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As an aspiring teacher who wants to make a difference in the lives of the students, he/she must be ready to face the

challenges of
the 21st century. What does it entail to become a 21st Century Teacher? Take note of the following:

1. Characteristics

What are the characteristics of a 21st Century Teacher? A 21st Century Teacher has the following characteristics:

He/she is not just intelligent in the cognitive aspect, but also in the psychomotor as well as affective aspects. He/she is resourceful
and creative, especially, in solving classroom problems. Furthermore, he/she has a sense of urgency and can anticipate potential
risks and troubles. He/she is curious and always seek for the truth. He/she can work and deal with diversity. He/she is certain of
his/her life philosophies and stand by them, but are also open to hear what others have to say. A 21st Century Teacher promotes
learning, fairness, excellence and perseverance. On top of these, he/she inculcates fun and moral in everything.

2. Competencies

As a teacher, you should be well-acquainted with the right philosophies and principles in teaching. These will serves as your
parameters and guidance all throughout your teaching career.

Events across the globe change. Research is active. Trends come and go. Be well-aware about what is going on in the academe as
well as in different industries. You should be articulate and well-read not just in your field. Be hungry for learning as learning is a
never-ending process.

Have a personal mission statement in teaching. This will motivate you and let you introduce changes in your career. As much as
possible, attend workshops and relevant seminars. Upgrade your skills so they don't become obsolete in your career. Get to know
as many people as you can, especially, in your chosen field.

It is important to strengthen your competencies. Be a an expert of your field. It does not stop once you get a teaching job. Your
performance and influence as a teacher will be greater when you are more competent.

3. Best Practices

As a teacher ready to mold the next generation who will face the century, you should be adept at using the technology in education.
You must not be afraid to explore best practices that are being done in other countries. You should be strong enough to implement
changes in the classroom setting as well in the system.

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The Cooperating Teacher shall supervise the routine dail! activities of the Practice Teacher and provide thePractice Teacher ith
access to teaching resources.T h e C o o p e r a t i n g T e a c h e r s h a l l b e p a i d a n h o n o r a r i u m a c c o r d i n g t o t h e
s t u d e n t t e a c h i n g f e e s t r u c t u r e developed b! the "ean and the program advisers and approved b! the College
President.The minimum &ualifications of the Cooperating Teacher shall be as follo s5'. $ record of at least three !ears of
successful teaching#(. 8is9her field of speciali*ation is the same of that practice teacher assigned#). $t least one !ear in the
present teaching position and#+. 6illingness to support the Practice Teacher7s efforts to appl! the theories and instructional
methods emphasi*edin the College7s professional education courses.The expectations of the Cooperating Teacher shall be as
follo s5$. Conduct an orientation ith the practice teacher including the
follo ing information5 '. Secondar! school policies# rules and regulations and procedures including routine and emergenc!# (.
Cop! of dail! schedule and an explanation of the school7s schedule9routine9calendar# +. Cop! of the teacher7s handboo%9manual
# lesson plan format# curriculum guidelines and an! other materialsthe practice teacher needs to lesson
plan# . Instructions about grading s!stem and assessment /practice teachers should not be given the actual classrecord0# . $ c
op! of the student7s handbo o% detailing the school 7s di sciplinar! polic! /please discuss ! our o ndisciplinar!
approach0# 1. Information about facult! meetings9in-services# 2. Texts# seat plans# I" for practice teacher# 3.
$ccessibilit! of storage of materials# librar! use# computer use to the practice teacher# ' : . S c h e d u l e ee%l! consultatio
ns ith the Practice Teacher to discuss instructional goals# plan
for instruction and evaluation of students# refine classroom management s%ills# and evaluat
e i n s t r u c t i o n a l s % i l l development.''. Support the Practice Teacher7s efforts to implement specific theories# instructional
models# and teachingtechni&ues emphasi*ed in the College7s professional education
sub,ects#' ( . P r o v i d e f o r t h e P r a c t i c e T e a c h e r 7 s p a r t i c i p a t i o n i n a l l p r o f e s s i o n a l a c t i v i t i e s i n hi
c h s h e 9 h e t h e Cooperating Teacher is engaged during the period of the practice teaching assignment#'). Ma%e the Practice
Teacher# the College "ean and the program advisers a are of an! problem/s0 that ma! become apparent as soon as possible after
their first appearance#'+. Provide ongoing feedbac% and complete a ritten evaluation on forms provided b! the ZSCMST-
Collegeof Education an d be collected from them b! the program advisers of the program s after the Practice
The "ean and the Program advisers are the representatives ho facilitate communication
b e t e e n t h e ZSCMST-College of Education and Secondar! School principal in all matters relating to the Practice Teacher
under his9her supervision.The expectations of the College "ean and the Program advisers shall be as follo s5'. Provide a general
orientation to the practice teaching experience for the Practice Teachers.(. Clarif! the goals and procedures
of the practice teaching program to the Cooperating Teachers and Principalsas necessar! /the! ill be invited for a conference
before the deplo!ment of
student teachers0.). $nal!*e and respond to the dail! practice teaching logs to determine if problems are developing.+. Evaluate less
on plans ee%l! to assist the practice teachers in developing# planning and presentation s%ills. . ;egularl! obser ve# at least
four tim es# the Practice Teacher activel! teaching to evaluate and encourage the development of the Practice
Teacher7s professional s%ills. . Mai ntain contact ith the Cooperating Teacher to discus s specific strengths and
ea%nesses of the Prac ticeTeacher and set goals for coaching.1. Confer ith the Practice Teachers after the observation
to help the practice teachers deal ith specific issuesand continue their progress.2. $ssign grade for the practice teaching
experience on the basis of personal observation of the Practice Teacher7sclassroom instructional behavior upon the
recommendation of the Cooperating Teacher and in consultation ith the principal and9or other professional educational personnel
as deemed appropriate b! the College "ean.
The Practice Teacher is a senior enrolled in practice teaching as one of the sub,ects in the course <achelor inSecondar! Education.
The student has demonstrated in classes and clinical field experiences the abilities and s%illsthat suggest he9she ill become a
successful teacher.

4nce the practice teaching period has begun# the Practice Teacher shall participate in all
p r o f e s s i o n a l activities that are expected of the Cooperating Teacher# including /but not limited to0 facult! meetings# special
dut!assignments# parent-teacher conferences# and in-service or%shops.The Practice Teacher shall abide b! all rules and
regulations established b! the Public Secondar! School for its Practice Teachers# an! specific re&uirem ents or
assignm ents as m a! be m ade b! the Cooperating Teacher#Cooperating Principal # College "ean and Program
advise rs# and th e policies a nd procedu res established f or the practice teaching program of the College.=or the
College# the Practice Teacher must'0 Submit ee%l! ,ournal reflections.(0 $ttend a ee%l! practice teaching conference.)0 "evelop
a classroom management plan.+0 Complete the portfolio and teacher or% sample materials. 0 Submit a cop! of a ee%l!
schedule ith times !ou ill teach. 0 Provide a lesson plan prior to each lesson to be observed.10 Intervi e school nurse#
counselor# school pe rsonne l and assistant principal in c harge of discipline regardi ng special services and
individual needs /,ournal entr!0.=or the Public Secondar! School# the Practice Teacher must'0 Schedule an orientation visit. The
orientation conference provides for the sharing of information and the start of a professional relationship ith the cooperating
teacher. The follo ing should be discussed at the orientation visit5a. Sub,ects /Topics and sub-
topics to be taught0. b. Texts9materials9school curriculum
guidelines.c. >eneral classroom management.d. Philosophies of teaching.e. Expectations for the role and responsibilities of the prac
tice teacher /please consult this guide and discussexplicitl! for shared
understanding0.f. =lexible proposed outline for practice teaching experience.g. Initial involvement activities for practice teacher9prep
aration prior to the start of practice teaching.(0 Consult ith the Cooperating Teacher and prepare teaching materials appropriate to
ever! da!7s activities.)0 Effectivel! prepare and implement instructional activities on a dail! basis.+0 Participate full! in the life of the
school as a professional including5
Practice Teachers are expected to be punctual and have perfect attendance in practice teaching.'. $rrive at school not later
than the tim e determ ined b! the school polic! m anual. It is ise to arrive the sam e time as the Cooperating
Teacher.(. The practice teacher should never miss school unless there are dire circumstances that prevent attendance. Inthat
event# the practice teacher needs to notif! the Cooperating Teacher or the principal and or the College "ean or Program
advise rs. =ailure to notif! all thr ee pe rsons in riti ng or verbal m a! result in the practice teacher
being ithdra n from the practice teaching.). Excessive absences ma! result in the practice teacher being ithdra n from the
practice teaching experience /atleast three /) da!s in a ee%0.
Practice Teaching ?niform should al a!s be orn. @o ,eans# s eatpants# pa,ama apparel or other unsuitable/tight or revealing#
etc.0 clothes should be orn to school.
Practice Teachers are re&ui red to ad he re to the schedul e of the school here the! are assigned.
Student Teachers t!picall! do not have the same holida!s or brea%s as the ZSCMST campus and ma! not leave
their teachingassignment to participate in ZSCMST holida!s.
Practice Teachers begi n thei r practice teaching assignment in the first sem ester and be continued in
thes e c o n d s e m e s t e r e s p e c i a l l ! t h o s e ho do not complete the re&uired number of hours of
t e a c h i n g i n t h e f i r s t semester.
The Practice Teacher shall receive no monetar! compensation for or% done in connection ith the practiceteaching experience
during the period of the assignment.
The Practice Teacher m a! be placed in cha rge of the assig ned classroom on the rec omm endation of
theCooperating Teacher or Principal if the Cooperating Teacher is absent from school for less than t o da!s during
the period in hich has assumed full classroom responsibilit!. If the Practice Teacher has not assumed full classroomresponsibilit! a
substitute teacher must be in the classroom.
The practice teacher ill receive ongoing feedbac% and multiple evaluations as outlined belo .'. Cooperati ng Teacher
Evaluati on - =rom the Coope rating Te acher the practice teacher i ll recei ve dail! informal evaluations and a formal
summative evaluation at the end of the student teaching experience.(. College "ean9Program $dvisersA Evaluations - =rom the
college dean9 program advisers# the practice teacher ill receive formative evaluations and specific feedbac% after each
observation. The college dean9 program advisers ill also provide feedbac% and ill complete a final evaluation at the end of the
practice teaching experience. The program advisers give the final grade for practice teaching.). $dditional feedbac% B The
practice teacher sho uld re&uest that a school adm inistrator /pri ncipal# departm ent chair# other0 observe one class
to ard the end of their full class and provide feedbac%# if possible.+. Self-assessment B The practice teacher ill monitor his9her
o n gro th through the re&uired ,ournal reflectionsand teacher or% sample materials.
Conferences bet een the Cooperating Teacher and the Practice Teacher should be conducte
d in anatmosphere of mutual trust the! should be problem -centered rather than personalit! -
c e n t e r e d a n d s h o u l d b e conducted in private.The Cooperating Teacher# College "ean or other Eva luators#
should be a a re of the im portance of hum an relations to the success of such meetings# and should strive to listen# be
empathetic# and remain ob,ective. <e sure tocomm end the Practice Teacher for all personal strengths. Provide
necessar! feedbac% to the Practice Teacher andserve as a resource person as ell. ;eact honestl! # ! et %eep
criticism constructive and p o sitive provi de specific# direct information about ho the practice teacher can improve
his9her performance

The SCMST-C!llege !) E "cati!n an Li.eral Art#

'. To recogni* e that the practice teacher re presents the ZSCMST -College of Education and that his9her
conductreflects upon the reputation of the institution.(. To refrain from criticism of m! College# should I find situations in the school
different from m! expectationsL
The Pr!)e##i!n
'. To stud! to ard understanding the role of a practice teacher ithin the school# the communit!# and the profession.(. To exhibit
confidence and pride in the profession.). To loo% upon the profession as the greatest service to human%ind and the career as
offering the opportunities andresponsibilities of the profession.+. To encourage students to consider seriousl! the opportunities and
responsibilities of the profession. . To contribute henever possible to student learning experiences in the school# to the school
program# and facult! planning for school improvement. . To become an active member in chosen professional organi*ations.1. To
regu larl! read# stud! # and re flect upon the literature and research pert ai ning to education for
m axim um professional improvement
Zam boanga State Coll ege o fMari ne Sciences and Technolog! # College of Education and iberal $rts-
aborator! 8igh School is near the =ort Pilar Shrine at ;io 8ondo Zamboanga Cit!. It can also be located ,ust at ther i g h t s i d e o f
the main gate of the College. The said aborator! 8igh School has a t o stor! building ith
' 1 classrooms# a librar!# one computer room# a science laborator! room# a practice house# an audio visual room# and afacult!
room . The said high school offers from first ! ear to fourth ! ear level. The first ! ear has five sections#
thes e c o n d ! e a r h a s f i v e # t h e t h i r d ! e a r h a s
f o u r # a n d t h e f o u r t h ! e a r h a s t h r e e . E a c h s e c t i o n o r c l a s s h a s a n approximatel! +: to :
students or more not exceeding :. S o m e
of the class rooms are still in that of the traditional hile others are follo ing the ne trend
o f teaching# I mean# some teachers prefer to use hiteboard than the chal% board# and pro,ector as ell. The morningclass
starts at 15): a.m. to ''5 : a.m. and the afternoon class starts at '5:: pm to +5): pm# each session is good for an hour in a
da! /dependi ng on th e sub,ect0.The said high school has its house rule and penalties depend ing on
theviolations.8onestl!# not all the teachers in this school are accommodating# not even the students. Some of the teachersfor once
never treat student-teacher as hat e are but treat us as ordinar! students and the students that ill treat! ou as practice
teacher a re on l! those ho are in the section here ! ou are assigned to teach though not all but almost ma,orit!.
The principal of the school is Professor 8elen Mo,ica# also a strict but a compassionate one. <utfrom m! experi ences # I never
had so m uch expectations from the teachers and student s to treat m e the a! I antthem to do so but at least I
as able to performed m! duties and responsibilities that as charge to me.
In whatever form or type of teaching or learning most especially in the eld of education, one thing that the administrators,
personnel and/or the teachers of the school has to con sider is the site or location of the said learning
institution. The y must think through the environment i f the peopl e in ther e are safe, more importantly if
the place is favorable for teaching and learning.With the case of the Z !" T !#$% $abo rator y &igh chool,
since it is 'ust ad'acent the road where many forms of transference are passing by, classes
areo f t e n t i m e s d i s t r e s s e d . T h e s t u d e n t s e n c o u n t e r d i ( c u l t y i n a s s i m i l a t i n g t h e information
instilled by the teacher, and the teacher might as well speak so loud 'ust to win the competition with the noise of the
vehicles on the road.
)espite of t h o s e f a c t o r s t h a t a * e c t t h e t e a c h i n g + l e a n i n g p r o c e s s , t h e s t u d e n t s a r e s t i l l recep
tive to w hatev er ta sk a ssig ned to them, in the activi ties that the teach er g a v e t h e m , a n d t h e r e i s
a l s o a r i v a l r y a m o n g t h e l e a r n e r s n o t w i t h t h e n o i s e outside but among themselves to e cel in their
class performance and standing.If I w ill be given the opportunit y to propose w ith regards to th e location
of said $aboratory &igh chool, I would suggest to transferring it at the a-uaculturecampus.


>iven a one /'0 hour session# at least 2 of the students should be able to5a.0

"efine position-time graph b.0

Plot the given tabulated data using the position-time graph c.0

$nal!*e and interpret graphical representation of motion d.0

"etermine and solve the slope in the graph ande.0

Participate activel! in the class discussion.


T4PIC5Position-time graph versus formulas for velocit!# distance# and time of a bod! in motion.

M$TE;I$ S 5 meter stic%# boo% /Ph!sics0# visual aids on position-time graph


;E=E;@CE5 Santos# >il @onato C. and $lfonso C. "anac. -Ph!sics /Investigator! Ph!sics0 ;ex <oo%store Inc.#Manila
Philippines#(:: #pp. :- '



TEC8@IN?ES9ST;$TE>IES5-In&uir! approach -demonstration method-"iscussion method -problem-solvingC.

ESS4@ P;4PE;5'.

>iven the data for motion of a car moving east ard5a.

"ra a position-time graph or plot distance against time. b.

Compute for the average speed and velocit! of the car.c.

"etermine and solve for the slope.d.

Interpret the motion of the car.".

>E@E;$ IZ$TI4@5Position-tim e grap h is the graph that sho s ho position depends on the cloc% read or tim e.
Sim pl! distancea g a i n s t t i m e . P o s i t i o n - t i m e g r a p h i s v e r ! i m p o r t a n t t o o l i n t h e a n a l ! s i s o f t h e
m o t i o n o f a b o d ! # f o r i t g i v e s a complete picture of an ob,ect that is moving in a straight path. The data are plotted ith
the time as the independentvariable and the position is the dependent variable. The slope represents the speed or velocit! of a
moving bod! andc a n b e s o l v e d b ! l o c a t i n g t h e c o o r d i n a t e s o f p o i n t s b e t e e n t h e l i n e g r a p h a t
g i v e n t i m e i n t e r v a l . I n t h e g i v e n illustration and computed values# the car is moving in a straight path or direction
to ards east. The speed is constantat ' m9s.

"irections5 >iven the data for motion of the airplane moving east ard direction5a.

"ra a position-time graph. b.

Compute for average speed and velocit! of the airplane.c.

Interpret the motion of the

airplane.P 4 S I T I 4 @ / D m 0 T I M E
/ h r . 0 P 4 S I T I 4 @ / D m 0
T I M E / h r . 0





"irections5 $ns er the follo ing problems on a graphing paper. Sho complete computations.'. <oth car $ and car < l eave
the school hen cloc% rea d s *ero. Car $ travels at a constant 1 %m 9h# hile car <travels at 2
Dm9h. a. dra a position-
time graph sho ing the motion of both cars. b. ho far are the t o cars from school hen the cloc% read (.:hL Calculate the distanc
es using the e&uationof motion and sho them on !our
graph. c. both cars passed gas station ':: %m from the school. 6hen did each car pass that stationL Calculate
thetimes and sho them on !our graph.(. "ra a position-time graph for t o cars driving to the beach# : %m from school. Car
$ leaves a store ': %m fromschool closer to the beach at noon# and drives at +: %m 9h. Car < starts from scho ol at
'(5): pm and dri ves at ':: %m9h. 6hen does each get to the beachL


>iven a one /'0 hour session# at least 2 of the students should be able to5a.

$nal!*e and interpret the motion of falling ob,ects b.

Solve problems on uniforml! accelerated motion due to gravit! c.

Participate activel! in the class discussion and board or%9activit!.


T4PIC5 $cceleration due to gravit!<.

M$TE;I$ S5 <oo% /Ph!sics0# calculator# visual aidsC.

;E=E;E@CE5 Santos# >il @onato C. and $lfonso C "anac. -Ph!sics /Investigator! Ph!sics0 ;ex <oo%store Inc.#Manila
Philippines#(:: #pp.2 -22


ST;$TE>IES9TEC8@IN?ES-"emonstration - lecture-"iscussion -problem-solvingC.

ESS4@ P;4PE; '. The teacher thre a ball up ard# and he let the students observe.(.

$ssuming that the initial velocit! is (#::: cm9s and as able to catch it before it reached the ground on its return.a.

6hat as the velocit! after ' secondL after ( secondsL b.

6hat as its displacement in the first secondLc.

8o long did it ta%e the ball to reach its maximum heightLd.

8o far as this maximum height from the starting pointLe.

6hat as its final velocit! ,ust before it reached its original positionLf.

8o long ill it ta%e the ball to reach a point '#::: cm above its original position on its a! do nLg.

<ase from the figure an d com puted values# ho is the m otion of the ball up ard to its m axim um height and
themotion of the ball as it moves do n ard

>iven a one /'0 hour session# at least 2 of the students should be able to5a.

"escribe pro,ectile motion b.

"ifferentiate pro,ectile motion from vertical andhori*ontal motions c.

Solve problems on pro,ectile motion andd.

Sho appreciation through active participation in the class discussion.


T4PIC5 Pro,ectile Motion<.

M$TE;I$ S5 <oo%s /Ph!sics0# and visual aids.C.

;E=E;E@CE5 Santos# >il @onato C. and $lfonso C. "anac. -Ph!sics /Investigator! Ph!sics0 ;ex <oo%store Inc.#Manila
Philippines# (:: # pp. 2- ).

ST;$TE>IES9TEC8@IN?ES-"emonstration -lecture9discussion-Problem-solving<.

M4TIJ$TI4@5$s% a student to roll a ball from the top of the table until it falls do n to the floor. / et other students observe.0C.

ESS4@ P;4PE; '. et the students s%etch the ball7s motion.(. "escribe the motion of the ball.). 6h! do !ou thin% the pro,ectile path
of the ball is parabolicL+. Compare the motion of the ball from the hori*ontal and vertical motions. . >ive the formulas for pro,ectile
motion and discuss each b! solving the follo ing examples. a. $ little girl thro s her ,ac%-
stone ball ho ri*o ntall! out of the ind o ith a velocit! of ): m 9s. If the indo is )m above the level# ho far ill the
ball go before it hits the groundL b. $ ball is thro n ith an initial velocit! of +.+1m9s at an angle of

above the hori*ontal.

=ind '. ho long it ta%es the ball to land on the ground. (. ho high the ball rises. ). the range. ". >E@E;$ IZ$TI4@5 Pro,ectile motion is
the combination of vertical and hori*ontal motions that are completel! independent fromeach other. Pro,ectile path is parabolic
because of the pull of the gravit! to ards the ob,ect /pro,ectile0. $s the ob,ectmoves hori*ontall!# the gravit! pulls the ob,ect slo l!
do n ard until it falls to the ground. The t o components of velocit! are the J
and J
ith the Ji
O: as if the ob,ect is ,ust droppe d Ji

Oconstant and J

. Theheight is the vertical displacement and the range is the hori*ontal distance.
"irections5 Solve the follo ing problems. Sho !our complete solutions.'. $ stone is thro n ith an initial hori*ontal velocit! of ':m9s
from the top of the to er (::m high. =ind thea. distance after (s. b.time it hits the ground.(. $ pla!er %ic%s the football from the
ground level ith a velocit! of (1m9s at an angle of ):

above the hori*ontal.=ind the a. time the ball is in the air. b.range c.maximum height
"irections5 Solve the practice problems in !our boo% on page 3 .To be submitted
Santos# >il @onato C. an d $lfonso C. "anac. -Ph! sics /Investigator! Ph! sics0 ;ex <oo%store Inc.# Manila
Philippines# (:: .
Every teacher can always teach;inculcate information and knowledge to hisstudents. But e ective teaching comes only
with proper planning. I mean, teachershould always be equipped with their lesson plan, because those stu serves asthe
teacher s guide as to how he is going to e!ecute his teaching most especially

the concept intended for the meeting, and as to what strategy he is going to useto equally cater all the learners .In my
circumstance during my practice teaching at "#$%#&'$E() (aboratory*igh #chool, I was tasked to teach the fourth year
class and was obliged to submitmy lesson plan a day before teaching the sub+ect matter. In my rst day, I felt likeI am hallucinated
ma ybe b ecau se of th e fe eling of being nervous to be teaching t h e rst section of the seniors, and
t h e p r e s s u r e t h a t w a s l o a d e d t o m e b y m y coop erating teach er, though sh e s oka y bu t I can t
den y the fact that I hav e to perform to the best way I can in all ways possible.But the most vital ro le that I ve
ever e !perien ced in m y In'c ampus practiceteaching was that, my critic teacher taught me a new way of writing a
lesson planw hich is ver y fa r from the format that I ve learned from m y Education su b+ects. -evertheless, I
was able to learn her way of doing so and I found it more e ectivethan the typical and very traditional lesson plan most
especially the detailed type.Bas ed from w hat I ve learned, teach ers have their ow n wa ys of
teaching, planning their lessons. But despite of the di erences, they have the same targetand that is to meet with their
ob+ectives of their everyday lesson plan.
&he observation notebook
is given by the student+teacher to his critic on
or b e f o r e h e s t a r t s t h e t e a c h i n g . T h i s i s w h e r e t h e c r i t i c t e a c h e r w r i t
e s h e r comments and c
to the practice teacher during or after the session and it is being returned back to the student+teacher which also
contributes great help todetermine his strengths and aw s in that day. ince the critic teacher has
theo b s e r v a t i o n n o t e b o o k , i t i m p l i e s t h a t s h e m u s t b e a l w a y s i n t h e c l a s s r o o m t o o b s e r v e ,
but there are times that my critic teacher failed to observe me
b u t s o m e t i m e s m y o b s e r v a t i o n n o t e b o o k i s r e t u r n e d t o m e w i t h c o m m e n t s . T h e evaluation
form on the other hand is given to the cri tic teacher onl y after the practice teaching indenture. bservation
and evaluation forms comfort both the student+teacher and thecritic teacher. These serve as the mirror of the
student+teacher as to how he doescarry out in each session, as well as the bases of the critic teacher as to how
shei s g o i n g t o r a t e o r g i v e r a t i n g s t o t h e s t u d e n t + t e a c h e r 0 s e n a c t m e n
t l i k e professionals do. 1ut from my e perienced in my in+campus practice teaching,
thec o m m e n t s a n d s u g g e s t i o n s i n t h e o b s e r v a t i o n n o t e b o o k d i d n o t ' i b e w i t h t h e ratings in
the evaluation form.2evertheless, the comments in my observation notebook and the marks that I h a v e i n m y
e v a l u a t i o n f o r m d o n 0 t m a t t e r t h a t m u c h , b e c a u s e I k n o w I d i d m y part, in all ways I can.
In the tea ching+learning pr ocess, learn ers0 w ork plays the most
important r o l e . T h i s i s o n w a y o f a s s e s s i n g t h e s t u d e n t s 0 p e r f o r m a n c e f o r t h a t c e r t a i n sub'
ect matter. #ither they have absorbed the information from the
deliberationso r n e e d f u r t h e r d i s c u s s i o n a m o n g t h e t e a c h e r a n d t h e l e a r n e r s , e v a l u a t e t h e stud
ents0 standing3 the strengths and weaknesses in that certain topic. Teacher can also determine how the students are
responsive to the task assigned
to them. o m e h o w , s o m e f a c t o r s a r e t o b e c o n s i d e r e d i n t e r m s o f a s s e s s i n g t h e teacher and
students0 performance. In my case, I often give an evaluation to my students0 'ust right after the discussion as part of my
lesson plan to determine if they ha ve abso rbed the info r mation or if the y0ve 'otted dow n some
important information in their lecture notes. 1ut, as part of the traditional ways of teaching,teachers give an evaluation
either pro'ects,activities, assignments, chapter test,long -ui4, or unit test aside from the periodical
e amination in ever y -uar ter of the school year."ore prominently, the learners0 work is one way of determining if both
theteacher and students were able to attain the ob'ectives of the topic intended for

that day. 5ecalling back my erudition in my education sub'ects way back from my rst year to third year, I0ve learned that
learners0 work serves as the echo of
thet e a c h e r 0 s p e r f o r m a n c e , s i n c e i t g i v e s a v i e w a s t o h o w t h e t e a c h e r e e c u t e d h i s / h e r t
e a c h i n g s t r a t e g i e s , m e t h o d s , t e c h n i - u e s , a n d a p p r o a c h e s d u r i n g t h e process. It also gives a
replication to the teacher if he/she is an e*ective one.
un'through teaching is the most e!citing part in the education curriculumyet the most crucial because
student'te ache rs pla y a vital role like profe ssional teachers do.)t rst, you don t know how to deal with the new
crowd of people, you haveto learn rst how to be an upright friend to them, a mentor, a brother, then lateron as teacher. It
would be a prodigious honor if you treat your students like yourfamily, because they can open up to you.# t u d e n t s
f e e d b a c k c o u l d b e e i t h e r i n t h e f o r m o f w o r d s o r b e i n g s h o w n emotionally. /rom my e!periences in
my in'campus practice teaching, I requiredmy students to write what they feel about me, what are the traits that they like
inme and the things that made them hate me. &he purpose of that is to secretl y evaluate my teaching
performances as well as my relationship with the students.I know deep inside me that I am a stringent teacher and yes I
really am, but Id o n t h a v e a n y i d e a h o w I m a d e m y s t u d e n t s t o r e s p e c t m e a s h o w t h e y
t r e a t their professional te a chers, show n me love and cares. )nd I am so grateful
w itht h e f e e d ' b a c k s t h a t w e r e e ! p r e s s e d t h r o u g h l e t t e r s , t h o u g h t h e r e
w e r e suggestions but I know that those are constructive ones.I also know that it is not only me who will treasure the
rapports that we builtbut as well as they will also keep every good moment that we had until the end of time.
o w t o D i s c i p l i n e C h i l d r e n a n d e l p T h e m
D e v e l o p S e l f - C o n t r o l
The foundations for discipline are laid do n in the earl! !ears. =lexibilit! is the %e! to discipline as childrengro . Parents must be
prepared to modif! their discipline approach over time# using different strategies as their
childd e v e l o p s g r e a t e r i n d e p e n d e n c e a n d c a p a c i t ! f o r s e l f -
r e g u l a t i o n a n d r e s p o n s i b i l i t ! . " u r i n g a d o l e s c e n c e # t h e individuals become responsible for their o n behavior.
Establishing self-control is a process hich develops slo l!#and the ultim ate goal of discipline is to help children buil d
their o n self -control # not t o have them m erel! obe! adult commands.8o do children raised b! these t!pes of parents
gro upL =ollo -up studies sho that the moderate a!# bet een extreme permissiveness and extreme strictness# is the
most effective of the three st!les. Children raised b!authoritative9moderate parents tended to have a good self-concept and to be
responsible# cooperative# self-reliant
andi n t e l l e c t u a l l ! c u r i o u s . C h i l d r e n r a i s e d b ! a u t h o r i t a r i a n 9 s t r i c t p a r e n t s t e n d e d t o b e t i m i d a n
d i t h d r a n # l e s s intellectuall! curious and dependent on the voice of authorit! . Children raised b!
perm issive pare nts tended t o be immature# reluctant to accept responsibilit! or to sho independence.
F!ll!4ing are #!me hel*)"l i#ci*line techni5"e#2

?se language to help solve problems


;e ards

@atural conse&uences

@o more no B %eep it positive

"onKt dictate5 negotiate

Pic% !our battles


"ealing ith unacceptable behavior

6hat doesnKt or%

6hen to see% help


$.T4PIC5 Electric Conductors and Insulators.<. ;E=E;E@CE5 $lastre -"i*on# Mavill e T.#et.al. Science and Technol og!
for the future IJ."I6$ E$;@I@>SHSTEM I@C.#+
floor SE"CC4 building Ma%ati Cit! Philippines#(::#pp. '+ -'+2.C.M$TE;I$ S5 <oo%s /Ph!sics0# visual aids
$. ST;$TE>IES9TEC8@IN?ES5 - ecture9discussion -cooperative learning -demonstration<.
M4TIJ$TI4@5 "irections5 Th e teac her ill p ost the visual ai ds ith the different term and definition related toconduc
tors and insulators. 8e ill call some students to choose and pic% a ord from the chal%board /left side0 thenmatch it ith the %e!
terms posted on the other side of the board. $fter the students ere able to transfer9match allthe ords# the teacher ill no
come in and start ith the discussion. C. ESS4@ P;4PE; >uide Nuestions5'. 6hat is a conductorL(. ist examples of a conductor
and of an insulator.). 6hat are the four factors that affect the resistance of conductors in a circuit or the four la s of resistanceL+.
State the functions and importance of conductors and insulators. ".>E@E;$ IZ$TI4@5V"ifferentiate conductors from insulators.

Conductors are materials that offer lo resistance to the flo of current# examples are metals# irons# and gold. 6hileinsulators are
materials that offer high resistance to the flo of current# examples are glass# plastics# and rubber.V6hat are the f our factors that
affect the resistance of conductorsLThe four factors that affect the resistance of conductors are the follo ing

ength of a conductor

Thic%ness of a conductor

@ature of a conductor

Temperature of a conductor

ESS$H". irections5 "iscuss b! giving examples to the follo ing.'. Conductors(. Insulators
I. P;4< EM S4 JI@>."irections5 Solve th e follo ing b! using the different e&uations associated to electricit! . Sho
! our com pletecomputations.'. T o ob,ects are both negativel! charged ith :.:(C each and are 1: cm apart. 6hat %ind of force
exists bet eenthem and ho muchL(. $ charge of '. C present in an electric field produces a force of @. 6hat is the intensit! of
the electric fieldL). 6hat the potential difference in an electric circuit ith a current of ): amperes and a resistance of 2 WL+. 6hat is
the electric field intensit! of an electric field if the single point of charge is R 3C over a distance of
' metersL . Copper has an electrical resistivit! of '. x ':
W.m. 8o ould be the resistance of a copper ire ': mm longcompare ith another copper ire ' mm longL

>iven a one /'0 hour session# the students should be able to5a.

explain ho energ! is transferred and use b! electrical appliances b.

explain the concept of po er c.

calculate the po er rating of an appliance d.

relate po er rating of appliances to voltage and current ande.

enumerate the a!s of conserving electrical energ! and its safet!.

$. T4PIC5 Electrical Energ! measure of electrical consumption#

Computation of electrical energ!# electrical conservation and safet! <. M$TE;I$ S5 C. ;E=E;E@CE5 $lastre-"i*on# Maville
T.#et.al.Science and Technolog! for the future IJ."I6$ E$;@I@>SHSTEM I@C.#+
floor SE"CC4 building Ma%ati Cit! Philippines#(::+#pp.' 3-'1(.

$. ;EJIE65 /The teacher ill tal% about current# voltage# and resistance.0 <.ST;$TE>IES9 TEC8@IN?ES5 C. ESS4@ P;4PE;5 >?I"E N?
ESTI4@S5 '. 6hat is po erL(. 8o is po er being
computedL ). 6hat is the importance of %no ing the po er rating of the appliancesL +. 6hat are the tips in conserving electrical ene
rg! in our dail! live activitiesL . 6hat are some a!s to ensure electrical safet!L . 6hat is the significance or importance of %no ing
the tips in conserving electrical energ! and electrical precautionsL".>E@E;$ IZ$TI4@5'. 6hat is po erL

Po er refers to the amount of or% done or energ! consumed per unit time /PO69t0.(. 8o are voltage and current related to the
po er of an applianceL

Joltage an d curre nt are posi tivel! related to po er. $ppli ance ith high voltage across it. 4r ith high
currentthrough it# has high po er or rate of converting electrical energ! to other forms.'.

8o do e compute the po er rating of an applianceL

PO JI+. 6hat are some tips of conserving energ!L

4ne is to %no first the disadvantages and advantages of the appliances before using it. 6e must also %no ho and hen to use
the appliances e have at home# etc. . 6hat are some a!s to en sure electrical safet!L

Ma%e sure that ever!thing is in good condition

"o not overload extension cords

@ever leave plugged-in appliances here the! fall into ater# etc.


M? TIP E C84ICE5>iven the four choices a# b# c# and d# rites onl! the letter of the correct ans er on !our ans er sheet.'. The unit
of po er isa. att b. @e ton c. volts d. ampere(. 6hich one does not belong in the groupLa. PO69t b. PO&v9t c. POIJ d. POJ; ).
6hich of the follo ing statements belo give tips on ho to conserve
energ!L a. do not iron all the clothes at one time b. hang the clothes to dr! on sunn! da!s c. use natural light henever possible d. av
oid overloading !our refrigerator +. 6hich of the follo ing a!s belo ensure electrical
safet!L a. nail or staple cords on the all b. do not overload extension ires c. place cords under the carpets or rags d. plug applian
ces that are not in use . In an electrical circuit# UUUUUUUUU is manifested b! heating or arming the resistor or
load. a. resistance c. po er b. electric meter d. voltage

ESS$H". irection5 <riefl! ans er the follo ing. V6h! is it important to %no the

'. a!s of conserving electrical energ!L(. electrical safet!L

;ead about the follo ing topics5'. Energ! generation# utili*ation# management# and conservation.
an! Ph!sics boo%
&eaching as a profession is never an easy starring role to every individual forit requires you to be a well'rounded person who possessed
every quality that ane ective one
have.) s a p r a c t i c e t e a c h e r i n t h i s eld, I cannot give the performance thatprofe
s s i o n a l e d u c a t o r s d o , b u t I c a n o n l y g i v e t h e a s s u r a n c e t h a t I c a n g i v e grounding
in my students to the best way I can. In #eptember 45, 6414, it was thetime that w e w ere deplo yed b y our progr am
adviser s in some remote Baranga y*igh # chool, and I am lucky enough to be assigned in the school
+ust nea rb y m yr esiden ce a nd it is als o the institu tion w here I completed m y hig h school,
andsupplementary to my luck was that, I was assigned to a teacher as my detractorw h o u s e d t o b e m y t e a c h e r
i n m y 2 r d y e a r a n d 7 t h y e a r . ) f t e r c o u p l e o f d a y s observing th e sections that I am assigned to
teach, m y cooper ating te ac her ask me to submit to her a lesson plan a da y befor e meeting m y
students. I w as not pressured yet that time since I have already the idea and I have done those thingswhen I was still
doing my in'campus practice'teaching, but what I ve
anticipatedw a s v e r y f a r f r o m t h e a u t h e n t i c i t y , a n d I w a s s t r u c k b y h e r c o m m e n t s
b u t I accepted it since sh e s di er ent from m y in' campus critic and their ideas w erenever of the
same line. I follow her w a ys doing the lesson plan; she taught me how to do it with in simple way yet of
concrete thought. /rom that then, I submitmy lesson plan to my critic and let her review for corrections before using it as
myguide for the cl ass disc ussion the follow ing day. % y lesson plan is onl y goo d for one hour
meeting.*ow ever, in m y mor e than a month of teaching in %aria $lara (. (ob regat -ational *igh #chool, I taught
my students the concepts on electricity. I chose
thet o p i c f o u n d i n t h e p r e v i o u s p a g e s b e c a u s e o f s o m
u c h a e c t i o n a n d understanding that my students had assimilated from the perception;my
studentsalso learned the importance of electricity, how to measure electrical consumption,how to conserve, and how
to value the safet y upon u sing electrici t y in their per diem lives

&he observation notebook and the evaluation form in the out'campus practiceteaching are +ust similar with that in the
in'campus. &he only di erence is that itmatters w ith regard s to the comments and r ati ngs of both critic
teach ers.&h eobservation notebook is provided by the student'teacher and is given to the criticteacher for the daily
comments and suggestions during and after the session. Inmy case in the out'campus practice teaching, I was assigned to
teach 8hysics tothree s ection san d 9alues Education in the advisor y cl ass, but m y critic teacher and I
agreed that she will only observe me in her advisory class and that is the I9'"eus. In my rst day of teaching, my critic
wrote ve comments in my
observationn o t e b o o k a n d f o u r o u t o f t h e ve are undesirable comments an
d I n d i t constructive on my part, and as the days passed by the negative comments wereturned into positive
ones. % y cri tic te acher ob serv es me in ve da ys, an d after that, I feel like I am the sub+ect teacher of the three

&he evalua tion form on the other hand w as given to m y critic teacher a da ybefore I end my practice
teaching indenture. )nd later I found out that the ratingsgiven to me +ibed with the comments in my observation notebook.

I t i s v e r y e m o t i v e i f t h e r e s u l t s o f t h e r e s p o n s i b i l i t i e s a s s i g n e d t o t h e students
provide you good results. (earn er s w ork could be their assignments, activities, pro+ects, etc. It serves as a
tool to evaluate students responsivenessand also a form of evaluating the teacher s
performance. In my practice'teaching case at %aria $lara (. (obregat -ational *igh #chool,I often time gives my students a
qui3 after the discussions or the activities for meto conclude if the y have assimilated the information , and
assignments for the ne!t topic in order for them to read in advance. #o far, the results of their qui33esmeet my ob+ ectives. &he
students also submit their assignments the follow ing meeting. &hey work according to the instructions given to
them. & h e w o r k o f m y s t u d e n t s m i r r o r s m y p e r f o r m a n c e d u r i n g m y t e a c h i n g . I t somehow shows
how I e!ecuted it, and how they understood the concept instilledto them. In contrast to my students at "#$%#& $E()
laboratory *igh #chool, thestudents of %$((-*# are responsible enough. &hough sometimes there are somefactors to be
considered in requiring th e studen ts, most esp ecially to submit anencoded assignments or activi ties. -
ever theles s, the y a re s till best for me most especially the I9'"eus.

In my very r s t d a y a t % a r i a $ l a r a ( . ( o b r e g a t - a t i o n a l * i g h # c h o o l a s a student'teacher, I
negativ el y thought th at I w ouldn t be liked and loved b y m ystudents due to my rm and strict
appearance. %y rst day of teaching in the abovementioned school was totally stressful, Ididn t have the idea as to how I
starts the lecture and as to how to motivate thestudents to activel y par ticipate in the discussion, not becau se
that I don t ha vethe knowledge about teaching strategies and techniques but it is because of thetension that w as
loaded in me. But as da ys passed b y, I w as able to e!ecute m y teaching to the best way I can. (ater on, I didn t
think anymore that I had the rststressful day, but always positively think of motivated every day. :ou know that;the
feeling of wanting to teach every day because of the positive responds of
thestudents. ) da y be fore I e nd m y p rac tice teaching co ntract, w hich w as in ctober 61,my advisory class
surprised me with the farewell party they d prepared for me.
In e v e r t h o u g h t t h a t t h e y c o u l d r e n d e r m e t h a t k i n d o f a v e r y t o u c h i n g a n d emoti
onal tribute. &he y w ere abl e e !pre ss w hat the y feel th rough singing and dancing, and through the most
inspiring messages to me. &hey also gave me stu which I know it symboli3es their love to me. %ore importantly, it is the
image of respond to my practice teaching performance.
Education as a Science
Thorndike, Edward L. !"#$%!&$&'
In his Educational Ps! cholog! # Thorndi%e rote5 6e con&uer the facts of nature hen e observe
ande x p e r i m e n t u p o n t h e m . 6 h e n e measure them e have made them our servants /'3:)# p.
' + 0 . E & u a l l ! a s im portant as em piricism to Thorndi%eKs ps! cholog! as his em phasis on m easurem ent
and &uantificatio n po orl! prepared b! the schools in mathematics and largel! self-
taught in statistics# Thorndi%e became the educational orldKs exponent of the use of scienceKs universal language of
description# numbers. 8is theme as# all that exists#exists in some amount and can be measured. 8e introduced the first universit!
course in educational measurement in'3:(# and t o !ears later he rote the first handboo% for researchers in the use of social
statistics# $n Introduction tothe Theor! of Mental and Social Measurements.


E "cati!nal an intellect"al te#t#0

-The movement to ard testing as the primar! outcome of attempts to translate &ualitative statements /Mar!seems to be having
troubl e in re adin g0 into &ua ntitative an d com parable terms /In grade . # Mar! tests at +.+ in reading
comprehension and +.1 in vocabular! %no ledge0. Standardi*ed achievement tests in school sub,ects
ere built on centuries of use of teacher-made tests.Standardi*ed achievement tests in school sub,ects ere built oncenturies of
use of teacher-m ade tests. 6hat the t entieth cent ur! added as the standardi *ation necessar! for reliabilit!
and com parison of results from class to class. Professional l! ritten and adm inistered to thousands
of pupils# using norms based on nation ide samples of students# achievement tests ere created for ever! level of schooling#
from primar! through graduate school# including tests for out-of-school adults at various age levels.

St" +ing h"man ,ariati!n0

-The n e instrum ents for m easuring abilit! and achievement and especiall! the idespread use of
thesei n s t r u m e n t s i n s p i r e d n e %no ledge of and intensified concern ith individual differenc
es.The practicalconse&uence of the fact of individual differences is that ever! general la of
teaching has to be applied i t h consideration of the particular person X exam ple# the responses of
children to a n! stim ulus ill not be in vari abl eli%e the responses of atoms of h!drogen or of filings of iron# but ill var! ith
their individual capacities# interests#and previous experience.
(ource: http://www.education.com/reference/article/thorndike%edward%l%!"#$%!&$&/)pa*e+

)side from the kind of gen e ral intelligence measur ements w hich concerneducator s most, &horndike
w as interested in other t yp es of apti tudes, believing that intelligence is not a unitary or general factor but is
constituted of millions
of d i s c r e t e s t i m u l u s ' r e s p o n s e b o n d s ; a n y i n t e l l i g e n c e t e s t i s s i m p l y a s e l e c t i v e sample'takin
g of all the possible learned connections that might be
present. f these sour ces of variation, the most important in &horndike< s view wasdi ering
capaci ties0di erenc es c au sed primaril y b y gen etic in equalities. &o
thep e r s i s t i n g d e b a t e a b o u t h e r e d i t y a n d e n v i r o n m e n t , & h o r n d i k
e o e r e d comparative studies of twins, siblings, and unrelated individuals,
o f f a m i l y histories, and of school eliminations =dropouts>. *is ndings convinced him thatheredit y is th e primar y
determinant o f intellec tual di erence and, because su ch other traits as personal morality, civic
responsibility, industriousness, and
mentalh e a l t h c o r r e l a t e p o s i t i v e l y w i t h i n t e l l i g e n c e , t h a t g e n e t i c e n d o w m e n t i s t h e critical
variable for welfare and social
progress. )s teachers d ealing w ith di erent t ypes o f students, w e must know how toset our measurements
toward them as well as to know as to what level we shouldgive to the students in terms of giving them considering their
di erences. I t i s t o i n s t i t u t i o n s c a l l e d s c h o o l s a n d u n i v e r s i t i e s t h a t m o d e r n s o c i e t i e s assign
most of the formal stimulation of this power of human learning.