating
school district. The student teacher is monitored by the cooperating teacher from the
district, as well as a supervisor through the college. The supervisor acts as a liaison
between the cooperating teacher and the head of the colleges student teaching
department.
The student teacher essentially shadows the cooperating teacher for about one
week, eventually gaining more responsibility in teaching the class as the days and weeks
progress. Eventually, the student teacher will assume most of the teaching responsibilities
for the class including class management, lesson planning, assessment and grading. Thus,
the student teacher is able to more fully experience the role of the teacher as the
classroom teacher takes on the observation role in the class. Within the four months of
practice teaching, student teachers are also given a timetable of the activities. The
calendar of activities is shown below.
Table 2. Calendar of Activities

Table 3. Class Schedule/Program of Grade VI

Period
Morning
7:30 - 7:45
7:45 - 8:05
8:05 - 9:05
9:05 - 9:45
9:45 10:00
10:00 10:50
10:50 11:30
Afternoon
1:30 2:30
2:30 3:30
3:30 4:10
4:10 4:50
4:50 5:30

No. of Minutes

Learning Areas/Subject

15
20
60
40
15
50
40

Flag Ceremony/Physical Activities

Preparation of Instructional Materials
Science
Hekasi
Recess
Filipino
Music

60
60
60
40
40

English
Math
EPP
EKAWP
Ground improvement/Remedial Class

Daily Routine
Having simple yet efficient routinary activities can contribute in the success of the
learning and teaching process. Routines help with time management in the classroom.
They also help children to know what is expected of them and how to perform
independent tasks. Predictable schedules, rules and transitions are all a part of creating a
nurturing classroom. Develop a sense of ownership with students by providing them the
opportunity to contribute to these areas at the beginning of the year. One of the most
important things about establishing classroom management is that students must be
taught the routines. When teachers create a nurturing environment, they are showing
students that they are valued. An organized classroom that students understand how to
use reduces stress in children and the teacher.
Classroom Management
In the book The First Days of School, Harry Wong states that Classroom
management is the practices and procedures that allow teachers to teach and students to

learn. He also added that one of the greatest gifts a caring teacher can contribute to
children is to help them learn to sit when they feel like running, to raise their hand when
they feel like talking, to be polite to their neighbor, to stand in line without pushing, and
to do their homework when they feel like playing. By introducing procedures in the
classroom, you are also introducing procedures as a way of living a happy and successful
life.
As what I had experience as a classroom manager, I learned that organizing things
inside the classroom is not that easy. It requires the efficient roles of the teacher in setting
proper instructional strategies, discipline, procedures and routines thats why I can barely
confess now that Im far away from that role. But I believe everything has its right time
to meet and learn. Who knows?
Preparing Instructional Materials
One of the skills that a teacher must have is the ability to make good visual aids or
instructional materials. This is when the creativity of a teacher appears or comes out.
Theres a time that I prepare my visual aid for my lesson for the next day, I instantly
realized how hard it really is to be an elementary teacher especially when you have two
or more subjects to teach. I also sometimes have this second thought to give up and just
use the chalkboard.
The allotted time for me to prepare my lesson plan is just enough but still,
sometimes I failed to finish it in its deadline. I sometimes rushed it and make it the
minute before the actual teaching but I dont mind about it because I know that when you
do your best in doing something it will be pay off and the feeling of satisfaction is also
there.
Actual Teaching

My actual teaching experience will be my one of the most unforgettable

experience I ever had aside from my wakeful moments in preparing lesson plan and
IMs. Every time I taught my pupils is I always make sure first that the assigned area
for them to clean is already clean and I always ask them to go to their proper sits before
we start our lesson.
I always follow the routinary activities in the lesson plan before going to the main
topic for that day. I always tried to use effective teaching strategy and create some short
funny moments to drag their attention whenever they feel boredom. For me, the greatest
enemy of a student teacher in actual teaching is his/her self. Next is the unpleasant
behaviour of the pupils. I said this because I often experienced that and as long as the
student teacher is pretending to engage in the lesson or he/she is not naturally executing
his lesson the more is the tendency that his pupils will be bored and easily to distract.
Evaluation of Pupil Performance
In evaluating my pupils academic performance, I always tried to be creative and
fair according to their current knowledge after the lesson. I use different ways to evaluate
my pupils like oral recitation, quizzes, activity outputs and group activities. But I always
prefer and use quizzes to them because that is the easiest way to know if they had really
learned something from the lesson and also to have a record about it. Oral recitation is
usually use in English mainly to improve their oral reading and language skills. I usually
conduct group activities during and even after experiment with an incorporate activity
notebooks for each for their individual work.

Samples of Learners Work and Feedback

Quiz No.1 in Science VI

Assignment No.1 in Science VI

Quiz No.1 in English VI

Assignment No.1 in English VI

Valentines Card from one of my Pupils

Farewell letter from one of my Pupils

* Reflection Paper in Samples of Learners Work and Feedback.

A quiz is a type of evaluation approach that contains questions about the lesson
finished or discussed. The questions are usually objective type that should meet the
statement in cognitive domain of the lesson plans objectives.

Same also with the

assignment. It should also meet one or two of the objectives of the lesson plan.
At the end of every lesson that I taught, I never missed to give them quizzes or
any seatwork. In Science, I always give them a 10 point quiz as my evaluation to them
hence the number of my lesson plan in Science is equal to the number of quizzes theyve
taken. On the other hand their assignment in this subject is its opposite. I rarely give them
assignments written in or sheet of paper. Most of them are just oral assignments,
meaning when I asked them their assignment, they just answered it orally as part also of
their recitation. On the other subject, English, I also give them quizzes every time we
finish a lesson. I also give them assignments regularly because I believe it will help them
to improve their skills in language particularly in grammar even when they are not in
school.
Samples of their work are still in my custody. I give it importance as my memory
to my past pupils. As I read each of their quizzes and assignments, the memory also
reminisced and sometimes, I couldnt help but missed those moments when Im them
their giving seat work and home works. The joy and satisfaction that I feel whenever they
got perfect score in my quiz or assignment is the most fulfilling reward for all my
hardships and dedication in preparing each lesson for them. So I really hope they learned
something from me.

Chapter III
LESSON PLANS
A. Examples of Lesson Plans (detailed, semi-detailed)
Detailed Lesson Plan in Science VI
I. Objectives:
At the end of the lesson, the pupils should be able to;
1. identify what is a volcano.
2. describe how a volcano is formed.
3. differentiate between active and inactive volcano.
II. Subject Matter:
Volcano: Types of Volcanoes
Ref: Into the future: Science and Health Unit VI, page 210-242
Science and Health VI, pp. 194-196
Materials: Drawing of the Formation of Volcano
III. Procedure:
Teachers Activity
A. Routinary Activities
- Greetings
- Checking of attendance
- checking of assignment
B. Review of the past lesson:
- Last time, we discussed about the earthquake.
Again what is an earthquake? Very Good!
C. Lesson Proper
1. Motivation:
( Show a picture of a volcano)
Based on the picture, what did you observed?
Can you describe it class?
Very good!
All you have said is correct.

2. Presentation:
Is there anyone who knows how a Volcano is
formed?

Pupils Activity

Earthquake is the shaking or trembling of the

earths crust due to faulting.

A mountain!
A hill
A cone-shape land formed, it is a
volcano!

Very Good!
(Tell a story about how a volcano is formed
like in the myths or legends)
Show them random pictures that tells how a
volcano is formed.
(ask them to arrange the pictures in
chronological order.)
1. What does Picture A shows?
Picture A shows a crack beneath the Earths
surface extending to the surface and it widens
then a cloud or smoke escapes out of the
hole/crack

It shows a hole/crack in the earths crust. Then

a smoke or cloud came out on the hole

-and what do you call this hole?

Very good!
Vent!

2. How about in Picture B? What did you

observed?
Very good. It shows a hot molten material are
flowing or spewing out of the vent..
- This hot molten rock is called Magma
And when this Magma reached the earths
surface what do you call it now?

It shows a molten rock is coming out from the

hole/crack.

Very good!
Lava!

3. The last picture C? what did you observed?

Yes, a shape of a Cone was formed when the
lava from the hole cools down.
(show a picture of an Erupting Volcano)

It shows a shape of a Cone

What did you observed in this picture?

Very good. And what type of volcano do you
think it is?
Very good.
It is a Active Volcano. And there are actually
three types of volcano.

Volcanic eruption
Active Volcano!

(show the three types of volcano in the Manila

Paper)
D. Generalization
So now class, what is a Volcano?

What are the three types of Volcano?

Very good!
E. Application:
-

Volcanoes are mountain or hill that formed by

the accumulation of materials which erupt
through one or more opening called Vocanic
vents.

State how a Volcano is formed in your

own understanding.

The three types of volcano are; Active,

Inactive/Dormant and Extinct volcano.

IV. Evaluation:
Identify what is asked in the following.
____________1. An example of this type of volcano is the Mt. Pinatubo, Mt.Mayon and
Mt. Taal.
____________2. A low elevated land formed due to accumulation of lava in its
surrounding.
____________3.A Mountain or hill that is formed due to continuous eruptions.
____________4. Hot molten rocks that flow out and reach the earths surface.
____________5. An opening, hole or crack that formed beneath the earths crust due to
high temperature and pressure.
V. Assignment
-

Bring the following tomorrow:

1. Card board/ any hard paper
5. Vinegar
2. Tape
6. Red food coloring
3. Clay
7. Toilet paper tube
4. Baking Soda/baking powder
Semi-detailed Lesson Plan in English VI

I. Objectives:
At the end of the lesson, the pupils should be able to;
1. use verb in the active voice
2. write sentence using the active voice

3. analyze the parts of an Active voice sentence

II. Subject Matter:
Using Active Voice
Ref: PELC Speaking 8.1, p. 24
Growing in English (Language) 6 pp.177-178
Materials: Cartolina visual aid, chart
III. Procedure
Preliminary activities:
-

Greetings
Checking of attendance and assignment.
Review of the past lesson

Lesson Proper
Motivation
-

Class do you already saw a comet? Because today we will read a short selection
about comet.

(Read to them the story of , kauro and his comet, Growing in English, pp. 175)
Presentation
In the sentence, Kauro peer eagerly through the telescope, who/where is the
subject?
-

Kauro

What is the verb used?

-

peer

The receiver of the verb/action word?

-

The Telescope

Very good!
This sentence is in Active Voice.
(give another examples from the selection)
*just remember: S + V + DO = Active voice
Generalization
An active voice of the verb refers to the normal voice of the verb and

We can identify the active voice of the verb by following the S + V + DO pattern.
Application
1. Read to them examples of active voice sentence then ask them to identify the
subject, verb and receiver of the action.
2. Ask them to give their own active voice sentence orally.
IV. Evaluation
Complete the following sentences by supplying the proper verb and direct object.
1. The pretty girl ________________________________.
2. Our class ____________________________________.
3. The man _____________________________________.
4. The workers __________________________________.
5. A strong typhoon _______________________________.
V. Assignment
Write a paragraph about the cleanliness in the school. Use the active voice of the
verb in your sentences ( at least 5 sentences each)
* Reflection Paper in Examples of Lesson Plans (detailed, semi-detailed)
A lesson plan is a lesson "project" written down on paper. It is only a
"project" because a lot of unpredictable events occur in the classroom. It is also a dreaded
part of instruction that most teachers detest. It nevertheless provides a guide for managing
the learning environment. As one of the teacher's roles is that of designer and implement
or of instruction, the preparation of lesson plan will ensure the organization of the English
lesson according to some criteria. Regardless of the format, all teachers need to make
wise decisions about the strategies and methods they will employ to help students move
systematically toward learner goals. The more organized a teacher is, the more effective
the teaching, and thus the learning is. Writing daily lesson plans is a large part of being
organized.
In my experience in preparing lesson plan is I always had a hard time in
formulating the right objectives for the lesson because I always follow the three domains;
cognitive, affective and psychomotor. The cognitive and psychomotor domains are easier

to formulate than the affective, for me. Thats why Im thankful to my CT because he
helps me by reviewing my lesson plan before I deliver the lesson to my pupils. He makes
revision and additions and I respectfully accept that because Im an open minded
person.
Nowadays, preparing lesson plan is sometimes jeopardize by some of student
teachers and even licensed teachers because of some innovations and reforms that is
being implemented in Philippine education system. But I believe, that the Lesson Plan is
still the best guide and the best friend that you can see whenever there is a problem arise
during the delivery of the lesson.
*Best lesson plan using creative strategy with the complete set of materials
MY BEST/FINAL DEMO
LESSON PLAN IN
SCIENCE VI
I. Objectives:
At the end of the lesson the pupils should be able to;
(cognitive) 1. identify the twelve Zodiac constellations.
2. describe how zodiac constellation are useful to people.
(affective)
3. follow their own desires in life.
(psychomotor) 4. draw the twelve Zodiac constellations.
VALUES: being true to oneself.
II. Subject matter:
Topic- - The Twelve Zodiac Constellation
References: * Caintic, Helen E., Cruz, Juanita, M., Guttierez, Danilo S. And Ziganay,
Victoria S., Into the Future: Science and Health, Diwa Scholastic Press:
Legazpi Village, Tarlac City copyright 2001 Revised Edition 2010
* Jovero, Natividad V., Developing Science Power, Saint Marys Publishing
corporation: Sta. Cruz, Manila copyright 2009
* Soriano, Bella Angela C. and Katherine S., My World of Science and
Health (worktext), Books on Wheels and Enterprises: Tarlac City
copyright 2008

Materials: Pictures, Cartolina strips, Wheel of Fortune, Chart, Drawing and show-me
card.
III. Procedure:
Teachers activity
A. Preliminary activity
1. Greetings
2. Checking of attendance
3. Checking assignment
4. Review of the past lesson:
Class do you still remember our lesson
yesterday?
So what was our topic yesterday?
Very good!
what are constellations?
Very Good!

Pupils activity

Yes sir.
Our topic yesterday is all about
constellations.
Constellations are patterns formed by
group of stars in the sky at night.

What are the different uses of constellation to

people?

Very good!
5. Motivation:
(show picture of Nostradamus and Madam

Constellations can;
1.show point of directions
2. calculate approximate time
3. tell the upcoming season or climate
and weather
4. be a guide in fortune telling/forecast

Auring) - - fortune tellers

Class do you know them?
Do you have any idea of what kind of people are
they? Who are they?
Very Good!

Yes sir.
They are fortune tellers.

B. Lesson Proper:
1. Presentatation:
(post the wheel of fortune and the Data Retrieval
Chart on the board.)

Wheel of Fortune

Data retrieval Chart

Zodiac Constellations
Zodiac name

Constellation

Dates

Aries the Ram

Taurus the Bull
Gemini theTwins
Cancer the Crab
Leo the Lion
Virgo the Virgin
Libra the Balance/

March 21-April 19
April 20-May 20
May 21-June21
June 22-July 22
July 23-August 22
August 23-September22

Scale
Scorpio the scorpion
Sagittarius the Archer
Capricorn the Sea

October 24-november21

Goat
Aquarius the Water

January 20- February 18

Bearer
Pisces the Fish

September 23-October 23

November 22-December 21

December 22-Jan.19

February 19 March 20

2. Activity Proper:
(I) Ask a pupil to spin the wheel, then read the
strip of paper that is attached to each date in the
wheel. then, post the zodiac name in the chart as
the pupil mentioned it.
(II) When finished, show pictures of animals:
Ram, Bull, Goat, Lion.
Class do you delieve that we can actually
see this kinds of animals in the sky at
night?
(III) Show pictures of constellations one at a time
then ask to put the picture on its right section in

the chart.
C. Discussion:
How many zodiac constellations do we
have?
Good!
What can you say about the names and

Yes Sir.

images of most zodiac constellations?

Very good!
What are these animals?

So now class, why do you think these

zodiac constellations have their specefic
dates?
We have Twelve zodiac Constellations!

Most of the names of Zodiac

Constellations are base on the names of
different animals!
(Post the drawing of the Earths orbit around the
Sun, surrounded by the twelve Zodiac
constellations):

D. Concept Formation:
What can you say about the drawing?
What did you observed?

(Pupils will mention the animal zodiac

constellations)

Very good!
How long is the revolution of earth from
the sun?
How many months do we have in one
year?
Very good!

How can you now compare it to the

numbers of zodiac constellations?
Very good!

And if I move this (move the earth

-- The Earths revolution/orbit around

the sun.
-- The earths orbit around the sun is
surrounded by the twelve zodiac
constellation.

counter-clockwise around the sun) what

did you observed?
How about the positions of zodiac
constellation? What can you say?

The revolution of earth from the sun

takes one year or 365 days.
There are twelve months in one year.

Very good!
So, can you now answer my question to
you earlier?
Why are these Zodiac constellations have specific

They have the same number.

They are both Twelve.

dates?
Excellent!
Will you define now, what is the meaning
of Zodiac?
Very good!

The earth seems to move in front or

nearer the zodiac constellation.

E. Generalization:
What are the twelve zodiac constellations?

They have their specific/permanent

positions or locations.

Very good!
Infusion of value:
In your opinon class, do we really need to rely on
whatever will say by our zodiac
constellations/signs/horoscopes? Or you will just
follow what you really desire in your life?
F. Application/Enhancement activty:
Group activity: Group the pupils into four, then

Zodiac constellations have specific dates

because they also have specific or
permanent positions and locations
around the orbit of the earth from the sun
that meets or coincide with the dates of
the earth in a year.

provide each group with show-me card where Zodiac refers to the belt of twelve
constellations that surround the orbit of
they will draw the Zodiac constellation that you
the earth around the sun serving as its
will ask them to draw one at time.
background.
The twelve zodiac constellations are;
Aries the Ram, Taurus the Bull, Gemini
the Twins, Cancer the crab, Leo the
Lion, Virgo the virgin, Libra the
Balance/Scale, Scorpio the Scorpion,
Sagittarius the Archer, Aquarius the
Water Bearer and Pisces the Fish
IV. Evaluation:
(A) Identify the name of the zodiac constellation as shown in each diagram.

____________1.

____________7.

____________2.

____________8.

____________3.

____________9.

____________4.

____________10.

____________5.

____________11.

____________6.

____________12.

(B) Explain how zodiac constellations affect your behavior or decisions in life.
V. Assignment: Draw your own zodiac constellation in a clean sheet of bond paper, color
it and tell a story about it.
Prepared by:
Leonard Q. Plaza
BEEd-IV

The Teacher
She must wake up early in the morning
To do her chores especially the cooking
She must rush to school to be in duty
Or else she might be tardy
She must do her lesson plan
And must cope up with the Deadlines
She must do all the works
Even if it is late and dark
The students are noisy, what a mess?
They don't listen , what a nuisance
They get zero during speed test or quizzes
And if they fail they protest
Oh! How difficult to be a teacher
So many works like a researcher
No time to enjoy life luxuries
They must work for the students future
Friends , let us understand how a teacher be
Always teaching like a bee
We must consider their hardships
To have good student for worthy leaderships.
By:
Julieta Vinluan Japson
A poem for herself and to all teachers